Value Education

The research was carried out to find out primary school teachers’ educational value judgement in regards to teaching process and to understand differences in their values and its effect on their teaching and on their school. The survey was a qualitative type and direct interview method was used to collecting the data. Interview form which built up by the researchers was used as data collection tool. During the development of the interview schedule, firstly literature was reviewed, expert advice and opinion were obtained, pilot study were administered, and the final form of the interview schedule was given following advisory consultations. The survey was carried out within 2007-2008 educational year, with the participation of 40 educationists. Data has been subjected to the content analysis.
The results of research demonstrated that teachers have different value judgements in terms of education processes and this diversity was caused conflicts between teachers at times. At the same time different value judgements in terms of discipline and evaluation of students was caused negative effects over students. Further research aimed at a more detailed evaluation of this data will be beneficial.

This article is 'titled 'conceptual analysis of the concept of value education and its implication for sustainable development in Nigeria'. Human society comprises of uncountable objects that are of value to every individual based on interest. The concept of value in every human society and the nature of

In spite of so much advancement in science and technology, the society is still besieged with the age old problems of inequity, poverty, strife, crime and violence. Though superficially, these problems seem to be disparate, having their origin in the economic, the political and the social systems, their roots can be traced to the fact that the youth are being given an education that completely sidesteps the whole question of human values and goals. Not that the need for such education has not been realised, but there seem to be two serious misgivings about imparting value education. First, value education is often equated with sectarian indoctrination-an anathema to a secular state like India. Secondly, there is this notion that values can not, and should not, be taught at all, these are picked up by youth from the environment in which they live, from the inspiration provided by the leaders, the role models. This paper analyses the reasons behind both these objections and shows how can values be taught in a scientific manner to modern rationally minded youth.

Expectedly, societies are bedevilled with diverse value-based issues which require functional educational curriculum activities to curb these moral, ethical and character issues arising in the society. This justified the emergence of a holistic approach to value-based education through an integrated Social Studies curriculum with a relevant sustainable learning environment to tackle the issues earlier raised. The paper relies heavily on the review of relevant pieces of literature to conceptualize values and value education and its philosophical perspectives; it discusses sustainable learning environment in the context of classroom instructional pedagogy and implementing value education as a holistic integrated Social Studies curriculum within the context of this sustainable learning environment. The study recommended the return of valuebased education back into the curriculum with relevant blended learning environment as a holistic integrated Social Studies subject for the attainment of true national values reorientation and sustainable future for Africa.

The aim of this study is to investigate teachers’ perceptions of their practice of values education, and to explore their degree of professionalism in this matter. Qualitative interviews with 13 teachers have been conducted and analysed by a comparative analysis. According to their view, values education is (a) most often reactive and unplanned, (b) embedded in everyday school life with a focus on students’ everyday behaviour in school, and (c) partly or mostly unconsciously performed. Furthermore, professional knowledge appears to be missing in the domain of values education among these teachers.

Creative drama is something that all engage in daily for learning. In education, creative drama is a way of learning, a means of self-expression,  a therapeutic technique and a social activity rather than an art form. Creative Dramatics combines all the arts, such as drama, music, dance, movements, rhythm, communication, puppets, masks, drawings, role-plays, mono-act, miming, mimicry, simulation and vignettes for the purpose of teaching learning process. Teaching through creative drama is a viable method for social science teaching in a student centered way. Creative Dramatics is a compendium of Activities, Simulations, Mockups, Games, Oral performances, Percussion Concerts, Videos, Interactive videos and Presentations. The method makes use all these techniques for enthusiastic transaction of contents.
The thematic part of this paper aims to constitute a theoretical frame work of Creative Dramatics as a method of teaching for social science at secondary level. The other objectives are to find out the effectiveness of Creative Dramatic Method of Teaching on achievement in Social Science among secondary level school students, and to see the effectiveness of Creative Dramatic based teaching on developing Creative Sense and Joyfulness of Learning
The study conducted in a randomly constituted homogenous sample of 80 students (Control Group and Experimental Group) of standard IX who studies Kerala State Syllabus. Achievement test in Social Science, Observation cum Opinion schedule for teachers, and Joyfulness of Learning Inventoryfor students were the tools used for the study.
The study reached on the findings:
• Creative Dramatic Method of Teaching is effective in enhancing achievement in Social Science among secondary level school students
• The Creative Dramatics Teaching Method has high Impact on Developing Creative Sense of Students
• The Creative Dramatics method effectively develop students Joyfulness of Learning
The paper suggests Creative Dramatics a suitable teaching method for social science. The creative Dramatics is not suggested yet by any authorities for our schools. The method is dynamic for making students enthusiastic, creative and joyful. Particular uses are there for the method in teaching topics like Freedom Movement, National Integration, Civic Rights and Kingdoms/Reigns. The method must be suggested to our school system as a best method of teaching.

