The County’s Basque University (UPV/EHU) found a significant increasing of antisocial behavior among young people 12 to 18 years (UPV, 2012). This is related on educational violence (Newton, 2012, Colombine-1999, Erfurt-2004,, etc.). Thus, between 1996 and 2007, in worldwide education 522 people died by shootings (IANSA). And these attitudes are inputed by schololars generating a not coexistencial climate in classrooms.
A report from OECD has been found (TALIS, 2009) that school climate is similar to our findings and founds of Del-Rey & Marchesi (2005); Bunelle et alii (1992), Ortega (1994, 1997), Cerezo, etc. The most widespread is the indiscipline, wich makes easy a school violence, that is into an ethical conflict (Debarbieux, 1992; Peiró, 2005; Freire, 2009, 86)
Our previous research (2000-2005-2007-2008-2009-and-2012) shows the prevention, and break up peaceful-convivial crisis recovery shall be made by a teaching-learning values (Robb, 1998; Peiró, 2005 & 2009). Education policies on values education have been different models: absolutist, instructivist, totalitarian, etc. (Peiró, 2005:41ss), but not all are good results. Now, several countries have educational values as a novelty, the case of Spain: LOGSE (1990) and LOE (2006); Mexico, by the Constitutional Article 3th, according the Education Act, nº 592, has regulated basic education, establishing values and citizenship education.
But, to do a fullfil education is not enough only the constitutional-legal values, it is necessary the humanistic ones (Peiró, 2009). Today, we have studies on school conflicts wich are resolved on the axiological, suffice to quote the Australian Murtoa-Collegue (2004), and Mackay-West-State-School (2007), their web-sites easily describe such implication.
To teach on values, we have different tactics: the imitation-example (Osguthorpe, 2009; Brezinka, 1992), memorizing notions (Fables of La-Fontaine, biographies of Plutarch), changing attitudes (Whittaker, 1979:248), regulation (INEE, 2004), promote empathy (Borba, 2004), clarify values (Howe & Howe, 1977), use of moral dilemmas (Kohlberg, 1987; Kidder, 2010), a character-education using free will (Lickona, 1993), integration (Peiró, 1981, 2000). Respect each models there are critical studies of their effectiveness (Uhl, 1997)
The values have always guided educational systems (Villanou-Colledemont, 2001), but now there is a revival on that way (ODC, OIE, etc.). The emphasis for this axiologic can be so novel. Acording to the innovational theory (Havelock, 1971; Hubermann, 1973)), innovation can happen both in the products -values, for this case- and processes -models teaching- (Marin-&-Rivas, 1984:86), and in its level of to get the maturity (Moreno, 2011). However, innovation must be defined for each school system itself (Unesco, 1973; Peiró, 1975, Moreno, 2011). In this sense, by understanding and exchanging experiences and researches, seminars can be developed linking innovation with values (GREVOL, 2002)
Given this, my questions are: Can we innovate on educational values?, Are procedures like innovation’s models?, How teachers share these issues? Therefore, the objective is to find out how it is perceived by teachers teaching values through the assessment of the various models that could be used.
