Values Education and Values Education ComPromising Grounds for

Values, Education and Values Education (Com)Promising Grounds for Conviction Ethical Education Network 28 April 2018 C. Kenny

Plan Session 1 Explore: Values Education Values Education Approaches to Values Education Character Education Moral Reasoning Care Ethical Education Curricula

Plan Session 2 Initiating Dialogic Communities of Ethical Enquiry Considering some values Respect Equality Democracy Diversity

Values There are different kinds of values Name something that you value I may value: My car My family Honesty Literature

Over to You Can you suggest some values? Does it make sense to group some of these together? Which ones? By what criteria? Can you think of other examples in each group? Can you propose another group?

(A few) Moral and Non-moral Values Self-respect Comfort Self-discipline Care (for others) Goodwill Respect (for others) Efficiency Loyalty Trust Co-operation Convenience Love Commitment Beauty Truth Integrity Goodness Honesty Diversity Balance Tolerance Security Cost-effectiveness Wellbeing Comfort Silence Cheerfulness Convenience Intelligence Resilience Efficiency Neatness Reasonableness

Framework for Junior Cycle (2015) and Values Focus competences, skills, assessment and reporting Recognizes ‘the importance of valuing, acknowledging and affirming all the students’ learning opportunities and experiences’ (7)

Junior Cylce Principles

Statements of Learning 5 Has an awareness of personal values and an understanding of the process of moral decision making 6 Appreciates and respects how diverse values, beliefs and traditions have contributed to the communities and culture in which she/he lives 7 Values what it means to be an active citizen, with rights and responsibilities in local and wider contexts 8 Values local, national and international heritage, understands the importance of the relationship between past and current events and the forces that drive change 9 Understands the origins and impacts of social, economic and environmental aspects of the world around her/him

Statements of Learning 10 Has the awareness, knowledge, skills, values and motivation to live sustainably 11 Takes action to safeguard and promote her/his wellbeing and that of others 18 Observes and evaluates empirical events and processes and draws valid deductions and conclusions 19 Values the role and contribution of science and technology to society, and their personal, social and global importance 24 Uses technology and digital media tools to learn, communicate, work and think collaboratively and creatively in a responsible and ethical matter

Key Skills 2. Managing Myself 3. Staying Well Knowing myself Being healthy and physically active Making considered decisions Being social Setting and achieving personal goals Being safe Being able to reflect on my own learning Being spiritual Being confident Being positive about learning Being responsible, safe and ethical in using digital technology

Key Skills 4. Managing Information and Thinking Being Curious Gathering, recording, organising and evaluating information and data Thinking creatively and critically Reflecting on and evaluating my learning Using digital technology to access, manage and share content 6. Being Creative Imagining Exploring options and alternatives Implementing ideas and taking action Learning creatively Stimulating creativity using digital technology

Key Skills 7. Working with others Developing good relationships and dealing with conflict Co-operating Respecting difference Contributing to making the world a better place Learning with others Working with others through digital technology 8. Communicating Using language Using numbers Listening and expressing myself Performing and presenting Discussing and debating Using digital technology to communicate

Learn Together Inclusiveness and Democracy Key Principles of Ed Tog Charter 1990 Multidenominational – Equality of right and of respect Co-educational – Equality of opportunity Child-centeredness – Consideration of needs of the individual, striving for excellence Democratic – participation and partnership

Learn Together The programme should: foster in each child a knowledge and understanding of different value and belief systems in an atmosphere of critical enquiry and mutual respect prepare children to become caring members of a multicultural society with the necessary intercultural skills to enrich such a society address issues of spirituality and morality facilitate in children the ability to make reasoned and informed moral judgements support children in cultivating their spirituality in a secure environment raise awareness in children of issues of human rights, justice and equality in society develop in children an ethical and reasoned approach to caring for the environment provide children with a range of dispositions and skills to enable them to participate in and contribute to the democratic process and become informed, socially responsible and fairminded citizens. (10)

Moral and Ethical Standards (Learn Together and Ethical Education Curriculum) Honesty Respect Justice Integrity Trust Responsibility (Learn Together) Respect Equality Democracy Diversity Community (Ethical Education Curriculum)

