|In This Issue – May 2017||
Issue Number Fifty-eight
Dear colleagues and friends of Living Values Education,
Warmest greetings from Hong Kong! It’s an honour to be writing to you as the new President of the Association for Living Values Education International following the completion of the very successful term of office of Peter Williams, to whom many thanks are due for all that he achieved at the helm of ALIVE. In our last newsletter Peter had reported on the delightful series of events that took place in Yogyakarta, Indonesia, to mark the 20th anniversary of the initial formulation of what has now become known as the Living Values Education Approach and led to the creation of this wonderful worldwide association of educators concerned with giving values, and a values-based approach, pride of place within teaching and learning.
Peter had written about loving kindness which was appropriate not just because he exemplifies this but also because it underpins much of what Living Values Education seeks to represent and bring to the entire educational enterprise. The last few months have seen a few occasions on which to be reminded of such values, including the Seed of Kindness project created by students in Bali, on which we write further below, which seeks to raise awareness about values, and the importance of nurturing them, in our daily lives. The theme of nurturing has also been topical as over the past few months many countries have been celebrating days in honour of mothers; while the day itself may be marked in nearly every month somewhere around the world there is, notwithstanding the wide range of dates, truly a commonly held commitment amongst diverse societies to honour the special nurturance provided by mothers. Of course in many ways each of us has to be a mother to and nurture our own values, helping them grow and deepen, and maintain the strength to withstand the many storms that the winds of life may blow upon us, often threatening to divert us off-course from the direction that we aspire to in our endeavours and relationships. And we can each learn from and be inspired by others and the way those around us live and express their values. Notwithstanding what may appear from much of the content of mainstream media, there are many things to celebrate and appreciate today and many unsung heroes quietly doing good work and profoundly touching and uplifting the lives of others. Sharing stories about the difference values can make, and have made, in life is a tradition to be found in many cultures, if not all, and it is of course part of the inspiration for this newsletter, now in its 18th year. So read on... and, as ever, we hope that you'll do more than just read: please also send us news and stories about your experiences with values-based education – and go out and make some news!
An article on "Education, Values and Juveniles Transgression," based on the experiences of two leading LVE Educators in Brazil, Paulo Sergio Barros and Francisca Valdelice Araújo do Vale, was published by the Federal University of Ceará in their Culture of Peace Book.
The beginning and end of the article are translated from Portuguese below to give you a taste of the topic … and entice you to read more! Should you wish to read the entire thought-provoking article, you will find it on the Country Report page of Brazil. It is quite easy to translate on Google. Thank you for your wonderful contribution, Paulo and Francisca.
The article begins: “The problem of human relations in the academic sphere has been a theme of many reflections and studies by researchers and educators. Understanding this process implies models of coexistence that presuppose certain values, forms of organization, systems of relation, norms to resolve conflicts, ways of expressing feelings, linguistic forms, social and educational expectations, etc. (Jares, 2008). For this reason, education based on human values is primordial for a humanized coexistence as a way of dealing with the banality of multiple forms of violence in the school context.”
“Final Reflections: We conclude this article with Temporetti's reflection in which he states that: ‘Educators and educators should be thought of as they are: an interrelated unit of unequal and asymmetrical components located in a conflictive institutional organization shaped in a social and cultural history.’ The author emphasizes the need to build an educating accomplice. That is to say, students who associate and become partners ... of the project formulated by the teacher that ... cooperates and accompanies the educator. Temporetti also refers to the open educator, that is, the teacher who is not closed in his ideas when he exposes, narrates or proposes activities, produces knowledge or solutions to problems: An educator for whom everything is not solved, which leaves room for doubt, uncertainty; an educator who challenges learners to participate.
We believe that the reflections of the authors, Temporetti, Tillman, Morin and Freire, open paths to change the vision of education, of relationships between people, between them and the world. In a complex scope in every way, breaking the old standards of education is something we always have to keep in perspective. Brunner (1984) states that each culture has ‘... a system of techniques to shape and enhance human capabilities. They are the values, the instruments, the modes of knowledge with which each culture equips its members’. Seen from a planetary perspective, we understand that if we walk through the field of dialogue, cooperation, acceptance and understanding, etc., then we will have seminal values to enhance our human capacities. In the context of school education, for the interpersonal relationships that are woven there, these and other values are fertile and vital for healthy living, even if school is an environment of constant manifestations of conflicts.”
Patricia Ndikum and the LVE team in Cameroon have conducted a number of LVE Awareness Sessions and Educator Trainings since January of this year, as well as activities with parents and students. The facilitated LVE Educator workshops for the Lady Bird group of schools, Holy Infant Nursery and Primary School, and Green Hill Academy. The provided LVE workshops for students at a Lady Bird School, St. Stephen’s International, Maison Dola, and GBPS Awae Ekounous. They plan to continue with educator workshops during the rest of the year, and also do LVE activities at an orphanage as well as values-based education awareness building at a refugee camp.
