About VaKE

Illu 03

VaKE (Values and Knowledge Education) is a teaching-learning method,
which combines values education and knowledge construction. Moral
issues can be addressed and ethical thinking can be trained without

limiting the content of a curriculum.
In a VaKE-course learners adopt just as much – if not even more – expert
knowledge than in a traditional lecture course. Moreover, they develop a
better understanding of values, which also affects their social environment
positively.
The VaKE concept is based on the principles of constructivism: Learners
are not spoon-fed values and knowledge, but rather the autonomous
learning is in the foreground. Learners deal intensively with different
problem areas. Thereby the autonomous and self-organized learning is in
front, not the procurrement of knowledge.
Based on a value conflict, which is presented in a dilemma story, learners
are sensitized for values, and they construct their knowledge by
themselves.

Aims of VaKE

We want to promote the method VaKE to find viable answers on given problems based on discovery, cognition, insight regarding involved values, knowledge and findings.

„What should I do?“ Immanuel Kant (1724 – 1804)

1

Understand the impact of values in concrete problems

2

Argue based on knowledge

3

Improve critical thinking

4

Improve autonomous learning

5

Expand the competence of problem solving

6

Become a better team-worker

7

Improve abilities to discuss

Theory of VaKE

The theoretical foundations of VaKE

Practice of VaKE

VaKE (Values and Knowledge Education) is a teaching-learning method, which combines values education and knowledge construction. Moral issues can be addressed and ethical thinking can be trained without limiting the content of a curriculum.

In a VaKE-course learners adopt just as much – if not even more – expert knowledge than in a traditional lecture course.

The VaKE Team

We want to promote the method VaKE to find viable answers on given problems based on discovery, cognition, insight regarding involved values, knowledge and findings.

O.univ.-prof. Dr. Jean-luc Patry
UNIVERSITY OF SALZBURG, AUSTRIA
SieglindeWeyringer
 Dr. Sieglinde Weyringer
UNIVERSITY OF SALZBURG, AUSTRIA
Martina-Nussbaumer
Martina Nussbaumer, Ma. Salzburg Austria
Alfred-Weinberger
Dr. Alfred Weinberger
PRIVATE UNIVERSITY COLLEGE OF TEACHER EDUCATION OF THE DIOCESE OF LINZ, AUSTRIA