Ethical Education Curriculum Nine Strands Strand 1 Values: Students explore what is of value to them and what has influenced this. The concepts of morality, principles, facts and opinions are also examined. Strand 2 Making Moral and Ethical Decisions: Students apply five approaches to Ethical Decision Making (Utilitarian approach, Rights approach, Fairness or Justice approach, Common Good approach, Virtue approach) and consider different ethical dilemmas using these approaches. Strand 3 Beliefs and Worldviews: Students investigate different ideological standpoints and religious beliefs and identify how these might impact on an individual’s worldview. Strand 4 Different Teachings and Perspectives: Students study a number of texts, myths and narratives and consider how these may have influenced human behaviour and thought.

Some Different Divisions of Values Extrinsic-Intrinsic Non-Moral-moral Extrinsic: instrumental worth Intrinsic: inherent worth, for their own sake Non-moral: personal, aesthetic – things we desire, want, prefer, attach worth to Moral – guiding action

What Counts as a Value? Concerns behaviour Irreducible to personal or cultural preference or taste Ought (not), right/wrong, good/bad, etc. Can be reasonably argued for (over? ) Willingness to stand by and for Worth clarifying Makes a claim on you (‘from Worth promoting outside’, beyond, feeling and (Based on Haydon) convenience) Desire all others to Value it

Some Definitions ‘things which are considered “good” in themselves (such as beauty, truth, love, honesty and loyalty) and as personal or social preferences’ “beliefs, attitudes and feelings that an individual is proud of, is willing to publicly affirm, has been chosen thoughtfully from alternatives without persuasion, and is acted on repeatedly” “both emotional commitments and ideas about worth”

Further Definitions “Those things (objects, activities, experiences, etc. ) which on balance promote human wellbeing” “Values are our standards and principles for judging worth. They are the criteria by which we judge ‘things’ (people, objects, ideas, actions and situations) to be good, worthwhile, desirable; or, on the other hand, bad, worthless, despicable.

Towards a Definition ‘principles, fundamental convictions, ideals, standards or life stances which act as general guides to behaviour or as points of reference in decision-making or the evaluation of beliefs or action which are closely connected to personal integrity and personal identity. ’ (Definitions drawn from Halstead and Taylor 1996)

Values and Beliefs For believers, religious beliefs express their moral values. They are expressions of divine authority and acting immorally means going against the divine order of things For non-believers, of the tine principle of ‘no harm’ applies or provides a basis. Are there beliefs that are not values? I believe the earth is flat I believe the earth is not flat

Morality The term “morality” can be used either descriptively to refer to certain codes of conduct put forward by a society or a group (such as a religion), or accepted by an individual for her own behavior, or normatively to refer to a code of conduct that, given specified conditions, would be put forward by all rational persons. Gert and Gert

Common Values Is it meaningful and beneficial to seek common values? Which values may be candidates for moral values? How can they be identified?

Liberal Values Freedom, Equality and Rationality Individual liberty (i. e. freedom of action and freedom form constraint in the pursuit of one’s own needs and interests) Equality of respect for all individuals within the structures and practices of society (i. e. non-discrimination on irrelevant grounds) Consistent rationality (i. e. basing decisions and actions on logically consistent rational justifications) (Halstead in Halsted and Taylor)

Values of Liberal Education Rationality – the development of a rational mind; having good reasons; critical thinking, openness; ‘free critical debate and the critical examination of alternative beliefs’; may construe commitment to rationality too narrowly, emotionally empty, lacking a balanced sense of personhood Personal Autonomy – A person is autonomous, then, to the degree that what he thinks and does in important areas of life cannot be explained without reference to his own activity of mind [, ] to his own choices, deliberations, decisions, reflections, judgements, plannings or reasonings” Equality of Respect – Welcoming of diversity, (Halstead)

A Bit Missing in the Documents and Conversation What is Education? What is the value of education? Schools reflect and influence the values of society What are the prevailing values in society? What are the implications of these values for the conceptions and practice of education? What are the implications for teachers?

