Embed Size (px)
Citation preview
1
IASE 11th ConferenceAlicante, Spain, july 12 – 16 2009
Broadening the horizon: recognizin, accepting, and embrazing differences to make a better world for
individuals with special needs.
2
Paper:Interactional problems in classrooms;
which are the right educational values?
Salvador Peiró i Gregòri, Ph.D
University of Alicante (Spain)
GITE-09036-UA: PEDAGOGÍA.
4
THE PROBLEM OF LEARNING CLIMATE
1. There are several research about the undisciplined behavior of students in:– primary education (Wheldall and Merrett, 1988) – secondary education (Houghton, Wheldall and
Merrett, 1988). 2. The disciplinary problems within the educational
environment are common in each and every area and subject that constitute the educational curriculum (Ishee, 2004).
• Those converge with our researches since 2000.• There are confirmed for ODEC, 2009
5
3. The Spanish ministerial report from INCE indicates that the most conflicting cases, which have multiplied in recent years, are concentrated around 14-16-year-old pupils, which corresponds to the compulsory secondary level.
4. The fact that discrepancies and disruptions very often hinder the development of the educational actions.
5. So, this impede to cope with the teaching-learning process successfully.
(Peiró, EERA, 2007)
6
STRUCTURAL CONSEQUENCES.
1. Then, teachers don’t explane lessons, they become as careguivers, so students can’t learn. OCDE, 2009: 16% of the cases.
2. Wast of time & energy: In Valencian Autonomous Region, secondary education headmasters dedicate part of their time : – 50% to cases of vandalism (2004) and – 66,66% to provide assistance in peaceful-
coexistence-related problems (2006).
7
CONSEQUENCES RESPECT THE STAFF
1. Those undisciplined behaviors of students often represent a source of professional stress, while simultaneously questioning the work performed by the teacher (Graham, 1992), generating distraction, concern
2. and even abandonment of the profession (Esteve, 2005; Fernández-Balboa, 1991).
3. This situation mainly affects morest on beginner-teachers (Borko, Lalik & Tomchin, 1987).
4. Bad behavior can destabilize students as much as teachers (Fernández-Balboa, 1991; Esteve, 2006),
5. and can easily lead to the emergence of feelings of disappointment among the teaching staff.
8
THAT CUTS EXPECTATIONS:FROM THE SCHOOL TO THE CITY
Democratic societies need citizens who not only look reflexively at the big topics arising inside their societies and can ‘manufacture’ their own opinion but also are aware, active members of those societies who know their rights and duties (Marco, 2002, 111-13). And they must be able to implement these.
9
AN PARTIAL CONCLUSION.
1. Without a positive climate it is impossible to achieve an effective and efficient teaching.
2. In this sense, the most significant indicator of success in teaching is disciplined behavior in the classroom.
10
2.
BUT, WHAT’S DISCIPLINE?
11
More punishment for students, only?
12
WHAT’S DISCIPLINE?
1. The general public and the collectivity of teachers have a distorted vision about what discipline really is,
2. along with a wrong conception of the reasons for the lack of discipline in the educational context (Dreikurs et al., 1982).
13
PRINCIPLES TO BOUND DISCIPLINE IN SECONDARY EDUCATION.
1. The climate must improve attitudes concerning to accustom on the fulfilment democratic citizenchip.
2. The problems spread to the overall promotion of personality, which covers self-regulation, interpersonal relationships based on social skills, team work, decision-making, etc.
3. Here, self-awareness turns out to be basic for making mature trials. This presupposes to put in practice critical trial skills.
14
SOCIAL EDUCATIONAL COMPETENCES OF GOOD CITIZENSHIP.
To promote growing levels of good citizenship, it’s necessary same skills, which can be looked at from a twofold perspective:
A) Mental skills: to be informed, to communicate, to advance, to invent, to negotiate, to decide, to imagine, to cooperate, to evaluate, to assume risks, to face complexity, to analyze necessities, to carry out projects, etc.; and
B) Axiological attitudes: courtesy, affability, cordiality and the corresponding gratitude, indulgence: before the defects of others; kindliness: to judge and treat others and their acts with fineness; respect: to look at others valuing the positive things, all of which shapes a pro-social element called ‘tolerance’, which is our main concern.
