Values Education Website by Nonette Marte

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he PNUACES approach has a very high probability of "winning the hearts
MajorApproachesin andminds"ofthelearnersofvalues.
ValuesEducation
THE PNU AFFECTIVECOGNITIVE EXPERIENCE FOR SELFDIRECTION
PNUACESApproachin (ACES)TEACHINGAPPROACHTO
ValuesEducation
VALUESEDUCATION
PNUACESDiagram
INTRODUCTION

A teaching truism reminds us that there is no one way to teach
anything or anyone. In values education, many advocates of
approaches and methodologies had attempted to present well
intentioned pronouncements on how one can best teach values.
Each of these approaches has its persuasive features, and its
influences have been considerable. However, very few, if any,
weresparedfromcriticismsfromvarioussectorofeducation.As
aresult,teachersintheirfeartobeidentifiedwiththelimitations
oftheapproaches,eitherdonotusethemortryalittleofallthe
methodsinaneclecticmanner.
Rather than just leave the values education teacher to choose
which of these approaches to use, combined or discard, we are
presenting an alternative approach which is not at all new but
which has attempted to integrate the strengths of five of the
major approaches to values education discussed in previous
CE/GMRCforGrade5 chapters.
(RevisedEdition)
However, this is not presented as the panacea for constraints in
values education. We do not claim that this is the right approach
butliketheacronymACESsuggests,itcarrieswithitaveryhigh
probability of "winning the hearts and minds" of the learners of
http://valueseducation.net/aprrchs_pnu.htm 1/12
values.Inthischapter,wewillsimplytrytopresentanorganized
optiontocarryoutourbeliefthattheteacherisbothafacilitator
anddirectorofvalueslearning.
THETHEORY
The ACES Teaching Approach is based on the confluent theory of

education. The theory provides for the flowing together and
interaction of the effective and cognitive elements in individual
andgrouplearning.
Affective refer to the feeling or emotional aspect of experience

and learning, while cognitive refers to the activity of the mind
towards knowing an object , or its intellectual functioning in the
fullgraspofthereality(thing,person,orcircumstance).
Educatorsdifferintheirapproachestoeducation.Manybelievein
the use of cognitive objectives as a means to develop affective
reasoning, while other believes in the use of affective objectives
asameanstocognitiverealizations.
Theconfluenttheoristsbelieveinthesimultaneousachievements
of both affective and cognitive goals. Confluence, moreover,
means wholeness. Learning one way does not happen
independently of other ways. Each reinforces the other in the
totalityofeffectintheindividual.
The ACES approach conforms with the confluent theory of

education. The integration of these two dimensions aims to
balance the two components of values development for the

person to have a solid base for its behavioral manifestation, the
thirdcomponent.
As Kroll (1987) puts it, "the aim of education is an education for

living. It gives meaning and direction to all we doincluding not
only what, but how and why we might learn any technical
information".
Krollfurtherstatesthatlearningvaluesisnotenough.Bythis,he
means that the understanding of the concept of certain values
learning the principles of social responsibilityfor instance, is not
enough. If one chooses to act contrary to the best interest of
society, he has really learned nothing. For Kroll, true education
demands more than just processing information but laying down
even the most basic question of human life. It requires a
continuing change of behavior in a wholesome direction. True
education involves learning and becoming a different person.
Values education, therefore, should have these vital components
of true education. The truly educated person is one who actually
putsintopracticewhathehaslearnednotonlytobenefithimself
butalsoothers.
THETEACHERASAFACILITATOROFAFFECTIVEANDCOGNITIVE
LEARNING
" Values are caught, not taught." This statement seems to reject
the idea of teaching values directly in the classroom, i.e., allot
time for it as when we teach mathematics skill and science
concepts. While we all agree that values can be "caught" in
virtuallyallthevariousareaofthe"formal"aswellasthehidden
curricula, there is a point in learning values systematically and
purposivelyintheclassroomjustasinanyoftheotheracademic
lessons. In so doing, our assurance is increased that it is the
desirableorappropriateValuesthatarecaught.
There remains a challenge, therefore, of maintaining formal

