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“The LVE programme inspired us as teachers to choose our personal, social, moral and spiritual values and to learn how to develop them practically,” reported Sofia Livaditi, an educator who teaches kindergarten on the island of Skyros. “It also helped us approach education as a way of offering students a philosophy of life which enhances their general development, education and choices so that they will enter the community with respect, self-confidence and a sense of purpose. The programme ran from October 2014 to the end of the school year in June 2015.
We believe that our values programme helped children develop basic skills such as the ability to communicate effectively and to think with creativity and discernment. It also contributed to their sense of personal identity and autonomy as well as to their acquisition of social skills.
We also feel that we helped the children develop metacognitive strategies by announcing their conclusions to the team, telling the stories behind their paintings, expressing the difficulties they had faced in certain activities, asking questions and through self-evaluation.
The children's communicative skills grew through the sharing of their thoughts, emotions and ideas, discussions with the whole class, theatre, painting and team work. They explored imaginative worlds by acting in plays, inventing symbols and writing messages in the videos that we created of their work. Their thinking processes were enhanced through speaking, writing, painting, movement and theatre.
During our discussions, we used a number of different open questions which required different answers. Thus by sharing their attitudes and thoughts with other children, they understood that these thoughts were meaningful. Together, they constructed collective meaning in team discussions.”
Cooperation with parents
“We asked the parents for their cooperation and they responded well. Some helped to transform the school playground. Others painted beautiful pictures on the walls and paved the front part. They made videos of our school celebrations, helped each other and exchanged material. They worked with us to decorate our classrooms. They created their own website where they exchanged opinions and ideas, often posting activities from a list of games provided by the school.
Anda Katsaitoy, a kindergarten teacher on the island of Zante, shared some of the LVE Activities they have been doing in the last few months. Many of the activities are from the “Living Values Activities for Children Ages 3 to 7” book, while others are creative and cultural additions. You may wish to add some of Anda’s ideas to your program!
In the month of November, we explored the values of Respect. One day a special guest, Dionisia Patra, talked with the 26 children aged 5 onwards:
The children’s library continued with the 11 values of the LVE programme on 15th December 2015. In the classroom, we focused on the value of love. I read Angeliki Varela’s book, Give Love with an Apple and then talked with ten children (aged 5 onwards):
• What is love? (Love is : to share, to care, to be kind, …)
• Why do our friends love us? (Because we are smiling, responsible, we sing and play with them and we love animals too!)
• Who do we love and why? What do we share with them? (Mum because she cares about us, our friend at school because we play together, Dad because we go to the mountains with him.)
• We found examples of love in literature: Elmer’s friends, Snow White’s prince, …
• We went on to find different types of heart that exist: sad, sensitive, bad, good, happy, cruel.…
• Finally, we made a heart with the intention of offering it to the one we love most!!!
• Children also borrowed books about love. (They were deliberately the only ones displayed in the library.)
With the new year of 2016, we decided to devote January to happiness. We started reading the book, Mr Happiness and Mrs Unhappiness and went on to discuss:
• The meaning of happiness: I am happy when I see others being happy, I am happy when my friends love me, when I play with my friends.
• In which ways do we express our love? (With a hug, a bunch of flowers, a kiss, a painting with bright colours.)
• We went on with the book, asking. "What do you feel? Happiness or Unhappiness?" We discussed this and realized that someone may be happy with very few, simple things.
We also searched literature for stories with happy ends such as Snow White and Greek fairytales.
Finally, we talked about happy moments in the library!!
We also mentioned other moments and activities of the library by the sea!!
Then we painted cards showing our happy moments and put them in the "Happy Box" of the library. We left them there to remind us….
Anda Katsaitou, an LVE teacher on the island of Zante, shared some of the activities she has been doing with her kindergarten class. Ms. Katsaitou keeps a folder for values work at school. She wrote, via a translation by Areti Foufopoulou, “Every time that the students complete activities for each value, we gather children’s work in one smaller folder for each value in preparation for a presentation during programmed parents’ meetings.
In November, we talked about peace as there is a national celebration devoted on the struggle against the Greek dictatorship in 1973. We read the book ‘Mrs Democracy’, and listened to the poem ‘Peace’ by Yannis Ritsos while painting and looking for the meaning of the word. We got acquainted with Pablo Picasso’s work ‘Guernica’ and painted our own Guernicas. At the end of our unit of peace, we dramatized ‘Peace’, a work by Aristophanes, the ancient Greek poet and comedy writer. We put all the work in the folder of Peace and our colleague Sofia Livaditi from Skyros made a video on Peace which was sent to us and various other schools.”
