define value education

• Scholarships
• Certificates
• Applications
• Communication

Value Education: Why It Matters and How to Cultivate Values

Value education refers to deliberately cultivating essential human values in students at school. It focuses on shaping character and nurturing socially responsible, morally upright individuals.

What Is Value Education: Value Education Meaning

Value education aims to develop virtues like honesty, empathy, integrity, and responsibility which serve as a moral compass for students. The methods used include morally focused classroom discussions, literature with value themes, community service projects, role-playing moral dilemmas, etc.

Unlike regular academics,  value education stresses on transforming students’ personalities  by instilling positive values and belief systems in them from a young age. The goal is for children to grow into compassionate, engaged citizens who contribute meaningfully to society.

Objectives Of Value Education

The main  objectives of value education  are:

• Develop moral reasoning: Enhances ability to distinguish right from wrong, understand ethical issues, critically analyze moral problems, and make principled choices.
• Build character strengths: Nurtures virtues like empathy, integrity, responsibility, and perseverance which shape personality.
• Promote social cohesion: Fosters tolerance, unity in diversity, and respect – laying the foundation for a just, inclusive society.
• Encourage civic engagement:  Motivates students to be socially/ecologically responsible, engaged citizens.
• Nurture well-rounded individuals: Facilitates balanced development of ethical, intellectual, emotional, and social faculties.
• Groom value-based leaders:  Equips students with a moral compass to act out of fairness and compassion when they occupy leadership roles.

Types Of Value Education

There are 5 main types of value education:

Personal Values Education

Focuses on values that determine personal morality and character like:

• Self-discipline
• Responsibility
• Perseverance

Social Values Education

Teaches values that shape our relation with society like:

Spiritual Values Education

Based on virtues related to human conscience and soul like:

• Righteousness

Cultural Values Education

Promotes cultural cohesion through values like:

• Respect for elders
• Celebrating traditions

Environmental Values Education

Fosters love for nature through ecological values like:

• Conservation
• Sustainability
• Protecting ecosystems

Importance Of Value Education

Value education is critical for:

• Building character:  Enables students to create a strong, ethical character.
• Positive behavior: Encourages kindness, integrity, empathy, and other constructive behaviors.
• Responsible citizenship:  Equips students to become engaged, contributive citizens.
• Ethical leadership:  Provides future leaders a moral foundation to act out of fairness.
• Social reform:  Nurtures individuals who are driven by ethics to positively impact society.

Overall, value education aims at molding  compassionate, engaged, and morally upright individuals who add value to society.

Need Of Value Education

Here’s why value education is the need of the hour:

• Deteriorating social values: Rising intolerance, crimes, and corruption indicate erosion of values – which value education helps address.
• Materialistic lifestyles: Increasing materialism has compromised values like honesty, and empathy. Value education counters this.
• Building character: With nuclear families and fewer joint families, systematic character-building is required through value education.
• Preparing children for life: Value education equips children with critical life skills like ethical reasoning, and responsible behavior.
• Shaping future leaders: Future leaders in fields like business, and politics need to be grounded in values like justice, and empathy. Value education lays this foundation.

Value education is thus imperative for nurturing socially conscious leaders and citizens.

Process Of Value Education

• Classroom teaching: Stories, ethical dilemmas, and role-playing activities to teach values.
• Community service:  Volunteering projects to teach civic responsibility.
• Value education clubs: Promoting values via campaigns, posters, and activities.
• Reflection writing:  Essays and journaling for students to internalize values.
• Appreciating demonstrations:  Publicly praising students who display values in action.
• Parental counseling:  Guiding parents on modeling values at home.

Basic Guidelines For Value Education

Some best practices for teaching values effectively:

• Adopt an  interactive ,  reflective,  and  experiential  approach – avoid preaching.
• Role model positive values like empathy, and equality through your own conduct.
• Encourage students to  apply values like truth, and non-violence in real life, not just learn passively.
• Promote  critical thinking  on ethical issues through open discussions and moral dilemmas.
• Make it  relevant  to students’ lives by using examples they relate to.
• Appreciate even small  everyday demonstrations of values like courtesy, and honesty.
• Actively develop the  emotional quotient along with the intelligence quotient.
• Collaborate with  parents  to nurture values consistently at home.

The Purpose Of Value Education

Fundamental goals of value education:

• Mold  compassionate citizens  who care for others and nature
• Groom  principled leaders  across fields who act out of ethics
• Build a  humane, just society  by laying moral foundations early on
• Foster  socially conscious  global citizens concerned about worldwide issues
• Shape  morally upright  individuals of strong character who do the right thing
• Enable students to lead  meaningful  lives with a sense of purpose

Speech On the Importance Of Value Education

Here is a short speech on why value education matters:

“Respected principal, teachers, and students – I stand before you to share my thoughts on the vital importance of value education in shaping well-rounded individuals.

Values form the very foundation of our personalities. They mold our belief system which guides our choices and behavior. Values like honesty, equality, and empathy determine the kind of citizens we grow up to be.

With increasing cynicism and materialism in society, active cultivation of human values has become more important than ever before. Value education aims at developing the complete moral, social, and spiritual dimensions.

By teaching universal values like truth and non-violence from a young, value education helps nurture engaged, compassionate citizens committed to justice and environmental conservation. It motivates students to become change-makers who contribute to social reform.

Friends – values cannot be imposed or taught overnight. They need active modeling by teachers and parents coupled with careful nurturing through activities, real-life projects, and ongoing moral discussions. This hands-on approach to value education ensures deep internalization of values to the point that they become an integral part of students’ personalities – guiding them spontaneously.

The future of any nation lies in the hands of its youth. The kind of leaders the youth become shapes the nation’s destiny. Value education holds the power to transform youth by equipping them with moral courage and social responsibility to stand up for justice. It lays the foundation for a progressive society.

As students, by demonstrating values like empathy and integrity in your conduct, each of you can inspire others too to walk the path of truth and conscience.

Let us strive to make value education a vibrant, integral part of schooling – going beyond textbooks to shape morally anchored youth. This visionary investment is vital for securing a just, equitable, and compassionate global society.”

FAQs on Value Education

Here are some common questions about value education:

1. What are Values?

Values are beliefs about what is right or wrong, good or bad. They are standards that guide our choices and actions. Examples are honesty, respect, responsibility, kindness, etc. Values define who we are and what is important to us.

2. What is Value-Based Education?

Value-based education focuses on instilling values like empathy, integrity, and compassion in students. It aims to develop character and ethics through applying values like respect and honesty in real life. The goal is to nurture responsible citizens.

3. What are methods of imparting Value Education?

Methods include:

• Classroom teaching using stories, activities, discussion
• Role modeling
• Community service
• Clubs and sports
• Counselling and mentoring
• Parental guidance

4. What is the need for Value Education?

Value education is needed to develop a strong moral compass in students. It motivates positive behavior, builds character strength, and promotes social harmony and responsible citizenship. Overall, it nurtures ethical, caring individuals.

5. How does Value Education help us in daily life?

Value education helps make the right choices in life, interact positively with others, and contribute meaningfully to society. It teaches us to be responsible, empathetic, and principled human beings.

6. How to implement Value Education in school?

• Incorporate value-based learning activities in the curriculum
• Conduct ethics and morality discussions
• Organize community service projects
• Set up value education clubs
• Assign moral dilemma scenarios
• Lead by example and role model values

7. Can Values be taught without a Teacher?

Yes, parents can teach values through role modeling ethical behavior and having discussions at home. However, trained teachers are best suited to impart formal value education through structured activities.

Value education aims at proactively developing universal human values like empathy, equality, honesty, and non-violence in students via an experiential, activity-based approach focused on nurturing their overall moral, spiritual, and emotional growth. It aspires to equip youth with a moral compass that guides their behavior, choices, and outlook as adults.

Implementing value education effectively requires schools, families, and communities to come together to role model ethical conduct themselves as well as deliberately cultivate essential human values through everyday experiences, inspiring stories, and thoughtful moral discussions. This shapes conscientious leaders and citizens – laying the foundations for a caring, principled, inclusive society.

Shobhit is the founder of Ishiksha, content writer and educator who has been creating educational content since 2021. His writing covers topics like science, technology, and the humanities. When he isn't writing, Shobhit enjoys reading nonfiction, watching documentaries, and going on nature walks.

Save my name, email, and website in this browser for the next time I comment.

Type above and press Enter to search. Press Esc to cancel.

Value Education: Meaning, Importance, Benefits

Academic education and value education are virtually intertwined; hence, they are equally important. Without the former, nobody will be able to learn skills such as reading, writing, and arithmetic. One cannot secure a good job or manage even the simplest daily essentials if they do not know how to behave properly with others.

Understand Value Education

Meaning of value education.

Considering Value Education as a compound word, the separate definitions of both the terms “value” and “education” are presented. This leads to the definition of Value Education as the process of transmitting values to the pupils.

According to K. H. Imam Zarkasy, Value Education is an educational action or the conveying of knowledge on the measurement of morality, and showing the difference between what is bad and good for living in society.

The various aspects of Value Education include Moral Education, Civic Education, Citizenship Education, Environmental Education, Religious Education, and Spiritual Education.

Educators worldwide have initiated various steps, packages, projects, and discussions at their respective levels for promoting values.

Some names that could be mentioned here include:

• Holistic Approach to Education
• Global Education
• Value-Based Education (VBE)
• Democratic Education
• Character Education
• Home School System
• Alternative Education
• Philosophy for Child (P4C)
• Islamization of Knowledge (IOK)
• Moral Education
• Project/Problem-Based Learning (P2BL)
• TLC (Teaching and Learning Center)
• Anchored Instruction
• Interdisciplinary Approach
• Enquiring Minds
• Living Values Education Programme (LVEP)

Importance of Value Education

The importance of balancing material and moral values.

Everything a person does has little meaning and will not serve them well. Therefore, for our welfare, as well as that of others, both academic excellence and value education must be combined.

Even during good times, the finer things in life, such as a high reputation, fame, and money, can make a person arrogant unless they know how to use money and power correctly. The absence of these very attributes can destroy their glory and honor.

If we possess many talents, wealth, power, or fame in life, we must learn to use them wisely so that both ourselves and others may find happiness by leading a life guided by both moral values and material riches.

Addressing Global Challenges Through Value Education

World citizens are facing numerous problems, including terrorism, drug addiction, poverty, and overpopulation.

Hence, it is necessary to instill moral values in the curriculum because education is a highly effective weapon to combat these evils and find solutions. “Education is a weapon, whose effect depends on who holds it in their hand and at whom it is aimed” (Joseph Stalin).

Shaping the Future Through Education

We know that today’s children are tomorrow’s citizens. If we provide a good education to today’s children, the future of the next generation will be well-informed. Education is the key to solving all types of these problems .

Embracing Modernity with Moral Values

We are living in a modern century, and therefore, we must use science and technology in the proper way. It is not difficult for us to address all the issues related to non-moral or valueless matters. The primary objective of this study is to instill moral values in schools and colleges.

The Transformative Power of Education

Education possesses the genuine power to help learners shape their minds and manners accordingly, thus enabling the attainment of academic excellence in a fruitful and perfect manner.

Manifestation of Values

We see that Value Education has two aspects to be judged and appreciated, and these two are worth making life and living (1) useful and (2) satisfactory.

It is highly abstract and qualitative, and at the same time, relative in the context of the individual’s culture, creed, acquired belief, conviction, attitude, etc. “Many men, many minds,” and so there are astronomical varieties and kinds of value concepts of education among the peoples of the world.

Literary Illustrations of Value Differences

Now let us cite some examples from some celebrated works.

For instance, the classical playwright Shakespeare’s two characters in his famed drama “ The Merchant of Venice ” exhibit two sorts of values of a single thing – money.

To one protagonist, Antony, the value of money, so to say, lies in sacrifice to ameliorate the sufferings of the poor and the distressed, whereas his counterpart, Shylock, treats the same for multiplying it by usury practices if needed, heartlessly.

Though these two characters are literary creations, they actually represent the two characters of society that have existed since the creation of man, so to speak.

Diverse Cultural Perspectives on Values

Again, the story of Hatemtaye is a unique example that shows how a good soul was ready to have his own head chopped off for his poverty-stricken killer who came to kill him (Hatemtaye) to claim the prize money. According to blood, culture, education, belief, or religion, people of the world are contradictorily and even contrarily different and varied.

For instance, a Jewish, a Christian, a Hindu, a Buddhist, a Muslim, and even an Atheist express their distinct attitudes, manners, and behaviors that are not necessarily similar in respect of, say, greetings, eating habits, drinking, clothing, and observing ceremonies.

Contrasting Economic and Political Systems

To a Communist, a state is the master of the people, and each citizen of the communist country has to work for the welfare of the state according to their capability, and in return, the state will provide them with provisions according to their necessity.

As a result, the value of a person is determined by their physical strength and food, minus their soul, which survives on spiritual nourishment. In a capitalist country, earnings and spending have no moral or humanitarian constraints.

Philosophical Approaches to Values

Pragmatic thoughts and hedonistic philosophy are now influential in world politics. According to naturalists, an individual can get the greatest value out of life by harmonizing their life as closely as possible with nature.

Pragmatists deny the existence of ultimate eternal values and believe that all values are subjective and relative to humans.

They think that values constantly develop through the interplay between fresh personal experiences and cultural influences. Values like truth are rooted in and derived from their source; this is the belief of essentialists.

Spiritual Perspectives on Value

According to perennialists, not only knowledge but values are grounded in a teleological and supernatural reality. To them, beauty is the highest value in aesthetics, and speculative reason is the highest value in ethics.

They focus on teaching ideas that are everlasting, seeking enduring truths that are constant, as the natural and human worlds at their most essential level do not change. Sufis seek to gain spiritual illumination through deep meditation and attain an inner vision of the truth.

The Global Need for Value Education

So we see that with respect to politics, the forms of dictatorship, kingship, jingoistic nationalism, blood, territory, and color-based nationalism have been treated as useful and beneficial by the leaders of these categories.

Thus, the peoples of the present world are divided into several warring groups that now measure their power, prestige, and superiority based on their arms race and atomic energy. This means that the peace observed by these warring peoples is based on the balance of terror, not on the balance of goodwill.

This crucial global situation urgently requires Value Education. Changing such conflicting mindsets and behaviors, especially among the big powers, depends fundamentally on infusing education with morality, ethics, humanity , and other elements of Value Education.

A Critical Look into Value Education

Value Education is a very recent subject, considered for inclusion in general education courses, which had once been deeply rooted in early education. The average person dreams and believes that the primary aim of education is to meet the needs of parents facing socio-religio-economic and moral pressures.

Parental Aspirations in Education

Thus, we see that a farmer wants his son to become an expert in leading a farming life, a businessman hopes his son becomes a successful businessman capable of facing competition in this field, and similarly, a university teacher desires his child to become a distinguished intellectual figure, and so on.

All these notions of various parents or guardians express the desire to provide their children with better opportunities in life through education than they themselves have had.

Religious Foundations of Early Education

However, the history of education in the past shows that in ancient India, Europe, especially England, places of worship initially established common schools that accepted holy scriptures from people of different religions, making religion the core of moral training.

Shift Towards Secularism: The Renaissance Impact

This practice continued until the advent of the Renaissance between the 14th and 15th centuries, marked by the exploitation of science, technology, land discovery, economic resources, and other factors that significantly influenced human thinking, emphasizing pragmatism in life and society.

It diminished the importance of belief in God, religion, and divinity, rendering them almost insignificant and worthless.

Prominent Voices Against Religious Institutions

For instance, an American scholar named Thomas Pine expressed his personal viewpoint in his article ‘Profession of Faith’ in a manner that sophisticatedly disregarded religion.

He stated, ‘I believe in one God, and no more, and I hope for happiness beyond this life,’ asserting his belief as ‘My mind is my own church.’

Furthermore, he opined that ‘All national institutions of churches, whether Jewish, Christian, or Turkish (i.e., Muslims), appear to me no other than human inventions set up to terrify and enslave mankind and monopolize power and profit (F.B.G & A.P.H, 1974).’

Such a dismissive attitude toward God and religion is also evident in the views of individuals like Karl Marx , Darwin, and Einstein.

The Rise of Secular Societie

As a result, this godless perspective has transformed the current education system into one that is secular in both content and spirit. It has made belief in God and religion a personal matter of optional belief and ritual in society, including in state life and governance.

There is a belief that non-religious people demonstrate higher scores in acts of generosity and kindness, such as lending their possessions or offering a seat on a crowded bus, compared to religious individuals.

All these examples advocate that a society without God and with non-religious beliefs tends to perform better acts of service and goodwill for the community as a whole.

Consequences of a Godless Society

Hence, a secular society established through godless education has gained more ground than one influenced by religion. In such a society, a person’s life is seen as reaching its final and absolute end in death, with all their deeds, both good and bad, having no consequences in their future life or the next world.

A closer look at this dire situation of human life, devoid of religion, God, and divinity, reveals that it has occurred rapidly primarily due to the absence of value education in its true and real sense.

Value as the Base of Education

The authors, thinkers, educationists, and philosophers of world renown have been deeply grappling with the strong urge to establish morality as the foundation of all branches of education, which essentially constitutes Value Education.

Historical Perspectives on Morality in Education

Aristotle and later other renowned figures such as Locke, Hume, and Bertrand Russell held the opinion that moral objectives should be incorporated into education to curb humanity’s relentless pursuit of money, wealth, and power.

They believed that without acquiring these elements, life on this mortal earth would lead to a painful and meaningless end.

Life’s Purpose Beyond Materialism

These types of individuals, lacking faith in God or any form of religion, believe that life’s growth occurs here, both in power and wealth, with the ultimate goal of finding fulfillment in this material world.

The Need for Moral Aims in Education

Let us, therefore, critically examine the question: Why should education have moral aims, and how can these aims be implemented?

6 Benefits of Moral Objectives in Education

It is an acknowledged fact that the moral objectives of education have the effective capacity to control humanity’s inclination towards selfish rationality in pursuing personal enjoyment.

Studies on such tendencies or drives demonstrate that:

Achieving Excellence Through Virtue

The cultivation of virtue, the establishment of moral habits or values, allows individuals to achieve the highest quality and excellence in their character.

Philosopher Kant referred to it as ‘a good will,’ a concept acknowledged in all physical, intellectual, and aesthetic aspects of culture that helps individuals attain moral excellence.

The Role of Socialization in Education

Every child should receive proper training for social interaction and friendship. ‘Society is a human creation’ that necessitates socialization and the subordination of the self to uphold the golden rule ‘Live and Let Live,’ which thrives on love, politeness, sympathy, sacrifice, empathy, etc.

Promoting Peace and Prosperity Through Education

To achieve and maintain socio-religious, cultural, economic, and political peace and prosperity, every child should be educated, both in theory and practice, to fulfill these essential societal requirements.

The Growth and Development of Value-Education

Value-Education is a fully developed subject with the laws of growth and development, much like other subjects in the curriculum. It undergoes development through moral judgments, emotional experiences, and cultural activities that motivate learners to acquire moral strength and clarity in their thoughts and actions.

Learners learn and enrich this subject through careful nurturing and guidance provided by wise teachers and parents who embody moral principles in their actions.

Integrating Moral Values Across the Curriculum

The core content of all school courses, whether in Arts, Science, Commerce, etc., should be grounded in moral values and judgments. Learners should engage in thoughtful cultivation of key facts and figures in each subject to promote moral culture and character development.

Practical Approaches to Imparting Moral Values

Schools should incorporate both theoretical and practical approaches to impart moral values . These values can be presented to learners through stories, dramatization of lessons, sketches, drawings, festoons, and various other creative methods.

In essence, the school itself should embody the living values of social life and society as a whole.

Specifically, the values of cooperation, sympathy, dedication, and tolerance should be taught to children in the classroom and within society so that they may realize that true and genuine happiness and benefit in life can be achieved through the practice of these qualities in group living.

The Role of Teachers in Moral Education

Pedagogical applications related to components of values such as morality and ethics should have a profound psychological impact on teachers.

They should receive proper moral training because it is the teachers who must consistently and rationally cultivate moral thoughts and actions. Consequently, children will be capable of acquiring moral insight and feelings with great enthusiasm, inspired by their teachers’ character and personality.

Conclusion: Integration of Academic Excellence and Value Education

Imitating Spenser Herbert, we can safely say that Value Education encapsulates the entire purpose of education, including the inner quality, insight, and volition of children who, through the application of moral virtues in character and behavior, become citizens of good character within a nation.

Mere academic knowledge without a deep foundation in moral and spiritual values will only mold one-sided personalities. These individuals may accumulate wealth and material possessions but will remain impoverished in self-understanding, the promotion of peace, and contributions to social welfare.

To emphasize this fact, Swami Vivekananda said, ‘Excess of knowledge and power, without holiness, makes human beings devils.’

Value Education necessitates academic excellence, especially to equip learners thoroughly with its elements so that they feel confident in implementing these values in their individual and social lives. This is because academic teaching is systematic, and the impact of education is bound to be fruitfully realistic and beneficial.

