International Journal of Progressive Education
ISSN (Print): 2834-7919 - ISSN (Online): 1554-5210

Research article    |    Open Access
International Journal of Progressive Education 2018, Vol. 14(6) 38-50

Is It Possible to Teach Values Without Social Psychology?

Patricia Beckley, Kerem Coskun & Cihan Kara

pp. 38 - 50   |  DOI: https://doi.org/10.29329/ijpe.2018.179.3

Publish Date: December 31, 2018  |   Single/Total View: 378/1.073   |   Single/Total Download: 587/2.040

PDF Download

Abstract

Although values are closely related to moral psychology, morality is a developmental problem in psychology. However, what the problem is, is to confine to reduce development and maturation to individual psychology. The fact that social-psychological characteristics of the values have not been emphasized, indicates concerns of the integrity of the development. All of the values in teaching approaches solely employ moral reasoning in schools. This paper articulates why theories of the social psychology, which explain social influence and process as determinants of the behaviour are not used in the context of value education.

Keywords: Value teaching, social influence, social psychology, morality, behaviour

How to Cite this Article?

APA 7th edition
Beckley, P., Coskun, K., & Kara, C. (2018). Is It Possible to Teach Values Without Social Psychology?. International Journal of Progressive Education, 14(6), 38-50. https://doi.org/10.29329/ijpe.2018.179.3

Harvard
Beckley, P., Coskun, K. and Kara, C. (2018). Is It Possible to Teach Values Without Social Psychology?. International Journal of Progressive Education, 14(6), pp. 38-50.

Chicago 16th edition
Beckley, Patricia, Kerem Coskun and Cihan Kara (2018). "Is It Possible to Teach Values Without Social Psychology?". International Journal of Progressive Education 14 (6):38-50. https://doi.org/10.29329/ijpe.2018.179.3

