Values education
Values education is a term used to name several things, and there is much academic
controversy surrounding it. Some regard it as all aspects of the process by
which teachers (and other adults) transmit values to pupils.[1] Others see it as 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.
This means that values education can take place at home, as well as in schools, colleges,
universities, offenders institutions 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 . Others see it as a type
of Socratic dialogue[2] where people are gradually brought to their own realisation of what is
good behaviour for themselves and their community.value education also leads to
success.It has values of hard work,how nobody is useless and loving studies.
Definitions
There has been very little reliable research on the results of values education classes, but
there are some encouraging preliminary results.[3]
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
[4]
settled disposition to do so Some researchers use the concept values education as an
umbrella of concepts that includes moral education and citizenship education[5][6][7] Themes
that values education can address to varying degrees are character, moral
development, Religious Education, Spiritual development,citizenship education, personal
development, social development and cultural development.[8]
There is a further distinction between explicit values education and implicit values
education[9][10] 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.
Implicit values education on the other hand covers those aspects of the educational
experience resulting in value influence osex r learning, which can be related to the
concept of hidden curriculum.
This discussion on implicit and explicit raises the philosophical problem of whether or not an
unintentional action can be called education. Similarly one should clarify the distinction
between a teacher and an educator. by: niv
Commonality in Many "Educations"
Moral education
Morals as socio-legal-religious norms are supposed to help people behave responsibly.
However not all morals lead to responsible behaviour. Values education can show which
morals are "bad" morals and which are "good". The change in behaviour comes from
wrestling with questions about right and wrong.[11][12][13][14]
American psychologist Lawrence Kohlberg who specialized in research on moral education
and reasoning, and was best known for his theory of stages of moral development, believed
children needed to be in an environment that allowed for open and public discussion of day-
to-day conflicts and problems to develop their moral reasoning ability.[15][16][17]
Teacher education
Cross has made a start at documenting some teacher training attempts.[18]
Multinational School-based Values Education Schemes
Living Values Education Programme (LVEP)
This project of worldwide proportions inspired by the new religious movement called
the Brahma Kumaris World Spiritual Universityincorporates twelve values
(unity, peace, happiness, hope, humility, simplicity, trust, freedom, co-operation, honesty, co
urage,love),[19] and has formed the basis of thekiss whole-school ethos approach in schools
such as West Kidlington Primary School,Kidlington whose head master Neil Hawkes and
Values education coordinators Linda Heppenstall used the work and other programmes to
help them form a values-based school.[20][21] The LVEP website lists 54 countries where
values education projects are undertaken.[22]
Character Education
Main article: Character education
Character education is an umbrella term generally used to describe the teaching of children
in a manner that will help them develop as personal and social beings. However, this
definition requires research to explain what is meant by "personal and social being".
Concepts that fall under this term include social and emotional learning, moral
reasoning/cognitive development, life skills education, health education; violence
prevention, critical thinking, ethical reasoning, and conflict resolution and mediation. Lickona
(1996) mentions eleven principles of successful character education.[23] It seems to have
been applied in the UK[24] and the United States[25]
Disposition
From Wikipedia, the free encyclopedia
For other uses, see Disposition (disambiguation).
A disposition is a habit, a preparation, a state of readiness, or a tendency to act in a
specified way.
The terms dispositional belief and occurrent belief refer, in the former case, to a belief that
is held in the mind but not currently being considered, and in the latter case, to a belief that
is currently being considered by the mind.
In Bourdieu's theory of fields dispositions are the natural tendencies of each individual to
take on a certain position in any field. There is no strict determinism through
one's dispositions. In fact, the habitus is the choice of positions according to one's
dispositions. However, in retrospect a space of possibles can always be observed.
Religious education
From Wikipedia, the free encyclopedia
(Redirected from Moral education)
for an overview of religious education as taught in schools around the world, see religious education in primary
and secondary education.
Convicted prisoners receiving Qur'aniceducation in Central Jail Faisalabad, Pakistanin 2010
In secular usage, religious education is the teaching of a particular religion (although in England the
term religious instruction would refer to the teaching of a particular religion, with religious
education referring to teaching about religions in general) and its varied aspects —
its beliefs, doctrines, rituals, customs, rites, and personal roles. In Westernand secular culture, religious
education implies a type of education which largely separate from academia, and which (generally) regards
religious belief as a fundamental tenet and operating modality, as well as a prerequisite condition of
attendance.
The secular concept is substantially different from societies that adhere to religious law, wherein "religious
education" connotes the dominant academic study, and in typically religious terms, teaches doctrines which
define social customs as "laws" and theviolations thereof as "crimes", or else misdemeanors requiring punitive
correction.
