International Research Handbook on Values Education and Student Wellbeing (eBook)

Preface 5
References 6
Contents 7
Contributors 12
Introduction 17
References 22
Part I Values Education: Wellbeing, Curriculum, and Pedagogy 23
Introduction 23
1 The New Values Education: A Pedagogical Imperative for Student Wellbeing 25
Introduction 25
The Values Debate in Australia 25
Values Education Study 27
The National Framework 28
The Nexus of Values Education and Quality Teaching 29
Pedagogical Dynamics and the Neurosciences 31
Values Education Good Practice Schools Project 32
Testing and Measuring the Impact of Values Education 35
The Educational Troika and Their Commonalities 36
Conclusion 38
References 39
2 Values Education, Instructional Scaffolding and Student Wellbeing 41
Introduction 41
The Australian Governments National Values Education Programme 42
The National Framework for Values Education in Australian Schools 42
St Charles Borromeo Primary School: An Australian Values school 44
School Context 44
Setting Out 45
The `Values for Life' Programme 46
Values Education Good Practice Schools Project, Stage 1 47
The Instructional Scaffold of Student Action Teams (SATs) 47
SATs at St Charles Borromeo 48
Service Learning 51
Values Education Good Practice Schools Project, Stage 2 51
Effects on Students and Teachers 52
Wellbeing 53
Values Education, Instructional Scaffolding and Student Wellbeing 54
Conclusion 56
References 57
3 Student Wellbeing at School: The Actualization of Values in Education 59
Introduction 59
The Essence of Wellbeing 60
The Impact of Schools on Student Wellbeing 61
Teacher Support and Caring 65
School Climate and Student Wellbeing 68
School Connectedness 69
Synthesis of Factors Impacting on Student Wellbeing 71
Values Education and Student Wellbeing 73
Conclusion 76
References 77
4 Personal and Professional Values in Teaching 85
Introduction 85
Values and Virtues in Teaching I: The Link with Moral Formation 86
Values and Virtues in Teaching II: Pedagogy as Virtue 88
The Case of Discipline and Authority 90
Personal Relationships in Teaching 92
References 96
5 School Values and Effective Pedagogy: Case Studies of Two Leading Edge Schools in England 97
Introduction 97
Values and Effective Teaching 98
Durkheim's Moral Framework 98
Effectiveness and Learning: The Value of Independent Learning 99
Effectiveness and Classroom Climate: The Value of Inclusiveness 101
The Case Studies 102
Kings Spafford: Contextual Information 102
School Environment/Ethos/Culture 103
Student Perceptions/Experience of School Culture, Values and Ethos 105
St. Ethelredas: The School in Context 106
School Environment/Ethos/Culture 107
Student Perceptions/Experience of School Culture, Values and Ethos 108
Conclusion 110
References 111
6 When Research Meets Practice in Values Education: Lessons from the American Experience 113
Introduction 113
A Brief History of Research and Practice in Character Education in America 114
Assessing the Impact of the Character Education Inquiry 114
A Tale of Two Research Programs Kohlbergs Moral Development Program and Values Clarification 117
Values Clarification 118
The Cognitive Developmental Approach of Lawrence Kohlberg 120
Research in Character Education in the 21st Century 122
Conclusion 125
References 130
7 Mathematics Education and Student Values: The Cultivation of Mathematical Wellbeing 133
Introduction 133
The Impact of Values Education 134
Affect and Attitudes in Mathematics Education Research 135
Values in Mathematics Education 139
Teachers' Values 142
Institutional Values 143
Societal Values 145
Students' Values 146
The Development of Mathematical Wellbeing 147
Relating Mathematical Wellbeing to Cognitive, Affective and Emotional Educational Objectives 150
Developing a Research Agenda 152
Conclusion 153
References 154
8 Value in Shadows: A Critical Contribution to Values Education in Our Times 158
Introduction 158
