ll!“lllllzlllglflllllllljfllflllljfllfllzll This is to certify that the thesis entitled AN INVESTIGATION INTO THE USE OF RATHS' VALUES CLARIFICATION STRATEGIES WITH GRADE EIGHT PUPILS presented by Beverly Ruth Dixon has been accepted towards fulfillment of the requirements for Doctoral degree in Human Ecology C, Major professor Date June 14, 1978 0-7 639 'JUN‘TWW ". 9 020; © Copyright by BEVERLY RUTH DIXON 1978 “in r AN INVESTIGATION INTO THE USE OF RATHS' VALUES CLARIFICATION STRATEGIES WITH GRADE EIGHT PUPILS BY Beverly Ruth Dixon A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Family Ecology 1978 ABSTRACT AN INVESTIGATION INTO THE USE OF RATHS' VALUES CLARIFICATION STRATEGIES WITH GRADE EIGHT PUPILS BY Beverly Ruth Dixon The purpose of this study was to determine whether or not the use of Raths' values clarification strategies with grade eight pupils would have an effect on their valuing and nonvaluing behavior in the Raths' context. The study used a quasi-experimental research design and an ethnographic approach. Instruments designed by Raths to measure student valuing and nonvaluing behavior were administered by regular classroom teachers to four grade eight home economics classrooms in Vancouver, British Columbia, Canada. The four lowest scoring students (i.e., those exhibiting the least positive classroom coping and interacting abilities) from each class became the sample. These subjects were randomly assigned to two groups of eight--a control group and an experimental group. The experimental group was exposed to eight one— hour sessions of values clarification strategies. All of the strategies used were based on the original strategies Beverly Ruth Dixon proposed by Raths et al. in their 1966 book Values and Teaching. The control group had eight one—hour sessions of foods and cooking experience. Both the control group and the experimental group were conducted by student teachers from the University of British Columbia who were on practi— cum in the junior high school at the time of the research. In examining the empirical data, group mean change scores were computed for each item on both scales for both the experimental and control groups. A comparison of these mean change scores using a t-test and a significance level of .05 showed that all of the changes on the Valuing Scale and all but eighteen of the sixty-four items on the Non— valuing Scale had significant changes in the desired direction. When combining these findings with the ethno- graphic data, the researcher rejected the following null hypothesis: As a result of experiencing a series of Raths' values clarification teaching strategies, grade eight home economics students will not exhibit to a significantly greater or lesser degree those behaviors Raths associates with values clarity. The researcher sat in on all the experimental sessions and took extensive field notes. The two Raths' measuring instruments were repeated over a three day period after completion of the treatment. Math, Science, and English teachers, as well as the Home Beverly Ruth Dixon Economics teachers, completed the instruments to provide inter-rater and inter-reliability measures. This dissertation is dedicated to my grandfather, Mr. W. E. Mantle, who inspired in me a love of learning ii ACKNOWLEDGMENTS My gratitude goes to a number of people who have contributed to my professional development and to the completion of the study. I am particularly indebted to Professor Jean Davis Schlater, my academic advisor and dissertation chairperson, for her insightful assistance, for her unfailing availability, and for her warmth and genuine concern for my progress. I want to express my sincere thanks to Professor Beatrice Paolucci for her interest and support throughout my program. Indeed, she was the initial impetus which drew me to M.S.U. Her inspiring teaching and her profes— sional involvement provide me with a challenging role model. Thanks are also due to Professor Jane Oyer and Professor Stephen Yelon who served on my committee and to Professor Barrie Thorne whose course in ethnography proved to be invaluable. The support of the faculty at the University of British Columbia and the Vancouver school system made this research possible. To them I am grateful. My deepest appreciation goes to my family in British Columbia who have given me every possible support in my endeavor to obtain a Ph.D. And finally, my husband Gary, who has provided help and support at every step along the way,cannot be adequately thanked. iv .‘n—me. A TABLE OF CONTENTS LIST OF TABLES . . . . . . . . . . . . Chapter I. INTRODUCTION . . . . . . . . . . Concepts of Values. . . . . . . . Values and Goals. . . . Values and Attitudes . Values and Interests . . . Values and Preferences. . . . Values and Needs. . . . . . . . Values and Standards . . . . . . Theories of Values Development. . . Values Development in the School Setting. . . . . . . . . . Traditional—Authoritarian Approach (Absolute Nomothetic) . . . Cultural Relativistic (Relative Nomothetic). . . . . . . . Absolute Relativistic (Idiographic) Organismic Structural Development (Universal Transactional) . . . Focus of the Study: Louis Raths' Theory of the Process of Values Clarifi- cation . . . . . . . . . . Operational Definitions for Research. General Statement of Concern about "Values" . . . . . . . . . . Objective of the Study . . . . . . Summary of Chapter I . . . . . . . Page ix ooqoxowmm H (I) ll 14 15 19 22 24 32 34 37 37 Chapter II. III. A REVIEW OF RELEVANT LITERATURE. . . Introduction . . . Major Innovations in Values Clarification Since l966 . . . . . . . . . Innovation One: Kirschenbaum's 1973 Proposals . . . . . . . . . Innovation Two: Unifying Values Clarification Strategies and Prescribed Subject Matter Content . Major Critiques of Values Clarification as a Classroom Technique. . . . . Problems in Theory. . The Problem of "Value Relativity Research Problems with Values Clarification. . . . . . . . "Fun and Games" Problems. . . . . Summary of Chapter II . . . . . . METHODOLOGY . . . . . . . . . . Statement of Hypothesis. . . . . Description of the Experimental Design. Description of the Operationalization of the Research. . . . . . . . Location of the Study. . . . . . Selecting the Scales . . . . . . Pretesting of Scales . . . Selection of the Classes and Teachers Selection of the Sample . . . Training the Home Economics Student Teachers . . . . . . . Defining Control and Experimental Groups . . . . . . . Experimental Treatments . . - Acquiring Additional Data About the Students 0 a o o O O 0 Post- -treatment Measures . . . . . Analysis of Findings . . . . . . Statement of Research Assumptions . . Vi Page 38 38 39 39 44 46 47 51 53 58 60 62 62 62 64 64 65 65 67 68 69 7O 71 72 73 Chapter IV. EMPIRICAL FINDINGS. . . . . . . . Results from Pretesting of Scales . . . Results from Empirical Research. V. ETHNOGRAPHIC FINDINGS. . . . . . . . VI. LIMITATIONS OF THE STUDY. . . . . . Theoretical Limitations . . . . Operational Limitations . . . . . Generalizability. . . . . . . . VII. CONCLUSIONS AND IMPLICATIONS FOR FURTHER RESEARCH . . . . . . . . . . Conclusions . . . . . . . Implications for Further Research Research Related Closely to This Study . . . . . . . . . General Research to Increase the Knowledge Base About Values Clarification . . . . . APPENDICES Appendix A. Raths' Values Clarifying Techniques . B. Student Value Related Behavior Form . . . C. Student Classroom Behavior Rating Scale. D. Time Diary Assignment for Student Teachers. E. Autobiographical Questionnaire Assignment for Student Teachers . . . . . . F- "Student Report" Assignment for Student Teachers . . . . . . . . . . G. Manual Given to the Student Teacher Assigned to the Experimental Group. . . H. Manual Given to the Student Teacher Assigned to the Control Group . - Page 76 76 80 90 116 121 122 124 124 125 126 127 129 145 150 151 154 156 187 Appendix I. Raw Empirical Data. J. Ethnographic Data Collected During o 0 Experimental Sessions K. Information from School's Student Record File. 0 L. Standard Deviations of Instruments Used. BIBLIOGRAPHY 0 viii Page 222 301 LIST OF TABLES able 1.1 Summary of Approaches to Values Education. 1.2 Overview of Kohlberg Levels and Stages. 4.1 Test-Retest Reliability of the Student Value Related Behavior Form. . . . . . . . 4.2 Test-Retest Reliability of the Student Behavior Rating Scale. . . . . 4.3 Inter-Rater Reliability of the Student Classroom Behavior Rating Scale . 4.4 Inter- Rater Reliability of the Student Value Related Behavior Form. . . . . . 4.5 Comparison of Mean Change Scores on Student Classroom Behavior Rating Scale . . . 1.6 Comparison of Mean Change Scores on the Student Value Related Behavior Form . 3.1 Negative Behaviors Early and Late in Sessions . . . . . . . . . . . n2 Positive Behaviors Early and Late in Sessions . . . . . . . . . . . .3 Summary of Negative Behavior Scores. . . . .4 Summary of Positive Behavior Scores. ‘1 Standard Deviations Observed in Six Uses Of the Student Behavior Rating Scales . . '2 Standard Deviations Observed in Six Uses of the Student Values Related Behavior Form . . . . . . . . . ix Page 14 16 77 79 81 82 84 85 95 103 114 114 307 CHAPTER I INTRODUCTION The purpose of this chapter is to, first of all, Lntroduce the concept of values and valuing. Then, a Jackground to the theory of values and values education fill be presented to put into perspective the prime focus )f the study--Louis Raths' theory of values clarification. the description of Raths' conception of the valuing process n11 explicate the theoretical stance from which this esearch will operate. Finally, the chapter will describe :he statement of the problem delineated for the research, he purpose of the study, and the organization of the esearch report. Concepts of Values Educators, economists, sociologists, anthropolo- ists, political scientists, psychologists, and philoso- iers have all derived their own and often overlapping afinition of the term value. Following is a representative sample of the diver— sified yet sometimes overlapping array of definitions of the term 33133. Stephen C. Pepper, a philosopher, states that in :he broadest sense anything good or bad is a value.1 Gordon W. Allport, a psychologist, in his book attern and Growth in Personality defines the term value s "a belief upon which man acts by preference. It is hus a cognitive, a motor, and, above all, a deeply pro- riate disposition."2 Nicholas Rescher, a philosopher, writes the allowing: Sometimes 'human value' is restricted to the area of personal values (of character and personality). But we take it to include not only what the indi- vidual may prize in himself and his associates, but also what he prizes in society, his nation, his culture, his fellowmen in general, and his environment. We thus View this idea extended over a very broad domain--ranging from individual to social and universal values. The sociologist Talcott Parsons writes the llowing: __________________ 1Stephen C. Pepper, The Sources of Value (Berkeley 1 Los Angeles: University of California Press, 1958), 7 2Gordon W. Allport, Pattern and Growth in Person— EX (New York: Holt, Rinehart and Winston, 1937), p. 454. 3Kurt Baier and Nicholas Rescher, eds., Values -the Future (New York: The Free Press, 1969), p. 68. \ Value implies a code or standard which has some persistence through time, or more broadly put, which organizes a system of action. Value, conveniently and in accordance with received usage, places, things, acts, ways of behaving, goals of action on the approval—disapproval continuum. . . . The exis- tence of the value element transforms the desired into the not—desired or into the ambivalently desired. One of the most widely accepted definitions of values is that of Clyde Kluckhohn. He defines a value as, A value is a conception, explicit or implicit, dis— tinctive of an individual or a group, of the desirable, which influences the selection from available means and ends of action.5 In other words Kluckhohn is saying that values may be eadily asserted, verbalized or expressed; or they may be elow the level of awareness, i.e., subconscious but not nconscious. He does, however, insist that regardless of hether the values are explicit or implicit they do guide ahavior. Furthermore, he notes the relevance of values Jthe selection of both means and ends. As a concept of e desirable a value might be called a person's most ncere statement to himself of what is important and worth crificing for. Since each person has a unique genetic :e-up and a unique set of experiences, each person's :of values will be unique. However, certain cultural, 4Talcott Parsons and Edward A. Shils, eds., Toward eneral Theory of Action (Cambridge: Harvard Univer51ty as, 1952), p. 395. 5C. Kluckhohn, "Values and Value Orientations in Theory of Action," in Toward a General Theory of SE! ed. T. Parson and E. Shils (Cambridge: Harvard ersity Press, 1962), p. 16. natic very fifti com mate: alis that boxe gui nee national, and societal groups can be identified as having very similar sets of values. For example, in the mid— fifties Robin M. Williams, Jr. determined a set of values common to members of American society. These included materialism, affluence, physical comfort, health, ration- alism, education, freedom, and equality.6 Kluckhohn found that on a value orientation range Americans fell into the noxes starred below:7 The Five Value Orientations and the Range of Variations Postulated for Each Orientation Postulated Range of Variations Human- Neutral-- nature Evil Master of Good Good and Evil* Man Subjugation Harmony with Mastery over nature to Nature Nature Nature* Time Past Present Future* Activity Being Being in Doing* Becoming Elational [Lineality Collaterality Individualism* Scholars emphasize that values should be distin- ished from goals, attitudes, interests, preferences, ads, and standards. ' 6Robin M. Williams, American Society, A Socio- ical Interpretation (New York: Alfred A. Knopf, 1951, 32 7Florence R. Kluckhohn and Fred L. Strodbeck, Jes and Value Orientation (Evanston, Illinois: Row, arson and Co., 1961), p. 4. are C Goals more in te there init: made the vior to t Perl ment com; strl Lues and Goals Values can be said to direct goals. While goals a concrete and specific, values tend to be abstract. ilS make values more fully conscious, more explicit, and e easily understood. A single value can manifest itself terms of many goals. Goals are ends in View and are :refore closely related to values and standards in ,tiating decision making. Goals could be said to stem 1 lm values and be mediated by standards. Goals, are, 1 $ 1 1 ever, subservient to values, for it is values that Ermine the selection of both mean and end goals. 1 hrly, then, goals are indicators of values. Values are a concrete in goals. For example, goals may influence use of a scarce resource, the goal having been pre- lsly determined by the value. Generally, persons tend )e more conscious of their goals than of their values. laps this is because goals have a capacity for achieve- whereas values do not. That is, values can never be letely mediated as long as they remain in the value :ture. as and Attitudes Both values and attitudes stem from experience; are directive in nature. Values, however, are the er concept and can be said to play a significant role a determination of attitudes. In other words, values .ie attitudes; the value is the more fundamental struct. Asking a subject the question "why" about an Ltude that s/he expresses often leads to a description :he underlying value. Values generally imply worth :eas an attitude may only imply a transitionary predis— -tion to respond in a certain way. Values are general few; attitudes are more specific and plentiful. An .tude may refer to only what is viewed as desired; a e to what is viewed as desirable. es and Interests Values and interests similarly share areas of over— and of dissimilarity. Interests, as values, are rooted xperience and both exert directive influence over vior. Interests, however, presuppose values. One 3 an interest in something because to do so is in the .ce of a value held. Again, the value is the more lying concept; one value can generate a bevy of ‘ests o s and Preferences Preferences are clearly less behavior directive or intive concepts than values. A preference might be ered a choice or an alternative. Knowing what ative a perSOn might choose would likely tell you about his/her values. A preference is chosen on sis of £222 criterion. This criterion may or may not ,1ue. tale: satis diffe Needs genet Needs betwe Value moves are l ona Psych This p010g Shgge and Needs All values spring from needs and, in some way, y those needs. However, needs may be said to be ent from values in that values stem from experience. appear to be species wide and apparently have a c or an instinctual basis which makes them unchanging. are inborn; values are not. The line of demarcation n human needs and human values is, however, fuzzy. work in service of human needs. As an individual up or down Maslow's needs hierarchy, his/her values kely to change. Values tend to change as one's level eeds hierarchy changes. When resources are scarce, man is motivated by Logical needs. No "higher" values seem possible. >int is aptly made by Colin Turnball in his anthro- :al study of the people of the Id.8 This research 5 that under conditions of extreme scarcity, the parent value is survival. As conditions improve, , motivations based on need for security or indepen- aad to materialistic values. Optimally, at self- :ation, the motivation should be for experience-—the .ould be communication between human beings. are careful to note, however, that while values important role in and are closely related to Colin M. Turnball, The Mountain People (New York: Schuster Publishers, 1972). ml :ivation and need, values are not equivalent to motiva- DDS. Kluckhohn suggests that values are that aspect of tivation that is referable to standards. lues and Standards In other words, standards act as the interplay tween goals and values. A standard is a basis for mparison; standards set the limits of acceptability in eping a value and working for a goal. Standards, or ecifications of values, tend to be imprecise. They are nerally abstract. (Consider, for example, the variety of andards feasible for a person who says s/he values Jality 1ife.") Standards provide specifications for how Ialue could be operationalized in everyday behavior, but is difficult to observe behavior and correctly ascribe Bone else's values. The terms subscribes and ascribes are often used the value literature. If a person subscribes to a tain value, s/he holds it; s/he is dedicated to it. ription, on the other hand, is a term used synonymously limputation. One imputes or ascribes a value to her person, generally by observing behavior and disf SE. Theories of Values Development Values are learned. In other words, valuing is a 55 that is learned from the natural, the socio- nic, and the physiological environments in which one LL eracts. Therefore, one can view the process of value rning ecologically--what one values affects behavior behavior affects environment which in turn affects avior. Values have deep-seated, often nonrecallable or tional origins in one's environment and experience. lue system is built from all of the forces——rea1 and rious--to which a person is exposed. Theorists est that values can grow in three ways: 1. Developmentally--where the child's participation, support, reflection and discovery are important 2. Acquisitionally--where significant adults tell, criticize, and sensitize to guilt 3. Enforcement—-where significant adults command, control, or discourage.9 :ey values development theorists, Banduralo and nger,ll each believe that the developmental model is ost appropriate. Bandura's theory is called modelling theory while iger's is called cognitive dissonance theory. Bandura 5 that the best way to inculcate student values is to 9John Stewart, "Towards a Theory of Values Develop- (Ph.D. dissertation, Michigan State University, p. 27. 10”Albert Bandura and Richard H. Walters, Social ng and Personality Development (New York: Holt, rt, and Winston, 1963). 11Leon Festinger, A Theory of Cognitive Dissonance :on, Illinois: Row, Peterson, 1957). expose ‘ heavy 91 example should I who beg reinfor comfort tence : with wh suggest cogniti room by him unc For exa COgmiti also va with en orients (supra ldllOHS These 5 Cally c 10 expose the student to positive role models. He places heavy emphasis on positive reinforcement. To use a simple example, if the desired value is cleanliness, the teacher should be clean and well groomed at all times, and students who begin to copy this behavior be heavily, positively reinforced. Festinger believes that human beings feel more :omfortable when they have what he calls cognitive consis— :ence: that is, when what they see happening is in harmony dth what they believe should be happening. Festinger luggests that to change values it is necessary to create bgnitive dissonance. This is generally done in the class- oom by asking the student a series of questions which make im uncomfortable with his previously complacent worldview. or example, a student who valued honesty would experience ognitive dissonance if a classmate whose friendship s/he lso valued asked him to cheat on an examination. If individual values develop from this interaction lth environment, one might next question how value fientations, such as those presented by Kluckhohn, emerge :upra cf. p. 3). Clare Graves suggests that value orien— tions develop from the existential state of man.12 ese states emerge as man solves a certain hierarchi- 11y ordered existential problem critical to his 12Clare W. Graves, "Levels of Existence: An Open stem Theory of Values," Journal of Humanistic Psychology (Fall 1970):l31—34; exis prob tent that uhic of l curr part grou been tend so c not scho 11 :istence. As soon, however, as he solves one set of roblems, he frees up the energy to solve the next exis— mtial set. As each existential set emerges, man believes .at the £231 problems of human existence are the ones with ich s/he is now faced. S/he develops, therefore, a way life-~a thematic value system appropriate to his/her rrent existential state. His/her theme is specified into rticular schema for existence as a result of individual, cup, and environmental differences. Values Development in the School Setting Approaches to values education in the schools have an and are viewed in a variety of ways. Each scheme rds to become somewhat arbitrary because the issues are complex. The first question which arises is whether or the schools have the "right" to teach values. The 001's role in value inculcation is a continuing debate! is generally recognized that schools do indeed promote ues, whether or not they have the right to. Teachers ilcate values in other people's children, both con- busly and subconsciously, now, as they have done in the a Implicit in this debate are complex inquiries about processes involved in the teaching and molding or ging of student values. Michael Scriven addresses concern by writing: Can one justify trying to change student values at all? In particular, would this make education propaganda, or would it violate some inviolable fact varl am tri‘ the dam his/her values, Values e which 01 educatic table (f 12 facts/values distinction? Can one justify one particular set of values towards which one §Ksuld direct one's students? In particular, what non- trivial values could legitimately be advocated in the secular state schools of a pluralistic democracy?l3 If the educator accepts the assumption that by ’her very presence in the classroom s/he is inculcating es, s/he is left with a bewildering array of choices. es education can be approached in a variety of ways. To help clarify the confusion, a table follows h outlines the major approaches to deliberate values ation. Each option will be discussed following the e (Table 1.1). The model shows four approaches to moral education: 1. The Traditional-Authoritarian Approach (Absolute Nomothetic) 2. Cultural Relativistic Approach (Relative Nomo- thetic) Absolute Relativistic Approach (Idiographic) Organismic-Structural-Deve10pmental Approach (Universal Transactional) rt explains that underlying these four broad general are "different conceptualizations of the human ism, the nature of the environment and society, and l3Michael Scriven, Student Values as Educational :ives (Lafayette: Social Science Education Con- 1m, I966), p. l. .31er- PLEASE NOTE: Dissertation contains small and indistinct print. Filmed as received. UNIVERSITY MICROFILMS. CG‘nd‘J‘rvdho 1. ID>JVVu Fur,- uvlb «Faun! anEFUa oar-(1.!» 3:.L..L...- nA~ uu‘at-VQ .6. huan u 1!. ~ - t- . n In .91 IP- 9 IV! a... 13 '- Haul!- .LR.V I .«l nu uh" \ .h.v\ II“. n l‘) n.o\u~ uvu.1‘u-...\ .5 Ni It'll. ~ ll) 3&5: N DV> {Wu L 1v \l-MV \a. nth-tn. i.- E: w...‘ \uth 855:. \nl liii) l|.-. ulicurI\III( .II- .sb ‘CL . I-< N -l ‘ .hlll‘» l3 .mv .n .HHH ~w>wd mu :ofiumu Icowuo zqmume laud .amov mm Haw ao>wq ou DcwEmon> new rue: AHHH .HH .H .ov me>wH flan :m50uzu uzwsno Iaw>wv Amuzuuz .EOEEOU u0u>ccwb m mmuum .H ~w>wq wEom .HH ~o>mq wEom .m mooum uo coauwnanfioo a >AmnmEaua w H0>o4 oEow HH Ho>wd znmumEqum “H ~w>04 wEom H am>ws >~w~mswun COHHMUCUdHD 4m> a: .AVFmA .>uamuo>w:: .ucwfiao v~m>w© sunfisiaum Ou Esaunmamsvw lawn o:«u=vcfl :o comma uCOE£mw Icon w>«uusuuwc0U .QJEHUUMU uOEwu >3 pwmonew uncauofiuuw ion >umnmwowz .wusmmoua Howe .zomuooflwu can mocdunouom macho .~m>0ummm Imfiwm Huscfi>wocH .zuomx:< .ufluao .c0«uo«uumw~vw~0m .cowuooflwu dum00m .mucwfixqusm vac mcumzox .codunu00umucm .msumuw can ofiou uo Acuucou uowuum .mvumzou candida 0:6 ucszmdzza mumum :aos;u«z .coaumacommae .o.rac .aumumoh w>qnsnmuummo .uCnE roon>on masam> uo Aw>wm VOAQ lacednn Cu ucoe Iao~w>mu Amhsu IUDHHM FEWHW>MC3 mo newumnmfiwxm: .30: vac who: way as asap”; zuzoum Amcowawn mo wuznuamou< .uozpcou flopoz .HOuucou Go oUCMu [nooum o>wuamon .zbamw: Amuzms Ea €253”? .>u«ELomcou .>uwuozu:m Law: :ouomonwuucwpa .wzu»w> :nouumMm;o= _mnoz .uucowtwno mfiwcoqumwsvca .>uwu0£u:m Lad: muzmMAQEOU .Smvo;u>mc Hmucwemodo>wn .EmaaMusu IUDhflm :HWUOZ .Em«~m:0quommcmnh I>mm owEmfizamuo .mmoccoou wumccm .Emacmssm .hmo~o:o>mm Hawucwumflxm .szaomosaza ~Mwucwumem .>yovzh mcwcunvq Hmwuow >H~mmowamo .Emd Inoq>urvm oEom .w4w>go:o loso>mm zauwoz >UN>cumwn mum::H .mmm>am:m I0£u>ma 050w .Emw vnOM>N£wm >Humo: uO .COMuMDCOLG Icou w cowuno nwuwucau monum> .>u«umm Imac Mosquao amucoEmoflo>on .mcwuzouma amazoEQ0aw>oa .uzwew>~o> new vuumuooawo .oucowuomxo Hugucwumflxm .ONSmmmua Hood .m:q:wm~u >un>uuamcmm .codumuCOuwcoo can sewumo lwuwucmu ww3~m> .mo«Edc>U macho .:oauuo~cwm ouzmmvhm sown oohom mcwawmcsoo ucwsumsfloe :ofiuoaucwiu—Mzu caduospcmvunwh :Owouoou acafiwuoz wcmmmcm :owuccmuyooc:H vouch :oauusccaluaqso :owuusccmnumom was» luauum ucwucou ucwucou ucwuzoo :c0wumuscm ucwsmo~w>wa woaam> mo auowsk m mpum309= .mocwwuomxm Aqu>wclamu=uusuum lqummcmmuo some 0» m>Hs WBDJOWG¢ .ucwE i=0u«>:w a Ewacm0uo cowzuon mucwquwnxm Amcoduum insane ucoE Izouw>zm meow «Emflcmmuo wzu snubmsuca UEUE icouw>cm u:wE I:0u«>:m mwocpmn no mmocpoom wumccfl ou uowmmwu and: Jumxwum crow Scum owummptc Anaconu lumncckh Hannw>wcov Hakuawz atfizmzmoqm>mn w>auu< ouumasoz .ooou >kuaccH w>auu< alumnae: omaaouucoo on Ca mpwwz >Duwcm Hmouocwumcn HO mmnm Manna? onHOuucoU on 0» moowz >ohwcm HmauocwumcH Ho mmmm Manama AdMDHUDme UHEszHFmumawav ost~>ueHMU>0|I I N | INT hpfloouafioom wsoocmw IHsEHm Hosusz “Hmooumfloom mo omHo>cH Azpflooumfloom Hmonmoqv mpflfiflnflwno>om COHDMUHMHmmeU Hovemomouoo l6 wEmMB w>HuHGmOU mpflwflnwwuwum H ommumnsm mGOHpoHomo HoEHom wCOHDoHomO opouocov chHDMHoQO opouosoo Maumm OD wmoumnsm o>wpflsuaH Eonw HMQOHuflmGMHB omwuwnsm w>flpHDuCH one Hangmoocoooum omoumnsw HMSD Imoocoooum mam HouoEHmomcom pouflsvom ommum ummoam Hwflawxfla NHIHH coaumucoflmo oosmo nmmnanmw HHIOH luoocoo HMQOmHoQHwDQH m mmwnm SDHHMHOZ Hmaofluco>soo mo pOHHom HH Ho>oq Hoflaoxfla calm cOHDMDcoHHo pmoflaumm min pmH>Hucme HoucoesuumcH N omwpm uoflaoxfla min o Ho m cozy coaumusoflno mono Hoflanmo oz lacobo cam qufinmflcsm H omwwm muHHMHoz HmQOflDco>cooon mo pofluom H Ho>oq usefimcso oasesoo m pflonm OB loom mo modem HMHOEon mlo ommum v on monopxm modem Homoe< filo ommum coenom Hmuofiohm o Ho>oq omd #moflahmm 3U «0.34.4.‘3 ixuxuad ”:30 >4 1 q I.‘ mialllm mvflflcmleflHVLAmH .Inuhvame.m U.MU..M~JMA.H GULGEIHKOIHHQQ/IN. Ill\\ llll..|tlu IUJUJEHEHJ RING-U" N -TH| GHIQaIH 17 .poflamsoo cam .cofluooamos ccoflpmasfiflpm nmflc “moofloao HmuoE oMHHIHmoH manflm IHo>oHHfl amnwsuo mo wuwmaoz How hufiaflnflmcommou oocfimpmSm Ham pm we .nwnawxfla m.om sagas .m.om opmH daemon coauoucofluo oamflocflum onu mo puma #02 mm Hmw0mcfi omwpm wasp m uoc we mHQBV saunas mmafiaoo .meflammm Doc #99 .Hmsowpqo>coo Unchon EwH>Humaom Hmo SHoMflHCD Hmowaum Homuo>flcn w ommwm mcflc0mmom m omMDmQSm Hoflaoxfla o>fluodpoo msoflpwnomo m.om opedioflz COHDMDsoHHO Danna IOOHDoEDOQSm HmEuom .m.om hfiuom Iammoq uomnusoo HMHoom m omoum hwfiamuoz ooamflocflhm Ho .msofiomowdm .HMGOHu Ico>coouwom mo cofluom HHH Ho>oq A.DH QmDOHQD om Amuflaomoz HmmflUsHHm 3mm Sago .oocoswom ucoaum>cw Hoosom some issue amongso mo mmmnmv N\H a mambo macawmaom Ho msoflpflmomoum N omoumnsm coeumpcoflho mo mcoflup mCOHuwHwQO AmSOH#£oHomGOU Hopho ou wanfi HmEHom pwoflammw vHINH MOV MGUHO pcm Bod w wmmum mxwoa w>HuHcmoo Umnfldwom wafimfldvoumum mod #meHHmm wmmuw wooden DJ 551.14‘, I. l... hurt I r‘T‘C‘H—{._ _ tradit: relatir apply c Other c are per values indoctr tion, g latter STpport an orge passior relativ and psy branch T0 valr TotiVe Trimari this a; self.CI behavic apPI‘Oac \ 18 raditional authoritarian approach is that the form is elativistic. That is, values decided upon are expected to pply only within a certain given society, not universally. :her cultures are recognized as having other values which 2 perfectly valid for them. Methods of inculcating dues between absolute and nomothetic systems are similar: doctrination, shaping, modelling, coercion, fear induc— on, guilt induction, and force are held in common, the tter adds adjustment counseling and peer pressure. Cultural relativism relies heavily for theoretical pport on traditional psychoanalysis which views man as organism in conflict. Man must learn to control his ssions and subvert his desires. Also applicable to .ative nomothetic theory is a combination of behaviorism [psychoanalysis called the social learning theory nch of behaviorism. Stewart asserts that this approach values education sees guilt as the basic factor and 17 Instead of focusing as ive of values formation. narily on external consequences of disvaluing acts, 5 approach stresses external feelings, particularly E-critical, self-punitive, and guilt—inducing kinds of avior. About the purpose of cultural relativistic caches to values education Stewart writes: l7Ibid. , p. 31. v—a m m (D fist-t- "C a: "O r?- p) purpo rejec do mi latio SUITS reht TOral which are a: litter. 19 The application of this approach is most easily seen in the mental health movement that was especi— ally influential in the late 1940's through the early 1960's. The values generally identified with the American middle class that emerged after World War II were very much reflections of this cultural— relativistic approach. Morality based on nationalism, patriotism, loyalty, getting along with neighbors and peers, being a "nice guy," expressing one's personality but within the boundaries prescribed by the group, and seeking the rewards of recognition and approval are all related to this approach.18 Clearly the sanctions necessary to meet these poses include societal rewards and punishments, social action, social role—restriction, and guilt and anxiety. Stewart feels that, like absolute nomothetic ies education, the relative nomothetic approach :ates primarily at Kohlbergian levels I and II. flute Relativistic .ographic) Fritz Perl's popular "You do your thing and I'll ine, I am not in this world to live up to your expec- ons and you are not in this world to live up to mine," up the absolute relativistic approach: all values are :ive, there are no absolute ethical principles or _ rules and there are no standards or criteria by 1 one person can judge another. That is, all values Qgglutely relative. The sources of this trend in values education are esting. Presumably the post-World War II reaction 18 Ibid., p. 32. against to the 5 Similar] were gal Such tre major er Neil cal and all training educatir Stewart cation i Values c "Review ever, be TTTroac‘r i€idiivE i0 impoa vane S} the 0the elvcati, The Vail lumen] conflict iCti ‘ em iomml at #4 20 gainst tyranny, oppression, and nationalism contributed a the swing from the relative nomothetic position. .milarly, broad movements of humanism and existentialism are gathering momentum in the western world at this time. ch trends are manifested in absolute relativism as such jor educational landmarks as the school run by A. S. i1 called Summerhill, the Esalen Institute of California d all the movements of sensitivity training, gestalt aining, and a variety of forms of "free' and "open" Jcation. As a method for this form of values education, ewart lists values clarification. The process of clarifi— :ion is the prime focus of this study. The relationship between absolute relativism and ues clarification will be discussed further in the View of Literature" chapter. It probably should, how- r, be stated here, that the values clarification roach accepts the premise that since all values are ative, teachers and school administrators have no right impose their own, the community's, or anyone else's m system on the students. Instead, however, as with other absolute relativistic approaches to values ation, of trying to eliminate any reference to values, values clarification approach tries to focus the iculum and the teacher's methodology on values by ciously and systematically encouraging students to [gly engage in activities that will aid them in Jlating and clarifying their own values. The teacher - z..- ._ ”HA'flfflk is encov but onlg general: thenselr in the I group d} existent educatic tiai ph: the "hur asqoals positive COOperaT larized It sanct I md cm l'aillES ( of Iv a: itfendil The tTt: let free indj 21 is encouraged to share his or her own values with the class, nut only as an example of 92g way to look at things and [enerally 3:32; the students have taken a value position :hemselves. Along with values clarification, Stewart included n the Idiographic Approach such methods as reflection, roup dynamics, sensitivity training, peer pressure and xistential experience. The absolute relativistic approach to values iucation probably flowed from such idiologies as existen- .al philosophy and psychology, and as mentioned earlier, e "humanistic" movement. This third approach states rgoals such things as acceptance of self and others, sitive social interaction, personal growth, peaceful operation and coexistence, and to use a phrase popu- rized by Virginia Satir, "living in the here and now." sanctions individual self-approval, group acceptance 1 rejection, and peer pressure. Stewart places the Absolute Relativistic (including .ues clarification) Approach at the Kohlbergian levels IV and V primarily, with some II and I "creeping in," ending his position as follows: The values clarification theory is based on consti- tutional and democratic (level 4 and 5) principles. Yet democracy itself cannot survive, nor can the freedom and rights of individuals survive if each individual does his own thing (level 2).19 lgIbid., p. 39. m g This chapt Digit (Unl‘ diff than the .. {Tiff-alril _ tot tor 22 is point, too, will reappear in the Review of Literature apter. ganismic Structural Development iiversal TransactionaIT Organismic Structural Development is based on a Eferent view of the relationship between man and nature an the preceding methods. To understand this approach, 2 terms organismic, structural, and developmental need be clarified. Stewart, a proponent of this approach values education writes: By organismic we mean the View of man that sees man as a holistic, integrated and functional organism. Man is seen not as the passive victim of the environment as with the behavioristic View, nor as the instinctual, irrational being that needs to be subdued by the environment as with the psycho- analytic view. . . . The relationship between the organism and the environment is seen as traditional. Values do not exist in some objective form in the environment; they are constructed by the organism both on its own terms and on the terms of the culture, society, group, and family. Organism and environment mutually influence each other in an ongoing and cybernetic way. Structural refers to the underlying, organized, dynamic and universal pattern that characterize human behavior, especially thought. The concept developmental is congruent with organis— mic and structural . . . development here does not mean simply maturation. . . . Development from the organismic—structural-developmental perspective is seen as the result of four factors: biological maturation, experience, social transmission, and internal equilibration. 201bid., pp. 45—46. warp“ I've-1 values coming and er biosoc develc actio: the c appro llalu tivis rathe diss 23 The organismic—structural—developmenta1 approach to ues education sees the primary development of values as ing from the transactional experience between organism environment. The approach views universal values as socially determined by the organismic—structural— elopmental valuing process of each individual in trans— ional experience. Unlike the traditional authoritarian, cultural relativistic or the absolute relativistic roaches, the method deals with structure, not content. Lues clarification, a subcomponent of the absolute rela— _stic approach, can also be argued to have a structural rer than solely content orientation.) The methods used in this universal transactional rod d9 include some forms of values clarification as , as such things as developmental education by cognitive :onance creation, labelled by Stewart as "induction isequilibrium via optimal disparity"! This fourth educational movement is flowing out uch contemporary movements as organismic psychology, sactionalism and modern structuralism. Its purpose is nphasize that there are natural patterns of value/ 1 structures and behaviors that are universal to all n organisms and to show how these patterns occur in an :iant sequence of structural-developmental stages as a tt of transactions with the environment. and Te text, crite: and the this and hole Tali ref: 90a PI‘C 24 Focus of the Study: Louis Raths' Theory of the Process of Values Clarification In 1966 Louis Raths published a book called Values md Teaching. According to the theory presented in the ext, something is truly a value only if it meets seven triteria: It must be chosen: 1. freely 2. from alternatives 3. after thoughtful considera- tion of the c0nsequences of each alternative. It must be prized: 4. cherishing, being happy with the choice 5. willing to affirm the choice publicly It must be acted upon: 6. doing something with the choice 7. repeatedly, in some pattern of life « Collectively the above seven processes, for Raths id for the purposes of this study, define valuing, and 1e products of these processes are values. Obviously, us theory of values emphasizes the process of valuing .d also obviously, by Raths' standards, people do not 1d very many values. Those things which approximate lues but which do not meet all seven criteria, Raths fers to as values indicators. Values indicators include als or purposes, aspirations, attitudes, interests, elings, beliefs and convictions, activities, worries, oblems, and obstacles. I w-— Claril Nmeric of Ame categc He he lmeri that 25 Raths' text "caught on." It sparked the "Values rification" movement which has spread all over North rica. Raths expressed concern that a high percentage Americans fell into one or more of the following egories: 1. The apathetic, listless, disinterested person 2. The flighty person 3. The very uncertain person 4. The very inconsistent 5. The drifting person 6. The overconforming person 7. The overdissenting person 8. The role playing person maintained that this situation would correct itself if :icans would "clarify" their values. In order for a person to reach a position of value ity, Raths devised a series of "values clarification“ tegies. Values clarification strategies can be defined rstematic processes involving techniques or activities are primarily designed around the seven processes of ng intended to assist individuals in becoming more 2lLouis E. Raths, Merrill Harmin, and Sidney B. Values and Teaching: Working with Values in the com (Colufibfis: Charles E. Merrill Publishing Co., p. 259. aware of ‘ . 2 valurng. I strategie into valu have sinc the follc intervene ‘W‘T 26 re of their own values as well as of the skill of uing. In his original 1966 text Raths described nineteen ategies designed to convert the "nonvaluing" person 0 value—clear individuals. Although numerous authors e since expanded on his original list, Raths prescribed following activities to be used with a subject by an rvener attempting to increase value clarity: l. the clarifying response 2. the values sheet 3. the value-Clarifying discussion 4. role playing 5. the contrived incident 6. the zig—zag lesson 7. the devil's advocate 8. the value continuum 9. thought sheets weekly reaction sheets open—ended questions coded student papers . time diary autobiographical questionnaire the public interview voting 22Louis E. Raths, "Clarifying Values,“ Curriculum ay's Boys and Girls, ed. R. S. Fleming (Columbus: E. Merrill Books, Inc., 1963), pp. 320—21. _.<"' . w—v—V— 17. 5 18. S 19. a hmoft Appendix Raths' tt anhpsigf 1 developed duced by reSponse' things a tion of r response thinking and thus descript Fund reSp Side what his valu 0i holdj TS Sayil \ 27 17. 5 minute quote without comment 18. student reports 19. action projects Each of these activities is described in detail in Appendix A. After having these experiences, according to Raths' theory, people should be positive, purposeful, enthusiastic, and pgggd. The first values clarification strategy to be Eveloped was knOWn as "the clarifying respOnse." Intro- uced by Raths in 1959 and expanded in 1966, the "clarifying esponse" requires a specific method of responding to the hings a client says or does to promote his/her c0nsidera— ion of what s/he has chosen, prized, or done. This esponse method is presumed to stimulate clarification of sinking and behavior by producing cognitive dissonance n thus clarification of values. Raths et a1. offer this scription of the clarifying response: Fundamentally, the responding strategy is a way of responding to a student that results in his con- sidering what he has chosen, what he prizes and/or what he is doing. It stimulates him to clarify his thinking and behavior and thus to clarify his values; it encourages him to think about them. rty possible clarifying responses each having the effect holding up a verbal mirror to reflect what the subject saying are listed in Values and Teaching. Each is said u.— 23Raths et a1., Values and Teaching, p. 51. to be the or 1234::wfhw a‘AI-AI-Ac/I-fi/mzzzzfiaiv o be facilitative of values clarification. 28 Following is he original 1966 list: 20. 21. 22. 23. 24. 25. 26. 27. i9- ‘0. Is this something that you prize? Are you glad about that? How did you feel when that happened? Did you consider any alternatives? Have you felt this way for a long time? Was that something that you yourself selected or chose? Did you have to choose that; was it a free choice? Do you g2 anything about that idea? Can you give me some examples of that idea? What do you mean by : can you define that word? Where would that idea lead; what would be its consequences? Would you really d9 that or are you just talking? Are you saying that . . . [repeat the statement]? Did you say that . . [repeat in some distorted way]? Have you thought much abOut that idea (or behavior)? What are some good things about that notion? What do we have to assume for things to work out that way? Is what you express consistent with . . . [Note something else the person said or did that may point to an inconsistency]? What other possibilities are there? Is that a personal preference or do you think most people should believe that? How can I help you do something about your idea? Is there a purpose back of this activity? Is that very important to you? Do you do this often? Would you like to tell others about your idea? Do you have any reasons for saying (or doing) that? Would you do the same thing over again? How do you know it's right? Do you value that? Do you think people will always believe that?24 24 Raths et a1., Values and Teaching, p. 260. strate Neiri facili though claril niques md wt Noph Noud. "Talu vao clari md llIag Nude abOut 29 Many of the currently popular values clarification trategies incorporate one or more of these responses into heir design. In using these responses, however, the acilitator is warned against revealing his/her own oughts. The effect of values clarification is to help the student make up his own mind. If you are allowing that to occur, then it is likely that you have been using clarifying responses. If the student feels harassed, badgered, cornered; if he feels that his ideas are unacceptable to you, then it is likely that you have not been clarifying.25 Raths and his disciples contend that the use of the arifying response and other values clarification tech- ques results in subjects who have considered their values d who prize them. This, in turn, is said to produce ople who are positive, purposeful, enthusiastic and Jud. The second strategy developed by Raths was the dues sheet." In this strategy, a short, written and vocative statement is given to the student, with several rifying questions regarding the statement posed at its Such a statement is usually not longer than several graphs. The questions are designed to encourage a ent to explore alternatives, COnsider how s/he feels : a particular position, or speculate about how s/he 258. Wasserman and J. Ide, "Training Teachers to fy Values," a Mini Handbook prepared for the Inter— ns Center, Simon Fraser University, Burnaby, B.C., a. might act 1 Raths et al in value pc values sher one of the 1. M01 2. Fr: 3. Lo* '11 p.- DIRECT an en wi is gr Th Genera all Sp is not and a r0011]; "It SE Was Sc SOrt C It See 30 ht act under similar circumstances. In their 1966 text, ths et a1. propose ten topics which they feel are rich value possibilities and provide a number of examples of .ues sheets. Following is the list of ten topics and of the value sheet examples: Okqu . o u DI Money, how it is apportioned and treated _ Friendship, how one relates to those around him. Love and sex, how one deals with intimate reIationsHips ReligiOn and morals, what one holds as fundamental beliefs Leisure, how it is used Politics and social organizations, especially as it affects the individual Work, vocational choices, attitudes towards work Family, and how one behaves within it Maturit , what one strives for CKaracter traits, especially as they affect one's 6______ behav1or2 Value Sheet I The Meditation Room at the U.N. RECTIONS: Please answer as many of the questions below as you wish, but answer them thoughtfully and honestly. I will collect the papers at the end of the study period and return them to you with occasional comments later in the week. This is an optional assignment, and has no effect On grades, of course. There is a chapel or meditation room at the U.N. eneral Assembly building in New York that has had 11 symbols of particular religions removed. There 5 nothing but some rows of chairs, a potted plant, d a shaft of light. Marya Mannes writes of this oom: It seemed to me standing there that this nothingness as so oppressive and disturbing that it became a ort of madness, and the room a sort of padded cell. t seemed to me that the core of our greatest 26"Raths et a1., Values and Teaching, pp. 105-106. conte and s non-c final were out o The t no st tion, a few emoti relig tion Expla which point worri do at frier can c wisdc anyti Tfstrat, Will PM into a Vt WCMW VdiUeS Si Chmple X ’ 31 contemporary trouble lay here, that all this whiteness and shapelessness and weakness was the leukemia of non—commitment, sapping our strength. We had found, finally, that only nothing could please all, and we were trying to make the greatest of all generalites out of that most singular truth, the Spirit of man. The terrifying thing about this room was that it made no statement whatever. In its capacity and constric- tion, it could not even act as a reflector of thought." 1. Write your reaction to this quotation in just a few words. 2. Does it produce a strong emotion in you? What emotion does it produce? 3. Do you think Miss Mannes's quotation is "anti— religious?" If not, why? If yes, in which ways? 4. In your mind, does Miss Mannes, in the quota— tion above, exaggerate the danger which she sees? Explain. 5. Can you list some more examples in our society which tend to support Miss Mannes's point? 6. Can you list any which tend to refute her point of View? 7. If this quotation suggests a problem which worries you, are there some things you might personally do about it? Within yourself? With some close friends? With the larger society? 8. Is there any wisdom from the past which you can cite to ease Miss Mannes's concern? Is there any wisdom from the past which might alarm her even more? 9. What do you get aroused about? Are you doing anything about it? The values sheet has been one of the most acceptable trategies; nearly any typical newspaper, for example, provide at least one article suitable for conversion a values sheet. Teachers in different subject areas onvert some of their own written materials into a 5 sheet format. Values sheets can be simple or ex, depending on the degree of sophistication of the 27Raths et a1., Values and Teaching, p. 84. audience. because of As methods sug clarifying dent, the 2 continuum, ended quest autobiograj voting, ii and action It values edu Other word values edr Valuing. iWhiCh f0] Operation O‘rfU‘OH-W 32 udience. Further, the activity is easily repeatable ecause of the endless array of situations available. As mentioned earlier, other values clarification ethods suggested by Raths et a1. include: the value— ;arifying discussion, role playing, the contrived inci- ent, the zig—zag lesson, the devil's advocate, the value ntinuum, thought sheets, weekly reaction sheets, open— ded questions, coded student papers, time diary, tobiographical questionnaire, the public interview, ting, five minute quote without comment, student reports, d action projects. It is Raths' theoretical stance about values and lues education that this dissertation will use. In her words, this study is investigating one theory of lues education——that inherent in Louis Raths' theory of uing. Therefore, the operational definitions chosen ich follow immediately) stem directly from Raths' work. Operational Definitions for Research 1. For the purpose of this study, values will be rationally defined, following Raths, as: l. A value implies prizing and cherishing. We may indeed have an attitude toward the lower social class, and may be acting upon that attitude, but if we do not prize it, if this is an atti- tude which we wish were different, then it cannot be called a value. . . . 2. A value implies choice after deliberation. It involves answering the question: should I choose this? It frequently involves the anticipation l alain toll Nhich nonv “953i Unce 0Verdissen Valuing be in Which t astic' and clarity de ThEy are t Thich Teas i.e., tho: and the Si 33 of consequences, and a reflection upon the desirability of choice. . . . If a person is responding impulsively, instinctively, reflex— ively, we should not associate the response with valuing. . A value, as such, implies recurrence of the valuing act. To choose something once is hardly indicative that the something has the status of a value. We associate the concept of value with trend, with repetition, with a certain style of life. . . . . A value penetrates our living. If it is indeed a value of ours, we may allot some of our finances to support what is valued; we plan our time so that the value may be experienced in our living; we may develop new acquaintance and friendship patterns which are consistent with our values. 5. When asked about our values we affirm them. Having reflected upon them, prized them, repeatedly chosen them, having lived them—- quite naturally-~we affirm them when asked or challenged. 2. Values clarification is operationally defined, following Raths, as the movement from a state in nonvaluing behaviors predominate (Apathy, Flighti- , Uncertainty, Inconsistency, Drifting, Overconforming, nissenting, and Role Playing) to a state in which lng behaviors predominate, or as Raths says, a state ich the person feels positive, purposeful, enthusi- , and proud. Two measures of the degree of values \ ty developed by Raths will be used in this study. . are the Student Classroom Behavior Rating Scale, 1 measures the degree to which positive behaviors, those which indicate the presence of values clarity; he Student Value Related Behavior Rating Form, which measures the behaviors arr 3. taken to be described ea The summarize th probably sta Throughc society seen frc it appea simple: OTUmr Projecti generati Childrer Share ti In t value c] POTnt at Of a sor a Single This the most tural h: the inci us not 1 generat; questioi 0r tWO ; \ 28. A. irofessiOn . “It Baier . 1969), P. 2 34 sures the degree to which negative, or nonvaluing aviors are present. 3. Values clarification teaching strategies are an to be those strategies developed by Raths and cribed earlier (cf. supra p. 26). General Statement of Concern about "V'a‘lues’r The next section of this dissertation attempts to arize the contemporary concern about values. Toffler ably states this problem as well as anyone: Throughout human history, the value system of society changed so slowly, so imperceptibly, that seen from the vantage point of a single lifetime, it appeared to be unchanged. This made prediction simple: each generation could predict the values of the next with considerable accuracy merely by projecting its own forward. The members of each generation could (and usually did) assume that children once grown, would in a large measure share the values of their fathers. In the last 300 years, however, the rate of value change appears to have speeded up-—to the point at which major shifts in the value system of a society became apparent within the span of a single lifetime and within even shorter periods. This acceleration of value change is one of the most dramatic developments in the entire cul— ural history of the human race. . . . Indeed, he increasing velocity of value change confronts s not merely with the question 'What will future enerations value?’ but with the more pressing uestion 'What will we, ourselves, value a decade r two from now?'28 28 Alvin Toffler, "Value Impact Forecaster--A ssion of the Future," Values and the Future, eds. Baier and Nicholas Rescher (New York: The Free Press, I p. 2. Toffler al the decisi a part. Me concerned this group There problé of its with r influe and t1 The It in alI and I] value: nistii that ‘ angle It is histo value and l natur natur is th inter ful v world T coiliiicts 0f rapid 35 fler also insists that the future of man will depend on decision-making process of which values are definitely art. Members of the humanistic education movement are cerned with values questions. One prominent member of 5 group, Carl Rogers, writes: There is a great deal of concern today with the problem of values. Youth is extremely uncertain of its value orientation; the values associated with various religions have lost much of their influence; sophisticated individuals seem unsure and troubled as to the goals they hold in esteem. The reasons are not far to seek. The world culture, in all its aspects, seems increasingly scientific and relativistic, and its rigid, absolute Views on values which came to us from the past seem anachro- nistic. Even more important, perhaps, is the fact that the modern individual is assailed from every angle by diverse and contradictory value claims. It is no longer possible, as it was in the not too historical past, to settle comfortably into the value systems of one's forebears or one's community and live out one's life without ever examining the nature and assumptions of that system. . . . One natural result of this uncertainty and confusion is that there is an increasing concern about, interest in, and searching for, a sound, meaning— ful va£ge approach which can hold its own in today's world. Thus, both Rogers and Toffler would assert that licts of value are always present—-but under conditions pid micro— and macro-environment change, these con- ts are exasperated. 