The current study aims to determine the values parents in Turkey try to teach their children. Parents from various cities (Ankara, Diyarbakır, Hakkâri, Hatay, Iğdır, İstanbul, Kastamonu, Kırşehir, Muğla) around Turkey were selected through maximum variation sampling, a purposive sampling method. The current study was conducted within the qualitative research methods. Results were obtained through content and descriptive analyses of data collected with open-ended question forms. Parents try to teach the value of honesty as the first priority within family. Other values that families try to teach their children are, respectively, giving importance to family unity, respect, responsibility,affection, industriousness, patriotism, care for health, and tolerance.

This study titled ''value education as a tool for curbing the incidences of child abuse in Nigeria: implication for counselling''. This paper defines value education and child abuse. The typologies of child abuse and factors that causes child abuse were given prominence. The article discussed value education as a tool for curbing the incidences of child abuse in Nigeria. The article explained the implications of the child abuse issues to counsellors. Based on the findings of the work, it is recommended that value education, consequences and prevention of child abuse should be included in the school curriculum. Also counselling services should be made available both for perpetrators and victims of child abuse..

The neglect of ethical values, which should form the substratum of any good education, has led to ineffectual, decadent, and poor learning. The duty of every society is to pass on the values enshrined in its scriptures and philosophical texts to each generation, in order, that the spirit of its culture lives on. Findings showed that a society with no required values cannot witness peace, growth and development. What is obtainable in the Nigeria society today are flagrant abuse of office, high and low profile corruption, poor attitude to work, gross misconduct, flair for frivolity and materialism, dependency of the Judiciary, lack of trust and so on. It was discovered that in planning for good values and objectives, the teachers and students, leaders and followers will have to cooperate and work together as a team, an indivisible entity. The purpose of education is to strengthen character in the younger generation which would provide solution to the problems facing Nigeria as a nation. This can only be achieved when education is value-oriented. The paper, therefore, recommends the core values of democracy which promotes a secure physical, emotional and political locus within the society. There is a need for a widespread renewal of individual commitment to an active life of principle and societal values like truth, right action, love, peace and non violence means

The moral-spiritual crisis in the western country has been the cause for the development of the value education concept. The Western concept of value is adopted from study of knowledge, in particular philosophy and social sciences, which is developed in the world of education with all its relative variants. The purpose of this paper is to know the concept of value and value education in the perspective of Western and Islamic knowledge. This paper was prepared as a comparative study between Islam and Western perspective on value with particular focus on philosophy, sociology and pedagogy by using library research. The paper concludes that value in Western conception is relative, created by human ratio and neglects the revelation, whilst Islam puts the revelation as a primary source of values which makes education in Islam means the value of education itself. Therefore, it should not be accepted by Muslims without adequate criticism, b ecause there are some fundamental differences between the Western worldview and the Islamic worldview.

Indian society is undergoing a tremendous phase of turmoil with respect to social values. In the light of the rapid increase in the incidents of torture especially on women, girls and human beings in general in our country, pushing the huge mass of the Indian population towards the growing concern over the erosion of essential values amongst us. It therefore makes it all the more essential to re-think what went wrong in inculcating personal, social, cultural, familial, democratic, religious and intrinsic values at the seedling stage. This paper tries to focus on Swami Vivekananda and Sri Aurobindo’s thinking about value education, where they converge and diverge in the path to value education. The study intends to make everyone aware of one’s social values in order to make the world a better place to live in with gratitude, sympathy, empathy, hospitality, belongingness and many more. Values are inner belief system of us which guide us and motivate our inner self to go forward for build up a better society as well as better mental health of our community. The need for value education is the call of the 21st. Century, as value education depends a lot on the value choices that are made deliberately and not left to chance. The choices of values that help a person to be socially effective, happy , friendly, compassionate, self-disciplined, tolerant, honest and dependable. It gives meaning to our life and strengthens our character which is reflected by our own attitudes, decisions, relationships, behaviour etc.