• Search Menu
• Browse content in Arts and Humanities
• Browse content in Archaeology
• Anglo-Saxon and Medieval Archaeology
• Archaeological Methodology and Techniques
• Archaeology by Region
• Archaeology of Religion
• Archaeology of Trade and Exchange
• Biblical Archaeology
• Contemporary and Public Archaeology
• Environmental Archaeology
• Historical Archaeology
• History and Theory of Archaeology
• Industrial Archaeology
• Landscape Archaeology
• Mortuary Archaeology
• Prehistoric Archaeology
• Underwater Archaeology
• Urban Archaeology
• Zooarchaeology
• Browse content in Architecture
• Architectural Structure and Design
• History of Architecture
• Residential and Domestic Buildings
• Theory of Architecture
• Browse content in Art
• Art Subjects and Themes
• History of Art
• Industrial and Commercial Art
• Theory of Art
• Biographical Studies
• Byzantine Studies
• Browse content in Classical Studies
• Classical History
• Classical Philosophy
• Classical Mythology
• Classical Literature
• Classical Reception
• Classical Art and Architecture
• Classical Oratory and Rhetoric
• Greek and Roman Epigraphy
• Greek and Roman Law
• Greek and Roman Archaeology
• Greek and Roman Papyrology
• Late Antiquity
• Religion in the Ancient World
• Digital Humanities
• Browse content in History
• Colonialism and Imperialism
• Diplomatic History
• Environmental History
• Genealogy, Heraldry, Names, and Honours
• Genocide and Ethnic Cleansing
• Historical Geography
• History by Period
• History of Agriculture
• History of Education
• History of Emotions
• History of Gender and Sexuality
• Industrial History
• Intellectual History
• International History
• Labour History
• Legal and Constitutional History
• Local and Family History
• Maritime History
• Military History
• National Liberation and Post-Colonialism
• Oral History
• Political History
• Public History
• Regional and National History
• Revolutions and Rebellions
• Slavery and Abolition of Slavery
• Social and Cultural History
• Theory, Methods, and Historiography
• Urban History
• World History
• Browse content in Language Teaching and Learning
• Language Learning (Specific Skills)
• Language Teaching Theory and Methods
• Browse content in Linguistics
• Applied Linguistics
• Cognitive Linguistics
• Computational Linguistics
• Forensic Linguistics
• Grammar, Syntax and Morphology
• Historical and Diachronic Linguistics
• History of English
• Language Acquisition
• Language Variation
• Language Families
• Language Evolution
• Language Reference
• Lexicography
• Linguistic Theories
• Linguistic Typology
• Linguistic Anthropology
• Phonetics and Phonology
• Psycholinguistics
• Sociolinguistics
• Translation and Interpretation
• Writing Systems
• Browse content in Literature
• Bibliography
• Children's Literature Studies
• Literary Studies (Asian)
• Literary Studies (European)
• Literary Studies (Eco-criticism)
• Literary Studies (Modernism)
• Literary Studies (Romanticism)
• Literary Studies (American)
• Literary Studies - World
• Literary Studies (1500 to 1800)
• Literary Studies (19th Century)
• Literary Studies (20th Century onwards)
• Literary Studies (African American Literature)
• Literary Studies (British and Irish)
• Literary Studies (Early and Medieval)
• Literary Studies (Fiction, Novelists, and Prose Writers)
• Literary Studies (Gender Studies)
• Literary Studies (Graphic Novels)
• Literary Studies (History of the Book)
• Literary Studies (Plays and Playwrights)
• Literary Studies (Poetry and Poets)
• Literary Studies (Postcolonial Literature)
• Literary Studies (Queer Studies)
• Literary Studies (Science Fiction)
• Literary Studies (Travel Literature)
• Literary Studies (War Literature)
• Literary Studies (Women's Writing)
• Literary Theory and Cultural Studies
• Mythology and Folklore
• Shakespeare Studies and Criticism
• Browse content in Media Studies
• Browse content in Music
• Applied Music
• Dance and Music
• Ethics in Music
• Ethnomusicology
• Gender and Sexuality in Music
• Medicine and Music
• Music Cultures
• Music and Religion
• Music and Culture
• Music and Media
• Music Education and Pedagogy
• Music Theory and Analysis
• Musical Scores, Lyrics, and Libretti
• Musical Structures, Styles, and Techniques
• Musicology and Music History
• Performance Practice and Studies
• Race and Ethnicity in Music
• Sound Studies
• Browse content in Performing Arts
• Browse content in Philosophy
• Aesthetics and Philosophy of Art
• Epistemology
• Feminist Philosophy
• History of Western Philosophy
• Metaphysics
• Moral Philosophy
• Non-Western Philosophy
• Philosophy of Science
• Philosophy of Action
• Philosophy of Law
• Philosophy of Religion
• Philosophy of Language
• Philosophy of Mind
• Philosophy of Perception
• Philosophy of Mathematics and Logic
• Practical Ethics
• Social and Political Philosophy
• Browse content in Religion
• Biblical Studies
• Christianity
• East Asian Religions
• History of Religion
• Judaism and Jewish Studies
• Qumran Studies
• Religion and Education
• Religion and Health
• Religion and Politics
• Religion and Science
• Religion and Law
• Religion and Art, Literature, and Music
• Religious Studies
• Browse content in Society and Culture
• Cookery, Food, and Drink
• Cultural Studies
• Customs and Traditions
• Ethical Issues and Debates
• Hobbies, Games, Arts and Crafts
• Lifestyle, Home, and Garden
• Natural world, Country Life, and Pets
• Popular Beliefs and Controversial Knowledge
• Sports and Outdoor Recreation
• Technology and Society
• Travel and Holiday
• Visual Culture
• Browse content in Law
• Arbitration
• Browse content in Company and Commercial Law
• Commercial Law
• Company Law
• Browse content in Comparative Law
• Systems of Law
• Competition Law
• Browse content in Constitutional and Administrative Law
• Government Powers
• Judicial Review
• Local Government Law
• Military and Defence Law
• Parliamentary and Legislative Practice
• Construction Law
• Contract Law
• Browse content in Criminal Law
• Criminal Procedure
• Criminal Evidence Law
• Sentencing and Punishment
• Employment and Labour Law
• Environment and Energy Law
• Browse content in Financial Law
• Banking Law
• Insolvency Law
• History of Law
• Human Rights and Immigration
• Intellectual Property Law
• Browse content in International Law
• Private International Law and Conflict of Laws
• Public International Law
• IT and Communications Law
• Jurisprudence and Philosophy of Law
• Law and Politics
• Law and Society
• Browse content in Legal System and Practice
• Courts and Procedure
• Legal Skills and Practice
• Primary Sources of Law
• Regulation of Legal Profession
• Medical and Healthcare Law
• Browse content in Policing
• Criminal Investigation and Detection
• Police and Security Services
• Police Procedure and Law
• Police Regional Planning
• Browse content in Property Law
• Personal Property Law
• Study and Revision
• Terrorism and National Security Law
• Browse content in Trusts Law
• Wills and Probate or Succession
• Browse content in Medicine and Health
• Browse content in Allied Health Professions
• Arts Therapies
• Clinical Science
• Dietetics and Nutrition
• Occupational Therapy
• Operating Department Practice
• Physiotherapy
• Radiography
• Speech and Language Therapy
• Browse content in Anaesthetics
• General Anaesthesia
• Neuroanaesthesia
• Browse content in Clinical Medicine
• Acute Medicine
• Cardiovascular Medicine
• Clinical Genetics
• Clinical Pharmacology and Therapeutics
• Dermatology
• Endocrinology and Diabetes
• Gastroenterology
• Genito-urinary Medicine
• Geriatric Medicine
• Infectious Diseases
• Medical Oncology
• Medical Toxicology
• Pain Medicine
• Palliative Medicine
• Rehabilitation Medicine
• Respiratory Medicine and Pulmonology
• Rheumatology
• Sleep Medicine
• Sports and Exercise Medicine
• Clinical Neuroscience
• Community Medical Services
• Critical Care
• Emergency Medicine
• Forensic Medicine
• Haematology
• History of Medicine
• Browse content in Medical Dentistry
• Oral and Maxillofacial Surgery
• Paediatric Dentistry
• Restorative Dentistry and Orthodontics
• Surgical Dentistry
• Medical Ethics
• Browse content in Medical Skills
• Clinical Skills
• Communication Skills
• Nursing Skills
• Surgical Skills
• Medical Statistics and Methodology
• Browse content in Neurology
• Clinical Neurophysiology
• Neuropathology
• Nursing Studies
• Browse content in Obstetrics and Gynaecology
• Gynaecology
• Occupational Medicine
• Ophthalmology
• Otolaryngology (ENT)
• Browse content in Paediatrics
• Neonatology
• Browse content in Pathology
• Chemical Pathology
• Clinical Cytogenetics and Molecular Genetics
• Histopathology
• Medical Microbiology and Virology
• Patient Education and Information
• Browse content in Pharmacology
• Psychopharmacology
• Browse content in Popular Health
• Caring for Others
• Complementary and Alternative Medicine
• Self-help and Personal Development
• Browse content in Preclinical Medicine
• Cell Biology
• Molecular Biology and Genetics
• Reproduction, Growth and Development
• Primary Care
• Professional Development in Medicine
• Browse content in Psychiatry
• Addiction Medicine
• Child and Adolescent Psychiatry
• Forensic Psychiatry
• Learning Disabilities
• Old Age Psychiatry
• Psychotherapy
• Browse content in Public Health and Epidemiology
• Epidemiology
• Public Health
• Browse content in Radiology
• Clinical Radiology
• Interventional Radiology
• Nuclear Medicine
• Radiation Oncology
• Reproductive Medicine
• Browse content in Surgery
• Cardiothoracic Surgery
• Gastro-intestinal and Colorectal Surgery
• General Surgery
• Neurosurgery
• Paediatric Surgery
• Peri-operative Care
• Plastic and Reconstructive Surgery
• Surgical Oncology
• Transplant Surgery
• Trauma and Orthopaedic Surgery
• Vascular Surgery
• Browse content in Science and Mathematics
• Browse content in Biological Sciences
• Aquatic Biology
• Biochemistry
• Bioinformatics and Computational Biology
• Developmental Biology
• Ecology and Conservation
• Evolutionary Biology
• Genetics and Genomics
• Microbiology
• Molecular and Cell Biology
• Natural History
• Plant Sciences and Forestry
• Research Methods in Life Sciences
• Structural Biology
• Systems Biology
• Zoology and Animal Sciences
• Browse content in Chemistry
• Analytical Chemistry
• Computational Chemistry
• Crystallography
• Environmental Chemistry
• Industrial Chemistry
• Inorganic Chemistry
• Materials Chemistry
• Medicinal Chemistry
• Mineralogy and Gems
• Organic Chemistry
• Physical Chemistry
• Polymer Chemistry
• Study and Communication Skills in Chemistry
• Theoretical Chemistry
• Browse content in Computer Science
• Artificial Intelligence
• Computer Architecture and Logic Design
• Game Studies
• Human-Computer Interaction
• Mathematical Theory of Computation
• Programming Languages
• Software Engineering
• Systems Analysis and Design
• Virtual Reality
• Browse content in Computing
• Business Applications
• Computer Security
• Computer Games
• Computer Networking and Communications
• Digital Lifestyle
• Graphical and Digital Media Applications
• Operating Systems
• Browse content in Earth Sciences and Geography
• Atmospheric Sciences
• Environmental Geography
• Geology and the Lithosphere
• Maps and Map-making
• Meteorology and Climatology
• Oceanography and Hydrology
• Palaeontology
• Physical Geography and Topography
• Regional Geography
• Soil Science
• Urban Geography
• Browse content in Engineering and Technology
• Agriculture and Farming
• Biological Engineering
• Civil Engineering, Surveying, and Building
• Electronics and Communications Engineering
• Energy Technology
• Engineering (General)
• Environmental Science, Engineering, and Technology
• History of Engineering and Technology
• Mechanical Engineering and Materials
• Technology of Industrial Chemistry
• Transport Technology and Trades
• Browse content in Environmental Science
• Applied Ecology (Environmental Science)
• Conservation of the Environment (Environmental Science)
• Environmental Sustainability
• Environmentalist Thought and Ideology (Environmental Science)
• Management of Land and Natural Resources (Environmental Science)
• Natural Disasters (Environmental Science)
• Nuclear Issues (Environmental Science)
• Pollution and Threats to the Environment (Environmental Science)
• Social Impact of Environmental Issues (Environmental Science)
• History of Science and Technology
• Browse content in Materials Science
• Ceramics and Glasses
• Composite Materials
• Metals, Alloying, and Corrosion
• Nanotechnology
• Browse content in Mathematics
• Applied Mathematics
• Biomathematics and Statistics
• History of Mathematics
• Mathematical Education
• Mathematical Finance
• Mathematical Analysis
• Numerical and Computational Mathematics
• Probability and Statistics
• Pure Mathematics
• Browse content in Neuroscience
• Cognition and Behavioural Neuroscience
• Development of the Nervous System
• Disorders of the Nervous System
• History of Neuroscience
• Invertebrate Neurobiology
• Molecular and Cellular Systems
• Neuroendocrinology and Autonomic Nervous System
• Neuroscientific Techniques
• Sensory and Motor Systems
• Browse content in Physics
• Astronomy and Astrophysics
• Atomic, Molecular, and Optical Physics
• Biological and Medical Physics
• Classical Mechanics
• Computational Physics
• Condensed Matter Physics
• Electromagnetism, Optics, and Acoustics
• History of Physics
• Mathematical and Statistical Physics
• Measurement Science
• Nuclear Physics
• Particles and Fields
• Plasma Physics
• Quantum Physics
• Relativity and Gravitation
• Semiconductor and Mesoscopic Physics
• Browse content in Psychology
• Affective Sciences
• Clinical Psychology
• Cognitive Neuroscience
• Cognitive Psychology
• Criminal and Forensic Psychology
• Developmental Psychology
• Educational Psychology
• Evolutionary Psychology
• Health Psychology
• History and Systems in Psychology
• Music Psychology
• Neuropsychology
• Organizational Psychology
• Psychological Assessment and Testing
• Psychology of Human-Technology Interaction
• Psychology Professional Development and Training
• Research Methods in Psychology
• Social Psychology
• Browse content in Social Sciences
• Browse content in Anthropology
• Anthropology of Religion
• Human Evolution
• Medical Anthropology
• Physical Anthropology
• Regional Anthropology
• Social and Cultural Anthropology
• Theory and Practice of Anthropology
• Browse content in Business and Management
• Business Strategy
• Business History
• Business Ethics
• Business and Government
• Business and Technology
• Business and the Environment
• Comparative Management
• Corporate Governance
• Corporate Social Responsibility
• Entrepreneurship
• Health Management
• Human Resource Management
• Industrial and Employment Relations
• Industry Studies
• Information and Communication Technologies
• International Business
• Knowledge Management
• Management and Management Techniques
• Operations Management
• Organizational Theory and Behaviour
• Pensions and Pension Management
• Public and Nonprofit Management
• Strategic Management
• Supply Chain Management
• Browse content in Criminology and Criminal Justice
• Criminal Justice
• Criminology
• Forms of Crime
• International and Comparative Criminology
• Youth Violence and Juvenile Justice
• Development Studies
• Browse content in Economics
• Agricultural, Environmental, and Natural Resource Economics
• Asian Economics
• Behavioural Finance
• Behavioural Economics and Neuroeconomics
• Econometrics and Mathematical Economics
• Economic Systems
• Economic Methodology
• Economic History
• Economic Development and Growth
• Financial Markets
• Financial Institutions and Services
• General Economics and Teaching
• Health, Education, and Welfare
• History of Economic Thought
• International Economics
• Labour and Demographic Economics
• Law and Economics
• Macroeconomics and Monetary Economics
• Microeconomics
• Public Economics
• Urban, Rural, and Regional Economics
• Welfare Economics
• Browse content in Education
• Adult Education and Continuous Learning
• Care and Counselling of Students
• Early Childhood and Elementary Education
• Educational Equipment and Technology
• Educational Strategies and Policy
• Higher and Further Education
• Organization and Management of Education
• Philosophy and Theory of Education
• Schools Studies
• Secondary Education
• Teaching of a Specific Subject
• Teaching of Specific Groups and Special Educational Needs
• Teaching Skills and Techniques
• Browse content in Environment
• Applied Ecology (Social Science)
• Climate Change
• Conservation of the Environment (Social Science)
• Environmentalist Thought and Ideology (Social Science)
• Natural Disasters (Environment)
• Social Impact of Environmental Issues (Social Science)
• Browse content in Human Geography
• Cultural Geography
• Economic Geography
• Political Geography
• Browse content in Interdisciplinary Studies
• Communication Studies
• Museums, Libraries, and Information Sciences
• Browse content in Politics
• African Politics
• Asian Politics
• Chinese Politics
• Comparative Politics
• Conflict Politics
• Elections and Electoral Studies
• Environmental Politics
• European Union
• Foreign Policy
• Gender and Politics
• Human Rights and Politics
• Indian Politics
• International Relations
• International Organization (Politics)
• International Political Economy
• Irish Politics
• Latin American Politics
• Middle Eastern Politics
• Political Methodology
• Political Communication
• Political Philosophy
• Political Sociology
• Political Theory
• Political Behaviour
• Political Economy
• Political Institutions
• Politics and Law
• Public Administration
• Public Policy
• Quantitative Political Methodology
• Regional Political Studies
• Russian Politics
• Security Studies
• State and Local Government
• UK Politics
• US Politics
• Browse content in Regional and Area Studies
• African Studies
• Asian Studies
• East Asian Studies
• Japanese Studies
• Latin American Studies
• Middle Eastern Studies
• Native American Studies
• Scottish Studies
• Browse content in Research and Information
• Research Methods
• Browse content in Social Work
• Addictions and Substance Misuse
• Adoption and Fostering
• Care of the Elderly
• Child and Adolescent Social Work
• Couple and Family Social Work
• Developmental and Physical Disabilities Social Work
• Direct Practice and Clinical Social Work
• Emergency Services
• Human Behaviour and the Social Environment
• International and Global Issues in Social Work
• Mental and Behavioural Health
• Social Justice and Human Rights
• Social Policy and Advocacy
• Social Work and Crime and Justice
• Social Work Macro Practice
• Social Work Practice Settings
• Social Work Research and Evidence-based Practice
• Welfare and Benefit Systems
• Browse content in Sociology
• Childhood Studies
• Community Development
• Comparative and Historical Sociology
• Economic Sociology
• Gender and Sexuality
• Gerontology and Ageing
• Health, Illness, and Medicine
• Marriage and the Family
• Migration Studies
• Occupations, Professions, and Work
• Organizations
• Population and Demography
• Race and Ethnicity
• Social Theory
• Social Movements and Social Change
• Social Research and Statistics
• Social Stratification, Inequality, and Mobility
• Sociology of Religion
• Sociology of Education
• Sport and Leisure
• Urban and Rural Studies
• Browse content in Warfare and Defence
• Defence Strategy, Planning, and Research
• Land Forces and Warfare
• Military Administration
• Military Life and Institutions
• Naval Forces and Warfare
• Other Warfare and Defence Issues
• Peace Studies and Conflict Resolution
• Weapons and Equipment

• < Previous chapter
• Next chapter >

15 Values Education

Graham Oddie, Professor of Philosophy, University of Colorado, Boulder

• Published: 02 January 2010
• Cite Icon Cite
• Permissions Icon Permissions

This article offers a metaphysical account of value as part of a general approach to values education. Value endorsements and their transmission are unavoidable in educational settings, as they are everywhere. The question, then, is not whether to teach values but which values to teach, in what contexts and how to teach them effectively. This article discusses the contestedness of value endorsements, the place for noncognitive value endorsements in education and the role of inculcating beliefs in education. The article also describes the rationalist and empiricist response problem of intrinsic motivation.

Moral education has received a great deal of attention in the philosophy of education. But morality is just one aspect of the evaluative, which embraces not just the deontic concepts—right, wrong, permissible, obligatory, supererogatory, and so on—but also the full range of concepts with evaluative content. This includes the so‐called thin evaluative concepts (e.g., good, bad, better, worst ); the thick evaluative concepts (e.g., courageous, compassionate, callous, elegant, cruel, charming, clumsy, humble, tendentious, witty, craven, generous, salacious, sexy, sarcastic, vindictive ); and the concepts that lie somewhere between the extremes of thick and thin (e.g., just, virtuous, sublime, vicious, beautiful ). Value, broadly construed to embrace the entire range of evaluative concepts, presents an educationist with some problems. Should values be part of the curriculum at all? If so, which values is it legitimate for educators to teach and how should they be taught?

1. The Contestedness of Value Endorsements

Philosophers disagree wildly about the metaphysics of value, its epistemological status, and the standing of various putative values. Given the heavily contested nature of value, as well as of the identity and weight of particular putative values, what business do we have teaching values? Perhaps we don't know enough about values to teach them (perhaps we don't know anything at all 1 ).

It might be objected to this argument against the teaching of values, from value's contestedness, that value theory is no different from, say, physics, biology, or even mathematics. There is much about these disciplines that is contested, but no one argues that that's a good reason to purge them from the curriculum. This comparison, however, is not totally convincing. True, philosophers of physics disagree over the correct interpretation of quantum mechanics, but there is little disagreement over its applications, its significance, or the necessity for students to master it. Similarly, even if there is disagreement over the foundations of mathematics or biology, few deny that we should give children a solid grounding in arithmetic or evolution.

The contestedness of value has been used to argue for a “fact/value” distinction that, when applied to educational contexts, leads to the injunction that teachers should stick to the “facts,” eschewing the promulgation of “value judgments.” Given the contestedness of values, an educator should pare her value endorsements down to their purely natural (nonevaluative) contents, indicating at most that, as a matter of personal preference, she takes a certain evaluative stance.

2. The Value Endorsements Informing the Educational Enterprise

Attempts to purge education of value endorsements are, of course, doomed. Value endorsements are not just pervasive, they are inevitable. The educational enterprise is about the transmission of knowledge and the skills necessary to acquire, extend, and improve knowledge. But what is knowledge—along with truth, understanding, depth, empirical adequacy, simplicity, coherence, completeness, and so on—if not a cognitive good or value? 2 And what is an improvement in knowledge if not an increase in cognitive value? Sometimes cognitive values are clearly instrumental—acquiring knowledge might help you become a physicist, a doctor, or an artist, say. But instrumental value is parasitic upon the intrinsic value of something else—here, knowledge of the world, relieving suffering, or creating things of beauty.

The enterprise of creating and transmitting knowledge is freighted with cognitive value, but episodes within the enterprise also express particular value endorsements. A curriculum, for example, is an endorsement of the value of attending to the items on the menu. It says, “ These are worth studying.” The practice of a discipline is laden with norms and values. To practice the discipline you have to learn how to do it well : to learn norms and values governing, inter alia, citing and acknowledging others who deserve it; honestly recording and relaying results; not forging, distorting, or suppressing data; humbly acknowledging known shortcomings; courageously, but not recklessly, taking cognitive risks; eschewing exaggeration of the virtues of a favored theory; having the integrity to pursue unwelcome consequences of discoveries. In mastering a discipline, one is inducted into a rich network of value endorsements.

The thesis of the separability of fact and value, and the associated bracketing of value endorsements, is not just tendentious (it precludes the possibility of facts about value) but also is so clearly unimplementable that it is perhaps puzzling that it has ever been taken entirely seriously. The educational enterprise is laden with value endorsements distinctive of the enterprise of knowledge and the transmission of those very endorsements to the next generation. Without the transmission of those values, our educational institutions would disappear. So, even if the value endorsements at the core of education are contested, the enterprise itself requires their endorsement and transmission.

3. The Place for Noncognitive Value Endorsements in Education

To what extent does the transmission of cognitive values commit us to the teaching of other values? It would be fallacious to infer that, in any educational setting, all and any values are on the table—that it is always permissible, or always obligatory, for a teacher to impart his value endorsements when those are irrelevant to the central aims of the discipline at hand. For certain value issues, a teacher may have no business promulgating his endorsements. For example, the values that inform physics don't render it desirable for a physicist to impart his views on abortion during a lab. Physicists typically have no expertise on that issue.

But it would be equally fallacious to infer that cognitive values are tightly sealed off from noncognitive values. Certain cognitive values, however integral to the enterprise of knowledge, are identical to values with wider application. Some I have already adverted to: honesty, courage, humility, integrity, and the like. These have different applications in different contexts, but it would be odd if values bearing the same names within and without the academy were distinct. So, in transmitting cognitive values, one is ipso facto involved in transmitting values that have wider application. 3 This doesn't imply that an honest researcher will be an honest spouse—she might lie about an affair. And an unscrupulous teacher might steal an idea from one of his students without being tempted to embezzle. People are inconsistent about the values on which they act, but these are the same values honored in the one context and dishonored in the other.

I have argued that there are cognitive values informing the educational enterprise that need to be endorsed and transmitted, and that these are identical to cognate values that have broader application. However, this doesn't exhaust the values that require attention in educational settings. There are disciplines—ethics, for example—in which the subject matter itself involves substantive value issues. In a course on the morality of abortion, for example, it would be impossible to avoid talking about the value of certain beings and the disvalue of ending their existence. Here, explicit attention must be paid to noncognitive values. There are other disciplines—the arts, for example—in which the point of education is to teach students to discern aesthetically valuable features, to develop evaluative frameworks to facilitate future investigations, and to produce valuable works. Within such disciplines it would be incredibly silly to avoid explicit evaluation.

4. The Role of Inculcating Beliefs in Education

Grant that there are noncognitive values, as well as cognitive values, at the core of certain disciplines. Still, given that there are radically conflicting views about these—the value of a human embryo, or the value of Duchamp's Fountain—shouldn't teachers steer clear of explicitly transmitting value endorsements? Here, at least, isn't it the teacher's responsibility to distance himself from his value endorsements and teach the subject in some “value‐neutral” way?

In contentious areas, teachers should obviously be honest and thorough in their treatment of the full range of conflicting arguments. Someone who thinks abortion is impermissible should give both Thomson's and Tooley's famous arguments for permissibility a full hearing. Someone who thinks abortion permissible should do the same for Marquis's. 4 However, even if some fact about value were known , there are still good reasons for teachers not to indoctrinate, precisely because inducing value knowledge is the aim of the course.

Value knowledge, like all knowledge, is not just a matter of having true beliefs. Knowledge is believing what is true for good reasons. To impart knowledge, one must cultivate the ability to embrace truths for good reasons. Students are overly impressed by the fact that their teachers have certain beliefs, and they are motivated to embrace such beliefs for that reason alone. So, it's easy for a teacher to impart favored beliefs, regardless of where the truth lies. A teacher will do a better job of imparting reasonable belief—and the critical skills that her students will need to pursue and possess knowledge—if she does not reveal overbearingly her beliefs. That's a common teaching strategy whatever the subject matter, not just value. 5

The appropriate educational strategy may appear to be derived from a separation of the evaluative from the non‐evaluative, but its motivation is quite different. It is because the aim of values education is value knowledge (which involves reasonable value beliefs) rather than mere value belief, that instructors should eschew indoctrination.

5. The Natural/Value Distinction Examined

In ethics and the arts, noncognitive values constitute the subject matter. But that isn't the norm. In many subject areas, values aren't the explicit subject matter. Despite this, in most disciplines it isn't clear where the subject itself ends and questions of value begin. Even granted a rigorous nonvalue/value distinction, for logical reasons there are, inevitably, claims that straddle the divide. It would be undesirable, perhaps impossible, to excise such claims from the educational environment.

Consider a concrete example. An evolutionary biologist is teaching a class on the evolutionary explanation of altruism. He argues that altruistic behavior is explicable as “selfishness” at the level of genes. His claim, although naturalistic, has implications for the value of altruistic acts. Suppose animals are genetically disposed to make greater sacrifices for those more closely genetically related to them than for those only distantly related, because such sacrifices help spread their genes. Suppose that the value of an altruistic sacrifice is partly a function of overcoming excessive self‐regard. It would follow that the value of some altruistic acts—those on behalf of close relatives—would be diminished. And that is a consequence properly classified as evaluative. Of course, this inference appeals to a proposition connecting value with the natural, but such propositions are pervasive and ineliminable.

Here is an argument for the unsustainability of a clean natural/value divide among propositions. A clean divide goes hand in glove with the Humean thesis that a purely evaluative claim cannot be validly inferred from purely natural claims, and vice versa. Let N be a purely natural claim and V a purely evaluative claim. Consider the conditional claim C : if N then V . Suppose C is a purely natural claim. Then from two purely natural claims ( N and C ) one could infer a purely evaluative claim V . Suppose instead that C is purely evaluative. The conjunction of two purely evaluative (natural) claims is itself purely evaluative (natural). Likewise, the negation of a purely evaluative (natural) proposition is itself purely evaluative (natural). 6 Consequently, not‐ N , like N , is purely natural, and so one could derive a purely evaluative claim ( C ) from a purely natural claim (not‐ N ). Alternatively, not‐ V , like V , is purely evaluative. So, one could derive a purely natural claim (not‐ N ) from two purely evaluative claims ( C and not‐ V ).

Propositions like C are natural‐value hybrids : they cannot be coherently assigned a place on either side of a sharp natural/value dichotomy. Hybrids are not just propositions that have both natural and evaluative content (like the thick evaluative attributes). Rather, their characteristic feature is that their content is not the conjunction of their purely natural and purely evaluative contents.

