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Samiksha Gupta

Updated on 25th June, 2024 , 8 min read

Importance of Value Education: Aim, Types, Purpose, Methods

Importance of Value Education Overview

Value-based education places an emphasis on helping students develop their personalities so they can shape their future and deal with challenges with ease. It shapes children to effectively carry out their social, moral, and democratic responsibilities while becoming sensitive to changing circumstances. The importance of value education can be understood by looking at its advantages in terms of how it helps students grow physically and emotionally, teaches manners and fosters a sense of brotherhood, fosters a sense of patriotism, and fosters religious tolerance.

"Value education" is the process through which people impart moral ideals to one another. Powney et al. define it as an action that can occur in any human organization. During this time, people are assisted by others, who may be older, in a condition they experience in order to make explicit our ethics, assess the effectiveness of these values and associated behaviors for their own and others' long-term well-being, and reflect on and acquire other values and behaviors that they recognize as being more effective for their own and others' long-term well-being. There is a distinction to be made between literacy and education.

Importance of Value Education: Goals and Objectives

This notion refers to the educational process of instilling moral norms in order to foster more peaceful and democratic communities. Values education, therefore, encourages tolerance and understanding beyond our political, cultural, and religious differences, with a specific emphasis on the defense of human rights, the protection of ethnic minorities and vulnerable groups, and environmental conservation.

Value education ought to be integrated into the educational process rather than being considered a separate academic field. The value of value education can be understood from many angles. The following are some reasons why value education is essential in the modern world-

It aids in making the right choices in challenging circumstances, enhancing decision-making skills.
It cultivates important values in students, such as kindness, compassion, and empathy.
Children's curiosity is sparked, their values and interests are developed, and this further aids in students' skill development.
Additionally, it promotes a sense of brotherhood and patriotism, which helps students become more accepting of all cultures and religions.
Due to the fact that they are taught about the proper values and ethics, it gives students' lives a positive direction.
It aids students in discovering their true calling in life—one that involves giving back to society and striving to improve themselves.
A wide range of responsibilities come with getting older. Occasionally, this can create a sense of meaninglessness, which increases the risk of mental health disorders, midlife crises, and growing dissatisfaction with one's life. Value education seeks to fill a void in peoples' lives in some small way.
Additionally, people are more convinced and dedicated to their goals and passions when they learn about the importance of values in society and their own lives. This causes the emergence of awareness, which then produces deliberate and fruitful decisions.
The critical role of value in highlighting the execution of the act and the significance of its value, education is highlighted. It instils a sense of ‘meaning' behind what one is supposed to do and thus aids in personality development.

Also read more National Education Day and Women's Education in India .

Importance of Value Education: Purpose

Value education is significant on many levels in the modern world. It is essential to ensure that moral and ethical values are instilled in children throughout their educational journey and even after.

The main goals of value education are as follows:

To make sure that a child's personality development is approached holistically, taking into account their physical, mental, emotional, and spiritual needs
Instilling a sense of patriotism and good citizenship values
Educating students about the value of brotherhood at the social, national, and global levels
Fostering politeness, accountability, and cooperation
Fostering a sense of curiosity and inquiry about orthodox practices
Teaching students how to make moral decisions and how to make good decisions
Encouraging a democratic outlook and way of life
Teaching students the value of tolerance and respect for people of all cultures and religions.

Read more about the Importance of Books and Distance Education Universities .

Importance of Value Education: Scope

The scope of value education is as follows-

To make a positive contribution to society through good living and trust.
Moral education, personality education, ethics, and philosophy have all attempted to accomplish similar goals.
Character education in the United States refers to six character education programs in schools that try to teach key values such as friendliness, fairness, and social justice while also influencing students' behavior and attitudes.

Also read more Best Distance Education Institutes .

Importance of value education: types , cultural value.

Cultural values are concerned with what is right and wrong, good and evil, as well as conventions and behavior. Language, ethics, social hierarchy, aesthetics, education, law, economics, philosophy, and many social institutions all reflect cultural values.

Moral Value

Ethical principles include respecting others' and one's own authority, keeping commitments, avoiding unnecessary conflicts with others, avoiding cheating and dishonesty, praising people and making them work, and encouraging others.

Personal Values

Personal values include whatever a person needs in social interaction. Personal values include beauty, morality, confidence, self-motivation, regularity, ambition, courage, vision, imagination, and so on.

Spiritual Value

Spiritual worth is the greatest moral value. Purity, meditation, yoga, discipline, control, clarity, and devotion to God are examples of spiritual virtues.

Spiritual value education emphasizes self-discipline concepts. satisfaction with self-discipline, absence of wants, general greed, and freedom from seriousness.

Social Value

A person cannot exist in the world unless they communicate with others. People are looking for social values such as love, affection, friendship, noble groups, reference groups, impurity, hospitality, courage, service, justice, freedom, patience, forgiveness, coordination, compassion, tolerance, and so on.

Universal Value

The perception of the human predicament is defined by universal ideals. We identify ourselves with mankind and the universe through universal ideals. Life, joy, fraternity, love, sympathy, service, paradise, truth, and eternity are examples of universal values.

Importance of Value Education in School

The inclusion of value education in school curricula is crucial because it teaches students the fundamental morals they need to develop into good citizens and individuals. Here are the top reasons why valuing education in school is important:

Their future can be significantly shaped and their ability to discover their true calling in life can be helped by value education.
Every child's education begins in school, so incorporating value-based education into the curriculum can aid students in learning the most fundamental moral principles from the very beginning of their academic careers.
Value education can also be taught in schools with a stronger emphasis on teaching human values than memorizing theories, concepts, and formulas to get better grades. The fundamentals of human values can thus be taught to students through the use of storytelling in value education.
Without the study of human values that can make every child a more kind, compassionate, and empathic person and foster emotional intelligence in every child, education would undoubtedly fall short.

Importance of Value Education in Personal Life

We all understand the value of education in our lives in this competitive world; it plays a crucial part in molding our lives and personalities. Education is critical for obtaining a good position and a career in society; it not only improves our personalities but also advances us psychologically, spiritually, and intellectually. A child's childhood ambitions include becoming a doctor, lawyer, or IAS official. Parents desire to picture their children as doctors, lawyers, or high-ranking officials. This is only achievable if the youngster has a good education. As a result, we may infer that education is extremely essential in our lives and that we must all work hard to obtain it in order to be successful.

How Does Value Education Help in Attaining Life Goals?

Education in values is crucial for a person's growth. In many ways, it benefits them. Through value education, you can achieve all of your life goals, and here's how:

It helps students know how to shape their future and even helps them understand the meaning of life.
It teaches them how to live their lives in the most advantageous way for both themselves and those around them.
In addition to helping students understand life's perspective more clearly and live successful lives as responsible citizens, value education also helps students become more and more responsible and sensible.
Additionally, it aids students in forging solid bonds with their relatives and friends.
enhances the students' personality and character.
Value-based education helps students cultivate a positive outlook on life.

What are the types of value education opportunities?

After understanding the significance of this important topic, the next step is choosing the type that best meets your needs. The teaching of values can start at a young age (in primary school) and continue through higher education and beyond. Understanding the various opportunities available to you will make it easy to find the right fit.

Early Age Training

Value education is now being taught in many primary, middle, and high schools all over the world. The best way to learn the skills taught in this training is to be taught how important it is from a young age.

Student Exchange Programs

One of the best ways to teach students about values and foster a sense of responsibility in them is through student exchange or gap year programs. Student exchange programs are another exceptional way to experience various cultures and broaden your understanding of how people behave and function. This is a fantastic chance for first- and second-year undergraduate students.

Workshops for Adults

People who are four to five years into their careers frequently show signs of irritation, unhappiness, fatigue, and burnout, which is a worrying statistic worth noting. As a result, the relevance and significance of education for adults is a notion that is currently steadily gaining support within the global community.

Methods of Teaching Value Education

Teaching value education can be done using a variety of methodologies and techniques. Four of the many are the most frequently used. They are

Methods used in classroom instruction include direct instruction, group discussions, reading, listening, and other activities.
This method includes a practical description of the strategies. It is an activity-based method. This practical knowledge improves learning abilities and helps people live practical lives on their own.
Socialized techniques: These involve the learner participating in real-world activities and encounters that simulate the roles and issues that socialization agents face.
The incident learning approach enables the examination of a particular event or encounter in the history of a particular group.

Traditional Education Vs. Value Education

Both traditional education and values education are important for personal development since they help us establish our life goals. However, although the former educates us about social, scientific, and humanistic knowledge, the latter teaches us how to be decent citizens. In contrast to traditional education, there is no separation between what happens inside and outside the classroom in values education.

Key takeaways

The discipline of value education is essential to the overall growth and learning of students.
You can acquire all the necessary emotional and spiritual tools for use in a variety of situations by realizing its significance.
You can apply the lessons over the course of your academic career. Additionally, there are special education options available for a particular age group.
One of the best ways to get the most out of your educational experience is to combine the two types of value education training.
It's also crucial to remember that value education is a continuous process that extends outside of the classroom.

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Frequently Asked Questions

What are the 5 main values of education.

Ans. There are five fundamental approaches to values education, according to Superka, Ahrens, and Hedstrom (1976): inculcation, moral development, analysis, values clarification, and action learning.

What is value education?

Ans. An individual develops abilities, attitudes, values, and other types of positive behavior depending on the society he lives in through the process of value education.

Why is value education important?

Ans. Every person must ensure a holistic approach to the development of their personality in regard to the physical, mental, social, and moral aspects. It gives the students a constructive direction in which to mold their future, assisting them in growing in maturity and responsibility and in understanding the meaning of life.

Does value education increase emotional intelligence (EQ)?

Ans. Yes, value education has been shown to boost emotional intelligence (particularly when given at a young age). For a variety of personal, academic, and professional opportunities, EQ is a crucial factor that is evaluated.

Will I learn how to socialize better if I study value education?

Ans. Yes, you will. You can develop a fresh perspective on people and groups from various communities and professions with the aid of value education. This aerial perspective of various people is a great way to hone your socialization abilities.

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Importance of Value Education

Updated on
Jan 18, 2024

What is Value Education? Value-based education emphasizes the personality development of individuals to shape their future and tackle difficult situations with ease. It moulds the children so they get attuned to changing scenarios while handling their social, moral, and democratic duties efficiently. The importance of value education can be understood through its benefits as it develops physical and emotional aspects, teaches mannerisms and develops a sense of brotherhood, instils a spirit of patriotism as well as develops religious tolerance in students. Let’s understand the importance of value education in schools as well as its need and importance in the 21st century.

Here’s our review of the Current Education System of India !

This Blog Includes:

Need and importance of value education, purpose of value education, importance of value education in school, difference between traditional and value education, essay on importance of value education, speech on importance of value education, early age moral and value education, young college students (1st or 2nd-year undergraduates), workshops for adults, student exchange programs, co-curricular activities, how it can be taught & associated teaching methods.

This type of education should not be seen as a separate discipline but as something that should be inherent in the education system. Merely solving problems must not be the aim, the clear reason and motive behind must also be thought of. There are multiple facets to understanding the importance of value education.

Here is why there is an inherent need and importance of value education in the present world:

It helps in making the right decisions in difficult situations and improving decision-making abilities.
It teaches students with essential values like kindness, compassion and empathy.
It awakens curiosity in children developing their values and interests. This further helps in skill development in students.
It also fosters a sense of brotherhood and patriotism thus helping students become more open-minded and welcoming towards all cultures as well as religions.
It provides a positive direction to a student’s life as they are taught about the right values and ethics.
It helps students find their true purpose towards serving society and doing their best to become a better version of themselves.
With age comes a wide range of responsibilities. This can at times develop a sense of meaninglessness and can lead to a rise in mental health disorders, mid-career crisis and growing discontent with one’s life. Value education aims to somewhat fill the void in people’s lives.
Moreover, when people study the significance of values in society and their lives, they are more convinced and committed to their goals and passions. This leads to the development of awareness which results in thoughtful and fulfilling decisions.
The key importance of value education is highlighted in distinguishing the execution of the act and the significance of its value. It instils a sense of ‘meaning’ behind what one is supposed to do and thus aids in personality development .

In the contemporary world, the importance of value education is multifold. It becomes crucial that is included in a child’s schooling journey and even after that to ensure that they imbibe moral values as well as ethics.

Here are the key purposes of value education:

To ensure a holistic approach to a child’s personality development in terms of physical, mental, emotional and spiritual aspects
Inculcation of patriotic spirit as well as the values of a good citizen
Helping students understand the importance of brotherhood at social national and international levels
Developing good manners and responsibility and cooperativeness
Promoting the spirit of curiosity and inquisitiveness towards the orthodox norms
Teaching students about how to make sound decisions based on moral principles
Promoting a democratic way of thinking and living
Imparting students with the significance of tolerance and respect towards different cultures and religious faiths

There is an essential need and importance of value education in school curriculums as it helps students learn the basic fundamental morals they need to become good citizens as well as human beings. Here are the top reasons why value education in school is important:

Value education can play a significant role in shaping their future and helping them find their right purpose in life.
Since school paves the foundation for every child’s learning, adding value-based education to the school curriculum can help them learn the most important values right from the start of their academic journey.
Value education as a discipline in school can also be focused more on learning human values rather than mugging up concepts, formulas and theories for higher scores. Thus, using storytelling in value education can also help students learn the essentials of human values.
Education would surely be incomplete if it didn’t involve the study of human values that can help every child become a kinder, compassionate and empathetic individual thus nurturing emotional intelligence in every child.

Both traditional, as well as values education, is essential for personal development. Both help us in defining our objectives in life. However, while the former teaches us about scientific, social, and humanistic knowledge, the latter helps to become good humans and citizens. Opposite to traditional education, values education does not differentiate between what happens inside and outside the classroom.

Value Education plays a quintessential role in contributing to the holistic development of children. Without embedding values in our kids, we wouldn’t be able to teach them about good morals, what is right and what is wrong as well as key traits like kindness, empathy and compassion. The need and importance of value education in the 21st century are far more important because of the presence of technology and its harmful use. By teaching children about essential human values, we can equip them with the best digital skills and help them understand the importance of ethical behaviour and cultivating compassion. It provides students with a positive view of life and motivates them to become good human beings, help those in need, respect their community as well as become more responsible and sensible.

Youngsters today move through a gruelling education system that goes on almost unendingly. Right from when parents send them to kindergarten at the tender age of 4 or 5 to completing their graduation, there is a constant barrage of information hurled at them. It is a puzzling task to make sense of this vast amount of unstructured information. On top of that, the bar to perform better than peers and meet expectations is set at a quite high level. This makes a youngster lose their curiosity and creativity under the burden. They know ‘how’ to do something but fail to answer the ‘why’. They spend their whole childhood and young age without discovering the real meaning of education. This is where the importance of value education should be established in their life. It is important in our lives because it develops physical and emotional aspects, teaches mannerisms and develops a sense of brotherhood, instils a spirit of patriotism as well as develops religious tolerance in students. Thus, it is essential to teach value-based education in schools to foster the holistic development of students. Thank you.

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Types of Value Education

To explore how value education has been incorporated at different levels from primary education, and secondary education to tertiary education, we have explained some of the key phases and types of value education that must be included to ensure the holistic development of a student.

Middle and high school curriculums worldwide including in India contain a course in moral science or value education. However, these courses rarely focus on the development and importance of values in lives but rather on teachable morals and acceptable behaviour. Incorporating some form of value education at the level of early childhood education can be constructive.

Read more at Child Development and Pedagogy

Some universities have attempted to include courses or conduct periodic workshops that teach the importance of value education. There has been an encouraging level of success in terms of students rethinking what their career goals are and increased sensitivity towards others and the environment.

Our Top Read: Higher Education in India

Alarmingly, people who have only been 4 to 5 years into their professional careers start showing signs of job exhaustion, discontent, and frustration. The importance of value education for adults has risen exponentially. Many non-governmental foundations have begun to conduct local workshops so that individuals can deal with their issues and manage such questions in a better way.

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Importance of Value Based Education

Value-Based Education is more than a buzzword in today’s dynamic education scenario. As society becomes increasingly complex, the need for imparting values and ethical norms to our younger generation has never been more significant.

This value-centric approach reshapes the entire educational experience, transforming it into a journey of self-discovery and community-building, taking education beyond textbooks and classrooms.

What is Value-Based Education?

A unique aspect of Value-Based Education is the pivotal role played by teachers and parents. They are not just dispensers of knowledge but also moral mentors guiding the character and personality development of the learners.

7 Pillars of Values-Based Education

Value-Based Education operates on a strong foundation built on seven core pillars. Each represents an integral component of character development and life skills that transcend beyond classrooms and into all aspects of life.

Developing a Positive Sense of Self

The first pillar, “Developing a Positive Sense of Self,” is an essential element of Value-Based Education. It revolves around the idea of fostering self-esteem, self-worth, and a positive self-image among students.

Schools implementing this principle employ strategies such as recognizing individual accomplishments, promoting self-expression, and facilitating self-reflection exercises.

Students are taught to appreciate their uniqueness, understand their strengths, and view weaknesses as areas for growth. As a result, they develop a resilient self-image, ready to confront life’s challenges with optimism and self-confidence.

Feeling Connected to Others

The second pillar, “Feeling Connected to Others,” emphasizes social connections and relationships. It teaches students the importance of empathy, understanding, and effective communication.

Living with Purpose and Meaning

“Living with Purpose and Meaning,” the third pillar, aims at helping students find purpose in their lives. It emphasizes goal setting, personal motivation, and a focused approach towards their ambitions.

Teachers play a crucial role in guiding students to discover their passions, interests, and potential career paths. They assist students in setting realistic goals and establishing concrete steps to achieve them. Students are taught that a life lived with purpose and direction contributes to overall satisfaction and happiness.

Being Resilient

It also encourages students to view failures as stepping stones to success rather than as a setback. By promoting resilience, Value-Based Education aims to foster individuals capable of bouncing back from adversities and emerging stronger.

Having a Growth Mindset

The fifth pillar, “Having a Growth Mindset,” encourages students to embrace challenges as opportunities for growth. It teaches them to view abilities and intelligence as malleable qualities that can be developed with effort and persistence.

Valuing Relationships

The sixth pillar, “Valuing Relationships,” emphasizes the importance of strong, meaningful relationships. The curriculum includes lessons on empathy, active listening, conflict resolution, and maintaining healthy relationships.

Students are also encouraged to participate in community service and outreach programs, promoting understanding and respect for diverse cultures and backgrounds. These activities help students develop interpersonal skills and a global perspective, essential for their personal and professional lives.

Making a Positive Contribution to Society

Activities like volunteering, fundraising for a cause, and participating in environmental initiatives are integral to this pillar. These experiences empower students to use their skills and knowledge to effect meaningful change, shaping them into responsible and conscientious citizens.

Need and Importance of Value Education in the 21st Century

The 21st century presents unique challenges, making Value-Based Education more critical than ever.

Relevance in Modern Times

Character development.

Value-Based Education shapes students into individuals of strong character. It fosters values like empathy, respect, and integrity, enabling students to make ethically sound decisions. This aspect is crucial in a world where unethical practices are rampant.

Boosting Academic Performance

Studies have found a positive correlation between value education and academic performance. Students who imbibe these values are likely to be more disciplined, focused, and resilient, leading to better academic outcomes.

Societal Impact

Important values of place-based education.

Place-Based Education (PBE) is a teaching method that uses the local community and environment as a starting point to teach concepts in various subjects. The key values of PBE include the following:

Community Engagement

One of the core values of PBE is community engagement. By leveraging local resources and involving community members in education, students develop a sense of belonging and contribute positively to their communities.

Environmental Stewardship

Experiential learning.

PBE values experiential learning, believing that hands-on, real-world experiences are more effective in teaching and learning than theoretical instruction. This focus on experiential learning promotes creativity, problem-solving, and critical thinking skills among students.

Value-Based Education in Different Cultures

Eastern approaches.

In Eastern cultures, Value-Based Education often encompasses teachings from religious and philosophical texts. Values like respect for elders, discipline, humility, and perseverance are emphasized. The focus is on holistic development and spiritual growth, not just academic achievement.

Western Approaches

African approaches.

African approaches to Value-Based Education focus on communal values, respect for tradition, and harmony with nature. Storytelling, folktales, proverbs, and community participation play a significant role in teaching values.

Value-Based Education vs Traditional Education

Comparative analysis.

While Traditional Education mainly focuses on academic knowledge and skill development, Value-Based Education emphasizes holistic development, instilling moral, ethical, and social values in students.

Merits and Demerits

On the other hand, Traditional Education, while providing objective, standardized education, may lack in fostering critical thinking, creativity, and social and emotional development.

Implementing Value-Based Education

Integration in curriculum.

For Value-Based Education to be effective, it must be integrated into the curriculum. This includes embedding moral and ethical discussions in various subjects, incorporating community-based projects, and promoting critical thinking and reflection.

Extracurricular Activities

Teacher training and development.

Teachers play a crucial role in Value-Based Education. Professional development and training are necessary to equip teachers with the skills to impart values effectively and handle sensitive topics with care.

Challenges in Value-Based Education

Social and cultural barriers.

One of the significant challenges is the diversity of social and cultural values, making it challenging to decide which values to teach.

Lack of Awareness and Understanding

Overcoming challenges.

Overcoming these challenges requires raising awareness, promoting cultural sensitivity, engaging parents and community members, and providing adequate training to teachers.

Real-life Examples of Value-Based Education

Case studies from schools.

Several schools worldwide have successfully implemented Value-Based Education, showing improvements in academic performance, student behavior, and school climate.

Impact on Students’ Lives

Frequently asked questions, what is the role of teachers in value-based education.

Teachers play a pivotal role in Value-Based Education. They are moral guides who influence students’ character development. Their actions and teachings inspire students to imbibe essential values.

How does Value-Based Education impact society?

Value-Based Education creates responsible, empathetic, and morally-upright citizens. These individuals contribute positively to society, fostering peace, tolerance, and unity.

Can Value-Based Education improve academic performance?

The importance of Value-Based Education in shaping our future generations cannot be understated. It provides the foundation for developing conscientious citizens, armed with not just academic knowledge but also the ethical compass to navigate life’s challenges.

In an increasingly complex world, Value-Based Education provides the balance necessary between academic prowess and character development. It guides students to be mindful of their actions, respectful of diversity, and proactive contributors to their communities.

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It’s my honor and pleasure to inform you that I have learned a lot from the VBE notes you have given.May the Almighty God bless you as I look forward to learn more from you.I am a Ugandan grade five teacher who looks forward to upgrade given the opportunity

August 18, 2024

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Understanding the Importance of Values Education in Modern Society

Values education is an essential aspect of a person’s growth and development. It refers to the process of teaching and learning about the principles and beliefs that guide an individual’s behavior and decision-making. In today’s modern society, values education has become more important than ever. With the rapid pace of change and the increasing complexity of social issues, it is crucial for individuals to have a strong foundation of values to guide them through life.

Values education is not just about teaching young people what is right and wrong. It is about helping them develop a deep understanding of their own beliefs and values, and how these can influence their actions and decisions. Through values education, individuals learn to respect the diversity of perspectives and beliefs, and to appreciate the importance of empathy and compassion in building strong relationships with others.

In this article, we will explore the importance of values education in modern society. We will discuss how values education can help individuals navigate the complexities of modern life, and how it can contribute to the development of a more just and equitable society. We will also examine some of the challenges and opportunities in implementing values education in different contexts, and highlight some best practices that can help ensure its success.

What is Values Education?

Definition and meaning.

Values education is the process of inculcating moral principles and ethical values in individuals. It is a holistic approach to education that aims to develop the whole person – the cognitive, affective, and psychomotor domains. It involves the cultivation of virtues, character traits, and moral reasoning that will guide individuals in their interactions with others and their environment.

It is important to understand values education because it is a vital component of personal and social development. It shapes an individual’s worldview, attitudes, and behaviors, and influences their decision-making processes. In today’s complex and rapidly changing world, values education plays a crucial role in preparing individuals to navigate the challenges they will face and to contribute positively to society.

Values education is not limited to formal educational settings. It can occur in various contexts, such as family, community, and religious institutions. It is an ongoing process that continues throughout an individual’s life, as they encounter new experiences and form new relationships.

Different Approaches to Values Education

There are various approaches to values education that are employed in modern society. These approaches include religious and moral, secular and humanistic, and cultural and societal approaches.

Religious and Moral Approaches

Religious and moral approaches to values education emphasize the importance of religious teachings and moral values in shaping an individual’s character and behavior. These approaches often rely on religious texts and teachings to guide the development of values and ethics.

Secular and Humanistic Approaches

Secular and humanistic approaches to values education focus on the development of ethical and moral values without the influence of religious beliefs. These approaches often emphasize the importance of individual autonomy, critical thinking, and personal responsibility in shaping one’s values and beliefs.

Cultural and Societal Approaches

Cultural and societal approaches to values education recognize the influence of cultural and societal factors on the development of values and ethics. These approaches emphasize the importance of understanding and respecting cultural differences and social norms in shaping an individual’s values and beliefs. They also highlight the role of social institutions, such as family, education, and media, in shaping societal values.

The Benefits of Values Education

Personal development, self-awareness and self-esteem.

Values education plays a crucial role in promoting self-awareness and self-esteem among individuals. By exploring and understanding their own values, students develop a deeper understanding of themselves and their place in the world. This increased self-awareness helps them to recognize their strengths and weaknesses, which in turn fosters a sense of self-esteem and confidence. As a result, they are better equipped to navigate the challenges and opportunities that they encounter in their daily lives.

Responsibility and self-discipline

Values education also fosters a sense of responsibility and self-discipline in individuals. Through the exploration of ethical dilemmas and moral decision-making, students learn to take ownership of their actions and their impact on others. They develop a strong sense of personal accountability and learn to make choices that reflect their values. This sense of responsibility and self-discipline is essential for success in both personal and professional life.

Emotional intelligence and empathy

Finally, values education helps to develop emotional intelligence and empathy in individuals. By exploring the values of others and the impact of their own actions on others, students learn to understand and appreciate different perspectives. This develops their ability to empathize with others and to navigate interpersonal relationships with sensitivity and compassion. Emotional intelligence and empathy are essential skills for building positive relationships and for leading fulfilling and meaningful lives.

Social Development

Values education plays a crucial role in promoting social development by instilling essential life skills and promoting positive behaviors in individuals. The following are some of the benefits of values education in promoting social development:

Cooperation and Collaboration

Values education encourages individuals to work together and collaborate towards a common goal. It promotes teamwork and helps individuals to understand the importance of collective efforts in achieving success. Through values education, individuals learn to appreciate the contributions of others and to work towards a common objective.