In December, Anda and the children explored Unity and Love. For Unity, “we examined what it means to be all together in class working for a common goal, what we can achieve together, and how to make the big tasks seem small and easy! We made a cake together and sang a circular song. We all made our Christmas bread, a Zante custom, with a grandmother who is also a teacher. We made a Christmas wreath and sang the song, ‘If all the children on earth’. We wrote down the word ‘unity’ and painted what we could imagined. Then we discussed animal unity, after becoming inspired by animal stories about birds, elephants and dolphins.”
For Love, “we talked about love after reading a book by Angeliki Varela, ‘Give love’. Love means to share, to care, to be gentle…. From a religious point of view, we talked about Christ’s love for people, and also about Saint Denise, the protector of our island Zante and the Saint of forgiveness. As a team, we printed ‘I am loveable because ____.’ We danced with our hearts in our arms, hearts that we made of paper and coloured. We offered it to a dear friend, we found the various types of heart that exist, such as sad, sensitive, bad, good, happy and cruel. We wrote the word LOVE and painted what came to mind. For our Christmas celebration we dramatized the fairy tale ‘Fricadella the witch who hated carols’ by Eugene Trivizas. Then, we put the heart that our friend gave us in the folder of love along with a painting from the fairy tale, ‘Give love’ and the team work ‘I am loveable because _____’.”
In January we explored respect. “We started with the question, ‘What is respect?’ Respect is too listen to others carefully. We played a game with a microphone. Each student took turns singing his or her favourite song and the others applauded or did not listen at all…. What were the feelings of the singer? Respect is to treat people, friends and animals well. Respect is to know that each one is unique and important, to appreciate ourselves and to help our friends at school. While listening to soft music, we showed what we could do with our hands: caress, play an instrument, greet others, paint, embrace and send a kiss. Then, we all painted as a team ‘I make good things with my little hands’ and each child shared his/her idea after forming his/her palm on the paper. We also read the fairy tale ‘Elmer the colorful elephant’ and pointed out that each one is unique, so afterwards each child painted the self who was different from the others. Next, after discussing everyone’s strong points/qualities, we placed them on a necklace. Students went on to work in pairs and say a good word for their partners. We wrote down the word ‘respect’ and painted it.
We have formed a corner of values in the classroom where we add one more value every time we deal with it. We also made a values calendar for the new year and each child was offered a copy for their family.
Με απαλή μουσική αναπαραστήσαμε τι μπορούμε να κάνουμε με τα χέρια μας( να χαϊδέψουμε, να παίξουμε μουσικό όργανο, να χαιρετίσουμε, να ζωγραφίσουμε, να αγκαλιάσουμε, να στείλουμε ένα φιλί). Μετά ζωγραφίσαμε μια ομαδική ζωγραφιά με το τίτλο «με τα μικρά μου χέρια κάνω καλά πράγματα» και το κάθε παιδί είπε την ιδέα του αφού σχημάτισε τη παλάμη του.
Από τη πλευρά της λογοτεχνίας διαβάσαμε το παραμύθι «Ελμερ ο παρδαλός ελέφαντας» και διαπιστώσαμε για μια ακόμη φορά ότι ο καθένας είναι μοναδικός, για αυτό και στη συνέχεια το κάθε παιδί ζωγράφισε τον εαυτό του (όπου ήταν και διαφορετικός με τον άλλο) και στη συνέχεια ύστερα από συζήτηση βάλαμε σε κολλιέ τα προτερήματα του καθενός. Στη συνέχεια είπε το κάθε ένα «ένα καλό λόγο για το διπλανό του»!
Γράψαμε τη λέξη «σεβασμός» και ζωγραφίσαμε.
Στη γωνιά της γραφής κάθε φορά προσθέτουμε και μία αξία.
Για τη καινούργια χρονιά φτιάξαμε το ημερολόγιο των αξιών για κάθε παιδί το οποίο και δόθηκε στις οικογένειες τους με σκοπό και τη διάχυση του προγράμματος eTwinning
Διαβάζοντας το παραμύθι «ο Κος Ευτύχης και η Κα Δυστυχία» ζωγράφισαν τα παιδιά με τα φωτεινά χρώματα ένα ευτυχισμένο κόσμο και με τα σκούρα χρώματα ένα δυστυχισμένο ..
