Value Education - An Impo

Value education - an important factor in the

personality formation process

Anita Lidaka

Institute of Education Sciences, the leading researcher

Liepaja University

Liepaja, Latvia

[email protected]

Abstract— Value orientation is an essential characteristics of a

human being. For one person it is connected with accumulating

material wealth, for another the highest value is the Man, human

relations, for the third - intellectual values. As a rule, a

harmonious value structure comprises all types of values. The

main thing is which of these values become dominant, which are

the ones influencing the person’s activity and personality

development.

What our young generation will regard as values in the future to

a great extent depends on the family, the school and the

environment in which they act, because the inner content of the

personality develops and forms only in the process of

communication. At first a human being is not able to perceive the

ideals of mankind, develop and strengthen his/her inborn mental

powers, therefore the teacher’s task is to acquaint the new

generation with different realms of values. School should never

turn into a body imparting only knowledge, it must take more

care of upbringing. Learning values cannot be spontaneous

either, educational work guarantees its compliance with the

norms and value orientations in the society. It is the pedagogical

system that is important in upbringing, but not separate

methods. Purposeful action on the part of adults makes it

possible to take into consideration the child’s natural course of

development, its peculiarities and find an individual approach to

everybody.

Keywords- personality development,value education

I. INTRODUCTION

Alongside with the significant changes in the structure of the Latvia government, the whole society and its value orientations are changing. New trends in bringing up the young people become evident. Rebirth of the country enhances development of a free, creative and harmonious personality. Education conception of Latvia encompasses an aim characteristic for humane pedagogy: to provide opportunities for any person to develop into a mentally and physically matured, free and responsible, creative personality. The main educational tasks result from this educational goal- to enhance development of such a member of a democratic society who is able to independently perceive and skill fully tackle the problems of his/her life, is aware of his/her being part of the family, his/her nation, Latvia and mankind, is responsible for his/her action to them, feels free and is tolerant both in the

world outlook as in action. The educational guidelines elaborated by the Ministry of Science and Education prescribe that the child should be helped to live his/her own meaningful life, become self- confident, comprehend the values of other generations, defend democratic and ethical values and act accordingly. However, respect for another culture, art and other creations of human mind do not form, if these few general words are included only in normative acts.

The aim of my research: to look upon the opportunities Latvia’s schools provide to develop values education.

The methods:

analyses of the research of different authors and scientists;

analyses of surveys conducted among teachers, parents and pupils at different levels;

analyses of the international experience in the realization of values education.

II. RESULTS OF THE RESEARCH

Pedagogical values are of importance in the research: things, facts, phenomena the person experiences as something essential for himself/herself and which promote perfection of his/her personality, ideal relationship between the needs of the subject and the socially determined goals of the personality development (ideals), which reflect in the subject. Ethics of upbringing consolidates the true notion of the values. The basic criterion of a value is the fact to which degree the given phenomenon encourages the progress, prosperity, freedom, humanism of the personality. Orientation to certain values is the guideline of the main aspirations of the personality.

Value concepts strongly influence the personality, but even a more important role is played by energetic activity with the aim of implementing the values- value orientation. This characterises the person’s development and the very personality. In childhood during the process of value formation the children willingly submit to other people. The concepts of value orientation which already exist in the society are used by the child as his/her value orientation. The junior pupil’s activities are subjective; they do not comply with strict value criteria. This is a proof that values are not chosen, but are

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formed beginning with early childhood and extend throughout one’s life.

Three integrated components can be distinguished in value orientation: cognitive, emotional and behavioural. Each of them is involved in its formation, but they have an independent role both as to the content and the manifestations. Unity of value orientation is an integral characteristic of the system of group relationship and connections, which displays community of opinion in relation to the objects.

Integration of the value system into life experience has several stages. They are based on forming value awareness, the role of the value as an idea is confirmed, stability of the value system becomes evident, the values the person has realized in practice occupy a special place in this process. It is necessary to advance formation of value awareness in junior school age by purposefully furthering development of the child’s self-evaluation, which promotes comprehension, acquisition and realisation of the values

A specific factor in the process of value formation of pupils is the family. Being in direct emotional contact with the family members, the child acquires those values which are important to his/her nearest kin. Therefore the parents’ value orientation is of great importance in the process of value formation during the junior school age. The process of value interiorisation is possible if the psychological mechanism of differentiation and integration keeps functioning, i.e. if the individual is able to establish the values which are significant to him/her, and which he/ she is able to build into a certain structure depending on the nearest and more distant aims in life. If we use the method of M.Rokeach for determining the peculiarities of value orientation, the terminal values (T-values) of the parents which characterise the target goals of the person, and instrumental values (I-values) -the features of a personality -lead to an affirmation about the influence of cooperation between the parents and the child on the child’s value formation.

