Keeping in mind that “we are a long way from knowing precisely ‘what works’ in terms of specific approaches and programmes,” (Gary Walsh) I am trying to define my own framework for Values based Education.
Ian Morris has confirmed with me the need to explicitly teach virtues. I would think educationalists such as Daisy Christodoulou would agree. Students can of course explore their virtues and test their cultural capital – but without the knowledge or common language of what virtues they are testing / experiencing actually are – is it possible to hold a discourse or reflect? I think not. Students will not be able to develop their own “phronesis” (good sense) or self-regulation (a term that has reappeared frequently in my research). Values and virtues need to be explicitly taught. Values and virtues are “The Inner Curriculum” for now and tomorrow, often referred to as moral or ethical intelligence or emotional literacy. The ability to sense how our behaviour is affecting another human being and moderating our behavior as a result of our self awareness.
Should values be included or separated from the teaching, learning and assessment focus?
This is an earlier self-reflective question. If I am honest, a rather too broad and too complex question. In terms of teaching, I have clearly marked my colours to the mast. Virtues should be defined, explicitly taught, referenced in teaching, assemblies, behaviour protocol. Virtues in learning – is a little trickier? I am still deciding whether we would benefit from different sets of virtues (for learning, being and leading).
At The Wellington Academy we have a RESPECT pledge (values), presented and reinforced within the school and also used to reinforce learning behaviours. Assessing the RESPECT pledge would lead me to the conclusion that the values of learning, being and leading are distinct. I am also leaning to the position that these values should be balanced (in context) across the four domains; Moral, Civic, Performance and Intellectual.
Lastly, assessment. I have not yet concluded how best to or when to, recognise / assess students ethical or emotional intelligence. I not even sure it should be assessed? Preferring to recognise these qualities in young people. Passports, diplomas, competencies. As for the “within or beyond the curriculum?” I believe recognising both their learning (and homework) and the students broader lives could only be a positive stance; scouts, family commitments (eg caring roles), personal endeavours, challenges, failures and triumphs. I have known students for whom finishing their education has been the success, rather than the a flurry of high grade GCSEs. It resonates with the fatherly advice
Judge a man not by what he gives, but what he gives of what he has to give.
Furthermore, reinforcing the process, the investment, the thought and reflection and less so, the outcome. I am immediately lifted by the thought that such an approach would offer an avenue to recognise so many of our students who experience personal challenges, not doubt providing ample evidence for a school’s “wonder-wall” or honor roll more common in many US high schools. Next step – Giving Voice to the Impacts of Values Education
I look forward to discussing my value based learning with the construction team back at The Wellington Academy? I also look forward to exploring the fault lines between values based education, teaching and learning, behaviour policy and parental-engagement. Where VbE encourages positive learning behaviours, promotes positive teacher-student relationships, student-student relationships, conflict resolution and empathy, student belonging, self-regulation and reflection / appraisal.
One churlish point is a growing annoyance with the homophonic nature of value – “the value or values.” I can see why the education community has gone for character, personally I prefer values and virtues, though it is easier to value virtues, than it is to value values.
This post is dedicated to Tracey Pye. Every supportive. Every seeing the best in her students.
Further information
Values Education: A Pedagogical Imperative for Student Wellbeing – Terence Lovat, Neil Hawkes
A mixed methods approach measuring some of the inter-personal and social factors associated with student motivation and achievement. The quantitative work focussed on pre and post surveys of teachers, students and parents, with the qualitative work designed to refine and explain the statistical results by incorporating more detailed information.
- Survey data showed that teachers perceived statistically significant improvements on the three aspects of student behaviour; academic engagement, inclusive behaviour and responsible behaviour (cf. Lovat et al., 2010b).
- The qualitative data supported the perception of improved student behaviour, with multiple comments indicating that greater self-regulation of behaviour and improved interactions between students had led to more harmonious and productive learning environments.
- Evidence indicated that the ambience, relationships, self-reflection, and discourse germane to values education impacted positively on students’ academic work habits, without any other explicit contaminating factor being present. Teachers reported (Lovat, et al., 2009) that classrooms became “more respectful, focused and harmonious” (p. 71), that school was “a better place to teach … a better place to learn” (p. 124), that there was increased school cohesion (p. 106) and that classrooms were more settled (p. 25).
[qr_code_display]