15
TO GET TWOFOLD VIEW, THE STUDENT’S PERSONALITY MUST TO PERFORM ON…
With everyone’s help, we need to insert the aspects that relate the formal developments with the individual’s deepest personality and are condensed in social and civic behavior. Those that we can mention now allow sharing the information, the axis being dialogue, which implies: to give advice, to keep a constructive attitude, to defend and justify one’s own point of view, to make an effort to understand others, to respect the truth, to ensure mutual respect, to look for alternatives acceptable for both parties, etc.
16
SOCIAL VALUES NEED HUMAN HABITS TO BE EFFECTIVESOCIAL VALUES NEED HUMAN HABITS TO BE EFFECTIVE
HUMBLENESS
UNDERSTANDING
GENEROSITY
AVAILABILITY
FREEDOM
TOLERANCE
PEACEFUL COEXISTENCE
PATIENCE
CALM
JUSTICE
DEMOCRACY
SOCIALSOCIALVALUESVALUES
Minimum ethicMinimum ethic
HUMANHUMANVALUESVALUES
The figure provides an intuitive outline of the interdependence of human and democratic attitudes that exist in real life.
17
HOW VALUES DISCRIMINATE BETWEEN
MISBEHAVIOUR
IN SCHOOLS?
A case study.
18
SUBJET MATTER: DELIMITATION.
1. The research I carried out between 2003 and 2005.
2. It compares the attitudes of normal (non-conflicting) students with those of students who show behaviors that can be described as conflicting, undisciplined, etc. (undisciplined).
19
THE TOILS (QUESTIONAIRES & WEB)
1. We used a questionnaire that integrates human and social values and applied a Lickert-scale to value the interviewees’ choices.
2. The questionnaires to induce data can be analyzed entering the following website: http://violencia.dste.ua.es; then, you can click on one of the sections located at the top of the main page: study of school violence, or in the one about school peaceful coexistence.
3. To see each questionnaire, you must write as a key p_estudio, but that is only useful to see but not to operate with the instruments.
20
FINDS
21
NON-CONFLICTING STUDENTS
2,50
3,50
4,50
Alegría
Optimism
o
Amistad
Genero
sidad
Respeto
Social
idad
Tolera
ncia
Armon
ía-B
elleza Pud
or
Audac
ia
Prude
ncia
Cuidad
o
Eficac
ia
Obedie
ncia
Perse
vera
ncia
Fe
Forta
leza
Intim
idad
Orden
Puntu
alidad
Respons
abilid
ad
NORMALES - 2003 NORMALES - 2004 NORMALES - 2005
UNDISCIPLINED STUDENTS
1,50
2,50
3,50
Alegría
Optimism
o
Amistad
Genero
sidad
Respeto
Social
idad
Tolera
ncia
Armon
ía-B
elleza Pud
or
Audac
ia
Prude
ncia
Cuidad
o
Eficac
ia
Obedie
ncia
Perse
vera
ncia
Fe
Forta
leza
Intim
idad
Orden
Puntu
alidad
Respons
abilid
ad
CONFLICTIVOS - 2003 CONFLICTIVOS - 2004 CONFLICTIVOS - 2005
El indicador de las posiciones está con relación a la media (= 3).
4,5
3,5
2,5
1,5
2,5
3,5
Lickert scale 1…5
The position’s indicator is related with average = 3
22
IN RÉSUMÉ…
• Calculating differences for the accumulated mean and adding up the results of 2003, 2004 and 2005…
• The axiological attitudes difference the needs on values among some misbehaviour and good students.
• Results the next figure…
23
.
DIFFERENCE AMONG AVERAGES: 2003 TO 2005 ALICANTE
1,03
1,33
1,48
1,89
1,85
1,4
1,15
1,02
1,27
1,25
2,02
1,54
1,99
1,47
0,88
0,76
1,45
1,783
2,17
2,13
0 0,5 1 1,5 2 2,5
CHEERS
OPTIMISM
FRIENDSHIP
GENEROSITY
RESPECT
SOCIALITY
TOLERANCE
BEAUTY
AUDACITY
PRUDENCE
CARE
EFFICIENCY
OBEDIENCE
PERSEVERANCE
FAITH
STRENGTH
INTIMACY
ORDER
PUNCTUALITY
RESPONSIBILITY
.
