How Values Education Can Improve Student and Teacher Wellbeing

Roger Packham has over 40 years of experience in research and education, including a review for UN-Habitat of an EHV-based project and as a team member improving village-level wellbeing in India. He was the Deputy Chair of the Australian Sathya Sai School Board and past Director of the Australian Institute of Sathya Sai Education. Margaret Taplin has over 30 years of experience as a lecturer and researcher in teacher education. She has written several books and numerous articles about practical applications of EHV and led projects to introduce and develop EHV in primary schools in Mainland China, supported by the Hong Kong Institute of Sathya Sai Education. Kevin Francis has over 44 years of experience as a counsellor, teacher, and facilitator in teacher education and positive psychology. He has conducted many workshops about the practical applications of EHV and introduced and developed aspects of EHV in State and Catholic educational systems.

Introduction 1. Can Values Improve the Anthropocene? 2. Re-discovering and Promoting Values through EHV 3. What is The Right Thing to Do? 4. Values Acquisition and the Language of Values for Teaching EHV 5. The Ongoing Search for Meaning 6. Reappraising Character 7. The Lifelong Journey of Values-Based Education 8. Methods for Teaching EHV 9. Integrating Values into Current Practices: The ‘Hidden’ Curriculum 10. Integrating Values into Current Practices: Overtly Through the Curriculum 11. Maintaining Positivity through EHV 12. Curbing Excesses – Placing a Ceiling on Desires 13. Learning Partnerships to Enhance Values-Based Education 14. Character Education through EHV in Practice