VALUES 6 by YOUG JI INTERNATIONAL SCHOOL

LESSON 1: A NEIGHBOR TO OTHERS A neighbour is one who helps others without expecting anything in return. A neighbour shows compassion for others. A neighbour is a fellow human being. Bayanihan is a Filipino expression of being a neighbour to others. ACTIVITY Make a journal; write about what you have learned from the lesson. You may write a reaction or use illustrations to express what you have learned from the lesson or simply cut and mount pictures relevant to it. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

LESSON 2: LOVE OF NEIGHBOR Once we open our door and show that we care, most likely a whole range of relationships overwhelmingly comes our way. The love we give to others is the result of happiness we feel from within ourselves. Our neighbours are here, there and everywhere to give us the chance to love them so we can enjoy happiness and peace. ACTIVITY Read the following situations and tell what you would do and say in each situation. 1. You failed in exams and the teacher announced the grades. Your classmates started to boo you.

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 2. You saw your seatmate getting your sandwich without permission. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 3. Your mother would not allow you to attend a late night party with your friends. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

LESSON 3: TO LOVE IS TO KNOW It is easier to love someone we know than to love a stranger. Therefore, it is important to make friends with everyone and get to know them better in order to make it easier to love them.

ACTIVITY A. Name of friend: Strengths 1. 2. 3. 4. 5. CONFORME: B. Name of friend: Strengths 1. 2. 3. 4. 5. CONFORME: C. Name of friend:

Weaknesses

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

Strengths 1. 2. 3. 4. 5. CONFORME:

Weaknesses

LESSON 4: LOVE BEGINS. Friends spring from the basic need to belong. Friendship needs care and nurturance to make it last long. It breaks down boundaries and builds bridges between two people. For the Filipinos, friends are treasures that they value very much.

ACTIVITY At this point in your life, you must have a number of friends. Identify some of your friends since you were in grade school. Share with class how you have kept them all these years. List what you do to make your friendship last this long. 1. ______________________________________________________________ 2. ______________________________________________________________ 3. ______________________________________________________________ 4. ______________________________________________________________ 5. ______________________________________________________________ 6. ______________________________________________________________ 7. ______________________________________________________________

LESSON 5: PROPER BEHAVIOR Our behaviour determines the kind of relationship we have with others. Proper behaviour leads to wholesome relationship. while improper behaviour hinders good relationship. ACTIVITY You can now make an entry in your journal. YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

LESSON 1:

FAMILY

The family is the basic social institution. It provides a link between individual members and the larger society. It consists of individual members who are unique and who influence each other in terms of personality development and character formation. ACTIVITY Look into your own family. Describe by identifying the different members and respective traits. Identify the contributions each one make to the family and to society. Use the table below for your responses. FAMILY TRAITS OR CONTRIBUTION CONTRIBUTION MEMBERS SKILLS TO THE FAMILY TO THE SOCIETY

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

LESSON 2:

FAMILY RULES

Family rules are guidelines for us to follow. They help us prepare for life in the bigger society.

ACTIVITY When you leave your house, you will also encounter rules. In the table below, list down some of these rules and indicate where you find them. IN the last column, write your reaction to each rule. Use your journal if you need more space. RULES

WHERE FOUND

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

REACTION

LESSON 3:

FAMILY TRANSACTIONS

Communication, be it verbal or nonverbal, makes our interactions wholesome and our relationship lasting. By communicating properly, we are able to reach out to others and make the, understand how we feel and what we want to say. ACTIVITY It is very important that we say what we feel because, sometimes, our nonverbals are misinterpreted. How would you say what you want to say in the following situations? 1. To your father; you do not feel like doing what he is asking you to do. 2. To your sister; you want to borrow her book in Science for your best friend. 3. To your mother; you cannot clean your room because you will go out with your friends. 4. To your brother; He looks very busy but you want to play with him.

LESSON 4:

ROLES IN THE FAMILY

As members of a family, we play certain roles to complement one another. We cannot play the same role as that of the others at the same time. ACTIVITY Considering the roles explained above, identify what role is being played by each of the following members of your family. 1. Mario always tells funny stories where tension in the house builds up. 2. Mother prepares breakfast before everyone is awake. 3. Nestor always checks on what his mother feels and consoles her whenever his father gets home from drunk. 4. Frances is a cry baby. She is easily hurt by simple bullying and whenever she does not get what she wants. 5. Ana helps her mother prepare dinner and assists her in whatever she is doing at home, whenever she is available. 6. Susan gathers her toys and locks herself in the room to play with them. 7. Raffy works really hard to earn extra income for additional allowance for his sibling. YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

8. Clara prefers to do alone what she wants and does not want anybody to get in her way whenever she is doing something. 9. Miguel is always out with his barkadas and when gets home, he demands food. 10. Whenever there is a problem at home, Tony gets out and hangs around with his friends.

LESSON 5:

FAMILY VALUES

Every family has a set of values to observe or manifest. These values guide us in determining how to behave and how not to behave to bring the honor to our family. A family is good as its values and how its members live them.

ACTIVITY Fill out the contract below. CODE OF CONDUCT As a worthy member of my family, I will obey its Code of Conduct, I, _______________________________________________________ promise to 1. ________________________________________________________________ ________________________________________________________________ 2. ________________________________________________________________ ________________________________________________________________ 3. ________________________________________________________________ ________________________________________________________________ 4. ________________________________________________________________ ________________________________________________________________ 5. ________________________________________________________________ ________________________________________________________________ ATTESTED TO: FATHER _________________ MOTHER ________________ APPROVED BY: _____________________________________________________

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

CHILDREN

LESSON 1:

LITTLE LESS THAN THE ANGLES

Each one of us is an angel. With the gifts that God has given us, become just a little less than the angels. Thus, we need to take care of these gifts and to use them for our own good and the good of others. ACTIVITY Give examples of titles you can give to people which lift up their dignity. 1. 2. 3. 4. 5.

LESSON 2:

BEING PERSON -CENTERED

Person-centeredness is an attitude that grows out of our relationships at home. It is an unselfish feeling that makes us want to help voluntarily, to sacrifice for others and to be charitable to those are in need.

ACTIVITY Your community has a variety of opportunities that can help redirect your energies and make you a person-centered citizen. Name some of these opportunities; they may be organizations you can join or projects you can start. Opposite each organization or project, write how you can show your person-centeredness. NAME OF ORGANIZATION/PROJECT

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

WHAT CAN I DO

LESSON 3:

EMPATHY: A VIRTUE

Empathy is an altruistic attitude that others-centered people manifest. It requires one to practice active listening skills that will make him/her hear not only what is said but also understand the feelings that go with it as well. ACTIVITY How will you show empathy to other people? List down those feelings below and opposite the feeling, write how you will react to express your empathy. FEELINGS EXPRESSION OF EMPATHY

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

LESSON 4:

MAINTAIN SOCIAL ORDER AND JUSTICE

Love and understanding are the ways of justice. The sincere practice of the virtue of justice leads to social order which brings forth peace and harmony among men.

ACTIVITY Make your own illustration of what you think is a society with social order and justice.

LESSON 5:

UNDERSTANDING SIN AND EVIL

Sins are committed in two ways: by commission and by omission. However, is sin is committed, it has potential to disturb social harmony, for it may destroy relationships. ACTIVITY Explain how the attitude of hate leads to the acts of: 1. killing – 2. jealousy – 3. discrimination – It is human nature to burst forth. In this process, we maximize our gifts and we need other people to make our bursting forth meaningful and realistic. In 1979, there were over 1.3 million elephants in Africa. By 1995 this had shrunk to between 300,000 and 600,000 with 80% of the elephants in eastern Africa lost. Increases in human numbers, and the expansion of their activities into the elephant's range were key factors in this. However, the age-old problem YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

of elephant poaching to meet the worldwide demand for ivory has been the major cause of this disastrous decline in elephant numbers. Alarmed by the rate of elephant poaching, the Convention on International Trade in Endangered Species (CITES) banned all trade in ivory and other elephant products in 1990. However, the conservation of the African elephant is a complex wildlife management issue. With better anti-poaching measures and strict trade bans in place, elephant numbers grew rapidly in some areas. However, the area of land available to them remained restricted. This has had a major effect on the biodiversity of local ecosystems and a range of new management strategies introduced, such as culling elephant numbers and removing some to other territories. Culling is a controversial management practice. Some say that it is cruel to kill such a beautiful and majestic animal. However, others are concerned about the deteriorating condition of ecosystems where there are too many elephants and by the damage to farm crops that is increasingly becoming a problem. And what should governments do with the stockpile of ivory from elephants that are culled? Many of these countries have low levels of national income and have argued that it is unfair to stop them from earning money from exporting their legally gathered ivory stores. At the April 2000 Conference of the Parties to CITES, (i.e. the countries who have signed the CITES Convention) decisions were made to slightly relax the trade ban on elephants to try to reduce the number of elephants in a controlled way and enable African countries to earn some income from ivory exports. Q1: Imagine you were a journalist at the April 2000 Conference of the Parties to CITES. Identify three types of persons you would need to interview in order to obtain a comprehensive understanding of different viewpoints on the Elephant Dilemma. Q2: Make a list of (i) three arguments for and (ii) three arguments against relaxing the international ban on trade in ivory and other elephant products. Q3: What beliefs about (i) animal rights, (ii) economic development, and (iii) social development lie behind these contrasting views?