29Carl R. Rogers and Barry Stevens, Person to an: The Problem of Being Human (Lafayette: Real People a, 1967), p. 4. Co: Americ , tution for gr Basic way, a Cc dilemma pc populatior 31 hdd. taught thl R decad that know clear about to me that no (it valu 0f value theory c walls: ii in Clarifi Ohio St N p.“ 36 Cornell Sociologist Robin M. Williams, Jr. writes: Americans currently face a period in which few insti- tutions, beliefs, or values can any longer be taken for granted. All are under strain. all are challenged. Basic transformation of man and society are now under- way, and many vital choices of values must be made. 30 Covault, a disciple of Raths, suggests that the ilemma pointed to by Robin Williams could be overcome if a opulation could be produced that understood what values it 31 eld. To do this, of course, people would have to be aught the skills required to clarify values. Rollo May writes: . . . the chief problem of people in the middle decades of the twentieth century is emptiness. By that I mean that not only that many peopIe do not know what they want; they often do not have any clear idea of what they feel. When they talk about lack of autonomy, or lament their ability to make decisions . . . it soon becomes evident that their underlying problem is that they have no definite experience of their own desires, values, or wants. To summarize, it is clear that although the theory ’values can be examined in a number of ways and the eory of values education can be examined in a number of ys, it is evident that most authors agree that values 3 . . . . . . 0Williams, American Soc1ety, A Soc1ological terpretation, p. 67. 31Thomas J Covault, "The Application of Value arification Teaching Strategies" (Ph. D. dissertation, 10 State University, 1978). 32 Rollo May, Man's Search for Himself (New York: W. Norton and Company, 1967), p. 14. disclarity i! theory of va apopulation ready to pri shed by the It i meager body determine w'r are indeed e valuing peoy Chaj things for Study, focu theories of these value sented, pr the Process Then the Oi hf Raths' 1 00Then]; of made and f; 37 disclarity is undesirable. Light on whether or not Raths' theory of values clarification does indeed help to produce a population more clear in the values it holds and more ready to prize and act upon these values will hopefully be shed by the execution of this dissertation. Objective of the Study It is the objective of this study to add to the eager body of empirical research which has attempted to etermine whether Raths' values clarification strategies re indeed effective in changing nonvaluing people into aluing people. Summary of Chapter I Chapter I has attempted to do the following sings for the reader. Initially, an introduction to the :udy, focusing on the concepts of values and valuing, reories of value development and the relationship of rese value development theories to education was pre- inted. Further, the chapter explicated Raths' Theory of e Process of Valuing which is the focus of the study. an the operational definitions which follow from the use Raths' theoretical stance were stated. Next, a general mment of the problem associated with values Egdgy was de and finally the objective of the study was stated. developn literatt written list one cation 1 1965 an: to incl' major a values hOWeVe r being c StUdy: Values and ‘ \e CHAPTER II A REVIEW OF RELEVANT LITERATURE Introduction The goal of this chapter is to highlight the velopment of values clarification as reflected in the terature. Given that a tremendous amount has been itten about values clarification (Kirschenbaum et al. st one hundred and eighty-four different values clarifi— tion books, articles, and media packages produced between 55 and 1975), the author has been selective about what include. An attempt has been made to insure that no ior aspect of current theory, practice, or criticism of .ues clarification has been omitted. It should be noted, ever, that only the topic of values clarification is ng considered here, not all of values education. Since a section of Chapter I ("The Focus of the dy: Louis Raths' Theory of the Process of Values elOpment") describes in considerable detail the core of ues clarification as described in the 1966 text Values Teaching, this chapter will focus on two phenomena: 38 Innovat I973 P1 in valt publisl which 1 Kirsch values implyi baum 1; tion a in‘Port Values C0111111111 givinl 39 l. The major innovations that have occurred in values clarification since 1966 2. The major critiques of values clarification as a classroom technique Major Innovations in Values Clarification Since I966 gnovation One: Kirschenbaum's 973 Proposals Raths' 1966 book has remained the core reference 1 values clarification. In 1973, however, Kirschenbaum 1blished an essay entitled "Beyond Values Clarification" liCh proved to be an influential and important paper. rschenbaum was concerned that the Raths approach to dues clarification neglected affective components, plying that the process was purely cognitive. Kirschen- um believed that the goals of more affective communica- on and the ability to deal with one's feelings were as portant as the choosing, prizing, and acting goals of lues clarification.l As a result, he began introducing nmunication awareness exercises into his workshops. Kirschenbaum's critical paper also expressed mis— ving about Rath's seven criteria, suggesting that the rd "criteria" implies specific standards of measures P; lHoward Kirschenbaum, "Beyond Values Clarifica- >n," Readings in Values Clarification, eds. Sidney B. on and Howard Kirschenbaum TMinneapolis: Winston Press, 3'I 1973)] p. 94. I 5’”... .- lilu‘jr‘w yet Rat' writes: to lit tur SOIT frc haw Kirschw Prefer. ewphas enrich falls Points Phenon 40 t Raths' points are vague and ill-defined. Kirschenbaum ites: How proud must someone be of his belief in order to meet the prizing criteria? Very proud? Just a little proud? What about pleased? When does pleased turn into proud? How many times must someone publicly affirm something in order to satisfy the fifth criterion?. . . How many alternatives does one have to choose from before whoever is doing the judging tells me I have met the third criterion? And how free does my choice have to be? The argument becomes almost absurd. Of course no one can answer these questions. By using the word and the concept "criteria" we suggest that it is possible for someone . . . to judge whether or not a particular belief or behavior of someone else is a value. . . . Ironically, we become another type of moralizer, making peOple feel guilty because they haven't met this or that criterion on a given issue. schenbaum, therefore, discarded the term "criteria" Eerring, instead, to Speak of the "processes" of valuing, iasizing that there are seven ways to "develop and .ch the values in our lives."3 The emphasis, then, s on valuing as opposed to having values. Taffee ts out a significant difference between these two omena : . . . in the Raths system, wherein certain clari- fying criteria were established, when those criteria were met you could be said to have a value. The process terminated when the criteria were established, when those criteria were met you could be said to have a value. The process terminated when the II“ 21bid., p. 96. 3Ibid., pp. 96-97. cri' sys cla The new the fou broaden It are cla dis a c' He won] cherish experie Years Ewen Unive; 41 criteria were fulfilled. In the Kirschenbaum system, however, the emphasis shifts to established clarifying processes, which are dynamic and ongoing. The process does not terminate, clarification is never fully achieved. There is always more to dofl Kirschenbaum also felt that the affective base of :fourth criteria, "prizing and cherishing" needed to be adened. It seems clear that the affective realm, the feeling area, is one of the crucial ingredients in values clarification, and that the process by which one discovers what he prizes and cherishes is, in part, a deepening awareness of one's own feelings. would use the phrase "discovering what one prizes and :ishes" or, even better, "being open to one's inner erience," thus bringing in an affective component. Raths's fifth criteria of public affirmation also 2 under scrutiny by Kirschenbaum. He writes: What about the person who gives to charity but also holds a value of not publicly identifying himself as the donor? What about the many times in history when to publicly affirm one's beliefs on religion, or politics would mean death or imprison- ment or dismissal to the affirmer? What about the times when public affirmation would be hurtful to some individual or group that is also valued? In short, what happens when the value and benefits of public affirmation conflict with other values that need to be c0nsidered? Are there not times when it is inappropriate to publicly affirm one's values?6 4Stephen J. Taffee, "Values Clarification Ten 5 Later: Changes and Futures as Perceived by Various :ts" (unpublished Ph.D. dissertation, Michigan State arsity, 1976). 5Kirschenbaum, "Beyond Values ClarificatiOn," p. 98. 61bid., p. 99. “publici disc more tive free ther to c of ' aff: from "c acting the thr eating, I. II. 42 Kirschenbaum preferred the term "share" to 1blicly affirm," a word which he suggests connotes . . . much more of the flavor of what we hope most discussions of values might become. It suggests more of an offering-~we offer our value alterna- tives to others for their consideration. They are free to reject the offering, without our rejecting them. For these reasons, I have gradually begun to describe the fifth process of valuing as that of "appropriate sharing" instead of public affirmation.7 Kirschenbaum also found that by changing the focus n "criteria" to rocesses, the older choosin , rizin , p ing categories were no longer sufficient. He expanded three categories to five: feeling, thinking, communi- .ng, choosing, and acting, developing each as follows: I. Feeling «II-w— 1. Being open to one's inner experience. a. awareness of one's inner experience b. acceptance of one's inner experience I. Thinking 1. Thinking on all seven levels. a. memory b. translation c. application d. interpretation e. analysis f. synthesis g. evaluation 2. Critical thinking. a. distinguishing fact from opinion b. distinguishing supported from unsupported arguments c. analyzing prOpaganda, stereotypes, etc. 3. Logical thinking (logiC) 4. Creative thinking Ibid., p. 100. III. IV. Ch h 0 we)? we: in Values Sidney a. KirschenbE wood, and “tent to accepted. switch fr< II. 43 5. Fundamental cognitive skills a. language use b. mathematical skills c. research skills Communicating-~Verbally and Nonverbally Sending clear messages Empathetic listening Drawing out Asking clarifying questions Giving and receiving feedback Conflict resolution cnuwnrunna C O O hoosing Generating and considering alternatives Thoughtfully considering consequences, pros and cons Choosing strategically a. goal setting b. data gathering c. problem solving d. planning 4. Choosing freely 0 map (A) Acting 1. Acting with repetition 2. Acting with a pattern and consistency 3. Acting skillfully, competently8 Taffee's interviews in 1976 with fourteen experts :lues clarification (Louis E. Raths, Merrill Harmin, ay B. Simon, Howard Kirschenbaum, Barbara Glaser- :henbaum, Joel Goodman, John S. Stewart, Alan L. Lock- and Milton Rokeach) included a question about the t to which Kirschenbaum's modifications have been ted. Taffee's conclusion was that apart from the h from "criteria" to "processes" Kirschenbaum had had 8Ibid., pp. 105-106. little in; still forn Innovatior arr ica Prescri e Content Ii i A: an articlc It descri] Li fact? we sui inter: it is natelj going L1 Spec? genera relat L1 thosE Perso Cerns may 0: III 0 VaIUe him d Iiche 44 ttle impact on the field and that Raths' l966 proposals ill form the core of values clarification theory.9 novation Two: Unifying Values arification Strategies and ascribed Subject Matter Htént As early as 1965 Simon and Harmin had published article which set forth a three level curricular model. described these three different levels thus: Level I: This is subject matter composed of facts, details, and specifics. Such subject matter we submit is difficult to remember, of little interest to most students and of little use even if it is remembered. It does, however, and unfortu— nately, provide the stuff for much of the teaching going on in America's classroom today. Level II: This subject matter goes beyond specifics and moves towards generalizations. A generalization is here defined as a statement of a relationship between concepts, . . . Level III: This subject matter is restricted to those generalizations that in some way touch the personal life of the student, his interests, c0n- cerns, or feelings. . . . Unlike Level II, which may only involve the student intellectually, Level III often affects his emotions, attitudes, or values and is more directly concerned with helping him discover his own personal way of living a richer, happier, more productive life.10 Later, in a 1973 text entitled Clarifying Values Jgh Subject Matter, Harmin, Kirschenbaum and Simon .oped this idea further providing examples for a number 9Taffee, "Values Clarification Ten Years Later," loMerrill Harmin and Sidney B. Simon, "The Subject 7Controversy Revisited," Peabody Journal of Educa- 2 (January l965):l98-99. of high 3' illustrat material Conce N . h—‘L.’ ('m {9” 45 high school subject areas. They provide the following .ustration of facts, concepts, and values curricular :erial for Home Economics/Foods: Home Economics Foods Facts Level 1. What foods are needed daily for a balanced diet? 2. What vitamins do you find in the following vegetables? 3. What is the average adult requirement of fat and carbohydrate? Concept Level 1. Plan a week of balanced meals for a family of four. Indicate the cost of each meal. 2. How are the personality and abilities of a person affected by an inadequate diet? 3. Why do hunger and statistics exist even thought we have the technical knowledge to alleviate them? Values Level I. Ask your family to live on your state's weekly welfare budget for food. Then discuss what the experience meant to you. 2. What is your favorite dinner? What happens in your family if one of you doesn't like what is being served? 3. Describe something which you cooked which you were proud of. l larmin, Kirschenbaum and Simon book also provides >les for teachers of English, agriculture, science, ’9Y, health, art, geography, and social studies. e praises the three level curriculum, suggesting it llM. Harmin, H. Kirschenbaum, and S. Simon, Clari- Values Through Subject Matter (Minneapolis: Winston Inc., 1973), p. 29. i F i can in deal w who ar they m bility culum specif have t pepula possi] haps from Birch wenta group Cholc the n and; Cater relar '\ P- 3 46 inject interest into classrooms where the norm is to l with fact and can be a useful device for teachers are interested in dealing with values, but feel that y must relate to their particular area of responsi- ity.12 He admits, however, that the three level curri- um has not had the impact on classroom teaching that the cific values clarification strategies mentioned earlier e had. Major Critiques of Values Clarification as a Classroom Technique No educational innovation which has reached the ilar proportions that values clarification has could aibly have avoided receiving some criticism. But per- ; few educational phenomena have elicited criticism rsuch an interesting variety of sources. The John h Society, other right-wing political groups, funda— alist religious organizations, concerned parents' ps and persons and groups involved in educational psy— Dgy and philosophy have all played the role of critic. The remaining portion of the chapter examines what iajor concerns about values clarification have been ;re. The criticisms can be divided into four main ories: theoretical problems, problems of value ivity, research problems, and "fun and games" 12Taffee, "Values Clarification Ten Years Later, m i...- -.--.. .- - proble turn. Problr human; theorj behav defin fying astic OCCUI tion Raths Silgge sentr that Critr Also Ther crit abOr ment 47 roblems. Each of these issues will be considered in urn. oblems in Theory While values clarification is located within anistic psychology it lacks precision and clarity in its eory of values and the way in which values are related to havior. While it claims to clarify values, it does not fine its central concept. While it claims that clari— ing values will produce proud, purposeful, and enthusi- tic persons, it does not have a theory about how this curs. One of the major criticisms of values clarifica- on found in the literature stems from the way in which ths has defined the term "value." When Kirschenbaum Jgested in his 1973 text that "processes" better repre- ited the theory than "criteria," in effect he also said at he no longer defined a "value" through the seven .teria. Yet he offered no definition in its stead. o, Taffee has indicated that Kirschenbaum's position not been adopted by values clarification experts. refore, it seems appropriate to consider definitional ticisms which focus on Raths' 1966 definition. Although there is little consensus among scholars 1t precisely what the word means, there is some agree- : that "values" have the following dimensions: A fair which statec' 48 -—values are constructs --values can be explicit or implicit --values can be "means" or "ends" --values are one of many determinants of behavior --values can be positive or negative --values are relatively stable --values assume a hierarchial order --values are normative Eairly widely respected definition of the term "value" Lch incorporates most of these dimensions is Kluckhohn's, ited on page 3 of this dissertation. Raths, Harmin, and Simon, however, propose a very ferent definition of values. They write: A look at this process (of valuing) may make clear how we define a value. Unless something satisfies , we do not call all seven of the criteria . . . it a value. In other words for a value to result, all of the . . . seven requirements must apply. alems arise when the term value is used synonomously 1 the process by which values are presumably obtained. :wood explicates this problem of definitional vagueness ’ollows: The collapsing of the means-ends distinction in their definition of value is not per se inappropriate. A problem does arise, however, because the primary pur- pose is not to help peOple obtain values, bur rather to help them become positive, purposeful, enthusias- tic, and proud. The attainment of values is not an achievement of intrinsic worth but is desired because 13Raths et al., Values and Teaching, p. 28. it whr C01 66] the prr ent in] Contin that i 49 it supposedly leads to the development of persons who are positive, purposeful, etc. By conflating means and ends in their definition of values and then contending that the attainment of values promotes certain desired personal qualities, the advocates of values clarification give the misleading impression that it is only through their seven-step valuing process that persons can become positive, purposeful, enthusiastic, and proud. The fallacious syllogism implied is: Persons who go through values clarification become positive, purposeful, enthusiastic, and proud. Johnny is positive, purposeful, enthusiastic, and proud. Johnny has gone through values clarification. Unless the advocates of values clarification have some special unstated definition of their four desired qualities, it seems obvious that pride, purpose, etc., can be obtained through means other than and anti- thetical to values clarification. Anthropologists often remark on the pride and purposiveness of members of traditiOnal societies (Masai warriors, Samoan tribesmen, etc.). It is characteristic of traditional societies that custom guides behavior, not values or beliefs that are freely chosen after thoughtful con- sideration of consequences. Inuing with his definitional criticism, Lockwood argues it is inappropriate to arbitrarily distinguish between as and such things as attitudes, beliefs, interests, 0 on. Further, he feels that the definition is poor se it is unrealistic to expect someone to always be to meet the seven criteria, because it gives no guides what actions should follow a particular value, se it fails to deal with the possibility of a person rg conflicting values, and because the definition 14A. L. Lockwood, "A Critical View of Values Clari— .on," Teachers College Record 77 (September 1975): ‘ erroneou . values c ful, ent quality Such to t tanc conf ment comp clarific about va base of choice , constrai to be tl ducts oi these va brought of the r not disc interfei ~hum-.— Educatir Prospect IfioIvat UnIVers: 50 erroneously leads people to believe that only through alues clarification can a person become "positive, purpose— iul, enthusiastic, and proud."ls Finally, Rokeach objects to the "all or none" uality of the 1966 definition. He writes: Such an all-or-none conception makes it difficult to think in terms of such notions as value impor— tance, value hierarchy, value priority, or value conflict. More important it makes value measure- ment virtually meaningless and, consequently, comparisons with others impossible.l6 Another criticism of the theoretical base of values .arificatiOn focuses on the inadequate set of assumptions rout valuing and human behavior which seem to be at the se of Raths's theory. The heavy emphasis on freedom of oice, it is argued, belies ignorance of the contextural nstraints on the valuing process. The assumption appears be that persons have values (that these values are pro— :ts of socialization does not seem to matter) and that BSe values exist, tucked away somewhere, waiting to be >ught to bear in the decision making process. The effects the person's socio-cultural environment on valuing is ; discussed, or insofar as they are, are treated as erferences to be reduced as far as possible, so that __.______________ lSIbid., pp. 37-40. l6Milton Rokeach, "Toward a Philosophy of Value cation," Values Education, Theory/Practice/Problems/ 5Pects, e s. o n eyer, rian Burnhan, and John va Waterloo, Ontario, Canada: Wilfrid Laurier Iersity Press, 1973), pp. 117—18. process 1 The Prob British values c “Adolph makes no able to tion see valid or l'ethical person's entitled there is another.: avalues choices be defen states t or 'righ W 51 person's pure and undefined values may speak clearly. irole of sociocultural and other factors in the valuing cess is not considered. Problem of "Value Relativity" A bumper sticker popular at the University of tish Columbia in 1976 spoke well to the second kind of ues clarification problem to be c0nsidered. It read: olph Hitler had clarified his values." As explained in Chapter I, values clarification es no attempt to suggest that any one value is prefer— e to another. By default, at least, values clarifica- n seems to promote the view that all values are equally id or defensible. This position can be described as hical relativism," a position which holds that "one son's values are as good as another's; everyone is Ltled to his own opinion; and when it comes to morality, :e is no way of showing one opinion is better than :her.17 This leaves many critics wondering--"Why have rlues Clarification program at all?" If all value aces are personal and subjective, if one choice cannot efended as superior to another [and Raths specifically es that the clarifier must eschew "all hints of 'good' . .18 right' or 'acceptable' or the opp051tes' ], then 17A. L. Lockwood, "A Critical View," p. 41. 18Raths et al., Values and Teaching, p. 53. critic Ri to teach where all V that ethi activity. Since found clarifica which, pe tivism, In embrace 6 they sugg "——.—_—. 1 cal Analy cation,” Arizona 5 2 Universit 52 itic Richard Olmsted complains that "it is as pointless teach valuation as it is to teach cartography in a world are all maps are arbitrary and personal."19 Veatch, in a text called Rational Man, demonstrates m ethical relativism can be used to justify almost any ivity. He writes: Since all standards of value are utterly without foundation, since no way of life or course of (l) to cultivate an attitude of greater tolerance toward the various modes of life and patterns of behavior that men have chosen for them— selves . . . or (2) to create my own set of values and attempt to enforce them with all the energy of which I am capable . . . or (3) to throw off all moral standards and norms of conduct and simply follow the lead of my impulses and inclinations . . . or (4) to go along with the crowd and merely abide by the standards of the community of which I am a member, this being the line of least resis- tance and the one least likely to get me into trouble and difficulty. . . . 0 Critics focusing on the "moral" problems of values ification would say that a values education program a, perhaps unwittingly, is grounded in ethical rela- am, must accept the possibility that its students will ace ethical relativism as their moral point of view. Suggest that this is an achievement of dubious merit. ._______________ 19Richard Olmsted, "Holes in their Socks: A Criti- nalysis of the Theory and Practice of Values Clarifi- n," Teaching of Values, ed. J. Jelineck (Temple: na Sta e E uca ion, 75), p. 175. 20H. R. Veatch, Rational Man (Bloomington; Indiana rSity Press, 1975), p. 14. ‘ quent] Resear IaIues _ 53 Kirschenbaum et al. have responded to this fre- iently heard charge of relativism. They write: We probably have erred in not making this explicit enough. Towards what end are these valuing processes better than their counterparts? Here, again, there are certain value judgments implicit in each process. If we urge critical thinking, then we value rationality. If we pro— mote divergent thinking, then we value creativity. If we support moral reasoning as Kohlberg . . . defines it, then we value justice. If we uphol free choice, then we value autonomy or freedom. If we encourage "no—lose" conflict resolution, then we value equality.21 search Problems with Iues Clarification Raths et al. claim to have developed a theory based research: Could it be that a number of children's problems currently attributed to emotions, for example, are more usefully seen as resulting from value distur- bances? The study and research upon which this book is based answered that question affirmatively. We have found that several kinds of problems children often exhibit in school and at home are profitably seen as being caused by values, or more precisely, by a lack of values. To put this another way, we have found that when children with certain behavior problems are given value experi- ences of a particular kind, those problems often ease in intensity and/or frequency. In short, there is strong support for the notion that values must be added to the possible explanations of children's behavior problems. 2 1 21Howard Kirschenbaum, Merrill Harmin, Leland Howe Sidney B. Simon, "In Defense of Values Clarification: sition Paper" (Saratoga Springs, N.Y.: National nistic Education Center, 1975), p. 4. 22Raths et al., Values and Teaching, p. 4. I F—‘ll- Since the "S for ma evalua values IhOrOv SIUdiv Summa: clari which Valve ti ~53 54 .nce no indication is given as to the sources of any of re "study and research" this has been a focus of attack vr many values clarification critics. For example, critic Betty Cleaver, in trying to aluate what research underlied values education (not just lues clarification) found the area barren. She wrote: The evaluation of values education as it exists is still a matter of subjective judgment. The pro— ponents of various schemes for teaching the process of values have taken into account the empirical findings and theoretical accounts of child develop- ment and adolescent development, particularly the theories of ego development. There have been discrete studies . . . on classroom behavior, school characteristics, and cheating and the use of "Public Issue" social studies units. These all have implications for teaching the process of valuing, but they do not measure the effectiveness of the instruction. There is no published report of research which assessed two groups of students, used one as the control group and treated the other group by giving it specific instruction in valuing, and then assessed both groups to see if there were any significant differences in the valuing processes of the treatment group?3 Cleaver's statement is not entirely correct. A rough search of the literature does reveal that some lies have been conducted. This section will attempt to arize the more significant studies in the values ification area. Two longitudinal studies are currently underway h promise to give reliable, valid information about as clarification. E. M. Ellis is working in a high 23Betty Cleaver, A Brief Summary of Values Educa- (ERIC ED 109 041, 1975), p. 30. school about teache And, i. Unit 0 to be in cer measur to inc smalle are we Studev an ex; were 1 course Critic but it be of clari \ PIOgr (ERIC 55 hool in Vancouver, B.C., Canada "to gather information out the attitudes, values, and perceptions of student achers and administrators over a three year period."24 3, in England, John Wilson is working with the Research it of Farmington Trust on a ten year study which promises be able to predict which valuing components are missing certain classes or groups of people and detect what lsures (e.g., films with discussion) could be best used increase these specific value components.25 In addition to these two major studies, several ller pieces of research have been done since 1957 which worthy of note. A doctoral dissertation done by a dent of Raths, Albert Klevan, reported the results of experiment in which values clarification techniques a utilized with a group of students taking an education :se at New York University. This thesis has been :icized for the way in which the groups were matched, it did show that values clarification techniques could vf help in assisting students toward greater value ity and consistency.26 l"""‘-—-—--——————-— i 24E. M. Ellis, "The Secondary School Research amme Employing Questa, Templeton Secondary School" , ED 973, 175), p. 2. 25John Wilson, Norman Williams, and Barry Sugarman, duction to Moral Education (Baltimore: Penguin Press, 26Albert Klevan, "An Investigation of a Methodology alues Clarification: Its Relationship to Consistency York I whom i instrc niques non-we flight behavi experi ductec studev assur: of ab relatv conclv \ on Th Iishe dolog strat SChoo YOrk Ship Certa Colle Yerk 56 Georgia Brown, another of Raths' students at New vrk University, selected ten elementary teachers, each of om had been trained in values clarification, and structed each teacher to use values clarification tech- ques on one student who was exhibiting a number of the n—valuing behaviors identified by Raths et al. (apathetic, ighty, uncertain, etc.). Brown reported significant lavioral improvements on the part of the children in the nerimental group.27 One of Raths' Ph.D. students, Melvin Lang, con- ted a values clarification study, using college level dents. Lang controlled for the Hawthorne effect, uring that the control group received an equal amount attention, although, of course, the attention did not ate to values clarification. Lang's findings were not :lusive.28 ‘hinking, Purposefulness, and Human Relations" (unpub— .ed Ed.D. dissertation, New York University, 1957). 27Georgia J. Brown, "An Investigation of a Metho— gy for Values Clarification: Its Development, Demon— tion and Application for Teachers in the Elementary ol" (unpublished Ph.D. dissertation in process, New University). 28Melvin Lang, "An Investigation of the Relation— of Values Clarification to Underachievement and ain Other Behavioral Characteristics of Selected age Students" (unpublished Ph.D. dissertation, New University, 1961). hpplic Fifth Studen Behavi Umiver contrc amount groups incree concer ties, in "me income resear 57 Finally, in 1973 a dissertation entitled "The pplication of Value Clarification Teaching Strategies with ifth Grade Students to Investigate Their Influence on tudents' Self-Concept and Related Classroom Coping ehaviors" was completed by Thomas Covault at Ohio State niversity. Covault had four groups of grade five students, two ontrol groups and two experimental groups. An equal ount of time was spent with each group, but of the two oups who received values clarification strategies, an crease in "valuing behaviors" (defined as improved self- ncept, initiation of self-direction of classroom activi— .es, positive attitude toward learning) and a decrease ."nonvaluing behaviors" (apathy, flightiness, uncertainty, . 29 conSistency, etc.) was observed. The brevity of this list indicates that little search has been done which would aid in the development a cogent theoretical base for values clarification. The Ltics who argue that values clarification cannot substan- ate its claims with empirical reSearch are, for the most t, correct. Taffee concludes There can be no doubt as to the difficulty involved in conducting research in the values area. In many ways, research methodology in this area of education is H‘— 29Thomas J. Covault, "The Application of Value rification Teaching Strategies with Fifth Grade Students Investigate Their Influence on Students' Self-Concept Related Classroom COping Behaviors" (unpublished sertation, Ohio State University, 1973). people people would one he atomiv hrscl not 8. infes still in its infancy, and it is not yet clear if so-called "traditional" research approaches are either applicable or apprOpriate in the area of values. It is possible that an entirely new for- mulation of research methodology may be needed in order for significant research to occur in this area. n and Games" Problems Values clarification strategies have a "gamelike" They tend to be fun. After all, critics argue, most ple are at least a little curious to discover how many ple in the room use a deoderant, smoke marijuana, or ld like to taste chocolate covered ants! However, after has decided which five of the twenty survivors of an mic war get to share the last food (Simon, Howe, and schenbaum, "Fall-Out Shelter Problem") and whether or Sinbad should have rowed Abigail across the alligator— asted river to see her lover (Simon, Howe, and Kirschen- h "The Alligator River Problem") one is left, so the ics maintain, with the inevitable question, "Now ?" Olmsted, in an article entitled, "Holes in their 3: A Critical Analysis of the Theory and Practice of as Clarification" writes: "There does not seem to be a between the perhaps trivial classroom games and the .31 Lcult business of establishing viable values. l_¥ 3OTaffee, "Values Clarification Ten Year Later," 3 . . . lRichard Olmsted, "Holes in their Socks," p. 50. v|H-—. - outlin that t facili values often tion 0 values client but no despit interv and he organ 1' fifty Profes how or Problg racia] Order' their \ 59 Ralph Frick, a professor at Atlanta University, lines reasons why "Games are not enough." He suggests t the "pretend" milieu of games makes it difficult for ilitators "to promote any kind of permanence in teaching ues."32 Further, the structure of values clarification en does not provide for the acquisition of new informae i on the basis of which to clarify or reformulate ies. Values clarification games tend to encourage ants to become more articulate at defending their values no more wise in selecting them. Richard Olmsted suggests two explanations of why, >ite these limitations, teachers, counselors and other :rveners use values clarification strategies frequently happily.33 The materials, he suggests, tend to be nized into separate "lessons," each designed for the y minute hour, the time restraint under which most ssionals operate. Secondly, Olmsted argues no matter onfused a facilitator might be about the serious ems of society--sexual promiscuity, drug addiction, 1 bigotry-~he or she may confidently utilize the "Rank u strategy in which students are asked to quantify responses to each item on a list: 32Ralph Frick, "Values: Games Are Not Enough," er 91 (December 1973):8. 33Richard Olmsted, "Holes in their Socks." mal divor own m cally towar polar stanc the F n other subjectiv mtervene J and games entitled writes: A sur the c ality of th With. P 1i9hr the w the n \ pp. 1804 i Critiqv 60 Which do you think is the worst? to become (or get someone) pregnant (unwed) to be dependent on hard drugs to date someone from another race Unable to comprehend the problems of marriage and divorce in our society, or even resolve his or her own marital difficulties, the teacher may optimisti- cally request the class to mark their attitudes toward divorce on a continuum of choices between such polarities as: "Steadfast Stella-~Under No Circum- stances" and "Multi-Marrying Martha--at the Drop of the First Unkind Word."34 ,other words, Olmsted is saying that the doctrine of bjective relativism eliminates the necessity for the tervener to develop defensible values of his/her own. John Stewart also Speaks critically of the "fun d.games" nature of values clarification. In an outline titled "Clarifying Values Clarification: A Critique" he 'tes: A survey of the VC strategies and methods reveals the content focus, and also reveals the superfici- ality, banality, and triviality of a great deal of the questions, issues, and activities VC deals with.35 Summary‘of Chapter II An attempt has been made in this chapter to high- ht the development of values clarification as reflected the literature. Some selecting has been done in order 34Richard Olmsted, "Holes in their Socks," 180-81. 3 . . . ESJohn Stewart, "Clarifying Values Clarification: itique," Phiypelta Kappan 56 (June 1975):684. "'"—' '_...L....-, ._A l. to keep covering in value unificat conclude been lev years, n cisms of research and crit quality. base Whi the impe 61 0 keep the chapter at a reasonable length while still overing the major points. I The goal was to describe the two major innovations n values clarification (Kirschenbaum's shifts and the iification with prescribed subject matter) and then to include with an examination of the criticisms which have zen leveled at values clarification over the last ten ears, namely criticisms of the theoretical base, criti- .sms of ethical relativism, criticisms of the meager asearch base upon which values clarification operates, rd criticisms of values clarification's deceptive gamelike cality. It is the issue of the lack of a solid research ee which interests this author and which has provided e impetus for the writing of this dissertation. ._."' ' —"' _ and ethn clarific i will pro 1. 2. greater CHAPTER III METHODOLOGY The purpose of this study is to gather empirical l ethnographic data about the efficacy of Raths' values arification strategies in the classroom. This chapter .1 proceed as described below: 1. Statement of Hypothesis 2. Description of experimental design 3. Description of the Operationalization of the research 4. Statement of research assumptions Statement of Hypothesis The specific hypothesis for this study is: As a result of experiencing a series of Raths' es clarification teaching strategies, grade eight home omics students will not exhibit to a significantly ter or lesser degree those behaviors Raths associates values clarity. Description of the Experimental Design Because this study involves a comparison of the ts of two treatments upon groups of students, an 62 _. _, exper often cult desig Stanl In th given treat assum tute limit colle foilc study group 0f ti and c uinul Cal. 10gic diScc founc 63 experimental design constituted the best choice. As is ften the case in educational research, it is very diffi- ult to meet all the requirements of truly experimental esigns. The design used in this study fits the one tanley and Campbell1 call the "quasi-experimental design." n this design an experimental and a control group are both iven a pre-test and a post—test. The assignment of X reatment to one group and Y treatment to another is ssumed to be random and the groups are assumed to consti— ute similar enough collectives (like classrooms) to allow imited conclusions to be drawn. This research also involves ethnographic data allection. Ethnography, or field research, does not >llow prescribed formulae. For the purposes of this :udy the researcher observed all of the experimental pup's sessions, taking detailed two-part notes. Part A 'the notes was simply descriptive. What was being said d done by student teacher and teacher from minute to nute was recorded. Part B was an attempt to be analyti— 1. Here the researcher raised psychological or socio- gical questions about the observed behavior and scourse. The complete set of ethnographic notes is d in Appendix J. It is hoped that the combination of the empirical a and the ethnographic material will add richness to 1Stanley and Campbell, 1963, p. 47. this ingfv resez Local Brit, high come 5 a .. g) Firs in o rest the it (y by r they 64 is research and allow for the generation of a more mean- ,gful set of conclusions and implications for further search. Description of the Operationalization of the Research cation of the Study This study was carried out in a large, Vancouver, itish Columbia school. The institution has 1500 junior gh school students (grades 8, 9, and 10), most of whom me from middle socioeconomic class families. The jority of the students are Caucasian. A Canadian school was chosen for several reasons. fist, the researcher is Canadian and is more interested obtaining Canadian than U.S. data. Second, the earcher has worked in the Vancouver School District some time and is well known there, a fact which made whole process of conducting a school-based experiment obtaining access to student records simpler. gcting the Scales Since the researcher was primarily concerned with efficacy of Raths' Values Clarification techniques, as deemed appropriate to use two instruments develOped aths himself: "The Student Value Related Behavior 9 Form" (referred to as the nonvaluing scale) and the ent Classroom Behavior Rating Scales" (referred to as V the valui: Raths in Pretestin I retest re beginning economics administe three sep afternoon computed The resul chapter . Selection '1 economics Foods tea economics UniVersit the resea subIGCts assist ir had the a EdCh 0f I FIIIIIIlllllllllIll-ll-I-I-I:—————————e— ~ 65 the valuing scale). Both come from a study done by Louis Raths in 1962. Pretesting of Scales It was felt that it was important to get a test- retest reliability measure on the two instruments before beginning the study. Therefore, a grade eight home conomics teacher in a classroom 223 related to the study administered the two Raths scales (Appendix B and C) hree separate times (morning, following morning, and fternoon). Kendall tau and Spearman rho statistics were omputed to obtain test-retest reliability coefficients. he results of this pretest are reported in the following iapter. Election of the Classes yd Teachers The school's four 1977-78 grade eight home onomics Foods classes along with their four regular ods teachers were used in the study. Further, two home onomics student teachers assigned on practicum from the iversity of British Columbia to its school were used in a research. And, the teachers who taught the selected ajects Math, English, and Science were also asked to aist in the study. All teachers and student teachers I the study explained to them and agreed to participate. m of the Math, English, and Science teachers had student t These stu study but could "fr directly required marize tb pated in I.’I quired forms and confer with the researcher. 66 :udent teachers assigned to them at the time of the study. aese student teachers were REE directly involved in the :udy but they did facilitate the research process for they culd "free up" time in which the teachers who were rectly involved in the research could use to complete the Tosmm rize then, the following classes and teachers partici- ted in the study: 1. The four 1977-78 grade eight home economics classes in the school. Each class met at 8 A.M. on Monday, Tuesday, Wednesday, and Thursday and each class consisted of twenty-four male and female students. The classes were heterogeneous with respect to academic ability. Further, all grade eight students take the same core subjects: Math, English, Science, Home Economics, Industrial Arts, and Social Studies. The four regular home economics foods teachers in this school. The regular Science, Math, and English teachers of the sixteen subjects selected from the home economics classes to be the research subjects. Uadescription of how these subjects were selected follows later in this chapter.) Two University of British Columbia home economics student teachers assigned to the school on a practicum. Select bone 6 Raths ‘ hppent grade advuini four t was de items studer valui: became 67 5. Indirectly, the student teachers assigned to the Science, Math, and English teachers of each subject. election of the Sample On Monday, April 17, 1978, each of the regular >me economics classroom teachers was asked to administer cths' "Student Values Related Behavior Rating Form" (see pendix B) to each of the twenty-four members of their 'ade eight foods classes. Therefore, the scale was ministered to ninety-six students in four classes by ur teachers. The total score achieved by each student 5 determined by adding the scores on each of the eight ems of the scale. Each teacher identified the four udents receiving the highest total score on this non— Luing scale. The sixteen students thus identified :ame the subjects of the study. On Tuesday, April 18, 1978, the regular home vnomics teachers filled out the "Student Classroom avior Form" (see Appendix C) for each of the sixteen jects. And, during the remainder of the week ril 19-21) the Science, Math, and English teachers led out bggh the valuing and the nonvaluing scales each of the sixteen subjects. Since not all subjects the same Science, Math, or English teachers, a total ,ine teachers were involved: three English teachers, Math teachers, and four Science teachers. These fl teache svbjec rather teache did th econou reseav situai alsol behav tion Train are was l econr 68 teachers filled out the two scales by observing the subjects in the Science, Math, and English classrooms rather than in the Home Economics situation. The student teachers taught the classes while the regular teachers did the rating. It was hoped that this use of non—home economics teachers and classrooms would provide the researchers with an indicant of the inter—rater and inter- situational reliability of the two Raths' scales. It was also hoped that this would provide an indication of whether behavior change occurred in more than one classroom situa— tion as a result of the values clarification exercises. Training the Home Economics Student Teachers On Friday, April 28, at 7 P.M. a training workshop was begun for the University of British Columbia's home economics student teachers. The entire workshop is lescribed in Appendix G. The purpose of the workshop was LO familiarize the student teachers with how to use Raths' alues clarification strategies. This workshop involved 11 members of the University of British Columbia's Home conomics "Teaching Methods" class (22 students). The >rkshop was considered a part of the regular course aquirement. The two home economics student teachers :signed to the school where the research was being done tended this workshop. Although only two student teachers were used in e actual research, a group of people is required for the values c1 in nature Education this work student t research students (see Apps sity cou: ence usi: school 5 a week-l Seattle, Kirschen long tra 69 alues clarification training process to be experiential 1 nature. Further, the University of British Columbia's iucation Faculty requested that the researcher provide iis workshop for all twenty—four of their home economics :udent teachers in exchange for its cooperation with the esearch enterprise. The University of British Columbia :udents received assignments due in before the workshop vee Appendices D, E, and F) and received regular univer- .ty course credit for attending the workshop. Since the researcher has had considerable experi— ce using values clarification strategies both with high hool students and with student teachers and has attended week-long values clarification training program held in attle, Washington (conducted by Sidney Simon, Howard rschenbaum, and Merrill Harmin), and an advanced week— ig training session at the Cold Mountain Institute on adra Island, British Columbia, Canada, and has partici— :ed in and led several one-day value clarification :sions with school administrators, teachers, students, lnurses, it is felt that she has the experiential kground necessary to conduct this workshop. ining Control and erimental Groups Using a table of random numbers the sixteen ients selected by the home economics teachers as being most "nonvaluing" were assigned to two groups: a :rol group and an experimental group. One of the two fl home r work v mental econov which disco: group Monda the s with group note S 70 ,ome economics students teachers was randomly assigned to prk with the control group; the other with the experi— ental group. Only the researcher and the two home conomics student teachers knew which students were in hich group. The student teachers were requested 22; to iscuss with the faculty what students they had in their roups. xperimental Treatments The experimental treatment began at 8 A.M. on anday, May 1. The experimental group of eight students, as student teacher assigned to the experimental group, ad the researcher met in a small, carpeted seminar room .th a table, comfortable chairs and a blackboard. The researcher did not become involved with the ‘oup, rather she sat quietly in the corner and took tes, being as unobtrusive as possible. At this point the student teacher began following e outline for Session One described in Appendix H. As a session continues for the sixty minutes, the researcher 3k a complete set of ethnographic notes in rough form. :h evening at home, the researcher typed these notes, 'iching them from memory and elaborating on Part B (the lytical section) of the notes. 7 fl and ti in a r ment v Cookiv Append Durinv conti teach 71 Also at 8 A.M. on Monday, May 1, the control group d the student teacher assigned to the control group met a small kitchen adjacent to the school's "home manage- nt wing." Here they began Session One of the Foods/ oking program outlined for the control group in pendix I. Similarly, the remaining seven control and experi- ntal sessions occurred at the following times: Session Two: 8 A.M., Tuesday, May 2 Session Three: 8 A.M., Wednesday, May 3 Session Four: 8 A.M., Thursday, May 4 Session Five: 8 A.M., Monday, May 8 Session Six: 8 A.M., Tuesday, May 9 Session Seven: 8 A.M., Wednesday, May 10 Session Eight: 8 A.M., Thursday, May 11 ing these times, the grade eight home economics classes tinued "as normal" with their regular classroom cher. Each classroom was, of course, missing four dents. airing Additional Data it the Students The researcher was given permission to look vugh school records for information about the subjects, ided the name of the school and the names of the ants were not published in the dissertation. ndix K shows the information obtained. As can be , a September 1977 IQ score, a Christmas and an Easter Grade Poi able. It in inter; it came t Post-tree ( to their being co: economic Behavior Form" fo each of filled i members Sions f] form of Value m Behavio; by the treai:me files. 72 Grade Point Average and some anecdotal notes were avail- able. It was hoped that this information would be useful in interpreting results and suggesting implications when it came time to analyze the data. Post-treatment Measures On Monday, May 15, at 8 A.M. the subjects returned to their regular home economics classrooms, the "treatment" being considered over. Two days later the regular home economics teachers completed a "Student Value Related Behavior Form" and a Student Classroom Behavior Rating ‘orm" for each of the sixteen subjects. Between Tuesday, May 16, and Thursday, May 18, ach of the nine English, Math, and Science teachers again illed in the two Raths' forms on the subjects who were embers of their respective classrooms. gglysis of Findings Three sets of findings were used to draw conclu- ions from this research: (1) the empirical data in the >rm of the change in pre- and post-scores on the Student alue Related Behavior Form and the Student Classroom :havior Rating Scale, (2) the ethnographic data gathered 'the researcher during the eight hours of experimental eatment; and (3) the information in the student record les. was de prete: vidua each contr was d A sig repor home Scier Kenda rate are 1 dese rese 73 In examining the empirical findings, a change score was determined by subtracting the posttest score from the >retest score for each item on both scales for each indi— idual. Group mean change scores were then computed for ach item on both scales for both the experimental and the ontrol groups. A comparison of these mean change scores as done using a t-test with a significance level set at 05. A comparison of these mean change scores was done. significance level of .05 was chosen. Results are sported in the following chapter. In addition, the initial evaluation done by the Ime economics teacher and the evaluations done by the ience, Math, and English teachers were subjected to ndall tau and Spearman rho calculations to obtain inter- ter reliability and inter-situational scales. Results e reported in the following chapter. Statement of Research Assumptions As can be seen from the preceding methodological scription, a number of assumptions underlaid this search. The assumptions made by the researcher were: 1. Assumptions about the Research Design a. A controlled experimental research design is an appropriate form of empirical research for the study of the effectiveness of values clarification. 74 Ethnographic data can usefully supplement the empirical data in this study. Eight one-hour values clarification sessions contributed in two consecutive weeks is a reasonable time to allow change in values clarity. 2. Assumptions about the Sample a. The values held by junior high school students in Vancouver, British Columbia, Canada are sufficiently similar to those held by other North Americans in their relevant structural and substantive characteristics as to be susceptible to clarification by means of the strategies Raths developed for North Americans. Similarly the Vancover teachers and student teachers are sufficiently similar to those of American teachers and student teachers as to make this population and setting appropriate for testing Raths' propositions. 3. Assumptions about the Selection of Instruments a. To test Raths' theory using instruments he designed to assess the efficacy of his own work should provide a most powerful test of the claims he makes. T chapter w Values C1 behavior. the study 75 b. A teacher can reliably use the Raths' Student Values Related Behavior Rating Form and the Student Classroom Behavior Rating Scale. 