Abstract
Values education is carried out in many countries with different names and systems. Although differences are observed according to the social, political, religious, and economic structure of each country, value education aims to provide an ideal structure for the individual and society by transferring cultural, moral, national, and universal values to individuals. In this study, values education in Germany, one of the important countries of Europe, was examined, and the situation of values education applied in the state of North Rhine-Westphalia was revealed as well as general values education in Germany. In Germany, values education is mainly given in Ethics and Religion courses. The data in the research were obtained by using the literature review technique, one of the qualitative research methods. As a result of the research, it has been understood that the values education in the Values and Norms course in primary schools in the state of North Rhine-Westphalia is not given at a sufficient level, and this course is only a specific course.
TopLiteratur Review
The Importance of Values Education
Values education has become an educational phenomenon that has become increasingly important in recent years.
Values transferred to individuals in different forms and methods, which have become increasingly important in today's societies, have been seen as a problem in the historical process, and criticism has been brought about. These criticisms continue today. (Aslanargun, 2007). It is an area increasingly taking place in education programs and policies in many countries.
Various value theories have been produced by considering this field differently by morality, customs, religion, tradition-custom, law, political science, philosophy, and sociology.
Values are good-bad, pleasurable-painful, beautiful-ugly, etc. Due to its characteristics, it is also in the fields of interest of various philosophical branches. The values to be gained or gained through schools play an essential role in our lives. As a representation of the desired, it guides our behavior and influences our way of life. Shared core values form the basis of cooperation and social cohesion. Therefore, values education is essential for both the individual and the society.
Key Terms in this Chapter
Proactive discussion: The tendency to initiate change rather than react to events. 2 (Psychol) expresses or denotes a mental process that affects a later process.
Role Playing: It is a technique that increases the individual's desire to learn and aims to develop the individual's versatile development by putting himself in someone else's place, taking an active role in teaching, expressing himself, being creative, perceiving life in a multifaceted way, to develop his desire and to feel for research. It is an empathy-based technique.
Didactic Expression: The expressions of the works written to give information, moral lessons, religion, and technical information are called didactic.
Experimentation: A procedure carried out to support or refute a hypothesis or to determine the efficacy or probability of something that has not been tried before. Experiments provide insight into the cause-effect relationship by showing what outcome occurs when a particular factor is manipulated.
Peer Counseling: Includes implementing a preventive and improving program implemented by their peers for the healthy development of individuals, taking into account their developmental processes.
Implicit Learning: It is learning that is done unconsciously, without being aware of it, without reward. The person is not aware of this learning until the state of need; she becomes aware of the knowledge when the need arises.
Value transfer: It is the cognitive transfer of these values ??to children, together with activities such as educational programs, stories, or social skill group work, which include concepts such as sharing, love, respect, the ability to solve problems through communication, staying away from violence, not being prejudiced.