The interpretation of the results has made it possible to determine the level of the psychological value formation mechanism. Having analysed the level of value formation by using a T-value scale, we can see that 27.66% of the respondents (34% mothers, 25.33% fathers) possess a developed value orientation structure. 38% of the parents have a high level of its differentiation. The percentage among the parents of both sexes is similar: 38.66% mothers, 37.33 % fathers. These results taken as a whole testify to a person’s development and his/her awareness of the target goals in life. However, there is a great number of parents, whose value orientation system is in the initial stage of the development or they don’t possess it at all: the level of value formation among 24.66% parents (21.33% mothers and 28 % fathers) is low. Completely undeveloped it is for 7.66% of parents: 6% mothers and 9.33% fathers.

The reality and the person’s own activity enhance formation of both types of values -the aim is being pursued and search for means to reach the aim is going on. Evaluating the value orientation levels according to I-value scale, we can see that for 31.33 % of the parents it is stable and developed. However, it should be noted that the structure of differentiating

value orientations is stabler with mothers- 37.33%, it is less stable with fathers -25.33 %. 39% of the parents possess a structure of high level of development: 37.33 % among mothers, 40.66% among fathers. For 24.66% of the structure of value orientation differentiation is in the initial stage (21.33% among mothers and 28 among fathers), but is not developed with 5% of the parents (4 % mothers, 6% fathers). The obtained results lead to a conclusion that the value orientation differentiation structure among 70.33 % of the parents is developed and it has a high level of development.

The values of one member of the family can influence the value formation of the rest of the family. The coefficient of value orientation unity (VOU) indicates the unity of value orientations.

The unity of value orientation enhances development of new values, but its absence testifies to the little influence of the family on the formation of the child’s value orientation.

Co-operation between the school and the family in junior pupils’ life is of special significance. Also the educational process, the teacher’s personality are important factors in value formation. It is the teacher who gives help and support to a junior school child in his/her quest for his/her “self” and its realization, it is the teacher who is the giver of all values and knowledge. The teacher’s life for the child is like a reflection in the mirror which the pupil imitates in the cooperation process. However, practical experience shows that about 50% of the teachers express no wish to better acquaint their pupils with their pastimes, speak about their talents, the variety of skills, being of the opinion that pupils should not know it. As to the children, their opinion is different: it is really important to know what the teacher can and is able to do. This is an important factor in forming the child’s values.

The values manifest themselves in the attitude to the school, the teachers, the classmates. The attitude is formed under the influence of emotional experience, based on the knowledge, will and action. It manifests through the analysis of the action and through self-evaluation, which is very important also in the process of value formation. The relations between the teacher and the student are active, the set aim is being accomplished: to enhance value formation. By evaluating the situation and by choosing the right method of acting, the teacher can provide the pupil the subjective significance of the action.

Interpersonal relations in the classroom are realised in a form of direct contacts, therefore the pupil’s proper social status- a certain place among the others- is significant in enhancing the value formation. Pupils who are in one common classroom cannot have one and the same attitude to what they are doing, as well to each other. Everybody takes his/her own place depending on the abilities, the prestige that scores his/her success. Status is the child’s relative situation in the group - the volume of acceptance, approval or disapproval by the peers. The child finds acceptance in friendliness and in his/her character, in kind-heartedness as the attitude to others, in tolerance to the motives of behaviour and action of other people, in imitating others and wishing to be imitated, in close friendship, in common games and activities. Social status is not



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a constant value, it is not a fixed position, but can dynamically change.

The teacher’s and the pupil’s contacts and interaction result in formation and consolidation of the main orientations. By forming his/her own value orientations the teacher also influences the formation of the pupil’s value orientations: the closer the relationship of their values, the bigger the teacher’s influence on the pupil is. The most popular value of elementary school teachers and tomorrow’s teachers were: education, knowledge, interrelations among people, family. When analysing the value formation of junior pupils, the teachers mention the role of the child’s family in this process. The objective of the school is - to show the value of knowledge, to teach how to learn, to help develop motivation, create notions about the variety of values in the world. The teachers advise to use integrated learning as a method, which develops a holistic perception, advances creative activity, strengthen mutual relationship. The information the child receives is significant, therefore it is important to design and use textbooks rich in valuable information.

