Hierarchy of Values
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This document discusses values clarification and Max Scheler's hierarchy of values. It provides an overview of Scheler's view that there is a hierarchy with spiritual values at the top, followed by vital values and pleasure values. It also outlines procedures for establishing a psychologically safe climate for values clarification in the classroom, including using nonjudgemental attitudes and showing interest in students' ideas. The goal of values clarification is to increase students' awareness of their own values and how they compare to others.
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The document discusses the importance of relationships in early childhood education. It states that relationships are at the heart of early education programs and affect children's social skills, academic success, and brain development. When children experience emotionally supportive environments in the early years, their achievement increases. The document also discusses Maslow's hierarchy of needs and the teacher's role in helping children feel a sense of belonging and supporting diversity. It emphasizes that within families, infants and toddlers begin to develop identity and learn important life skills through relationships.
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This document outlines the Hearthstone Education Plan for homeschooling children. It focuses on educating the heart through a mother's influence, and uses a "Garden Allegory" approach with 3 priorities: Structured Time for schooling, teaching principles through allegories like a garden, and a Well-Rounded Education of the heart, mind, might and strength. Core subjects like math, science, and language arts are taught using principle-based learning. Electives include a Liberty's Hope program and student portfolios are used to track progress towards goals. The goal is to educate the whole child by developing character before academics.
Environmental issues
The document discusses personality issues in educational settings and ways to cope with negative personality traits in teachers. It begins by defining personality and the Big Five personality traits. It then discusses how personality can impact job satisfaction and stress levels in teachers. Several studies cited show teaching to be a stressful profession. The document next provides strategies that principals and leaders can use to cope with negative personality traits such as disagreeableness, unconscientiousness, neuroticism, and unopenness in teachers. These include listening, developing growth plans, giving important tasks, and allowing for professional development. The roles of principals in providing emotional support and coping with teacher grievances are also summarized.
Moral-&-Spiritual-Aspects-of-Personality.pptx
The document discusses the moral and spiritual aspects of personality and their development. It states that character, which is the moral aspect of personality, is shaped by four major social institutions: the family, peer group, school, and church. The family has the greatest influence as it is where children first learn virtues and form their conscience from parents. Peer groups and schools also socialize children and teach them to adjust to others. The church further teaches morality. The document examines different approaches to understanding moral behavior, including psychoanalytic, learning theory, social-group, and cognitive-developmental perspectives.
Aep assignment
The document discusses educational psychology and defines key concepts. It provides 3 definitions of educational psychology as the scientific study of human behavior in educational settings (Crow and Crow), the application of psychological findings to education (modern view), and the science that studies the "internal experiences" in education (Wilhelm Wundt, 1892). It then discusses the role of the teacher in students' physical, cognitive, and social development at the secondary school level. The teacher should support cognitive development through scaffolding, promote healthy physical development, and help with socio-emotional development and identity formation during this stage.
Human Values: Some Reflections By Dr. Santosh Kumar Behera ppt
This document discusses human values and approaches to teaching human values. It defines human values as universal concepts that can be found across cultures and times, such as truth, right conduct, love, peace and non-violence. The document outlines sub-values associated with each of these main human values. It also describes two approaches to teaching human values: the direct method using techniques like thought for the day, stories and activities; and the inter-curriculum method integrating values into different subject areas. The roles and responsibilities of teachers in promoting human values are also discussed.
Social Emotional Skills.pptx
The document discusses social emotional skills in early childhood. It covers environmental characteristics that support social emotional learning including developmentally appropriate materials. It also discusses children's temperament, parenting styles, developing self-esteem, teachable social emotional skills, and strategies teachers can use including children's literature, scripted stories, and mindfulness. Authoritative parenting is linked to better outcomes while permissive and uninvolved styles are less ideal. Activities, associations, and praise can boost self-esteem.
Axiology
Formal axiology focuses on concepts of values and value. It aims to provide a framework to connect moral philosophy to the study of axiology. This allows for sorting out the value of different disciplines and distinguishing between them. Meta-ethics examines second-order questions about issues, while normative ethics examines first-order questions. Considering both meta-ethical and normative ethical perspectives is important to fully understand issues and potentially find solutions without losing the original essence or meaning. Research in axiology should consider individuals' values and avoid biases to strengthen outcomes.