learning conditions and yet conditions where values are "caught"
moreeffectivelyratherthantaught.Itisonthispremisethatthe
teacher of values education is preferred to act as facilitator
whose role is to provide learning experiences and maintain an
effective vehicle of values education. He/she is tasked to
structure meaningful learning activities that the student can go
throughwhichmayprovidehimsomebasesformakingdecisions
and for manifesting his values orientations. In this way, the
learning activities are so structured that the learners themselves
discover what they value, clarify their values, listen to others
viewsandfinallymakedecisions.Valuesarenotjustimposedor
"taught"tothelearners.Theyareguidedtobeableto"catch"the
valuesthatsurfacefromthelearningexperienceswhichtheywill
processwiththeirteacher.
The ACES (Affective, Cognitive Experiences for SelfDirection)

teaching approach puts a heavy premium on the affective
development of the student not because precedes the other
dimensions but because it serves as the most vital force in the
integration of the individuals personality for a fuller and viable
way of life. Development of a sound value system is of prime
importance. For instance, the youth must not just be told that
drug abuse is detrimental to their health, but more importantly,
theyshouldlearntovaluethemselvesandtheirpersonhood,i.e.,
theirtotalbeing,theirpotential,theirgoals.Theymustalsoknow
theirlimitations.
The ACES teaching approach, therefore, makes the learner

become aware of himself, his assets and liabilities. He learns to
maintain and reinforce his strengths, to reduce and possibly
eliminate his weaknesses, or to replace his liabilities with
positive traits. He learns to value not only what he considers
desirable but what he feels is right and proper to desire for
himselfandothers.Helearnstodefendwhathebelievesisright,
to stand strongly by his peers and other external forces when
necessary.
There are a number of alternatives from which the learner could

choose. Before the finally chooses which to value, he uses his
cognitive ability in analyzing which is proper for him and for
others. The ACES teaching approach helps the learners develop
an adequate construct system. How the learners perceives each
alternativedefendsonhowadequatehisconstructsystemis.This
means that the individual must have the ability to construe
events in different ways, to analyze the event, know the whys
andhowsofacertainsituation.Heshouldbeabletosharpenhis
awareness of consequences following certain decisions such that
whenfacedwithaproblem,hewouldhaveadequatealternatives
to choose from. He would then be able to choose appropriately
thealternativethatwouldsolvehisproblems.
THETEACHERASVALUESDIRECTOR
Theteacherasvaluesdirectorhascertaintaskstodo.
A.ProcessingofLearnings
In processing the cognitive and affective learnings that surfaced

in the discussions, the facilitator helps the students clarify their
values or option further. The cognitive constructs or learnings
processed serve as framework for the alternatives from which
the student makes his decisions. This implies that it is important
for the student to understand well the underpinnings and facts of
asetofalternativesbeforehecanmakeanintelligentdecision.
Equally important for the facilitator to process are the affective

learningshow the student felt while going through the learning
process, what he felt about his selfdiscovery or about her
groups decision, how he related with his group members and
howhesharedhispersonalinsightsaboutthelearningactivity.
Suffice it to say that at this stage of the process, the facilitator

makes maximum effort to help the students clarify their values
through some of values clarification and moral dilemma
strategies.
B.DirectingtheFocusofAwareness
Unlike in the two approaches (i.e., values clarification and moral

