Comment Construct Concept Theme
Michael: It is virtuous to move forward in a way that contributes to the common good; that it is important to teach about Virtues education as thinking skills; that teaching morals as difference between good and bad/ right and wrong is important; that it is necessary to teach students how to decide what it is that they value for life decisions; that ethics takes the idea of virtue further to the principle of rules and regulations. This notion is central to the pursuit of scientific thinking (my area).
It is virtuous to move forward in a way that contributes to the common good ... it is important to teach about virtues education as thinking skills ... ethics takes the idea of virtue further to the principle of rules and regulations. Being virtuous contributes to the common good ... virtues education is taught as thinking skills ... ethics establishes principles of rules and regulations. Concept clarification
Portia: Virtues education is an effective holistic education which uses a constructive paradigm and walks the talk of authentic character education. Values education is education in values and it is a universal phenomenon intrinsic to all learning and education whereas Virtues education is for character development. Ethics involves defending and recommending concepts of right and wrong behaviour so it should be inculcated in the thinking skills curriculum. It enables students to think for his/her actions.
Virtues education ... walks the talk of authentic character education ... values are a universal phenomenon intrinsic to all learning and education ... ethics involves defending and recommending concepts of right and wrong [and] enables students to think about their actions Character development (virtues); intrinsic to all learning and education (values); defending and recommending concepts of right and wrong (ethics)
Georgia: I practise the encouragement of a democratic, but respectful classroom environment. Encouraging a democratic, but respectful classroom environment. Developing a democratic, respectful classroom environment
Susan: The classroom is practice for adult life so that if we can teach students about doing the right thing for the right reason then we will develop a society who cares and supports.
The classroom is a practice for adult life [during which] we can teach students about doing the right thing for the right reason [in order to] develop a society that cares and supports.
Doing the right thing for the right reason in order to develop
a caring, supporting
society. Samantha: Teaching students the right thing
to do, wanting the right thing and putting these into action in the right time and place. Every human is capable of this and we can therefore bring about change in the world. She also details: Qualities of human spirit, integrity, kindness, compassion, self-control, respect and honesty. … Virtues education teaches and models standards of good behaviour that develop a sound school culture and spirit. The virtues must be taught and modelled from the leaders down to the staff and all the students. Inherently linked are needs to think rationally, understand another’s perspective and practise all the virtues in everyday life. Teach/ allow students in a moral situation to assess the conflict, collect all of the relevant facts, analyse, and make a virtues/values decision
Virtues education teaches and models standards of good behaviour that develop a sound school culture and spirit. Maintaining standards of good behaviour and developing a sound school culture.
Comment Construct Concept Theme June: Virtues education =
fairness/acceptance/morals … teaching them to behave with respect and justice in school and out of school. Her definition of Values education was as follows: Values to me means a similar thing to Virtues but virtues I think relates to personal behaviour and morals. Values can refer to possessions and
background of family and culture and religion. She defined Ethics education this way: Ethics = moral questions/rules of conduct
Virtues relates to personal and moral behaviour ... values refer to possessions and background of family and culture and religion ... ethics equates to moral questions and rules of conduct. Personal and moral behaviour (virtues); family and cultural backgrounds (values); moral questions and rules of conduct (ethics)
Hyacinth: Being a Christian teacher in a Christian school, values education is overtly and covertly taught right through the curriculum. This includes thinking skills curriculum. Values taught are those which are consistent with Christian beliefs, in particular, the values held by the Church which controls the school. … We also want students to develop an ethical approach to life in general within a Christian framework and teach accordingly.
... in a Christian school, values education is overtly and covertly taught right through the curriculum.... [the] values taught are those which are consistent with Christian beliefs … we also want students to develop an ethical approach to life in general within a Christian framework and teach accordingly
Values and ethics result in a link between the secular and the religious in the curriculum of a Christian school.
Jane: In Life Skills classes these
characteristics are explored more actively and at times also in English. In managing a home room, these are encouraged/ modelled/ praised/ acknowledged all the time.
In Life Skills classes these characteristics [values, virtues and ethics] are explored more actively and at times also in English
Values, virtues and ethics are explored actively
in life skills and English classes. Henry: Does not formally teach such matters
but both Virtues and Values tie into teaching and modelling integrity, which is often talked through in class.
Virtues and values tie into teaching and modelling integrity, which is often talked through in class.
Virtues and values involve
modelling integrity.
Paula: I teach virtues in all classroom practices – it is the basis of how the room operates – to be allowed to have an opinion/ to be encouraged to think deeply for excellence/ to respect others opinions. I feel some behaviours must be taught, and I honestly feel our parent base does not give all of the virtues education needed. I try to role model good behaviours, treatment, respect, etc. and just doing the right thing.
Virtues is the basis of how a classroom operates – to be allowed to have an opinion/to be encouraged to think deeply for excellence/to respect others opinions. Virtues education and values education respect personal opinion, thinking deeply
for oneself and respecting the opinions of
others. Vaughan mentions that embedded in his
teaching content are the virtues of everyday life. He lists compassion, justice, self-control, values that we hold, beliefs also, and he highlights moral judgements and beliefs about the right and wrong debate as also central to his teaching.
Embeds virtues, which included values, in his teaching content.
Virtues education equal values education George: I am confused by the subtle
differences in definition. My understanding is that it (virtues education) is related to Values and so should be foundational to the application of any knowledge. Ethics is the application of values.
Virtues education is related to values ... Ethics is the application of values
Comment Construct Concept Theme Paul, in Victoria, equates Virtues education
with character education; he does not see any real distinction between Virtues education and Values education: I think the concepts of ethics are too arcane for secondary students, whereas applied ethics, or morals, can be understood. I believe ethics consists in the study of philosophical works of people such as Kant and Schopenhauer –all too hard for young people.
No real distinction between virtues and values education.
Bernard, a Victorian, also sees no difference between Virtues and Values education. He uses more intangible rather than tangible teaching strategies and practices as Virtues education means Values, Standards – a belief in one’s self and purpose. He believes that Ethics education is respect for oneself and others.
No difference between virtues and values education ... ethics involves respect for oneself and others.
Virtues, values and ethics are closely entwined.
Lavenda, from New Zealand: Teaching values is very important in building an open- minded and tolerant citizenry: scenarios/ role plays – examining different peoples world views/ perspectives; cross cultural
comparisons; pair and small and whole group discussions/ formal and informal debates …needed
Values are important in building an open- minded and tolerant citizenry. Building an open-minded and tolerant society Moral agency in schools
Dennis, a New Zealander: Basic moral values relate to right and wrong.
Basic moral values relate to right and wrong.
Developing concepts of right
and wrong Sandy, with experience in New Zealand and
Victoria, states: Looking at moral basis of decisions we make.
Looks at the moral basis of decisions made.
Good and bad decision-making
My researcher’s voice
An intriguing summary can be constructed here to highlight the widely divergent and sometimes idiosyncratic educational definitions of virtues, values and ethics. Some teachers saw large overlaps between the definitions of what is to count as virtue and what is to count as values; others saw no difference whatsoever. June showed clarity in her definitions about the difference between and the boundaries of virtue, values and ethics. Some teachers define virtues, values and ethics only in relation to their own subject area; others see no reason to open up the topic in a classroom. Some teachers favoured a secular framework, and others favoured a religious framework. No teachers identified differences in relation to other religious traditions
All accepted the construct of personal respect as the foundation of this whole area of education. Most teachers were concerned with matters developing concepts of right and wrong in behaviour and in thinking. The underlying theme of concept clarification pervaded within these very divergent views, and thereby highlighted the convergence of educational ethics within their delivery of content for student learning.