Another challenge for the educator who seeks an integrative and holistic approach to education is one’s ability to structure processes in the learning environment where the learner’s personal values are examined and clarified. A functional definition by which values could be studied has been formulated.15 Valuing is composed of seven sub-processes: Prizing one’s beliefs and behaviours
1. Prizing and cherishing
2. Publicly affirming, when appropriate Choosing one’s beliefs and behaviours 3. Choosing from alternatives
4. Choosing after consideration of consequences 5. Choosing freely
Acting on one’s beliefs 6. Acting
7. Acting with a pattern, consistency and repetition
These suggested steps invite the learner in carefully examining three important dimensions: First, it leads the learners to look into their cognitive structure, which is more popularly referred to today as paradigms, mindsets or level of consciousness. The valuing process invites the learners to examine their thinking process. The meaning/s that each individual person places on reality form the basis of one’s value judgments. How learners consider what is right or wrong, what the meaning is of their existence, what to them is considered essential to life and living, would be the context from which their decisions are made. Some may possess wide and encompassing ways of looking at things, while others may be narrow and limited. The roles of the educator here are manifold: (1) to facilitate the learner’s awareness of their cognitive basis for value decisions, (2) to examine and question this cognitive base and corresponding choices, (3) to dialogue with the learner on certain value issues, and (4) to expand the learner’s and also the educator’s way of looking at things in order to arrive at more informed choices.
Second, the process also invites the learners to study their affective life. How the individual learner reacts on the affective level to different realities varies in ways and intensities with
those of others. To examine these reactions will bring about insights into the learner’s unique emotional history and personal dynamics. Here, the educator checks the affective dimension that may either hinder or facilitate the living out of certain values.
Third, the educator facilitates the learners’ consideration of their behavioural patterns. It is very easy to say that one gives value to this or that, but behaviours ultimately reveal what is important. The educator, therefore, invites the learners to also look into their actual behaviour. This guards learners from being inconsistent, divided or incomplete. What one says and feels must ultimately be consistent with one’s actions.
The following strategies are examples that illustrate how the valuing process could be facilitated.16 They should not however be considered as the only methodologies.
a: Values Voting.This strategy is a rapid method to check the learner’s stand in various issues and to affirm it to others. E.g. “How many of you would be willing to stand up for what you believe in, even if it means losing your job? Raise your hand.”
b: Values Ranking. This strategy challenges the learner to thoughtfully consider decisions among alternatives and clarify priorities. E.g. “Which of these are you more inclined to: …PEOPLE? …IDEAS? …THINGS?”
c: Forced Choices. This strategy is a variation of values ranking, but compels the learner to make decisions between two competing alternatives. E.g. “Which are you more of: a leader or a follower?”
d: Values Continuum. This strategy provides the learner with a greater range of choices on certain issues that are not purely black or white, but with shades of gray. E.g. “How do you look at work in general?”
As Compensation ––––––––––––––––––––––––––––––––––––––––––– As Fulfillment
e: Strongly Agree/Strongly Disagree. This strategy helps the learner examine the strength of their feelings about a given value or issue. E.g. “Circle the response that indicates how you feel about this statement: A person does not live by bread alone.” SA = Strongly Agree AS = Agree Somewhat
DS = Disagree Somewhat SD = Strongly Disagree
f: Value Whips. This strategy poses questions and issues for the learner to consider. The questions are normally items that the learner takes for granted.
E.g. “What would you consider as an ideal workplace?”
g: Unfinished Sentences. This strategy surfaces some indicators of the learner’s value as manifested in one’s attitudes, interests, convictions, likes, dislikes, goals, etc. E.g.
“Five years from now, I hope to…”
h: Autobiographical Questionnaires. This strategy facilitates the awareness of the learner’s life patterns. E.g. “Recall the various work that you have engaged in and the benefits that these have contributed to you.”
i: Pictures Without Caption/Freedom Board. This strategy allows the learners freedom of expression and at the same time explores their current thinking and feeling
processes. E.g. “On this manila paper is a newspaper headline today, write your reactions about it in the space provided.” Or “Feel free to write on this board anything that you wish to express. There shall be no reprisals for whatever you have written.”
j: Coded Papers. This strategy teaches the learners to become critical in their reading.
E.g. “This is an article featured in a magazine recently, read through it and indicate a plus (+) sign to signify ideas that you favor and a negative (-) sign to signify ideas that you do not favor. Then we will discuss your coding afterward.”
It is important for the educator to remember that these strategies are merely tools to achieve the purpose of helping the learners clarify their values. The unique feature of these strategies is that they lead the learner into the valuing process and are not limited to facts and concept learning. The goal of this kind of learning process brings us to the next challenge.