| Summary: | Many disciplines such as religion, philosophy and psychology have addressed the issue of conscience and tried to understand and define it. In the literature of religion, philosophy and psychology, conscience is considered as an intrinsic parameter that helps the individuals to distinguish between good and evil and as an abstract, subjective and improvable concept. Meanwhile the contemporary world discusses the deficiencies and flaws of the value-free positivistic science approach. In this context, many educational programs such as moral education, character education and values education programs are being organized in various parts of the world. This study aims to examine the factors of education and environment in the context of values education, as well as the concept of conscience-that is considered to be congenitally existent within the human beings-together with its religious, philosophical and psychological aspects and to assess its role and importance for the values education. In this context, the study includes the assessments of the religious, philosophical and psychological approaches on the concept of conscience and, with reference to the common points in the definitions made, addresses the question of “what” the conscience is, elaborates on the need to a conscience education and discusses how to make use of it in the values education. In conclusion, it is argued that no value that does not appeal to one’s conscience can be instilled in the individuals.
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