Moral education by the means of traning and instructing fixed codes seems not appropriate any more in modern society which is over-whelmed with advanced technology and sophisticated communication system. Children of today are experiencing unexpected, confusing, and different information and situations which their predecessors have never met before. What is crucial for these children to cope with the complexity in such the society is the inability to make own judgment. Moral education, hence, should focus on the process of value approach instead of the traditional style. This research was designed to study the effects of providing education through the value approach process on ethical value judgment. Educational institutions can adapt and modify this teaching method for use with the students from the age of sixteen and higher since they are old encugh to make judgment through self - actualization. This study subjects were undergraduate student volunteers of Srinakarinwirot University who had studied or been exposed to the subject of H.M. 102 : Man, Reasoning and Ethics. Of the 78 student volunteers as the study sampling group, 32 were randomly chosen and divided on the basis of their relatively closeness in sex, grade point average, class rank and socioeconomic background into 4 groups comprising 8 students in each. The method of selecting these 4 expdrimental groups was the Solomons Four Group Pre and Post Tests. The research instruments were consisted of (1) Essay Test to measure the ethical value judgment occurences, (2) Observation Form to observe the clarity of the subjects responses, and (3) Measurement Form to measure child care method. The Fried man - two ways analysis of variance was used to examine the treatment effects. The framework of the process of value approach education and the ethical value judgment process was designed in accordance with the value theory and value clarification technique by Raths and others (1966)

and the moral education theories emphasizing the value process by Harris (1966), Wilson (1972), Downey and Kelly (1986) and Sutherland (1988). The findings showed that the value approach education process had resulted significantly in a high occurrences of ethical value judgment. However, it was found that subjects in the experimental group still had demonstrated hasty value judgment on limited and insufficient data information. This, moreover, had resulted in their approach to try to inappropriately convince others to blindly agree with them. The process of value approach, therefore, should suitably be introduced in conjunction with sufficient activities for behavioral stabilization.