Setting a Context for Values of Power 160
Values in Educational Discourses: Mathematics Education as Exemplar 163
Good Education, and an Ethics of Purpose and Ideal 166
Ubuntu: A Philosophy of Becoming Human 168
Conclusion 170
References 170
9 Teacher Values Underlying Professional Ethics 174
Introduction 174
Morality in Teaching and School Leadership 175
Teachers Values in Critical Incidents at School 177
Leadership and Emotional Control 177
Caring and Respect 177
Professionalism and Commitment 178
Co-operation 178
Teachers Pedagogical Values 178
Professional Ethical Codes and Teachers Values in Schools 179
Conclusion 180
References 181
10 Teachers as Key Players in Values Education: Implications for Teacher Formation 183
Introduction 183
Nature and Goals of Education 183
Teacher Contributions 187
Profession, Vocation, or Both? 189
Teacher Formation 190
Proposals for a Formation Program 192
Conclusion 194
References 195
11 Valuing the Self 198
Introduction 198
Contested Paradigms 198
Self-Concept 200
Self-Understanding 207
Conclusion 211
References 212
12 Values and Wellbeing in the Curriculum: Personal and Public Dimensions 214
Introduction 214
The Personal and the Public 215
Before the 1990s: The Role of Religious Education 217
The 1990s: (1) Beyond the Formal Curriculum 219
The 1990s: (2) The Development of Personal and Social Education 222
Into the Twenty-First Century: Citizenship 224
Citizenship and PSHE: Two Subjects or One? 225
Conclusion 227
References 228
13 Classroom-Based Practice in Values Education 230
Introduction 230
The Trait Approach 231
Values Clarification 233
The Cognitive Developmental Approach 236
Role Play 239
Conclusion 241
References 242
14 Values Education and the National Curriculum in England 244
Introduction 244
A Rationale for Values Education 245
Values Education in Practice 252
Values-Based Schools: The Hope for the Future 253
Implementing Values-Based Education 254
Conclusion 255
References 256
15 Teacher Practice and Students Sense of Belonging 258
Introduction 258
Addressing Students Personal and Academic Needs 259
Personal Support (Teacher as Person) 259
Academic Support (Teacher as Instructional Leader) 261
Establishing a Climate of Support (Teacher as Model and Facilitator) 263
Testing the Theory: Changing Classroom Conditions to Change Student Behavior 266
Understanding Teacher Practice 270
Understanding Motivation 271
Emotions and Organizations 274
Accountability Demands 275
Discussion 276
Conclusion 277
References 278
16 Values of Problem-Based Learning: Perceptions of Facilitators in an Initial Teacher Training Program at Temasek Polytechnic, a Singapore Institution of Higher Learning 280
Introduction 280
Research Design and Methodology 281
Problem-Based Learning and Its Values As Indicated in the Literature 281
Major Themes Emerging from the Research About the Values of PBL 282
Engaging in Collaborative Learning 282
Stimulating Thinking Through Dialog 283
Appreciating Diverse Perspectives 285
Dwelling with Questions 286
Rethinking Power Issues 287
Cultivating the Whole Person in Learning 288
Conclusion 289
References 289
17 Values, Wellness and the Social Sciences Curriculum 292
Introduction 292
Curriculum Knowledge 293
The Australian Values Initiative 294
Studies of Society and Environment as an Organising Framework for the Social Sciences 295
The SOSE Approach to Values Education 297
Teaching About, Through and for Values 299
Valuing and Student Academic, Social and Emotional Health 300
Pedagogical Approaches to Valuing 302
Conclusion 305
References 305
18 Inspiration as a Thought-Provoking Concept for Values Education 309
Introduction 309
Forming Through Communication 310
Inspiration as a Particular Kind of Causation Through Communicating with Others 312
Empirical Research into Inspiring Teachers 314
Reflection with a View to Forming Learners 317
Conclusion 318
References 319