Στη συνέχεια το καθένα ζωγράφισε (γράφοντας και την αντίστοιχη λέξη) τι τους κάνει «ευτυχισμένους»:
Τέλος με μουσική αποτυπώσαμε έναν ευτυχισμένο κόσμο!!!
Awareness is self knowledge … alertness … being in the here and now … mindfulness.
Distinguishing awareness at the cognitive level is different from the concepts of mindfulness/spirituality and the Buddhist vacuum.
The meaning: knowing my physical state and emotions.
The patient in the therapeutic process is asked to focus on the here and now and the therapist by means of empathy, respect and genuine involvement is called to listen actively to the patient, bringing forward and clarifying problems, fears and obstacles.
A helpful process in the school environment; exploring the needs and emotions of the students.
Exploration of student self-esteem and attitude towards the educational environment.
Which values are related to awareness in the school environment?
Principles, emotional intelligence.
Peace, concentration/focus, simplicity, trust, readiness, respect
Attention problems and awareness.
Emotions that we bring to the class/school as educators.
Joy, relief, satisfaction, justification, anxiety, stress, sorrow, disappointment, depression.
Teacher awareness is in direct correlation with student awareness.
Feelings are contagious.
Exploration of student needs
Exploration of student cognitive style (Gardner)
Negotiated rules and limits
Time planning that allows for exploration and awareness of goals tasks
Creation of internal motives
Development of emotional intelligence/enhancement of self-image.
Conscious development of values in class
7 – Obstacles
Low self-esteem and a punitive policy against deviating behavior
Mechanistic memorizing of information; sterile emphasis on detail
Lack of flexibility and adaptation to the needs of the here and now
Avoidance of problem tackling; Lack of limits and impulsivity
Distinguishing between informed action and impulsive action
Goal setting that lies in the search for meaning in learning and life in general.
Focus on the here and now of the educational process in regard to broader aims.
Working on the ultimate purpose of the educational process.
Virginia Satir defines closed and open communication systems.
In a Closed System: self-esteem is low; communication is indirect, vague, inscrutable, inconsistent, and growth-preventing; ways are of attack, compromise, reckoning and misleading; rules are outdated, inhuman and unchangeable, individuals change their needs to adapt to set rules and there are restrictions to comments. The result is chaotic, destructive and inappropriate.
In an Open System: self-esteem is high; communication is direct, clear, definite, proper and growth-enhancing; ways are direct; rules are clear, modern, human, change when necessary and there is freedom for comments. The result is reality-based, appropriate and creative.
10 – Questionnaires
The main subject of the seminar was how values held by students and teachers shape the learning experience and affect the quality of interaction and student performance.
There were ten secondary teachers present who contributed their own experiences with students’ ethos and attitudes.
They received a questionnaire to answer and take away for their own use with their students. Click here for a copy of the questionnaire.
Research shows that morality, or the existence of moral principles and values, is connected with satisfaction and happiness in life because it gives meaning to life and triggers creativity, harmonious relationships and an optimistic outlook.
Participants were also given a sheet presenting the main views on morality through the ages – from ancient Greece to modern times. This generated a lively discussion.
Finally, the Values Education approach was presented as a bank of ideas and tools to be used in the classroom in order to raise student awareness and promote their understanding and adoption of universal ethical principles.
- Use of questionnaires-dilemmas for looking into student values>-Circle time for expression of student emotions
- Class discussion about issues that emerge in school and demand resolution - values awakening
-The box of emotions
- The Constitution of the class – negotiation of rules and limits
- Film showing in order to discuss choices upon moral issues
- Setting of specific time devoted on a specific value each week
- Doing values activities in class
- Cooperative writing of a story based on a specific value.
- Creation of a class climate of acceptance and freedom with limits concerning behavior.
- Positive reinforcement of solidarity and cooperative behavior.
- Avoidance of victimization and punishment.
- Stabilising of rules with consistency and fairness.
- Allowing for time and space for student expression of feelings.
- Availability of the teacher for individual discussion with students upon request.