R S Peters’s and ‘Education’ Criteria of Education (i) that ‘education implies the transmission of something worth-while to those committed to it; (ii) that ‘education’ must involve knowledge and understanding and some kind of cognitive perspective that is not inert; (iii) that ‘education’ at east rules out some procedures of transmission on the grounds that they lack wittingness and voluntariness on the part of the learner. (Peters, Education, 45)

R S Peters – Education as Initiation The process of education involves two stages. : The first stage is characterized by teachers initiating students into worthwhile forms of thought and awareness, The second stage involves "humans, " old and young, participating in shared learning experiences. F the second stage to be just as important as the first. (Beckett 2011) "teachers" and * "students" become "participants" in "modes of thought and awareness. ‘the process of initiation into. . . modes of thought and awareness is the process of education” ‘The good teacher is the guide who helps others to dispense with his [or her] services. ’ (Peters, Education, 51, 53)

Peters - Teacher as an authority A teacher […] must convey the notion that he is engaged in on an enterprise of the human spirit which is not a matter just of transient titillation […] A sense of curiosity and wonderment must be conveyed about questions which give the activity its point, together with a passion for precision in accepting or rejecting answers to them (259) Students should , as part of their initiation, be encouraged to challenge knowledge and the rationale received from teachers

David Carr ‘education concerns the initiation of human agents into the rational capacities, values and virtues that warrant our ascription to them of the status of persons’ ‘the idea of person […] is more or less that of a bearer of rational and practical capacities , values and traits of character, which are themselves inconceivable apart from complex networks of interpersonal association and/or social institution’ ‘features of human personality, character and value do seem resistant to explanation and understanding in the natural scientific terms of physics, chemistry or biology. ’ (Making Sense 2003, 4 -5)

(Moral) Values Education A minimum conception of morality Morality is, at the very least, the effort to guide one’s conduct by reason—that is, to do what there are the best reasons for doing—while giving equal weight to the interests of each individual affected by one’s decision. (Rachels, 13)

Morality and Reason Consulting reason on matters of morality should help us: Identify alternative options Clarify the grounds (premises) and arguments (logic) for the alternatives Decide between right and wrong, good and bad, just and unjust, better and worse Do the right thing Limits of reason?

Approaches to Values Education Some sources of or factors in early values acquisition, transmission or education Parents, media, peers, playgroups, carers, local community When we encounter people they already tend to have a range of values Role of school/organisation/institution Supplement values already acquired by exposure to other present or possible values and alternatives Promote a set of values or principles Encourage reflection on, making sense of and application of developing values Halstead and Taylor 2000

Curriculum-Oriented Approaches Citizenship – successful? SPHE (Social, Personal and Health Education) Curricular Subjects – History, English, Mod. Languages, Maths, Science, Geography, Expressive Arts, Design and Technology, Physical Education Religious Education

Through School’s Life Ethos? Pupil/employee Involvement Pastoral Care Discipline Procedures Dominant forms of social interaction Anti-Bullying Policies Attitudes and Expectations Anti-Sexist Policies Conflict Resolution Physical Environment Links with broader community Modes of communication Anti-Racist Policies Management Styles Maintaining and Promoting Wellbeing

Through Life of School Example (Teacher/Trainer/Instructor/Coach) Councils/Committees (School/Employee/Task) Rules and Discipline Service

Three Major Methods Character Education Moral Reasoning Caring Relations

Problems Values can be divisive Society impacts on schooling Multiple Identities Familiarity (promoting sameness) – Difference (emphasizing otherness) Value fragmentation

Moral Paradigms Perspective on Values One (Monism) Moral Universalism Religious Monopolism Many (Pluralism) Consensus Pluralism Cultural Relativism

Religious Monopolism Morality directly dependent on belief and must only be taught within the framework of religious studies Only one true faith therefore only one morality See Stephenson et al. Does this offer a paradigm for values in a pluralistic society?

Residual Religious Monopolism Ritual Icon Symbol Impediments to or stimuli for intercultural education? What might be (un)desirable?