Each society taken as a whole has a certain system of values, which modifies in different social layers, as well as in individuals. The period of childhood (up to 12 years of age) possesses a need to develop one’s own autonomous morale, so that to enable the personality to take responsibility for the further life and conduct. This is connected with formation of children’s world of values, yet it is influenced by the social environment, which is subjected to great changes in itself.

The process of realization of values is complicated in the primary school age group, needs and their satisfaction stand in

reciprocity with value formation. A need is a necessity for something felt by a person. Needs may be material, spiritual or social by character. Needs and values are interlinked: needs are reflected in demands for satisfying the needs. Not satisfied lower level needs do not encourage a person to acquire values of higher level. Junior schoolchildren have mainly social and material needs, their spiritual needs are less pronounced. Therefore the task of upbringing is to promote the formation of a child's spiritual needs, to create conditions for acquiring spiritual values, for moulding and developing the notion of the understanding of life. It is very important to satisfy the child's needs for activity, involving him/her in different extra- curricular activities. However, the questionnaire shows that the number of schoolchildren who do not take part in any activities, although they would like to, is growing.

A person's needs and values find their expression in the causes and effects of his/her behaviour, in a special pattern or kind of behaviour, in attention and reaction to stimuli, in signs of emotional satisfaction or dissatisfaction when the result has or has not been reached. In the behaviour of junior schoolchildren one can notice negative conduct and permissiveness stimulated by the press and TV which pay the greatest attention to popularising these very kinds of conduct or pseudo - heroes. To encourage formation of values, it is necessary to take into consider - ration peculiarities of children's development. A respect to the child manifests itself in the child's right to live trough the phrase of development he/she is experiencing. Childhood fancies and magic ideas enable the child to prepare him/herself for his/her role in society. At this age the child still continues to realize him/herself in games, but he/she can be expected to do

The number of the Family

Members

6

6

7

6

8

7

6

5

6

9

4

3

4

4

VOU

Coefficient %

46,7

46,7

34,3

76,7

40,0

48,6

40,0

64,0

53,3

31,1

20,0

33,0

45,0

40,0

Table 1. LEISURE TIME ACTIVITIES OF THE FAMILIES QUESTIONED

I. CHARACTERISTIC MANIFESTATIONS II. NEEDS

Possibilities of Value Formation

Dependence on mother and other members of family,

acceptance of teacher as a leader

The right to combine independence and encouraging

support

Awareness of self-importance

Interest in other people, often - openness and critical attitude

towards adults

Sincere, encouraging, friendly cooperation with

adults

Choice of ideals, formation of attitudes

and relations

Use of a lot of time for conversations and discussions -

communication

Sincere answers to questions - confidence Getting to know other people's values -

formation the understanding of values

Sensitivity towards criticism Sensible explanations without being critical Development of skills of evaluation

Interest in the good and the bad; wish to do everything well A lot of praise and encouragement from the adults -

approval

Formation of ethic values

Interest in the beautiful and the ugly Formation of the appreciation of beauty

- Content of beauty

Learning of aesthetic values

Personal interest in group activities: both spontaneous and organized by the teacher; possibility of more lasting interests

The active participation in various situations Formation of motivation

Table 2. Possibilities of Promoting Value Formation Based on the Natural Development of Junior

Schoolchildren



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productive work and to reach actual success among the decisive moments of a child's development are: the character of an adult's participation in the child's life, his/her participation in group activities of the activities and the stage of his/her independent activity. Clever balancing of the above mentioned stimulates the development of child's personality and the formation of his/her values as well. The knowledge of the most important facts of both psychic and spiritual life allows one to choose the best ways of upbringing. The development of the individual will not be hampered and the peculiarities of every personality will respected. The ideas about the characteristics and special needs of junior schoolchildren give possibilities to use them in promoting value formation.

The characteristic manifestations and needs of junior schoolchildren open up vistas for using them for promotion of value formation.

The humane paradigm of modern Latvian education discloses the necessity of changes in the content of education, which is developing in accordance with the educational and didactic demands of the period. The general didactic principles for education reveal the basic attitude, that learning does not mean only acquiring knowledge and skills, but also values education. The valuing aspect of the content of primary education (moral and aesthetical) mirrors the acquiring of pupils valuing action experience, forming his/her own system of values. That discloses 3 groups of values:

1. Values connected with individual development of a personality (awareness of his/her own individuality and abilities and adequate self-evaluation, purposefulness, certainty, decision, persistence, responsibility for own behaviour).

