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In: The VaKE Handbook

Editors:

Sieglinde Weyringer

Sieglinde Weyringer
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Jean-Luc Patry

Jean-Luc Patry
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Dimitris Pnevmatikos

Dimitris Pnevmatikos
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, and

Frédérique Brossard Børhaug

Frédérique Brossard Børhaug
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Pages:: xvi

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Dar Hadith al Hassania

Figures
2.1	Theoretical background of VaKE (adapted from Patry et al., 2013, p. 564).	20
5.1	The Values and Development Square (adapted from Schulz von Thun Institut, 2020, p. 1).	68
5.2	Potter Box (based on Guth & Marsh, 2005, p. 264).	69
17.1	Artifact from Mellie participant group, illustrating reasons for demonstrating for climate change response.	205
21.1	Sikh dilemma and retroactions in RH recruitment (© B. Legué, 2018, with kind permission of the student).	238
28.1	Field of potential components of action.	303
31.1	The five pages of the WALK questionnaire used by Pnevmatikos and Patry (2012).	349
32.1	2*2 latin square as a base for the cross-over design.	363
32.2	Prototypical cross-over design.	364
33.1	Trans-Domain Approach (TDA) as the relationships between general theory (GT), domain-specific theories (DT), domains, and research topic.	371
Tables
2.1	Distinction of descriptive and prescriptive statements on two levels.	16
2.2	Stages of moral judgment (adapted from Kohlberg, 1972, p. 14f.).	24
2.3	Prototypical steps in VaKE.	29
7.1	A VaKE process at primary level (VaKE-pr).	97
28.1	Prototypical course of MAaKE based on Rubicon model and VaKE-dis.	311
31.1	Prototypical items for a Lesson-Interruption Method questionnaire.	345
33.1	Different types of TDA s of values, as addressed in dilemmas.	380

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The VaKE Handbook

Theory and Practice of Values and Knowledge Education

Series: Moral Development and Citizenship Education, Volume: 18

E-Book ISBN:: 9789004515451

Publisher:: Brill

Print Publication Date:: 24 Mar 2022

Subjects
- Education

Front Matter

Series Editor’s Foreword

Preface

Figures and Tables

Notes on Contributors

Part 1 VaKE Values and Knowledge Education – Introducing the Approach

Chapter 1 What Is VaKE?

Chapter 2 VaKE: Theory, Prototype, and Variations

Part 2 Recommendations for VaKE Practice

Chapter 3 Planning, Preparing and Doing a VaKE Course

Chapter 4 How to Write a Dilemma Story

Chapter 5 Tools and Techniques Used in VaKE

Chapter 6 Awareness of Teacher Roles in VaKE and Capitalizing on Them for Teacher Training

Part 3 VaKE in Different Educational Settings

Section 1 VaKE in School Education

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Section 2 VaKE in Higher Education and Training

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Section 3 VaKE in Nonformal Education

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Part 4 VaKE for Specific Topics

Chapter 19 Improving Language Skills in EFL Classes through VaKE

Chapter 20 VaKE in Teaching the Hearing-Impaired

Chapter 21 When Value and Moral Are Problematic Concepts

Chapter 22 Bridging Teaching, Coaching and Interculturalism through VaKE

Chapter 23 Creating Moral Dilemma Stories for Intercultural Education

Chapter 24 VaKE in Healthcare

Part 5 Practical Extensions of VaKE

Chapter 25 Meaningful Teaching Using Moral Dilemmas

Chapter 26 The VaKE Model through the Lens of a Computer-Supported Collaborative Learning Environment

Chapter 27 Civic Media as a Multicultural Dialogue

Chapter 28 MAaKE – Moral Action and Knowledge Education

Part 6 Research Principles and Prospects for VaKE

Chapter 29 The Justification of the Double Assignment

Chapter 30 RAC3 Thinking

Chapter 31 Assessment in VaKE Studies

Chapter 32 Research Designs for VaKE Studies

Chapter 33 Transdisciplinarity and Trans-Domain Approaches in VaKE

Part 7 Afterthoughts to VaKE

Chapter 34 Afterthoughts to VaKE

Back Matter

Index

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The VaKE Handbook

Theory and Practice of Values and Knowledge Education

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