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Social values are an important foundation of political attitudes, yet political controversies often embody conflicts between values, placing the citizen in an awkward position of having to prioritize competing values. One strategy is to consider the groups that are symbolically associated with the competing values. Groups held in high esteem will enhance associated values; groups held in disregard will diminish associated values. Persuasive communicators exploit this process by assailing groups that have been publicly associated with certain issue positions or values as "extreme" or "radical." Even if the group represents a consensus value like equal opportunity, the extremist label suggests the group's agenda embodies an excessive and uncompromising imposition of this value. This article reports on four experiments that investigated how the extremist label can undermine support for a group's position. We further examine how reputation affects judgments of value priorities.

In November 2014 on the Dialogic Pedagogy Journal Facebook page, there was an interesting discussion of the issue of values in dialogic pedagogy[1]. The main issue can be characterized as the following. Should dialogic pedagogy teach values? Should it avoid teaching values? Is there some kind of a third approach? The participants of the Facebook discussions were focusing on teaching values in dialogic pedagogy and not about teaching aboutvalues. On the one hand, it seems to be impossible to avoid teaching values. However, on the other hand, shaping students in some preset molding is apparently non-dialogic and uncritical (Matusov, 2009). In the former case, successful teaching is defined by how well and deeply the students accept and commit to the taught values. In the latter case, successful dialogic teaching may be defined by students' critical examination of their own values against alternative values in a critical dialogue. Below, Eugene Matusov and Jay Lemke, active participants of this Facebook dialogue, provide their reflection on this important issue and encourage readers to join their reflective dialogue.[1] See in a public Facebook domain: https://www.facebook.com/DialogicPedagogyJournal/posts/894734337204533, https://www.facebook.com/DialogicPedagogyJournal/posts/896916850319615

This qualitative study examined the relationship between values taught and values experienced in three values-oriented high schools, i.e., high schools whose educational philosophy and objectives include an emphasis on specific values. The research questions focused on description of values taught and experienced within the schools, the perception of leaders and teachers about this relationship, and the theories of action developed by school leaders and teachers to enhance the relationship. Primary data sources included interviews with leaders and teachers, observations of classrooms and public spaces, and document reviews in each school. Data were analyzed both within each school and across the three schools to develop a multi-site case study that addresses the research questions. Findings present a description of the three schools' values systems with four major components: (a) public values; (b) acknowledged values; (c) personal values; and (d) implicit values. Within these values systems, the relationship between values taught and values experienced may be one of harmony, i.e., values taught and values experienced working together in a complimentary manner, or dissonance, i.e., values taught and values experienced perceived to be at odds with one another. Multiple examples of both harmony and dissonance were found in all of the research sites. School leaders and teachers exhibited a high degree of perception regarding the relationship between values taught and values experienced, with some exceptions when the values involved individual roles and actions. Theories of action developed by leaders and teachers to enhance the relationship include: (a) creating a distinctive culture and language around values; (b) consciously and continually aligning the school's value system with changing realities in the school; (c) using multiple types of meetings to support values; (d) making adult values education a priority; and (e) emphasizing reflection. The implications of the study are relevant to leaders and teachers who wish to improve values education in their schools.

Das Values in Crisis Projekt nutzte die COVID-19-Pandemie als natürliches Experiment, um zu untersuchen, ob, wie und in welchem Ausmaß sich die moralischen Werte der Menschen als Folge eines einschneidenden Ereignisses von massiver Größenordnung und globalem Ausmaß verändern. In einer Online-Panel-Umfrage (CAWI) wurden Personen ab 16 Jahren in Deutschland und ab 18 Jahren im Vereinigten Königreich in drei verschiedenen Phasen der Pandemie befragt: zu Beginn, ein Jahr später inmitten der Pandemie und zwei Jahre später gegen Ende. Zentrale Themenschwerpunkte waren das physische und psychische Erleben von COVID-19, moralische Werte, Persönlichkeitsmerkmale, soziale Orientierungen und ideologische Einstellungen, ergänzt durch grundlegende soziodemografische Informationen zu Geschlecht, Alter, Bildung, Einkommen, Wohnort, Religion und ethnischer Zugehörigkeit. In der ersten Welle der Datenerhebung wurden Quotenstichproben verwendet. Die Quoten wurden nach Geschlecht, Alter, Bildung und Region für die jeweilige Landesbevölkerung ab 16 Jahren (Deutschland) bzw. ab 18 Jahren (Vereinigtes Königreich) auf der Grundlage der von den nationalen statistischen Ämtern bereitgestellten Informationen festgelegt. Die Stichprobe für Welle 2 besteht ausschließlich aus Teilnehmern der Welle 1: Befragte, die an der ersten Welle teilgenommen haben, wurden erneut kontaktiert und zur Teilnahme an der zweiten Welle ohne quotenbasiertes Screening eingeladen. Die Stichproben für Welle 3 bestehen aus erneut kontaktierten und neu rekrutierten Teilnehmern (Auffrischungsstichprobe). Letztere wurden erst eingeladen, nachdem der Pool der wieder zu kontaktierenden Teilnehmer erschöpft war und einem quotenbasierten Screening unterzogen wurde.