Tolerance and Respect for Diversity

Values education also promotes tolerance and respect for diversity . In today’s society, people come from diverse backgrounds, and it is essential to understand and appreciate different cultures, beliefs, and values. Values education teaches individuals to respect and appreciate diversity, which is crucial for promoting social harmony and peace.

Civic Engagement and Social Responsibility

Values education also promotes civic engagement and social responsibility. It encourages individuals to take an active role in their communities and to be responsible citizens. Through values education, individuals learn about their rights and responsibilities as citizens and the importance of participating in the democratic process.

In conclusion, values education is essential in promoting social development by instilling essential life skills, promoting positive behaviors, and fostering cooperation, collaboration, tolerance, and respect for diversity. By promoting these values, individuals can contribute positively to their communities and society as a whole.

Educational Development

Values education plays a crucial role in the overall development of a student. It is important to understand the various benefits that values education can bring to the educational development of a student.

Academic Achievement and Critical Thinking

Values education can improve academic achievement by instilling a love for learning and a desire to seek knowledge. By developing critical thinking skills, students can analyze situations, make informed decisions, and solve problems effectively.

Creativity and Innovation

Values education encourages creativity and innovation by promoting self-expression, imagination, and creative thinking. This can lead to the development of new ideas and solutions to problems, which can benefit society as a whole.

Life Skills and Career Readiness

Values education also helps students develop essential life skills such as communication, collaboration, and empathy. These skills are essential for success in the workplace and can help students navigate their careers with confidence and success.

Challenges in Implementing Values Education

Integration into curriculum.

Integrating values education into the curriculum of modern society poses a significant challenge. The main issue lies in balancing values education with academic subjects. It is essential to strike a balance between the two, as students require a comprehensive education that encompasses both knowledge and values.

Moreover, overcoming resistance from parents and educators is another hurdle. Parents may argue that their children’s time is better spent on academic subjects rather than values education. Educators may also resist integrating values education into the curriculum due to a lack of resources or training.

However, despite these challenges, it is crucial to integrate values education into the curriculum . Values education can provide students with a strong foundation for their future success and help them become responsible citizens. Therefore, it is essential to find ways to balance values education with academic subjects and overcome resistance from parents and educators.

Ensuring Quality and Consistency

Ensuring quality and consistency in values education is a critical challenge that needs to be addressed. This is because the effectiveness of values education depends on the quality of the curriculum, the training of teachers and educators, and the assessment tools used. Here are some ways to ensure quality and consistency in values education:

Training Teachers and Educators in Values Education

Teachers and educators play a vital role in implementing values education. They are the ones who deliver the curriculum and help students develop values. Therefore, it is essential to train teachers and educators in values education to ensure that they have the necessary knowledge and skills to teach values effectively.

Training should focus on the following areas:

Understanding the principles and concepts of values education
Developing lesson plans and activities that promote values development
Using appropriate teaching methods and strategies to engage students in values learning
Creating a supportive classroom environment that encourages values development

Developing Standards and Assessment Tools

Developing standards and assessment tools is crucial to ensure that values education is of high quality and consistent across different schools and educational institutions. Standards provide a framework for designing and implementing values education programs. They help ensure that the curriculum is comprehensive, relevant, and effective in promoting values development.

Assessment tools, on the other hand, help measure the effectiveness of values education programs. They provide feedback on student learning and enable educators to adjust their teaching strategies to better promote values development. Assessment tools should be developed based on the standards and should measure the specific values and competencies that are being targeted in the curriculum.

In conclusion, ensuring quality and consistency in values education is essential to achieve its goals. By training teachers and educators in values education, developing standards and assessment tools, and providing appropriate resources and support, we can ensure that values education is effective in promoting the development of responsible and ethical individuals who can contribute positively to society.

Strategies for Effective Values Education

Holistic approach.

Incorporating values into all aspects of education is a crucial component of effective values education. This approach ensures that students are exposed to values in a comprehensive manner, which helps them to develop a holistic understanding of the importance of values in their lives. The following are some of the ways in which a holistic approach to values education can be implemented:

Integrating values into the curriculum: One way to integrate values into all aspects of education is by incorporating them into the curriculum. This can be done by including lessons or activities that focus on specific values, such as honesty, respect, or responsibility. By incorporating values into the curriculum, students are exposed to them in a structured and intentional way, which helps to reinforce their importance.
Incorporating values into extracurricular activities: Another way to integrate values into all aspects of education is by incorporating them into extracurricular activities. This can include sports teams, clubs, or other organizations that students can participate in. By incorporating values into these activities, students are exposed to them in a more informal setting, which can help to reinforce the importance of values in their lives.
Emphasizing the connection between values and academic success: A holistic approach to values education also involves emphasizing the connection between values and academic success. By demonstrating how values such as responsibility, integrity, and perseverance can help students to achieve academic success, students are more likely to see the value in incorporating these values into their lives.

Overall, a holistic approach to values education is essential for ensuring that students are exposed to values in a comprehensive manner. By incorporating values into all aspects of education, students are more likely to develop a strong foundation of values that will serve them well throughout their lives.

Collaboration and Partnerships

Working with parents.

Parents play a crucial role in shaping their children’s values and beliefs. Therefore, it is essential to involve them in the values education process. This can be achieved by providing them with resources and tools to help them facilitate discussions on values with their children. Workshops and seminars can also be organized to educate parents on the importance of values education and how they can incorporate it into their daily lives.

Community Organizations

Community organizations, such as religious institutions, schools, and youth organizations, can also play a vital role in promoting values education. These organizations can provide a platform for children to learn about values and engage in discussions with their peers. Collaborating with these organizations can help create a comprehensive values education program that reaches a wider audience.

Government Agencies

Government agencies can also support values education by providing funding and resources for programs that promote values education. They can also work with schools and other organizations to develop curricula that incorporate values education. Collaborating with government agencies can help ensure that values education becomes a priority in the education system and that it is given the recognition it deserves.

Fostering Dialogue and Engagement

To ensure that values education is effective, it is important to foster dialogue and engagement among stakeholders. This can be achieved by organizing forums and discussions where parents, community organizations, government agencies, and educators can come together to share their ideas and perspectives on values education. By encouraging open dialogue, it is possible to create a shared understanding of the importance of values education and how it can be incorporated into various aspects of society.

Continuous Improvement and Evaluation

Regularly reviewing and updating values education programs : To ensure that values education remains relevant and effective, it is essential to regularly review and update the programs and curriculum. This may involve assessing the needs of the students, the changing social and cultural context, and advances in research and best practices. By regularly updating the values education programs, educators can ensure that they are delivering the most relevant and impactful content to their students.
Gathering feedback from students, parents, and educators : Effective values education requires ongoing evaluation and feedback from all stakeholders involved. This may involve soliciting feedback from students, parents, and educators to gauge the effectiveness of the program and identify areas for improvement. This feedback can be used to refine the curriculum, adapt teaching methods, and address any challenges or concerns that may arise. By actively seeking feedback from all stakeholders, educators can ensure that the values education program is responsive to the needs of the students and the community.

1. What is values education?

Values education is the process of inculcating and nurturing moral values, ethical principles, and social norms in individuals. It is a holistic approach to education that focuses on developing the character and personality of a person, rather than just imparting knowledge. Values education helps individuals understand the importance of moral values and ethical behavior in their personal and professional lives.

2. Why is values education important in modern society?

In today’s world, values education is more important than ever. The rapid pace of change and the increasing complexity of social issues require individuals who are equipped with strong moral values and ethical principles. Values education helps individuals develop a strong sense of social responsibility, empathy, and respect for others, which are essential for building a just and harmonious society. It also helps individuals make informed decisions and take appropriate actions in their personal and professional lives.

3. What are some of the key values that should be taught in values education?

Values education should include a broad range of moral values and ethical principles, such as honesty, integrity, respect, compassion, empathy, responsibility, and social justice. These values are essential for building a just and harmonious society, and they provide a framework for individuals to make informed decisions and take appropriate actions in their personal and professional lives.

4. How can values education be incorporated into the education system?

Values education can be incorporated into the education system in various ways, such as through curriculum development, teacher training, and extracurricular activities. It can be integrated into subjects such as history, literature, and science, and it can be taught through interactive activities, role-playing, and real-life examples. Schools and educational institutions can also collaborate with community organizations and local leaders to promote values education and create a supportive environment for students to learn and grow.

5. What is the role of parents and families in values education?

Parents and families play a crucial role in values education. They are the primary educators of their children and have a significant impact on their moral development. Parents can promote values education by setting a good example, providing guidance and support, and creating a positive family environment that encourages the development of moral values and ethical principles. They can also engage in family activities that promote values education, such as volunteering, community service, and discussions on social issues.

What is Values? What Is Values Education And Its Importance | Values Definition | Module 4 Lesson 1

Values-Based Education for a Better World

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Over a decade ago, in a previous edition of the International Research Handbook on Values Education and Student Wellbeing , we wrote about the effects of implementing what we then dubbed the “new” Values Education: the symbiotic effects between the explicit teaching of a school’s values and the enhancement of the quality of student learning and the effectiveness of teaching. As such, the “new” Values Education, more recently called Values-based Education (VbE), was essentially a novel conception of the craft of teaching and the processes of learning. At times, we also expressed the view, without much real elaboration, that VbE presented an approach to learning and teaching better suited to the times in which we were then living. We also suggested that it had the capacity to enhance students’ cognitive, social, emotional, and spiritual well-being without fleshing out details of the enhancement of spiritual growth. This chapter seeks to bolster those two claims in ways that suggest how VbE might help humankind address the life-or-death challenges it presently confronts around environmental degradation, widespread social and cultural disharmony, the escalation of youth suicide, domestic violence, child abuse, and neglect, to name just a few.

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Importance, types, and methods of Value education

What is value education?

Education today is not just confined to textbooks and classrooms. Activities & events taking place in everyday life also play a role in your holistic development. This is where the concept of value education comes into play. Here is everything you need to know about the importance of value education.

An overview to the value education, a life-long foundation , what is the importance of value education , value education in school, what are the different methods of teaching , key takeaways .

Renowned personality Nelson Madela rightly states, “Education is the most powerful weapon through which you can change the world.” However, in this quote, Nelson Mandela referred to two kinds of education: academic education and value education.

In today’s world, where there are several moral crises taking place, the need for value education is essential. Education, as a process, continues throughout life and occurs both, inside and outside the classroom.

If you want to learn more about the importance of value education and its role in your holistic development, keep reading!

Value-based learning is a form of training that emphasizes the personality development of individuals. This type of education allows you to tackle real-life situations with ease, helping you take the reins in shaping your future.

The importance of values lies in molding the youth, and aiding them in adapting to changing circumstances. Value education also plays an important role in helping individuals carry out social, moral, and democratic obligations.

Character, citizenship, emotional, and spiritual development are all its forms.

High-quality learning sessions can dramatically alter your personality and character. This form of training also emphasizes responsibility and ethical principles in organizations such as families, education institutions, businesses, and sports.

In today’s world, where moral crises are replete across the globe, the need for value-based learning is slowly gaining recognition. Value education is now seen as a discipline that must be inherent in traditional systems.

Here are some points highlighting the importance of value education in the global training system –

Value education plays an important role in helping you make the right decisions in difficult situations by weighing the different influencing factors. Therefore, such training can significantly improve your decision-making abilities.
The importance of values helps in overall character and personality development. Value training is an excellent way to improve mental & emotional strength. This allows you to realize and work through your emotions and thought processes in healthy and acceptable ways.
Through this excellent tool, you gain the skill of empathy. Empathy involves putting yourself in other people’s shoes (cognitively & emotionally). Empathy is a remarkable skill that can improve your overall ability to resolve conflicts and understand other opinions.
With age, the number of responsibilities you handle will significantly increase. One of the core skills taught by education is knowing how to manage all your responsibilities efficiently.
Finally, the importance of value education is emphasized with the concept of democratic thinking and applying the same practically. It can shape the way you think and respond to societal influences, allowing you to be a mindful citizen of your country.

Once you have learned the importance of this critical subject, the next step is determining what type is more suited to your requirements.

The teaching of values can begin at an early stage (from primary school) to the tertiary stage of learning and beyond. Therefore, finding the right fit for you is as simple as understanding what the different types of opportunities are –

Early age training

Several primary, middle, and high schools around the world are now including value education as a part of the course curriculum. Training to know its importance from an early age is one of the best ways to pick up the skills taught in this training.

Student exchange programs

Student exchange programs or gap year programs are one of the best forms of value education that create a sense of belonging and responsibility amongst pupils. Student exchange programs are also a unique way to explore different cultures and increase your awareness of human behavior & functioning.

This is an excellent opportunity for 1st and 2nd-year undergraduate students.

Workshops for adults

An alarming statistic worth noting is that people who are four to five years into their careers often display signs of irritation, unhappiness, fatigue, and burnout.

The relevance and importance for adults is, therefore, a concept that is now steadily gaining popularity across the global community.

Currently, there are two distinct theories about the unique nature of values. This has given birth to two different types of teaching methodologies, traditional teaching and innovative teaching.

Traditional teaching methods adopt a textbook and classroom-oriented approach to training students on ethics and values. Teachers often interact directly with the students, understanding their concerns one-on-one and answering accordingly.

Classroom activities often include direct presentations, discussions, reading & listening activities, and more.

On the other hand, innovative teaching is a more real-life-oriented approach to studying value education. Innovative teaching methods include practical activities, social situations simulations, and incident learning (sharing life experiences with students).

Often a combination of both traditional and innovative teaching methods is opted for by education systems around the world.

Together, these two types of training help in –

Rejecting discrimination and initiating debate & discussion on moral matters, thereby promoting collaborative leadership.
Emphasizing the idea that change begins with yourself.
Denouncing harmful societal norms and attitudes that stigmatize different cultural groups.
Value education is a discipline that is fundamental to all-around student learning and development.
Understanding the importance can help you gain all the relevant emotional and spiritual tools needed to work in different situations.
The learnings can be spread out across the course of your academic career. You can also opt for special education opportunities designed for a specific age group.
A combined form of the two types of value education training is one of the best ways to make the most of your learning experience.
It is also important to note that value education is a life-long process and is not limited to the classroom.

We hope you enjoyed reading this blog. In case of any queries, reach out to us or drop a comment below!

Liked this blog? Read next: Complete list of 100 graduate schools with low GPA requirements

Q1. Can I learn value education through co-curricular activities?

Answer – Absolutely! Several educational institutions around the world impart value education through co-curricular activities in school, such as creative writing & music. These activities help in enhancing physical, mental, and disciplinary values among students.

Q2. Does value education increase emotional intelligence (EQ)?

Answer – Yes, value education is known to increase emotional intelligence (especially if it is administered at an early age). EQ is a critical factor tested for a wide range of personal, academic, and professional opportunities.

Q3. Will I learn how to socialize better if I study value education?

Answer – Yes, you will! Value education helps you gain a newfound perspective on individuals and groups from different communities & walks of life. This bird’s eye understanding of different people is an excellent way to sharpen your socialization skills.

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What is the Importance of Value Education

Today, education is not just confined to books. It goes much beyond that. In today’s world, what is most important is a child’s holistic development. This is why parents focus on extracurricular activities and value education along with academics. It feels like moral values are almost disappearing in today’s generation. To resolve this, value education is the best solution. Through Val-ed, as it is commonly known, we can develop the children into people with a strong character. Such children know how to utilize their knowledge for the advantage of mankind. Education is a strong weapon that can change the world. Here, education refers to both academic as well as moral value education. As much as academic education is important, value education is important too. It has the power to change the world. We have discussed the importance of value education in this article.

Value Education

Education is a lifelong process and one’s personality development starts from school. Schools build the base for a student’s future. This is why it is said that schools play a significant role in providing value education or moral education. All schools and even a few colleges have separate classes for value education. Val-ed aims at training the children to face the outer world with the right values and attitude. This is a process of the overall personality development of a student. Character development, personality development, citizenship development, and spiritual development form part of value education. Some people think values are an inborn character of a child and can never be developed. But, this is not true. A good school and value education sessions can change the character of a person drastically.

Once you understand the importance of value education in schools or life in general, you will understand calculators for schools and how vast and important this is. Before we move on to understand the importance of value education, let us first understand what value education is. Value education means to teach universal values like moral values, honestly, patience, etc to students. The sole purpose of this is the development of the personality of a student. This helps students in all dimensions so that they can serve their country more democratic, cohesive, socially, and responsibly. To put it together, value education means

The full development of children’s personality in its physical, mental, emotional, and spiritual aspects.
Development of good manners and responsibility towards citizenship.
The way of thinking and living should be developing at the democratic level.
Developing patience, honesty, moral values, etc.

Table of Contents

Importance of Value Education

Value education is very important to shape a child to become successful in the future. The attitude, behavior, and overall perception of the child change, and for the good. There are many advantages to value education. We have mentioned the importance of value education in the points below

The students become more responsible for their behavior with teachers and fellow students.
The students become regular with their home works and class works.
They learn to cooperate with the teachers and fellow students in every situation.
They learn to handle every situation in class with maturity.
The students become attentive in class.
It helps students to make their own decision without any hesitation.
It develops a positive mind and a good attitude.
Value education creates a strong relationship between students and teachers.

<<< IMPORTANCE OF CLEANLINESS >>>

Importance of Value Education in Schools

At the school level, a student can understand and learn various life lessons. Value education teaches them and moulds them into such people who can ideally be role models when they are old enough. Some of the major advantages of value education in schools are

Character development : Value education helps the students to develop their character. This improves the inner personality of a student. Mental strength also improves by this.
Personality development: Value education helps the student to develop the inner and external personality of the student. Physical, social, and mental personalities will emerge in the student.
Citizenship education: This includes the social and behavioral aspects of the students towards citizenship. The ethical values develop towards the citizenship of the student.

Importance of Value Education in Life

On a larger scale, value education is very important in the life of a person. It paves way for a brighter future. Educated and well-mannered people can survive in the rat race of the world better than ill-mannered persons. It also helps to get better job opportunities and maintain a good standard of living. Some of the main advantages of value education in life are

Makes future better
Serves as a backbone of society
Changes perspective of a person
Develops moral values and patience
Helps in understanding things better and more precisely

How Does Value Education Help in Attaining Life Goals

Value education is essential to developing an individual. It helps them in many ways. You can attain all your life goals through value education and here’s how

It gives a positive direction to the students to shape their future and even helps them to know the purpose of their life.
It teaches them the best way to live that can be beneficial to individuals as well as the people around them.
Value education also helps the students to become more and more responsible and sensible.
It helps them to understand the perspective of life in a better way and lead a successful life as a responsible citizen.
It also helps students to develop strong relationships with family and friends.
Develops the character and personality of the students.
Value education develops a positive view of life in the student’s mind.

<<< IMPORTANCE OF FIRST AID KNOWLEDGE >>>

Methods of Teaching Value Education

There are many methodologies and techniques to teach value education. Out of the many, four are widely used. They are

Classroom learning activities methods: This method includes direct presentation, discussions, reading, listening, etc., taught by the teachers.
Practical activity method: This method includes a practical description of the strategies. This practical knowledge enhances the learning skills and lives life by doing practical by own self.
Socialized techniques: This includes the learner involved in the practical activities and experiences which represent the functions and problems of agents in socialization.
Incident learning method : This gives the study of an episode or experience in the life of an individual group.

The need for Value Education

Now that we have discussed the importance of value education, you may still wonder why is it needed. The answer is simple. We have explained the same in the points below.

Moral awareness: Moral awareness should enhance the progress in science and technology towards the latest trends.
Shared values: This will enhance the traditional and social benefits of the person, which is essential for the nation to develop.
Consciously plan value education: This will establish formal learning as sometimes teachers pass values both consciously and unconsciously. There should be the encouragement of only conscious values.
Enhance thinking ability: The value of education enhance your thinking ability and moral values. Mental and social thinking increases to enhance good value towards society.

Clearly, value-based education is essential for the holistic development of a child. Value education develops a well-balanced individual with a strong character and value. That is why you should send your child to a school that offers valuable education. We hope this importance of value education essay has helped you. You can find more such information on our website or hire professional essay writers who will help you with academic writing. Send this article to friends and family and ask them to focus on value education more. Let us know your thoughts in the comment section below. For more information on the same or similar topics, ask us down below. We will provide all the required information to you at the earliest. If you have liked the content of this article, connect with us on our Facebook page .

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What is the Importance of Value Education is an enlightening and profound article. It beautifully delves into the significance of value education in nurturing well-rounded individuals with strong moral and ethical foundations. The blog elegantly emphasizes how imparting values is equally crucial as academic knowledge for building a harmonious and compassionate society. A must-read for educators and parents!

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The Importance of Values Education

Posted on: April 3, 2024

This paper was written by Roger Gordon Packham , Western Sydney University, Associate Professor, and presented at the Oxford Roundtable on Education in July 2023 . Professor Packham is co-editor of How Values Education Can Improve Student and Teacher Wellbeing.

Values education is needed for the traditional reasons of education people of character who will ensure a harmonious society, one that can deal in better ways with many of the current social issues and helps to promote the wellbeing of all. Notwithstanding this vital rationale, it is also my contention that the issues of the Anthropocene (the current geologicale age, the period during which human activity has been the dominant influence on the Earth, are dramatic and require a values-based approach if they are to be improved such that human and all other life can be sustained. Such issues must be addressed urgently; education holds a key role if society as we know it is to be sustained rather than doomed.

The place to start is with our own view of human nature. As humans are complex creatures with a good side and a not-so-good side, the questions is: which side do we turn to? Educators need to support the positive view of humankind, that humans are more cooperative rather than competitive, that human kindness and altruism can change how we think and act, as a foundation for achieving true change in our society. This is a key aim of values education, to stand up for human goodness despite the cynicism that this may bring out in others, and the fact that it may need us to stand up against the 'powers that be' since it can threaten their powers.

This more realistic view of human nature has major implications for how young people are educated to this truer view of humankind. What is needed is a change that is rooted in the hearts and consciences of individuals - their innate values. There is a need for a values education that draws on the good work that is already being done and expands it, not as a separate speciality within education, but as a responsibility of all of society, enabling all educators to incorporate values into the whole school environment.

This was the aim of the Australian Federal Government project that ran in the early 2000's and demonstrated many benefits. So how might incorporating values education into schools be developed further today? All teachers are aware of the need to address all three learning domain areas - the affective as well as the cognitive and the psychomotor competences - to achieve a holistic education for their students, with holistic education seen as the development of the physical, cognitive, emotional, social, and spiritual dimensions of a person in an integrated way. However, impediments to teachers introducing values and Character Education in their classrooms include time and curriculum constraints, yet often more importantly, a lack of understanding about exactly what and how to teach in the area of values education. Teachers may be overwhelmed with trying to understand the deeper meanings of desired values, so often they give up, or only pay lip service at a surface level, rather than getting to the deeper understanding that is what brings about changes in students (and themselves).

However, there are many opportunities to teach the principles of human values through all curriculum subjects and topics, with the added advantage that schools do not have to abdicate in any way their responsibility to teach the academic (cognitive) and other skills; however, it does require that they rethink the ways in which they do this.

Two key aspects involved in implementing values education:

A language of values
A framework for acquiring values

Every subject taught has a basic vocabulary, a language which expresses, defines, and captures the scope and uniqueness of that particular subject area. Values education is no different; it also needs a vocabulary which allows people to manipulate and tease out an understanding of vlues through an awareness of social behaviour, emotions, and other affective domain issues.

A framework that enables this to be done effectively is the Education in Human Values (EHV) programme. The EHV model is based on eliciting five human values that are seen as universal and inter-dependent, that are already inherent in all of us, and that are traditional to most cultures: Truth, Right Action, Peace, Love and Non-violence. The framework allows for schools/teachers to identify the values that are important for their contexts and wider culture.

A fundamental principle of EHV is that all teaching needs to be based on Love and that the teacher's example in 'living' the values is the most critical component.

The goals of EHV are:

To bring out human excellence at all levels: character, academic, and 'being', leading to self-awareness, self-confidence, self-motivation and being 'fully' conscious.
The all-round development of the child (the heart as well as the head and the hands).
To help children to know 'who they are'.
To help children to realise their full potential.
To develop attitudes of selfless service.

There are several teaching approaches that are particularly useful in drawing out the values inherent within children. Here is an overview of the five key ones:

Silent sitting, which has some commonalities with the currently popular practice of mindfulness. Silent sitting refers to encouraging pupils to sit quietly and allow their minds to relax for a few minutes, particularly at the beginning of a lesson, to make them feel more focused and peaceful. Often this time is used to listen to soft, relaxing music. Silent sitting is frequently combined with guided visualisation, which can be used in various ways to promote students' understanding of and reflection on their own values.
The use of quotations or positive affirmations, based on the idea that students' thinking can be influenced by regular exposure to positive statements. The teacher can select quotations that are relevant for the child's age, interests, and culture. Quotations can be displayed every day and used as a basis for discussion, or dimply be left for the students to read for themselves.
Encourage teachers to utilise opportunities to tell stories and anecdotes about famous people, heroes, and ordinary people who have demonstrated the kinds of values under consideration. By regular exposure to stories of such people, and reflection on the values portrayed in relation to their own lives, the pupils will come to value the good qualities described and then to use them as a framework to drawn on when the need arises.
Music and song are valuable ways of promoting inner peace and emphasising postive values. These days, with concerns that young people are exposed to many negative values through song, there needs to be counterbalancing by the use of music and songs that promote feelings and celebrate aspects of the five key human values.
By the careful selection of appropriate examples and recognition of 'teaching opportunities' to promote values education without needing to make any changes to the syllabus.
By addressing contemporary problems that exist in schools, such as discipline problems, pupils refusing to work, bullying, and lack of respect for authority. The EHV programme empowers teachers to examine themselves and to think about how they might be able to reflect the major human values in their own behaviour, particularly their interactions with students and colleagues. In do doing, they can enhance their own mental health and wellbeing, their resilience to cope with the sresses of teaching, and improve the ways in which their pupils respond to them.

These concepts are expanded, described, and discussed in our forthcoming book "How Values Education Can Improve Student and Teacher Wellbeing: A simple guide to the 'Education in Human Values' Approach", Packham, R, Taplin, M., and Francis, K. (Eds), Routledge, 2024.

Bregman, Rutger (2020) Humankind: A Hopeful History, Bloomsbury, publishing, London,UK.

Ellis, E. C., (2018) Anthropocene: A Very Short Introduction (Very Short Introductions), Oxford University Press, Oxford

Lovat, T., Clement, N., Dally, K., and Toomey, R. (2011) The impact of values education on school ambience and academic diligence, International Journal of Educational Research. 50, 3, pp. 166-170

Lovat, T., Toomey, R., Clement, N., and Daly, K. (2023) Second International Research Handbook on Values Education and Student Wellbeing, Springer.

