The ‘Heart’ of Education

I read of many modern day approaches to education that accord their students a say in their own education (student-centered education) so as to enable a sense of self-directedness, an approach that has been largely influenced by the works of John Dewey, Jean Piaget. At the same time, teacher directed approaches has often been criticized. In the area of values education, teaching methods have also emphasized on student-centered learning, learning through experiences and collaborative learning as opposed to more traditional methods, where teachers are often described as authoritarian and students learn without questioning. Hence, the idea of values education views the teacher as an adult who should not deliberately stamp values on our students.

Currently, there seemed to be little room within the school curriculum, other than the two periods (70 minutes) of “Pupil Development (PD)” lessons for the values education. I wonder what views are held by my fellow teachers regarding the responsibility of developing values in our students. Do they think that the two periods are sufficient to inculcate values in our students? Or should it be the parents’ responsibility to do that? Will values development be viewed by teachers as “extra” work piling on their already heavy workload?

Although there are school values (R3ICH) in place, there appears to be a growing “moral correctness” mindset in the teaching profession, as teachers do not say things that can be regarded as “branding” or “discriminatory”. In fact, teachers are generally non-judgmental in official language about students – just look at the termly remarks and in some students’ testimonials. But it may be that talk of “not deliberately stamping our values on students” or “brainwashing” that often excuses teachers from the difficult task of thinking what values they might consciously inculcate in students. Teachers who are increasingly effective in employing practical teaching skills and methods in the classroom can easily become merely “technicians” who simplify focused on teaching techniques that work. They are less interested in themes of student’s values development in academic teaching and learning. Instead of voicing about values and character issues, their main concern is of deciding what and how to teach. Even for those teachers who are more likely to adopt a values approach to teaching and learning, are they equip to engage the students in the discussions on values?

I believe that the values approach best justify our student-centric education because we teachers are engaged in the education of our children, teens, youths and young adults. Through us, by which process of educating our students what is desirable that what they should become when they leave the school. For me, this values approach lies at the ‘heart’ of education.