The study of values

Role playing and public policy

education
Role playing
Explore human relations problems by enacting problem
situations and discussing the enactments
Fannie , Shaftel ( 1967) , Mark Chesler and Robert Fox
( 1966)
model of teaching has implication in personal and social
dimensions of learning
a) Personal helps individual relate to meaning in their
social world
b) Social- allows individual to work together to analyze
situations
Goals and Assumptions (matlamat dan
andaian)
Process allows students to:
a) Explore their feelings
b) Gain insight into their attitudes, values and perceptions
c) Develop their problem solving skills and attitudes
d) Explore subject matter in varied ways
Assumptions :
Advocated (menyokong) an experience based learning
here and now becomes the content of instruction
Draw out students feelings releases emotional and
intellectual content (Shaftels)
Collective reactions of peer groups can bring out new
ideas and provide direction for growth and change .
Covert psychological processes involves ones beliefs
and values can be brought to consciousness by
combining spontaneous enactment with analysis
Concept of the role
Each person has a unique manner of
relating to a situation
role is a patterned sequence of feelings ,
words and actions .. Unique and accustomed
manner of relating to others (Chesler and
Fox, 1966)
Roles determined by several factors
(peranan ditentukan oleh banyak faktor)
perceptions , culture etc
Must help students to realize the different
roles , use many levels of analysis etc.
Model of teaching
Refer to page 294-

With reference to the phases stated

on page 294, in groups of four
demonstrate the nine steps/phases
in the model . Use specific examples
or problems to illustrate the
steps/phases.
Elements in the model
Social system Principles of reaction Support
system
Teachers are Accept student Materials
responsible for responses and minimal
starting the phases- suggestions in a non
teacher guides evaluative manner
Content determined Response must help Major curricular
by the students students explore various tool is the
sides of the problem problem
situation
Teachers questions Reflecting, paraphrasing Briefing sheets
should encourage and summarizing for each role
expression of ideas responses increase
and feelings. students awareness of
their views
Teachers must Emphasize different Observers
establish equality and ways to play the same forms
trust between role and different
teachers and consequences results
students .
Application
Types of social problems:
a)Interpersonal conflicts
b)Intergroup relations
c) Individual dilemmas
d)Historical or contemporary problems
Possible focuses of role playing sessions ( table
13.2 page 302)
Discussion : Based on Figure 13.1 ( page
304) discuss how instructional and nurturants
effects can promote effective learning in the
classroom
 Jurisprudential Inquiry
Created by Donald Oliver and James Shaver
( 1966/1974) to help students think systematically
about contemporary issues.
Formulate these issues as policy questions and
analyze alternative positions about them .
Goals and Assumptions
Skillful citizens supreme judge
Three types of competence required :-
a)Familiarity with the values in subject
matter ( forms the values framework)
b)Clarifying and resolving issues : 3 kinds
of problem arise:
- value problem,
- factual problem and
- definitional problem
a)Knowledge of contemporary political and
public issues
Model of teaching
Refer to page 314 .

In groups of four , prepare a

demonstration of phase one to
phase six by exploring the
following issue :
crime and delinquency
Elements in Jurisprudential
Model
Social system Principles of Support system
reaction
Teacher initiates the Phase four and five Source documents
phases depending teacher's reactions focus on the
on the abilities of not evaluative problem situation
the students to .Probe substance ,
complete the tasks react to students
comments, enforces
continuity of thought
Must anticipate Published case
students value materials
claims and be
prepared to
challenge and
probe.
Accounts of real or
hypothetical
situations
Application
Oliver and Shaver concerned with the substance
and method of teaching
Model provides a framework for developing
contemporary course content in public affairs and
for developing a process to deal with conflict in
the public domain, leading students to an
examination of values
Confrontational dialogue can be threatening for
less verbal students reduce anxiety by having
smaller groups
Teachers should let single case be deliberated
giving students time to acquire information,
reflect and build their courage on the topic.
Initial case materials should be simple and
require little previous background
Instructional and nurturant
effects
Refer to page 318.

Discuss in your groups on how you could apply

the jurisprudential model of teaching in the
classroom.
Provide specific examples to illustrate your
plan of implementation . Refer to the phases
given in page 314
( table 13.6) to develop your plan of action.