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How should we teach values? This requires rigorous practice, such that virtuous practices become habits. Through habituation, virtues can become character traits. Values are distinct from virtues, but the two are intimately connected. Virtues are not always a manifestation of values — someone could come across as polite, for instance, without endorsing the value of politeness. But values often more info as virtues and, Education Impact And Importance Of Education the virtuous person, their virtues reflect or are a manifestation of their values. A person is, therefore, more able to develop virtues with the corresponding or underlying values in place. Educatikn we educate students about values, we aim to inculcate values within them.

Through inculcation, values education aims to cultivate virtuous persons.

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Values education is, therefore, closely related to character education. To successfully teach values, a school must, therefore, do much more than teach about values. What, then, is the role for a cognitive approach towards values education, i. An important component of values education is providing students with the best tools and methods for reaching independent critical judgements about their beliefs. Logic and critical thinking offer the best skillset for independently critically assessing which beliefs are rationally defensible. Critical thinking https://amazonia.fiocruz.br/scdp/blog/gregorys-punctuation-checker-tool/modernism-in-the-great-gatsby.php the elementary study of arguments and reasoning, fundamentally concerned with the way in which arguments are structured and produced.

It aims to develop skills in extracting, analysing, constructing and evaluating arguments. 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.

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Most importantly, it teaches students how to do this independently. This is especially important when we are concerned with values. The most fruitful way to address pernicious or potentially pernicious beliefs is to equip students with the skills to reach their own independent critical judgements about such beliefs. Logic and critical thinking perhaps offer the best skillset that we can provide for individuals to independently critically assess which beliefs are rationally defensible.

It has been argued that skills such as critical thinking are domain-specific Willingham, and as such are best taught and developed within the context of an academic subject. To best develop and utilise critical thinking to support values education, it should take as its subject matter those fields where the values and beliefs that underpin world-views and influence the ways in which we live are most often acquired.]