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possible to offer some suggestions that might assist
colleagues in achieving the aims of values education through 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.
Agree on a current definition of values education
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, 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 ways that are simultaneously of
benefit to them and society.
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. 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
It is likely that some 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 that show
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.
Your comments on this article are most welcome. Send them to
info@valueseducation.co.uk.
Dr Bill would be happy to talk at your next conference or event and
share more insights into the fascinating field of values education.
Contact him on bill.robb@valueseducation.co.uk
Copyright © 2008 Values Education Ltd
Note to editors. Feel free to use this article as long as the
following details are retained. “A values education article from CAVE
www.valueseducation.co.uk ”
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