Iosr journal of Research & Method in Education (iosr-jrme) e-issn: 2320

 
III.
 
Conclusion 
Values education help students find their place in the world and build their self-confidence. Values in a 
school curriculum add a dimension to that promote holistic development of the students and benefits their 
academic achievement. Teachers feel a need to introduce experiential approaches to values education as a means 
to counter an overly cognitive national curriculum and to address issues of behavior, discipline and social 
attitudes. The role of teachers cannot be deemed minor in developing good character among students. Values 
educators must facilitate a student's personal internalized discovery that one would want to be a values-oriented 
and values-guided person because through such activity one can feel good about oneself, respect oneself, and 
esteem oneself well (Eidle, 1993). Professional development sessions allowing educators to interact with each 
other lets individuals examine and view his or her own beliefs differently by using thoughts and testimonies 
from others; such experiences permit individuals to make sense of the world around them which is 
transformative learning (Cranton & King, 2003). There are some training workshops available worldwide for 
implementing value based education that have tremendously helped teachers develop skills to create a value 
based environment that promote inspiring and active listening classrooms. Much remains to be done in this 
direction to make this effort meaningful and worthwhile, keeping in mind what is best for the future.
References 
[1]
Arweck, E., Nesbitt, E., & Jackson, R. 2005. Common values for the common school? Using two values education programmes to 
promote „spiritual and moral development‟. 
Journal of Moral Education. 34 (3). 325-342. 
[2]
Burra, 
H. 
2007. 
Value 
Based 
Education: 
A 
Need 
of 
Today. 
Associated 
Content. 
Retrieved 
from 
http://www.associatedcontent.com/article/355207/value_based_education_a_need_of_today.html?cat=4 . 
[3]
Cavazos, L., F. 2002. Emphasizing Performance Goals and high-quality education for all students. Phi Delta Kappan. 83 (9).
[4]
Cranton, P., & King, K. P. (2003). Transformative learning as a professional development goal. New Directions for Adult and 
Continuing Education, 98, 31-37. 
[5]
Eidle, W., R. 1993. Values education and self-esteem. Education. 113(4).
[6]
Lickona, T. (1993). The return of character education. Educational Leadership, 51(3), 6- 11. 
[7]
Narvaez, D., & Lapsley, D. K. (2008). Teaching moral character: Two alternatives for teacher education. The Teacher Educator, 43 
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[8]
National Council for Teacher Education (NCTE). 2013. Retrieved from http://www.ncte-india.org/pub/rimse/rimse.htm 
[9]
Sanyal, B., C. 2000. Need for value-based education in the twenty-first century. Here-now4u Online Magazine. Retrieved from 
http://www.here-now4u.de/ENG/need_for_the_value-based_educa.htm