4. Assumptions about the Activities selected for use in the controlled experiment a. The activities selected for the experimental group relate to the clarification of values. Since these activities are ones suggested by Raths, the research designed should be a fair way of testing Raths' theory. The purpose of the experiment described in this hapter was to find out whether or not exposure to Raths' alues Clarification strategies "improves" classroom ehavior. The following chapter reports the findings of he study. the si teachi classr produc tion 1 value studs forms the f and t "tents Stude iSee Table °°rre Clea] CHAPTER IV EMPIRICAL FINDINGS The major goal of this research was to investigate e significance of a series of value clarification aching strategies, based on Raths' value theory, on the assroom behavior of grade 8 students. The desired oduct of this investigation was to be additional informa— an related to the effectiveness and utility of these lue clarification teaching strategies for grade 8 idents. The data collected for this study were in two 7ms: empirical and ethnographic. This chapter presents e findings of the empirical portion of the study only. Results from Pretesting of Scales Before beginning the research, the inter-rater test—retest reliability of the two measuring instru- tS (The Student Value Related Behavior Form and the ient Classroom Behavior Rating Scale) were ascertained. 3 Supra p. 65 for a description of this procedure.) Les 4.1 and 4.2 present Kendall tau and Spearman rho Telation coefficients for test-retest reliability. -r1Y the instruments have high test-retest reliability. 76 Table 4.. I Fligh l Uncer h Incov 5. Drift 6' OVen 7' 0Very 77 Table 4.1.—-Test—Retest Reliability of the Student Value Related Behavior Form. Trial Pair Item 1 x 2 l x 3 2 x 3 1. Apathetic (frequency) .9596 .9165 1.000 * .9671 .9551 1.000 # (acuteness) .9500 .9018 .9962 * .9567 .9497 .9995 # 2. Flighty (frequency) .9838 .9571 .9615 * .9947 .9835 .9869 # (acuteness) .7594 .9295 .7493 * .7590 .9661 .7519 # 3. Uncertain (frequency) .9339 .9219 .9402 * .9756 .9710 .9763 # (acuteness) .8923 .8717 .9087 * .9507 .9382 .9586 # 4. Inconsistent (frequency) .9572 .9655 .9633 * .9807 .9875 .9866 # (acuteness) .8896 .9377 .9325 * .9461 .9703 .9692 # i. Drifting (frequency) .9167 .9363 .8840 * .9671 .9730 .9437 # (acuteness) .9075 .8902 .9328 * .9580 .9439 .9690 # . Overconforming (frequency) .6402 .7820 .7697 * .6860 .8095 .8501 # (acuteness) .7507 .8875 .8077 * .8388 .9408 .8819 # . Overdissenting (frequency) .7063 .7455 .8612 * .7452 .7760 .9035 # (acuteness) .8371 .8617 .8299 * .8843 .9063 .8838 # Table 4.. ”F; It & Role 78 Table 4.l.——Continued. Trial Pair Item 1 x 2 1 x 3 2 x 3 8. Role Playing (frequency) .8572 .8311 .8687 * .8949 .8759 .9085 # (acuteness) .8416 .7891 .8665 * .8852 .8321 .8997 # * = Kendall tau # = Spearman rho All correlations significant at .001. Table 4.2. --T6 1. Raising of tions and a 2. Initiation direction c activity 3.Perseveranc tasks 4. Active part school env: 5. Positive a' learning u 2‘1 79 ale 4.2.——Test-Retest Reliability of the Student Behavior Rating Scale. Trial Pair Item 1 x 2 l x 3 2 x 3 Raising of relevant ques- .9610 .9151 .9343 * tions and alternatives .9829 .9592 .9704 # Initiation and self- .9108 .8299 .8626 * direction of classroom .9719 .9012 .9328 # activity Perseverance in learning .7948 .8106 .9048 * tasks .8780 .8919 .9580 # Active participation in .8436 .9047 .9410 * school environment .9010 .9372 .9677 # Positive attitude toward .9295 .9243 .9314 * learning .9728 .9705 .9743 # * = Kendall tau # = Spearman rho All correlations significant at .001. for a and i separ accou relia the 5 class Engli In A] tion: diff meas and Ratt are hem i0] beh 80 Chapter III (supra p. 64) describes the rationale for and procedure by which an indication of inter-rater and inter-situational reliability was determined. Tables 4.3 and 4.4 present the results. The fact that nine separate raters and situations were involved perhaps accounts in part for the somewhat weaker indication of reliability. Nine raters were necessary as grade 8's in the school chosen for the study do not move from class to class in blocks (i.e., not every subject had the same English, Home Economics, Math, and Science teacher). In Appendix L, Tables L-l and L-2 show the standard devia- tions used in generating Tables 4.3 and 4.4 Results from Empirical Research The results of the empirical study which analyzed differences in change scores on two Raths' behavior measuring instruments are presented in Tables 4.5 and 4.6. In the tables the mean change scores of the experimental and control group are compared for each item on the two aths' instruments. The raw data from which the tables re derived are found in Appendix I. The tables indicate scores, that is, the ratio of the difference between eans to the standard error of difference. It is important :0 remember that group, not individual, change scores are eing considered in the calculations. Table 4.3.--ID rc # 1. Raising of tions and a 2. Initiation direction < activity 3. Perseveram tasks 4. Active part school em: 5. Positive a‘ learning 81 Table 4.3.--Inter-Rater Reliability of the Student Class- room Behavior Rating Scale. Setting Pair Item Math Math Sci. x x x Sci. Eng. Eng. 1. Raising of relevant ques- .7982 .5322 .6987 * tions and alternatives .8178 .5889 .7580 # 2. Initiation and self— .4843 .4444 .7137 * direction of classroom .5241 .5000 .7443 # activity 3. Perseverance in learning .2312 .5840 .6211 * tasks .2313 .5910 .6306 # 4. Active participation in .6922 .6631 .9414 * school environment .7699 .7449 .9538 # 5. Positive attitude toward .0896 .0569 .3874 * learning .0929 .0627 .3989 # * = Kendall tau # = Spearman rho e 4,4."II Tabl Re # Item ____._————-—— .__. Apathetic l\_) . Flighty w . Uncertain p Inconsiste U1 Drifting o‘ OVEICOnfOJ 7. OVerdiSSe] 82 Table 4.4.--Inter—Rater Reliability of the Student Value Related Behavior Form. Setting Pair Item Math Math Sci. x x x Sci. Eng. Eng. 1. Apathetic (frequency) .7218 .6589 .6532 * .7729 .7048 .7037 # (acuteness) .6424 .5929 .6421 * .6610 .6335 .6722 # 2. Flighty (frequency) .6236 .7530 .7143 * .6826 .7952 .7534 # (acuteness) .7743 .8861 .7142 * .8116 .9033 .7434 # 3. Uncertain (frequency) .5288 .4137 .3860 * .5695 .4696 .4567 # (acuteness) .5800 .2732 .3131 * .6080 .2994 .3565 # 4. Inconsistent (frequency) .4659 .4113 .3025 * .5151 .4549 .3527 # (acuteness) .3399 .2081 .3601 * .3609 .2269 .3959 # 5. Drifting (frequency) .2776 .3041 .3409 * .3161 .3455 .3930 # (acuteness) .1719 .1437 .3705 * .1946 .1709 .4452 # 5. Overconformity (frequency) .4734 .5089 .3679 * .5162 .5989 .4217 # (acuteness) .4219 .4527 .5600 * .4564 .5350 .6566 # . Overdissenting (frequency) .3295 .6705 .4538 * .3650 .7638 .5122 # (acuteness) .3372 .3860 .5029 * .3733 .4747 .5975 # Table 4.4-"C # Item ______.——— 8. Role Playi 83 Table 4.4.-—Continued. Setting Pair Item Math Math Sci. x x x Sci. Eng. Eng. 8. Role Playing (frequency) .4056 .4578 .2281 * .4497 .5155 .2546 # (acuteness) .2955 .3224 .1611 * .3233 .4078 .1784 # * = Kendall tau # = Spearman rho Table 4.5."0 Item —-—--"-— I.Raising of relevant q tions and alternativ 2. Initiation self-direc of classrc activity 3. Perseverar in learnir tasks 4. Active par Cipation i school em ment 5. Positive 5 tude towar learning \ 84 Table 4.5.——Comparison of Mean Change Scores on Student Classroom Behavior Rating Scale. Setting and Rater Item Home Econ. Math Sc1. Eng. 1. Raising of EC = o o -.25 -.125 relevant ques— Xex= .875 1.125 .875 .625 tions and T = 2.5 3.21 5.48 2.16 alternatives sig. at .025 .005 .005 .025 2. Initiation and EC = —.125 —.375 0 —.125 self-direction Xex= 1.125 .50 .75 .75 of classroom T = 2.99 2.33 1.83 2.60 activity sig. at .005 .025 .05 .01 3. Perseverance EC = -.l25 .125 -.125 0 in learning Xex= .875 1.0 .875 .75 tasks T = 2.69 2.50 2.69 2.05 sig. at .01 .025 .01 .05 4. Active parti- 30 = —.5 -.25 —.125 o Cipation in Xex= .5 .25 .25 .125 school environ— T = 2.38 1.67 1.07 .424 ment sig. at .025 N.S. N.S. N.S. 5. Positive atti— 3c = -.375 -.125 .25 0 tude toward Xex= .75 1.25 1.25 2.0 learning I = 3.10 2.55 2.17 5.29 sig. at .005 .025 .025 .0005 4.6.--C Table V "if?“ Item I Apathetic Frequenc Acutenes L Flighty Frequenc Acutenes l Uncertain Frequen< Frequen‘ 85 Table 4.6.-—Comparison of Mean Change Scores on the Student Value Related Behavior Form. Setting and Rater Item Home Econ. Math SCl. Eng. 1. Apathetic Frequency go = 0.0 —.125 —.125 .375 xex— .75 .625 .75 .75 T — 3.0 2.58 3.13 .83 sig at 005 .025 .005 N.S. Acuteness 3c = —.125 -.125 0.0 .25 xex= .625 .625 .75 .50 = 3.39 2.58 2.40 .80 sig at .005 .025 .025 N.S. 2. Flighty Frequency 3c = .125 0.0 0.0 .25 xex= .50 .50 .50 .125 T = 1.65 1.87 1.09 .23 sig. at N.S. .05 N.S. N.S. Acuteness §C = 0.0 -.25 0.0 0.0 Eex= .625 -.25 .625 .125 = 3.42 2.16 1.93 .55 sig. at 005 .025 .05 N.S. 3. Uncertain Frequency §c = .25 .125 .375 -.25 §ex= 1.0 1.375 1.25 .75 T = 2.39 3.17 1.79 2.49 sig. at .025 .005 .05 .025 Acuteness EC = .25 0.0 .375 -.125 §ex= .875 1.125 1.0 .375 T = 3.05 2.83 1.36 1.72 sig. at .005 .01 N.S. N.S. Inconsistent Frequency § = .125 .125 .625 0.0 £2 = 1.125 1 375 1.5 .875 r X: 3.88 3.61 1.98 1.77 sig. at .005 .005 .05 .05 Table 4.6-‘ if? Item H..— Acuten 1 Drifting Freque Acuter i Overconj Freque Acute: L Overdis: Freque AcUte: 86 Table 4.6.--Continued. Setting and Rater Item H ome . Econ. Math 501. Eng. Acuteness gc = .25 .125 .75 0.0 Xex= 1.0 1.0 1.5 .5 T = 3.0 2.20 1.82 1.26 sig. at .005 .025 .05 N.S. 5. Drifting Frequency 3.; = 0.0 .25 .25 -.375 Xex= 1.0 .875 1.25 1.375 T = 2.66 1.62 2.83 4.2 sig. at .01 N.S. .01 .0005 Acuteness 3.; = .125 .125 .25 -.125 xex= .875 .875 1.125 .875 T = 2.02 2.02 2.60 2.40 sig. at .05 .05 .025 .025 6. Overconforming Frequency EC = .125 .25 -.125 -.125 xeX= .625 .875 1.125 1.125 T = 1.27 1.87 3.0 1.87 sig. at N.S. .05 .005 .05 Acuteness £0 = .25 .25 -.125 .25 Xex= .50 1.0 .50 .75 T = .68 2.40 2.12 1.04 sig. at N.S. .025 .05 N.S. 7. Overdissenting Frequency gt = .125 .625 0.0 .125 Xex= .75 .625 1.125 1.375 T = 1.86 0.0 3.21 3.00 sig. at .05 N.S. .005 .005 Acuteness £5 = .25 .50 0.0 -.25 xex= .75 .625 .5 1.0 T = 1.41 .48 2.66 3.67 sig. at N.S. N.S. .01 .0005 Table 4.6.- Item & Role Ple Freque Acuter 87 Table 4.6.--Continued. Setting and Rater Item Ho me Math Sci. Eng. Econ. 8. Role Playing Frequency ‘gc = .125 .375 .125 -.125 Xex= 1.25 1.0 1.25 1.375 T = 1.87 1.49 2.62 3.80 sig. at .05 N.S. .01 .005 Acuteness 30 = 0.0 .375 .25 -.375 Xex= 1.25 .875 1.0 1.0 T = 3.42 1.44 1.82 4.08 sig. at .005 N.S. .05 .005 resea1 Behav: shove: item chang obser menta Ratin or as only these the " behax non-x Where than greal aver; this exhil in s exPe impr 88 A significance level of .05 was set by the researcher. On the five items on the Student Class Behavior Rating Scale (valuing) the experimental group showed consistent and significant improvement in all but item 4 (active participation in school environment). A change in this behavior could not be expected to be observed in the short time frame allowed by the experi- mental design. On the sixteen items on the Student Value Behavior Rating Form (non—valuing) the pattern is not as clear cut or as easily explained. Of the sixty-four observations, only eighteen had nonsignificant changes. Seventeen of these eighteen changes, although not significant, were in the "apprOpriate" direction (i.e., towards more valuing behavior). The one change made in the direction towards non-valuing behavior was exhibited by Bill M. in English where he was observed to be substantially more flighty than he had been the first measurement. This behavior greatly influenced the group mean, thereby reducing the average improvement to below that of the control group on his study. The other nonsignificant findings were xhibited in the following classes: seven in English, two n Science, five in Math, and four in Home Economics. To conclude, in 72 percent of the observations, the xperimental group demonstrated significantly greater mprovement. were ge: 89 The standard deviations from which these tables were generated are found in Appendix L. dur. Appt 50m attr hav. majl tin eig 001] men the CIE SUI Spe CHAPTER V ETHNOGRAPHIC FINDINGS All of the field notes taken by the researcher during the eight experimental sessions are found in Appendix J. The purpose of this chapter is to highlight some of the phenomena occurring during the sessions and to attempt to explain why some of the student behaviors might have changed in the positive directions indicated by the majority of the empirical data. Possible factors contribu- ting to the changes observed in the subjects over the eight sessions will be discussed. Probably one of the most significant factors to be considered is the positive tone established in the experi- mental sessions, a tone which may have been conducive to the formation of what Raths would call "valuing behavior“ in the subjects. Likely a number of things combined to create this pleasant tone or climate: the physical surroundings, the student teacher, Miss Wong, who had had special training in conducting values clarification strategies, the refreshment breaks, the "no marks“ and 'pass" situations, and the group size. Each of these actors are discussed in turn. 90 in Appei cally " on larg been an about c outstar the stL empathe how to when t( to f0c1 sound. feel tj he not the re teache Studen Univer in the iIlforn enJ'oyi teaChe traim' 91 The seminar room used for the sessions is described in Appendix J on page 223. It was very uncharacteristi- cally "classroomish" and the fact that the students sat on large corduroy cushions on a carpeted floor may have been an experience which helped to create positive feelings about coming to school. Certainly the student teacher, Miss Wong, was outstanding. Not only was she a positive role model for the students in the sense of being pretty, bright, and empathetic but also she seemed to have an innate sense of how to handle "difficult" students. Her decisions about when to let nonvaluing behavior go unmentioned and when to focus in on it critically seemed to be consistently sound. At no time during the sessions did the researcher feel that the subjects were "out of control.“ It should m noted that the contacts the researcher had with and .he reports the researcher received about the student eacher for the control group were very positive. Both tudent teachers had received straight "A‘s" on their niversity practicum reports since September. The students 1 the control group with whom the researcher chatted [formally made it clear that they admired and were joying their attractive, young, and bright student acher. Both teachers had received fairly extensive aining in the use of Raths' strategies. Althoug the res signifi was 016 upper < status. Vancon1 in a s. accept "speci to the toward the ac the "n be not The cc (i.e., table a fact eXper; gener. a 011; 92 Miss Wong was an Oriental student teacher. Although there were few Oriental students in the school, the researcher did not believe that this difference significantly influenced the pupils' reaction to her. She was clearly from a well—to-do home and in Vancouver the upper class Chinese ethnic group receives generally high status. The students, used to living in the city of Vancouver with its many culture groups and used to being in a school with a multi-cultural faculty, seemed to accept Miss Wong's ethnic background as commonplace. The refreshment breaks seemed to make the classes "special" to the students. They clearly looked forward to them and this may have been a factor in the movement towards a generalized positive attitude towards school with the accompanying decrease in Raths' nonvaluing behavior. The experimental subjects also clearly appreciated the "no marks" characteristics of the sessions. It should be noted that the control group also enjoyed this freedom. The control group, however, did not have the "pass" Option (i.e., the explicitly stated condition that it was accep- table to choose 22E to participate in any given activity), a factor which seemed to be very important in putting the experimental subjects at ease and perhaps, consequently, lessening Raths' nonvaluing behaviors in a way which generalized to the regular classroom. Finally, the group size was certainly conducive of a climate unobtainable in a standard Home Economics class of twer ’ class c intimac (consit Diane a general helped general that t} small. or "cl trol g were v with w using hing, howeve help h Sible the re ling t levitj They s feelil dCtiol 93 of twenty-four or a standard English, Math, or Science class of thirty-five. One can again speculate that the intimacy and caring which developed over the eight hours (consider, for example, the friendships developed between Diane and Peg with their mutual weight problems and the general group concern about Glenda's home situation) helped to develop Raths' valuing behaviors which may have generalized to regular school classrooms. Note, however, that the control group also had the advantage of being small. Although some of the factors contributing to "tone" or "climate" are shared by both the experimental and con- trol group, the activities occurring in the two groups were very different. The control group was continuing vith what was essentially "regular" home economics work sing familiar combinations of lecture, discussion, plan- ing, and food preparation. The experimental group, owever, was doing something very atypical. One cannot elp but wonder if this was a significant factor respon- ible for the results found. While observing the subjects over the eight hours, e researcher came to feel that the students were begin- 'ng to believe that their feelings and thoughts were agitimate and could be shared with the rest of the group. ley seemed to gain more internal respect for their own aelings and actions and subsequently the feelings and rtions of their classmates. What seemed to be evolving was a and E to 5; and j rese will the (se dur 94 was a classroom environment of spontaneity and self-imposed and peer-imposed order. Indeed, the researcher is tempted to say that she saw positive, purposeful, enthusiastic, and prgud people developing! Whether or not what the researcher saw, however, was increasing values clarity will be discussed in Chapter VI. Following are Tables 5.1 and 5.2. Table 5.1 lists the negative behaviors exhibited by the subjects early (sessions one to four) and late (sessions five to eight) during the experimental sessions. Table 5.2 lists the positive behaviors exhibited by the subjects early and late in the sessions. Observe the change in number of entries for each student between early and late periods of the experiment. Note that neither list reflects as negative behavior "passing" in an activity nor as positive behavior mere COOperation in doing a strategy. Further when the whole group responds in a negative or a positive way (for example, everyone "boos" or everyone acts enthusiastic), it is not reflected in these tables. Tables 5.3 and 5.4 which follow summarize the results of the previous two tables. B_i_l llwh inc res kir sh] g01 ma] 95 Table 5.l.--Negative Behaviors Early and Late in Sessions. Early in Sessions Late in Sessions Session Session Behavior or no. and Behavior or no. and Comment page re- Comment page re- ference ference Bill M. 1. Suspicious Session 1. Negative self— Session One concept Five "Who's she (point— p. 224 p, 267 ing at the "I am a dumb researcher)--some student and a kind of a . . . nuisance." shrink . . . you gonna tell my old man I'm goofed up?" 2. Megative self— Session concept One p. 224 "I flunked once ya know." 3. Entrusting Session One "I knew it . . . p. 227 there's always a catch." 4. Rude Session One "She's proud of p. 229 her breasts."-- said maliciously to Harry so Peg could overhear. 5. Rude Session One 'Boy, is she p. 231 lumb"--referring :0 Miss Wong. . Bored Session Two School's a p. 238 rag." (tc 96 Table 5.1.—-Continued. Early in Sessions Late in Sessions Behavior Session Behavior Session 7. Bored Session Two "School's a waste p. 237 of time." 8. Rude Session Two "She's dumb" p. 240 (tothe researcher) 9. Rude Session Two Snorts at Glenda's p. 245 comment about being a Siamese cat 10.Rude Session Two Bill says to Peg—- p. 245 you haven't got any friends. 11.Rude Session Four Laughs when Harry p. 254 says he'd like to be on "Reach for the TOp" Total negative behaviors for Bill M. Early = 11 Late = 1 Harry 1. Rude Session 1. Rude Session One Five "Well, shut up p. 228 Says to Bill-— P- 259 ya creep" (to Bill) "No wonder no one ever listens to you——you never shut up ll Table "I be (to) ence gare gett "Any a Sp idic Table 5.l.——Continued. 97 Early in Session Late in Sessions Behavior Session Behavior Session 2. Rude Session 2. Rude Session One Seven "I bet she had to" p. 229 Refers to two of p. 273 (to Bill--a refer- the group as ence about Mar- "fatties." garet's sister getting married). 3. Critical/rude Session One "Anyone can change p. 229 a sparkplug, you idiot" (to Bill). 4. Rude/Critical Session One Calls Bill a p. 231 "dummy"-—sounds bored and fed up with him. 5. Rude/Critical Session One Calls Margaret a p. 232 "dummy" in front of group. 5. Bored Session One ”This is dumb" p. 233 referring to 'Giant Flood' strategy. 7. Rude/Critical Session One Zalls Bill dumb p. 233 >ecause he'd save 1is jeans from :he flood. i. Rude/Critical Session One ialls Barb dumb p. 234 Ta Table 5.l.-—Continued. Early in Sessions Late in Sessions Behavior Session Behavior Session 9. Rude/Critical "You're s9 stupid" (to Bill). 10. Rude/Insensi— tive Comments to Bill (so Peg can hear) that Peg likes summer so she can show off her "boobs"--Peg is embarrassed. ll. Rude Harry sneers at Peggy. Session Two p. 238 SessiOn Two p. 239 Session Three p. 247 Total negative behaviors for Harry Early = 11 Late = 2 Glenda l. Shy and with- drawn Glenda stares at the floor, holds ier arms around ierself and kind 3f huddles. 2. Shy and with- drawn :lenda speaks to 10 one. Session One p. 227 Session One p. 228 Tat Table 5.l.--Continued. 99 Early in Sessions Late in Sessions Behavior Session Behavior Session 3. Shy and with- Session drawn One p. 237 Glenda leaves the session alone--the others leave in groups. 4. Self-conscious Session Two Glenda looks p. 237 terribly embar- rassed at being left alone. Total negative behaviors for Glenda Early = 4 Late = O 3251 1. Negative self— Session concept One ___’——’ p. 229 "My name is Peg and I ain't proud of nothin'." 2. Megative self— Session concept One p, 229 Comments that her blueberry muffins are not really very good. 3. Bored Session One 'This whole thing p. 234 is dumb"--refer- ring to Giant Tlood strategy Table 5.1.—-Continued. 100 Early in Sessions Late in Sessions Behavior Session Behavior Session 4. Rude Session Three Sticks her tongue p. 252 out at Bill Total negative behaviors for Peg Early = 4 Late = 0 Betty 1. Anti—social Session 1. Negative self— Session and7or Self— One concept Five Conscious p. 227 p. 259 "I am a gump and a Moves cushion away dumb student." from Bill and sits with her back turned slightly towards him. 2. Critical/Rude Session Two "Don't be dumb" p. 228 (to Bill). Total negative behaviors for Betty Early = 2 Late = l Barb l. Rude Session One Sticks her tongue p. 227 >ut scornfully at iarry. Tab "1 you Table 5.1.--Continued. 101 Early in Sessions Late in Sessions Behavior Session Behavior Session 2. Rude Session Three "I wouldn't invite p. 249 you, Bill." Total negative behaviors for Barb Early = 2 Late = 0 Diane 1. Suspicious Session 1. Negative self— Session One concept Five "What kind of p. 228 p. 259 topics or ideas?" "Mrs. Melville would never let me 2. Rude Session sew at lunch-hour." One "Aw, shut up." p. 231 2. Rude Session Five 3. Violent Session To Bill—-"You'd p. 259 One have friends if Hurls her pencil p. 231 you'd stop being at Margaret. such an idiot." 4. Rude Session Three To Harry and Bill, p. 246 "Why don't you two grow up?" 5. Rude Session Four Comments to p. 253 dargaret that ?eg's hair is a ness Total number of negative behaviors for Diane Early Late 5 2 Ta Table 5.l.--Continued. 102 Early in Sessions Late in Sessions Behavior Session Behavior Session Margaret 1. Critical of Session 1. Negative self— Session Others One concept Five —_"——— p. 229 p. 259 "No dummy—-that‘s "They only pick the not what she rich smart kids means." . . . none of us would ever be 2. Rude Session picked." One Sticks her tongue p. 229 2. Negative self— Session out at Diane concept Five __—____— p. 259 3. Rude Session "I am a dumb Two student." Teases Glenda (who p. 248 is very sensitive) about being a teacher's pet. 4. Rude Session Two "Aw, shut up p. 248 Bill." Total number of negative behaviors for Margaret Early 4 Late 2 103 Table 5.2.—-Positive Behaviors Early and Late in Sessions. Early in Sessions Late in Sessions Session Session Behavior or no. and Behavior or no. and Comment page re- Comment page re- ference ference Bill M. 1. Generosity Session 1. Empathy for Session One others Five Says he would save p. 236 p. 275 his mom's dis- Concerned when washer from 'the Glenda started to Giant Flood' cry. because she really likes her new 2. Pride Session dishwasher. Five Admits he is proud p. 266 2. Empathy Session of his mechanical Two ability. Exhibits empathy p. 245 to Glenda about 3. Insightful Session her mother's Six illness. Admits he has p. 268 probably hurt other 3. Generosity Session group members' Three feelings during Admits he enjoys p. 245 the session. giving a present to someone some- 4. Compliments Session times. others SiX p. 270 Says, "Harry is a pretty good guy." 5. Empathy for Session others Six ‘——‘“‘ p, 271 Quiet, nonteasing when Barb says she hates being fat. 6. Honesty about Session self ' six p, 272 Admits to group he has trouble being quiet in group situations. Table 5.2.——Continued. 104 Early in Sessions Late in Sessions Behavior Session Behavior Session 7. Honesty about Session self Seven p, 273 Admits he makes himself unpopular by being a big mouth and a clown Total number of positive behaviors for Bill Early = 3 Late = 7 Harry 1. Generosity Session 1. Appreciation- Session One Interest Four Says he would save p. 234 p. 253 something for his "This is better dad from 'the than regular school Giant Flood.’ work--don't com- plain." 2. Empathy/Concern Session Two 2. Positive self— Session Exhibits empathy p. 234 concept Five to Glenda about P- 259 her mother's "I try to be a good illness. listener." 3. Generosity Session 3. Empathy for Session Three others Five Admits he enjoys p. 251 P- 261 giving a present Concerned when to someone some- Glenda started to times. cry. 4. Proud Session Five Says he is proud p. 262 of being able to get good marks. 105 Table 5.2.--Continued. Early in Sessions Late in Sessions Behavior Session Behavior Session 5. Empathy Session Six Serious and non- p. 268 teasing when Barb admits she hates being fat. 6. Honesty about Session self Seven p. 273 Admits he is bored in school and therefore "goofs off." 7. Publicly Session apologizes Seven p, 292 Apologizes to Barb and Margaret for calling them "fatties." 8. Willing to Session defend his posi- Eight tion publicly p. 297 Says, "I feel dumb being the only person here--but I'd be a liar if I said I thought I was a follower." Total number of positive behaviors for Harry Early Late Ta] Table 5.2.--Continued. Early in Sessions Late in Sessions Behavior Session Behavior Session Glenda l. Concern for Session 1. Compliments Session others One others Five p. 236 p. 259 Says in her Magic Compliments Miss Box she wants a Wong on her dress. box of pills for her mother. 2. Positive self— Session concept Five 2. Compliments Session p. 259 ct ers Two "I try to be a good p. 238 listener." Says, "I think Harry might be 3. Concern for Session good in politics." others Five p. 264 3. Expresses Session Says she gets upset apprec1ation Two when people get p. 238 sick. Thanks the researcher for 4. Pride Session bringing the Five refreshments. Says she is proud p. 265 of being a good 4. Expresses con- Session cook. cern for others Three . p. 246 5. Empathy Sess10n Expresses concern SiX over my paying Quiet and serious p. 268 for the refresh— when Barb admits ments. she hates being fat. 6. Honesty about Session self Six p. 271 Admits she finds it hard to speak in front of a group. Table 5.2.—-Continued. 107 Early in Sessions Late in Sessions Admits she finds it , hard to listen to others. Behavior Session Behavior Session 7. Honesty about Session self Seven p. 273 Admits she does not concentrate in school. Total number of positive behaviors for Glenda Early = Late = its. 1. Empathy Session 1. Empathy Session Two Five Exhibits empathy p. 241 Concerned when p. 259 to Glenda about Glenda started to her mother's cry. illness. 2. Pride Session Five Admits (after some p. 260 prodding) that she is proud of her sewing ability. 3. Empathy Session __—___— Six Quiet and concerned p. 268 when Barb admits she hates being fat. 4- w Session self Six __-' p. 270 Table 5.2.——Continued. 108 Early in Sessions Late in Sessions Behavior Session Behavior Session 5. Honesty about Session self Seven p, 273 Admits she looks "sloppy" sometimes. 6. Pride Session Eight Admits she is a p. 292 good babysitter. Total number of positive behaviors for Peg Early = 1 Late = 6 Betty 1. Empathy Session 1. Empathy Session Two Five Exhibits empathy p. 238 Concerned when p. 259 towards Glenda Glenda started to about her mother's cry. illness. 2. Pride Session Five Says she is proud p. 262 of being a good stamp collector. 3. Empathy Session Six Quiet and con- p. 268 cerned when Barb admits she hates being fat. 4- W Session self Six —" p, 270 Admits she finds it hard to listen to others Table 5.2.--Continued. 109 Early in Sessions Late in Sessions Behavior Session Behavior Session Total number of positive behaviors for Betty Early = 1 Late = 4 Barb l. Generosity Session 1. Empathy for Session One others Five Says she would p. 233 p. 259 save her mom's Concerned when favorite ring Glenda started to from 'the Giant cry. Flood.‘ 2. Pride Session 2. Empathy Session Five Two Says she is proud p. 259 Exhibits empathy p. 243 of being a good to Glenda about cook. her mother's illness. 3. Pride Session Five 3. Compliments Session Says she feels p. 266 Three she is a "nice" Compliments Miss p. 249 daughter "most Wong on her dress. of the time." 4. Honesty about Session self Six ___— p. 268 Admits to group she hates being fat. 5- W923 Session self Six ‘— p. 271 Admits she finds it hard to listen to others Table 5.2.——Continued. 110 Early in Sessions Late in Sessions Behavior Session Behavior Session 6. Honesty about Session SGlf Seven p. 273 Admits she eats too much. 7. Honesty about Session self Seven p. 292 Admits she should exercise more. 8. Pride Session Eight Says she would p. 298 make a loyal friend. Total number of positive behaviors for Barb Early = 3 Late = 8 Diane l. Empathy for Session 1. Compliments Session others Two others Five p. 238 p. 259 Exhibits empathy Compliments Miss to Glenda about Wong on her dress. her mother's . illness. 2. Positive self— 8e551on concept Five -—_——_— p. 259 "I think I could be responsible" (with the sewing machine). 3. Empathy Session Five Concerned when p. 259 Glenda started to cry. 111 Table 5.2.--Continued. Early in Sessions Late in Sessions Behavior Session Behavior Session 4. Pride Session Five Says she is proud p. 259 of being a good horseback rider. 5. Empathy Session ' Six Quiet and serious p. 268 when Barb admits she hates being fat. 6. Honesty about Session self Six p. 268 Admits she finds it hard to listen to others. 7. Pride Session Seven Says she would p. 273 make a loyal friend. Total number of positive behaviors for Diane Early = Late = Margaret 1. Empathy Session 1. Compliments Session Two QEEEEE Five Exhibits empathy p. 245 P- 259 to Glenda about her mother‘s illness. Tells Miss Wong she is "pretty and smart." Table 5.2.—-Continued. 112 Early in Sessions Late in Sessions Behavior SessiOn Behavior Session 2. Compliments Session 2. Empathy for Session others Three others Five p. 246 p. 259 Compliments Miss Wong on her dress. Concerned when Glenda starts to cry. 3. Pride Session Five Says she is proud p. 259 of being a good tennis player. 4. Compliments Session Effie—r?— Five p. 266 Tells Miss Wong she is pretty, has nice clothes and is smart. 5. Empathy Session Six Quiet and serious p. 268 when Barb admits she hates being fat. _6. Honesty about Session self Six ———— p. 268 Admits to group she hates being fat. 7. Honesty about Session self Six _——— p. 271 Admits she finds it hard to listen to others and to speak in front of a class. 113 Table 5.2.-—Continued. Early in Sessions Late in Sessions Behavior Session Behavior Session 8. Honesty about Session self Seven p. 273 Admits she eats too much. Total number of positive behaviors for Margaret Early 2 Late 8 II II 114 Table 5.3.--Summary of Negative Behavior Scores. Total Number of Early Total Number of Late Student Negative Behaviors Negative Behaviors (Sessions 1—4) (Sessions 5—8) 1. Bill M. 11 l 2. Harry ll 2 3. Glenda 4 0 4. Peg 4 0 5. Betty 2 1 6. Barb 2 O 7. Diane 5 2 8. Margaret 4 2 Table 5.4.——Summary of Positive Behavior Scores. Total Number of Early Total Number of Late Student Positive Behaviors Positive Behaviors (Sessions 1-4) (Sessions 5—8) 1. Bill M. 3 7 2. Harry 3 8 3. Glenda 4 7 4. Peg l 4 5 . Betty 1 4 6. Barb 3 8 7. Diane l 7 8. Margaret 2 8 115 These tables indicate clearly that behavioral changes for the better occurred throughout the eight experimental sessions. The fact that the empirical data indicate that improvements on the Raths' scales carried over into the regular Home Economics, Math, English, and Science classrooms suggests that some aspect of the experimental sessions--presumably the exposure to values clarification strategies--is a valuable tool in improving student behavior. CHAPTER VI LIMITATIONS OF THE STUDY Chapter VI will attempt to delineate the limita- tions of this study. The limitations seem to be of three types: theoretical, operational, and generalizability. Each will be discussed in turn on the pages that follow. Theoretical Limitations Both the empirical and the ethnographic data of this study indicate that a desirable kind of classroom aehavior occurred significantly more frequently in the xperimental subjects than in the control subjects. The theoretical limitation with which the esearcher is left faced revolves around how to answer wo questions: 1. What caused the change in behavior? 2. Of what did the change consist? One way of answering both of these queries is to imply accept Raths' theory in total. Raths would state hat the changes towards increased positive (he would say valuing") behaviors was the result of exposure to his alues clarification strategies which led directly to 116 117 creased values clarity, something he correlates posi- vely with acting "proudly, purposefully, and enthusias— cally." Such an explanation, however, leaves this ‘searcher with some concerns. Is there a relationship :tween the exhibition of any set of behaviors and values arity? Raths would seem to say "yes". He appears to :sume that one's being non—troublesome in the classroom :ans necessarily that one has more values clarity than le's troublesome classmates. Unless one could directly :asure amounts of values clarity (something researchers 'e clearly far from competent to do at this point in mel), Raths' assumptive base seems unstable. What was evaluated was classroom behavior. And, e classroom behavior of the experimental subjects was mnd (by conventional standards at least!) to improve in subjects exposed to Raths' values clarification ategies. What created these improvements in behavior however, open for speculation. Perhaps values clarifi- ion did occur. But, this researcher suspects that the nomena could be, equally as defensibly, described in er ways. Perhaps increased positive self-concept was the nificant element which created the change. Suggestions further research to tap into this idea will be pre— ted in Chapter VII. 118 Or, perhaps a number of elements combined to create the desirable improvements in the experimental group's behaviors. The researcher believes that the ethnographic report reflects a situation characterized by "the essence of humanistic education"—-a situation where the goals of a more affective communication and the ability to deal with one's feelings were as important as the choosing, prizing, and acting goals of Raths' values clarification. Indeed, the experimental session could be said to have exemplified facets from most of the major approaches to personalized education. To the reader familiar with the field of humanistic education, an examination of Appendix J will show that Miss Wong and her students were involved in an experience which included elements from most of the major approaches to and methods of personalized education. In other words, the experimental subjects experi- nced something broader than mere values clarification trategies. To conclude that the increase in the exhibi- ion of positive behaviors was due to increase in values larity alone would seem simplistic indeed. Would it not e more sound to state that exposure to a situation in hich development of a climate of trust, acceptance, open ommunication and enhancement of self—esteem are goals of he instructor and where helping students develop and larify their values, purposes, and goals can be said to ignificantly increase students' positive classroom ehavior? 119 Further concern about the theoretical limitations the study become clear when one considers the age of e subjects used. Grade eight pupils are generally 12, , or 14 years of age. The researcher chose this age cup for purely logistic reasons-—the fact that only ade eigee home economics classes all met simultaneously de the logistics of "pulling them" from class at a .ated hour feasible. However, according to major reorists, most notably Piaget and Kohlberg, this is a 'itical developmental transition age. Jean Piaget has probably exerted more influence on Leoretical discussion of development and on educational actices than any other psychologist. Piaget suggests at children tend to be moral realists until about age even or twelve, when they become moral relativists. rther, in elementary school a child's speech tends to be imarily egocentric or self—centered. That is. prior to proximately age ten children have trouble taking into :ount the views repressed by their fellow students during ass recitation. Piaget describes the grade school child as typi— .1y at the concrete operational stage. It is not until ther maturation, organization, and adaptation have urred——typically around grade eight--that children Jme capable of formal operations which permit them to _ with abstractions. Values may well be one of the 120 ibstractions that the "formal—operations stage child" .5 suddenly able to comprehend! ' The question arises: "How many of the students who showed improvement were simply undergoing natural changes in development at the time of the study?" That is, were they, at this time, transitioning from the concrete operational stage to the formal operations stage; from moral realism to moral relativism, from egocentric speech to socialized speech, and from inability to ability to deal with abstractions? The experimental treatment could, perhaps, be credited with acting as an impetus for the noted changes, but it could be logically argued that simply with the passage of time the changes would have occurred regardless, as a part of a normative developmental process. Lawrence Kohlberg, too, suggests that critical developmental changes occur around the end of elementary school—-that is, at about grade eight. But whereas Piaget was concerned primarily with cognitive development, Kohl- )erg focuses on moral development. Clearly moral develop— aent is intimately linked with values. Kohlberg lists .hree stages of moral development: preconventional, con- entional, and postconventional. Although Kohlberg does ot put the emphasis on age that Piaget does, particularly ince many individuals never progress beyond the conven- ional level, he does propose that the transition from the anventional to the postconventional stage is most likely 121 to occur at around grade eight. Consequently, younger chldren may be incapable of interpreting moral situations in terms other than punishment or avoiding trouble. So again, the charge could be laid that the experimental sessions did not create change in the subjects but at best "hurried up" a process which would have naturally occurred as a portion in the overall natural pattern of moral development. Operational Limitations The researcher believes that the ethnographic description of the experimental sessions was extremely useful. It was unfortunate, therefore, that it was not logistically possible to obtain ethnographic data about what was occurring in the control group during the eight one-hour sessions. This information might have provided additional clues about why the empirical results are as they are. The researcher plans, as an activity to be done after the completion of this study, to retest the sample on the two scales at the end of the school year, eight weeks after the exposure to the control and experimental treatments. It is unfortunate that time limitations do not allow these figures to be included in the study for they could be of considerable interest in terms of pro- viding information about the more long-term import of the xperimental treatment versus the control treatment on he valuing and nonvaluing behaviors of grade eight pupils. Further, the study was conducted using only the ost troublesome of students from each of four home conomics classrooms. It is feasible that the "best" tudents would not have benefited from the experimental essions, perhaps because they already have clarified alues or because they have already high positive self- egard, or because they are adept at affective communica- ion. The teachers' degrees of objectivity in marking ;he evaluation instruments could be a factor influencing .he results of this study. By May, the teachers know the tudents well having met them initially the previous eptember, and their evaluations could quite possibly eflect collective, nine—month long impressions of the tudents rather than simply pre- and posttreatment ehaviors. Finally, control over the standards or skill f the teachers in filling out the measurement instruments as impossible to obtain. Generalizability Finally, this study has severe limitations in arms of generalizability. The school in which the study 5 done was ESE randomly selected. The student teachers ed to lead the experimental and control sessions were the udent teachers assigned to the school's home economics 123 epartment by the University of British Columbia. The ecision about which student teacher was assigned to which roup was made simply on the basis of a coin flip. One could say that the study: 1. Applies only to Raths' theory and strategies. 2. Applies only to grade 8 junior high school students. 3. Applies only to the classroom situation. 4. Applies only to those situations in which eight hours of values clarification strategies were used within a two—week time frame. It should be noted also that inter—socioeconomic tatus generalizability is inappropriate. These study esults apply only to middle socioeconomic class children. In conclusion, then, this research has limitations 1 three major areas: theoretical, operational, and aneralizability. CHAPTER VII CONCLUSIONS AND IMPLICATIONS FOR FURTHER RESEARCH Conclusions On the basis of both empirical and ethnographic investigation, this research can reject the null hypothesis that: As a result of experiencing a series of Raths' values clarification teaching strategies, grade eight home economics students will not exhibit to a significantly greater or lesser degree those behaviors Raths associates with values clarity. The data collected in this study indicate that exposure to Raths' values clarification strategies does result in grade eight students exhibiting more of those >ehaviors which Raths associates with values clarity, iamely being purposeful, proud, and enthusiastic students who raise relevant classroom questions and alternatives, who show initiation and self-direction in classroom rehavior and perseverance in learning tasks, who are active n the school environment, and who indicate a positive ttitude towards learning. The data indicate that tudents in the experimental group who were exposed to ight sessions of values clarification strategies were 124 125 ess flighty, uncertain, inconsistent, drifting, overcon- orming, overdissenting, and role playing than students n the control group. Raths associates the above behaviors ith values disclarity. The significantly greater positive changes for the xperimental group as compared with the control group spear to support the effectiveness, appropriateness, and :ility of the values clarification strategies employed in e study for the improvement of student classroom c0ping d interacting behaviors. The results of this study should provide teachers, .hool administrators, and curriculum developers with lrther information and research results on which to base .eir decisions about whether or not to include Raths' lues clarification strategies in their school curriculum. The stated objective of this study was to "add to e meager body of empirical research which has attempted determine whether Raths' values clarification strategies e indeed effective in changing nonvaluing people into luing people" (supra p. 37 ). The researcher believes is objective has been met. Implications for Further Research As a result of this study, the investigator ommends further research of two types: (1) research minating some of the limitations of this study but licating it rather closely, and (2) research only 1. 126 generally similar to this study but aimed at increasing :he knowledge base about values clarification. Research Related Closely :o This Study The study should be repeated using younger sub- jects. Raths suggests that his strategies are appropriate from grade five on. This hypothesis could well be tested. The study should be repeated using not Only students ranking poorly on the measuring instru- ments, but with a random sample of students. The study should be repeated using a shorter and/or less extensive series of values clarification sessions and taking a larger number of post- treatment measures, over a period of at least one school year. The study should be repeated using experienced competent regular classroom teachers instead of student teachers. A study should be set up so that a number of control groups receive varying amounts of inter— action with both the teacher and with students in an attempt to see if a significant factor in changes occurring is the amount of interaction to which the subjects are exposed. 127 6. Further use should be made of the ethnographic data. The researcher plans, at a future time, to do a Rescher—type discourse/behavior analysis of Appendix J in an attempt to generate value clusters for each of the subjects. The data could also be exposed to some of the analysis described by Boratynski and Olsonl——for example, a Ketchum2 and Dyer3 style Time Use Analysis or a Schlater style4 Value Typology Analysis. General Research to Increase the Knowledge Base About Values Clarification 1. Studies should be devised to determine whether any increase in valuing behavior resulting from exposure to Raths' values strategies carries over into the non—school environment such as home, peer activities, community activities. lMarsha Boratynski and Betty Anne Olson, “Measure— nent of Values," a paper written for Family Ecology 831, lichigan State University, Summer term, 1977. 2Francis Ketchum, "A Study of Homemakers' Values as {eflected in Time Used for Family and Personal Activities,“ Inpublished Master's thesis, Michigan State University, .971. 3Doris Dyer, "Students' Wives Values as Reflected n Personal and Family Activities,“ unpublished Master‘s hesis, Michigan State University, 1963. 4Jean D. Schlater, Investigating Values Underlying amily Decisions, Research Bulletin 23, Agricultural pt. Station, Michigan State University, May 1969. 128 Ways of incorporating values clarification strate— gies into curriculum work begun by Kirschenbaum et al. (see supra p. 45) should be further developed. A series of Home Economics related strategies could be developed and tested (for example, "Twenty Foods I Love to Eat" or "How I Spend my Allowance"). The relationship between exposure to values clarification teaching strategies and improvement in student self-concept warrants research. As mentioned in Chapter VI, this researcher believes that increase in positive self-regard was being experienced by the subjects she observed in the experimental group. The use of an instrument such as the Sears Self-Concept Test pre- and post- treatment would be informative. Research related to the effectiveness of value clarification teaching strategies for students' personal, career, and life style decisions would seem appropriate. Research on the relationship of values clarifica— tion teaching strategies and the processes of student creativity and inquiry could provide important information for the field of education. .I.‘ 925;!- '~.' * ' APPENDIX A RATHS' VALUES CLARIFYING TECHNIQUES ‘ , The following descriptions of Raths' values clarification techniques are taken from Raths, Harmin, and Simon, Values and Teaching (Columbus, Ohio: Charles E. Merrill Publishing Co., 1966). The pages are noted in parentheses at the end of each cited section. .129 130 The Clarifying Response The purpose of the clarifying response is to raise qUestions in the mind of the student, to prod him gently to examine his life, his actions, and his ideas, with the expectation that some will want to use this prodding as an opportunity to clarify their understandings, purposes, feelings, aspirations, attitudes, beliefs, and so on (p. 80). . . . It is an honest attempt to help a student look at his life and to encourage him to think about it, and to think about it in an atmosphere in which positive acceptance exists. No eyebrows are raised. When a student reveals something before the whole class, he must be pro- tected from snickers from other class members. An environ- ment where searching is highly regarded is essential (p. 80). In brief, one might see the clarifying response as fitting into the value clarifying method in the following framework: 1. First, look and listen for value indicators, state- ments or actions which suggest that there could be a value issue involved. It is usually wise to pay special attention to students who seem to have particularly unclear values. Note especially children who seem to be very apathetic, or indecisive, or who seem to be very flighty, or who drift from here to there without much reason. Note, also, children who overconform, or who are very inconsistent, or who play-act much of the time. 2. Secondly, keep in mind the goal: children who have clear, personal values. The goal, therefore, requires opportunities for children to use the processes of (a) :hoosing freely, (b) choosing from alternatives, (c) rhoosing thoughtfully, (d) prizing and cherishing, (e) ffirming, (f) acting upon choices, and (g) examining atterns of living. One does this with the eXpectation rat the results of these processes are better under- :andings of what one stands for and believes in and more telligent living. 3. Thirdly, one responds to a value indicator with a arifying question or comment. This response is designed help the student use one or more of the seven valuing cesses listed above. For example, if you guess that a 1d doesn't give much consideration to what is important 3&3! you might try a clarifying response that gets at ring and cherishing. Or the form of the value indicator suggest the form of the clarifying response. For ple, a thoughtless choice suggests responses that get hoosing, and a fine-sounding verbalization suggests >nses that get at incorporating choices into behavior- ‘1-82). 131 . Note Chart 1 for examples of how some of the above larifying responses, and others, are related to the seven omponents of the valuing process. Those seven criteria e helpful for thinking of other useful clarifying All esponses and for keeping in mind the ones above. larifying responses in one way or another encourage the tudent to choose, prize, or act in terms outlined by the alue theory. Chart 1 Clarifying Responses Suggested by—the seven Valuing Processes Choosing freely a. Where do you suppose you first got that idea? b. How long have you felt that way? c. What would people say if you weren't to do what you say you must do? ~ d. Are you getting help from anyone? Do you need more help? Can I help? Are you the only one in your crowd who feels this O e. way? f. What do you parents want you to be? 9. Is there any rebellion in your choice? h. How many years will you give to it? What will you do if you're not good enough? i. Do you think the idea of having thousands of people cheering when you come out on the field has any- thing to do with your choice? Choosing from alternatives What else did you consider before you picked this? a. b. How long did you look around before you decided? What went into the final c. Was it a hard decision? decision? Who helped? Do you need any further help? d. Did you consider another possible alternative? 3. Are there some reasons behind your choice? What choices did you reject before you settled on your present idea or action? What's really good about this choice which makes it stand out from the other possibilities? loosing thoughtfully and reflectively What would be the consequences of each alternative available? Have you thought about this very much? How did your thinking go? . . . [inter- Is this what I understand you to say pret his statement]? FJWLLP- . O O 132 Are you implying that . . . [distort his statement to see if he is clear enough to correct the distor- tion]? What assumptions are involved in your choice. Let's examine them. Define the terms you use. Give me an example of the kind of job you can get without a high-school diploma. Now if you do this, what will happen to that . . .? Is what you say consistent with what you said earlier? Just what is good about this choice? Where will it lead? For whom are you doing this? With these other choices, rank them in order of significance. What will you have to do? What are you first steps? Second steps? Whom else did you talk to? Have you really weighed it fully? Prizing and cherishing a. Are you glad you feel that way? b. How long have you wanted it? c. What good is it? What purpose does it serve? Why is it important to you? d. Should everyone do it your way? e. Is it something you really prize? f. In what way would life be different without it? Affirming a. Would you tell the class the way you feel some time? b. Would you be willing to sign a petition supporting that idea? c. Are you saying that you believe . . . [repeat the idea]? d. You don't mean to say that you believe . . . [repeat the idea]? 8. Should a person who believes the way you do speak out? f. Do people know that you believe that way or that you do that thing? g. Are you willing to stand up and be counted for that? Acting upon choices a. b. c. I hear what you are for; now, is there anything you can do about it? Can I help? What are your first steps, second steps, etc.? Are you willing to put some of your money behind this idea? 133 d. Have you examined the consequences of your act? e. Are there any organizations set up for the same purposes? Will you join? f. Have you done much reading on the topic? Who has influenced you? g. Have you made any plans to do more than you already have done? h. Would you want other people to know you feel this way? What if they disagree with you? i. Where will this lead you? How far are you willing to go? j. How has it already affected your life? How will it affect it in the future? Repeating a. Have you felt this way for some time? b. Have you done anything already? Do you do this often? c. What are your plans for doing more of it? d. Should you get other people interested and involved? e. Has it been worth the time and money? f. Are there some other things you can do which are like it? g. How long do you think you will continue? h. What did you not do when you went to do that? Was that o.k.