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During my years working in the field
of values education, I have been privileged to contribute ideas to many
projects that have the potential for contributing to making the UK a
better place in which to live. I have met many dedicated colleagues and
watched how their efforts and organisations have grown into a the
"Values Education Movement".
As with almost all human
endeavors, there are obstacles to progress in promoting values
education. From experience, it is possible to offer some suggestions
which might assist colleagues in the Values Education Movement.
Physically unite
I know of at least nine
associations in the UK concerned mainly and specifically with research
and development of values education. Perhaps a Council of Organisations
for Values Education would stimulate even more synergy, information
sharing and prevent excessive duplication of effort.
Agree on a current
definition of values education
For me, a definition is a
shorthand way of describing what something is. Some people are afraid to
offer a definition because it might become 'carved in stone' or close
other lines of inquiry. However, for me, it is impossible to research
and develop anything unless we know, even in a preliminary way, what it
is? Since there are no final answers about being human, all
definitions are current definitions and need occasional updating in
light of research and practice. Gaining consensus might be difficult,
but it can and must be done if major progress is to be achieved.
Make explicit the
ultimate aim - changing behaviour for the better
There is overwhelming
evidence in the literature that most educators involved in and
researching values education regard its ultimate aim as changing
behaviour for the betterment of all. However, some colleagues' are
reluctance to acknowledge this. Some educators consider it wrong to
attempt to change behaviour. However, reflection on the purposes of
education itself reveals that its prime concern is assisting youngsters
to behave in a way that is simultaneously of benefit to them and
society.
For me, attempting to
change behaviour by punishment or indoctrination, is not values
education, but this does not mean that there should not be rules and
punishment in addition to values education. Similarly, some people seem
afraid to use the term "values" and think that they will avoid
difficulties by using "cornerstones" or "principles". If we are not open
about our ultimate purpose, not only are we poor values models but we
risk values education fading away as so many ideals in education have.
Keep minds open
Some senior educationists
appear to refuse to think of conducting values education as a specific
subject and insist that it must be done cross-curricularly and through
whole school ethos. Some reject advances made in schools in the USA
out-of-hand simply because they are 'American experiences'. If
ideas are closed off before being properly investigated, we may waste
time and effort making avoidable mistakes. More surely, though, we would
be poor values models.
Concentrate on
development
Continuing research is
necessary to underpin good practice. However, I think that with existing
knowledge even more educators can be encouraged to undertake values
education programmes. Evaluation of these programmes would in itself, be
research. In addition, the contribution of applied philosophers should
not be forgotten in the research mix: their work is needed to help reach
consensus on, for example, what a value is.
Concentrate on head
teachers and less on curriculum councils
Some of my colleagues want
to influence curriculum councils so that Ministers of Education will
make values education in schools a requirement. For me, to force schools
to undertake values education is contradictory and in the long term
counter-productive. More than any other group I have met, most
head teachers know precisely what they want to do in values
education and have ideas on how to do it. They need training, time and
resources to initiate new programmes and enhance existing ones.
Think also of values
education in organisations other than schools
Some of the most
potentially rewarding values education work I have heard of is being
done after school hours by many voluntary youth organisations such as
the Scouts, Guides, Boys Brigade and many others. Perhaps values
education can be done more effectively in the less formal youth work
environment and in the workplace rather than in formal schooling.
Seek commercial funding
There is growing
recognition among commercial and industrial leaders that success depends
on workers and managers who are honest, responsible, industriousness,
and caring. For this reason, and also because values education has the
potential to reduce vandalism, perhaps the time is right to approach
commercial firms for funding of values education programmes.
Build support among
colleagues, politicians and the public now
Eventually in the UK some
people, especially fundamentalist religious groups, will attempt to
prevent values education. They will be afraid of the questioning of
religious values that values education might encourage. To prepare for
this, perhaps even more could be done with jargon-free articles in
quality newspapers, explaining that values educators are preparing
youngsters for an even sounder faith, if that is what they choose.
Continue to be values
models
Many colleagues have
mentioned two examples from Scotland which shows how we can easily
forget our responsibility of being values models.
·
Two years ago, many participants in a seminar of research directors in
values education were enthused by, and commented on, the willingness to
share ideas and information. Recently, however, in a few instances, the
old-style, competitiveness, uncooperativeness, jockeying for position as
the 'leader-in-the-field', and professional jealousies, have returned.
·
In February 1991 the Scottish Consultative Council on the Curriculum
(SCCC) published Values in education. An SCCC paper for discussion and
development. Although this was the result of part of the £200,000 grant
from the Gordon Cook Foundation, there was no acknowledgement in the
paper. In addition, pages 6 to 9 were copied almost in their entirety
and without acknowledgement, from a Canadian document: Values in
Scarborough public schools. Ways must be found to achieve academic
prestige and to generate funding without contradicting the values we
espouse.
I am most excited and
optimistic about the future. Not only because of the pioneering academic
and practical work that lies ahead, but because most of my colleagues
are people who are sure to have an impact on making communities better
places in which to live.
Bill Robb is a management and education consultant based in Aberdeen,
Scotland. For more information and resources on values education or to
invite Dr Robb to speak at your event go to
www.valueseducation.co.uk. This article was originally published as
A better world to live in, in the TES, July 16 1993, page 14.
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