19 Values Education and the Hidden Curriculum 321
Introduction 321
Concept of the Hidden Curriculum 322
Research Methods 325
Initial Findings: The Hidden Curriculum 326
The Normal School Day 329
Childrens Values and the Impact of Their Experience in School 330
Conclusion 333
References 334
20 Towards an Ethics of Integration in Education 336
Introduction: The Value of Experience 336
Moral Interdependence and the Pedagogy of the Concept 339
Teacher Preparation and the New Ethics 343
Learning from Events 345
The New Values Education: The Value of Relations 348
Conclusion: The Ethics of Integration as Becoming-other 350
References 352
Part II Values Education: Wellbeing and Personal Integrity 354
Introduction 354
21 New Research Directions in Character and Values Education in the UK 355
Introduction 355
A Character Perspective in the Early Years 357
The Parents Narratives of Values, Virtues and Qualities 358
Consistency in Values: Transition from Primary to Secondary School 359
Emergent Themes 360
Character Formation of 1416-Year Old Youth 363
The Schools 364
Methodology and Emergent Themes 365
The Formation of Virtues and Dispositions in the 1619 Age Range 366
Higher Education into Employment 369
Some Very Tentative Emerging Results 371
Conclusion 372
References 372
22 Nurturing Teacher Wellbeing Through Values Education 374
Introduction 374
The Role of the Teacher in Values Education 375
The Lack of Professional Teacher Development in Values Education 378
Teacher Change as a Result of Professional Teacher Development and Values Education 379
Nurturing Teacher Wellbeing Through Values Education in South Africa 381
Training South African Teachers in Values Education 382
The Design of the ACE in Values and Human Rights Education 383
Toward a Theoretical Framework for the ACE in Values and Human Rights in Education 384
Discussion of Findings 385
Findings Relating to Teachers Experiences of the ACE in Values and Human Rights in Education 386
Recommendations for Teacher Training in Values Education 387
Conclusion 388
References 389
23 Embracing Philosophy and Raising the Standard of Pre-service Teacher Education Programs 391
Introduction 391
Linking Quality Teaching and Values Education 393
Philosophy in the Classroom 395
Philosophy at Buranda State School 398
The Importance of Philosophy for Students 399
Connectedness 399
Intellectual Capacity Building and Life-Long Learning 399
Reflection 400
Self-Regulated Learners 400
Learning in a Supportive Classroom Environment 401
The Importance of Philosophy for Teacher Professional Development 401
The Focus Is on Students Learning Not Behavior Management 401
Teachers as Life-Long Learners 402
Building Professional Capacity Through Collaboration with Other Teachers 402
Reflective Practitioners 403
Walking the Talk 403
Embedding Philosophy in Pre-service Teacher Education 404
Conclusion 406
References 406
24 Re-visiting the Quiet Revolution 409
Introduction 409
Case studies 410
Emotional Stability 410
Community 411
Social Awareness 412
Counselling 414
School Communities 417
Conclusion 421
References 421
25 Promoting Student Resilience and Wellbeing: Asia-Pacific Resilient Children and Communities Project 422
Introduction 422
Stating the Problem 423
Development of the Asia-Pacific Resilience Project 423
Development of Resilience 426
Resilience and Student Wellbeing 428
Development of Resilience Measures 429
Integration of Mental Health and Educational Practice 431
Resilience Enhancing Environment and Student Mental Health 434
Conclusion 435
References 436
26 The Power of Character: Needed for, and Developed from, Teaching and Learning 440
Introduction 440
The Character Education Dilemma 442
Adopt Add-On Programs 442
Integrate Ethics Discussions into Academic Classes 442
Integrate Process Strategies 442
Implement a Whole-School Approach 443
The Smart and Good Schools 444
Toward a Smart and Good Schools Pedagogy 446