Congratulations Patricia Ndikum and the LVE team in Cameroon. You have made the gift from the families of Kuwait American School spread so beautifully.
Patricia and the team would like to continue to disseminate LVE workshops to other schools and refugee camps in different regions of Cameroon. They are also cooperating with a sensitization, screening of and treatment of malaria program in the Central and Littoral Regions. They are hoping to attract funds based on the success the educators, students and families are experiencing.
Should you wish to contribute to LVE workshops, materials and art supplies for one or more schools, please look at their Action Plan and contact Patricia.
Representative of the Minister of Pre-University and Literacy Education respectively. Three activities characterized the day: 1)The presentation of the LVE approach which provoked debate and participation of participants; 2) Signature of a collaboration agreement between CAVEG and the Community Life Association (AVICOM) based in Dubréka in the framework of the implementation of the activities of the Living Values Guinea Program in the Region of Lower Guinea; and 3) Establishment of an expanded Living Values Guinea steering committee, to define the orientations and follow-up of the activities of the living values program Guinea, to ensure transparency.
Yombouno Abdel Tiekoura, the President of CAVEG, sent a report with a proposal for a three-year action plan. Should you be interested in materially contributing to making values education available at schools, for children, educators and parents in Guinea Conakry, please let Mr. Yombouno know. Below, you will find further information contained within his report.
“Context and Justification
In today's Africa, struck by crime, armed conflict, common diseases, Ebola, AIDS, and poverty, education for values will become one of the most powerful weapons to help people regain their pride, dignity and the art of living together again.
In Guinea, the need for values-based education is felt at a time when more and more children, teachers and parents are seeing the rise of incivility and violence. Without being necessarily prepared, teachers are confronted, in the exercise of their functions, with the consequences of a certain disintegration of the family or social unit.
Human values such as tolerance, respect, freedom, honesty, peace, love, humility, cooperation, simplicity, freedom, unity and happiness constitute, in their expression the most universal, the foundation of social peace and progress.
At the beginning of the twenty-first century, values can be a source of hope by offering children and adults new perspectives, both personal and social.
It is in this situation that the Living Values Educational (LVE) Program, in partnership with the Education Department, will put a Teaching / Learning process at the disposal of teachers.
In order to enable the actors to appropriate values and integrate them into teaching / learning practices in Guinea, it is essential to equip teachers with methods enabling them to apply practices in line with these values. It is in this logic that this first workshop must be held so that we can lay the foundations for a process of learning and exercising the values promoted by LVE.
To promote the integration of the values promoted by Living Values Education into the teaching and learning system of the Educational System of Guinea for Quality Education.”
“A strategic action plan, resulting from the meeting of the steering committee and CAVEG held in Conakry from 2 to 4 December 2016, has been finalized and validated by both parties. Each activity is subordinated to the development of a reference term for budgeting.”
“Outlook: 1. Integrate the teaching of values in the Guinean school system; 2. Establish a system of in-service training of teacher educators Living Values; 3. Edit manuals and teaching materials for Living Values for the Guinean school system.
Specifically, they would like to proceed with: 1. Education Awareness Campaign for the LVE Approach in four regions; 2. Training of trainers on the approach to LVE; 3. World Education Campaign; 4. Equipment in tools, materials and teaching aids for the popularization of the LVE approach in four regions; 5. Choice and identification of experimental LVE Schools; 6. Strengthening the institutional and organizational capacities of the associated NGOs and the local steering committee with the LVE Aapproach; 7. Teacher training for LVE and teaching values; 8. Local training of educators and parents in the Living Values Approach Education; 9. Finalization of reading books on Values, Primary in Guinea CAVEG Conakry; 10. Monitoring and evaluation of the activities carried out by CAVEG ALIVE Conakry in the regions.”
“Our LVE association was requested to conduct a six-hour personal developing training for Nyíregyháza House of Children, Kindergarten “Déli” Virág Street,” wrote Zsófia Fried, the President of the ALIVE Associate in Hungary, BEKE. “The administration wanted all those involved in the institution to take part, from the caretakers to those in leadership, knowing that everyone needed it. This kindergarten implemented an exemplary action on this day. At the end of the workshop, participants were asked to fill in an evaluation form. The evaluation form, developed by the leaders asked the question: “What are you taking away from here into your everyday life?”
