DESCRIPTORS

Four models for interpreting values education strategies are provided. Six examples form curriculum projects are analyzed in light of three of these conceptual models. The first model categorizes values approaches by whether they describe, analyze, or advocate a particular value position. The second model categorizes values approaches by whether they appeal to psychological or logical precepts. The third model,.categorizes values approaches by whether they manifest a valuative-objective orientation or a valuative-subjective orientation. A fourth model attempts to synthesize the three other models in order to correct deficiencies in all of them. This disclosure approach suggests a new philosophical synthesis among such concepts as sublective,-descriptive, psychological, and logical. It posits that values cannot be adequately explained anymorethan the process of cultural function 'can, without a careful consideration of the individual and collectiv