DIFFERENCE AMONG AVERAGES: 2003 TO 2005 ALICANTE
1,03
1,33
1,48
1,89
1,85
1,4
1,15
1,02
1,27
1,25
2,02
1,54
1,99
1,47
0,88
0,76
1,45
1,783
2,17
2,13
0 0,5 1 1,5 2 2,5
CHEERS
OPTIMISM
FRIENDSHIP
GENEROSITY
RESPECT
SOCIALITY
TOLERANCE
BEAUTY
AUDACITY
PRUDENCE
CARE
EFFICIENCY
OBEDIENCE
PERSEVERANCE
FAITH
STRENGTH
INTIMACY
ORDER
PUNCTUALITY
RESPONSIBILITY
The cases of conflicting students would be on theextreme left side of the coordinate axis, its value starts on 0.
CONFLICTINGS NON-CONFLICTING STUDENTS
24
RESULTS
The diferences between the two groups are:
a) Functionals, instrumentals, like tools:Punctuality (2,17) Order (1,79) Cure (2,02)
b) Attiudes corresponding to the vertical relationship:Obedience (1,99) Respect (1,85) Generosity (1,89)
c) And other as a linking between a) & b): responsebility (2,13). This means students are able to do exercices, rols, agreements, etc.
25
A MANNER OF PARTIAL CONCLUSION.
It can be inferred from all the above that the attitudes toward the integration of human and social values define the peaceful climate of educational centers.
26
INTERCULTURAL VALIDATION
• We have performed similar studies in other places. The two graphs below refer two case studies carried out in the state of
– Zacatecas (Mexico), 2003
– the city of Buenos Aires (Argentina), 2004/05.
27
ACTITUDES AXIOLOGICAS VIOLENCIA ESCOLAR. ZACATECAS, 2003.
123
4
5
67
891011
12131415
161718
18
2021
2223
2425
2627
2829
30
31
32
3334
35
36
373839
4041
4243
444546
47
484950
5152535455
5657
585960
616263
64
12
34
56
78
9 1011
121314
151617
18
18
2021
22
23
242526
27
2829
30
3132
33
3435
36
37
38
3940
4142
434445
4647
48
49
50
51
52535455565758
5960
61
626364
0,00
0,50
1,00
1,50
2,00
2,50
3,00
3,50
4,00
4,50
5,00
1 3 5 7 9 11 13 15 17 18 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63
NORMALES CONFLICTIVOS
Las actitudes compartidas son:32: Salud 38: Participación 50: Pudor 61: Combatir para ser jefe.
ACTITUDES Y CONFLICTO ESCOLAR. BUENOS AIRES, 2004/05COMPARACIÓN MEDIA TOTAL – FUENTE: DIRECTORES
0,50
1,50
2,50
3,50
4,50
5,50
Alegría
Optim
ismo
Amistad
Gener
osida
d
Respe
to
Social
idad
Toler
ancia
Armon
ía-B
elleza
Pudor
Audac
ia
Prude
ncia
Cuidad
o
Eficac
ia
Obedie
ncia
Perse
vera
ncia Fe
Forta
leza
Intim
idad
Orden
Puntu
alida
d
Respo
nsab
ilidad
Director - NORMALES Director - CONFLICTIVOS Total - NORMALES Total - CONFLICTIVOS
28
3. Discusion
and conclusions.
29
THE COMON SIMPLE EDUCATIONAL MODEL.
Indiscipline & Violence
2) Mediation, empathy…
There are REDUCTION:a) On improvement of personality’ structure.
b) Carrying out all educational process.
1) Punishment, rules…
30
IT WILL BE NECESSARY TO BREAK THE CYCLE IT WILL BE NECESSARY TO BREAK THE CYCLE OF SCHOLARS VIOLENCE AND CONFLICTOF SCHOLARS VIOLENCE AND CONFLICT
CRISIS OF VALUES
1Imbalance of quality factors of education.
