foundation of values education
157331857
Teachers' understanding and implementation of Values Education in the Foundation Phase
Stephen Esrom Masote
149814279
Beliefs, values, and practices of Mexican immigrant families towards language and learning in toddlerhood: Setting the foundation for early childhood education
Abstract In order to enhance the cultural responsivity of supports offered by ECE programs to the rising numbers of children from Latino backgrounds, a foundational understanding of the culturally nuanced beliefs, values, and reported practices of Latino families towards early language and learning is needed. The purpose of this qualitative study was to provide this information for the largest subgroup of young Latinos in the US: children of Mexican immigrant families from lower income homes. Thirty Five Mexican mothers of toddler aged children participated in semi structured interviews to gather information on children's everyday socialization experiences. Themes relevant to children's development were identified for each of the components of the activity setting framework (Gallimore, Goldenberg, Weisner, 1993) underlying cultural values and beliefs regarding language and learning, activity types, activity participants, activity goals, and social scripts of the activities. The findings offer new information on how families support early development of children's communication skills, in particular, and also align with and extend previous research with Mexican families. Moreover, several strengths of families in supporting development were revealed, including a focus on tight knit families that supported collective child rearing, conduct and social behavior, personal identities, educational success, language learning, and Spanish and English language acquisition. This study has implications for ECE programs that serve families of Mexican immigrant origin, in terms of addressing families' strengths in ways that appreciate their sociocultural and linguistic backgrounds and best prepare their children for the expectations of the mainstream educational system in the US.
Lauren M Cycyk Carol Scheffner Hammer
144113794
Values Education: Why the Teaching of Values in Schools is Necessary, But Not Sufficient
In recent years, a growing demand by educators, governments, and the community for the teaching of values in public schools has led to the implementation of values education. As acknowledged by the 2010 Living Skills Values Education Program, values education is an essential part of schooling. In the public school system, there have been attempts to construct and implement a values based curriculum that reflects a naturalistic or social morality. Despite prudential credibility to values education, no naturalistic theory has within it a sufficient moral obligation with which to persuade humans from their natural self interest. As it stands, values education as taught in schools has a grounding problem it cannot point to a sufficient basis for validation. Values education is too individualistic, relativistic, and ultimately subversive of a serious moral commitment. This article argues that a sufficient case can be made for the explicit teaching of values but only on a theistic foundation. The discussion concludes that ultimately the most defensible grounding for values education is in the narrative given to humans by a transcendent being (in the Christian tradition, God)
Matthew B Etherington
144721057
The spaces of music and its foundation of values music teaching and young people's own music experience
How do young people experience music today? Can their experience be counted as knowledge? What learning processes do they employ, and what forms of acquisition of knowledge can they participate in? These are among the central questions which arise with regard to educational strategies and quality enhancement at the university colleges of music in Sweden. For it is at these institutions that young people's music teachers receive their own education. In the world of the young there is no dissection of a subject into fragments, nor are there firm boundaries between subjects. Music is linked to the person and to the interaction with the world around. Young people try it and judge it directly on the basis of their own experience and practical everyday knowledge. When their own experience comes into conflict with the process of acquisition of knowledge offered by (for instance) the school, it is understandable that they will begin to form their own values, their own attitudes, their own practice values, attitudes and practice which are not to be found within the established institutions.
