Second International Research Handbook on Values Education and Student Wellbeing (Springer International Handbooks of Education)

This collection applies the principles underlying values education to addressing the many social and learning challenges that impinge on education today . Insights in the fields of social and emotional learning, student wellbeing, and, increasingly, educational neuroscience have demonstrated that values education represents an efficacious pedagogy with holistic effects on students across a range of measures, including social, emotional, and intellectual outcomes. With schools in the 21 st century confronting issues such as gender identity, stemming radicalism, mental health, equity for disadvantaged groups, bullying, respect, and the meaning of consent, values education offers a way of teaching and learning that integrates and enhances student’s affective and cognitive functioning. The earlier edition of this book has become a standard reference for scholars and practitioners in the fields of values education, moral education, and character education. Its citation rates, reads and downloads have been consistently and enduringly high, as have those of its companion text, Values Pedagogy and Student Achievement . A decade on, the main purpose of the revised edition is to update and incorporate new research and practice relevant to values education. Recent insights in the fields of neuroscience and social and emotional learning and their implications for education and student wellbeing are more overt than they were when the first edition was being compiled. Additionally, advanced thinking in the field of epistemology, how humans come to know and therefore learn, has also sharpened, especially through the later writings of prominent scholars like Jurgen Habermas. The revised edition has preserved the essential spirit and thrust of the original edition while making space for some of these new insights about the potential of values education to establish optimal and harmonious learning and social environments for both students and teachers. Preface Contents About the Editors About the Authors Contributors 1 Values Education and Good Practice Pedagogy Introduction Schooling and Disadvantage: Overturning Old Paradigms The Australian Values Education Program: An Emerging Double Helix Confirming the Double Helix: Values Pedagogy Calm Safe Relationships Service Conclusion References 2 Values-Based Education for a Better World Introduction Challenges and Opportunities Values-Based Education The Neuroscience of Body, Mind, and Spirit The Emerging Neuroscience of Spirituality Developing a ``We ́ ́ Mindset Education Practice Redefined Conclusion References 3 Student Wellbeing at School, Neurobiology, and the Actualization of Values Introduction Student Wellbeing and the Actualization of Values The Impact of Schools on Student Wellbeing Teacher Support and Caring School Climate School Connectedness Synthesis of Influences and the Relationship of Student Wellbeing to Academic Achievement Values Education and Student Wellbeing Summary Neurobiology and Student Wellbeing at School Why Neurobiology? Brain Lateralization: One Brain or Two? Emotion and Cognition Attachment, Resilience, Safety, and Trust Epigenetics, Brain Plasticity, and Development Summary Conclusion References 4 From Surviving to Thriving Introduction Values Education in the Australian Context Cluster Context and Program Implementation Cluster-Level Strategies School-Level Strategies Program Effects Student Surveys Acquisition of Values Language and Growth in Understanding Changes in School Climate and Student Well-Being Parent Surveys Generalizing Values in the Home Context Classroom-Specific Values Pedagogy Discussion Conclusion References 5 Implementing and Evaluating PRIMED for Character Education in Colombian Schools Professional Development Introduction Character Education in Colombia The PRIMED for Character Education Conceptual Framework and Primary Translation Mechanism Translating Research-Based PRIMED for Character Education Design Principles Brief History of PRIMED and Successful Implementations of PICE PRIMED in Colombia Coschool Participant Recruitment