2
Disruption, indiscipline,
violence.
3
Atack against
the dignity
4
Anger, rager…irascible, vindictive...
5
New acts of agression: bigger conflict
6
31
IMPORTANCE OF VALUES
• There is an urgent need to compensate that by proposing a new, more responsive approach (Unesco, 1999, a)
• that highlights the programs focused on promoting a culture of peace (Unesco, 1999, b).
Values are the key to deal with macro and micro crises1
[1] I am referring to my paper at EERA (Hamburg, 2003) entitled Values in the educational prevention of violence. It is a case study (Yin, 1993).
32
1. NOMOLOGICAL NET OF “EDUCATION”. One of the reasons for failure in peaceful coexistence is the confusion regarding the theoretical notions of value and the actions which are performed in accordance with those values (knowing what tolerance is not the same as being tolerant).
2. Experience and common sense tell us that global values are hollow without previous human values.
33
CONCLUSIONS
1. There is any bad student. So, it is not necessary to be exclusively centered on negative behaviors; this is a reactionary measure. We should optimize the disciplinary climate in classrooms because it is impossible to achieve an effective and efficient teaching without a positive climate.
2. This means appealing to peaceful coexistence within the educational environment, for which it becomes necessary to refer to the links between discipline, value and peaceful coexistence in schools.
34
3. If the educational institution does not promote peaceful-coexistence attitudes and values, it could fail both to improve the pro-social climate at school and to prepare students for their future civic life.
4. Exercising citizenship means acquiring social skills, for which students need not only formal processes but also axiological habits which include human and democratic attitudes. All this should be integrated deep inside the student’s personality.
35
5. From N = 1. These values can be studied with the aim of verifying the ideas that have been put forward above. Case studies can help to explain the situation, pointing out marked differences between the attitudes of ‘normal’ students and those shown by ‘problematic’ students, which reflect immaturity and lack of pro-social behaviors.
6. MISBEHAVIOUR = LACK OF CRITICAL. One of the reasons is the lack of the criticality which one needs so badly before adopting a specific behavior. This happens because undisciplined students’ values are not clear yet, which makes education for citizenship suffer.
36
4.
Recommendations.
37
FOR THE COM-ED.
1. Teaching only constitutional values is not sufficient for to educate. This statement implies to elaborate an educational project – PEC – linked with all the educational community.
2. As these aspects concern the family and informal educational institutions more directly.
3. So, we should try to involve parents more deeply into the educational process.
38
TO IMPLEMENT THAT IDEA, STAFF MUS TO CHANGE THEIR WORK’S ATTITUDES.
Focusing the development of the curriculum on a culture of peace makes it easier to integration of teaching: subjects of syllabus, values and procedures and to provide them for students and teachers as reference groups in life, thus favoring interdisciplinary teaching and flexible learning for different groups of students.
39
THANKS YOU VERY MUCH FOR YOUR ATENTION.
DIALOGUE.
40
5.COMPLEMENT OF
EMPIRICALMETHODOLOGY.
41
SCHOLAR CYCLES
% STUDIE’S KIND FOR YEAR
0,00%
20,00%
40,00%
60,00%
2003 2004 2005
Infantil
Primaria
ESO
Bachiller
COU
FP
42
% KIND OF CENTRES FOR YEAR
77,84%83,11%
70,87%
14,37% 16,89%
28,16%
7,78%0,00% 0,97%
-10,00%
10,00%
30,00%
50,00%
70,00%
90,00%
2003 2004 2005
Estatal
Concertado
Privado
43
% Tipo de Usuario por Años
0,00%
20,00%
40,00%
60,00%
80,00%
2003 2004 2005
TEACHERS
STUDENTS
BOS OF STUDIES
Tutor
FATHER
MATHER
HEAD MASTER
TEACHERS INQUIRIED %
44
There’s used the virtual campus to induce data.
PaginaWEB
Cuestionariosusuario 1
Cuestionariosusuario N
Base de datos
Extración cuest.
Creación ficheros EXCEL
vía SPLUS
• Tablas
• Gráficas
45
REPRESENTATIVE SAMPLES?
