A Compilation of Papers by Dr. Margaret Taplin, Institute of Sathya Sai Education of Hong Kong
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A Compilation of Papers by Dr. Margaret Taplin, Institute of Sathya Sai Education of Hong Kong Blocks A1 & A2, 10th Floor, Burlington House, 92-94 Nathan Road, Kowloon, Hong Kong. Phone: 2367 4240 Fax: 2724 8000 Email: [email protected] January, 2002 “Educare is education which makes one a caring individual, because one becomes a caring individual when one realizes that one is not different from the other, that both are the same. My brother’s pain, my sister’s sorrow is my sorrow, my pain. When you become aware that there is no difference, you become a caring individual.” Sathya Sai Baba ii Table of Contents Chapter 1. Introduction ........................................................................................................ 1 Chapter 2. The SSEHV Model ............................................................................................ 3 Chapter 3. Educare .............................................................................................................. 8 Chapter 4. The Human Values Approach to Classroom Discipline .................................. 11 Chapter 5. Human Values Approach to Teaching – Its Impact on Teachers and Pupils... 24 Chapter 6. Creating a 'Safe', Supportive Mathematics Classroom Environment .............. 28 Chapter 7. Peace in the Classroom .................................................................................... 41 Chapter 8. Silent Sitting and Creative Visualisation in the Classroom ............................. 45 Chapter 9. Integrating Values Education into English Lessons ........................................ 51 Chapter 10. Enhancing Character Development, Reducing Teacher Stress: Some Reflections. ...................................................................................................... 59 Chapter 11. Combating Bullying Through Strategies of Truth, Right Action, Peace, Love and Non-Violence ............................................................................................ 65 Chapter 12. Teaching Values Through A Problem-Solving Approach ............................... 72 Chapter 13. Conflict Resolution in the Classroom .............................................................. 89 Chapter 14. What Can We Do To Raise Students’ Self-Esteem? ....................................... 95 Chapter 15. Loving Pupils in Their Unlovable Moments ................................................. 106 Chapter 16. Teacher Self-Esteem: An Educare Approach to Caring for Teachers .......... 133 Chapter 17. Bringing out Human Excellence 3HV: The Harmony of Head, Heart and Hands ............................................................................................................. 141 Chapter 18. What is Spiritual Health and How Can Schools Achieve It?......................... 146 Chapter 19. Integrating Education in Human Values Into Mathematics Lessons ............. 159 Chapter 20. Water Education and Education in Human Values........................................ 168 Chapter 21. Friendship Day: Integrating values education into the curriculum ............... 178 Chapter 22. Finding Inner Potential .................................................................................. 187 Chapter 23. A Rubric for Assessing Education in Human Values .................................... 197 Chapter 24. Parent-teacher partnerships: a values-oriented approach ............................... 201 Chapter 25. Knitting Love: A Service Project in a Primary School. ................................ 206 iii iv Chapter 1. Introduction When the school introduces and trains each child of society into membership with such a little community [ie a microcosm of the world a child would inhabit as a citizen, not just as a worker], saturating him with the spirit of service, and providing him with the instruments of effective self-direction, we shall have the deepest and best guarantee of a larger society which is worthy, lovely, and harmonious (pp.43-44). Nevertheless, many teachers are expressing concern that, even though they acknowledge values education as being important, it is difficult to 'add on' anything more to their already jam-packed curricula. Therefore, it is necessary to explore ways in which it can be incorporated into existing curricula without needing to make too many changes or becoming just one more extra thing to do. There is undoubtedly growing pressure for all teachers at all levels to become teachers of values, through modelling, discussing and critiquing values- related issues (Noddings, 1991; 1995a; 1995b; 1995c; Jennings and Nelson, 1996; Lockwood, 1993). Education can no longer be concerned solely with academic achievement because even this is not possible if children do not know how to care for others and be cared for by others (Noddings, 1995c). In fact, while the survival of society is dependent upon people who are literate, numerate and able to cope with solving the problems of day-to-day life: Our society does not need to make its children first in the world in mathematics and science. It needs to care for its children – to reduce violence, to respect honest work of every kind, to reward excellence at every level, to ensure a place for every child and emerging adult in the economic and social world, to produce people who can care competently for their own families and contribute effectively to their communities (Noddings, 1995a, p.365). With breakdowns in traditional family structures, it is no longer the case that commonly- accepted values are passed from one generation to the next (Carr, 1997). Therefore the responsibility is falling more and more on schools to fulfil this role - and yet it continues to be difficult for them to do so, particularly with increasing pressures to achieve high test scores even in primary schools (Noddings, 1995a). Clearly, while time and curriculum constraints can make it difficult, if not impossible, to include education in human values as an additional topic in the curriculum, there are many opportunities to teach its principles through existing subjects and topics (Taplin, 1998). This has the added advantage that the schools do not have to abdicate in any way their responsibility to teach the academic skills but that they will be rethinking the ways in which they do this (Noddings, 1994). The purpose of this collection of papers is to suggest some ways in which teachers can incorporate values education into existing programmes. A framework that enables this to be done effectively is the Sathya Sai Education in Human Values (SSEHV) programme. This programme was founded in India by Sathya Sai Baba and now operates successfully in more than 160 countries, and is supported by national education department policies in several countries. It is a secular programme that is concerned with putting back character development and values into education and developing all domains of the student's personality: cognitive, physical, mental, emotional and particularly spiritual. It is based on the five human values that are universal and inter-dependent: Truth, Right Conduct, Peace, Love and Non-violence and is concerned with eliciting these values that are already inherent in all of us. The fundamental principle of SSEHV is that all teaching is based on love and that the teacher's example in living the values is the most critical component of values education. Therefore, it is hoped that this collection of papers will give some insights about how teachers can become values role models in all aspects of their teaching and interactions with their pupils. 2 Chapter 2. The SSEHV Model In this section, a brief description will be given of the rationale for SSEHV. Its goals are: 1. to bring out human excellence at all levels: character, academic, and "being"; 2. the all-round development of the child (the heart as well as the head and the hands); 3. to help children to know who they are; 4. to help children to realise their full potential; and 5. to develop attitudes of selfless service. The essence of the SSEHV model (Figure 1) has been described by Jumsai (1997). Superconscious Knows everything Mind Source of inspiration and intuition Subconscious Mind Conscious Mind Store s me mories Controls physical functions of body How to retrieve these? How to do this? ca lm, still, peaceful 'programme' the subconscious Information Problems…Solutions Needs to be calm and free from external chatter Figure 1: Dimensions of the human being (adapted from Jumsai, 1997) This diagram represents the physical human body (large circle) and the three levels of the mind: the conscious, the subconscious and the superconscious. Through the five senses, the conscious mind receives and processes information from the environment in order to create awareness and understanding. The subconscious stores the memories of everything that we have experienced, and feeds these memories to the conscious mind to control the individual’s thoughts and actions, and even to colour our perceptions of events that happen around us. The superconscious mind is the source of our wisdom, knowledge, conscience and higher consciousness. In a holistically balanced person, these three levels of the mind interact together to contribute to the physical, mental, emotional and spiritual well-being. 3 Jumsai proposes that there are two important ingredients for this healthy interaction to occur. The first is to free the three levels of the mind from extraneous ‘chatter’, to enable enhanced concentration and memory. The second is to ensure that the information that is stored in