Planning an Enhanced PRIMED Institute for Character Education -Colombia (PICE-C) Evaluating PRIMED Professional Development and Implementation Support Opening Retreat Satisfaction Survey Satisfaction Survey Description and Administration Satisfaction Survey Results Pandemic-Related Changes to Data Collection Plan PRIMED Focus Group: Description and Administration Potential Differences Between the Expected In-Person Team Focus Groups Versus the Zoom Cross-Team Focus Groups PRIMED Focus Group Results Immersive Experience Participants ́ Examples and Perception of Changes Pre-Pandemic Participants ́ Perceptions of the Interaction Between Their PRIMED Initiatives and the Challenges of the Pandemic Summary of Focus Group Findings PRIMED Retrospective Pre-Post (RPP) Test PRIMED Retrospective Pre-Post Test Description and Administration PRIMED Retrospective Pre-Post Test Results Conclusion References 6 Transcendent Social Thinking in Adolescence Introduction On the Neural Connection Between Biological Homeostasis and Spiritual Thriving Spiritual Meaning-Making in Adolescence Leverages a Sensitive Period of Neural Growth Adolescents ́ Values-Oriented Thinking Grows in Supportive Relationships Methodological Considerations for Research on Adolescent Transcendence and Spirituality Conclusion References 7 Wellness-Informed Classrooms with Sustaining Climates Foster Compassionate Morality Introduction The Ecological Model for Raising Children Integrative Ethical Education Model The Power of Climates Learning Climates Social Climates Moral Climates A Proposal for Wellness-Promoting Classroom Meeting Basic Needs Moral Habitat of Engagement The Sustaining Climate Conclusion References 8 Demonstrating the Value of Values-Based Education Introduction Values-Based Education Is a Type of Values-Based Intervention That Extends Far Beyond the Classroom to Whenever We Try to Infl... Values-Based Interventions Such as Values-Based Education Include Both the Teaching About and Teaching of Beliefs and Values The Beliefs, Events, and Values Inventory (BEVI): Empirical Applications in Values-Based Education What Is the BEVI? How Is the BEVI Used? What Is the Rationale for the BEVI? BEVI Domains, Scales, and Items Domain I: Validity Scales Domain II: Formative Variables Domain III: Fulfillment of Core Needs Domain IV: Tolerance of Disequilibrium Domain V: Critical Thinking Domain VI: Self-Access Domain VII: Other Access Domain VIII: Global Access Domain IX: Experiential Reflection Items People in High BEVI Full Scale Score Groups Experience and Express Beliefs and Values Differently from Those in Low Full Scale... When It Comes to Beliefs and Values, Structures of Identity and Self May Vary Empirically from Who We Say We Are and/or How We... What We Believe and Value Not Only Illuminates Who We Are But Can Also Predict What We Will Do in Our Work, Relationships, and... Overtly Fostering Values May Not Work and Could Even Cause a Backlash Conclusion References 9 Embrained, Embodied Values: Pedagogical Insights from Developmental Neuroscience Introduction A Return to a Kohlbergian Notion of Social Justice The Biological Basis of Moral Values Predictive Brain Making Moral Evaluations: Evidence from EEG Studies Shaping Moral Values in the Brain: How Parenting and Values Education Contribute Conclusion References 10 Consciousness, Culture, and the Place of Psychospiritual Capacities in Cultivating Values Introduction Spiritual Capacities Consciousness and Cognition Two Ways of Knowing References 11 Values, Education, Self, and Identity Introduction Selfhood: History and Conflicting Conceptualizations Self-Esteem as an Educational Value Growth Mindsets as a Self-Theory Concluding Remarks: Is Self-Realism an Option in the Present Day? References 12 Value-Embedded Learning and the Interoceptive, Predictive Brain Introduction The Notion of Value-Embedded Learning (VEL) VEL and the Australian Values Education Program From Values to Value and Back Again VEL Is Not EVT Value, Emotional Salience, and the Learning Brain Wellbeing, Homeostasis, and Interoception The Bayesian, Predictive Brain VEL, the Embodied, Embedded, Predictive Brain and Educational Research Conclusion References 