دانلود کتاب Second International Research Handbook on Values Education and Student Wellbeing (Springer International Handbooks of Education)

فهرست مطالب :

Preface
Contents
About the Editors
About the Authors
Contributors
1 Values Education and Good Practice Pedagogy
Introduction
Schooling and Disadvantage: Overturning Old Paradigms
The Australian Values Education Program: An Emerging Double Helix
Confirming the Double Helix: Values Pedagogy
Calm
Safe
Relationships
Service
Conclusion
References
2 Values-Based Education for a Better World
Introduction
Challenges and Opportunities
Values-Based Education
The Neuroscience of Body, Mind, and Spirit
The Emerging Neuroscience of Spirituality
Developing a ``We´´ Mindset
Education Practice Redefined
Conclusion
References
3 Student Wellbeing at School, Neurobiology, and the Actualization of Values
Introduction
Student Wellbeing and the Actualization of Values
The Impact of Schools on Student Wellbeing
Teacher Support and Caring
School Climate
School Connectedness
Synthesis of Influences and the Relationship of Student Wellbeing to Academic Achievement
Values Education and Student Wellbeing
Summary
Neurobiology and Student Wellbeing at School
Why Neurobiology?
Brain Lateralization: One Brain or Two?
Emotion and Cognition
Attachment, Resilience, Safety, and Trust
Epigenetics, Brain Plasticity, and Development
Summary
Conclusion
References
4 From Surviving to Thriving
Introduction
Values Education in the Australian Context
Cluster Context and Program Implementation
Cluster-Level Strategies
School-Level Strategies
Program Effects
Student Surveys
Acquisition of Values Language and Growth in Understanding
Changes in School Climate and Student Well-Being
Parent Surveys
Generalizing Values in the Home Context
Classroom-Specific Values Pedagogy
Discussion
Conclusion
References
5 Implementing and Evaluating PRIMED for Character Education in Colombian Schools Professional Development
Introduction
Character Education in Colombia
The PRIMED for Character Education Conceptual Framework and Primary Translation Mechanism
Translating Research-Based PRIMED for Character Education Design Principles
Brief History of PRIMED and Successful Implementations of PICE
PRIMED in Colombia
Coschool Participant Recruitment
Planning an Enhanced PRIMED Institute for Character Education -Colombia (PICE-C)
Evaluating PRIMED Professional Development and Implementation Support
Opening Retreat Satisfaction Survey
Satisfaction Survey Description and Administration
Satisfaction Survey Results
Pandemic-Related Changes to Data Collection Plan
PRIMED Focus Group: Description and Administration
Potential Differences Between the Expected In-Person Team Focus Groups Versus the Zoom Cross-Team Focus Groups
PRIMED Focus Group Results
Immersive Experience
Participants´ Examples and Perception of Changes Pre-Pandemic
Participants´ Perceptions of the Interaction Between Their PRIMED Initiatives and the Challenges of the Pandemic
Summary of Focus Group Findings
PRIMED Retrospective Pre-Post (RPP) Test
PRIMED Retrospective Pre-Post Test Description and Administration
PRIMED Retrospective Pre-Post Test Results
Conclusion
References
6 Transcendent Social Thinking in Adolescence
Introduction
On the Neural Connection Between Biological Homeostasis and Spiritual Thriving
Spiritual Meaning-Making in Adolescence Leverages a Sensitive Period of Neural Growth
Adolescents´ Values-Oriented Thinking Grows in Supportive Relationships
Methodological Considerations for Research on Adolescent Transcendence and Spirituality
Conclusion
References
7 Wellness-Informed Classrooms with Sustaining Climates Foster Compassionate Morality
Introduction
The Ecological Model for Raising Children
Integrative Ethical Education Model
The Power of Climates
Learning Climates
Social Climates
Moral Climates
A Proposal for Wellness-Promoting Classroom
Meeting Basic Needs
Moral Habitat of Engagement
The Sustaining Climate
Conclusion
References
8 Demonstrating the Value of Values-Based Education
Introduction
Values-Based Education Is a Type of Values-Based Intervention That Extends Far Beyond the Classroom to Whenever We Try to Infl...
