Incidental Methods In Value Education

incidental methods. Values get transmitted via both the implicit or hidden and planned curriculum.

The following methods and techniques may be suggested.

1. Classroom learning activities methods/approach

These strategies should be used with any of the following sources of value education (a) Biographies (b) Stories (c) Extracts form essays, articles, classics and news paper (d) Parables, proverbs, quotations and poems (e) value/moral dilemmas (f) classroom incidents/anecdotes/ conflicts.

2. Practical activities method

The essence of practical approach is that they provide the learners with suitable opportunities to practice and live their lives according to the principles and values they have perceived and understood. A sound program of

Socialized techniques and activities

A variety of group oriented techniques may be used in value education. The effectiveness of the social experiences planned to promote healthy development among children could be increased with the better understanding of social role playing.

Socialized strategies for value education purpose are listed below-

a. Dramatization activities like staging play, dramas, both of traditional folk and modern on value themes. b. Enacting opportunities to take up and practice the role of different kinds, taking the role form epics/scriptures. c. Modeling exercise, the ideal persons and groups on themes such as 1) gender inequality 2) problems pertaining to women 's role and education 3) caring animals and human beings 4) problems related to environmental protection 5) consequences of air water pollution

4. Incidental learning method An incident is an episode or experience in the life of an individual or group. It consists in identifying the wrong or right actions of an individual or group, either pre-planned to occur or observed by accident, and reprimanding or rewarding those concerned.

Approaches to value based

Inculcation Approach: Students are forced to act according to specific desired values. A positive and negative reinforcement by the teacher helps value inculcation. This can be done by a teacher 's natural actions and responses. This time honored method has been notably unsuccessful.

3. Awareness Approach: This approach helps students to become aware and identify their own values. The students are encouraged to share their experiences. The teacher presents value laden situations or dilemmas through readings, films, role playing, small group discussions and simulation. Students thus engage themselves in the process of making inferences about values from the thoughts, feelings, beliefs or behavior of themselves and others.

4. Moral Reasoning Approach: Kohlberg 's theory of six stages of moral development is the framework most frequently used in this approach. The teachers setup learning experiences which will facilitate moral development. These experiences fall under the general category of what Kohlberg calls role taking. The critical factor in role taking is empathy. Through placing themselves in a role and experiencing the process of deciding, students can begin to see moral decisions in a larger framework than their single point of view. It consists of the students discussing a dilemma and by reasoning they attain a higher level of knowledge. In this way by discussion and reflection students are encouraged to express a value position rather than compromise on a