§_fl 1. How did you decide which had priority? 3. Did you run into any difficulty? k. Will you do it again? (PP. 62—65) The Value Sheet A value sheet in its simplest form consists of a rovocative statement and a series of questions duplicated n a sheet of paper and distributed to class members. The urpose of the provocative statement is to raise an issue mat the teacher thinks may have value implication for :udents. And the purpose of the questions is to carry ich student through the value clarifying process with 1at issue. Since valuing is an individual matter, each :udent completes the value sheet by himself, preferably I writing answers on a separate sheet of paper. Later, rat writing may be shared with other students or the aacher and/or used as a basis for large or small group .scussions. Value sheets can also be used as programmed \structional material (pp. 83—84). 134 Value sheets take different forms. Often they are based on a single provocative statement. Sometimes two or more divergent positions open a value sheet. Sometimes the questions and statements are woven together so that the value sheet has a dramatic development, with the student being increasingly involved in a complex issue. Sometimes value sheets consist of nothing more than a series of probing questions that are keyed to a common reading done from a text, a current events reading, or a piece of literature, or keyed to a common experience like an assembly program, a class problem, or a major public event. . . . The questions on a value sheet are in the style of the valuing theory. That is, the questions do not try subtly to convince a student to believe what the adult believes, but rather the questions help the student take the issue at hand through the value criteria. The crucial elements, of course, are choosing (freely, thoughtfully, from alternatives), prizing and willingness to affirm, and acting (living one's c501ces in some pattern, not just talking about them) (p. 106). . . . We have found that the most effective ways to use value sheets begin with individuals responding to the questions privately and deliberately. Usually, we insist on written responses; writing elicits more careful thought than just speaking about something (p. 107). The Value—Clarifying Discussion We must first differentiate between different kinds of discussions and point to a common pitfall in Value-clarifying discussions. Some discussions have as their purpose the teaching or review of subject matter. In such discussions, the teacher can point to errors in data, make judgments about the adequacy of answers, and rovide standards of rightness and wrongness. Other discussions have as their purpose the clarifying of student alues. When the discussion has this purpose, the teacher ust be non—judgmental and accepting. If the teacher-—no atter how subtly——were to make judgments or provide tandards in a value-clarifying discussion, he would be epriving students of the privilege of making their own ecisions about the topic under consideration. Moreover, e would be implying that students cannot do their own hinking and their own valuing, an implication that, if requently repeated, would tend to convince students that t is so. The result would be the conformity, apaty, ndecisiveness, and overdissenting of which we spoke arlier. Value confusion, in short, cannot be cleared by process of clever teacher direction (p. 113). 135 [In a value-clarifying] discussion a teacher who is concerned that students develop an intelligent and viable relationship with their worlds, that is, develop clear values, (1) helps them to examine alternatives and conse- quences in issues, (2) does not tell them, directly or indirectly, what is "right" for all persons and for all times, (3) is candid about his own values but insists that they not be blindly adopted by others, (4) sometimes limits behavior that he considers ill advised but never limits the right to believe or the right to behave differently in other circumstances, and (5) points to the importance of the individual making his own choices and considering the implications for his own life (p. 115). As for initiating value discussions, we need say very little. Subject—matter lessons will give many leads. The topics mentioned in the chapter on value sheets are suggestive (money, leisure, maturity, religions, politics, friendship, love, work and career, family, and character traits). And just plain teaching experience will uncover many ideas. A few special ways of initiating discussions may be worth noting. l. Quotations 2. The Picture without a Caption 3. A Scene from a Play or a Movie (pp. 116-17). Role-Playing Any kind of potential or real conflict situation '5 useful for role-playing, or any situation in which real eelings are often concealed. Consider situations in chool, in the family, on the playground, at work, or in olitics or government. Start with a lot of structure and the most secure nd out-going students. Later use less structure and nvolve less out-spoken students. Do not permit acts to rag; cut them short rather than let them become silly or bore. . . . Following a role-playing situation, a discussion n large or small groups is valuable. Questions that ften click are: (1) How did you as actors feel? (2) How ould you observers have done things differently? 3) Would things work out that way in real life? (4) What ight we learn from this situation? (PP. 122-23) 136 The Contrived Incident Sometimes a teacher has to contrive a situation in order to get students beyond the level of mere verbal responses. Occasionally, we need to shock our students into an awareness of what they are for and against (p. 123). What is the formula for a contrived incident? We doubt that there can be one, but a few general observations are possible. The contrived incident's purpose is to simulate as closely and as dramatically as possible some— thing that will give students a real feeling or eXperience or understanding. It cuts through the easy level of words. It is like the difference between saying that war is hell and spending a few weeks in the middle of the stench, exhaustion, and desperation of a kill—or-be—killed situ- ation. Since schools have a tendency to fill themselves with easy intellectualizations, it is often very useful for the teacher to identify the feelings or understandings involved and contrive something that will permit the student to taste them more directly than words permit. After the incident, an acknowledgment of the purpose of the incident and a discussion about what emerged from it are almost always in order (pp. 124-25). The Zig—Zag Lesson What we call a zig-zag lesson is less dramatic than a contrived incident, but it has a special flavor that adds interest to discussions. What the teacher does is identify a value area that he thinks the students have not clarified sufficiently, such as the idea in the first example below ‘of what pride in work consists of. Then he prefaces an introduction of the idea with some innocuous questions which have the result of piquing students' interests and ‘setting them to wondering what the lesson is all about. The confrontation with the central idea, then, is often startling as it contrasts with the very mild questions that preceded it. The teacher asks some quick questions, not dwelling long on any of them: "How many of you can tell which shoe 'you put on first this morning? Do any of you tie double knots in your laces? How many have heels which wear out unevenly? How often do you look closely at a shoe, noting how it is stitched and out?" Then the teacher pauses and asks: "Did you ever think what it must be like to sit at a workbench and plan, cut, and sew a pair of shoes?" After that question settles and perhaps after some discussion, the teacher might continue to stimulate the valuing pro- cess with such questions as: "Can a person be proud of 137 producing a good pair of shoes? Are you proud of the jobs you do? When is a job something to be proud of and some- :hing to get out of the way the easiest way possible?" (pp. 125-26). The Devil's Advocate Too many discussions in value—related areas suffer from having only two positions in the room: a consensus and a "don't care" position. Especially in certain political and social topics, dissension is often absent. What often is needed is persuasive argument against civil rights, for the use of profanity, against respect for elders, for —_” revolution, against patriotism, and so on. At leaEE—such dissension is needed if the alternatives to many issues are to be fairly treated. And since the value theory sits squarely on the need for an examination of alternatives, the use of the devil's advocate is often a very productive strategy. . . . The devil's advocate role lets the uncon— sidered alternative come in with full force. It helps prevent passive drift toward unconsidered consensus (p. 127). The Value Continuum We have observed that one of the main planks of :lear values rests on a consideration of alternatives. . . . In an era of avoidance of controversy, centralization 3f news services, and pressures for conformity, the provi— sion of the full range of alternatives in some issues is >erhaps particularly urgent. We have devised a strategy we call the value continuum for this purpose. It works like this: The class or the teacher .dentifies an issue to be discussed in class. It could :e federal control of education, interscholastic sports, ‘eligious tolerance, censorship, socialized medicine, wirth control, or anything else. Then two polar positions .re identified, e.g., the federal government should have 0 influence in what a school does. These two positions, ometimes captured in argument from two newspapers or .agazines, one reactionary and one radical, are placed at pposite ends of a line on the board, and the continuum s born. The task of the class, then, is to identify other ositions in the issue and try to place them on the con— inuum, both in relationship to the poles and to positions lready placed. Sometimes issues will be found which are multi- imensional and therefore more than one long line is 138 needed, but usually this is unnecessary. In any case, the importance of the value continuum is not in giving visual representation to an issue but in showing the class that most issues have a wealth of possible alternatives, each of which has particular consequences (p. 129). Thought Sheets . . . One of the most effective techniques involves giving students the opportunity to write freely about any- thing that has occupied their attention during the week. Unlike most of the preceding strategies, this gets directly at the concerns of the students. It does not rely upon topics initiated by the teacher. It works this way. Each week a student turns in a single sheet or perhaps a four-by—six inch card which he has written some thought of importance to him. It is written after due reflection and indicates—EEmething of the quality of living or thinking in the preceding week. These are called "thought sheets." (pp.l30-31) Notes are frequently sent by the teacher to the authors of the sheets. The teacher may include a question which he hopes advances clarification. He may simply commend the writer on his thoughtfulness. He may suggest something else to read on the tOpic, something which may be in direct opposition to the student's expression. He does this because he knows that a value must be chosen from among alternatives and that one must be able to stand up and affirm his position, even in the face of another strong opinion in opposition. Sometimes the teacher's reading of a thought sheet gives him an important contact for a brief one—legged conference with a student (p. 132). Thought sheets are usually returned again at the nd of the term. They often are an amazingly accurate auge of how intent has been the search for values in an 'ndividual classroom (p. 133). Weekly Reaction Sheeee A time to sit down and look back very systemati- ally at the week just lived is helpful to value growth. any youngsters are surprised to see the absence of activi- ies which are personally selected and satisfying over the even-day span, and some may come to question just how many eeks have passed in this manner. To supplement the non-directive thought sheet, ometimes a weekly reaction sheet is introduced about 139 midway in the term. Five copies are passed out to each student, and he is asked to fill out one for each of the next five weeks, sometimes in substitution for the thought sheet. Among the questions which we have included on weekly reaction sheets are: 1. Did you act on any of your values this week? What did you do? 2. Did you do anything this week which required more than three solid hours? 3. What, if anything, did you do this week of which you are proud? 4. Did you work on any plans this week for some future experience you hope to have? (pp. 134-35) The idea of the weekly reaction sheet is to promote value thinking, and thus useful questions are those that touch on choosing freely, choosing from alternatives, and choosing after consideration of consequences; prizing choices and being willing to affirm them, and acting on choices, and acting in some pattern of living. One can perhaps sense how regular attention to questions such as those above would encourage persons to take hold of their lives and live them more positively, enthusiastically, purposefully, and proudly. A variation on the weekly reaction sheet is the daily reaction sheet. For this, the teacher poses one question every day or every other day and each student takes a moment or two of class time to write a response 1to it (p. 135). Open-Ended Questions ‘ An open-ended question is dictated or written on ‘the board and students are asked to write responses either “in class or at home. For example, "If I had twenty—four hours to live . . ." or "The purposes of my life are . . ." What comes out of such writing, usually, is a rather fruitful list of some of the child's interests, hopes, fears, the people he likes the most, and some things in his life which he considers worthy or unworthy (P. 137). Coded Student Papers First, the teacher asks students to do writing vhich is apt to elicit value-related expressions. Papers in controversial topics, thought sheets, weekly reaction sheets, or open-ended questions can, of course, be used for this. The teacher then marks a "plus" sign over those 140 expressions the student writes which indicate something he :eems to be £9£_and a “minus" sign over that which he ieems to be against. . . . For the student there often is Iuiet impact. For the first time he may become aware of what he says he is for and against. When the paper is returned, the student is asked :0 change any statements he has made and wishes to change. is is also asked to rewrite any parts so that theymore Eully say what he really wants them to say. Furthermore, 1e is asked to comment on any grouping, pattern, or, as the :ase may be, any serious inconsistency which emerges from the things he seems to be for and against. The teacher may choose also to read the paper in a search for statements which reveal one of the value indicators: interests, activities, purposes, beliefs, attitudes, aspirations, and so on. The student may be asked a question in the margin which attempts to clarify the value indicator. For example, "Have you done anything about this?" or "Where did you first get this idea?“ Since critical thinking is such an important part of the clarification process, the teacher may also, on some papers, call attention to students' statements which reveal that a serious assumption is made, or that the student has used extreme statements, or that he has made use of either-or thinking, and so on (p. 138). Time Diary { . . At the highest level, the use of time is consistent with one' s values. In effect, the person does what he values and values what he does. But all lives are not at this level. For many of us, there is a terribly Jisible gap between our use of time and what we claim to :herish. 1 This gap is illuminated and often at least par— I_i.ally closed for students by keeping a time diary. A p1me diary is simply a chart of one week's activities oroken down into, perhaps, half-hour segments. In each 1alf— hour block, each student records what happened to his ‘ife. The teacher does not ask to see this, for time iiaries are often very personal. But the teacher does ask Lach student to analyze his completed diary with questions ike these in mind: ( 1. How do you feel about how you spent your time? ” 2. What proportion of your time represents your life I at a truly gratifying level? 1 3. What inconsistencies, if any, are there in the \ week's activities? (p. 139) l4l Autobiographical Questionnaire _ Early in the term a teacher can take a step to find ut as much as he can, short of prying, about his students. . rather lengthy autobiographical questionnaire can be .istributed. Students have the right not to answer any juestion, but again the tone is one of encouragement, :upport, and acceptance. The data that comes in can be "eviewed or can be filed until such time as information 1bout a particular student is desired, perhaps when one 1eeds value indicators in order to work with a particular :tudent. Some sample questions for an autobiographical [uestionnaire are below, but each teacher should adapt, 1dd to, and eliminate questions from this list to suit his >articular class (p. 140). The Public Interview The purpose of the public interview is twofold: first, it gives one person the satisfaction and feeling of meortance that comes from being the main attraction in a :elatively dramatic situation, and second, and more impor- :antly, it gives the classroom teacher a vehicle for Jetting lives revealed to each other in more than a super- Ficial what-did-you-do-over-the-weekend fashion. The assumption here is that it is often useful for [S to share our thoughts and ideas with others. Sometimes 1 View of another's life opens up ideas and actions that Lre worth considering for our own lives. It gives us .lternatives to consider (p. 144). Needless to say, a public interview must be carried ut in a classroom in which there is acceptance, security, nd warmth. There can be no judging, certainly no ridi- ule. What we get is a glimpse of a real life, a life that ust be respected. All our lives have both beauty and lemishes, and we use the public interview to raise some f this to the surface, to look at it, to understand it, learn from it. The public interview is an effective chnique for bringing more humanness into the classroom. . 145). The Decision-Making Interview A student who has a decision to make and who comes the teacher for help and advice enters a decision-making terview. Except for those extremely rare circumstances 142 when the decision to be made is beyond the abilities of the student, the consequences involved might be dangerous, and there is an alternative to the student making the decision for himself, the value theory offers an ideal tactic for such interviews. The theory outlines a role for the teacher that is characterized by the following. 1. Unconditional acceptance of the student and problem Neither delight nor horror can be expressed at the issue or the student if the teacher is to help. Even when a young girl talks about a decision that involves sexual activity that terrifies the teacher, the teacher must accept the issue, as calmly and seriously as possible, as one that is real and important to the student involved. . . 2. No advice—giving, even when that is requested, but many clarifying questions and comments The role of the teacher is to help the student better understand the ramifications of the issue, the whole array of alternatives that are available, and the consequences that are likely to be attached to each alternative. . . . 3. Looking at the issue from the vantage point of the values of the student and not of the teacher . . . Again, the teacher must refrain from placing his values against the issue, but must instead ask such questions as, "What are the alternatives? What might happen if you do this and then if you do that? Of what will you be most proud? Of what will you be least sorry? . . . (pp. 149-150) In summary, the decision-making interview grows Dut of the value-clarification process. The teacher resists leaning toward one choice over another. He asks 1uestions, instead, and gives no advice. Such a procedure is consistent with the value theory, which stresses that, iltimately, all decisions, if they are truly to reflect ralues, must be made freely, after due reflection, and from an adequate exploration of all the available alterna— :ives. It is such decisions of which we are proud, which 7e are apt to affirm, and which certainly, we Will act lpon (p. 151). 143 Voting Here we refer not to the usual occasions in the classroom in which a vote is taken, but to a special technique, much like the public interview, that brings to the verbal level issues and ideas that might otherwise be difficult to make public. To use the voting strategy, the teacher poses a list of questions, such as those used in the public inter- view, and students state a position by a show of hands (p. 152). Five-Minute Quote Without Comment . . . The "five-minute quote without comment" is designed to help implement one more criterion for a value: "to affirm publicly what one values." Students are told that they may have, time permitting, a maximum of five minutes to make a statement to the class. No comment is permitted. It is a chance for any student to have five minutes of control of the class ears. It is his few moments to affirm something important to him. And, among its other benefits, it clearly demonstrates that the teacher respects student ideas.(p. 156). Student Reports The value theory suggests a way to bring new life and real education to these student reports through the simple device of having those reports focus on personal :hoosing, prizing, and acting. Take the book report, for Example. Compare the usual bland directions to summarize and evaluate the book with the following suggestive 1uestions: 1. Which character is most like you? What did he do which you would like to do some day? What did he need to do to get ready? What will you need to do? 2. What forces in life did he attempt to shape? What help did he seek and how did he use that help? 4. In what ways does the author's understanding of love differ from yours? (p. 156) No, student reports need not be dull and uninspir— ng. They can deepen insights into subjects being studied nd exercise writing and research skills while at the same ime being interesting and promoting clearer values. We an replace the hack work and the plagiarisms w1th I—Fu— -. 7 mSlf hutow Ft uhrtn [I I III- 144 creative and educative thinking if we make efforts to help students see reports as a chance to look searchingly at some alternatives for living and the consequences of those alternatives, and all in the framework of the feelings and beliefs and actions of the student doing the report (p. 159). Action Projects Occasionally, a teacher can talk about values too much. The words begin to sound hollow. Some highly verbal students become adept at saying the right things but change little, especially on the behavior front. It may be time for a teacher to recommend an action project (p. 160). . . We do not undertake an action project to have everyone come out with the same answer, but we go there in order to get more data, both on reality and on our own feelings, with which to make the decisions which we must make if we are to have values. The form any action project takes is determined by particular situations, but three bits of advice may be helpful. (1) Encourage students to see that they have power. Children's collective and concentrated power, politically, physically, morally, can often be enough to make a real and lasting difference. Students often fail to see this and, much too often, become so accustomed to not seeing it that they slip into an adulthood that neither reCOgnizes nor uses its potential power. (2) Permit the students to select or reject any action project. . . . Projects, of course, must be appro- priate to the needs or values of the participating indi- vidual, not necessarily the class as a whole. (3) Finally, do not insist that every student participate in every action project. . . . (pp. 161-62). APPENDIX B STUDENT VALUE RELATED BEHAVIOR FORM STUDENT VALUE RELATED BEHAVIOR RATING#FORM Student name Directions: Please rate the above student on the fre— quency and acuteness exhibited for each of the behaviors listed on the next page. Please use the scales provided for your ratings. A more precise definition of each type of behavior is provided on the sheet attached to the back of this rating form. Please read these definitions before responding to this rating formffi Thank you. Teacher's name Grade School Date 145 146 Apathetic: frequency this student exhibits this trait acuteness of this behavior for this student ElESEEX‘ frequency Frequency Scale (0-10) acuteness_____ 0--Never l-—Almost never . --P f Uncertain: frequency 2 eggzpisevery ew 3--Monthly, on the average acuteness_____ 4--Several times monthly 5--Weekly . 6--Several times weekly InconSistent. frequency_____ 7--Daily . . acuteness 3::ggziigl times daily lO—-Constantly Drifting: frequency ' acuteness Overconforming: frequency Acuteness_Scale (0-6) acuteness 0--Not all all l--Extremely mild 2--Mild Overdissenting: frequency 3--Medium 4-—Relatively acute acuteness 5--Acute 6--Extremely acute Bole playing: frequency acuteness 147 DEFINITION OF BEHAVIORAL TERMS LISTED ON RATING FORM 1. 2. 3. 4o 5. Apathetic child--lacks interest in almost everything. He often goes through the motions expected of him, but he just doesn't care. He is passive and indif- ferent. He looks out the windows, fools with things in his pockets, daydreams frequently, and gets excited about almost nothing. He is difficult to motivate and often a school dropout. Flighty child——is interested in almost everything, but just for a fleeting moment. The flighty child is characterized by quickly shifting interests. He wants to be the star in the play, soon changes to the person in charge of scenery, but before work is begun asks for the job of publicity director and, promptly, leaves that for the make-up kit. He flits from this to that. He seems to have no stable interests. His attention span is short, and he rarely follows through with something begun. Uncertain child-—seems unable to make up his mind, not sometimes, But almost always. Simple choices throw this child into a quandry. He takes a long time with decisions, and seems to be in doubt about what he wants and what he likes. He often prefers that others make decisions for him and he almost always is reluctant to be involved in decision-making situations. Inconsistent child-—supports one thing today and supports just the opposite tomorrow. Now he is for integration; later he will likely be for segrega— tion. He talks for peace in this context and war in that context. He blows hot and cold. He seems regularly and persistently to take positions and engage in behavior that is inconsistent. Some- times he says this but does that. Sometimes it is just that nothing is repeated. Drifting child-—seems to drift through life and no purposes guide him. He seems not even to be bothered by worries. Nothing seems important. He takes what comes without trying to change things or himself. He responds, but not with gusto. He almost never gets deeply involved. He doesn't seem to eXpect much and doesn't seem to give much. His manner is typically lackadaisical. 148 6. Overconforming child—-will expend great efforts to con- form to what he perceives as the norm or the power position. Sometimes he will say or write what the teacher or other grownups want him to say or write, but sometimes he does just the opposite when the peer group is perceived as dominant. This child seems to have no positions or ideas of his own. He takes his cue from others. Left alone he often feels lost and anxious. He needs to get direction from others. 7. Overdissenting child--although most children dissent sometimes, this child seems to be a persistent, nagging dissenter, finding fault whenever he can. This child does not seem to be a rational dissenter, although he will oftentimes be very skillful at making up arguments when he needs them. It almost seems as if he likes to be different and thrives on contention. It's as if, not having a value pattern of his own, he gets his identity by opposing others, and especially those in authority. 8. Role-playing child—~this Child is a poseur who searches forkhis identity by pretending to be someone else. He may be the class fool. He may be the stoic, or the romantic lover, or use an ever—changing variety of roles. He often seems to be acting, and in an unreal and immature way. His roles seem contrived, not really him at all. *This instrument has been adapted from the study reported by Louis Raths, "Clarifying Children's Values" which appeared in the National Elementary Principal 43 (November l962):35-39. APPENDIX C STUDENT CLASSROOM BEHAVIOR RATING SCALE STUDENT CLASSROOM BEHAVIOR RATING SCALE student Name Please rate the above student on the classroom behavior he(she) exhibits in the areas provided on the following rating scale. Mark an "X" on the line above the number that represents your rating of the student. Directions: Item 1. Raising of relevant questions and alternatives: 1 2 3 4'5 6 T. "very often" "almost never" Item 2. Initiation and self—direction of classroom activity: I 2 3 4 5 6 7 "very often“ "almost never" Item 3. Perseverance in learning tasks: 1 2 3 4* 5 _ 6 7 "very often" "almost never" Item 4. Active participation in school environment: . O O O O Q C O O O C O l 2 3 4 5 6 7 "very often" "almost never" Item 5. Positive attitude toward learning: " l 2 3 4 5 6 7 very often" "almost never" Teacher's name Grade level School Date *This instrument has been adapted from the study reported by Louis Raths, "Clarifying Children's Values," which appeared in the National Elementary Principal 43 (November l962):35—39. 149 APPENDIX D TIME DIARY ASSIGNMENT FOR STUDENT TEACHERS APPENDIX D TIME DIARY ASSIGNMENT FOR STUDENT TEACHERS To be handed in Friday, April 28, 1978 at 7 P.M. For one week prior to the workshop the student teacher will keep a time diary of his/her activities. A time diary is simply a chart of one week's activities broken-down into one-half hour segments. In each half— hour segment the student records what has happened in his/ her life. The researcher will not ask to see this but it will be discussed in class 150 APPENDIX E AUTOBIOGRAPHICAL QUESTIONNAIRE ASSIGNMENT FOR STUDENT TEACHERS APPENDIX E AUTOBIOGRAPHICAL QUESTIONNAIRE ASSIGNMENT FOR STUDENT TEACHERS* To be handed in Friday, April 28, 1978 at 7 P.M. Please fill in as much of the following question— naire as you feel comfortable with. The researcher will not share any of the information provided without the student teacher's permission. 1. Name 2. Birthdate Age in years 3. Address Phone number 4. What other schools did you go to? Tell me some- thing about them. 5. Who are the people in your family? If you had to use two sentences to describe each person, what would you say about each member of your family? 6. Have you ideas about what you would like to do after you finish school? 7. What does your father do for a living? 8. What are some of his interests, hobbies, etc? What does he do when he isn't working? *Adapted from Raths et al., Values and Teaching, pp. 140-41. 151 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 152 Does your mother work? What are her interests, hobbies, etc.? How do you spend your time after school? Of all the things you do in your free time, which do you like most? Which do you like least? What does your family usually do for Thanksgiving? Christmas? What have you done the last two summers? What have you done the last two Christmas vacations? What magazines do you read regularly? Do you subscribe to any yourself? What are your favorite TV shows? Have you seen any movies in the last few months which you particularly liked? Tell me a sentence or two about each movie and why you liked it. What are your favorite sports, if any? If I were to ask you what books you've read which you've liked the best, what would you answer? Do you work after school or on Saturday? Where? What are you using the money for? What do you like best about school? What do you like least about school? 27. 28. 29. 30. 31. 32. 33. 34. 153 If you could change some part of your educational program, what would it be? Have you a hobby which takes up a lot of your time? What is it? How did you get interested in it? Is there an adult outside of school whom you dis- like intensely? Why? Are there some adults outside of school whom you admire intensely? Why? What is there about you which makes your friends like you? Is there something you want badly but can't quite afford right now? What? Of all the people you know who have helped you, who has helped the most? How did they go about it? APPENDIX F "STUDENT REPORT" ASSIGNMENT FOR STUDENT TEACHERS APPENDIX F "STUDENT REPORT" ASSIGNMENT FOR STUDENT TEACHERS To be handed in Friday, April 28, 1978, by 7 P.M. Read Margaret Laurence's Canadian novel The Diviners. Briefly answer your choice of five of the following ten questions about the book. 1. Which character is most like you? What did he do which you would like to do some day? What did he need to do to get ready? What will you need to do? What forces in life did he attempt to shape? What help did he seek and how did he use that help? In what ways would he have made a good parent? A good teacher? In what ways does the author's understanding of love differ from yours? Describe how the major characters Viewed money? Contrast and compare their views of money with your own. Project how the hero of the book would have stood in terms of some political strife now occuring in your own community. Where do you stand? 154 10. 155 Who was the hero's most important human obstacle? How did he deal with this obstacle? Were there any other alternatives open to him? What would you have done? Are there any human obstacles in your life? How do you live with these? Which of the cliches of our culture does the hero affirm or refute? Are there some cliches which you no longer believe in? What things did the hero do for leisure which appeal to you? How can you get started in that activity? What are some things which the hero might have done himself to make his life a richer and fuller one? ?“ APPENDIX G MANUAL GIVEN TO THE STUDENT TEACHER ASSIGNED TO THE EXPERIMENTAL GROUP APPENDIX G MANUAL GIVEN TO THE STUDENT TEACHER ASSIGNED TO THE EXPERIMENTAL GROUP* Given the eight hour time frame and the age of the subjects (13—14), it is clearly impossible to expose the students to all nineteen of Raths' values clarification strategies. Therefore, the researcher has been selective. An attempt to incorporate strategies involving each of the key processes of choosing, prizing, and acting has been made. Unlike the experience used in the student teacher workshop, all of the strategies used here are not directly listed in Raths' 1954 book. All the strategies presented, however, have been included in various forms in some publication of Raths'. Considerable repetition of strate— gies occurs because of the relatively young age of the subjects. *Adapted from strategies used in T. Covault, "The Application of Value Clarification Teaching Strategies with Fifth Grade Students," Ph.D. dissertation, Ohio State, 1973. 156 157 Session One Objectives for Session Number 1 1. To become acquainted with the students in the experimental group. 2. To begin establishing a classroom climate which promotes mutual trust, acceptance and c00peration. 3. To inform the students what is expected of them and what they can expect from the student teacher. 4. To introduce a sample of value clarification strategies. Activity One The student teacher will present a brief overview of what is going to occur during the upcoming eight one- hour sessions. The major points that will be presented in this overview include: (1) to enjoy ourselves; (2) to take a close look at ourselves to further clarify what we believe in, value, and feel strongly about; (3) that there would be no "right" or "wrong" answers; (4) that what occurs during these sessions will not affect their grades in any way; (5) that the emphasis will be on what they think and feel; (6) that they only have to share what they want to, and can "pass" (choose not to respond) when— ever they desire to. Activity Two Eight inch by six inch index cards, with straight pins attached, will be distributed to each child in the class. Then a handful of magic markers will be passed around so that the students can print their first names in large letters on the index cards. The students then will pin their name cards on their sweaters. shirts, etc. Activity Three A value clarification strategy entitled "Name and Proud Whip" will be initiated. Each student will be asked to write on a piece.of paper something that he is proud of. Then the student teacher will "whip" around the room asking each student to verbalize his or her name and 158 something each is especially proud of. Each student will respond with his name and a proud statement. Examples of proud statements might include: (1) proud of my new baby sister; (2) proud of being on the football team; (3) proud of ribbons won at the county or state fairs; (4) proud of my horses. The student teacher could attempt to draw out more from the students' proud statements, such as asking what the ribbons were for, why do you like to cook or sew, etc. The student teacher would make a personal proud statement after the students had completed theirs. Activity Four A value clarification strategy entitled Values Voting will be initiated. The student teacher wiII eXplain the notion of voting on how they (the students) feel about certain issues, concepts, or activities. As the actual student voting in this strategy is accomplished by hand signals, the student teacher will explain and demonstrate the voting signals. These voting signals include: (1) "strongly agree"--hand up and waving; (2) "agree"-—hand up; (3) "disagree"--thumb down; (4) "strongly disagree"—-thumb down and waving in a circular fashion; (5) "pass"--cross arms in front of the chest. The notion that it is O.K. to pass should be stressed. The class would then practice the voting signals. The following questions or statements would be presented to the class for voting: -—How many of you enjoy watching movies on television? -—How many of you think you should work for your allowance? --How many of you have ever had a scary dream? --How many of you have a favorite hobby or pastime? --How many of you wish you were home right now doing whatever you liked? --How many of you have ever felt lonely even in a crowd of people? --How many of you have ever cried in a movie? The student teacher should also vote on these issues but wait a split second before doing so, so as not to allow his/her vote to influence the students. 159 After the values voting strategy is completed, a voting question relating to, "how many of you wish you were home right now doing whatever you liked," would be brought up by the student teacher for class discussion. A second voting question related to "having a favorite hobby or pastime," would also be brought up for class discussion by the student teacher. One student might make this connec— tion and several students non-verbally (nodding their heads) would indicate that they too noticed the connection. If connections were apparent between what the students felt they would like to be home doing "right now" and what hobbies they had, this connection would be noted. A refreshment break would be taken. Activity Five A value clarification strategy entitled The Magic Box will be initiated. The students will be aske to pfatend that they have been notified by the Post Office that a box has arrived for them. Furthermore, this note states that this "crazy box" was constantly changing colors and shapes, and would they please pick up the box as soon as possible. When the students pick up their boxes (in pretense), sure enough, the box does change colors and size and there is a note attached to the box that reads, "this box contains anything you want it to, big or small—-just anything." The cIass would be then asked to write on their papers what they wanted in their box. . The student teacher would then ask for volunteers if they would be willing to share with the group what they wanted in their respective boxes. The student teacher would also share what s/he wanted in his/her magic box. Activity Six Next a value clarification strategy entitled The Giant Flood would be initiated. The class would be aEEEd to pretend that a giant flood had occurred; however, all living things (parents, brothers, sisters, pets, livestock, etc.) have been saved. The students would be instructed to write on their papers the five items they would save from their houses (it should be emphasized that only five items can be saved). Then volunteers would be asked to verbally share their five items. The student teacher would also describe the items s/he would share. 160 Activity Seven Next a value clarification strategy entitled Values Continuum would be initiated. The student teacher wou draw the following continuum on the blackboard and request the students to draw the continuum on their papers. Wearing Seat Belts { 4. "Always "Never Albert" Nate" .J_ ._. The students would be asked to mark an X on the continuum they had drawn that represented how often they utilize seat belts. The middle segment of the continuum is marked off to prevent the students from becoming com— pulsive moderates on their rankings. Next, volunteers would be asked to share where they had placed their X and explain why. As each student shares his continuum, the student teacher would write his/her name on the blackboard continuum in the indicated place. In completing this exercise the student teacher would place his/her own X on the continuum and explain why this is where she would put it. A second value continuum would be drawn on the blackboard and the same procedures would be followed; however, as noted below, the concept being examined is much different. How do you spend your time "Alone "Grouper Albert " Gus" 161 Alone Albert would be defined as one who goes home after school, stays in his room alone, takes walks alone, and never plays with other children. Grouper Gus would be defined as always being with other children and never spends time alone. In both continuums there is a spread of names on each area of the continuum that is drawn on the blackboard. The student teacher would point out how this exercise demonstrates that people feel and act differently on the same issue and that no one way is really right or wrong. Session Two Objectives for Session Number 2 1. To become better acquainted with the students in the experimental classes. 2. To continue efforts to establish a classroom climate which promotes mutual trust, acceptance, and cooperation. 3. To expose the students to a series of value clarification activities that promote the pro- cesses of valuing indicated by Raths' choosing, prizin , and acting. Activity One The student teacher would present a brief review of the nature of the sessions including the following comments: (1) to enjoy ourselves, (2) to take a close look at ourselves so that we can further clarify what we believe in, value and feel strongly about, (3) that there would be no "right" or "wrong" answers, (4) that what occurs during these sessions will not affect their grades in any way, (5) that the emphasis will be on what they think and feel, and (6) that they only have to share what they want to, and can pass (not respond) whenever they desire to. Activity Two The student teacher would pass back the name cards the students had completed during Session 1 and the students would attach them to their shirts, sweaters, etc. 162 Activity Three , A value clarification strategy entitled Values Voting would be initiated. This strategy was also utilized during Session 1, but different voting questions would be presented during this session. Prior to asking the voting questions, the students would practice the voting signals as a quick review. These voting signals include: (1) "strongly agree"-—hand up and waving, (2) "agree“--hand up, (3) "diagree"—-thumb down, (4) "strongly disagree“-—thumb down and waving in a circular fashion, and (5) "pass"-— arms crossed in front of chest. The following questions or statements would be presented to the class for voting: ——How many of you would like to go into politics some day? —-How many of you would like to make some changes in your life? ——How many of you would go to school even if you didn't have to? --How many of you have a private place to go when you want to be alOne? --How many of you have ever written a letter to the editor of a local newspaper in regard to an issue that is important to you? The student teacher would also vote for each question; however, s/he would wait a split-second before voting, so that his/her vote would not influence the vote of the students. If most hands are raised when the question related to how many of you would like to make changes in your life is asked, the student teacher would ask for volunteers to share what changes they would like to make. Activity Four A value clarification strategy entitled Rank—Order Questions would be initiated. For this activity the student teacher would write a question and three possible responses to it on the blackboard and the students would be requested to copy these questions on their papers. The students would then be asked to rank order (1, 2, 3) in the blanks beside each response in order of importance to them. The following questions and possible responses would be presented to the class: 163 1. Where would you rather be on Saturday afternoon? at the beach in the woods in a discount store 2. Which is most important in a friendship? loyalty generosity honesty 3. If you were Prime Minister, which would you give the highest priority? The French Canadian problem poverty program defense program 4. Which would you most like to improve? your looks the way you spend your time number of friends you have After each question, the student teacher would ask for volunteers to share how and why they ranked their responses. For each question every combination of rankings 1—2-3, 2—3-1, 3—2—1, etc. would be shared by the class. The student teacher would also rank his/her responses and the reasons why, to each question after the students had completed sharing their rankings. The student teacher would point out the many different ways people feel and think about the same issue, and emphasize that no one way of ranking the responses is "right" or “wrong." Activity Five A value clarification strategy entitled Either-or Forced Choice would be initiated. The desks would be pushed aside and the students would form a group in the center of the room. At one end of the room the student teacher would write the word Volkswagen, and at the other end of the room the student teacher would write the word Cadillac. The students would then be instructed to think about each of the two words, and to decide if they were identified more with a Cadillac or Volkswagen, and to then walk toward the end of the room where that word was written. After the students arrived at "their“ side of the room, the student teacher would ask the students to share the reasons they chose the words they did. The same 164 procedure would be utilized for the following combination of words: Saver - Spender Summer - Winter City - Country The students would then be asked to return to their seats and to copy on their papers the combinations of words that they had chosen from. They would next be instructed to circle the choices they had made and to write a few sentences about why they had made their choices. A refreshment break would be taken. Activity Six The students would be asked to pretend that they were a pet (dog, cat, etc.) and to write three reasons why someone should buy them. Activity Seven The students would then be asked to take off their name cards, turn them over, and using only one word, describe how they felt right then. The student teacher would then collect the name cards. Session Three Objectives for Session Number 3 1. To continue efforts to establish a classroom climate which promotes mutual trust, acceptance, self-awareness, and c00peration. 2. To eXpose the students to a series of value clarification activities that promote the pro- cesses of valuing indicated by Raths: choosing, prizing, and acting. Activity One A value clarification strategy entitled “The Moon Voyage" would be initiated. The students would be asked to pretend that tomorrow morning the class was going on a 165 moon voyage, and that the rocket was already being prepared for the voyage at the nearby Comox B.C. Air Force Base. The class would then be asked to think about what items or things they believed they should take along on this moon voyage, and then to verbalize these items and their reasons for taking them to the student teacher. As the students shared their items and their reasons for taking them, the student teacher would write these items on the blackboard until about twenty items had been listed. Next, the student teacher would state that only five of the items could be taken on the voyage because of limited space in the rocket ship, and the class would be requested to vote for the five items they thought were most important to take along to the moon. The students would be instructed that they could vote only for five items so they should consider their choices very carefully. The class would then vote on the twenty items listed on the blackboard by raising their hands as each item was considered. The student teacher would then lead the class in a discussion of examining alternatives and making choices, stressing that examining alternatives and making choices are important activities. Activity Two A value clarification activity entitled "One Ideal Day" would be initiated. The student teacher would ask the students to consider what they would do if they had one day (24 hours) during which they could do anything they wanted. The students would be told that their day could be spent alone or with others, and theywcould go or be anywhere they wanted during this ideal day. The stu- dents would then be asked to write on their papers how they would spend their ideal day. About ten minutes would be allowed for the writing activity. The student teacher would then ask the students to share their ideal day with the class if they wished to. Refreshment break would be held. As the students explained their ideal days, the student teacher would ask clarifying questions such as: (1) why do you like to camp with your family?; (2) what part of camping do you like best and why?, etc. The clarifying questions should allow the students to better understand the reasons why they enjoy doing what they planned for their ideal day. The student teacher would ask how many students had already experienced their ideal day and how many had not experienced it. 166 Activity Three The student teacher would write the word value on the blackboard and ask the class to explain what the word means. The student teacher would then ask the class to consider the word value as something they treasured and to describe to the group things they valued, such as (l) I value my cat, (2) I value my horses, (3) I value my parents, (4) I value my records, etc. The student teacher would respond with something s/he valued. The student teacher would then ask the students to consider something they believe in strongly. The student teacher would then share one thing s/he strongly believed in. Activity Four The students would be requested to make a sign (8" x 11") reading I value - - - filling in the blanks with something they valued, treasured, or felt strongly about. The students wouldbe asked to wear the sign for the remainder of the day. The student teacher would also participate. A refreshment break would be taken. Activity Five A value clarification strategy entitled Values Votin would be repeated during this session. The voting Signals would be quickly reviewed and the following voting questions would be asked: -—How many of you enjoy giving gifts to someone? --How many of you have ever been hurt by a friend? --How many of you would rather be older than you are now? -—How many of you would like to be Prime Minister of Canada someday? --How many of you think that Prime Minister Trudeau considers his values and beliefs when making decisions? --How many of you remember what you planned for your "ideal day" last week? The students would then be asked to think about what they had planned for their ideal day during the previous week's session, and to determine if any of their 167 activities were associated with the value they had stated on their signs. (One student whose statement that he valued his horses might have had part of his ideal day spent riding his hourses.) The student teacher would also share how his/her value statement was reflected in his/her ideal day activities. Activity Six A review of the sessions to date about values would be initiated by the student teacher. The students would be asked to recall the major points made about values--that values are: 1. something you treasure 2. something you believe in or feel strongly about 3. something you prize The student teacher would then ask several students to share the values they had written on their signs the week before and ask if any students would like to change or erase the value that s/he had written on his/her name card. Session Four Objectives for Session Number 4 1. To continue efforts to establish a classroom climate which promotes mutual trust, acceptance, self-awareness, and COOperation. 2. To expose the students to a series of value clari- fication activities that promote the processes of valuing indicated by Raths: choosing, prizing, and acting. Activity One A value clarification strategy entitled "Trophies I Would Like to Win" would be initiated. The student teacher would draw a picture of a trophy on the blackboard and ask the students to draw a trophy on their papers. The students would then be instructed to think about what they would like to win a trophy for and to write this under the trophy. The student eacher would ask for volunteers to share what trophies they would like to win. The student teacher would ask clarifying questions about the students' 168 choices. For example, if a student had indicated that s/he would like to win a trophy for football, the student teacher might ask the student such questions as: (1) why do yOu like football?, (2) how often do you play football?, (3) how would you feel if you could never play football again? The student teacher would also share what his/her trophy would be for and why. Activity Two A value clarification strategy entitled "Rank- Order" would be repeated during the session. The students would be asked to rank—order the following possible responses to the question. 