Values-Based Interventions Such as Values-Based Education Include Both the Teaching About and Teaching of Beliefs and Values
The Beliefs, Events, and Values Inventory (BEVI): Empirical Applications in Values-Based Education
What Is the BEVI?
How Is the BEVI Used?
What Is the Rationale for the BEVI?
BEVI Domains, Scales, and Items
Domain I: Validity Scales
Domain II: Formative Variables
Domain III: Fulfillment of Core Needs
Domain IV: Tolerance of Disequilibrium
Domain V: Critical Thinking
Domain VI: Self-Access
Domain VII: Other Access
Domain VIII: Global Access
Domain IX: Experiential Reflection Items
People in High BEVI Full Scale Score Groups Experience and Express Beliefs and Values Differently from Those in Low Full Scale...
When It Comes to Beliefs and Values, Structures of Identity and Self May Vary Empirically from Who We Say We Are and/or How We...
What We Believe and Value Not Only Illuminates Who We Are But Can Also Predict What We Will Do in Our Work, Relationships, and...
Overtly Fostering Values May Not Work and Could Even Cause a Backlash
Conclusion
References
9 Embrained, Embodied Values: Pedagogical Insights from Developmental Neuroscience
Introduction
A Return to a Kohlbergian Notion of Social Justice
The Biological Basis of Moral Values
Predictive Brain Making Moral Evaluations: Evidence from EEG Studies
Shaping Moral Values in the Brain: How Parenting and Values Education Contribute
Conclusion
References
10 Consciousness, Culture, and the Place of Psychospiritual Capacities in Cultivating Values
Introduction
Spiritual
Capacities
Consciousness and Cognition
Two Ways of Knowing
References
11 Values, Education, Self, and Identity
Introduction
Selfhood: History and Conflicting Conceptualizations
Self-Esteem as an Educational Value
Growth Mindsets as a Self-Theory
Concluding Remarks: Is Self-Realism an Option in the Present Day?
References
12 Value-Embedded Learning and the Interoceptive, Predictive Brain
Introduction
The Notion of Value-Embedded Learning (VEL)
VEL and the Australian Values Education Program
From Values to Value and Back Again
VEL Is Not EVT
Value, Emotional Salience, and the Learning Brain
Wellbeing, Homeostasis, and Interoception
The Bayesian, Predictive Brain
VEL, the Embodied, Embedded, Predictive Brain and Educational Research
Conclusion
References
13 The Development of Ecological Values: Cultivating Children´s Spiritual Relationships with the Natural World
Introduction
Background
Spirituality´s Impact on Child & Adolescent Developmental Processes
Community´s Impact on Child & Adolescent Spiritual Development
Nature´s Impact on Child & Adolescent Spiritual Development
Nature´s Impact on Child & Adolescent Developmental Processes
The Existing Field of Environmental Education
Method
The Current Study
Data Collection
Data Analysis
Findings
Case 1: Mapleton
School at a Glance
Environmental Education at Mapleton
Connections to the Greater Community through Nature
Building Relationships with Animals
Connectedness to Community
Spiritual Connections in Nature
Summary
Case 2: Tabiona
School at a Glance
Environmental Education at Tabiona
Building Relationships with Animals
Spiritual Connections in Nature
Summary
Cross-Case Analysis
Right Relationship with Nature
Animals
Care for Creation: Service to the Natural World
Spirituality
Fostering School Community through Experiences in the Natural World