Hybrids are rife among the propositions in which we traffic. Jack believes Cheney unerringly condones what's good (i.e., Cheney condones X if and only if X is good), and Jill, that Cheney unerringly condones what's not good. Neither Jack nor Jill knows that Cheney has condoned the waterboarding of suspected terrorists. As it happens, both are undecided on the question of the value of waterboarding suspected terrorists. They don't disagree on any purely natural fact (neither knows what Cheney condoned); nor do they disagree on any purely evaluative fact (neither knows whether condoning waterboarding is good). They disagree on this: Cheney condones waterboarding suspected terrorists if and only if condoning such is good . Suppose both come to learn the purely natural fact that Cheney condones waterboarding. They will deduce from their beliefs conflicting, purely evaluative conclusions: Jack that condoning waterboarding is good; Jill that condoning waterboarding is not good. So, given that folk endorse rival hybrid propositions, settling a purely natural fact will impact the value endorsements of the participants differentially because natural facts and value endorsements are entangled via a rich set of hybrids.

I don't deny that there are purely natural or purely evaluative claims, nor that certain claims can be disentangled into their pure components. I am arguing that there are hybrids—propositions that are not equivalent to the conjunction of their natural and evaluative components. The fact that we all endorse hybrid claims means that learning something purely natural will often exert rational pressure on evaluative judgments (and vice versa). An education in the purely natural sciences may thus necessitate a reevaluation of values; and an education in values may necessitate a rethinking of purely natural beliefs.

6. Intrinsically Motivating Facts and the Queerness of Knowledge of Value

I have argued that natural and evaluative endorsements cannot be neatly disentangled in an educational setting for purely logical reasons. Still, it's problematic to embrace teaching a subject unless we have a body of knowledge . For there to be value knowledge there must be knowable truths about value. A common objection to these is that they would be very queer —unlike anything else that we are familiar with in the universe.

The queerness of knowable value facts can be elicited by considering their impact on motivation. Purely natural facts are motivationally inert. For example, becoming acquainted with the fact that this glass contains potable water (or a lethal dose of poison) does not by itself necessarily motivate me to drink (or refrain from drinking). Only in combination with an antecedent desire on my part (to quench my thirst, or to commit suicide) does this purely natural fact provide me with a motivation. A purely evaluative fact would, however, be different. Suppose it's a fact that the best thing for me to do now would be to drink potable water, and that I know that fact. Then it would be very odd for me to say, “I know that drinking potable water would be the best thing for me to do now, but I am totally unmoved to do so.” One explanation of this oddness is that knowledge of a value fact entails a corresponding desire: value facts necessarily motivate those who become acoquainted with them.

Why would this intrinsic power to motivate be queer rather than simply interesting ? The reason is that beliefs and desires seem logically independent—having a certain set of beliefs does not entail the having of any particular desires. Beliefs about value would violate this apparent independence. Believing that something is good would entail having a corresponding desire . Additionally, simply by virtue of imparting to your student a value belief you would thereby instill in him the corresponding motivation to act. How can mere belief necessitate a desire? Believing something good is one thing; desiring it is something else.

One response to the queerness objection is to reject the idea that knowing an evaluative fact necessarily motivates. Let's suppose, with Hume, that beliefs without desires are powerless to motivate. A person may well have a contingent independent desire to do what he believes to be good, and once he becomes acquainted with a good he may, contingently, be motivated to pursue it. But no mere belief, in isolation from such an antecedent desire, can motivate. That sits more easily with the frequent gap between what values we espouse and how we actually behave.

This Humean view would escape the mysteries of intrinsic motivation, but would present the educationist with a different problem. What is the point of attempting to induce true value beliefs if there is no necessary connection between value beliefs and motivations? If inducing true evaluative beliefs is the goal of values education, and evaluative beliefs have no such connection with desires, then one might successfully teach a psychopath correct values, but his education would make him no more likely to choose the good. His acquisition of the correct value beliefs , coupled with his total indifference to the good, might just equip him to make his psychopathic adventures more effectively evil.

There are two traditions in moral education that can be construed as different responses to the problem of intrinsic motivation. There is the formal, rationalist tradition according to which the ultimate questions of what to do are a matter of reason, or rational coherence in the body of evaluative judgments. But there is a corresponding empiricist tradition, according to which there is a source of empirical data about value, something which also supplies the appropriate motivation to act.

7. The Rationalist Response to the Problem of Intrinsic Motivation

Kant famously espoused the principle of universalizability: that a moral judgment is legitimate only if one can consistently will a corresponding universal maxim. 7 A judgment fails the test if willing the corresponding maxim involves willing conditions that make it impossible to apply the maxim. Cheating to gain an unfair advantage is wrong, on this account, because one cannot rationally will that everyone cheat to gain an unfair advantage. To be able to gain an unfair advantage by cheating, others have to play by the rules. So, cheating involves a violation of reason. If this idea can be generalized, and value grounded in reason, then perhaps we don't need to posit queer value facts (that cheating is bad , say) that mysteriously impact our desires upon acquaintance. Value would reduce to nonmysterious facts about rationality.

This rationalist approach, broadly construed, informs a range of educational value theories—for example, those of Hare and Kohlberg, as well as of the “values clarification” theorists. 8 They share the idea that values education is not a matter of teaching substantive value judgments but, rather, of teaching constraints of rationality, like those of logic, critical thinking, and universalizability. They differ in the extent to which they think rational constraints yield substantive evaluative content. Kant apparently held that universalizability settles our moral obligations. Others, like Hare, held that universalizability settles some issues (some moral judgments are just inconsistent with universalizability) while leaving open a range of coherent moral stances, any of which is just as consistent with reason as another. What's attractive about the rationalist tradition is that it limits the explicit teaching of value content to the purely cognitive values demanded by reason alone—those already embedded in the educational enterprise—without invoking additional problematic value facts.

There are two problems with rationalism. First, despite the initial appearance, it too presupposes evaluative facts. If cognitive values necessarily motivate—for example, learning that a maxim is inconsistent necessarily induces an aversion to acting on it—then the queerness objection kicks in. And if cognitive values don't necessarily motivate, then there will be the familiar disconnect between acquaintance with value and motivation.

Second, rational constraints, including even universalizability, leave open a vast range of substantive positions on value. A Kantian's inviolable moral principle—it is always wrong intentionally to kill an innocent person, say—may satisfy universalizability. But so, too, does the act‐utilitarian's injunction to always and everywhere maximize value. If killing innocent people is bad, then it is better to kill one innocent person to prevent a larger number being killed than it is to refrain from killing the one and allowing the others to be killed. The nihilist says it doesn't matter how many people you kill, and this, too, satisfies universalizability. The radical divergence in the recommendation of sundry universalizable theories suggests that rational constraints are too weak to supply substantive evaluative content. Reason leaves open a vast space of mutually incompatible evaluative schemes.

8. The Empiricist Response to the Problem of Intrinsic Motivation

To help weed out some of these consistent but mutually incompatible evaluative schemes, value empiricists posit an additional source of data about value. They argue that detecting value is not a matter of the head, but rather a matter of the heart—of feeling, emotion, affect, or desire. It involves responding appropriately to the value of things in some way that is not purely cognitive. Many value theorists whose theories are otherwise quite different (Aristotle, Hume, Brentano, and Meinong, and their contemporary heirs) have embraced variants of this idea. 9

Different value empiricists espouse different metaphysical accounts of value, from strongly idealist accounts (according to which values depend on our actual value responses) to robustly realist accounts (according to which values are independent of our actual responses). What they share is the denial that grasping value is a purely cognitive matter. Responses to value involve something like experience or perception. That is to say, things seem to us more or less valuable, these value‐seemings are analogous to perceptual seemings rather than to beliefs, and value‐seemings involve a motivational component, something desire‐like.

What, then, are these experiences of value, these value‐seemings? According to the Austrian value theorists (Meinong and his descendents), evaluative experiences are emotions. So, for example, anger is the emotional presentation of, or appropriate emotional response to, injustice; shame is the appropriate emotional response to what is shameful; sadness to the sad, and so on. Emotions are complex states that are necessarily connected with value judgments, but also with desires and nonevaluative beliefs. A much sparser theory of value experiences identifies them simply with desires. 10 That is to say, to desire P is just for P to seem good to me. To desire P is not to judge that P is good, or to believe that P is good. Something might well seem good to me (I desire it) even though I do not believe that it is good. Indeed, I might well know that it is not good (just as a rose I know to be white may appear to be pink to me). Value‐seemings, whatever their nature, would provide the necessary empirical grounding for beliefs about value, while also providing the link between acquaintance with value and the corresponding motivations.

Imagine if you were taught the axiomatic structure of Newtonian mechanics without ever doing an actual experiment, or even being informed what results any such experiment would yield in the actual world. You might well come to know all there is to know about Newtonian mechanics, as a body of theory, without having any idea whether the actual world is Newtonian. But, then, why should you prefer Newton's theory to, say, Aristotle's, as an account of the truth? According to the value empiricist, values taught entirely as matters of reason alone would be similarly empty. By contrast, if value judgments have to be justified ultimately by appeal to some shared value data, and the value data consist of value experiences, then the job of a value educator would be, at least in part, to connect the correct evaluative judgments in the appropriate way with actual experiences of value.

9. The Theory‐Ladenness of Value Data and Critical Empiricism

If pure rationalism seems empty of content, then pure empiricism seems correspondingly blind. Notoriously, people experience very different responses to putative values. Indeed, the highly variable nature of our value responses is the root of the contestedness of value, and it is often the major premise in an argument to the effect that either there is no such thing as value or, if there is, it cannot be reliably detected. If values education goes radically empiricist, and experiences of value (affect, emotion, desire, etc.) are the empirical arbiters of value, then an uncriticizable subjectivism, or at best relativism, looms, and the teaching of values would amount to little more than the teacher, like a television reporter, eliciting from her students how they feel.

This criticism presupposes a rather naive version of empiricism, according to which experience is a matter of passively receiving theory‐neutral data that are then generalized into something like a value theory. A more promising model is provided by some variant of critical rationalism. Perceptual experiences are rarely a matter of passively receiving “theory‐neutral” data, as a prelude to theorizing but, rather, are themselves informed and guided by theory. Even if there is a core to perceptual experience that is relatively immune to influence from background theory, the information that one gains from experience is partly a function of such theory. An experience in total isolation from other experiences to which it is connected by a theory rarely conveys significant information. If someone who knows no physics is asked to report what he sees in the cloud chamber, say, then what he reports will likely be very thin indeed and hardly a basis for grasping the nature of matter. So, enabling folk to have the right kinds of experiences—informative and contentful—which can then be appropriately interpreted and taken up into a web of belief, is in part a matter of teaching them a relevant background theory that makes sense of those experiences. This might be more accurately called a critical empiricist approach.

Given value experiences, and a critical empiricist approach to knowledge of value, values education would be, in part, a matter of cultivating appropriate experiential responses to various values; in part, a matter of refining and honing such responses; and in part, a matter of providing a framework that supports those responses and that can be challenged and revised in the light of further value experiences. Further, if experiences of value are a matter of emotion, feeling, or desire, values education would need to take seriously the training of folk in having, interpreting, and refining appropriate emotions, feelings, and desires. This would not in any way diminish the crucial role of logic, critical thinking, and rational constraints like universalizability. But it would open up the educational domain to cultivation and refinement of affective and conative states.

10. The Agent‐Neutrality of Value and the Relativity of Value Experiences

The hypothesis of the theory‐ladenness of experience is, unfortunately, insufficient to defuse the problem of the radical relativity in value experiences. Compare value experiences with ordinary perception. It is rare for a rose to appear to one person to be red and to another blue. But it is not at all rare for one and the same state of affairs to seem very good to one person and seem very bad to another. If these radical differences in value experiences are to be attributed simply to differences in the value beliefs that people hold, then value experiences are too corrupted to be of any use. Experiences too heavily laden with theory cease to be a reliable source of data for challenging and revising beliefs.

This problem can be sharpened by a combination of an idea endorsed by many empiricist value theorists (namely, that value is not what is desired in fact, but what it would be fitting or appropriate to desire), with a popular idea endorsed by most rationalist value theorists (namely, the agent‐neutrality of real value). The fitting‐response thesis says that something is valuable just to the extent that it is appropriate or fitting to experience it as having that value. The agent‐neutrality of value thesis says that the actual value of a state or property is not relative to persons or point of view. So if something—a severe pain, say—has a certain disvalue, then it has that disvalue regardless of whose pain it is. It is bad, as it were, irrespective of its locus. These theses combined imply the agent‐neutrality of the fitting response to value . If a state possesses a certain value, then it possesses that regardless of its locus. And a certain response to that value is fitting regardless of the relation of a valuer to the locus of the value. Consequently, the fitting response must be exactly the same response for any valuer. So ideally, two individuals, no matter what their relation to something of value, should respond to that value in exactly the same manner. The responses of the person whose responses are fitting are thus isomorphic to value, irrespective of the situation of that person or her relation to the value in question. Call this consequence of fitting‐response and agent‐neutrality, the isomorphic‐response thesis .

Now, quite independent of the issue of theory‐ladenness, the isomorphic‐response thesis seems very implausible. Suppose that the appropriate response to valuable states of affairs is desire, and the more valuable a state of affairs, the more one should desire it. Then, the isomorphic‐response thesis entails that any two individuals should desire all and only the same states to exactly the same degree. But clearly the states of affairs that people desire differ radically. Consequently, either we are all severely defective experiencers of value or one of the two theses that jointly entail the isomorphic‐response thesis is false.

11. The Effects of Perspective, Shape, and Orientation on Perception

The fitting‐response thesis looks implausible if value experiences are analogous to perceptual experiences. There is an objective state of the world that is perceiver‐neutral, but perceivers have very different experiences of the world depending on how they are situated within it. First, there are perspectival effects: the farther away an object is, the smaller it will appear relative to objects close by, and that is entirely appropriate; objects should look smaller the farther away they are. Is there an analogue of distance in value space, and an analogue to perspective? If so, something might, appropriately, seem to be of different value depending on how far it is located from different valuers. Second, there are variable perceptual effects owing to the shape of objects and their orientation to the perceiver. An asymmetric object, like a coin, looks round from one direction but flat from another; but again, it should look those different ways. Is there anything in the domain of value analogous to shape and orientation?

Grant that pain is bad and that qualitatively identical pains are ( ceteris paribus ) equally bad. I am averse to the pain I am currently experiencing—it seems very bad to me. However, an exactly similar pain I experienced twenty years ago does not elicit such a strong aversion from me now. Nor does the similar pain I believe I will face in twenty years' time. I can have very different aversive responses to various pains, all of which are equally bad, and those different responses do seem fitting. The temporally distant pains are just further away, in value space, from me now. Time can, thus, be thought of as one dimension in value space that affects how values should be experienced.

Some people are close to me, and the pain of those close to me matters more to me than pain experienced by distant beings. If my wife is in severe pain, that appears much worse to me than if some stranger is in severe pain; and that response, too, seems appropriate. I know, of course, that my loved ones are no more valuable than those strangers, and I am not saying I shouldn't care at all about the stranger's pain. Clearly, the stranger's pain is bad—just as bad as my wife's pain—and I am somewhat averse to it as well. But suppose I can afford only one dose of morphine, and I can give it to my wife or have it FedExed to the stranger. Would it be inappropriate of me to unhesitatingly give it to my wife? Hardly. Someone who tossed a coin to decide where the morphine should be directed would be considered lacking normal human feelings. Persons are located at various distances from me, and since persons are loci of valuable states, those states inherit their positions in value space, and their distances from me, from their locus. And it seems appropriate to respond more vividly to states that are close than to those that are more distant.

Finally, we can think of possibility—perhaps measured by probability—as a dimension of value. Imagine this current and awful pain multiplied in length enormously. If hell exists and God condemns unbelievers to hell, then I am going to experience something like this for a very, very long time. That prospect is much worse than my current fleeting pain. And yet I am strangely unmoved by this prospect. Why? Because it seems very improbable to me. First, it seems improbable, given the unnecessary suffering in the world, that God exists. And if, despite appearances, a Perfect Being really exists, it seems improbable She would run a postmortem torture chamber for unbelievers. So, extremely bad states that are remote in probability space elicit less vivid responses than less bad states that have a higher probability of actualization. And that, too, seems fitting.

Of course, one might argue that these things should not appear this way to me, that the same pain merits the same response wherever it is located. But that's just implausible. As a human being, with various attachments, deep connections with particular others, and a limited capacity to care, it would be impossible for me to respond in a totally agent‐neutral way to all pain whatever its locus: the pain of total strangers; pains past, present, and future; and pains actual as well as remotely possible. It would also be bizarre if one were required to randomly allocate one's limited stock of care regardless of the distance of the bearers of such pains. So, if a value that is closer should appear closer, and desires and aversions are appearances of value, then it is entirely fitting that desires and aversions be more sensitive to closely located values than to distantly located values. 11

Distance is not the only factor affecting value perception. A valuer's orientation to something of value (or disvalue) may also affect perception. Take a variant of Nozick's famous case of past and future pain. You have to undergo an operation for which it would be dangerous to use analgesics. The surgeon tells you that on the eighth day of the month you will go into the hospital and on the morning of the ninth, you will be administered a combination of drugs that will paralyze you during the operation, scheduled for later that day, and subsequently cause you to forget the experiences you will have during the operation, including all the dreadful pain. You wake up in hospital, and you don't know what day it is. If it is the tenth, the operation was yesterday and the operation was twelve hours ago. If it is morning of the ninth, then you have yet to undergo the operation in twelve hours' time. So, depending on which of these is true, you are twelve hours away from the pain. Both are equally likely, given your information. You are equidistant from these two painful possibilities in both temporal space and probability space. You are, however, much more averse to the 50 percent probability of the future as yet‐unexperienced pain than to the 50 percent probability that the pain is now past. This asymmetric response seems appropriate. We are differently oriented toward past and future disvalues, and that can make a difference how bad those disvalues seem.

What about the shape of value, and the effect of shape together with orientation on perception? Should the value of one and the same situation be experienced by folk differently if they are differently oriented with respect to it? Suppose that a retributive theory of justice is correct, and that in certain cases wrongdoers ought to be punished for their wrongdoing; that such punishment is some sort of suffering; and that the punishment restores justice to the victim. The suffering inflicted on the wrongdoer is, then, from the agent‐neutral viewpoint, a good thing. Consider three people differently, related to the wrongdoer's receiving his just deserts: the wrongdoer himself, the wrongdoer's victim, and some bystander. It is fitting for the victim to welcome the fact that the wrongdoer is getting his just deserts. A neutral bystander will typically not feel as strongly about the punishment as the victim does, but provided she recognizes that the deserts are just, she should be in favor. What about the wrongdoer? His punishment is a good thing, but he has to be averse to the punishment if it is to be any sort of punishment at all. The difference in the victim's and the bystander's degree of desire for the just deserts can be explained by their differing distances from the locus of the value. But the differing responses of the victim and the wrongdoer cannot be explained by distance alone. Desire and aversion pull in opposite directions. Unless the wrongdoer is averse to his punishment, it is no punishment at all. Unless the victim desires the wrongdoer's punishment, it will not serve its full role in restoring justice.

Value is one thing, the appropriate response to it on the part of a situated valuer is another. The same value may thus elicit different responses depending on how closely the value is located to a value perceiver, the shape of the value, and the orientation of the valuer toward it. The thesis that the appropriate responses to value are experiences, which, like perceptual experiences, are heavily perspectival, defuses what would otherwise be a powerful objection to the agent‐neutrality of value. If the appropriate response to an agent‐neutral value were the same for all, then value would impose a wholly impractical, even inhuman, obligation on a person to effectively ignore his singular position in the network of relationships. Fortunately for us, experiences of agent‐neutral values can legitimately differ from one valuer to another.

Interestingly, these features of value experience help explain the attraction of Nel Noddings's ethics of caring, perhaps the most prominent contemporary educational ethic in the empiricist tradition. For Noddings, the prime value seems to be caring relationships and fostering such relationships through fostering caring itself. But one is not simply supposed to promote caring willy‐nilly, in an agent‐neutral way. Rather, one is supposed to be attentive to the caring that goes on fairly close to oneself. Consequently, it would be bad to neglect one's nearest and dearest even if by doing so one could foster more caring relationships far away. But it is not just distance in the network of care that is important. I am located at the center of a particular network of caring relationships, and my moral task is to tend not just to the amount and quality of caring in my network but also to my peculiar location in the network. So, it would be wrong for me to neglect my caring for those close to me even if by doing so I could promote more or better caring among those very folk. I should not cease to care for my nearest and dearest even if by doing so I could promote higher quality caring among my nearest and dearest. 12

12. Teaching Values on the Critical Empiricist Approach

Agent‐relative responses to agent‐neutral values are, thus, entirely appropriate on a critical empiricist conception of value. If this is right, it is not the job of an educationist to try to impose a uniform experiential response to all matters of value. Rather, it is to try to provide the necessary critical and logical tools for making sense of agent‐neutral values in the light of our highly variable agent‐relative responses, and to elicit and refine the fitting response to value in the light of a valuer's relation to it.

But this, of course, raises a difficult question for any would‐be value educator. How is it possible to teach appropriate responses to value and coordinate such responses with correct value judgments? Partly, this is a philosophical question involving the nature of value and the fitting responses to it, and partly, it is an empirical question involving the psychology of value experience and the most effective ways to develop or refine fitting responses.

Let us begin with a fairly uncontroversial case. It is not difficult for a normal human being to appreciate the value of her own pleasures or the disvalue of her own pains. A normal child will almost always experience her own pain as a bad thing. There is no mystery here, given empiricism, for the child's aversion to pain is part and parcel of the experience of the pain's badness. Indeed, it is through aversion to states like pain, or desire for pleasure, that a child typically gets a grip on the concepts of goodness and badness in the first place, since the good (respectively, bad) just is that to which desire (respectively, aversion) is the normal and fitting response.

Correct judgments on the goodness of one's own pleasures and the badness of one's own pains thus follow rather naturally on the heels of one's direct experiences of those pleasures and pains. What about judgments concerning more remotely located goods and evils? Provided one has some capacity to empathize, one also has the capacity to experience, to some extent, the disvalue of another's pain or the value of another's pleasure, albeit somewhat less vividly than in the case of one's own. Clearly, normal people do have an innate ability, perhaps honed through evolutionary development, to empathize with others in these crucial ways. 13 Recent research suggests that this capacity may be realized by the possession of mirror neurons and that these structures have played a crucial role in the evolution of social behavior. 14 With empathy in place, there is the capacity to experience values located beyond oneself.

What may not always come so naturally, and what might conceivably require some tutoring, is that the exactly similar pains and pleasures of others must have exactly the same value and disvalue as one's own. Even for a good empathizer, given the perspectival nature of value experience, another's exactly similar pain will seem less bad than one's own. And the more distant the pain is, the less bad it will seem. One has to learn, at the level of judgment, to correct for this perspectival feature of value experience. That will mostly be a matter of learning to apply principles of reason—specifically, that if two situations are qualitatively identical at the natural level, they must be qualitatively identical at the level of value. Presumably, knowledge of the agent‐neutrality of the goodness and badness of pain and pleasure will feed back into one's capacity for empathic response, enhancing and refining such responses. A defect in empathy may, thus, be corrected by becoming cognizant of the actual structure of value.

A person may, of course, have a very weak capacity for empathy, or even lack it altogether. This seems to be a feature of severe autism. Interestingly, an autistic person is often capable of using his experience of what is good or bad for him, together with something like universalizability, to gain a purchase on goods and evils located in other beings. His purchase on these more remote goods and evils lacks direct experiential validation, but he can still reason, from experiences of his own goods and evils, to judgments of other goods and evils. An autistic person may not thereby acquire the ability to empathize—just as a blind person may not be taught how to see—but he may still learn a considerable amount about value. 15 The value judgments he endorses will admittedly rest on a severely reduced empirical base, and that may never be enlarged by the theory, but the theory might still be quite accurate.

A more radical defect is exhibited by the psychopath, who seems to have no capacity to reason from his experience of his own goods and evils to goods and evils located elsewhere. 16 It is not clear how one might go about teaching value judgments or value responses to a psychopath. It might be like trying to teach empirical science to someone who has vivid experiences of what is going on immediately around him, but lacks any capacity to reason beyond that or to regard his own experience as a situated response to an external reality. Clearly there are limits to what can be taught and to whom.

13. Conclusion

Value endorsements and their transmission are unavoidable in educational settings, as they are everywhere. The question, then, is not whether to teach values but which values to teach, in what contexts, and how to teach them effectively. Clearly, the constraints of reason are crucial to the cultivation of a coherent set of value endorsements. But reason alone is insufficient. To access values we need some value data, experiences of value. And, to mesh motivation appropriately with value endorsements, value experiences have to be desiderative. This critical empiricist model of value knowledge suggests a model of values education that is richer and more interesting than either its rationalist or its naive empiricist rivals—one in which the cultivation and refinement of emotion, feeling, and desire and the honing of critical skills both play indispensable roles.

Of course, any teaching of values could go awry. That we are serious about teaching values, and that we attempt to do so with due respect for both reason and experience, does not guarantee that we will succeed. We ourselves may have got value wrong. Or, we might possess and try to pass on the right values, but our students reject them. Here, as elsewhere in the educational enterprise, there is always a risk that things might turn out badly despite our noblest intentions and sincerest efforts.

Mackie 1977 .

Putnam 2002 .

Murdoch 1970 .

All three are reprinted in Boonin and Oddie 2004 .

Scheffler 1973 and Siegel 1997 .

If not, then other troubling consequences flow.

Kant 2002 .

Kohlberg 1981 ; Hare 1998 ; Simon, Howe, and Kirschenbaum 1972 .