1. If I gave you $500, what would you do with it? save it buy something for yourself _— give it to the cure for cancer cause The student teacher would then ask for volunteers to share how they ranked their responses, 1-2-3, 2-3-1, etc. As student gave their rank-orders and their reasons why, the student teacher would write their rankings on the blackboard beside the appropriate response. The student teacher would also share his rank-order for the question. If a variety of rank-orderings appeared, the student teacher should point out that people feel and think differ— ently about the same issue and that no one way of ranking a response is necessarily "right" or "wrong." Activity Three A value clarification activity entitled "Valuing Continuum" will be repeated during this session. The student teacher will draw the following continuum on the blackboard, and request the students to draw the continuum on their papers. Making choices on how to spend your free time (after school, Saturdays, etc.) L'11 111.. |"' 1 "Difficult "Easy Dan" Ed" 169 Difficult Dan would be described as being a person who could never decide what to do with his free time. Easy Ed would be described as being a person who always knew what to do during his free time. The students would be asked to mark an X on the continuum they had drawn that represented how they were at making choices about how to spend their free time. Volun- teers would share where they had placed their X and explain why. As each student shared his continuum mark, the student teacher would write his/her name on the blackboard continuum where s/he wanted it to be placed. In completing this exercise the student teacher would place his/her X on the continuum and explain why. Activity Four The student teacher would invite the students to make up their own voting, continuum and rank—order exer— cises and to give them to the investigator anytime during the remaining sessions. The student teacher would explain that he would utilize some of these student—made exercises during the remaining sessions. Activity Five A value clarification strategy entitled "Coat of Arms" would be initiated. The student teacher would explain how some families in Europe have a coat of arms that represent something that is treasured or unique to their family. The student teacher would explain that each student was going to make his own coat of arms, and pass out a facsimile of the outline of a coat of arms to each student (this outline is attached to the end of this session). This outline of the coat of arms is divided into six sections and the students would be requested to fill in each section by responding to the following six activities: Section one——Draw a little picture, design, or a symbol of something you value or something you believe in strongly. The student teacher would emphasize that the art work was not important, as long as the students understood what their symbol or picture represented. Section two--Draw a picture, design, or a symbol of the favorite thing you like to do such as sports, hobbies, etc. 170 Section three—-Draw a picture, design or symbol of what you would like to do or be when you grow up. Section four-—Draw a picture, design, or symbol that represents what you would do if you could do anything you wanted to do knowing that you would have guaranteed success (would be one of the best) at doing it. Section five--Write a word or two that describes one thing that other people can do to make you happy. Section six—-Using three words, indicate what you would Iike other people to say about you if you were to die today. As the coat of arms was completed, the student teacher would ask the students to think about what their coat of arms said about them, and then ask for volunteers to share all or any section of their coat of arms with the class. The student teacher would emphasize that none of the students were required to share anything they chose not to. The student teacher would also fill in a coat of arms and share it with the class after the students had shared theirs. After completing this exericse, the student teacher could ask the class if anyone would like to display his coat of arms by taping it to walls of the classroom. The student teacher could display his/her coat of arms along with the students. Those students who did not want to share their coat of arms could simply keep them. 171 COAT OF ARMS 172 Session Five Objectives for Session Number 5 1. To continue efforts to establish a classroom cli- mate which promotes mutual trust, acceptance, self-awareness, and c00peration. 2. To expose the students to a series of value clarification activities that promote the processes of valuing indicated by Raths: choosing, prizing, and acting. Activity One A value clarification strategy entitled "Values Voting" would be repeated during this session. The voting signals would be briefly reviewed, and the following voting questions asked by the student teacher: —-How many of you would like to change your first name? —-How many of you get angry when people don't listen to what you have to say? --How many of you are good listeners? -—How many of you think it would be nice to know a fifth grade student from another country such as Spain, France, England? -—How many of you sometimes have secrets you don't tell even your best friends? Several other questions could be added here, taken from the ones submitted by the students in Session 4, Activity Three. Activity Two The value clarification strategy entitled "Rank- Order" would be repeated during this session. The stu- dents would be requested to rank-order the possible responses to the question. 1. What do you worry about the most? your grades what others think of you not having friends 173 The student teacher would then ask for volunteers to share how they ranked their responses, 1-3-2, 3-2—1, etc. As students gave their rank-orders and their reasons why, the student teacher would write their rankings on the blackboard beside the apprOpriate response. After the students had shared their responses, the student teacher would also share his/her rank—order for the question. The student teacher again could point out the many different ways people feel and think about the same issue, and that no one way of ranking the responses was right or wrong. Activity Three A value clarification strategy entitled "Unfinished Sentences" would be initiated. The student teacher would explain that s/he would write a part of a sentence on the blackboard and the students are to finish the sentence with their own thoughts and feelings. The following unfinished sentences would be written on the blackboard by the student teacher: 1. I get angry when_¥ 2. The thing that scares me most is The student teacher would conclude this activity by finishing the sentences himself, and pointing out how everyone gets angry or is scared about something during his life. Activity Four The student teacher would instruct the students to make a sign (8 1/2" x 11") and to write on the upper left hand corner of their cards one thing they are good at doing. The student teacher would then ask the students to pin their signs to their blouses, shirts, etc. and wear them for the remaining of the session. A refreshment break would be held. Activity Five A value clarification activity entitled “The Name of a Person You Would Most Like to Be" would be initiated. The purpose of this activity is to help the students become clearer about their own values and goals in life by identifying with other people's achievements and characteristics. The student teacher would ask the students to pretend that they could not be themselves, 174 but they could be anyone else they wanted to be, such as movie stars, rock stars, athletes, governmental leaders, etc. The students would be instructed to write the name ofthe person they would most like to be on their papers. The student teacher would then ask for volunteers to share their responses with the class. If the students responded with the person they would like to be, the student teacher would ask clarifying questions such as: (1) why would you like to be that person?, (2) what values do you think that person has?, (3) are you doing anything to become more like that person?, (4) is there something about that person you don't like?, (5) do you still want to be that person if you could not be yourself?, (6) does the fact that the person you want to be is black concern you?, etc. The student teacher would conclude this activity by indicating the person he would like to be if he could not be himself and giving the reasons why. Activity Six A value clarification strategy entitled "Who Are You?" would be initiated at this point. The student teacher would select a student and ask him, "who are you?" and "who else are You?" The question "who are you," will be repeated five times, with the student responding before it is asked again. Another student would be selected and the same procedure followed. The student teacher would then ask one of the students to ask him, "who are you" five times. After the student teacher has completed his responses, he would point out how everyone is many differ- ent things in life, and by better understanding this point it may help us to better understand our behavior, beliefs, and the expectations that others place on us. Session Six Objectives for Session Number 6 1. To continue efforts to establish a classroom climate which promotes mutual trust, acceptance, self—awareness, and cooperation. 2. To expose the students to a series of value clarification activities that promote the pro— cesses of valuing indicated by Raths: choosing, prizing, and acting. 175 Activity O23 _ A value clarification strategy entitled "Values Voting" would be repeated during this session. The follow— ing questions would be asked by the student teacher: -—How many of you enjoyed your Easter vacation? -—How many of you ate too much on Easter day? --How many of you like living in Canada? --How many of you have hurt feelings when other people tease or make fun of you? -—How many of you would work just as hard at your school work if you did not receive grade cards? Activity Two A value clarification strategy entitled "Unfinished Sentences" would be repeated during this session. The student teacher would write a part of several sentences on the blackboard and the students would be asked to finish each sentence with their own thoughts and feelings. The following unfinished sentences will be written on the blackboard by the student teacher: 1. In schoolIIdo best when 2. I trust those who 3. What I want most in‘life‘is The student teacher would conclude this activity by finishing the sentences for her/himself, and pointing out how peOple have different thoughts and feelings and that there are no right or wrong answers to the unfinished sentences. Activity Three An activity entitled "IALAC" would be enacted. IALAC is an acronym for I Am onable And Capable. The student teacher would haVe prepared a 12" x 20" poster with IALAC printed on it, and would hold this poster up and explain to the students what the letters represented. The student teacher would indicate that everyone in the classroom was lovable and also capable of doing some things well, and that the IALAC poster simply represented the inner feelings and capabilities that we all have. This concept would be discussed at some length. The student teacher would explain to the students that s/he was going to tell a pretend story about Joe, who 176 was an eighth grade student. It would be emphasized that this would be a pretend story and that Joe was not a student in this school. Holding the IALAC poster in front of his/her chest, the student teacher would tell the following story about Joe: One morning Joe woke up to go to school and he felt lovable and capable. Joe had has IALAC feelings inside of him. Joe went downstairs to breakfast and while pouring milk on his cereal, he spilled the whole bottle of milk on the table. Some of the milk spilled on his sister's dress and both his sister and mother yelled at him about how clumsy he always was. At this point the student teacher would tear a small piece of the IALAC poster. Joe then went upstairs to get dressed for school excited about wearing the new shirt that his mother had bought for him. When Joe got to his room, he found his older brother already wearing his new shirt because it looked better on him because Joe was too fat. At this point, the student teacher would tear another peice of the IALAC poster. Joe then got dressed for school, wearing an older shirt, and went out to wait for the school bus. When the bus arrived, Joe found a seat and sat down, but two older boys pushed Joe out of his seat because they wanted to sit together. The student teacher would tear off another piece of the IALAC poster. When Joe arrived at school he went out to the play- ground where some of the eighth grade boys were playing basketball. Joe asked if he could play and the other boys told Joe he couldn't play because he wasn't good enough and that he would make their team lose. Joe walked slowly away toward the school. The student teacher would tear another piece off the IALAC poster. During science class, Joe held up his hand and answered one of the teacher's questions. Joe's answer was wrong and many of the students laughed at him. The student teacher would tear another piece of the IALAC poster. At lunch Joe saw some of the eighth grade boys eating together, and since there was an empty seat he went over to join them. One of the eighth grade boys told Joe that the seat was being saved for a friend and that he should eat at another table. The student teacher would tear off another piece of the IALAC poster. f ”*- "m—thfi * ~ 177 During Joe's afternoon math class, the teacher was walking around checking the students' homework assignments, and although Joe had worked very hard at the assignment, he didn't have the correct answers. Joe's teacher told him that his work was all wrong and that he had better start working on his homework. The student teacher would tear off another piece of the IALAC poster. After school, and after getting off of the school bus, Joe was teased by two high school students and one of the older boys pushed Joe down on the wet ground. Joe's mother was angry when she saw his dirty clothes. The student teacher would tear off another piece of the IALAC poster. When Joe went to bed that night, there was only a small piece of his I am lovable and capable poster left. Joe wondered if toerfow_his feeIingE of being lovable and capable would be torn again. This would end the story of Joe and the IALAC poster. The student teacher would then ask the students to consider how Joe felt at the end of the day. Then the student teacher would ask the students if IALAC's had ever been torn or if they had torn anyone else's IALAC's. The student teacher would then ask the students how they could try to prevent tearing other people's IALAC's. To con- clude the activity the student teacher would tape a new 12" x 20" IALAC poster on the wall of the classroom near the students' coat of arms. Activity Four An activity entitled the "Here and Now Wheel" would next be used. The student teacher would draw a large circle on the blackboard and add one vertical and one horizontal line to divide the circle into four equal sec- tions. The students would be instructed to draw this same "wheel" on their papers. The student teacher would then ask the students to write one word in each of the four sections of the wheel that described how they were feeling right then. The students would then be asked to share, if they wanted to, the words they had written on their "Here and Now Wheel." The student teacher would also complete the here and now wheel. A refreshment break would be taken. 178 Activity‘Five . A value clarification strategy entitled "I Wonder Statements" would come next. The student teacher would write the following ”I wonder statements" on the blackboard and ask the students to complte the "I wonder statements" with their own thoughts and feelings: 1. I wonder why 2. I wonder about 3. I wonder when The student teacher would ask clarifying questions to several students in regard to their "I wonder state- ments" to help them better understand the things they were wondering about, and their reasons why. The student teacher would conclude this activity by completing the "I wonder" statements for him/herself and explain some of the reasons behind his/her statements. Activity Six "Values Voting" would be repeated during this session. The following voting questions would be asked by the student teacher: --How many of you think that we are all lovable and capable? --How many of you, since Session 6, have thought about Joe's IALAC story? --How many of you have had your IALAC's torn since last week? —-How many of you have torn someone els'e IALAC since last week? (This could be a private vote and the students would be asked to just think about their vote and not to visibly vote.) Session Seven Agtivity One A value clarification strategy entitled "20 Things I Love to Do" would be initiated. The student teacher would distribute a worksheet to each student for this exercise. (A copy of this worksheet is attached at the end of this session.) 179 The students would be informed that the worksheets would not be collected so they could be as personal as they cared to be. The students would be instructed to list as many activities, up to twenty, that they really loved to do on the left column of the worksheet. As reflected on the sample worksheet that appears at the end of this session, there are ten vertical columns adjacent to the column where the students listed their activities. Six of these columns are utilized for coding purposes in this activity. After the students have listed the activities they love to do, the student teacher would explain the headings for each of the six columns one at a time, allowing the students to code each activity before moving on to the next column. The six coding columns that are utilized are: Do it alone, without friends or family Cost over $5.00 each time you do it Can do it the rest of your life Have done it within the last week Want to become better at doing it Was an activity that was mentioned in your "ideal day“ that was completed several sessions ago HflUflSHflflHP After the students have completed their lists of what they love to do and have coded each activity with the appropriate symbol, they would be requested to write on the bottom of their worksheet what they had learned about themselves. The student teacher would then ask for volunteers to share what they had learned about themselves. The student teacher would share his/her completion of the form with the class. Activity Two A value clarification strategy entitled “Rank— Order" would be repeated during this session. The student teacher would write the following rank-order questions on the blackboard and instruc the students to rank-order the responses on their papers: 1. What is hardest for you to do during class? be quiet speak in front of the class listen to what others are saying The student teacher would then ask for volunteers to share how they ranked their responses, 1-3-2, 1-2-3, etc., and why they ranked them in that order. If several Things I Love to Do 1 A 180 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. I learned 181 students gave their rank-orders and their reasons why, the student teacher would write their rankings on the blackboard beside the appropriate response. After the students had shared their responses, the student teacher would also share his/her rank-order for the questions. If a variety of combinations of rank-orders were listed on the blackboard and a range of reasons for the rankings were given by the students, the student teacher would point out the many different ways people feel and think about the same issue, and that there are no right or wrong answers to this exercise. Activity Three An activity entitled "Brainstorming" would be initiated. The student teacher would explain that brain- storming is a technique or activity that can be utilized to find solutions to many problems. In order to demon- strate this technique, the student teacher would write the statement "ways to make new friends" on the blackboard and invite the students to verbalize as many ways as they could think of to make new friends. The student teacher would also indicate that the students should say whatever "pOps" into their minds and not to worry about it being a "silly" idea. As the students verbalized their ideas, the student teacher would write their ideas on the black- board. The student teacher then would write the statement "ways to beautify the school" on the blackboard and repeat the brainstorming process. The student teacher would not evaluate any of the students' responses. The student teacher then would ask the students if this activity (brainstorming) could be a helpful tool for solving problems and, if so, why. A refreshment break would be held. Aptivity Four A value clarification activity aimed at examining the relationship between professed values and actions taken in regard to these values would be next on the agenda. The intent of this activity is to enable the students to think about some of their values and to con- sider if their actions reflect and affirm their values. The student teacher would tell the following "pretend" story to clarify the idea of the exercise: 182 Sarah, a pretend fifth grade student, who is not in this school, was instructed by her teacher to think about what values she has and to list four of these values on her paper. The student teacher playing the role of Sarah, listed the following values on the blackboard: (1) my dog, (2) my friends, (3) my parents, (4) my health. Next, the teacher asked Sarah to think about and write a few words that described some of her actions for each of the four values. The student teacher, again playing the role of Sarah, thought about each of the values on the blackboard, and stated the following actions for each value: (1) my dog—-I feed him every day-—I make sure his water bowl is fuIl--I comb the burrs out of his ears after he has been running in the fields--I take walks with him; (2) my friends—-I am loyal and honest with my friends--I share things with my friends--I don't gossip about my friends; (3) my parents--I love them--I'm usually nice to them--although last night when my mother asked me to help with the dishes, I said I had too much homework to do and I didn't help her. The truth is that I didn't have that much homework to do but just didn't want to help with the dishes--Also, last Saturday I had to babysit for my little brother when I wanted to go to the shopping mall with my friends. I was very angry and told my parents that I never get to do anything I want to do and I did not speak to my parents all evening; (4) my health--I always get several orders of french fries instead of the balanced meal that is served in the school's cafeteria-~often I have candy and pop after school and then I'm not hungry for supper--some- times I play outdoors without my coat when it's really cold. As the student teacher tells the preceding story, s/he would write key words on the blackboard and at the end of the story the following items would be written on the blackboard: Values I have . Actions on my values 1. My dog --feed, water, burrs, play with 2. My friends --loya1, honest, share, don't gossip 3. My parents --love, nice, dishes, babysit 4. My health --french fries, candy, pOp, no coat The student teacher would then point out that the actions for values one, two,and for the most part for Sarah seemed to support her values. However, Sarah's actions for her value of health did not seem to support that value. 183 The student teacher would then instruct the stu- dents to list on their papers values that they have (as Sarah did). After the students had completed their lists of values, the student teacher would ask the students to think about how they acted in regard to each of the values, and, as Sarah did, to write a few words besides each value that described their actions for each value. Next, the student teacher would ask the students to raise their hands in response to the following ques- tions: (1) how many of you have values where all of your actions support them? (2) how many of you have values that are sometimes not supported by your actions? (3) how many of you have a value that none of your actions support? The students would be asked to then share comments about their values and how some of their actions did or did not support these values. The student teacher would ask if any of the students had changed their minds about a value they had listed. The student teacher would conclude this activity by sharing several of his/her values and some of his/her actions in regard to these values. Session Eight Objectives for Session Number 8 1. To continue efforts to establish a classroom climate which promotes mutual trust, acceptance, self-awareness, and cooperation. 2. To expose the students to a series of value clari— fication activities that promote the processes of valuing indicated by Raths: choosing, prizing, and acting. Agtivity One A value clarification strategy entitled "Either- or-Forced Choice" would be used next. In this activity the student teacher lists pairs of alternatives that the students are required to decide between. The alternatives are designed to permit the students to decide which charac- teristics they identify with the most. The students are urged to examine their feelings, values, and self-concepts as they make choices between the following alternatives: (‘1 184 Are you more of a leader or a follower? Are you more like E—ffiffle or a ra it? Are you more like a cIotHesline or a kite string? Are you more ygg or more 22? At»k)H As the student teacher writes each pair of forced choice alternatives on the blackboard, s/he asks the students to raise their hands for the alternative they selected. The student teacher would then ask for volun- teers to share the reasons behind their choices, and ask clarifying questions to help the students better understand why they selected the alternatives they did. These clari- fying questions would be related to values, feelings, actions, behavior, etc. The student teacher would conclude this activity by making his/her own choices between the alternatives and explaining his/her reasons to the stu- dents. Activity Two A value clarification strategy entitled "The Inter- view Whip" is used next. The student teacher would ask the following questions and "whip" around the room asking the students to respond to the questions: 1. What is the happiest thing you can remember? 2. What is nice about you? The students are permitted to “pass" if they wish to in this activity (an option available to the students in all the activities). The student teacher would ask clarifying questions when apprOpriate in this activity. This activity permits the students to seriously think about themselves and what makes them happy, as well as giving them a chance to publicly state their views and feelings. The student teacher concludes this activity by answering the interview questions for him/herself. A refreshment break is taken. Agtivity Three A value clarification strategy entitled "Life Line" is initiated. The student teacher provides the students with the following instructions, and completes the exer- cise for him/herself on the blackboard as the students complete the exercise on their papers: 185 1. Draw a horizontal line across your paper and place a dot on each end of the line. 2. Under the left dot write the year in which you were born. 3. Under the right dot write the age you think you will be when you die. The students should be instructed to seriously consider how old they think they will live to be. 4. Now, place an X on the line between your birthdate and the age you expect to live to that represents your age today. Under this X write your age today along with today's date. The student teacher should ask the students to consider this drawing as their life line, and to look at it, study it, and to write down any thoughts of feelings that their life lines provided for them. Next, the student teacher should ask for volunteers to share their thoughts and feelings with the class. Then the student teacher should share his life line feelings, to provide the students with a better under- standing of how many years of life they have remaining as compared to the student teacher. The student teacher should end this activity by asking the students to consider what they would like to achieve or do during the remainder of their lives. A discussion could center around this theme. Activity Four A value clarification strategy entitled "Values Voting" is repeated during this session. The following voting questions will be asked by the student teacher: --How many of you have enjoyed our sessions together? --How many of you know what a value is? —-How many of you think that you have a better understanding of your values and beliefs as a result of our sessions together? -—How many of you would like your teachers to once in a while continue the activities we shared together during these sessions? -—How many of you remember the IALAC story about Joe? 186 --How many of you have explained to your family what we have been doing during these sessions? Activity Five A values clarification strategy entitled "Unfin- ished Sentences" concludes the final session. The student teacher writes parts of two sentences on the blackboard, and the students are asked to finish each sentence with their own thoughts and feelings. The following unfinished sentences are written on the board, one at a time, by the student teacher: What I want most out of school is What I have enjoyed most during these values clarification sessions is lo 2 The student teacher would conclude the activity and the session by finishing the sentences for him/herself. APPENDIX H MANUAL GIVEN TO THE STUDENT TEACHER ASSIGNED TO THE CONTROL GROUP APPENDIX H MANUAL GIVEN TO THE STUDENT TEACHER ASSIGNED TO THE CONTROL GROUP The school in which the research was conducted was planning a "Canadian Foods Festival" for June. Therefore, the school asked the researcher to have the control groups’ foods/nutrition sessions be related to this topic, in particular to have them study British Columbia and Maritime Cuisine. In this way the Home Economics department felt that these students would be not simply getting "review" material in foods and nutrition but would be learning skills transferable; they would hopefully be equipped to participate in the Home Economics department's contribu- tions to the schools annual fair. This manual is presented in the split two column "content/learning activity" format at the request of the Home Economics Methodology instructor at the University of British Columbia. This is the way the student teachers had been taught to plan home economics lessons and she felt the material would be most meaningful to the student teacher in this format. The researcher went over the manual carefully with the student teacher before 187 188 the sessions began to be sure that both the student teacher and the researcher had shared understanding about what would be occurring in the control group. The university's home economics methodology instructor, the regular home economics classroom teacher, and the researcher were all available to the student teacher throughout the research period for consultation about content, learning activities, or reference materials. And, all of the following reference materials were available to the student teacher. References Available to Student Teacher with ContrEl Group Food Traditions and Recipes Asselin, Donald. A French Canadian Cookbook. Edmonton: M. Hurtig Ltd., 1968. Benoit, MMe Jehane. The Canadiana Cookbook. Toronto: Pagurian Press, 1970. Berton, Pierre and Janet. A Century of Good Eating. Part of the series 1'The Canadian Centennial Library." Toronto: Canadian Centennial Pub- lishing Co., 1965. Canadian Home Economics Association. The Laura Second Canadian Cookbook. Toronto: MCCIelland and Stewart Ltd., 1966. Food Advisory Services, Canada Dept. of Agriculture. Food, a la Canadienne. Ottawa, 1970. Jenner, Alice. Food: Fact and Folklore. Toronto: McClelland and Stewart Ltd., 1973. Les Amis de la Maison Francaise a Toronto. Best of Three Worlds, A Bilingual Book of Rare Rec1pgg. Tannahill, Reay. Food in History. New York: Stein and Day, 1973. 189 The Treasury of Newfoundland Dishes. Newfoundland: Maple Leaf Milling Company, 1966: Traditional Indian Recipes from Fort George, Quebec. Cobalt, Ontario: Highway Book Shop, 1971. Canadian History and Geography The Canadian Centennial Library, Toronto, Canadian Centen- nial Publishing Company, 1965. Kilbourne, William. The Making of the Nation--A Century of Challenge. McGraw-Hill Company of Canada Ltd. The Story of Canada (series). Toronto, 1966. Daignault, Richard and Turnbull, Robert. Story of Quebec. ____—_—_ Jones, L. F. Story of the Maritime Provinces. Montizambert, Mrs. Nancy. Story of the Prairie Provinces. Phillips, R. A. J. Story of the Yukon and North- west Territories. Turnbull, Robert. Story of Ontario. . Story of Newfoundland. B. C. Official Centennial Record (revised edition), 1957, Vancouver: Evergreen Press. Greystone Press. The World and Its Peoples (series). New York, 1967. Kilbourne, William (ed. consultant). Canada. Life World Library. New York: Time Incorporated, 1963. Moore, Brian. Canada. Walz, Jay and Audrey. Portrait of Canada. New York: American Heritage Press, 1970. 190 / Session One Objectives for Session Number 1 1. To become acquainted with students in the control group. 2. To begin establishing a climate which promotes mutual trust, acceptance and c00peration. 3. To inform the students what is expected of them and what they can expect from the student teacher. 4. To list the main ethnic strains of the population of Canada. 5. To outline the major geographic regions of Canada, by a grouping of provinces. 6. To defend the concept of a unique Canadian culture. 7. To describe a typical Canadian diet. The student teacher will begin by presenting a brief overview of what is going to occur during the upcoming eight one-hour sessions. S/he will explain that the students are going to study food that is important in British Columbia and the Maritimes so that they will be able to participate in the schools' "Regional Foods Fair" more actively. S/he will have everyone pin on a name tag and stress that it is also important that the students enjoy these "special" sessions. Then s/he will give a lesson comprised of the following content and utilizing the following learning activities: Content Canada's history, natural environment, and pOpula- tion contribute to a culture which is unique. Canada is a nation of immigrants. Many of these groups have retained their identity, while enriching the total of Canadian life. The major geographical regions of Canada, by groupings of provinces, are: Maritimes (Nova Scotia, New Brunswick, Newfoundland, Prince Edward Island), Quebec, Ontario, Prairies (Mani- toba, Alberta, Saskatche— wan), British Columbia, North (Yukon and North- west Territories). A typical Canadian diet varies according to region and is reflective of the natural resources and ethnic origins of the region. We are going to focus on the two sea- coast areas--British Columbia and the Maritimes. 191 Learning Activities Discuss meaning of "Canadian." What makes you a Canadian? What does that mean? Is there really such a thing as "Canadian"? What makes us a distinct country? Summarize points on board or overhead. List the ethnic origins of class. Are there any places in Canada that predominate in this ethnic group? Where? What other groups dominate in certain sections of Canada? Indicate this information on a map of Canada. Perhaps discuss degree of assimilation of certain groups. Have class describe a t ' diet. (This will refleZElcal their particular region.) Ask, "Is this the same in all parts of Canada? Why or why not?" 192 Session Two Objectives for Session Number 2 At the end of this session the students should be able to: 1. Name two primitive methods of food preservation and give examples of foods preserved by each. 2. Name four foods native to Canada. 3. Describe the making of pemmican, and explain its importance in the early Canadian diet. 4. Defend the statement "Canada has a distinct national cuisine." Content Common foods on sea voyages were: hardtack (biscuit hard baked), salt pork and grease. Considerations and limitations: tempera- ture, dampness, lack of storage space, cleanli- ness. (Sometimes, beer, butter and cheese were taken, but the last two quickly became rancid, obviously.) Diet is very monotonous. Greatest nutritional lack is fresh fruits and vegetables, with the danger of scurvy. (The cure for scurvy was discovered empirically years before it was ever used, as those in power tried to find easier and cheaper ways to prevent it.) On land voyages, meat carried was preserved by salting (as salt pork) or drying (as pemmican). Learning Activities Small group discussion: Groups to discuss question: "You are a ship captain on a three month voyage to the New World in the 15008. What foods do you take to feed your sailors? What are the considerations and limita— tions on food supplies?" After 5-10 minutes, discuss as a class. Class discussion: What was wrong with sailors' diet? Was it very nutritious? What would be the most likely result of this diet in terms of health? How could this be remedied? Class discuss alternate methods of meat preservation suitable to these times. Content Modern food preservation methods have altered our eating habits. Hand-out (see following page)- 193 Learning Activities Present statement in content. Agree or disagree? Give examples of modern food preservation. Debate: Does Canada have a native cuisine? What consti- tutes "native"? Read and discuss briefly the hand-out. Session Three British Columbia Cuisine Objectives for Session Number Three At the end of this session the students should be able to: 1. Name the major food resources of British Columbia both coastal and interior. ' 2. Outline the history production industry Content Outline of History Shut off from Canada by the Rockies, B.C. was explored very late. There are indications that Asians and Russians were visiting the coast long before the Europeans. The local Indian tribes lived very well off the land, trap- ping wild game and fishing. Salmon was the most popular catch, although the Nootkas captured whales. James Cook landed on Van- couver Island in 1778, and Alexander McKenzie reached of the develOpment of the food in British Columbia. Learning Activities Include class in a discussion by asking such questions as: "What is B.C.‘s most profit- able and popular catch today? Content the coast by land in 1793. Fur trading posts were set up and trade with Asia began. It wasn't until the mid-18005 that the 49th parallel divided the area between the U.S. and Britain. Britain began to encourage colonization as a deterrent to American expan— sion. The colony grew as a result also of a gold rush on the Fraser about this time. B.C. became part of Canada in 1871. The promised rail- road was finished in 1885. Thousands of Chinese labourers were imported to work on the railroad, many of whom stayed after its completion. Vancouver now has the second largest Chinatown in North America. Forestry is the main indus— try. There is some agri— culture: the Okanagan is a famous fruit growing area, the Cariboo has cattle ranching, and the Fraser Valley and delta has dairy farms, fruits, and vege- tables. Fishing is the major food industry. Pacific salmon is the most valuable sea— food resource of Canada. Herring and halibut are also caught off the coast. 194 Learning Activities Do you think the Chinese immigrants influenced B.C. cooking habits? Why? How many of you have eaten in Vancouver's Chinatown? Might some of the dishes served there today have been eaten in the 18808? Why or why not? What other fish are caught off the B.C. coast? 195 "TOWARD A CANADIAN CUISINE"* Canadian native foods fall into three cate- gories: 1. Natural dishes, or more Specifically, natural ingredients. Native Indians introduced many of these to the European settlers. Included in this cate- gory are: Saskatoon berries, boysenberries, Bakyt apples of the Maritimes, maple syrup, fiddleheads. 2. Canadian species of foods, such as: Malpeque oysters (off Prince Edward Island), McIntosh apples, certain species of salmon, Canadian cured bacon, Arctic char, Winnipeg gold-eye (a fish somewhat like a herring). 3. Canadian combinations of foods distinct to this country. The Indians introduced the white settlers to that most important food of the fur traders: pemmican. This was from pounding shredded buffalo meat, berries, and grease together and drying it. Other dishes made unique ways in Canada are pea soups, baked beans, and chowders. One rather famous dish is the French Canadian tourtiere or meat pie, originally made from passenger pigeons (tourtes). Our present Canadian cuisine, of course, is quite different from that of Confederation times. Then, one would find pemmican, salt pork, beans, hard biscuit as the most common staples of diet west of Ontario. (The east was relatively more civilized. They even occasionally ate roast beef.) Common seasonings in Canada included molasses, ginger (these having been brought over by the English Navy) and maple syrup (a favourite of the native Indians). Foods were often very greasy, one explanation being that in the cold climate of Canadian winters, the body craved heat for warmth. In cookbooks of the time, one can find recipes such as: _ Baked Buffalo and Beer Pie _ Apple Soup (which included raiSins and potato meal) Gooseberry Catsup . . Charcoal Ginger Cake (which actually included 2 Tbsp. charcoal) *Based on "Century of Good Eating," Pierre and Janet Berton. 196 How to Make Mock Oysters out of Canadian Corn Pot Pie Squirrel Nettles (starting "Use heavy gloves to collect the greens") Rub-a-Boo (a soup of pemmican, water, and flour, after the eating of which it is recommended one take about "16 hours" vigorous exercise) The early Canadians used the natural resources of the area in which they settled, combined them with the food habits and customs of their homelands, listened to the advice of the native Indians, and created a cuisine reflective of their new land. 197 Session Four British Columbia Cuisine continued Objectives for Session Number Four At the end of this session the students will have: 1. Made up a work plan and market order for preparing a British Columbia recipe. Given a copy of a mimeographed leaflet entitled "Recipes of B.C." each student is to choose a dish s/he would like to prepare during the next session. The remainder of the period will be spent filling out the school's usual market orders and work plans and discussing individually with the students how to handle any new or unfamiliar technique the recipe includes. Session Five British Columbia Cuisine continued Objectives for Session Number Five At the end of this session the students will have satisfactorily prepared the dishes planned for in session four and will have tasted each of the eight dishes made by the group. The students will prepare their B.C. dishes during this hour and set their products out on a buffet table for everyone to taste. 198 Session Six Maritime Cuisine Objectives for Session Number Six At the end of this session the student should be able to: 1. Name the Maritimes' most valuable food resource. 2. Name the two crops grown in the Maritime and explain why other crops are uncommon. 3. Describe briefly the history of the Maritimes as it relates to food. Content Learning Activities Outline of History—— Newfoundland The Vikings probably landed briefly in Newfoundland about AD 1000. Recorded history begins with the arrival of John Cabot in 1497. A primitive tribe of Indians (Beothucks) lived on the island then, but were gradually killed off by white explorers. They are now extinct. The few native peoples left are mostly Eskimos in northern Labrador. For centuries, the Grand Banks of Newfoundland attracted fishermen from various nations—-mainly France, Spain, England, and Portugal. The French and Pass around some salted fish Portuguese preserved their for the students to taste, catch by salting the fish, if they Wish to. while the British dried theirs on shore. 198 Session Six Maritime Cuisine Objectives for Session Number Six At the end of this session the student should be able to: 1. Name the Maritimes' most valuable food resource. 2. Name the two crops grown in the Maritime and explain why other crops are uncommon. 3. Describe briefly the history of the Maritimes as it relates to food. Content Outline of History-- Newfoundland The Vikings probably landed briefly in Newfoundland about AD 1000. Recorded history begins with the arrival of John Cabot in 1497. A primitive tribe of Indians (Beothucks) lived on the island then, but were gradually killed off by white explorers. They are now extinct. The few native peoples left are mostly Eskimos in northern Labrador. For centuries, the Grand Banks of Newfoundland attracted fishermen from various nations-~mainlY France, Spain, England, and Portugal. The French and Portuguese preserved their catch by salting the fish, while the British dried theirs on shore. Learning Activities Pass around some salted fish for the students to taste, if they wish to. .w 1. “"971 , ‘- W, "W I - ~ g“ ‘ . .”— Content The first settlements were "caretaker" coastal vil- lages, left by fishermen to safeguard their summer fishing bases during the winter. The battles over the valu- able fishing rights retarded the develOpment of Newfound- land. Settlers were dis- couraged or even forbidden. Any hardy enough to stay were not allowed to settle near the shorelines or to disturb the fishing. The fishing fleets were vir- tually the only law of the land, and settlers had few rights. Most settlers were descendents of fishers and were of British or French descent. Later some Irish immigrated to the land. Great Britain finally gained control of the island but the French gave up the last of their fishing rights only in 1904. Newfoundland joined Canada in 1949. Climate and Geography-- Newfoundland The climate is not advan- tageous for agriculture. The interior of the island and southern Labrador is heavily forested and good for hunting wild game. The northern part of Labrador is inhospitable, rocky and barren. Its few inhabitants are Eskimo, who subsist on seafood and imported food- stuffs. 199 Learning Activities Ask: "Are we still having international arguments about fishing rights? Can you think of reasons why?" Discuss briefly. Content The island is craggy, rocky, and weatherbeaten, with treacherous bogs. It is subject to storms and fogs from the Atlantic. History--New Brunswick, Nova Scotia, Prince Edward Island Again, the first whites were probably Norsemen, while John Cabot was the first European in the late 14008. Jacques Cartier claimed the 'land for the French in the mid-15008, and a French colony began in the early 16008. "Habitation" (as it was known) was the first white settlement in North America. The colonists founded the "Order of Good Cheer," which is still in existence. The tradition was that each member took turns being host, trying to outdo each other in pro— viding hospitality. Climate and Geography-- New Brunswick, Nova Scotia, PEI Nova Scotia has miles and miles of beach and seashore. Inland, it is forested. One of its main features is the gently rolling Annapolis Valley, which is famous for its apple orchards. Its coast, and especially Cape Breton Island, are most rugged and subject to storms. Fishing is an important activity, especi- ally fishing for lobsters. 200 Learning Activities Show some slides of the Newfoundland shoreline. Ask if anyone has been there. If there is a student who has seen the area, ask him/her to describe it to the group. Ask each student to pretend he was the host for this order. What menu would he serve his guests? Have the group share their ideas. Ask: "What kind of apples come from the Annapolis Valley? Are they the same or different from the ones produced in our Okanagan Valley? Why?" Ask: "How many have tasted lobster?" Show the students a live Atlantic lobster-- cook it--and allow those who wish to taste it. Ask why there are no lobsters in B.C. waters. Content New Brunswick's fishing is much affected by the remark- able tides of the Bay of Fundy. Cod is one of the main catches. There are also potato farms. New Brunswick boasts dense forests on rolling hills which are the start of the Appalachian mountains. Moose abound in these forests. Prince Edward Island is little else but sandy beach and fertile farmland. It boasts abundant potato crops. The climate is the most temperate of the Maritimes, protected as it is by the other provinces. Its fishing is mainly for oysters and lobsters. 201 Learning Activities Show labels of McCain's potato products (potato chip bags, frozen potato puff boxes, etc.). Ask the students to observe where they are made. Show the students two oysters --one a B.C. oyster and one a Halifax oyster. Ask them to consider why they look so different. Hand out and have the stu- dents read the article "Historical Dishes and Special Features of Maritime Food" (on following page). Discuss as a group how radically things have changed since the 188081 Session Seven Maritime Cuisine continued Objectives for Session Number 7 At the end of this session the student should have'completed: 1. Made up a work plan and market order for preparing any two of the Maritime recipes on the following pages. 202 Historical Dishes and Special Features of Maritime FoOd Cod is king in Newfoundland. A "Newfoundland turkey" is a whole fresh cod, stuffed and baked. Other delicacies include cod's tongues and cod cheeks (also known as sculps or fish faces). To a Newfound- lander, "fish" means cod, and nothing else. The fare was capital, and of course largely com— posed of fish. We have cod every day for dinner, save when a splendid salmon burst upon us--its plump, aristocratic form reposing in a tin dish about three feet long. Once indeed, we had fried "caplin," but they could not hold a candle to sprats as regards flavour. A plate of fishes' tongues, too, was placed on the table one day, but proved rather a failure. "A cod, a cod; the whole edible kingdom for a cod!" We never tired of cod, boiled or fried--it was a princely dish. Even a salmon . . . as large in size as it was delicate and flavour and free from heavy oiliness, was not to be compared with the cod. It would be almost worth living in Newfoundland for this alone. "Fish and Brewis" is a dish which originated on the fishing boats using the freshly caught fish. "Fisherman's Fish and Brewis, as made by Newfoundland fishermen when on board schooners, particularly on the East Coast." Cut a quarter of a pound of fat back pork into very small pieces and put in an iron bake-pot over medium heat and cook until all the fat is rendered out of pork, leaving the fat and "scrunchions" in the bottom of the pot. While the pork is cooking, go on deck with a cod- jigger and catch a medium size codfish and remove head, tail, skin and guts. Wash in clean water from the side of the boat, then cut in three or four pieces and place in bake-pot with fat and scrunchions and cook from fifteen to twenty minutes, or until it is cooked, then remove all bones with your fingers, or a fork is preferred, and you are ready for the hard bread. Take a half-pound of Harvey's . . . Hard bread. Place in a piece of Ship's canvas or heavy calico and beat with a hammer or head of small axe until it becomes 203 very small and powdery. Then throw it in the bake-pot ~with the fish, scrunchions, and fat and mix through *and through until all the vitamins from the juice of the fish have been mixed with the bread crumbs. Serve piping hot . . . Another original and traditional Newfoundland dish is baked flippers—~"flippers" being the forepaws of seals. One recipe starts: "Flippers are the fore- paws of the seal and are considered a great delicacy in our newest province. Remove all fat from 3 seal flippers. Remove any remaining fat, wash in a mixture of 1 cup warm water and 1 cup vinegar. Fry until transparent: 8-10 slices fat salt pork. Brown flippers in fat." The recipe goes on to stew the flippers with vegetables, and use the mixture as a meat pie filling. Tea was a rare commodity in the New World. Settlers brewed tea from available leaves and stems-- one more well-known version was "Labrador tea" from small marsh azaleas. The Maritimes are also famous for their lob- sters and oysters. Potatoes are one of the most important com- mercial crops of the area. Seed potatoes from Prince Edward Island are exported in great quantities. In the early days of settlement, potatoes were an all- purpose vegetable: Potatoes were grated for use in dishes. The pulp was squeezed, and the resultant juice became starch for the family laundry. Potatoes were used to soothe headaches (perhaps laying cold slices on the forehead?), to make yeast for bread, and small pieces made good corks for bottles. In the winter, pieces were cooked over an open fire, as peOple toast marshmellows today. Two other foods that are grown in the Mari- times and are famous outside that area are apples and fiddleheads. The apples of the Annapolis Valley are the basis of a festival every spring, and are featured in much of the cooking of the area; for example, this 1883 recipe for Apple Soup: Quarter 12 large apples. Put them in a pan with boiling water. When the soup has a strong taste of apples strain it through a hair sieve and add more water until there are about nine pints. Add 2 Tbsp. sugar, 1/2 lb. raisins, first boiled "I r“.-'--'= 7‘ :25,ng WM 204 until soft. Thicken with 1 Tbsp. potato meal, dissolved in a little water. Serve well chilled. Fiddleheads are young fronds of ostrich ferns. The Maritimes also boasts good crops of blueberries. The ethnic influences which dominate the food traditions of the area are the Scottish (note, for example, the many uses of oatmeal), German, for example: The enviable cuisine of Lunenberg, Nova Scotia, has been influenced by the original German tradi- tion. . . . Franklin Russell, the nature writer, once described it as "the result of a state of mind rather than a string of recipes." The French Acadians are famous for their use of native ingredients in this hearty main dish: "Rapee Pie, a Famous Acadian Dish" Boil 5 lbs. chicken, black duck or rabbit in enough water to make 1 1/2 gallons of broth. The meat should not be thoroughly cooked. Remove the meat from the broth and break it up with a fork. Peel 12 large potatoes. Grate them and squeeze in a bag, letting the starchy water drain into a bowl. Allow this water to set. Drain off the clear liquid and add the starchy sediment to the potatoes. 205 Session Seven (continued) Using the following recipe books, allow each student to choose a Maritime dish which they would like to prepare during the next session. 1. Berton, Pierre and Janet. A Century of Good Eating. Toronto: Canadian Centenfiial Pub- lishing Co., 1965. 2. The Treasury of Newfoundland Dishes. Newfoundland: Maple LeaffiMilling Co., 1960. 3. Canadian Home Economics Association. Laura Secord Canadian Cookbook. Toronto: McClelland'and7 Stewart Ltdi,"l966. The remainder of the period will be spent filling out the school's usual market orders and work plans and discussing individually with the students how to handle any new or unfamiliar techniques their recipe choice includes. Session Eight Maritime Cuisine continued Objectives for Session NumBer 8 At the end of this session the student will have satisfactorily prepared the dish planned for in session seven and will have tasted each of the eight dishes made by the group. The students will prepare their Maritime dishes during this hour and set their products out on a buffet table for everyone to taste. APPENDIX I RAW EMPIRICAL DATA 206 8+ 8 8 8+ 8 8 8+ 8 8 8+ 8 8 88>z 8+ 8 8 8+ 8 88 8+ 8 88 8+ 8 88 mm>z 8+ 8 8 8+ 8 8 8+ 8 8 m+ 8 8 88>z 8+ 8 8 8+ 8 8 8+ 8 8 8+ 8 a 88>z 8+ 8 8 8+ 8 8 8+ 8 8 m+ 8 8 88>z m+ m m N+ m. m N+ N. m N+ h m mm>z 8+ 8 8 m+ 8 8 8+ 8 8 8+ 8 8 88>z 8+ 8 8 8+ 8 8 8+ 8 88 m+ a a 88>z 8+ 8 8 8+ 8 8 8+ 8 8 8+ 8 8 88>z 8+ 8 8 8+ 8 88 8+ 8 88 8+ 8 8 88>z H+ m v m+ m o m+ m m H+ m w MM>Z m+ m m m+ 8 OH m+ 5 OH H+ h m mm>z 11 m m ~+ N 8 8+ 8 8 8+ 8 8 8m>z N+ m h m+ m m H+ m 8 H+ m m MN>Z 8+ 8 8 N+ 8 8 8+ 8 8 8+ 8 8 1d1w8>z 8+ 8 8 m+ a 8 8+ 8 8 8+ 8 8 88>z 8+ 8 8 8+ 8 8 8+ 8 a m+ 8 a = 8> 11 8 8 11 8 8 11 8 8 11 .8 8 = a» 8+ 8 8 m+ 8 8 8+ 8 8 ~+ m 8 m> 8+ 8 a 8+ 8 a m+ 8 a 8+ 8 8 N> 11 8 8 8+ 8 8 8+ 8 8 8+ 8 8 8> mmcmcu pmom 88m mmcmbo umom mum mocmau “mom mum mmcmsu pmom owl! EmuH amem£m1 mocmMWMII moHmemaumE moafiocoom mEom .4 MUCNHO ucmbdum Amso 0808808AHMpQMEHHmmMWVHOHucOU 111IIIIIIIIIIIIIIIIIIIIIIIIII-I-I-gillllllllllllln 207 8+ 8 8 11 8 8 8+ 8 8 8+ 8 8 88>z 8+ 8 88 8+ 8 88 8+ 8 88 8+ 8 88 88>z 8+ 8 8 11 8 8 8+ 8 8 8+ 8 8 88>z 8+ 8 88 8+ 8 88 8+ 8 88 8+ 8 88 88>z 11 8 8 11 8 8 8+ 8 8 8+ 8 8 88>2 1. 