Discussion
Human Subjects Research
Appendix A
CSE Private School Fellows Report Template
References
14 Transforming the Theory and Practice of Character Education
Introduction
The Jubilee Centre
Example Project 1: Character Education in UK Schools (2012-2015) (Arthur et al. 2015)
Example Project 2: Youth Social Action and Service (2015-2017) (Arthur et al. 2017)
Example Project 3: Phronesis; Developing a Conceptualization and an Instrument (2018-2020) (Kristjansson et al. 2019)
Example Project 4: Cultivating Cyber-Phronesis (2021-) (Harrison & Polizzi, 2021)
Conclusion
References
15 Promoting a More Sustainable and Inclusive World
Introduction
Children´s and Young People´s Wellbeing in the Modern World
Sustainability and Sustainability Education
Sustainable Development
Sustainability Education
Listening to Young Children´s Voices
Perspective-Taking Ability
Children´s and Young People´s Participation
Emphasis on Democracy and Children´s Rights in Educational Policy
Measures Taken in Iceland to Ensure Children´s Rights
The Ombudsman for Children
Rights Respecting Schools and Child-Friendly Municipalities
Closing Remarks
References
16 Creating Compassionate Futures
Introduction
Vision 1.0: A New School with a Mission to ``release the imagination and celebrate the art of the possible´´
An Enabling Space: Relationships and Ethos
Living the Values: Fostering Agency, Criticality, and Celebration
Vision 2.0: Educational Possibilities - An Imperative for Hope and Sustainable Education
References
17 The Positive Action Program
Introduction
The Need for Comprehensive ``Skills for Successful Learning and Living´´ (SSLL) Programs
The Positive Action Program
Prior Evaluations of Positive Action Programs
Discussion
Summary of Evaluation Results
Promising Research Directions
Program Implementation
Program Exposure
Moderating Mechanisms
Long-Lasting Impacts
Conclusion
References
18 The Value Base of Teacher´s Professional Ethics
Introduction
Teachers´ Commitment to the Profession
Ethical Sensitivity in Teaching
Current Challenges in Teaching in Finnish Schools
How Can Sensitive Issues Be Discussed in Schools?
Concluding Remarks
References
19 The Secret Workings of the Hidden Curriculum
Introduction
Concept of the Hidden Curriculum
Research Methods
Initial Findings: The Hidden Curriculum
The Normal School Day
Children´s Values and the Impact of their Experience in School
Conclusion
References
20 Personal and Professional Values in Teaching
Introduction
Values and Virtues in Teaching I: The Link with Moral Formation
Values and Virtues in Teaching II: Pedagogy as Virtue
The Case of Discipline and Authority
Personal Relationships in Teaching
References
21 Values-based Education
Introduction
The Impact of Values-based Education
My VbE Journey
The Home of Values-based Education
The Transformational Elements of Values-based Education
Examples of Values-Based Schools
Values-based Education and the Future
Conclusion
References
22 Revisiting the ``Quiet Revolution´´
Introduction
Case Studies
Emotional Stability
Community
Social Awareness
Counseling
School Communities
Conclusion
References
23 Service-Learning as Values Education
Introduction
A Need for Reform
Pedagogies of Engagement
Subject-Matter Values Education
Broader Theoretical Framings
Asset-Based Approaches
Toward a Comprehensive and Integrated Approach to Values Education
Why Service-Learning?