dilemma) the ACES facilitator suggests and directs here. He
believesthatvaluesdevelopmentgoesbeyondselfawareness,or
the discovery of what one values. He does not disregards the
values acceptable to a larger group of people, a community, a
country.
The facilitator lets the students articulate their own options and
ideas. But he himself also affirms a students idea or he offers
otherideaswhichmaybecontrarytothosegivenbystudentsand
to present other side of the issue. This, in a way, promotes
discussionandexpandsthestudentsawarenessofotherpeoples
feelingsaboutvalueissues.Inotherwords,thefacilitatordirects
the focus of a awareness to an aspect of a value issue worth
lookinginto.
TheACESapproach,therefore,doesnotleadthestudentstothink
thatdecisionmakingisallamatterofpersonalopinionorwhim.
It does not leave the teacher noncommittal. The teacher should
not be valuesneutral. Instead, he guides the students to
understandthealternativesandthepossibleconsequencesofthe
values that people must uphold to be able to perform their roles
efficiently.
C.ProvidingCognitiveInputs
In effects, the ACES approach provides the development of an

adequateconstructsystem.Cognitiveinputsmaybenecessaryat
this point to present various sides of the issue. As indicated
earlier,intelligentdecisionsarearrivedatifthesearemadefrom
a number of carefully studied alternatives and the respective
consequences.Themostcommonandpracticalwaysofproviding
cognitive inputs are through lecturettes on lecturefor a or panel
discussion participated in by the students who may have been
assigned to do some reading on certain value issues. These
activities which are more commonly referred to as talk sessions
may be treated as separate lessons from the experiential
sessionsfollowingthe4Asexplainedinthenextsection.
D.DirectingValuestobeLearned
Values inculcation is used after the students have clarified their

options. The teacher may then expound and put across what he
believes in after all sides of the issue are exhausted. It is very
likely that students are influenced by their teachers and thus
values education teachers need to consider very carefully
whether what they offer their students are indeed worthy to
believe in or emulate. Here lies the need for values education
teachers who are imbued with the precepts being advocated as
exemplifiedintheirtotalbeing.
E.Planningwith,andMonitoringActionLearningoftheStudents
Action learning is best employed in the application phase where

the students are guided in deciding what specific actions they
wouldtaketomanifesttheirvalues.
In traditional classrooms the teacher can quickly initiate learning

plansforherstudentsbutmostofthetimesheisobligedtogive
external motivation in order to implement certain plans. In the
ACESapproach,however,learningplansforactioncanreadilybe
developed by enthusiastic and active learners who have been
previously stimulated by the experiential lessons they have gone
through. Moreover, the commitment to do something based on
"clarified" values impels the students to make their action plans,
to extend their learnings from the classroom to their homes, to
other students and teacher in school, and to other members of
thecommunity.Thestudentshavebecomemotivatedfromwithin
themselves,hencetheurgetoactisspontaneous.
THEACESMETHODOLOGYANDPHASESOFVALUELEARNING
The ACES teaching approach employs both the inductive as well

as the deductive methods in the conduct of the lessons although
the former is given more emphasis since certain principles and
conditionsoflearningthatactivatethelearnerandmakelearning
personal and meaningful are easier achieved through the
inductivemethod.Theuniquelypersonalandsubjectivenatureof
learning is best attained through having the learner undergo the

experiences by himself and also with others in group. This
learning approach is commonly called ANDRAGOGY or the
experiential learning approach. Generally, the experiential
learning process develops through four stagesactivity, analysis,
abstraction and application (PRODEDs 4As)and follows four
phasesofvaluelearning.
A.LearningTriggerPhase
Learning is a triggered by a carefully planned Activity such as

individual disclosure or selfinventory, group discussion, case
study, listening to vignettes, roleplaying, song analysis, panel
discussion,moraldilemmastrategyandothers.(Seetable8.1for
otherstrategies.)
These are structured learning activities or experiences from

whichlearningbothcognitiveandaffectivewillspring.Strategies
usedhereismostlyvaluesclarification,valueanalysisandmoral
dilemma strategies. In this phase the student start to clarify or
understand his own feelings, ideas or thoughts about specific
situations contained in the activity, He starts the value
clarification or analysis with himself through introspection, and

further clarifies with other students through group dynamics if
providedforintheactivity.
B.ValuesClarificationPhase
The clarification process takes a more indepth analysis in the