88 88 8+ 8 8 8+ 8 88 8+ 8 88 88>z 8+ 8 8 11 8 8 8+ 8 8 8+ 8 8 88>z 8+ 8 88 8+ 8 8 8+ 8 88 8+ 8 88 88>z 11 8 8 11 8 8 8+ 8 8 8+ 8 8 88>z 11 88 88 8+ 8 8 8+ 8 88 8+ 8 88 88>z 11 8 8 1.. 8 8 8+ 8 8 8+ 8 8 88>z 1- 88 88 8+ 8 8 8+ 8 88 8+ 8 88 88>2 8+ 8 8 8+ 8 8 11 8 8 8+ 8 8 88>z 8+ 8 8 8+ 8 8 8+ 8 8 8+ 8 8 88>z 8+ 8 8 8+ 8 8 8+ 8 8 8+ 8 8 88>z 8+ 8 88 8+ 8 88 8+ 8 88 8+ 8 88 _ 88>z 8+ 8 8 8+ 8 8 11 8 8 11 8 8 .m» -1 8 8 1- 8 8 11 8 8 11 8 8 8> 11 8 8 11 8 8 8+ 8 8 11 8 8 8> 11 8 8 -1 8 8 11 8 8 11 8 8 8> .111. 8 8 1- 8 8 8+ 8 8 11 8 8 8> 888830 8808 mum mmc8£v umom mum mmcmfio umom mum mmcmsu umom mum EmuH cmw8mMMl+ mocmflmm momumEmcumE manocmWMIWEom 1| .m umummumz ucmpsum Amco $808808nHmucmEHHmomeaonucoo 1|)! 208 H+ m m H+ v .m ll w 0 II m m Mm>Z 8+ 8 88 8+ 8 8 11 88 88 11 8 8 88>z H+ m m H+ 8 m II o m II m m wh>z H+ m CH H+ w m II OH OH ll m m wh>z H+ 8 m N+ m m II m 0 II m m Mm>z H+ m m H+ w m II OH OH II m a mm>z H+ m m N+ m m II o 0 II m m Mm>z 8+ 8 88 8+ 8 8 11 88 88 11 8 8 88>z 11 8 8 8+ 8 8 11 8 8 8+ 8 8 88>z ll m m H... m m N+ m CH H+ m CH WVNKZ ll 8 8 ll m m H+ 8 m H+ m m MM>Z 11 8 8 11 8 8 8+ 8 8 11 88 88 88>z 1| 8 8 8+ m 8 11 8 8 11 8 8 wN>Z 11 8 8 11 8 8 8+ 8 8 11 8 8 882,8 H+ m m II o m H+ m w ll m m MHWIVM 8+ 8 88 11 88 88 8 8+ 8 88 11 88 88 _ 88>z N+ m m. H+ m 8. 1111 m w II N. 8. m> 11 8 8 11 8 8 11 8 8 11 8 8 818w 11 8 8 8+ 8 8 11 8 8 11 8 8 8> 8+ 8 8 8+ 8 8 11 8 8 8+ 8 8 8> H+ m h H+ m 5 II 8 8 II b 8 MW? mmcm umom mMMI mmGMSmewmmm mum mWQMSWQCWWMW11mHm QGCMMWHuMHMMuMMHm moflmocmmmlWEom 8 EmuH .o .888 .118umvsum Ammo $808808AHmquEHHmMMWVHOHuCOU 209 Ammo $808808 é\8ouucoo ||1||\ 11 8 8 11 8 8 8+ 8 8 8+ 8 8 88>2 8+ 8 8 11 8 8 8+ 8 8 8+ 8 88 88>2 11 8 8 11 8 8 8+ 8 8 8+ 8 8 88>z 8+ 8 8 11 8 8 8+ 8 8 8+ 8 88 88>z 11 8 8 11 8 8 8+ 8 8 8+ 8 8 88>z 11 8 8 11 8 8 8+ 8 8 8+ 8 88 88>z 11 8 8 8+ 8 8 8+ 8 8 11 8 8 88>z 8+ 8 8 8+ 8 8 8+ 8 8 11 8 8 88>2 II 8 8 8+ m 8 II m m 8+ m m m8>z 8+ 8 8 8+ 8 8 8+ 8 8 8+ 8 88 88>z 11 8 8 11 8 w. 111 8 8 8+ 8 8 88>z 8+ 8 8 11 8 8 8+ 8 8 8+ 8 88 88.38 11 8 8 11 8 8 11 8 8 8+ 8 8 88>z 11 8 8 11 8 8 11 8 8 8+ 8 8 mm>z 11 8 8 11 8 8 11 8 8 8+ 8 8 8 888m II w m 11 w m II m m 8+ m m MH>Z 8+ 8 8 11 8 8 8+ 8 8 11 8 8 181.818. 11 8 8 11 8 8 11 8 8 11 8 8 w». 8+ 8 8 11 8 8 8+ 8 8 11 8 8 1m» 1181 8 8 11 8 8 11 8 8 8+ 8 8 .mw 1181 8 8 8+ 8 8 11 8 8 8+ 8 8 “mp mocmsu umom mum mwcmao uwom mum mmcmmu #mom mum mmcmno umom QMII EmuH SmHflWmm11 wocmflmM1 mo8umfiwauwz mUHEocowWIWEom _ 11 210 11 8 8 11 8 .8 11 8 8 81 8 8 88>z 11 88 88 11 88 88 11 88 88 81 8 8 88>z 11 8 8 11 8 8 11 8 8 81 8 8 m8>z 11 88 88 11 88 88 11 88 88 81 8 8 88>z 11 8 8 11 8 8 11 8 8 81 8 8 88>2 II 08 OH II m m II m m HI m m 8 mo>z 11 8 8 11 8 8 11 8 8 11 8 8 m8>z 11 88 88 11 8 8 11 8 8 11 8 8 88>2 11 8 8 8+ 8 8 11 8 8 11 8 8 88>2 11 88 88 11 8 8 11 8 8 11 8 8 88>2 11 8 8 11 8 8 11 8 8 11 8 8 88pm 11 888 88 11 8 8 11 8 8 11 8 8 88>z 81 8 8 11 8 8 11 8 8 11 8 8 88>z 81 88 8 81 8 8 11 8 8 11 8 8 88>z 81 8 8 11 8 8 11 8 8 11 8 8 8 88>z 81 88 8 11 8 8 11 88 88 11 88 88 _ 88>z 8+ 8 8 8+ 8 8 8+ 8 8 8+ 8 8 8> 11 8 8 11 8 8 11 8 8 8+ 8 8 .ww 8+ 18 8 8+ 8 8 8+ 8 8 8+ 8 8 8> 11 8 8 11 8 8 8+ 8 8 8+ 8 8 m» 8+ 8 8 8+ 8 8 8+ 8 8 8+ 8 8 8mm mvcmnu pmom 08m mmmwzo umom mum mmcmgo umom mum mmcmno umom mHMI 8888 £888mmw1 wocm8wm mowmmamnuwz 808Eocmmm1880m 8 80:0 0808808mmmwm0588mmWWV8ouucou .2 888m 118cmnsum |1|IIK 211 8+ 8 8 8+ 8 .8 8+ 8 8 11 8 8 88>z 8+ 8 88 8+ 8 88 8+ 8 88 11 8 8 88>z 8+ 8 8 8+ 8 8 8+ 8 8 8+ 8 8 88>z 8+ 8 88 8+ 8 88 8+ 8 8 8+ 8 88 88>z 8+ 8 8 8+ 8 8 8+ 8 8 11 8 8 88>z 8+ 8 88 8+ 8 88 8+ 8 88 11 8 8 88>z 8+ 8 8 8+ 8 8 8+ 8 8 8+ 8 8 88>z 8+ 8 88 8+ 8 88 8+ 8 8 8 8+ 8 88 88>z 8+ 8 8 8+ 8 8 8+ 8 8 8+ 8 8 m8>z 8+ 8 88 8+ 8 88 8+ 8 88 8+ 8 88 88>z 8+ 8 8 8+ 8 8 .8+ 8 8 8+ 8 8 88>z 8+ 8 88 8+ 8 88 8+ 8 88 8+ 8 88 88>z 8+ 8 8 11 8 8 8+ 8 8 8+ 8 8 88>z 8+ 8 8 11 8 8 8+ 8 8 8+ 8 8 88>z 8+ 8 8 8+ 8 8 8+ 8 8 8+ 8 8 88>z 8+ 8 88 8+ 8 88 8+ 8 88 8+ 8 88 88>z 8+ 8 8 11 8 8 11 8 8 8+ 8 8 8> 11 8 . 8 8+ 8 8 8+ 8 8 8+ 8 8 1m» 11 8 8 V 8+ 8 8 8+ 8 8 8+ 8 8 1m» 11 8 8 11 8 8 11 8 8 11 8 8 m» 11 8 8 _ 8+ 8 8 8+ 8 8 8+ 8 8 .mw mwcmno umom mum mmcmnu pmom mum mmcmmo umom mum mmcmno umom mMMI EmUH 8888888 88888wm 88888888882 888aoamwMImaom 11 .0 human ltuqmwaum 88:0 @808808AHmucmaflummxm<8onucoo |1I\I 8+ 8 8 8+ 8 8 8+ 8 8 8+ 8 8 88>z 8+ 8 8 8+ 8 8 8+ 8 8 8+ 8 88 88>z H+ m 8.8 H+ 88 m H+ m m H+ 88 m 888.858 8+ 8 8 8+ 8 8 8+ 8 08 8+ 8 8 M8>Z 11 8 8 11 8 8 8+ 8 8 11 8 8 88>z 8+ 8 8 11 8 8 11 8 8 11 8 8 88>z 11 8 8 8+ 8 8 11 8 8 8+ 8 8 88>2 8+ 8 8 8+ 8 8 11 8 8 8+ 8 88 88>z 8+ 8 8 8+ 8 8 8+ 8 8 8+ 8 8 8828 8+ 8 8 8+ 8 8 8+ 8 88 8+ 8 88 88>z 11 8 8 8+ 8 8 8+ 8 8 8+ 8 8 888% H 11 8 8 8+ 8 8 8+ 8 88 8+ 8 88 mm>z 2 11 8 8 11 8 8 11 8 8 11 8 8 88>2 11 8 8 11 8 8 11 8 8 11 8 8 88>z 8+ 8 8 8+ 8 8 8+ 8 8 8+ 8 8 888mm “H18+ 8 8 8+ 8 88 8+ 8 88 8+ 8 88 w 88>z 8+ 8 8 8+ 8 8 11 8 8 11 8 8 8> 11-.. 8 8 -- 8 8 -- m m 1. m m 88 8+ 8 8 11 8 8 11 8 8 8+ 8 8 8> .1.8+ 8 8 8+ 8 8 11 8 8 8+ 8 8 1m» .118+ 8 8 8+ 8 8 8+ 8 8 11 8 8 pr Wmcmno umom mum mvcwnu umom mum mmcmau umom mum mmcmno “mom mMMI EmuH II smw8wmmrt mOCMflWMr 80888885882 808Eocmwm meow 1t 89:0 @808808A8muawEHHmmme8oupcou 8 U Oman-”Wm |I|.1..U. Cmmvsum 213 Ammo $808808m8mucma888meY8ouucou H+ w m N+ 8 8 II m m N+ w m Mm>z H+ 8. w m... 8. OH 11.1 h 8. 881.1 m CH mm>z 8+ 8 8 11 8 8 11 8 8 8+ 8 8 88>z H+ 8. m m+ 8. OH ll 8. m. H+ w 8. “818/78 8+ 8 8 11 8 8 8+ 8 8 8+ 8 8 88>z 8+ 8 8 8+ 8 88 8+ 8 8 8+ 8 8 88>z 8+ 8 8 8+ 8 8 8+ 8 8 8+ 8 8 88>z 8+ 8 8 8+ 8 88 817 8 8 8| 8 8 88>z 8+ 8 8 8+ 8 8 8+ 8 8 8+ 8 8 88>z 8+ 8 8 8+ 8 88 8+ 8 8 8+ 8 8 882,8 8+ 8 8 8+ 8 8 8+ 8 8 8+ 8 8 88>z 8+ 8 8 8+ 8 88 8+ 8 8 8+ 8 8 88>z 11 8 8 11 8 8 11 8 8 8+ 8 8 88>z 11 8 8 11 8 8 11 8 8 11 8 8 88>z 11 8 8 8+ 8 8 11 8 8 11 8 8 88>z II 8 8 8+ 8 8 II 8 8 II 8 8 M8>Z 8+ 8 8 8+ 8 8 8+ 8 8 8+ 8 8 8>. 8+ 8 8 8+ 8 8 8+ 8 8 8+ ‘8 8 8> .118+ 8 8 8+ 8 8 8+ 8 8 8+ 8 8 8> 8+ 8 8 8+ 8 8 8+ 8 8 8+ 8 8 8> 8+ 8 8 8+ 8 8 8+ 8 8 8+ 8 8 8> mwcm “mom mum vaMQmewmmm mum mommawucwwwm mum mmcmmeuwmmmummum moflmocoum mEom 8 EmpH .m @3889 unmwdum LI 214 \O 88>z 08 H O H wm>z 88>z OH H H C H w8>z ‘0 88>z 08 mm>z 88>z mm>z 88>z 08 r H H F1 F MV>Z 88>z OH H F F Fl MM>Z 88>z MN>Z 88>z H PI PI F; M8>Z Hi 8> HI 8> 8> #4 + ‘0 l\ m> F 0 KO U7 V‘ C) Q‘ 0‘ fi‘ 0 \O ‘0 \D ID 0\ W) E) Q‘ C) U) G) W) G) U) G\ U) C\ U) 0\ m I l P~ F‘ \o P- 01In \0 In G\ U) C) U) G) V‘ G\ U) G\ K) C)‘O HI. I l I\ ‘0 F- P- C) K) C) V‘ C) U) C) U) ON fi‘ 0I|O C>IO 01 c \0 1n K) P~ C) \D l\ V‘ C) U) C) ln G\ V‘ Oi 8> 11 8 8 r\ \0 1n U) P~ 0\ KO ‘0 V‘ C) U) C) U) 0‘ H) O\ U) 0‘ U) GI m P- I I P\ P~ 8> mmcmno wmom H P~ \D P‘ ln P~ C) \D m A mmcmgu 8808 mmm H P~xo h U)\O o u>r\ 8 oan o u1z 81 88 8 11 88 88 = 11 88 88 11 88 88 88>z 11 8 8 11 8 8 8 11 8 8 11 8 8 88>z 11 88 88 11 88 88 11 88 88 11 88 88 88>z 11 8 8 11 8 8 11 8 8 11 8 8 88>z 11 88 88 11 88 88 11 88 88 11 88 88 88>z 81 8 8 11 8 8 11 8 8 11 8 8 88>z 81 88 8 11 88 88 11 88 88 11 88 88 88>z 8| 0 m II o 8 II o 8 II o o 8888/78 81 88 8 11 88 88 11 88 88 .11 88 88 88>z 8| 0 m II o 8 II o m II o w mM>Z H 8| 08 8 II 08 O8 II 08 08 II 08 O8 wm>z 2 II 88 88 II 88 8 II 88 88 II 88 8V MN>Z 11 8 8 11 8 8 11 8 8 11 8 8 88>z 11 8 8 81 8 8 81 .18 8 11 8 8 88>z I1 08 08 8| O8 8 81 O8 8 II 08 O8 M8>z 11 8 8 8+ 8 8 11 8 8 11 8 118 HTIWM 8+ 8 8 8+ 8 8 11 8 8 11 8 8 8> II b 8 8+ 8 8 II b 8 8+ 8 h m> 11 8 8 8+ 8 8 11 8 8 8+ 8 8 8> 11 8 8 11 8 8 8+ 8 8 11 8 8 8> mmcmno umom mum wmcmno umom mum mmcmso umom mum mmcmnu “mom mum smw8mmm11 mo mfiwm mo8umfimnumz mo8fiocomemfiom 8 EmuH Ammo $808808 8mpcwa8ummxm§€ :8 58M unmvsum 216 8| m 88 8+ m 0 ll m m ll v v Mm>Z 81 m 8 8+ m O8 II 8 m 11 8 m 88>Z 11 8 8 11 8 8 8 11 8 8 11 8 8 88882 11 8 m 11 m m 11 m m 11 8 m 88>z 8+ 88 m 8| m 88 II m m II w 88 8888/2 8+ 8 m 11 8 8 11 m m 11 m m M8>Z II 8 8 11 m m 11 m 8 8| 8 m Mm>z 11 88 88 11 8 8 11 8 8 w 81 88 8 88>z II o m 8+ m 8 II 9 8 8+ m w ww>z 11 O8 O8 8+ 8 O8 11 O8 O8 8+ 8 O8 mv>z II 8 8 8+ m 8 II 8 8 8+ m m MM>Z 11 88 8 88 8+ 8 88 11 88 88 8+ 8 88 88>z 11 v v 11 8 8 11 v v 11 v 8 m~>z II 8 8 II 8 8 II m m II m m MN>Z 8+ 8 8 11 8 8 11 8 8 11 8 8 8828 8+ 8 O8 11 O8 O8 11 O8 O8 11 O8 O8 ’ 88>z 11 8 8 8+ 8 8 81 8 8 81 8 8 8> 81 8 8 81 8 8 11 8 8 81 8 8 v> 81 8 8 81 8 8 8 8 8 11 8 8 m> 11 8 8 81 8 8 81 8 8 11 8 8 N> 11 8 8 81 8 8 11 8 8 11 8 8 8> m8 mmcm U umom 08M! . mmcmnmm8wmmm mum mocwnwo wwmmlmum mmcmww8pwwmmumz m mUManmwleEOm mem 11, .3 888m .118888888 3.880 8880883 88pam88ummxmz O ,..1 mm>z m8>z 88>Z m8>z O r-l mm>z mammmmm 88>z mm>z 88>z M¢>Z 88>z Mm>z mm>z MN>Z mmvmmmmmm \DKOV‘ONLO 88>z O 8 O 8 M8>Z 8> 8> m> \OLDkDKDCNLDKDQ‘anmm [‘55P- \DkDKDKD mowmmmmvmmmmmmmmmmmm 8,» 8+ 8 (\KOKOKDKOONWKDVChLfimLDONmmmml-n 8 \DI\[\[\\D 8 \DFkDI‘f‘ 8 wmwkommmkov'mmmmmmmmmmmm 8> umom mum pwom mum mmcmau 8808 mum mmcmno umom mum mmcmno 88888881 888mm momumEmnpmz mmHEocoom meow Ammo 8880.883 8mquE8H®me\e 5888 O .B @8800 8888888 “Hr- NH NH HM O O H+ O O I- O O OO>z n: m O O O 8+ O O .... O O 8&me Irv: I: O O 8+ O O I: O O mO>z IIH+ M M a: O O H+ O O I: O O Ome Irw+ O an O O I: O O I: O O «888 :1. OH :1 O O s: OH OH :1 OH OH OO>z .I,H+ O O I- O O I- O O n- O O mmmm .118+ O OH .. O O nu OH OH I: OH OH Omwm a: O O n- O O Ii O O s: O O mO>z I. OH OH I: O O :1 OH OH in OH OH “Opm .ltw- O O I- O ‘m‘ I: O O I! O O «mwm M II OH 08 II m m ll 08 O8 ll O8 O8 mm>z I- O O I. O O H: O O :n O O wwwm H+ O O .| O O H- O O I. O O Omwm 8+ 8 m ...I m m 8! 8 8 II 8 m 68% - 8+ 8 m It m m 8.. 08 m It m m 8828 a- O O a- O O I: O O H- O O m» H+ O O I- O O .1 O O H1 O O Ow» 8+ 8 O I! O O I: O O :1 O O m» I. O O I: O O H- O O s- O O .mm I: O O I: O O s: O O H+ O O .ww mammav umom mum mmcmsu “mom mum mmcmsu umom mum mmmwmmocwwmmmEWMIlO Emww nmw8mmm mommOOm m08um8058m2 . Illflli 11. .z mcmHuwo.ttucmwsum Eco $808808 8muawa8um mxmg 219 II O O H+ O O H+ O O II O O OO>z II a m II O O 8+ O O II O O mO>z II 8 8 II m m 8+ m O II m m mO>Z H+ O O II O O H+ O O II O O OOOm H+ O O II O O H+ O O II O O mO>z H+ O O II O O H+ O O II O O OO>z II O O II O O 8+ m O II m m Mm>z II 8 8 II 8 8 8+ O 8 II O O mm>z HI O O II O O H+ O O II O O mO>z HI O O II O O II O O II O O OO>z HI O O II O O I H+ O O II O O mO>z HI O O II O O H+ O O II O O OOOM II m m It m m I! m m I! m m MN>Z II O O II O O II O O II O O Om>z II O O II O O II O O II O O _ OH>z II O O II O O II O O II O WAKE II O O II O O II O O HI O O O> II O O II O O H+ O O HI O O m» H+ O O II O O H+ O O HI O O Imw HI O O II O O HI O O HI O O Imw HI O O II O O HI O O HI O O H> mvcmnu pmom mum mmcmso umom mum mmcmnu pmom mum mmcmno pmom mMMI EmUH £m88wmmI mocmeMIl momumamzumz m08fiocoom mEom II III .fl mom unmfisum 8090. $80.33 8OpamEOHmQxM\e 220 \D O H 08 O8 O H 08 KO O H 88 KO O H H 08 H 08 \o 8 z mm>z OO>z mO>z mO>z OO>z mO>z mm>z mO>z mv>z mO>z HM>Z 221 mm>z MN>Z mmfl‘fifi‘fifl‘l‘fi'fifi‘hfi‘wm mH>z H O 8 88>z O> O> O> FF'FI‘OI‘OQ‘kOMPMFMFMmem (\FKOI‘OOLDLDMFQ‘CDLDCDanLDmLOFW FFKDI‘CNmmMKmeQ'PMCDLOPV'ml-n P‘l‘FP‘ONKDLanOV‘FLOCDanLDNQ‘mLD m> I\l\l\l\l\ [\ [\F‘FKOmeLflMFV‘Ffl‘FV‘FVI‘VrFQ' [\ [\hhmhmmMMFfi‘mLfiFVWMI‘V‘mm I\ [\OOOOm8mMOOoomoomoomoomoom l\ 8> mwcmnu (1) $4 04 mocmau “mom GHQ mmcmno pmom OOMI EmuH mmcmzo pmom 0.8m 00 Omom EEO mUOuOEmsumz mUOEOQ OmmrmmmmOII IIIIIIII OmOHOmm Ammo m8ou8ov 8muzm68ummxmg l .m l I APPENDIX J ETHNOGRAPHIC DATA COLLECTED DURING EXPERIMENTAL SESSIONS APPENDIX J ETHNOGRAPHIC DATA COLLECTED DURING EXPERIMENTAL SESSIONS The following field notes are written up using a specific ethnOgraphic style. Each page is divided into two columns. On the left hand side is found a present— tense description of what the ethnoqrapher observed. On the right hand column is found the researcher's reflections upon and speculations about what she is/was observing. Some of these observations were made simultaneously with the field note taking; others were added later when reflecting upon the data. The researcher made rough notes betwen the hours of 8 and 9 A.M. while the actual sessions were in progress. At 10 o'clock each session day the school graciously loaned the researcher the services of one of their grade 12 stenography students. As I dictated from my rough notes she took a shorthand version of the happenings of the session. That afternoon the stencgraphy student made a rough draft from her shorthand notes. Finally, each evening I went over the rough draft, adding detail that I could recall and making further comments in the right hand margin 222 223 Monday, May 1, l978--8 A.M. Observations Experimental Group--Session One Reflections on Observations I am the first one to reach the seminar room-—I am wearing what I hope are fairly nondescript beige slacks and a beige T—shirt. I carry a small brOWn notebbok and a pen. Clearly the student teacher (Miss Wong) has already been in and prepared the room for the session. The furniture (an orange vinyl couch and eight yellow vinyl easy chairs) have been pushed back against the walls and ten large brighly colored corduroy cushions have been placed in an irregular circle on the carpeted floor. A portable blackboard has been pushed up near the circle. The room has large windows from which the yellow print curtains have been pulled back. Outside of the window is a gorgeous dogwood tree in full bloom. The sun is streaming in and the room has a nice "feeling" to it. It looks cozy and inviting. Beside the door I notice a small table on which are laid out ten name tags. Printed with black felt pen on yellow butter- fly shaped construction paper are the names of each student, the student teacher, and the researcher. I pin my tag on and then push one of the cushions back into the corner where I hope to be able to take notes unobtru51vely. Almost immediately Miss Wong enters. She is a tiny 4'11" wOman, very delicate but "bouncy" and with a cheery smile. I had been impressed with her at the weekend . workshop for she was bright, enthusiastic, and lively. She is wearing a bright yellow linen dress and white sandals. We greet one another exchanging pleasantries. At 8 A.M. a buzzer rings and the students arrive--first two boys, then two girls, then four girls. I hope to be "nonobvious" and unobtru— sive, sitting in a corner throughout the session. I am im- pressed. The student teacher is clearly well organized. 224 Miss Wong instructs them to put on their name tags (she has just put hers on). The students cooperate--they seem quiet and a little suspicious. Bill says, "What do we need these for?" and Miss Wong answers, "They are to help Ms. Dixon (she points to me) and me learn your names." Bill looks at me and says, "Who are you--are you some kind of a psychiatrist--a shrink? You gonna tell my old man I'm goofed up?" I shake my head in a negative response and Miss Wong interjects, "Now Bill--remember-- we talked about our all doing a special progam together--and you agreed-—remember? I told you Ms. Dixon would be here--she has to learn more about what grade 8 pupils are like for a university course she is taking in the U.S.A." "Oh ya," replies Bill, "Well, I really should be in grade 9 --I flunked once you know. So I don't count--I'm not a grade 8 really." Miss Wong says loudly to the group, "Now everyone find a pillow and get comfor- table and we'll start." From left to right I notice that going clockwise they are sitting in the following order, Peg closest to me: Peg Betty Bill Harry Barb Margaret Glenda Diane (Their appearances are on the following page.) I observe that Betty C. moves her cushion over farther away from Bill and sits with her back slightly turned from him. She was the last to sit down and seems uncomfortable about having to sit beside a boy. Harry and Bill begin poking each other belligerently--general laughter ensures--and Miss Wong claps her hands and receives their attention. Raths would call the sus- picion non- valuing behavior. Note poor self-concept. I sense Bill and Harry are not just' having'fun-- there seems to be hosti— lity here. _____.,.r'— 225 Their appearances are as follows: Peg C. --Jeans and a "grubby" T-shirt -—longish straight hair, sandy blonde in color —-bare feet in sandals --a gold chain (choker type) around her neck--a zodiac sign perhaps-—cannot detect for sure —-overdeve10ped physically for her age—-about 4’ll" but heavy breasted --wearing a lot of makeup and her fingernails are painted bright purple--the polish is chipped Betty C. --wearing an unbecoming green skirt--wrap—around style-- she is heavy and the skirt seems to emphasize her lumpiness. It has stains down the front of it. --her T-shirt is green also--but the shade does not tone with the skirt. --she wears heavy, thick-lensed glasses and has "shortish" but very thick unstyled black curly hair --she wears no makeup Bill M. --thin and wiry--about 5'10" --wearing jeans and a short-sleeved school T-shirt and Adidas runners. The runners are new looking. --shortish dark hair Harry --stockier than Bill--about 5'2" --blonde hair just below the ears --heavy horn-rimmed glasses --blue corduroy pants and blue short sleeved fortrel shirt --new looking Adidas runners Barb C. --heavy girl --approximately 5 feet tall and about 140 lbs. --wearing GWG jeans and a faded yellow T-shirt and well-worn sandals ~~blonde short hair——clean and nicely cut 226 Margaret P. —-Tall (5'6") and heavy-~about 150 lbs. -—large breasts ~~wearing jeans and a navy blue cotton, short-sleeved T-shirt and old Adidas runners Glenda A. --pretty blonde girl -—petite--about 4'11" and approximately 90 lbs. --wearing blue jeans with a soft pink blouse with white lace trim. -—she has new looking, flat heeled beige sandals on and a pink plastic bracelet which matches her T-shirt exactly. -—her hair is long and wavy--is clean and nicely trimmed and has a soft, "feathery" appearance to it. Diane B. --tall, heavy --tomboyish in appearance --short brown hair --wearing blue jeans and a short sleeve school T-shirt with Adidas runners 227 She explains that they are going to meet for eight hours to do something called "Values Clarification"—-she writes these words on the board. Peg asks, "Do we have to write that down?" "No," replies Miss Wong. "Na--but ya have to remember how to spell it so ya better," Bill retorts to Peg. Peg snaps at Bill, "Go to ." "Shhsh" says Miss Wong, then goes on to explain that there will be no "teSts" for these sessions--that no one will have to remember how to spell things. With this information the group seems to ease visibly. I see Peg's shoulders relax. Harry says to Bill, "Hey, neat." Then Miss Wong clari- fies that in none of the exercises or things they are going to do are there any "right" or "wrong" answers. Instead the idea is to learn about how we and other members of the group feel about certain topics and ideas. "What kind of tOpics and ideas," asks Diane (sounding suspicious). "Well," says Miss Wong, "Why don't I answer that by having us do our first values clarification activity. But first, there is an important rule that we all have to remember." "I knew it," shouts Bill. "There's always a catch!" "Aw shut up and listen," says Diane. "The rule," says Miss Wong, "is that if at any time anyone wants to 'pass' on any exercise--that is O.K. Do you all understand that?" Barb, "Will we lose marks if we 'pass'?" "There are no marks for these sessions," says Miss Wong. --General silence--"Do you all understand that you can pass?"--Everyone nods. "O.K., then let's begin," says Miss Wong. Miss Wong: "We are going to play a strategy called "Proud Whip." The class is silent. She passes around the room 8 pieces of paper-~about 3 l/2 x 5" and 8 pencilSO-standing in the middle of the room and smiling as she does so. Harry and Bill make elaborate gestures trying to see up her skirt and laugh uproariously as they do. Miss Wong ignores this behavior. Raths would call this non- valuing behavior. Raths' non- valuing behavior. 228 "Now," she explains, "You are to write something on the piece of paper that you are proud of." At this statement there is general confusion. All at once questions pour forth: Bill: "I don't know what you mean." Diane: "Do you mean like I'm proud of my horse cause he won a blue ribbon at the fall fair?" Margaret (to Diane): "No dummy--that is not what she means--nobody wants to hear abofit_that."--Diane then hurls her pencil Raths' non- valuing at Margaret who sticks her tongue out scorn- behavior fully in retaliation. Again Miss Wong ignores the misconduct. Betty: "I don't understand." Harry: "Well, if we'd all shut up, you creeps, maybe she'd explain." Miss Wong: "Right!" If you'll all listen, I'll explain." Gradually the room quiets down. I notice that Bill is the last person to give his attention to Miss Wong. I cannot hear what he says but he is muttering to Harry. Miss Wong, who incidentally looks pretty and slim with her black, long straight hair, says, "Shhh-—Diane is right. Something like being proud of your horse's blue ribbon is exactly what I want! Now, settle down and write on your slip of paper something you are proud of." There is silence as everyone thinks and writes. "Everyone finished?" asks Miss Wong after several minutes. Everyone nods agree- ment. "Now, starting with Margaret I want you to 'Whip Around the Room' saying, 'My name is and I am proud of .'" Then she adds, "Unless, of course, you choose to 'pass' but I hope you'll parti- cipate." There are general moans and groans but when requested to Margaret begins, looking embarrassed but saying, "My name is Margaret and I am proud of having my own bedroom now that Ina got married." Harry mutters to Bill--"I bet she had to." and I am surprised Miss Wong let this go. 229 Margaret squirms uncomfortably. Miss Wong says, "Good, Margaret-~now Glenda." "My name is Glenda and I am proud of the birthstone ring I got for my birthday." "Good, next," says Miss Wong. "My name is Peg and I ain't proud of nothin'." "On, come now," says Miss Wong. "She's proud of her breasts," says Bill to Harry. "Bill," says Miss Wong sternly. "Well, maybe I was a little bit proud of the blueberry muffins we made in Home BC on Friday. My dad says they were awful good," replies Peg. Miss Wong says, "Good, Betty?" "I'm proud of my 10 speed bike," says Betty, "my uncle gave it to me." "Mmm," says Miss Wong, "lucky you." "I'm proud of the other night when I fixed the lawnmower for my dad," says Bill. Harry (to Bill): "Anyone can change a sparkplug, you idiot." Bill punches Harry. Again, Miss Wong ignores the misconduct and nods toward Harry, who says, "I'm proud of my trafl. bike." "I'm proud of being chosen to work in the day care center for the home management unit," says Barb. "That is an honor," says Miss Wong. "When do you start?" "In June," replies Barb. "And Harry," says Miss Wong, "what kind of a bike is it?" "A Honda," says Harry, "I ride it up on Burnaby Mountain. It's neat. Zoom Zoom!" "Good," says Miss Wong, "and Peg, maybe the next time you make muffins you'll make me one?" "Ah, they're not that good," says Peg. Harry says, "Miss Wong, what are you proud of?" She replies, "Well, I guess I am proud of being involved in this values clarification project. I am excited about this. It is important to me that I do a good job."--Pause--"O.K., are there any more comments about what you are proud of?" asks Miss Wong. General silence. "Fine," says Miss Wong. Then let's play a strategy called "Values Voting." "When does the work start?" says Bill. "I told you," says Miss Wong, "there is not going to be any TRADITIONAL school work involved in this next two weeks. For the 'Values Voting' strategy, I am going to read out some statements. When you strongly agree--raise your hands way up in the air I note this is the first time Miss Wong has sounded stern. I note Bill's con- tinual sus- picion. W " ‘ ' ' ‘L—w—Z‘c‘u WM;®¥WOW ;. .. . - ”93-: .w—"““ W W 230 like this (she demonstrates)--when you disa- gree put your thumbs down (she demonstrates) and when you 'pass' fold your arms like so (she demonstrates)--and remember it is O.K. to pass. Are there any questions?" "No," says the class in unison. Miss Wong: "Let's practice the voting signals. If you agree, you ?" The whole class waves their hands in the air. "If you disagree, you ?" The whole class puts their thumbs down. "And if you want to pass, you ?" The whole class folds their arms. "Good, you have remem- bered well."--Pause—- "O.K." Miss Wong says, "Ready for question one?" General nods. 1. "How many of you enjoy watching the movies on T.V.?"--all hands go up-- Bill: "Hey, did you guys see Holocaust?" "Wow," says Betty, "It made me sick to my stomach--I almost barfed." 2. "How many of you think you should work for your allowance?"--all thumbs go down--Miss Wong puts her hand up and everyone boos her. She laughs. 3. "How many of you have ever had a scary dream?"--All hands go up except Bill's. Then, realizing he is the only one with his hands down he switches and puts his hands up, muttering something about, "Well, maybe once." --Pause-- 4. "How many of you have a favorite hobby or pastime?"--Two hands go up (Harry's and Bill's). "What are your hobbies?" asks Miss Wong. "I like monkeying with engines," says Bill. "Me--It's my Honda," says Harry. Miss Wong, "What about the rest of you?" "Na," the group seems to say in unison. "Except maybe bugging the Again, I note Miss Wong ignores the "colorful language." Notice Bill's need to con- form here. 231 teachers," says Peggy with a laugh. "I like sewing and skiing," says Miss Wong. "Do any of you like to ski?" Peg says, "It's too expensive." Miss Wong looks embarrassed and says, "Yes, it is an expensive hobby." "Harry and Bill, do you wish you were home doing your hobby right now?" asks Miss Wong. "Ya-Ya," they reply. "Maybe that is part of what a hobby is, ay" says Miss Wong, "doing what you want to do?“ Several stu- dents nod their heads in agreement. —-Pause-- Miss Wong: "Well, Ms. Dixon has kindly brought us some apples and other fruits-- it's over there so why don't we take a quick break--stand up and stretch--get some fruit and then come back to a cushion." Everyone gets up--Bill is first to the fruit tray-- I notice that everyone except Ms. Wong takes something. Bill puts an extra apple in each pocket. About five minutes pass. Miss Wong: "O.K., onto the next session." We are going to do something called 'The Magic Box.‘ You are to pretend that you have been notified by the post office that a parcel has arrived for you." Margaret: "I never get no mail." Miss Wong continues, "That's too bad, Margaret--but today's box is a 'crazy' box. It can contain ANYTHING you want it to. It is a free present to you. Now, I want you to write on these cards (she hands out 3 x 5 cards) what is in our box." There is some general shuffling-- then quietness in the room. After pausing for 3 or 4 minutes, Miss Wong asks: "Does anyone want to share what is in their box?" Bill: "I will--I have a 1978 Ford Mustang in my box-—it's red with white leather upholstery." Harry: "That's too big a thing to get in the mail dummy!" He sounds bored and "fed up" with Bill. Miss Wong: "That's O.K., Bill--anyone . I notice else?" Peg: "I'd have new summer shorts this con- and a T-shirt from the Bay-—with new sandals trast in that matched." Barb: "Me, too." levels of desire here. 232 Diane: "I'd have a new saddle for my horse--all engraved with her.name on it." Miss Wong: "What's her name?" Diane: "Queenie." --Pause--Miss Wong looks at Margaret who says, "I'd have a diamond ring worth a million dollars-~then I'd sell it." Harry: "Nobody'd buy it anyway dummy--everyone would think you stole it." Margaret sticks her tongue out at Harry. Again Miss Wong let's this exchange slip past without comment. Glenda: "I'd have a box of special in the box for my mom."* Miss Wong: is awfully nice of you, Glenda." pills "That --Pause--"Now it's my turn," says Miss Wong. "Well, let's see--I guess I'd like my present to be a gift certificate for ten books of my choice at my favorite book store-~Duthies." Bill: "Do you like books?" Miss Wong: "Yes." Bill to Harry: "Boy, she is wierd!" Everyone laughs. Miss Wong: "Not 'wierd' but just different! Everyone likes different things in this world and that's O.K.!" Miss Wong: "Now it's time for the next exercise." Peg: "I like these games." Ms. Wong: "This exercise is called "Giant Flood." You are to pretend that a great flood has occurred. All living things have been saved, like parents, brothers, sisters, pets, livestock, etc." Diane immediately says: "You mean my horse is O.K.?" Ms. Wong: "Yes, your horse is fine." Ms. Wong: "Now, what I want you to do is write on your piece of paper, the five things you would save from your house. Think about it carefully and remember that you can only save five things." *The school records indicate that Glenda's mother has multiple sclerosis in a very advanced stage. I note the differences in values between stu- dents and teacher. Notice posi- tive atti- tude. I notice that Miss Wong calls it an exercise-~Peg a "game." Raths sees interests as precursors of values. 233 Harry: "This is dumb." Peg: "I can't think of five things I would want to save." Ms. Wong: "Do your best and think about it carefully." Bill: "I want to know what you would save" (to Miss Wong). Ms. Wong: "I will tell you but I would like to go last." --Pause--there is silence as everyone writes. Then Miss Wong asks: "Are you all finished?" General nods around the room. Miss Wong: "O.K., who would like to volunteer to read us their list? Remember it's O.K. to 'pass' in any of our exer— cises." Bill: "I will go first--I'd save: My tool chest, my posters from my bedroom, my GWG jeans." Harry (interrupting): "You would be wearing them dummy, you don't have to count those." Bill: "I might not." (He sounds annoyed.) "It might be the middle of the night." Harry (retorts scornfully): "I bet you sleep in your jeans." Bill: "Aw, shut up." Miss Wong again does not intervene in this disruptive interchange. Bill: "The fourth thing on my list is a gold watch that my granddad has given me, but I can't wear it until I am 21." Miss Wong: "Aren't you lucky to have a gold watch." Bill: "The fifth thing I guess I would save is my Mom's dishwasher. She really likes it. It is brand new." Ms. Wong: "That is very nice of you, Bill. I am sure your Mother would be pleased." --Pause--Ms. "Who wants to go next?" Wong: Margaret: "I will go next. I would save all my clothes, the lamp in my bed- room, my bike, my tennis racket, the T.V. set." Immediately Bill says: "Oh, I forgot the T.V. set. Could I add it to my list?" Miss Wong: "You have chosen your five, Bill. Do you want to trade something? can only have 5 things." Bill: "I will u leave my posters and take my TV set instead. You Negative atti- tude here. This comment (Peg's) sur- prises me. I wonder what Peg's house is like. Raths' valuing behavior evident. non- This last item sur- prises me--I see a "soft" side to Bill here. Interesting comment since the ones she has on are in poor condi— tion--does behavior re- flect values? Are Margaret's values "clari- fied?" 234 Ms. Wong: "O.K., does any- body else want to share with us?" Barb: "I will go next. want the T.V. set, the stereo, all my records, maybe Mom's favorite ring, and . . . I can't think of a fifth. Maybe my new sandals." I Harry: "You're dumb. Sandals are cheap to buy." Barb sticks her tongue out scornfully at Harry and says, "You're a creep!" Diane interrupts, saying: "I will go next. I want to save my horse's saddle for number one and for number 2 all her grooming equipment. Can that count as one?" Ms. Wong: "Yes, I think so." Diane: "I want to save my books about horses and my horse's blue ribbon and my riding boots." Ms. Wong: "All of the things you want to save relate to your hobby. Your hobby must be very important to you." Harry: "I will go next. I want my Honda. Can I count my Honda helmet with my Honda or is that two things?" Miss Wong: "No, that counts as two." Harry: "O.K., well I want my Honda helmet. I want my tool kit that goes to my Honda. I want my new watch and maybe, I'm not sure, maybe something for my Dad. I would let my Dad pick one thing that he wanted me to save for him. Is that O.K." Ms. Wong: "Yes, I think that would be very nice." Is there anybody left. Glenda, you haven't said anything. Would you like to tell us?" --Long pause-- -H._H_.. __,_--.~_; Notice how important stereos and T.V. seems to be to the group. Inter- ests are precursors of values to facts. Here, I am interested to see Barb too has a gener- ous side--she'd take a ring for her mother. Raths' non-valuing behavior evident Again, Diane's interests seem to be precursors of her values. Harry's interests also seem consistent and clear here--Raths assumes these are precursors of his values. Harry too can be generous I note. 235 Glenda looks uncomfortable, stares at the floor, holds her arms around herself and kind of huddles. Miss Wong: "Would you rather pass Glenda?" Glenda nods and Miss Wong says that is fine. "Betty, how about you," asks Miss Wong. "I would like to save my stamp collec- tion, the T.V., my records and stereo, and my bike." Ms. Wong: "Fine, Betty, anyone else, Peggy, how about you?" Peggy: "This whole thing is dumb." Miss Wong: "It's up to you. Do you want to pass or not?" Peggy: "No, I would bring the T.V., and the stereo and all my records and my bike and all my clothes and maybe the posters on my bedroom wall." Ms. Wong: "Very good. Now would you like to know what I would bring?" The group affirms that they would. "Well, I think I would bring a very special ring a very good friend gave me (she points to a diamond on her left hand) and let's see, I have to think what else I would like to bring. I would like to bring some special Chinese dishes that I have-been collecting for a long time and I would save my car." Bill (interrupting): "What kind is it?" Ms. Wong: "It's a Datsun, and I guess I would like to bring all of my books." Bill: "Your books! (incredulously). Boy, are you dumb'" Miss Wong laughs. Then says "Does everyone want to stand up and take a break for just a ' minute while I put something on the black- board?" Betty: Everyone stands up while Miss Wong writes the "special values" continuum on the blackboard. Bill and Harry return to the fruit bowl and take the remaining grapes. I observe that Glenda speaks to no one. Margaret and Diane seem to talk to one another and Peggy and Betty seem to be chatting. I cannot overhear what is being said. Bill and Harry begin poking at one another, both grabbing grapes off a small stem and stuffing them into their mouths. Ms. Wong: "O.K., everybody can sit down. You don't have to take the same seats again. Sit anywhere you like." However, everyone returns to the same Raths' valuing comment non- I notice how important TV is to every- one. Again, I notice the value differ- ences between teacher and students. seats. 236 Ms. Wong: "O.K., I have drawn on the board what is called a continuum. Do you know what a continuum is?" Harry: "Yes, that is like when you line everybody up in the P.E. class from shortest to tallest." Ms. Wong: "Very good. On our continuum now, at one end we have ALWAYS ALBERT and the other end we have NEVER NATE. (see Appendix H, page ). Now, I have blocked out a section in the middle that you are not allowed to choose. You are not allowed to be a 'fence sitter.‘ How often do you think ALWAYS ALBERT would wear his seat belt?" Class responds in unison "all the time." Harry whispers to Bill: "She thinks we are dumb." Miss Wong overhears and says, "Sorry, Harry, I didn't mean to insult you. Does, however, everyone understand that NEVER Nate would never wear his seat belt?" Everyone nods. Ms. Wong: "What I want you to do is mark an X on the continuum that best represents you. Take a moment or two and think about If_and then come up to the board and put an X and your name where you are." ——Pause.--"O.K., who would like to volunteer to come up and write your name on the blackboard where you are in the con- tinuum. Does anyone want to show us where they are?" Bill gets up first and writes his name near NEVER NATE. Margaret: "You Raths' non— are being dumb," sounding very scornful. valuing Margaret then gets up and writes her name behavior? at the extreme left of the continuum. Bill boos as she sits down. Barbara gets up next and writes her name slightly to the right of Margaret's name, explaining to the class that while she wears it almost all the time, she sometimes forgets. Diane gets up and writes her name right on top of Barbara's name: "I put myself the same place as Barbara," she explains. Harry gets up and puts his name at the extreme left of the continnum saying to the group that studies show you are dumb if you don't wear one. Then Betty and Peggy get up together and place their names slightly to the right of Diane's and Barbara's names. Ms. Wong: "Glenda, what about you?" Very quietly and shyly Glenda gets up and writes her name on the extreme left hand of the Raths' non- valuing behavior? 237 continuum. Ms. Wong says: "Thank you very much Glenda." Then she writes her own name on the extreme left hand of the continnum. Ms. Wong: "O.K., let's try another continuum," as she quickly draws the ALONE ALBERT and GROUPER GUS continuum on the blackboard. EXplaining, she says: "This one is asking how you spend your time." At this point the bell rings and Ms. Wong says, "Just one moment before you leave. Think about it tonight--whether you would call yourself an ALONE ALBERT, someone who always likes to be alone, who goes home after school, sits in his room alone, takes walks alone and never plays with friends, or whether you are more like GROUPER GUS who would be defined as always wanting to be with other people and never wanting to have time alone. Think about where you would be on the continuum, and I will see you again tomorrow morning at 8. Thanks for coming." Glenda: "What do we do with our cards?" Ms. Wong: "Yes, you can keep those." Bill says to me as he leaves the room, "Hey, will you be bringing more fruit tomorrow?" I merely laugh. On his way out he gives Harry a shove on the shoulder. Harry retaliates by punching him on the arm but they seem to leave with relatively good rapport between them. Glenda leaves quietly and by herself. The other girls leave as a group. Tuesday, May 2, l978--8 A.M. Session Two Again, I am the first one to arrive and again Miss Wong has been in earlier, set up the cards and has the room ready to go. She confides in me she forgot to collect the name tags from the last day, so she has new ones made out for today. These are in the shape of red butterflies and they are standing at a table by the door. Miss Wong is wearing an attractive bright green skirt, beige blouse and green scarf and a charm bracelet. Again I take my seat in the corner, having laid out on the refreshment table a tray of crackers, cheese and grapes. l 238 The bell rings and the students enter noisily, all eight at once. Ms. Wong: “Morning group. Did you all have a good day yesterday?" Bill: "Ugh, school's a drag." There is a general nod- ding of heads around the room. Ms. Wong continues: "I want to just emphasize several things we talked about yesterday before we start the day. First of all, these sessions are supposed to be fun! I hope you are enjoying yourselves." Bill: "Well, it is better than regular school." The group nods. Ms. Wong: “Sec- ondly, I hope that we are beginning to take a closer look at ourselves so that we begin to understand and learn what we feel strongly about. Thirdly, I hOpe we are learning that different people can have different answers to the same question with- out being right or wrong. I want to remind you that these sessions will not be graded. You won't get marks for them. And you can pass any time you do not want to participate in an exercise. Is all of that clear to everyone?" General nods all around. "O.K. let's try some "Values Voting" again," she continues. "We will use the same technique but will have different questions. First of all, let's review. What do you do when you strongly agree with something?" Miss Wong puts her arms up in the air and waves them vigorously, whereas everyone in the group does the same. Miss Wong: "Good! What do you do when you strongly disagree with something?" Miss Wong and group vigor- ously indicate thumbs down. (Bill and Harry doing it to one another in a way that seems vaguely obscene!) Miss Wong lets this pass, saying: "And what do you do when you want to pass?" The whole group crosses their arms in front of their chests. "Good, " says Ms. Wong. "First question: How many of you would like to go into politics some day?" All of the thumbs go down, with the exception of Harry's who says, "Maybe, some day." Bill laughs uproariously at Harry and says, "I can just see you in your Lear jet!" Notice nega- tive attitude evident here. 239 Glenda: "I think Harry might be good in politics." (said in a very quiet, shy way). Bill looks surprised and Harry looks pleased. Miss Wong: "Thank you, Glenda, that was a nice comment." Bill: "Miss Wong, you forgot to tell us if you want to go into politics." Ms. Wong: "Oh, I'm sorry, I think I would have to put thumbs down on that one" (whereas she demonstrates thumbs down.) Diane: "Why not?" Ms. Wong: "Because I love teaching too much." Bill: "Boy, is she crazy!“ General laughter. Miss Wong: "O.K., next question." "How many of you would like to make some changes in your life?" All hands go up, including Miss Wong's, a split second after everyone else's hands had gone up. Miss Wong: "Would anyone like to share what changes they would like to make in their lives?" Immediately Harry says: "I would like a bigger trail bike." Bill: "I wish the legal driving age in B.C. was 13." There is a pause--then Glenda looking as if she is about to cry quietly says: "I would like there to be a cure for multiple sclerosis so my Mom would be better." Miss Wong is obviously very full at this point. I can see her choking back emotion. She swallows hard. Miss Wong: "I wish that for you, too. Thank you for sharing that, Glenda." I notice that even Bill and Harry have been subdued by this comment. The tone of the room is quieter and serious. Miss Wong allows for a pause of 3 to 4 seconds-— then says, "Are you ready for the next question?" Miss Wong: "How many of you would go to school even if you didn't have to?" Bill puts his thumb down. Everyone else puts their hands up. Miss Wong puts her hands up a split second later. Miss Wong: "Why not, Bill?" Bill, "School's a waste of time." Miss Wong: "What would you rather be doing?" Bill: "I would rather by tinkering with motors." Miss Wong laughs-~then says: "O.K., next question--" I note that Glenda is very sensitive. Notice nega- tive attitude Interests indicate values. 240 "How many of you have a private place to go when you want to be alone?“ Barb: "Do you mean a room of your own or somewhere out- side you can go to be alone?" Miss Wong: "Let's just say somewhere you can go where you can be alone. It doesn't have to be your own room." All hands go up, including Miss Wong's. --Pause-- "Next question. How many of you have ever written a letter to the Editor of a local newspaper in regard to an issue which is important to you?“ All thumbs go down including Miss Wong's. Miss Wong: "We are not a very public spirited group are we? I wonder if there are some issues which we should be writing letters about?" Margaret: "My Dad writes letters to the Editor some- times, but it doesn't do any good." --Pause-- Miss Wong: "Let's try the next activity. It is called RANK ORDER ques- tions. You will need some paper for this. Do you want to get up and help yourself to some of the pink paper on the corner table. That will give you a chance to stretch your legs." Everyone cooperates in an orderly fashion. Miss Wong: "I am going to write some questions on the blackboard and then I want you to rank order them 1-2-3. Bill says to Harry loudly: "This is beginning to seem more like school work, watch out."~ There is general laughter. But then Diane says to Bill: "Aw, shut up." Miss Wong: "O.K., are you ready. The first question is,"and she writes it on the board: "Where would you rather be on Satur- day afternoon?" 1. At the beach 2. In the woods 3. In a discount store The students scramble to get back to their seats and to get it written down. Again I notice that they all take the same cushions. 241 Margaret asks: "If you are in the dis- ! count store, do you have any money or are you broke?" Ms. Wong: "No, you don't have any money, you are just looking around." Barb: It seems that "That's no fun." Margaret: “That would be a some values drag." Ms. Wong: "Shall we share how we are appearing would rank these. How many rank "at the here. beach" as No. 1?" Everyone raises their hands including Ms. Wong. Ms. Wong: "Aren't we lucky to be living somewhere where we have beaches nearby! What would you do if you lived where Ms. Dixon does? There are no beaches there!" Bill: "Why does she stay there?" There is general laughter. Miss Wong writes the second question on the board. "Which is most important in a friendship: l. Loyalty 2. Generosity 3. Honesty." Bill says: "I don't understand--what do you mean—-what's the difference between loyalty and honesty." Harry: "You're so stupid!" Ms. Wong: "Honesty means thaffyou tell the truth to the friend; loyalty means you would do what the friend wanted you to do even if it meant not always being truth— ful. Does that help?" Bill nods. There is a pause of about a minute. Then Ms. Wong says: "O.K., are we ready to vote." Barb votes for loyalty as do Diane, Margaret, Peggy, Betty, and Harry. Bill votes for generosity, announcing that he wants generous friends. Glenda does not vote. Miss Wong: "Would you rather pass Glenda?" She says something very quietly which I can't quite hear and then says some- thing about not being sure that honesty is always best and then announces she wants to pass. "The next question," says Ms. Wong, writing on the blackboard, "is 'If you were Prime Minister, which would you give the highest priority?" "What does the word 'priority' mean?" asks Margaret. Ms. Wong: "Which would you consider to be the most important. Which would you give most of your attention and energy to?" { 242 Margaret: "O.K." Miss Wong continues: 1. The French Canadian problem 2. The poverty problem 3. The defense problem Betty votes for the poverty problem saying she thinks it is important that people have enough money. Bill says he doesn't think any of them are important and he is going to pass. Then he says, "No, I vote for the poverty program, maybe someone will give me some money!" The group boos at him. Harry votes for the defense program, explaining that fishing rights is something that the Defense program should be concerned with. Barb, Diane, and Margaret all vote for the poverty program, making no comment as to why. Glenda votes for the defense program, as does Peggy, neither explaining why and Ms. Wong votes for the French Canadian program, saying that she is very worried that Québec may secede and Canada would no longer be one big country. Ms. Wong: "Do you see how we can all have different ideas about the same issue and none of the ideas are right or wrong, just different?" The students seem to understand what she is saying. They nod. Bill: "Is this all the writing we have to do today? This is too much like real school?" Ms. Wong: "O.K., let's do one more strategy and then take a refreshment break. This is called a FORCED CHOICE strategy. Everybody stand up and throw the cushions in a pile in the room." They do so vigor- ously and with much laughter. Then Ms. Wong places two large cardboard signs, which she has printed up, one at either end of the room. One has the word VOLKSWAGEN written on it; the other the word CADILLAC. She says: "Now, what I want you to do is think about these two words and decide which one of these two words you identify with more. Do you understand? Which do you feel is more "the real you," the Volkswagen or Cadillac and then when you decide I want you to walk to the side of the room and stand beside the appropriate sign. (Much shuffling and giggling occurs and Bill and Harry push each other back and forth.) Everyone ends up at the Volkswagen end of the room except I am noticing that Harry is bright and well—informed. 243 Bill and Harry. Ms. Wong: "Does anyone at the Volkswagen end of the room want to tell us why you are there?" Margaret: "Cadillacs are so show-offy. I wouldn't want to be a "show-offy" person." Glenda: "We have to be worried about ecology. Our Home Ec. teacher tells us so. We are running out of finite resources. (She empha- sizes the term "finite resources.") All the other students giggle. Margaret to Glenda: "Teacher's pet. You're just trying to butter up Mrs. Melville."* --Pause-- Ms. Wong: "O.K., let's try two differ- ent signs." This time she puts a sign up. At one end SAVER, the other end SPENDER and instructs the students to move back to the center of the room. Ms. Wong: "Think again of what kind of a person you are or what you identify with and go stand at that end of the room." All of the students, except Glenda, go to the SPENDER sign. Glenda looks terri- bly embarrassed at being left alone. Ms. Wong: "Glenda, do you want to tell us why you think you are a SAVER?" Glenda negatively shakes her head. "How about the SPENDERS?" Do any of you want to tell us why you are SPENDERS?" "If I get any money, I am going to spend it. It is not going to do me any good in the bank!" Diane: "I like to get things for my horse." Margaret: --Pause-- Ms. Wong: "O.K., one more." This time she puts up two signs SUMMER and WINTER and instructs the group to return to the center of the room. There is no shuffling and hesitation this time. Immediately all the students move to the SUMMER sign, including Ms. Wong. Bill: "We all like summer more. There is no school then!" Harry and Bill giggle at one another and I overhear Harry say to Bill: "Peg likes summer because she I find this an interest- ing attitude --attitudes are precur- sors of values accor- ding to Raths. She seems to have a "Gather ye rosebuds while ye may" kind of value. *Mrs. Melville is the regular home economics teacher. 244 can wear a bathing suit and show off her boobs." Peg obviously overhears and blushes and turns away. Ms. Wong: "I like the warm sunshine that we hopefully get in the summer." —-Pause-— Ms. Wong: "O.K., let's have a refresh- ment break. Ms. Dixon has brought us some- thing different today, so we will take a quick break. Get your snack then get a cushion and come back." The students all walk over to the refreshment table. Glenda steps beside me and says, "Thank you very much Ms. Dixon for bringing these things." I smile and say she is welcome. Bill: I don't like cheese. I would rather have had fruit or candies." Betty: "Don't be dumb. She's a Home EC. teacher. She is not going to bring us candies." Five minutes later-~Miss Wong says: "O.K., are we all set?" Everyone is again sitting in a circle. I notice again they are in an order identical to the one they chose on day one. Miss Wong hands out pieces of green paper. Bill: "Watch out, it's getting more like school again. We hafta write." Margaret: "Aw, shut up Bill." Ms. Wong: "What I want you to do is pretend that you are a pet. You can be any kind of pet at all. Dog, cat, whatever." There is much laughter and poking of one another. Bill barks loudly like a dog. Ms. Wong continues: "Then write down three reasons why someone should buy you." Everybody giggles again. This last takes 3 or 4 minutes. Then there is silence in the room as everyone writes. They seem to be taking the exercise very seriously after the initial hilarity. Ms. Wong: "Finished? Who wants to go first?" Diane: "I am a thoroughbred horse and you should buy me because you can ride me and I can win prizes for you and I nuzzle you when you give me sugar cubes." Ms. Wong: "These are lovely reasons, Diane.“ Barb: "I would be a dog, and you should buy me because I would love you and I would be Notice how Betty imputes values to Home Ec. teachers as a group! 245 faithful and I would be your friend." Miss Wong: "Nice." Margaret: "I would be a dog, too, for pretty much the same reasons as Barb, but also because you could cuddle me. I'd be a little fuzzy dog." Glenda: "I want to be a Siamese cat and you would buy me because I would be very loyal and clean and neat. I would not shed on your carpet and I would be pretty." (Bill snorts.) Peg: "I would be a rabbit. I know some people who had a pet rabbit once. It even sat and watched TV with them." Everybody laughs. "You should buy me because I eat up vegetable scraps so I would not cost you a lot in dog food bills and because I would be soft and cuddly and because I would be fun to have as a pet." Betty: "I would be a dog, an Irish setter, and you should buy me because you could take me on hikes and I would be beauti- ful and people would envy you and I would be a watchdog." Bill: "I don't want to be a pet. I'm going to pass." Harry: "I think I would like to be a burro. I think it would be fun to be a burro." Everybody laughs. "You should buy me because nobody else on your block would have a burro as a pet!" More laughter ensues. Bill says to Ms. Wong: "What would you be?" Miss Wong: "I would be a Persian cat and you should buy me because I would keep you company and I would be soft, nice to stroke and lovely and clean." --Pause-— Miss Wong: "O.K., a quick exercise. Take one of these purple cards, and without showing anybody else what you are writing on your card, write down one word which describes how you are feeling righf now. Then hand in the card and as soon as the bell goes you may leave." The students take 3 or 4 minutes to do this and as the bell rings they hand in the cards to Miss Wong and leave noisily. Examination of the cards after the session shows the following words are present, but there are no names on the cards. 1. O.K. 2. Good 3. Good 4. Good 5. Lonely 6. Fat 7. O.K. 8. Sad This sur- prises me. Bill has not passed before. 246 Wednesday, May 3, 1978, 8 A.M. Session Three Miss Wong is in the room when I arrive this morning. Again she is looking very attractive and poised. She is wearing grey slacks, a black "Ports" blouse and a gold chain around her neck. The room is organized for the session. She laughs telling me that again she forgot to collect the name tags, but she has decided she knows everybody's name today so we will manage without the tags. I put a large vegetable platter on the food counter, feeling that I am going to run out of ideas for healthful snacks by the end of sessions, and that I‘Eave set a tradition now which I mustn't break! At 8:00 A.M. the students come in, take their usual positions and there is much chat— tering and laughing. I notice that even Glenda is talking. Everyone is more relaxed and you can sense a better tone in the class- room. There is more trusting. The "climate" is good. Miss Wong appears to have done an excellent job with these students, who have been identified as being difficult pupils to handle. They clearly like her. Miss Wong: "Good morning. Our first strategy this morning is one called the MOON VOYAGE." Bill: "We're going to the moon!" Miss Wong explains that tomorrow morning the class is going on a moon voyage. Harry and Bill make appropriate zoom rocket noises but the rest of the group is attentive. Miss Wong continues saying that the rocket is already prepared at the Comox Air Force base and that they are going to have to think about what items they have to take along on the moon voyage. She says she will write everybody's ideas about the items they should take and why they want to take them on the voyage and then the class will vote on the 5 items out of the whole list on the board that are MOST important. The students very quickly begin calling out items and reasons and Miss Wong writes them on the board. The list includes (1) oxygen, because there is none on the moon, (2) special radio equipment to get in touch with earth, (3) books to read, (4) games to play, (5) food to eat, (6) cameras 247 to take pictures, (7) TV set to see if it would work on the moon, (8) a special set of clothing to keep you warm, (9) flashlights because it might be dark up there, (10) first aid kit. After trying to elicit further Options from the students, but being unable to do so, Miss Wong has the group vote on what would be the most important five to take. After some squabbling the group votes and decides upon oxygen, the first aid kit, the radio equip- ment, food, and warm clothing. The whole exercise is executed in a most efficient and orderly manner. Miss Wong: "This was an imaginery activity. But can you see how sometimes in life you have to make choices--that you can't always have everything you want in life. Margaret: "You ainrt’kidding." I observed Glenda looking painful and hurting at this moment. Harry: "Yes, my old man says I can't have as much allowance as I want." Miss Wong: "So you see, learning to make choices that we are going to be happy with is an important skill to learn." Bill: "She's sounding like a teacher!" Miss Wong blushes and says, “I am sorry. I don't mean to preach! Let's try Activity 2." "This one is called ONE IDEAL DAY. I want you to think about what you would do if you had one ideal day-~24 hours-—and you could do anything you wanted to do. You could be by yourself or with others, anywhere you wanted to be, but remember you only have 24 hours. I am going to give you 10 minutes to think about it and while you are thinking about it you can have some of BEL Dixon's refreshments on the table. Take some notes if you need to--there is paper on the other table and when we come back I want each of you to describe your ideal day." The students all get.up, going first to the refreshment table. They seem unfamiliar with the concept of eating vegetables raw. "Do you mean you eat the cauliflower raw?