Service-Learning as Values Education in Practice
Student Impacts
Looking to the Future
References
24 Moral Education as a Constant Factor in the Pedagogical Process
Introduction
Sukhomlynsky´s System of Education
Educational Approaches Adopted Throughout the School
The Preschool Program
The Primary School
The Middle School (Grades Five to Eight)
The Senior Classes (Grades Nine and Ten)
Participants in the Education Process
The Significance of Sukhomlynsky´s Approach to Moral Education in the Soviet Context
Sukhomlynsky´s Relevance Today
References
25 Keystones of Holistic Education
Introduction
Trust
Joy
Love
Mystery
Conclusion
References
26 Advancing the Science of Character Education
Introduction
What Works in Character Education? Summary, Re-analysis, and Update
The What Works in Character Education Project
Findings
Other Reviews of the Character Education Literature
Meta-principles of Implementation
The Second Question
Conclusions
References
27 Coping with Tradition and Secular Literacy
Introduction
Arab Society in Israel
Arab Education
Higher Education, Literacy, and Religiosity
Higher Education in Arab Society in Israel
Higher Education Among Arab Women in Israel
Methodology
Analytical Method
Findings
The Need to Excel
The University as Part of the Socialization Process
Content, Structure, and Procedures
Literacy as a Source of National Pride
Discussion and Conclusions
Power/Knowledge Relations and Sorrow
The Multiple Modernities Hypothesis
Conclusion
References
28 Integrating the Personal with the Public
Introduction
Knowledge Management and Meaning Making
Learning How to Learn
A Language for Values Education
Negotiating a Locally Owned Language for Values
Pedagogy for Values Education: The Challenges of Assessment
Issues in the Assessment of Values and Dispositions
Validity and Reliability: Or Authenticity and Trustworthiness
Modes of Assessment for Values and Dispositions
Conclusion
References
29 The Power of Character
Introduction
The Character Education Dilemma
Adopt Add-On Programs
Integrate Ethics Discussions into Academic Classes
Integrate Process Strategies
Implement a Whole-School Approach
The Smart and Good Schools
Toward a Smart and Good Schools Pedagogy
A Research-Based Teaching Strategy: The Four KEYS
Character Needed for, and Developed from, Teaching and Learning
Two Case Studies
Project-Based Learning: The Biography of a Senior Citizen
Character Power for Teaching Math
Power2Learn
Power2Teach
The Smart and Good Schools Approach to Assessing Excellence and Ethics
Conclusion
References
30 Reviewing Values and Wellbeing Education
Introduction
The Journey So Far
Brief Review of Meta-Analytic Studies of Values and Wellbeing-Related Education Initiatives
Positive Education
Mindfulness Education
Social and Emotional Learning (SEL)
Service Learning (SL)
Environmental Education
Multicultural and Global Citizenship Education
Anti-Bullying Programs
Values/Character Education (VE/CE; see Davidson et al., 2010; Leming, 2010 for a Historical Overview of How VE has Manifested ...
Looking for Universal Patterns
Two Types of Wellbeing
The Value Around Which All Values Revolve
The Ecology of Giving
To Give or Not to Give: That Might Be the Question
Will We Be ``Plastic´´ Enough to Change?
References
31 The Noble Role of Teachers in Values-Based Education
Introduction
Human Values Education
The Five Human Values
The Acronym, TEACHER
T Is Transformation, Not Just Information
E Is Exemplar
A Is Awareness of Oneness
C Is Culture of Countries
H Is Head, Heart, and Hand (in Harmony)
E Is Environment
R Is Religion - The Unity Underlying All Faiths
Toogoolawa School (Australia)
The Embodiments of Love Academy (Nigeria)
Conclusion
References
32 Values, Wellness, and the History Curriculum
Introduction
Defining Values and Recent Approaches to Values Education in Australia
The Positioning of Values in the Australian Curriculum: History Years 7-10
Pedagogical Approaches to Valuing in History
Exploring Values Through Historiography
Exploring Values in Relation to Cultural Memory and Memorialization
Deciding Which Values Are Selected for Study
Valuing and Student Academic, Social, and Emotional Health
Conclusion
References
33 Sejahtera Academic Framework as Values-Based Platform for IIUM Post-Pandemic Education
Introduction
The Context
Sejahtera: The Meaning
Sejahtera: The Framework
Sejahtera Academic Framework: The Manifestation
Sejahtera Academic Framework: The Impact
University Required Courses
Emergency Remote Teaching and Learning (ERTL)
Free Electives
Community Engagement
Responsible Research
Mental and Spiritual Health
Whole Institutional Transformation
Conclusion
References
34 The Evolution of Values Statements in a Service-Learning Program
Introduction
Service-Learning as Values Education
Program Design
The Upper Division Service-Learning Team
Values Statements
Foundational Values
Mature Interdependence
Positive Ethics
``Neighborly Communities´´
Combining the three foundational values
Six Service-Learning Values
Dilemmas
Conclusion
References
35 When Research Meets Practice in Values Education
Introduction
A Brief History of Research and Practice in Character Education in America
Assessing the Impact of the Character Education Inquiry
A Tale of Two Research Programs: Kohlberg´s Moral Development Program and Values Clarification
Values Clarification
The Cognitive Developmental Approach of Lawrence Kohlberg
Research in Character Education in the Twenty-first Century
Conclusion
References
36 Integrating the Contours of Character
Introduction
Development and Integration
Case Study and Thick Analysis
Norman White - The Early Years
Intellectual Alignments
Norman White - The Middle Years
Affective Alignments
Norman White - The Later Years
Behavioral Alignments
Moral Education: Integrating Self and Civic Life
Conclusion
References
37 Teachers as Key Players in Values Education
Introduction
Nature and Goals of Education
Teacher Contributions
Profession, Vocation, or Both?
