Intellectual Values In Education

Intellectual Values Truth and wisdom are the ultimate goals of intellectual development. Love of truth implies the tireless and enthusiastic search of knowledge in all its form. The search for truth is essentially and resolutely directed towards the full development of the human person. Getting at the truth is not easy. It results from a battle against routine and complacency against stagnant ideas and inappropriate categories, against confusion and obscurity against sensationalized half-truths and popular yet doubtful practices, all destructive of the human person. Wisdom is the required personal quality to understand what is true, right and lasting. It involves sound judgment on what is good and evil and is characterized by balance, sobriety

Strategies in teaching values in college of Industrial art It is said that values are the bases for judging attitudes behavior and habits weather bad or good, desirable or undesirable. The school has an important role translating values from the abstract to practical from theory to actual use. For values to be internalized and translated to be acted the process of delivery should be effective and meaningful. This is where teaching strategies come in teaching strategies may refer to instructional steps used to assure students mastery of knowledge and skills required through the goals in teaching and learning strategies in the teaching of the different areas of the different areas of college in Industrial arts have to consider the resources such as materials tools and equipment that are available. Strategies may mean the teaching act most appropriate and effective for a particular teaching learning situation. Furthermore, this should take into consideration the learner, the school’s locale and culture, and the material resources of the

Teacher-questioning- teacher’s questioning can be used to help students clarify how values operate in a range of contexts. The teacher encourages students to reflect on ideas, thoughts and feelings that are related to particular values. The teacher’s responses should be non-judgment and non-threatening so students do not become defensive.

3. Discussion cards- discussion cards enable a controlled discussion it is most appropriate for small-group discussion, in which each card defined a particular aspect of an issue. It would be followed by whole-class discussion of each group’s findings. In younger age groups, adult or older student could lead each group.

4. Ranking- ranking may be used for individual or whole groups. It requires the listing of values statements which students are asked to rank in of importance or commitment, according to their own or an adopted values positions.

5. Taking a stand- upon selection of a controversial issue, the students are to write slogans about the issue.

6. Values continuum- continuum placement involves plotting individual values position along a line representing varying degrees of commitment to a value. This activity can be done using pencil and paper or physically or standing on a line in the classroom or playground. Peer pressure can cause a clustering of students at one position when done