Oddie 2005 , chap. 3.

Oddie 2005 .

Oddie 2005 , chaps. 3 and 8.

Bergman 2004 .

Eisenberg 2006 .

Singer 2006 .

Kennett 2002 .

Bergman, R. ( 2004 ). “ Caring for the Ethical Ideal: Nel Noddings on Moral Education. ” Journal of Moral Education 33: 149–62. 10.1080/0305724042000215203

Google Scholar

Boonin, D. , and G. Oddie , eds. ( 2004 ). What's Wrong? Applied Ethicists and their Critics. New York: Oxford University Press.

Google Preview

Eisenberg, N. ( 2006 ). “Empathy‐related Responding and Prosocial Behavior.” In Empathy and Fairness , Novartis Foundation (pp. 71–79). Chicester: Wiley. 10.1002/9780470030585.ch6

Hare, R. M. ( 1998 ). “Language and Moral Education.” In: Hare, R. M., Essays on Religion and Education (pp. 154–72). Oxford: Clarendon.

Kant, I. ( 2002 ). Groundwork for the Metaphysics of Morals , edited and translated by Allen W. Wood . New Haven: Yale University Press.

Kennett, J. ( 2002 ). “ Autism, Empathy and Moral Agency. ” Philosophical Quarterly 52: 340–57. 10.1111/1467-9213.00272

Kohlberg, L. ( 1981 ). Essays on Moral Development , vol 1. New York: Harper and Row, 1981.

Mackie, J. ( 1977 ). Ethics: Inventing Right and Wrong. New York: Penguin.

Murdoch, I. ( 1970 ). The Sovereignty of Good. London: Routledge.

Noddings, N. ( 1984 ). Caring: a Feminine Approach to Ethics and Moral Education. Berkeley: University of California Press.

Oddie, G. ( 2005 ). Value, Reality and Desire. Oxford: Oxford University Press. 10.1093/0199273413.001.0001

Putnam, H. ( 2002 ). The Collapse of the Fact/Value Dichotomy and Other Essays. Cambridge, MA: Harvard University Press.

Scheffler, I. ( 1973 ). Reason and Teaching. London: Routledge

Siegel, H. , ed. ( 1997 ). Reason and Education: Essays in Honor of Israel Scheffler . Dordrecht: Kluwer.

Simon, S. B. , L. W. Howe , and H. Kirschenbaum . ( 1972 ). Values Clarification: A Handbook of Practical Strategies for Teachers and Students. New York: Hart Publishing.

Singer, T. ( 2006 ). “The Neuronal Basis of Empathy and Fairness. ” In Empathy and Fairness , Novartis Foundation (pp. 20–29). Chicester: Wiley. 10.1002/9780470030585.ch3

• About Oxford Academic
• Publish journals with us
• University press partners
• What we publish
• New features  
• Open access
• Institutional account management
• Rights and permissions
• Get help with access
• Accessibility
• Advertising
• Media enquiries
• Oxford University Press
• Oxford Languages
• University of Oxford

Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide

• Copyright © 2024 Oxford University Press
• Cookie settings
• Cookie policy
• Privacy policy
• Legal notice

This Feature Is Available To Subscribers Only

Sign In or Create an Account

This PDF is available to Subscribers Only

For full access to this pdf, sign in to an existing account, or purchase an annual subscription.

April 16, 2024

Breaking News

Ignite athletic potential, grow with joy.

Ball-o-mania, Endless Fun

Understanding the Importance of Values Education in Modern Society

Values education is an essential aspect of a person’s growth and development. It refers to the process of teaching and learning about the principles and beliefs that guide an individual’s behavior and decision-making. In today’s modern society, values education has become more important than ever. With the rapid pace of change and the increasing complexity of social issues, it is crucial for individuals to have a strong foundation of values to guide them through life.

Values education is not just about teaching young people what is right and wrong. It is about helping them develop a deep understanding of their own beliefs and values, and how these can influence their actions and decisions. Through values education, individuals learn to respect the diversity of perspectives and beliefs, and to appreciate the importance of empathy and compassion in building strong relationships with others.

In this article, we will explore the importance of values education in modern society. We will discuss how values education can help individuals navigate the complexities of modern life, and how it can contribute to the development of a more just and equitable society. We will also examine some of the challenges and opportunities in implementing values education in different contexts, and highlight some best practices that can help ensure its success.

What is Values Education?

Definition and meaning.

Values education is the process of inculcating moral principles and ethical values in individuals. It is a holistic approach to education that aims to develop the whole person – the cognitive, affective, and psychomotor domains. It involves the cultivation of virtues, character traits, and moral reasoning that will guide individuals in their interactions with others and their environment.

It is important to understand values education because it is a vital component of personal and social development. It shapes an individual’s worldview, attitudes, and behaviors, and influences their decision-making processes. In today’s complex and rapidly changing world, values education plays a crucial role in preparing individuals to navigate the challenges they will face and to contribute positively to society.

Values education is not limited to formal educational settings. It can occur in various contexts, such as family, community, and religious institutions. It is an ongoing process that continues throughout an individual’s life, as they encounter new experiences and form new relationships.

Different Approaches to Values Education

There are various approaches to values education that are employed in modern society. These approaches include religious and moral, secular and humanistic, and cultural and societal approaches.

Religious and Moral Approaches

Religious and moral approaches to values education emphasize the importance of religious teachings and moral values in shaping an individual’s character and behavior. These approaches often rely on religious texts and teachings to guide the development of values and ethics.

Secular and Humanistic Approaches

Secular and humanistic approaches to values education focus on the development of ethical and moral values without the influence of religious beliefs. These approaches often emphasize the importance of individual autonomy, critical thinking, and personal responsibility in shaping one’s values and beliefs.

Cultural and Societal Approaches

Cultural and societal approaches to values education recognize the influence of cultural and societal factors on the development of values and ethics. These approaches emphasize the importance of understanding and respecting cultural differences and social norms in shaping an individual’s values and beliefs. They also highlight the role of social institutions, such as family, education, and media, in shaping societal values.

The Benefits of Values Education

Personal development, self-awareness and self-esteem.

Values education plays a crucial role in promoting self-awareness and self-esteem among individuals. By exploring and understanding their own values, students develop a deeper understanding of themselves and their place in the world. This increased self-awareness helps them to recognize their strengths and weaknesses, which in turn fosters a sense of self-esteem and confidence. As a result, they are better equipped to navigate the challenges and opportunities that they encounter in their daily lives.

Responsibility and self-discipline

Values education also fosters a sense of responsibility and self-discipline in individuals. Through the exploration of ethical dilemmas and moral decision-making, students learn to take ownership of their actions and their impact on others. They develop a strong sense of personal accountability and learn to make choices that reflect their values. This sense of responsibility and self-discipline is essential for success in both personal and professional life.

Emotional intelligence and empathy

Finally, values education helps to develop emotional intelligence and empathy in individuals. By exploring the values of others and the impact of their own actions on others, students learn to understand and appreciate different perspectives. This develops their ability to empathize with others and to navigate interpersonal relationships with sensitivity and compassion. Emotional intelligence and empathy are essential skills for building positive relationships and for leading fulfilling and meaningful lives.

Social Development

Values education plays a crucial role in promoting social development by instilling essential life skills and promoting positive behaviors in individuals. The following are some of the benefits of values education in promoting social development:

Cooperation and Collaboration

Values education encourages individuals to work together and collaborate towards a common goal. It promotes teamwork and helps individuals to understand the importance of collective efforts in achieving success. Through values education, individuals learn to appreciate the contributions of others and to work towards a common objective.

Tolerance and Respect for Diversity

Values education also promotes tolerance and respect for diversity . In today’s society, people come from diverse backgrounds, and it is essential to understand and appreciate different cultures, beliefs, and values. Values education teaches individuals to respect and appreciate diversity, which is crucial for promoting social harmony and peace.

Civic Engagement and Social Responsibility

Values education also promotes civic engagement and social responsibility. It encourages individuals to take an active role in their communities and to be responsible citizens. Through values education, individuals learn about their rights and responsibilities as citizens and the importance of participating in the democratic process.

In conclusion, values education is essential in promoting social development by instilling essential life skills, promoting positive behaviors, and fostering cooperation, collaboration, tolerance, and respect for diversity. By promoting these values, individuals can contribute positively to their communities and society as a whole.

Educational Development

Values education plays a crucial role in the overall development of a student. It is important to understand the various benefits that values education can bring to the educational development of a student.

Academic Achievement and Critical Thinking

Values education can improve academic achievement by instilling a love for learning and a desire to seek knowledge. By developing critical thinking skills, students can analyze situations, make informed decisions, and solve problems effectively.

Creativity and Innovation

Values education encourages creativity and innovation by promoting self-expression, imagination, and creative thinking. This can lead to the development of new ideas and solutions to problems, which can benefit society as a whole.

Life Skills and Career Readiness

Values education also helps students develop essential life skills such as communication, collaboration, and empathy. These skills are essential for success in the workplace and can help students navigate their careers with confidence and success.

Challenges in Implementing Values Education

Integration into curriculum.

Integrating values education into the curriculum of modern society poses a significant challenge. The main issue lies in balancing values education with academic subjects. It is essential to strike a balance between the two, as students require a comprehensive education that encompasses both knowledge and values.

Moreover, overcoming resistance from parents and educators is another hurdle. Parents may argue that their children’s time is better spent on academic subjects rather than values education. Educators may also resist integrating values education into the curriculum due to a lack of resources or training.

However, despite these challenges, it is crucial to integrate values education into the curriculum . Values education can provide students with a strong foundation for their future success and help them become responsible citizens. Therefore, it is essential to find ways to balance values education with academic subjects and overcome resistance from parents and educators.

Ensuring Quality and Consistency

Ensuring quality and consistency in values education is a critical challenge that needs to be addressed. This is because the effectiveness of values education depends on the quality of the curriculum, the training of teachers and educators, and the assessment tools used. Here are some ways to ensure quality and consistency in values education:

Training Teachers and Educators in Values Education

Teachers and educators play a vital role in implementing values education. They are the ones who deliver the curriculum and help students develop values. Therefore, it is essential to train teachers and educators in values education to ensure that they have the necessary knowledge and skills to teach values effectively.

Training should focus on the following areas:

• Understanding the principles and concepts of values education
• Developing lesson plans and activities that promote values development
• Using appropriate teaching methods and strategies to engage students in values learning
• Creating a supportive classroom environment that encourages values development

Developing Standards and Assessment Tools

Developing standards and assessment tools is crucial to ensure that values education is of high quality and consistent across different schools and educational institutions. Standards provide a framework for designing and implementing values education programs. They help ensure that the curriculum is comprehensive, relevant, and effective in promoting values development.

Assessment tools, on the other hand, help measure the effectiveness of values education programs. They provide feedback on student learning and enable educators to adjust their teaching strategies to better promote values development. Assessment tools should be developed based on the standards and should measure the specific values and competencies that are being targeted in the curriculum.

In conclusion, ensuring quality and consistency in values education is essential to achieve its goals. By training teachers and educators in values education, developing standards and assessment tools, and providing appropriate resources and support, we can ensure that values education is effective in promoting the development of responsible and ethical individuals who can contribute positively to society.

Strategies for Effective Values Education

Holistic approach.

Incorporating values into all aspects of education is a crucial component of effective values education. This approach ensures that students are exposed to values in a comprehensive manner, which helps them to develop a holistic understanding of the importance of values in their lives. The following are some of the ways in which a holistic approach to values education can be implemented:

• Integrating values into the curriculum: One way to integrate values into all aspects of education is by incorporating them into the curriculum. This can be done by including lessons or activities that focus on specific values, such as honesty, respect, or responsibility. By incorporating values into the curriculum, students are exposed to them in a structured and intentional way, which helps to reinforce their importance.
• Incorporating values into extracurricular activities: Another way to integrate values into all aspects of education is by incorporating them into extracurricular activities. This can include sports teams, clubs, or other organizations that students can participate in. By incorporating values into these activities, students are exposed to them in a more informal setting, which can help to reinforce the importance of values in their lives.
• Emphasizing the connection between values and academic success: A holistic approach to values education also involves emphasizing the connection between values and academic success. By demonstrating how values such as responsibility, integrity, and perseverance can help students to achieve academic success, students are more likely to see the value in incorporating these values into their lives.

Overall, a holistic approach to values education is essential for ensuring that students are exposed to values in a comprehensive manner. By incorporating values into all aspects of education, students are more likely to develop a strong foundation of values that will serve them well throughout their lives.

Collaboration and Partnerships

Working with parents.

Parents play a crucial role in shaping their children’s values and beliefs. Therefore, it is essential to involve them in the values education process. This can be achieved by providing them with resources and tools to help them facilitate discussions on values with their children. Workshops and seminars can also be organized to educate parents on the importance of values education and how they can incorporate it into their daily lives.

Community Organizations

Community organizations, such as religious institutions, schools, and youth organizations, can also play a vital role in promoting values education. These organizations can provide a platform for children to learn about values and engage in discussions with their peers. Collaborating with these organizations can help create a comprehensive values education program that reaches a wider audience.

Government Agencies

Government agencies can also support values education by providing funding and resources for programs that promote values education. They can also work with schools and other organizations to develop curricula that incorporate values education. Collaborating with government agencies can help ensure that values education becomes a priority in the education system and that it is given the recognition it deserves.

Fostering Dialogue and Engagement

To ensure that values education is effective, it is important to foster dialogue and engagement among stakeholders. This can be achieved by organizing forums and discussions where parents, community organizations, government agencies, and educators can come together to share their ideas and perspectives on values education. By encouraging open dialogue, it is possible to create a shared understanding of the importance of values education and how it can be incorporated into various aspects of society.

Continuous Improvement and Evaluation

• Regularly reviewing and updating values education programs : To ensure that values education remains relevant and effective, it is essential to regularly review and update the programs and curriculum. This may involve assessing the needs of the students, the changing social and cultural context, and advances in research and best practices. By regularly updating the values education programs, educators can ensure that they are delivering the most relevant and impactful content to their students.
• Gathering feedback from students, parents, and educators : Effective values education requires ongoing evaluation and feedback from all stakeholders involved. This may involve soliciting feedback from students, parents, and educators to gauge the effectiveness of the program and identify areas for improvement. This feedback can be used to refine the curriculum, adapt teaching methods, and address any challenges or concerns that may arise. By actively seeking feedback from all stakeholders, educators can ensure that the values education program is responsive to the needs of the students and the community.

1. What is values education?

Values education is the process of inculcating and nurturing moral values, ethical principles, and social norms in individuals. It is a holistic approach to education that focuses on developing the character and personality of a person, rather than just imparting knowledge. Values education helps individuals understand the importance of moral values and ethical behavior in their personal and professional lives.

2. Why is values education important in modern society?

In today’s world, values education is more important than ever. The rapid pace of change and the increasing complexity of social issues require individuals who are equipped with strong moral values and ethical principles. Values education helps individuals develop a strong sense of social responsibility, empathy, and respect for others, which are essential for building a just and harmonious society. It also helps individuals make informed decisions and take appropriate actions in their personal and professional lives.

3. What are some of the key values that should be taught in values education?

Values education should include a broad range of moral values and ethical principles, such as honesty, integrity, respect, compassion, empathy, responsibility, and social justice. These values are essential for building a just and harmonious society, and they provide a framework for individuals to make informed decisions and take appropriate actions in their personal and professional lives.

4. How can values education be incorporated into the education system?

Values education can be incorporated into the education system in various ways, such as through curriculum development, teacher training, and extracurricular activities. It can be integrated into subjects such as history, literature, and science, and it can be taught through interactive activities, role-playing, and real-life examples. Schools and educational institutions can also collaborate with community organizations and local leaders to promote values education and create a supportive environment for students to learn and grow.

5. What is the role of parents and families in values education?

Parents and families play a crucial role in values education. They are the primary educators of their children and have a significant impact on their moral development. Parents can promote values education by setting a good example, providing guidance and support, and creating a positive family environment that encourages the development of moral values and ethical principles. They can also engage in family activities that promote values education, such as volunteering, community service, and discussions on social issues.

What is Values? What Is Values Education And Its Importance | Values Definition | Module 4 Lesson 1

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Special Religious Education in Australia and its Value to Contemporary Society pp 69–102 Cite as

Values Education

• Zehavit Gross 3 &
• Suzanne D. Rutland 4  
• First Online: 23 February 2021

253 Accesses

This chapter analyses the role SRE plays in teaching values education and is among the central issues in pedagogic discourse and endeavours in many countries. The global debate regarding religious education in government schools has stimulated discussion in Australia around the merit of SRE and its place in contemporary Australian society. Providing SRE classes and their diverse religious backgrounds allows for a more intentional teaching and learning approach to fostering spirituality, religious belief and religious values. Values education is perceived as a pivotal means of ensuring the continuity of a society’s values (Dror “National Education” through mutually supportive educational devices: a case study of Zionist education. Peter Lang, New York, 2007). From the perspective of many educators, values education is at the heart of educational effort, going beyond technically transferring skills. Yet, on the other hand, some argue that values education is liable to result in political, religious or ideological indoctrination. This chapter will define the meaning of values education and discuss the difference between intrinsic and extrinsic values. It will outline the national framework for values education developed by the Australian government. This chapter will then analyse how SRE contributes to the Australian values framework. Research has shown that belief in a higher being, a key element in SRE, can contribute significantly to values education. This research will be examined, as well as responses from SRE educators across the states and territories, who have been interviewed through a qualitative research project.

This is a preview of subscription content, log in via an institution .

Buying options

• Available as PDF
• Read on any device
• Instant download
• Own it forever
• Available as EPUB and PDF
• Compact, lightweight edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info
• Durable hardcover edition

Tax calculation will be finalised at checkout

Purchases are for personal use only

Adkoli BV (2019) Assessment of professionalism and ethics. J Educ Technol Health Sci 6(1):5–9

Google Scholar  

Apple MW (2004) Ideology and curriculum, 3rd edn. RoutledgeFalmer, New York

Book   Google Scholar  

Banks S (2012) Ethics and values in social work. Palgrave MacMillan in association with British Association of Social Workers, Basingstoke

Barsky A (2019) Ethics and values in social work: an integrated approach for a comprehensive curriculum. Oxford University Press, Oxford

Beit-Hallahmi B, Argyle M (1997) The psychology of religious behaviour, belief and experience. Routledge, London, England

Berkowitz MW, Bier MC (2005) Character education: a study of effective character education programs shows that full parent involvement is a must. Educ Leadersh September, 64–69

Birmingham Agreed Syllabus for Religious Education (2007) Birmingham City Council, p 5

Boterman W, Musterd S, Pacchi C (2019) School segregation in contemporary cities: socio-spatial dynamics, institutional context and urban outcomes. Urban Stud 56(15):3055–3073

Article   Google Scholar  

Brannon D (2008) Character education: it’s a joint responsibility. Kappa Delta Pi Rec 4(2):62–65

Bronfenbrenner U (1979) The ecology of human development experiments by nature and design. The Harvard Press, Cambridge, MA

Bunar N (2010) The geographies of education and relationships in a multicultural city: enrolling in high-poverty, low-performing urban schools and choosing to stay there. Acta Sociol 53(2):141–159

Byrne C (2009) Public school religion education and the “hot potato’ = ” of religious diversity. J Religious Educ 57(3):26–37

Casanova J (1994) Public religions in the modern world. University of Chicago Press, Chicago

Crawford M, Rossiter G (2006) Reasons for living: education and young people’s search for meaning, identity and spirituality—a handbook. ACER Press, Camberwell, Vic

Črpić G, Riegel U, Zrinščak S (2009) Religion and values. In: Ziebertz H-G, Kay WK, Riegel U (eds) Youth in Europe III: an international empirical study about the impact of religion on life orientation. LIT Verlag, Münster, pp 133–143

Davie G (2000) Religion in modern Britain: changing sociological assumptions. Sociology 34(1):113–128. https://doi.org/10.1177/S0038038500000080

Davies L (2014) Unsafe gods: security, secularism and schooling. Trentham Books, London

DEEWR (2008) Department of Education, Employment and Workplace Relations. At the heart of what we do: values education at the centre of schooling . Report of the values education good practice schools project—stage 2. Melbourne: Curriculum Corporation. Retrieved January 26, 2021. http://www.curriculum.edu.au/verve/_resources/VEGPSP-2_final_3.pdf

Dewey J ([1897] 1959) On education: selections with an introduction and notes by Martin S. Dwork. Bureau of Publications, Teachers College, Columbia University, New York

Dronkers J (2016) Islamic primary schools in the Netherlands. J Sch Choice 10(1):6–21. https://doi.org/10.1080/15582159.2015.1131508

Dror Y (2007) “National Education” through mutually supportive educational devices: a case study of Zionist education. Peter Lang, New York

Durkheim E (1925) Moral education: a study in the theory and application in the sociology of education

Erikson EH (1950) Childhood and society. Norton, New York

Erikson EH (1968) Identity, youth and crisis. W. W. Norton, New York

Forgasz P (2002) On teaching values in Jewish schools: a survey of the educational literature. In: Pascoe S (ed) Values in education: college year book 2002. The Australian College of Educators, Deakin West, ACT, pp 103–114

Francis LJ (2005) Independent Christian schools and pupil values: an empirical investigation among 13–15-year-old boys. Br J Religious Educ 27(2):127–141. https://doi.org/10.1080/0141620042000336620

Gibbs C (2003) Explaining effective teaching: self-efficacy and thought control of action. J Educ Enquiry 4(2):1–14

Gross Z (1995) Ideological education in school as an influence on the a-priori ideological orientation of its pupils: a case study. In: Iram Y, Gross Z (eds) The humanities in education. Bar-Ilan University Press, on behalf of the World Association for Education and Research and UNESCO, Ramat-Gan

Gross Z (2005) Israel: certainty within an uncertain world: worldviews among Jewish adolescents in Israel. In Ziebertz H-G, Kay WK (Eds.), Youth in Europe, vol. 1. An international empirical study about life perspectives. LIT Verlag, Munster, pp 182–192; 258–262

Gross Z (2009) Traditional islands within a modern ocean: Israeli adolescents, religious practices, values and worldviews. In: H-G Ziebertz and WK Kay (eds), Youth in Europe, vol. 2. An international empirical study about life perspectives. LIT Verlag, Munster, pp 182–192; 258–262

Gross Z (2011) Religious education: definitions, dilemmas, challenges and future horizons. Int J Educ Reform 20:256–276

Gross Z (2012) Multiple religious and secular definitions of secular adolescence in Israel. J Empirical Theol 25:1–21. https://doi.org/10.1163/157092512X635725

Gross Z (2013) The attitudes of Israeli Arab and Jewish high school students towards extrinsic and intrinsic values. J Moral Educ 42(1):88–101. https://doi.org/10.1080/03057240.2012.685803

Gross Z (2015) How can we overcome the dichotomy that Western culture has created between the concepts of independence and dependence? Educ Philos Theor 47:1160–1165. https://doi.org/10.1080/00131857.2014.991500

Gross Z, Rutland SD (2014) Intergenerational challenges in Australian Jewish school education. Religious Educ 109(2):143–161

Hervieu-Léger D (1998) The transmission and formation of socioreligious identities in modernity: an analytical essay on the trajectories of identification. Int Sociol 13(2):213–228

Hervieu-Léger D (2000) Religion as a chain of memory. Rutgers University Press, New Brunswick, NJ

Hill BV (2010) Values education, mental reality constructs and student wellbeing. In: Lovat T, Toomey R, Clement N (eds) International research handbook on values education and student wellbeing. Springer, New York, pp 645–658

Chapter   Google Scholar  

Inglehart R (1977) The silent revolution changing values and political styles among Western publics. Princeton University Press, Princeton

Jackson R (1997) Religious education: an interpretive approach. Hodder and Stoughton, London

Käppler C, Zehner S, Peng A, Christl T, Morgenthaler C (2011) The significance of religion for adolescents: conception of and first results from the VROID-MHAP-study. In: Francis L, Ziebertz H-G (eds), The public significance of religion. Brill, Leiden and Boston, pp 461–491

Kay WK, Zeibertz H-G (2006) A nine-country survey of youth in Europe: selected findings and issues. Br J Religious Educ 28(2):119–129. https://doi.org/10.1080/01416200500530748

Klages H (1988) Wertedynamik. Über die Wandelbarkeit des Selbstverständlichen [Dynamic values: about the mutability of the self-evident]. Zurich: Interfrom

Kohlberg L (1973) The claim to moral adequacy of a highest stage of moral judgment. J. Philos 70(18):630–646. https://doi.org/10.2307/2025030

Kohlberg L (1976) Moral stages and moralization: the cognitive-developmental approach. In: Lickona T (ed) Moral development and behavior: theory, research and social issues. Holt, Rinehart and Winston, New York, pp 31–53

Kohn E (2020) Prayer services in Jewish religious high schools for girls in Israel: teachers’ perspectives. J Religious Educ 68(1):43–58

Lamm Z (2001) Values and education. In Iram Y, Scolnicov S, Cohen J, Schachter E (eds), Crossroads: values and education in Israeli society [in Hebrew]. Ministry of Education, Jerusalem, pp 651–664

Leonard KC, Cook KV, Boyatzis CJ, Kimball CN, Flanagan KS (2013) Parent-child dynamics and emerging adult religiosity: attachment, parental beliefs, and faith support. Psychol Relig Spirituality 5(1):5–14

Levy S (1999) Structure and level of values of youth: what has changed during a generation. In: Meyer-Schweizer R (ed) Facet theory conference: design and analysis. University of Bern, Institute for Sociology, Bern, pp 75–86

Lickona T (1997) The teacher’s role in character education: Fulfilling the promise of character education in the classroom, Part I. J Educ 179(2):63–80

Lickona T (1988) How parents and schools can work together to raise moral children. Educ Leadersh 45(8):36–38

Lovat T (2010) The new values education: a pedagogical imperative for student wellbeing. In: Lovat T, Toomey R, Clement N (eds) International research handbook on values education and student wellbeing. Springer, New York, pp 3–18

Lovat T, Schofield N (1998) Values formation in citizenship education: a proposition and an empirical study. Unicorn 24(1):46–54

Lovat T, Schofield N, Morrison K, O’Neill D (2002) Research dimensions of values education: a newcastle perspective. In: Pascoe S (ed) Values in education: college year book 2002. The Australian College of Educators, Deakin West, ACT, pp 125–139

Maddox M (2014) Taking god to school: the end of Australia’s egalitarian education?. Allen and Unwin, Sydney

McCarthy M (2016) Parental choice of school by rural and remote parents. Issues Educ Res 26(1):29–44

Miller H, Pomson A, Hakohen Wolf H (2016) Secondary school choice as a window on Jewish faith schools in contemporary British society. J Sch Choice 10(4):537–559. https://doi.org/10.1080/15582159.2015.1131508

Moran G (1989) Religious education as a second language. Religious Education Press, Birmingham

National Framework for Values Education in Australian Schools (2005) Canberra: Commonwealth of Australia. Retrieved January 26, 2021. http://www.curriculum.edu.au/verve/_resources/framework_pdf_version_for_the_web.pdf

Oser FK (1999) Can a curriculum of moral education be postmodern? Educational Philosophy and Theory 31(2):231–236

Parker S, Freathy RJ (2011) Context, complexity and contestation: Birmingham’s agreed syllabuses for religious education since the 1970s. Journal of Beliefs and Values 32(2):247–263. https://doi.org/10.1080/13617672.2011.600823

Pascoe S (ed) (2002) Values in education: college year book. The Australian College of Educators, Deakin West, ACT

Passy R (2005) Family values and primary schools: an investigation into family-related education. Br Edu Res J 31(6):723–736

Piaget J (1932) The moral judgment of the child. Kegan Paul, Trench, Trubner and Co, London

Reichard JD (2012) Religious values and tuition vouchers: an empirical case study of parent religiosity as a factor of school choice. J Sch Choice 6:465–482

Rokeach M (1973) The nature of human values. Free Press, New York

Rossiter G (2011) Historical perspective on spiritual education in Australian schools Part II: a personal development basis. J Christ Educ 54(3):15–27

Salman S (2002) Values in education: an Islamic perspective. In: Pascoe S (ed) Values in education: college year book 2002. The Australian College of Educators, Deakin West, ACT, pp 115–124

Sansone C, Harackiewicz JM (2000) Controversies and new directions: is it de´ja` vu all over again? In Sansone C, Harackiewicz JM (eds), Intrinsic and extrinsic motivation: the search for optimal motivation and performance. Academic Press, New York, pp 444–453

Schwartz SH (1994) Are there universal aspects in the structure and contents of human values? J Social Issues 50(4):19–45

Schwartz SH (2009) Basic values: How they motivate and inhibit prosocial behavior. In: Mikulincer M, Shaver PR (eds) Prosocial motives, emotion and behavior: the better angels of our nature. American Psychological Association, Washington, DC, pp 221–2410

Selman R (2003) Powerful lessons from the partnership of developmental theory and classroom practice. Russell Sage Foundation, New York

Shachar H (2019) Educating for value-added life in a technological culture. Haifa: Pardes (Hebrew).