In March, an introductory seminar on LVE took place for teachers on Zante. Topics covered strategies for developing a healthy class climate, creating positive self-concepts, building empathy, and implementing values-based discipline to manage the classroom. Participants learned how to introduce values to their classrooms and schools, the importance of parental and community involvement and how to achieve this. Specific tools such as self-observation, self-questioning and self-acceptance as well as the value of silence and visualization, effective use of circle time and reflection points were studied. Another area of emphasis was the importance of switching from ‘reaction’ to ‘action’ through active listening, conflict resolution and role playing following the LVE model.
Trainer, Areti Foufopoulou, writes, ‘Values Education is a continuous process where feedback from students, colleagues, parents and the community is constantly given in explicit and implicit ways. Improvement in class climate and student behavior will gradually build up and function as an incentive for further development.”
The teachers received information on Daniel Goleman’s Emotional Intelligence as well as his multiple intelligence model. A discussion on the ways interpersonal and intrapersonal emotion intelligence manifest in the classroom, school and society followed. Finally, the impact of the relationship between high emotional intelligence and gender development and gender issues was also investigated.
The LVE Team in Greece conducts monthly seminars in Athens and is currently engaged in ongoing LVE Workshops in Zante.
Alexandra Katsaitou was recently introduced to LVE. As Headmistress of a kindergarten school in Kerion, Greece, she shared some values activities on love, peace and friendship that she has used for years. Please click on this file to read about the activities.
In Athens, the LVE team frequently holds seminars for local educators. Below you will find information contributed by Areti Foufopoulou from two recent seminars, one on bullying and another on values and gender stereotypes.
Values and Gender Stereotypes Seminar: The LVE Team held a special four-hour seminar on Saturday, 20 October 2012, titled Female and Male Values and their Characteristics: Fact or Myth? Challenging gender role stereotypes at school. The content of the seminar is available at this link. Stereotypes Seminar
Bullying Seminar: Bullying is a phenomenon related to various personal, social, school, and family parameters and causes. A recent workshop in Athens by the Greek LVE Association looked at physical, emotional, verbal and non-verbal violence in the school environment.
Nowadays, the increase in bullying manifests in different ways in the school environment. Related to this is the general deconstruction of principled contexts, confusion about vital social values and the deterioration of moral standards along with an escalation of poverty and unemployment caused by the general economic crisis. During the workshop, different manifestations of bullying at school were identified, possible reasons explored, as well as a view of short and long term effects of bullying on victims.
The participants discussed the values of respect, cooperation, tolerance, serenity, awareness, trust, love, honesty, self-confidence, sharing and unity as means to forestall or decrease school violence. Many strategies were suggested for reducing bullying: developing a cooperative classroom climate, having a positive focus on individual differences, meeting the personal needs of the students, enhancing emotional intelligence, setting limits, creating behavioral contracts, using active listening, providing opportunities for student communication and input in planning and goal setting to ensure relevancy. The incorporation of values education into the school curriculum was identified as important.
Below are three activities from the bullying workshop:
A. Participants stand, forming a circle while holding hands. They are asked to share one or two weaknesses or dark qualities that caused them insecurity or pain during their school years/whether they were laughed at or bullied for these and how they overcame (if they eventually did) the pain.
B. Participants are asked to reflect on ways in which they were involved in bullying at school or in the family/community, then write short notes of these incidents and share with the team (if they feel comfortable doing so). They are also asked to recall the emotions behind A and B. This brought up very interesting and touching memories. Participants mentioned bullying against/from siblings and this led to a discussion about the way both teachers and parents contribute to the victimization of students/children.
C. Vicky Papadopoulou presented The Box of Emotions. This beautifully decorated box is placed in the class at the beginning of the year and students deposit notes anonymously expressing a feeling related to a school/family or community incident – complaint, satisfaction, joy, sadness … making a short reference to the reason behind it. The teacher collects the papers, transcribes them on the computer and at a certain point in time, returns them at random to the class. Everyone receives one scenario and comments on the incident/feelings. The box can be used to spot bullying incidents if students are asked to write about a person who has harmed them in any way at school or elsewhere and the feelings that this caused.
10 Οκτωβρίου Εργαστήριο με θέμα: "Επίλυση συγκρούσεων'' στο βιβλιοπωλείο Παράθυρο στην εκπαίδευση, Μαυρομιχάλη 5 τηλ.
