Abstract
This chapter addresses the idea that values education curriculum and pedagogical practice can be informed, and improved, through assessments of “what the research says.” It argues that this is a much more complex task than it appears at first glance. The chapter examines the current and past history of research in values education and identifies the major obstacles to forging a strong link between researchers and practitioners. It proposes viewing educational research, particularly that about curriculum and pedagogy, as an enterprise akin to engineering. Such an approach would be less focused on developing generalisable views of how schools and pedagogy work and would instead be more directly concerned with the development of high-quality solutions to practical problems.
This chapter is based on two recent writings by the author that cover the same subject matter (Leming, 2008, 2009). The line of argument and evidence is modified and extended below.
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Notes
- 1.
Generally, direct methods accorded a more central role to teachers and their determination of the content of the lesson, teacher planning of the lesson, and the incorporation of the lessons into the formal curriculum (e.g., history, literature, civics). Indirect methods tended to be more incidental and arise as the occasion dictated. Indirect lessons were based on student experiences. In indirect teaching, “preaching” and “moralizing” on the part of the teacher were to be avoided. Students were asked to locate the moral lesson for themselves and children formed their own plans and solved their own problems. The basic difference between direct methods and indirect methods centered on the extent to which the lesson was teacher centered or student centered. Of course, even this distinction contained many shades of grey.
- 2.
The author was a long-haired high school teacher during the late 1960’s and can personally attest to the excitement and interest value clarification brought to the classroom. He can also attest to the concern of administrators and parents over the use of the lessons.
- 3.
In a confidential discussion with one of the Blue Ribbon Panel expert reviewers it was communicated how frustrating it was to almost never hear any discussion of research from school personnel to support the award winning practice.
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Leming, J.S. (2010). When Research Meets Practice in Values Education: Lessons from the American Experience. In: Lovat, T., Toomey, R., Clement, N. (eds) International Research Handbook on Values Education and Student Wellbeing. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-8675-4_6
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