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Essay on The Purpose of Values Education in Schools Today - 1681 Words

The Purpose of Values Education in Schools Today

purpose of values education in schools today

Values are core traits and qualities that represent an individual’s beliefs and guiding principles, which form the foundation of who we are. Values of people in society differ from one another due to the culture, upbringing, religious beliefs and many other experiences that shape each and every human being. Primarily, values are fundamentally taught at a young age, these values are predominantly learnt from family and friends, the community and through education. Therefore, schools and teachers have the opportunity to input into children positive and worthwhile values, to help build and strengthen personal and social skills and responsibilities. (Chilana, Dewan 1998, p 65) This paper outlines key aspects about core values in education today. Values can be looked upon and read in many different ways and can interpret many different meanings to an individual. This then can be seen as a global issue towards the teaching and learning styles of each teacher. Issues and key ideas are addressed from local, national and international examples of values framework in order to come to a conclusion as to what is a balanced way of teaching values education in schools today.

Theodore Roosevelt was the 26th President of the United Sates who once said, “To educate a man in mind and not in morals is to educate a menace to society.”(National Framework for Values Education in Australian Schools, 2005 p. 1) In believing in this statement, wouldn’t it be true to say that values should be the driving force in shaping the curriculum. The Curriculum Framework for Kindergarten to Year 12 Education in Western Australia states, “In recognition that values underpin and shape the curriculum, the Curriculum Council has determined that core shared values should be explicitly articulated within the Curriculum Framework.” (Curriculum Council of WA, 1998, P. 324) The Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) supports values education and “acknowledges that education is as much about building character as it is about equipping students with specific skills.” I would like to point out in the acknowledgment that MCEETYA acknowledges that education is as much about building character, ‘as much’ is then lead to believe that values, morals and character building is an essential ingredient in the developmental and educational needs of a student.

The purpose then of values education in schools today is to provide students with a foundational understanding of what is right and wrong reflecting on this personally and or culturally seen throughout each learning area and therefore throughout the curriculum. The universal problem, however, that commonly arises with vales education is the selection of what values are the correct values to be taught, reinforced or not noted as of high priority. We will begin by analysing the Australian Values now currently taught in education and discuss what differences and points of agreements can be seen with a haphazard selection of 2 values.

In 2005 endorsed by MCEETYA, nine values were nominated for the Values Education in Australian Schools. These values include; 1. Care and compassion: Care for self and others
2. Doing your best: Seek to accomplish something worthy and admirable, try hard, pursue excellence 3. Fair go: Pursue and protect the common good where all people are treated fairly for a just society 4. Freedom: Enjoy all the rights and privileges of Australian citizenship, free from unnecessary interference or control, and stand up for the rights of others 5. Honesty and trustworthiness: Be honest, sincere and seek the truth 6. Integrity: Act in accordance with principles of moral and ethical conduct, and ensure consistency between words and deeds 7. Respect: Treat others with consideration and regard, and respect another person’s point of view 8. Responsibility: Be accountable for one’s own actions, resolve.

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The Purpose of Education I believe education have encompass a spirituality as well as that passion to become that educator to become an effective teacher in the classroom and in the community.The passion for teaching exists because of the many experiences I encountered as a young girl. One lasting experience that remained with me, was the fact that many of my teachers were able to motivate me and allow me to reach my potential. So because of this experience, I also want to be able to reach my student because of this experience, I also want to be able to reachmy students academically, emotionally and spiritually. Another reason for my love teaching is because I come from a history of educators who have shared multiple rewarding experience of teaching profession. Recognizing my passion for teaching and the need to grow as an educator motivated me to enrol in this Bachelor’s Primary Education . The need to give back to my community has empowered me to rise regardless of the challenges, as Addison (1672-1719) stated, “What sculpture is to a block of marble, education is to the human soul”. Another belief I have as an educator. that we are actors and we must establish meaningful learning by motivating and capturing our students’ interest. This will definitely allow students to bring their own stories, experiences and ideas to the classroom. As teachers we must also provide students with the opportunities.