Packham, R., Taplin, M., and Francis, K., (Eds.) (2024a) Chapters 1 and 2, In: How Values Education Can Improve Student and Teacher Wellbeing: A Simple Guide to the ‘Education in Human Values’ Approach, Routledge, UK.

Packham, R., Taplin, M., , and Francis , k. ,(Eds.) (2024b) Ch. 4&8, In: How Values Education Can Improve Student and Teacher Wellbeing: A Simple Guide to the ‘Education in Human Values’ Approach, Routledge, UK.

Packham, R., Taplin, M., , and Francis , k. ,(Eds.) (2024b) Ch. 11, In: How Values Education Can Improve Student and Teacher Wellbeing: A Simple Guide to the ‘Education in Human Values’ Approach, Routledge, UK

Packham, R., Taplin, M., and Francis, k. ,(Eds.) (2024d) Introduction, In: How Values Education Can Improve Student and Teacher Wellbeing: A Simple Guide to the ‘Education in Human Values’ Approach, Routledge, UK.

Packham, R., Taplin, M., and Francis, k., (Eds.) (2024e) Ch. 9, In: How Values Education Can Improve Student and Teacher Wellbeing: A Simple Guide to the ‘Education in Human Values’ Approach, Routledge, UK.

Packham, R, Taplin, M., and Francis, k., (Eds.) (2024f) How Values Education Can Improve Student and Teacher Wellbeing: A Simple Guide to the ‘Education in Human Values’ Approach, Routledge, UK.

Scheler, M. (1971) Formalism in ethics and nonformal ethics of values: A new attempt towards the foundations of an Ethical Personalism. Trans. M.S. Frings and R.L. Funk, Northwestern University Press, Evenstone, Il.

Steffen, W., Richardson, K., Rockström J., Cornell1, S.E., Fetzer, I., Bennett. E. M., Biggs R., Carpenter, S. R., de Vries, W., de Wit, C.A., Folke1, C., Gerten, D., Heink, J., M. Mace, G.M., Perss, L.M., Ramanathan, V., Reyers, B., Sverker, S., (2015a), Planetary boundaries: Guiding human development on a changing planet. Science 13:347, Issue 6223, 1259855.

Steffen, W., Broadgate, W., Deutsch, L., Gaffney, O. Ludwig, C., (2015b). The trajectory of the Anthropocene: The Great Acceleration, The Anthropocene Review. 2 (1): 81–98.

Taplin, M. (2014). A model for integrating spiritual education into secular curricula. International Journal of Children's Spirituality,19, 1, pp.4 – 16.

Taplin. M. & Li, L. (2021). Teachers' perceptions of silent sitting as a buffer to their problems. Ch. 11, In: S. Parakaharan (Ed.) A Human Values Pathway for Teachers. pp.125-150. Springer, Singapore.

The Two Wolves , (2023): https://en.wikipedia.org/wiki/Two_Wolves#:~:text=The%20story%20of%20the%20Two%20Wolves%20is%20a,a%20metaphor%20of%20two%20wolves%20fighting%20within%20him

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What is Importance of Value Education?

In a world driven by technological advancements and rapid change, one essential aspect of education often gets overlooked: value-based education. Ramagya School firmly believes in the importance of value education and its role in shaping well-rounded individuals and future leaders. In this blog, we will delve into the significance of value education and why it serves as the cornerstone of holistic development.

Understanding Value Education

Value education is more than just imparting knowledge; it is about instilling a set of core values and principles in students that guide their behavior, choices, and actions throughout their lives. These values include honesty, respect, empathy, responsibility, integrity, and more. The primary goal of value-based education is to cultivate not just knowledgeable individuals but also morally upright citizens who contribute positively to society.

Importance of Value-Based Education

Character Building: Value-based education is instrumental in character building. It helps students develop a strong sense of right and wrong, promoting qualities such as honesty, integrity, and empathy. These qualities are not only important for personal growth but also for building a harmonious and compassionate society.
Ethical Decision Making: In today’s complex world, ethical dilemmas are commonplace. Value education equips students with the skills to make ethical decisions, even in challenging situations. It encourages critical thinking and a deep understanding of the consequences of one’s actions.
Respect for Diversity: In a globalized world where diversity is celebrated, it’s crucial to foster respect for people from different backgrounds and cultures. Value-based education promotes tolerance and acceptance, teaching students to appreciate diversity and work collaboratively with others.
Empathy and Compassion: Value education teaches students to be compassionate and empathetic towards others. These qualities are essential for building strong interpersonal relationships and addressing social issues effectively.
Leadership and Responsibility: Leaders with strong moral values are the need of the hour. Value-based education nurtures leadership qualities grounded in ethics and responsibility, ensuring that future leaders prioritize the greater good over personal gain.
Conflict Resolution: Conflict is inevitable, but value education equips students with conflict resolution skills. They learn to resolve disputes peacefully, fostering a more harmonious and cooperative society [1] .
Stress Reduction: Understanding and practicing values such as patience and resilience can significantly reduce stress levels among students. It, in turn, leads to better mental health and improved academic performance.

Why Ramagya School Prioritizes Value Education

At Ramagya School, we believe that education should go beyond textbooks and exams. We recognize that the world needs individuals who are not only academically proficient but also morally upright and socially responsible. Here’s why we place such a strong emphasis on value-based education:

Holistic Development: We aim to nurture students who excel not only in academics but also in character. We believe that true success lies in balanced development, and value education is integral to achieving that balance.
Community Building: A strong sense of community is essential for the overall growth of our students. Value-based education helps build a close-knit community of individuals who support and care for each other.
Preparing Future Leaders: Ramagya School envisions its students as future leaders who will bring positive change to society. Our value-based education prepares them to take on leadership roles with integrity and responsibility.
Global Perspective: In an increasingly interconnected world, our students need to be culturally sensitive and globally aware. Value education fosters a global perspective, enabling our students to thrive in diverse environments.
Moral Compass: We believe that a strong moral compass is essential for navigating life’s challenges. Our students are equipped with the ethical foundation to make wise choices and lead moral lives.

In conclusion, the importance of value-based education cannot be overstated. Ramagya School firmly believes that education is not just about acquiring knowledge but also about instilling values that shape individuals into responsible, compassionate, and ethical members of society. Our commitment to value education reflects our dedication to nurturing well-rounded individuals who will make a positive impact on the world.

As we continue our journey of academic excellence, we remain steadfast in our belief that education with values is the key to a brighter, more harmonious future for our students and society as a whole.

Read our Article : How to Choose a Right Stream in Class 11?

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> What is Value Education?

What is Value Education?

Education should promote ethics, morals, and principles that help a child in their life. Value Education is a concept which showcases how important it is to impart fundamentally good values in education to develop self-aware human beings. It can be defined as a set of fundamentally ethical values which can act as guidance in life. A student needs a good guiding hand to differentiate between right and wrong.

It is a set of principles that guide the behavior standard. Values are desirable and highly regarded. They fortify a person's character by occupying a central place in his life. It represents the individual's views, choices, decisions, judgments, relationships, dreams, and vision. Value Education is defined as learning about self and wisdom of life. The major aim of value education is to build the overall personality of a student. This will help increase the student’s intellect, which can help build a fundamentally strong and moral nation.

These values should inculcate pride towards the nation. Furthermore, it helps to become an abiding global citizen who empathizes with other humans and other beings.

Need of Value Education

There is a wide gap in values that should be ideally practiced vs. values that are used today.

Value Education's major goal is to instill moral and value-based teaching in schools and colleges and learn about intermediate students' attitudes about moral principles. This will make sure students develop a conscience to think independently and distinguish between right and wrong. Mahatma Gandhi was also of the opinion that education is the solution to all problems. Therefore, if teachers and mentors properly use technology and other resources, it is not difficult to impart value education to students.

The modern-day concept of Education is more than academic knowledge. In fact, when we define value education, it is incomplete without mentioning how it instils fundamentally good morals in students and guides them towards becoming self-aware and morally upright individuals from a young age. Promoting these besides academic training created responsible students, and ultimately mature & self-reliant capable adults.

It shapes a student's character and accelerated their thinking process to distinguish right from wrong. By incorporating moral values in education, institutions and educators promote the development of well-rounded personalities for their students.

What is Value Education and why is it Important?

Value Education refers to the process of ethical and moral education, that guides students towards making responsible choices in life. It helps them develop self-awareness and empathy. They understand the importance of academic learning too. A curious child might question, but what to question and how to answer correctly is something they are taught as ethical values by their parents and educators, both at home and at school.

What are the different types of Value Education?

Value Education is diverse in its nature and its methods

Innate values - love and compassion
Acquired values - culture and traditions
Personal values - kindness and loyalty
Social values - hospitality
Cultural values - language and ethics

Political values

Religious values.

These are a few standard classifications schools consider when designing the methodologies for value education classes.

Why are certain values important for children to learn early in life?

Certain values, such as empathy, honesty, curiosity, ambition, compassion, love, and forgiveness, are important for children to learn at an early stage of their life. These values form the ethical base that helps them make the right decisions and grow into responsible individuals who contribute positively to society.

Value Education is not just an addition to the curriculum; it is the essence of creating compassionate students. By teaching children the importance of ethical values, we prepare them with the tools to navigate life wisely. Educators approach students both theoretically and practically to give them valuable moral lessons that improve their quality of life.

Types of Value Education

Values can be classified into various types:

Innate Values

Innate values are values that a child has since birth. Values like love, compassion, empathy, mercy, and peace are values that a person learns innately. A child has these values in some form but develops them better, improving their emotional quotient. Parents need to practice the value of love and compassion with their children.

Acquired Values

These are the values that we inherit from our culture, our place of birth, our mother tongue. These values help to keep our culture and traditions alive. Furthermore, these values keep us connected with our traditions which are very important in the modern world. Values like culture, customs, dress code, and habits come under this.

Besides this classification, the value of education can also be categorized in different values sets, which is useful in daily life.

Personal values

Personal values are those that a person follows all through his life. It is a critical part of your personality and is something you carry with you always. Values like beauty, regularity, ambition, courage, vision, imagination are some personal values.

Social values

Social values are values that show the social aspects of your life. This includes the way you communicate and interact with people . For example, these values showcase your national pride when India does great, or any social mishap happens in the country. Some of the values that are categorized in social values are hospitality, bravery, service, justice, freedom, patience, forgiveness, co-ordination, sympathy, tolerance, and more.

Cultural values

Cultural values are values that we learn from our culture. Cultural values are concerned with what is right and wrong, what is good and evil, and customs and behavior. Language, ethics, social hierarchy, aesthetics, education, law, economics, philosophy, and various social institutions are cultural values. These values make us connected to the rich heritage of our parents as well as the nation.

Political values are ideological values for any specific political party or path to governing a country. These values define how a person views a political situation and reacts to it. Furthermore, the values can either be right or left-leaning or can be centrist. Despite any leanings, these values show how a person thinks in a certain way to govern a country through welfare schemes, civic responsibility, and future vision.

Religious or Spiritual Values are the spiritual values and give the essence of how a person views the world and shows its beliefs. Spiritual value is the greatest moral value. Purity, meditation, yoga, discipline, control, clarity, and devotion to God are examples of spiritual virtues. It emphasizes self-discipline concepts. Satisfaction with self-discipline, lack of needs, general greed, and freedom from the seriousness

Values a child must learn

While it is necessary to learn all the ethical and moral values, Some values are important for students to learn before facing the world. These values give students an excellent ethical base to make the right decisions when required.

Values such as empathy and honesty are essential for a child to learn at an early day in his life to grow up being a responsible human being. Likewise, values like curiosity and ambition can help a student grow in their life. Compassion, love, forgiveness are values that should also be practiced to become better human beings.

Human Civilization has made significant progress over the years, and value education has taught us that its preservation is our responsibility. It is critical for developing the character of future citizens, teaching them excellent values, assisting them in choosing the proper route, and instilling moral value in students. It also assists kids in following their interests and discovering solutions to the extreme laws of the universe; it aids in the preservation of a healthy existence on all levels, socially, economically, and cognitively; and it aids in the cumulative ability of children by growing their talents.

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The Role of Personal Values in Learning Approaches and Student Achievements

Kelum a. a. gamage.

1 James Watt School of Engineering, University of Glasgow, Glasgow G12 8QQ, UK

D. M. S. C. P. K. Dehideniya

2 Department of Education, University of Peradeniya, Peradeniya 20400, Sri Lanka; moc.liamg@ayinedihedkpcs (D.M.S.C.P.K.D.); moc.liamg@anammagitayukas (S.Y.E.)

Sakunthala Y. Ekanayake

Associated data.

The data presented in this study are available on request from the corresponding author. The data are not publicly available due to privacy.

Personal values play a significant role when adopting learning approaches by individuals during their studies. Particularly in higher education, these values significantly influence the character that individuals play within their learning community and ultimately influence their academic achievements. The purpose of this paper is to investigate personal values in their choice of learning approaches and, subsequently, how it impacts one’s academic achievements. It also investigates the importance of developing an individual’s personal values as a part of their wider studies, while aligning these with graduate attributes and balancing them with knowledge and skills, to produce successful graduates in a society.

1. Introduction

Values are the fundamental beliefs, behaviours and attitudes that have been approved and accepted as what is good by society for a long time. In the most general sense, they are considered as the virtues that a person holds in his or her life. However, philosophers, researchers, practitioners and many others have defined and addressed values from different perspectives concerning the respective discipline or contexts. Generally, values are viewed as inner realities of an individual that are reflected through habits, behaviours, beliefs, expectations and relationships. Values lay the foundation for an individual’s pattern of thinking and way of acting. They play a vital role in how one makes decisions, choices and builds perceptions and attitudes. Additionally, various studies on personal values have shown that they often guide decision making in all aspects of life such as career, religion, social circles and self-identity [ 1 ]. Another aspect of personal values is that they can be viewed as desirable motivational goals and interests of an individual or the guiding principles in life. In addition, they have been seen as the non-existent mental entities and as the outcomes of mental development. Consequently, values can be seen as the perceptions of psychological expressions or frame of mind. Moreover, they are consequential issues that manifest the personality of an individual. Hence, the realisation of personal values by the self is crucial and determines the growth and the existence of the self in any situation. Conversely, understanding another person’s respected values is also important.

As a consequence of the constant transformation of society in terms of culture, economics and politics, value and value systems have been unusually changed and distorted. In favour of the same idea, Daniela et al. [ 2 ] justify this by arguing, “with modernity it is normal that personal value systems support changes to harmonize itself to current requirements”. Initially, some of the personal values may be determined by birth and later greatly influenced and molded by education, experiences, society, culture and many other factors. According to Matthews et al. [ 3 ], an alteration in lifestyle, cultural environment and economic circumstances, individually or a combination of these factors, can cause values to change. Personal value systems can be viewed as a relatively permanent framework that exists within an individual which decides what is good or bad for himself or herself and his or her companions. In addition, it shapes and influences the general nature of an individual’s behaviour. Researchers have found that personal values developed early in life may be resistant to change and may be derived from those of particular groups or systems, such as culture, religion and political party. However, personal values are not universal. Genetically inherited features and external factors including education may determine one’s personal values. Essentially, the antecedents of values are culturally embedded in society and its institutions [ 3 ] and are socially determined [ 2 ]. Although a personal value is an internal phenomenon, the motivating force to adopt the value is seen as emanating from a diverse range of external sources [ 4 ]. As values directly influence one’s entire lifestyle, a discussion of values and value systems, their place within changing socioeconomic contexts and how they affect individuals and society has universal relevance.

The value systems of a society always determine human activity in social life, education and professional life. Values are seen as a key component of organisational culture and are repeatedly defined as the principles accountable for the successful management of the organization [ 5 ]. Arambewela and Hall [ 6 ] support the same issue, stating [ 7 ]: personal values have long been considered an important variable in understanding consumer behaviour and decision making. As a result, the interest in knowing the drivers behind consumer attitudes and behaviour has encouraged marketing researchers to investigate human values [ 8 ] (Anana and Nique, 2014). Hence, many researchers have emphasised the need and advantage of studying the impact of personal values on the sustainable existence of an organisation.

Investigating the influence of values on assessments made by people on their career choices is another trending research area. In general, professions such as teaching, medicine and nursing are strongly attached and influenced by values. The results of a research study by Anana and Nique [ 8 ] has concluded that students choosing some careers are more typical, based on their values than others, and that some values are more typical of some careers than others. Thus, personal values have been taken as the main focus in the research in a variety of fields and academic disciplines ([ 3 ] cites Feather, 1975). In this regard, the need for identifying different scopes of human values is a timely requirement. Since professional values are also shaped and influenced by personal values, indeed a discussion on personal values can be regarded as an issue that unchanged over time.

There has been a growing concern over the erosion of values among youth during the past few years, and it is continually progressing. At the same time, the need for facilitating value development has become the greatest challenge ahead in the field of education. The effects of the value given to material comforts, money, fame and success are prominently reflected through the present younger generation. Hence, there is a considerable emphasis in this new century on the development of values: tolerance, social justice, open-mindedness, empathy and deep respect for others. Since realizing values and adopting and displaying them as one’s personality is closely associated with education, values education is given a greater emphasis today to ensure the continuity of societies. The functions of education in molding student’s moral, spiritual and sociocultural life are some of the areas that have received renewed attention in the recent past. In addition, they have long been considered important variables in understanding student behaviours, attitudes and achievements. Consequently, the outcomes of Branson [ 4 ] provide an insight into the benefits of value-based studies in educational management and administration. The realization of value can offer assistance in organizing the learning process by explaining and understanding students’ reactions to various situations and tailoring and evaluating the learning experience. Though students’ learning takes place within the self, it is not an isolated process. Research has confirmed that learning is affected by a variety of internal and external factors. Researchers have observed variations in students’ learning approaches, and furthermore, they have found qualitative differences in learning outcomes that were related to the approaches taken (Matthews et al. [ 3 ] refer Marton and Saljo [ 9 ]). Accordingly, if the personal values deal with the behaviour of a person, learning may also have influenced by personal values. Based on that assumption, a number of researchers study the composition and structure of students’ learning approaches and personal values [ 10 ] and their interconnections have been observed in various contexts. Research in this area confirms that values are related to different approaches to learning and they may change according to the circumstances. Considering the students’ behaviour in different academic situations, researchers have categorized the learning approaches into different groups. Furthermore, researchers have attempted to build up the connections between learning approaches and specific personal values. For example, as referred by Matthews et al. [ 3 ] and Tarabashkina [ 10 ], personal values such as achievement and power were related to the achieving approach, security and tradition values to the surface approach, and self-direction and universalism to the deep learning approach. In addition, this relationship was confirmed by a number of studies with some variations.

The values occupy a pre-eminent position on the agenda of researchers in education and many other domains as they impact behaviour, attitudes, expectations and all the other personal characteristics and constructs. Hence, this paper seeks to contribute by reviewing the available literature on the role of personal values concerning learning approaches and student achievements. The review centres on the following given objectives.

To investigate the role of students’’ personal values in their choice of learning approaches;
To investigate the impact of personal values on one’s academic achievement;
To investigate the importance of developing individual’s personal values as a part of their academic life;
To investigate how one’s personal values shape the learning community around that person and vice versa.

2. Background Literature

The background literature aims to synthesise the most relevant research outcomes for the main topic of study under the four main areas: personal values, personal value theories, value education and learning approaches. The concept of personal values is quite closely connected with value theories and value education. In reality, they are inseparable and cannot be treated separately since they are branches of the same root. About the very same idea, to define, describe and to understand personal values, several frameworks have been used by the researchers. Thus, the historical evolution of personal values can be identified through the presented frameworks. Moreover, as the literature suggests, through empirical evidence, there exists a relationship between personal values and students’ learning. Hence, uncovering the background literature through the above four areas are important for the total comprehension of the reader.

2.1. Personal Values

As a whole, personal values significantly influence all aspects of one’s life. It is also obvious that values contribute to the building of one’s personal and social identity. Understanding the concept of personal values is indeed a complex process. Over the past years, it has been viewed diversely analysing from the individual level and up to organisational, institutional, social and cultural levels [ 2 , 11 , 12 ], resulting in several definitions addressing different scopes.

Personal values or individual values are the values to which an individual is committed and which influences his behaviour [ 13 ]. As Ledden et al. [ 14 ] view, value perceptions are the result of a cognitive trade-off between benefits and sacrifices. According to Rokeach [ 7 ], a value is a long term belief that a certain path or purpose of existence is preferable from the social and personal point of view over another one in the opposite [ 2 ]. Furthermore, values can be referred to as interests, desires, goals, needs and standards of preference [ 3 ]. (Ros [ 15 ] supports the same concept and states, “a value is a desirable state, object, goal or behaviour transcending specific situations and applied as normative standard to judge and to choose among alternative modes of behaviour” [ 2 , 15 ].

Moving a little from the basic components mentioned in the previous definitions, Anana and Nique [ 8 ] say that a value is a reference people use to judge themselves and others or to influence the values, attitudes and actions of other people, such as children. People who use the features obtained through the sense organs in defining other beings can benefit from the impressions they have emotionally in attributing importance to that being and appraising it [ 16 ]. These emotion-based impressions are generally called “values”. Another definition suggests that values are systematic and, to some extent, precise ideas that ensure the interaction of an individual with the environment [ 17 ]). Regarding the concept of personal values, Mashlah [ 5 ] and Daniela et al. (2013) [ 2 ] refer to Schwartz and Bilsky’s [ 18 ] and Schwartz’s [ 19 ] definition of values as a combination of five main features: values are (a) concepts or beliefs (b) about desirable end states or behaviours (c) that transcend specific situations, (d) guide the selection or evaluation of behaviour and events and (e) are ordered by relative importance. Analytical observation on the definitions of values shows that they are more or less diverse in meanings. Basically, terms such as interests, beliefs, desires and behaviour have been used in common in definitions. However, when focused, it is evident that values have been defined as concerning the cognitive, affective and behavioural aspects of an individual.

In contrast to the above, Ledden [ 14 ] calls attention to another two important points referring to the relevant literature. Firstly, based on the literary evidence, researchers state that value’s loose definition and the diverse nomenclature used by authors have collectively led to some authors using the term value interchangeably with concepts such as satisfaction, quality and values, particularly with the personal values that guide human behaviour such as beliefs of right and wrong. Secondly, as Ledden states [ 14 ], despite the consensus on terms and definition of values, the literature evidences some confusion in differentiating between the concept of the value and the notion of values. The argument is supported with an important distinction between value (singular) and values (plural) marked by Holbrook [ 20 ], defining the former as a preference judgment and the latter as the criteria by which people make such preference judgments; thus, value is related to, but distinct from, the concept of values. In a general sense, this diversity possibly emerges through the variations in values referred to in different research domains.

Adhering to the research outcomes, Branson et al. [ 4 ] discusses the adoption of values by a person. As explained by values theory, a person’s values are dependent upon his or her consciousness and those values are unique to the person. Research shows that people do not learn values, but rather, they unconsciously adopt values. For example, values are adopted subliminally rather than being consciously selected and deliberately adopted by the individual [ 4 ]. Each person sees a unique and specific view of their world due to the influence of his or her conscious perceptions.

Turning to the historical traces of debates and discussions on personal values, values are abstract concepts that have been studied since ancient times [ 21 ] and can be traced back to the lessons from Aristotle, Plato and Socrates [ 15 ]. Evidently, research into value education has been carried out for almost centuries [ 3 ] and continues today. As a result, several definitions and models have been suggested and empirically studied over the past years. Despite the key components and focuses, several models are found frequently cited in the research literature. As Hanel, Litzellachner and Maio [ 11 ] suggested, the following are at the forefront of all the other individual value models.

Spranger’s (1921)—Model of types of people;
Rokeach’s (1973)—Instrumental and terminal values;
Schwartz’s—The Schwartz (1992) theory of basic human values;
Gouvela’s (2013)—Functional theory of values.

Value theories focused on values at the individual level as well values can also be described on a cultural level. As Hanel, Litzellachner and Maio [ 11 ] refer, three prominent approaches of this type were proposed by Inglehart, Hofstede and Schwartz [ 19 ].

Particularly for this article, Schwartz’s model of human values is adopted as the fundamental theory to discuss the issues highlighted in the objectives since it has been referred to as the theoretical ground of a number of recent research studies on personal values in a variety of contexts. Specifically in the studies which examined how the basic values relate to various attitudes, opinions, behaviours, personalities and background characteristics. In addition, it has been used in hundreds of studies that assessed value transmission and development in an individual from childhood to adolescence and value change over time. Moreover, the theory itself concerns the basic values that people in all cultures recognize [ 19 ]. Thus, it can be accepted as universally applicable without any bias. Additionally, considering the very diversity of meanings of the construct of values, the sociopsychological aspects of values are focused on throughout this article.

2.2. Personal Value Theories—Schwartz Theory of Human Values

Values can range from the simplest forms, such as punctuality and kindness, to pretentious forms such as self-direction, universalism and conformity. Over the past years, various value models have been proposed and empirically supported [ 11 ]. All of them have often defined human values as abstract ideals that guide people’s behaviour and are crucial for explaining social and personal organizations and tracing their changes due to various factors. Among the different value models that have been suggested, the Schwartz [ 18 ] theory of basic human values is found frequently cited in the literature.

As Schwartz described, there are six main features of values according to the theory [ 18 , 19 ]: values are beliefs linked inextricably to affect, values refer to desirable goals that motivate action, values transcend specific actions and situations, values serve as standards, values are ordered by importance relative to one another and the relative importance of multiple values are guides to action. These six features apply to all values. Furthermore, theory distinguishes ten basic values (value types) which encompass the range of motivationally distinct values recognized across cultures. These values are likely to be universal because they are grounded in universal requirements of human existence. However, they differ in their motivational content. The definitions of the ten values in terms of the broad goals they express in Table 1 .

Values and the motivational goals—the Schwartz theory of personal values.