A Research-Based Teaching Strategy: The Four KEYS 446
Character Needed for, and Developed from, Teaching and Learning 447
Two Case Studies 448
Project-Based Learning: The Biography of a Senior Citizen 448
Character Power for Teaching Math 450
Power2Learn 453
Power2Teach 455
The Smart Good Schools Approach to Assessing Excellence and Ethics 456
Conclusion 464
References 465
27 Facilitating Values Education Leadership Through Discovery of Personal Beliefs and Values 468
Introduction 468
The Learning Process: Facilitating Self-Discovery to Identify Our Values 469
Leaders: Role Models of Values 469
Facilitative Leadership with Emotional Intelligence 470
The Theoretical Model 472
Facilitation Skills: Providing the Knowledge, Skills, and Tools 473
The Facilitation Process: A Road Map for the Trainer 474
Setting the Stage 474
Getting the Message Across 475
Selecting the Venue and Classroom Environment 475
The Kick Off 475
Facilitating Values-based Leadership: Building your Toolbox 475
Feedback from Participants 480
Feedback from Teachers 481
Feedback from Teacher Educators 481
Feedback from Team Leaders 482
Conclusion 482
References 483
28 The Positive Action Program: Improving Academics, Behavior, and Character by Teaching Comprehensive Skills for Successful Learning and Living 484
Introduction 484
Prevalence and Impact of Behavioral, Emotional, and Academic Problems Among Students 484
The Need for Comprehensive Skills for Successful Learning and Living (SSLL) Programs 485
Potential Impact 487
The Positive Action Program 488
The New Essential ABCs: Academics, Behavior, and Character 491
Prior Evaluations of Positive Action Programs 493
A California Success Story 493
Discussion 499
Summary of Evaluation Results 499
Further Research Needs 500
Conclusion 503
References 504
29 A Teachers Duty: An Examination of the Short-Term Impact of Values Education on Australian Primary School Teachers and Students 515
Introduction 515
Context of the Study 518
Program Implementation 518
Methodology 519
Results 520
Impact on Students and Class/School Ambience -- Teacher Perceptions 520
Student Engagement 520
Responsible Behaviour 521
Inclusive Behaviour 522
Impact on Students and School/Classroom -- Student Perceptions 522
Impact on Teacher Practice 524
Discussion 527
Conclusion 529
References 530
30 Continuity and Discontinuity in Character Education 533
Introduction 533
Background 534
Method 535
Visitation Procedures 537
School Leadership 537
Principal Tenure 539
School Descriptions 540
Principles for Continuity of Character Education 540
Case Study: Fir Elementary School 545
Case Study: Ash Elementary School 547
Case Study: Dogwood Elementary School 551
Case Study: Elm Elementary School 554
Conclusion 557
References 559
31 Values Education and Whole Person Developmentin Ukraine: The Role of Vasyl Sukhomlinsky and CurrentApplications 561
Introduction 561
Moral Pedagogy and School-Based Morality 561
Sukhomlinskys Moral Pedagogy: Pedagogical Ethics 562
Principles of Holistic Education 563
The Contribution of Sukhomlinsky to Values Education 564
Continuing the Sukhomlinsky Legacy: Values Education and Sources of Tolerance 565
Editorial Addendum: The Educational Contribution of Vasyl Sukhomlinsky 566
Conclusion 568
References 569
32 Imaginative Education and the National Framework for Values Education in Australian Schools: Practical Implementations for Promoting Ethical Understanding 571
Introduction 571
On the Nature of Imagination and Its Relation to the Intellect 572
On the Interiorization of Cultural Tools and Kinds of Understanding 575
Somatic Understanding 577
Mythic Understanding 578
Romantic Understanding 578
Philosophic Understanding 579
Ironic Understanding 580
On Canadas Official Apology to Aboriginal Peoples: A Unit Example 580
Conclusion 587
References 589
33 The Developmental Contours of Character 590
Introduction 590
Intelligence Plus Character 591