second phase of value learning. With the help of the teacher as
the facilitator, the students further go through the value
clarification process mainly through clarifying responses of both
the teacher and fellow students. Learning obtained from self
analysisand/orgroupdiscussionsareanalyzedandprocessedby
theteacherfacilitator.
Analysis of the learning process has two phases: Affective

processing and cognitive/content processing. The first involves
personal reflections and insights which become part of the
learners affective development while cognitive analysis of the
experience is done through eliciting information and studying the
content and concepts relevant to the lesson. Values clarification,
e.g.,clarifyingresponse,dialogue,andmoraldilemmastrategies
areemployedtoprocessaffectivelearningsandinsights.Itisthis
phase of the lesson where the student gets a better
understandingabouthisoptions.Hisvaluesarebetterclarifiedto
him.
C.DirectivePhaseorInculcationPhase
In this phase, the teacher becomes directive in his leading

questions or remarks. At this point in the lesson, he/she should
alreadyhavehighlightedthevaluefocusofthelessonthevalue
she would expect the students to uphold. She/He reinforces the
students construct system by an abstraction or generalizations
andinferences.Cognitivedevelopmentisfurtherreinforcedinthe
abstraction phase where generalization or inferences are made
about experiences. It is in this phase that the facilitator enriches
the learning which were processed in the analysis phase through
cognitive and affective inputs, e.g., in a lecturette that the
facilitator may share with her students. She/He also reinforces
andsupportsthedecisionsmadebystudentswhichshe/hethinks
areuniversallyacceptable.
D.ActionPhase
Practical application is done where the learner is expected to

transfer his affective and cognitive learnings into actual
situations. This could be the development of an action plan or
assignments for internalizing the concepts learned, or an
extendedlearningactivityinthehomewherehemaybeaskedto
discuss value issues taken up in the classroom with the other
membersofthefamily.
ThefollowingdiagramillustratesthephasesoflearningintheACES
methodology:
Two auxiliary but significant activities are the moodsetting and closing
activities. The moodsetting in the ACES methodology is not just the
motivational statement but a miniactivity related to the content of the
lesson. Its purpose is to create a conducive psychological climate for
learning. It is a pleasurable activity to free the students from hangups,
tension, fears or passivity. Its helps create an atmosphere of comfortability
withoneoneanother,opennessorinitialattemptforselfdisclosure.Itisan
effectivewayofbuildinggoodrapportintheclass.
The closing activity may be a song, quotation, philosophical thought,

recitation of a verse that should capture the essence of the lesson. It gives
an added impact to the affective learnings the student may have obtained,
and keeps them in high spirits for whatever commitment they may have
resolveattheendofthelesson.
The summary of strategies used in the ACES can be found in table 8.1 on
pages66.
Seven(7)ElementsoftheAndragogicalProcess
In a facilitating, the ACES facilitator considers seven elements of

andragogicalprocess(Knowles1984):
1.ClimateSetting.Inplanningproceduresforclimatesetting,giveattention
to physical environment and psychological atmosphere. A suggested
arrangement for values education classrooms is putting the chairs in one
largecircleorseveralsmallcircles.
Equally important to consider are characteristics of a psychological climate

thatareconducivetolearning.
a. A climate of mutual respect. People are more open to

learningwhentheyfeelrespected.
b.Aclimateofcollaborativeness.Peersaretherichestsources
for learning competitiveness makes these resources
inaccessible.
c. A climate of mutual trust. People learn more from those

whomtheytrust.
d.Aclimateofsupportiveness. People learn better when they

feelsupportedratherthanjudgedorthreatened.
e. A climate of openness and authenticity. When people feel

free to be open and natural, to say what they really think and
feel,theyaremorelikelytobewillingtoexaminenewideasand
risk new behaviors than when they feel the needs to be
defensive.
f. A climate of pleasure. Learning should be one of the most