Value	Motivational Goals
	Restraint of actions, inclinations and impulses likely to upset or harm others and violate social expectations or norms. (obedient, self-discipline, politeness, honouring parents and elders, loyal, responsible)
	Respect, commitment and acceptance of the customs and ideas that one’s culture or religion provides. (moderate, spiritual life, respect for tradition, humble, devout)
	Preserving and enhancing the welfare of those with whom one is in frequent personal contact (helpful, honest, forgiving, responsible, loyal, true friendship, mature love)
	Independent thought and action—choosing, creating, exploring. (creativity, freedom, choosing own goals, curious, independent, self-respect, intelligent, privacy)
	Excitement, novelty and challenge in life. (A varied life, an exciting life, daring)
	Pleasure or sensuous gratification for oneself. (pleasure, enjoying life, self-indulgent)
	Personal success through demonstrating competence according to social standards. (ambitious, successful, apable, influential, intelligent, self-respect, social recognition)
	Social status and prestige, control or dominance over people and resources (authority, wealth, social power)
	Safety, harmony and stability of society, of relationships and of self. (clean, Family and national security, social order, reciprocation of favours)
	Understanding, appreciation, tolerence and protection for the welfare of all people and for nature. (broadminded, social justice, equality, peace, unity with nature, wisdom, protecting the environment)

He presented the structural model of basic values which takes the form of a circle. Complementary values, i.e., values that are similar to motivational content, are located side by side on this circle while competing values are located at opposing sides [ 18 , 19 ]. The closer any two values in either direction around the circle, the more similar their underlying motivations; the more distant, the more antagonistic their motivations [ 19 ]. It seems that the whole set of ten values relates to each other closely or distantly and by that mean they may interrelate with any other variable such as behaviour, attitude, age, etc. ( Figure 1 ).

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Theoretical model of relations among ten motivational types of values.

2.3. Value Education

The concept of values has been defined differently in the literature depending on the contexts and the situations. However, along with the rapid changes in the world, the concepts of values and value education have gained renewed attention due to the increased social immorality [ 21 ]. Value education can address different forms and definitions. In religious senses, it is most possibly defined as moral and spiritual development. To sociological concepts, it can be termed as the part of socialisation and personality development or the transmission of cultural elements. In the dimension of education, it is addressed through citizenship education. However, in the most general sense, value education stresses the process by which people develop moral values and transfer them through factors such as social relationships, religion and education.

The values, attitudes and personal qualities of young people and the role of the school in spiritual, moral, social and cultural development have received renewed attention in recent years [ 21 , 22 , 23 ]. As education is a personality-building process [ 24 ], school education is challenged by preparing students to face the complexities of future life. Rapidly changing socioeconomic structures and their consequences in terms of patterns of work, family life and social relationships requires an educational response. In that context, experts have recognised the 21st century school curriculum as the most influential mode of transferring values to the younger generation other than the family and other immediate social units. Sahin [ 16 ] suggests that implicit or planned values education in schools plays an active role in transferring values from society to society. By its definition, value education refers to those pedagogies that educators use to create enriching learning experiences for students and addresses issues related to character formation [ 25 ] and moral development. Moral values are the values that make individuals distinguish between what is good or bad and right or wrong and simply it gives the ideas about the good personal and social life. Halstead and Tylor [ 21 ] refer to a discussion document on Spiritual and Moral Development and highlight that the moral values that school should promote are telling the truth, keeping promises, respecting the rights and property of others, acting considerately towards others, helping those less fortunate and weaker than ourselves, taking personal responsibility for one’s actions and self-discipline. Moreover, schools reject bullying, cheating, deceit, cruelty, irresponsibility and dishonesty.

Sahin [ 16 ] has identified the four main characteristics of values education as:

To raise individuals’ awareness of universal (ethical), cultural values, and their importance;
To relate democratic attitudes and tolerance to multiculturalism;
To evaluate all values with the criteria of improving people’s living conditions and facilities;
To turn life into knowledge and/or knowledge into life considering concrete problems related to ethical values.

Sahin [ 16 ] views the main purpose of values education as to make values permanent behaviours in students. Providing students with the knowledge and insight into values and beliefs that enables them to reflect on their experience in a way that develop their spiritual awareness and self-knowledge, teaches them the principles which distinguish right from wrong and teaches students to appreciate their cultural traditions and the diversity and richness of other cultures are among the basic functional aspects of value education provided through the school education [ 21 ]. Accordingly, the particular theme of value education is directly related to inculcating moral values in students, and it can be identified as another phase of personal value development since the same aspects are named and described in personal value models and frameworks in more or less similar terms. For example, the features that institutions wish to promote through moral or value education are discussed in the ten basic values in Schwartz theory of basic values under the themes of conformity, benevolence, tradition, security and universalism. As Schwartz [ 19 ] views, benevolence and conformity values both promote cooperative and supportive social relations and both values may motivate the same helpful act, separately or together. Traditional values imply one’s affection towards religious beliefs and respect for tradition and customs while security values inspire one’s need for safety and harmony. Hence, through value education, it develops values such as conformity, security, universalism and benevolence.

In developing values in individuals, it is widely recognised that schools are not the only nor are they the greatest influence on the values, attitudes and personal qualities of young people, but parents, communities and other agencies are also influential [ 21 ]. The early-stage value development through the family, neighbours, practice of religion, culture and nursery forms the foundation for the personal values system that one holds. It can be further sharpened through the formal and informal educational and cultural practices in the school or any other institution.

2.4. Learning Approaches

Approaches to learning mainly focus on how children engage in learning referring to the use of skills and behaviours. In addition, they are discussed incorporating emotional, behavioural and cognitive domains. Learning is a process of changing behaviour through experiences and is relatively a permanent product. Hence, it is important to understand student learning approaches to improve and maintain the quality of the learning experience. Beyaztas and Senemoglu [ 26 ] define learning approaches in terms of how a learner’s intentions, behaviours and study habits change according to their perception of a learning task to the context which the learner regards.

According to Lietz and Matthews [ 27 ] two major perspectives have guided theory and research into student learning: The first is The Self-Regulated Learning (SRL) rooted in North America, and the second is The Students’ Approaches to Learning (SAL) that is prominent in Europe and Australia/Southeast Asia. In parallel to that, Matthews et al. (2007) [ 3 ] cite Biggs’ [ 28 ] findings on Asian student learning approaches, and according to it, learning is based on two types: the Information Processing Approach and the Contextually and Experientially Based Learning Approach. The above findings specifically refer to the geographical region and it is reasonable to pose the argument that the variation patterns in learning approaches are existing to the sociogeographical factors such as country, region and culture.

Biggs [ 29 , 30 ] specified three distinct approaches (see Table 2 ) to learning namely, The Surface, The Deep and The Achieving approaches to learning [ 3 , 27 ]. In addition, each approach is composed of a motivation that directed learning and a strategy for the implementation of the learning approach [ 3 ].

Motivations and strategies in student approaches to learning.

Approach	Motive	Strategy
	Surface Motivation (SM) is instrumental: to meet requirements minimally; a balance between working too hard and failing	Surface Strategy (SS) is reproductive: to limit the target to bare essentials and reproduce through rote learning
	Deep Motivation (DM) is intrinsic: study to actualize interest in what is being learned; to develop competence	Deep Strategy (DS) is meaningful: read widely, interrelating with previous relevant knowledge
	in academic subjects Achieving Motivation (AM) is based on competition and ego-enhancement: to obtain the highest grades, whether or not material is interesting	Achieving Strategy (AS) is based on organising time and working space; to follow up suggestions; behave like a ‘model’ student

Note. MNNote. Matthews et al. (2007) [ 3 ] following Biggs [ 29 ] and Murray-Harvey [ 31 ].

Li’s [ 32 ] perspective on student learning approaches is quite different from the above and states that students are smart in different ways and have different learning approaches. According to Na Li, the two major perspectives of learning are the constructivist and student-centred learning approaches: Inquiry-based learning, Problem-based learning, the Situated and embodied cognition model, Self-regulated learning and Cognitive apprenticeship model and Technology-enhanced learning approaches.

Research into learning approaches has focused on studying the impact of background factors such as gender, sociocultural backgrounds, discipline area, personal values and the learning culture of students. As highlighted by Lietz and Matthews [ 27 ], Cano-Garcia [ 33 ] has shown that older female students tended to score higher on the deep and achieving approaches to learning than younger male students. In addition, studies of Jones et al. [ 34 ] and Smith and Miller [ 35 ] reflected strong relationships between learning approaches and academic disciplines. Beyaztas and Senemoglu [ 26 ] reveal another dimension of research on learning approaches in relation to the examination on students’ learning and studying behaviour towards exams and exam types. Results of these interventions revealed that students’ learning approaches change according to the examination type they were preparing for and Ramsden [ 36 ] has proposed strategic learning approaches for students who have more exam-oriented study behaviours.

Another major area that researchers concentrated is changes in the learning approach over time. A number of cross-sectional and longitudinal studies have investigated changes in learning approaches over time [ 3 , 10 , 37 ]. Both Lietz and Matthews [ 27 ] and Tarabashkina and Lietz [ 10 ] refer to the same group of studies that investigated changes in learning approaches over time. As they arranged into the chronological order the earliest, Watkins and Hattie’s [ 38 ] study on a sample of undergraduate students found that the longer students had studied, the more they displayed characteristics of the deep approach to learning. Contrary to the results of their first study, Watkins and Hattie’s longitudinal study [ 39 ] showed no evidence of students’ deep learning approaches intensifying over time. However, Biggs [ 29 ] reported a general decline in the deep approach from the first to final year of study in a sample of undergraduate students in Australia. However, no significant changes were observed for other learning approaches. In the study by Gow and Kember [ 40 ], results showed that older students used the deep approach significantly more often than younger students. In addition, students at the beginning of their studies appeared to prefer an achieving approach compared to students who were further advanced in their studies. In addition, the more time that had elapsed since leaving school, the fewer the number of students who displayed characteristics of the surface approach. In another study by Kember [ 41 ], it was uncovered that younger students showed a preference for a more superficial approach in a comparison of first, second and third-year students. In contrast to the results of his study in 1990 [ 40 ], he found that first-year students showed significantly higher scores on the deep approach to learning than second and third-year students. Zeegers’s [ 42 ] study on a class of chemistry students over 30 months has shown a significant decline in the achieving strategy and a significant increase in the surface strategy over the time of the study. For the deep approach, no statistically significant changes emerged over time. Another study carried out by Matthews [ 3 ] on the same issue discovered that students’ approaches to learning generally became deeper over time. In contrast, Cano’s [ 33 ] study observed a significant decline from junior to senior high school with regards to the deep and surface learning approaches both in boys and girls.

In general, preference for a deep learning approach has emerged as the major concern of all studies, and there is no specific pattern of applying a particular approach for learning among the students. Hence, there may be some other background factors influencing the selection and application as well as the changing of a specific approach to learning. In the point of factors affecting students’ learning approaches, Beyaztas and Senemoglu [ 26 ] summarize the 3P model (Presage, Process and Product), and according to it, prior knowledge, abilities, preferred ways of learning, values and expectations, teaching context (including the curriculum) and teaching methods affect the student’s selection.

As revealed through the research studies, approaches to learning are probable to change in response to gender, ability, formal teaching authority, time, personal values [ 3 , 27 ], the requirements of and as an adaptation to new environments, the learning culture and the academic discipline and its nature [ 10 , 27 ]. Additionally, as Beyaztas and Senemoglu [ 26 ] state, referring to an early study of Ramsden [ 36 ], students’ perception of their teachers and departments also have important effects on their learning approaches. In addition, the curriculum and sociocultural environment also may have an effect on selecting the learning approach. Thus, it can be concluded that students’ preference for learning approach is influenced by several factors and they may be inborn or situational. In other words, learning approached may be a result of a combination of several internal and external factors including personal value traits.

3. Methodological Design

This research is based on a systematic review of the literature with a narrative summary that exclusively depended on online databases. The predetermined selection criteria, which are given in Table 3 , were applied during the database search screening of the text titles, abstracts and whole texts.

Inclusion and exclusion criteria.

Type of Criterian	Creiteria	Inclusion	Exclusion
Type of publication	Journal articles
	Conference papers	*
	Reports	*
	Dissertations
	Books		*
Access	Online	*
Access	Paper		*
Publication period	2000–2020	*
Place of publication	World wide	*
Types of study	Emphirical studies	*
Types of study	Theoritical studies	*
Research methods	Quantitaive	*
	Qualitative	*
	Mixed	*

Following the above-mentioned criteria, full texts that were reported within 20 years were purposely selected due to the availability of a limited number of accessible resources to retrieve the literature. In relation to the year of publication, the search action was conducted with the use of online databases. As the main sources of data, Google Scholar, JSTOR and Elsevier were used. The ResearchGate database was also used for the search of resources.

The comprehensive search resources were completed based on a wide range of key terms and phrases including “values”, “personal values”, “learning approaches”, “learning communities” and “learning approaches—academic achievement and value education”. However, similar terms that are often used interchangeably in the literature were also used. In particular, with regards to the concepts of personal values and value education, they have also been searched through the terms “humanistic values”, “soft skills”, “social skills” and “moral education”.

As the search action resulted in a limited number of appropriate and accessible sources, the reference section of the found texts were studied in the search for more relevant texts. After the exclusion of sources that did not satisfy the criteria in Table 3 , 38 texts were selected for analysis. The content of the selected resources was studied and analysed in detail. Then, the required data were organized under four main themes following the study objectives.

4.1. Objective 1: To Investigate the Role of Students’ Personal Values in Their Choice of Learning Approaches

In the most general sense, approaches to learning describe what a student does when he/she is learning and why he/she should do it. In other words, it is the way that students perceive and value the learning process and how they behave during the process. As suggested by the aforementioned facts and information, education correlates with personal values. Hence, a considerable number of educational studies have been carried out to examine the composition and structure of personal values and their relationships with learning approaches. Values are considered to be precursors as well as predictors of behaviour [ 3 ]. In the same way, studies have proven that a tendency towards certain types of behaviours depends strongly on the structure of one’s values. Conversely, learning can be seen as a type of individual-specific behavioural pattern. In that respect, it is justifiable to accept that there is a relationship between personal values and the learning approaches of students. In addition, the values are believed to be influenced by background factors such as religion, culture, political factors, age and many others. Assuming that they also definitely influence in preference of a student’s learning approach, research into learning approaches has focused on a variety of backgrounds. According to Lietz and Matthews [ 27 ], research studies have focused on studying the differences in choice of learning approach and personal values relationships depending on gender, discipline area of study, prior performance and the experiences of students, especially the students who undertake higher education in another country. With regards to personal values, researchers in this context have confirmed that values are correlated with different learning approaches.

The influence of personal values on life goals are better described as follows: “values refer to desirable goals that motivate action” [ 19 ]. Wilding and Andrew’s [ 43 ] study results of “Life goals, approaches to study and performance in an undergraduate cohort” can be discussed taking that as the ground. According to them, the deep approach and the surface approach are the two main approaches to studying that have been distinguished by several researchers. In addition, an achieving or strategic approach employs either deep or surface strategies, depending on the demands of the task. The research aimed to investigate factors contributing to the choice of the preferred study approach at university and relations between these factors and academic performance. Based on the results, as the researchers state, this study has shown that approaches to study are related to wider attitudes to life or the general life goals and relations were found to be consistent with the deep approach being associated with altruistic life goals and the surface approach being associated with wealth and status life goals. The achieving approach was related to both types of life goal, but more strongly to wealth and status life goals.

The most frequently referred research of Matthews [ 3 ] on sojourner students in Australia has found interesting relationships between values and learning approaches. From the three pairs of canonical variables that emerged out of the analysis the first pair of variables illustrated that students with clearly defined value structure had equally well-defined learning motivations and strategies. The second pair of variables showed that students who had low integrity values showed a higher preference for surface or superficial learning. In contrast, the third pair of variables indicated that students who had a lesser emphasis on values associated with the Confucian ethos showed a strong preference for the deep strategy [ 3 ].

In the study of “Values and Learning approaches of students at an international University”, Matthews, Lietz and Darmawan [ 3 ] relate the ten values postulated by Schwartz et al. [ 18 ] to Biggs’ [ 29 ] six subscales and the relationships between values and approaches to learning has been estimated by canonical correlation analysis. It has revealed that values can be linked to learning approaches even in a situation where students have left their home countries to undertake tertiary studies in a new social, cultural and educational environment. There, the results have been interpreted to the higher-order values: self-aggrandisement, conservatism, self-directedness and benevolent change, which were initially termed as self-enhancement, self-transcendence, openness to change and conservation, respectively, as proposed by Schwartz [ 18 ]. Four distinct pairings between values and learning approaches were established: (a) self-aggrandisement (Achievement and power values) is linked to the achievement learning approach, (b) conservatism (universalism and benevolence values) relates to the surface learning approach, (c) self-directedness (self-direction and stimulation values) is linked to the deep learning approach and (d) benevolent change (conformity, tradition and security values) is related to the learning strategies variables were emerged as the results.

In terms of the main research question, the impact of students’ personal values on learning approaches and changes in them over time of Lietz and Matthews [ 27 ] longitudinal study on “The Effects of College Students’ Personal Values on Changes in Learning Approaches” has given mixed results. The three-year study results have shown no changes within students in the deep and surface approaches to learning but a significant decline for the achieving approach, particularly for students who previously experienced a more formal teaching authority. As they described, the students who identified to a greater extent with the achievement, hedonism and security values have demonstrated a higher achieving approach to learning at the start of their higher education. Conversely, but in line with expectations, students who valued having fun and a good time more than other students have displayed fewer characteristics of the achieving approach to learning. However, none of the personal values were found to influence how the achieving approach to learning changed over time. Based on the research outcome they have concluded that, while personal values appear to explain differences in learning approaches at one point in time they do not seem to contribute to explaining changes in learning approaches over time. In that case, as explained in a similar study by Matthews (2007) [ 3 ] students are likely to change both their personal values and learning approaches due to the influence of the new environment or it may result to pursue their education.

Parallel to the theme of the above studies, Tarabashkina and Lietz [ 10 ] carried out a longitudinal research study on “The impact of values and learning approaches on student achievement: Gender and academic discipline influences” using a cohort of international students who started their three-year Bachelor of Arts or Bachelor of Science degrees in September 2004 at a university in Germany. According to the results, hedonism and achievement were consistently related to the achieving approach over three years, whereas the achievement value probably had a large positive effect on the achieving approach, and hedonism (that is, the tendency to have fun) was negatively related to this approach across all occasions. Hedonism was also consistently and negatively linked to the deep approach throughout all years, whereas self-direction had a positive impact on this approach over a two-year period. Self-direction emerged as a constant predictor of the surface approach, although in the opposite direction to this effect for the deep approach.

Accordingly, the reported literature provides insights that the personal values and learning approaches are two components that occur at the same time with parallel construction. In addition, it establishes the relationship regarding how personal values are linked with different learning approaches and how these interrelationships change over time.

4.2. Objective 2: To Investigate the Impact of Personal Values on One’s Academic Achievement

Personal characteristics such as skills, abilities and values, academic adaptability, concern on learning objectives, decision making, innovation and communication are some of the main features of any valid evaluation criteria. When elaborating on the state of personal values in line with its impact on one’s academic achievement, knowledge as a human-specific activity is in direct relation with the way a person through his values perceives the world, the phenomena and events Daniela et al. [ 2 ]. The values favoured by different individuals can be more or less equal or different. Similarly, within each unique and specific view of the world, each person attributes different values to the same experience or the same value to different experiences [ 4 ]. Accordingly, the existing similarities and differences in values cause much diversity in behaviour. Typically, human beings tend to adapt their values according to the circumstances. In addition, it can be assumed that the values do reflect themselves through all the activities of individuals. Identifying the worth of studying these variations, in addition to exploring the link between values and learning approaches, the relationships between personal values and academic achievement, including the effect of factors such as gender and academic discipline, has been carried out by scholars. As the literature notes, the achievement motive and achievement goal are different in their nature, but they both share a commonality in terms of the role that individuals’ values may play as their underlying antecedents [ 44 ]. The argument is further confirmed citing Kaplan and Maehr [ 45 ], and they contend that individuals’ achievement goals are associated with their values. Similarly, values are considered desirable goals and individuals work hard to pursue them. Hence it is justifiable to say that in the academic setting students personal values or their personal goals substantially influence the academic achievement of the students.

Among the several research studies made to study the impact of values on academic achievements, Bala [ 46 ] discusses the values and adjustment problem of high achievers and low achievers based on a sample of 100 students from two senior secondary schools. There, the researcher has considered values in terms of theoretical, economic, aesthetic, social, political and religious values and adjustments related to social, health and emotional, school and home values. Achieving one of the specific objectives to determine the nature of the values of High and Low achievers, it arrives at several conclusions: (a) Higher achievers are more theoretical and social in comparison to low achievers and they have a dominant interest in knowledge, learning and believe more in kindness, charity and love; (b) High achievers and low achievers are similar as far as religious value is concerned; (c) Low achievers are more economic in comparison to high achievers. They believe more in materialistic life than high achievers; (d) High achievers are more political in their approach in comparison to low achievers; (e) Low achievers are superior on the aesthetic value in comparison to high achievers.

There has been little research to study the effect of a school’s disciplinary climate on improving students’ learning and academic achievement. However, the available past and present research support the view that student learning is immediately affected by the nature of the school’s disciplinary climate [ 4 ] as it controls students’ conduct by restricting the engagement in misbehaviour during school time and, thus, enhance student learning.

According to Ma and Willms [ 47 ], research findings based on a sample of grade 8 students in the US, the two most important disciplinary factors that affect academic achievement pertain to whether students were concerned about class disruptions, the proportion of students who talked to a school counsellor or teacher about disciplinary matters and the effect of the teacher–student relationship. As they revealed, with respect to the effects of indiscipline on academic achievement, the disciplinary measure that had the strongest relationship to academic achievement pertains mainly to classroom disruption. Additionally, they say that the effect of behaviour concern, which is a more traditional indicator of disciplinary climate, was negatively related to academic success. As they have found that students’ indiscipline has a significant detrimental effect on their academic achievement, to improve academic achievement from the perspective of a disciplinary climate, providing an orderly classroom environment has been suggested as a remedy.

Research conducted at the individual level has consistently shown a correlation between low cognitive ability, poor academic performances, learning disabilities, delinquency and particularly the relationship between academic performances and discipline [ 47 ]. In schools where advantaged students are concentrated, there will be fewer discipline problems and higher achievement levels as they completely target academic success rather than other issues, whereas schools serving disadvantaged students will have even worse discipline problems and lower levels of academic achievement. Ma and Willms [ 47 ] support that claim with Hawkins and Lishner [ 48 ], who have framed the relationship between academic performance and discipline as a circular process. School misconduct in the early elementary grades, combined with low ability or learning disabilities, are antecedents of poor academic performance in the late grades; poor academic performance in the late elementary grades leads to a low commitment to educational activities, disaffection toward school and an association with delinquent peers. These factors lead to dropping out or to delinquent behaviour. Value education is another concerned faculty that is gaining much concern in education. The results of a study on students attending character education and some of which did not have shown that the scores of those who underwent character education were higher than the scores of others [ 49 ]. As a whole, according to these authors, schools’ or any other learning community’s disciplinary climate acknowledges that better-behaved students generally are higher academic achievers. On that basis, as highlighted in the aforementioned discussion, if personal values are considered as abstract ideals that guide people’s behaviour, then there should be a correlation between delinquent behavioural patterns, cognitive ability level, academic performance and the personal values of an individual.

Liem et al. [ 44 ] examined the relationships between values, achievement motives, achievement goals and academic achievement among Indonesian high school students. There, in terms of the relationships between values and achievement motives, findings indicate that security and conformity values are positive predictors of the social-oriented achievement motive; self-direction is a positive predictor of the individual-oriented achievement motive, whereas hedonism is a negative predictor of both achievement motive orientations. There is also evidence for the direct effects of values on academic achievement. How personal values influenced students’ learning approaches and in turn, how they related to students’ achievement has been examined several times, and they have resulted in more or less similar results, as in Liem et al. [ 44 ]. Accordingly, Wilding and Andrew [ 43 ], based on their study cohort behaviour, have observed that those with less interest in wealth and status life goals produced better academic results. In other words, the successful students would seem to apply themselves more (or more effectively) to the immediate task rather than wider ambitions. Hence, they concluded the two variables associated with better performance were a self-reported achieving approach to learning, reflecting good organization and a systematic programme of study and a lower emphasis on wealth and status achievement in life. Furthermore, they stress that Biggs’ achievment approach to learning has consistently been shown to be positively related to academic performance, but neither the surface approach nor the deep approach has shown any such consistent relation. In contrast to that, the results of a study on a sample of university students by Tarabashkina and Lietz [ 10 ] showed that specific combinations of values were related to each learning approach and their relationship with the academic achievement of students over three years. In general, certain consistencies of these relationships have been observed throughout the study period. The deep and achieving learning approaches were associated with higher achievement, whereas students who displayed more characteristics of the surface learning approach had lower academic performance. Through statistical analysis, they built up the positive and negative relationships between personal values and learning approach: (a) Achieving learning approach—self-direction, achievement and hedonism; (b) Deep learning approach—self direction and hedonism; (c) Surface learning approach—conformity and self-direction. As they found, if the deep and achieving learning approaches were associated with higher achievement, then it can be assumed that self-direction, achievement and hedonism values are consistently associated with academic achievements, affecting them negatively and/or positively.

Similarly, the research findings of the study on learning approaches of successful students done using freshman students ranked in the top one percent portion in a university placement exam (2013) in Ankara by Beyaztaş & Senemoğlu [ 50 ] were supported with the similar research literature and has shown that students can enhance their level of success by increased use of the deep learning approach and decreased use of the surface approach. Furthermore, references made in Watkins’s [ 51 ] meta-analysis of 60 studies addressing learning approaches and academic achievement found a negative relationship between academic achievement and surface learning approaches in 28 studies, a positive relationship between academic achievement and deep learning approaches in 37 studies and a positive relationship between academic achievement and strategic learning approach in 32 studies. Additionally, in a study by Senemoğlu [ 52 ] a positive and meaningful relationship was found between Turkish and American students’ perceived level of success and learning approaches. This study reported that students who perceived themselves to be successful tended to adopt deep and strategic learning approaches, whereas students who thought they were less successful used surface learning approaches in both countries. According to the outcomes of the above-mentioned research studies, any consistent assumptions cannot be made about the correlation between the effectiveness of the learning approaches and students’ academic achievements or about how learning approaches influence academic performance. As emerged in the previous research literature, students’ learning behaviour along with personal values may change according to the circumstances and, in turn, it makes a direct effect on the students’ academic achievement.

4.3. Objective 3: To Investigate the Importance of Developing Individual’s Personal Values as a Part of Their Academic Life

Education is a combined process in which the advancement of knowledge, development of skills and the acquisition of beliefs and habits progress from an earlier age. Education providers, especially schools, play an important role in helping young people to develop and manage their physical, social and emotional well-being, and to live and work with others in different contexts. Specifically, they are partly responsible for enlightening an individual in both personal and professional areas. In that sense, personal value development is given a prominent place in most of academic interventions since they are considered as the concepts of beliefs that guide behaviours, attitudes and social norms. Education is naturally and inevitably directly related to a person’s goals and values [ 53 ]. The objective of developing an individual’s personal values as a part of academic life has been discussed, mainly concerning the theme of value education in many of the studies. In general value, education occupies an impressive place in contemporary society and school education is the most influential means of developing an individual and the schools are meeting places of value and are also full of values [ 54 ].

