Integrated Value Education

A THOUGHT-

“Every child is potentially the light of the world… and at the same time the darkness… wherefore the question of Education is accounted as of primary importance.”

Bahai Writings

OVERVIEW

ActivityDiscussionReview-The Pillars of EducationGLOBAL PERSPECTIVESDIFFERENCES BETWEEN HOLISTIC AND INTEGRATED

APPROACHESTRADITIONAL AND HUMANISTIC MODELS OF VALUE EDUCATIONTHE CORE VALUES SYSTEMTHE VALUING PROCESSCHALLENGES IN EFFECTING THE VALUING PROCESSSAMPLE ACTIVITYTHE “VALUE DIMENSIONS”WORK CITED PAGE

ACTIVITY- Make a Value necklace for each these value categories-Social, Individual, Environmental and National

Discussion

What are Values? Why are they important? Should they be caught or taught? Is the present system of Education Value-

Based?

REVIEW

The Four Pillars of Education ?1. LEARNING TO KNOW2. LEARNING TO BE3. LEARNING TO DO4. LEARNING TO LIVE TOGETHER

Global Perspectives

Declaration adopted at the Sixth Regional Conference of Ministers of Education and Those Responsible for Economic Planning (MINEDAP VI, 1993, Kuala Lumpur, Malaysia), which expressed the profound conviction that ‘the only path to the restoration of a balance in its value system in a world increasingly shaped by materialism was to assign a significant place for the teaching of ethics, values and culture in the school curriculum’.

The Declaration called upon the countries of the region, upon UNESCO and upon the international community to ‘formulate appropriate values education within the curriculum at all levels of the education system’ and ‘promote the use of effective pedagogical strategies and curriculum to inculcate ethical, cultural, and moral values’ (p.31).

GLOBAL PERSPECTIVES (Contd.)

March 2000, the Advisory Committee resolved that a holistic concept of education could be epitomized by considering its six main facets within UNESCO's education programme as follows:

an integrated comprehensive education covering human rights, democracy, international understanding, tolerance, non-violence, multiculturalism, and all other values conveyed through the school curriculum

education should be regarded as a social phenomenon communicating such values as equality, harmony, solidarity, etc.;

education (i.e. the content of all curricula) at every level in the education system, in which values ARE INTEGRATED

the all-round education of each individual; education for specific target groups for promoting equal opportunity;

the educational context, both formal and informal; and, education as a participatory and interactive process of instruction and

learning, comprising the total sum of values and knowledge transmitted.

GLOBAL PERSPECTIVES….

The Faure Report, Learning to Be, Chapter 6 summarizes the universal aims of education as follows:

1. Towards a scientific humanism2. Creativity3. Towards social commitment4. Towards the complete man

IMPLICATIONS FOR TEACHERS

Among the priorities identified, the Advisory Committee stated that, "more importance should be granted to activities for the training of teachers and instructors….and that reform of education systems give prominence to education for international understanding and the wealth of distinctive cultural and linguistic characteristics, in response to the current challenges of globalization".

HOLISTIC EDUCATION

Providing a balanced combination of the main domains in a curriculum that would serve proper development of physical, intellectual and spiritual aspects or dimensions of the learner’s capabilities is usually referred to as holistic education.

The purpose is to facilitate balanced growth and development of the totality of the individual’s potentialities.

While physical and intellectual developments are usually the focus of the educational curricula, spiritual and moral development is either receiving a rather cursory treatment or left to be taken care by the family or other institutions in the community.

Since holistic education is attending to all aspects of personality it is sometimes called “global education.”

INTEGRATED EDUCATION

Integrated education is usually bringing together, in one combined process, more than one element, subject, method or stream in the educational process.

If we mix teaching history and geography, chemistry and biology, formal and informal education, or theoretical and practical education we are implementing integrated education. In the same manner holistic education may also be delivered as an integrated education.

For example moral education can be delivered by integrating it into various parts of the curriculum such as literature, history, social studies, civics, sport, home economics and life sciences.

TRADITIONAL AND HUMANISTIC MODELS OF VALUE EDUCATION

TRADITIONAL MODEL OF VALUE EDUCATION

HUMANISTIC MODEL OF VALUE EDUCATION

Greater emphasis on the content of values instead of on the valuer

Greater emphasis on the valuer, the one choosing and acting on the values.

The approach is more teacher-centred, where the educator is seen as both the possessor of knowledge (an expert) and the model of values (an idol)

a more passive role, merelyabsorbing the material being handed down.

The stress is ON content. The stress is from content- to process based.

Focus is on Values The SHIFT is from values- to value focused

Teacher-centred teacher- to student-centred orientation

Inference

The greater part of the learning will involve the valuing process where a dynamic interaction within the individual learner (and educator) and between each other occurs.

THE VALUING PROCESS

CHALLENGES-

The first challenge: reaching the valuing level

The first challenge for the educator is to examine the level of teaching that is engaging the learner. There are basically three levels of teaching:

factconceptvaluingbefore what is learned is translated into behaviour.

The second challenge: structuring clarifying processes

Microsoft Word Document

The third challenge: arriving at personal integration as a goal

The learners must be guided to arrive at some degree of congruence between their values and those of the systems to which they belong.

As the learner identifies “who am I as I really am?” and “who am I as I should be or am expected to be?” there may be many areas of integration to work towards:

ideal self vs. actual self; role self vs. true self; and social self vs. real self.

WHO ? The TeacherHOW-? Allowing, discussing, Resolving,

Receiving student views, responses, reactions and not just expecting the typical responses.

The educator is challenged to be open, sincere, genuine, non-judgmental and non threatening so that the learners find the freedom to be themselves

The fourth challenge: providing democratic space in the learning environment

THE VALUING PROCESS

Implications of the valuing process

The following are some implications for the educator engaged in the valuing process:

Implications of the Valuing Process

Ultimately, the ownership and decision of a value lies with the learner

The lesson in a valuing process context is about life itself

Above all, the learner exposed to the valuing process begins to master the art of discernment.

Valuing is definitely a complex process. It involves both advocacy and pedagogy.

The essence of valuing lies in helping the learner ask the “why?” and “what for?” in life.

The Individual

The Values In Context

THE VALUE SYSTEM

Microsoft Word Document

SAMPLE ACTIVITY

The “Value Dimensions”

Critical Values (insight, knowledge, thinking, communication)-LEARNING TO KNOW

Creative Values (diversity, flexibility, originality, individuality)- LEARNING TO DO

Caring Values (self respect, cooperation, responsibility, respect for others) -LEARNING TO LIVE TOGETHERLife Long Learning Dispositions (resilience, optimism, enthusiasm, positive self concept, interdependence) -LEARNING TO BE

WORK CITED PAGE

Google images UNESCO Sourcebook : Learning To Be ‘The Treasure Within’Soft copy can be accessed at:http://unesdoc.unesco.org/images/0012/001279/127914e.pdf