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MARK G.

ARRIESGADO
MAT-SocStud

PROF. EDEN QUILLA, MA


ValEd Professor

ASSIGNMENT # 1

1. What is Values Education?


Values education is a process of teaching and learning about the ideals
that a society deems important (Department of Education, Science and Training
2005; Lovat & Toomey 2007; Robb 2008). While this learning can take a number
of forms, the underlying aim is for students not only to understand the values, but
also to reflect them in their attitudes and behaviour, and contribute to society
through good citizenship and ethical practice.
Values have major influence on a person's behavior and attitude and serve
as broad guidelines in all situations. Important and lasting beliefs or ideals shared
by the members of a culture about what is good or bad and desirable or
undesirable.

2. What are Values for?


Our values inform our thoughts, words and actions. Our values are
important because they help us to grow and develop. The decisions we make are
a reflection of our values and beliefs, and they are always directed towards a
specific purpose.
Our values are important because they help us to grow and develop. They
help us to create the future we want to experience.
Values are like the mitochondria in a cell. They are our powerhouse. So,
living a life where you keep compromising your values, is like a small flame that
will eventually burst into a fire, and you’ll be the first one to get burned.
Five reasons why values is so important:
1. They help you regain self-respect
2. They help you be clear about what you want
3. They help you in making decisions
4. They help you enjoy your (work) life
5. They keep you focused and motivated

3. How Values taught?


Values can be taught same with other subjects, but values not emphases
on the way it taught because values can be also caught.
We need to situate the discussions around values in the context of some
engaging narratives and provide children with an opportunity to see the
relationship between principles, intentions, actions and outcomes in real-life
situations. However, if the story or discussion ends up being patronising, we are
most likely to lose children’s interest. Which is why the activities in a values class
need to focus on reasoning as much as on sensitivity and concern for others. And
teachers need to learn to accept multiple responses, even if some of those do not
go down well with them. The idea is to identify why children respond the way they
do and engage with their line of thinking.
To listen to stories that reflect daily concerns, undertake a project that
involves a social good, participate in a lively conversation with classmates from
different backgrounds that touch upon one’s internal conflicts, topical issues in
one’s immediate neighbourhood, and the problems faced by the world at large can
at the very least open up children’s minds to the values embedded in everyday
contexts.
And let us hope that these learning experiences pave the way for our
children to value ideas like critical thinking, service-orientation and openness to
multiple perspectives as important as (or perhaps more critical than) personal
ambitions and individual successes.