16-17 Οκτωβρίου, Ημερίδα για τις Αξίες Ζωής στην Εκπαίδευση, στη Θεσσαλονίκη
7 Νοεμβρίου, Εργαστήριο Αξιών Ζωής για τους εκπαιδευτικούς Πρωτοβάθμιας της Καλλιθέας. ΄
5 Δεκεμβρίου, Εκλογές για νέο Δ.Σ. του Σωματείου, στο βιβλιοπωλείο "Παράθυρο στην Εκπαίδευση του παιδιού" Μαυρομιχάλη 5 Αθήνα
PROGRAMMED EVENTS FOR FALL 2009
10 October Workshop on Conflict Resolution at The Window to Children's Education Bookshop, 5 Mavromihali Street, Athens, tel. 2103601365
16-17 October Day Event on Values in Education, Thessaloniki
7 November, Workshop on Living Values for Primary State School Teachers of Kallithea
5 December Election of New Board of the Association of Living Values in Education, Greece at The Window to Children's Education Bookshop, 5 Mavromihali Street, Athens
There has been great interest in the Living Values in Education Program in Greece. Our association has been holding two-hour seminars in which we introduce the ALIVE association, present an introduction to the LVEP and, then, conduct LVEP activities on one particular value: October 2007 -"Freedom", November 2007 - "Cooperation", December 2007 - "Respect", January 2008 - "Love" and February 2008, ""Responsibility"". Fortunately, we have been offered hospitality by bookshops with seminar rooms where we hold these workshops. Once our membership grows we will be able to have our own premises. Many educators in Greece are happy and willing to come to two-hour workshops because they often work long hours; we intend to hold a proper LVEP Train-the-Trainers weekend in Fall 2008 so as to offer all a deeper insight into LVEP.
A Special Project on the island of Chios
Teachers at ten nursery and primary schools are implementing LVE on the island of Chios with the leadership of Sofia Tanaini and other teachers.
Introduction – Goals:
A child who is able to communicate, express feelings and thoughts, find ways of resolving the conflicts s/he experiences, is much more free to exploit his/ her abilities, and invest his /her energy in creative goals, being at the same time more competent to get over life difficulties.
Keeping these thoughts in mind, the ten-school team started the planning of the programme. The first goal was for the teachers of the team to get to know each other and feel the group dynamics themselves with a view to setting common objectives. Then, the differences between the schools and age of students were brought up and there were various suggestions in regard with ways and activities to bring students and teachers closer. This procedure lasted for a whole year and proved to be very important, as communication and feedback invigorated teachers themselves both mentally and emotionally and contributed to the realization of our goals. In the each of the ten schools, one or two teachers are involved with LVE. We hope that in time all the teachers at each school will be involved.
Our common goal was to give emphasis to socialization, verbal expression, a cooperative spirit and team work. Informing and sensitising their family and close environment were first priorities. This meant that we were concerned to get the parents and community involved. Cooperation with local Authorities and organizations not only contributed to the success of the programme but also gave adults the chance to examine their own emotional life as well as that of their children.
The approach had always a holistic, interscientific and subject-based angle, so that most sciences and abilities were taken into account.
Various activities were used, based on speech, discussion, communication and exploration. A lot of activities emphasized artistic expression, dramatization and drama games on different subjects.
The programme gave both teachers and students the chance to work with imagination, creativity and fun, to get beyond the syllabus and "learn, explore and taste".
A systematic evaluation of the programme proved to be a hard procedure, on the one hand because its aims concerned mainly emotional processes and we do not have the suitable tools and sufficient education to reliably comment on the possible emotional changes on the part of the kids, and on the other, because the whole procedure was for us also, an unpredictable journey in the land of emotion and the degree to which we were involved, does not permit us to objectively evaluate what occurred. In general ,we could say that in the part of expressing and handling emotions, the change in the attitude of the children in terms of being able to talk about their feelings was obvious. And in the field of self-image, we saw "low profile" children demand more space and change the pattern of their behaviour with the rest of the children.
It is true that such programmes are hard to evaluate, since their results emerge gradually in the future. What became clear, is the necessity of such programmes that address not only the gnostic part but also their emotional world. The programme gave students the chance to ask themselves questions and have fun in an original way. They expressed their feelings, got to know each other, discussed, realised the importance of human relationships and became more competent in handling conflict and delaying gratification. The children started exploring and trusting each other, talked and expressed their preferences, emotions and difficulties they faced. They learnt to respect the rules they set. They discovered hidden abilities and grew more confident.