Moral character
Moral character or character is an evaluation of a particular individual's
durable moral qualities. The concept of character can imply a variety of attributes including
the existence or lack of virtues such as integrity, courage, fortitude, honesty, and loyalty, or
of good behaviors or habits. Moral character primarily refers to the assemblage of qualities
that distinguish one individual from another — although on a cultural level, the set of moral
behaviors to which a social group adheres can be said to unite and define it culturally as
distinct from others. Psychologist Lawrence Pervin defines moral character as "a disposition
to express behavior in consistent patterns of functions across a range of situations." [1]
Overview
The word "character" is derived from the Ancient Greek word "charaktêr", referring to a
mark impressed upon a coin. Later it came to mean a point by which one thing was told
apart from others.[2] There are two approaches when dealing with moral
character:Normative ethics involve moral standards that exhibit right and wrong conduct. It
is a test of proper behavior and determining what is right and wrong. Applied ethics involve
specific and controversial issues along with a moral choice, and tend to involve situations
where people are either for or against the issue.[3]
In 1982 V. Campbell and R. Bond proposed the following as major factors in influencing
character and moral development: heredity, early childhood experience, modeling by
important adults and older youth, peer influence, the general physical and social
environment, the communications media, the teachings of schools and other institutions,
and specific situations and roles that elicit corresponding behavior.[4]
The field of business ethics examines moral controversies relating to the social
responsibilities of capitalist business practices, the moral status of corporate
entities, deceptive advertising, insider trading, employee rights, job
discrimination, affirmative action anddrug testing.
Personal development
From Wikipedia, the free encyclopedia
Personal development includes activities that improve awareness and identity, develop talents and potential,
build human capital and facilitate employability, enhance quality of life and contribute to the realization of
dreams and aspirations. The concept is not limited to self-help but includes formal and informal activities for
developing others in roles such as teacher, guide, counselor, manager, life coach or mentor. When personal
development takes place in the context of institutions, it refers to the methods, programs, tools, techniques, and
assessment systems that support human development at the individual level in organizations. [1]
At the level of the individual, personal development includes the following activities:
improving self-awareness
improving self-knowledge
building or renewing identity
developing strengths or talents
improving wealth
spiritual development
identifying or improving potential
building employability or human capital
enhancing lifestyle or the quality of life
improving health
fulfilling aspirations
initiating a life enterprise or personal autonomy
defining and executing personal development plans
improving social abilities
The concept covers a wider field than self-development or self-help: personal development also includes
developing other people. This may take place through roles such as those of a teacher or mentor, either
through a personal competency (such as the skill of certain managers in developing the potential of employees)
or a professional service (such as providing training, assessment or coaching).
Beyond improving oneself and developing others, personal development is a field of practice and research. As
a field of practice it includes personal development methods, learning programs, assessment systems, tools
and techniques. As a field of research, personal development topics increasingly appear in scientific journals,
higher education reviews, management journals and business books.
Any sort of development — whether economic, political, biological, organizational or personal — requires a
framework if one wishes to know whether change has actually occurred. In the case of personal development,
an individual often functions as the primary judge of improvement, but validation of objective improvement
requires assessment using standard criteria. Personal development frameworks may include goals or
benchmarks that define the end-points, strategies or plans for reaching goals, measurement and assessment
of progress, levels or stages that define milestones along a development path, and a feedback system to
provide information on changes.
Social change
From Wikipedia, the free encyclopedia
(Redirected from Social development)
"Social development" redirects here. For the aspect of human biological development, see psychosocial
development.
Social change refers to an alteration in the social order of a society. It may refer to the notion of social
progress or sociocultural evolution, the philosophical idea that society moves forward
by dialectical or evolutionary means. It may refer to a paradigmatic change in the socio-economic structure, for
instance a shift away from feudalism and towards capitalism. Accordingly it may also refer to social revolution,
such as the Socialist revolution presented inMarxism, or to other social movements, such as Women's
suffrage or the Civil rights movement. Social change may be driven by cultural, religious, economic, scientific or
technological forces.
More generally, social change may include changes in nature, social institutions, social behaviours, or social
relations.
Sociocultural evolution
From Wikipedia, the free encyclopedia
(Redirected from Cultural development)
"Cultural evolution" redirects here. For gene-culture coevolution, see Dual inheritance theory.
Sociocultural evolution(ism) is an umbrella term for theories of cultural evolution andsocial evolution,
describing how cultures and societies have changed over time. Note that "sociocultural evolution" is not an
equivalent of "sociocultural development" (unified processes of differentiation and integration involving
increases in sociocultural complexity), as sociocultural evolution also encompasses sociocultural
transformations accompanied by decreases of complexity (degeneration) as well as ones not accompanied by
any significant changes of sociocultural complexity (cladogenesis).[1] Thus, sociocultural evolution can be
defined as "the process by which structural reorganization is affected through time, eventually producing a form
or structure which is qualitatively different from the ancestral form."
Most 19th-century and some 20th-century approaches aimed to provide models for the evolution
of humankind as a whole, arguing that different societies are at different stages ofsocial development. The
most comprehensive attempt to develop a general theory of social evolution centering on the development of
socio-cultural systems was done by Talcott Parsonson a scale which included a theory of world-history.
Another attempt both on a less systematic scale was attempted by World System approach.
Many of the more recent 20th-century approaches focus on changes specific to individual societies and reject
the idea of directional change, or social progress. Most archaeologists andcultural anthropologists work within
the framework of modern theories of sociocultural evolution. Modern approaches to sociocultural evolution
include neoevolutionism, sociobiology, the theory of modernization and the theory of postindustrial society.