Teacher Formation
Proposals for a Formation Program
Conclusion
References
38 Values of Problem-Based Learning
Introduction
Research Design and Methodology
Problem-Based Learning and Its Values, as Indicated in the Literature
Major Themes Emerging from the Research About the Values of PBL
Engaging in Collaborative Learning
Stimulating Thinking Through Dialog
Appreciating Diverse Perspectives
Dwelling with Questions
Rethinking Power Issues
Cultivating the Whole Person in Learning
Conclusion
References
39 Teach Our Children Well
Introduction
Some Lessons from the Crime Reduction in Schools Project (CRISP)
The Values Education Literature
Teacher Education
Teaching Values Education
Conclusion
References
40 Values Education and Restorative Practices
Introduction
The Australian Values Education Program
Context of the Case Study
Rationale for the Study
Research Objectives
Research Questions
Methodology
Results
Discussion
Conclusion
References
41 Values Education as an Ethical Dilemma About Sociability
Introduction
The Four Clusters
Human Knowledge
Application to the Four Clusters
What Is Meant by Ethics?
What Is Meant by Culture?
Cultural Relativism
Culture and the Need for Order
Ethics Within This Cultural Framework
Application to Values Education
References
42 The Unhappy Moralist Effect
Introduction
The Effect: Little Moral Weakness or a Loss of Accumulated Gains
Happy Fare Dodgers, Unhappy Moral Bounding
Philosophical Terms and Psychological Effects
Conditions of the ``Unhappy Moralist Effect´´
The Unhappy Moralist Effect in Childhood
Adults Caught in the Trap
Additional Effects and Additional Studies
The Inner Moral Happy Life
The Primacy of Morality: A Solution?
Conclusion
References
43 Re-Valuing the Shadows: Reimagining Possibilities for Alternative Futures through/with an Agentifying Education for a Plane in Crisis
Introduction: Setting the Scene - The Problem of Values and Education
Revaluing the Shadows: Moving Back, Moving Otherwise, to Move Forward
Dialoguing with the Historical Present
Education and Values Education in Dialogue
Values Education in This Politico-Historical Moment
Education, the International, and Markets
Ubuntu: A Philosophy of Becoming Human
Conclusion
References
44 The Five Pillars of Learning
Introduction
Instrumentalist Postsecondary Education
Personal, Professional, Public, and Planetary Learning and Enrichment via the Five ``Holarchical´´ Pillars of Learning
An Integrative/Holarchical Ontological and Epistemological Foundation to Support the Five Pillars of Learning
The Possibility of Taylor´s Open and Integrative Secular ``Super-Nova´´ Reality
The Possibility of Habermas´s Integrative/Holarchical Kinds of Knowledge
A Practical Starting Point: Designing and Building Integrative Education via Integrative Values Teaching and Learning Philosop...