We did not use representative samples, etc. but took advantage of the opportunity to deal with these topics, which provoke resistance on the part of the interested parties and administrations.
(Polit, Hungler, 1995).
46
% CONFIDENCE
• In general, the procedures and the statistical techniques used are considered reliable with an error of 5 per cent; or trustly level 95%.
• Student’s t-test indicates certain variability; there is not homogenization either.
47
Feithful of axiological
attituds
NON-CONFLICTING UNDISCIPLINED
AVERAGE
T’ E STUDENT (P)
AVERAGE
T ‘ STUDENT (P)
2004
2005
2004
2005
HAPPINESS 4,05 3,83 0,02 2,20 2,70 0,00
OPTIMISM 4,06 3,81 0,00 2,10 2,54 0,00
FRIENDSHIP 3,97 3,74 0,03 1,89 2,29 0,00
GENEROSITY 4,26 4,17 0,32 1,77 2,18 0,00
RESPECT 4,18 4,02 0,03 1,74 2,14 0,00
SOCIALITY 4,13 3,97 0,03 1,90 2,30 0,00
TOLERANCE 4,12 3,96 0,11 1,96 2,64 0,00
HARMONY 4,00 3,90 0,32 2,78 3,04 0,04
MODESTY 4,14 4,04 0,31 2,39 2,49 0,45
AUDACY 3,77 3,75 0,81 2,71 2,51 0,18
PRUDENCE 4,12 3,72 0,00 1,88 2,26 0,00
CARE 4,33 4,14 0,05 1,73 2,15 0,00
EFFECTIVENESS 3,70 3,81 0,37 2,16 2,27 0,40
OBEDIENCE 4,38 4,23 0,12 1,84 2,33 0,00
PERSEVERANCE 4,10 3,93 0,02 2,04 2,17 0,13
FEITH 3,90 3,58 0,01 2,08 2,54 0,00
STRONGHOLD 3,86 3,80 0,40 2,39 2,54 0,11
INTIMACY 4,06 3,82 0,03 1,98 2,22 0,04
ORDER 4,07 4,07 0,96 1,87 2,26 0,00
PUNCTUALITY 4,40 4,33 0,47 1,89 2,09 0,10
RESPONSIBILITY 4,33 4,18 0,11 1,77 1,92 0,15
MILDNESS 4,06 3,55 0,00 1,69 2,01 0,00
NATURALNESS 4,15 4,10 0,66 2,77 2,62 0,27
SINCERIDTY 3,83 3,89 0,59 2,98 2,96 0,89
t means there are a variability emong educational centres.
(This statements are according with
Researches of
Olweus, 1993; Withney & Smith, 1994;
Debarbieux, 1999, y Blaya, 2001)
t’t’ Student
48
6.
RESOURCES
49
AJZEN, I. & FISHBEIN, M. (1980) Understanding attitudes and predicting social behaviour. Englewood Cliffs, NJ: Prentice Hall.
ARENT, H. (1957) Was ist Autorität?. Frankfurt/Main.BARROWS, S. (1988) The tutorial process. Springfield, Southern Illinois University
School of Medicine.BORKO, H., LALIK, R. and TOMCHIN, E. (1987) "Students Teachers'
Understandings of Successful and Unsuccessful Teaching", in Teaching and Teacher Education, No. 3, pp. 77-90.
CALVO, A. R. (2002) "Interpretación y valoración de los problemas de convivencia en los centros", in Revista Electrónica Interuniversitaria de Formación del Profesorado, No. 5.
CEREZO, F. (2001) "Variables de personalidad asociadas en la dinámica bullying (agresores versus víctimas) en niños y niñas de 10 a 15 años", in Anales de Psicología, No. 17, pp. 37-43.
CONSELL VALENCIÀ DE CULTURA (2007) Informe sobre violencia escolar. Valencia. Generalitat Valenciana.
DEL REY, R. and Marchesi, A. (2005) La opinión de los profesores sobre la violencia en los centros. Madrid, IDEA and CIE-FUHEM.
DREIKURS, R., GRUNWALD, B.and PEPPER, F. (1982) Maintaining Sanity in the Classroom. Classroom Management Techniques. New York: Harper and Row.