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

A sustainable future depends upon people living within value orientation and to principles that foster sustainability, including: Social Equity and Peace Appropriate Development Conservation Democracy These perspectives reflect four dimensions of human endeavour towards a sustainable future. Review the way these four dimensions are integrated into the ethical principles in the Earth Charter. Ethics and Sustainability Changing our lifestyles and the way our social institutions operate so that they reflect these four dimensions of endeavour will require the co-ordinated efforts of all of us - and time. The next few decades are crucial in this respect. Only an ethic of sustainability can change the basic relationships that people have with the Earth and with each other. Lifestyles are a matter of the choices we make which shape what we value and are shaped by our value orientations. But individuals, groups and societies are often divided on questions of culture, value and choice. This is especially true when the resources that support life are limited and there are competing demands for them. Ethics help resolve such conflicts. By pointing out what is right and what is most worthwhile, ethics encourage people to think about the most important issues involved in our choices. Ethics do not provide easy answers to the dilemmas of life, but they can enable people to choose the options that serve the best interests of others as well as themselves. Ethics can also motivate people to make the sacrifices such choices often require. In a world of limited resources, conflicting value perspectives, and competing individuals and groups, an ethic of sustainability can help the way human beings learn to co-operate with each other and the rest of nature for the mutual well-being of all.

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

Ethics are, therefore, essential for sustainability. Every society that has treated the land and its citizens well has had a responsible ethic of sustainability. What is unprecedented today with emerging trends towards globalisation is the need for such an ethic to be more widely understood and practised. A responsible ethic of sustainability provides value perspectives and principles that guide our relationships with each other (social justice) and with the Earth (conservation). The framework for an ethic of sustainability has been suggested by a partnership between the three major conservation groups in the world, the World Conservation Union (IUCN) the Worldwide Fund for Nature (WWF) and the United Nations Environment Programme (UNEP). The value perspectives in this ethic include: Social Justice Basic human needs Intergenerational equity Human rights Democracy

Conservation Interdependence Biodiversity Living lightly Interspecies equity

Journal: Q4: Identify three values in the suggested ethic of sustainability that are most significant to you. Q5: Explain why you chose these three. Q6: List the actions you presently do (or could start doing) to improve the chance of achieving a sustainable future in your community - and values that are guiding you in this. Many of the social, economic and biophysical issues that must be explored when teaching about sustainable futures can be controversial. This is because these issues reflect contrasting value orientation and often cause disputes and controversy in the community. This can sometimes place teachers in a difficult situation. However, to choose to ignore such issues just because they are controversial would be unprofessional. As David Orr has written: The crisis of sustainability, the fit between humanity and its habitat, is manifest in varying ways and degrees everywhere on Earth. It is not only a permanent feature on the public agenda; for all practical purposes it is the agenda . . . Sustainability is about the terms and conditions of human survival, and yet we still educate at all levels as if no such crisis existed . . . YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

Source: Orr, D. (1992) Ecological Literacy: Education and the Transition to a Postmodern World, State University of New York Press, Albany, pp. 83, 145. Principles for Education Activities Involving Value-laden Issues The challenge for teachers is to develop principles for dealing with value-laden issues in a professional and ethical way. Such principles would acknowledge that avoiding value perspectives and controversy when teaching about sustainability is neither desirable nor possible. They would also provide guidance for adopting a positive and optimistic approach to teaching controversial issues with an emphasis on the use of critical thinking skills. Identify the principles that you follow when teaching about value-laden issues, and compare them with the rankings given to these principles by other teachers. Q7: When you have finished this interaction answer the following questions: How do your rankings differ from the average of the other teachers? Are the differences of any significance? Do they relate to your personal philosophy of teaching or, perhaps, to the contexts in which you teach? Are there any principles that you might want to 'push-up' your ranking as a result of seeing what other teachers think? Which one(s)? Why? Applying Guiding Principles to Value-laden Issues Several techniques for teaching about value-laden issues have been developed. Two important ones are values clarification and values analysis. This activity provides practice for using these approaches in your teaching. Completing the module: Looking back through the activities and tasks to check that you have done them all and to change any that you think you can improve now that you have come to the end of the module. Values education aims to achieve two basic outcomes: Helping learners to better understand the values that guide their own daily lives, and contributing to changes in value perspectives held collectively by communities and personally by individuals.

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

In education for a sustainable future, the direction of this change is toward increased understanding, tolerance and fairness toward other humans (through social equity, peace and democracy) and toward sustainability in the use of resources drawn from the natural environment (through appropriate development and conservation). Q14: Identify eight key value perspectives that you believe can contribute to achieving a sustainable future. Q15: Outline how the Isoman Copper Mine exercise (or a similar issue - perhaps one in your own country) could be adapted to use with a class you teach. Education is a process of initiating the learner to a good life. In order to live this 'good' life, the learner has to acquire, through this education knowledge, skills, attitudes, values and other behaviour patterns. This unit will therefore address values and the importance of values in one's life. It will incorporate values clarification strategies in one's decision making processes. This will help the learners to become responsible citizens who will use their values to guide their attitudes and behaviour. Objectives After completing this section, you should be able to: 1. define values 2. demonstrate an acknowledgement and acceptance of the realities of diversity(ethnicity, culture, sexual-orientation, spirituality/religion) 3. identify and prioritize one's own values 4. develop an understanding of how values influence decision making and behaviour 5. recognize the need to live together in atmosphere of peace and contributing to sustainable development Definitions      

Values Core values Values inculcation: aims for pupils to adopt a pre-determined set of values Values analysis: pupils investigate and assess evidence which may support value judgements Values clarification: helps pupils become aware of their own values in relation to those of others Action learning: focuses on students having a reasoned base for whatever actions they might take in relation to specific social and environmental issues

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

(after Butt 2002; Lambert & Balderstone 2000) Getting to know our values What are values? Values have many meanings:  Values are your personal measure of worth shaped by your beliefs, ideas and principles that are important to you. They shape your priorities and guide you in deciding what is right and wrong  Values reflect our attitudes and what we believe about everything.  People's values differ and people and we should all learn to tolerate each others' values. Examples:  A person who values family will care about his/her partner, children and home life.  love for my family is a value I am willing to work hard for and maybe even sacrifice to achieve it.  That value reflects the fact that I believe love for family is more important than anything else in my life. This should be reflected in my decisions and actions. If not it is not what the person values.  A person who values being healthy will exercise, eat the right foods, live positively and avoid alcohol and tobacco. Classification of Values Values can be grouped into the following groups: 1. Instrumental values 2. Moral values 3. Intrinsic values 4. Aesthetic values Instrumental values are those dealing with the means of achieving economic gain, like money and status. Moral values are those dealing with the notions of right and wrong. Intrinsic values are those which are desired for their own sake, like happiness, truth and peace Aesthetic values are those that refer to our standards of judgement of what is beautiful and ugly. Importance of values  Clarifying values is an integral part of personal growth.  Knowing what's most important to us provides a blueprint and direction in our lives.