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Brianon Gammone Student number: 20134571 Science 1 in the Early Years Assessment: Item 1- Views of teaching and promoting science of young learners Introduction The pedagogy of play can be hard to understand and part of the reason for this is it’s so difficult to explain how children learn by play because play isn’t simply; it is complex. Each child begins their early childhood education with a set of skills and prior knowledge that is influenced by their family, culture and past experiences (Fellows &Oakley, 2010). The past knowledge should become the foundation for developing an understanding of scientific concepts (Duschl, Schweingruber & Shouse, 2007). Children are naturally inquisitive, creative and aware of the world around them (Campbell & Jobling, 2012). Play is an important development tool and an effective way to teach children scientific concepts while using their prior knowledge (Preston, Mules, Baker & Frost, 2007). Learning science through play shows children that science is useful and enjoyable and is a significant aspect of the real world (Bulunuz, 2013). This essay will review teaching science through play, theorists who support play and the way in which the Australian curriculum and EYLF support play pedagogy. Science and Play Play pedagogy is a context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations. Research shows.

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FINAL DRAFT PURPOSE OF EDUCATION It is very easy to take education for granted and overlook how significant it is in life and the impact it has on people the world and the future. Children go to school everyday not realizing that this place really serves a purpose in their life and future. In order for education to really matter and make a difference, it must provide a nurturing supportive environment that gives cultivates ideas, build on passions and develop individual skills. For this to happen, schools must challenge for students to grow intellectually and socially to prosper in the future, teach common morals and human values . The first and foremost purpose of education is to give everyone an opportunity as a means to succeed in life by providing the perfect place for critical thinking and for personal opinions to develop. As Emerson puts it “every young man is born with some determination in his nature and is a potential genius” (a). Education is a way of enlightening the thought of an individual a way of fostering that inner genius in everybody. It is to create a spark and create the sense of realization about the purpose of life, world and the universe. By having the skill of critical thinking, people will be able to do things with logic and reason why the other things are illogical. It should.

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The Purposes of Education 1 Discussion Paper Abstract This paper was written to open up debate and engage the Queensland community in a conversation of fundamental significance to Queensland’s future. Included in the consultation process were parent and teacher organisations; business, union and community leaders; academics working in the field of education ; education officials and people within the Queensland Government with an interest in or responsibility for educational matters. Consultation Paper: The Purposes of Education The Purposes of Education A research project commissioned by Education Queensland as a contribution to the development of Queensland State Education . 2010 Consultation Paper Prepared to assist consultations with the Queensland community Kaye Schofield May 1999 Setting out, clearly articulating or changing the aims of education are three of the most fundamental changes that could be made to any education system. There is, therefore, a great temptation on the part of politicians and indeed of society as a whole to avoid or to put off such a discussion. Christopher Winch, Quality and Education . 1996 31 May, 1999 2 Consultation Paper: The Purposes of Education Background to this project Education Queensland has commenced a.

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The education system today is a system that is solely based on a teacher-student relationship. In today's system, it's more "schooling" than educating. Teachers teach and students learn because they are taught that teachers are always right. Students are taught not to question, and not to challenge the system. Paulo Freire in Pedagogy of the Oppressed goes into much detail about some of the challenges that the system of education faces. Some challenges that the education faces are concepts of, Fear of Freedom, Oppressed versus the Oppressor, and Culture of Silence. In the system of education . there is a fear of freedom, where the educators are afraid to challenge the curriculum of those in higher authority in the fear of losing their careers; they teach what they are told to teach their students. Some educators want to challenge the system but if the majority do not act along with them, how can they challenge and change the ways of teaching. They have to follow the instructions of the administrators. Any act that is of their own can jeopardize their career. Freire also talks about the Fear of Freedom (46). He states that because there is no sense of freedom teachers become oppressed. He says that, "freedom is acquired by conquest not by gift. (47)" They do not attempt to challenge the status quo. This concept is the Freirean Flip. The concept of the Freirean Flip is ironic because the oppressed.

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The purpose of this school study is to show the philosophical, historical, and sociological theory/perspective I observed in The Lion of Judah Christian Academy. I start my day by walking into a school full of school spirit and pride. The environment is rich and full of life; the students are encouraged to engage their abilities to the greatest extent possible, by taking risk and building knowledge and skill in a safe, flexible environment. The students engage in the school pledge in response to the Director of the school Ms. Weston in this manner … Ms. Weston: “What school do you go to? Students: “The Lion of Judah Christian Academy”. Ms. Weston: “What are you destined to do”? Student: “To make an impact wherever we go.” Ms. Weston: “How do you make an impact?” Students: “With God as our guide, knowledge as our stride and confidence as our pride, we are destined to be achievers, we said it, and we believe it and it is so! The Lion of Judah Christian Academy is open from 7:30am – 6:00pm and it is located in the Bronx, NY. LOJCA was birth out of the educational experiences of its founder Monique Weston. She desires to establish a school in which quality education is the forefront of teaching and learning. LOJCA is a place where, educational experience is the driving force in which all students are motivated. LOJCA exists to.

