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Values are the core in the educational process both from a theoretical point of view and from the aspect of the teaching practice. The school assumes the main function in values' acquisition in pupils and as a public institution it produces the values of the wider social community and society. In acquiring the values in the school, not only parents and teachers' influence takes place, but the background is a colourful diversity of political, social, economic, religious and cultural values of various groups and interests. The priority of selected values in a school curriculum represents a palette of life activities in the school and also the life events beyond the social community. They should be carefully chosen, realized and valued. Their realization does not ooften take place in an easy way because the values are not explicitly represented in the curriculum and are not equally understood by all subjects in the teaching practice. The acquisition of primary values in young people increases the possibility for favourable development of other values and forming a complete personality. Therefore, this paper will try to present several theoretical models of educational practice that support opportunities for teaching character and students' values acquisition in a modern school environment. The models themselves contribute to the development and acquisition of given values in the pupils. Some of them are complement and create possibility to solve some current issues from everyday school life and enable an easier transition from traditional to modern teaching practice.

Organizational values are a hot topic as private and public organizations are not only evaluated according to their products and profits, but also according to the circumstances of the product - labour conditions, materials, risks, human rights and social responsibility. Values are becoming the defining identity of organizations

This book focuses on a key issue today: the role of values in technology, with special emphasis on ethical values. This topic involves the analysis of internal values in technology (as they affect objectives, processes, and outcomes) and the study of external values in technology (social, cultural, economic, ecological, etc.). These values -- internal and external -- are crucial to the decision making of engineers. In addition, they have increasing relevance for citizens concerned with the present and future state of technology, which gives society a leading position in technological issues. The book follows three main lines of research: 1) new perspectives on technology, values, and ethics; 2) rationality and responsibility in technology; and 3) technology and risks. This volume analyzes the two main sides involved here: the theoretical basis for the role of values in technology and a practical discussion on how to implement them in our society. Thus, the book is of interest for philosophers, engineers, academics of different fields, and policy-makers. The style used lends itself to broad audience.

The thesis at hand theoretically and empirically investigates social values in economic environmental valuation. In the current debate on social values of ecosystem services, economic environmental valuation has been heavily criticised for falling short with regard to conceptual, ethical and methodological issues. Against this background, the thesis overall objective is to make economic contributions to the discussion on social values visible and to reconcile economic valuation and social values. The first half of this thesis is dedicated to the theoretical analysis of social values. To strengthen the theoretical basis, so far neglected economic theories that implicitly or explicitly discuss social values are identified and linked to the current debate. The insights obtained are incorporated into a novel conceptual framework which synthesises diverging concepts of value and accounts for the multidimensionality of social values by incorporation of three spheres: social, natural and contextual. The novel framework demonstrates that social values and economic environmental valuation are reconcilable, however, implications for economic environmental valuation are rather severe. On this basis, the second part of the thesis focuses on the empirical analysis of social values. A case study, taking wolf management in Germany as example, is presented. The aim of the empirical section is twofold. Firstly, the consistency of the novel conceptual framework is assessed. Secondly, three different monetary valuation methods (Contingent Valuation, Preference Economisation and Preference Moralisation) are compared in order to evaluate if in terms of expression and elicitation of social values significant differences between the methods exist. The results of the case study illustrate the consistency of the theoretical framework and show that social values can be identified based on intention (type of preferences expressed), process (changes in stated preferences due to preference construction caused by deliberation or rather social learning process), and scale (values beyond the individual, e.g. with reference to society). However, the results with respect to the method comparison are ambiguous. Still, pathways for the empirical exploration and consideration of social values in economic environmental valuation are shown.

The content and structure of social values has been an area of substantial scholarship in the social sciences over the past 60 years, and is gaining attention in conservation and sustainability literatures (Dietz et al. 2005; Hicks et al. 2016). Scholars have explored basic human values, also referred to as held, core or transcendental values, which describe the
abstract principles that guide people's approaches to living in the world. Research has focused on assessing the universal content or structure of these basic values within and
across cultures (often drawing on Schwartz 1994), and their influence on attitudes and environmental behavior (often building on Stern et al. 1999). Less frequently, these basic
human values have been linked to ecosystems and their services in individual and group contexts (Hicks et al. 2016; Manfredo et al. 2016; Raymond et al. 2014; Raymond and
Kenter 2016).

This paper explores some of the major components of the values clarification theory. The author presents his own expanded concept of the valuing process central to values clarification. Some of the most frequent criticisms of values clarification are discussed, including the charges that values clarification is "hedonistic, superficial, relativistic, value free, and without a cogent theoretical base." A major part of the paper summarizes the early research on values clar ification and nineteen more recent studies. The author holds an eclectic point of view, arguing that values clarification is best achieved when combined with other thoughtful approaches to human growth and development.

AbstractThis theoretical note examines the concepts attitude, opinion, and value. It is argued that such acquired behavioral pre‐dispositions are re‐lated but have different conceptual foci and tend to address different phenomena. Although it is important to recognize their interconnected‐ness, their indiscriminate use is likely to lead to messy theoretical ar‐guments and misleading interpretations of empirical findings. This ar‐ticle discusses key‐aspects that need to be considered in the study of at‐titudes, opinions, and values, as well as the relations between these.