Value education is very important part of school education programme in the present school curriculum. To find out the effect of a value-training programme on the value orientation of the secondary school students an experimental study was conducted on class VIII students of a school.

We human beings are educated but education without value is fertile. The value based education is now receiving increased attention of all. In this process, the teacher plays a key role. He works as a role model for transforming desirable values to pupils. He is also expected to master in the contents and techniques of promoting the assimilation of desirable values in the students. The main objective of the study is to study the awareness of student teachers for value inculcation. 238 student teachers were selected as the sample of the study. Three B.Ed. colleges of Visnagar city are selected for the study. Normative survey method was used. Questionnaire was used for data collection. Simple statistics was used for analysis of data. The main findings of the study are: student teachers are in favour of value education. They don’t have more exposure about value education. Student teachers’ perception regarding the mechanisms of imparting value education in school is not clear. Student teachers are of the mix opinion regarding degradation of value education is due to lack of specific syllabus, value oriented books, learning material, proper incentives and no contact between home and school.

This research paper attempts to investigate the role of secondary school libraries to contribute to and support the value education (VE) curriculum in Bhutan. The research examines the provision of value education related materials by school libraries and the impact that these materials have on the pupils’ spiritual, moral, social and cultural (SMSC) development.

This study is particularly timely. A look at the Government statistics regarding youth issues in Bhutan today clearly highlights a need for quality moral and value education. With the “quality of education” now a center of intense national debate, the government’s focus to impart wholesome education to young people is a hot topic. However, there has been little research done to assess the quality of value education and the understanding of the role of school libraries to support the VE curriculum to promote students’ holistic development.

The research was conducted in three higher secondary schools in Thimphu Dzongkhag. The research reveals that a large majority of students find value education useful and use the school library to learn more about it. The study reveals that when used effectively by pupils and teachers, and when managed effectively, the school library supports the value education curriculum and provides a suitable environment for young people to learn more about moral and social values. The study thus unveils substantial evidence to support the view that a good and well equipped school library is a ‘centre of wholesome education’ that is especially vital for a country venturing towards the attainment of Gross National Happiness.

Value education is the process by which people give values to others. Values keep on changing
with time and need.
The behavior and the way of living are dictated by a set of rules depending upon the situation.
Helen Keller says, Education kindles one person to design a higher order of life for him. That
higher order is achieved by values. Values include courage, respect, faithfulness, patriotism,
honesty, faithfulness, etc…

The importance of value based education is the need of the hour. A degree alone does not signify a person is knowledgeable nor do we consider degrees as education. Education is all about making a person wise; make him lead a life guided by wisdom. However, the irony is that the meaning of education has been changing rapidly with the rise of the material competition of the globalized world. Material gain can never ever be the purpose of education neither it can be confined to earning bread and butter alone. Education gives us values, taught us social conduct, provides us a platform to succeed, and helps us strengthen our character and behavior. Education is a rigorous and a continuous process. We learn from everything around us. Education shows us the path to grow the way we want to grow to become somebody from nobody. The power of education lies in making a person able to make choice between good and evil. However, the present scenario goes against the traditional notion of value education and it focuses on crafting individual's material prosperity. Today, in most of the cases the triggering factor of education is the " Cost to Company ". The real essence, which is the 'value' part of education, is not getting