References
  1. Arkonanc, S., A. (1998). Sosyal psikoloji. Istanbul: Alfa. [Google Scholar]
  2. Arendt, H. (1963). Eichmann in Jerusalem: A report on the banality of evil. London: Penguin. [Google Scholar]
  3. Asch, S. E. (1951). Effects of group pressure upon the modification and distortion of judgments. Groups, Leadership, and Men, 222-236. [Google Scholar]
  4. Balcı, F. A., & Yelken, T. Y. (2013). teachers’ opinions about the values in primary education social studies curriculum and values. Education. Ahi Evran University Kırsehir Education Faculty Journal, 14(1), [Google Scholar]
  5. Baudrillard, J. (2004). Le Pacte de lucidité ou l'intelligence du mal. Paris: Editions Galilée. [Google Scholar]
  6. Bauman, Z., May, T. (2014). Thinking sociologically. MA: John Wiley & Sons [Google Scholar]
  7. Baumrind, D. (2008). Authoritative parenting for character and competence. In D. Streight (Ed.), Parenting for character: Five experts, five practices (pp. 17–32). Portland, OR: Council for Spiritual and Ethical Education. [Google Scholar]
  8. Berkowitz, M. W., & Bier, M. C. (2005). What works in character education: A research driven guide for educators. Washington, DC: Character Education Partnership. [Google Scholar]
  9. Berkowitz, M. W. (1985). The role of discussion in moral education. In M. W. Berkowitz & F. Oser (Eds.), Moral education: Theory and applications (pp. 197–218). Hillsdale, NJ: Lawrence Erlbaum and Associates. [Google Scholar]
  10. Billig, S. H. (2002). Support for K-12 service-learning practice: A brief review of the research. Educational Horizons, Summer, 184–189. [Google Scholar]
  11. Krathwohl, D. R., Bloom, B. J., & Masia, B. B. (1964). Taxonomy of educational objectives: The classification of educational goals. Handbook II: Affective domain. New York: McKay. [Google Scholar]
  12. Bond, M. H., & Smith, P. B. (1996). Cross-cultural social and organizational psychology. Annual review of Psychology, 47(1), 205-235. [Google Scholar]
  13. Brannon, L. A., & Brock, T. C. (2001). Limiting time for responding enhances behavior corresponding to the merits of compliance appeals: Refutations of heuristic-cue theory in service and consumer settings. Journal of Consumer Psychology, 10(3), 135-146. [Google Scholar]
  14. Buckingham, J., Wheldall, K., & Beaman-Wheldall, R. (2013). Why poor children are more likely to become poor readers: The school years. Australian Journal of Education, 57(3), 190-213. [Google Scholar]
  15. Chatterji, M. (2006). Reading achievement gaps, correlates, and moderators of early reading achievement: Evidence from the Early Childhood Longitudinal Study (ECLS) kindergarten to first grade sample. Journal of Educational Psychology, 98(3), 489. [Google Scholar]
  16. Crone, E. A., & Dahl, R. E. (2012). Understanding adolescence as a period of social–affective engagement and goal flexibility. Nature Reviews Neuroscience, 13(9), 636-650. [Google Scholar]
  17. Cialdini, R.B. (2001). Influence: Science and Practice.Boston: Allyn & Bacon. [Google Scholar]
  18. Cialdini, R.B., Goldstein, N.J. (2004). Social influence: Compliance and conformity. Annual Review of Psychology, 55, 591-621. [Google Scholar]
  19. Crano, W. D. (2000). Milestones in the psychological analysis of social influence. Group Dynamics: Theory, Research, and Practice, 4(1), 68. [Google Scholar]
  20. D'angiulli, A., Siegel, L. S., & Maggi, S. (2004). Literacy instruction, SES, and word‐reading achievement in English‐language learners and children with English as a first language: A longitudinal study. Learning Disabilities Research & Practice, 19(4), 202-213. [Google Scholar]
  21. Dogan, İ. (2011). Eğitim Sosyolojisi, Nobel Yay. Ankara [Google Scholar]
  22. Ellul, J. (1985). The humiliation of the word. Michigan: William B. Eerdmans Publishing. [Google Scholar]
  23. Evans, M. D., Kelley, J., Sikora, J., & Treiman, D. J. (2010). Family scholarly culture and educational success: Books and schooling in 27 nations. Research In Social Stratification and Mobility, 28(2), 171-197. [Google Scholar]
  24. Fay, B. (1996). Contemporary philosophy of social science: A multicultural approach (Vol. 1). Oxford: Blackwell. [Google Scholar]
  25. Feldman, K.A. & Newcomb, T.M. (1969). The impact of college on students. San Francisco: Jossey-Bass. [Google Scholar]
  26. Festinger, L. (1954). A theory of social comparison processes. Human Relations, (7), 117-140. [Google Scholar]
  27. Fromm, E. (2010). On disobedience. New York: Harper Collins Publisher [Google Scholar]
  28. Gauld, L. Gauld, M. (2002). The Biggest job we’ll ever have: The hyde school program for character-based education and parenting. New York: Library Of Congress Cataloging-in Publication Data. [Google Scholar]
  29. Gomleksiz, M. N., Curo, E. (2011). An Assessment of students’ attitudes towards values in Social Studies curriculum. Uluslararası İnsan Bilimleri Dergisi, 8(1), 95-133. [Google Scholar]
  30. Guimond, S. (1997). Attitude change during college: normative or informational social influence?. Social Psychology of Education, 2(3), 237-261. [Google Scholar]
  31. Gungor, E. (1998). Değerler psikolojisi üzerinde araştırmalar, ahlâk psikolojisi, ahlâki değerler ve ahlâki gelişme,2. Baskı, İstanbul: Ötüken. [Google Scholar]
  32. Gungor, E. (1999). Ahlak Psikolojisi ve Sosyal Ahlak, İstanbul: Ötüken. [Google Scholar]
  33. Gungor, E. (2003). Kültür Değişmesi ve Milliyetçilik, İstanbul: Ötüken. [Google Scholar]
  34. Gungor, E. (2008). Ahlâk psikolojisi ve sosyal ahlâk, İstanbul: Ötüken. [Google Scholar]
  35. Haidt, J. (2012). The righteous mind: Why good people are divided by politics and religion. Pantheon Books: New York [Google Scholar]