Cultural Relativism – Custom Is King When Darius was king, he summoned the Greeks who were with him and asked them for what price they would eat their fathers' dead bodies. They answered that there was no price for which they would do it. [4] Then Darius summoned those Indians who are called Callatiae, 1 who eat their parents, and asked them (the Greeks being present and understanding through interpreters what was said) what would make them willing to burn their fathers at death. The Indians cried aloud, that he should not speak of so horrid an act. So firmly rooted are these beliefs; and it is, I think, rightly said in Pindar's poem that custom is lord of all. http: //www. perseus. tufts. edu/hopper/text? doc=Perseus: abo: tlg, 0016, 001: 3: 38

Cultural Relativism Different cultures have different moral codes If we assume that our ethical ideas will be held by all people at all times we are being naïve Every standard is culture bound Our code is only one among many and has no special status if compared to others

Value pluralism based on cultural relativism The Incommensurability thesis There is no ‘master value’ (ultimate principle informing our choices, i. e. , “the golden rule” don’t do unto others as you would they should do unto you; principle of beneficence and no-harm) In the absence of a master value, values cannot be ranked It makes no sense to compare values No practice is better than others Conflict is unavoidable

Universalism Immanuel Kant 1724 -1804 “Deon” = Duty in Greek Deontic Ethics Rationally informed action We need to consistently respond to a categorical and universal imperative Individuals have a God-given capacity to exercise logic and moral intuition that allows us to deduce several rules from the universal categorical imperative (to do right) We are responsible for our choices; we are moral agents Focus on intention of moral agent rather than on consequences of action Universal principles applicable to all

Moral Universalism affirms the existence of a universal ethic which applies to all people, regardless of culture, race, sex, religion, nationality, sexuality or other distinguishing feature, and all the time. It proposes that the source or justification of this system is variously claimed to be human nature, a shared vulnerability to suffering, the demands of universal reason. Do you find anything problematic with this paradigm? How do we come to know what the universal morals are? The diversity of moral opinions which exists between societies (and even within societies) in the world today suggests that there cannot be a single universal morality.

Consensus Pluralism It arrives to a common ground through a process of negotiation (unlike moral universalism which assumes a pre-existing shared basis). Key features: Negotiation & dialogue Acknowledgement of difference Shared ground as an end point

Consensus Pluralism ‘The aim is to make students aware of the human quest for justifications and able to dialogue with persons of different persuasions without feeling threatened or hostile, while at the same time working with them to make a democratic community function morally. It is clear that, in this model, values education, so-called, is neither religious studies, nor moral education alone, but embraces both. . . It requires the student to develop a critical awareness of the value domain and assume personal responsibility for the values they embrace. ’ (Hill, 1991, p. 2 in Stephenson et al)

Appiah ‘what is required, very often, is not understanding of cultures but respect for identities’ (1996, 74) https: //youtu. be/inyq_tfm 8 jc

Cosmopolitanism implies diversity, plurality and seeks to expand the realm of moral inclusion to include all of humanity. The cosmopolitan challenge is to acknowledge and embrace the reality that individuals have multiple belongings and divided loyalties and that they co-exist with other individuals of different cultures with similarly divided loyalties and complex identities. Source: Thomas, H. (2004, p. 1) available from http: //www. inter-disciplinary. net/at-the-interface/diversity -recognition/interculturalism/project-archives/2 nd/session-2 -cosmopolitanism-diversity-and-hybrids/

Cosmopolitanism Especially with disputes over multiculturalism in educational curricula. . . The cosmopolitan position rejects exclusive attachments to parochial culture. So on the one hand, the cosmopolitan encourages cultural diversity and appreciates a multicultural mélange, and on the other hand, the cosmopolitan rejects a strong nationalism… Source: http: //plato. stanford. edu/entries/cosmopolitanism/

Selected References Gert, Bernard and Gert, Joshua, "The Definition of Morality", The Stanford Encyclopedia of Philosophy (Fall 2017 Edition), Edward N. Zalta (ed. ), URL = https: //plato. stanford. edu/archives/fall 2017/entries/morality-definition/. Halstead, J. Mark and Monica J. Taylor. Values in Education and Education in Values. Abingdon: Routledge Falmer, 1996. Haydon, Graham. Values in Education. London: Continuum, 2007. Rachels. The Elements of Moral Philosophy

Selected Bibliography Appiah, Anthony. Cosmopolitanism. Appiah, Anthony. Experiments in Ethics. Ignatia, Michael. The Ordinary Virtues: Moral Order in a Divided World. Cambridge, Ma, Harvard University Press, 2017.