Skolverket [Swedish National Agency for Education] (2011) Curriculum for the compulsory school, preschool class and the recreation centre. Ordförradet, Stockholm

Stern J (2018) Teaching religious education: researchers in the classroom. Bloomsbury, London

Taylor C (2004) Modern social imaginaries. Duke University Press, Durham, NC, p 2004

Taylor CCW (Trans.) (1990) Plato: Protagoras. Oxford University Press, New York.

Toomey R (2010) Values education, instructional scaffolding and student wellbeing. In: Lovat T, Toomey R, Clement N (eds) International research handbook on values education and student wellbeing. Springer, New York, pp 19–36

Vygotsky LS (1978) Mind in society: the development of higher psychological processes. Harvard University Press, Cambridge, MA

van der Kooij JC, de Ruyter DJ and Miedema S (2017) The merits of using “worldview” in religious education. Religious Educ 112(2):172–184. http://dx.doi.org/10.1080/00344087.2016.1191410

Waghid Y (2011) Conceptions of Islamic education: pedagogical framings (Global Studies in Education, 3). Peter Lang, New York

Waghid Y, Davids N (2014) Muslim education and its (in)commensurability with multiculturalism: some thoughts on the imaginative madrassah. Policy Futures Educ 12(1): 124–130. www.wwwords.co.uk/PFIE

Wearne E (2016) A descriptive survey of why parents choose hybrid homeschools. J Sch Choice 10(3): 364–380. http://dx.doi.org/10.1080/15582159.2016.1202075

Download references

Author information

Authors and affiliations.

School of Education, Bar-Ilan University, Ramat Gan, Israel

Zehavit Gross

Department of Hebrew, Biblical and Jewish Studies, University of Sydney, Sydney, NSW, Australia

Suzanne D. Rutland

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Zehavit Gross .

Rights and permissions

Reprints and permissions

Copyright information

© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Cite this chapter.

Gross, Z., Rutland, S.D. (2021). Values Education. In: Special Religious Education in Australia and its Value to Contemporary Society. Springer, Cham. https://doi.org/10.1007/978-3-030-67969-9_4

Download citation

DOI : https://doi.org/10.1007/978-3-030-67969-9_4

Published : 23 February 2021

Publisher Name : Springer, Cham

Print ISBN : 978-3-030-67968-2

Online ISBN : 978-3-030-67969-9

eBook Packages : Education Education (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

Value education

Value Education is a process of increasing the overall character of a student, it also includes character development, personality development and spiritual development, it develops a sensible person with strong character and values.

It is an action that can take place in human society, during which the people are helped by others, who may be older.

The purpose of values-based education is to make the student work with the right attitude and standards to face the outside world.

Some people may think that personality is a natural character of a child and can never be developed; however, this is not correct.

A personality development conference and a good school selection can lead to a fundamental change in a child’s character.

We had discussed what are the main objectives of value education, along with the types of value education and much more.

Importance of value education:

• It gives the students a progressive way for their future and also helps them to know the real purpose of their life.
• This makes it clear to them, the best way to live a life that can be helpful to individuals as well as people around.
• Value education helps students to become more responsive and practical.
• This helps them to better recognize the perception of life and lead a positive life as a responsible resident.
• It also helps in developing a strong relationship with family and friends.
• It changes the personality and character of the students.
• Value education changes a positive opinion about life in the student’s mind.
• In the current political climate, you can claim that it is more important than ever.
• Values education is teaching and learning about the ideals that society considers important.
• The objective of the students is not only to recognize the values but also to reflect them in their behaviour and attitudes.

Scope of Value Education:

To contribute to society through good residence and trust.

Moral education, personality education, ethics and philosophy have tried to do similar things.

In the United States, character education defines 6 character education programs in schools which aim to teach important values, such as friendliness, fairness, and social justice, and to influence the behaviour and attitudes of students.

Components of value education:

The intrinsic value of good behaviour, empathy and cooperation. Interaction with the environment that includes living and non-living beings.

• National History and Heritage
• Constitutional right
• Community Development
• National integration

Need for value education:

Moral awareness must be recognized to bend the progress of science and technology towards the pleasure of manhood.

Common values must be rediscovered to unite the human with the over-failure of traditional values.

Teachers allow students to value consciously and intuitively through their classroom rooms, therefore the need for a consciously strategic value education program to establish prescribed learning is noticeable.

Students may be more complex in making decisions about matters related to values. They should be helped to develop the ability to make the appropriate selection in such situations through value education.

The rise in childhood crime is a disaster for the youth, which comes under the process of personal development. In such a situation, value education has different importance.

It develops curiosity, appropriate interests, attitudes, values and the ability to think and judge oneself. Also, helps in social and natural unity.

Types of value education:

Personal values:.

Personal values mean whatever a person needs in a social relationship.

Some of the personal values are beauty, morality, confidence, self-motivation, regularity, ambition, courage, vision, imagination etc.

Social Values:

A person cannot live in the world without communicating with others.

People want social values like love, affection, friendship, noble groups, reference groups, impurity, hospitality, bravery, service, justice, freedom, patience, forgiveness, coordination, sympathy, tolerance, etc.

Social values are more important for a healthy and good environment for every organization.

Moral Values:

Ethical values, value others and themselves respect the authority of others, keep promises, avoid unnecessary problems with others, avoid cheating and dishonesty, thanking others and making them work Encourage.

Spiritual values:

The ultimate moral value is called spiritual value. Spiritual values are purity, meditation, yoga, discipline, control, clarity and devotion to God, etc.

Spiritual value education highlights the principles of self-discipline. Self-discipline satisfaction, lack of needs, general greed and freedom from seriousness.

Universal Values:

It is universal values that specify the sense of the human condition. It is through universal values that we associate ourselves with humanity and the universe.

Universal values can be experienced as life, joy, brotherhood, love, sympathy, service, heaven, truth and eternity.

Cultural Values:

Cultural values are concerned with right and wrong, good and bad, customs and behaviour.

Cultural values are reflected in language, ethics, social hierarchy, aesthetics, education, law, economics, philosophy and social organizations of all kinds.

After classifying the values, we should determine which of the above values is the most meaningful. Universal values are our foundation if we enjoy a prosperous, deep, full life.

Objectives of value education:

Educative ego and growth towards a sustainable lifestyle.

Our cultural heritage, constitutional rights, national integration, public development and increasing accountability to the environment about our national history.

Creating and improving awareness of values and their importance and role.

To know about many living and non-living organisms and their interactions with the environment.

Value education in schools:

Value education in school is important because it teaches about the world around us and prepares us with the tools that will be needed for future success. In the classroom, students also learn valuable lessons, such as social skills, behaviour, work ethic and gaining a sense of personal achievement.

Value of education in our life:

In this competitive world, we all know the importance of education in our lives, it plays an important role in shaping our life and personality.

Education is very important to get a good position and a job in society, it not only improves our personality but also makes us mentally, spiritually, intellectually advanced.

Early in life, a child dreams of becoming a doctor, lawyer, IAS officer. Parents also want to see their child as a doctor, lawyer or high-level officer. This can only be possible when the child gets a proper education.

Therefore it can be concluded that education is very important in our life and all of us need to earn it to get success in our life.

Value education stories:

Conclusion of value education:

In short, Value education means learning or studying existing knowledge and cultural heritage.

It means achievements for our families, advancement in existing technology and transfers it to the next generation.

Humanity has achieved a lot, the only way to preserve it is to transfer the knowledge and technology we have by educating people properly.

‘Value education’ is essential for building the character of future citizens, teaching them good values, helps them choose the right path, it gives moral value to students.

Also helps students to follow their interest and find answers to the extreme laws of the universe, it helps in preserving healthy life socially, economically and mentally, also helps in the cumulative ability of children by increasing their skills

The civilized purpose of education is the physical and intelligent development of the child because through education we are living in a peaceful society.

It is only because of “ value education ” that we have some answers to the laws of the universe and are able to use the knowledge of our families with modern technology.

• Section Under FAQ

Gupshups is the place to find the most inspirational & motivation quotes, essay, speechs & lot more.

13 thoughts on “Value education”

helpful, thanks. 🙂

Thank you Sherli for your valuable comment! Read our other articles as well…

It’s gave a vast knowledge in value education. Can you give me a note of Philosophical bases of value education.

Thank you, Jagannath Nayak, for your valuable comment! Read our other articles as well…

Great job sir!!

Very helpful 👍👍

Education is the key of success

So nice, excellent information. Really great one.

Dhanyavwadm, kafee madadgar raha ye.

very helpful , thank you

A helpful article. Thank you. It’s better to talk about the issues/problems in Value Education too.

Thank you very much

very helpful thank you🙏

Leave a Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Values Education

Morals are constantly present and embedded in everyday school life. Values are expressed and mediated by school rules and how teachers uphold them and respond to transgressions but also by the ways teachers organize classes and by all kinds of social interactions that take place between teachers and students and among the students themselves. 

Values education refers to the aspect of the educational practice which entails that moral or political values as well as norms, dispositions and skills grounded in those values are mediated to or developed among students.  

Values education can be referred to as explicit or implicit. Whereas explicit values education refers to schools’ official curriculum of what and how to teach values and morality, including teachers’ explicit intentions and practices of values education, implicit values education is associated with a hidden curriculum and implicit values influence, embedded in school and classroom practices. Teaching is inevitably a moral activity in which teachers have to consider the ethical complexity of teaching and the moral impact they have on their students. 

We are particularly interested in examining values and moral influence in everyday school life, teachers’ main concerns and definitions of their practices of values education, teacher ethics, the morality of school rules, and how children and adolescents reason, act, and interact in moral terms. Among other things we have studied how school rules work in primary school and children’s perspectives of and experiences of democracy and participation in school. In an international project, we have studied Swedish and Turkish teachers’ views on values education.

Robert Thornberg

• Department of Behavioural Sciences and Learning (IBL)
• Division of Education, Teaching and Learning (PEDI)
• robert.thornberg@ liu.se
• +4613282118

Related researchers

Helene Elvstrand

Senior Associate Professor

External researchers

• Mimar Sinan Fine Arts University, Turkey
• ebru.oguz@ msugsu.edu.tr

Related research

Children's reasoning about school rules and rule transgressions at school

There are several types of rules for how to behave in school. How do children reason about these rules and about rule transgressions? Are some transgressions worse than others?

• Values education
• School and Education
• Ethics, Values and Norms
• Research Activity

Join CollegeSearch Family

Monthly Users

Monthly Applications

Popular Colleges by Branches

Trending search.

Top MBA Colleges in Delhi/NCR

Top MBA Colleges in Bangalore

Top Engineering Colleges in Delhi/NCR

Top Engineering Colleges in Bangalore

No Result Found

Popular Branches

Home  >  News & Articles  >  Importance of Value Education: Aim, Types, Purpose, Methods

Samiksha Gupta

Updated on 06th January, 2023 , 8 min read

Importance of Value Education: Aim, Types, Purpose, Methods

Importance of value education overview.

Value-based education places an emphasis on helping students develop their personalities so they can shape their future and deal with challenges with ease. It shapes children to effectively carry out their social, moral, and democratic responsibilities while becoming sensitive to changing circumstances. The importance of value education can be understood by looking at its advantages in terms of how it helps students grow physically and emotionally, teaches manners and fosters a sense of brotherhood, fosters a sense of patriotism, and fosters religious tolerance. 

What is Value Education?

"Value education" is the process through which people impart moral ideals to one another. Powney et al. define it as an action that can occur in any human organization. During this time, people are assisted by others, who may be older, in a condition they experience in order to make explicit our ethics, assess the effectiveness of these values and associated behaviors for their own and others' long-term well-being, and reflect on and acquire other values and behaviors that they recognize as being more effective for their own and others' long-term well-being. There is a distinction to be made between literacy and education.

Goals of Importance of Value Education

This notion refers to the educational process of instilling moral norms in order to foster more peaceful and democratic communities. Values education, therefore, encourages tolerance and understanding beyond our political, cultural, and religious differences, with a specific emphasis on the defense of human rights, the protection of ethnic minorities and vulnerable groups, and environmental conservation.

Importance of Value Education

Value education ought to be integrated into the educational process rather than being considered a separate academic field. The value of value education can be understood from many angles. The following are some reasons why value education is essential in the modern world-

• It aids in making the right choices in challenging circumstances, enhancing decision-making skills.
• It cultivates important values in students, such as kindness, compassion, and empathy.
• Children's curiosity is sparked, their values and interests are developed, and this further aids in students' skill development.
• Additionally, it promotes a sense of brotherhood and patriotism, which helps students become more accepting of all cultures and religions.
• Due to the fact that they are taught about the proper values and ethics, it gives students' lives a positive direction.
• It aids students in discovering their true calling in life—one that involves giving back to society and striving to improve themselves.
• A wide range of responsibilities come with getting older. Occasionally, this can create a sense of meaninglessness, which increases the risk of mental health disorders, midlife crises, and growing dissatisfaction with one's life. Value education seeks to fill a void in peoples' lives in some small way.
• Additionally, people are more convinced and dedicated to their goals and passions when they learn about the importance of values in society and their own lives. This causes the emergence of awareness, which then produces deliberate and fruitful decisions. 
• The critical role of value in highlighting the execution of the act and the significance of its value, education is highlighted. It instils a sense of ‘meaning' behind what one is supposed to do and thus aids in personality development.

Also read more National Education Day and Women's Education in India .

Purpose of value education.

Value education is significant on many levels in the modern world. It is essential to ensure that moral and ethical values are instilled in children throughout their educational journey and even after.

The main goals of value education are as follows:

• To make sure that a child's personality development is approached holistically, taking into account their physical, mental, emotional, and spiritual needs
• Instilling a sense of patriotism and good citizenship values
• Educating students about the value of brotherhood at the social, national, and global levels
• Fostering politeness, accountability, and cooperation
• Fostering a sense of curiosity and inquiry about orthodox practices
• Teaching students how to make moral decisions and how to make good decisions
• Encouraging a democratic outlook and way of life
• Teaching students the value of tolerance and respect for people of all cultures and religions.

Read more about the Importance of Books  and Distance Education Universities .

Scope of value education.

The scope of value education is as follows- 

• To make a positive contribution to society through good living and trust. 
• Moral education, personality education, ethics, and philosophy have all attempted to accomplish similar goals. 
• Character education in the United States refers to six character education programs in schools that try to teach key values such as friendliness, fairness, and social justice while also influencing students' behavior and attitudes.

Also read more Best Distance Education Institutes .

Types of value education, cultural value.

Cultural values are concerned with what is right and wrong, good and evil, as well as conventions and behavior. Language, ethics, social hierarchy, aesthetics, education, law, economics, philosophy, and many social institutions all reflect cultural values.

Moral Value

Ethical principles include respecting others' and one's own authority, keeping commitments, avoiding unnecessary conflicts with others, avoiding cheating and dishonesty, praising people and making them work, and encouraging others. 

Personal Values

Personal values include whatever a person needs in social interaction. Personal values include beauty, morality, confidence, self-motivation, regularity, ambition, courage, vision, imagination, and so on.

Spiritual Value

Spiritual worth is the greatest moral value. Purity, meditation, yoga, discipline, control, clarity, and devotion to God are examples of spiritual virtues.

Spiritual value education emphasizes self-discipline concepts. satisfaction with self-discipline, absence of wants, general greed, and freedom from seriousness.

Social Value

A person cannot exist in the world unless they communicate with others. People are looking for social values such as love, affection, friendship, noble groups, reference groups, impurity, hospitality, courage, service, justice, freedom, patience, forgiveness, coordination, compassion, tolerance, and so on.

Universal Value

The perception of the human predicament is defined by universal ideals. We identify ourselves with mankind and the universe through universal ideals. Life, joy, fraternity, love, sympathy, service, paradise, truth, and eternity are examples of universal values.

Importance of Value Education in School

The inclusion of value education in school curricula is crucial because it teaches students the fundamental morals they need to develop into good citizens and individuals. Here are the top reasons why valuing education in school is important:

• Their future can be significantly shaped and their ability to discover their true calling in life can be helped by value education.
• Every child's education begins in school, so incorporating value-based education into the curriculum can aid students in learning the most fundamental moral principles from the very beginning of their academic careers.
• Value education can also be taught in schools with a stronger emphasis on teaching human values than memorizing theories, concepts, and formulas to get better grades. The fundamentals of human values can thus be taught to students through the use of storytelling in value education.
• Without the study of human values that can make every child a more kind, compassionate, and empathic person and foster emotional intelligence in every child, education would undoubtedly fall short.

Importance of Value Education in Personal Life

We all understand the value of education in our lives in this competitive world; it plays a crucial part in molding our lives and personalities. Education is critical for obtaining a good position and a career in society; it not only improves our personalities but also advances us psychologically, spiritually, and intellectually. A child's childhood ambitions include becoming a doctor, lawyer, or IAS official. Parents desire to picture their children as doctors, lawyers, or high-ranking officials. This is only achievable if the youngster has a good education. As a result, we may infer that education is extremely essential in our lives and that we must all work hard to obtain it in order to be successful.

How Does Value Education Help in Attaining Life Goals

Education in values is crucial for a person's growth. In many ways, it benefits them. Through value education, you can achieve all of your life goals, and here's how:

• It helps students know how to shape their future and even helps them understand the meaning of life.
• It teaches them how to live their lives in the most advantageous way for both themselves and those around them.
• In addition to helping students understand life's perspective more clearly and live successful lives as responsible citizens, value education also helps students become more and more responsible and sensible.
• Additionally, it aids students in forging solid bonds with their relatives and friends.
• enhances the students' personality and character.
• Value-based education helps students cultivate a positive outlook on life.

What are the types of value education opportunities? 

After understanding the significance of this important topic, the next step is choosing the type that best meets your needs. The teaching of values can start at a young age (in primary school) and continue through higher education and beyond. Understanding the various opportunities available to you will make it easy to find the right fit. 

Early Age Training

Value education is now being taught in many primary, middle, and high schools all over the world. The best way to learn the skills taught in this training is to be taught how important it is from a young age. 

Student Exchange Programs

One of the best ways to teach students about values and foster a sense of responsibility in them is through student exchange or gap year programs. Student exchange programs are another exceptional way to experience various cultures and broaden your understanding of how people behave and function. This is a fantastic chance for first- and second-year undergraduate students.  

Workshops for Adults 

People who are four to five years into their careers frequently show signs of irritation, unhappiness, fatigue, and burnout, which is a worrying statistic worth noting. As a result, the relevance and significance of education for adults is a notion that is currently steadily gaining support within the global community. 

Methods of Teaching Value Education

Teaching value education can be done using a variety of methodologies and techniques. Four of the many are the most frequently used. They are

• Methods used in classroom instruction include direct instruction, group discussions, reading, listening, and other activities.
• This method includes a practical description of the strategies. It is an activity-based method. This practical knowledge improves learning abilities and helps people live practical lives on their own.
• Socialized techniques: These involve the learner participating in real-world activities and encounters that simulate the roles and issues that socialization agents face.
• The incident learning approach enables the examination of a particular event or encounter in the history of a particular group.

Related Articles-

Traditional education vs. value education.

 Both traditional education and values education are important for personal development since they help us establish our life goals. However, although the former educates us about social, scientific, and humanistic knowledge, the latter teaches us how to be decent citizens. In contrast to traditional education, there is no separation between what happens inside and outside the classroom in values education.

Key takeaways

• The discipline of value education is essential to the overall growth and learning of students.  
• You can acquire all the necessary emotional and spiritual tools for use in a variety of situations by realizing its significance. 
• You can apply the lessons over the course of your academic career. Additionally, there are special education options available for a particular age group. 
• One of the best ways to get the most out of your educational experience is to combine the two types of value education training. 
• It's also crucial to remember that value education is a continuous process that extends outside of the classroom.

Was this Article Helpful/Relevant or did you get what you were looking for ?

👍 1,234

👎234

Similar Articles

JoSAA Counselling 2024

D Pharmacy: Admission 2024, Subjects, Colleges, Eligibility, Fees, Jobs, Salary

How to Become a Pilot after 12th: In India, Courses, Exams, Fees, Salary 2023

Frequently Asked Questions

What are the 5 main values of education.

Ans. There are five fundamental approaches to values education, according to Superka, Ahrens, and Hedstrom (1976): inculcation, moral development, analysis, values clarification, and action learning.

What is value education?

Ans. An individual develops abilities, attitudes, values, and other types of positive behavior depending on the society he lives in through the process of value education.

Why is value education important?

Ans. Every person must ensure a holistic approach to the development of their personality in regard to the physical, mental, social, and moral aspects. It gives the students a constructive direction in which to mold their future, assisting them in growing in maturity and responsibility and in understanding the meaning of life.

Does value education increase emotional intelligence (EQ)?

Ans. Yes, value education has been shown to boost emotional intelligence (particularly when given at a young age). For a variety of personal, academic, and professional opportunities, EQ is a crucial factor that is evaluated.

Will I learn how to socialize better if I study value education?

Ans. Yes, you will. You can develop a fresh perspective on people and groups from various communities and professions with the aid of value education. This aerial perspective of various people is a great way to hone your socialization abilities.

Similar College

Apply Before Dec 16

ICFAI Business School (IBS) Mumbai - Maharashtra

Course Offered

Fees for 2 years, avg. package, highest package.

ICFAI Business School (IBS) Pune - Maharashtra

POPULAR SEARCHES

Colleges & universities, top courses, entrance exams, cutoff & placement, pdf preview.

Copyright © 2024 SET EDUCATION TECHNOLOGY PRIVATE LIMITED All rights reserved

Reproduction in whole or in any form without express written permission is prohibited.

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Behav Sci (Basel)

The Role of Personal Values in Learning Approaches and Student Achievements

Kelum a. a. gamage.