Education has enduring impression on human persona. It is believed that life skills and value education taught in schools and colleges lay foundation of an individual to lead a value based life. There can be numerous ways to evaluate whether teachings of human values inculcate virtues in a student. However, the researcher has conducted an empirical study with 647 samples of teachers and students from schools, colleges,universities and technical institutions across Odisha on five parameters. This qualitative sampling survey was conducted to examine whether curriculum encompassing human values play a role in personality development of a student. These value parameters include conviction, optimism, and acceptance to responsibility, acceptance to new opportunities and challenges in life and career, self motivation and ambition. With the help of Likert scale the opinions from the samples were collected with utmost care. Statistical analysis viz., average, percentage, bar diagram and Chi-square tests of independence were used to test the hypothesis. Finally, the robustness of statistical analysis was analysedthrough Pearson's contingency coefficient to describe the strength of association. Teachers and students perceive and believe that teachings of human values bring positive personality traits in students and thus value education may be made mandatory in formal and non-formal educational institutes.

The purpose of this research is to know the relation of intertextuality and education value study in the novel Ayat-ayat Cinta by Habiburrahman El Shirazy and Kasidah-kasidah Cinta by Muhammad Muhyidin. This research is descriptivequalitative research with content analysis method. The data sources are the documents; Ayat-ayat Cinta and Kasidah-K validity uses triangulation data. The data analysis technique uses the flow analysis model, they are: 1) data reduction, 2) data presentation, and 3) conclusion. The result of this research can be concluded that: (1) there is an inter intrinsic element relationship in Ayat-ayat Cinta and Kasidah-kasidah Cinta they are the similarities of theme, plot, and message and the differences of characterization, point of view, setting of place and time. (2) Kasidah-Kasidah Cinta is the transformational text of Ayat-ayat Cinta. (3) the both of the novels have a positiveness and negativeness. (4) The education value reflected in the novels are; religious, moral , cultural social , and esthetics.

The aim of the current study was to examine Swedish and Turkish teachers’ perspectives on values education. Qualitative interviews with 52 teachers were conducted and analyzed. Values education was mostly about compliance with societal values and norms. The learning goals or values in values education were mainly on how to treat others and on self-responsibility. Teachers did not take a critical approach. A main method of values education reported by the teachers was to be a good role model in everyday interactions with students. Values education was largely described as an everyday practice embedded in the stream of social interactions. Furthermore, an everyday language was used when the teachers described values and values education. There was a lack of professional knowledge in this domain.

Indian society is undergoing a tremendous phase of turmoil with respect to social values. In the light of the rapid increase in the incidents of torture especially on women, girls and human beings in general in our country, pushing the huge mass of the Indian population towards the growing concern over the erosion of essential values amongst us. It therefore makes it all the more essential to re-think what went wrong in inculcating personal, social, cultural, familial, democratic, religious and intrinsic values at the seedling stage. This paper tries to focus on Swami Vivekananda and Sri Aurobindo’s thinking about value education, where they converge and diverge in the path to value education. The study intends to make everyone aware of one’s social values in order to make the world a better place to live in with gratitude, sympathy, empathy, hospitality, belongingness and many more. Values are inner belief system of us which guide us and motivate our inner self to go forward for build up a better society as well as better mental health of our community. The need for value education is the call of the 21st. Century, as value education depends a lot on the value choices that are made deliberately and not left to chance. The choices of values that help a person to be socially effective, happy , friendly, compassionate, self-disciplined, tolerant, honest and dependable. It gives meaning to our life and strengthens our character which is reflected by our own attitudes, decisions, relationships, behaviour etc.

Tippu Sultan was a Great ruler in the end of 18th century. Major part of South India came under his rule. Historians study him undoubtedly marked that Tippu was great ruler, a big region ruled with unity, he was a powerful and brave warrior and so on. Though these facts are true, there have controversy on his religious policies and policies towards foreign countries. At many occasions he took the policies against Hindus. It was Tippu's policy regarding religions massively and forcefully converted hindu population to Isla.

