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 are character, moral development, Religious

Education, Spiritual 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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Sustainability in Theory and Practice: Circles of Sustainability. London:
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