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE



Values Clarification is a key area in our self-knowledge because we develop a greater awareness of our core values.  Knowing our core values or what is most important to us is extremely relevant to creating goals, setting priorities, and managing our time.  You will have solid ideas about where you will commit blocks of our energy and time. Less important areas can be set aside or dropped from our schedules.  When we have to make choices between activities, we'll have our core values to guide us.  When we clarify our values, we also have the opportunity to strengthen our value system and integrity and to integrate ourselves into wholeness with international expectations. Exploring Personal Values Our life is guided by the values we act upon. Many of us have never taken the time to truly explore and identify our values. Behind our choices and actions are the values that take us into living fully, while other values diminish the quality of our life. You have an opportunity to base your life on the values that are consistent with how you want to live your life. Having fun or taking risks may run counter to being healthy. In order to be healthier, it is important to live out of the values that are consistent with your purpose. Value Clarification Values change over time in response to changing life experiences. Recognizing these changes and understanding how they affect one's actions and behaviors is the goal of the values clarification process. Values clarification will not tell you what your values should be, simply provides the means to discover what your values are. Activity Number 1 Let‘s begin with a small sampling of values. You can add more values and make notations if you like. 1. Circle any value or representation of values you feel strongly about using the table below. Select one that you have circled and write a paragraph on why this particular value is so important to you. What does this mean in your life? Is this a value you hold important and act on? Why or why not? Honesty

Trustworthiness Friendship Relaxation

Recognition

Independence

Wealth

Health

Knowledge

Family

Fun

Risk

Marriage

Control

Tolerance Peace

Safety

Fame

Nature

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

Caution

Responsibility Generosity

Timeliness Cooperation

Respect

Beauty

Recycling Preservation

Unity

Caring

Creativity

Adventure

Uniqueness

Conformity Money

Loyalty

Work Ethic

Talent

Love

Companionship Solitude

Humility

Growth

Justice

Freedom

Fixing things

Music

Harmony

Objectivity Flexibility

Politics

Life

Challenge Change

Animals

children

Students

Happiness

Reading

Writing

Freedom

Computing

Closeness Religion

From the table above, identify the twelve (12) Universal Core Values. Feedback: Peace, love, unity, simplicity, cooperation, tolerance, happiness, responsibility, freedom, honesty, humility, respect Prioritizing Your Values Now that you have identified your core values, you understand what is important to you. You can use then refer to your values list whenever you have to make a difficult or important decision. Read some of the questions from the list below.  Should I smoke marijuana or drink alcohol because my friends are drinking and smoking?  Is it OK to have sex with a few close partners?  What if I decided to have a sexual relationship - should I protect myself from HIV AIDS and other STDs?  Is it "cool" to say "no" to sex?  Is sex OK if you are getting something for it: money, cell phone, or clothes?  Is happiness and health important? These are difficult questions with no straightforward answers. When faced with such decisions, you need to refer to your list of values, prioritize them and then make a decision. The prioritization of values allows you to make decisions which would lead to fulfilment of goals without sacrificing your core values. Remember that although this decision may be the correct one for you at this point in life, you might decide differently when faced with the same situation later in life.}} Activity YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

Number 2 Examine the list you of values you selected in Activity 1 and arrange them in order of importance. Values for a Sustainable Future In a world of limited resources, conflicting values, and competing individuals and groups, we all need to learn to live together in an atmosphere of peace, respecting ourselves and others and contributing to sustainable development. Values also very much depend on the religion. The values and ethics of the religion can help human beings learn to co-operate with each other and the rest of nature for the mutual wellbeing of all. A sustainable future depends upon people living according to values and principles of sustainability, including:  Social Equity and Peace:  Appropriate Development  Conservation  Democracy  Practice of religion within the community In the previous activities you have had the chance to explore your personal values. You will now be required to examine other people‘s values as well as your own. You will be using logical thinking skills to analyse different viewpoints about an issue. There are four steps in values analysis:  Analysing the issue  Assessing consequences for the different stakeholders (provide a list of stakeholder groups)  Analysing perspectives of all stakeholders  Making a decision Activity Choose a major development having some controversial aspect relating to your country/region Suggested examples of development:  A textile industry on the coast of an island state  A major tourism development on previous farmland  Construction of a road in a forest area Individually answer the following questions. What are the potential benefits of the proposed development? Identify some of the groups of people interested in, or affected by, the development? In a class setting you may want to do the following:  Divide the class into groups of major stakeholders YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

  



Analyse opinions of the different stakeholders Summarise the viewpoints of each stakeholder Finally you have to present the idea to the cabinet of Ministers for approval. As person who has a have a firm committed to the values of sustainability: peace and equity, appropriate development, democracy and conservation. Write the text of your decision stating the advantages and disadvantages of the options you are considering and the key reasons for your decision.

Summary When I have values:  I know what is important to me  I am able to set my priorities right  I am honest  I am systematic when doing things  I decide before I act  I am responsible  I have respect for other people  I am accountable for my actions  I have respect for life  I have commitment in whatever I do  I show kindness  I have self control  Values only have value when they are acted upon. You have had the chance to explore your personal values and to examine other people‘s values in relation to sustainable living by analysing a controversial development through a case study. Assessment Decision making 5 STEP MODEL OF THE DECISION MAKING PROCESS 1st step: Defining the problem precise definition of a problem is a major step toward its solution. There are also some potential dangers in identifying and defining a problem, such as (e.g.) the event which attracts attention may not be the problem, but the symptom of the problem. Such as: A friend not speaking to you is a symptom of a problem, his/her not speaking to you is not the real problem but only the symptom of the problem. The reason for their not speaking is the problem. 2nd Step: Identify the alternative course of action. Once the problem has been already defined the next step is to identify the alternation choices of action on strategies leading to a solution. During the stage of defining the problem various courses of action usually YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

become obvious. The ideal approach at this stage I for the decision-maker to seek to identify as many potential solutions as possible solutions, and finally the feasible solutions are left. 3rd Step: Evaluating feasible solutions this stage of the process entails calculating the consequences of the feasible solutions in terms of advantages and disadvantages. 4th Step: Choosing a solution: At this stage the decision-maker will choose the strategy which comes closest to the attainment of goals and will be based on criteria such as maximum advantages and minimum disadvantages. It is at this time that the decisionmaker may become acutely aware of the loneliness of decision making. Decisions are made by the person concerned. 5th Step: Checking the results once the decision has been made and implemented the final stage in the process is obtaining feedback on the results. The objective is to discover:(i) If the selected solution has achieved the specified objectives and closed the gap between the actual and the desired performance. (iii) If the selected solution failed, completely or partly to achieve the objectives, what were the reasons? This analysis will provide useful information to correct the situation. (iv) How well or badly the decision-maker has performed. 3. APPLYING DECISION MAKING SKILLS A key aspect of maturity is the ability to do things for oneself to make plans and â&#x20AC;&#x2014;go for themâ&#x20AC;&#x2DC;, showing self-determination and persistence, rather than needing to be pushed to do things by teachers and parents. . Activity 1 Look at the range of decision we make. Individually, or in small groups, pupils write a list of the decisions they make in a day (for example, yesterday). Then draw a line under this list and add any big decisions they made in the last three or four years or decision they think may have to make in the next few years. Discuss the difference and the relationship between everyday decisions and important ones. Are they reached in similar or different way? Focus on the process of making decisions outlined above. Pupils could test out these steps making an imaginary decision, for example, how to spend a gift of 100 dollars. The module commences with an opportunity to review a range of different values about animal conservation through a case study of The Elephant Dilemma in Africa.

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

In 1979, there were over 1.3 million elephants in Africa. By 1995 this had shrunk to between 300,000 and 600,000 with 80% of the elephants in eastern Africa lost. Increases in human numbers, and the expansion of their activities into the elephantâ&#x20AC;&#x2DC;s range were key factors in this. However, the age-old problem of elephant poaching to meet the worldwide demand for ivory, has been the major cause of this disastrous decline in elephant numbers. Alarmed by the rate of elephant poaching, the Convention on International Trade in Endangered Species (CITES) banned all trade in ivory and other elephant products in 1990. However, the conservation of the African elephant is a complex wildlife management issue. With better anti-poaching measures and strict trade bans in place, elephant numbers grew rapidly in some areas. However, the area of land available to them remained restricted. This has had a major effect on the biodiversity of local ecosystems and a range of new management strategies introduced, such as culling elephant numbers and removing some to other territories. Culling is a controversial management practice. Some say that it is cruel to kill such a beautiful and majestic animal. However, others are concerned about the deteriorating condition of ecosystems where there are too many elephants and by the damage to farm crops that is increasingly becoming a problem. And what should governments do with the stockpile of ivory from elephants that are culled? Many of these countries have low levels of national income and have argued that it is unfair to stop them from earning money from exporting their legally gathered ivory stores. A sustainable future depends upon people living according to values and principles of sustainability, including: Social Equity and Peace Appropriate Development Conservation Democracy These values reflect the four dimensions of a sustainable future. Review the way these four dimensions are integrated into the ethical principles in the Earth Charter.

