Abstract
This research describes the content and pedagogical discourse, skills, and challenges in teaching values education subjects in using the cognitive approach. This research was qualitative and employed a descriptive method. The subjects of this study were the teachers at State University in Central Luzon teaching Values Education subjects. Data sources were audio-taped discourses and focus group discussions among the participants. Findings suggest that values education requires a more holistic pedagogy, central to which is the first approach towards teaching values. Critical thinking can support values education because it offers a means of teaching students how to critically assess which beliefs are, among other things, ill-founded, inconsistent, or unethical. Most importantly, it teaches students how to do this independently.
Presenters
Katherine Ann De Los ReyesAssociate Professor , College of Education, Bulacan State University, Bulacan, Philippines
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Pedagogical discourse, Values Education, Cognitive Approach
