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Valuing adult education [VALED]. Research on values Performed by University of Pitesti 2 nd project meeting 14 -16 June 2012 Telsiai, Lithuania. I. Definition of “value” (1). GENERAL DEFINITION: Philosophical concept → the fundamental problem is to define it.
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Valuing adult education [VALED] Research on values Performed by University of Pitesti 2nd project meeting 14 -16 June 2012 Telsiai, Lithuania
I. Definition of “value” (1) • GENERAL DEFINITION: • Philosophical concept → the fundamental problem is to define it. • The definition - depends on the field or domain to which it refers, on the context (education, art, marketing, accounting, business / economics, sciences, or at personal / individual level, institutional level, national level, etc.). • Indefinability, unanalyzable, adjectival rather than substantive
I. Definition of “value” (2) Yet, definition of value can be introduced: • that thing that is important to or valued by someone. • rules by which we make decisions about right and wrong, should and shouldn't, good and bad. • a cohesive system of beliefs, which are freely chosen by the individual, prized, publicly affirmed, and acted upon. • the things in our lives that shape our behavior and define who we are. Dictionaries define values as: • important and enduring beliefs or ideals shared by the members of a culture about what is good or desirable and what is not (Business Dictionary); • the importance, worth, or usefulness of something; values are principles or standards of behaviour; one’s judgement of what is important in life (Oxford Dictionary); • relative worth, utility, or importance (Merriam-Webster Dictionary).
I. Definition of “value” (3) • Axiology – values classification • Different criteria: • Based on their support: material or spiritual • Based on the relations between each other: values of mean/way or values of goal; • Based on their validity: real or absolute, individual or general, objective or subjective; • Based on their meaning: positive or negative; • Based on the criterion of negotiation: negotiable or non-negotiable; • Based on their object : economic, moral/ethical, juridical, aesthetical, political, religious values, etc.
I. Definition of “value” (4) • Milton Rokeach classification: - terminal values – reflecting preferences of a person regarding what s/he wants to achieve in life, the objectives pursued throughout life; - instrumental values - which reflect the means by which objectives will be met, that is, how can you get what you want.
I. Definition of “value” (5) • Gordon Allport classification: - theoretical – interest in discovering truth through systematic thinking and reasoning. - economical – interest in utility and practice, including wealth accumulation - aesthetical – interest in beauty, form and artistic harmony. - social – interest in people and love as a human relationship - political – interest in gaining power and influence other people. - religious – interest in unity and understanding of the cosmos as a whole.
I. Definition of “value” (6) b) DEFINITION IN AE: • No definition of values for AE. • Currently, AE and LLL, approach all projects in the field through the perspective of education of and for values: “There are a number of ways in which to justify the place of values in adult education. Two of them have been privileged […]: (a) from a moral point of view, values education is a being-becoming fulfillment affecting the adult as a whole person; (b) from a logical point of view, values education exhibits polarity and polarization, allowing for the contrast required in adult reasoning and dialogue”.
I. Definition of “value” (7) Values of the AE trainer: • Learner’s prior experience • Learner’s involvement and active participation • Learning outcomes • Learning resources and facilities
I. Definition of “value” (8) Values of the trainee/learner: • Trainer’ professional experience • Relevance (s/he must see a reason for learningsomething) • Applicability (learninghas to be applicable to their work or other responsibilities to be of value) • Customization (learning has to be tailored on the individual needs of the learner) • Transparency (of the teaching-learning objectives and of expected learning outcomes) • Accessibility of learning • Easiness of learning • Certification/validation of acquired skills
I. Definition of “value” (9) • Moral/ethical values: wisdom, knowledge, gratitude, courage, humanity, justice, hope, mercy, temperance, spirituality, forgiveness, humor, enthusiasm, curiosity, love of learning, perspective, open-mindedness, ingenuity, originality, practical social intelligence, valor, kindness, perseverance, honesty, generosity, loyalty, leadership, discretion, humility, ccorrectness, self-esteem, admiration, responsibility, friendliness, trust, courtesy, helpfulness, etc.
II. Institutional values (1) • Affect the learner’s educational experience. Bruce Maglino classification of values: • Achievement- getting things done and working hard to accomplish difficultthings in life; • Helping and concern for others- being concerned with other people andhelping others; • Honesty - telling the truth and doing what you feel is right; • Fairness - being impartial and doing what is fair for all concerned. These four values were shown to be important at work and this framework should be relevant to organizational behaviour.
II. Institutional values (2) Values trends: • Decline in such shared values as duty, honesty, responsibility (William Fox) • A movement away from valuing economic incentives, organizational loyalty, and work-related identity (Daniel Yankelovich). The movement is toward valuing meaningful work, pursuit of leisure, and personal identity and self-fulfillment.
II. Institutional values (3) • Nine most popular work-related values: - recognition for competence and accomplishments, - respect and dignity, - personal choice and freedom, - involvement at work, - pride in one’s work, - lifestyle quality, - financial security, - self-development, - and health and wellness.
III. National values (1) • Key concepts and values in Romanian culture applicable for the field of AE: Relationships – As a family-focused society, Romanians depend heavily on relationships with others. Once a relationship is formed, it will be a long-term one based on loyalty and trust. Romania’s communist-controlled past has created a culture in which the group is more important than the individual. Religion – The majority of Romanians are members of the Romanian Orthodox Church. Religion always played an important role in shaping the way they live. Romanians are very family oriented and communal and place a lot of importance on births, deaths and marriages and on their relevant Orthodox celebrations. Identity – Romanians are proud of their country and particularly of their national heritage. As a result, they tend to be sensitive about cultural and political matters that concern their country but are always thrilled for any opportunity to share Romania with others. + hierarchical system
III. National values (2) General national values in AE: • attractiveness, accessibility, efficacy (regarding the adult learners participation in learning activities) • involvement and cooperation (in relation to the involvement of new institutions and their staffs in European cooperation programmes); • participation and motivation to learn (especially for disadvantaged groups from economical, social and cultural point of view); • social inclusion (especially for persons who did not reach the level of basic education); • experience and practice (especially those acquired in non-formal and informal contexts) • professional performance (of the staff involved in AE)
III. National values (3) Specific national values in AE:
III. National values (4) • Unfortunately, there is no direct reference to the term of value (in general or for AE) in the content of the Law of Education no. 1/2011. • There is a set of national values mentioned and described in the National Security Strategy of Romania: democracy, freedom, equality, supremacy of the law, respect for human dignity, for the basic human rights and freedoms, civic awareness, political pluralism, property and market economy, solidarity with the democratic nations, international cooperation and peace, and dialogue between civilizations. The Strategy cannot see the rapid economic development of Romania – which is a pre-requisite of welfare and security - dissociated of the transformation of the education system, which must be accelerated and directed towards the new realities. Thus, national security values becomes, indirectly, values of the AE.
IV. Personal opinions, conclusions • Value has a strong personal reference • Value is also related to interest • Value change in time • Values tend to influence attitudes and behaviour Talking about values and observing them from all the fields they operate, values brings us only benefits and let us see to which extend these values are important to us and how they can influence our life.