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

ETHICS AND SUSTAINABILITY Changing our lifestyles and the way our social institutions operate so that they reflect these values will require the co-ordinated efforts of all of us â&#x20AC;&#x201C; and time. The next few decades are crucial in this respect. Only an ethic of sustainability can change the basic relationships that people have with the Earth and with each other. Lifestyles are a matter of the choices we make and our values. But individuals, groups and societies are often divided over which values to choose. This is especially true when the resources that support life are limited and there are competing demands for them. Ethics help resolve such conflicts. By pointing out what is right and what is most worthwhile, ethics encourage people to think about the most important issues involved in their choices. Ethics do not give easy answers to the dilemmas of life, but they can encourage people to choose the options that serve the best interests of others as well as themselves. Ethics can also motivate people to make the sacrifices such choices often require. In a world of limited resources, conflicting values, and competing individuals and groups, an ethic of sustainability can help the way human beings learn to co-operate with each other and the rest of nature for the mutual well-being of all. Ethics are, therefore, essential for sustainability. Every society that has treated the land and its citizens well has had a responsible ethic of sustainability. What is unprecedented today with emerging trends towards globalisation is the need for such an ethic to be more widely understood and practised. A responsible ethic of sustainability provides values or principles that guide our relationships with each other (social justice) and with the Earth (conservation). A sample ethic of sustainability has been suggested by a partnership between the three major conservation groups in the world, the World Conservation Union (IUCN), the Worldwide Fund for Nature (WWF) and the United Nations Environment Programme (UNEP). The values in this ethic include: Social Justice Basic human needs Intergenerational equity Human rights Democracy Conservation Interdependence Biodiversity Living lightly YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

Interspecies equity Q4: Identify the three values in the suggested ethic of sustainability that are most significant to you. Q5: Explain why you chose these three. Q6: List the actions you presently do (or could start doing) to improve the chance of achieving a sustainable future in your community – and the values that are guiding you in this. Many of the social, economic and environmental issues that must be explored when teaching about sustainable futures can be controversial. This is because these issues reflect contrasting values and often cause disputes and controversy in the community. This can sometimes place teachers in a difficult situation. However, to choose to ignore such issues just because they are controversial would be unprofessional. As David Orr has written: The crisis of sustainability, the fit between humanity and its habitat, is manifest in varying ways and degrees everywhere on Earth. It is not only a permanent feature on the public agenda; for all practical purposes it is the agenda … Sustainability is about the terms and conditions of human survival, and yet we still educate at all levels as if no such crisis existed … Source: Orr, D. (1992) Ecological Literacy: Education and the Transition to a Postmodern World, State University of New York Press, Albany, pp. 83, 145. PRINCIPLES FOR TEACHING ABOUT VALUES-LADEN ISSUES The challenge for teachers is to develop principles for dealing with values-laden issues in a professional and ethical way. Such principles would acknowledge that avoiding values and controversy when teaching about sustainability is neither desirable nor possible. They would also provide guidance for adopting a positive and optimistic approach to teaching controversial issues with an emphasis on the use of critical thinking skills. Identify the principles that you follow when teaching about value-laden issues, and compare them with the rankings given to these principles by other teachers. Q7: When you have finished this interaction answer the following questions: How do your rankings differ from the average of the other teachers? Are the differences of any significance?

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

Do they relate to your personal philosophy of teaching or, perhaps, to the contexts in which you teach? Are there any principles that you might want to ‗push-up‘ your ranking as a result of seeing what other teachers think? Which one(s)? Why? APPLYING VALUES EDUCATION PRINCIPLES Several techniques for teaching about value-laden issues have been developed. Two important ones are values clarification and values analysis. This activity provides practice in these techniques and ideas for using them in your teaching. Values Clarification Values guide our decisions as to what is good, true and right. Thus, they depend as much on our feelings as on our thoughts. Values clarification is a technique for encouraging students to relate their thoughts and their feelings and thus enrich their awareness of their own values. This activity illustrates one values clarification strategy – a values grid. A VALUES GRID A values grid helps students clarify the degree of commitment they feel to different issues. Q8: To practise this values clarification technique, begin by making a list of three issues or questions that are of concern to you. Examples could be: Should the parkland close to the centre of the city be re-developed to house landless people from nearby rural areas? Should girls receive equal educational opportunities to boys? To what extent should governments give financial incentives to overseas companies to encourage them to invest in local industries? Q9: How strongly are you committed to resolving these issues? Complete the table in your learning journal to describe the extent of your commitment. Values Analysis Where values clarification guides reflection on personal moral dilemmas, values analysis is commonly used with social issues that involve many people and viewpoints.

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

Thus, values analysis it is a way of helping students examine other people‘s values as well as their own. It requires the use of logical thinking skills to analyse different viewpoints about an issue. A case study of a proposal to develop a copper mine on a small island in the South Pacific is used to illustrate how values analysis enables students to review the positions held by various stakeholders in a controversial issue. There are four steps in values analysis: Analysing the issue Assessing consequences for stakeholders Analysing stakeholders‘ perspectives Making a decision ANALYSING THE ISSUE Q10: Read the background information on the proposed Isoman mine and answer the following questions. What are the potential products of the Isoman mine? What were the results of the feasibility study? Identify some of the groups of people interested in, or affected by, the development of the mine. See a sample list of groups (stakeholders). ASSESSING CONSEQUENCES FOR STAKEHOLDERS Read a summary of newspaper reports on the responses of some stakeholders to the proposed mine. Q11: Compare the situations in the Isoman and Taranga mines. ANALYSING STAKEHOLDERS‘ PERSPECTIVES Issues arise when different people have reasoned – but opposing – views about the same matter. It can help the resolution of an issue if a careful analysis is made of stakeholder‘s opinions. Q12a: Summarise the viewpoints of the following three stakeholders: The Minister for Minerals and Energy YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

Isoman land-owners The Environwatch conservation group Q12b: Summarise the views of the remaining groups of stakeholders. See a summary of stakeholdersâ&#x20AC;&#x2DC; perspectives. MAKING A DECISION Imagine you are the Minister for Minerals and Energy, and you have a firm commitment to the values of sustainability: peace and equity, appropriate development, democracy and conservation. While you need to consider the views of all stakeholders, you should remember that not all of the stakeholders are equally powerful. Which stakeholders are the most influential? Why? Which stakeholders might have difficulty communicating their views to you? Why? What could you do to encourage wide participation in decision making? Will you allow the mine to be developed or not? Q13: Write the text of the speech you will make in parliament to announce your decision on the issue. Make sure that your speech summarises the advantages and disadvantages of the options you are considering and the key reasons for your decision. The Religions and Values Education pathway is designed to provide specialists and non-specialists alike the opportunity to reflect on policy and practice in religious, spiritual and moral education. Across the pathway modules, you will learn more about current debates in the field, applying these to the age phase or specific contexts within which you work. You will address such issues as the nature and purposes of religions and values education, topics and debates of current concern, and the relationship between religions and values education and the wider disciplines related to the study of religion. Issues in learning and teaching in religions and values education are of special concern, and consideration will be given to the range of pedagogies to be drawn upon. Assessment is geared to deepening understanding of the contexts in which religion and values education is taught, oriented towards enhancing learning and teaching. You will also consider the application of strategies in the classroom, developing schemes of work or resource for religions and values education appropriate to your setting and context and articulating your reasons for the approach taken. Module 1: Introduction to Learning Design: The Practice of Teaching - General information YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

This module aims to provide an overview of learning and teaching within HE and to develop strong design skills built around Biggsâ&#x20AC;&#x2DC; model of aligned learning and teaching (constructive alignment) utilising both the SOLO and Bloomâ&#x20AC;&#x2DC;s taxonomies. Sessions provide exposure to the underlying theory and provide opportunities to develop skills such as writing learning outcomes, session planning and evaluation, and introducing current and emerging learning technologies. An introduction to assessment and feedback is also included to complete the constructive alignment cycle and to help meet the early demands for contributions to assessment which new lecturers are likely to experience. Full details of module 1 are provided in the module profile and the PCAP Module 1 Handbook downloadable from the right-hand side of this page. Aim The overall aim of this module is to explore and evaluate issues related to the design and delivery of learning within a higher education context. Learning Outcomes and Professional Values Having successfully completed the module, participants should be able to: Knowledge and Understanding 1. Apply knowledge of how students learn through reflecting upon various teaching and learning situations within their subject area. Subject Specific Intellectual and Research Skills 2. Reflect on their personal and professional practice and development, assess their future development needs and make a plan for their continuing professional development. Subject Specific Practical Skills 3. Write and use learning outcomes that are appropriate for a given learning and teaching session. 4. Critically analyse and reflect upon the appropriateness and effectiveness of learning and teaching activities and resources to facilitate quality learning. 5. Critically analyse and reflect upon the appropriateness of learning outcomes for a session and the alignment of learning and teaching activities with these learning outcomes. 6. Develop, informed by the analysis of evaluation data, strategies for enhancing the student experience. YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

Transferable and Generic Skills 7. Compose and communicate ideas effectively, both orally and in writing 8. Organise and integrate their learning with existing commitments, and produce work to deadlines. 9. Apply self-directed learning skills which are essential for learning with limited contact time 10. Apply education design and delivery skills in different contexts 11. Apply reflective skills outside of their discipline context 12. Enhance their teaching activities through the integration of their research findings and process 13. Display initiative and personal responsibility The above Learning Outcomes are underpinned by five Professional Values that are concerned with 'how' teaching and learning support are undertaken and the values that inform decisions and actions. On completion of the module, you should be able to demonstrate the following professional values underpinning the learning outcomes: A commitment to scholarship in teaching, both generally and within the discipline. A respect for individual learners and for their development and empowerment. A commitment to work with and learn from colleagues. The practising of equal opportunities. A commitment to continued reflection and evaluation, and consequent improvement of your own practice. Compulsory Peer Observation All PCAP module 1 participants will need to be observed by an experienced educator and a peer during a teaching and learning session/activity. The experienced educator could be the PCAP mentor, a former PCAP participant, an experienced colleague in your AU, or a PCAP tutor. We are working with Associate Deans Education and other Associates across the University to establish a network of mentors/peer observers working within faculties. A peer will be one of your fellow PCAP participants. If you do not have an opportunity to be observed during the semester in which you are attending the Module 1 sessions, you should discuss your situation with a PCAP tutor. The session that is observed will normally form the basis of the module 1 peer observation assignment and therefore the session observed should ideally be one that you would like to analyse and write your assignment about. â&#x20AC;˘ Values can be defined as "temptation, form YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

