Values Education – Principle and Practice

Drake, Christopher (2016) Values Education – Principle and Practice. In: PROCEEDING THE 3rd SUMMIT MEETING ON EDUCATION INTERNATIONAL SEMINAR “Values – Based Learning for Wonderful Children”. Prosiding, Vol. 1 (Cet. 1). Literasi Media & Prodi PGMI UIN Suka, Yogyakarta, pp. 6-15. ISBN 978-602-74934-3-8 (In Press)

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Abstract

If education is truly to foster the acquisition of the values, attitudes and skills needed for life in our globalizing world, it is essential for there to be a revival of the view of education as a moral enterprise, a purposeful activity designed to help humanity flourish and support the overall development of the individual. Both students and teachers need to feel valued, understood, safe and respected; in making a valuesbased learning environment possible, educators not only require appropriate quality teacher education and on-going professional development, they also need to be valued, nurtured and cared for within the learning community. Priority must therefore be given to creating values-based learning environments: classrooms in which a commitment to a culture of values such as respect, responsibility, honesty, peace and love becomes the touchstone for behaviour and relationships, sets the overall tone for lessons and influences the pedagogy. This paper presents the UNESCO- and UNICEFsupported Living Values Education (LVE) approach and the use of its award-winning materials in professional development programmes. LVE professional development positions values education not as another subject to be imparted to students but rather as a philosophy of education that emphasises the importance of a teaching and learning environment characterised by human values while also offering experiential, empowering and contextually relevant content. When positive values and the search for meaning and purpose are placed at the heart of learning and teaching, education itself is valued and teachers are better able to deal with the challenges they face. While much remains to be done, results indicate the effectiveness of this approach and teachers’ responsiveness to it.

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