Teaching values in agricultural education
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Despite widespread agreement about the need for teaching morals and values in the school system, there is controversy concerning what morals and values should be taught. There is almost no empirical research which identifies universal morals and values. Since its beginning, agricultural education has been considered a program which emphasizes the moral, character, and value development in young people. Its four instructional components—dassroom instruction, laboratory instruction, supervised agricultural experience, and the FFA organization—have been considered as vehides to enhance character development in students. No major study has been conducted which identifies the values that should be taught in agricultural education or in which instructional component of the agricultural education curriculium should be utilized for effective character development. Although there is general agreement on the need for teaching values, there is no consensus on the values to be taught. The literature also emphasizes the importance of identifying what values agricultural educators deem as important. The problem of this study was a lack of guidance in designing curriculum to help teach values and morals in the area of secondary agricultural education.