1 James Watt School of Engineering, University of Glasgow, Glasgow G12 8QQ, UK

D. M. S. C. P. K. Dehideniya

2 Department of Education, University of Peradeniya, Peradeniya 20400, Sri Lanka; moc.liamg@ayinedihedkpcs (D.M.S.C.P.K.D.); moc.liamg@anammagitayukas (S.Y.E.)

Sakunthala Y. Ekanayake

Associated data.

The data presented in this study are available on request from the corresponding author. The data are not publicly available due to privacy.

Personal values play a significant role when adopting learning approaches by individuals during their studies. Particularly in higher education, these values significantly influence the character that individuals play within their learning community and ultimately influence their academic achievements. The purpose of this paper is to investigate personal values in their choice of learning approaches and, subsequently, how it impacts one’s academic achievements. It also investigates the importance of developing an individual’s personal values as a part of their wider studies, while aligning these with graduate attributes and balancing them with knowledge and skills, to produce successful graduates in a society.

1. Introduction

Values are the fundamental beliefs, behaviours and attitudes that have been approved and accepted as what is good by society for a long time. In the most general sense, they are considered as the virtues that a person holds in his or her life. However, philosophers, researchers, practitioners and many others have defined and addressed values from different perspectives concerning the respective discipline or contexts. Generally, values are viewed as inner realities of an individual that are reflected through habits, behaviours, beliefs, expectations and relationships. Values lay the foundation for an individual’s pattern of thinking and way of acting. They play a vital role in how one makes decisions, choices and builds perceptions and attitudes. Additionally, various studies on personal values have shown that they often guide decision making in all aspects of life such as career, religion, social circles and self-identity [ 1 ]. Another aspect of personal values is that they can be viewed as desirable motivational goals and interests of an individual or the guiding principles in life. In addition, they have been seen as the non-existent mental entities and as the outcomes of mental development. Consequently, values can be seen as the perceptions of psychological expressions or frame of mind. Moreover, they are consequential issues that manifest the personality of an individual. Hence, the realisation of personal values by the self is crucial and determines the growth and the existence of the self in any situation. Conversely, understanding another person’s respected values is also important.

As a consequence of the constant transformation of society in terms of culture, economics and politics, value and value systems have been unusually changed and distorted. In favour of the same idea, Daniela et al. [ 2 ] justify this by arguing, “with modernity it is normal that personal value systems support changes to harmonize itself to current requirements”. Initially, some of the personal values may be determined by birth and later greatly influenced and molded by education, experiences, society, culture and many other factors. According to Matthews et al. [ 3 ], an alteration in lifestyle, cultural environment and economic circumstances, individually or a combination of these factors, can cause values to change. Personal value systems can be viewed as a relatively permanent framework that exists within an individual which decides what is good or bad for himself or herself and his or her companions. In addition, it shapes and influences the general nature of an individual’s behaviour. Researchers have found that personal values developed early in life may be resistant to change and may be derived from those of particular groups or systems, such as culture, religion and political party. However, personal values are not universal. Genetically inherited features and external factors including education may determine one’s personal values. Essentially, the antecedents of values are culturally embedded in society and its institutions [ 3 ] and are socially determined [ 2 ]. Although a personal value is an internal phenomenon, the motivating force to adopt the value is seen as emanating from a diverse range of external sources [ 4 ]. As values directly influence one’s entire lifestyle, a discussion of values and value systems, their place within changing socioeconomic contexts and how they affect individuals and society has universal relevance.

The value systems of a society always determine human activity in social life, education and professional life. Values are seen as a key component of organisational culture and are repeatedly defined as the principles accountable for the successful management of the organization [ 5 ]. Arambewela and Hall [ 6 ] support the same issue, stating [ 7 ]: personal values have long been considered an important variable in understanding consumer behaviour and decision making. As a result, the interest in knowing the drivers behind consumer attitudes and behaviour has encouraged marketing researchers to investigate human values [ 8 ] (Anana and Nique, 2014). Hence, many researchers have emphasised the need and advantage of studying the impact of personal values on the sustainable existence of an organisation.

Investigating the influence of values on assessments made by people on their career choices is another trending research area. In general, professions such as teaching, medicine and nursing are strongly attached and influenced by values. The results of a research study by Anana and Nique [ 8 ] has concluded that students choosing some careers are more typical, based on their values than others, and that some values are more typical of some careers than others. Thus, personal values have been taken as the main focus in the research in a variety of fields and academic disciplines ([ 3 ] cites Feather, 1975). In this regard, the need for identifying different scopes of human values is a timely requirement. Since professional values are also shaped and influenced by personal values, indeed a discussion on personal values can be regarded as an issue that unchanged over time.

There has been a growing concern over the erosion of values among youth during the past few years, and it is continually progressing. At the same time, the need for facilitating value development has become the greatest challenge ahead in the field of education. The effects of the value given to material comforts, money, fame and success are prominently reflected through the present younger generation. Hence, there is a considerable emphasis in this new century on the development of values: tolerance, social justice, open-mindedness, empathy and deep respect for others. Since realizing values and adopting and displaying them as one’s personality is closely associated with education, values education is given a greater emphasis today to ensure the continuity of societies. The functions of education in molding student’s moral, spiritual and sociocultural life are some of the areas that have received renewed attention in the recent past. In addition, they have long been considered important variables in understanding student behaviours, attitudes and achievements. Consequently, the outcomes of Branson [ 4 ] provide an insight into the benefits of value-based studies in educational management and administration. The realization of value can offer assistance in organizing the learning process by explaining and understanding students’ reactions to various situations and tailoring and evaluating the learning experience. Though students’ learning takes place within the self, it is not an isolated process. Research has confirmed that learning is affected by a variety of internal and external factors. Researchers have observed variations in students’ learning approaches, and furthermore, they have found qualitative differences in learning outcomes that were related to the approaches taken (Matthews et al. [ 3 ] refer Marton and Saljo [ 9 ]). Accordingly, if the personal values deal with the behaviour of a person, learning may also have influenced by personal values. Based on that assumption, a number of researchers study the composition and structure of students’ learning approaches and personal values [ 10 ] and their interconnections have been observed in various contexts. Research in this area confirms that values are related to different approaches to learning and they may change according to the circumstances. Considering the students’ behaviour in different academic situations, researchers have categorized the learning approaches into different groups. Furthermore, researchers have attempted to build up the connections between learning approaches and specific personal values. For example, as referred by Matthews et al. [ 3 ] and Tarabashkina [ 10 ], personal values such as achievement and power were related to the achieving approach, security and tradition values to the surface approach, and self-direction and universalism to the deep learning approach. In addition, this relationship was confirmed by a number of studies with some variations.

The values occupy a pre-eminent position on the agenda of researchers in education and many other domains as they impact behaviour, attitudes, expectations and all the other personal characteristics and constructs. Hence, this paper seeks to contribute by reviewing the available literature on the role of personal values concerning learning approaches and student achievements. The review centres on the following given objectives.

• To investigate the role of students’’ personal values in their choice of learning approaches;
• To investigate the impact of personal values on one’s academic achievement;
• To investigate the importance of developing individual’s personal values as a part of their academic life;
• To investigate how one’s personal values shape the learning community around that person and vice versa.

2. Background Literature

The background literature aims to synthesise the most relevant research outcomes for the main topic of study under the four main areas: personal values, personal value theories, value education and learning approaches. The concept of personal values is quite closely connected with value theories and value education. In reality, they are inseparable and cannot be treated separately since they are branches of the same root. About the very same idea, to define, describe and to understand personal values, several frameworks have been used by the researchers. Thus, the historical evolution of personal values can be identified through the presented frameworks. Moreover, as the literature suggests, through empirical evidence, there exists a relationship between personal values and students’ learning. Hence, uncovering the background literature through the above four areas are important for the total comprehension of the reader.

2.1. Personal Values

As a whole, personal values significantly influence all aspects of one’s life. It is also obvious that values contribute to the building of one’s personal and social identity. Understanding the concept of personal values is indeed a complex process. Over the past years, it has been viewed diversely analysing from the individual level and up to organisational, institutional, social and cultural levels [ 2 , 11 , 12 ], resulting in several definitions addressing different scopes.

Personal values or individual values are the values to which an individual is committed and which influences his behaviour [ 13 ]. As Ledden et al. [ 14 ] view, value perceptions are the result of a cognitive trade-off between benefits and sacrifices. According to Rokeach [ 7 ], a value is a long term belief that a certain path or purpose of existence is preferable from the social and personal point of view over another one in the opposite [ 2 ]. Furthermore, values can be referred to as interests, desires, goals, needs and standards of preference [ 3 ]. (Ros [ 15 ] supports the same concept and states, “a value is a desirable state, object, goal or behaviour transcending specific situations and applied as normative standard to judge and to choose among alternative modes of behaviour” [ 2 , 15 ].

Moving a little from the basic components mentioned in the previous definitions, Anana and Nique [ 8 ] say that a value is a reference people use to judge themselves and others or to influence the values, attitudes and actions of other people, such as children. People who use the features obtained through the sense organs in defining other beings can benefit from the impressions they have emotionally in attributing importance to that being and appraising it [ 16 ]. These emotion-based impressions are generally called “values”. Another definition suggests that values are systematic and, to some extent, precise ideas that ensure the interaction of an individual with the environment [ 17 ]). Regarding the concept of personal values, Mashlah [ 5 ] and Daniela et al. (2013) [ 2 ] refer to Schwartz and Bilsky’s [ 18 ] and Schwartz’s [ 19 ] definition of values as a combination of five main features: values are (a) concepts or beliefs (b) about desirable end states or behaviours (c) that transcend specific situations, (d) guide the selection or evaluation of behaviour and events and (e) are ordered by relative importance. Analytical observation on the definitions of values shows that they are more or less diverse in meanings. Basically, terms such as interests, beliefs, desires and behaviour have been used in common in definitions. However, when focused, it is evident that values have been defined as concerning the cognitive, affective and behavioural aspects of an individual.

In contrast to the above, Ledden [ 14 ] calls attention to another two important points referring to the relevant literature. Firstly, based on the literary evidence, researchers state that value’s loose definition and the diverse nomenclature used by authors have collectively led to some authors using the term value interchangeably with concepts such as satisfaction, quality and values, particularly with the personal values that guide human behaviour such as beliefs of right and wrong. Secondly, as Ledden states [ 14 ], despite the consensus on terms and definition of values, the literature evidences some confusion in differentiating between the concept of the value and the notion of values. The argument is supported with an important distinction between value (singular) and values (plural) marked by Holbrook [ 20 ], defining the former as a preference judgment and the latter as the criteria by which people make such preference judgments; thus, value is related to, but distinct from, the concept of values. In a general sense, this diversity possibly emerges through the variations in values referred to in different research domains.

Adhering to the research outcomes, Branson et al. [ 4 ] discusses the adoption of values by a person. As explained by values theory, a person’s values are dependent upon his or her consciousness and those values are unique to the person. Research shows that people do not learn values, but rather, they unconsciously adopt values. For example, values are adopted subliminally rather than being consciously selected and deliberately adopted by the individual [ 4 ]. Each person sees a unique and specific view of their world due to the influence of his or her conscious perceptions.

Turning to the historical traces of debates and discussions on personal values, values are abstract concepts that have been studied since ancient times [ 21 ] and can be traced back to the lessons from Aristotle, Plato and Socrates [ 15 ]. Evidently, research into value education has been carried out for almost centuries [ 3 ] and continues today. As a result, several definitions and models have been suggested and empirically studied over the past years. Despite the key components and focuses, several models are found frequently cited in the research literature. As Hanel, Litzellachner and Maio [ 11 ] suggested, the following are at the forefront of all the other individual value models.

• Spranger’s (1921)—Model of types of people;
• Rokeach’s (1973)—Instrumental and terminal values;
• Schwartz’s—The Schwartz (1992) theory of basic human values;
• Gouvela’s (2013)—Functional theory of values.

Value theories focused on values at the individual level as well values can also be described on a cultural level. As Hanel, Litzellachner and Maio [ 11 ] refer, three prominent approaches of this type were proposed by Inglehart, Hofstede and Schwartz [ 19 ].

Particularly for this article, Schwartz’s model of human values is adopted as the fundamental theory to discuss the issues highlighted in the objectives since it has been referred to as the theoretical ground of a number of recent research studies on personal values in a variety of contexts. Specifically in the studies which examined how the basic values relate to various attitudes, opinions, behaviours, personalities and background characteristics. In addition, it has been used in hundreds of studies that assessed value transmission and development in an individual from childhood to adolescence and value change over time. Moreover, the theory itself concerns the basic values that people in all cultures recognize [ 19 ]. Thus, it can be accepted as universally applicable without any bias. Additionally, considering the very diversity of meanings of the construct of values, the sociopsychological aspects of values are focused on throughout this article.

2.2. Personal Value Theories—Schwartz Theory of Human Values

Values can range from the simplest forms, such as punctuality and kindness, to pretentious forms such as self-direction, universalism and conformity. Over the past years, various value models have been proposed and empirically supported [ 11 ]. All of them have often defined human values as abstract ideals that guide people’s behaviour and are crucial for explaining social and personal organizations and tracing their changes due to various factors. Among the different value models that have been suggested, the Schwartz [ 18 ] theory of basic human values is found frequently cited in the literature.

As Schwartz described, there are six main features of values according to the theory [ 18 , 19 ]: values are beliefs linked inextricably to affect, values refer to desirable goals that motivate action, values transcend specific actions and situations, values serve as standards, values are ordered by importance relative to one another and the relative importance of multiple values are guides to action. These six features apply to all values. Furthermore, theory distinguishes ten basic values (value types) which encompass the range of motivationally distinct values recognized across cultures. These values are likely to be universal because they are grounded in universal requirements of human existence. However, they differ in their motivational content. The definitions of the ten values in terms of the broad goals they express in Table 1 .

Values and the motivational goals—the Schwartz theory of personal values.

He presented the structural model of basic values which takes the form of a circle. Complementary values, i.e., values that are similar to motivational content, are located side by side on this circle while competing values are located at opposing sides [ 18 , 19 ]. The closer any two values in either direction around the circle, the more similar their underlying motivations; the more distant, the more antagonistic their motivations [ 19 ]. It seems that the whole set of ten values relates to each other closely or distantly and by that mean they may interrelate with any other variable such as behaviour, attitude, age, etc. ( Figure 1 ).

Theoretical model of relations among ten motivational types of values.

2.3. Value Education

The concept of values has been defined differently in the literature depending on the contexts and the situations. However, along with the rapid changes in the world, the concepts of values and value education have gained renewed attention due to the increased social immorality [ 21 ]. Value education can address different forms and definitions. In religious senses, it is most possibly defined as moral and spiritual development. To sociological concepts, it can be termed as the part of socialisation and personality development or the transmission of cultural elements. In the dimension of education, it is addressed through citizenship education. However, in the most general sense, value education stresses the process by which people develop moral values and transfer them through factors such as social relationships, religion and education.

The values, attitudes and personal qualities of young people and the role of the school in spiritual, moral, social and cultural development have received renewed attention in recent years [ 21 , 22 , 23 ]. As education is a personality-building process [ 24 ], school education is challenged by preparing students to face the complexities of future life. Rapidly changing socioeconomic structures and their consequences in terms of patterns of work, family life and social relationships requires an educational response. In that context, experts have recognised the 21st century school curriculum as the most influential mode of transferring values to the younger generation other than the family and other immediate social units. Sahin [ 16 ] suggests that implicit or planned values education in schools plays an active role in transferring values from society to society. By its definition, value education refers to those pedagogies that educators use to create enriching learning experiences for students and addresses issues related to character formation [ 25 ] and moral development. Moral values are the values that make individuals distinguish between what is good or bad and right or wrong and simply it gives the ideas about the good personal and social life. Halstead and Tylor [ 21 ] refer to a discussion document on Spiritual and Moral Development and highlight that the moral values that school should promote are telling the truth, keeping promises, respecting the rights and property of others, acting considerately towards others, helping those less fortunate and weaker than ourselves, taking personal responsibility for one’s actions and self-discipline. Moreover, schools reject bullying, cheating, deceit, cruelty, irresponsibility and dishonesty.

Sahin [ 16 ] has identified the four main characteristics of values education as:

• To raise individuals’ awareness of universal (ethical), cultural values, and their importance;
• To relate democratic attitudes and tolerance to multiculturalism;
• To evaluate all values with the criteria of improving people’s living conditions and facilities;
• To turn life into knowledge and/or knowledge into life considering concrete problems related to ethical values.

Sahin [ 16 ] views the main purpose of values education as to make values permanent behaviours in students. Providing students with the knowledge and insight into values and beliefs that enables them to reflect on their experience in a way that develop their spiritual awareness and self-knowledge, teaches them the principles which distinguish right from wrong and teaches students to appreciate their cultural traditions and the diversity and richness of other cultures are among the basic functional aspects of value education provided through the school education [ 21 ]. Accordingly, the particular theme of value education is directly related to inculcating moral values in students, and it can be identified as another phase of personal value development since the same aspects are named and described in personal value models and frameworks in more or less similar terms. For example, the features that institutions wish to promote through moral or value education are discussed in the ten basic values in Schwartz theory of basic values under the themes of conformity, benevolence, tradition, security and universalism. As Schwartz [ 19 ] views, benevolence and conformity values both promote cooperative and supportive social relations and both values may motivate the same helpful act, separately or together. Traditional values imply one’s affection towards religious beliefs and respect for tradition and customs while security values inspire one’s need for safety and harmony. Hence, through value education, it develops values such as conformity, security, universalism and benevolence.

In developing values in individuals, it is widely recognised that schools are not the only nor are they the greatest influence on the values, attitudes and personal qualities of young people, but parents, communities and other agencies are also influential [ 21 ]. The early-stage value development through the family, neighbours, practice of religion, culture and nursery forms the foundation for the personal values system that one holds. It can be further sharpened through the formal and informal educational and cultural practices in the school or any other institution.

2.4. Learning Approaches

Approaches to learning mainly focus on how children engage in learning referring to the use of skills and behaviours. In addition, they are discussed incorporating emotional, behavioural and cognitive domains. Learning is a process of changing behaviour through experiences and is relatively a permanent product. Hence, it is important to understand student learning approaches to improve and maintain the quality of the learning experience. Beyaztas and Senemoglu [ 26 ] define learning approaches in terms of how a learner’s intentions, behaviours and study habits change according to their perception of a learning task to the context which the learner regards.

According to Lietz and Matthews [ 27 ] two major perspectives have guided theory and research into student learning: The first is The Self-Regulated Learning (SRL) rooted in North America, and the second is The Students’ Approaches to Learning (SAL) that is prominent in Europe and Australia/Southeast Asia. In parallel to that, Matthews et al. (2007) [ 3 ] cite Biggs’ [ 28 ] findings on Asian student learning approaches, and according to it, learning is based on two types: the Information Processing Approach and the Contextually and Experientially Based Learning Approach. The above findings specifically refer to the geographical region and it is reasonable to pose the argument that the variation patterns in learning approaches are existing to the sociogeographical factors such as country, region and culture.

Biggs [ 29 , 30 ] specified three distinct approaches (see Table 2 ) to learning namely, The Surface, The Deep and The Achieving approaches to learning [ 3 , 27 ]. In addition, each approach is composed of a motivation that directed learning and a strategy for the implementation of the learning approach [ 3 ].

Motivations and strategies in student approaches to learning.

Note. MNNote. Matthews et al. (2007) [ 3 ] following Biggs [ 29 ] and Murray-Harvey [ 31 ].

Li’s [ 32 ] perspective on student learning approaches is quite different from the above and states that students are smart in different ways and have different learning approaches. According to Na Li, the two major perspectives of learning are the constructivist and student-centred learning approaches: Inquiry-based learning, Problem-based learning, the Situated and embodied cognition model, Self-regulated learning and Cognitive apprenticeship model and Technology-enhanced learning approaches.

Research into learning approaches has focused on studying the impact of background factors such as gender, sociocultural backgrounds, discipline area, personal values and the learning culture of students. As highlighted by Lietz and Matthews [ 27 ], Cano-Garcia [ 33 ] has shown that older female students tended to score higher on the deep and achieving approaches to learning than younger male students. In addition, studies of Jones et al. [ 34 ] and Smith and Miller [ 35 ] reflected strong relationships between learning approaches and academic disciplines. Beyaztas and Senemoglu [ 26 ] reveal another dimension of research on learning approaches in relation to the examination on students’ learning and studying behaviour towards exams and exam types. Results of these interventions revealed that students’ learning approaches change according to the examination type they were preparing for and Ramsden [ 36 ] has proposed strategic learning approaches for students who have more exam-oriented study behaviours.

Another major area that researchers concentrated is changes in the learning approach over time. A number of cross-sectional and longitudinal studies have investigated changes in learning approaches over time [ 3 , 10 , 37 ]. Both Lietz and Matthews [ 27 ] and Tarabashkina and Lietz [ 10 ] refer to the same group of studies that investigated changes in learning approaches over time. As they arranged into the chronological order the earliest, Watkins and Hattie’s [ 38 ] study on a sample of undergraduate students found that the longer students had studied, the more they displayed characteristics of the deep approach to learning. Contrary to the results of their first study, Watkins and Hattie’s longitudinal study [ 39 ] showed no evidence of students’ deep learning approaches intensifying over time. However, Biggs [ 29 ] reported a general decline in the deep approach from the first to final year of study in a sample of undergraduate students in Australia. However, no significant changes were observed for other learning approaches. In the study by Gow and Kember [ 40 ], results showed that older students used the deep approach significantly more often than younger students. In addition, students at the beginning of their studies appeared to prefer an achieving approach compared to students who were further advanced in their studies. In addition, the more time that had elapsed since leaving school, the fewer the number of students who displayed characteristics of the surface approach. In another study by Kember [ 41 ], it was uncovered that younger students showed a preference for a more superficial approach in a comparison of first, second and third-year students. In contrast to the results of his study in 1990 [ 40 ], he found that first-year students showed significantly higher scores on the deep approach to learning than second and third-year students. Zeegers’s [ 42 ] study on a class of chemistry students over 30 months has shown a significant decline in the achieving strategy and a significant increase in the surface strategy over the time of the study. For the deep approach, no statistically significant changes emerged over time. Another study carried out by Matthews [ 3 ] on the same issue discovered that students’ approaches to learning generally became deeper over time. In contrast, Cano’s [ 33 ] study observed a significant decline from junior to senior high school with regards to the deep and surface learning approaches both in boys and girls.

In general, preference for a deep learning approach has emerged as the major concern of all studies, and there is no specific pattern of applying a particular approach for learning among the students. Hence, there may be some other background factors influencing the selection and application as well as the changing of a specific approach to learning. In the point of factors affecting students’ learning approaches, Beyaztas and Senemoglu [ 26 ] summarize the 3P model (Presage, Process and Product), and according to it, prior knowledge, abilities, preferred ways of learning, values and expectations, teaching context (including the curriculum) and teaching methods affect the student’s selection.

As revealed through the research studies, approaches to learning are probable to change in response to gender, ability, formal teaching authority, time, personal values [ 3 , 27 ], the requirements of and as an adaptation to new environments, the learning culture and the academic discipline and its nature [ 10 , 27 ]. Additionally, as Beyaztas and Senemoglu [ 26 ] state, referring to an early study of Ramsden [ 36 ], students’ perception of their teachers and departments also have important effects on their learning approaches. In addition, the curriculum and sociocultural environment also may have an effect on selecting the learning approach. Thus, it can be concluded that students’ preference for learning approach is influenced by several factors and they may be inborn or situational. In other words, learning approached may be a result of a combination of several internal and external factors including personal value traits.

3. Methodological Design

This research is based on a systematic review of the literature with a narrative summary that exclusively depended on online databases. The predetermined selection criteria, which are given in Table 3 , were applied during the database search screening of the text titles, abstracts and whole texts.

Inclusion and exclusion criteria.

Following the above-mentioned criteria, full texts that were reported within 20 years were purposely selected due to the availability of a limited number of accessible resources to retrieve the literature. In relation to the year of publication, the search action was conducted with the use of online databases. As the main sources of data, Google Scholar, JSTOR and Elsevier were used. The ResearchGate database was also used for the search of resources.

The comprehensive search resources were completed based on a wide range of key terms and phrases including “values”, “personal values”, “learning approaches”, “learning communities” and “learning approaches—academic achievement and value education”. However, similar terms that are often used interchangeably in the literature were also used. In particular, with regards to the concepts of personal values and value education, they have also been searched through the terms “humanistic values”, “soft skills”, “social skills” and “moral education”.

As the search action resulted in a limited number of appropriate and accessible sources, the reference section of the found texts were studied in the search for more relevant texts. After the exclusion of sources that did not satisfy the criteria in Table 3 , 38 texts were selected for analysis. The content of the selected resources was studied and analysed in detail. Then, the required data were organized under four main themes following the study objectives.