2. Values connected with personality interaction with others (mutual respect and equality, honesty, loyalty, reliability, self-possession, sensitivity and tolerance, helpfulness, truthfulness, objectivity).

3. Values connected with the role of a citizen and a society member as well as with relationship among peoples and nations (a respect towards life, freedom, justice, mutual helpfulness, basic values of democracy and national self-respect, care of maintaining the cultural heritage of own nation, openness and tolerance towards other nations and cultures).

For first group of values the research reveals that the “Self” value have to be particularly actualized in the pedagogical process. The results of the survey reveal that the significance of the “Self” value increases. Practical research shows that it is necessary to promote the adecvate comprehation of this value. For this values group is possible to add the three most popular pupils values: knowledge, family and money.

The value of study work and knowledge increases with the growing unemployment in the country: part of the parents are trying to develop a positive motivation for learning in their children, to guarantee acquisition of good education, which in its turn could create basis for further life. Difficulties in meeting the material needs attach great value to money and wealth, yet their growing role calls for attention to shifting of values in society. Undoubtedly recognition of the family as a

value should be appreciated. Junior pupils see a model in certain people they meet with every day. Both girls and boys mention Mummy as their ideal. Mummies conclusively take the first place among all the personalities mentioned. Mother is a model of forming good relationship with others.

There is influence of the state economical development and families` financial situation on the high place of “money” in the value scale. In the general development of child the family plays important role. A specific factor in the process of value formation of junior pupils is the family. Being in direct emotional contact with the family members, the child acquires those values which are important to his/her nearest kin. Therefore the parents’ value orientation is of great importance in the process of value formation during the school age.

Junior school pupils’ values reflect the developments in the country and the attitude of the society to them. After Latvia regained its national independence such a value as Motherland has been actualising, however, with the hopes that life in Latvia will rapidly improve running out, the significance of this value for many people is decreasing, this reflects itself also in children’s values.

The book as a value comes lower and lower on the value scale of junior schoolchildren. This fact calls attention to promoting the cognitive interests of schoolchildren by using the book as in the process, junior schoolchildren recognize good traits of character - goodness, honesty, ease to get on with, kind - heartedness, fairness. Empathy, compassion and lovebility are included in the value "the heart" named by children.

A person's needs and values find their expression in the causes and effects of his/her behaviour, in a special pattern or kind of behaviour, in attention and reaction to stimuli, in signs of emotional satisfaction or dissatisfaction when the result has or has not been reached. In the behaviour of junior schoolchildren one can notice negative conduct and permissiveness stimulated by the press and TV which pay the greatest attention to popularising these very kinds of conduct or pseudo - heroes. To encourage formation of values, it is necessary to take into consider - ration peculiarities of children's development. A respect to the child manifests itself in the child's right to live trough the phrase of development he/she is experiencing. Childhood fancies and magic ideas enable the child to prepare him/herself for his/her role in society. At this age the child still continues to realize him/herself in games, but he/she can be expected to do productive work and to reach actual success among the decisive moments of a child's development are: the character of an adult's participation in the child's life, his/her participation in group activities of the activities and the stage of his/her independent activity. Clever balancing of the above mentioned stimulates the development of child's personality and the formation of his/her values as well. The knowledge of the most important facts of both psychic and spiritual life allows one to choose the best ways of upbringing. Thees the developement of the individual will not be hampered and the perculiarities of every personality will respected. The ideas about the characteristics and special needs of junior schoolchildren give possibilities to use them in promoting value formation.



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The acquiring of values` content facilitates pedagogical conditions for self-expression of the values, created by the teacher, which puts forward the necessity to choose suitable methods and tools according to the child` age. In the experimental classroom, systematically working at the promoting or formation of values, the pupils` thoughts of what facilitates their development of values certifies the significance of co-operation of teacher and pupils. Mostly children name the conversations with teachers and classmates, interesting activities in which is possible to exchange opinions and beliefs, getting acquainted with interesting people and their life stories, different lessons, which differ from ordinary ones.

Living Values Educational Program (LVEP, 2000) is a values education program for all who are. There are many good ideas also for implementation in our country value education system. The aims of LVEP:

To help individuals think about and reflect on different values and the practical implications of expressing them in relation to themselves, others, the community and the world at large.

To deepen understanding, motivation and responsibility with regard to making positive personal and social choices.