“ asks Peg, looking at me. I say, "Try it and see if you like it." She does-~but seems unimpressed! Bill: "I told you she was a Home Ec. teacher!" Notice Bill's value imputation again. 248 Several students get some paper and then the room becomes very quiet as they sit chewing on carrots and celery, etc. and jot- ting notes on pieces of paper. After about 10 minutes, Miss Wong says: "Peggy, would you start for us?" Peggy: "I would spend my ideal day downtown in the Dominion Tower Mall with some friends. We would have hot dogs for lunch. We'd hang around the Yellow Sub Shop." Bill interjects: "You haven't got any friends to go with." Miss Wong makes no comment but glares dis- approvingly at Bill. Peggy sticks her tongue out at Bill and continues, "we would hang around there and have some cokes. We would make it a school day. We would not just go on a Saturday." Miss Wong: "Why is that important?" Peggy: "Oh, just so the cops would think we were playing hookey. It would be more fun if it was not on a Saturday!" Miss Wong: "Barb, how about you?" Barb: "I would spend the day at home--not going to school. I would watch TV all day. I'd have some friends over and would order in a super pizza. I would have a whole bunch of friends there--not you Bill-~we would have a party with pizza and watch TV and it would be a school day, that is what I would do-- and probably play my stereo or my dad's stereo. He'd be out." Miss Wong: "Diane, how abOut you?" Diane: "I would take my horse up to English Beach in Point Grey and I would ride her for miles on the sand just at the edge of the water. I would be all by myself. I have always wanted to take my horse to English Beach and ride on all that sand." Miss Wong: "That sounds lovely Diane. Margaret?" Margaret: "I would probably go bike riding with some friends. Maybe we would go to Stanley Park. I would take two friends and we would have a picnic." Miss Wong: "That sounds like fun. Who is next in the circle?" (The students seem to be responding around the circle in this exercise.) Raths says activities are value indicators 249 Glenda looks very sad and says, "I want to pass." Miss Wong: "O.K.," She pauses and then says, “Betty, how about you?" Betty: "I would spend my day working on my stamp collec— tion and I might go for a bike ride and I would watch some TV and I might have some friends over for supper and we probably would have pizza, too." Miss Wong: "Well, Bill, I guess you are next?" Bill: "I would spend the whole day tinkering with the engine in the garage, and would make a rule that no one would be allowed to tell me to clean up, do chores, wash up, etc. Someone would bring me my food on a tray when I wanted it." Miss Wong: O.K." (laughing). Harry: "I would take off on my Honda. I would go far away on the trails and spend the whole day exploring on my bike. It would be a school day so there would be nobody else on the trails." Peggy: "I would probably want to spend the day in the Mall downtown. We all hang around down there. Maybe have a "you know what." The group giggles. "We would meet at the malt stand and you know what you can do at the malt stand! I would not want it to be a Saturday." (Clearly, Miss Wong and I are being excluded from information here.) Miss Wong: "O.K., what I would do with my day is take the seaplane that flies from Victoria to Vancouver. You can fly from downtown Vancouver to Victoria and I would like to spend the day shopping in Victoria and take the seaplane. I have never had that ride." "Are you ready for Activity 3?" Everyone nods. Turning to the blackboard she writes the word "VALUE" and then asks the students to think of a value as something they treasure or that was important to them. She says, "Can we quickly go around the room and each of us mention something that we value?" The students, at this point, are all totally cooperative and seem interested in the next exercise. Miss Wong: Raths says interests are values indicators .— .— Interests values indicators Interests values indicators Note: the question was worded so as not to elicit "real" values. 250 Bill: "We all know what Diane values. She values her horse." Diane: "Right." Margaret: "I value my bike." Glenda, very quietly: "I value health." Miss Wong: "I guess we all value our health. That was a very inciteful comment, Glenda." Barb: "I value my record collection." Miss Wong: "You are tending to name things. Can you think of something that really is not a thing that you value?" Barb: "No, I guess I can't right now." Miss Wong: "Perhaps having records makes your life nicer——so you could say you value 'a pleasant life'?" Barb: "O.K." (she looks confused). Peggy: "I value money." Harry and several of the others sneer at her. Miss Wong: "That is not something we all like to admit, but something that is often very true. Thank you Peg. Maybe it is not the money but what the money represents that you value." Peg nods. Betty: "I value my records." Bill: "I value my tool kit." Harry: "I value my trail bike." Miss Wong: "Try to think of why you like these things you are listing.—_§lenda: "What do you value, Miss Wong?" Miss Wong: "I guess I value my University training. Hopefully it is going to get me the kind of job I want. So, I could say I value job security and job enjoyment! And, I guess I value learning. Bill: "There she goes again. She wants to be a teacher. What a nut! She's gotta be crazy. Imagine wantin' to be with us! --Pause-- Miss Wong: "O.K., let's do the same thing again but this time I want you to tell me something you believe in strongly. Barb, could you start?" Again the whole group is quiet and cooperative. They seem to be looking forward to the next exercise. Barb: "I believe in teachers being fair." Margaret: "So do I." Peg and Betty: "So do I." Glenda has named a value. Miss Wong is trying to set them to name "true" values. Raths says beliefs are values indicators 251 Diane: "I believe in peOple taking care of their animals." Bill: "I believe in the driving age being lowered to 13." Harry: I believe in you not having to come to school if you don't want to." Glenda: pass." "I --Pause-— Miss Wong: "Alright, are we ready for Activity 4?" Everybody nods c00peratively. Miss Wong hands each student an 8 1/2 x 11" piece of brightly colored construction paper. On each piece of paper is written the words "I value " She asks the group to fill in the blank and then asks if they are willing to wear their sign for the rest of the session. She passes out felt pens and with a fair amount of commotion and giggling the students fill in their signs and put them on. They seem self-conscious yet they do seem to want to wear the signs. There is Each laughter as it is realized that both Bill and Harry have filled in their signs with "I value sex." Diane is scornful of the two and says, "Why don't you guys grow up?" The rest of the signs read as follows: Betty: "I value happiness." Barb: "I value having lots of nice things." Diane: "I value Queenie." Glenda: "I value health." Miss Wong: "I value an education." --Pause—— Miss Wong: "Good. Let's try some VALUE VOTING again. You all remember how it goes?--hands up, thumbs down, pass." They all nod. Again, the group is far more c00perative and attentive than it was 2 days ago. "O.K., here are the questions," says Miss Wong. "1. How many of you enjoy giving gifts to someone?" The girls all put their hands up. The boys put their thumbs down. Miss Wong.laughs and says, "Oh come on you guys, don't you ever enjoy giving a present to somebody?" They laugh IRaths says convictions are values in- dicators. Diane seems to be expressing a conviction. Raths states that for some— thing to be a value you must be willing to publicly affirm it. This is hap— pening here. Note that some of these are "value ob- jects"--others are "true values" 252 and reluctantly put their hands up. "2. How many of you have ever been hurt by a friend?" There is a pause. Every- one looks at everyone else. Margaret is the first to put her hands up and everyone else follows suit. "3. How many of you would rather be older than you are now?" Bill immediately puts his hands up saying, "Yeah, like the legal driving age." Everyone else puts their hands up except Miss Wong who puts thumbs down. Miss Wong: "Can you tell me why?" Margaret: "People would not be able to boss me around so much then." Barb: "I could stay up as late as I wanted and watch as much TV as I wanted." ’ Then Miss Wong says, "4. How many of you would like to be Prime Minister of Canada some day?" Everybody puts thumbs down except Harry who puts his hands up. There is general laughter directed at Harry. Miss Wong says: "How many of you think that Prime Minister Trudeau considers his values and beliefs when making decisions?" Harry: "Huh?" Betty: "I don't understand." Miss Wong: "How many of you think that Trudeau tries to make decisions for Canada that are based on what he really believes is best for Canada?" At this pOint all hands go up. --Pause-- Then Miss Wong says: "Now, last ques- tion-~5. How many of you remember what you planned for your ideal day earlier?" 'All hands go up. She continues, "What I want you to do is to think about the ideal day you planned last week and look at the signs you are wearing and see if any of you reflected in your ideal day what you have on your sign. Do you understand what I mean?" There are general nods. Miss Wong: "O.K., I think our time is just about up. I would like you to think about it tonight and I shall see you again tomorrow morning at 8 A.M. Raths sees worries, problems, and obsta- cles as values indicators 253 Thursday, May 4, 8 A.M. Session Four Again I enter the classroom to find Miss Wong already there. The room is all set up. I place a tray of fruit on the corner table. Miss Wong is wearing a floor length beige caftan with oriental embroidery in the form of a dragon down the front. Her long black hair is tied in a smooth bun. She has gold hoop earrings on and she looks extremely attractive. At 8 A.M. the students arrive, more or less all at once. Bill makes a wolf whistle when he sees Miss Wong's outfit and Margaret and Barb both go up to her commenting how much they like her dress. She smiles and says, "Thank you." Bill says in a loud voice, "Hey, Harry she (pointing at me) has brought fruit again. That's better than vegetables." Glenda says to me: "Are you paying for these things?" I smile and say, "Yes, but I am happy to do so, because you are helping me with my University work and I am very grateful." Glenda: "What University work?" I am writing a kind of book for a University that is a long way from here in a place called Lansing, Michigan," I reply. Peg: "A book? Will our names be in it?" I say, "Yes, but just your first names, not your last names." Harry laughs and says loudly: "That is to protect the innocent!" I laugh and nod towards Miss Wong--turning the group back over to her. Miss Wong: "Good morning. It's good to see you all again! We are going to start this morning with a strategy called 'Trophies I would like to win.'" Miss Wong draws a picture of a trophy on the blackboard laughingly and says she is not a very good artist. Then she passes around pieces of white paper and red felt pens and asks everybody to draw a trOphy on their paper. Miss Wong: "Now, what I would like you to do is to think about what you would like to have won this trophy for. In other words, pretend you have won this trOphy. What did you get it for? Then write underneath the trophy what it was won for." 254 -—Pause for 3 or 4 minutes-- Miss Wong: "Who would like to share with us what they have written down? Peg, let's start with you? Would you share with us?" Peg pauses for quite a long time and then says "I would like to win a hair dressing trophy." Miss Wong: "Oh, I didn't know you were inter— ested in hairdressing." Peg: "I am wondering about whether I should take the hairdressing course when I get to Grade 10." I overhear Diane say to Margaret: "She should start with her own hair. It's a mess." Miss Wong: "I think that is a good idea, Peg. You will have to think about it-—it is a big decision, isn't it?" — Miss Wong: "Betty, what about you?" Betty: "I would like to have my trophy for good school marks." Miss Wong: "Are school marks important to you, Betty?" Betty: "Yes, I guess so" (looking rather uncomfortable). --Pause-- Miss Wong: "Bill, you next. How about you? What would you like your trOphy for?" Bill: "I would like to win a trOphy for being the person to fix an engine at a stock car race, the fastest." Miss Wong (laugh- ingly): "Oh, Bill, you and your engines!" Bill: "Some of those guys, boy, they can really change things fast." The enthusiasm in his voice is obvious. Miss Wong: "Harry, how about you?" Harry: "I would like to win a trOphy for being on "Reach for the TOp."* Bill laughs sounding cynical, not supportive. 'Miss Wong says: "That wafild be a wonderful trophy to win." She sounds enthusiastic. Miss Wong: "Barb, how about you?" Barb: "I don't know. I'm going to pass." Miss Wong: "Diane?" Diane: "Oh, I would like to win another trophy for my horse. I have already won one you know! Or maybe have another horse and win a trOphy fi Raths views goals and aspirations as values indicators Miss Wong's values are reflected in her enthusiasm here. *A local television program which awards trophies for academic excellence. 255 for jumping with her. I would like to learn to jump with a horse--not Queenie though-- I'd need another one." Miss Wong: "That would be exciting, Diane. Margaret, how about you?“ Margaret: "I would like to win a trophy for tennis." Miss Wong: "Good." --Pause-— Miss Wong: "Glenda, what about you?" Glenda: "I pass. I can't think of anything this morning." Miss Wong: "O.K. Thank you group--let's see--it's my turn--I think I would like to win a trophy for good marks for student teaching. That is something that would make me very happy and I would be proud of."--Pause--"O.K., move around for a minute and then we will do the next activ— ity." Students squirm somewhat but nobody gets up. There is no "unruly" behavior or poking or jabbing of each other as had been characteristic of session one. Miss Wong: "Remember the RANK ORDER we did the other day? Let's try some of those again. 1. If I were to give you $500.00, which of the following would you do with it? 1. Save it. 2. Buy something for your- self. 3. Give it to the Cure for Cancer cause. O.K., does anyone want to volunteer?" Glenda volunteers to answer immedi— ately, saying "Give it to the Cure for Cancer cause." No one says they would save it. All the rest say they would buy something for themselves. Barb says she would buy a TV set for her room and not have to watch TV in the living room and fight with her father about what programs to watch. Margaret says she would buy a whole new wardrobe. Harry says he would buy a new and more expen- sive trail bike. And Bill says he would buy more mechanical equipment for his engine tinkering. Interests are values indicators Notice the attitude preceding a value of “live for today" evi- dent here. Miss Wong: "You see how we would all buy different things with the money and can you see that none of the answers you have given or the suggestions of how to spend 256 the money are right or wrong. Different people feel differently anut different things. That is what I am trying to make yOu understand, that there often are not any right or wrong answers and that it is impor- tant to know how you feel about something." Bill: “There she goes. She's preachin' again." Harry: "Don't complain. This is better than regular school." Miss Wong: "How about another VALUES CONTINUUM?" There are general "O.K.'s" around the group. She draws one on the board, having DIFFICULT DAN at one end and EASY ED at the other. (See Appendix H, page ). She says that DIFFICULT DAN is a person who can never decide what to do with his free time and that EASY ED is a person who always knows what to do with his free time. "Are you all set?" she asks. "You are to mark an X on the continuum showing where you think you would be. Remember that we block out the section in the center, so you can't 'sit on the fence.'" Diane, Bill, and Harry all get up and Raths' mark on the extreme right of the continuum, "public whereas Peg, Betty, Barb, Margaret, and affirmation" Glenda all mark their X's near the left hand is occurring side of the continuum. Miss Wong places her here. X near the EASY ED end of the continuum, explaining that she enjoyed sewing and skiing and didn't usually have very much free time anyway, so that there was no prob- lem in trying to decide what to do with it. After some general discussion about why those who were at the DIFFICULT DAN end of the continnum were there, Margaret conceded she would probably play tennis and ride her bike and asked if she could move to the other end of the continuum and Betty decided that she enjoyed her stamps and she would like to move her X also. Miss Wong allowed them to get up and change their positions on the continuum. Then Miss Wong said that anytime during the course of the following week if anyone of them should think of a continuum that they would like to have the class use, to go ahead and write it up and give it to her. 257 She would then try to work it into the schedule. "Next," she says, "we are going to do a "Coat of Arms" strategy. In England, some families often have a Coat of Arms that explains something they treasure or is unique to their family." As she says this she passes out a stencil of a Coat of Arms, divided into six sections and pens for everyone. (See Appendix H, page ). "Now, in Section 1," she continues, "what I want you to do is draw a picture or a symbol of something you value or believe in strongly. I am not worried about your art work, as long as you can explain to me what the symbol means. So in Section 1, draw a little picture of something you value." She pauses for 3 or 4 minutes while everyone thinks. The group is very silent and cooperative. I observe there is much less inattention and fooling around than there was on Monday. Miss Wong: "O.K., are you ready for Section 2? In Section 2 draw a picture or a symbol or design of something you like to do, such as a sport, hobby, etc. Do you understand what I mean?" Everyone nods. Again she pauses for 2 or 3 minutes. Then says: "In Section 3 draw a picture of something you would like to do or be when you grow up." Again a pause, then she instructs them: "In Section 4 draw a picture or symbol which represents something you would do if you could do anything you wanted to do, knowing that you would have guaranteed success at doing it." There is a fairly long pause now and absolute quiet as they think about this. I observe no squirming or talking. Everyone is very deep in thought. Miss Wong: "In Section 5 write a word or two that describes one thing that other people can do to make you happy."--Pause--"Finally," says Miss Wong, "in Section 6, using three words, indicate what you would like other people to say about you if you were to die today. I would like to have you share this with the class, but we are running out of time. Is there anyone who would object to putting 258 their name on it and handing it in so that Ms. Dixon and I can look at them together?" The students all agree that this is accep- table and the information found on their "Coat of Arms" sheets is found on the following page. (Explanatory phrases have been substi- tuted for symbols. In some cases where the researcher could not understand what the symbols meant she consulted with the indivi- dual students to be sure her interpretations were correct.) Miss Wong says she is sorry she has not given them time to have a refreshment break (no one had complained or reminded her during the session that they were missing this.) but to help themselves to something on their way out. The students leave, helping themselves to the food. Monday, May 8, 8 A.M. Session Five I arrive first and again Miss Wong has already been in and the room is all organized and "ready to go." She comes in at 7:45 today wearing a very modern, loosely flowing mid- calf length dress in natural muslin color with a smock front and she has on sandals that lace up her legs. She looks very stylish. Glenda is the first one to enter. She says to Miss Wong, "I love your dress." She is followed by Diane who immediately says to Miss Wong: "You have got the nicest clothes, you must have a lot of money." Miss Wong smiles and says, "Well, I made this dress and the fabric was on 'special,’ so it only cost me about $8.00. Do you sew, Diane?" Diane: "Not at school now. We sewed from September to December and now we cook from December to June. Mrs. Melville lets some of the good students use the machines at lunch time, though, but she would never let me. She'd say I was 'irresponsible'" (She used a mocking tone.) Miss Wong: "Well, Diane, if you decided you wanted to make a dress, I would speak to Mrs. Melville about your being allowed to use the machine. I think you could be responsible, couldn't you?" Diane nods her head. 259 Students' Responses to 'Coat of Arms' Exercise Peg Barb 1. money for clothes 1. peOple should be happy 2. sit in T.D. mall 2. T.V. 3. hairdresser 3. a nurse (pratical) 4. be a movie star 4. a real nurse--R.N. 5. be nice to me 5. not tease me about 6. I am sorry. being fat 6. That's too bad. Betty Diane 1. stamp collection 2. collect stamps l. peOple should be kind 3. movie star or nurse to animals 4. movie star ' 2. horseback ride 5. give me foreign 3. wife of a horse stamps rancher 6. Say they were sad. 4. be wife of a really rich horse rancher Bill 5. not tease me about being a tomboy 1. cars 6. I'm sorry. 2. tinkering with motors 3. a mechanic Margaret 4. a mechanic in the pit at a stock car race 1. money 5. praise me when I fix 2. play tennis motors 3. get married 6. That they would miss 4. be a teacher me. 5. give me new clothes 6. That is awful. Harry Glenda 1. intelligence 2. ride a trail bike-- 1. good health read 2. cooking 3. be a teacher—-maybe? 3. get married and have 4. be a professor like a baby my dad 4. be a teacher 5. give me interesting 5. be nice to my mom school assignments 6. I'm sorry. 6. The world has lost a great mind!! 260 In come Margaret, Barb, and Betty, all chatting together, followed by Bill and Harry, horsing around as usual, punching one another but now in a good natured fashion. The buzzer rings and Miss Wong says, "O.K., let's get started." Everyone sits down again on the same cushions in their routinized positions. Miss Wong: "Let's start by doing some VALUES VOTING. You all remember how to VALUE VOTE?" Everyone nods. Everyone seems happy. The classroom has a pleasant anticipatory feeling. Miss Wong: "O.K., first question. How many of you would like to change your first name?" Everybody puts their thumbs down including Miss Wong. Miss Wong laughs. "Obviously we are all happy with our names! 2. How many of you get angry when people don't listen to what you have to say?" Every- body puts their hands up, including Miss Wong. "Ah, I guess it is important that we have peOple listen to us, ay?" says Miss Wong. Margaret: "My Mom never listens when I tell her about things at school. She always is so busy and she is always so tired. She works night shifts and never has time to do nothin'." Bill: "Nobody ever listens to me." Harry to Bill: "No wonder, you never shut up!"-—General laughter—- Miss Wong: "Next question. 3. How many of you are good listeners?“ There is some hesitation here, then Glenda puts her hand up, followed by Barb and Betty. Diane passes, Peg puts her thumbs down and says: "Well, I am not really very good at it." Bill laughs and says: "You guys would murder me if I didn't put my thumbs down." Everyone shouts agreement! There is general laughter. Harry puts his hands up saying, "I try to listen to other peOple." Miss Wong puts her hands up saying, "I try to, too, but it is not always easy." -—Pause-- Miss Wong: "Next question. 4. How many of you think it would be nice to know a Grade 8 student from another country such as Spain, France or England?" All hands go Up. Harry: "We had exchange students here I feel this is an impor- tant com— ment. Raths says worries and concerns are precur- sors of values. 261 last year. One was from Guatemala and one was from England. That was really inter— esting." Peg: "Yes, and then students from here got to go to Guatemala and England and stay with their families. That would be fun." Margaret: "Yes, but they only pick the rich, Notice Mar— smart kids for those kinds of things. None garet's of us would ever get to go." negative self-concept --Pause—— Miss Wong: "Next question. 5. How many of you sometimes have secrets you don't tell, even to your best friends?" There is quite a long pause. Then, sheepishly all hands go up. Then Bill laughs and takes his hands down and says: "My old man says if you don't want anybody else to know, don't tell Bill." Miss Wong: "That is not quite what I mean, Bill. What I mean is do you have some secrets about yourself you don't tell any- body ever." Bill: "Aw, heck no. I don't care what peOple know about me." Miss Wong: "Did everybody else understand this question?" --Pause--"Shall we vote again?"-—Pause--"O.K. let's vote." All hands go up. Miss Wong: "O.K., next. Let's try another RANK ORDER. You will need some paper for this. Here, Bill, since you like the paper exercises--you pass out the paper!" Everybody laughs at her irony. Bill stands up and with elaborate motions and sweeping gestures passes each student a piece of 8 l/2 x 11" green paper and a felt pen. Miss Wong: "Now, I will write the question on the board and you rank it." She writes on the board: "What do you worry about the most. 1. Your grades 2. What others think about you 3. Not having friends" Miss Wong: "Take a moment or two to think about it carefully." There is a 2 or 3 minute silent pause and then she says: "Would anyone like to share with us how they have ranked their responses?" Harry: "Grades are most important to me." Miss Wong: "Thank you, Harry, what did you put second?" Harry: "I was not sure. I think what others think of me." Bill: "Grades sure are not important to me. I made that last-—number 3!" l 262 Miss Wong: "What did you put first?" Bill squirms uncomfortably, then replies: "Not having any friends." Diane: "Well, you would have more friends if you would stop being such an idiot." Bill to Diane: "O.K. smarty what did you say then?" Diane also looks embarrassed: "I made what others think of me most important. Not having any friends and grades last." "So did I," says Barb. "So did I," says Margaret. Miss Wong: "What about you Glenda?" "I put grades first," says Glenda. "Then what others think of me and then not having friends." Betty: "I made grades last. I guess it is most important to me that I have friends." Miss Wong: "O.K., I will share how I feel. I guess it would be most important to me to have friends, so I made that first. Secondly, I put grades, because my grades are very important to me and lastly I said what others think of me. Some- times it is not important what others think of me as long—as I feel I am doing the right thing." _ _ —-Pause--Then Miss Wong says: "Can you see again here, group, that different people can have different answers to the same ques- tion and there are no 'right' and 'wrong' answers?" There are general nods around the room. Miss Wong: "O.K., let's try a different strategy. One that we have not done before. This one is titled UNFINISHED SENTENCES." The group is quiet and attentive. Miss Wong explains "I am going to write a part of a sentence on the board and then I want you to call out ways that you might finish that sen- tence." On the board Miss Wong writes: "I get angry when ....." Bill is the first to respond, calling out: "my little brother gets into my tools and when the dumb law won't let me drive until I'm 16." Harry is next, saying: "I get angry with all the noise control, complaints about trail bikes.“ Then Betty says, "When I don't have enough money. Like last weekend I wanted to get my hair styled instead of just cut and my Mom said it was too expensive." Peggy follows, saying: "When the teachers at school bug me. Some of them are really creepy." Harry adds: "When so much of school iS'sg boring." Barb (laughing): "When everything I like has Values in- dicators seem evident here. 263 got too many calories in it." Diane laughs and says: "Me, too," as does Margaret. Glenda: "When peOple get sick." (She sounds hostile and angry as she says this.) Miss Wong: "Let me think, when do I get angry? I get angry when I just don't have enough time to get everything done that I have to get done." Margaret: "Boy, most of us don't have anything to do most of the time. We just hang around. Your life must sure be different than ours! That is what you get for being pretty and smart. We just have to hang around the DT mall doing nothin'" Miss Wong: "You could all have your own kind of exciting lives too." -—Pause-- Miss Wong: "Let's try the next ques- tion." She writes on the board: "The thing that scares me most is . . ." Glenda immedi- ately says "I pass." Barb: "I am not scared of anything." Harry says to Barb: "You are so--everybody is." Diane: "I was scared of that funny squishy thing in 'Star Wars.'" Barb: "So was I." There is a pause. Peg changes the tone of the room by stating: "The thing that scares me most is that one of my parents might get killed." Glenda starts to cry and Miss Wong goes over to comfort her. She puts her arm around her shoulder. I can't hear what she is saying. The rest of the group are very quiet and sit looking rather wide-eyed and scared. Several minutes later Miss Wong gets up and says: "I think it is time for a refreshment break. Let's go over and have some fruit from the corner table and then on your way back to your cushion, pick up one of the cards on the blue table and a felt pen." About 5 minutes pass and everyone is settled again on the cushions. Glenda appears to be under control again. Harry and Bill are back to trying to share the same banana with much laughter and pushing and shoving--but it seems friendly with fewer hostile undercurrents than previously! Miss Wong: "What I want you to do with the card is to write on it one thing you are good at doing." Everybody starts to laugh and there are general good-natured groans Raths says worries and problems are values indi— cators 264 around the room. Clearly everyone wants to do the exercise but would not want to admit it. Miss Wong (joining in the laughter): "I am going to make you pin the sign to your sweater or T-shirt and you are to wear it for the rest of the session." The groans and moans become ever louder although it still appears that the students are looking forward to doing this. There are several minutes of silence as the students think and then each holds up their sign. They read as follows: Glenda: Cooking Margaret: Playing tennis Diane: Horseback riding Barb: Cooking Betty: Collecting stamps Bill: Fixing engines Harry: Getting good marks (when I want to) Then Peg says: "I can't think of anything." Miss Wong: "Come on. You don't want to pass on this one do you? Can anyone help Peg?" After several minutes of silence Barb says "You made a pretty good blouse in Home Ec. last term. You are pretty good at sewing." So Peg writes "sewing" on her card and I sense an atmosphere of warmth between Peg and Barb at this point. Miss Wong writes on her card "sewing." "Now we have to wear these for the rest of the hour," she says. Everybody pins them on their T-shirts, blouses, etc. Miss Wong: "Next, we are going to do an activity entitled 'THE NAME OF THE PERSON YOU WOULD MOST LIKE TO BE.‘ I am going to pretend that you cannot be who you really are and you have to choose someone else you would like to be. She gives them a moment or two to think and then says, "Who would like to start?" Harry says: "I will-—Pierre Trudeau." Miss Wong: "Oh! Why would you like to be him?" Harry: "He is rich, he is famous and he is probably going to win the next elec- tion!" Margaret: "My Dad doesn't think so." Miss Wong: "What values do you think Trudeau has? What things do you think are important to him?" Harry: "I don't know"’(thoughtfully) "I think he wants to prevent Quebec from leaving Canada." Miss Wong: "Do you think that is important too, Harry?" Harry: "Yes." Glenda: "I want to be like you, Miss Wong." Margaret, Diane, and Barb all chorus Notice pub— lic affirma- tion of value of Canadian unity occur- ring here. 265 in: "So would I," followed by Betty and Peg. Miss Wong: "My goodness, why?" Margaret: "Because you are pretty and you have got nice clothes and you are smart." Miss Wong: "Thank you"-—pause--"what values do you think I might have?" Glenda: "I think you value being a good teacher." Miss Wong: "Thank you, Glenda, I do. What other values do you think I might have?" Margaret: "Do you value skiing?" Miss Wong: "Well, let's say I enjoy skiing. I enjoy being outside in the fresh air." Betty: "Tell us what else you value." Miss Wong: "That is a hard question. But I guess I value being happy in my job and I value being successful in my job and I also like to travel and meet other people. But that is more of an interest than a value, isn't it? Let's see-—let's say I value having an inter— esting life-~a quality life." Bill (to Miss Wong): "If you can't be you, who would you like to be?" Miss Wong laughs: "I would like to be a lady you may have never heard of. I heard her speak at U.B.C. recently. Her name is Margaret Mead. She is an older lady, but I think she has had a fascinating life. She studied people all over the world and has written books and is famous. I would like to be Margaret Mead I think." --Pause--Miss Wong looks at her watch, then says, "O.K. quickly, time for one more session before the period is over. This one is entitled 'WHO ARE YOU?’ Diane, would you come up and stand beside me up here and be 'it'?" Diane agrees. "I am going to ask you a question five times and I want you to give me five different answers to the ques- tion but each answer should be true." --Pause--"O.K., are you ready?" Diane nods. Miss Wong: "Diane, who are you?" Diane: "Diane." Miss Wong: "Diane, who are you?" Diane: "Huh?" Miss Wong: "Who or what else are you?" Diane: "Oh, you mean like the owner of Queenie?" Miss Wong: "Right on!" Miss Wong: "Diane, who are you?“ Diane: "I am Mrs. Blizzard's daughter." Miss Wong: "Diane, who are you?" Diane: "I am Mr. Blizzard's daughter." Bill (giggling in the background): "Are you sure?" (Miss Wong glares at Bill). Miss Wong: "Diane, who are you?" Diane: "I am a student." 266 Miss Wong: "Very good. Thanks Diane. Who is next? Margaret?" Margaret: "O.K." Miss Wong: "Marg., who are you." Marg.: "I am Margaret." Miss Wong: "Marg., who are you?" Marg.: "I am a student." Miss Wong: "Who are you?" Marg.: "I am a bossy big sister." (she laughs). Miss Wong: "Who are you?" Marg.: "I am a tennis player." Miss Wong: "Who are you?" Marg.: "I am a dumb student." Miss Wong: "Maybe that is some- thing you don't have to choose to be, Marg.!" Miss Wong: "Who is going to be next?" Barb stands up. Miss Wong: "Who are you?" Barb: "I am Barb." Miss WOng: "Who are you?" Barb: "I am a student." Miss Wong: "Who are you?" Barb: "I am a daugther." Miss Wong: "Barb, who are you?" Barb: "I can't think of anybody else. Oh, I am a sister." Miss Wong: "Good." --Pause--then Glenda says she will go next. Miss Wong: "Who are you?" Glenda: "I am Glenda." Miss Wong: "Who are you?" Glenda: "I am a Grade 8 student." Miss Wong: "Who are you?" Glenda: "I am a blonde girl." Miss Wong: "Who are you." Glenda: "I am an adopted daughter." (She emphasizes the word adOpted.) Miss Wong: "Who are you?" Glenda: "I am a daughter with a sick mother." -—Pause--Betty says "I will go next." Miss Wong: "Who are you? Betty: "I am a gump." Miss Wong: "Who are you?" Betty: "I am a dumb student." Miss Wong: "Come on, Betty, tell us some good things about your- self. You can choose not to be dumb or a gump, you know. You can make choices!“ Betty: "Well I am a stamp collector." Miss Wong: "That's better--now who are you?" Betty: "I am a bike rider." Miss Wong: "Good, who are you?" Betty: "I am Mrs. Crawford's daughter." Miss Wong: "O.K., boys you are next. Bill or Harry, who is going to be next?" Bill: "I will go first." Miss Wong: "Bill, who are you?" Bill: "I am a future world famous mechanic." (Everybody laughs.) Miss Wong: "Who are you?" Bill: "I am a track team member." Miss Wong: "Who are you?" Bill: "I am a skinny kid." Miss Wong: “Who are you?" Bill: "I am a son." Miss Wong: 267 "Who are you?" Bill: "I am a dumb student and a nuisance. I drive teachers crazy." Miss Wong laughs and says that probably is true. The whole group laughs. Miss Wong: "Harry, you are last. Who are you?" Harry: "I am Harry." Miss Wong: "Who are you?" Harry: "I am a student." Miss Wong: "Who are you?" Harry: "I am a Honda rider." Miss Wong: "Who are you?" Harry: "I am a son." Miss Wong: "Who are you?" Harry: "I am a paper boy." Miss Wong: "Oh, you have a paper route, I did not know that."--Pause—-"O.K., who wants to come and ask me who I am?" Glenda: "I will." Glenda gets up, stands beside Miss Wong and says: "Miss Wong, who are you?" Miss Wong: "I am a Home Ec. teacher." Glenda: "Who are you?" Miss Wong: "I am a fiancee." Bill: "What does that mean?" Miss Wong: "It means that I am engaged to be married to somebody-—I am somebody's fiancee. All the girls go "oooh." Bill says: "Poor guy!" Glenda: "Who are you?" Miss Wong: "I am a daughter and a grand- daughter." Glenda: "Who are you?" Miss Wong: "I am a student at UBC." Glenda: "Who are you?" Miss Wong: "I am a woman." Bill and Harry giggle. Miss Wong: "We are running over time. You had better rush on to your next class. I will see you tomorrow!" Tuesday, May 9, 8 A.M. Session Six At 7:50 Miss Wong and I enter together. She is wearing the long dress she had worn previously during the sessions. The room is as usual, all set up and ready to go and very pleasant looking. I observe that the students are beginning to change in what they are wearing. On the first day blue jeans were standard apparel (except for Betty). Today Barb has a floor length denim skirt and a blouse. Diane has green culottes and a T- shirt. Margaret is still in jeans but Glenda is in a pretty fortrel pantsuit of a soft pink shade and Betty is wearing a loose kind of cotton dress with smocking on the top. Bill and Harry both have corduroys and T-shirts on. I wonder if Miss Wong's wardrobe has had an impact on the students. I am sur- prised that Glenda volunteers. 268 Miss Wong claps her hands at 8 A.M. and says "O.K. First thing today, VALUES VOTING." The group seems cooperative and ready to start work. "1. How many of you enjoyed your Easter vacation?" Everyone puts their hands up. "2. How many of you ate too much on Easter day?" Again, everyone puts hands up, including Miss Wong. There is general laughter! "3. How many of you like living in Canada?" All hands go up. Then Miss Wong asks: "Has anyone ever lived in any other country?" There are general "no's" around the room. Miss Wong: "You might like to talk to Ms. Dixon later about how she has found it to be living in the States for a year. I bet you don't know what 'tin roof ice cream' is. That is something she likes about living in the States." "What is tin roof ice cream?" every- one calls out in unison. I laugh and say it is chocolate and vanilla ice cream with Spanish nuts or peanuts in it. I explain that near the campus where I study, there are lots and lots of ice cream shops, some of them with up to 100 different flavors to choose from.* Bill: "Let's move there, that sounds neat!" Miss Wong: "O.K., back to our VALUES VOTING. Let's be serious for a moment." Everyone settles down. "How many of you have hurt feelings when other people tease or make fun of you?" There is a pause and then all hands go up, including Miss Wonghs. Miss Wong: "Do you think we might think about that for a moment? Do you think some of things we have said to one another in here might have hurt other people's feelings?" There is silence in the room. Then Bill says, "Yes, and it probably is mostly my fault." Miss Wong: "I would say that, but let's all try harder not to tease peOple or make fun of them in a way that would hurt their feelings and see if that makes our last two sessions nicer. Is that O.K. with everybody?" Every- one nods. Miss Wong: "O.K., last question. How many of you would work just as hard at your school if you didn't receive grades or marks?" All the thumbs go down. Miss Wong: "Why not?" *Ice cream shops are rare in Vancouver.and only vanilla, or strawberry flavors are common. I am sur- prised at Bill's inciteful- ness and honesty. chocolate, 269 Harry: "My Dad will give me a dollar for every 'A' I get. There would be no point in my getting A's if I was not going to get a dollar for them." Bill: "I don't work hard and I don't get the grades. What difference does it make?" His voice is flat and he sounds cynical. Glenda: “My Dad and Mom are really upset about my marks. They always want to see my report cards and know what grades I am getting." Miss Wong: "Maybe that is because they care, Glenda." —-Pause--O.K., let's go on to Activity 2. This is the unfinished sentence strategy again. We have done it before. I am going to write three part sentences on the board and ask you to think about how you would finish them and then I will ask for some volunteers." On the board she writes: 1. In school I do best when . . . . 2. I trust those who . . . . 3. What I want most in life is . . . . Miss Wong: "O.K. take a few minutes to think about them and then I am going to ask you to volunteer." About four minutes later Peg says: "I'll go first. In school I do best when I like the teacher. I trust those who are nice to me. And what I want to do most in life is to be a good hairdresser and then get married and maybe have a husband and a house and some babies." Miss Wong: "My goodness, you have got your whole life planned out already!" Betty: "I do best in school when I like the teacher, too. I trust those who are nice to me and don't tease me. I want most in life just to be happy." Miss Wong: "Very good. Bill, do you want to go next?" "Sure," says Bill. "I do best in school when it is a mechanics class. I don't know who I trust. I trust Harry here." Miss Wong: "Why do you trust Harry?" Bill: "Well, he is a pretty good guy. What I want most in life is to have a really neat, new car." Miss Wong: "Harry, wanna be next?" Harry: "O.K., in school I do best when I am interested in the subject matter. I trust those who know what they are talking about. I think what I want most in life is probably to go to college, but I'm not sure." 270 Miss Wong asks Barb: "Will you go next?" She nods then says: "In school I do best when I like the teacher. I trust those who are my family. What I want most in life is to be Way less fat than I am. I hate being fat." She sounds full of emotion when she says this. Miss Wong: "That is a pretty risky thing to share with us Barb. I am proud of you. If you would like to seeIma after class, maybe I could help you to work out a diet so you could lose some weight." Every— one else is quiet in the room as this inter— change goes on. Neither Bill nor Harry are teasing. Miss Wong: "Diane, how about you?" Diane answers: "In school I do best when I like the teacher, except for Math. It would not matter who the teacher was, I would still hate Math. I trust peOple who like horses. What I want most in life is to marry a rancher and have a whole bunch of horses." Miss Wong: "O.K., Margaret?" Margaret nods and says: "I do best in school when I like the teacher. I trust those people who are nice to me. I am like Barb. What I want most in life is not to be so fat." Miss Wong: "Well, why don't you and Barb both come and we will talk about ways of dieting that are sensible and healthy." Barb and Margaret look at one another and nod in agreement. Miss Wong: "Glenda?" Glenda: "I don't want to do this." Miss Wong: "That's O.K. You are welcome to pass. Let's go on to Activity 3." Miss Wong holds up a large 12 x 20" yellow poster with the capital letters I A L A C printed on it. She says: "These letters mean I AM LOVABLE AND CAPABLE. What this Eo's'tef means," she explains, "is that everyone in this room is lovable and capable. 'Now we are not all capable of doing the same things, but we are all capable of doing some things, and each one is lovable in some way. Do you all understand?" Betty: "You are trying to say that all of us are good people in some way?" Miss Wong: "That is exactly what I am trying to say Barb. Thankjyafirw Diane: "In other words, we should all have what our Home BC. I notice how impor- tant stué dent/teacher rapport seems to be to this group. 271 text book calls 'a good self—concept'." Miss Wong: "Right. O.K. Now I am going to tell you a story about Joe, who was an 8th grade student. I want you to realize that it is a 'pretend'story. This Joe is not in this school. Holding up the IALAC poster in front of her, Miss Wong tells the story. (See Appendix H, page 175). Miss Wong: "How do you think Joe felt at the end of the day?" Barb: "Pretty horri- ble." Bill: "Shitty." Miss Wong (to Bill): "Careful." Bill: "Sorry." Miss Wong: "Have any of you ever had any of your IALAC torn off, or torn off some of anyone else's IALAC?" Everyone nods. Miss Wong: "What I would like us to try to do is to try for the remaining time that we are together not to tear off any part of anybody's IALAC poster. I would like each of you. to take a piece of paper, put your name on it and write I A L A C on it. Then I would like you to go and tape it on the wall over by the window ledge there and any time anyone tears a piece of your IALAC off I want you to go to tear a piece off your poster and at the end of our sessions, we will see how much of our posters are left. Do you all understand what I mean?" Everyone nods. Miss Wong: "O.K., make your posters and go and pin them to the wall. Quickly or we are going to run out of time." The students all c00perate. While the students are doing this, Miss Wong draws a large circle on the blackboard, dividing it into four equal sec- tions. As the subjects return to their seats she passes each one a piece of white paper and a red felt pen, instructing them to draw on their paper a circle like the one on the board. She asks them to write their name on their paper and then says, in each on the corners, write one word that describes how you are feeling right now. She gives them several moments to do this and then says, "You are welcome to pass if you want to, but Ms. Dixon and I would like to see these so if you wouldn't mind handing them in, we would appreciate it. Or if you want to keep it, that's O.K., too. If you hand it in, please put it upside down on 272 the back table and help yourself to refreshments that Ms. Dixon has brought." The students go to the refreshment table and are surprised to discover that I have broken down and provided oatmeal cookies today. There is general teas- ing and comments like: "She is running out of healthy things to feed us!" All of the students hand in their sheets. What was written on them follows: Bill--O.K. Harry--enjoying myself Peg--wishing I looked like you Diane-—O.K. Betty--enjoying the group Margaret--hungry Glenda--worried Barb--happy When the students return to their cushions, Miss Wong has written on the black- board the following three statements: 1. I wonder why . . . 2. I wonder about . . . 3. I wonder when . . . "What I would like you to do," she says, "is fill in these blanks." She passes out more paper and asks them to think about it for a minute or so. Miss Wong: "We are running out of time today, so let's just hear from one or two people instead of everyone. Who has something special they would like to share?" Diane: "I wonder why we got chosen to be in this group." Miss Wong (laughs and says): "You are just lucky I guess." Everybody laughs. Glenda very quietly says: "I wonder why my Mom has to be so sick." Everybody is very quiet and at this point the bell rings. Miss Wong: "Remember if anybody feels like you have lost any of your IALAC, tear a piece off otherwise you are free to go. I will see you tomorrow." She then goes and sits beside Glenda and talks with her approxi- mately 20 minutes. I cannot hear what they are saying, but there is an obvious warmth and caring between them, as Miss Wong has her arm about Glenda's shoulder and talks to her quietly. 273 Wednesday, May 10, 8 A.M. Session Seven Again, when I enter the room at 7:50 Miss Wong has already been there. Everything is set up and ready to go. Again, when she enters she looks attractive and well groomed. Today in bright blue slacks, white blouse and white sandals and with her hair on top of her head with a blue scarf intertwined into the bun. She begins by laughing and telling Bill "You are going to hate me, today. We are going to start with a work sheet!" Bill groans, but it is a good-natured groan. It is clear that he has come to trust and like Miss Wong. Miss Wong says: "The instructions for exactly what you are to do are on the work sheet, but if you get confused I will come around and help you individually with it. It will take you about 15 to 20 minutes." She then hands out the worksheet "20 Things I Love To DO." A copy of worksheet follows on the next page. Miss Wong: "Ms. Dixon and I would like you to put your names on those and hand them in so that we can look them over. But if you don't wish to do this, you know you don't have to." Everyone did put their name on and handed them in and their responses follow the copy of the worksheet. About 15 minutes later Miss Wong says: "Now are we ready for Activity 2?"-—Pause-— She then continues: "This is again the RANK ORDER technique that we have done before. O.K., are you ready?" Everyone nods. "1. What is the hardest thing for you to do in class? 1. Be quiet. 2. Speak in front of the class. 3. Listen to what others are saying. Now let's have some volunteers." Bill says loudly: "I dare the class to guess which one I put first." Everybody laughs and shouts out: "Be quiet" and he nods his head good- naturedly. There is definitely a positive tone in the room. Then to my surprise Glenda says: "Can the class guess what I put as No. 1?" and everybody says, almost unanimously: "Speaking in front of the class" and she nods her head, blushing vigorously. l. 274 Worksheet for Values Clarification Group* In the left hand column, to do. Name list twenty things you like Things I Like to Do 'Llwls 275 2. Then read the code interpretation listed below and put ticks and crosses in the appropriate squares. = Do it alone, without friends or family = Cost over $5.00 each time you do it Can do it the rest of your life = Have done it within the last week w 2 t! {n w n = Want to become better at doing it I = Was an activity that was mentioned it your "ideal day" that was completed several sessions ago 3. Finally, complete the unfinished sentence below. Doing this exercise I learned *Adapted from Folder 1, "Twenty Things I Love to Do." Prepared by the Educational Consumer Relations Department of the J. C. Penney Co., Inc., 1301 Avenue of the Americas, N.Y., N.Y. 10019, Copyright 1972. 276 Worksheet for Values Clarification Group* Name Margaret 1. In the left hand column, list twenty things you like to do. Things I Like to Do I A Si LI Wl Bl I .1. Spend money / x / ,/ x x 2. Buy clothes I/ x I/ x x x 3. Watch TV I/ I/ I/ I/ x x 4. Play stereo / I/ I/ I/ x x 5. Buy records I/ x I/ x x x 6. Eat pizza / x / / x x *7. Make pizza / x I/ I/ x x 8. Eat sundaes / x I/ x x x 9. Play tennis / I/ I/ x I/ x 10. Swim / / / X / X 11. Curl / / I/ x / x 12. Go to the mall I/ / / I/ x x 13. Window shOp / I/ I/ I/ x x 14. Sleep in I/ I/ I/ I/ x x 15. Take bubble baths / I/ I/ I/ x x 16. Go to movies / x I/ x x x 17. Bike ride I/ I/ / x x / 18. Go to beach I/ I/ I/ x x x 19. Ride in cards x x I/ / x x 20. Go downtown / I/ I/ x x x 277 2. Then read the code interpretation listed below and put and crosses in the appropriate squares. ticks A S L w U1 3. Finally, Do it alone, without friends or family Cost over $5.00 each time you do it Can do it the rest of your life Have done it within the last week Want to become better at doing it Was an activity that was mentioned it your "ideal day" that was completed several sessions ago complete the unfinished sentence below. Doing this exercise I learned I can do almost all of my favorite things alone. I can do all of my favorite things for the rest of my life. *Adapted from Folder 1, "Twenty Things I Love to Do." Prepared by the Educational Consumer Relations Department of the J. C. Penney Co., Inc., 1301 Avenue of the Americas, N.Y., N.Y. 10019, Copyright 1972. 278 Worksheet for Values Clarification Group* Name Diane 1. In the left hand column, list twenty things you like to do. Things I Like to Do l A is Ll wl Bl I 1. Ride my horse / x / / / / 2. Groom my horse / .x / / / / 3. Read about horses /' x / / x / 4, Go to TD mall /' x / .x x x 5. Eat hamburgers / / / /‘ x x 2:6. COOk fl__*i / / / / / x 7, Swim / x / x / x 8. Skate (ice) / x / x / x 9, Rollerskate / x / x / x 10 . Curl x x / x I/ x 11, Buy clothes / / / x x x 12. Watch TV I/ x I/ I/ x x 13, Have records on / x / / x x 14. Sleep in / x / x x x 15, Make ice cream x / / / / x 15. Drink coke / / / / x x 17, Go to beach / x / x x x 18. Hike / x / x x x 19, Climb trees / x / x x x 20. Dive / x / x / x 279 2. Then read the code interpretation listed below and put and crosses in the appropriate squares. ticks A S L w w 3. Finally, Do it alone, without friends or family Cost over $5.00 each time you do it Can do it the rest of your life Have done it within the last week Want to become better at doing it Was an activity that was mentioned it your "ideal day" that was completed several sessions ago complete the unfinished sentence below. Doing this exercise I learned _I can do all of my favorite things for the rest of my life. *Adapted from Folder 1, "Twenty Things I Love to Do." Prepared by the Educational Consumer Relations Department of the J. C. Penney Co., Inc., 1301 Avenue of the Americas, N.Y., N.Y. 10019, Copyright 1972. 