Informed by the most up-to-date research from around the world, as well as examples of good practice, this handbook analyzes values education in the context of a range of school-based measures associated with student wellbeing. These include social, emotional, moral and spiritual growth - elements that seem to be present where intellectual advancement and academic achievement are being maximized. This text comes as 'values education' widens in scope from being concerned with morality, ethics, civics and citizenship to a broader definition synonymous with a holistic approach to education in…mehr
Informed by the most up-to-date research from around the world, as well as examples of good practice, this handbook analyzes values education in the context of a range of school-based measures associated with student wellbeing. These include social, emotional, moral and spiritual growth - elements that seem to be present where intellectual advancement and academic achievement are being maximized. This text comes as 'values education' widens in scope from being concerned with morality, ethics, civics and citizenship to a broader definition synonymous with a holistic approach to education in general. This expanded purview is frequently described as pedagogy relating to 'values' and 'wellbeing'.
This contemporary understanding of values education, or values and wellbeing pedagogy, fits well with recent neuroscience research. This has shown that notions of cognition, or intellect, are far more intertwined with social and emotional growth than earlier educational paradigms have allowed for. In other words, the best laid plans about the technical aspects of pedagogy are bound to fail unless the growth of the whole person - social, emotional, moral, spiritual and intellectual, is the pedagogical target. Teachers and educationalists will find that this handbook provides evidence, culled from both research and practice, of the beneficial effects of such a 'values and wellbeing' pedagogy.
Preface.- Introduction.- Section A: Values Education: Wellbeing, Curriculum and Pedagogy.- 1: The New Values Education: A Pedagogical Imperative for Student Wellbeing.- 2: Values Education, Instructional Scaffolding and Student Wellbeing.- 3: Student Wellbeing at School: the Actualization of Values in Education.- 4: Personal and Professional Values in Teaching.- 5: School Values and Effective Pedagogy: Case Studies of Two Leading Edge Schools in England.- 6: When Research Meets Practice in Values Education: Lessons from the American Experience.- 7: Mathematics Education and Student Values: the Cultivation of Mathematical Wellbeing.- 8: Value in Shadows: a Critical Contribution to Values Education in Our Times.- 9: Teacher Values Underlying Professional Ethics.- 10: Teachers as Key Players in Values Education: Implications for Teacher Formation.- 11: Valuing the Self.- 12: Values and Wellbeing in the Curriculum: Personal and Public Dimensions.- 13: Classroom-based Practice in Values Education.- 14: Values Education and the National Curriculum in England.- 15: Teacher Practice and Students' Sense of Belonging.- 16: Values of Problem-based Learning: Perceptions of Facilitators in an Initial Teacher Training Programme at Temasek Polytechnic, a Singapore Institution of Higher Learning.- 17: Values, Wellness and the Social Sciences Curriculum.- 18: Inspiration as a Thought-provoking Concept for Values Education.- 19: Values Education and the Hidden Curriculum.- 20: Towards an Ethics of Integration in Education.- Section B: Values Education: Wellbeing and Personal Integrity.- 21: New Research Directions in Character and Values Education in the UK.- 22: Nurturing Teacher Wellbeing through Values Education.- 23: Embracing Philosophy and Raising the Standard of Pre-service Teacher Education Programs.- 24: Re-visiting the 'Quiet Revolution'.- 25: Promoting Student Resilience and Wellbeing: Asia-Pacific Resilient Children and Communities Project.- 26: The Power of Character:Needed for, and Developed from, Teaching and Learning.- 27: Facilitating Values Education Leadership through Discovery of Personal Beliefs and Values.- 28: The Positive Action Program: Improving Academics, Behavior and Character by Teaching Comprehensive Skills for Successful Learning and Living.- 29: A Teacher's Duty: an Examination of the Short-term Impact of Values Education on Australian Primary School Teachers and Students.- 30: Continuity and Discontinuity in Character Education.- 31: Values Education and Whole Person Development in Ukraine: the Role of Vasyl Sukhomlinsky and Current Applications.- 32: Imaginative Education and the National Framework for Values Education in Australian Schools: Practical Implementations for Promoting Ethical Understanding.- 33: The Development Contours of Character.- 34: The Unhappy Moralist Effect: a Story of Hybrid Moral Dynamics.- Section C: Values Education: Wellbeing and Social Engagement.- 35: Toward Pedagogy of Giving for Wellbeing and Social Engagement.- 36: Values Education as an Ethical Dilemma about Sociability.- 37: Values Education, Mental Reality Constructs and Student Wellbeing.- 38: Building a Sustaining Classroom Climate for Purposeful Ethical Citizenship.- 39: Valuing Social and Emotional Connectedness among Learners at all Levels: Creating New Kinds of Conversations for Resilient Relationships.- 40: Teach Our Children Well: a Social Work Perspective on Integrating Values Education.- 41: Making Values Education Real: Exploring the Nexus between Service Learning and Values Education.- 42: Passion and Purpose: Teacher Professional Development and Student Social and Civic Growth.- 43: Education and Diversity: Values Education and Cross-cultural Learning through Socratic Dialogue and the Visual Arts.- 44: Developing Student Wellbeing through Education for Sustainability: Learning from School Experience.- 45: Translating Values Education into Values Action: Attempts, Obstacles and Potential for the Future.- 46: Ac
From the reviews: "The sheer size of this collection of 55 chapters ... suggests that the editors have attempted to fully examine why personal well-being should remain a central focus of any educational enterprise. ... Developmental and educational psychologists who are currently designing 'new' contextualized theories of student functioning could benefit from a reciprocal form of consideration and learn from the expertise of educators. ... explored the pedagogical balance of the book by classifying the chapters according to their adherence to the tenets of four common pedagogical lenses." (Theresa A. Thorkildsen, PsycCRITIQUES, Vol. 56 (30), July, 2011)
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