4.1. Objective 1: To Investigate the Role of Students’ Personal Values in Their Choice of Learning Approaches

In the most general sense, approaches to learning describe what a student does when he/she is learning and why he/she should do it. In other words, it is the way that students perceive and value the learning process and how they behave during the process. As suggested by the aforementioned facts and information, education correlates with personal values. Hence, a considerable number of educational studies have been carried out to examine the composition and structure of personal values and their relationships with learning approaches. Values are considered to be precursors as well as predictors of behaviour [ 3 ]. In the same way, studies have proven that a tendency towards certain types of behaviours depends strongly on the structure of one’s values. Conversely, learning can be seen as a type of individual-specific behavioural pattern. In that respect, it is justifiable to accept that there is a relationship between personal values and the learning approaches of students. In addition, the values are believed to be influenced by background factors such as religion, culture, political factors, age and many others. Assuming that they also definitely influence in preference of a student’s learning approach, research into learning approaches has focused on a variety of backgrounds. According to Lietz and Matthews [ 27 ], research studies have focused on studying the differences in choice of learning approach and personal values relationships depending on gender, discipline area of study, prior performance and the experiences of students, especially the students who undertake higher education in another country. With regards to personal values, researchers in this context have confirmed that values are correlated with different learning approaches.

The influence of personal values on life goals are better described as follows: “values refer to desirable goals that motivate action” [ 19 ]. Wilding and Andrew’s [ 43 ] study results of “Life goals, approaches to study and performance in an undergraduate cohort” can be discussed taking that as the ground. According to them, the deep approach and the surface approach are the two main approaches to studying that have been distinguished by several researchers. In addition, an achieving or strategic approach employs either deep or surface strategies, depending on the demands of the task. The research aimed to investigate factors contributing to the choice of the preferred study approach at university and relations between these factors and academic performance. Based on the results, as the researchers state, this study has shown that approaches to study are related to wider attitudes to life or the general life goals and relations were found to be consistent with the deep approach being associated with altruistic life goals and the surface approach being associated with wealth and status life goals. The achieving approach was related to both types of life goal, but more strongly to wealth and status life goals.

The most frequently referred research of Matthews [ 3 ] on sojourner students in Australia has found interesting relationships between values and learning approaches. From the three pairs of canonical variables that emerged out of the analysis the first pair of variables illustrated that students with clearly defined value structure had equally well-defined learning motivations and strategies. The second pair of variables showed that students who had low integrity values showed a higher preference for surface or superficial learning. In contrast, the third pair of variables indicated that students who had a lesser emphasis on values associated with the Confucian ethos showed a strong preference for the deep strategy [ 3 ].

In the study of “Values and Learning approaches of students at an international University”, Matthews, Lietz and Darmawan [ 3 ] relate the ten values postulated by Schwartz et al. [ 18 ] to Biggs’ [ 29 ] six subscales and the relationships between values and approaches to learning has been estimated by canonical correlation analysis. It has revealed that values can be linked to learning approaches even in a situation where students have left their home countries to undertake tertiary studies in a new social, cultural and educational environment. There, the results have been interpreted to the higher-order values: self-aggrandisement, conservatism, self-directedness and benevolent change, which were initially termed as self-enhancement, self-transcendence, openness to change and conservation, respectively, as proposed by Schwartz [ 18 ]. Four distinct pairings between values and learning approaches were established: (a) self-aggrandisement (Achievement and power values) is linked to the achievement learning approach, (b) conservatism (universalism and benevolence values) relates to the surface learning approach, (c) self-directedness (self-direction and stimulation values) is linked to the deep learning approach and (d) benevolent change (conformity, tradition and security values) is related to the learning strategies variables were emerged as the results.

In terms of the main research question, the impact of students’ personal values on learning approaches and changes in them over time of Lietz and Matthews [ 27 ] longitudinal study on “The Effects of College Students’ Personal Values on Changes in Learning Approaches” has given mixed results. The three-year study results have shown no changes within students in the deep and surface approaches to learning but a significant decline for the achieving approach, particularly for students who previously experienced a more formal teaching authority. As they described, the students who identified to a greater extent with the achievement, hedonism and security values have demonstrated a higher achieving approach to learning at the start of their higher education. Conversely, but in line with expectations, students who valued having fun and a good time more than other students have displayed fewer characteristics of the achieving approach to learning. However, none of the personal values were found to influence how the achieving approach to learning changed over time. Based on the research outcome they have concluded that, while personal values appear to explain differences in learning approaches at one point in time they do not seem to contribute to explaining changes in learning approaches over time. In that case, as explained in a similar study by Matthews (2007) [ 3 ] students are likely to change both their personal values and learning approaches due to the influence of the new environment or it may result to pursue their education.

Parallel to the theme of the above studies, Tarabashkina and Lietz [ 10 ] carried out a longitudinal research study on “The impact of values and learning approaches on student achievement: Gender and academic discipline influences” using a cohort of international students who started their three-year Bachelor of Arts or Bachelor of Science degrees in September 2004 at a university in Germany. According to the results, hedonism and achievement were consistently related to the achieving approach over three years, whereas the achievement value probably had a large positive effect on the achieving approach, and hedonism (that is, the tendency to have fun) was negatively related to this approach across all occasions. Hedonism was also consistently and negatively linked to the deep approach throughout all years, whereas self-direction had a positive impact on this approach over a two-year period. Self-direction emerged as a constant predictor of the surface approach, although in the opposite direction to this effect for the deep approach.

Accordingly, the reported literature provides insights that the personal values and learning approaches are two components that occur at the same time with parallel construction. In addition, it establishes the relationship regarding how personal values are linked with different learning approaches and how these interrelationships change over time.

4.2. Objective 2: To Investigate the Impact of Personal Values on One’s Academic Achievement

Personal characteristics such as skills, abilities and values, academic adaptability, concern on learning objectives, decision making, innovation and communication are some of the main features of any valid evaluation criteria. When elaborating on the state of personal values in line with its impact on one’s academic achievement, knowledge as a human-specific activity is in direct relation with the way a person through his values perceives the world, the phenomena and events Daniela et al. [ 2 ]. The values favoured by different individuals can be more or less equal or different. Similarly, within each unique and specific view of the world, each person attributes different values to the same experience or the same value to different experiences [ 4 ]. Accordingly, the existing similarities and differences in values cause much diversity in behaviour. Typically, human beings tend to adapt their values according to the circumstances. In addition, it can be assumed that the values do reflect themselves through all the activities of individuals. Identifying the worth of studying these variations, in addition to exploring the link between values and learning approaches, the relationships between personal values and academic achievement, including the effect of factors such as gender and academic discipline, has been carried out by scholars. As the literature notes, the achievement motive and achievement goal are different in their nature, but they both share a commonality in terms of the role that individuals’ values may play as their underlying antecedents [ 44 ]. The argument is further confirmed citing Kaplan and Maehr [ 45 ], and they contend that individuals’ achievement goals are associated with their values. Similarly, values are considered desirable goals and individuals work hard to pursue them. Hence it is justifiable to say that in the academic setting students personal values or their personal goals substantially influence the academic achievement of the students.

Among the several research studies made to study the impact of values on academic achievements, Bala [ 46 ] discusses the values and adjustment problem of high achievers and low achievers based on a sample of 100 students from two senior secondary schools. There, the researcher has considered values in terms of theoretical, economic, aesthetic, social, political and religious values and adjustments related to social, health and emotional, school and home values. Achieving one of the specific objectives to determine the nature of the values of High and Low achievers, it arrives at several conclusions: (a) Higher achievers are more theoretical and social in comparison to low achievers and they have a dominant interest in knowledge, learning and believe more in kindness, charity and love; (b) High achievers and low achievers are similar as far as religious value is concerned; (c) Low achievers are more economic in comparison to high achievers. They believe more in materialistic life than high achievers; (d) High achievers are more political in their approach in comparison to low achievers; (e) Low achievers are superior on the aesthetic value in comparison to high achievers.

There has been little research to study the effect of a school’s disciplinary climate on improving students’ learning and academic achievement. However, the available past and present research support the view that student learning is immediately affected by the nature of the school’s disciplinary climate [ 4 ] as it controls students’ conduct by restricting the engagement in misbehaviour during school time and, thus, enhance student learning.

According to Ma and Willms [ 47 ], research findings based on a sample of grade 8 students in the US, the two most important disciplinary factors that affect academic achievement pertain to whether students were concerned about class disruptions, the proportion of students who talked to a school counsellor or teacher about disciplinary matters and the effect of the teacher–student relationship. As they revealed, with respect to the effects of indiscipline on academic achievement, the disciplinary measure that had the strongest relationship to academic achievement pertains mainly to classroom disruption. Additionally, they say that the effect of behaviour concern, which is a more traditional indicator of disciplinary climate, was negatively related to academic success. As they have found that students’ indiscipline has a significant detrimental effect on their academic achievement, to improve academic achievement from the perspective of a disciplinary climate, providing an orderly classroom environment has been suggested as a remedy.

Research conducted at the individual level has consistently shown a correlation between low cognitive ability, poor academic performances, learning disabilities, delinquency and particularly the relationship between academic performances and discipline [ 47 ]. In schools where advantaged students are concentrated, there will be fewer discipline problems and higher achievement levels as they completely target academic success rather than other issues, whereas schools serving disadvantaged students will have even worse discipline problems and lower levels of academic achievement. Ma and Willms [ 47 ] support that claim with Hawkins and Lishner [ 48 ], who have framed the relationship between academic performance and discipline as a circular process. School misconduct in the early elementary grades, combined with low ability or learning disabilities, are antecedents of poor academic performance in the late grades; poor academic performance in the late elementary grades leads to a low commitment to educational activities, disaffection toward school and an association with delinquent peers. These factors lead to dropping out or to delinquent behaviour. Value education is another concerned faculty that is gaining much concern in education. The results of a study on students attending character education and some of which did not have shown that the scores of those who underwent character education were higher than the scores of others [ 49 ]. As a whole, according to these authors, schools’ or any other learning community’s disciplinary climate acknowledges that better-behaved students generally are higher academic achievers. On that basis, as highlighted in the aforementioned discussion, if personal values are considered as abstract ideals that guide people’s behaviour, then there should be a correlation between delinquent behavioural patterns, cognitive ability level, academic performance and the personal values of an individual.

Liem et al. [ 44 ] examined the relationships between values, achievement motives, achievement goals and academic achievement among Indonesian high school students. There, in terms of the relationships between values and achievement motives, findings indicate that security and conformity values are positive predictors of the social-oriented achievement motive; self-direction is a positive predictor of the individual-oriented achievement motive, whereas hedonism is a negative predictor of both achievement motive orientations. There is also evidence for the direct effects of values on academic achievement. How personal values influenced students’ learning approaches and in turn, how they related to students’ achievement has been examined several times, and they have resulted in more or less similar results, as in Liem et al. [ 44 ]. Accordingly, Wilding and Andrew [ 43 ], based on their study cohort behaviour, have observed that those with less interest in wealth and status life goals produced better academic results. In other words, the successful students would seem to apply themselves more (or more effectively) to the immediate task rather than wider ambitions. Hence, they concluded the two variables associated with better performance were a self-reported achieving approach to learning, reflecting good organization and a systematic programme of study and a lower emphasis on wealth and status achievement in life. Furthermore, they stress that Biggs’ achievment approach to learning has consistently been shown to be positively related to academic performance, but neither the surface approach nor the deep approach has shown any such consistent relation. In contrast to that, the results of a study on a sample of university students by Tarabashkina and Lietz [ 10 ] showed that specific combinations of values were related to each learning approach and their relationship with the academic achievement of students over three years. In general, certain consistencies of these relationships have been observed throughout the study period. The deep and achieving learning approaches were associated with higher achievement, whereas students who displayed more characteristics of the surface learning approach had lower academic performance. Through statistical analysis, they built up the positive and negative relationships between personal values and learning approach: (a) Achieving learning approach—self-direction, achievement and hedonism; (b) Deep learning approach—self direction and hedonism; (c) Surface learning approach—conformity and self-direction. As they found, if the deep and achieving learning approaches were associated with higher achievement, then it can be assumed that self-direction, achievement and hedonism values are consistently associated with academic achievements, affecting them negatively and/or positively.

Similarly, the research findings of the study on learning approaches of successful students done using freshman students ranked in the top one percent portion in a university placement exam (2013) in Ankara by Beyaztaş & Senemoğlu [ 50 ] were supported with the similar research literature and has shown that students can enhance their level of success by increased use of the deep learning approach and decreased use of the surface approach. Furthermore, references made in Watkins’s [ 51 ] meta-analysis of 60 studies addressing learning approaches and academic achievement found a negative relationship between academic achievement and surface learning approaches in 28 studies, a positive relationship between academic achievement and deep learning approaches in 37 studies and a positive relationship between academic achievement and strategic learning approach in 32 studies. Additionally, in a study by Senemoğlu [ 52 ] a positive and meaningful relationship was found between Turkish and American students’ perceived level of success and learning approaches. This study reported that students who perceived themselves to be successful tended to adopt deep and strategic learning approaches, whereas students who thought they were less successful used surface learning approaches in both countries. According to the outcomes of the above-mentioned research studies, any consistent assumptions cannot be made about the correlation between the effectiveness of the learning approaches and students’ academic achievements or about how learning approaches influence academic performance. As emerged in the previous research literature, students’ learning behaviour along with personal values may change according to the circumstances and, in turn, it makes a direct effect on the students’ academic achievement.

4.3. Objective 3: To Investigate the Importance of Developing Individual’s Personal Values as a Part of Their Academic Life

Education is a combined process in which the advancement of knowledge, development of skills and the acquisition of beliefs and habits progress from an earlier age. Education providers, especially schools, play an important role in helping young people to develop and manage their physical, social and emotional well-being, and to live and work with others in different contexts. Specifically, they are partly responsible for enlightening an individual in both personal and professional areas. In that sense, personal value development is given a prominent place in most of academic interventions since they are considered as the concepts of beliefs that guide behaviours, attitudes and social norms. Education is naturally and inevitably directly related to a person’s goals and values [ 53 ]. The objective of developing an individual’s personal values as a part of academic life has been discussed, mainly concerning the theme of value education in many of the studies. In general value, education occupies an impressive place in contemporary society and school education is the most influential means of developing an individual and the schools are meeting places of value and are also full of values [ 54 ].

Values education itself has been defined simply as a purposive attempt to teach what is good or bad. As Iscan and Senemoglu [ 49 ] define it, values education is an open initiative aimed to provide instruction in values, value development or value actualization. According to the definition underpinning the Value Education Study, Australia [ 55 ], ‘Values education’ is broader and refers to any explicit and/or implicit school-based activity to promote student understanding and knowledge of values and to inculcate the skills and dispositions of students so they can enact particular values as individuals and as members of the wider community. Beena [ 56 ] says that value education given at schools is much concerned with striving for personal wholeness as well as generating a responsible attitude towards others and an understanding of wrong and right behaviour. For Thornberg and Oguz [ 57 ], all kinds of activities in schools in which students learn or develop values and morality are often referred to as values education. It seems that through the value education at school, children are encouraged to explore the powers of good and bad while unconsciously setting appropriate limits to behaviour. In relation to the Schwartz theory of personal values, the school value education promotes the values (benevolence, universalism, tradition, conformity, security) that primarily regulate how one relates socially to others and affects their interests. Security and universalism values are boundary values primarily concerned with others’ interests, but their goals also regulate the pursuit of their own interests [ 19 ]. Particularly, schools being sites for ethical practices, it seems that they focus much on social value development rather than personal development. According to Kunduroglu & Babadogan [ 53 ], that may be because the values students get with values education affect firstly their families and circle of friends, then their acquaintances and at the end, all the community.

As Thornberg and Oguz [ 57 ] emphasize, referring to several studies, value education is accomplished in two distinct ways such as explicit values education (schools’ official curriculum of what and how to teach values and morality, including teachers’ explicit intentions and practices of values education and implicit values education (associated with a hidden curriculum and implicit values, embedded in school and classroom practices). Bergmark [ 54 ] also mentions that schools are full of implicit and explicit values which shape school leaders’, teachers’ and students’ perceptions and actions. Furthermore, Thornberg and Oguz [ 57 ] mention two general approaches to values education as described in the literature. The first is the Traditional Approach: adult transmission of the morals of society through character education, direct teaching, exhortation, and the use of rewards and punishments. The aim is to teach and discipline students to develop good character and virtues (being honest, hardworking, obeying legitimate authority, kind, patriotic and responsible) and to conform to the dominant values, legitimate rules and the authority of society. In contrast, the Progressive or Constructivist Approach emphasises children’s active construction of moral meaning and development of a personal commitment to principles of fairness and concern for the welfare of others through processes of social interaction and moral discourse. Reasoning and explanations, deliberative discussion about moral dilemmas and participation in decision-making processes are viewed as typical methods for this approach. The aim is to promote moral autonomy, rational thinking, moral reasoning skills and democratic values and competence among the students.

Values education has always been a part of the school curriculum in many countries aiming to inculcate religious beliefs, moral values, duties and social responsibilities as the social values are of crucial importance for an individual’s life [ 53 ]. Therefore, the personal value development of students is important as it is beneficial for the individual in academic, professional and social life. Academic development achieved without personal value development is worthless because individuals who are not disciplined find it difficult to survive in the long run of professional and social life. They lack positive qualities such as punctuality, flexibility, the willingness to learn, a friendly nature, an eagerness to help others, sharing and caring and many more. In addition, they do not believe in themselves and others and lack self-confidence, self-efficacy and self-courage, which are considered the main components of personal development. Obviously, educating people on an only cognitive level is incomplete and not functional [ 53 ]. Henceforth, academic growth must be supplemented with personal value development to strengthen the individual to fit in the competitive society and do away with negative behavioural traits. That gives the sense that better personalities yield positive results in academics, social and professional life.

The research study by Iscan and Senemoglu [ 49 ] on the effectiveness of values education curriculum for fourth graders to equip students with the values of “universalism” and “benevolence” on students’ value-related cognitive behaviours, affective characteristics and performances has resulted in important findings. The experimental group of the study has shown higher values-related cognitive behaviour acquisition level and used more expressions reflecting values in the interviews during and after the implementation of the program. Additionally, the experimental group has displayed a larger number of positive value-related behaviours during the study than the control group. In parallel to the particular study, Iscan and Senemoglu [ 49 ] highlight the the importance of value-based educational interventions. As they revealed, exposing students to such experiences may make them aware of moral issues, establish empathy with others and understand their moral values, decreasing bullying and violence. Furthermore, they have made students more tolerant, polite, compassionate and forgiving, and [ 58 ] it has led to positive changes in students’ respect and responsibility levels along with a decrease in unacceptable behaviour. A similar study on “Values Education Program Integrated with the 4th Grade Science and Technology Course’’ [ 53 ] has revealed that at the end of the 6-week intervention period, students in the experimental group improved their perspective on the values, being more open-minded, unbiased and scientific. In addition, they have interrogated values concepts and developed positive behaviours for the relevant values.

As a whole, it proves that value education is an essential component in the general teaching-learning procedure since it highly encourages positive personal quality development and value gain which in turn benefit the whole community, society and the world.

4.4. Objective 4: To Investigate How One’s Personal Value Shape the Learning Community around That Person and Vice-Versa

Definitions for learning communities that have been given by a variety of journals, top universities and educational experts indicate a common set of characteristics. Considering them all together, a learning community can be defined as the same groups of students taking the same subjects or studying in the same class together. In addition, they see and meet each other frequently, share the same learning experiences, work across boundaries, spend a considerable amount of time together and engage in common academic activities in two or more classes as a specific unit. Additionally, they hold common goals, characterize collaboration, peer review and relationship building.

Sometimes the learning community can be the whole class or a group of students. Otherwise, it can be the whole learning institution: a school, university or any other institution where the individuals of the community develop their intellectual and professional skills and abilities while improving socioethical values. In addition, they work collaboratively as a single unit for achieving a set of common academic goals, sharing and bearing all kinds of similarities and differences [ 58 ]. In a more formal sense, according to the literary evidence, developing and implementing an intentional learning community (LC) has emerged as a popular method for improving the quality of the undergraduate experience at a range of higher educational institutions. Learning communities have a long history in higher education, dating from the 1920s when Alexander Meiklejohn introduced the “Experimental College” at the University of Wisconsin [ 59 ].

It is known that, from early ages, pupils are greatly influenced by their peers [ 21 ], and this has been empirically studied. Zhao and Kuh [ 58 ] state that students who actively participate in various out-of-class activities are more likely to connect with an affinity group of peers, which is important for student retention, success and personal development. Peer communities sometimes encourage and sometimes discourage value development as the students encountered different learning activities. Ma and Willms [ 47 ] view peer relationships are associated with delinquency in early adolescence. So, the potential role of peers as an influential factor on others in the process of values formation at the schools has been studied several times. In this respect, the study of Garnier and Stein [ 60 ] confirms that peer groups in which people interact and share norms and goals are another significant matter that affects the personal values of an individual. One important source of values is that of a ‘pivotal’ person: a person observed as displaying values that would produce advantageous benefits for the observer [ 4 ]. In a learning community, there is a possibility of a friend or friends becoming a pivotal person or persons other than the teacher or the instructor. Hence, it is evident that learning communities trigger personal value development through peers, their behaviours and attitudes and all the personal attributes.

To address the above features through the teaching and learning process, different approaches have been taken by the educational practitioners to figure out the best way to teach their students, and many have failed. However, some have succeeded and are still on the ground with alterations and developments. Among them, the cooperative learning strategy has continued to be developed and used by the teachers at all levels. Hence, by exposing students to collaborative or cooperative learning experience, they are encouraged to work together with colleagues to achieve common targets. As the word sense, it is not just group work but a very dynamic strategy [ 61 ] that provides room for students to experience different personalities, to promote social interaction, to identify sociocultural dynamics, to transfer ideas, and to develop group leadership skills among students. Cooperative learning is a teaching practice that breaks students into groups of three to four, with each student having a particular role within the group [ 61 ]. However, collaborative learning goes beyond working together, and it inspires self-management, self-monitoring and self-directed earning while developing a core skill required for employment [ 62 ]. In that sense, when comparing the intended outcomes of collaborative and cooperative learning approaches with the Schwartz’s [ 19 ] categorisation of values, they enhance values such as self-direction, achievement, benevolence and universalism.

Zhao and Kuh [ 58 ] refer to several studies, and according to them, most learning communities incorporate active and collaborative learning activities and promote involvement in complementary academic and social activities that extend beyond the classroom. Such approaches are linked with such positive behaviours such as increased academic effort and outcomes such as promoting openness to diversity, social tolerance and personal and interpersonal development. In parallel to that, Stassen [ 59 ] points out the results of the empirical studies collectively and show that “living-learning communities have a significant positive effect on several student outcomes, including: student gains in autonomy and independence, intellectual dispositions and orientations, and generalized personal development and socialization”. Stassen [ 59 ] mentions that students in learning communities show greater institutional commitment, greater intellectual development and opportunities to analyse and integrate ideas, greater tolerance for difference and appreciation for pluralism and demonstrate higher persistence and academic performance as measured by college grade point average.

Taken together, by taking classes together and/or engaging in peer-to-peer learning as a learning community, students get to know each other better, learn from each other and support each other. Along with that, students experience more social relationships. A connected learning environment increases the potential for academic success while creating more opportunities for students to adapt themselves to the individual needs of each other, to adjust their schedules and to work with diverse groups since learning groups are a mixture of different intellectual abilities, academic interests and goals and learning styles. Then again, social relationships established as a result of learning communities will continue through the end of the academic experience and will last even after promoting social harmony. As explained in Schwartz’s [ 1 ], benevolence values provide an internalized motivational base for voluntarily promoting the welfare of others. Equally, conformity values promote prosocial behaviour to avoid negative outcomes for oneself. Hence, both benevolence and conformity values motivate the same helpful act of promoting cooperative and supportive social relations, separately or together. As discussed above the learning communities also directly or indirectly enrich the development of values such as benevolence and conformity in learners, since they support the natural integration of academic life with social life providing opportunities to interact with a variety of individuals. In turn, the learning community will be benefited or disturbed by the certain characteristics of the personal values held by the individual.

5. Discussion & Conclusions

Based on the above literature on the themes of personal values and related directions, it is clear that there is no universally accepted definition for personal values. However, despite the diversity and gaps in the definitions, values and personal values have been viewed basically as the concepts or beliefs which are depicted through behavioural patterns, selections and personal goals. Furthermore, intrinsic and extrinsic factors including family, social and economic background, neighbourhood, religion and education have been identified as the influential factors on value formation and development. Their effect on the life of a person alternate according to the circumstances. Jardim et al. [ 63 ] identified this nature of values as the two main functions: as a motivator (materialist or humanitarian law) or as guidance (personal, social or central). Furthermore, based on the different attributes of values and priorities given to them in different contexts, they have been defined, named and grouped in various ways with more or fewer similarities to each other. However, both Schwartz [ 19 ] and Jardim [ 63 ] explained the similarities of values and value systems. As they state values have a basic universal structure and character which make them to be believed as the judgment of truths. The emphasis given to values in many areas has resulted in a number of theories and frameworks, and they have been used as the theoretical grounds to evaluate the research outcomes. According to the search results of this particular study revealed that Schwatrz theory of personal values has been frequently used in many of the recent education-based research studies in comparison to the other theories.