Non-exclusionary Practices
The document outlines objectives and topics for a non-exclusion workshop for Reynolds School District leaders. The workshop aims to increase understanding of how culture, history and structures impact students, especially students of color. Leaders will explore their own biases and beliefs in relation to student discipline. They will examine non-exclusionary practices to reconnect marginalized students to learning. Essential questions focus on identity, cultural differences, purpose of discipline and evaluating success. The document discusses restorative practices and building relationships to reduce exclusionary discipline.
Me as a parent
This document discusses the roles and responsibilities of being a parent. It defines a parent as the caretaker of offspring who raises, nurtures, and cares for their child. The Bible emphasizes the importance of parents guiding children and children obeying their parents. As a parent, the main roles are to take care of a child's biological, social, and emotional needs, provide guidance and discipline, and help the child develop. There are four main parenting styles discussed - authoritarian, authoritative, permissive, and uninvolved - each with different approaches to rules and child involvement. Being a good parent requires properly caring for, teaching, and supporting a child as they grow.
Me as a parent final (stanley dayaday)
This document discusses the roles and responsibilities of being a parent. It defines a parent as a caretaker who raises, nurtures, and cares for their offspring. The Bible emphasizes the importance of parents training children according to God's ways and obeying parents. The key roles of a parent include taking care of a child's biological, social, and emotional needs, providing guidance and discipline, and creating an optimal environment for development. There are four main parenting styles discussed: authoritarian, authoritative, permissive, and uninvolved. An authoritative approach that sets clear rules but is also supportive is considered most effective for children. The document concludes by asking the reader to reflect on which style best describes them as a parent.
William Allan Kritsonis & Tyron Tanner, EdD
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Dr. W.A. Kritsonis - International Refereed Publication(s)
This document summarizes a journal article about creating culturally active classrooms. It discusses how teachers were asked to anonymously share stereotypes they were taught or believed about different racial groups. Many teachers realized they still held prejudices and stereotypes even after diversity training. The document advocates for teachers examining their own psychological mindsets and beliefs about race, as hidden stereotypes can negatively impact students and the classroom culture. It promotes teachers creating classrooms that value students' cultural identities and differences to improve academic success for all.
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Hierarchy of Values
- 2. ANGEL ANTHONY R. CAMUA BSED-BIOLOGICAL SCIENCE VALUES FORMATION and YOU
- 4. Max Scheler
- 5. Max Scheler’s Hierarchy of Values Values of the Holy Spirtual Values Vital Values Pleasure Values
- 6. Sensual Feelings Pleasure or Pain Pleasant vs Unpleasant Agreeable vs Disagreeable BACK
- 8. Spiritual Acts of Prefering, Loving, and Sharing BACK
- 12. VALUES CLARIFICATION To make students aware of their own personally held values and of the way in which their values compare to those of friends, adults, different groups in society, and even other societies in other times. It is hoped that, as this awareness increases, students will reconsider and perhaps modify poorly founded values while, at the same time, hold more confidently values which stand the test of review and comparison.
- 13. PROCEDURES THAT ESTABLISH A CLIMATE OF PSYCHOLOGICAL SAFETY Nonjudgemental attitudes. Teachers must refrain from unnecessary comments such as “That’s good,” or “That’s bad,” while responding to a child’s idea. Manifestations of concern. Teachers should show interest in the students’ ideas by listening carefully and remembering what they say. The student will feel flattered by this recognition. Opportunities for sharing ideas. Teachers should encourage children to share their ideas and feelings in many different situations during the school day.
- 14. ARE YOU PROUD OF THAT? DOES THAT MAKE YOU FEEL GOOD? HOW DID YOU FEEL WHEN THAT HAPPENED? DID YOU THINK OF ANY OTHER WAY TO DO IT? DO YOU HAVE A REASON FOR DOING (FOR SAYING) THAT? WOULD YOU DO THE SAME THING AGAIN? HOW DO YOU KNOW IT’S RIGHT (OR GOOD)?” WHAT WOULD HAPPEN IF YOUR IDEAS WORKED OUT? DID YOU DO IT YOURSELF?
- 15. REFERENCES • 1. Krol, R. (2004). The Issue of Value According to Max Scheler and Nicolai Hartmann. • 2. Dy, M. (1999). Max Sheler’s Ethics of Love and Solidarity. Ateneo de Manila Publishing House. • 3. Raths, L.E.,. Harmin, M., & Simon, S.B. Values and Teaching (2nd ed.),. Columbus, OH: Charles E. Merrill, 1978)