GOOD PRACTICE IN VALUES EDUCATION Presented by Judith D Chapman, Professor of Education, Australian Catholic University Values in Action Schools Project Briefing,10 December, 2008

The New Education Agenda A new agenda brings education, economic and social policy together around two guiding principles: to tackle the social exclusion of individuals and communities; and to invest in human capital of all people Commonwealth Government announces commitment and support for ongoing work on “Values in Action” December Melbourne Declaration on Educational Goals for Young Australians further embeds values education into national curriculum

What Has Come before? Education - Always Value Laden What Has Come before? Education - Always Value Laden Education involves imparting values to others (implicitly or explicitly) All decisions in a school depend on some framework of values

National Values Education Framework (2005) Made matters concerned with values in education explicit and overt Promoted a range of projects, programs and activities Fostered a diversity in approaches

Implementing the National Framework Values Education initiatives : School forums Partnership projects Resources National Forums Good Practice Schools Project 1 and 2

Values Education Good Practice Schools Project – Stages 1 and 2 Provided a process for cultural and attitudinal change by embedding reform in actions of a range of stakeholders Provided a multi-agency vehicle for reform Enabled capacity building Provided for shared and dispersed leadership Action research from ground up

Different Approaches Emphasis on democratic education, citizenship and cultivation of democratic virtues Emphasis of religious, faith based, ethical and social teaching Emphasis on developing character e.g. honesty, integrity Emphasis on developing the individual’s ability to think and act morally and to make rational decisions

“VALUES EDUCATION HAS PROVIDED A JOYFUL CELEBRATION OF LIFE AND WHO WE ARE” Participant at National Values Forum, Canberra 2008

Some Key Messages Values education is a whole of curriculum concept Modelling is an integral component of good practice Values should be explicitly articulated and explicitly taught Sustained and targeted professional learning is crucial

Key Messages Students are located at the centre of learning Values education enhances student agency It is at the creative centre that young people learn best Values education provides a common ground for social inclusion

Challenges for all Partners Challenges for all Partners To engage with the difficult issues in values education and formation To articulate an educational vision that will dignify and transform lives--- and to put it into effect

Good Practice Establishes a shared values language across the school Explicitly teaches and models values Uses a range of learning strategies Enhances student agency Develops approaches relevant to the local context Gathers data for continuous improvement

Some Successful Pedagogies Socratic circles Philosophy in the classroom Student Action Teams Student mentoring Service learning

An Exemplar The Melbourne Inter-Faith and Intercultural Cluster of the Values Education Good Practice Schools Project The National Values Framework for Australian Schools identifies nine values for Australian schooling: Integrity; Freedom; Responsibility; Respect; Doing Your Best; Honesty and Trustworthiness; Fair Go; Care and Compassion; Understanding; Tolerance and Inclusion. Five secondary schools comprise the Melbourne Interfaith and Intercultural Cluster Main objective to provide opportunities for young people from different schools, cultures and faith traditions to come together and discuss issues such as values, national identity, social cohesion, and citizenship. Methods include use of Socratic Circles, art and drama

The Melbourne Interfaith and Intercultural Cluster Aims clearly articulated and widely shared. Leadership by cluster co-ordinator- imaginative, purposeful, committed. Operation of cluster benefited from energy, creativity and good will from school co-ordinators. Students - enthusiastic and engaged. Cluster’s work at cutting edge of educational reform and societal change.

What is Missing From our Knowledge to Date? What is Missing From our Knowledge to Date? How are we preparing young people for recognizing, understanding and handling values issues that are complex and difficult in Australia’s changing society? How are we preparing young people for dealing rationally with clashes of values? How would we know when they are doing so successfully?

What is the role of criticism in values education? Is there a place for non- conformity? How can we best encourage the growth of moral autonomy, respect for others and consideration of other people’s interests and welfare among people at every age?

… and Other Gaps? … and Other Gaps? How are we preparing all teachers to be values educators? How do we more effectively engage parents and communities in the values education partnership? How do we address values education in non- mainstream school contexts? How do we report meaningfully on values learning outcomes?

Good Cluster Work Good Cluster Work Begin with these questions: What is your vision for providing an education informed by and embedded in values? How do you justify it? How do you propose to achieve it? How will you know if you have succeeded – or failed?

Continually Monitor Progress Maintain the altruism, focus and purpose of your work Build upon link between quality teaching, learning achievement and a child’s sense of meaning, purpose and value Consolidate and disseminate good practice, develop artifacts of your project, celebrate success

Build upon Evidence from First Two Stages of the Values Project A Concern for Values A Concern for Values: Builds relationships of care and trust in a school Provides the social glue for whole school change Is transformational especially in regard to the relational aspect of learning and schooling Confirms the importance of a child’s social, emotional, their “inner life”, their resilience and sense of well–being.

Integrate Values into New National Priorities Social inclusion Maximizing student opportunity Overcoming disadvantage Giving voice to Australia’s youth

Connect to International Reform Efforts Service learning Student well being Human rights education Learning centred leadership

Concluding Comments In a changing Australia there is a collective challenge to help students to find meaning, purpose and value in their lives. Values education can help us on the path to respond to some of our young peoples’ deepest needs. It has given some young people the opportunity to examine their lives, to consider what is important, how they relate to others, how to exercise ethical judgement, to accept responsibility.

We need to clarify our values and get our values right if we are to face the most important issues of our time. Social inclusion, overcoming disadvantage, the needs of indigenous people. We need to match our educational priorities and values with what we believe about a just society. To face the challenges of our time we need courage and altruism and underpinning these qualities are values.

Acknowledgements Adam Staples assisted in the preparation of this presentation. Art work has been completed by students of the Melbourne Interfaith and Intercultural Cluster and photographs are from the Manningham Cluster of the Values Education Good School Practice Project.