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Integrated Value Education

Integrated Value Education. Compiled and Presented By Miss. Sahaya Mary Headmistress Ziet faculty. A THOUGHT-. “ Every child is potentially the light of the world… and at the same time the darkness … wherefore the question of Education is accounted as of primary importance.”

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Integrated Value Education

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  1. Integrated Value Education Compiled and Presented By Miss. Sahaya Mary Headmistress Ziet faculty

  2. A THOUGHT- “Every child is potentially the light of the world…and at the same time the darkness…wherefore the question of Education is accounted as of primary importance.” Bahai Writings

  3. OVERVIEW Activity Discussion Review-The Pillars of Education GLOBAL PERSPECTIVES DIFFERENCES BETWEEN HOLISTIC AND INTEGRATED APPROACHES TRADITIONAL AND HUMANISTIC MODELS OF VALUE EDUCATION THE CORE VALUES SYSTEM THE VALUING PROCESS CHALLENGES IN EFFECTING THE VALUING PROCESS SAMPLE ACTIVITY THE “VALUE DIMENSIONS” WORK CITED PAGE

  4. ACTIVITY- Make a Value necklace for each these value categories-Social, Individual, Environmental and National

  5. Discussion • What are Values? • Why are they important? • Should they be caught or taught? • Is the present system of Education Value- Based?

  6. REVIEW The Four Pillars of Education ? • LEARNING TO KNOW • LEARNING TO BE • LEARNING TO DO • LEARNING TO LIVE TOGETHER

  7. Global Perspectives Declaration adopted at the Sixth Regional Conference of Ministers of Education and Those Responsible for Economic Planning (MINEDAP VI, 1993, Kuala Lumpur, Malaysia), which expressed the profound conviction that ‘the only path to the restoration of a balance in its value system in a world increasingly shaped by materialism was to assign a significant place for the teaching of ethics, values and culture in the school curriculum’. The Declaration called upon the countries of the region, upon UNESCO and upon the international community to ‘formulate appropriate values education within the curriculum at all levels of the education system’ and ‘promote the use of effective pedagogical strategies and curriculum to inculcate ethical, cultural, and moral values’ (p.31).

  8. GLOBAL PERSPECTIVES (Contd.) March 2000, the Advisory Committee resolved that a holistic concept of education could be epitomized by considering its six main facets within UNESCO's education programme as follows: • an integrated comprehensive education covering human rights, democracy, international understanding, tolerance, non-violence, multiculturalism, and all other values conveyed through the school curriculum • education should be regarded as a social phenomenon communicating such values as equality, harmony, solidarity, etc.; • education (i.e. the content of all curricula) at every level in the education system, in which values ARE INTEGRATED • the all-round education of each individual; education for specific target groups for promoting equal opportunity; • the educational context, both formal and informal; and, • education as a participatory and interactive process of instruction and learning, comprising the total sum of values and knowledge transmitted.

  9. GLOBAL PERSPECTIVES…. The Faure Report, Learning to Be, Chapter 6 summarizes the universal aims of education as follows: • Towards a scientific humanism • Creativity • Towards social commitment • Towards the complete man

  10. IMPLICATIONS FOR TEACHERS Among the priorities identified, the Advisory Committee stated that, "more importance should be granted to activities for the training of teachers and instructors….and that reform of education systems give prominence to education for international understanding and the wealth of distinctive cultural and linguistic characteristics, in response to the current challenges of globalization".

  11. HOLISTIC EDUCATION • Providing a balanced combination of the main domains in a curriculum that would serve proper development of physical, intellectual and spiritual aspects or dimensions of the learner’s capabilities is usually referred to as holistic education. • The purpose is to facilitate balanced growth and development of the totality of the individual’s potentialities. • While physical and intellectual developments are usually the focus of the educational curricula, spiritual and moral development is either receiving a rather cursory treatment or left to be taken care by the family or other institutions in the community. • Since holistic education is attending to all aspects of personality it is sometimes called “global education.”

  12. INTEGRATED EDUCATION Integrated education is usually bringing together, in one combined process, more than one element, subject, method or stream in the educational process. If we mix teaching history and geography, chemistry and biology, formal and informal education, or theoretical and practical education we are implementing integrated education. In the same manner holistic education may also be delivered as an integrated education. For example moral education can be delivered by integrating it into various parts of the curriculum such as literature, history, social studies, civics, sport, home economics and life sciences.

  13. TRADITIONAL AND HUMANISTICMODELS OF VALUE EDUCATION

  14. Inference The greater part of the learning will involve the valuing process where a dynamic interaction within the individual learner (and educator) and between each other occurs.

  15. THE VALUING PROCESS

  16. CHALLENGES- The first challenge: reaching the valuing level The first challenge for the educator is to examine the level of teaching that is engaging the learner. There are basically three levels of teaching: fact concept valuing before what is learned is translated into behaviour.

  17. The second challenge: structuring clarifying processes

  18. The third challenge: arriving at personal integration as a goal • The learners must be guided to arrive at some degree of congruence between their values and those of the systems to which they belong. • As the learner identifies “who am I as I really am?” and “who am I as I should be or am expected to be?” there may be many areas of integration to work towards: ideal self vs. actual self; role self vs. true self; and social self vs. real self.

  19. The fourth challenge: providing democratic space in the learning environment WHO ? The Teacher HOW-? Allowing, discussing, Resolving, Receiving student views, responses, reactions and not just expecting the typical responses. • The educator is challenged to be open, sincere, genuine, non-judgmental and non threatening so that the learners find the freedom to be themselves

  20. THE VALUING PROCESS

  21. Implications of the valuing process The following are some implications for the educator engaged in the valuing process:

  22. Implications of the Valuing Process • Ultimately, the ownership and decision of a value lies with the learner • The lesson in a valuing process context is about life itself • Above all, the learner exposed to the valuing process begins to master the art of discernment. • Valuing is definitely a complex process. It involves both advocacy and pedagogy. • The essence of valuing lies in helping the learner ask the “why?” and “what for?” in life.

  23. The Individual

  24. The Values In Context

  25. THE VALUE SYSTEM

  26. SAMPLE ACTIVITY

  27. The “Value Dimensions” Critical Values (insight, knowledge, thinking, communication)-LEARNING TO KNOW Creative Values (diversity, flexibility, originality, individuality)- LEARNING TO DO Caring Values (self respect, cooperation, responsibility, respect for others) -LEARNING TO LIVE TOGETHER Life Long Learning Dispositions (resilience, optimism, enthusiasm, positive self concept, interdependence) -LEARNING TO BE

  28. WORK CITED PAGE Google images UNESCO Sourcebook : Learning To Be ‘The Treasure Within’ Soft copy can be accessed at: http://unesdoc.unesco.org/images/0012/001279/127914e.pdf

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