The study of personal values can provide greater insight into the entirety of human behaviour. Therefore, it has been studied concerning a variety of disciplines including education. Although there are a limited number of educational studies dealing with values, attempting to explore the relationship between personal values and learning approaches, personal values and academic achievement, influence of one’s personal values on learning community and vice versa and value education are important trends that emerged in educational research. Those studies mainly focused on identifying students’ preferred learning approaches at different stages of academic life and underlying values that are likely to influence the preference. In addition, the positive and negative behaviours of the underlying values with the learning approaches over time and the changes were aimed at. When concerned with the learning approaches that are found frequently in studies, the deep, surface, achieving and strategic approaches are prominent. According to Wilding and Andrews [ 43 ], the two main approaches to studying are the deep approach and the surface approach, as distinguished by several researchers. In addition, an achieving or strategic approach employs either deep or surface strategies, depending on the demands of the task. Contrastingly, Matthews et al. [ 3 ] and Lietz and Matthews [ 27 ] cite Biggs [ 29 ], and he has specified three distinct approaches to learning, namely, The Surface, The Deep and The Achieving approaches to learning. The classification of Biggs’ [ 29 ] learning approaches appeared in many of the studies related to personal values, learning approaches and academic achievements. Research by Matthews et al. and Lietz et al. [ 3 , 27 , 37 ] based on personal values and their effect on students’ preference for learning approaches have revealed similar relationships and their changes over time, mainly related to the underlying values along with the other factors. In fact, revealing the correlation among value, learning approach and academic achievement is extremely important for educational practices. However, as they conclude, there is no consistency in those changes, and it has been further revealed that one learning approach is influenced by several value attributes. In general, deep and strategic learning approaches are found to be positively related to the academic achievement of successful students, whereas the surface learning approach is reported with less successful students. Self-direction and achievement values were identified as the most influential in students’ success through the above approaches. Collectively, the above study results offer potential insights that may be useful when designing new academic courses or in any teaching-learning intervention. Furthermore, though personal values are not the sole determinant of educational or career choice, the correct understanding of values is useful in addressing the arising needs and issues in any discipline. Especially to address a wide range of issues relating to schooling and any educational outcomes such as academic achievement, retention, participation, dropping out, discipline and career selection.

With regard to today’s transforming society, value education has identified a crucially important requirement. Both the cognitive and affective domains of a child need to be developed through education. Kunduroglu and Babadogan [ 53 ] stressed that the purpose of education is to furnish students with affective behaviours. Mainly, schools and other educational institutions are the places where students continue their value education process, which begins at home. One of the objectives of values education in schools is to develop a healthy, consistent and balanced personality in students [ 16 ]. In that sense, formal educational interventions are better focused on enhancing the values that children have already started to develop and help children to reflect, understand and implement their own values accordingly. At this point, direct or indirect inclusion of themes such as moral, religious, civic, democratic, national, personal and social goals and issues in the school curricula has been stressed as important. Furthermore, the need of treating value education as a high priority in terms of ensuring the continuity of society and cultural transmission at a personal level also highlighted in many studies. The effectiveness of curricula including value education has been studied several times, and the results revealed the robust links between value education, student disciplinary conduct and academic achievements. Additionally, the consideration given to the respective roles of formal and informal education, learning communities, peers, parents and other institutions and agencies in making sense of values and forming personal values is emphasized in much of the value-education-based research.

Another concept that emerged as important in the dimension of personal values is its close relationship with the learning community and vice versa. The peer group influence on shaping academic behaviour and personal behaviour have long been studied by scholars over different perspectives. Concerning that, many researchers have focused on cooperative/collaborative learning interventions as the means of establishing social relationships and value development.

In general, when analysing the contents of research studies, it was notable that research related to personal values and learning approaches have been the major focus of many scholars in comparison to the other directions. A few studies found online databases discussing the relationship between personal values and academic achievement. Study reports directly focusing on the correlation of personal values and learning community and vice versa and the importance of personal values as a part of academic life are found lacking in online databases. Methodologically, it was found that many of the studies tend to apply mixed method designs and only a few have taken qualitative and quantitative research as their main research method. Other than that, literature-based reports are also available as useful academic resources. In the data collection process, questionnaires and interviews were found as the most commonly used instruments.

The discussion of personal values includes many distinct dimensions and can be approached through numerous perspectives: education, personal and social life, professional world, culture, political, religion and so on. It is realized that focusing only on a part of it cannot result in a holistic study of the concept but still it would be important to understand the depth of the concept. Depending on online resource availability and the time period set for the selection of resources for the current review may have resulted in the exclusion of some valuable research outcomes and directions. However, the comparative analysis based on available literature would probably shed light on the variety of interpretations, findings and research tendencies.

Finally, as the research literature reveals, the insight gained through the results of value-related studies facilitate the clear identification of the role of value in personal life and partly as a deciding factor of academic life. If one is not clear of his or her own values, then he/she is not clear with aims and is ineffective in controlling their life. Hence, further investigation on value-related topics over the wide range of its interrelated dimensions would give a more holistic and profound view of the role of personal values in education.

6. Recommendations

Based on the above discussion, it is apparent that still there is much room for future research studies on the theme of personal values since they affect all the avenues of human life, individually or in common as a group or a community. Conversely, several factors influence personal values and their changes. Therefore, a detailed further examination of the complex interplay of factors influencing personal values and how personal values influence an individual and in common to the whole human community seems to be valuable.

According to the analyses presented in this article, it is implied that the topic of personal values is very much important in the field of education to identify students’ behaviours, life goals and expectations, learning styles and how these change over time. Furthermore, increased attention is given to value education since values are considered as essential social or soft skills that one must acquire and practice in the 21st century world. Therefore, education, regardless of the level of junior, secondary, tertiary or professional, should aim at making human life better not only through professional or economic enhancement but also through social, moral and spiritual strengthening. At present, schools and other educational providers have adopted several co-curricular programmes that uplift values in students, such as peer support systems, community service projects and student action teams. These interventions provide students with opportunities to develop a sense of responsibility, empathy, unity, appreciation of others and their views, lifestyles and cultures and work with others to resolve the problems. These programmes have been recorded with notable achievements. This is a common feature of almost all the educational contexts that ensure values are incorporated into teaching programmes across the key learning areas to develop students’ civic and social skills. Thus, there is a need for a realistic and balanced curriculum in which the programs that inspire the value acquisition and internalisation of socially beneficial skills and behaviours are emphasized. In addition, the integration of such features into the disciplines in the curriculum is also important. Along with that, research studies to evaluate the strengths and weaknesses and the positive and negative aspects of such programmes need to be continued. According to the general and most practiced procedure, during or at the end of the academic experience, cognitive behaviours are always tested, but testing effective behaviours is always neglected. Hence, it is a noteworthy point to mention the importance of assessing processes for the progress of value development in students.

Finally, the current study based on the available literature has shown that students probably tend to adjust their approaches to a specific learning strategy due to several factors: learning environment, subject area, expectations, curriculum, teacher and teaching style, origin and cultural context, gender, religion, etc. Furthermore, there is no significant pattern of selecting learning approaches such as deep, surface or achieving, etc., at different levels of the context of learning. Therefore, deep study into how learning approaches are changed, on what basis and what the most influential motives for such alterations are will be beneficial to understanding students’ learning behaviours. Hence, research studies further investigating such dimensions would probably useful and needed at present and in future.

Author Contributions

Conceptualisation, K.A.A.G.; methodology, D.M.S.C.P.K.D. and K.A.A.G.; formal analysis, D.M.S.C.P.K.D. and S.Y.E.; investigation, D.M.S.C.P.K.D. and K.A.A.G.; resources, K.A.A.G.; writing—original draft preparation, D.M.S.C.P.K.D.; writing—review and editing, K.A.A.G.; supervision, K.A.A.G. and S.Y.E.; project administration, K.A.A.G. and S.Y.E. All authors have read and agreed to the published version of the manuscript.

This research received no external funding.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Data availability statement, conflicts of interest.

The authors declare no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Your Article Library

Value education: definition and the concept of value education (with example).

ADVERTISEMENTS:

Value Education: Definition and the Concept of Value Education (With Example)!

Values’ education is a term used to name several things, and there is much academic controversy surrounding it. Some regard it as all aspects of the process by which teachers (and other adults) transmit values to pupils.

Others see it as an activity that can take place in any organization during which people are assisted by others, who may be older, in a position of authority or are more experienced, to make explicit those values underlying their own behavior, to assess the effectiveness of these values and associated behavior for their own and others’ long term well-being and to reflect on and acquire other values and behavior which they recognize as being more effective for long term well-being of self and others.

This means that values education can take place at home, as well as in schools, colleges, universities, offender institutions and voluntary youth organizations. There are two main approaches to values education. Some see it as inculcating or transmitting a set of values which often come from societal or religious rules or cultural ethics.

Others see it as a type of Socratic dialogue where people are gradually brought to their own realization of what is good behavior for themselves and their community. Value education also leads to success. It has values of hard work, how nobody is useless and loving studies.

Explicit values education is associated with those different pedagogies, methods or programmes that teachers or educators use in order to create learning experiences for students when it comes to value questions.

Implicit values education on the other hand covers those aspects of the educational experience resulting in value influence learning, which can be related to the concept of hidden curriculum. This discussion on implicit and explicit raises the philosophical problem of whether or not an unintentional action can be called education.

Objectives of Value Education :

a. To improve the integral growth of human begins.

b. To create attitudes and improvement towards sustainable lifestyle.

c. To increase awareness about our national history our cultural heritage, constitutional rights, national integration, community development and environment.

d. To create and develop awareness about the values and their significance and role.

e. To know about various living and non-living organisms and their interaction with environment.

Value Based Environmental Education :

Let us see how environmental education be made value-oriented:

1. Human Values:

Preparation of text-books and resource materials about environmental education can play an important role in building positive attitudes about environment. The basic human value ‘man in nature’ rather than ‘nature for man’ needs to be infused through the same.

2. Social Values:

Love, compassion, tolerance and justice which are the basic teachings of most of our religions need to be woven into environmental education. These are the values to be nurtured so that all forms of life and the biodiversity on this earth are protected.

3. Cultural and Religious Values:

These are the values enshrined in Vedas like ‘Dehi me dadami te’ i.e. “you give me and 1 give you” (Yajurveda) emphasize that man should not exploit nature without nurturing her. Our cultural customs and rituals in many ways teach us to perform such functions as would protect and nurture nature and respect every aspect of nature, treating them as sacred, are it rivers, earth, mountains or forests.

4. Ethical Values:

Environmental education should encompass the ethical values of earth-centric rather than human-centric world-view. The educational system should promote the earth-citizenship thinking. Instead of considering human being as supreme we have to think of the welfare of the earth.

5. Global Values:

The concept that the human civilization is a part of the planet as a whole and similarly nature and various natural phenomena over the earth are interconnected and inter-linked with special bonds of harmony. If we disturb this harmony anywhere there will be an ecological imbalance leading to catastrophic results.

6. Spiritual Values:

Principles of self-restraint, self-discipline, contentment, reduction of wants, freedom from greed and austerity are some of the finest elements intricately woven into the traditional and religious fabric of our country. All these values promote conservationism and transform our consumeristic approach.

Related Articles:

• Environmental Education in India (Concept and Role)
• The Need of Value Based Environmental Education

No comments yet.

Leave a reply click here to cancel reply..

You must be logged in to post a comment.

25,000+ students realised their study abroad dream with us. Take the first step today

Here’s your new year gift, one app for all your, study abroad needs, start your journey, track your progress, grow with the community and so much more.

Verification Code

An OTP has been sent to your registered mobile no. Please verify

Thanks for your comment !

Our team will review it before it's shown to our readers.

• Leverage Beyond /

Importance of Value Education

• Updated on  
• Jan 18, 2024

What is Value Education? Value-based education emphasizes the personality development of individuals to shape their future and tackle difficult situations with ease. It moulds the children so they get attuned to changing scenarios while handling their social, moral, and democratic duties efficiently. The importance of value education can be understood through its benefits as it develops physical and emotional aspects, teaches mannerisms and develops a sense of brotherhood, instils a spirit of patriotism as well as develops religious tolerance in students. Let’s understand the importance of value education in schools as well as its need and importance in the 21st century.

Here’s our review of the Current Education System of India !

This Blog Includes:

Need and importance of value education, purpose of value education, importance of value education in school, difference between traditional and value education, essay on importance of value education, speech on importance of value education, early age moral and value education, young college students (1st or 2nd-year undergraduates), workshops for adults, student exchange programs, co-curricular activities, how it can be taught & associated teaching methods.

This type of education should not be seen as a separate discipline but as something that should be inherent in the education system. Merely solving problems must not be the aim, the clear reason and motive behind must also be thought of. There are multiple facets to understanding the importance of value education.

Here is why there is an inherent need and importance of value education in the present world:

• It helps in making the right decisions in difficult situations and improving decision-making abilities.
• It teaches students with essential values like kindness, compassion and empathy.
• It awakens curiosity in children developing their values and interests. This further helps in skill development in students.
• It also fosters a sense of brotherhood and patriotism thus helping students become more open-minded and welcoming towards all cultures as well as religions.
• It provides a positive direction to a student’s life as they are taught about the right values and ethics.
• It helps students find their true purpose towards serving society and doing their best to become a better version of themselves.
• With age comes a wide range of responsibilities. This can at times develop a sense of meaninglessness and can lead to a rise in mental health disorders, mid-career crisis and growing discontent with one’s life. Value education aims to somewhat fill the void in people’s lives.
• Moreover, when people study the significance of values in society and their lives, they are more convinced and committed to their goals and passions. This leads to the development of awareness which results in thoughtful and fulfilling decisions. 
• The key importance of value education is highlighted in distinguishing the execution of the act and the significance of its value. It instils a sense of ‘meaning’ behind what one is supposed to do and thus aids in personality development .

In the contemporary world, the importance of value education is multifold. It becomes crucial that is included in a child’s schooling journey and even after that to ensure that they imbibe moral values as well as ethics.

Here are the key purposes of value education:

• To ensure a holistic approach to a child’s personality development in terms of physical, mental, emotional and spiritual aspects
• Inculcation of patriotic spirit as well as the values of a good citizen
• Helping students understand the importance of brotherhood at social national and international levels
• Developing good manners and responsibility and cooperativeness
• Promoting the spirit of curiosity and inquisitiveness towards the orthodox norms
• Teaching students about how to make sound decisions based on moral principles
• Promoting a democratic way of thinking and living
• Imparting students with the significance of tolerance and respect towards different cultures and religious faiths

There is an essential need and importance of value education in school curriculums as it helps students learn the basic fundamental morals they need to become good citizens as well as human beings. Here are the top reasons why value education in school is important:

• Value education can play a significant role in shaping their future and helping them find their right purpose in life.
• Since school paves the foundation for every child’s learning, adding value-based education to the school curriculum can help them learn the most important values right from the start of their academic journey.
• Value education as a discipline in school can also be focused more on learning human values rather than mugging up concepts, formulas and theories for higher scores. Thus, using storytelling in value education can also help students learn the essentials of human values.
• Education would surely be incomplete if it didn’t involve the study of human values that can help every child become a kinder, compassionate and empathetic individual thus nurturing emotional intelligence in every child.

Both traditional, as well as values education, is essential for personal development. Both help us in defining our objectives in life. However, while the former teaches us about scientific, social, and humanistic knowledge, the latter helps to become good humans and citizens. Opposite to traditional education, values education does not differentiate between what happens inside and outside the classroom.

Value Education plays a quintessential role in contributing to the holistic development of children. Without embedding values in our kids, we wouldn’t be able to teach them about good morals, what is right and what is wrong as well as key traits like kindness, empathy and compassion. The need and importance of value education in the 21st century are far more important because of the presence of technology and its harmful use. By teaching children about essential human values, we can equip them with the best digital skills and help them understand the importance of ethical behaviour and cultivating compassion. It provides students with a positive view of life and motivates them to become good human beings, help those in need, respect their community as well as become more responsible and sensible.

Youngsters today move through a gruelling education system that goes on almost unendingly. Right from when parents send them to kindergarten at the tender age of 4 or 5 to completing their graduation, there is a constant barrage of information hurled at them. It is a puzzling task to make sense of this vast amount of unstructured information. On top of that, the bar to perform better than peers and meet expectations is set at a quite high level. This makes a youngster lose their curiosity and creativity under the burden. They know ‘how’ to do something but fail to answer the ‘why’. They spend their whole childhood and young age without discovering the real meaning of education. This is where the importance of value education should be established in their life. It is important in our lives because it develops physical and emotional aspects, teaches mannerisms and develops a sense of brotherhood, instils a spirit of patriotism as well as develops religious tolerance in students. Thus, it is essential to teach value-based education in schools to foster the holistic development of students. Thank you.

Importance of Value Education Slideshare PPT

Types of Value Education

To explore how value education has been incorporated at different levels from primary education, and secondary education to tertiary education, we have explained some of the key phases and types of value education that must be included to ensure the holistic development of a student.

Middle and high school curriculums worldwide including in India contain a course in moral science or value education. However, these courses rarely focus on the development and importance of values in lives but rather on teachable morals and acceptable behaviour. Incorporating some form of value education at the level of early childhood education can be constructive.

Read more at Child Development and Pedagogy

Some universities have attempted to include courses or conduct periodic workshops that teach the importance of value education. There has been an encouraging level of success in terms of students rethinking what their career goals are and increased sensitivity towards others and the environment.

Our Top Read: Higher Education in India

Alarmingly, people who have only been 4 to 5 years into their professional careers start showing signs of job exhaustion, discontent, and frustration. The importance of value education for adults has risen exponentially. Many non-governmental foundations have begun to conduct local workshops so that individuals can deal with their issues and manage such questions in a better way.

Recommended Read: Adult Education

It is yet another way of inculcating a spirit of kinship amongst students. Not only do student exchange programs help explore an array of cultures but also help in understanding the education system of countries.

Quick Read: Scholarships for Indian Students to Study Abroad

Imparting value education through co-curricular activities in school enhances the physical, mental, and disciplinary values among children. Furthermore, puppetry , music, and creative writing also aid in overall development.

Check Out: Drama and Art in Education

The concept of teaching values has been overly debated for centuries. Disagreements have taken place over whether value education should be explicitly taught because of the mountainous necessity or whether it should be implicitly incorporated into the teaching process. An important point to note is that classes or courses may not be successful in teaching values but they can teach the importance of value education. It can help students in exploring their inner passions and interests and work towards them. Teachers can assist students in explaining the nature of values and why it is crucial to work towards them. The placement of this class/course, if there is to be one, is still under fierce debate. 

Value education is the process through which an individual develops abilities, attitudes, values as well as other forms of behaviour of positive values depending on the society he lives in.

Every individual needs to ensure a holistic approach to their personality development in physical, mental, social and moral aspects. It provides a positive direction to the students to shape their future, helping them become more responsible and sensible and comprehending the purpose of their lives.

Values are extremely important because they help us grow and develop and guide our beliefs, attitudes and behaviour. Our values are reflected in our decision-making and help us find our true purpose in life and become responsible and developed individuals.

The importance of value education at various stages in one’s life has increased with the running pace and complexities of life. It is becoming difficult every day for youngsters to choose their longing and pursue careers of their choice. In this demanding phase, let our Leverage Edu experts guide you in following the career path you have always wanted to explore by choosing an ideal course and taking the first step to your dream career .

Team Leverage Edu

Leave a Reply Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Contact no. *

Your Article is awesome. It’s very helpful to know the value of education and the importance of value education. Thank you for sharing.

Hi Anil, Thanks for your feedback!

Value education is the most important thing because they help us grow and develop and guide our beliefs, attitudes and behaviour. Thank you for sharing.

Hi Susmita, Rightly said!

Best blog. well explained. Thank you for sharing keep sharing.

Thanks.. For.. The Education value topic.. With.. This.. Essay. I.. Scored.. Good. Mark’s.. In.. My. Exam thanks a lot..

Your Article is Very nice.It is Very helpful for me to know the value of Education and its importance…Thanks for sharing your thoughts about education…Thank you ……

Leaving already?

8 Universities with higher ROI than IITs and IIMs

Grab this one-time opportunity to download this ebook

Connect With Us

25,000+ students realised their study abroad dream with us. take the first step today..

Resend OTP in

Need help with?

Study abroad.

UK, Canada, US & More

IELTS, GRE, GMAT & More

Scholarship, Loans & Forex

Country Preference

New Zealand

Which English test are you planning to take?

Which academic test are you planning to take.

Not Sure yet

When are you planning to take the exam?

Already booked my exam slot

Within 2 Months

Want to learn about the test

Which Degree do you wish to pursue?

When do you want to start studying abroad.

September 2024

January 2025

What is your budget to study abroad?

How would you describe this article ?

Please rate this article

We would like to hear more.

More From Forbes

A path to value in higher education.

• Share to Facebook
• Share to Twitter
• Share to Linkedin

A new report from Strada Education Foundation identifies strategies and metrics that can redefine ... [+] what success looks like for states and colleges, with a focus on value.

As tuition rates continue to climb and debates swirl about whether or not college is worth it, many higher education leaders are rightly shifting their focus to the concept of value . Though it can be difficult to measure and quantify value, there is growing recognition across the field that if we are going to restore confidence in higher education, we need to address the questions of return on investment.

It is no longer enough to focus solely on getting more people enrolled in college or even to increase completion rates; the emphasis now needs to be on preparing learners for what’s next in their journey. But how do we ensure that our investment in higher education will open doors to well-paying careers and provide opportunities for economic mobility?

Last week, Strada Education Foundation put forward a new set of ideas designed to help higher education leaders address this issue. Their State Opportunity Index identifies strategies and metrics that can redefine what success looks like for states and colleges, with a focus on value.

While there are bright spots across the country, as the State Opportunity Index makes clear, there is significant room for improvement in every category.

The report establishes two criteria that should serve as bookends in colleges' quest for value. First, are states adequately measuring and publicly reporting the connection between postsecondary education and employment, or as Strada frames it “clear outcomes”? Second, how well aligned are higher education programs with well-paying jobs that are available in the labor market?

Strada finds the strongest performance among states in the clear outcomes category, which is critical for both helping college leaders make decisions about program improvement and empowering students and families to make informed choices about which opportunities to pursue.

Best High-Yield Savings Accounts Of 2024

Best 5% interest savings accounts of 2024.

Roughly half of states currently qualify as “leading” or “advanced” in their data collection and transparency practices. This is a good start, but more states need to embrace their role as the hub of critical data and information sources that are too often disconnected, siloed and underleveraged. For example, only a few states have enhanced their wage records to produce insights on occupational outcomes of high school graduates and college graduates, which is critical for understanding the success of the full education and training pipeline. Even fewer can disaggregate this information by demographics, which limits the ability to understand equitable outcomes.

At the other end of the spectrum is employer alignment. When considered from the labor market perspective, value in higher education can be measured at least in part via a supply and demand analysis; to what extent are education systems producing the supply of talent needed to meet employer demand? Or from the learner perspective, how available are postsecondary programs that lead to well-paying jobs in their communities?

According to the report, that alignment is generally lacking. No states meet the criteria to qualify as “leading” in this area, and the majority are not graduating enough students from postsecondary institutions with the credentials needed to land well-paying jobs in high-growth industries such as IT, business, healthcare and advanced manufacturing.

This mismatch presents an opportunity for higher education systems; if postsecondary leaders want employers to look to their institutions as talent pipelines and economic development partners, they should prioritize harnessing data to be more responsive to labor market needs and produce the talent employers are looking for to fill key roles. Strada finds that Rhode Island and Utah are currently leading the country in meeting talent demands in what it terms “opportunity jobs,” which are of particular importance because they are well-paying and under-supplied entry-level positions with potential for upward mobility.

The report then goes on to unpack two other critical elements of students’ higher education experience that, when delivered effectively, can lead to greater economic opportunity and mobility. These include students’ access to quality career coaching and advising, and to work-based learning experiences such as paid internships.

Colleges in most states have considerable work to do for these experiences to become the norm for their students. Nationally, only a quarter of graduates from community colleges and a fifth of graduates from four-year institutions experienced personalized career coaching. And when it comes to paid internships, only one out of four four-year students and one out of 10 community college students were able to participate. As Strada points out, career coaching and paid internships are both highly correlated with students’ future career satisfaction and their ability to make progress toward their goals, so increasing the availability of these supports and experiences can go a long way to addressing questions of value and return on investment.

And finally, this report shines the spotlight on college affordability, acknowledging that the costs of college need to be within reach of all students in order for higher education to live up to its promise. Recognizing that much research has already been done on this topic, Strada takes a somewhat unique angle in asking the question of how many hours students would have to work annually to cover the net price of their college education. Put differently, could students afford to work their way through college?

Perhaps not surprisingly, community colleges fare better than four-year institutions on this indicator, but the report finds wide variation across states. California and Washington are the most affordable states for students to attend college, according to the report.

By taking a deep dive into five measurable dimensions of value in higher education, Strada’s analysis elevates important questions about how to center on value within the broader continuum of education to careers.

This means building strategies aimed at the ultimate goal of career and economic value at every level. It means shifting K-12 education from a narrow focus on high school graduation rates as the key indicator of success to more meaningful measures of students’ readiness tied to their postsecondary success. It means—as State University of New York Chancellor and former U.S. Secretary of Education John King put it during the launch event for Strada’s report— shifting higher education leaders’ perspectives on the impending demographic cliff from a fixation on the scarcity of 18-year-olds to the abundance of adults over the age of 25 who would benefit from building new skills and earning a high-value credential.

In this case “value” means not just whether students graduate, but how well their education prepares them for what’s next.

A shift in focus to delivering value at every stage of the education to workforce pipeline could yield tremendous benefits for both individuals and economies. Strada’s State Opportunity Index offers a quantifiable framework for making that shift in higher education; other players with a stake in preparing students for meaningful careers can look to this approach to shape their own applications of value.

• Editorial Standards
• Reprints & Permissions