Participants mentioned the following: affirmation, recharging, recognition, support to feel better, positive vision, practical methods about self-care, affirmation of my vision, need to change and to transform, take time for myself, listen to myself with more awareness in order to be in balance, guidelines to listen to myself more carefully, optimism, take care of myself more, information that is worthy of contemplation, positive feelings, and to know how to use my goodness. Other comments included: instead of struggle – just do it!, don’t be selfish – listen to others not only to myself and be honest with myself and others, the most important is: it is better to give than to receive, we can receive what we give. Others mentioned: strengthening of my life affirmations and my beliefs and upbringing, a great feeling, good and useful advice to help develop positive thinking, good qualities inside me can give me strength, the more good qualities I know about myself the more I can give others, and self-confidence, care about our inner self and positive attitude.
When they asked, “Would you like similar trainings like this one? What kind of suggestions do you have?” They received the following answers: Yes, this first experience helps me recognize that further workshops can help support me practically. Yes, let there be more exercises and tasks! Yes, I would like to know how we can use visualization in a kindergarten. How can we do this with children? I’d like to participate in a training like this very much. Yes, I am interested in many things. Yes, I would like to do team building.
It was wonderful to be with open-minded people so eager to learn. We look forward to returning.”
“Warm greetings from Bali, Indonesia! Here we have some very unseasonal weather patterns, sometime there are torrential rain, even some ice and snow, interspersed with scorching heat. Rain does affect workshops here, as they cause quite a disruption of sea and air travel, two travel modes that are most common here. But it does not stop LVE trainers all over Indonesia in delivering workshops.
During the period of January to April 2017, there were 26 3-days Educator Workshops happened all over Indonesia. There were 589 participants, consisted of teachers, lecturers, principals, deans of teaching faculty, university students who will become teachers, and parents. A special mention to The Asia Foundation (Mr Budhy Munawar-Rachman and others) for running the program to build the capacity of lecturers in Tarbiyah Faculties (Teacher Training Faculty) of State Islamic University all over Indonesia. These lecturers in turn will train future teachers which will become the backbone of Indonesia’s education system.
There’s also Yayasan Indonesia Bahagia (Happy Indonesia Foundation, Ms Anggraeni Dewi and her team) which focused on providing training for young parents in Jakarta area. While on the eastern side of Indonesia, Parakletos Foundation (Ms Elsye Syauta Latuheru and team) bravely sailed the Mollucan sea to deliver workshops in nearby islands, inn Bali, Green School (with Mr Made Perdana Skolastika as trainer) also got into the act by delivering their CSR (corporate social responsibility) by delivering free LVE workshops for teachers of several nearby local schools.
With all these works we have to deal with, we really need LVE trainers. That’s why now we at Karuna Bali Foundation (the ALIVE associate in Indonesia) decided to make Train-the-Trainer workshops an annual event. This year we held the TTT workshop in Bandung, West Java, in order be close to the State Islamic University of Bandung, where most of the candidate trainers teach. From 15 to 19 March 2017, 21 candidates train themselves under the guidance of Ms Taka Gani as lead trainer and Mr Philip Yusenda and Mr Mohammad Ziaulhaq as co-trainers. These candidates have prepared themselves for the last two years by attending educator workshops and interning under one of the senior trainers. Out of 21 participants, 20 new trainers were willing to sign the contract to become volunteer trainers of LVE Indonesia.
Upcoming event: We’re re-translating and editing the Indonesian version of the Living Values Activities books, the “LVEP Educator Training Guide”, and “Living Values Parent Groups: A Facilitator Guide”. We’re hoping to release them by September 2017. That’s all the news from Indonesia, folks! Warm regards from Bali!”
LVE Coordinator for Indonesia
The one-year students of Campuhan College in Ubud, one of the programs of Karuna Bali, did a special project this year on April 23rd called The Seed of Kindness. An annual project of these LVE students, one purpose is to raise awareness in the surrounding community about values application in daily activities. They use seeds as symbols of values with the aim of also cultivating environmental values in celebration of Earth Day.
The students noted, “We treat the seeds with so much love and happiness. Each seed represents one value. For example, dragon fruit represents strength, star fruit represents happiness, and mulberries represents togetherness. We invite everyone to buy the seeds and then cultivate the values of those seeds for at least a month. One proceeds from this project are fully dedicated to help a one-year professional program student at CAMPUHAN College.”
They raised enough money last year to sponsor one of this year's students. They have demonstrated their values, showing that the essence of values is perpetuated. Acting in our values does great things and changes lives. Congratulations to all the young adults at Karuna Bali.
The Facebook page for The Seed of Kindness Team is https://www.facebook.com/theSeedofKindness/?fref=ts
For the last three years, Tahaddi Education Center has been incorporating Living Values Education into our weekly schedule from KG2 to level 5. So far this year the children have studied peace, cooperation, and now unity! Through group games and activities, each class discusses and explores life’s essential values.