  36. Halstead, M. Taylor, M.J. (2000). Learning and Teaching about Values: a review of recent research, Cambridge Journal of Education, 30(2), 169-202. [Google Scholar]
  37. Haney, C., Banks, W.C., & Zimbardo, P.G. (1973). A study of prisoners and guards in a simulated prison. Naval Research Review, (30), 1-17. [Google Scholar]
  38. Hogg, M. A., & Vaughan, G. (2002). Social psychology: An introduction. Pearson Education. [Google Scholar]
  39. Hogg, M. A., & Turner, J. C. (1985). Interpersonal attraction, social identification and psychological group formation. European Journal of Social Psychology, 15(1), 51-66. [Google Scholar]
  40. Huber, R. E., Klucharev, V., & Rieskamp, J. (2015). Neural correlates of informational cascades: brain mechanisms of social influence on belief updating. Social Cognitive and Affective Neuroscience, 10(4), 589-597. [Google Scholar]
  41. Howes, C., & Ritchie, S. (2002). A matter of trust: Connecting teachers and learners in the early childhood classrooms. New York: Teachers College Press. [Google Scholar]
  42. Iverson, B. K., & Walberg, H. J. (1982). Home environment and school learning: A quantitative synthesis. The Journal of Experimental Education, 50(3), 144-151. [Google Scholar]
  43. Johnston, R., & Watson, J. (2005). The effects of synthetic phonics teaching on reading and spelling attainment: a seven year longitudinal study.(Research Report). Retrieved from: http://dera.ioe.ac.uk/14793/1/0023582.pdf [Google Scholar]
  44. Levine, P. (2007). Education policy and the limits of technocracy. Philosophy & Public Policy Quarterly, 27(3/4), 17-21. [Google Scholar]
  45. Kagitçibasi, C. (2010). Günümüzde insan ve insanlar sosyal psikolojiye giriş. İstanbul: Evrim. [Google Scholar]
  46. Knoll, L. J., Magis-Weinberg, L., Speekenbrink, M., & Blakemore, S. J. (2015). Social influence on risk perception during adolescence. Psychological Science, 26(5), 583-592. [Google Scholar]
  47. Kohlberg, L. (1975). The Just Community School: The Theory and the Cambridge Cluster School Experiment. [Google Scholar]
  48. Leitenberg, M. (2006). Deaths in Wars and Conflicts in the 20th Century. Ithaca, NY: Cornell University, Peace Studies Program. [Google Scholar]
  49. Lickona, T. (1992). Educating For Character (How Our Schools Can Teach Respect And Responsibility). Bantam Books. Newyork. [Google Scholar]
  50. Magnuson, K. A., Ruhm, C., & Waldfogel, J. (2007). The persistence of preschool effects: Do subsequent classroom experiences matter?. Early Childhood Research Quarterly, 22(1), 18-38. [Google Scholar]
  51. Milgram, S. (1963). Behavioral study of obedience. The Journal of Abnormal and Social Psychology, 67(4), 371. [Google Scholar]
  52. Milgram, S. (1963). Behavioral Study of obedience. The Journal of Abnormal and Social Psychology, 67(4), 371-378 [Google Scholar]
  53. Milgram, S. (1974). Obedience to Authority; An Experimental View. New York: Harper & Row. [Google Scholar]
  54. National Institute of Child Health and Human Development (NICHHD). (2000). Report of the National reading panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (Research Report) (NIH Publication No. 00- 4769). Washington, DC: US Government Printing Office. Retrieved from http:// www.nationalreadingpanel. org/publications/publications.htm [Google Scholar]
  55. Parton, N. (2008). Changes in the form of knowledge in social work: From the ‘social’to the ‘informational’?. British Journal of Social Work, 38(2), 253-269. [Google Scholar]
  56. Rokeach, M. (1973). The nature of human values. New York: Free press. [Google Scholar]
  57. Schwerin, H. S., & Newell, H. H. (1981). Persuasion in marketing. New York: Wiley. [Google Scholar]
  58. Sherif, M. (1936). The psychology of social norms. Oxford: Harper. [Google Scholar]
  59. Smart, D., Prior, M., Sanson, A., & Oberklaid, F. (2005). Children with reading difficulties: A six year follow‐up from early primary school to secondary school. Australian Journal of Learning Difficulties, 10(3-4), 63-75. [Google Scholar]
  60. Samuel, M. (2005). Social care professionals overwhelmed by paperwork. Community Care, 14, 8. [Google Scholar]
  61. Thurstone, L. L. (1928). Attitudes can be measured. American Journal of Sociology, 33(4), 529-554. [Google Scholar]
  62. Turner, J. C., & Onorato, R. S. (1999). Social identity, personality, and the self-concept: A self-categorization perspective. The psychology of the social self, 11-46. [Google Scholar]
  63. Ulken, H.Z. (2001). Eğitim Felsefesi, İstanbul: Ülken. [Google Scholar]
  64. Yaron, K. (1993) Martin buber. Prospects: The Quarterly Review Of Comparative Education, 23(1–2), 135–146. [Google Scholar]
  65. Yazar, T., Yelken, T.Y. (2013). Determining the current situation of values education ın prımary school socıal studies curriculum by teachers opinions. International Journal of Eurasia Social Sciences, 10, 44-58. [Google Scholar]
  66. Watson, M. (2006). Long-term effects of moral/character education in elementary school: In pursuit of mechanisms. Journal of Research in Character Education, 4,1–18. [Google Scholar]
  67. Welborn, B. L., Lieberman, M. D., Goldenberg, D., Fuligni, A. J., Galván, A., & Telzer, E. H. (2016). Neural mechanisms of social influence in adolescence.Social cognitive and affective neuroscience, 100–109. [Google Scholar]
Meta
Vol. 14 (6)
Download
Metric
History
Related

Volume 14 Issue 6

December 2018

All Manuscript

International Journal of Progressive Education

Copyright © 2025 International Journal of Progressive Education.
This work is licensed under a Creative Commons Attribution 4.0 International License. CC BY
All elements of this website were created using the BOQ™ - Intelligent Webverse System.