Second International Research Handbook on Values Education and Student Wellbeing

ISBN-13: 9783031244193 / Angielski

Terence Lovat; Ron Toomey; Neville Clement

Opis

This collection applies the principles underlying values education to addressing the many social and learning challenges that impinge on education today . Insights in the fields of social and emotional learning, student wellbeing, and, increasingly, educational neuroscience have demonstrated that values education represents an efficacious pedagogy with holistic effects on students across a range of measures, including social, emotional, and intellectual outcomes. With schools in the 21^st century confronting issues such as gender identity, stemming radicalism, mental health, equity for disadvantaged groups, bullying, respect, and the meaning of consent, values education offers a way of teaching and learning that integrates and enhances student’s affective and cognitive functioning. The earlier edition of this book has become a standard reference for scholars and practitioners in the fields of values education, moral education, and character education. Its citation rates, reads and downloads have been consistently and enduringly high, as have those of its companion text, Values Pedagogy and Student Achievement. A decade on, the main purpose of the revised edition is to update and incorporate new research and practice relevant to values education. Recent insights in the fields of neuroscience and social and emotional learning and their implications for education and student wellbeing are more overt than they were when the first edition was being compiled. Additionally, advanced thinking in the field of epistemology, how humans come to know and therefore learn, has also sharpened, especially through the later writings of prominent scholars like Jurgen Habermas. The revised edition has preserved the essential spirit and thrust of the original edition while making space for some of these new insights about the potential of values education to establish optimal and harmonious learning and social environments for both students and teachers.

Spis treści

Demonstrating the Value of Values-based Education: What We’ve Learned about Learning from the Beliefs, Events, and Values Inventory (BEVI) New Research Directions in Character Virtues A reflection on the value implications for learner wellbeing of engagement in Vocational Education and Training Continuity and Discontinuity in Character Education Creating Compassionate Futures:  Values-inspired Education Implementation and Evaluation of PRIMED for Character Education in Colombian Schools: A Cross-Cultural Collaboration Advancing the Science of Character Education: Twenty plus years of reviewing the literature in character education Sejahtera Academic Framework as values-based platform for IIUM post-pandemic education Classroom-based Practice in Values Education Personal and Professional Values in Teaching Chapter not present in ToC but MS available Student wellbeing at school, neurobiology and the actualization of values Integrating the Personal with the Public: Values, Virtues and Learning and the Challenges of Assessment Values Education as an Ethical Dilemma about Sociability Reframing Education for the Future From Surviving to Thriving: The Transformative Effects of Values Education Student Teachers’ Experience of Values Education and its Implications for Teacher Education The Power of Character: Needed for, and Developed from, Teaching and Learning Socratic Circles: A Values Education Pedagogy The Noble Role of Teachers in Values-based Education Re-visiting the ‘Quiet Revolution’ The Positive Action Program:  Improving Academics, Behavior and Character by Teaching Comprehensive Skills for Successful Learning and Living The Development of Ecological Values:  Cultivating Children's Spiritual Relationships with the Natural World Service Learning as Values Education:  An International Perspective The Implications of Relationality for the Teachers and their formation Teach our Children Well: A Social Work Perspective on Integrating Values Education A Challenging Conflict Resolution Encounter between Palestinian Arab and Jewish Students in a Higher Education Setting in Israel:  A Case Study How children learn values through the hidden curriculum of the school Consciousness, Culture and the Place of Psychospiritual Capacities in Cultivating Values Values-based Education:  A Transferable Ethical Education Values, Wellness and the Social Sciences Curriculum Transmitting Social and National Values through Education in Singapore: Tensions in a Globalized Era Promoting Student Resilience and Wellbeing: Asia-Pacific Resilient Children and Communities Project Values, Education, Self, and Identity Translating Values Education into Values Action: Attempts, Obstacles and Potential for the Future When Research meets Practice in Values Education: Lessons from the American Experience  Values Education: A Pedagogical Imperative for Student Wellbeing Keystones for Holistic Education: Joy, Love, Mystery and Trust Embrained, Embodied Values:  Pedagogical Insights from Developmental Neuroscience Values of Problem-based Learning: Perceptions of Facilitators in an Initial Teacher Training Programme at Temasek Polytechnic, a Singapore Institution of Higher Learning Wellness-Informed Classrooms Nest Students to Foster Heart- and Nature-Mindedness Values Education Now and Beyond: Pedagogical Compass or Fleeting Trend? Re-Valuing the Shadows: Indigenising, Decolonising, and Agentifying Education for a Planet in Crisis The Unhappy Moralist Effect: A Story of Hybrid Moral Dynamics Teacher Practice and Students’ Sense of Belonging Chapter not present in ToC but MS available Neuropsychology and Spiritual Development in Adolescence Values Education and Restorative Practices: A Comparative Case Study An Integrative Values Based Approach to Teacher Professional Learning in Higher Education Value-Embedded Learning and the Interoceptive, Predictive Brain Towards an Ethics of Integration in Education The Most Significant Change Technique Values in Motion: From Confident Learners to Responsible Citizens Bridging the Judgment-Action Gap Through Experiential Learning and Civic Engagement Philosophical Inquiry and Enhancing Adolescents’ General Reasoning Abilities Moral Education as the Constant Factor in the Pedagogical Process: Vasily Sukhomlinsky’s Educational and Social Experience The Value Base of Teacher’s Professional Ethics: The Case of Finland Values Based Education for a Better World Teachers and Leaders: Finding Hope, Love and Place Connection in the Practice of ‘Dadirri’ and the Ontology of ‘e’ Developing student wellbeing through education for sustainability: Learning from school experience Theorizing Social Wellbeing: Subjective Mental States, Preference Satisfaction or Mitsein?

O autorze

Terence Lovat is Emeritus Professor at The University of Newcastle, Australia, Honorary Research Fellow at The University of Oxford, UK, and Conjoint Professor at Glasgow University, UK, and Royal Roads University, Canada. He was a lead investigator on research projects that functioned as part of the Australian Values Education Program.

Ron Toomey is Emeritus Professor and former Head of the College of Education at Victoria University, Australia. He was a lead investigator on projects associated with The Australian Values Education Program. He co-edited a handbook and has co-authored many academic texts and refereed journal articles associated with these project findings.

Neville Clement is an Honorary Associate Lecturer at The University of Newcastle, Australia. He was a member of the research team that evaluated values education for the Australian Government in 2009. He has co-edited books, including an international handbook, and co-authored or authored books, chapters and journal articles on values education.

Kerry Dally is a Senior Lecturer at The University of Newcastle, Australia. She is an educational psychologist and psychometrician whose main teaching and research focus has been on special and inclusive education. Current research projects include whole school approaches to positive behaviour support, and student and teacher wellbeing.