Co-Focal Point for Lebanon
“As years pass by I have come to realize the value of Living Values Education more and more,” wrote Aminath Ismail, the President of Hand in Hand, the NGO which is the ALIVE Associate for the Maldives. “We need to continue this effort.”
In 2013, Aminath and her team created The Living Values Education Preschool. She noted that it is a challenge sometimes, but is starting to flourish. An inclusive school, a number of children with special needs attend, including some children with speech delays and others who are visually impaired or autistic. In addition to LVE, they follow the national curriculum, emphasize a values-based atmosphere, and conduct parent education programs. The Facebook page for the school: https://web.facebook.com/Lvep.school.maldives/
Hand in Hand has expanded its LVE programs to the atolls. Their preventative programs with young adults and parents are well coordinated with the Maldives Police Service and other agencies concerned with prevention. Aminath noted, “The work is not easy, however the LVE Program keeps us motivated. It is always worth it. Sometimes there are awards, too. I am happy to let you know that we won three shields for Community Contributions from the Police Service during their anniversary celebration for delivering LVE programs.”
The Facebook page: https://web.facebook.com/Hand-in-Hand-NGO-Maldives-959005027512348/
An innovative nine-session seminar titled “Live in Harmony” is now being conducted annually at the Teaching Center CEP de Santa Cruz de Tenerife in Spain.
Julia Candelaria Alonso Benítez, the founder of this initiative, wrote: “We contribute to the valuable work of "Living Values Education", a values education program carried out by a non-profit association of educators around the world. It has the support of UNESCO, and is part of a global movement for the culture of peace and non-violence for children of the world. Our aim is to continue to deepen the work of values over a trajectory of ten years. We intend to continue designing and implementing educational proposals in our educational centers, taking into account the good results obtained in the classroom with our students. This project motivates us and invites a permanent and always innovative reflection for an education in values.
Our trajectory as a seminar develops the emotions and the creativity from an educational approach, assuming an integrative and transversal perspective, as reflected in the LOMCE and the curricular decrees of the Canaries.
We have concluded through our work that the goal of the human being is to be happy. To approach this great goal it is necessary to achieve a balanced, harmonious and integral development and to have the resources to interact in a positive way with others and our environment.
To develop teaching proposals that favor dialogue between the children of different cultures, respect and cooperation, the richness of diversity, cultural exchange and the search for new forms of relationships in which an open and supportive coexistence can be established.
To continue to develop the resources and skills that we possess as teachers that help us deal with and offer constructive responses to the challenges of our educational tasks.
To establish strategies for the participation of the children in such a way that from the first years of schooling, they understand their potential as citizens who are capable of conceiving of coexistence in a complex and dynamic world and engaging in the construction of a more just society.
To continue building, sharing and reflecting on the processes based in the values that give meaning to our actions in the classroom, achieving mutual enrichment.
Harmony: The harmony of living
Relaxation: Flow with life: Let yourself go
Self-esteem: I am valuable
Respect: A life philosophy
Positivity: Being able to say ‘Stop’ to negativity
Mindfulness: The here and now
Responsibility: Am I ecological?
Optimism: My goals in life
Experiences in the classroom and memory
Methodology of work, expected activities and internal organization:
Our main objective is to create a warm, affective, safe and relaxed climate of respect and trust, to facilitate personal growth of our students and good intellectual development, so that they learn to relate with others and express their affections, feelings, emotions, ideas ... especially through reflection, dialogue, and play, where they will discover the value of the ‘other’ in opposition to themselves and internalize attitudes, values and norms that contribute to his affective social development and to the beginning of the socializing process.
We carry out workshops on communication, relaxation, visualization and silence skills that favor concentration and relationships, to help form people with a positive attitude towards situations, who can express and control their feelings, that can connect with the emotions of other people, and who also have the autonomy and capacity to make adequate decisions in order to overcome the difficulties and conflicts that inevitably arise in life. Learning to be emotionally healthy people and knowing how to live together in harmony with others, are the most important lessons to learn in our lives.
All this will be done through an open and flexible, participatory and collaborative, teaching methodology, based on constant motivation and a globalizing and meaningful perspective, which integrates the different experiences of students in different learning situations. Some of these dynamics will be based on breathing, relaxation, body expression, active listening, oral expression, internal dialogue, positive self-affirmations, symbolic and dramatic games, creative techniques and cooperative, collaborative and service work.
In these dynamics, we will experience forms of thought focused on the development of creativity – more open, more flexible, and ultimately more tolerant – which may be transferred to our students.
We will pose different social situations that favor the participation, collaboration and relationship of all members of the Educational Community, particularly families.
The spaces of the center, the environment and the classroom, materials and times are fundamental elements for the proper development of the educational process, so we will also take them into account when carrying out the proposed methodology.”
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