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The concept of values represents an integral part of modern scientific thinking - and appears to be universal. It implies that people have different goals and organize their lives in order to achieve them. Values, in the sense of ideals, guide us in every relevant aspect of our behavior. Values are beliefs about how we should act and what is important. Values include what is important, rational, right, and ethically good and evil. Values are implicitly related to intention. They are at the heart of human motivation, and help make our behavior intelligible. Our choices and customs may reflect different values systems.
Various researchers have outlined the examination of values in the educational sector. Arduin & Chiu (2005) explored how values shape educational outcomes and whether there are commonalities among various cultures and educational goals. A long-running, controversial debate regarding the appropriate relationship between values and educational goals concerns the impact of values and behaviors on academic achievement. According to one side of this debate values-based instruction is linked to a motivational theory of achievement, based on variation theory and the theories of self-efficacy, expectancy, and stereotype threat. On the other side of the debate, values-based education is linked to a cognitive perspective, based on a range of different, competing theories, including a pluralistic (Heller and Laurie 2003) theory of learning. One of the great challenges for educators is making sure they apply the appropriate approach for each situation and to be able to do this in a way that is not judgmental, stigmatizing or insensitive to individuals.
Attitudes about the self and others are deeply ingrained personal values. They represent the salience of an individual within her/his social setting. Values can serve as the cognitive basis of individual ideas, thoughts, and beliefs about well-being, meaning, and personal worth. These ideas, thoughts, and beliefs can then be expressed in attitudes. d2c66b5586