pleasantandgratifyingexperiencesinlifeafterall,itistheway
people can become what they are capable of being achieving
theirfullpotential.
g.Aclimateofhumanness.Themorepeoplefeelthattheyare
beingtreatedashumanbeings,themoretheyarelikelytolearn.
Aside from providing physical comfort, it means providing a
caring,accepting,respecting,helpingsocialatmosphere.
2.Involvinglearnersinmutualplanning. People tend to be committed to

any decision in proportion to the extent to which they have participated in

makingit.
3.Involvingparticipantsindiagnosingtheirownneedsforlearning. This
processshouldmeettheneedsthelearnerareawareof(feltneeds)withthe
needstheirorganizationsorsocietyhasforthem(ascribedneeds).
4. Involving learners in formulating their learning objectives. What

procedurescanbeusedtohelplearnerstranslatetheirdiagnosedneedsinto
learningobjectives?
5.Involvinglearnersindesigninglearningplans
6.Involvinglearnerscarryouttheirlearningplans
7.Involvinglearnersinevaluatingtheirlearning
In a learning activity with such conditions as suggested above, most of the

learning comes from the students themselves. They initiate discussion in
small groups, for instance, group members react, interact and all become
active thinkers and affective communicators. Individually, through
introspection, and/or in groups through group dynamics, the students get
their values clarified among their peers with an encouraging psychological
atmosphere.
StructuresandReallifeLearningExperiences
As seen, the ACES Approach makes use of structured learning situations in

the classroom as springboards for values learning. It cannot be denied,
however, that these are mostly, if not all, simulations of actual situations
thatoccuroutsidetheclassroom.
Highschoolandcollegestudentscanplantohavetheirpracticumwithreach
out activities and case studies in learning areas involving people in the
community.Asimplenarrationofaninterviewexperienceorcasestudywith
thestudentsmaid,forinstance,maytriggervaluesdevelopmentforjustice,
humanrights,freedomorothervalues.
Finally, the students commitment to the learning content of his experience

whether taken from structured or reallife situations, can best be tested by
howhedirectshimselftohisgoals,hisstabilityandintelligenceasaperson
whenfacedwithanactualproblem,andhischoiceofvalueswhichheclearly
manifestsinhisactions.
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The ACES Teaching Approach is based on the confluent theory of

Affective refer to the feeling or emotional aspect of experience

The ACES approach conforms with the confluent theory of

balance the two components of values development for the

As Kroll (1987) puts it, "the aim of education is an education for

There remains a challenge, therefore, of maintaining formal

The ACES (Affective, Cognitive Experiences for SelfDirection)

The ACES teaching approach, therefore, makes the learner

There are a number of alternatives from which the learner could

In processing the cognitive and affective learnings that surfaced

Equally important for the facilitator to process are the affective

Suffice it to say that at this stage of the process, the facilitator

Unlike in the two approaches (i.e., values clarification and moral

In effects, the ACES approach provides the development of an

Values inculcation is used after the students have clarified their

Action learning is best employed in the application phase where

In traditional classrooms the teacher can quickly initiate learning

The ACES teaching approach employs both the inductive as well

Learning is a triggered by a carefully planned Activity such as

These are structured learning activities or experiences from

clarification or analysis with himself through introspection, and

The clarification process takes a more indepth analysis in the

Analysis of the learning process has two phases: Affective

In this phase, the teacher becomes directive in his leading

Practical application is done where the learner is expected to

The closing activity may be a song, quotation, philosophical thought,

In a facilitating, the ACES facilitator considers seven elements of

Equally important to consider are characteristics of a psychological climate

a. A climate of mutual respect. People are more open to

c. A climate of mutual trust. People learn more from those

d.Aclimateofsupportiveness. People learn better when they

e. A climate of openness and authenticity. When people feel

f. A climate of pleasure. Learning should be one of the most

2.Involvinglearnersinmutualplanning. People tend to be committed to

any decision in proportion to the extent to which they have participated in

4. Involving learners in formulating their learning objectives. What

In a learning activity with such conditions as suggested above, most of the

As seen, the ACES Approach makes use of structured learning situations in

Finally, the students commitment to the learning content of his experience

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