Borje Stalhammar
151853164
Ethical Foundation of Character Education in Indonesia: Reflections on Integration between Ahmad Dahlan and al Zarnuji
The issues regarding character values, particularly in practical aspects, have been a fundamental problem in education, mainly among the students. These issues can clearly be observed in some phenomena contrary to the goals of education. The effort to retrieve character values from some Muslim scholars (Ulama) who have made significant contributions to the society (Ummah) is urgently required. The aim of this study is to highlight the patterns of ideas on character education between two influential Muslim scholars: Ahmad Dahlan (a Malay Muslim scholar) with his reform movement during the colonial period of Indonesia and al Zarnuji (a Middle Eastern Muslim scholar) with his educational concept popularly used among Islamic boarding institutions (pesantren) in Indonesia. To gather the theoretical framework from both, literature study from secondary sources was undertaken to analyse the character values proposed by both scholars. The results revealed that Ahmad Dahlan emphasised a reform from hypostatization (jumud) to dynamic thinking. On the other hand, al Zarnuji proposed an earnest effort for cultivating spiritual noble character values through niyyah (intention) muwadabah (perseverance) including ta'zim (respect) wara' (Godliness) and tawakkal (trust in God) for perfection in adab (courtesy) as the main performance indicator for individual character development. Thus, the integration of these different emphases will create 'tawazun' (balance of concepts) between 'critical dynamic thought' and 'individual noble character'
Miftachul Huda Mulyadhi Kartanegara
145688052
Olympic values education: evolution of a pedagogy
Guided by the twentieth century hermeneutic idea that application co determines understanding, this paper explores the conversations between theory and application that evolved during the implementation of three Olympic related curriculum projects. Each of these projects was informed by specific fields of then current educational theory, and offered understandings and insights that were applied in the next project. These understandings guided the development of the toolkit for the Olympic Values Education Program (OVEP) of the International Olympic Committee. The author suggests that the collective insights from this ongoing curriculum development process have the potential to provide a theoretical foundation for a pedagogy of Olympic values education. Roland Naul, another Olympic scholar, describes the approach to Olympic education that evolved from this process as a "lifeworld" orientation, in which the Olympic ideals act as a motivation for learning activities in all aspects of life, integrated with active participation in sport and physical activity. Questions that are addressed during the discussions of the various projects include: What current educational theory will best support the flexible delivery of Olympic related activities in support of school based learning outcomes? How do children and youth learn positive behaviours and values, and what teaching methodologies support this learning? Do the Olympic values have relevance in cultural contexts other than the ones based on Euro American traditions? Are they, as the Olympic Movement professes, universal? Are the methodologies proposed for teaching values in Euro American contexts appropriate in other cultural contexts? How can international Olympic education and fair play initiatives represent global cultural perspectives?
Deanna L Binder
141602498
Teachers and Schools as Agencies of Values Education: reflections on teachers' perceptions
Abstract This is the first of a two part survey of a project conducted over a two year period with teachers in Scottish schools with support from the Gordon Cook Foundation. In the first episode of the project the teachers were invited to explore the inadequacies of two extreme models of the moral role of the teacher paternalism andliberalism and to try to formulate a satisfactory alternative. In this first part, the authors argue that their difficulties in so doing may have stemmed from rather uncritical subscription to an unsatisfactory ethics of popular consensus. In the next part, it will be concluded that broadly analogous consensualist assumptions about the nature of moral life gave rise to similarly unsatisfactory attempts to deal with problems concerning the hidden curriculum.
David Carr John Landon
143700782
Teachers and Schools as Agencies of Values Education: reflections on teachers' perceptions Part Two: the hidden curriculum
Abstract This is the second of a two part survey of a project conducted over a two year period with teachers in Scottish schools with support from the Gordon Cook Foundation. In the first part of this article it was concluded that the difficulties which teachers encountered in the course of their attempts to conceptualise a satisfactory alternative view of the moral role of the teacher to those ofpaternalism andliberalism may have stemmed from rather uncritical subscription to a crude ethics of consensus inadequate to address certain higher order questions and issues of ethical and educational principle. In this second part, it is argued that broadly analogous consensualist assumptions about the nature of moral life were the source of similarly unsatisfactory attempts to deal with problems about the hidden curriculum.
David Carr John Landon
150974979
Impact of Cooperative Education upon Personal Development and Growth of Values: Final Report to the Braitmayer Foundation.
James W Wilson
3309506
Among nurses, how does education level impact professional values? A systematic review
BACKGROUND Professional nursing values have been acknowledged globally as the foundation of daily nursing care practice. Understanding how nurses identify, comprehend and apply their professional nursing values is an important step towards improving nursing practice and patient care quality. Research has demonstrated that nurses' professional values are cultivated during prelicensure academic education. AIM The aim of this systematic review was to determine how level of education affects professional nursing values of clinical practising nurses. METHODS A systematic search of quantitative research published through December 2015 was performed in the following five electronic databases: CINAHL, Cochrane Library, MEDLINE, Web of Science and Religion and Philosophy Collection. The search was not limited to country of origin. The studies were assessed for methodological quality using established criteria. RESULTS Of 1501 articles identified through the literature search, only seven studies met the inclusion criteria with the majority being of good to high quality. Most of the studies found registered nurses pursuing a bachelor of science in nursing or higher had a greater awareness and application of professional values than nurses with lower levels of academic or non academic education. Nurses with higher education also embraced professional values as fundamental for quality nursing care practice. IMPLICATIONS FOR NURSING AND HEALTH POLICY Health and academic institutions should support nurses through quality continuing and higher education that reinforces professional values, thus improving the quality of patient care. CONCLUSIONS The level of nurses' education appears to play an important role in developing both an awareness and an integration of professional values into practice. More research is needed to discover methods that may be used to promote nurses' professional values among nurses already practising clinically.
International nursing review
Bongani T Sibandze Katherine N Scafide