character education

14 May 2021

Education on moral values is an area that has caused controversy in the 20th and 21st centuries, in particular due to the social rejection of the possible indoctrination of students. Louis Raths’ Values Clarification methodology was one of the most represen-tative proposals that attempted to outline a moral education free of indoctrination. With­out further examining philosophical argu­ments that have already been dealt with in numerous publications, this article holisti­cally studies the history of this approach in order to learn from the efforts, challenges, victories, and failures of those who have preceded us in the task of educating citizens with moral convictions. The article begins by presenting the main points of psychologist Carl Rogers’ theory that most influenced the origin of this methodology. It then intro­duces the social context in which the Values Clarification programme arises, a detailed description of its key points, the warm recep­tion it received and, finally, the criticism and assessments that led to its dizzying downfall. To conclude, three brief reflections on moral education are presented, which, although not new, are reinforced by the study undertaken in this article.


Please, cite this article as follows: Dabdoub, J. P. (2021). Apuntes para una historia de la Clarificación de valores: origen, desarrollo, declive y reflexiones | Brief history of Values Clarification: Origin, development, downfall, and reflections. Revista Española de Pedagogía, 79 (279), 289-304. https://doi.org/10.22550/REP79-2-2021-06

18 January 2013

This paper argues that the recent negative findings concerning the efficacy of the seven leading character education programs in the United States is due primarily to three endemic causes. First is a narrow, positivistic notion of what constitutes human character. Second, efforts at the character education of children are embedded in an empirical conception of education which keeps character education isolated from the larger philosophical and theological questions which surround it. And, third, the wisdom and legitimacy of the current policy in the United States and elsewhere of turning over the education of the young to the modern state is questioned.

30 October 2006

Freedom is not a disposition available when we are born but a possibility that depends on our work on ourself and the virtues. The article, explores the internal structure that allows the election in the human beeing. From this anthropological analisis extract some pedagogical guidelines that justify the necessary intervention of the education as well as well as the limits and objects of that intervention that are essential to become a free human being.

 

Key words: Freedom, anthropology of education, critical pedagogy, behaviorism, character education.