Thirty-Second International Conference on Learning

Abstract

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