13 The Development of Ecological Values: Cultivating Children ́s Spiritual Relationships with the Natural World Introduction Background Spirituality ́s Impact on Child & Adolescent Developmental Processes Community ́s Impact on Child & Adolescent Spiritual Development Nature ́s Impact on Child & Adolescent Spiritual Development Nature ́s Impact on Child & Adolescent Developmental Processes The Existing Field of Environmental Education Method The Current Study Data Collection Data Analysis Findings Case 1: Mapleton School at a Glance Environmental Education at Mapleton Connections to the Greater Community through Nature Building Relationships with Animals Connectedness to Community Spiritual Connections in Nature Summary Case 2: Tabiona School at a Glance Environmental Education at Tabiona Building Relationships with Animals Spiritual Connections in Nature Summary Cross-Case Analysis Right Relationship with Nature Animals Care for Creation: Service to the Natural World Spirituality Fostering School Community through Experiences in the Natural World Discussion Human Subjects Research Appendix A CSE Private School Fellows Report Template References 14 Transforming the Theory and Practice of Character Education Introduction The Jubilee Centre Example Project 1: Character Education in UK Schools (2012-2015) (Arthur et al. 2015) Example Project 2: Youth Social Action and Service (2015-2017) (Arthur et al. 2017) Example Project 3: Phronesis; Developing a Conceptualization and an Instrument (2018-2020) (Kristjansson et al. 2019) Example Project 4: Cultivating Cyber-Phronesis (2021-) (Harrison & Polizzi, 2021) Conclusion References 15 Promoting a More Sustainable and Inclusive World Introduction Children ́s and Young People ́s Wellbeing in the Modern World Sustainability and Sustainability Education Sustainable Development Sustainability Education Listening to Young Children ́s Voices Perspective-Taking Ability Children ́s and Young People ́s Participation Emphasis on Democracy and Children ́s Rights in Educational Policy Measures Taken in Iceland to Ensure Children ́s Rights The Ombudsman for Children Rights Respecting Schools and Child-Friendly Municipalities Closing Remarks References 16 Creating Compassionate Futures Introduction Vision 1.0: A New School with a Mission to ``release the imagination and celebrate the art of the possible ́ ́ An Enabling Space: Relationships and Ethos Living the Values: Fostering Agency, Criticality, and Celebration Vision 2.0: Educational Possibilities - An Imperative for Hope and Sustainable Education References 17 The Positive Action Program Introduction The Need for Comprehensive ``Skills for Successful Learning and Living ́ ́ (SSLL) Programs The Positive Action Program Prior Evaluations of Positive Action Programs Discussion Summary of Evaluation Results Promising Research Directions Program Implementation Program Exposure Moderating Mechanisms Long-Lasting Impacts Conclusion References 18 The Value Base of Teacher ́s Professional Ethics Introduction Teachers ́ Commitment to the Profession Ethical Sensitivity in Teaching Current Challenges in Teaching in Finnish Schools How Can Sensitive Issues Be Discussed in Schools? Concluding Remarks References 19 The Secret Workings of the Hidden Curriculum Introduction Concept of the Hidden Curriculum Research Methods Initial Findings: The Hidden Curriculum The Normal School Day Children ́s Values and the Impact of their Experience in School Conclusion References 20 Personal and Professional Values in Teaching Introduction Values and Virtues in Teaching I: The Link with Moral Formation Values and Virtues in Teaching II: Pedagogy as Virtue The Case of Discipline and Authority Personal Relationships in Teaching References 21 Values-based Education Introduction The Impact of Values-based Education My VbE Journey The Home of Values-based Education The Transformational Elements of Values-based Education Examples of Values-Based Schools Values-based Education and the Future Conclusion References 22 Revisiting the ``Quiet Revolution ́ ́ Introduction Case Studies Emotional Stability Community Social Awareness Counseling School Communities Conclusion References 23 Service-Learning