The local community needs initiatives that will promote new values and interests and bring up subjects to discuss and explore. In this framework, the opening of the school to society and the benefit of the impact, brings students and parents closer. Apparently, parents were the immediate recipients of their changes and emotions. In the programme, there was no bad, mediocre or good student. There was the painter, the story-teller, the actor/actress... Self-involved kids overlooked their needs for the benefit of the team. Chidren with learning difficulties surprised everyone with their host of knowledge, vocabulary and drama skills. Children's contact with emotion and its expression by means of their thoughts and desires is an issue of life-long education. However, it's now time to take a first step and realise that emotion is a prevalent element in their life, the key to both a "normal" social life and the conquest of knowledge itself. Only when we as teachers realise that emotional intelligence should have its place in our everyday learning process will children have the chance to live in a school that respects their differences and personal needs.
H προσέγγιση του προγράμματος «Αξίες Ζωής στην Εκπαίδευση»
Το όραμα,,θεμελιώδεις αρχές και πρακτικές της Εκπαίδευσης Αξιών Ζωής.
Οι Αξίες Ζωής στην εκπαίδευση (LVE) είναι ένας τρόπος θεώρησης της εκπαίδευσης που προωθεί την ανάπτυξη κοινοτήτων για μάθηση βασισμένη σε αξίες και θέτει την αναζήτηση για νόημα και σκοπό στην καρδιά της εκπαίδευσης.Το LVE δίνει έμφαση στην αξία και ακεραιότητα κάθε ατόμου που ασχολείται με την παροχή εκπαίδευσης στο σπίτι , στο σχολείο & την κοινότητα..Με την υιοθέτηση μιας ποιοτικής εκπαίδευσης , το LVE υποστηρίζει την συνολική ανάπτυξη του ατόμου και μία κουλτούρα θετικών αξιών σε κάθε κοινωνία και σε όλο τον κόσμο πιστεύοντας ότι η εκπαίδευση είναι μία σκόπιμη δραστηριότητα με συγκεκριμένους στόχους σχεδιασμένη να βοηθήσει την ανθρωπότητα να ανθίσει.
Η εκπαίδευση των Αξιών Ζωής βασίζεται στις ακόλουθες θεμελιώδεις αρχές:
Σχετικά με το περιβάλλον μάθησης & διδασκαλίας.
Σχετικά με την διδασκαλία των αξιών
Ισως τότε να βοηθήσουν τους εαυτούς τους και ενθαρρύνουν άλλους να ανασύρουν τα καλύτερα στοιχεία από τις δικές τους προσωπικές , πολιτισμικές και κοινωνικές ιδιότητες , κληρονομιά και παραδόσεις.
Σχετικά με τη φύση των ατόμων μέσα στον κόσμο και τη θεώρηση της εκπαίδευσης .
9.Στο επίκεντρο της θεώρησης της εκπαίδευσης μέσα στο πλαίσιο των αξιών ζωής,βρίσκεται μία άποψη των προσώπων σαν σκεπτόμενων , αισθανόμενων ολοκληρωμένων ανθρώπινων υπάρξεων με αξία, πολιτισμικά διαφορετικών που ωστόσο αποτελούν μέλη μιας παγκόσμιας οικογένειας.Η εκπαίδευση πρέπει γι αυτό να ασχολείται με την καλή διανοητική συναισθηματική , πνευματική και σωματική κατάσταση των ατόμων.
10. Η θεώρηση της εκπαίδευσης , της σκέψης , του συναισθήματος και της προσφοράς /απονομής αξίας στους άλλους είναι και αναλυτική και ποιητική.Το να εγκαθιδρυθεί ένας διάλογος σχετικά με τις αξίες, μέσα στο πλαίσιο μιας μαθησιακής κοινότητας βασισμένης σε αξίες διευκολύνει μία διαπροσωπική , διαπολιτισμική ανταλλαγή σχετικά με τη σημασία και τα μέσα της εκδήλωσης/εμπέδωσης αξιών στην εκπαίδευση.
