Learning to Use the Head and the Heart

Educational Objectives • Cognitive • Affective • Psycho-motor

Value Education Need for informed judgments in a democracy as citizens, policy makers, consumers,

The complex process of value development and approaches to value education

Communication for Gender Sensitization: The Value Discussion Approach

Research u Pretest-post test quasi experimental u Control group and experimental group u u

Results and Observations u u Statistically significant change in value judgment, value clarification, and

u Post-test responses showed more cases of an individual offering multiple arguments to support

Concomitant Impact u u u Value discussion sessions had shaken absolute and uncritical acceptance

The Value Discussion Model u Based on value clarification approach u Close to Paulo

u Participatory, requires sharing, critical thinking and analysis u Facilitates exploring the complexities of

A Good Dilemma u Group Appropriate u Relevant to the course u Scope for

Presenting the dilemma u Video and audio recording of dramatized situations u Clips

u Newspaper clippings u Oral and written presentations with blackboard u Role-play u Puppet

u Organizing small group discussion based on choice of alternative u Conducting the class

u J 201 Introduction to mass Communication Examples

u YOU ARE IN THE BOARD OF DIRECTORS OF A MAJOR TELEVISION NETWORK. YOUR

SOME IN THE BOARD OF DIRECTORS ENTHUSIASTICALLY SUPPORT THIS PROPOSAL WHILE SOME OTHERS

Dr. Maya is a school principal in a small Wisconsin town. The school has

One of the PTA member brings a corporate donor who is willing to fund

WHAT SHOULD DR. MAYA DO? 1. GIVE A GREEN SIGNAL TO THE PROPOSAL 2.

Limitations u Mostly intra-group inputs u Moderator needs great clarity on issues to ask

Future u Supplementing with appropriate reading and audio visual material u Adapting the model

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Learning to Use the Head and the Heart Together: Development of Critical Thinking and Sensitivity through Value Discussion Approach in the Classroom Manisha Shelat School of Journalism and Mass Communication University of Wisconsin-Madison

Educational Objectives • Cognitive • Affective • Psycho-motor

Value Education Need for informed judgments in a democracy as citizens, policy makers, consumers, members of work force and families

Value conflict

The complex process of value development and approaches to value education

Communication for Gender Sensitization: The Value Discussion Approach

Research u Pretest-post test quasi experimental u Control group and experimental group u u Change in attitude, value, gender stereotyping vis a vis vocational choice Quantitative and qualitative data

Results and Observations u u Statistically significant change in value judgment, value clarification, and gender stereotyping Interesting to see a very wide range of justifications for the same choice

u Post-test responses showed more cases of an individual offering multiple arguments to support a choice. u Popular cinema has great attraction and can be explored as a rich teaching tool

Concomitant Impact u u u Value discussion sessions had shaken absolute and uncritical acceptance of the status quo: even a small number of students could have considerable impact Expression and reassurance There is always not only one way of responding to a situation

The Value Discussion Model u Based on value clarification approach u Close to Paulo Freire’s conscientization and critical pedagogy

u Participatory, requires sharing, critical thinking and analysis u Facilitates exploring the complexities of a concept

The Approach: Dilemma and Discussion

A Good Dilemma u Group Appropriate u Relevant to the course u Scope for generating value conflict u Opportunity for analysis, questioning, decision making

Presenting the dilemma u Video and audio recording of dramatized situations u Clips from commercial Hindi cinema u TV snippets u Ads

u Newspaper clippings u Oral and written presentations with blackboard u Role-play u Puppet play

u Organizing small group discussion based on choice of alternative u Conducting the class discussion u Closing the discussion and final voting (no pressure for a choice or public declaration)

u J 201 Introduction to mass Communication Examples

u YOU ARE IN THE BOARD OF DIRECTORS OF A MAJOR TELEVISION NETWORK. YOUR PRIME –TIME NEWS SHOW HAS BEEN LATELY A MATTER OF CONCERN. YOUR AUDIENCE RESEARCH SHOWS THAT THE SHOW IS LOSING THE MARKET LEAD AND AD REVENUES. BESIDES, THE SHOW MOSTLY ATTRACTS OLDER SUBURBAN VIEWERS. THERE IS A PROPOSAL TO REVAMP THE SHOW

SOME IN THE BOARD OF DIRECTORS ENTHUSIASTICALLY SUPPORT THIS PROPOSAL WHILE SOME OTHERS ARE STRONGLY AGAINST IT AND FOR MAINTAINING THE SERIOUS CONVENTIONAL NEWS FORMAT. A THIRD GROUP DOES NOT FIND ANY OF THE TWO ATTRACTIVE. WHICH GROUP DO YOU THINK YOU WOULD SUPPORT? u REVAMP THE SHOW u KEEP THE SHOW AS IT IS u FIND A THIRD ALTERNATIVE

Dr. Maya is a school principal in a small Wisconsin town. The school has been lately facing resource crunch and with the support of PTA it has been trying hard to sustain programs that are needed for wellround development of children and also help raise the test scores. This has been hard.

One of the PTA member brings a corporate donor who is willing to fund the school’s cocurricular activity program in return of printing snack and drinks ads on the school stationary. He would also like to place a wending machine in the school corridor. The PTA is split. Some can’t wait to give this proposal a green signal while others are opposing. The final decision rests with Dr. Maya.

WHAT SHOULD DR. MAYA DO? 1. GIVE A GREEN SIGNAL TO THE PROPOSAL 2. NOT ACCEPT THE PROPOSAL 1. FIND SOME OTHER ALTERNATIVE

Limitations u Mostly intra-group inputs u Moderator needs great clarity on issues to ask the right probe questions

Future u Supplementing with appropriate reading and audio visual material u Adapting the model to mass media/ On-line learning environments, class wikis

Thank You shelat @wisc. edu