as Values Education Introduction A Need for Reform Pedagogies of Engagement Subject-Matter Values Education Broader Theoretical Framings Asset-Based Approaches Toward a Comprehensive and Integrated Approach to Values Education Why Service-Learning? Service-Learning as Values Education in Practice Student Impacts Looking to the Future References 24 Moral Education as a Constant Factor in the Pedagogical Process Introduction Sukhomlynsky ́s System of Education Educational Approaches Adopted Throughout the School The Preschool Program The Primary School The Middle School (Grades Five to Eight) The Senior Classes (Grades Nine and Ten) Participants in the Education Process The Significance of Sukhomlynsky ́s Approach to Moral Education in the Soviet Context Sukhomlynsky ́s Relevance Today References 25 Keystones of Holistic Education Introduction Trust Joy Love Mystery Conclusion References 26 Advancing the Science of Character Education Introduction What Works in Character Education? Summary, Re-analysis, and Update The What Works in Character Education Project Findings Other Reviews of the Character Education Literature Meta-principles of Implementation The Second Question Conclusions References 27 Coping with Tradition and Secular Literacy Introduction Arab Society in Israel Arab Education Higher Education, Literacy, and Religiosity Higher Education in Arab Society in Israel Higher Education Among Arab Women in Israel Methodology Analytical Method Findings The Need to Excel The University as Part of the Socialization Process Content, Structure, and Procedures Literacy as a Source of National Pride Discussion and Conclusions Power/Knowledge Relations and Sorrow The Multiple Modernities Hypothesis Conclusion References 28 Integrating the Personal with the Public Introduction Knowledge Management and Meaning Making Learning How to Learn A Language for Values Education Negotiating a Locally Owned Language for Values Pedagogy for Values Education: The Challenges of Assessment Issues in the Assessment of Values and Dispositions Validity and Reliability: Or Authenticity and Trustworthiness Modes of Assessment for Values and Dispositions Conclusion References 29 The Power of Character Introduction The Character Education Dilemma Adopt Add-On Programs Integrate Ethics Discussions into Academic Classes Integrate Process Strategies Implement a Whole-School Approach The Smart and Good Schools Toward a Smart and Good Schools Pedagogy A Research-Based Teaching Strategy: The Four KEYS Character Needed for, and Developed from, Teaching and Learning Two Case Studies Project-Based Learning: The Biography of a Senior Citizen Character Power for Teaching Math Power2Learn Power2Teach The Smart and Good Schools Approach to Assessing Excellence and Ethics Conclusion References 30 Reviewing Values and Wellbeing Education Introduction The Journey So Far Brief Review of Meta-Analytic Studies of Values and Wellbeing-Related Education Initiatives Positive Education Mindfulness Education Social and Emotional Learning (SEL) Service Learning (SL) Environmental Education Multicultural and Global Citizenship Education Anti-Bullying Programs Values/Character Education (VE/CE; see Davidson et al., 2010; Leming, 2010 for a Historical Overview of How VE has Manifested ... Looking for Universal Patterns Two Types of Wellbeing The Value Around Which All Values Revolve The Ecology of Giving To Give or Not to Give: That Might Be the Question Will We Be ``Plastic ́ ́ Enough to Change? References 31 The Noble Role of Teachers in Values-Based Education Introduction Human Values Education The Five Human Values The Acronym, TEACHER T Is Transformation, Not Just Information E Is Exemplar A Is Awareness of Oneness C Is Culture of Countries H Is Head, Heart, and Hand (in Harmony) E Is Environment R Is Religion - The Unity Underlying All Faiths Toogoolawa School (Australia) The Embodiments of Love Academy (Nigeria) Conclusion References 32 Values, Wellness, and the History Curriculum Introduction Defining Values and Recent Approaches to Values Education in Australia The Positioning of Values in the Australian Curriculum: History Years 7-10 Pedagogical Approaches to Valuing in History