Conclusion
References
45 Reframing Education for the Future
Introduction
The Spirit of the Child
Dimensions of Human Experience and Understanding
Wisdom
Reuniting Two Halves of the Healthy Human Brain
Mapping Personal Development Through Six Stages
Everyday Ego and Spiritual Self
Wisdom from Ancient Philosophy
Meditation
Holistic Science
Additional Wisdom Practices
Consequences for School-Age Education
Summary and Conclusions
References
46 Working with Leaders and Teachers to Grow Place Responsiveness
Introduction
Moments of Enlightenment Along the Way
The Visit by Yuggera Elders - Embodied Attentiveness
Lost Stories -The Uncovering
A Shocking Realization - Repressing and Forgetting
The Mountain - Remembering
The Bunya Pines - Contact Zones and Land Memory
The Farm - Process Drama and the Blanket Role
The Mother Earth Program - Toward a Place-Responsive Pedagogy
Time with Mary Graham - Custodial Ethic, Relational Ontology, and Silence as Learning
Profound Attentiveness and Mary Clark - Science and Attentiveness
Dadirri: Time on Country with Miriam Rose Ungunmerr-Baumann
The Connected Teacher Course
The Connected Leader Workshops
Relational Ontology and PEEC Pedagogy
Conclusion - Radical Hope and Living with Vulnerability
Endnote
References
47 Student Teachers´ Experience of Values Education and Its Implications for Teacher Education
Introduction
Teachers and Values Education
Teacher Training in Values Education
The Investigation Contextualized
Values Defined, Values in Practice, and the ``How-To´´ of Values Education
Student Teachers´ Understanding of Values
Values Which Are Considered Most Important for Education
Why and How of Values Education in the Classroom
Training Teachers in Values Education
Conclusion
References
48 Philosophical Inquiry and Enhancing Adolescents´ General Reasoning Abilities and Well-Being
Introduction
Student Well-Being
Philosophical Inquiry in the Classroom
Critical Thinking
Case Study School: PI Lessons
Method
Research Design
Participants
Procedure
Qualitative Data Analysis
Quantitative Measure
Quantitative Data Analysis
Findings
Students´ Perceptions About PI
PI Is Taught Differently from Other School Subjects
PI Is a Dialogic, Interactive, Meaningful Subject
PI Dialogs Facilitate Critical Thinking and Personal Growth
PI Promotes a Sense of Community and Safety
PI Strengthens Students´ Affective Well-Being
Quantitative Findings
Overall General Reasoning
Discussion
Well-Being
General Reasoning Ability
Conclusion
References
49 The Most Significant Change Technique
Introduction
Benefits
The Enablers
Living Values Workshops, Seminars, and TTTs
MSC #1: ``The Maniac Teacher´´: Mdm Noorjuliawani, Kindergarten Teacher at National Unity Kindergarten Sekama, Sarawak, Malays...
Greetings of Peace and Unity
MSC #2: ``Mama Cool´´: Mdm Normala Ali, Kindergarten Teacher at National Unity Kindergarten Jelebu, Negeri Sembilan, Malaysia
MSC #3: Searching for the Meaning of Life: Sharom Hj. Mohd Yusof: Kindergarten Teacher at National Unity Kindergarten, Rembau,...
MSC #4: This Life Is Beautiful: Mdm Sa´amah Sulaiman, Kindergarten Teacher at National Unity Kindergarten, Johor, Malaysia
The Next Three MSC Stories Are from a Teacher Who Implemented LVEP in Three Secondary Schools (Student Age 12+ to 18) in Diffe...