Values signify that quality of an individual or things which makes that individual or thing important, respectable and useful. But from philosophical or educational point of view, values signify neither a thing nor an individual, but a thought or a point of view. As such, anything which is useful to an individual becomes valuable to him.
From this point of view, values refer to objects that we cherish or desires and consider them desirable and worthy of acquisition. These may be material objects like food, clothing, shelter etc. and abstract qualities and ideas like truth, beauty, goodness, peace, happiness etc. These values have intrinsic worth for human beings.
Education has the greatest value. It is concerned with values that satisfy the designs, wants and aspirations. Educational values are related to those activities which are good, useful and valuable from the point of view of education.Q

"Value Education: Need Of The Hour", Pasaaydaan Foundation, Mumbai, Maharashtra, India, 43p.; ASIN: B00XXMG8DK, ISBN-13: 978-1512220988, ISBN-10: 1512220981. It is available on Kindle.
http://www.amazon.com/dp/B00XXMG8DK?ref_=pe_2427780_160035660

Existential Harmony means inherent harmony in Nature and Existence (what ever exist), which is a perennial and orderly presence in the whole Existence. Existence is Co-existence. Each unit is self-organized within itself (Niyam, niyantran, santulan sahit nishchit aacharan ke sath) and fulfils its harmonious relationship with all whole/larger order. Every unit in the existence is harmoniously ordered and in a definite system i.e. existentially harmonious. There is no inherent and perennial conflict within the matter/unit. Nothing exists in isolation; everything is related to everything else. There is an inherent harmony (order) and balance in existence. Everything in nature is complementary and mutually enriching each other.

The aim of this paper is to investigate children's views and experiences of democracy and pupil participation in relation to everyday school life, and to let their voices be heard on these issues. The data for this paper was derived from two ethnographic research projects conducted in three elementary schools in Sweden. In the classes investigated at two of the three schools, the adults are those who make decisions about school and classroom rules. Pupils are seldom given any opportunity to create, modify or repeal formal rules through open negotiations. In contrast, at the third school, children's influence and their ability to have a say are an important explicit goal for the teachers. Nevertheless, as well as in the two other schools, even in this school with the declared goal of working with democracy in this way, we found obstacles and limitations that counteracted school democracy: (a) discontinuity, (b) the long-term interaction pattern of teacher power and pupil subordination in the school organisation, which in turned encouraged and educated compliance with authority rather than deliberative democratic participation, (c) naive trust in teachers, (d) the school process of suppressing children's voices, and (e) unfair inconsistencies constructed by teachers.

As is known, reading is a skill the individual faces throughout his/her life. Reading, which is also one of the four basic language skills, allows an individual to establish a connection with life. So that, self-improvement of the individual, the process of understanding and interpreting what is happening around him/her, expressing himself/herself and communicating with others, achieving success in education process, and living-conveying the culture earn success with correct acquisition and continuity of this skill. Individuals, who read and define themselves and their environment correctly, succeed also in understanding and transferring process of cultural structures. Each individual adopts the culture and value structure of the society where he/she lives. For this reason, it is important for individuals to understand some local and universal values correctly and to exhibit correct behaviors in this process. To do this, education about some value concepts are given to the secondary school students by the National Education. The population of the study consisted of 7th-grade students studying in two secondary schools affiliated with the Ministry of National Education. While one group was the experimental group, the other one was the control group. While a values education supported with reading materials was given in one of these schools, a values education without any intervention of the teacher in the process was given at the other school. At the end of the specified period, the students in both groups were asked to write a story containing the values they learned. The first three successful students were rewarded. The data were assessed by making document analysis. Students’ skills to apply story-writing rules correctly and express the values they learn as well as their skills to understand and interpret correctly were examined here. As a result of the study, it was observed that the students who were given the values education wrote more successful stories than the other group.

Life in the classroom is governed by a variety of rules. One typical classroom rule is the rule of silence or low noise. Teachers often deal with students' noise‐making and conversations by hushing them. This article reports an investigation of how hushing can create moral dilemmas for students at their desks in the classroom. This study is part of a larger ethnographic research project on values education in the daily life of school, conducted in two primary schools in Sweden. The findings show that students think that by hushing, teachers are now and then acting in the wrong way and, in consequence, the students are forced to go against the teacher to act in accordance with their own moral standards, or to give up, in order to avoid the risk of getting a reprimand. The analyses revealed three categories of moral dilemmas or conflicts with rules: indiscriminate hushing as (a) a conflict between morality and social conventions; (b) a pure moral conflict; and (c) a conflict between morality and authority.