Exploring Values Through Historiography Exploring Values in Relation to Cultural Memory and Memorialization Deciding Which Values Are Selected for Study Valuing and Student Academic, Social, and Emotional Health Conclusion References 33 Sejahtera Academic Framework as Values-Based Platform for IIUM Post-Pandemic Education Introduction The Context Sejahtera: The Meaning Sejahtera: The Framework Sejahtera Academic Framework: The Manifestation Sejahtera Academic Framework: The Impact University Required Courses Emergency Remote Teaching and Learning (ERTL) Free Electives Community Engagement Responsible Research Mental and Spiritual Health Whole Institutional Transformation Conclusion References 34 The Evolution of Values Statements in a Service-Learning Program Introduction Service-Learning as Values Education Program Design The Upper Division Service-Learning Team Values Statements Foundational Values Mature Interdependence Positive Ethics ``Neighborly Communities ́ ́ Combining the three foundational values Six Service-Learning Values Dilemmas Conclusion References 35 When Research Meets Practice in Values Education Introduction A Brief History of Research and Practice in Character Education in America Assessing the Impact of the Character Education Inquiry A Tale of Two Research Programs: Kohlberg ́s Moral Development Program and Values Clarification Values Clarification The Cognitive Developmental Approach of Lawrence Kohlberg Research in Character Education in the Twenty-first Century Conclusion References 36 Integrating the Contours of Character Introduction Development and Integration Case Study and Thick Analysis Norman White - The Early Years Intellectual Alignments Norman White - The Middle Years Affective Alignments Norman White - The Later Years Behavioral Alignments Moral Education: Integrating Self and Civic Life Conclusion References 37 Teachers as Key Players in Values Education Introduction Nature and Goals of Education Teacher Contributions Profession, Vocation, or Both? Teacher Formation Proposals for a Formation Program Conclusion References 38 Values of Problem-Based Learning Introduction Research Design and Methodology Problem-Based Learning and Its Values, as Indicated in the Literature Major Themes Emerging from the Research About the Values of PBL Engaging in Collaborative Learning Stimulating Thinking Through Dialog Appreciating Diverse Perspectives Dwelling with Questions Rethinking Power Issues Cultivating the Whole Person in Learning Conclusion References 39 Teach Our Children Well Introduction Some Lessons from the Crime Reduction in Schools Project (CRISP) The Values Education Literature Teacher Education Teaching Values Education Conclusion References 40 Values Education and Restorative Practices Introduction The Australian Values Education Program Context of the Case Study Rationale for the Study Research Objectives Research Questions Methodology Results Discussion Conclusion References 41 Values Education as an Ethical Dilemma About Sociability Introduction The Four Clusters Human Knowledge Application to the Four Clusters What Is Meant by Ethics? What Is Meant by Culture? Cultural Relativism Culture and the Need for Order Ethics Within This Cultural Framework Application to Values Education References 42 The Unhappy Moralist Effect Introduction The Effect: Little Moral Weakness or a Loss of Accumulated Gains Happy Fare Dodgers, Unhappy Moral Bounding Philosophical Terms and Psychological Effects Conditions of the ``Unhappy Moralist Effect ́ ́ The Unhappy Moralist Effect in Childhood Adults Caught in the Trap Additional Effects and Additional Studies The Inner Moral Happy Life The Primacy of Morality: A Solution? Conclusion References 43 Re-Valuing the Shadows: Reimagining Possibilities for Alternative Futures through/with an Agentifying Education for a Plane in Crisis Introduction: Setting the Scene - The Problem of Values and Education Revaluing the Shadows: Moving Back, Moving Otherwise, to Move Forward Dialoguing with the Historical Present Education and Values Education in Dialogue Values Education in This Politico-Historical Moment Education, the International, and Markets Ubuntu: A Philosophy of Becoming