- fitting objectives, principles‖ that guide peoples‘ lives, and have varying significance • Values are the essence of our personality, and affect us to make decisions, trust people, arrange our time and energy in our social life. VALUES ACCORDING TO SCHWARTZ • Shalom H. Schwartz is social psychologist, cross-cultural researcher, author of Theory of basic human values (universal values as latent motivation and needs). • Schwartz‘s theory of basic human values discusses the nature of values and spells out the features that are common to all values and what distinguishes one value from another. The theory identifies ten basic personal values • Power This takes value from social status and prestige. The ability to control others is important and power will be actively sought through dominance of others and control over resources. • Achievement Value here comes from setting goals and then achieving them. The more challenge, the greater the sense of achievement. When others have achieved the same thing, status is reduced and greater goals are sought. • Hedonism Hedonists simply enjoy themselves. They seek pleasure above all things and may, according to the view of others, sink into debauchery. • Stimulation The need for stimulation is close to hedonism, though the goal is slightly different. Pleasure here comes more specifically from excitement and thrills and a person with this driver is more likely to be found doing extreme sports than propping up a bar. • Self-direction Those who seek self-direction enjoy being independent and outside the control of others. The prefer freedom and may have a particular creative or artistic bent, which they seek to indulge whenever possible. • Universalism The Universalist seeks social justice and tolerance for all. They promote peace and equality and find war anathema except perhaps in pursuit of lasting peace. • Benevolence Those who tend towards benevolence are very giving, seeking to help others and provide general welfare. They are the 'earth mothers' who nurture all. • Tradition

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

The traditionalist respects that which has gone before, doing things simply because they are customary. They are conservatives in the original sense, seeking to preserve the world order as is. Any change makes them uncomfortable. • Conformity The person who values conformity seeks obedience to clear rules and structures. They gain a sense of control through doing what they are told and conforming to agreed laws and statutes. • Security Those who seek security seek health and safety to a greater degree than other people (perhaps because of childhood woes). Though they may worry about the potential of military force, they welcome the comfort that their existence brings. THE IMPORTANCE AND THE PLACE OF VALUES IN HUMAN LIFE • Values are the effective cultural elements which shape the elements around the point of view of individuals, members of a community that holds together. • With the values that show differences in cultures, there is a case of values which are universal and ethical that is accepted in all cultures. • Respect, kindness, patience, tolerance, peace and democracy are expected to be universal values throughout Europe as well as many countries. • Value education helps people to develop values and serve to establish an individual fulfilling life. (Kirschenbaum, 1995). • What teachers‘ perceive as good or bad, what they like or did not like can be seen as hidden education in the classroom and at school through values education. WHAT IS VALUES EDUCATION? However, values training should be the part of formal education to help children gain more universal human mind (Doganay, 2006). WHY DO WE NEED VALUES EDUCATION? • During training, the students not only an understanding of the cognitive and psychomotor gains given, but also the individuals that make up society, values, attitudes, and etc. will result in failing to acquire affective gains. • Therefore, the determination of social coherence and common objectives will be difficult or even impossible. • This situation brings out a necessity of values education in schools. But the concepts and issues related to values education can be achieved by absorption by teachers (Printer, 2006). VALUES EDUCATION IN PRESCHOOL • Preschool is the first period that lays the foundation of information on values. YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

• For information about the values of life will continue to be found. • The first information not only gained in earlier periods that begin and end in the period to adolescence but also continues personality. From now on, there can be changes on these values but basic values have been developed. • Changing child‘s wrong behavior is more difficult than trying to develop a new behavior. • It‘s critical to develop the child's personality in a planned and systematic process in order to prevent the wrong development of values education. FACTORS AFFECTING VALUES EDUCATION • Values education starts from families and continuous at schools with the help of educators. Because of this, families, teachers and educational programs are crucial for values education. • Families are the first source of information so they should be careful about their behaviour and attitudes as children see them as a model. • Cooperation within families and teachers is very important for the thing that affects the children most is what the teacher does in classroom. Besides this, education programs must be reorganized according to this cooperation. • Also in this period by the help of educational activities like seminars, conferences, meetings; families can take an active part in organizing these programs. • So that, there can be an effective harmony among families, educators and educational programs. EFFECTIVE EDUCATION METHODS AND TECHNIQUES IN VALUES EDUCATION • Teachers play an important role in transforming of values, so their techniques and methods have a great importance. • Discussion and student-centered active learning strategies • Drama-based approach • Project work • Practical activities • Cooperative learning, group work, • Student-run research • Educational games and the subject can be listed as available techniques and methods. For Competencies: At the end of this module, teachers are expected to be more competent for the education of universal values, preparing activities and materials and for participation of the family.

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

All the issues will be taught in the frame of integrated activity and will be more effective for reinforcement of the universal values In Terms of Education Content: The democratic, fair teacher attitudes should be placed in educational content as concrete, interactive, drama and simulations. For parent training studies must be done in the same way established as interactive, simulation and drama Provision for Classroom Democracy: democratic management should be mentioned in the class, sample applications should be submitted to the teachers in module content. Any personal belief about how to live and how to deal with a situation; beliefs of a person or social group in which they have an emotional investment for or against something. Think of a brief example when you felt ―out of alignment‖ with yourself in an action or decision that you made. Was there an important value(s) that you were either unclear about or that you didn‘t acknowledge in the situation? Living in alignment with our values creates a life of greater integrity and focus. When we have clarity around our core values it simplifies our choices and decision making. Living in alignment with our values also offers greater health and joy in life. STEP 1 - Identify and Define Your Values All of the following values are worthwhile. Put a check mark next to 20 of the most important to you. Write in others if your top values are not on this list. ACHIEVEMENT (sense of accomplishment by means of skills, practice, perseverance, or exertion) ADVANCEMENT (moving forward in your career through promotions) ADVENTURE (work which frequently involves risk taking) AESTHETICS (involved in studying or appreciating the beauty of ideas, things, etc.) AUTONOMY (working independently, determine the nature of your work without significant direction from others) CARING (love, affection) CHALLENGE (stimulates full use of your potential) CHANGE & VARIETY (varied, frequently changing work responsibilities and/or work settings) COMPETITION (pit your abilities against others where there is clear win/lose outcomes) COOPERATION (opportunity to work as a team toward common goals) CREATIVITY (being imaginative, innovative) YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

ECONOMIC SECURITY (having enough money) ENVIRONMENTAL STEWARDSHIP (caring for the earth and its creatures) EXCELLENCE (achieving the highest standard of performance possible in all endeavors) EXCITEMENT (experience a high degree of, or frequent excitement in your work) FAMILY HAPPINESS (being able to spend quality time and develop relationships with family) FRIENDSHIP (develop close personal relationships) FUN (approaching daily living in a playful manner, seeing the funny side of life) HEALTH (physical and psychological wellbeing) HELP OTHERS (be involved in helping people in a direct way, individually or in a group.) HELP SOCIETY (do something to contribute to the betterment of the world) Identify and Define Your Values INNER HARMONY (being at peace with oneself) INTEGRITY & HONESTY (telling oneself the truth and speaking that truth to others) INTELLECTUAL STATUS (be regarded as an expert in your field) KNOWLEDGE (understanding gained through study and experience) LEADERSHIP (influence over others) LEGACY (having lasting impact in the lives of others) LEISURE (have time for hobbies, sports, activities and interests) LOCATION (place conducive to your lifestyle and allows you to do the things you enjoy most) LOYALTY (steadfastness and allegiance) PLEASURE (enjoyment) POWER (authority) PRECISION (work in situations where there is little tolerance for error) RECOGNITION (being acknowledged for your contribution) RESPONSIBILITY (being accountable for results) SIMPLICITY (delighting in the absence of complexities or the unnecessary) SPIRITUALITY (devotion to spirit or soul; often expressed through religious practice) STABILITY (work routine and duties that are largely predictable, not likely to change over a long period of time) TIME FREEDOM (work according to your own time schedule, no specific work hours required) WEALTH (profit, gain, making a lot of money) WISDOM (understanding based on accumulation of knowledge) STEP 2 Identify and Define Your Values YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

