Value Development

The third dimension in developing the desired student self image is the direct teaching of values themselves. These values are to be taught spontaneously as needed or appropriate when counseling the student during lab or in the Five-Minute Hour. They are also to be taught systematically during the Five-Minute Hour by the learning specialist. Values are also imparted through the curriculum materials, particularly on the cassette tapes.

A value system is not made up of a serious behavioral do's and don'ts, followed by corresponding authoritative rewards or punishments. A moral value system must be built within a climate of love, nurture, and grace. It must include direct instruction. Application to behavior must be grounded in reason the child can understand. Application must be loving and seen in the context of personality growth.

Application is a growth process. The process must include analysis and discussion so the child can integrate and assimilate the value with corresponding behavior. There must be a point of commitment in which the child decides to commit himself to the values and behavior. Upon violation the child must with love and grace be corrected and be able to recommit himself to the objective. It is a growth process.

Children need to be taught a system of values. The system of values must be reasonable. They must be held together by reason. The child must understand the 'whys' of behavior, not simply a system authoritatively taught backed up by negative consequence for violation.

In order for assimilation and integration into the child's self structure, the student must be able to interact, discuss, and question. If moral premises or components seem to be inappropriate with his experience or his previous understanding, there must be opportunity for analysis and discussion.

Moral behavior is a function of the assimilation and integration of values plus the empowerment of the will which enable the child to act upon what he knows to be right and true and constrains himself on what he knows to be wrong. As the child grows in his ability to take increasing responsibility for his own actions, he is becoming more self-controlled.

Part of the process that enables a child to take increasing amounts of self-control is the empowerment of the will. The child has within himself a volitional process that must be developed. This volitional process is called will power.

The third element in a moral behavior model is the heart of the individual; His capacity and ability to love. The affective component of love ties directly to motivation. It puts the heart in the value system. As the saying goes ' a person can fulfill the letter of the law and still be a bastard. There are a multitude of situations or moral dilemmas, which a highly developed cognitive rationalist could argue both pro and con as it relates to certain behaviors. But a heart of love coupled with quality reason produces moral actions.

The primary purpose in the teaching of values is to build character. For the Christian the character is Christ-likeness. Jesus Christ is the model. His character defines each of our paths of growth.

It is critically important to recognize that Jesus is the Christ. He is both man and God. As human beings though our own efforts, we can have only limited success in becoming like Jesus. Accepting Jesus as Lord and Savior, having Jesus' Holy Spirit within and empowerment makes possible the growth in Christ-likeness in each of our lives. The Holy Spirit empowers us. Part of the empowerment is to live our life according to Biblical principles. The Biblical values define the structure of character. The Holy Spirit provides the empowerment.