Values education itself has been defined simply as a purposive attempt to teach what is good or bad. As Iscan and Senemoglu [ 49 ] define it, values education is an open initiative aimed to provide instruction in values, value development or value actualization. According to the definition underpinning the Value Education Study, Australia [ 55 ], ‘Values education’ is broader and refers to any explicit and/or implicit school-based activity to promote student understanding and knowledge of values and to inculcate the skills and dispositions of students so they can enact particular values as individuals and as members of the wider community. Beena [ 56 ] says that value education given at schools is much concerned with striving for personal wholeness as well as generating a responsible attitude towards others and an understanding of wrong and right behaviour. For Thornberg and Oguz [ 57 ], all kinds of activities in schools in which students learn or develop values and morality are often referred to as values education. It seems that through the value education at school, children are encouraged to explore the powers of good and bad while unconsciously setting appropriate limits to behaviour. In relation to the Schwartz theory of personal values, the school value education promotes the values (benevolence, universalism, tradition, conformity, security) that primarily regulate how one relates socially to others and affects their interests. Security and universalism values are boundary values primarily concerned with others’ interests, but their goals also regulate the pursuit of their own interests [ 19 ]. Particularly, schools being sites for ethical practices, it seems that they focus much on social value development rather than personal development. According to Kunduroglu & Babadogan [ 53 ], that may be because the values students get with values education affect firstly their families and circle of friends, then their acquaintances and at the end, all the community.

As Thornberg and Oguz [ 57 ] emphasize, referring to several studies, value education is accomplished in two distinct ways such as explicit values education (schools’ official curriculum of what and how to teach values and morality, including teachers’ explicit intentions and practices of values education and implicit values education (associated with a hidden curriculum and implicit values, embedded in school and classroom practices). Bergmark [ 54 ] also mentions that schools are full of implicit and explicit values which shape school leaders’, teachers’ and students’ perceptions and actions. Furthermore, Thornberg and Oguz [ 57 ] mention two general approaches to values education as described in the literature. The first is the Traditional Approach: adult transmission of the morals of society through character education, direct teaching, exhortation, and the use of rewards and punishments. The aim is to teach and discipline students to develop good character and virtues (being honest, hardworking, obeying legitimate authority, kind, patriotic and responsible) and to conform to the dominant values, legitimate rules and the authority of society. In contrast, the Progressive or Constructivist Approach emphasises children’s active construction of moral meaning and development of a personal commitment to principles of fairness and concern for the welfare of others through processes of social interaction and moral discourse. Reasoning and explanations, deliberative discussion about moral dilemmas and participation in decision-making processes are viewed as typical methods for this approach. The aim is to promote moral autonomy, rational thinking, moral reasoning skills and democratic values and competence among the students.

Values education has always been a part of the school curriculum in many countries aiming to inculcate religious beliefs, moral values, duties and social responsibilities as the social values are of crucial importance for an individual’s life [ 53 ]. Therefore, the personal value development of students is important as it is beneficial for the individual in academic, professional and social life. Academic development achieved without personal value development is worthless because individuals who are not disciplined find it difficult to survive in the long run of professional and social life. They lack positive qualities such as punctuality, flexibility, the willingness to learn, a friendly nature, an eagerness to help others, sharing and caring and many more. In addition, they do not believe in themselves and others and lack self-confidence, self-efficacy and self-courage, which are considered the main components of personal development. Obviously, educating people on an only cognitive level is incomplete and not functional [ 53 ]. Henceforth, academic growth must be supplemented with personal value development to strengthen the individual to fit in the competitive society and do away with negative behavioural traits. That gives the sense that better personalities yield positive results in academics, social and professional life.

The research study by Iscan and Senemoglu [ 49 ] on the effectiveness of values education curriculum for fourth graders to equip students with the values of “universalism” and “benevolence” on students’ value-related cognitive behaviours, affective characteristics and performances has resulted in important findings. The experimental group of the study has shown higher values-related cognitive behaviour acquisition level and used more expressions reflecting values in the interviews during and after the implementation of the program. Additionally, the experimental group has displayed a larger number of positive value-related behaviours during the study than the control group. In parallel to the particular study, Iscan and Senemoglu [ 49 ] highlight the the importance of value-based educational interventions. As they revealed, exposing students to such experiences may make them aware of moral issues, establish empathy with others and understand their moral values, decreasing bullying and violence. Furthermore, they have made students more tolerant, polite, compassionate and forgiving, and [ 58 ] it has led to positive changes in students’ respect and responsibility levels along with a decrease in unacceptable behaviour. A similar study on “Values Education Program Integrated with the 4th Grade Science and Technology Course’’ [ 53 ] has revealed that at the end of the 6-week intervention period, students in the experimental group improved their perspective on the values, being more open-minded, unbiased and scientific. In addition, they have interrogated values concepts and developed positive behaviours for the relevant values.

As a whole, it proves that value education is an essential component in the general teaching-learning procedure since it highly encourages positive personal quality development and value gain which in turn benefit the whole community, society and the world.

4.4. Objective 4: To Investigate How One’s Personal Value Shape the Learning Community around That Person and Vice-Versa

Definitions for learning communities that have been given by a variety of journals, top universities and educational experts indicate a common set of characteristics. Considering them all together, a learning community can be defined as the same groups of students taking the same subjects or studying in the same class together. In addition, they see and meet each other frequently, share the same learning experiences, work across boundaries, spend a considerable amount of time together and engage in common academic activities in two or more classes as a specific unit. Additionally, they hold common goals, characterize collaboration, peer review and relationship building.

Sometimes the learning community can be the whole class or a group of students. Otherwise, it can be the whole learning institution: a school, university or any other institution where the individuals of the community develop their intellectual and professional skills and abilities while improving socioethical values. In addition, they work collaboratively as a single unit for achieving a set of common academic goals, sharing and bearing all kinds of similarities and differences [ 58 ]. In a more formal sense, according to the literary evidence, developing and implementing an intentional learning community (LC) has emerged as a popular method for improving the quality of the undergraduate experience at a range of higher educational institutions. Learning communities have a long history in higher education, dating from the 1920s when Alexander Meiklejohn introduced the “Experimental College” at the University of Wisconsin [ 59 ].

It is known that, from early ages, pupils are greatly influenced by their peers [ 21 ], and this has been empirically studied. Zhao and Kuh [ 58 ] state that students who actively participate in various out-of-class activities are more likely to connect with an affinity group of peers, which is important for student retention, success and personal development. Peer communities sometimes encourage and sometimes discourage value development as the students encountered different learning activities. Ma and Willms [ 47 ] view peer relationships are associated with delinquency in early adolescence. So, the potential role of peers as an influential factor on others in the process of values formation at the schools has been studied several times. In this respect, the study of Garnier and Stein [ 60 ] confirms that peer groups in which people interact and share norms and goals are another significant matter that affects the personal values of an individual. One important source of values is that of a ‘pivotal’ person: a person observed as displaying values that would produce advantageous benefits for the observer [ 4 ]. In a learning community, there is a possibility of a friend or friends becoming a pivotal person or persons other than the teacher or the instructor. Hence, it is evident that learning communities trigger personal value development through peers, their behaviours and attitudes and all the personal attributes.

To address the above features through the teaching and learning process, different approaches have been taken by the educational practitioners to figure out the best way to teach their students, and many have failed. However, some have succeeded and are still on the ground with alterations and developments. Among them, the cooperative learning strategy has continued to be developed and used by the teachers at all levels. Hence, by exposing students to collaborative or cooperative learning experience, they are encouraged to work together with colleagues to achieve common targets. As the word sense, it is not just group work but a very dynamic strategy [ 61 ] that provides room for students to experience different personalities, to promote social interaction, to identify sociocultural dynamics, to transfer ideas, and to develop group leadership skills among students. Cooperative learning is a teaching practice that breaks students into groups of three to four, with each student having a particular role within the group [ 61 ]. However, collaborative learning goes beyond working together, and it inspires self-management, self-monitoring and self-directed earning while developing a core skill required for employment [ 62 ]. In that sense, when comparing the intended outcomes of collaborative and cooperative learning approaches with the Schwartz’s [ 19 ] categorisation of values, they enhance values such as self-direction, achievement, benevolence and universalism.

Zhao and Kuh [ 58 ] refer to several studies, and according to them, most learning communities incorporate active and collaborative learning activities and promote involvement in complementary academic and social activities that extend beyond the classroom. Such approaches are linked with such positive behaviours such as increased academic effort and outcomes such as promoting openness to diversity, social tolerance and personal and interpersonal development. In parallel to that, Stassen [ 59 ] points out the results of the empirical studies collectively and show that “living-learning communities have a significant positive effect on several student outcomes, including: student gains in autonomy and independence, intellectual dispositions and orientations, and generalized personal development and socialization”. Stassen [ 59 ] mentions that students in learning communities show greater institutional commitment, greater intellectual development and opportunities to analyse and integrate ideas, greater tolerance for difference and appreciation for pluralism and demonstrate higher persistence and academic performance as measured by college grade point average.

Taken together, by taking classes together and/or engaging in peer-to-peer learning as a learning community, students get to know each other better, learn from each other and support each other. Along with that, students experience more social relationships. A connected learning environment increases the potential for academic success while creating more opportunities for students to adapt themselves to the individual needs of each other, to adjust their schedules and to work with diverse groups since learning groups are a mixture of different intellectual abilities, academic interests and goals and learning styles. Then again, social relationships established as a result of learning communities will continue through the end of the academic experience and will last even after promoting social harmony. As explained in Schwartz’s [ 1 ], benevolence values provide an internalized motivational base for voluntarily promoting the welfare of others. Equally, conformity values promote prosocial behaviour to avoid negative outcomes for oneself. Hence, both benevolence and conformity values motivate the same helpful act of promoting cooperative and supportive social relations, separately or together. As discussed above the learning communities also directly or indirectly enrich the development of values such as benevolence and conformity in learners, since they support the natural integration of academic life with social life providing opportunities to interact with a variety of individuals. In turn, the learning community will be benefited or disturbed by the certain characteristics of the personal values held by the individual.

5. Discussion & Conclusions

Based on the above literature on the themes of personal values and related directions, it is clear that there is no universally accepted definition for personal values. However, despite the diversity and gaps in the definitions, values and personal values have been viewed basically as the concepts or beliefs which are depicted through behavioural patterns, selections and personal goals. Furthermore, intrinsic and extrinsic factors including family, social and economic background, neighbourhood, religion and education have been identified as the influential factors on value formation and development. Their effect on the life of a person alternate according to the circumstances. Jardim et al. [ 63 ] identified this nature of values as the two main functions: as a motivator (materialist or humanitarian law) or as guidance (personal, social or central). Furthermore, based on the different attributes of values and priorities given to them in different contexts, they have been defined, named and grouped in various ways with more or fewer similarities to each other. However, both Schwartz [ 19 ] and Jardim [ 63 ] explained the similarities of values and value systems. As they state values have a basic universal structure and character which make them to be believed as the judgment of truths. The emphasis given to values in many areas has resulted in a number of theories and frameworks, and they have been used as the theoretical grounds to evaluate the research outcomes. According to the search results of this particular study revealed that Schwatrz theory of personal values has been frequently used in many of the recent education-based research studies in comparison to the other theories.

The study of personal values can provide greater insight into the entirety of human behaviour. Therefore, it has been studied concerning a variety of disciplines including education. Although there are a limited number of educational studies dealing with values, attempting to explore the relationship between personal values and learning approaches, personal values and academic achievement, influence of one’s personal values on learning community and vice versa and value education are important trends that emerged in educational research. Those studies mainly focused on identifying students’ preferred learning approaches at different stages of academic life and underlying values that are likely to influence the preference. In addition, the positive and negative behaviours of the underlying values with the learning approaches over time and the changes were aimed at. When concerned with the learning approaches that are found frequently in studies, the deep, surface, achieving and strategic approaches are prominent. According to Wilding and Andrews [ 43 ], the two main approaches to studying are the deep approach and the surface approach, as distinguished by several researchers. In addition, an achieving or strategic approach employs either deep or surface strategies, depending on the demands of the task. Contrastingly, Matthews et al. [ 3 ] and Lietz and Matthews [ 27 ] cite Biggs [ 29 ], and he has specified three distinct approaches to learning, namely, The Surface, The Deep and The Achieving approaches to learning. The classification of Biggs’ [ 29 ] learning approaches appeared in many of the studies related to personal values, learning approaches and academic achievements. Research by Matthews et al. and Lietz et al. [ 3 , 27 , 37 ] based on personal values and their effect on students’ preference for learning approaches have revealed similar relationships and their changes over time, mainly related to the underlying values along with the other factors. In fact, revealing the correlation among value, learning approach and academic achievement is extremely important for educational practices. However, as they conclude, there is no consistency in those changes, and it has been further revealed that one learning approach is influenced by several value attributes. In general, deep and strategic learning approaches are found to be positively related to the academic achievement of successful students, whereas the surface learning approach is reported with less successful students. Self-direction and achievement values were identified as the most influential in students’ success through the above approaches. Collectively, the above study results offer potential insights that may be useful when designing new academic courses or in any teaching-learning intervention. Furthermore, though personal values are not the sole determinant of educational or career choice, the correct understanding of values is useful in addressing the arising needs and issues in any discipline. Especially to address a wide range of issues relating to schooling and any educational outcomes such as academic achievement, retention, participation, dropping out, discipline and career selection.

With regard to today’s transforming society, value education has identified a crucially important requirement. Both the cognitive and affective domains of a child need to be developed through education. Kunduroglu and Babadogan [ 53 ] stressed that the purpose of education is to furnish students with affective behaviours. Mainly, schools and other educational institutions are the places where students continue their value education process, which begins at home. One of the objectives of values education in schools is to develop a healthy, consistent and balanced personality in students [ 16 ]. In that sense, formal educational interventions are better focused on enhancing the values that children have already started to develop and help children to reflect, understand and implement their own values accordingly. At this point, direct or indirect inclusion of themes such as moral, religious, civic, democratic, national, personal and social goals and issues in the school curricula has been stressed as important. Furthermore, the need of treating value education as a high priority in terms of ensuring the continuity of society and cultural transmission at a personal level also highlighted in many studies. The effectiveness of curricula including value education has been studied several times, and the results revealed the robust links between value education, student disciplinary conduct and academic achievements. Additionally, the consideration given to the respective roles of formal and informal education, learning communities, peers, parents and other institutions and agencies in making sense of values and forming personal values is emphasized in much of the value-education-based research.

Another concept that emerged as important in the dimension of personal values is its close relationship with the learning community and vice versa. The peer group influence on shaping academic behaviour and personal behaviour have long been studied by scholars over different perspectives. Concerning that, many researchers have focused on cooperative/collaborative learning interventions as the means of establishing social relationships and value development.

In general, when analysing the contents of research studies, it was notable that research related to personal values and learning approaches have been the major focus of many scholars in comparison to the other directions. A few studies found online databases discussing the relationship between personal values and academic achievement. Study reports directly focusing on the correlation of personal values and learning community and vice versa and the importance of personal values as a part of academic life are found lacking in online databases. Methodologically, it was found that many of the studies tend to apply mixed method designs and only a few have taken qualitative and quantitative research as their main research method. Other than that, literature-based reports are also available as useful academic resources. In the data collection process, questionnaires and interviews were found as the most commonly used instruments.

The discussion of personal values includes many distinct dimensions and can be approached through numerous perspectives: education, personal and social life, professional world, culture, political, religion and so on. It is realized that focusing only on a part of it cannot result in a holistic study of the concept but still it would be important to understand the depth of the concept. Depending on online resource availability and the time period set for the selection of resources for the current review may have resulted in the exclusion of some valuable research outcomes and directions. However, the comparative analysis based on available literature would probably shed light on the variety of interpretations, findings and research tendencies.

Finally, as the research literature reveals, the insight gained through the results of value-related studies facilitate the clear identification of the role of value in personal life and partly as a deciding factor of academic life. If one is not clear of his or her own values, then he/she is not clear with aims and is ineffective in controlling their life. Hence, further investigation on value-related topics over the wide range of its interrelated dimensions would give a more holistic and profound view of the role of personal values in education.

6. Recommendations

Based on the above discussion, it is apparent that still there is much room for future research studies on the theme of personal values since they affect all the avenues of human life, individually or in common as a group or a community. Conversely, several factors influence personal values and their changes. Therefore, a detailed further examination of the complex interplay of factors influencing personal values and how personal values influence an individual and in common to the whole human community seems to be valuable.

According to the analyses presented in this article, it is implied that the topic of personal values is very much important in the field of education to identify students’ behaviours, life goals and expectations, learning styles and how these change over time. Furthermore, increased attention is given to value education since values are considered as essential social or soft skills that one must acquire and practice in the 21st century world. Therefore, education, regardless of the level of junior, secondary, tertiary or professional, should aim at making human life better not only through professional or economic enhancement but also through social, moral and spiritual strengthening. At present, schools and other educational providers have adopted several co-curricular programmes that uplift values in students, such as peer support systems, community service projects and student action teams. These interventions provide students with opportunities to develop a sense of responsibility, empathy, unity, appreciation of others and their views, lifestyles and cultures and work with others to resolve the problems. These programmes have been recorded with notable achievements. This is a common feature of almost all the educational contexts that ensure values are incorporated into teaching programmes across the key learning areas to develop students’ civic and social skills. Thus, there is a need for a realistic and balanced curriculum in which the programs that inspire the value acquisition and internalisation of socially beneficial skills and behaviours are emphasized. In addition, the integration of such features into the disciplines in the curriculum is also important. Along with that, research studies to evaluate the strengths and weaknesses and the positive and negative aspects of such programmes need to be continued. According to the general and most practiced procedure, during or at the end of the academic experience, cognitive behaviours are always tested, but testing effective behaviours is always neglected. Hence, it is a noteworthy point to mention the importance of assessing processes for the progress of value development in students.

Finally, the current study based on the available literature has shown that students probably tend to adjust their approaches to a specific learning strategy due to several factors: learning environment, subject area, expectations, curriculum, teacher and teaching style, origin and cultural context, gender, religion, etc. Furthermore, there is no significant pattern of selecting learning approaches such as deep, surface or achieving, etc., at different levels of the context of learning. Therefore, deep study into how learning approaches are changed, on what basis and what the most influential motives for such alterations are will be beneficial to understanding students’ learning behaviours. Hence, research studies further investigating such dimensions would probably useful and needed at present and in future.

Author Contributions

Conceptualisation, K.A.A.G.; methodology, D.M.S.C.P.K.D. and K.A.A.G.; formal analysis, D.M.S.C.P.K.D. and S.Y.E.; investigation, D.M.S.C.P.K.D. and K.A.A.G.; resources, K.A.A.G.; writing—original draft preparation, D.M.S.C.P.K.D.; writing—review and editing, K.A.A.G.; supervision, K.A.A.G. and S.Y.E.; project administration, K.A.A.G. and S.Y.E. All authors have read and agreed to the published version of the manuscript.

This research received no external funding.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Data availability statement, conflicts of interest.

The authors declare no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Exploring The Global Landscape Of Value-Based Education – Ethics In Education

Value-based Education learning, an educational approach focusing on instilling values and ethics alongside academic knowledge, is increasingly recognized worldwide for its importance in shaping well-rounded individuals. In this exploration of the global landscape of value-based learning, we delve into various international educational systems, highlighting their unique approaches and successes in integrating values into their curricula.

In an era defined by rapid technological advances and shifting societal norms, the role of education transcends beyond mere academic instruction. The concept of Value-Based Education emerges as a pivotal force, redefining the essence of learning.

The Global Landscape Of Value-Based Education

This approach intertwines moral and ethical values with traditional education , creating a holistic developmental path for students. It’s not just about mastering subjects; it’s about cultivating character, nurturing empathy, and instilling a sense of social responsibility.

As we navigate through complex global challenges, Value-Based Education stands as a beacon, guiding young minds toward becoming conscientious, well-rounded individuals.

This introduction delves into the heart of Value-Based Education, exploring its significance in shaping not only successful learners but also principled, compassionate citizens of the world.

What Is Value-Based Education?

Value-Based Education (VBE) is an educational approach that melds academic learning with moral and ethical teachings. Central to VBE is the integration of values like integrity, empathy, respect, and responsibility into the curriculum.

It aims to develop students not just intellectually but also as morally responsible individuals who contribute positively to society.

This method emphasizes character building, ethical awareness, and personal development, ensuring students are equipped to make ethical decisions and act with compassion in their personal and professional lives.

VBE transforms the educational landscape by prioritizing moral values as much as academic achievements.

What Is Significance In Contemporary Education Systems?

In contemporary education systems, the significance of Value-Based Education (VBE) cannot be overstated.

As the world grapples with complex social, environmental, and ethical challenges, VBE provides a crucial foundation for nurturing responsible, aware, and empathetic individuals.

It bridges the gap between academic knowledge and moral values, preparing students not just for professional success but for societal contribution and personal fulfillment.

VBE fosters a learning environment where respect, integrity, and compassion are as important as mathematical formulas and literary analyses.

In an age marked by digital disconnect and cultural shifts, VBE serves as a vital tool in developing well-rounded individuals who are equipped to navigate the intricacies of modern life with moral clarity and a sense of communal responsibility.

RELATED: Unlocking Creativity: Innovative Montessori Lesson Plans For Engaged Learning

History

The concept of Value-Based Education (VBE) has roots tracing back to ancient civilizations, where moral and ethical teachings were integral to learning.

Historically, education was not solely about academic knowledge but also about instilling virtues and social values.

In various cultures, from the philosophical schools of Ancient Greece to the gurukuls of India, education encompassed character development and ethical understanding.

Over time, as education systems became more formalized, the focus shifted predominantly to academic achievements.

However, recent trends are witnessing a resurgence of VBE, recognizing its critical role in shaping well-rounded, ethically grounded individuals in our complex, modern society.

The Foundation Of Character Development

Role Of Values In Shaping Character

Defining Core Values: Understanding essential values like integrity, empathy, respect, and responsibility.
Values as Building Blocks: How values contribute to the development of a strong, ethical character.
Incorporation into Daily Life: Practical ways values are integrated into student behaviors and decision-making.
Long-Term Effects: The lasting impact of these values on personal and professional life.

Impact of Character On Academic Success

Character and Learning Environment: How a strong character fosters a positive and productive learning atmosphere.
Resilience and Perseverance: The role of character traits like resilience in overcoming academic challenges.
Ethical Academic Practices: Influence of character on maintaining integrity in academic work.
Beyond Academia: Preparing students for real-world challenges through character development.

Components Of Value-Based Education

Value-Based Education (VBE) is a comprehensive educational model that integrates core ethical values into the learning process. Its components are fundamental in shaping a holistic educational experience

Core Values

VBE focuses on instilling universal values such as empathy, integrity, respect, and responsibility. These values are carefully chosen to transcend cultural and societal differences, aiming to foster global citizenship and ethical understanding.

Curriculum Integration

Unlike traditional education models, VBE seamlessly weaves moral values into the academic curriculum. This could be through value-themed lessons, ethical dilemmas in subject matter, or discussions on the moral implications of historical events and scientific advancements.

Role Modeling by Educators

Teachers and staff are not just educators but also role models. Their behavior and interactions with students are pivotal in demonstrating these values in action. Educators are trained to embody and impart these values, creating a living example for students to emulate.

Experiential Learning

VBE often employs experiential learning techniques such as community service, group discussions, and role-playing. These activities help students understand and experience the application of values in real-world scenarios.

Evaluation and Reflection

Assessing students’ understanding and application of values is integral. This may involve reflective journals, ethical debates, or project-based learning where students showcase their application of values in their work.

Parental and Community Involvement

VBE recognizes the importance of a supportive environment. Engaging parents and the community in value education reinforces the lessons learned at school, creating a consistent message about the importance of values in everyday life.

Cultivating A Positive Learning Environment

Cultivating a positive learning environment is pivotal in fostering academic success and personal growth. This environment goes beyond the physical classroom setting, encompassing the emotional, psychological, and social climate in which learning occurs. Here’s a closer look:

Emotional Safety: Ensuring that every student feels emotionally secure is crucial. This involves creating a space where students can express themselves without fear of ridicule or judgment. Emotional safety encourages risk-taking in learning and the sharing of ideas.
Inclusivity and Respect: A positive learning environment is inclusive and respectful of all students, regardless of their background or abilities. Celebrating diversity and promoting a culture of respect helps in building a supportive and collaborative classroom community.
Student Engagement: Engaged students are more likely to succeed. Techniques such as interactive lessons, group projects, and hands-on activities keep students interested and involved in their learning process.
Encouraging Curiosity and Creativity: An environment that stimulates curiosity and creativity invites students to explore new ideas and think outside the box. This can be fostered through open-ended questions, creative assignments, and encouraging exploration.
Positive Teacher-Student Relationships: The relationship between educators and students significantly impacts the learning environment. Teachers who are approachable, caring, and actively engaged in their students’ learning contribute to a positive and productive atmosphere.
Constructive Feedback: Positive environments thrive on feedback that is constructive and aimed at improvement. Feedback should be specific, timely, and focused on students’ efforts and progress rather than solely on grades.
Physical Environment: The physical layout of the classroom can also influence the learning environment. Comfortable, well-lit spaces with flexible seating arrangements can facilitate better student interaction and collaboration.

Building Social Responsibility

Building social responsibility within educational settings is essential for nurturing students who are not only academically proficient but also conscious and contributing members of society. This process involves several key aspects:

Understanding of Social Issues: It begins with educating students about various social, environmental, and ethical issues that affect their communities and the world at large. This understanding is crucial for developing a sense of empathy and global awareness.
Fostering Empathy: Empathy is the cornerstone of social responsibility. Educators can encourage students to put themselves in others’ shoes through discussions, literature, and collaborative projects, helping them understand and appreciate diverse perspectives.
Community Engagement: Active participation in community service projects or local initiatives allows students to apply their learning in real-world contexts. This not only helps in developing a sense of responsibility towards their community but also enhances their social and communication skills .
Promoting Sustainable Practices: Teaching students about sustainability and environmental stewardship instills a sense of responsibility for the planet. Activities like recycling projects, nature conservation efforts, and sustainability workshops can be integral.
Encouraging Active Citizenship: Educating students about their rights and responsibilities as citizens, including the importance of voting, civic participation, and understanding governmental processes, is key to nurturing informed and responsible citizens.
Developing Leadership Skills: Encouraging leadership roles within various school activities helps students develop skills like decision-making, problem-solving, and team management, which are essential for responsible social behavior.