After identifying your values, look at each and ask yourself "What does this mean to me?" Example: INNER HARMONY - physical and spiritual well being that makes me feel peaceful. STEP 3 Using your Value Cards, manually sort again your top 10. Consider if these are value that are critically important to you. Then, sort the 10 to your top 5. Ask yourself ―as I look back on my life as I near the end, will I be satisfied with choosing these particular values or am I missing what‘s most precious to me?‖ List your top five. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Mission and Organizational Values Step One: Creating Your Inclusiveness Committee Step Two: Training and Consultants Step Three: Definitions and Case Statement Step Four: Gathering and Analyzing Information Step Five: Creating Your Inclusiveness Blueprint Step Six: Implementation Creating a Structure for Your Initiative: Overview of Content In this module, you will: • Review information about inclusiveness in relation to mission and organizational values. • Analyze the data from the information-gathering process that pertain to mission and organizational values. • Review a series of concrete suggestions for developing more inclusive mission and organizational values statements. • Make recommendations about whether or not changes need to be made in relation to the mission and values. • Establish goals and objectives for your work on mission and values statements that will be integrated into your inclusiveness blueprint. YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

Note that in most cases, you will not actually revise the mission or values statements; rather, you will gather and analyze important information about mission and values and make a recommendation (most likely to the board of directors and CEO) about the need for changes to the mission and values statements and a process for making those changes. This module should be completed by any organization that has decided to look at its mission and organizational values in relation to inclusiveness. If you haven‘t prioritized mission and organizational values as a part of your inclusiveness initiative, then skip to Module 10: Board of Directors. Who to Involve The work in this module should be completed by the Inclusiveness Committee as a whole. Exercises to Complete • Exercise 9-A: Current Mission and Values Statements • Exercise 9-B: Benefits of Inclusive Mission and Values Statements • Exercise 9-C: Analyzing Information • Exercise 9-D: Deciding What to Include in the Blueprint • Exercise 9-E: Developing an Action Plan: Goals and Objectives • End-of-Module Checklist Organizational Mission Statements The purpose of a non-profit mission statement is to make clear an organization‘s core purpose, the general methods it uses to achieve its overall goals, and the primary community that it serves. Many inclusive organizations strive to address their commitment to inclusiveness in their mission statements as well as through other mechanisms such as an inclusiveness statement. However, some organizations find that inclusiveness is best addressed through means other than a mission statement. For example, the mission of a fictional animal welfare organization is to ―provide shelter and care for animals in need.‖ In this case, because the mission is narrowly defined to focus on animal welfare, it might not be appropriate to address issues of inclusiveness within the organization‘s mission.

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

Depending in part on the outcomes from your information gathering, in Exercise 9-C: Deciding What to Include in the Blueprint, you will have the opportunity to consider whether or not your organization needs a mission statement change to fully address issues of inclusiveness. Here are some examples of mission statements that have been designed to include a commitment to inclusiveness: 1. The Chinook Fund: The Chinook Fund is committed to the transformation of society into one that promotes social justice and freedom from oppression, including but not limited to, racism, sexism, classism, heterosexism, ageism, and ableism.1 2. National Committee for Responsive Philanthropy: NCRP is an independent nonprofit that works to strengthen the nonprofit sector and improve its ability to represent and serve individuals politically, economically, or socially disadvantaged, by promoting greater philanthropic openness and accountability.2 3. Denver School of Science and Technology: The Denver School of Science and Technology is dedicated to providing a diverse student body with an outstanding liberal arts high school education with a science and technology focus. By creating a powerful learning community centered on core values and a shared commitment to academic excellence, DSST will increase the number of underrepresented students (women, minorities and economically disadvantaged) who attain college science and liberal arts degrees. DSST graduates will be responsible, engaged citizens who are prepared to be leaders of the future.3Organizational Values Statements Values statements spell out the core principles that guide an organizationâ&#x20AC;&#x2DC;s work. Whether or not they are officially stated, an organizationâ&#x20AC;&#x2DC;s values are an important part of the organizationâ&#x20AC;&#x2DC;s culture. Values statements help define the principles and ethics by which an organization operates and can act as a guide. They help define what is right and wrong as well as the behaviors and perspectives that are valued within the organization. They are often called upon to help resolve conflicts or to negotiate ethical dilemmas. Community members also can look to these statements to find out more about an organization. Not all organizations have values statements, but all organizations have values. If your organization does not have or does not want to have a values statement at this time, then only complete the portions of this module that relate to mission statements. However, if your organization does have a values statement, then it is probably worthwhile to re-examine it as a part of your inclusiveness initiative. Likewise, if your organization does not currently have a values statement but would like to develop one, continue with the exercises in this workbook regarding values.

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

Many organizational values include a statement of commitment to diversity or inclusiveness. An obvious statement would be ―We value diversity.‖ Without a further description of what ―valuing diversity‖ means, it may be hard for people to link this statement with their work. Because inclusiveness is about treating people with respect, and because good management and leadership practices are related to successful inclusiveness practices, oftentimes values statements that do not directly relate to inclusiveness can be useful in creating a more inclusive organizational culture. For instance, such values as ―We will treat each other fairly‖ and ―We will value the opinions of others‖ don‘t directly mention inclusiveness, but they can promote the development of an inclusive organization. Of course, just because an organization says it has a certain set of values does not mean that those values are a part of the day-to-day practices of the organization. However, even values that your organization aspires to are worthy because they can provide people with opportunities to raise concerns about how an organization says it wants to behave and how it actually behaves. This conflict between aspirations and reality can be especially common with values relating to inclusiveness. So long as there is buy-in at all levels when the values statement is created, statements about inclusiveness are worth including because they will help create internal understanding about the desired shift within the organizational culture. Inclusiveness at Work ―Each time a man stands up for an ideal, or acts to improve the lot of others, or strikes out against injustice, he sends forth a tiny ripple of hope…those ripples build a current that can sweep down the mightiest walls of oppression and resistance.‖ -Robert F. Kennedy. Here are some examples of components of values statements from nonprofit organizations that relate directly or indirectly to inclusiveness or diversity: 1. Commitment to equitable treatment and elimination of discrimination in all its forms at all organizational levels and throughout all programs. 2. Commitment to diversity in all staff, volunteers, and audiences, including full participation in programs, policy formulation, and decision-making. 3. Recognition of the rights of all individuals to mutual respect; acceptance of others without biases based on differences of any kind. 4. Ability to lead and model diversity throughout the organization and to lead society toward pluralism. 5. Commitment to individual and organizational efforts to build respect, dignity, fairness, caring, equality, and self-esteem. 6. Diversity – Embrace cross-cultural diversity – Adaptable, anti-racist, embracing cultural differences, open to new experiences. YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

7. Respect and value diverse life challenges, creating an environment that is inclusive of all. 8. Welcome and respect the diversity of our patients, employees, and physicians. 9. We acknowledge and honor the fundamental value and dignity of all individuals. We pledge ourselves to creating and maintaining an environment that respects diverse traditions, heritages, and experiences. These statements represent only a small sample of the many possible ways that values statements can embody an organizationâ&#x20AC;&#x2DC;s commitment to inclusiveness. Complete Exercises 9-A: Current Mission and Values Statements, 9-B: Benefits of Inclusive Mission and Values Statements, 9-C: Analyzing Information, 9-D: Deciding What to Include in the Blueprint, and 9-E: Developing an Action Plan for Mission and Organizational Values. Track your progress in completing Module 9 on the End-of-Module Checklist, located after the exercises. 1. The Chinook Fund, www.chinookfund.org 2. The National Committee for Responsive Philanthropy, www.ncrp.org 3. The Denver School of Science and Technology, www.scienceandtech.org 4. Cornell University Cooperative Extensions University, http://www.cce.cornell.edu/programs/diversity/values.htm 5. Cornell University, Ibid. 6. Cornell University, Ibid. 7. Cornell University, Ibid. 8. Cornell University, Ibid. 9. Mennonite Mission, http://mennonitemission.net;personnel/openings/workers/international/values.asp 10. The Denver Foundation, www.denverfoundation.org 11. Rose Medical Center, http://www.rosemed.com/CustomPage.asp?guidCustomContentID=%7B41FF95B1DF59- 11D3-AD19-00509B91A0DD%7D 12. Daniels Fund, www.danielsfund.org 81 Inclusiveness at Work Module 9Inclusiveness at Work: How to Build Inclusive Nonprofit Organizations

EXERCISE 9-A Current Mission and Values Statements Current Mission and Values Statements Current Mission and Values Statements YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

Write your current mission statement below: Write your current values statement below, if applicable: Date Exercise Completed __________ Inclusiveness at Work: How to Build Inclusive Nonprofit Organizations Inclusiveness at Work: How to Build Inclusive Nonprofit Organizations EXERCISE 9-B Benefits of Inclusive Mission and Values Statements Benefits of Inclusive Mission and Values Statements Instructions: Write down the benefits that your organization will realize with more inclusive mission and values statements. Before you begin, revisit Module 4: Making the Case for Inclusiveness, Exercise 4-B: Visualizing Greater Inclusiveness for a reminder of some of your initial reflections on this matter. In addition to the points discussed in the module, think about benefits that might be specific to your particular organization. Date Exercise Completed __________ Inclusiveness at Work: How to Build Inclusive Nonprofit Organizations Inclusiveness at Work: How to Build Inclusive Nonprofit Organizations EXERCISE 9-C Analyzing Information Analyzing Information ormation ormation Instructions: Refer to Module 7: Information Gathering, Part 3: Compiling Results ï Exercise 7-C: Available Facts: Compiling Other Information ï Exercise 7-G: Stakeholder Perspectives: Compiling Likert Scale Responses ï Exercise 7-H: Stakeholder Perspectives: Compiling Narrative Responses Select and review the information that pertains to mission and organizational values. Answer the questions below. Available Facts In what ways are your organization‘s mission and values statements more inclusive than other organizations in your field?