Students should be given prime importance in classroom teaching. Multicultural teaching is believed to value the cultural diversity in classroom. Due to the sharing of humanistic aspects of character and multiculturalism in general, the investigator envisaged the study applying, particularly, in formal education at secondary level. Present study was undertaken with the notion to achieve the goal of character development in formal set up through multicultural teaching. The findings of the experimental study have disclosed this premise that multicultural teaching is effective to develop the identified domains of character viz. situational aspect of character and attitude towards character.'Pre-test, post-test nonequivalent quasi experimental design' was employed for the study. Prior experiences on the particular domains of character education were controlled variable and controlled through pretesting. Confounding variables were fatigue of the students, readiness to learn, interest of learning, teaching of other subjects, other teachers, Cocurricular activities carried out beyond the classroom and home environment.
Keywords : Multicultural teaching, experimental study, situational aspect of character, attitude towards character, controlled variable, confounding variables

Swami Vivekananda  was a human being of par excellence . His ideals are always the guiding source to realize our existence in the world. His ideals are beyond any religion, custom and tradition. His Adyota philosophy gives the each human being his true identity. His greatest ideal ;seva'  makes the man to realize God in man. 
Today when the whole world is at the cross road of violation, destruction , corruption it is the way out to realize swamiji and his ideals. Then  the world will not only survive but also sustained in peace.

The present study is about character, character education and multicultural pedagogical interventions to enhance the level of character. Contemplating about human life, behavior and the leading principles is the core of the studies. With the increased pace of globalization and technological advancement the traditional ways of human relationships are being challenged by materialism. A significant part of this development is carried out by family and informal social life. Character building is informal in this way. But it is not enough to cater the need to develop character against the challenges and threats to character only through the informal agencies of education. Character needs to be developed through formal set up like schools also. Paper is delimited to analyze and interpret the theme wise variation i.e. the part of result obtained through the experimental study. The preexisting themes were the 'eight strengths of character' of 'Lickona Davidson (2005) model'.

Keywords: Character education, Multicultural pedagogical interventions, Theme wise variation,
Experimental study

I was numb... it couldn't be happening again. The brutal rape of a two-year old infant and a five-year old girl in Delhi last month brought back painful memories of the December 2012 Nirbhaya case, a rape so ferocious it shocked the world. many of us feel, it is happening to us, every time it happens. The sleepless nights filled with unhappiness, fear and a deep sense of frustration are back again. Frustration? Because I also feel responsible as a member of society in which such depravity continues to exist.
One reason we have failed to stem the evil can be found in a startling statistic: In 2014, 90% of rapes in India were committed by persons -- increasingly juvenile boys -- known to the victims. What can laws and governments do about this? Add another statistic: women and girls belonging to the poorer section of society constitute 64% of all rape victims-- and a picture emerges. The majority of rapists come from deprived sections of society, mostly slums, where traditional social norms have broken down, education and adult supervision are seriously lacking and there is no imparting of values any more.
I therefore started value based schools in urban slums, to tackle juvenile crime...I can see this as a long term solution i.e. 'injecting the value gene in the new generation, i.e. 3-15 year olds', through simple experiential learning techniques...like 5 step process story telling, facilitating children to dream value based dreams and then help them put the dream in the form of paintings...putiing them on the web...if Google helps us to take these slum children's Dreams to the world...it would be just great! where anyone sitting in any corner of the world may be able to support that child to realise his / her DREAM!

Effectiveness of Picture Stories in Value Education and Language Skills in Indonesian Language Learning. This study aims to investigate the effectiveness of picture stories to improve learning achievement in value education (honesty, patience, and religious worship) and language skills (listening and reading) in Indonesian language learning. This study was a quasi-experimental study employing the pretest-posttest control group design. The population comprised all 114 Year II students of MIN Tempel Sleman Yogyakarta. The sample, selected by the random sampling technique, consisted of 70 students, divided into the experimental group and the control group. The results show that (1) the learning achievement in value education of the students in the experimental group is higher than that of the students in the control group, and (2) the learning achievement in language skills of the students in the experimental group is higher than that of the students in the control group. It can be concluded that the use of picture stories is effective for value education and Indonesian language skills.