Summary and Implications 592
Character Education Meets Developmental Psychology Again 592
Summary and Implications 595
The World Through Developmental Lenses 595
Summary and Implications 596
Self-Regulation 596
Summary and Implications 599
Autonomy 599
Summary and Implications 602
Perspective Taking and Moral Reasoning 602
Summary and Implications 606
Empathy and Emotional Competence 606
Summary and Implications 608
Conclusion 608
References 609
34 The Unhappy Moralist Effect: A Story of Hybrid Moral Dynamics 615
Introduction 615
The Effect: Little Moral Weakness or a Loss of Accumulated Gains 615
Happy Fare-Dodgers, Unhappy Moral Bounding 616
Philosophical Terms and Psychological Effects 617
Conditions of the Unhappy Moralist Effect 618
The Unhappy Moralist Effect in Childhood 618
Adults Caught in the Trap 619
Additional Effects, Additional Studies 621
The Inner Moral Happy Life 622
The Primacy of Morality: A Solution? 622
Conclusion 623
References 623
Part III Values Education: Wellbeing and Social Engagement 625
Introduction to Part III 625
35 Towards Pedagogy of Giving for Wellbeing and Social Engagement 627
Introduction 627
The Larger Context 628
The Call for Values Education 629
The Australian Values Education Experience 629
A Classroom Example of Putting Values into Action 631
HeadHeartHands Learning 632
Wellbeing and Giving 632
Giving as a Living Principle 634
Conclusion 636
Notes 637
References 638
36 Values Education as an Ethical Dilemma About Sociability 641
Introduction 641
The Four Clusters 641
Human Knowledge 644
Application to the Four Clusters 646
What Is Meant by Ethics? 647
What Is Meant by Culture? 648
Cultural Relativism 648
Culture and the Need for Order 650
Ethics Within This Cultural Framework 650
Application to Values Education 652
References 653
37 Values Education, Mental Reality Constructs and Student Wellbeing 654
Introduction 654
A Fragmenting Consensus 655
The Quest for Values 656
Clarifying Values Discourse 657
Wellbeing as Public Value 658
Values: The Hidden Agenda 659
World-Views and the Common Good 661
The Middle Ground Argument 663
Conclusion 665
References 665
38 Building a Sustaining Classroom Climate for Purposeful Ethical Citizenship 667
Introduction 667
The Place of Climate in Values Education: The Integrative Ethical Education Model 667
The Power of Climates 669
Implicit Learning 670
Attitudes, Cognitions, Behaviors 670
Learning Climates 671
Social Climates 671
Moral Climates 671
A Proposal for Sustaining Climates 672
Basic Needs 672
Moral Habitats 674
Emotional Expression and Development 675
The Sustaining Climate 675
Emotional Sensitivity: Emotional Signaling, Responsiveness, and Trust 675
Moral Discourse and Structures, Citizenship, and Solidarity 676
Meaningful Development, Enhancement of Human Potential, and Flourishing 677
Conclusion 678
References 678
39 Valuing Social and Emotional Connectedness Among Learners at All Levels 682
Introduction 682
Measuring Student Sense of Connectedness with School 684
Creating Safe and Caring Learning Communities 687
Conceptual Underpinnings of the Model 688
Research on Risk Factors 688
Parent and Community Involvement 688
The Model 689
Underlying Strategic Processes: Goal Setting and Partnerships 689
The Seven Programs 689
The Baldrige Phenomenon 693
The Study 695
It All Starts at the Top: Developing Learning Leadership 702
Conclusion 704
References 704
40 Teach Our Children Well: A Social Work Perspective on Integrating Values Education in Schools 709
Introduction 709
Some Lessons from the Crime Reduction in Schools Project (CRISP) 710
The Values Education Literature 715
Teacher Education 717
Teaching Values Education 718
Conclusion 720
References 720
41 Making Values Education Real: Exploring the Nexus Between Service Learning and Values Education 723
Introduction 723
Service Learning 724
Defining Service Learning 724
The Benefits of High-Quality Service Learning 726