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

In what ways are your organization‘s mission and values statements less inclusive than other organizations in your field? What best practices from the field regarding mission and values are applicable to this particular category? Did you notice anything else regarding your mission and values statements from the results? of the existing data scan? Stakeholder Perspectives What salient themes regarding your organization‘s mission and values statements were identified by a majority of your stakeholders? What stories or strongly held beliefs regarding your organization‘s mission and values statements were identified by stakeholders? Are there any significant inconsistencies in perspectives among groups of stakeholders regarding your organization‘s mission and values statements? What trends can you identify regarding your organization‘s mission and values statements based on the perspectives of your stakeholders? Did you notice anything else regarding the stakeholder perspectives in this category? Is there any additional information regarding mission and values statements that currently isn‘t available that you would like to collect in the future? ____ yes ____ no If YES, what additional information would be helpful? Date Exercise Completed __________Inclusiveness at Work: How to Build Inclusive Nonprofit Organizations EXERCISE 9-D Deciding What to Include in the Blueprint Deciding What to Include in the Blueprint Instructions: Answer the following questions: Should your organization‘s mission statement be revised to better reflect the organization‘s commitment to inclusiveness? ____yes ____no YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

If YES, summarize the reasons that you recommend revising the mission statement (based on observations from the assessments): If YES, write some initial thoughts on how it could be revised: Should your organization‘s values statement be revised ñ or should a values statement be created ñ to better reflect the organization‘s commitment to inclusiveness? ___yes ____ no If YES, summarize the reasons (based on observations from the assessments) that you recommend revising the mission statement: If YES, write some initial thoughts on how it could be revised: Instructions: Determine who will be responsible for reviewing/creating your vision and values statements utilizing an inclusiveness lens. In most organizations, the board of directors is responsible for creating and reviewing a mission statement so it is generally advisable for members of the board to lead the process or to be deeply involved with the process. Clarify who will be responsible for approving the mission and values statements below. Party responsible for reviewing/creating mission and values statements: Party responsible for approving mission and values statements: Date Exercise Completed __________ Inclusiveness at Work: How to Build Inclusive Nonprofit Organizations Inclusiveness at Work: How to Build Inclusive Nonprofit Organizations EXERCISE 9-E Developing an Action Plan for Mission Developing an Action Plan for Mission Developing an Action Plan for Mission and Organizational Values and Organizational Values and Organizational Values Instructions: Using the following template, record the problem statement and goals, as well as the steps that you will take to accomplish your goals, in relation to inclusiveness and your mission and values. Remember that every organization usually has its own way of defining goals and objectives. The outline below can be tailored to match your organization‘s usual planning process.

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

(1) What is the primary problem you want to address by revising/creating mission and/or values statements? (2) What is/are your desired goal(s)? (3) For each goal, what is/are your desired outcome(s)? (4) For each goal, what are the primary objectives you hope to accomplish? (5) For each objective, what tasks will you complete to accomplish the objective? (6) Who will be responsible for completing each task? (7) When will the objectives and tasks be completed? (8) What resources, financial and otherwise, are necessary for achieving each goal? Date Exercise Completed __________ Inclusiveness at Work: How to Build Inclusive Nonprofit Organizations Inclusiveness at Work: How to Build Inclusive Nonprofit Organizations END-OF-MODULE CHECKLIST Module 9 HOW TO BE YOURSELF It's not always easy to be ourselves. Sometimes, when we're with other people, we make choices or act in ways that are different from when we're alone. Here are some ways to prevent that from happening. • Know your values and stay true to them.* • Make your own choices; don't just go along with the crowd. • Respect yourself. • Think about your goals and act accordingly. HOW TO KNOW YOUR VALUES Your values are your personal inventory of what you consider most important in life. We all have values, but unless we take the time to think about those values, we can easily

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

overlook them when we're making important choices. Here are some guidelines for identifying what you value. • Is this something that's important to you? • Do you feel good about this being important to you? • Would you feel good if people you respect knew that this was important to you? • Have you ever done anything that indicates that this is important to you? • Is this something you would stand by even if others made fun of you for it? • Does this fit in with your vision of who you are? Oftentimes we find ourselves in situations where we have to make a choice between two values that are in conflict with each other. At times like this we must be ready to distinguish between our higher values and our lower values. DISCUSSION QUESTIONS If you are using the video, ask the first two questions before viewing. 1. When somebody says "just be yourself," what does that mean? 2. Is it always easy to be yourself, or can it sometimes be difficult? Why? How? Give examples. 3. The kids in the video talked a lot about "fitting in." What does "fitting in" mean? How do you do it? 4. The kids in the video said that at their school there's a lot of pressure to fit in. Is that true here? What do you have to do to fit in here? 5. Does fitting in ever make it hard to be yourself? 6. What if you don't fit in? Is that okay, or does it mean there's something wrong with you? 7. Are there groups here in school? Cliques? (Gangs) What are they? 8. Why do these groups exist? What do they do for the people in them? 9. Does being in a group sometimes make it harder to be yourself? How? In what way? Examples?

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

10. Are there pressures to fit into these groups? If so, describe the pressures. 11. Is it okay not to be in a group? 12. The kids in the video said that when we're in groups, the group sometimes makes our choices for us. Do you agree? Can you give examples? Is that good? 13. Do all the kids in a group have the same values? 14. What do values have to do with making choices? 15. Do you think that sometimes people make choices that conflict with their values? Can you give an example? Are they aware that they're doing that? What would cause somebody to make a choice that conflicts with his/her values? 16. In the hypothetical situation about the group wanting you to help steal a tape, what values are in conflict? What would you do? 17. One girl in the video said that when you believe strongly in something, you can't just be pushed whichever way the wind blows. What do you think she meant by that? Do you agree or disagree? Can you give a personal example? 18. How do you know what your values are? 19. Do you think we are born with values or we learn them? If we learn them, how do we learn them? Who helps you figure out what you value? 20. Is it sometimes hard to live by your values? (Do you sometimes have to make a sacrifice in order to do what is right?) Is it worth it? Why? 21. How can you benefit from knowing what your values are? 22. What was most meaningful to you in this video? Why? STUDENT ACTIVITIES 1. Break the class into small groups. Have each group make a list of values to live by (no more than ten) in order of importance. Then, have a spokesperson from each group present the list to the class along with any needed commentary. Put all the lists up on the wall. What values did all groups share? Were there any serious differences between

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

the groups? Discuss the differences and see if it's possible to develop a list that everyone will buy into. 2. Have everybody in the class bring in one or two advertisements aimed at teenagers. These can be cut out of magazines or taped off of TV. Have a class discussion to evaluate the ads by asking the following questions: What values does this ad appeal to? What values does this ad promote? Do you share those values? Is this ad in conflict with any of your values? What assumptions does this ad make about who you are? Is this ad attempting to influence your image of yourself? 3. Have the class consider and discuss the following hypothetical situations. Be sure to have them identify what values are in conflict. a) You are doing poorly in math class and your parents are putting pressure on you to bring your grade up. The day before the final exam somebody steals a copy of the exam and invites you to study it with him. You've never been a cheater. b) You love being on the team. After practice one evening you see a teammate vandalize a teacher's car. The coach knows you saw it happen and threatens to kick you off the team unless you name the guilty person. You've never ratted on anybody. c) A friend swears you to secrecy and then tells you he's planning to commit suicide. You've always believed in keeping a secret. (Hint: It's never okay to keep this fatal secret.) WRITING ASSIGNMENTS 1. Write a classified ad for the school newspaper, looking for a companion to join you on weekends to do some activity you really like. Describe yourself well enough so that people will know whether or not they would want to spend time with you. What does your ad tell you about how you see yourself? 2. Write about a time when either you or somebody else did something that conflicted with your values. How did it happen? How did it make you feel? Did you make any changes or decisions based on that experience? What did you learn from it? 3. Have you ever been in a situation where you felt as though your decisions were being made by the group instead of by you? Write about it. How do you feel about it? What did you learn from it?

