Values and Values Education: Challenges for Faith Schools

Halstead, J. Mark

doi:10.1007/978-94-017-8972-1_3

Cited by 43 publications

(45 citation statements)

References 13 publications

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“…Two general approaches to values education are usually described and contrasted in the literature (e.g., Halstead, 1996;Solomon, Watson & Battistich, 2001). The traditional approach emphasizes adult transmission of the morals of society through character education, direct teaching, exhortation, and the use of rewards and punishments (Durkheim, 1961).…”

Section: Different Approaches To Values Educationmentioning

confidence: 99%

“…All kinds of activities in schools in which students learn or develop values and morality are often referred to as values education (e.g., Halstead, 1996;Lovat, 2011;Powney, Cullen, Schlapp, Johnstone & Munn, 1995;Taylor, 1994), and a distinction can be made between explicit and implicit values education. Whereas explicit values education refers to schools' official curriculum of what and how to teach values and morality, including teachers' explicit intentions and practices of values education, implicit values education is associated with a hidden curriculum and implicit values, embedded in school and classroom practices (Halstead, 1996;Thornberg, 2008a). Even though the concepts of values education and moral education sometimes are used interchangeably, we use values education in line with Taylor (1994Taylor ( , 2006 as an overarching concept including concepts such as moral education, character education, and citizenship education.…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ views on values education: A qualitative study in Sweden and Turkey

Thornberg

2013

International Journal of Educational Research

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The aim of the current study was to examine Swedish and Turkish teachers' perspectives on values education. Qualitative interviews with 52 teachers was conducted and analyzed. Values education was mostly about compliance with societal values and norms. The learning goals or values in values education were mainly on how to treat others and on selfresponsibility. Teachers did not take a critical approach. A main method of values education reported by the teachers was to be a good role model in everyday interactions with students. Values education was largely described as an everyday practice embedded in the stream of social interactions. Furthermore, an everyday language was used when the teachers described values and values education. There was a lack of professional knowledge in this domain.

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Section: Different Approaches To Values Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teachers’ views on values education: A qualitative study in Sweden and Turkey

Thornberg

2013

International Journal of Educational Research

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“…This was also confirmed by most of the observed education activities as well as the set goals, which did not involve pre-planned value education. Other authors also stressed the same findings, declaring that a large part of value education was undertaken through the so-called hidden curriculum and, consequently, awareness of values children were actually learning was low (Halstead, 1996;Puroila et al 2016;Thornberg, 2008).…”

Section: Discussionmentioning

confidence: 81%

Value Education in Estonian Preschool Child Care Institutions

Ülavere

2017

Journal of Teacher Education for Sustainability

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For systematic implementation of value education in educational institutions, the national programme ìValues Development in Estonian Society 2009ñ2013î (Ministry of Education and Research, 2009) was prepared in Estonia. However, it was launched only in 2010, and the authors intended to ascertain the values of the heads of preschool child care institutions, teachers and parents as well as their conception of value education. The national programme was updated as ìValues Development in Estonian Society 2015ñ 2020î (Ministry of Education and Research 2015). In 2015, the researchers aimed to investigate if and how values of teachers of child care institutions and their conception of value education had changed. The sample in 2010 included nine respondents related to preschool child care institutions: three heads, three teachers, and three parents. The 2015 sample included 10 teachers. The research was conducted by using a qualitative method, which included semi-structured interviews and video observations of activities that teachers carried out with children. In 2010 and 2015, the values were said to be incorporated in general curricular goals and topics of the year. In 2010, the teachers said that values were not separately designated in the kindergarten curriculum; however, they were incorporated into the curriculum. They did not teach values as a separate discipline; values were highlighted in various activities and situation games. In 2015, it was mentioned that value education was consciously included in activities proceeding from the relevant schooling and education domain and the topic of the week. It may be said that in 2010 value education related topics had not been sufficiently introduced in kindergartens yet. Based on interviews and video observations conducted in 2015, it could be claimed that educators would benefit from a more deliberate approach to value education.

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“…Therefore, the above examples show that schools facilitate the moral traits of educational markets through abiding by the ethics of care. 4 Secondly, about the utilitarian ethics, Taiwan emphasizes students' divergent extracurricular activities in addition to their performance in exams. Singapore focuses on students' performance in exams, and students' great performance in exams contributes to schools' enrollment.…”

Section: The Phenomenon Of Moral Games In Educational Marketsmentioning

confidence: 99%

The Comparative Study of Moral Games in Educational Markets

Whang¹

2017

AHOAJ

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Values and Values Education: Challenges for Faith Schools

Cited by 43 publications

References 13 publications

Teachers’ views on values education: A qualitative study in Sweden and Turkey

Teachers’ views on values education: A qualitative study in Sweden and Turkey

Value Education in Estonian Preschool Child Care Institutions

The Comparative Study of Moral Games in Educational Markets

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