2059 Words | 5 Pages

Travolta Earl Sullivan Writing 121 28 February 2013 The Right Path When I first started school I did not understand the purpose of my education . I saw it as another thing I was forced to do. All children are forced to go to school and I think that because we have no choice our childhood image of education ends up blurry. Generally when people are forced to do something against their will they develop a lack of motivation for the activity. I think this explains why many kids in elementary schools have decided that school is a waste of time and that they don’t enjoy it. Since children are required to attend school up until age 16 in the U.S. many kids don’t realize how lucky they are to be participating in a free education . Young people in other parts of the Earth have to pay thousands of dollars if they want to become educated. These people pay for their education because they understand how much it can positively benefit their lives. I wish I had learned earlier that education is the most important tool for survival. In Earl Shorris’ article entitled “In the Hands of the Restless Poor” he explains that rich people have been educated by the humanities and the poor people in his class weren’t. Shorris believes that with education in the humanities the students in his class will begin to understand.

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Health Education in Schools By Paul Favors, eHow Contributor I want to do this! What's This? Health education is the formal inclusion of the principles of wellness in the curriculum of a particular educational institution. Among the concepts taught to students are information on illness and their prevention, substance abuse and sexual relations. The ultimate purpose of health education is to allow students to have an understanding of their bodies and develop beliefs related to health. Facts Health education is formally included in the curriculum of some schools . A comprehensive program includes teachings that range from emotional to physical health. Self-esteem and the functions of the human body are also discussed. While the program covers specific aspects such as different kinds of illnesses and their treatments, it also attempts to form values related to health such as improving body image. Often, health issues relevant to the particular grade level are discussed. For example, high school students are taught about the substance abuse and pregnancy. Its goal is not just to disseminate information but also to allow students to develop attitudes and beliefs on health. Importance Health education is a significant addition to the curricula of schools because health is a source of major concern. The existence of.

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Equality in Today - s Schools

Equality in Today's Schools

December 18, 2000

In this class, we have struggled to evaluate the current educational system in order to determine if significant social issues, including increasing regional poverty, and declining literacy rates in specific urban regions are related to economic differentiations in the education system. Because of recent studies, some have considered the issue of educational funding allotments in order to determine a system that provides greater equity between socioeconomically disadvantaged inner-city schools and wealthier suburban, middle class schools. This funding issue has been addressed a number of times. It has been recognized that the foundation for the necessary funding changes have stemmed from the recognition that school funding differences relate directly to sociological issues, including the creation of a cycle of poverty and illiteracy in under funded urban settings.

One of the most significant issues raised in public education in recent years is the radical difference that exists in funding levels between wealth and poor school districts (Zuckman 749). Many states have allotted educational funding related to tax revenues, and this has determined a higher level of educational spending in wealthy neighborhoods and a much lower level of spending for inner-city poor and rural poor communities (Zuckman 749). Because of this focus, a number of states have considered and implemented plans for the equalization of school funding, but this has not come without considerable opposition (Zuckman 749). Though individuals in low-income neighborhoods areas have defined this equalization as a positive process for improving urban schools, wealthier suburban populations have complained that this will take away funding necessary to maintain programs that are already in place (Zuckman 749).

In class, we have argued that the differences in these educational settings have had a direct impact on the outcomes for students. Because a positive educational setting is a direct indicator of the capacity of a person to develop into a productive citizen, it has been determined that only with sufficient funding can public schools offer the educational process necessary to determine positive outcomes. Funding for elementary schools and public schools in general, is shifting from the federal level, to the state, county and city level, resulting in a need to consider the process by which funds are directed and integrated into public education.

The complications with this shift in funding are defined as: "A fundamental trade-off between equity and efficiency objectives in the provision of public education [that] underlies the political tensions inherent in altering school funding responsibilities" (Duncombe and Johnston 145). Unfortunately, money determines political action in America, and politicians fight hard at both the local and national level for the increasingly scarce education dollars. Unfortunately, poverty seems to be breed societal problems, and the children and public schools of these poor districts need this education funding in order to break this cycle of poverty and societal problems.