Introduction
#1: St. Michael Secondary School, Ipoh State of Perak, Malaysia
#2: Jelapang Jaya Secondary School, Ipoh
#3: Raja Tun Azlan Shah Secondary School, Taiping
Conclusion
50 Theorizing Social Well-Being
Introduction
Postmaterialist Culture Shift and Subjective Mental States
Methodological Problems Associated with Subjective Well-Being Measures
Individualism, New Age Psychology, and Cultural Semiotics
Mitsein, Intersubjectivity, and Dwelling
Conclusion
References
51 Classroom-Based Practice in Values Education
Introduction
The Trait Approach
Values Clarification
The Cognitive Developmental Approach
Role-Play
Conclusion
References
52 Toward an Ethics of Integration in Education
Introduction
Moral Interdependence and the Pedagogy of the Concept
Teacher Preparation and the New Ethics
Learning from Events
The New Values Education: The Value of Relations
Conclusion: The Ethics of Integration as Becoming-Other
References
53 Developing Student Wellbeing Through Education for Sustainability
Introduction
Educating the Next Generation
Overview of the Policy Context
Shifting Definitions and Approaches to Education for Sustainability
The ResourceSmart Schools Program in Victoria
Learning from School Experience: Translating Goals into Models of Action
Modeling Sustainable Practices
Whole School Case Studies of Education for Sustainability: Learning from School Experience
Authentic Learning Approaches to Education for Sustainability and Wellbeing
Learning from Experience: Recommendations for the Future
Conclusion
References
54 Teacher Practice and Students´ Sense of Belonging
Introduction
Addressing Students´ Personal and Academic Needs
Personal Support (Teacher as Person)
Academic Support (Teacher as Instructional Leader)
Establishing a Climate of Support (Teacher as Model and Facilitator)
Testing the Theory: Changing Classroom Conditions to Change Student Behavior
Understanding Teacher Practice
Understanding Motivation
Emotions and Organizations
Accountability Demands
Discussion
Conclusion
References
55 Promoting Student Resilience and Well-Being
Introduction
Stating the Problem
Development of the Asia-Pacific Resilience Project
Development of Resilience
Resilience and Student Well-Being
Development of Resilience Measures
Integration of Mental Health and Educational Practice
Resilience Enhancing Environment and Student Mental Health
Conclusion
References
56 Values in Motion
Introduction
Intrinsic Motivation to Grow and Change Over Time
Self-Awareness and Learning How to Learn and Change
The Nature and Importance of Effective Learning Relationships
The Teacher/Mentor´s Role in Supporting Autonomy
The Lessons from Citizenship Education
Suggestions for the Self-Reflecting Practitioner
Conclusions
References
57 Transmitting Social and National Values Through Education in Singapore
Introduction
The Singapore State
Ideology and Education
Values Education in Singapore
The Singapore Social Studies Curriculum
Social Cohesion and Consensus
Meritocracy
Economic Pragmatism
Economic Development and National Survival
Meritocracy and Social Cohesion Viewed Through Economic Pragmatism
Conclusion
References
58 Socratic Circles Pedagogy
Introduction
Enduring and Evolving Aims of Education
Dialogicality and a Socratic Disposition
Socratic Circles Pedagogy
Student Voice and Agency
A Case Study of Socratic Circles Pedagogy Through a Values Lens
Achieving Transformational Dialogue Through Socratic Circles Pedagogy
Conclusion
References
59 A Reflection on the Value Implications for Learner Well-Being of Engagement in Vocational Education and Training
Introduction
VET as a Sector of Education
Individual Well-Being and the VET Value Context
The Values Learned and Well-Being Developed Through VET
The Limitations of VET as a Provider of Individual Well-Being Values
Conclusion
References
60 Continuity and Discontinuity in Character Education
Introduction
Background
Method
Visitation Procedures
School Leadership
Principal Tenure
School Descriptions
Principles for Continuity of Character Education
Conclusion
References
61 Mathematics Education and Student Values
Introduction
The Impact of Values Education
Affect and Attitudes in Mathematics Education Research
Values in Mathematics Education
Teachers´ Values
Institutional Values
Societal Values
Students´ Values
The Development of Mathematical Wellbeing
Relating Mathematical Wellbeing to Cognitive, Affective, and Emotional Educational Objectives
Developing a Research Agenda
Conclusion
Addendum
References
Index