To inspire individuals to choose their own personal, social, moral and spiritual values and be aware of practical methods for developing them.

To encourage educators and caregivers to look at education as providing students with a philosophy of living, thereby facilitating their overall growth, development and choices so they may integrate themselves into the community with respect, confidence and purpose.

It offers a variety of experiential values activities and practical methodologies to explore and develop personal and social values. Called sharing our values for a better world, this project focused on twelve universal values: peace, respect, love, happiness, freedom, responsibility, honesty, humility, tolerance, simplicity, cooperation and unity. The 12 higher values described are core values fundamental to the well being of humanity as a whole. They will touch the core of the individual, perhaps inspiring positive change, which can contribute to world transformation. The world will automatically become a better place when each individual becomes a better person.

Educators around the world are encouraged to utilize their own rich heritage while integrating values into everyday activities and the curriculum. In the LVEP series, reflective and visualization activities encourage students to access their own creativity and inner gifts. Communication activities teach students to implement peaceful social skills. Artistic activities, songs and movement inspire students to express themselves while experiencing the values focus. Game-like activities are thought provoking and fun; the discussion time that follows those activities helps students explore effects of different attitudes and behaviors. Other activities stimulate awareness of personal and social responsibility and social justice. The

development of self-esteem and tolerance continues throughout the exercises.

III. CONCLUSIONS

• Values, their formation, existence and arrangement, their

role in a person’s life is a complicated phenomenon.

• Each individual has a subjective comprehension of values,

their significance is determined also by the attitude of the

society.

• Education task is to help people discover their nature,

channeling all his/her efforts and aspirations of life in the

content of the values.It is highly important at school age

already to acquaint the children with values, their nature.

• In the process of the formation of the values recommended

to nominate four upbringing principles: determination the

operational phase of the upbringing and the development;

the valuable properties of individual development,

emphasizing the child, not just what he is, but also about

what he should; pupils' personal ideal research and

realization capabilities with specific content and creative

imagination; dependence of the educational attainment of

the psychological, didactic, methodological aspects.

REFERENCES

[1] Allport, G.W. (1961). Pattern and growth in personality. New York: Holt, Rinehart, & Winston.

[2] Huitt, W. (2003). Important values for school-aged children and youth: A preliminary report. Valdosta, GA: Valdosta State University.

[3] Kirschenbaum, H. (1995). One hundred ways to enhance values and morality in schools and youth settings. Needham Heights, MA: Allyn and Bacon.

[4] Kohlberg, L. (1976). Moral stages and moralization: The cognitive-developmental approach. In T. Lickona (Ed.), Moral development and behavior: Theory, research, and social issues (pp.31-53). New York: Holt, Rinehart and Winston.

[5] Living Values: A Guidebook. (1995). London: Brahma Kumaris World Spiritual University.

[6] Metodiskie ieteikumi audzināšanas darba pilnveidei (plānošanai un īstenošanai) vispārējās izglītības un profesionālās izglītības iestādēs. Retrieved 18/10/2011, from http://visc.gov.lv/audzinasana/metmat/20111018_audz_met_iet.pdf

[7] Pedagoģiskās vērtības studiju procesā augstskolā. (1995). Rīga: LU.

[8] Power, F. C., Higgins, A., & Kohlberg, L. (1989). Lawrence Kohlberg's Approach to Moral Education. New York: Columbia University Press.

[9] Simon, S., Howe, L., & Kirschenbaum, H. (1995). Values clarification: Your Action-Directed Workbook. New York: Warner Books.

[10] Špona A. Audzināšanas teorija un prakse.(2001). Rīga: RaKa.

[11] Tillman D. Living Values: An Educational Program.- Deerfield Beach, Florida: Health Communications, Inc., 2000.- 316 p.

[12] Valbis J. Skolēna personības attīstība – izglītības virsuzdevums. (2003). Rīga: Zvaigzne ABC.

[13] Valbis J. Vērtību izglītība dažās Eiropas valstīs, ieskaitot Latviju. (1996). Rīga: Domas.-Nr.4.

[14] Valsts pamatizglītības standarts. (1998). Lielvārde: Lielvārds.



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[15] Vērtībizglītība un patriotiskā audzināšana skolās. http://izm.izm.gov.lv/ministrija/lidzdaliba/viedoklis/patriotisms.html

[16] Zeile P. Personība un vērtības. (1979). Rīga: Liesma.

[17] Zeile P. Vērtību pasaulē. (1979). Rīga: Liesma.



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Value Education - An Impo