ESTEVE, J.M. (2005) “Bienestar y salud docente” published in July by UNESCO. Proyecto Regional de Educación para América Latina y el Caribe.
ESTEVE, J. M. (2006) “Educación y nuevas tecnologías en la sociedad del conocimiento” Comunicación y Pedagogía., No. 209: “La profesión docente en Europa: perfil, tendencias y problemática”. Revista de Educación, No. 340.
50
FERNÁNDEZ-BALBOA, J. M. (1991) "Beliefs, Interactive Thoughts, and Actions ff Physical Education Student Teachers Regarding Pupil Misbehaviours", in Journal of Teaching in Physical Education, No. 11, pp. 59-78.
GRAHAM, G. (1992) Teaching Children Physical Education. Champaign, Illinois: Human Kinetics.
GRASHA, A. F. (1994) A matter of style: The teacher as expert, formal authority, personal model, facilitator, and delegator. College teaching, vol. 42, issue 4,
HOUGHTON, S., WHELDALL, K. and MERRETT, F. (1988) "Classroom Behaviour Problems which Secondary School Teachers say are the most Troublesome", in British Educational Research Journal, No. 14, pp. 297-312.
ISHEE, J. H. (2004) "Perceptions of Misbehaviour in Middle School Physical Education", in Journal of Physical Education, Recreation and Dance, No. 75, p. 9.
JONES, F. (1987) Possitive classroom discipline. New York, McGraw-Hill.KALTIALA-HEINO, R. et alii (2000) "Bullying at School: An Indicator of
Adolescents at Risk for Mental Disorder", in Journal of Adolescence, No. 23, pp. 661-674.
KIRIDIS, A. (1999) Discipline at School. Athens: Gutenberg.MARCO Stiefel, B. (coord-2002) Educación para la ciudadanía. Madrid, Narcea,
ppMUÑOZ, J. M., CARRERAS, M. R. and BRAZA, P. (2004) "Aproximación al
estudio de las actitudes y estrategias de pensamiento social y su relación con los comportamientos disruptivos en el aula en la educación secundaria", in Anales de Psicología, No. 20, pp. 81-91.
51
NICHOLLS, J. G. (1989) The Competitive Ethos and Democratic Education. Cambridge: Harvard University Press.
OCDE (2009) Teaching and Learning International Survey. PEIRÓ, S. (2005) Indisciplina y violencia escolar. Alicante, Instituto Alicantino de Cultura.
PEIRÓ, S. (2007) Factores disconvivenciales y calidad educativa, Cfr. Roig Vila, R. et alii (2007) Investigar el cambio curricular en el espacio Europeo de Educación Superior; Alcoy, Marfil; pp. 309-324. ISBN 978-84268-1304-6.
PEIRÓ, S. (2009) Valores educativos y convivencia. Alicante, CEU.PIEPER, J. (1974) Las virtudes fundamentales. Madrid, Rialp.POLIT, D. F., Hungler, B. P. (1995) Nursing Research: Principles and Methods.
5th edition, J. B. Lippincott, Philadelphia.PUIG, J.M. (1995) Aprender a dialogar. Infancia y aprendizaje. Madrid.SOURANDER, A. et al. (2000) "Persistence of Bullying from Childhood to
Adolescence: A Longitudinal 8-Year Follow-Up Study", in Child Abuse and Neglect: The International Journal, No. 24, pp. 873-881.
UNESCO (1999, a) Información e innovación en educación, No. 101, November.UNESCO (1999, b) Información e innovación en educación, No. 100,
September.WHELDALL, K. and MERRETT, F. (1988) "Which Classroom Behaviours
Primary School Teachers Say they Find Most Troublesome?", in Education Review, No. 40, pp. 13-27.
YIN, R.K. (1993): Applications of case study research. London: Sage Publications.
ZEIDNER, M. (1988) "The Relative Severity of Common Classroom Management Strategies: The Student's Perspective", in British Journal of Educational Psychology, No. 58, pp. 69-77.
