Teachers and Moral Values

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1 Teachers and Moral Values Consequences for teachers role and teacher education Wiel Veugelers University of Humanistic Studies Utrecht University of Amsterdam Santiago, November 2013

2 Education and Humanism University of Humanistic Studies Education from a Humanist perspective - Autonomy - Humanity / Social concern

3 The Moral Craft of Teaching Social-constructivist view on learning Own knowledge and values construction by learner: in dialogue, using resources and building on own experience and concepts Teachers stimulate values, not transfer Value stimulation teachers value development students

4 In this lecture Three studies - Teachers and values - Pedagogical and citizenship education - The moral and the political in global citizenship Setting an agenda for more critical democracy in schools and teacher education

5 How teachers work with values: conceptual differences A. The teacher tries not to express his/her own values B. The teacher makes explicit which values he/she finds important C. The teacher stresses differences in values without expressing the values he/she finds important D. The teacher indicates differences in values, but also expresses the own values he/she finds important Educational Review 2000

6 Teachers strategy Interviews with teachers secondary education They usually start by using strategy A not expressing their own values, then strategy C stressing differences in values without expressing the values they find important and end with strategy D- the values they find important. So teachers indicates differences in values, but also express the values he or she finds important.

7 Students preference on teachers practice 118 students of secondary schools ranked their preference Preference (D) - The teacher indicates differences in values, but also expresses the values he/she finds important. (3.48 of 4) Second (C) - The teacher stresses differences in values without expressing the own values he/she finds important (3.24 of 4) Third (A) The teacher tries not to express his/her own values (1.70 of 4) Don t like (B) - The teacher makes explicit which values he/she finds important (1.62)

8 Students view on the teachers practice Mostly (D) - The teacher indicates differences in values, but also expresses the own values he/she finds important. (3.45 of 4) Often (C) - The teacher stresses differences in values without expressing the values he/she finds important (2. 74 of 4) Sometimes (B) - The teacher makes explicit which values he/she finds important (2.28) Hardly ever (A) - The teacher tries not to express his/her own values (1.62 of 4) So students like more differences and less own values teachers

9 Research on Moral Development and Citizenship: Pedagogical Goals 1. Discipline to follow norms, to listen, to behave, to respect elder people (Durkheim, Lickona) 2. Autonomy to take care of yourself, to take responsibility, to think critically, to make own choices (Kohlberg, Giddens) 3. Social Concern empathy, care, helping other people, caring for public domain (Rawls/Kohlberg, Noddings) (Social justice, Freire, Westheimer) Compare, 2007

10 Types of Citizenship Discipline Autonomy Social Adapted X - x Individualistic x X - Critical- Democratic - x X Quantitative and qualitative data Cambridge Journal Of Education, 2008

11 Types of citizenship and educational practice Adapted: fixed values, transmission of values, focus on norms, teacher-directed Individualistic: autonomy, values are personal choice, technical, independent learning Critical-democratic: combining autonomy and social concern; joint deliberation of values, cooperative and inquiry-oriented teaching Curriculum and Teaching, 2006

12 Global Citizenship: different ideas Cosmopolitan citizenship. Refers to moral values like openness, enhancing human capabilities and responsibility (Nussbaum, 1996; Hansen, 2008). A more liberal and market oriented concept of openness (Soros, 2006). A more political concept of social change (Mouffe, 2005; Thayer-Bacon, 2007). Globalization, societies, and education, 2011

13 Framework Global Citizenship 1. Open global citizenship a. Knowledge about other cultures b. Open attitude to the world and new experiences 2. Moral global citizenship c. Valuing differences between individuals and groups d. Stimulating possibilities for human development e. Taking responsibility for the world and humanity f. Global and local component 3. Social political global citizenship g. More equal social and political power relations

14 The practice of teachers (interviews) Teachers are aware of the fact that moral values are always embedded in social and political relations, But teachers are reluctant to focus explicitly on political values and in particular on more transformative ideas. How should we think about this?

15 Desirable pedagogical strategy within contemporary society in formal education: 1. Strong focus on different perspectives. 2. Showing that the political is one of the alternatives. 3. Focusing on moral values embedded in social and political power relations. Without taking a strong political stance 4. Stimulating openness and valuing diversity 5. Care about the world, humanity and democracy 6. Showing own values, I hope social justice

16 Towards a more Critical Democracy in Education 1. Democratic and Humanist Education 2. Student participation/empowerment/voice 3. Social Justice oriented 4. Stimulating diversity and different perspectives 5. Reflection and dialogue on values in the curriculum and school culture 6. Linking with society, getting involved 7. Democratic teachers culture and leadership

17 How Educational Ideologies are Shaping Global Society (Spring 2004) 1. Nationalist Education National Language, Culture and History. Nation Building 2. Schooling Workers for a Global Free Market International Standards, Neo-liberal Market Orientation, Technology 3. Globalizing Morality: Human Rights Education and Environmental Ethics Cultural Diversity, Democracy, Sustainability Each country has specific mix of educational ideologies In Netherlands 2 > 1 > 3 Dominance of neo-liberal agenda

18 Setting an agenda for critical-democratic citizenship education teachers, schools and universities

19 Teacher Education and Moral Values Just Practice Reflection Reflection with values Action with reflection Action with reflection and values Action with reflection and social justice as moral criteria International Encyclopedia of Education, 2010

20 Developing a Pedagogical vision 1. Teachers should develop a pedagogical vision on the kind of intellectual and citizen they want to educate. Teachers can make choices in goals and practices. 2. This requires an analysis of the refraction of international developments in the own national policy and educational discourses. This analysis can show possibilities and constraints. 3. It implies a dialogue with stakeholders in the schools and in society. A permanent dialogue in the political, civic, and civil domains of citizenship.

21 Type of citizenship 1. Teachers can make choices in the type of citizenship. - They can focus strongly on adaptation, on autonomy, or on social concern and social justice. - On a adapted type of citizenship, an individualistic type, or a critical-democratic type. 2. Teachers should take care of the more political and psychological dimensions of citizenship like: - an understanding of democracy and diversity - internal and external efficacy - commitment, connection and engagement - willingness to transform - dialogue and empathy

22 Educational practice 1. These ideas about a more critical-democratic type, asked for transformative educational practices. Transformative in the curriculum, in learning activities, and in teachers role. 2. Such an educational citizenship education asks for a multidisciplinary and interdisciplinary practice in which the specific academic discipline is linked with social sciences, philosophy, and history. 3. Teachers should be aware of their moral role and their normative professionalism.

23 Learning processes 1. Linking student learning in and out of the universities. - Organise learning experiences outside the institute, like in internships, in community projects and in-service learning. 2. The narrative learning processes involved in citizenship development implies that the pedagogical goals are oriented to attitude and identity development and engagement. 3. Dialogical, reflexive, and democratic learning processes are needed for to critical-democratic citizenship development

24 Challenging Students identity Development Reflective Learning responsibility articulating own values (moral criteria) inquiring own identity development regulating and taking Dialogical Learning communicate in an open way analyze and compare different perspectives analyze social, cultural and political power relations Democratic Learning concern for others and appreciation of diversity openness to jointly building norms stand for your own autonomy involvement in enlarging humanity and social justice oriented democracy

25 Book Education and Humanism, (ed.), (2011).

MORAL VALUES IN TEACHER EDUCATION

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