Benefits Of Value-Based Education

Value-Based Education (VBE) offers a myriad of benefits that extend far beyond the traditional academic realm. These benefits not only enhance personal development but also have a profound impact on society at large:

Holistic Development

VBE nurtures the all-around development of students, focusing on intellectual, emotional, social, and ethical growth. This comprehensive approach helps in creating well-rounded individuals.

Improved Academic Performance

When students are taught the importance of values like discipline, respect, and responsibility, there’s often a corresponding improvement in their academic performance. They tend to be more focused, motivated, and disciplined in their studies.

Enhanced Social Skills

VBE teaches students the importance of teamwork, empathy, and respect for others. These skills are essential for positive social interactions and for building healthy relationships both in school and in later life.

Moral and Ethical Awareness

Students learn to differentiate between right and wrong, understand the consequences of their actions, and make ethical decisions. This moral compass is crucial in navigating life’s challenges.

Emotional Intelligence

VBE often involves teaching students to manage their emotions effectively, fostering resilience, self-awareness, and empathy. Emotional intelligence is key to personal success and well-being.

RELATED: Mastering The Teaching Craft: Your Guide To Becoming A Montessori Certified Teacher

Impact Of Values On Career Development

The impact of values on career development is profound and multifaceted. In the journey of professional growth, the values instilled through education and personal experience play a crucial role in shaping not only the trajectory of one’s career but also the quality and satisfaction derived from it. Here are key aspects of how values influence career development:

Ethical Decision-Making: Strong moral values guide individuals in making ethical decisions in their professional lives. This integrity often leads to greater trust and respect from colleagues and superiors, paving the way for more responsible positions and opportunities.
Work Ethic and Professionalism: Values like discipline, dedication, and responsibility translate into a strong work ethic. Professionals who exhibit these values are often more productive, reliable, and successful in their careers.
Interpersonal Relationships: Values such as empathy, respect, and teamwork are critical in building and maintaining positive relationships in the workplace. Effective collaboration and communication, fostered by these values, are essential for career advancement and success.
Conflict Resolution: The ability to handle conflicts constructively is vital in any career. Values like patience, understanding, and fairness play a significant role in resolving disagreements and maintaining a harmonious work environment.
Career Satisfaction and Fulfillment: Aligning one’s career with personal values can lead to greater job satisfaction and fulfillment. When individuals work in roles or organizations that reflect their values, they are more likely to be motivated, engaged, and committed to their work.
Leadership Qualities: Many leadership qualities are value-driven, including honesty, integrity, and the ability to inspire and motivate others. Leaders who embody these values are often more effective and respected, which can accelerate career growth.
Adaptability and Resilience: Values like flexibility and resilience are crucial in adapting to change and overcoming challenges in one’s career. These values help individuals to stay relevant and continue growing in an ever-evolving professional landscape.
Reputation and Personal Branding: Personal values greatly influence how professionals are perceived in their industry. A strong reputation based on values like honesty, reliability, and expertise can open doors to new opportunities and career advancements.

Challenges And Solutions

Addressing the challenges in implementing Value-Based Education (VBE) is crucial for its effective integration into the educational system. Each challenge presents an opportunity for innovative solutions:

Challenges In Implementing Value-Based EducationCultural And Value Diversity

In diverse educational settings, aligning a single set of values that respects all cultural backgrounds can be challenging.

Solution: Develop a flexible VBE framework that is inclusive and adaptable to various cultural contexts. Emphasize universal values that transcend cultural differences.

Resource Limitations

Many educational institutions face resource constraints, making it difficult to implement comprehensive VBE programs.

Solution: Utilize digital platforms and online resources to deliver value-based content. Encourage community involvement and partnerships to supplement resources.

Measuring Effectiveness

Quantifying the impact of VBE is complex, as moral and ethical development are not easily measurable through traditional assessment methods.

Solution: Implement qualitative assessment tools like reflective journals, student portfolios, and feedback sessions to gauge the impact of VBE.

Teacher Training And Preparedness

Educators may not feel adequately prepared to teach values effectively.

Solution: Provide specialized training for teachers in value education methodologies. Create a support system for educators to share resources and strategies.

Seamlessly integrating values into the existing curriculum without overburdening students or teachers is a challenge.

Solution: Integrate value-based lessons into existing subjects rather than as separate modules. Use interdisciplinary approaches to teaching values .

Student Engagement

Engaging students in value education in a way that feels relevant and appealing can be difficult.

Solution: Use interactive and experiential learning methods like role-playing, group discussions, and community projects to make value education engaging and practical.

Parental Involvement

Lack of parental engagement can undermine the effectiveness of VBE.

Solution: Foster parental involvement through workshops, newsletters, and parent-teacher meetings that emphasize the importance of value education at home.

Balancing Academic And Value Education

Finding the right balance between academic rigor and value education can be challenging.

Solution: Integrate value discussions within academic subjects and use real-life examples to illustrate the application of values in various fields.

Future Of Value-Based Education

RELATED: Inside The Mind Of Montessori: Revealing 5 Montessori Key Principles

The future of Value-Based Education (VBE) is poised to play a transformative role in shaping the educational landscape , reflecting the evolving needs of a rapidly changing world. Here are some key trends and directions that indicate the future trajectory of VBE:

Integration with Technology: As technology becomes increasingly integrated into education, VBE will likely leverage digital tools to enhance its delivery. Interactive apps, virtual reality experiences, and online platforms can offer immersive and engaging ways to teach values.
Customization and Personalization: Future VBE programs might be more tailored to individual student needs, using data analytics to customize value-based learning experiences. This could help in addressing the diverse cultural and personal backgrounds of students.
Globalization of Values Education: With the increasing interconnectedness of the world, VBE will likely embrace a more global perspective. This will involve teaching values that foster global citizenship, such as tolerance, multicultural understanding, and environmental stewardship.
Emphasis on Emotional Intelligence and Mental Health: Recognizing the importance of emotional well-being, VBE will probably focus more on developing emotional intelligence , resilience, and mental health awareness among students.
Collaborative and Project-Based Learning: Future VBE might see a shift towards more collaborative and project-based learning approaches, where students work on real-world problems and learn the importance of values like teamwork, creativity, and social responsibility.
Teacher Training and Professional Development: As VBE gains prominence, there will be a greater need for specialized teacher training programs focused on value education. This would ensure educators are equipped to impart values alongside academic knowledge effectively.

Conclusion

Value-based education is a cornerstone in shaping a more ethical, empathetic, and responsible generation. It transcends traditional academic boundaries , integrating core moral values into the heart of the educational experience.

As we navigate a world brimming with complexities and challenges, the importance of instilling such values in young minds cannot be overstated.

VBE not only enhances academic learning but also molds students into conscientious global citizens equipped to make a positive impact in their personal and professional lives.

Ultimately, the future of education is one where knowledge and values coalesce, forging a path toward a more just and compassionate world.

Frequently Asked Questions

What is value-based education.

Value-Based Education (VBE) is an educational approach that integrates core values such as empathy, integrity, and responsibility into the learning process.

It aims to develop students’ moral and ethical understanding alongside academic knowledge, focusing on character-building and personal development.

VBE helps students navigate life’s challenges with a strong ethical compass and prepares them to contribute positively to society.

Why Is Value-Based Education Important?

VBE is crucial for holistic development. It shapes not just knowledgeable individuals but also ethical, empathetic, and socially responsible citizens.

In today’s complex world, VBE provides the moral framework for students to make ethical decisions, manage emotions, and interact positively with others.

It complements academic education by instilling values that are essential for personal success and societal well-being.

How Does Value-Based Education Impact Students’ Behavior?

VBE positively influences students’ behavior by instilling core values that guide their actions and decisions. It encourages respect, responsibility, and empathy, leading to a decrease in issues like bullying and dishonesty.

Students learn to consider the consequences of their actions, fostering a more harmonious and cooperative school environment.

Can Value-Based Education Improve Academic Performance?

Yes, VBE can enhance academic performance. By fostering values like discipline and responsibility, students are more likely to be attentive, engaged, and motivated in their studies.

Additionally, a positive and ethical school environment reduces distractions and conflicts, allowing students to focus better on their academic pursuits.

How Is Value-Based Education Implemented In Schools?

VBE is implemented through curriculum integration, teacher modeling, experiential learning, and school-wide initiatives. Values are woven into lessons across subjects, and educators play a key role in exemplifying these values.

Activities like community service, ethical discussions, and collaborative projects help students understand and apply values in real-life contexts.

https://getd.libs.uga.edu/pdfs/eskew_douglas_s_200408_edd.pdf

https://learn.org/articles/What_is_the_Value_of_Education_in_the_US.html

https://www.valuesbasededucation.com

https://dr-neilhawkes.medium.com/values-based-education-vbe-de2cc87f051d

http://ethicsusa.org/seminars/values-in-action-focus-on-ethics-education

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Value education

Value Education is a process of increasing the overall character of a student, it also includes character development, personality development and spiritual development, it develops a sensible person with strong character and values.

It is an action that can take place in human society, during which the people are helped by others, who may be older.

The purpose of values-based education is to make the student work with the right attitude and standards to face the outside world.

Some people may think that personality is a natural character of a child and can never be developed; however, this is not correct.

A personality development conference and a good school selection can lead to a fundamental change in a child’s character.

We had discussed what are the main objectives of value education, along with the types of value education and much more.

Importance of value education:

It gives the students a progressive way for their future and also helps them to know the real purpose of their life.
This makes it clear to them, the best way to live a life that can be helpful to individuals as well as people around.
Value education helps students to become more responsive and practical.
This helps them to better recognize the perception of life and lead a positive life as a responsible resident.
It also helps in developing a strong relationship with family and friends.
It changes the personality and character of the students.
Value education changes a positive opinion about life in the student’s mind.
In the current political climate, you can claim that it is more important than ever.
Values education is teaching and learning about the ideals that society considers important.
The objective of the students is not only to recognize the values but also to reflect them in their behaviour and attitudes.

Scope of Value Education:

To contribute to society through good residence and trust.

Moral education, personality education, ethics and philosophy have tried to do similar things.

In the United States, character education defines 6 character education programs in schools which aim to teach important values, such as friendliness, fairness, and social justice, and to influence the behaviour and attitudes of students.

Components of value education:

The intrinsic value of good behaviour, empathy and cooperation. Interaction with the environment that includes living and non-living beings.

National History and Heritage
Constitutional right
Community Development
National integration

Need for value education:

Moral awareness must be recognized to bend the progress of science and technology towards the pleasure of manhood.

Common values must be rediscovered to unite the human with the over-failure of traditional values.

Teachers allow students to value consciously and intuitively through their classroom rooms, therefore the need for a consciously strategic value education program to establish prescribed learning is noticeable.

Students may be more complex in making decisions about matters related to values. They should be helped to develop the ability to make the appropriate selection in such situations through value education.

The rise in childhood crime is a disaster for the youth, which comes under the process of personal development. In such a situation, value education has different importance.

It develops curiosity, appropriate interests, attitudes, values and the ability to think and judge oneself. Also, helps in social and natural unity.

Types of value education:

Personal Values:

Personal values mean whatever a person needs in a social relationship.

Some of the personal values are beauty, morality, confidence, self-motivation, regularity, ambition, courage, vision, imagination etc.

Social Values:

A person cannot live in the world without communicating with others.

People want social values like love, affection, friendship, noble groups, reference groups, impurity, hospitality, bravery, service, justice, freedom, patience, forgiveness, coordination, sympathy, tolerance, etc.

Social values are more important for a healthy and good environment for every organization.

Moral Values:

Ethical values, value others and themselves respect the authority of others, keep promises, avoid unnecessary problems with others, avoid cheating and dishonesty, thanking others and making them work Encourage.

Spiritual values:

The ultimate moral value is called spiritual value. Spiritual values are purity, meditation, yoga, discipline, control, clarity and devotion to God, etc.

Spiritual value education highlights the principles of self-discipline. Self-discipline satisfaction, lack of needs, general greed and freedom from seriousness.

Universal Values:

It is universal values that specify the sense of the human condition. It is through universal values that we associate ourselves with humanity and the universe.

Universal values can be experienced as life, joy, brotherhood, love, sympathy, service, heaven, truth and eternity.

Cultural Values:

Cultural values are concerned with right and wrong, good and bad, customs and behaviour.

Cultural values are reflected in language, ethics, social hierarchy, aesthetics, education, law, economics, philosophy and social organizations of all kinds.

After classifying the values, we should determine which of the above values is the most meaningful. Universal values are our foundation if we enjoy a prosperous, deep, full life.

Objectives of value education:

Educative ego and growth towards a sustainable lifestyle.

Our cultural heritage, constitutional rights, national integration, public development and increasing accountability to the environment about our national history.

Creating and improving awareness of values and their importance and role.

To know about many living and non-living organisms and their interactions with the environment.

Value education in schools:

Value education in school is important because it teaches about the world around us and prepares us with the tools that will be needed for future success. In the classroom, students also learn valuable lessons, such as social skills, behaviour, work ethic and gaining a sense of personal achievement.

Value of education in our life:

In this competitive world, we all know the importance of education in our lives, it plays an important role in shaping our life and personality.

Education is very important to get a good position and a job in society, it not only improves our personality but also makes us mentally, spiritually, intellectually advanced.

Early in life, a child dreams of becoming a doctor, lawyer, IAS officer. Parents also want to see their child as a doctor, lawyer or high-level officer. This can only be possible when the child gets a proper education.

Therefore it can be concluded that education is very important in our life and all of us need to earn it to get success in our life.

Value education stories:

Conclusion of value education:

In short, Value education means learning or studying existing knowledge and cultural heritage.

It means achievements for our families, advancement in existing technology and transfers it to the next generation.

Humanity has achieved a lot, the only way to preserve it is to transfer the knowledge and technology we have by educating people properly.

‘Value education’ is essential for building the character of future citizens, teaching them good values, helps them choose the right path, it gives moral value to students.

Also helps students to follow their interest and find answers to the extreme laws of the universe, it helps in preserving healthy life socially, economically and mentally, also helps in the cumulative ability of children by increasing their skills

The civilized purpose of education is the physical and intelligent development of the child because through education we are living in a peaceful society.

It is only because of “ value education ” that we have some answers to the laws of the universe and are able to use the knowledge of our families with modern technology.

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13 thoughts on “Value education”

helpful, thanks. 🙂

Thank you Sherli for your valuable comment! Read our other articles as well…

It’s gave a vast knowledge in value education. Can you give me a note of Philosophical bases of value education.

Thank you, Jagannath Nayak, for your valuable comment! Read our other articles as well…

Great job sir!!

Very helpful 👍👍

Education is the key of success

So nice, excellent information. Really great one.

Dhanyavwadm, kafee madadgar raha ye.

very helpful , thank you

A helpful article. Thank you. It’s better to talk about the issues/problems in Value Education too.

Thank you very much

very helpful thank you🙏

Characteristics, Scope, Objectives, Need and Importance of value education

Back to: UGC NET Paper 1 Unit 10

Value education refers to the process of imparting moral values from one person to another. Powney defines it as, “Powney et al. define it as an action that can occur in any human organisation. During this time, people are assisted by others, who may be older, in a condition they experience in order to make explicit our ethics, assess the effectiveness of these values and associated behaviours for their own and others’ long-term well-being, and reflect on and acquire other values and behaviours that they recognize as being more effective for their own and others’ long-term well-being. There is a distinction to be made between literacy and education.”

Objectives of Value Education

The main objectives of value Education include sensitivity, punctuality, neatness, scientific attitude, dignity of labour, sportsmanship, equality, brotherhood, patriotism, secularism, cooperation, tolerance, respect for elders, non-violence, national integrity, universal brotherhood.

Scope of Value Education

1. To contribute to society through good residence and trust.

2. Moral education, personality education, ethics and philosophy have tried to do similar things.

3. To develop the intrinsic value of good behaviour, empathy and cooperation.

Need and Importance of Value Education

1. It enables the students to learn the real purpose of life and gives them a progressive way for their future.

2. Value education helps students to become more responsive and practical which helps them to recognize the perception of life more effectively and lead a positive life as a responsible resident.

3. It also enables them to develop a better and strong relationship with family and friends.

4. It improves the personality and character of the students.

5. Value education adds a positive opinion about life in the student’s mind.

6. It revolves around teaching and learning about the ideals that society considers important.

7. The objective of the students is not only to recognize the values but also to reflect them in their behaviour and attitudes.

“Value education is essential for building the character of future citizens, teaching them good values, helps them choose the right path, and it gives moral value to students.”

Home > Blog > Tips for Online Students > Top 10 Reasons Why Is Education Important

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Top 10 Reasons Why Is Education Important

Updated: June 19, 2024

Published: April 15, 2020

Top-10-Reasons-Why-Is-Education-Important

Most of us have grown up being taught the importance of education. But why is education important? Through your frustrating school years, you may have thought that it was a waste of time, or was just something that you needed to do in order to get a job. Truth be told, however, education goes so much beyond just getting a job and making your parents happy. In fact, it’s one of the most powerful tools out there.

What Is Education?

Education means studying in order to obtain a deeper knowledge and understanding of a variety of subjects to be applied to daily life. Education is not limited to just knowledge from books, but can also be obtained through practical experiences outside of the classroom.

Top 10 Reasons: Why Is Education Important?

There are many different understandings and definitions of what education is, but one thing can be universally agreed upon, which is the importance of education — and here’s why.

1. Provides Stability

Education provides stability in life, and it’s something that no one can ever take away from you. By being well-educated and holding a college degree , you increase your chances for better career opportunities and open up new doors for yourself.

2. Provides Financial Security

On top of stability, education also provides financial security, especially in today’s society. A good education tends to lead to a higher paying job, as well as provide you with the skills needed to get there.

3. Needed For Equality

In order for the entire world to really become equal, it needs to start with education. If everyone was provided with the same opportunities to education , then there would be less gaps between social classes. Everyone would be able to have an equal chance at higher paying jobs — not just those that are already well-off.

4. Allows For Self-Dependency

The importance of education is evident when it comes to being self-dependent. If we are we educated, then it’s something that belongs to us, and only us, allowing us to rely on no one else other than ourselves. It can allow you to not only be financially independent, but also to make your own choices.

5. Make Your Dreams Come True

If you can dream it, you can achieve it. An education is the most powerful weapon you can possibly have, and with it, you can make all of your dreams come true. There are of course certain exceptions, depending on what you’re aiming for, but generally an education will take you as far as you’re willing to go.

6. A Safer World

Education is something that’s not only needed on a personal level, but also on a global level, as it’s something that keeps our world safe and makes it a more peaceful place. Education tends to teach people the difference between right and wrong, and can help people stay out of risky situations.

7. Confidence

Being self-confident is a major part of being successful in life. And what better way to gain that confidence than with an education? Your level of education is often considered a way to prove your knowledge, and it can give you the confidence to express your opinions and speak your mind.

8. A Part Of Society

In today’s society, having an education is considered a vital part of being accepted by those around you. Having an education is believed to make you a useful part of society, and can make you feel like a contributing member as well.

9. Economic Growth On A National Level

An educated society is crucial for economic growth. We need people to continue to learn and research in order to constantly stay innovative. Countries with higher literacy rates also tend to be in better economic situations. With a more educated population, more employment opportunities are opened.

10. Can Protect You

Education can protect you more than you know, not only on a financial level, but it can help prevent you from being taken advantage of by knowing how to read and write, such as knowing not to sign any bogus documents.

Photo by Pixabay from Pexels

Education is important for children.

Children are the future of our world, making education crucial for them. Their knowledge is what’s going to keep our world alive and flourishing.

At Childhood

During the childhood development stages, the importance of education is stronger than ever. It’s a time for children to learn social and mental skills that will be crucial for their growth and success in the future. Education at childhood also offers a chance for self-discovery and to learn about their unique interests.

The importance of education in our lives goes far beyond what we can read in a textbook. Education also provides childhood with knowledge such as how to produce artwork and make music. Education allows us to analyze what’s in front of us, and even learn from our mistakes.

Goal Building

By learning from a young age, children are given the chance to start building goals for themselves. Education means having the logic to set your mind to something and achieve it.

Importance Of Education In Society

For a modern society, education is of utmost importance. There are so many influences coming from all directions, and education can help us decipher what we should take as true, and what we should take with a grain of salt. Education can mold people into functional members of society with the right kinds of values.

Productivity

Education is needed for a productive society. Our population only continues to increase, and in turn, so do our needs. We need a strong and efficient workforce of educated people to provide us with the services we need for everyday life.

The Impact Education Has On The World

With education, people can become better citizens, knowing right from wrong, allowing for a better society where laws are followed. An educated nation knows about the importance of voting, doing so with the knowledge not blindly, but also having an understanding of what their party truly stands for. Education can also help people get jobs, which is what a nation thrives on.

Inspiring Quotes On What Education Truly Is

Why is education important, and what is it exactly? While every person has a different understanding of its true meaning, here are some of the most inspiring quotes by some legendary people.

“Education is the most powerful weapon which you can use to change the world.” — Nelson Mandela
“Education is the passport to the future, for tomorrow belongs to those who prepare for it today.” — Malcolm X
“An investment in knowledge pays the best interest.” — Benjamin Franklin
“Education is not preparation for life; education is life itself.” — John Dewey

What Are Some Other Reasons Why Education Is Important?

There are endless reasons why education is so important, especially since it also has endless connotations and meanings.

Mind And Body

Our mind and bodies are connected more than we know. With a powerful, well-educated mind, so too are our bodies.

Education helps us understand how to best take care of ourselves, boosting our confidence and overall well-being. Studies have shown that each additional year of education can add up to 1.7 years to our lifespan at the age of 35.

The importance of education also extends to personal growth. By constantly learning, asking questions, and seeking knowledge, we can achieve things we never imagined before. Education helps us get to know ourselves better, whether through books, courses, or professional consultations.

Photo by Burst from Pexels

Worldwide value.

Education is the best way to ensure a positive global perspective. Without proper education, it is difficult to understand what is considered appropriate and how to behave.

Education brings us closer to the goal of world peace by teaching us about our place in the world and our responsibilities to humanity. It instills values far beyond the classroom, encompassing lessons learned at home and through interactions with others. These teachings are essential aspects of what education entails, guiding our behavior and understanding of the world.

Sharpens Your Thinking

Education is essential for sharp and clear thinking. It keeps you informed about the world, making you aware of current events and the people around you. Education helps you understand your strengths and weaknesses, guiding you to focus on the right areas.

It enhances logical reasoning, enabling you to argue effectively with accurate facts and work through situations logically. Education keeps you focused and on track, knowing the right path for you.

It also promotes innovation and creativity, allowing your mind to reach its full potential. Education develops basic life skills and street smarts, teaching us how to best conduct ourselves daily.

Education can be the most freeing and empowering thing in the world. It enables you to live life to the fullest by gaining a vast amount of knowledge about the world. Education ensures continual learning from various sources, whether through people, newspapers, experiences, research, or traditional classes.

It breaks barriers, empowering people globally and offering equal opportunities for all socio-economic backgrounds. University of the People, a tuition-free, online university, exemplifies this by providing accessible higher education to everyone.

Education allows you to become the best version of yourself, discovering your interests, strengths, and place in the world, making you feel complete and self-aware.

Education In The Modern World

Education today is more important than ever before, and has reached new heights with new understandings of what it truly entails. Ask yourself “Why is education important?” and it will surely not be the same as anyone else’s answer.

While in modern society, holding a college degree is considered to be highly beneficial for a successful career and to be socially accepted, it is not the only means of education. Education is all around us in everything that we do, so use it wisely!

FAQ Section

What are the primary goals of education.

The primary goals of education are to impart knowledge, develop critical thinking, and foster personal and social growth. It aims to prepare individuals for the workforce, promote civic responsibility, and encourage lifelong learning.

How does education influence future opportunities?

Education enhances future opportunities by increasing employability, boosting earning potential, and providing a foundation for personal and professional growth. It opens doors to higher-paying jobs and further educational pursuits.

How does education vary across different countries?

Education varies globally in structure, quality, and accessibility due to differences in economic development, cultural values, and government policies. Some countries focus on standardized testing, while others emphasize holistic or experiential learning.

What is the role of technology in education?

Technology enhances education by providing access to online learning, digital resources, and interactive tools. It supports personalized learning, enables innovative teaching methods, and makes education more accessible and engaging.

How does education contribute to personal growth?

Education promotes personal growth by expanding knowledge, improving cognitive abilities, and fostering critical thinking. It helps develop self-awareness, emotional intelligence, and effective communication skills.

How does education address societal issues like discrimination?

Education combats discrimination by promoting inclusivity and awareness. It teaches about diversity, tolerance, and human rights, helping to break down prejudices and empower marginalized communities.

What are the economic benefits of investing in education?

Investing in education leads to higher productivity, increased innovation, and a more skilled workforce. It reduces poverty, boosts economic growth, and lowers reliance on social welfare programs.

Can education foster innovation and entrepreneurship?

Yes, education fosters innovation and entrepreneurship by encouraging creative thinking and problem-solving. It provides the skills and knowledge necessary for developing new ideas and launching successful businesses.

What role do educators play in shaping the educational experience?

Educators shape the educational experience by creating engaging learning environments, guiding students, and adapting teaching methods to meet diverse needs. They mentor and inspire students to achieve their full potential.

In this article

At UoPeople, our blog writers are thinkers, researchers, and experts dedicated to curating articles relevant to our mission: making higher education accessible to everyone. Read More

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For What It’s Worth: The Value of a University Education

By amy gutmann, president, university of pennsylvania.

Editor’s Note: This article derives from an endowed lecture President Gutmann delivered on achieving the aims of higher education at the Spencer Foundation Conference at Northwestern University and subsequently developed further at the De Lange Conference at Rice University. Revised for publication October 21, 2013.

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In 2010, PayPal co-founder and Facebook “angel” investor Peter Thiel announced he would annually award $100,000 each to 20 young people for them to drop out of college and spend two years starting a tech-based business. “You know, we’ve looked at the math on this, and I estimate that 70 to 80 percent of the colleges in the U.S. are not generating a positive return on investment,” Thiel told an interviewer, explaining his view that we are in the midst of a higher education bubble not dissimilar to the housing and dot-com bubbles of previous decades. “Education is a bubble in a classic sense. To call something a bubble, it must be overpriced and there must be an intense belief in it… there’s this sort of psycho-social component to people taking on these enormous debts when they go to college simply because that’s what everybody’s doing.”