Technical education imparts proper skill to students to enable them either to effectively and efficiently operate the existing tools or to invent improved and sophisticated technology to enhance the productivity of existing tools. Acquisition of technical education enables students to be a part of the production and distribution mechanism. With the advent of market determinism in the era of liberalization, privatization and globalization, significance of technical education witnessed an upward plunge as it helps in ensuring qualitative improvement in products leading to increase in consumers' preference for such products. The significance of value education for any society lies in the fact that it aids in maintaining proper focus on human values even in the midst of intense profit motive and cut throat competition to woo the consumers. With value education an individual's proclivity towards ethically correct behavior assumes proper shape. Ethically correct behavior helps individuals to strike better balance between self interest, social interest and global interest. This leads to decrease in the probability of conflict in society on the one hand and better marketing of products on the other. With reduced profit motive and enhancement of ethical component, better quality products at competitive prices can be accessible to the consumers. Value education for technical students can not only improve the quality of life of the people but also mitigate the emergence of conflict recurrence situations.

Bu araştırmanın amacı sınıf öğretmeni adaylarının, ilkokul öğrencilerinin kazanması gereken değerlerin nasıl öğretilmesi gerektiğine yönelik algılarını belirlemektir. Bu amaç doğrultusunda Ankara ilinde bulunan bir devlet üniversitesinde öğrenim gören ve çalışmaya gönüllü olarak katılan 83 sınıf öğretmeni adayı araştırmanın çalışma grubunu oluşturmuştur. Değer öğretimi ile ilgili sorulan açık uçlu sorulara cevap  verebilmek için temel kavram ve bilgilere sahip olunması gerektiği düşünüldüğünden, katılımcılarda Hayat Bilgisi ve Sosyal Bilgiler Öğretimi derslerini almış olma ölçütleri aranmıştır. Çalışmada nitel araştırma yöntemi benimsenmiştir. Verilerin toplanması aşamasında katılımcılardan değer öğretimine yönelik 4 adet açık uçlu soruyu yanıtlamaları istenmiştir. Sınıf öğretmeni adaylarının değerlerin öğretim sürecine yönelik algıları açık uçlu sorular ile derinlemesine ve zengin nitel veriler toplanarak belirlenmeye çalışılmıştır. Elde edilen verilerin analizinde içerik analizi tekniğinden yararlanılmış ve bazı sorulara verilen cevapların frekansları hesaplanmıştır. Araştırma sonucunda, çoğu öğretmen adayının değer kavramını “öğrencilerin sahip olması gereken kazanım” olarak gördüğü ortaya çıkmıştır. Değerlerin öğretiminde ve kazanımların ölçülmesinde ise öğretim yöntem ve tekniklerini işe koşmanın katılımcılar tarafından en fazla yazılan ifadeler olduğu ortaya çıkmıştır. Öğretmen adaylarının çoğunluğu programda ön görülen değerlerle donanmış bireyler yetiştirebilmek için hedeflenen bu değerlere öncelikle öğretmenlerin kendilerinin sahip olmasını en önemli nitelik olarak görmektedirler. İleride değer öğretimi sürecinde sınıf içi uygulamaların ve öğretmenlerin karşılaştıkları sorunların belirlenmesine yönelik araştırmaların yapılması önerilmektedir.

The purpose of this study was to investigate teacher candidates’
perceptions about how to teach values which primary students must
gain. To this end, data were collected from 83 candidates who are
participating voluntarily and studying at a state university in Ankara. In
order to respond question, primary school teacher candidates had to take the Life and Social Sciences courses that contain basic concepts and information on value education This study was conducted with
qualitative research methods. In collecting data using a survey consisting of 4 open-ended questions which allows us gatethering deph and rich qualitive data about value education. The data were analyzed by using qualitative techniques and frequency analysis. Most of the teacher
candidates believed that value was an educational attainment which
students must gain. The results also showed that using instructional
methods and techniques was the most indicated item in the sections.
Most of the candidates indicated that having intented value as the most
important quality that teachers should have in order to educate
individuals with the values which specified in the program. Classroom
activities and problems which teachers encounter in value education
process should be recomended for further researches.

