rilmesi için yeterli olmadığını, bu değerlerin yanında 18 değerin daha tarih ders- lerinde ortak değer olarak okutulması gerektiğini belirtmişlerdir. Bu çalışmaya göre tarih öğretmenleri "İnsan Haklarına Saygı", "Aidiyet Duygusu", "Vatan ve Bayrak Sevgisi", "Samimiyet", "Manevi Değerler (Dini Değerler)" ve "Kül- türel Değerler (Örf-Adet Gelenek Görenek vb.) değerlerinin birlik beraberlik ve uzlaşı kültürü için çok gerekli olduğunu ve özellikle programda olmasını istediklerini belirtmektedirler. Ayrıca, çalışmaya katılan tarih öğretmenleri, tarih derslerinde daha planlı, sistemli ve uygulanabilir düzeyde değerler eğitimi işleyi- şinin olmasını beklemektedirler

Values education has been at the top of the educational agenda particularly since the curricula accepted in 2005. In these curricula, values education started to be included as a concept. As Howard states (2005), the common purpose of the concepts that are referred to as moral education, personality education and values education is to enable individuals to have a strong character, make ethical decisions, be sincere to others and be at peace with the society. According to Taylor (1994a), values education is an umbrella term that involves moral education and personality education. Moreover, citizenship education can be placed under values education. The concepts of moral education and personality education are sometimes used interchangeably. Within values education, many intertwined topics can be covered, and these topics are also related to the ideology and history of every country. Many themes are discussed in values education; democracy, citizenship, religious, moral, national and personal goals as well as social issues are emphasised. According to Jones (2009), the aim of values education is to teach students the values and virtues that are dominant in the society in a certain discipline and order, and raise them with a good personality. This is because in personality education it is aimed to educate patriots who obey the legitimate authority, and who are honest, hard-working and responsible. For Cole (1991), the values that are basically accepted by all people are accepted as common values. These values are encouraging from a moral perspective, and maintain human welfare. There are also those who act contrary to the values in the society due to their own beliefs. In this respect, the values that are vital for the society, but unnecessary for the kind of individuals who cause conflicts among people. The primary aim of all courses, particularly history and social studies curricula, and that of the Basic Law of National Education (no.1739) is to educate individuals who are committed to their country with a sense of belonging, and to ensure national unity and solidarity. In this way, students who are the assurance of our future will be committed to their country and nation with this sense of belonging. Otherwise, if unity and solidarity cannot be ensured, there would be conflicts and disintegration in the country, not a consensus. Those who do not have a sense of belonging to their country would feel belonging to other places, they can even betray to their own country, and may not recognise others' right to life. Teaching to show respect to differences is another important aim. Raising citizenship consciousness as one of the aims of the social studies and history courses has taken on a new dimension with the integration of values education into these courses. The history course enable building a bridge between the past, present and future, while it is also a course that can shape individuals' lives by showing them the good and bad, and making them see the positive and negative experiences of the past. In this process, it also examines the value judgements of societies. In history classes, events that the society does not want to accept such as those that are bad, wrong, missing and negative are also narrated, and in this way, individuals realise the right, and know the value of it. In values-education-oriented history education, students can be encouraged to establish a positive relationship with the individuals with whom they have lived. Students' emotional gaps can be filled in the positive direction. They can be made aware that there are always differences, and these differences are in fact richness and people can live together in unity and solidarity by staying away from marginalisation in a consensus culture. The history course should then benefit from values education in this regard. This is because as also Taylor (1994b), Halstead (1996) and Lovat (2011) state, any activities that should be and are done at school to develop moral values are referred to as values education. Thornberg (2008) indicates that it is the schools' duty to conduct values education, either implicitly, or explicitly within the curriculum. Values education can be observed in the activities and practices implemented in the school and classroom. In this process, teachers' intentions also affect such activities. Teachers may want to impose their own value judgements. Although there are objectives related to values in the objectives section and the vision of the 2007 curriculum, the values to be directly covered in the units are not included. The values that should be presented in the curriculum are not indicated, either. In this respect, as Ulusoy (2010) states, the issue of values is left to the mercy of the history teacher and history coursebook author. Teachers and authors may or may not cover the values that are suitable to the outcomes. This is no obligation in this sense. Considering that there was no objectives and vision in the history curricula implemented until 1971, there were positive changes in the 2007 and 2015 curricula. However, as of 2005, values education has been an important touchstone in the curricula of many courses, and which value to be emphasised in which unit started to be indicated. From this perspective, when it is taken into account that the word 'values' was also included in the objectives section of the 1971 curriculum, it is seen that the 2007 and 2015 curricula does not incorporate planned values education. Method This descriptive study aimed to reveal the views of history teachers regarding what the necessary common values should be in the process of strengthening the unity and solidarity and improving the consensus culture in Turkey. Descriptive research includes revealing a case qualitatively and quantitatively. It exhibits the characteristics of an issue. In descriptive studies, an accurate numeric description of one ore more dimensions of the population or a sample is made.