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International Research Handbook on Values Education and Student Wellbeing pp 3–18Cite as

The New Values Education: A Pedagogical Imperative for Student Wellbeing

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Abstract

This chapter introduces the reader to the distinctive contribution to the field of values education that the Australian Values Education programme has made by identifying a ‘new values education’, one that acts as a catalyst for ‘best practice pedagogy’ and, in turn, as an effective means of assuring student wellbeing. This goes to the essence of the thematic organiser for this first section of the handbook, Values Education: Wellbeing, Curriculum and Pedagogy. It refers to key research that justifies and explains how values education works to enhance positive student effect across the full range of measures, personal, emotional, social, moral, spiritual and intellectual.

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Authors and Affiliations

  1. The University of Newcastle, Newcastle, NSW, Australia

    Terence Lovat

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  1. Terence Lovat
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Correspondence to Terence Lovat .

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Editors and Affiliations

  1. Newcastle University, University Drive, Callaghan, 2308, Australia

    Terence Lovat

  2. Newcastle University, University Drive, Callaghan, 2308, Australia

    Ron Toomey

  3. Newcastle University, University Drive, Callaghan, 2308, Australia

    Neville Clement

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Lovat, T. (2010). The New Values Education: A Pedagogical Imperative for Student Wellbeing. In: Lovat, T., Toomey, R., Clement, N. (eds) International Research Handbook on Values Education and Student Wellbeing. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-8675-4_1

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