International Research Handbook on Values Education and Student Wellbeing
Informed by the most up-to-date research from around the world, as well as examples of good practice, this handbook analyzes values education in the context of a range of school-based measures associated with student wellbeing. These include social, emoti
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Terence Lovat · Ron Toomey · Neville Clement Editors
International Research Handbook on Values Education and Student Wellbeing Preface and Introduction: Richard Pring, University of Oxford, UK Chief Reviewer: Nel Noddings, Stanford University, CA, USA
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Editors Prof. Terence Lovat Newcastle University University Drive Callaghan NSW 2308 Australia [email protected]
Prof. Ron Toomey Newcastle University University Drive Callaghan NSW 2308 Australia [email protected]
Neville Clement Newcastle University University Drive Callaghan NSW 2308 Australia [email protected]
ISBN 978-90-481-8674-7 e-ISBN 978-90-481-8675-4 DOI 10.1007/978-90-481-8675-4 Springer Dordrecht Heidelberg London New York Library of Congress Control Number: 2010924808 © Springer Science+Business Media B.V. 2010 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Preface
Values education has been explicit in educational theory from Plato onwards – whether in advocating insight into the ‘form of the good’ (which only a guardian class or Coleridge’s clerisy might attain for the benefit of all) or, according to Aristotle, in arguing for the importance of good habits as an entry to the life of virtue or, according to Dewey, in promoting the social norms which constitute a democratic society. However, ‘values education’ in educational practices has more often than not been addressed only implicitly and therefore too often uncritically. The ‘disapplication’ in England of the arts and humanities from the compulsory curriculum after the age of 14 embodies a particular evaluation of those areas of thinking and feeling as a source of values; the promotion of the newly arrived subject of ‘enterprise’ does itself imply a shift in our received list of approved virtues; the direction of students through either academic or vocational pathways reflects the dominant values that are meant to shape the learning of the higher attainers. It is only comparatively recently that the teaching of values has become widespread as an explicit focus of curriculum thinking and practising. In the last 50 years or so, prompted particularly by the work of Lawrence Kohlberg at the Centre for Moral Development at Harvard University (Kohlberg, 1976), by the Raths, Harmin, and Simon (1966) and Simon, Kirschenbaum, and Howe (1972) advocacy of ‘values clarification’ and, indeed, in the UK by the work of Wilson, Williams, and Sugarman (1967) of the Farmington Trust, the importance of teaching values has been seen to be paramount. Eighty percent of the States in the USA now have mandates regarding the tea
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