Human Conclusion References 44 The Five Pillars of Learning Introduction Instrumentalist Postsecondary Education Personal, Professional, Public, and Planetary Learning and Enrichment via the Five ``Holarchical ́ ́ Pillars of Learning An Integrative/Holarchical Ontological and Epistemological Foundation to Support the Five Pillars of Learning The Possibility of Taylor ́s Open and Integrative Secular ``Super-Nova ́ ́ Reality The Possibility of Habermas ́s Integrative/Holarchical Kinds of Knowledge A Practical Starting Point: Designing and Building Integrative Education via Integrative Values Teaching and Learning Philosop... Conclusion References 45 Reframing Education for the Future Introduction The Spirit of the Child Dimensions of Human Experience and Understanding Wisdom Reuniting Two Halves of the Healthy Human Brain Mapping Personal Development Through Six Stages Everyday Ego and Spiritual Self Wisdom from Ancient Philosophy Meditation Holistic Science Additional Wisdom Practices Consequences for School-Age Education Summary and Conclusions References 46 Working with Leaders and Teachers to Grow Place Responsiveness Introduction Moments of Enlightenment Along the Way The Visit by Yuggera Elders - Embodied Attentiveness Lost Stories -The Uncovering A Shocking Realization - Repressing and Forgetting The Mountain - Remembering The Bunya Pines - Contact Zones and Land Memory The Farm - Process Drama and the Blanket Role The Mother Earth Program - Toward a Place-Responsive Pedagogy Time with Mary Graham - Custodial Ethic, Relational Ontology, and Silence as Learning Profound Attentiveness and Mary Clark - Science and Attentiveness Dadirri: Time on Country with Miriam Rose Ungunmerr-Baumann The Connected Teacher Course The Connected Leader Workshops Relational Ontology and PEEC Pedagogy Conclusion - Radical Hope and Living with Vulnerability Endnote References 47 Student Teachers ́ Experience of Values Education and Its Implications for Teacher Education Introduction Teachers and Values Education Teacher Training in Values Education The Investigation Contextualized Values Defined, Values in Practice, and the ``How-To ́ ́ of Values Education Student Teachers ́ Understanding of Values Values Which Are Considered Most Important for Education Why and How of Values Education in the Classroom Training Teachers in Values Education Conclusion References 48 Philosophical Inquiry and Enhancing Adolescents ́ General Reasoning Abilities and Well-Being Introduction Student Well-Being Philosophical Inquiry in the Classroom Critical Thinking Case Study School: PI Lessons Method Research Design Participants Procedure Qualitative Data Analysis Quantitative Measure Quantitative Data Analysis Findings Students ́ Perceptions About PI PI Is Taught Differently from Other School Subjects PI Is a Dialogic, Interactive, Meaningful Subject PI Dialogs Facilitate Critical Thinking and Personal Growth PI Promotes a Sense of Community and Safety PI Strengthens Students ́ Affective Well-Being Quantitative Findings Overall General Reasoning Discussion Well-Being General Reasoning Ability Conclusion References 49 The Most Significant Change Technique Introduction Benefits The Enablers Living Values Workshops, Seminars, and TTTs MSC #1: ``The Maniac Teacher ́ ́: Mdm Noorjuliawani, Kindergarten Teacher at National Unity Kindergarten Sekama, Sarawak, Malays... Greetings of Peace and Unity MSC #2: ``Mama Cool ́ ́: Mdm Normala Ali, Kindergarten Teacher at National Unity Kindergarten Jelebu, Negeri Sembilan, Malaysia MSC #3: Searching for the Meaning of Life: Sharom Hj. Mohd Yusof: Kindergarten Teacher at National Unity Kindergarten, Rembau,... MSC #4: This Life Is Beautiful: Mdm Sa ́amah Sulaiman, Kindergarten Teacher at National Unity Kindergarten, Johor, Malaysia The Next Three MSC Stories Are from a Teacher Who Implemented LVEP in Three Secondary Schools (Student Age 12+ to 18) in Diffe... Introduction #1: St. Michael Secondary School, Ipoh State of Perak, Malaysia #2: Jelapang Jaya Secondary School, Ipoh #3: Raja Tun Azlan Shah Secondary School, Taiping Conclusion 50 Theorizing Social Well-Being Introduction Postmaterialist Culture Shift and Subjective Mental States Methodological