52
7.OTHERANEXS
53
Validations of VALUES INTEGRATION:SOCIAL, HUMAN & DEMOCRATIC
This model was presented by the author at the following events: A) I National Symposium of Education for Tolerance. Speaker: Concepto,
características y finalidades de la educación multicultural en el marco de la tolerancia. University of Granada-UNESCO, March 13-15, 1996, later published as: Educación multicultural para la tolerancia y la paz. 1996. Granada. GEU (Grupo Editorial Universitario), pp. 45-71.
B) Antropología y educación. Paper: Tolerancia y educación en contextos multiculturales. Madrid, December 10-14, 1996. ISBN: 84-362-4312-9 Proceeding of the III Congreso Internacional de Filosofía de la Educación. Pp. 409-420.
C) XVIII SITE. Paper: Centros con multiculturalidad y sentido de algunas competencias morales básicas que concretan la tolerancia en la formación de los ciudadanos. University of Extremadura, November 21-24, 1999.
D) XII Congreso Nacional y I Iberoamericano de Pedagogía. Hacia el tercer milenio: cambio educativo y educación para el cambio. Madrid, SEP, September 26-30, 2000. Paper: Valores y educación en situaciones multiculturales. Sentido globalizante de “educar en la tolerancia” a la sección segunda: Educación social y cambio de valores. Educación en la tolerancia para la paz. Enfoque transdisciplinar.
E) IV Congreso Internacional de Filosofía de la Educación: Educación, ética y ciudadanía. Organized by UNED, Madrid, November 21-25, 2000
54
A CLIMATE REQUESTS ABILITIES & VALUES
1. Criticality can be promoted within the individual attitudes and capacities such as the readiness to be interrogated, to question facts, to value explanations and valuations, etc.,
2. when it comes to accept or to reject alternatives related to participation in the democratic process.
3. But this depends on the values around which criticality has been built and on the person’s ability to use the aforementioned attitudes and capacities properly in order to become a good citizen.
55
AXIOLOGICAL & DEMOCRATIC CONCLUSSION
If the school must prepare students for citizenship, The climate must be acording with this objective;So, it will be necessary to integrate axiologicaly
both human & social dimensions into the curricula [1].
[1] This model was presented by the author at the following events: A) I National Symposium of Education for Tolerance. Speaker: Concepto, características y finalidades de la educación multicultural en el marco de la tolerancia. University of Granada-UNESCO, March 13-15, 1996, later published as: Educación multicultural para la tolerancia y la paz. 1996. Granada. GEU (Grupo Editorial Universitario), pp. 45-71. B) Antropología y educación. Paper: Tolerancia y educación en contextos multiculturales. Madrid, December 10-14, 1996. ISBN: 84-362-4312-9 Proceeding of the III Congreso Internacional de Filosofía de la Educación. Pp. 409-420. C) XVIII SITE. Paper: Centros con multiculturalidad y sentido de algunas competencias morales básicas que concretan la tolerancia en la formación de los ciudadanos. University of Extremadura, November 21-24, 1999. D) XII Congreso Nacional y I Iberoamericano de Pedagogía. Hacia el tercer milenio: cambio educativo y educación para el cambio. Madrid, SEP, September 26-30, 2000. Paper: Valores y educación en situaciones multiculturales. Sentido globalizante de “educar en la tolerancia” a la sección segunda: Educación social y cambio de valores. Educación en la tolerancia para la paz. Enfoque transdisciplinar. E) IV Congreso Internacional de Filosofía de la Educación: Educación, ética y ciudadanía. Organized by UNED, Madrid, November 21-25, 2000.
56
COMENTARIES ON THE FIGURE
1. The figure offers two sections: – the upper one located above Likert’s average (more
than 3, on a scale between 1 and 5) and– the lower one, where averages are situated below 3
2. What really matters is not the attitudes as such but whether there is a real difference regarding those attitudes between one group of students and the other.
3. The absence of a certain level in the values can also cause a negative climate.
57
THE HUMAN DIGNITY A KEY: VALUES FOR TO COMPENSATE.
1. Human beings behave in accordance with their beliefs and following their social group of reference (Fishbeing & Ajsen, 1983).
2. If individuals see this beliefs as nothing but a product, they will most probably ignore both their own dignity and that of others.
3. The fundamental values, not only constitutes human nature, but have also given consistency to the communities inside which one lives.
