Affective Education: Readings in Cognitive Moral Development and in Values Analysis and Clarification

The purpose of this book of readings is to serve as a major guide and resource for all who study and implement moral education and values clarification. It is more than a usual facts and principles text with the expression of a single author\u27s beliefs or point of view. It is a collection of opinions and theories that reflect various trends of thought concerning moral education and values clarificatio.n. The authors have attempted to provide points of view. The readers are free to judge and draw their own conclusions on moral education utilizing the readings as a guide. Many values clarification lessons are being published. These may take the form of strategy books to elaborate kits. As materials prolificate, more and more teachers will gain access. In one sense this overabundance of materials can serve a useful purpose. However, the editors are concerned that well-meaning teachers and administrators may do as much harm as good unless there is first some degree of comprehension of an approach to values analysis and moral education. It is the writers\u27 contentions that moral education and values clarification is not just another bandwagon. As educators we have a responsibility to keep abreast of current curriculum trends; today, we must know something about behavioral objectives, gaming and simulation, interaction analysis, role playing, inquiry, concepts, generalizations, and reflection. We should also know something of the theoretical constructs of values clarification and moral education. We would maintain that moral education and values clarification are going to become much more important in all areas of the curriculum. As such these concepts have existed for several years. Perhaps John Dewey\u27s writings in the 1890\u27s did much to awaken the present generation to the need. During the past several years such writers as Hunt and Metcalf, Jewett, Simon, Kohlberg and Piaget, have contributed much to curriculum development. It is our contention that moral education and values analysis ought to be of central concern to the curriculum. Values education is the most important kind of education. Nationwide we are witness to a growing trend of training educators in the skills of moral education. Many education method courses are beginning to deal with this complex issue. Many special workshops are being offered. Thus a need exists to provide a background for this new curriculum area. This book is one such attempt at filling this vacuum