Problems Associated with Subjective Well-Being Measures Individualism, New Age Psychology, and Cultural Semiotics Mitsein, Intersubjectivity, and Dwelling Conclusion References 51 Classroom-Based Practice in Values Education Introduction The Trait Approach Values Clarification The Cognitive Developmental Approach Role-Play Conclusion References 52 Toward an Ethics of Integration in Education Introduction Moral Interdependence and the Pedagogy of the Concept Teacher Preparation and the New Ethics Learning from Events The New Values Education: The Value of Relations Conclusion: The Ethics of Integration as Becoming-Other References 53 Developing Student Wellbeing Through Education for Sustainability Introduction Educating the Next Generation Overview of the Policy Context Shifting Definitions and Approaches to Education for Sustainability The ResourceSmart Schools Program in Victoria Learning from School Experience: Translating Goals into Models of Action Modeling Sustainable Practices Whole School Case Studies of Education for Sustainability: Learning from School Experience Authentic Learning Approaches to Education for Sustainability and Wellbeing Learning from Experience: Recommendations for the Future Conclusion References 54 Teacher Practice and Students ́ Sense of Belonging Introduction Addressing Students ́ Personal and Academic Needs Personal Support (Teacher as Person) Academic Support (Teacher as Instructional Leader) Establishing a Climate of Support (Teacher as Model and Facilitator) Testing the Theory: Changing Classroom Conditions to Change Student Behavior Understanding Teacher Practice Understanding Motivation Emotions and Organizations Accountability Demands Discussion Conclusion References 55 Promoting Student Resilience and Well-Being Introduction Stating the Problem Development of the Asia-Pacific Resilience Project Development of Resilience Resilience and Student Well-Being Development of Resilience Measures Integration of Mental Health and Educational Practice Resilience Enhancing Environment and Student Mental Health Conclusion References 56 Values in Motion Introduction Intrinsic Motivation to Grow and Change Over Time Self-Awareness and Learning How to Learn and Change The Nature and Importance of Effective Learning Relationships The Teacher/Mentor ́s Role in Supporting Autonomy The Lessons from Citizenship Education Suggestions for the Self-Reflecting Practitioner Conclusions References 57 Transmitting Social and National Values Through Education in Singapore Introduction The Singapore State Ideology and Education Values Education in Singapore The Singapore Social Studies Curriculum Social Cohesion and Consensus Meritocracy Economic Pragmatism Economic Development and National Survival Meritocracy and Social Cohesion Viewed Through Economic Pragmatism Conclusion References 58 Socratic Circles Pedagogy Introduction Enduring and Evolving Aims of Education Dialogicality and a Socratic Disposition Socratic Circles Pedagogy Student Voice and Agency A Case Study of Socratic Circles Pedagogy Through a Values Lens Achieving Transformational Dialogue Through Socratic Circles Pedagogy Conclusion References 59 A Reflection on the Value Implications for Learner Well-Being of Engagement in Vocational Education and Training Introduction VET as a Sector of Education Individual Well-Being and the VET Value Context The Values Learned and Well-Being Developed Through VET The Limitations of VET as a Provider of Individual Well-Being Values Conclusion References 60 Continuity and Discontinuity in Character Education Introduction Background Method Visitation Procedures School Leadership Principal Tenure School Descriptions Principles for Continuity of Character Education Conclusion References 61 Mathematics Education and Student Values Introduction The Impact of Values Education Affect and Attitudes in Mathematics Education Research Values in Mathematics Education Teachers ́ Values Institutional Values Societal Values Students ́ Values The Development of Mathematical Wellbeing Relating Mathematical Wellbeing to Cognitive, Affective, and Emotional Educational Objectives Developing a Research Agenda Conclusion Addendum References Index