Standards for Quality Service-Learning Programmes 728
Developing a Quality Service-Learning Programme 728
Values Education 730
Guiding Principles for Character Education 730
Guiding Principles for Australian Values Education 731
Developing a Service-Learning Approach to the Delivery of a Values Education Programme 733
Case Studies 733
Case Study 1: Alternative School Site 733
Programme Accomplishments 735
Case Study 2: PSU 737
Conclusion 740
References 740
42 Passion and Purpose: Teacher Professional Development and Student Social and Civic Growth 742
Introduction 742
Values in Education 744
Values and Rights 744
The Value-Filled School: Some Context 745
We Know Some Things 746
But We Know Too Little... 747
Why Look at Teachers Pedagogical Visions? 747
The Framework of Teacher Professional Development 748
The Context 748
Theoretical Roots of the Framework 750
A Brief History of the Framework 750
Thematic and Developmental Lenses of the Framework 751
Annas Professional Growth: Case Study 755
Annas Aims and Values 756
Annas Teaching Practice 758
Teachers Professional Competence and Students Progress 761
Discussion 762
Conclusion 765
References 766
43 Education and Diversity: Values Education and Cross-cultural Learning Through Socratic Dialogue and the Visual Arts 769
Introduction 769
The International Concern 769
Educating for Diversity in Australia 770
A Case Study in Values Education and Cross-cultural Diversity: The Melbourne Interfaith and Intercultural Cluster 772
Socratic Dialogue: An Approach to Values Education and Cross-cultural Learning Through Exploration of Texts 773
Visual Arts and Cross-cultural Learning 775
Discussion: Cross-cultural Learning and Values Across the Curriculum 776
Conclusion 778
References 780
44 Developing Student Wellbeing Through Education for Sustainability: Learning from School Experience 782
Introduction 782
Overview of the Policy Context 784
Shifting Definitions and Approaches to Education for Sustainability 785
Programmes to Promote Education for Sustainability in Schools in Australia 786
International Policies and Programmes Promoting Education for Sustainability 788
Learning from School Experience: Theorizing Models of Action 789
Modelling Sustainable Practices 790
Whole-School Case Studies of Education for Sustainability: Learning from School Experience 791
The Need for Integrated and Whole-School Approaches 792
Learning from Experience: Recommendations for the Future 793
Conclusion 795
References 796
45 Translating Values Education into Values Action: Attempts, Obstacles, and Potential for the Future 798
Introduction 798
Context, Connection, Interdependence 799
Values Clarification 801
Service-Learning 805
Community/Institutional Impact 807
The Future: Strengths, Obstacles, Interdependence as an Overarching Rationale 808
Conclusion 810
References 810
46 Active Citizenship Education and Critical Pedagogy 813
Introduction 813
Pedagogy: What Pedagogy? 814
What Is Critical Pedagogy? 816
Critical Pedagogy and Citizenship Education 817
A Pedagogy for Critical Citizenship 819
Conclusion 822
References 823
47 The Impact of Social Interdependence on Values Education and Student Wellbeing 826
Introduction 826
Need for Values Education in a Democracy 827
Socialization of Values 828
Ways of Teaching Values 829
The Difficulties in Teaching Values 830
Need for a Conceptual Framework to Guide the Teaching of Values 831
Social Interdependence Theory 831
Psychological Processes 832
Interaction Patterns 832
Outcomes 833
The Values Resulting from Cooperation 834
The Values Resulting from Competition 836
The Values Resulting from Individualistic Efforts 837
Other Related Outcomes 838
Prosocial Behavior 838
Perspective Taking 838
Level of Cognitive and Moral Reasoning 839
Moral Identity 839
Justice and Fairness 839
The Common Good 840
Valuing Self 840
Nature of Cooperative Learning 840
Constructive Controversy 842