280 Worksheet for Values Clarification Group* Name Barb 1. In the left hand column, list twenty things you like to do. Things I Like to Do A 8 L Wl B '1 .l . Watch TV V ,/ x ,/ ,/ x ./ 2. Eat pizza / V / / x / Tiifi Eat tacos / I/ y/ X x x 4. Eat chips / / / x x x _5. ‘Drink coke / / /' /' x x =3} Eat chocolate / / / / X X 7. Listen to records / x / / x / 8. Buy clothes / / / X x x 9. Go to TD mall / x / / x x 10. Swim / x / X / x 11. Ice skate / x / x / x 12. Roller skate / X / x / x 13. Camp / X / x x x 14. Make ice cream X / / / / X 15. Cook / / / / / X 16. Go downtown / x / / x x 17. Walk in park Ff / x / x x x 18. Playywith dogs / X / / X x 19. Ride in cars X X / / X X 20. Go canoeing x x / x / x 281 2. Then read the code interpretation listed below and put ticks and crosses in the appropriate squares. A = Do it alone, without friends or family = Cost over $5.00 each time you do it = Can do it the rest of your life Have done it within the last week wzt'm II = Want to become better at doing it I = Was an activity that was mentioned it your "ideal day" that was completed several sessions ago 3. Finally, complete the unfinished sentence below. Doing this exercise I learned Not everything I like to do costs money. *Adapted from Folder 1, "Twenty Things I Love to Do." Prepared by the Educational Consumer Relations Department of the J. C. Penney Co., Inc., 1301 Avenue of the Americas, N.Y., N.Y. 10019, Copyright 1972. 282 Worksheet for Values Clarification Group* Name Harry 1. In the left hand column, list twenty things you like to do. Things I Like to Do i A Si Ll Wl B ll 1. ‘Watch TV / x / /' x x 2. Read / x / /’ x x 3. Listen to records /' x / / Ix x 4. Ride trail bike / / / / / / 5. Tinker with trail bike /' x / / / x 6. Do interesting school work /' x x / x x 7. Eat hotdogs / / / / x x 8. Drink coke / / / / x x 9. Drink beer / / / x x x 10. Eat chips / / / x x x 11. Eat steak / / / x x x 12. Go to McDonalde / / / x x x 13. Swim / x / x / x 14. Sail x x / x / x 15. Ride ski lift x / / x x x 16. Ski / / / x / x 17. Play cards with my dad x x x x / x 18. Travel x / / x x x 19. Walk on beach / x / x x x 20. Go to TD mall / x / x x x 283 2. Then read the code interpretation listed below and put ticks and crosses in the apprOpriate squares. = Do it alone, without friends or family = Cost over $5.00 each time you do it Can do it the rest of your life 2 Have done it within the last week w E t‘ (n W I! = Want to become better at doing it I = Was an activity that was mentioned it your "ideal day" that was completed several sessions ago 3. Finally, complete the unfinished sentence below. Doing this exercise I learned MOSt 0f the things I like to do I can do alone. *Adapted from Folder 1, "Twenty Things I Love to Do." Prepared by the Educational Consumer Relations Department of the J. C. Penney Co., Inc., 1301 Avenue of the Americas, N.Y., N.Y. 10019, Copyright 1972. 284 Worksheet for Values Clarification Group* Name Bill 1. In the left hand column, list twenty things you like to do. Things I Like to Do A Sl LI Wl Bl I _1, Drive cars I/ ,/ / x / x 2. Fix cars / x / x v’ x 3. Fix motors /' x / / / / 4. Organize my tool kit /' x / / / x 5. Read POpular Mechanics /’ x / / x x 6. Watch TV / / / / x x 7, Go to movies / / / x x x _flg, Eat pizza / / / x x x 9. Eat cookies / / / / x x 10. Drink coke / / / / x x 11. Drink beer / / / x x x l2~ Go to parties x x / x x x _li- Go to TD mall / x / x x x 14. Listen to records / x / / x x 15. Ride in cars / / / / x x 16. Bug teachers x x x / / x 17. Bug Harry x x x / / x 13. N22 cutting the grass / x x / / x 19. Go to park / x / / x x Swim / x / x x x 20. 285 2. Then read the code interpretation listed below and put ticks and crosses in the appropriate squares. = Do it alone, without friends or family = Cost over $5.00 each time you do it Can do it the rest of your life = Have done it within the last week WEB-m3, II = Want to become better at doing it I = Was an activity that was mentioned it your "ideal day" that was completed several sessions ago 3. Finally, complete the unfinished sentence below. Doing this exercise I learned I can do most of the things I love to do alone. *Adapted from Folder 1, "Twenty Things I Love to Do." Prepared by the Educational Consumer Relations Department of the J. C. Penney Co., Inc., 1301 Avenue of the Americas, N.Y., N.Y. 10019, Copyright 1972. 286 Worksheet for Values Clarification Group* Name Betty 1. In the left hand column, list twenty things you like to do. Things I Like to Do A $I L Wl BI I 1, Collect stamps y/ x y’ x / / 2. Watch TV / x / / .x / 3. Listen to records / .x / V' x x 4. Eat pizza / / / / x / 5. Go to movies / x / / x x 5. Go to TD mall / / / / x x 7. Bug Mr. Jones x x x / / x __§. Make ice cream x / / / / x 9. Go camping x / / x x x 10. Play with my niece x x x / x x 11. Go downtown / x / / x x 12. Swim W /x/x./x 13. Go to the beach / x / x x x 14. Throw frisbees x x x / / x 15. Go to parties x x / x x / 16. Buy stuff / / / / x x 17. Pick wild flowers / x / x x x 18. Ride Diane's horse / x x x x 19. Sleep in J / / / x x 20. Take long bubble baths / / / / x x 287 2. Then read the code interpretation listed below and put ticks and crosses in the appropriate squares. Do it alone, without friends or family A $ = Cost over $5.00 each time you do it L = Can do it the rest of your life W = Have done it within the last week B = Want to become better at doing it I = Was an activity that was mentioned it your "ideal day" that was completed several sessions ago 3. Finally, complete the unfinished sentence below. Doing this exercise I learned I did most 0f the things I love to do this week. *Adapted from Folder 1, "Twenty Things I Love to Do." Prepared by the Educational Consumer Relations Department of the J. C. Penney Co., Inc., 1301 Avenue of the Americas, N.Y., N.Y. 10019, Copyright 1972. 288 Worksheet for Values Clarification Group* Name Glenda 1. In the left hand column, list twenty things you like to do. Things I Like to Do l B" 1. Watch TV 2, Cook 3, Play the stereo \~ ‘O <\ <\ 2 4. Sew 5. Buy clothes >4 N 5. Take long bubble baths 7. Paint my nails s. <\ ~\ O. <\ '\ x. O\ O \. \. O. O. <\ <\ ‘x x. x. K\ O\ .\ p x x ‘fig. Fix up my bedroom x x 9, Go to movies x V x x 10, Walk V x x 11, Play with my cat V x x x 12, Read V x V X X 13, Swim V x V X X 14. Go to the beach V x V - x 15. Eat ice cream V V V x 16. Make ice cream x V V V x 17. Buy clothes V V V X X 18. Read fashion magazines V V V x x 19. Sleep in V x V x x 20. Go to the park V X V x x 289 2. Then read the code interpretation listed below and put ticks and crosses in the apprOpriate squares. A = Do it alone, without friends or family $ = Cost over $5.00 each time you do it L = Can do it the rest of your life W = Have done it within the last week B = Want to become better at doing it I = Was an activity that was mentioned it your "ideal day" that was completed several sessions ago 3. Finally, complete the unfinished sentence below. Doing this exercise I learned I like to be alone a lot. *Adapted from Folder 1, "Twenty Things I Love to Do." Prepared by the Educational Consumer Relations Department of the J. C. Penney Co., Inc., 1301 Avenue of the Americas, N.Y., N.Y. 10019, Copyright 1972. **Glenda passed on this exercise. 290 Worksheet for Values Clarification Group* Name Peg 1. In the left hand column, list twenty things you like to do. Things I Like to Do i A l$| Li W, BI 1. Buy clothes V V V V .x 2. Sew clothes V V V V V 3. Window shop V x V V x 4. Sit in TD mall x x V V x 5. Do people's hair x x V x __6. Eat pizza V V V x x 7. Eat hamburgers V V V x x __8. Eat hot dogs V V V x 9. Ride in a convertible x V V x x 10. Take the ski lift x V V x x 11. Bike ride V x V x x x 12. Go to parties x x V .x x x 13 Swim V x V x V' x 14. Ice skate V x V x V x 15. Roller skate V x V .x V 16 . Watch TV V V V V x 17. Eat chocolate V V V V x 18. Go to Victoria V V V x x 19. Camp x V V x x 20. Read movie magazines V" x V’ x x 291 2. Then read the code interpretation listed below and put ticks A $ and crosses in the apprOpriate squares. = Do it alone, without friends or family = Cost over $5.00 each time you do it = Can do it the rest of your life = Have done it within the last week = Want to become better at doing it = Was an activity that was mentioned it your "ideal day" that was completed several sessions ago 3. Finally, complete the unfinished sentence below. Doing this exercise I learned I COUld (if I wanted to) do all of the things on my list for the rest of my life! *Adapted from Folder 1, "Twenty Thing: I Love to ' Re ations Do." Prepared by the Educational Consumer Department of the J. C. Penney Co., Inc., 1301 Avenue of the Americas, N.Y., N.Y. 10019, Copyright 1972. 292 "Did anyone have as No. 1, 'Listen to what others are saying' as the hardest thing?" asks Miss Wong. Peg, Betty, Barb, and Diane all raise their hands. "Margaret, what about you," asks Miss Wong. Margaret: "I don't know." She pauses. "Probably I would have to say 'Listen to what others are saying,‘ although sometimes I find it hard to speak in front of the class, especially if my answer is not right." Miss Wong: "Here we are again. We can see that there are no 'right' or 'wrong' answers and different people feel differently about different things. Isn't it interesting!" Bill: "Miss Wong, you didn't tell us how you would rank them." Miss Wong: "I guess I have to admit 'listening to what others are saying' would be the hardest for me. I am too busy figuring out what I am going to say next and forget to listen to others!"--Pause--"Are we ready for Activity 3?" Everyone nods. "This one is called BRAINSTORMING--Do you all know what the technique of BRAINSTORM involves? Your teachers tell me you have used it before." Everyone nods. Harry: "It is when you are allowed to list all kinds of ideas and nobody is supposed to say whether they are good or bad until later on." Miss Wong: "Right. Good, Harry. It is sometimes used as a way to find a solution to a problem." On the blackboard she writes a heading WAYS TO MAKE NEW FRIENDS. Then she continues, "Let's brainstorm all different kinds of ways of making new friends. Remember we are not going to judge ideas now. We are just going to write them down." The list that appears on the board includes being nice to people, having a party, giving someone a present, joining a club, sitting in the Toronto Dominion Mall. -—Pause--Miss Wong: "Do you think that this brainstorming technique might be helpful in solving problems sometimes?" The students nod. Miss Wong: "Why do you think so?" Harry: "Because six heads are better than one--or here eight! You get different people's ideas. Ideas you might not have thought of yourself and then you can pick and chose from those ideas." Miss Wong: "Very good, Harry." Bill: "Is it refreshment time, yet?" Miss Wong (laughingly replies): "O.K., let's have 293 our refreshments now." The group goes over to find a tray of fresh fruit and move around chatting with one another in a much freer way than they had in Session 1 or 2 when the cliques and original friendships were much more obvious. About 5 minutes later Miss Wong says: "O.K., everybody, come back and this time sit on a different cushion. You must be awfully tired of having the same people on the same sides of you!" Everyone shuffles and sits down in a new place without complaint. Miss Wong: "I am going to tell you another 'pretend' story. This story is about Sarah and I want you to remember she is an imaginary person." Miss Wong then tells the Sarah story (see Appendix H, p. 182). As she tells the story she writes key words on the black- board (see Appendix H, p. 182). Miss Wong then points out that the actions for values 1-2 and for the most part, 4, for Sarah seemed to support her values. However, Sarah's actions for her value of 'health' did not seem to support that value. Miss Wong then hands out pieces of paper and red felt pens and asks the students to list on their papers values that they have, just as Sarah had done. This takes 3 or 4 minutes. Then Miss Wong asks the students to think about how they act in regard to each of the values they had written down, just as Sarah had done, and to write a few words beside each value, describing their actions around that value. She asks if the students would mind writing their names on the sheets of paper and handing them in so that Ms. Dixon and she could see them, but stressed that this was a volun- tary process. The information from all eight subjects follows on next page. Miss Wong conducted a general conversa- tion about how sometimes our values and our actions are not consistent and concluded the activity by confessing that one of the places where she was inconsistent was that she valued good health very much, but she also valued being thin, so she knew that she didn't always eat properly. She had a value con- flict! Values that I have Peg Clothes Bike riding Camping Glenda Clothes Good health Good marks at school Margaret Being slim Nice clothes Playing tennis Diane My horse Being a good rider Cooking Barb Being slim Watching TV Being a good daughter 294 Actions on My Values \ "\ X looks sloppy sometimes don't take care of clothes I do have go bike riding almost everyday I am going to a church camp for 10 days in July I have some nice clothes. I take care of my health I do not concentrate at school--I get bad grades I eat way too much I don't have nice clothes I play tennis every Wed. after school I ride and groom Queenie everyday I am quite a good rider now and I am improving I made a jelly'roll for last Sunday's supper I eat too much I should exercise instead I am rude to my mom and swear at her to make her mad ir' Values that I Have Harry Being alone on a trail on my Honda Getting good marks Having money Bill Mechanics Being liked Watching TV Betty Passed 295 Actions on my Values X I do this a lot School is so boring I goof off and get bad marks I have a paper route with 125 deliveries I spend a lot of time with motors I make myself unpOpular by being a big mouth and a clown I watch a lot of TV—— especially science fiction shows Passed 296 Harry said laughing: "Hey, and she is the one who is going to help the fatties lose weight!" Miss Wong: "Hold on. What have you just done to two of the IALAC posters that are on the wall?" Harry: "Oh." He sounds contrite. Miss Wong: "Barb and Margaret, do you feel that Harry has just torn a piece off your IALAC posters?" Both girls nodded. Miss Wong: "Well, I guess you had better go over to the window ledge and tear a piece off your posters." They do so. Harry looks sub- dued and mutters: "I am sorry, you guys." Miss Wong: "Did Harry put any of the poster "back" when he said he was sorry to you?" Both girls nod. Miss Wong: "Do you want some of the poster back on?" They laugh and admit they want to do that. So both attach a portion of the pieces they tore off back on to their posters. Miss Wong: "We are running out of time. Tomorrow is the last day I shall see you (the group groans) but you better scoot or you will be late for your next class. Off you go." Thursday, May 11, 8 A.M. Session Eight Once again Miss Wong and I arrive before 8 A.M. and Miss Wong has the room all set up and again she is looking attractive--today in a long silk blouse with a slub weave, and plain white linen pants and black shoes. The students come in and to my surprise do not take their usual seats, but take the seats that they had been moved to in the pre— vious day's shuffle. There is much chatter and noise, but the talking is as a total group rather than between individuals at this point. There is a marked difference since session one. Miss Wong begins the session by clapping her hands and saying: "O.K. we are going to do some more Forced Choice things. (Everyone looks anticipatory.) Throw all the cushions in a pile in the corner. I have made some signs. Stand in the middle and I will put the signs up and I want you to go to the appropriate sides. Do you remember how we did this before?" Everyone nods. 297 Miss Wong puts the first two signs at Opposite ends of the room. They read LEADER and FOLLOWER. Harry immediately goes to the LEADER end. Everybody else pauses-~then goes to the FOLLOWER end. Miss Wong: "How do you feel, Harry, about being the only one at the LEADER end of the group?" Harry: "Kinda dumb, but I think I would be lying if I said I was a FOLLOWER." Miss Wong: "Good. Does anybody want to talk over why they think they are a FOLLOWER. How many are happier being a FOLLOWER than a LEADER?" All seven of the FOLLOWERS agree that this is the place they would rather be. Miss Wong: "O.K., let's try two new signs." Miss Wong puts up signs that read TURTLE and RABBIT. Everybody moves to the center of the room as they try to decide whether they are a TURTLE or a RABBIT. There is much laughter. Bill goes to the RABBIT end, as does Harry immediately. The others spend a little more time then Barb and Mar- garet move to the TURTLE end and all the rest go to the RABBIT end. Miss Wong: "Why do you see yourself as a TURTLE Barb?" Barb: "Because I am slow-—I never hurry much --very much like a TURTLE, I guess." Diane: "I wanna change my mind. I want to go down to the RABBIT end." Diane moves to the other end of the room. Glenda: "I feel I should be halfway in between. I am not really as slow as a Turtle, but I don't think I am a Rabbit either. Can I stand in the middle? Miss Wong: "O.K. --Pause-—Do you all feel happy where you are now." They all say "yes" in unison. "We want to know where you go," Bill says to Miss Wong, "are you a rabbit?" "Right," says Miss Wong. -—Pause--Miss Wong: "Alright, get your cushions. Sit in a new place, somewhere you have not sat before and we are going to have an Interview Whip like the one we used back at the beginning of the sessions. Do you remember? What I am going to do is to ask a question and then we are going to whip around the room and everybody is going to answer quickly. You are welcome to pass if you want to. O.K.?" Everyone nods. Notice will- ingness to publicly affirm here. ”#1111117, , '- - V." - 1,;8“T..--_ IWMOAM K ., 298 Miss Wong: "1. What is the happiest thing you can remember?" Bill: "The time I fixed my Dad's motor so that he could get to a meeting he really wanted to get to, but was going to be late for." Harry: "The time I got all A's on my report card in grade 2!" Barb: "When I got a stereo for my own room." Diane: "When I got Queenie." Margaret: "When I won the tennis game at the park tennis courts." Glenda: "When I got my birthstone ring for my birthday." Peg: "When I got to be in this course." Betty: "Me, too, when I got to be in this course." Miss Wong to Bill: "Why do you think you felt so good when you helped your father get to his meeting?" Bill: "Well, it made me feel good to prove to my Dad I really do know some mechanics." Miss Wong: "Good, let's try another question. What is nice about you?" Everybody giggles. Miss Wong: "This time let's start with Peg. Peg sits there looking hOpeless, then says, "Um, um, I am a good babysitter." Miss Wong: "Betty?--pause—-You are taking too long peOple--quickly--what is nice about you?" Then they zip around the room calling out: Betty: "I am a good stamp collector." Bill: "I am a good mechanic." Harry: "I am a goOd Honda rider." Barb: "I would make a really loyal friend if I had a chance." Miss Wong: "That is a very important thing to say Barb. You are really learning to be open and honest about your feelings. I am proud of you." Diane: "I would be a good friend too if I had a chance." Miss Wong: "O.K. Thank you Diane. That was an important thing to.say." Margaret, what about you?" Margaret: "I am a good tennis player." Glenda: "I am not fat." Miss Wong: "No, you are not. You are very pretty. I guess if I had to say what is nice about me is that I care about my students. On that note let's take a refreshment break!" The students turn to the refreshment table and discover that it is empty. They all turn expectantly to me. I leave saying I will be right back and I scoot down several doors to the H.E. room where I pick up three bricks of ice cream, some ice cream sugar cones and a metal sc00p and bring them back to the room. The students each make themselves an ice cream cone. This takes approximately 10 minutes and then Miss Wong calls the group back, saying: 299 "Now I have another written exercise for you." Bill says: "From ice cream to writing, boy talk about the pits!" He laughs--as does the rest of the group. Miss Wong: "We are almost out of time, so I am going to write two unfinished sen- tences on the board and I want you to take the remaining 10 minutes to sit down quietly and write the answers on the paper which Peg will hand out. This one I am going to ask you to turn in. This is impoffant for us to have and we would really like your names on them." She writes on the Board: "What I want most out of school is ...." and "What I have enjoyed most in the value clarification session is ...." Students' responses are found on the following pages. Miss Wong: "I want to thank you group very much for the eXperience that we have had together over the last eight sessions. I have enjoyed them very much. I feel I have learned a lot and I hOpe you have had fun and learned some new things." "Yes," says the group in unison with obvious genuineness and enthusiasm. At this point I stand up and say I also want to thank the group. I explain that I needed their c00peration for the "book" I am writing and came to enjoy them all thoroughly and am going to miss them. The students all very enthusiastically say to both Miss Wong and to me that they have enjoyed themselves and thank us. I observe that all eight students make a point of thanking me_f5r the food. I thank Miss Wong and congratulate her for a job that I feel has been very well done on her part. What I want most out of school is: Harry For it not to be so boring Bill To get out after grade lO--but I want to take the mechanics courses here--some of that stuff is good. Peg To do the hairdressing course here after my grade 10 Betty To finish and get out-- Dad wants me to do grade 12 but I don't think I can stand 4 more years Diane To get out as soon as it's legal to Glenda To finish grade 12 Margaret To finish grade 12 Barb To quit as soon as I'm 16 300 What I have enjoyed most in the value clarification session is: Being able to talk about other things besides Science and English and junk like that. Shakes- peare--ugg! Not being shouted at or yelled at by the teacher The teacher No marks for things Miss Wong--she's neat Miss Wong--I love her No marks-~and the food--and Miss WOng No marks—-no teachers yelling at me--it being O.K. to "pass" APPENDIX K INFORMATION FROM SCHOOL'S STUDENT RECORD FILE APPENDIX K INFORMATION FROM SCHOOL'S STUDENT RECORD FILE Explanatory Note The school's student record files were relatively sparse. A September 1977 IQ score was stated but the name of the test was unavailable. G.P.A. scores for Christmas and Easter report cards were available. The school calculates these as follows: A B C+ OI—‘NWDU‘IONNCD U II II II II II II The number of times the subject was sent to the vice principal was reported on the cards although the reason for the referral was not. (In B.C. schools the vice principal is in charge of discipline.) Occasionally a note was written across the back of the card. All infor- mation on the subjects occurring on the cards is given here. The following format is used: 301 302 #1 = September 1977 IQ score #2 = Christmas GPA #3 = Easter GPA #4 = Referrals to vice principal since September Experimental Group Control Group Betty C. Ken L. l = 110 l = 100 2=3 2=3 3 = 3 3 = 2 4 = 2 4 = 6 Comments: None Comments: Swearing major problem Bill M. Bob A. l = 85 l = 80 2 = 2 2 = 2 3 = 2 3 = 2 4:6 4=2 Comments: Clowns in class. Comments: None Expelled for one week in November. Harry C. Carol P. 1 = 130 l = 120 2 = 4 2 = 3 3=3 3=3 4:1 4=2 Comments: Bright but bored Comments: Smoking in wash- and disruptive. room. 303 Experimental Group Control Group Barb C. l = 100 2 = 3 3 = 3 4 = 0 Comments: None 118 3 2 2 Comments: Rude--cocky—- expelled for one week in November. Diane B. l = 102 2 = 3 3 = 3 4 = 2 Comments: None Janet 4 = 80 Comments: None Margaret P. l = 110 2 = 3 3 = 3 4 = 2 Comments: Smoking in washroom. Bill W. 1 = 2 = 3 = 4: 100 2 2 2 Comments: None. 304 Experimental Group Control Group Glenda A. l = 100 2 = 2 3 = 2 4 = 0 Comments: Mother has multi- ple sclerosis. Adopted at age 8. Very withdrawn-— can be hostile and angry. Family refuses psychia- tric referral. Carla T. l = 102 2 = 3 3 = 3 4 = 0 Comments: None Egg 1 = 90 2 = 2 3 = 3 4 = 0 Comments: None Darlene N. l = 100 2 = 3 3 = 2 4 = 3 Comments: None 305 It is interesting to note that the mean IQ score of the control group was 100 and the mean IQ score of the experimental group was 104. The mean GPA scores for the two groups are shown below. Mean GPA Score Christmas Easter Control 2.6 2.3 Experimental 2.7 2.7 The control group had an average of 2.3 vice principal referrals while the experimental group had an average of 1.6 referrals to the vice principal. It is also of interest that the control group is composed of four boys and four girls and the experimental group has two boys and six girls. APPENDIX L STANDARD DEVIATIONS OF INSTRUMENTS USED 306 Table L-l.--Standard Deviations Observed in Six Uses of the Student Behavior Rating Scale. Trial* Item 1 2 3 4 5 6 1. Raising of relevant questions and alter- natives 1.9 2.0 2.1 .9 .9 8 2. Initiation and self- direction of class- room activity 2.1 2.1 2.2 8 .7 .7 3. Perseverance in learning tasks 2.2 2.1 2.3 6 .8 7 4. Active participation in school environ- ment 2.1 1.8 1.9 9 1.0 1.0 5. Positive attitude toward learning 2.2 2.2 2.3 .7 .6 .6 *Trials l—3 involved three uses of this instrument (morning, afternoon, and next morning) on twenty-four eighth graders in a Windsor, Ontario school. Trials 4-6 involved three uses of this instrument (and each by Math, Science, and English teachers) on six- teen students adjudged to be the most difficult students (hence the relatively smaller standard deviations). ___h._. ._._.. . _. H... —_ 307 Table L-2.--Standard Deviations Observed in Six Uses of the Student Value Related Behavior Form. Trial* Item ——— l. Apathetic Frequency 3.0 3.0 3.1 1.0 Acuteness 2. Flighty Frequency 3.3 3.2 3.2 1.1 1.0 1.0 Acuteness 3. Uncertain Frequency 3.5 3.3 3.3 1.0 1.0 Acuteness 2.0 2.0 2.0 .8 .9 1.1 4. Inconsistent Frequency 3.3 3.4 3.4 .9 1.0 Acuteness 5. Drifting Frequency 3.4 3.4 3.3 .8 .9 1.0 Acuteness 1.8 1.8 1.7 .8 .7 .9 6. Overconforming Frequency 3.6 3.3 3.6 .8 Acuteness 2.1 1.9 2.1 .8 .9 7. Overdissenting Frequency Acuteness 1.8 2.0 2.0 l. 8. Role Playing Frequency Acuteness *Trials 1-3 involved three uses of this instrument (morning, afternoon, and next morning) on twenty-four ei hth raders in a Windsor, Ontario school. . . g 9 Trials 4-6 involved three uses of this instrument (and each by Math, Science, and English teachers) on 308 Table L-2.--continued. sixteen students adjudged to be the most difficult students (hence the relatively smaller standard deviations). BIBLIOGRAPHY BIBLIOGRAPHY Abramowitz, Mildred, and Macari, Claudia. "Values Clarifi- cation in Junior High School." Educational Leadership 29 (April l972):621-26. Albert, Ethel M., and Kluckhohn, Clyde. Selected Biblio- graphy on Values, Ethics, and Esthetics in the Behavioral Sciences and Philosophy: 1920-1958? New York: Free Press, 1959. Allport, Gordon W. Becoming: Basic Considerations for a Psychology of Personality.. New Haven: Yale University Press, 1955. . Pattern and Growth in Personality. New York: Holt, Rinehart and'Winston, 1937. Allport, Gordon W.; Vernon, P. E.; and Lindzey, G. Study of Values. Boston: Houghton Mifflin Co., 1968} Arrow, Kenneth J. Social Choice and Individual Values. New York: John Wiley and Sons, Inc., 1951. Baier, Kurt, and Rescher, Nicholas, eds. Values and the Future. Glencoe, I11.: Free Press, 1968. Barman, Charles R. "Integrating Values Clarification with High School Biology." The American Biology Teacher 37 (March 1975):150-54. . "Values Clarification and Biology." The Ameri— can Biology Teacher 36 (April l974):24l-42. Berson, Minnie B. "Valuing, Helping, Thinking, Resolving." Childhood Education 49 (February l973):242-45. Betof, Edward, and Kirschenbaum, Howard. Teaching Health Education with a Focus on Values. Upper Jay, N.Y.: National Humanistic Education Center, 1973. (Mimeographed.) Blaeuer, David A. "Student Teaching and the Valuing Process." New Directions in Teaching 4 (Winter 1975). 309 310 Bolton, Robert.. Values Clarification for Educators. CazenOVia, N.Y.: Ridge Consultants,‘l974. Boratynski, Marsha, and Olson, Betty Anne. "Measurement of Values." A paper written for Family Ecology 831, Michigan State University, Summer term, 1977. Brauner, Charles J., and Burns, Robert W. Problems in Education and Philosophy. Englewood Cliffs: Prentice Hall, Inc., 1965. Brown, Georgia J. "An Investigation of a Methodology for Value Clarification: Its Development, Demonstration, and Application for Teachers of the Elementary School." Ph.D. dissertation in progress, New York University. Campbell, Donald T., and Stanley, Julian C. Experimental and Quasi Experimental Design Research. Chicago: Rand McNally, 1963. Casteel, J. et al. Value Clarification in Social Studies: ‘Six Formats of the Values Sheet. Gainesville, Florida: Florida Educational Research and Develop- ment Council, University of Florida, 1974. Casteel, J. Doyle, and Stahl, Robert J. Value Clarifica- tion in the Classroom: A Primer. Pacific Palisades, Ca.: Goddyear PublIshing, 1975. Cheney, Ruth. "Youth, Sexuality and Value Clarification." Findings (Fall l970):l4-l6. Chester, M., and Fox, Robert. Role-Playing Methods in the Classroom. Don Mills, Ont.: Science Research Associates (Canada) Ltd., 1966. Cleaver, Betty. A Brief Summary of Value Education. ERIC, ED 109 041, 1975. Clegg, Ambrose A., Jr., and Hills, James L. "A Strategy for Exploring Values and Valuing in the SOCial Studies." The College of Education Record. University or WaShIngton (May 1968):67-6BT Colby, Ann. Review of Values and Teaching: Working with. Values in the Classroom, by Louis E. Raths, Merrill Harmin, and Sidney B. Simon, and Values Clarifica- tion: A Handbook of Practical StrategIes for Teachers and Students,”by Sidney B. Simon, Leland W. Howe, and Howard Kirschenbaum, Harvard Educational Review 45 (February 1975):134-43. 311 Cole, Troy. "How Many of You . . .?" Grade Teacher (November l97l):28+. Covault, Thomas J. "The Application of Value Clarification Teaching Strategies with Fifth Grade Students to Investigate their Influence on Students' Self- Concept and Related Classroom Coping and Inter- acting Behaviors." Unpublished Ph.D. dissertation, Ohio State University, 1973. Curwin, Geri et al. Search for Values. Villa Marie, Pa.: The Center for Learning, Inc., 1972. Curwin, Geri, and Curwin, Richard. "Building Trust: A Starting Point for Clarifying Values." Learning 3 (February l975):30-33; 36. Curwin, Richard L. "Values Clarification Approach to Teaching Secondary English Methods." Unpublished Ed.D. dissertation, University of Massachusetts, 1972. Dewey, John. Democracy and Education. New York: The Macmillan Co., 1916. . "Ethical Principles Underlying Education." In gohn Dewey on Education. Edited by Reginald D. ArchamBafilt. N.Y.: Modern Library, 1946. . Human Nature and Conduct. New York: Henry Holt and C53, I922. . Moral Principles in Education. New York: Philosophical Library, 1959. Theory of Valuation. Chicago: University of Chicago Press, 1939. Dixon, B. "Behavior Modification and Values Clarifica- tion--Their Research Implications." Journal of School Health 45 (1975):91-95. Dyer, Doris. "Students' Wives Values as Reflected in Personal and Family Activities." Unpublished Master's thesis, Michigan State UniverSity, 1963. Dreischmeiers, W. B. "Teaching for a Change in Attitude: Values Clarification." Agricultural Education Magazine, December 1974, pp. 129-39. Ellis, E. M. "The Secondary School Research Programme Employing Questa, Templeton Secondary School. ERIC, ED 973, 175. 312 Evans, Clyde. "Facing Up to Values." Teacher 92 (December l974):16-18; 72-73. Fiske, Edward. "New Techniques Help Pupils Develop Values." New York Times, April 30, 1975, p. 33. Forticinelli, Joseph, and Engeman, Thomas. "Value Educa— tion in the Public School." Thrust 4 (October 1974):l3-16. Frick, Ralph. "Values: Games Are Not Enough." Teacher 91 (December l973):8-9. Genge, Betty Anne, and Santosuosso, John. "Values Clarifi- cation for Ecology." Seience Teacher 41 (February l974):37-39. Glasser, William. Reality Therapy. New York: Harper and Row, 1965. 2" Ginzberg, Eli. Values and Ideals of American Youth. New York: Columbia University Press, 1961. Goodman, Joel. "An Application of Value Clarification to the Teaching of Psychology." Periodically 2 (April 1972). . "Sid Simon on Values: No Moralizers or Manipu- lators Allowed." Nations Schools 92 (December 1973):39-42. Goodman, Joel, and Hawkins, Laurie. "Value Clarification: Meeting a Challenge in Education." Colloquy 5 (May l972):15-18. Goodman, Joel; Simon, Sidney; and Witort, Ron. "Tackling Racism by Clarifying Values." Today's Education 63 (January 1973):37-38. Gorowitz et al., eds. Moral Problems in Medicine. Englewood Cliffs, N.J.: Prentice Hall, 1976. Graves, Clare. ”Levels of Existence: An Open System of Values." Journal of Humanistic Psychology 10 (Fall l970):l31-542 Gray, Farnum. "Doing Something about Values." Learning 1 (December l972):15-18. . "Kohlberg and Simon." Learning 1 (December 1972):l9. 313 Green, Diane; Stewart, Patricia; and Kirschenbaum, Howard. "Training a Large Public School System in Values Clarification." Upper Jay, N.Y.: National Human- istic Education Center, 1973. (Mimeographed.) Green, Jeffrey. "One Thing I Wish Mr. Green Did More of Is . . ." Humanistic Educators Network, 1, 2. Saratoga Springs, N.Y.: National Humanistic Educa- tion Center, 1974. Green, Kathleen. "Values Clarification Theory in ESL and Bilingual Education." Teaching English as a Second Language Quarterly 9 (June 1975):155-64. Greenberg, Jerold S. "Behavior Modification and Values Clarification and Their Research Implications." Journal of School Health 45 (February 1975):91-95. Hall, Brian. Values Clarification as Learning Process: A Guidebook. New York: Paulist Press, 1973. . Values Clarification as Learning Process: A SourceBook. New York: Paulist Press, 1973. Hall, Brian, and Smith, Maury. Values Clarification as Learning Process: Handbodkfifor Christian Educators. New York: Paulist Press, 1973. Hardin, Joy. "Values Clarification, Micro-Counseling, Education of the Self, and Achievement Motivation Training: A Critique." Meform. University of Massachusetts School of Education, Spring 1975, pp. 30-36. Harmin, Merrill. Meking Sense of Our Lives. Niles, 111.: Argus CommunICations,‘1973-74. . People Projects. Menlo Park, Ca.: Addison- Wessley, 1973. . Pgocess Postegs: Making Sense of Our Lives Series. Niles, Ill.: Argus Communications, 1974. ___. Value Cassettes: Making Sense of Our Liyes Series. Niles, 111.: Argus Communications[_l974. "Values in the Classroom: An Alternative to Moralizing." Inservice Trainin for Teachers of ghe Gifted. Edifed by William Rogge anlei Edward igofmér. Champaign, Ill.: Stipes Publishing Co., 66. Harmin, Harmin, Harmin, Harmin, Harmin, Harmin, Harmin, Harmin, Harmin, Harmin, Harmin, Harmin, 314 Merrill, and Gregory, Tom. Teaching Is. Chicago: Science Research Associates, 1974} Merrill; Kirschenbaum, Howard; and Simon, Sidney B. Clarifying Values Through Subject Matter: Applica— tions for the Classroom. Minneapolis: Winston Press, Inc.,il973. Merrill; Kirschenbaum, Howard; and Simon, Sidney B. "The Search for Values with a Focus on Math." National Association of Elementary School Princi- pals, Teaching Mathematics in the Elementary School. Washington, D.C.: National Association of Elementary School Principals, National Education Association, and the National Council of Teachers of Mathematics, 1970. and Simon, Sidney B. Merrill; Kirschenbaum, Howard; "Teaching History with a Focus on Values." Education 33 (May l969):568-70. Merrill; Kirschenbaum, Howard; and Simon, Sidney B. "Teaching Science with a Focus on Values." Science Teacher 37 (January 1970):16-29. Merrill; Hisenholtz, Bernard; and Simon, Sidney B. "Teaching for Value Clarity." Changing Education 4 (Spring 1969):20-22. Merrill; Raths, Louis E.; and Simon, Sidney B. Values and Teaching. Columbus, Ohio: Charles E. Merrill Publishing Co., 1966. "How to Help Students Merrill, and Simon, Sidney B. The High School Learn . . . About Themselves." Journal (March l972):256-64. Merrill, and Simon, Sidney B. "The Subject Matter Controversy Revisited." Peabody Journal of Educa- tion 42 (January l965):l94-205. Merrill, and Simon, Sidney B. "Using the Humani- ties for Value Clarification." Impact (Journal of the New York State ASCD) 8 (Spring l968):27-39. "Values." Teachers Merrill, and Simon, Sidney B. Handbook. Edited by Dwight Allen and Eli Seifman. GlenView, 111.: Scott Foresman, 1971. Merrill, and Simon, Sidney B. "Values and Teaching: A Humane Process." Educational Leadership 24 (March 1967):517-25. F‘s“ ‘— ~ - 315 Harmin, Merrill, and Simon, Sidney B. "Working with Values in the Classroom." Scholastic Teacher 89 (Janu- ary 6, 1967):l6-l7; 24. Hill, Brian V. "Education for Rational Morality or Moral Rationality." Educational Theory 22 (Summer l972):286—92. Hoffman, M. L. "Moral Development." In Carmichael's Manual of Child Psychology. 3rd edition. Vol. 2, pp. 261-349. Edited by P. Mussen. New York: John Wiley and Sons, 1970. Hopp, Joyce. "VC for Sixth Graders." School Health Review 5 (January-February l974T534-351 Howe, Leland. "Group Dynamics and Values Clarification." Forum (J. C. Penny Company Magazine for Home Economists), Spring 1972, p. 12. Howe, Leland, and Howe, Mary Martha. Personalizing Education: Values Clarification and Beyond. New York: Hart Publishing Co., I975. Howe, Leland et al. "Clarifying Values through Foreign Language Study." Hispania 56 (May 1973):404-406. Howe, Leland W.; Kirschenbaum, Howard; and Simon, Sidney B. Values Clarification: A Handbook of Pratical Strategiesifor Teachers and Students. New York: Hart PUblighing Co., 1972. Boy, Trevor. A Values Clarification Design as an Organiza— tional Developmenf‘Infervention. Mount St. Alban, Washington, D.C.: Project Test Pattern, 1973. Huggins, Kenneth B. "Alternatives in Values Clarification." The National Elementary Principal 54 (November- DEcehber 1974):76-79. Jonas, Arthur H. "A Study of the Relationship of Certain Behaviors of Children to Emotional Needs, Values and Thinking." Unpublished Ph.D. dissertation, New York University, 1960. Kehoe, John W. "An Application of Principle Testing Strategies." An unpublished paper from the University of B.C., Vancouver, B.C. Ketchum, Francis. "A Study of Homemakers' Values as Reflected in Time Used for Family and Personal Activities." Unpublished Master's thesis, Michi- gan State University, 1971. 316 Kingman, Barry. The Development of Value Clarification Skills: Inifial Effortslin an Eighth Grade Social Studies Class. Stony Brook, N.Y.: State University of New York, American Historical Association Education Project, 1974. Kirschenbaum, Howard. "Beyond Values Clarification." In Readings in Values Clarifiqetion. Edited by Sidney B. Simon and Howard Kirschenbaum. Minneapolis: Winston Press, Inc., 1973. ___ . "Clarifying Values at the Family Table." Upper Jay, N.Y.: Adirondack Mountain Humanistic Center, 1971. (Mimeographed.) . "Clarifying Values Clarification: Some Theoreti- cal Issues." Upper Jay, N.Y.: National Humanistic Education Center, 1975. (Mimeographed.) . "Current Research in Values Clarification." Upper Jay, N.Y.: National Humanistic Education Center, November 1975. (Mimeographed.) . "The Free Choice English Curriculum." Upper Jay, N.Y.: Adirondack Mountain Humanistic Education Center, 1972. (Mimeographed.) . "Recent Research in Values Clarification." ‘iflUpper Jay, N.Y.: National Humanistic Education Center, 1974. Reprinted in John Meyer, Brian Burn- ham and John Cholvat, eds. Values Education: Theory/Practice/Problems/Prospects. Waterloo, Ontario, Canada: Wilfrid Laurier University Press, 1975. . "Sensitivity Modules." Media and Methods (February 1970):36+. . "The Listening Game." Colloquy 3 (October 1970):12—15. . "Sensitivity Modules." Media and Methods 6 (February 1970):36-38. Kirschenbaum, Howard, and Bacher, Robert. Clarifying Our Values: A Listening Post Program. Minneapolis: Augsburg Publishing House, 1971. Kirschenbaum, Howard et al. "In Defense of Values Clarifi- cation: A Position Paper." Humanistic Educators Network (National Humanistic Education Center, Saratoga Springs, N.Y.) 1 (November 1975). (Mimeographed.) -v -.. 317 Kirschenbaum, Howard; Glaser-Kirschenbaum, Barbara; and Gray, Russell Dent, III. "Values Clarification An Annotated Bibliography, l965-1975." Saratoga Springs, N.Y.: National Humanistic Education Center, 1976. (Mimeographed.) Kirschenbaum, Howard; Harmin, Merrill; Howe, Leland; and Simon, Sidney B. "In Defense of Values Clarifica- tion." Saratoga Springs, N.Y.: National Humanistic Education Center, 1975. (Mimeographed.) Kirschenbaum, Howard, and Simon, Sidney B., eds. Readings in Values Clarification. Minneapolis: Winston Press, 1973. Kirschenbaum, Howard, and Simon, Sidney B. "Teaching EngliSh with a Focus on Values." The English Journal 58 (October 1969):lO7l-76;71113. Kirschenbaum, Howard, and Simon, Sidney B. "Values and the Future Movement in Education." Learnings for Tomorrow: The Role of the Future in Education. Editedby AlVin Toffler. New Yofk: Vintage Books, 1974. Klevan, Albert. "An Investigation of a Methodology for Values Clarification: Its RelationShip to Consis- tency on Thinking, Purposefulness, and Human Relations." Unpublished Ph.D. dissertation, New York University, 1957. . "Clarifying as a Teaching Process." Educational Leadership 25 (February 1968):454-58. Knapp, Clifford, and DuShane, Judith. "Clarifying Values for a Better Environment." Counseling and Values 18 (Summer 1974):266-71. Knapp, Cliford, and Warren, Lynnanne. "Outdoor Environ- mental Values Clarification." EnVironmental Education Report, February 1975, p. 8. Kniker, Charles R. You and Values Education. Columbus: Ohio: Charles E. Merrill Pub. Co., 1977. Kohlberg, Lawrence. "The Relationship of Moral Education to the Broader Field of Values Education." Values Education, Theory, Practice/Problems/Prospects. Edited By JOhn MeyeifiBriah Burnham, and John Cholvat. Waterloo, Ontario, Canada: Wilfrid Laurier University Press, 1975. 318 Kohlberg, Lawrence et al. The Just Community Approach to Corrections:rA Manual, Part II. Cambridge: Mass.: Moral Education Research Foundation, 1974. Kracht, James B., and Bochm, Richard G. "Feelings About the Community: Using Value Clarification In and Out of the Classroom." Journal of Geography (April 1975):198-206. Lang, Melvin. "An Investigation of the Relationship of Value Clarification to Underachievement and Certain Other Behavioral Characteristics of Selected College Students." Unpublished Ph.D. dissertation, New York University, 1961. Lawrence, Metcalf, ed. Values Education. Washington: National Council for Social Studies, 1971. Lieberman, Phyllis, and Simon, Sidney B. "Current Events and Values." Social Education 29 (December 1965): 523-33. Lieberman, Phyllis, and Simon, Sidney B. "Values and Student Writing." Educational Leadership (March 1965):414-21+ Lippett, Ronald; Fox, Robert; and Schaible, Lucille. The Teacher's Role in Social Science Investigation. Chidago: Sciéhce Research'Associates, Inc., 1969. Lockwood, Alan L. "A Critical View of Values Clarifica- tion." Teachers College Record 77 (September l975):35-50o Machnits, Ernest. "A Study of the Relationship of Certain Behaviors of Children to Emotional Needs, Values and Thinking." Unpublished Ph.D. dissertation, New York University, 1960. Martin, Donald. "A Study of the Relationship of Certain Behaviors of Children to Emotional Needs, Values and Thinking." Unpublished Ph.D. dissertation, New York University, 1960. May, Rollo. Man's Search for4Himself. New York: W. W. Norton dhd Co., 1953. Mears, Michael. "Who's Sid Simon and What Is All This About Values Clarification?" Media and Methods 9 (March 1973):30-37. . W. q..._—.' '5» C. :11 \..__..~_“ ’ -‘ sun-”j?" 55—- 319 Michalak, Daniel A. "The Clarification of Values." Improving College and University Teaching 18 (Springl970l:100-101. Mothersill, M. H. The Value of a Human Being. Indianapo- lis: MCMLV, 1956. National Council for the Social Studies. Values Education: Rationale, Strategies, and Procedures. 4lst Year- bodk. Washington, D.C.: National Council for the Social Studies, 1971. Olmo, Barbara. "The Threat of New Ideas: A Values Clarifi— cation Lesson." Adolescence 10 (Fall l975):456-62. Olmsted, Richard. "Holes in their Socks: A Critical Analysis of the Theory and Practice of Values Clarification." In Teaching of Values. Chapter 14. Edited by J. Jelineck. Temple, Arizona: Arizona State Education, 1975. Osman, Jack. "A Rationale for Using Value Clarification in Health Education." The Journal of School Health 43 (December 1973):621—231fifi . "The Use of Selected Values Clarifying Strategies in Health Education." Journal of School Health 44 (January l974):21-25. Parsons, Talcott, and Shils, Edward A., eds. Toward a General Theory of Action. Cambridge: Harvard UhiVEfsity Press, 1952. Paulson, Wayne. Deciding for Myself: A Values Clarification Series. Minneapolis: Wihston Press, 1974. Pepper, Stephen C. The Sources of Value. Berkeley: University of California Press, 1958. Perls, Frederick S. Gestalt Therapy Verbatim. Lafayette: Real People Press, 1969. Poetker, Joel. "A Strategy for Value Clarification." gecial Science Record 11 (Autumn 1973):3-5. Province of Alberta Department of Education. Experience in Decision Making: Elementary Social Studies Halid- hdbk. Province dfrAlberta, Department of Education, 1971. Raths, Raths, 320 James. "An Application of Clarifying Techniques to Academic Underachievers in High School." Unpub- lished Ph.D. dissertation, New York University, 1960. Louis E. "Approaches to the Measurement of Values." Educational Research Bulletin 19 (May 8, 1940): 267l82. . "Clarifying Children's Values." The National Elementary Principal 42 (November 1962):35-39. . "Clarifying Values." Curriculum for Today's Boys and Girls. Edited by R. S.'F1eming. Columhus, Ohio: Charles E. Merrill Books, Inc., 1963. "How Children Build Meanings." Childhood Education 30 (December 1954):159-60. . Teaching for Learning. Columbus: Charles E. Merrill, 1969. . "Values Are Fundamental." February 1959, pp. 246-47. . "What Is Teaching?" (December 1955):l46—47. Childhood Education, Educational Leadership 55 Raths, Louis E.; Harmin, Merrill; and Simon, Sidney B. "Helping Children Clarify Values." NEA Journal 56 (October 1967):12-15. Note: NEA Journal is now titled Today'efEdecatioe. Raths, Louis E.; Harmin, Merrill; and Simon, Sidney B. Velues and Teaching: Working with Values in the Classroom. Colufihus, Ohib: Chafles E. Merfill, Puhlishing Co., 1966. Raths, Louis E.; Wasserman, 8.; Jonas, A.; and Rothstein, Reich, Charles A. Rescher, Nicholas. Rogers, A. M. Teaching for Thinking. Charles E. Merri11,—1967. Random House, Inc., I970. Columbus, Ohio: The Greening of America. New York: Introduction to Value Theory. Engle- wood Cliffs, NlJ.?'Préntice-Hallj 1969} Carl R. On Becoming a Person. Mifflin Co., l96l. if if Boston: Houghton 321 Rogers, Carl R., and Stevens, Barry. Person to Person: The Problem of Being Human. Lafayette: Real People Press, 1967. Rokeach, Milton. The Nature of Human Values. New York: Free Press, 1973. . "Toward a Philosophy of Value Education." Values Education, Theory/Practice/Problems/Pros- péhts. Edited—by John Méydr7wBrian Burnham and John Cholvat. Waterloo, Ontario, Canada: Wilfrid Laurier University Press, 1975. Sadker, David; Sadker, Myra; and Simon, Sidney B. "Clari- fying Sexist Values." Social Education 37 (Decem- ber 1973):756-60. Santosuosso, John. "Should Schools Deal in Values Clarifi- cation?" The Watman Educational Services Bulletin 3 (June l974):2. Schlaadt, Richard. "Implementing the Values Clarification Process." School Health Reyiew 5 (January-February 1974):10-12. Schlater, Jean D. Investigating Values Underlying Family Decisiens. ‘ResearEh’Bfilletih 23, Agribultural Expt. Station, Michigan State University, May 1969. Scriven, Michael. Student Values as Educational Objectives. Lafayette: Social Science Education Consortium, 1966. Sears, Pauline S., and Sherman, Vivian S. In Pursuit of Self-Esteem. Belmont: Wadsworth Co., 1964. Secondary School Curriculum Guide: Social Studies. Division of Curricfilum, Department of Edhcation. Victoria, B.C., 1968. Self-Instructional Modules for Family Ecology 110, Man and His Near Environment, College of Human Ecology, Core Program, M.S.U., E. Lansing, Michigan, 1976. Shattuck, J. Bruce. "Using the Sciences for Value Clarifi- cation." ScieneefEducation 54 (January-March 1970): 9-11. Simon, Sidney B. "Dinner Table Learning." Colloquy 4 (December 197l):34-37. 7'7 322 . "Election Year and Dinner Table Learning." Colloquy 5 (October l972):23—25. . Meeting Yourself Halway. Niles, Ill.: Argus CommunicatiOns,‘l974. "Promoting the Search for Values." Education opportunity Forum 1 (Fall 1969):75—84. . "The Search for Values." Edvance 1 (May/June 1971):l-3; 6. . "Sensitizing Modules: A Cure for 'Senioritis. Scholastic Teacher, September 21, 1970, pp. 28—29; 42." . "Talking to Parents about Values Clarification." The Watman Education Services Bulletin 3 (June 1974){l-2. "The Teacher Educator in Value Development." Phi Delta Kappae 53 (June l972):649-51. "Star Trek." Breaking Out. Edited by Don Briggs. New York? DavindKay, 1973. . "Three Ways to Teach Church School." gelloquy 3 (January 1970):37-38. "Two Newer Strategies for_Va1ue Clarification." Edvance 2 (September-October 197l):6. . "Value Clarification: Methodology and Tests of an Hypothesis in an In-Service Program Relating to Behavioral Changes in Secondary School Students." Unpublished Ph.D. dissertation, New York University, 1958. Values Clarification and Shalom." golloquy 5 (July-August 1972):8-21. . "Value Systems Techniques." New York: Episc0pal Church, 1970. (Film) Hamilton Wright, Producer. Available from ROA's Films, 1969, North Astor Street, Milwaukee, Wi. "Values and Teaching." Religious Education 68 (March-April 1973):83-194.“ . "Values Clarification--a Tool for Counselors." Personnel and Guardian Journal 51 (May 1973):614-18. 323 . "Values Clarification vs. Indoctrination." _Social Educatieg 35 (December 197l):902-905: 915. . "A Values Clarifier Looks at Poverty." Issues Today 5 (April 13, 1973):1-2. . Values in Teaching. Dayton, Ohio: Creative Sights and Sounds[—1974. (Cassettes.) "What Do You Value?" Forum (J. C. Penney Com- pany Magazine for home economists), Spring/Summer 1972: pp. 4‘5. - "What Schools Should Be Doing about Values Clarification." NAASP Bulletin (February 1974): 54-60. . "Your Values Are Showing." Colloquy 3 (January Simon, Simon, Simon, Simon, Simon, Simon, Simon, Simon, 1970):20-32. Sidney B., and Bohn, Mary Bradford. "What Schools Should Be Doing about Values Clarification." NAASP Bulletin 58 (February l974):54-60. Sidney B., and Carnes, Alice. "Teaching Afro- American History with a Focus on Values." Educa- tional Leadership 27 (December 1969):222-24. Sidney B., and Clark, Jay. Beginning Values Clarification: Strategies for the Classroom. San Diego: Pennant Press, 1975. (Note: First printing was entitled More Values Clarification.) Sidney B.; Curwin, Geri; and Hartwell, Marie. "Teaching Values." ggrl Scout Leader 14 (June l972):12-13. Sidney B.; Daitch, Patricia; and Hartwell, Marie. "Value Clarification: New Mission for Religious Education." getechist 5 (September 1971):8-9; 31. Sidney B.; Daitch, Patricia; and Hartwell, Marie. "Value Clarification: Part II." QEtechist 5 (October 197l):36-38. Sidney B.; Daitch, Patricia; and Hartwell, Marie. "Value Clarification: Part III." Qatechist 5 (November 197l):28-29. Sidney B., and de Sherbinin, Polly. "Values Clarification" It Can Start Gently and Grow Deep." Phi Delta Kappan 56 (June 1975):679-83. Simon, Simon, Simon, Simon, Simon, Simon, Simon, Simon, Simon, Simon, Simon, Simon, 324 Sidney B., and Goodman, Joel. "Values Clarifica- tion: Focus on Work and Leisure." Today's getholic Teacher 7 (September 1973):11-15. Sidney B., and Goodman, Joel. "Ways of Teaching/ Learning." Adult Leader 6 (September-October- November, 1973i. Sidney B., and Harmin, Merrill. "Subject Matter with a Focus on Values." Egucational Leadership 26 (October l969):34-39. Reprinted as "Focus on Values for More Relevant Schools." NJEA Review 43 (October 1969). "Values Clarification." Sidney B., and Hart, Lois. Learning with Adults 1 (June 1973):15-18. Sidney B., and Hart, Lois. "Values Clarification: Making Your New Year Better." Cross Talk 2 (1973). Sidney B., and Hartwell, Marie. "Personal Growth through Advertising." Colloquy 5 (December 1972): "Values Clarifica- Sidney B., and Hartwell, Marie. Aggrriculum Trends, tion: A Heritage of Wisdom." January 1973. Sidney B.; Hawley, Roberts; and Britton, David. Composition for Personal Growth: Values Clarifica- hion through Writing. Amherst, Mass.: Education Research Associates, 1971, and New York: Hart Publishing Co., 1973. Sidney B.; Howe, Leland W.; and Kirschenbaum, Howard. Values Clarification: A Handbook of Practical—Strategies for Teachers and Students. New York: Hart Pfiblishing Co.,—1972. Sidney B.; Kirschenbaum, HoWard; and Fuhrmann, . Barbara. An Introduction to Values Clarification. New York: 3? C. Penney Co., 1972. Sidney B.; Kirschenbaum, Howard; and Howe, Leland. "Strategies for Value Clarification." Forum . (J. C. Penney Company Magazine for home economists), sPring/Summer 1972, pp. 8-11. "Values Clarification: Sidney B., and Massey, Sara. . Educational A Strategy in the Search for Self." _Leadership 30 (May l973):738-39. 325 Simon, Sidney B., and O'Rourke, Robert. "Getting to Know You. Eeucational Leadership 32 (May 1975):524-26. Simon, Sidney B.; Sadker, Myra; and Sadker, David. "Where Do They Stand?" Igstructor 84 (August/September 1974):110; 112; 119. Simon, Sidney, and Sparago, Edi. "Values: Clarification and Action." Momemtum 2 (December 1971):4-9. Smith, Bryan C. "Values Clarification in Drug Education." geurnal of Drug Education 3,4 (Winter 1973). Smith, Maury. "Some Implications of Value Clarification for Organization and Development." The 1973 Annual Handbook for Group Facilitators. Edited by J. William Pfeiffer and John E. Jones. Iowa City, Ia.: University Associates. Stahl, Robert J. "Synthesizing Values Clarification and Moral Development Process Objectives: A Model to DevelOp and Implement Content Centered Learning Activities to Achieve Affective Objectives." Paper presented at Annual Meeting, American Educa- tional Research Associates, San Francisco, April 1976. Stewart John S. "Clarifying Values Clarification: A Critique." Phi Delta Kappan 56 (June 1975):684-88. . "Toward a Theory for Values Development Educa- tion." Unpublished Ph.D. dissertation, Michigan State University, 1974. Superka, Douglas. "Approaches to Values Education." Social Science Educatioanonsortium Newsletter, Novembdr"l974. . "A Typology of Valuing Theories and Values Education Approaches." Unpublished Ph.D. disser- tation, University of California, Berkeley, 1973. Superka, Douglas; Ahrens, C.; Hedrom, J.; Ford, L.; and Johnson, P. Values Education Sourcebook, Concep- tual Approaches, Materials Analyses, aed an Annotated’Bihliodrdphy. Boulder, Co.: Soc1a1 Sciénce Educafion Consortium, Inc., 1976. Also listed in Resources in Education, #50, 008 489. Thal, Helen M., and Holcombe, Melinda. "Value Clarifica- tion: Putting Life and Work in Perspective. American Vocational Journal 48 (December 1973): 25-27. 326 ‘rr Toffler, Alvin. Future Shock. New York: Random House, 1970. Turabian, Kate C. A Manual for Writers of Term Papers, Theses and Dissertations. Chicago: University of Chicago Press, 1955. Turnball, Colin M. The Mountain People. New York: Simon and Schuster Publishers, 1972. "Twenty Things I Like to Do." Prepared by the Educational and Consumer Relations Department of the J.C. Penney Co., Inc., 1301 Avenue of the Americas, N.Y., N.Y. 10019, 1972. Veatch, H. R. Rational Man. Bloomington, Indiana: Indiana University Press. Volkmor, C.; Pasanella, A. L.; Raths, L. E. Values in the Classroom. Columbus, Ohio: Charles E. Merrill Pub. Co., 1977. Wasserman, S., and Ide, J. "Training Teachers to Clarify Values," a Mini Handbook prepared for the Inter- actions Centre, Simon Fraser University, Burnaby, B.C., Canada. Williams, Robin M. American Society: A Sociological Interpeetation. New York: Alffed A. KnOpf, 1951. Wilson, John; Williams, Norman; and Sugarman, Barry. Introduction to Moral Education. Baltimore, Md.: Penguin Press, l967.