1/16/2016 UNESCO|TeachingandLearningforaSustainableFuture|Module22:Valueseducation

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1/16/2016 UNESCO|TeachingandLearningforaSustainableFuture|Module22:Valueseducation

Storytelling
Valueseducation
Enquirylearning
Appropriateassessment
FutureProblemSolving
Learningoutsidetheclassroom
CommunityProblemSolving

Valueseducation
Introduction
Activity1
Activity2
Activity3
Reflection

Valueseducationstrategies
Beginbyopeningyourlearningjournalforthisactivity.

Manyofthesocial,economicandenvironmentalissuesthatmustbeexploredwhenteachingaboutsustainablefuturescanbecontroversial.
Thisisbecausetheseissuesreflectcontrastingvaluesandoftencausedisputesandcontroversyinthecommunity.Thiscansometimesplace
teachersinadifficultsituation.

However,tochoosetoignoresuchissuesjustbecausetheyarecontroversialwouldbeunprofessional.AsDavidOrrhaswritten:

Thecrisisofsustainability,thefitbetweenhumanityanditshabitat,ismanifestinvaryingwaysanddegreeseverywhereon
Earth.ItisnotonlyapermanentfeatureonthepublicagendaforallpracticalpurposesitistheagendaSustainabilityis
aboutthetermsandconditionsofhumansurvival,andyetwestilleducateatalllevelsasifnosuchcrisisexisted

Source:Orr,D.(1992)EcologicalLiteracy:EducationandtheTransitiontoaPostmodernWorld,StateUniversityofNewYorkPress,
Albany,pp.83,145.

PrinciplesforTeachingaboutValuesLadenIssues
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Thechallengeforteachersistodevelopprinciplesfordealingwithvaluesladenissuesinaprofessionalandethicalway.Suchprinciples
wouldacknowledgethatavoidingvaluesandcontroversywhenteachingaboutsustainabilityisneitherdesirablenorpossible.Theywould
alsoprovideguidanceforadoptingapositiveandoptimisticapproachtoteachingcontroversialissueswithanemphasisontheuseofcritical
thinkingskills.

Identifytheprinciplesthatyoufollowwhenteachingaboutvalueladenissues,andcomparethemwiththerankingsgiventotheseprinciples
byotherteachers.

Q7:Whenyouhavefinishedthisinteractionanswerthefollowingquestions:

Howdoyourrankingsdifferfromtheaverageoftheotherteachers?
Arethedifferencesofanysignificance?
Dotheyrelatetoyourpersonalphilosophyofteachingor,perhaps,tothecontextsinwhichyouteach?
Arethereanyprinciplesthatyoumightwanttopushupyourrankingasaresultofseeingwhatotherteachersthink?Whichone(s)?
Why?

ApplyingValuesEducationPrinciples
Severaltechniquesforteachingaboutvalueladenissueshavebeendeveloped.Twoimportantonesarevaluesclarificationandvalues
analysis.Thisactivityprovidespracticeinthesetechniquesandideasforusingtheminyourteaching.

ValuesClarification
Valuesguideourdecisionsastowhatisgood,trueandright.Thus,theydependasmuchonourfeelingsasonourthoughts.

Valuesclarificationisatechniqueforencouragingstudentstorelatetheirthoughtsandtheirfeelingsandthusenrichtheirawarenessoftheir
ownvalues.

Thisactivityillustratesonevaluesclarificationstrategyavaluesgrid.

AValuesGrid

Avaluesgridhelpsstudentsclarifythedegreeofcommitmenttheyfeeltodifferentissues.

Q8:Topractisethisvaluesclarificationtechnique,beginbymakingalistofthreeissuesorquestionsthatareofconcerntoyou.

Examplescouldbe:

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1/16/2016 UNESCO|TeachingandLearningforaSustainableFuture|Module22:Valueseducation

Shouldtheparklandclosetothecentreofthecityberedevelopedtohouselandlesspeoplefromnearbyruralareas?
Shouldgirlsreceiveequaleducationalopportunitiestoboys?
Towhatextentshouldgovernmentsgivefinancialincentivestooverseascompaniestoencouragethemtoinvestinlocalindustries?

Q9:Howstronglyareyoucommittedtoresolvingtheseissues?Completethetableinyourlearningjournaltodescribetheextentofyour
commitment.

ValuesAnalysis
Wherevaluesclarificationguidesreflectiononpersonalmoraldilemmas,valuesanalysisiscommonlyusedwithsocialissuesthatinvolve
manypeopleandviewpoints.

Thus,valuesanalysisisawayofhelpingstudentsexamineotherpeoplesvaluesaswellastheirown.Itrequirestheuseoflogicalthinking
skillstoanalysedifferentviewpointsaboutanissue.

AcasestudyofaproposaltodevelopacoppermineonasmallislandintheSouthPacificisusedtoillustratehowvaluesanalysisenables
studentstoreviewthepositionsheldbyvariousstakeholdersinacontroversialissue.

Therearefourstepsinvaluesanalysis:

1. Analysingtheissue
2. Assessingconsequencesforstakeholders
3. Analysingstakeholdersperspectives
4. Makingadecision

AnalysingtheIssue

Q10:ReadthebackgroundinformationontheproposedIsomanmineandanswerthefollowingquestions.

WhatarethepotentialproductsoftheIsomanmine?
Whatweretheresultsofthefeasibilitystudy?
Identifysomeofthegroupsofpeopleinterestedin,oraffectedby,thedevelopmentofthemine.

Seeasamplelistofgroups(stakeholders).

AssessingConsequencesforStakeholders

Readasummaryofnewspaperreportsontheresponsesofsomestakeholderstotheproposedmine.
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Q11:ComparethesituationsintheIsomanandTarangamines.

AnalysingStakeholdersPerspectives

Issuesarisewhendifferentpeoplehavereasonedbutopposingviewsaboutthesamematter.Itcanhelptheresolutionofanissueifa
carefulanalysisismadeofstakeholdersopinions.

Q12a:Summarisetheviewpointsofthefollowingthreestakeholders:

TheMinisterforMineralsandEnergy
Isomanlandowners
TheEnvironwatchconservationgroup

Q12b:Summarisetheviewsoftheremaininggroupsofstakeholders.

Seeasummaryofstakeholdersperspectives.

MakingaDecision

ImagineyouaretheMinisterforMineralsandEnergy,andyouhaveafirmcommitmenttothevaluesofsustainability:peaceandequity,
appropriatedevelopment,democracyandconservation.

Whileyouneedtoconsidertheviewsofallstakeholders,youshouldrememberthatnotallofthestakeholdersareequallypowerful.Which
stakeholdersarethemostinfluential?Why?Whichstakeholdersmighthavedifficultycommunicatingtheirviewstoyou?Why?Whatcould
youdotoencouragewideparticipationindecisionmaking?

Willyouallowtheminetobedevelopedornot?

Q13:Writethetextofthespeechyouwillmakeinparliamenttoannounceyourdecisionontheissue.

Makesurethatyourspeechsummarisestheadvantagesanddisadvantagesoftheoptionsyouareconsideringandthekeyreasonsforyour
decision.

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1/16/2016 UNESCO|TeachingandLearningforaSustainableFuture|Module22:Valueseducation

UNDecadeofEducationforSustainableDevelopment
TheaimoftheUnitedNationsDecadeofEducationforSustainableDevelopmentispromoteandimprovetheintegrationofEducation
forSustainableDevelopmentintotheeducationalstrategiesandactionplansatalllevelsandsectorsofeducationinallcountries.

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