Values And School Peacefull-Coexistence. Teacher's Perspective On Humanistic Matters In Bari (Italy) And Alicante (Spain) Secondary Schools.

Author(s):

Valeria Rossini(presenting / submitting)Salvador Peiró-i-Gregòri José Maria Sola Reche

Conference:

ECER 2015

Network:

11. Educational Improvement and Quality Assurance

Format:

Paper

Session Information

11 SES 04 A, School Based Factors Impacting on the Quality of Education (Part 2)

Paper Session continues from 11 SES 02 A to be continued in 11 SES 05 A

Time:

2015-09-09

09:00-10:30

Room:

102.Oktatóterem [C]

Chair:

Lynne Grant-McMahon

Contribution

Learning to live together in society is one of the priorities of education (GTZ, 2003), especially in regard to the rules (Audigier, 2000), and that is why the school has to take a number of human values, values of citizenship and the skills to live in a democracy (Marco-Stiefel, 2002). For this purpose, it is necessary to have a positive educational climate of peaceful-coexistence as a context of relationships that exists between all members of the educational community in which communication processes, feelings, values, attitudes, roles, status and power are configured (Ortega, 1997).

This value education provided by the school and the family should be complemented (AG, 2013) by other social agents, without requiring the students and taking into account the effectiveness of the actions (Perrenoud, 2000). Currently, various factors such as the economic crisis, the breakdown of the nuclear family, multiculturalism, confusion and forgetfulness of values, claims more socially complex situations that arise often in conflict and violence in schools (Debarbieux, & al. 1999; Blaya & Debarbieux, 2011). Thus, the existence of a positive climate of coexistence depends largely if people develop in social contexts that enhance the values properly (Martínez, Esteban, and Buxarris, 2011) because the moral personality is molded influenced by all types of agents (Osorio, 2008, 47).

Whereas some models on values education (Peiró, 2013), it is necessary that the values are not only observed, but must also be implemented, leading to be assumed as valid by the learner (value judgments). That is, we should not rely on imitation, because only then the values can be effectively internalized. There are theoretical guidelines that relate axiological fields to teaching subjects (Peiró, 1982a), integrative models (Ballester, 2007) even with global experiences for schools (Peiró, 1982b). However, it should be noted that the process of teaching and learning of values should not fall into the indoctrination of teachers values that do not coincide with the Educational Project, but it must follow the guideline outlined by the values of school life plan (Ballester, 2007), which have a positive impact on the educational relationship between teacher and students, and classroom management.

It is necessary, therefore, an axiological orientation of the educational institutional projects-PEC, and we can affirm also, that this dimension belongs to the humanities. This matter is the evolution and the progress of the rational reflection with relation to the permanent problems of the human and collective existente in all over his historical complexity. The rational and causal reflexivity comes before the science and the technology, originating from such an end, defining systematicly rationality and common sense. That is why the educational projects of center (PEC) have so much importance as well as the need to insert the philosophical dimension in the curriculum (Peiró, 1982a, 2000).

The teachers of the humanistic areas (philosophy, social sciences, language and literature, history...) have an important assignment with regard to the educational values. Events occur similarly in both schools in southern Europe (Alicante and Bari?). What values are emphasized more in both institutions & subjects?

So, the aim of this work is to know the sensibility that the professorship of the humanistic matters has with relation to the axiological dimension, considering the subjects they teach, bearing in mind two cases of Spain and Italy.

Method

The methodology is quantitative supplemented by qualitative phenomenology for concrete situations (N = 1: Vázquez, 1981). So, that is a blended way. It consists: a) To use the language's analysis to study and documentation (scientific context) to make variables in order to have a consistent set of questions. b) The empirical for a descriptive-explanatory, surveying through specific questionnaires, applying the EXCEL, calculating averages and "t" of Student. c) The phenomenology could be specifically used here with synthetic focus. Also, by a phenomenological reasoning, it will make the discussion and the elaboration of conclusions and proposals. We haven't conducted sampling processes, because these issues are not welcome either by administration or by the teachers, because taken as a possible complaint of its effectiveness. Proceed according to chance, similarly as in other research problems (Polit & Humgler, 1995). We used a case study as an in-depth research of a single individual, because all are social cultural processes (Hamel, & al., 1993). This case study involves an in-depth, longitudinal examination of both centres. As a result we may gain a sharpened understanding of why the instance happened as it did, and what might become important to look at more extensively in future research. Each session lend themselves to both generating and testing hypotheses. This research strategy investigates each school as a phenomenon within its real-life context (Lipka, 1991). The present study, conducted together in Bari's (Italy) and Alicante’s (Spain), analyzes what values are considered important by the teachers to integrate the educational projects of the centers and to improve the school conviviality. They have informed a total of 113 teachers of different areas. Among them we have selected for the study 7 teachers of philosophy who work in a secondary public center of Elche (Alicante - Spain) and 11 teachers of social-humanities sciencies, belonging to a secondary public center of Casamassima (Bari - Italy), because in this country the ethical-civic matters are taught in a cross way. For the data collection, a Likert questionnaire was administered to the teachers, named Scale of attitudes on human values, and the web in use for assessing the results and for generating the graphs and the statistics is http://violencia.dste.ua.es