Since his announcement, more than 60 Thiel Fellows have decamped from university—a significant number of them from Stanford, MIT, and Ivy League schools—to follow their dreams of entrepreneurial glory. Thiel says he hopes his program will prod more people to question if a college education is really worthwhile: “Education may be the only thing people still believe in in the United States. To question education is really dangerous. It is the absolute taboo. It’s like telling the world there’s no Santa Claus.”

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This is a complex, but not impossible, question to answer. The simplest response is to tally the added income benefits a university education accrues to its graduates, subtract its added costs, and determine if in fact benefits exceed costs. Some economists have done this quite well. The overwhelming answer is that a college education has paid off for most graduates to date, has increased rather than decreased its wage premium as time has gone on, and can be expected to continue to do so moving forward. If well-paid equates to worthwhile , then the worth of a college education can be settled by the net wage premium of the average college graduate over the average high school graduate—there would be little more to discuss in the matter.

But it would be a serious mistake to equate the value of a university education to the wage premium earned by its graduates. If higher education is to be understood as something more—something much more—than a trade school in robes, before answering the question of whether a university education is worthwhile, we must first address the more fundamental—and more fundamentally complex—question of mission: What should universities aim to achieve for individuals and society?

It is reassuring to those who believe in the worth of a university education—and all the more so in a high-unemployment, low-growth economy—to show that the average person with a college education earns a lot more over her lifetime than the average high school graduate, even after subtracting the cost of college. But even if we are reassured, we should not allow ourselves to be entirely satisfied with that metric, because economic payback to university graduates is neither the only aim, nor even the primary aim, of a university education. Rather, it is best to consider the value-added proposition of higher education in light of the three fundamental aims of colleges and universities in the 21st century:

■ The first aim speaks to who is to receive an education and calls for broader access to higher education based on talent and hard work, rather than family income and inherited wealth: Opportunity , for short.

■ The second aim speaks to the core intellectual aim of a university education, which calls for advanced learning fostered by a greater integration of knowledge not only within the liberal arts and sciences but also between the liberal arts and professional education: Creative Understanding , for short.

■ The third aim is an important consequence to the successful integration of knowledge, not only by enabling and encouraging university graduates to meaningfully contribute to society, but also in the creation of new knowledge through research and the application of creative understanding: Contribution , for short.

Although the challenges of increasing opportunity, advancing creative understanding, and promoting useful social contribution are not new, they take on a renewed urgency in today’s climate. Jobs are scarce. The United States is perceived to be declining in global competitiveness. Gridlock besets our political discourse and increasingly seems to define our national sense of purpose as well. In this environment, it behooves us to remind those who would propose to reform higher education by simply removing some or all of it of the apt observation of the Sage of Baltimore, H.L. Mencken: “There is an easy solution to every human problem—neat, plausible, and wrong.”

Many external obstacles to educational and economic opportunity exist in the United States—including poverty, broken families, and cutbacks in public support—which warrant our national attention and, in some instances, urgent action. No one credibly claims that greater access to college education will solve all or even most of these issues. But there is good reason to believe that greater access to high-quality higher education is a vitally important tool in building a more just, prosperous, and successful society. We can, and we must , do a better job in meeting the three fundamental goals of opportunity, creative understanding, and contribution to afford the utmost benefits of higher education for both personal and societal progress. Taking to heart the ethical injunction, “physician heal thyself,” I focus here on what universities themselves can do to better realize their primary aims.

Starting with the first: What can universities do to help increase educational opportunity? For low- and middle-income students, gainful employment itself is likely to be the most basic economic advantage of a college degree. A recent Brookings Institution study found college is “expensive, but a smart choice,” noting that almost 90 percent of young college graduates were employed in 2010, compared with only 64 percent of their peers who did not attend college. Moreover, college graduates are making on average almost double the annual earnings of those with only a high school diploma. And this advantage is likely to stick with them over a lifetime of work. Perhaps most relevant is that even in the depths of the Great Recession, the unemployment rate of college graduates was less than half that of high school graduates, and never exceeded 5.1 percent. Clearly, the more affordable universities make their education to qualified young people from low- and middle-income families, the more we will contribute to both educational and economic opportunity. Other things being equal, universities provide even greater value-added opportunity to low- and middle-income students than to their wealthier peers.

It is especially important to note that opening the door to higher education can have profound effects both on an individual’s lifetime earnings and lifelong satisfaction, regardless of whether or not that door is framed by ivy. Less selective two-year, four-year, and community colleges have an especially important role to play here, as selective universities cannot do everything: their focus on cutting-edge study and discovery limits their ability to engage in compensatory education. (The ability to work with a broad range of student readiness is one of the great advantages of community colleges and some less selective institutions, an advantage we risk forfeiting as an ever-higher percentage of the cost of an education is shifted from state and government support to individual responsibility.) Nonetheless, the available data show that selective universities can provide greater access to qualified students from low- and middle-income families than they have in the past.

My concern for increasing access began with a focus on recruiting qualified students from the lowest income groups. Learning more led to the conclusion that increasing access for middle-income students should also be a high priority. At Penn, we began by asking: What proportion of students on a set of selective university campuses (that included Penn) come from the top 20 percent of American families as measured by income? The answer (as of 2003) was 57 percent.

Since all colleges and universities should admit only students who can succeed once admitted, selective colleges and universities also need to ask: What percent of all students who are well-qualified come from the wealthiest 20 percent? Thirty-six percent of all highly qualified seniors (with high grades and combined SATs over 1,200) come from the top 20 percent, while 57 percent of selective university students come from this group. Thus, the wealthiest 20 percent of American families are overrepresented on our campuses by a margin of 21 percent. All of the other income groups are underrepresented . Students from the lowest 40 percent of income distribution, whose families earn under about $41,000, are underrepresented by 4.3 percent. The middle 20 percent, who come from families earning $41,000 to $61,000, are underrepresented by 8.4 percent. Students from the second highest income group, whose families earn between $62,000 and $94,000, are also underrepresented by 8.4 percent.

Increasing access to our universities for middle- and low-income students is both an especially worthy, and an increasingly daunting, challenge in the wake of the Great Recession.

Increasing access to our universities for middle- and low-income students is both an especially worthy, and an increasingly daunting, challenge in the wake of the Great Recession. Before the Recession, taking financial aid into account, middle- and low-income families were spending between 25 percent and 55 percent of their annual income to cover the expense of a public four-year college education. That burden has skyrocketed in the past five years, especially for middle-income students who are ineligible for Pell grants and who attend public universities whose public funding (in many cases) has been decimated. This has led to a situation where a student from a typical middle-income family today may pay less to attend Penn than many flagship public universities!

Yet private universities too have experienced a painful financial squeeze. Only by making student aid one of their highest priorities and successfully raising many millions of dollars from generous donors can most private institutions afford to admit students on a need-blind basis and provide financial aid that meets full need. This may be the reason why only about one percent of America’s 4,000 colleges and universities are committed to need-blind admissions and to meeting the full financial need of their undergraduate students. An even smaller group—just a tiny fraction—of universities are committed not only to meeting the full financial need of all students who are admitted on a need-blind basis, but also to providing financial aid exclusively on the basis of need . Those of us in this group thereby maximize the use of scarce aid dollars for students with demonstrated financial need.

At Penn, a focus on need-only aid has enabled us to actually lower our costs to all students from families with demonstrated financial need. Since I became president, we have increased Penn’s financial aid budget by more than 125 percent. And the net annual cost to all aided undergraduates is actually ten percent lower today than it was a decade ago when controlled for inflation. Penn also instituted an all-grant/no-loan policy, substituting cash grants for loans for all undergraduates eligible for financial aid. This policy enables middle- and low-income students to graduate debt-free, and opens up a world of career possibilities to graduates who otherwise would feel far greater pressure to pick the highest paying rather than the most satisfying and promising careers.

Although much more work remains, Penn has significantly increased the proportion of first-generation, low- and middle-income, and underrepresented minority students on our campus. In 2013, one out of eight members of Penn’s freshman class will be—like I was—the first in their family to graduate from college. The percentage of underrepresented minorities at Penn has increased from 15 percent to 22 percent over the past eight years. All minorities account for almost half of Penn’s student body. After they arrive, many campus-wide initiatives enable these students to feel more at home and to succeed. Graduation rates for all groups are above 90 percent.

It is also important to note that the benefit of increasing opportunity extends far beyond the economic advancement of low- and middle-income students who are admitted. Increased socio-economic and racial diversity enriches the educational experience for everyone on a campus. By promoting greater understanding of different life experiences and introducing perspectives that differ profoundly from the prevailing attitudes among the most privileged, a truly diverse educational environment prods all of us to think harder, more deeply, and oftentimes, more daringly.

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So what does this need to cultivate global understanding in the 21st century require of our universities? Among other things, I suggest it demands that we foster intensive learning across academic disciplines within the liberal arts and integrate that knowledge with a much stronger understanding of the role and responsibilities of the professions. Whether the issue is health care or human rights, unemployment or immigration, educational attainment or economic inequality, the big questions cannot be comprehended—let alone effectively addressed—by the tools of only one academic discipline, no matter how masterful its methods or powerful its paradigms.

Consider, for example, the issue of climate change in a world that is both more interconnected and more populous than ever before. To be prepared to make a positive difference in this world, students must understand not only the science of sustainable design and development, but also the economic, political, and other issues in play. In this immensely complex challenge, a good foundation in chemical engineering—which is not a traditional liberal arts discipline nor even conventionally considered part of the liberal arts (engineering is typically classified as “professional or pre-professional education”)—is just as important as an understanding of economics or political science. The key to solving every complex problem—climate change being one among many—will require connecting knowledge across multiple areas of expertise to both broaden and deepen global comprehension and in so doing unleash truly creative and innovative responses.

A liberal arts education is the broadest kind of undergraduate education the modern world has known, and its breadth is an integral part of its power to foster creative understanding. But it is a mistake to accept the conventional boundaries of a liberal arts education as fixed, rather than as a humanly alterable product of particular historical conditions.

In my own field of political philosophy, for example, a scholarly approach centered on intellectual history ceded significant ground in the 1970s to critical analysis of contemporary public affairs, which was a paradigm common to many earlier generations of political philosophers. Were the liberal arts motivated solely by the pursuit of knowledge for its own sake, and not any concern for worldly relevance, then it would be hard to make sense of such shifts. In the case of this important shift in political philosophy, scholars thought it valuable, in the face of ongoing injustice, to revive a tradition of ethical understanding and criticism of society.

A liberal arts degree is a prerequisite to professional education, and most liberal arts universities and their faculties stand firmly on the proposition that the liberal arts should inform the professions. Why then are liberal arts curricula not replete with courses that teach students to think carefully, critically, and creatively about the roles and responsibilities of professionals and the professions? Perhaps we are assuming that students will make these connections for themselves or that it will suffice if professional schools do so later. Neither of these assumptions can be sustained.

For example, we must not assume that students themselves will translate ethics as typically taught in a philosophy curriculum into the roles and responsibilities of the medical, business, and legal professions. The ethical considerations are too complex and profoundly affected by the institutional roles and responsibilities of professionals. Many lawyers, for example, are part of an adversarial system of justice; many doctors are part of a system where they financially benefit from procedures the costs of which are not paid directly by their patients; and many businesspeople operate in what is commonly called a free market, where external interferences are (rightly or wrongly) presumed, prima facie , to be suspect. These and many other contextual considerations profoundly complicate the practical ethics of law, medicine, and business.

My primary point is this: Although the separation of the liberal arts from the subject of professional roles and responsibilities may be taken for granted because it is so conventional, it really should strike us as strange, on both intellectual and educational grounds, that so few courses in the undergraduate curriculum explicitly relate the liberal arts to professional life. This is a puzzle worthy of both intellectual and practical solution.

I propose that we proudly proclaim a liberal arts education, including its focus on basic research, as broadly pre-professional and optimally instrumental in pursuit of real world goals.

This stark separation of the practical and theoretical was neither an inevitable outgrowth of earlier educational efforts, nor has it ever been universally accepted. In fact, it flew in the face of at least one early American effort to integrate the liberal arts and professional education. In his educational blueprint (“Proposals Relating to the Education of Youth in Pensilvania”), which later led to the founding of the University of Pennsylvania, Benjamin Franklin called for students to be taught “every Thing that is useful, and every Thing that is ornamental.” Being a principled pragmatist, Franklin immediately ad dressed an obvious rejoinder, that no educational institution can teach everything. And so he continued: “But Art is long, and their Time is short. It is therefore propos’d that they learn those Things that are likely to be most useful and most ornamental.”

As Franklin’s intellectual heirs, we recognize that something educationally significant is lost if students choose their majors for either purely scholastic or purely professional reasons, rather than because they want to be both well-educated and well-prepared for a likely future career. The introduction of distribution requirements for all majors is one way of responding to this potential problem. The glory and strength of American liberal arts education is its enabling undergraduates to keep their intellectual sights and their career options open, while cultivating intellectual curiosity and creativity that will enhance any of the career paths they later choose to follow. These are among the most eminently defensible aims of a liberal arts education: to broaden rather than narrow the sights of undergraduates, and to strengthen rather than stifle their creative potential.

I propose that we proudly proclaim a liberal arts education, including its focus on basic research, as broadly pre-professional and optimally instrumental in pursuit of real world goals. At its best, a liberal arts education prepares undergraduates for success in whatever profession they choose to pursue, and it does so by virtue of teaching them to think creatively and critically about themselves, their society (including the roles and responsibilities of the professions in their society), and the world.

So what can we do to bolster this optimal educational system, as envisioned by Franklin? As 21st century colleges and universities, we can build more productive intellectual bridges between liberal arts and professional education. We can show how insights of history, philosophy, literature, politics, economics, sociology, and science enrich understandings of law, business, medicine, nursing, engineering, architecture, and education—and how professional understandings in turn can enrich the insights of liberal arts disciplines. We can demonstrate that understanding the roles and responsibilities of professionals in society is an important part of the higher education of democratic citizens.

These are discoveries such as those made by Dr. Carl June and his team at Penn’s Abramson Cancer Center, with contributions from colleagues at the Children’s Hospital of Philadelphia. Their pioneering research with individualized cancer treatments produced a reengineered T-cell therapy. Just in time, too, for young Emma Whitehead, who was stricken with advanced leukemia when she was just five years old. Under Dr. June’s care, Emma, now seven, has beaten her cancer into remission. She’s back at school, laughing and learning and playing with her friends. Her miraculous recovery not only means a renewed chance at a long, fulfilling life for her and her parents— it promises renewed hope for so many who are ravaged by cancer.

In university classrooms and laboratories across the country, the brightest minds are leveraging research and discovery to contribute to the social good. Most of these stories are not as dramatic as Emma’s, but each in its own way has changed and will continue to change how we live and work and understand our world. The full tale of the benefits that universities bring extends far beyond technological and medical advances. We help governments build good public policy based on robust empirical data, garnered from university research. We build better international cooperation through the study of languages and cultures, economic markets, and political relations. We strengthen economies by fostering scores of newly discovered products, markets, and industries. We safeguard our collective health and well-being with insight into global phenomena and systems such as climate change, shifting sea levels, and food supply and agricultural production. All the vital basic and applied research being conducted by universities cannot be accounted for in any one list—the sum is too vast. What I can sum up here is this: If we do not do this research, no one will. Colleges and universities also contribute to society at the local level by modeling ethical responsibility and social service in their institutional practices and initiatives. Their capital investments in educational facilities contribute to the economic progress of their local communities. Colleges and universities at every level can be institutional models of environmental sustainability in the way they build and maintain their campuses.

While the core social contribution of universities lies in both increasing opportunity for students and cultivating their creative understanding, the analogous core social contributions of universities in the realms of faculty research and clinical service are similarly crucial. And both are only strengthened by better integrating insights across the liberal arts and the professions. An education that cultivates creative understanding enables diverse, talented, hardworking graduates to pursue productive careers, to enjoy the pleasures of lifelong learning, and to reap the satisfactions of creatively contributing to society. The corresponding institutional mission of colleges and universities at all levels is to increase opportunity, to cultivate creative understanding, and— by these and other important means such as innovative research and clinical service—to contribute to society.

At their best, universities recruit hardworking, talented, and diverse student bodies and help them develop the understandings—including the roles and responsibilities of the professions in society—that are needed to address complex social challenges in the 21st century. To the extent that universities do this and do it well, we can confidently say to our students and our society that a university education is a wise investment indeed.

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Radical Eyes for Equity: Third Grade Retention: The Fool’s Gold of Reading Reform

Grade Retention
Reading Instruction

Here is a report on reading reform across the US that is very important, but likely not in the ways intended: The Effects of Early Literacy Policies on Student Achievement , John Westall and Amy Cummings.

A key value in this report is the comprehensive data on reading reform in the US, such as these two figures:

Notably, most of the US has early literacy policy, significantly clustered since about 2010. While this is important context, the figures also reveal a key problem with this report—the source being a conservative think tank, ExcelinEd.

ExcelinEd is a Jeb Bush venture and represents the political and ideological connections among third grade retention, reading policy, and political gain.

I want here to focus on that dynamic, specifically how this report provides further evidence of the need for intense and critical re-evaluation of third grade retention.

ExcelinEd is grounded in Florida’s reading reform and high rates of grade retention that have produced exceptionally high NAEP scores in grade 4 reading (an outcome this report confirms across the US), but the largest decrease from grade 4 to grade 8 reading scores .

Let’s here note what Westall and Cummings detail about grade retention:

Third grade retention (required by 22 states) significantly contributes to increases in early grade high-stakes assessment scores as part of comprehensive early literacy policy.
Retention does not appear to drive similar increases in low-stakes assessments.
No direct causal claim is made about the impact of retention since other policy and practices linked to retention may drive the increases.

Here is where this report is important, I think, but, again, not as intended:

Similar to the results for states with comprehensive early literacy policies, states whose policies mandate third-grade retention see significant and persistent increases in high-stakes reading scores in all cohorts. The magnitude of these estimates is similar to that of the “any early literacy policy” estimates described in Section 4.1.1 above, suggesting that states with retention components essentially explain all the average effects of early literacy policies on high-stakes reading scores. By contrast, there is no consistent evidence that high-stakes reading scores increase in states without a retention component.

Grade retention has immediate political appeal since we as a nation primarily discuss and judge schools and students based on high-stakes testing data.

What is lost in that political appeal is that this report clearly notes that we still have significant gaps in understanding the role of retention in raising test scores, evidence that early test score increases fade by middle grade testing, and evidence that retention creates inequity and non-academic harm in students.

Therefore, third grade retention is the Fool’s Gold of reading reform.

What I suspect you will not see emphasized by the most ardent reading reform advocates is the closing concessions in this report:

Although our study sheds light on the potential benefits of early literacy policies, there are some limitations that point to areas for future research. For example, while we provide evidence that comprehensive early literacy policies and retention mandates play an important role in improving state summative assessment scores, we cannot examine the mechanisms by which these policy components improve outcomes. Further research on the implementation of these policy components is therefore vital to understanding how early literacy policies operate. Additionally, we only focus on short-run test-score outcomes. However, prior work has established the importance of early literacy skills in determining non-cognitive outcomes and long-term student success (Cunningham & Stanovich, 1997; Fiester & Smith, 2010; Hernandez, 2011; Sparks et al., 2014). To fully understand the benefits of early literacy policies, it is important to enumerate their non-cognitive and long-term impacts. Finally, this study does not examine the costs associated with early literacy policies.

I want here to emphasize the need to critically examine “mechanisms by which these policy components improve outcomes.”

Again, as I have stressed before, we need a more standard and understandable set of terminology and assessments that produce NAEP and state-level high-stakes testing data that can help drive authentic reform (not misleading early gains and then drops in later grades).

Currently, NAEP “proficient” remains misleading and the terminology used in state-level testing is incredibly mixed and difficult for the media, the public, and political leaders to navigate (see the information provided here ).

Next, since England has implemented early literacy reform at a comprehensive and national level beginning in 2006, we must heed to lessons found in their outcomes .

In terms of the impact of grade retention on high-stakes testing, the UK implements phonics checks that have shown score increases by age month , suggesting that age-based development could be driving scores instead of any policy or instruction:

And thus, I agree with this argument from the UK:

There is certainly a strong argument for changing primary assessment to take account of age to lessen the risk of singling out summer born pupils as the low achievers. Assessments should be fewer in number, standardised, comparable with one another and generate norm-referenced age-standardised scores. And even then, the phrase ‘ below age-related expectations ‘ would be a misnomer; pupils with low attainment for their age would be more appropriate. This is not about re-designing the assessment system for Ofsted; this is about creating a more efficient and effective approach that would provide accurate, timely data capable of ironing out the creases caused by differences in age and allow attainment to be tracked over time. Yes, it would allow Inspectors – and teachers – to identify those in the lowest 20% nationally – for their age! – but it would also have an interesting side-effect: a move to age standardisation would signal the end of expected standards as we know them.

My concern has always been that since NAEP is grade-based, grade retention removes the lowest scoring students from the testing pool and then reintroduces them when they are biologically older than their grade peers. Both of those skew test data by distorting the testing pool.

The NAEP Long-term trend (LTT) data is age-based and often reveals different outcomes that grade-based NAEP.

Finally, we must start with better data but also be more honest about what we know and do not know.

The first thing we know is that high-stakes testing data is causally related to out-of-school factors at 60%+ rate .

And as this report concludes, we do not know how the matrix of policy reforms [1] impact high- and low-stake testing:

This report is incredibly important in that it does suggest that despite that complex list of different policy elements, grade retention may be the single policy that produces the outcomes that are politically attractive (this same dynamic holds in college admission where despite using a matrix of admission criteria, SAT/ACT scores often are the determining data point).

Finally, although this report identifies evidence on grade retention as mixed, the body of research over decades confirms significant negative consequences from retention.

Therefore, until we can answer these questions, we are making political and not educational decisions about early literacy in the US:

How causally linked is biological age with high-stakes assessment, and thus, how does grade retention distort grade-level testing?
What are the criteria for assessments that are labeled “reading” and does that criteria impact the ability to increase test scores without improving student achievement?
Are there policies and practices linked to grade retention that can support student achievement without negative outcomes for those students?
How do we reform reading in the US by focusing more on equity than high-stakes testing data?

I predict that if we answered these questions we would expose grade retention as Fool’s gold in reading policy.

And unless we change how we are debating and mandating reading policy, those students who need and deserve reform the most will continue to be cheated by education reform as industry.

[1] Note that although most of the current state-level reading policy is identified as conforming to the “science of reading,” many of the mandates support practices not supported by the current body of research (LETRS training, Orton-Gillingham phonics, decodable texts, etc.):

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The views expressed by the blogger are not necessarily those of NEPC.

P.L. Thomas

NCERT Solutions for Class 6 Social Science Chapter 13 The Value of Work

NCERT Solutions for Class 6 Social Science Chapter 13 The Value of Work updated for academic session 2024-25. The question answers of Class 6 Social Science Chapter 13 Exploring Society – India and Beyond India Beyond Economics Section are given here for new Education Policy with complete solution of exercises.

Class 6 Social Science Chapter 13 The Value of Work Question Answers

Class 6 Social Science Chapter 13 Solutions
Class 6 Social Science Chapter 13 NCERT
Class 6 Social Science NCERT Solutions
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In the chapter 13 of 6th Social Science, we explore the different kinds of work that people engage in and understand their importance in our daily lives. The story begins with Anu and Kabir noticing how everyone around them, including their families and neighbors, is busy with various activities. These activities are not just about earning money but also include tasks done out of love and care. For example, Kabir’s grandfather teaches neighborhood kids for free, while Anu’s parents manage a shop and also engage in community activities. This chapter helps us see how work can be both for earning and for the well-being of others.

Class 6 Social Science Chapter 13 The Value of Work

Understanding Economic Activities Economic activities are tasks that people do to earn money or other forms of payment. These activities are important because they help people buy what they need to live. For example, selling goods in a market, working in a factory, or driving a truck to transport goods are all economic activities. People get paid for these tasks, either with money or sometimes with goods, which they can use to meet their needs. These activities contribute to the economy by providing services or producing goods that others can use.

Non-economic activities, on the other hand, do not involve earning money. Instead, they are done out of love, care, or a sense of duty. For instance, parents cooking meals for their family or someone helping their grandparents are examples of non-economic activities. Although these activities do not generate income, they are very important for the happiness and well-being of families and communities. They help build strong relationships and create a sense of belonging among people.

The Role of Economic Activities in Society Economic activities are essential for the functioning of society. They help people earn a living and provide for their families. For example, Kavya’s uncle, who operates a bulldozer, earns a salary that he uses to support his family. Kavya’s aunt, who works at a post office and also teaches students, contributes to the family’s income. These activities not only help the individuals who perform them but also benefit society by providing services and goods that others need.

While economic activities are important, non-economic activities also play a crucial role in our lives. They create a sense of community and help people feel connected to each other. For instance, participating in a community clean-up drive or helping organize a festival are activities that do not earn money but are very valuable. These activities bring people together, create a sense of pride in the community, and make our surroundings better for everyone.

Value Addition in Economic Activities Value addition refers to the process of increasing the value of a product or service through effort and skill. For example, Rajesh, a carpenter, buys wood for ₹600 and makes a chair that he sells for ₹1,000. The extra ₹400 represents the value of Rajesh’s skill and the time he spent making the chair. This concept of value addition is important because it shows how people’s work can transform raw materials into valuable products that others are willing to pay for.

Both economic and non-economic activities are essential for a balanced and happy life. Economic activities help us earn money and meet our material needs, while non-economic activities contribute to our emotional well-being and strengthen our relationships with others. By understanding the value of both types of work, we can appreciate the diverse ways in which people contribute to society and the importance of balancing these activities in our daily lives.

NCERT Solutions for Class 6 Social Science Chapter 13

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The History of HBCUs

Hbcus today, the benefits of hbcus, student debt relief, the bottom line.

Colleges & Universities

The Value of an Education at an HBCU: Benefits, Cost, and Impact

How historically Black colleges and universities serve disadvantaged groups today

HBCUs (short for historically Black colleges and universities) were first established in the early 19th century. They were created with the specific goal of providing advanced education to African-American students who were, at the time, barred from entry into most institutions of higher learning.

Though these barriers have since been removed, HBCUs still represent a crucial part of the U.S. higher education system, especially for low-income Black and ethnic minority students. They also represent an increasingly popular choice for wealthier Black and minority group students as well as White students due to their unique culture and the values they represent.

Key Takeaways

HBCUs, or historically Black colleges and universities, were set up to provide Black people in the U.S. with a way to gain a higher education.
These colleges and universities have helped to improve equality in the nation.
Today, attending an HBCU offers many advantages for Black and non-minority students alike.
HBCUs offer students a high level of support in their education, while tuition averages 28% lower than comparable non-HBCU schools.