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

4. Having heroes and special people we admire helps us to see what we value. Who is someone you consider a hero? Why? What does he/she stand for and believe in? What lessons do you learn from this person? What values does this person represent? 5. Imagine that 200 years from now your very great grandchildren find an article about you in the encyclopedia. What does that article say about you? What kind of person were you? What did you do with your life? Why are you interesting enough to be in the encyclopedia? In three hundred words or less write the article. Then, in one paragraph, write what that article tells you about your values. 5. Imagine that someday you will have children. Write a letter of advice for them to read when they reach the age you are now. Tell them about the pressures to fit in that you experienced at this age, and how you hope they will deal with those same pressures, themselves. Also, tell them about the two or three most important values you held at this age, and what values you hope they, themselves, will embrace. Why are values so Important in Education? In today‘s world, teaching values to our youth is more important than ever. From the moment they are born, children are extremely impressionable. They begin to form their opinions and view of the world before they even hit their adolescence. As parents and educators, we are children‘s biggest and number one influences; and it is our responsibility to teach our youth about core values so they may grow up to be caring, confident and respectful adults. Values and the school environment Since students spend a majority of their time at school, it should be a place that supports families‘ and communities‘ efforts to establish strong values in students. Educators are tasked with the job of helping children see that values are not only an important part of the educational process but also to their overall development as an individual. Values are both caught and taught Values are caught by children as much as they are taught—which further emphasizes the fact that we must provide and be a good example for our youth. If left without a good foundation of what values and good moral character looks like, it could negatively impact the child‘s sense of right from wrong. Simply put, if we expect our youth to YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

respect others, we must also show respect; whatever values you wish to instill, you must be willing to represent yourself. Teaching purpose and clarity Without values and respect, children have no sense of purpose and clarity. Not to mention, their ability to think clear and straight will be distorted. By fostering an environment where core values are a focal point, it enables students to logically grabble with the moral life and encourages healthy brain development and growth. At Core Essentials, we have worked hard to provide you with resources that will enable you to incorporate character education into your school, church or other educational facilities. Our writers have diligently prepared lesson plans and other creative suggestions which no doubt impact the values culture of your school. Values shapes our relationships, our behaviors, our choices, and our sense of who we are. The more positive our values, the most positive our actions. This is one of the reasons why values education is being taught or included in both elementary and secondary levels because it plays a great role for students' becoming successful in their own choice of careers. Values per se, is the anchor to a person who dreams successfully in life. WHAT DO WE MEAN BY VALUES? Values can be defined as "temptation, form-fitting objectives, principles that guide people's lives, and have varying significanceâ&#x20AC;&#x2022; Values are the essence of our personality, and affect us to make decisions, trust people, and arrange our time and energy in our social life. VALUES ACCORDING TO SCHWARTZ Shalom H. Schwartz is social psychologist, cross-cultural researcher, author of Theory of basic human values (universal values as latent motivations and needs). Schwartzâ&#x20AC;&#x2DC;s theory of basic human values discusses the nature of values and spells out the features that are common to all values and what distinguishes one value from another. The theory identifies ten basic personal values that are recognized across cultures and explains where they come from. He identified ten 'value types' that gather multiple values into a single category. Power

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

This takes value from social status and prestige. The ability to control others is important and power will be actively sought through dominance of others and control over resources. Achievement Value here comes from setting goals and then achieving them. The more challenge, the greater the sense of achievement. When others have achieved the same thing, status is reduced and greater goals are sought. Hedonism Hedonists simply enjoy themselves. They seek pleasure above all things and may, according to the view of others, sink into debauchery. Stimulation The need for stimulation is close to hedonism, though the goal is slightly different. Pleasure here comes more specifically from excitement and thrills and a person with this driver is more likely to be found doing extreme sports than propping up a bar. Self-direction Those who seek self-direction enjoy being independent and outside the control of others. The prefer freedom and may have a particular creative or artistic bent, which they seek to indulge whenever possible. Universalism The Universalism seeks social justice and tolerance for all. They promote peace and equality and find war anathema except perhaps in pursuit of lasting peace. 4 Benevolence Those who tend towards benevolence are very giving, seeking to help others and provide general welfare. They are the 'earth mothers' who nurture all. Tradition The traditionalist respects that which has gone before, doing things simply because they are customary. They are conservatives in the original sense, seeking to preserve the world order as is. Any change makes them uncomfortable. Conformity The person who values conformity seeks obedience to clear rules and structures. They gain a sense of control through doing what they are told and conforming to agreed laws and statutes.

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

Security Those who seek security seek health and safety to a greater degree than other people (perhaps because of childhood woes). Though they may worry about the potential of military force, they welcome the comfort that their existence brings. THE IMPORTANCE AND THE PLACE OF VALUES IN HUMAN LIFE Values are a cognitive structure that describes the ideals of life of individuals, their preferences, priorities, principles and the behavior of a cognitive. Values are the effective cultural elements which shape the elements around the point of view of individuals, members of a community that holds together. In line with the protection or disregarding of these values by individuals in a society, the values will be lost in time or they will be continued many years by transferring. Continuing and being permanent of these values depends on individuals â&#x20AC;&#x2014;general acceptance and internalizing. But, together with the values that show differences in cultures, there is a case of values which are universal and ethical that are accepted in all cultures. Respect, kindness, patience, tolerance, peace and democracy are expected to be universal values throughout Europe as well as many countries. WHAT IS VALUES EDUCATION? Value education helps people to develop values and serve to establish an individual fulfilling life. (Kirschenbaum, 1995). What teachersâ&#x20AC;&#x2DC; perceive as good or bad, what they like or did not like can be seen as implied education in the classroom and at school through values education. However, this training as part of formal education, the learning plan is also required to gain (Doganay, 2006). WHY DO WE NEED VALUES EDUCATION? During training, the students not only an understanding of the cognitive and psychomotor gains given, but also the individuals that make up society, values, attitudes, and etc. will result in failing to acquire affective gains. Therefore, the determination of social coherence and common objectives will be difficult or even impossible. This situation brings out a necessity of values education in schools. But the concepts and issues related to values education can be achieved by absorption by teachers (Printer, 2006). VALUES EDUCATION IN PRESCHOOL Preschool is the first period that lays the foundation of information on values.

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

For information about the values of life will continue to be found. However, the first information not only gained in earlier periods that begin and end in the period to adolescence but also continues personality. From now on, there can be changes on these values but basic values have been developed. Changing childâ&#x20AC;&#x2DC;s wrong behavior is more difficult than trying to develop a new behavior. Itâ&#x20AC;&#x2DC;s critical to develop the child's personality in a planned and systematic process in order to prevent the wrong development of values education. FACTORS AFFECTING VALUES EDUCATION Values education starts from families and continuous at schools with the help of educators. Because of this, families, teachers and educational programs are crucial for values education. Families are the first source of information so they should be careful about their behavior and attitudes as children see them as a model. Cooperation within families and teachers is very important for the thing that affects the children most is what the teacher does in classroom. Besides this, education programs must be reorganized according to this cooperation. Also in this period by the help of educational activities like seminars, conferences; families can take an active part in organizing these programs. So that, there can be an effective harmony among families, educators and educational programs. 6 EFFECTIVE EDUCATION METHODS AND TECHNIQUES IN VALUES EDUCATION Teachers play an important role in transforming of values, so their techniques and methods have a great importance. Discussion and student-centered active learning strategies, drama-based approach, project work, practical activities, cooperative learning, group work, student-run research on educational games and the subject can be listed as available techniques and methods. RECOMMENDATIONS FOR CONTENT OF TRAINING MODULE a) For Competencies: At the end of this module, teachers are expected to be more competent for the education of universal values, preparing activities and materials and for participation of the family. All the issues will be taught in the frame of integrated activity and will be more effective for reinforcement of the universal values. b) In Terms of Education Content: The democratic, fair teacher attitudes should be placed in educational content as concrete, interactive, drama and simulations. For parent training studies must be done in the same way established as interactive, simulation and drama

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

c) Provision for Classroom Democracy: democratic management should be mentioned in the class, sample applications should be submitted to the teachers in module content. Best sample and practices must be mentioned in the education of module content and should be taught in early childhood department by hands on learning. Note: These are the contents we reach so far, we will be very pleased if you want to add some other topics to be mentioned while building the module. You can share your thought with us and we can have brainstorming to develop the contents

YOUNG JI INTERNATIONAL SCHOOL / COLLEGE