Expected Outcomes

The data are placed between the values Lickert (from 1 to 5) by punctuations of 4 (almost always) and 5 (always). There are no valuable differences between both countries, so we can declare that there is similarity in the educational trends in relation to the values. Of the answers of the professorship there is inferred that they attach great importance, to the fulfillment of the established procedure, to the attention given in class and to the capacity of collaborative work of the pupils, as the high indexes of the values indicate: obedience 4.91 (Italy) and 4.57 (Spain), attention 4.82 (Italy) and 4.86 (Spain) and generosity 4.91 (Italy) and 4.43 (Spain). On the other hand, the respect of the others views is very valued also, the responsibility as for fulfilling schedules marked for accomplishment of the tasks or the entry and exit in the school center, trying to see the brigt side of the things and the effort to make things as best they can. This way us the following indexes indicate it: respect 5 (Italy) and 4.57 (Spain), punctuality 4.82 (Italy) and 4.57 (Spain), optimism 4,82 (Italy) and 4,29 (Spain) and laboriousness 4.82 (Italy) and 4.71 (Spain). Finally, stand out also as an important competence the habits of healthy life (sport, physical exercise), 4.55 (Italy) and 4.86 (Spain) and tolerance of other races and cultures, 5 (Italy) and 4.71 (Spain). According to data we can aim for new lines of research. What can we do to support the teachers in the values education? Are they strengths or weaknesses for the management of the classroom and for the relation with the families? As the educational values can not be developed exclusively by schools, it is necessary to involve parents in the improvement of this important sector of the school curriculum.

References

AG (2013). Family - School Partnerships Framework. A guide for schools and families. (15/12/2014) http://www.familyschool.org.au/files/9413/7955/4757/framework.pdf Audigier, F. (2000). Basic concepts and core competencies for education for democratic citizenship. Council for cultural cooperation. University of Geneva, Sw. Strasbourg. Ballester, F. (2007). Educación en valores y mejora de la convivencia. Una propuesta integrada. Consejería de Educación y Cultura de la Región de Murcia. (11/11/2013). http://teleformacion.carm.es/moodle/file.php/3/EducacionValoresMejoraConvivencia.pdf Debarbieux, E. et alii (1999). La violence au milieu scolaire. Le désordre des choses. París: ESF. Gardner, R., Cairns, J. and Lawton, D. (2003). Education for values: morals, ethics and citizenship in contemporary teaching. New York: Routledge. Halstead, J.M. and Pike, M.A. (2006). Citizenship and moral education: values in action, New York: Routledge. Hamel, J., Dufour, S., & Fortin, D. (1993). Case study methods. Newbury Park, CA: Sage. Hodgson, D. (1998). The Human Right to Education. Aldershot, England: Ashgat, Publishing. Lipka, J. (1991). Toward a Culturally Based Pedagogy: A Case Study of One Yup'ik Eskimo Teacher. American Anthropological Association. Marco-Stiefel, B. (coord-2002). Educación para la ciudadanía. Madrid: Narcea. Martínez, M., Esteban, F. y Buxarris, M. (2011). Escuela, profesorado y valores. Revista de educación, número extraordinario, 95-113. Noddings, N. (1992). The Challenge To Care In Schools: An Alternative Approach to Education, Teachers College Press, Columbia University: New York. Ortega, R. (1997). El proyecto Sevilla antiviolencia escolar. Un modelo de intervención preventiva contra los malos tratos entre iguales. Revista de Educación, 313, 143-161. Osorio, F. (2008). Violencia en las escuelas. Análisis de la subjetividad. Buenos Aires: Noveduc. Peiró, S. (1982-a). Valores para la educación. Valencia: AC de Maestros. Peiró, S. (1982-b). El ideario educativo. Axiología e interdisciplinaridad. Madrid: Narcea. Peiró, S. (2000). Educar en función de los valores. Alicante: Publicaciones de la Universidad de Alicante. Peiró, S. (Coord.) (2013). Los valores en la educación: Modelos, procedimientos y técnicas. Madrid: Dykinson. RFA (2008). Learning to live together. Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ) GmbH. UNESCO. (10/01/2015) http://wpdi.org/sites/default/files/UNESCO%20Learning%20to%20Live%20Together.pdf Santelli Beccegato, L. (1981). Bisogno di valori. Brescia, Italy: La Scuola Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage. Vazquez, G. (1981). N = 1. Un nuevo paradigma de investigación pedagógica. Revista Española de Pedagogía, Vol. 39, n. 151.

Author Information

Valeria Rossini (presenting / submitting)

University of Bari

Educational Sciences, Psychology, Communication

Bari

Salvador Peiró-i-Gregòri

University of Alicante

Didáctica General y Didácticas Específicas.

Alicante

José Maria Sola Reche

University of Alicante, Spain

Search the ECER Programme

Search for keywords and phrases in "Text Search"
Restrict in which part of the abstracts to search in "Where to search"
Search for authors and in the respective field.
For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.