Κατά την αναζήτηση επίτευξης της αποστολής του και εφαρμογής των θεμελιωδών αρχών του, το Διεθνές Σωματείο των Αξιών Ζωής παρέχει:
2. Συμβουλευτική σε κυβερνήσεις , οργανισμούς , σχολεία , δασκάλους και γονείς σχετικά με τη δημιουργία μαθησιακών πλαισίων βασισμένων σε αξίες και τη διδασκαλία των αξιών.
3.Μία διαλεκτική , πολυγλωσσική ιστοσελίδα (www.livingvalues.net) για χρήση υλικού χωρίς χρέωση.
Εκταση της χρήσης
Η προσέγγιση και το υλικό των Αξιών Ζωής χρησιμοποιούνται το τρέχον διάστημα και παράγουν θετικά αποτελέσματα σε σχεδόν 80 χώρες σε περίπου 8.000 εκπαιδευτικά πλαίσια . Ενώ τα περισσότερα από αυτά είναι σχολεία , άλλα είναι κέντρα καθημερινής φροντίδας , κέντρα νεότητας , σύλλογοι γονέων , κέντρα για άστεγα παιδιά, κέντρα υγείας και καταλύματα προσφύγων.Τουλάχιστον ένα μέρος από το υλικό των Αξιών Ζωής LVE είναι διαθέσιμο σε περίπου 30 γλώσσες..Η προσέγγιση είναι μη καθοδηγητική και δίνει τη δυνατότητα στο υλικό και τις στρατηγικές να παρουσιάζονται ανάλογα με τις συνθήκες , τα ενδιαφέροντα των χρηστών και τις ανάγκες των μαθητών.
Η εφαρμογή του προγράμματος Αξιών Ζωής συντονίζεται από τον Διεθνή Οργανισμό για τις Αξίες Ζωής στην Εκπαίδευση (ΑLIVE INTERNATIONAL), υποστηρίζεται από την UNESCO και μία πλειάδα άλλων οργανισμών, πρακτορείων, κυβερνητικών σωμάτων, ιδρυμάτων , κοινοτήτων και ατόμων .
Αποτελεί μέρος της παγκόσμιας κίνησης για ένα πολιτιστικό περιβάλλον ειρήνης στο πλαίσιο της Διεθνούς δεκαετίας των Ηνωμένων Εθνών για ένα πολιτισμό Ειρήνης και μη βίας για τα παιδιά του κόσμου.
To διεθνές πρόγραμμα ALIVE φέρνει κοντά εθνικούς φορείς των Αξιών Ζωής σε διάφορες χώρες και είναι ένας ανεξάρτητος οργανισμός που δεν έχει καμμία συγκεκριμένη ή αποκλειστική ,θρησκευτική , πολιτική ή εθνική σύνδεση ή ενδιαφέρον.
TESOL Greece Mini-Convention on Sunday 3lst October l999 held at the British Council in Athens
"As the Living Values Education Coordinator I was asked to present a workshop in the multimedia section and talked about "The Influence of Technology on Life in the Classroom". I noted that as we move into the new millennium the use of computers and video in classroom teaching is no longer an opportunity but a necessity. In the workshop I showed how technology can have a positive and beneficial influence on the quality of educating our students and how to create the right attitudes towards technology in language teaching and in the creation of an active and positive learning environment.
Amongst the participants was a Montessori school teacher with her own school in Kifissia in the northern suburbs of Athens. She was so impressed by the forum and the Living Values Programme that she invited me to give a presentation in her home to a group of parents. Twenty-five people turned up at 8 pm on 19th December 1999 and we left at after midnight! The evening was lively, with 18 very enthusiastic parents who listened attentively to the presentation and then spent 90 minutes firing questions at me about values, how we can teach them to children, how we can model them, etc. As a result, we will have monthly meetings with this parent group starting in January 2000.
Living Values gets a new partner!
"Andrew Betsis publishing house in Athens has offered us a place to conduct training seminars and offered it free of charge, because we give our services free of charge. They will also do all the advertising and mailing of invitations. The following seminars were held:
30th January 2000 - Eight Steps Towards Creating Good Relationships
26th February 2000 - Education without Fear
1st April 2000 - Communication Skills: Active Listening and Conflict Resolution
22nd and 23rd April 2000 - Educator Training in Values-Based Education
TESOL Greece published my full paper in their July-September quarterly journal. The title: "Learning to Be: A Values-based Approach to Language Learning" had been presented at their 21st Annual Convention in March. They included a synopsis of all twelve values. The journal has a circulation of about 2000."