Values-education (1).docx

FOUNDATION OF VALUES EDUCATION

Submitted to GEMENA C. BILLANO, MAT SOC STUD 615 Values Education

Sultan Kudarat State University E.J.C Montilla, Tacurong City

Submitted by JOSEPH MARK T. BALDOMAR MECHELLE J. TUBAO IRENE D. AMISTAD Michael E. Tacdoro JAY R GONZAGA June 18, 2016

1. What is Values Education? Values education is the process by which people give values to others. It can be an activity that can take place in any organisation during which people are assisted by others, who may be older, in a position of authority or are more experienced, to make explicit those values underlying their own behaviour, to assess the effectiveness of these values and associated behaviour for their own and others' long term well-being and to reflect on and acquire other values and behaviour which they recognise as being more effective for long term well-being of self and others. There is a difference between literacy and education. Values education can take place at home, as well as in schools, colleges, universities, jails and voluntary youth organisations. There are two main approaches to values education, some see it as inculcating or transmitting a set of values which often come from societal or religious rules or cultural ethics while others see it as a type of Socratic dialogue where people are gradually brought to their own realisation of what is good behaviours for themselves and their community. There has been very little reliable research on the results of values education classes, but there are some encouraging preliminary results One definition refers to it as the process that gives young people an initiation into values, giving knowledge of the rules needed to function in this mode of relating to other people, and to seek the development in the student a grasp of certain underlying principles, together with the ability to apply these rules intelligently, and to have the settled disposition to do so. Some researchers

use the concept values education as an umbrella of concepts that includes moral education and citizenship education Themes that values education can address to

varying

degrees

Education, Spiritual

are character, moral

development, Religious

development, citizenship

education, personal

development, social development and cultural development. There is a further distinction between explicit values education and implicit values education where:

Explicit values education is associated with those different pedagogies, methods or programmes that teachers or educators use in order to create learning experiences for students when it comes to value questions. Another definition of value education is "learning about self and wisdom of life" in a self exploratory, systematic and scientific way through formal education.

2. What are values for? Your personal values are a central part of who you are – and who you want to be. By becoming more aware of these important factors in your life, you can use them as a guide to make the best choice in any situation. Some of life's decisions are really about determining what you value most. Values are core traits and qualities that represent an individual’s beliefs and guiding principles, which form the foundation of who we are. Values of people in society differ from one another due to the culture, upbringing, religious beliefs and many other experiences that shape each and every human being.

Primarily, values are fundamentally taught at a young age, these values are predominantly learnt from family and friends, the community and through education. Therefore, schools and teachers have the opportunity to input into children positive and worthwhile values, to help build and strengthen personal and social skills and responsibilities.

3. What are the two main approaches to Values Education? Values education can take place at home, as well as in schools, colleges, universities, jails and voluntarily youth organizations. There are two main approaches to values education, some see it as inculcating or transmitting a set of values which often come from societal or religious rules or cultural ethics while others see it as a type of Socratic dialogue where people are gradually brought to their own realization of what us good behaviours for themselves and their community.

4. What is culture? How can we address diversity in the classroom? Culture is the complex whole which includes knowledge, belief, art, morals, law, custom and any other capabilities and habits acquired by man as a member of society. Alternatively, in a contemporary variant, 'Culture is defined as a social domain that emphasizes the practices, discourses, and material expressions, which, over time, express the continuities and discontinuities of social meaning of a life held in common.

How Diversity Affects the Classroom Much discussion about diversity focuses on the following forms of marginalization: race, class, gender, and sexual orientation — and rightfully so, given the importance of these forms of difference. In fact, students come to the classroom with different backgrounds, sets of experiences, cultural contexts, and world views. However, diversity is an issue that plays a role in the classroom beyond these categories. For example, much educational and psychological literature demonstrates that students have diverse ways of learning. Some learn visually, through charts, graphs, tables and drawing; others may learn primarily through aural means (i.e. through listening to lecture); and others still may be primarily kinesthetic (i.e. learning by doing, project work, etc.). Attention to learning preferences is an important aspect of addressing differences among all students. For more on this topic see Teaching Students with Different Learning Styles and Levels of Preparation. Additionally, issues of diversity play a role in how students and teachers view the importance of the classroom and what should happen there. For example, assumptions about what a typical student should know, the resources they have and their prior knowledge are extremely important. Students may perceive that they do not “belong” in the classroom setting — a feeling that can lead to decreased participation, feelings of inadequacy, and other distractions. Teachers may make flawed assumptions of students’ capabilities or assume a uniform standard of student performance. Teachers may

themselves feel out of place based on their own inscriptive traits (i.e. differences based on class, privilege, etc.). Identifying and thinking through notions of difference and how they affect the classroom allow both students and teachers to see the classroom as an inclusive place. There are many school factors that affect the success of culturally diverse students – the school's atmosphere and overall attitudes toward diversity, involvement of the community, and culturally responsive curriculum, to name a few. Of all of these factors, the personal and academic relationships between teachers and their students may be the most influential. This relationship has been referred to as the "core relationship" of learning – the roles of teachers and students, the subject matter, and their interaction in the classroom. Certain behaviours and instructional strategies enable teachers to build a stronger teaching/learning relationship with their culturally diverse students. Many of these behaviours and strategies exemplify standard practices of good teaching, and others are specific to working with students from diverse cultures

REFERENCES: Powney, J., Cullen, M-A., Schlapp, U., Johnstone, M. & Munn,

P.

(1995). Understanding values education in the primary school.York: Reports Express. p.vii Minnis, F (1991) Socrates for six-year-olds. Booklet accompanying the BBC programme of the same title. BBC, London. Saterlie, M E (Chair) (1988) 1984 and beyond: a reaffirmation of values. A report of the task force on values, education and ethical behavior of the Baltimore County Public Schools. Board of Education of Baltimore County, Towson, Maryland. David Aspin (2000) However, the meaning of "initiation into values", "mode of relating to other people", "apply intelligently" and a "settled disposition" needs to be clarified. It is also useful to point out that values education can be conducted with people of any age. A clarification of some key terms in values discussions, in M. Leicester, C. Modgil & S. Modgil (Eds.), Moral education and pluralism: Education, culture and values (Vol. 4, p.171-180). London: Farmer Press.[1] Cheng, R. H. M., Lee, J. C. K. & Lo, L. N. K. (2006). Values education for citizens in the new century: meaning, desirability and practice. In R. H. M. Cheng, J. C. K. Lee & L. N. K. Lo (Eds.), Values education for citizens in the new century (pp.1-35). Sha Tin: The Chinese University Press. Mei-lin Ng, M. (2006). Valuation, evaluation, and value education – On acquiring the ability to value: A philosophical perspective. I R. H. M. Cheng, J. C. K. Lee & L. N. K. Lo (Eds.),Values education for citizens in the new century (pp.49-66). Sha Tin: The Chinese University Press. Taylor, M. (2006). The development of values through the school curriculum. R.H.M. Cheng, J.C.K. Lee & L.N.K. Lo (Eds.),Values education for citizens in the new century (pp.107-131). Sha Tin: The Chinese University Press.

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