In every society values are fading day by day. Therefore it is necessary for us to take such initiatives through which values can be inculcated among the members of society. The future of any country largely depends upon its youth but in our country the situation is grim because our youth is busy in the material gains. Our youth wants to become rich over a night this is because material gains, violence, social evils and lack of respect towards the world around them .At present due to technological advancement fierce by press and media it has now become difficult to control the youth. Therefore it is the responsibility of educational institutions both government as well as private to frame such programmes through which values can be inculcated among the youth of the country. Such values will help them to maintain their identity and make an important place in society. The youth of the country should realize that character development is equally important as carrier development .the self-realisation of an individual is not possible without character development at present it is very much evident that the youth is not ready to follow the rules and norms established by the society this is because lack of value education among them .value based education at home, school and in society is the need of the hour. value oriented education helps us to motivate our youth to fallow and accept the established norms of society and that type of education is beneficial for the growth of the individual youth and the society in general .In the paper an attempt is made to discuss the role of value based education in society therefore it is the responsibility of all the members of society to join the moment to see the shining society in the very near future.

Arguing that education, as being practiced today is generally fearful of spirituality, and that real education ought to cultivate inner lives in an integrated way; this paper put forwards a way for integrating spirituality to everyday life of schools in secular societies. It explores the meaning of spirituality, spiritual intelligence, and spiritual development pertinent to the educational practice and compares them with factors that were identified from resiliency research. It identifies factors that nurture both spirituality and resilience. This opens a way for teachers and other educational practitioners for integrating experiences that will lead to strengthen inner life of children, with an obvious secular goal of making children succeed despite their adversities.

Özet: Bu araştırmanın amacı, öğretmenlerin sosyal bilgiler derslerinde değer eğitimiyle ilgili tecrübelerini ve görüşlerini incelemektir. Araştırmanın çalışma grubunu, Antalya ili merkez ilçelerindeki çeşitli ortaokullarda öğretmenlik yapmakta olan 16 sosyal bilgiler öğretmeni (10 erkek, 6 kadın) oluşturmaktadır. Araştırma verilerinin toplanması, araştırmacılar tarafından hazırlanan yarı-yapılandırılmış görüşme formu kullanılarak gerçekleştirilmiştir. Görüşme formu, iki bölüm ve 9 açık uçlu sorudan oluşmaktadır. Kaydedilen ve ardından yazıya aktarılan veriler, içerik analizine tabii tutulmuştur. Araştırma sonuçları, ilk olarak sosyal bilgiler öğretmenlerinin "değer" kavramının toplumsal, bireysel ve evrensel boyutlarına değinerek açıkladıklarını göstermektedir. İkincisi, sosyal bilgiler öğretmenlerinin öğrencilerine kazandırmak istediği öncelikli değerlerin vatanseverlik, saygı, dürüstlük ve adalet olduğu sonucuna varılmıştır. Üçüncüsü, sosyal bilgiler öğretmenlerinin değerlerin öğretiminden öncelikle aileleri, sonrasında okul ve toplumu sorumlu tuttukları tespit edilmiştir. Dördüncüsü, sosyal bilgiler öğretmenlerinin değerler eğitiminde en çok telkin yaklaşımını kullandıkları görülmüştür. Son olarak öğretmenlerin değerler eğitimi sırasında karşılaştığı çeşitli sorunlar belirlenmiştir.

Abstract: The purpose of the research is to analyze the experiences and opinions of teachers regarding values education in social studies courses. The study group of the research consists of 16 social studies teachers (10 males, 6 females) teaching at various secondary schools in the central districts of Antalya. The collection of the data was performed by using the semi-structured interview form prepared by the researchers. The interview form consists of two sections and 9 open-ended questions. The interviews that recorded and transcripted were subjected to content analysis. The results of the study first reveal that social studies teachers explain the concept of "value" by mentioning to its social, individual and universal dimensions. Second, it was concluded that the primary values that social studies teachers wanted to teach their students were patriotism, respect, honesty, and justice. Third, it is observed that social studies teachers hold particularly families and then school and society responsible for teaching values. Fourth, it is seen that that social studies teachers mostly use inculcation approach in values education. Finally, various problems that teachers faced during values education were determined.