In 1861, before the start of the Civil War, virtually all American colleges and universities barred Black students from entry. The exception at the time was Oberlin College, which was founded by abolitionists and began admitting Black students in 1835.

In 1852, the first institution of higher education specifically for African-Americans, the Institute for Colored Youth, was founded in Pennsylvania. Richard Humphreys, a Quaker philanthropist, donated a tenth of his total estate to build the school in order to educate those of African descent.

Two more Black institutions of higher learning were subsequently established: Lincoln University, also in Pennsylvania, in 1854, followed by Wilberforce University in Ohio in 1856. Wilberforce has survived a particularly tumultuous history; the school was shut down during the Civil War due to financial losses but was later purchased by the AME Church. A bishop at the AME Church, Daniel Payne, became the first African-American university president in the United States that same year.

Although these three institutions showed that it was possible to offer a college education to Black people, progress was slow. In 1896, the Supreme Court created a "separate but equal" precept in American education through the case Plessy v. Ferguson. The Plessy decision was a turning point. It spurred the growth of existing HBCUs and led to the founding of more.

By 1953, in the U.S., more than 75,000 African-American students were enrolled in private and public Black institutions, including Fisk University, Hampton Institute, Howard University, Spelman College, and the Tuskegee Institute. Another 3,200 were in graduate and professional programs providing training for future teachers, ministers, doctors, and lawyers.

Concerns remained, though, that HBCUs were underfunded and that historically White institutions were only slowly desegregating. That started to change with the passage of the Civil Rights Act of 1964 , which ensured equal opportunity in programs that received assistance from the federal government. The act also resulted in the creation of the OCR (Office for Civil Rights), which worked into the 1970s to eliminate school segregation.

Over the past century, HBCUs have helped to narrow racial wage gaps and reduce race and income inequality . Much remains to be done in both of these areas, but HBCUs have carved out an important place in U.S. higher education.

As of 2022, HBCUs enrolled 10% of Black undergraduates and awarded 20% of degrees earned by Black college students. In addition:

In the 2020–21 academic year, HBCUs conferred some 48,200 degrees, ranging from associate's degrees to doctor's degrees.
HBCUs rank highly when it comes to the number of graduates who go on to pursue professional training.

HBCUs have also benefited from enhanced federal support since the late 20th century. Former President George H.W. Bush recognized the value of these colleges and noted that "at a time when many schools barred their doors to Black Americans, these colleges offered the best, and often the only, opportunity for a higher education." In April 1989, President Bush issued Executive Order 12677 to strengthen HBCUs and to mandate that federal agencies take measures to increase the participation of HBCUs in the broader American educational system.

As of 2021, there were 99 colleges in the United States and U.S. Virgin Islands classified by the U.S. Department of Education as HBCUs. Of those, 50 were public institutions, and 49 were private nonprofit institutions.

The combined percentage of Black male and female full-time faculty members at degree-granting postsecondary institutions, as of fall 2020.

Although HBCUs were set up to provide Black students with the opportunity to attend college, these schools have become an increasingly popular choice for students of all backgrounds—indeed, in 2021, non-Black students made up 25% of enrollment at HBCUs. HBCUs often offer students more support in their studies, frequently at a significantly lower cost than other colleges.

Here are other ways in which choosing an HBCU can enhance the value of a higher education:

For students who are at risk of not completing college, HBCUs offer a nurturing, caring environment. Minority campus staff and faculty members at HBCUs often have greater insight into the difficulties of attending and finishing college than their colleagues at other schools. HBCUs are regarded as having special expertise when it comes to educating lower-income students. And HBCUs have a reputation for making the most of their often-limited resources, which helps make them more affordable.

Students of color feel more at home and are more likely to succeed when they attend schools where they feel supported and welcomed. For many students from Black and minority backgrounds, that means attending an HBCU will lead to better educational outcomes.

A Gallup-Purdue poll found that HBCU graduates were likelier to have felt supported while they were attending college than their Black peers who attended and graduated from predominantly White educational institutions.

Diversity can have benefits for students from majority backgrounds as well, because it allows them to get to know minority students and become more knowledgeable about their cultures and the adversities they can face in society.

Impact and Cost

Tuition rates at HBCUs are 28% lower than at comparable non-HBCUs . Yet the quality of the education they provide is on a par with that of more expensive institutions.

Even so, as of 2022, HBCU graduates "have an average debt load of $32,373 after graduation—19% higher than peers at non-HBCUs," according to the Center for Responsible Lending. In part, that's because HBCUs often lack the financial resources to provide institutional aid to their students.

In 2021, the Department of Education took a step toward addressing that imbalance by discharging some $1.6 billion in debt owed by 45 HBCUs.

Finally, there are the values that HBCUs often strive to represent and foster. Many HBCUs are rooted in community and working for the greater good. Black churches have long been pillars of the Black community, and the history of Black colleges shows that they often worked side-by-side with those churches. This history goes back to the late 1800s when many Black colleges were either funded or founded by Black churches (such as the collaboration between AME Church and Wilberforce University).

This means that attending an HBCU offers an education in values as much as it does in strictly academic subjects. Many of the most inspiring leaders of the 20th century—Dr. Martin Luther King, Jr., among others—attended Morehouse College, an HBCU, and the values they learned there can be discerned in their work.

On Aug. 22, 2023, the Biden Administration launched the Saving on a Valuable Education (SAVE) plan , designed to help more than 20 million student loan borrowers. The plan offers a cut of monthly student loan payments for certain borrowers by half (from 10% to 5%), while monthly payments may get reduced to $0 for other eligible borrowers.

The SAVE plan provides student debt relief for borrowers as an income-based repayment plan and forgives loan balances after 10 years of payments if the original loan was $12,000 or less. These debt relief measures would benefit undergraduate borrowers with the greatest financial need, many of whom attend HBCUs.

Please note that on July 18, 2024, a federal court blocked the operation of the Saving on a Valuable Education (SAVE) Plan until court cases centered around the Income-Driven Repayment (IDR) plan can be resolved. In the meantime, the Department of Education has moved borrowers enrolled in the SAVE plan into forbearance, whereby they will not need to make payments, nor will interest accrue on their loans.

Options exist for borrowers nearing Public Service Loan Forgiveness (PSLF). Borrowers can "buy back" months of PSLF credit if they reach 120 months of payments while in forbearance or switch to a different IDR plan.

How Does the Government Define an HBCU?

According to the Higher Education Act of 1965, as amended, an HBCU is: "…any historically black college or university that was established prior to 1964, whose principal mission was, and is, the education of black Americans, and that is accredited by a nationally recognized accrediting agency or association determined by the Secretary [of Education] to be a reliable authority as to the quality of training offered or is, according to such an agency or association, making reasonable progress toward accreditation."

What Is a Predominantly Black Institution (PBI) and How Is It Different From an HBCU?

Federal law defines a Predominantly Black Institution, or PBI, as one with "an enrollment of undergraduate students that is not less than 40% Black American students" and also meets these three criteria:

"An eligible institution with not less than 1,000 undergraduate students"
"At which not less than 50% of the undergraduate students enrolled at the eligible institution are low-income individuals or first-generation college students, and"
"At which not less than 50% of the undergraduate students are enrolled in an educational program leading to a bachelor's or associate's degree that the eligible institution is licensed to award by the state in which the eligible institution is located."

While PBIs and HBCUs both serve largely minority populations, HBCUs have that as their stated mission and were, for the most part, founded earlier.

What Is a Minority Serving Institution (MSI)?

A Minority Serving Institution (MSI) is an umbrella term for institutions of higher education whose mission is to serve a particular minority or ethnic group. HBCUs are considered MSIs, as are Hispanic Serving Institutions (HSIs), Tribal Colleges and Universities (TCUs), and Asian American and Pacific Islander Serving Institutions (AAPISIs).

Much still needs to be done to offer a truly fair educational system for Black students in the U.S., and HBCUs remain at the forefront of this fight. These institutions were founded with a particular goal in mind, and today, they continue to serve the Black community, from reducing the racial gap in financial literacy to seeking to improve Black representation in government.

For students from minority backgrounds, HBCUs can offer the social support they require at an affordable price. And students from other backgrounds also benefit from the diverse and dynamic environment that HBCUs offer.

Thurgood Marshall College Fund. " History of HBCUs ."

Oberlin College & Conservatory. " Oberlin History ," Click "A Town of Firsts."

Falvey Library, Villanova University. " Institute for Colored Youth in the Civil War Era ."

Falvey Library, Villanova University. " History of the Institute for Colored Youth ."

Lincoln University. " About ."

Wilberforce University. " About Wilberforce University ."

History.com. " Plessy v. Ferguson: Separate but Equal Doctrine ."

Experience the Legacy, Inc. " HBCU History ."

U.S. Department of Education. " About OCR ."

United Negro College Fund. " The Numbers Don't Lie: HBCUs Are Changing the College Landscape ."

National Center for Education Statistics. " Fast Facts: Historically Black Colleges and Universities ."

Office of the Federal Register (via GoogleBooks). " Weekly Compilation of Presidential Documents: Remarks on Signing the Executive Order on Historically Black Colleges and Universities, April 28, 1989 ." Page 633.

The American Presidency Project. " Executive Order 12677—Historically Black Colleges and Universities ."

National Center for Education Statistics. " Fast Facts: Race/Ethnicity of College Faculty ."

National Center for Education Statistics. " Historically Black Colleges and Universities ."

Gallup. " Grads of Historically Black Colleges Have Well-Being Edge ."

Center for Responsible Lending. " Student Loan Debt Plagues HBCU Students, Prevents Wealth Building, According to New Report ."

U.S. Department of Education. " Department of Education Discharges Over $1.6 billion in HBCU Capital Finance Debt ."

Stanford University, The Martin Luther King, Jr. Research and Education Institute. " Morehouse College ."

The White House. " Fact Sheet: The Biden-⁠Harris Administration Launches the SAVE Plan, the Most Affordable Student Loan Repayment Plan Ever To Lower Monthly Payments for Millions of Borrowers ."

The White House. " Fact Sheet: President Biden Announces New Actions To Provide Debt Relief and Support For Student Loan Borrowers ."

U.S. Department of Education. “ Department of Education Updates on Saving on a Valuable Education (SAVE Plan) .”

U.S. Department of Education, White House Initiative on Advancing Educational Equity, Excellence, and Economic Opportunity Through Historically Black Colleges and Universities. " What Is an HBCU? "

House.gov. " 20 USC 1059e: Predominantly Black Institutions ."

U.S. Department of the Interior. " Minority Serving Institutions Program ."

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To the conspiracy-minded alternative health practitioner, everything was great until the Flexner Report was published. Humanity was crushing diseases with herbal remedies and natural potions until 1910 when the “medical-industrial complex” came together and “criminalized natural therapies.” We are now afflicted by Rockefeller medicine, where ill citizens are hooked on expensive drugs that never heal them and the truth about the benefits of herbs is being hidden by paid-off politicians and academics.

This alleged fall from paradise can all be blamed on the original sin of that darn Flexner Report.

I would wager that most of the people hurling insults at this century-old book have never actually read it; I did, because I wanted to know what the fuss was all about.

The Flexner Report was commissioned because the state of medical education in the United States and Canada was dire. A young educator was hired to visit all of North America’s medical colleges and report back, which led to much-needed changes and some unfortunate consequences.

And, yes, he did have some harsh words for what he called “the unconscionable quacks.”

A medical degree and a free trip to Europe!

There is a reason why leeches and purging agents are now rarely used in medicine: the discipline has evolved over the millennia, and Abraham Flexner found himself at the beginning of a new and exciting era.

Medicine in the Western tradition began with Hippocrates and Galen. It began with dogma. “Facts,” Flexner wrote in his report, “had no chance if pitted against the word of the master.” Those who despise modern medicine will claim it has remained dogmatic to this day; but while practitioners can be set in their ways and new findings can linger before they are adopted, we are far from the pontifical medicine of old.

With the rapid development of anatomy in the 1500s, medicine moved from dogma to empiricism. This meant that instead of doctors simply parroting what they had been taught by the rock stars of their field, they would learn from their own experience. They would observe and they would treat accordingly. This approach was more welcoming to discovery, but it was still hard for doctors of that era to properly disentangle diseases that superficially looked the same.

What propelled the discipline forward was science. We came to realize that the human body obeys the laws of biology: it grows, reproduces itself, and dies in predictable ways, and by understanding this underlying biology, the doctor would be better able to prevent and treat disease. Scientific research fed clinical practice, and the medical student, no longer limited to watching, would do as well.

Like medicine, medical training itself had changed over the centuries. It started as a system of apprenticeship, where a trainee became indentured at a young age to a doctor and ran his errands. Eventually, he would get to learn the secrets of his master’s trade. In Europe, the teaching of medicine would move to the lecture halls, which were host to anatomy demonstrations, and many American students would cross the Atlantic to benefit from this enrichment in Paris or Edinburgh. It wouldn’t take long before American doctors saw a way to sprout a similar system stateside and reap its financial benefits.

They were called proprietary schools. They were privately owned, with their teachers splitting the profits among themselves. They could rent a cheap hall, get some inexpensive benches, and recruit students who didn’t even have a high school diploma. “A school that began in October,” Flexner wrote, “would graduate a class the next spring.” Their facilities were poorly stocked, with barely-existing laboratories. The money that didn’t end up in the founders’ pockets was used to make all sorts of wild promises in the advertising material. One of these medical colleges swore it would gift its graduates a trip to Europe!

Following this explosion in questionable proprietary medical schools in the mid-1800s, change was thankfully afoot, but something major was needed around which this change could crystallize.

Quality over quantity

The Flexner Report’s actual title is Medical Education in the United States and Canada: A Report to the Carnegie Foundation for the Advancement of Teaching. It was commissioned by industrialist Andrew Carnegie’s policy and research foundation. Much has been made of the report’s ties to Carnegie and to Rockefeller, whose own foundation alongside eight others would pour a lot of money to implement the solutions proposed in the Flexner Report. Flexner’s brother, Simon, was also a friend of John D. Rockefeller, Jr, and he directed the Rockefeller Institute for Medical Research for more than three decades. Seen through our modern lens, this friendly alliance between medical education and capitalistic interest can trigger a fair amount of skepticism, if not outright conspiracy theories. It was in the wealthy elite’s interest to downplay the impact of social disparities on health and to promote the simpler idea that the human body was a machine whose broken parts could be mended by the right science-informed technician. But as we’ll see, the report itself did not stick to this narrow viewpoint.

Abraham Flexner, whom the Carnegie Foundation recruited for this massive work, was not a doctor; he was a teacher. Born in Louisville, Kentucky, Flexner studied Greek, Latin and philosophy as an undergrad at Johns Hopkins, and this university made a profound mark on him. It would become the template for Flexner’s medical education revolution.

After teaching high school, Flexner opened his own private preparatory school, which served as a laboratory for his educational convictions. After receiving a Master’s degree in philosophy from Harvard, exploring Europe, and writing a book on American education, he was recruited by the head of the Carnegie Foundation. His mission: to tour the 150 medical schools in the United States and Canada and report back in writing on what their problems were and how to solve them. Already, the deceptive marketing of many of these schools and their deficient scientific education was known; Flexner was to document it. His report was scathing.

Flexner wrote of the dissection rooms where cadavers were as dry as tanned leather. He denounced the medical colleges claiming to have access to a hospital for their students when that was not the case. Many schools did not have full-time faculty and lacked proper laboratories. At the North Carolina Medical College, in Charlotte, Flexner was told that asking about laboratories was futile: their students were “all thumbs,” better suited to be farmers.

His year-and-a-half survey of North America resulted in a three-tiered list of medical colleges.

Sixteen were in tier one, requiring at least two years of college for admission and doing their best to meet the standard set by the Johns Hopkins Medical School. Fifty were salvageable and required of their student applicants a high school diploma. The rest, mostly found in the south of the United States, was a complete loss, in his opinion. “For the law, if enforced, would stamp them out.” (In case my colleagues are curious, he admired McGill’s own medical school, calling it “excellent” and being impressed by its anatomical and pathological museums, as well as its library. Its medical budget at the time was a mere $77,000.)

Flexner’s short-term solution to the proliferation of inadequate, for-profit medical schools was to shut them down and fund the ones that had stricter standards and that were affiliated with a university. He recommended quality over quantity, with fewer but better equipped schools graduating fewer physicians that were better trained. His influential book-length report was used to justify an influx of $154 million in the medical education system over the course of nearly two decades.

While prioritizing quality is commendable, the consequences of the Flexner Report were not all positive. Almost all women’s and historically Black medical colleges shut down in its wake , and women were nearly eliminated from the physician workforce until the 1970s. Medical schools were consolidated in large urban centres and required more money and education to get in, which meant that middle- and upper-class white men had an easier time becoming physicians. And closing a bad medical college in the American South might have been smart in the short term, but if it was not replaced by a better school, it simply created an educational desert.

But if the Flexner Report was focused on improving medical education, why are so many homeopaths and naturopaths mad about it?

Made-up minds

In chapter 10 of his report, Flexner goes for the jugular of what he calls the “medical sects.” Those were competing philosophies of medicine, like homeopathy, osteopathy, and eclectic medicine (a plant-based approach). Flexner correctly observes that unlike the doctor who wants facts and not dogma, “the sectarian […] begins with his mind made up.” He denounces the contradiction in many of the best sectarian colleges, where students underwent two years of chemistry, biology, and physics, before entering clinical training and suddenly being introduced to a pseudoscientific principle that contradicted what they had just learned.

Flexner was not single-handedly responsible for shutting these colleges down. In the ten years before the publication of his report, the 22 homeopathic colleges in the U.S. were trimmed down to 15. Much like the scientific revolution changing medicine, the Flexner Report did not begin the transformation but simply galvanized it.

Yet, Flexner, perceived as the hatchet man that tore down much of the medical education infrastructure, has become a lightning rod for misconceptions and bad arguments. He is sometimes accused of having denigrated the value of public health, which is simply false. In his report he writes of bad environmental conditions that breed disease, such as a contaminated water and food supply. The good doctor’s role, he writes on page 68, “is equally to heal the sick and to protect the well. The public health laboratory belongs, then, under the wing of the medical school.” To make the point even clearer, Flexner notes that “the physician’s function is fast becoming social and preventive, rather than individual and curative.”

And while a hyperfocus on science as the answer to medical problems can lead to inhumane treatment (and certainly had a role to play in eugenics and unconscionable medical experiments like Tuskegee’s), Flexner understood the importance of care. His ideal doctor required “insight and sympathy” in order to heal. That priority may have gotten lost in the implementation of his plan, but it is present in the report, black on white.

When the sectarians he condemns criticize his report, they often claim that he transformed medicine from a holistic view of the entire body into a myopic practice that only focused on broken body parts. This is a convenient argument for them. As scientific research nourished clinical practice, our body of medical knowledge grew, forcing doctors to specialize. But there is no real growth in so-called alternative medicine. There is no need to specialize when you believe there is only one true cause to all diseases. Whether it’s an alleged chiropractic subluxation or a blockage of the supposed life force called qi, it’s just an obstruction. All these practitioners need to do is find the source of the blockage and declog the pipe, much like a plumber. As Flexner pointed out, though, this is not science but dogma masquerading as knowledge.

As for the loss of holism in medicine, it still exists in family medicine, and especially in group practices, where integrating knowledge from specialties is commonplace. But given the incredible amount of knowledge generated in scientific medicine, it is absurd to expect every doctor to know everything.

The Flexner Report of 1910 was an imperfect catalyst that helped move medicine into its science-informed era. It would take many more decades, though, before the randomized controlled clinical trial was adopted as a gold standard for determining the worth of a treatment or preventative. The report also exacerbated inequalities in access to medical education in an attempt to reward the most rigorous institutions. Nonetheless, it argued that the best place for medical education was not in a privately owned and poorly regulated makeshift school but in a university, where foundational research could provide new solutions to the healer.

The kind of quackery that Flexner decried has not really gone away, despite what he predicted, and its practices certainly have not been criminalized. Osteopathy raised its standards in the United States and became, for all intents and purposes, equivalent to medicine. Homeopathic colleges are rare but their hyperdiluted concoctions are still widely available. Some dubious professions, like naturopaths, have acquired an unearned legitimacy in some states and provinces, and the concept of integrative medicine—of adding junk practices to actual medicine to get some sort of best of both worlds—has unfortunately made massive strides in academia .

The battle against medical sectarianism has not been won. There is a lot of work left to do.

Take-home message: - The Flexner Report, published in 1910, crystallized a revolution in North America toward teaching a type of medicine that was strongly influenced by scientific discoveries - The claim that Flexner downplayed the importance of public health and preventive medicine in his report because he was working for the Carnegie Foundation is simply false - The claim that medicine stopped treating the whole person after the Flexner Report came out but that natural healers still do is false: family medicine is holistic; medical specialties exist because of our increased knowledge; and natural healing practices have no need to specialize since they often believe there is one true cause to every disease, which is wrong

@CrackedScience

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Importance of Value Education: Aim, Types, Purpose, Methods
The importance of value education can be understood by looking at its advantages in terms of how it helps students grow physically and emotionally, teaches manners and fosters a sense of brotherhood, fosters a sense of patriotism, and fosters religious tolerance. "Value education" is the process through which people impart moral ideals to one ...
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According to K. H. Imam Zarkasy, Value Education is an educational action or the conveying of knowledge on the measurement of morality, and showing the difference between what is bad and good for living in society. The various aspects of Value Education include Moral Education, Civic Education, Citizenship Education, Environmental Education ...
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This leads to the development of awareness which results in thoughtful and fulfilling decisions. The key importance of value education is highlighted in distinguishing the execution of the act and the significance of its value. It instils a sense of 'meaning' behind what one is supposed to do and thus aids in personality development.
Importance of Value Based Education
At its core, Value-Based Education is a methodology that aims to develop students' inherent values while nurturing their academic skills. This education model centers around essential moral, ethical, and cultural values, such as honesty, respect, empathy, integrity, and responsibility. A unique aspect of Value-Based Education is the pivotal ...
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Values education is an essential aspect of a person's growth and development. It refers to the process of teaching and learning about the principles and beliefs that guide an individual's behavior and decision-making. In today's modern society, values education has become more important than ever.
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Abstract. The article introduces the special issue by exploring international research findings that identify certain forms of values education constituting an effective catalyst for good practice pedagogy and, in turn, contributing to holistic learning. It refers firstly to research that justifies and explains how values education works to ...
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Over a decade ago, in a previous edition of the International Research Handbook on Values Education and Student Wellbeing, we wrote about the effects of implementing what we then dubbed the "new" Values Education: the symbiotic effects between the explicit teaching of a school's values and the enhancement of the quality of student learning and the effectiveness of teaching.
Importance, types, and methods of Value education
The importance of values lies in molding the youth, and aiding them in adapting to changing circumstances. Value education also plays an important role in helping individuals carry out social, moral, and democratic obligations. Character, citizenship, emotional, and spiritual development are all its forms. High-quality learning sessions can ...
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What is the Importance of Value Education is an enlightening and profound article. It beautifully delves into the significance of value education in nurturing well-rounded individuals with strong moral and ethical foundations. The blog elegantly emphasizes how imparting values is equally crucial as academic knowledge for building a harmonious ...
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Value education should aim at the development of values of the following type. Scientific temper of mind. Large heartedness. Co-operation. Respect for the culture of other groups. "Education without values, as useful as it is, seems rather to make man a more clever devil.". ― C.S. Lewis Value education is rooted in Indian philosophy and ...
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Value education
Objectives of value education: Educative ego and growth towards a sustainable lifestyle. Our cultural heritage, constitutional rights, national integration, public development and increasing accountability to the environment about our national history. Creating and improving awareness of values and their importance and role.
Characteristics, Scope, Objectives, Need and Importance of value education
Need and Importance of Value Education. 1. It enables the students to learn the real purpose of life and gives them a progressive way for their future. 2. Value education helps students to become more responsive and practical which helps them to recognize the perception of life more effectively and lead a positive life as a responsible resident.
What is Values Education and why is it so important?
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Education is something that's not only needed on a personal level, but also on a global level, as it's something that keeps our world safe and makes it a more peaceful place. Education tends to teach people the difference between right and wrong, and can help people stay out of risky situations. 7. Confidence.
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Students from the second highest income group, whose families earn between $62,000 and $94,000, are also underrepresented by 8.4 percent. Increasing access to our universities for middle- and low-income students is both an especially worthy, and an increasingly daunting, challenge in the wake of the. Great Recession.
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A key value in this report is the comprehensive data on reading reform in the US, such as these two figures: Notably, most of the US has early literacy policy, significantly clustered since about 2010. While this is important context, the figures also reveal a key problem with this report—the source being a conservative think tank, ExcelinEd.
NCERT Solution for Class 6 Social Science Chapter 13 The Value of Work
NCERT Solutions for Class 6 Social Science Chapter 13 The Value of Work updated for session 2024-25 based on National Education Policy 2020. NCERT Solutions. Study Material for Nursery. ... This concept of value addition is important because it shows how people's work can transform raw materials into valuable products that others are willing ...
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According to the Higher Education Act of 1965, as amended, an HBCU is: "…any historically black college or university that was established prior to 1964, whose principal mission was, and is, the ...
The Book Natural Healers Really Hate
The report also exacerbated inequalities in access to medical education in an attempt to reward the most rigorous institutions. Nonetheless, it argued that the best place for medical education was not in a privately owned and poorly regulated makeshift school but in a university, where foundational research could provide new solutions to the ...

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Importance of Value Education

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Types of Value Education

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Country Preference

Which English test are you planning to take?

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Importance of Value Based Education

What is Value-Based Education?

7 Pillars of Values-Based Education

Developing a Positive Sense of Self

Feeling Connected to Others

Living with Purpose and Meaning

Being Resilient

Having a Growth Mindset

Valuing Relationships

Making a Positive Contribution to Society

Need and Importance of Value Education in the 21st Century

Relevance in Modern Times

Boosting Academic Performance

Societal Impact

Community Engagement

Environmental Stewardship

Value-Based Education in Different Cultures

Western Approaches

Value-Based Education vs Traditional Education

Merits and Demerits

Implementing Value-Based Education

Extracurricular Activities

Challenges in Value-Based Education

Lack of Awareness and Understanding

Real-life Examples of Value-Based Education

Impact on Students’ Lives

How does Value-Based Education impact society?

Can Value-Based Education improve academic performance?

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Understanding the Importance of Values Education in Modern Society

What is Values Education?

Different Approaches to Values Education

Religious and Moral Approaches

Secular and Humanistic Approaches

Cultural and Societal Approaches

The Benefits of Values Education