Conflict Resolution Training: Teaching Students to be Peacemakers 843
Psychological Wellbeing 844
Conclusion 845
References 846
48 Students Leading in Investigating and Enacting Values in School Communities 849
Introduction 849
Why Student Action Teams (SATs)? 850
Development of Student Action Teams 851
The School Clusters 852
The Manningham Cluster 852
The Darebin Cluster 853
The Student Action Team approach 854
Student Action Teams on Values 855
Teacher Planning and Reflection 855
Setting Up 855
Finding a Way into Values 856
Forum One: The Engagement Event 858
Student Decision Making 859
The Research or Investigation Phase 859
Forum 2: Sharing Research 860
Action Phase 861
Forum 3: Action Reporting 862
Implications 862
Conclusion 864
References 865
49 Values Implicit in Vocational Education and Training:The Challenge for Wider Issues of Personaland Social Engagement 867
Introduction 867
The Nature of Vocational Education 868
Values Teaching and Learning in Vocational Education 870
Teacher Education 872
Dimensions of Workplace Values 872
Trends in the Teaching and Learning of Workplace Values 874
Some Tensions in the Teaching and Learning of Workplace Values 876
Outstanding Challenges 878
References 879
50 Integrating the Personal with the Public: Values, Virtues and Learning and the Challenges of Assessment 883
Introduction 883
Knowledge Management and Meaning Making 884
Learning How to Learn 886
A Language for Values Education 888
Negotiating a Locally Owned Language for Values 888
Pedagogy for Values Education: The Challenges of Assessment 890
Issues in the Assessment of Values and Dispositions 890
Validity and Reliability or Authenticity and Trustworthiness 892
Modes of Assessment for Values and Dispositions 893
Conclusion 893
References 894
51 Transmitting Social and National Values Through Education in Singapore: Tensions in a Globalized Era 897
Introduction 897
The Singapore State 898
Ideology and Education 899
Values Education in Singapore 900
The Singapore Social Studies Curriculum 903
Social Cohesion and Consensus 904
Meritocracy 907
Economic Pragmatism 909
Economic Development and National Survival 909
Meritocracy and Social Cohesion Viewed Through Economic Pragmatism 910
Conclusion 913
References 914
52 Values in Motion: From Confident Learners to Responsible Citizens 918
Introduction 918
Intrinsic Motivation to Grow and Change Over Time 919
Self-Awareness and Learning How to Learn and Change 921
The Nature and Importance of Effective Learning Relationships 924
The Teacher/Mentors Role in Supporting Autonomy 925
The Lessons from Citizenship Education 927
Suggestions for the Self-Reflecting Practitioner 929
How Often and Well Do I Do This? 930
Conclusion 933
References 933
53 Using a New Body/Mind Place-Based Narrative Pedagogy to Teach Values Education in the Age of Sustainability 935
Introduction 935
The Storythread Approach 936
The Storythread Values Project 937
Conversations: What We Saw and What Teachers Found 938
Conclusion 941
References 942
54 Facilitating a Moral Journey in a University Setting for Managing an Age-Old Conflict in the Abrahamic Holy Land 944
Introduction 944
Experiential Learning in a University Setting 945
Cultivating Civic Education and Civic Awareness in a University Setting 946
The Case 948
Understanding the Context 950
Challenging the Students Frame of Reference 951
The Course as a Moral Journey 951
Transformational Change Within a University Setting 952
Conclusion 953
References 953
55 Theorizing Social Wellbeing: Subjective Mental States, Preference Satisfaction or Mitsein? 955
Introduction 955
Postmaterialist Culture Shift and Subjective Mental States 957
Methodological Problems Associated with Subjective Wellbeing Measures 960
Individualism, New Age Psychology and Cultural Semiotics 962
Mitsein, Intersubjectivity and Dwelling 967
Conclusion 970
References 970
Author Index 973
Subject Index 997