In order to understand the basic social issues that stem from this perspective, it is necessary to consider the foundations of education and the need for an integrated view of the social structure of schools to find a direction for change. According to Griffith (53), the most important relationships within the educational design are "relations among school structure, school population composition, parent involvement, and parent perceptions of school safety, school climate, the school facility, the helpfulness of school staff, the academic instruction, teacher-student relationships, and student recognition" (53). As a result, the call for change requires acknowledgment of the basic perceptions of a variety of individuals in order to reflect the greatest complicity in implementing possible funding or educational changes. Political influences have struggled to find a means of providing equity and adequacy in their educational settings, a process that has determined the need for effective school funding formulas to reduce the level of inequity between low-income and wealthy school districts.

Often in poor areas, schools do not get as much money per student as in areas that are more affluent because funding is based on the area's tax base. Simply put, because poor residents pay less in taxes because of their lower incomes, they get less in social services, including the social service that is public education. Socioeconomically disadvantaged students and those who come from school districts of lower income status populations, struggle for financial equity in the education. A number of schools allocate additional education funding based on taxpayer dollars by regions, additional financial support often encourages the discrepancies between school programs in relatively poor neighborhoods, towns or cities when compared to their wealthier counterparts.

Kozol, in New York in the Bronx's school district 10, illustrates an example of inequality due to political influences. Kozol describes the Riverdale section of District 10 as white and upper middle class, whereas, other areas in this district are non-white and very poor. Kozol portrays many differences between these schools such as overcrowding, lack of textbooks, inadequate staff and crumbling buildings. He reports that these problems do not exist in the Riverdale section and comments on how the superintendent of District 10 is influenced by the Riverdale section and comments on how the superintendent of District 10 is influenced by the Riverdale section. "Local board decided to give each elementary school an equal number of computers, even thought the schools in Riverdale had smaller classes and far fewer students" (Kozol 84) Kozol makes it evident that politics plays an important role in how schools are funded and how money is not often spent equally between the suburban and urban schools. It also becomes apparent that poor children have little choice in the types of classes they attend and that their future is dependent upon government policies.

It has been recognized that the quality of education and the level of interactive structure that encourages educational achievement is often linked to educational perspectives, and that limited education dollars often sparks debate regarding the educational focus of the community. This is mentioned because a number of studies have suggested that improvements in student outcomes can often be improved through the application of instructional

Parents today are more involved in their children s education than were parents in the past

Parents today are more involved in their children's education than were parents in the past.

Submitted by OrAnOr on Sun, 09/27/2015 - 06:25

We are living in a new era of our society where everything is so different from the past due to the impact of technology and social progress. And education is also among the things that have been changed in term of quality and quantity. And some people point out that parents today are more involved in their children's education. Personally speaking, I disagree with this statement and I will elaborate my reasons in this essay.

First of all, due to the past pace of contemporary society, adults, such as our parents, are much more busier than before. A person with a job typically has to spend a great part of his daytime working, leaving only a relatively small fraction of time to be managed himself. What's more, after a day of work, he may have to handle some other issues apart from his children's education, such as hanging out with his friends or shopping with his wife. Because of all these things, parents today can't focus as much efforts as before to play a more important role in their children's study. For example. My father is an hardworking businessman. Although he wants to pay more attention to my education. but he simply can't because he need to invest a lot of time on making money so that our family will be able to live a better life.

Secondly, the materials that are taught in schools are much more complicated than before, which means parents can't help much with the homework of their children. After leaving schools for such long time, parents may be able to handle some problems of the homework from primary school, but as their children grow up the problem are getting harder every year. For instance, I used to ask my parents for help when I ran into trouble with my homework, especially math. At first they were able to help me out when I was in primary school. Then after I go to high school, asking them for help is impossible because they have forgotten the knowledge almost completely.

In a nutshell, because people are busier than before and the materials of the schools are getting harder, parents today are less involved in their children's education.

are much more busier than
are much more busy than
are much busier than

Although he wants to pay more attention to my education. but he simply can't
Description: don't put 'although' 'but' in one sentence.

for such long time,
for such a long time,

Duplicated content between the argument and the example, look:

Secondly, the materials that are taught in schools are much more complicated than before, which means parents can't help much with the homework of their children. After leaving schools for such long time, parents may be able to handle some problems of the homework from primary school, but as their children grow up the problem are getting harder every year.

For instance, I used to ask my parents for help when I ran into trouble with my homework, especially math. At first they were able to help me out when I was in primary school. Then after I go to high school, asking them for help is impossible because they have forgotten the knowledge almost completely.

You may remove the example from 'For instance. ', and put more arguments. The second paragraph has his issue too.

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