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Values and the Sciences

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Values Pedagogy and Student Achievement

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Abstract

This chapter will survey the major research findings from the social sciences (psychology and sociology), their impact on educational aims and assessment, and their pertinence or not to values. It will also explore more recent research in neuroscience that is challenging traditional conceptions of ‘cognition’ as essentially separate from and, at best, only marginally related to ‘affect’ and ‘sociality’. These traditional conceptions have driven views of learning that privilege the more measurable outcomes of cognition and marginalize not only higher forms of thinking but also social, emotional, moral, aesthetic and spiritual development. The greater nexus between cognition, affect and sociality posed by research in the neurosciences is causing such conceptions to be revised in favour of a view of learning as a complex and multifaceted phenomenon involving a broader range of interconnected developmental domains. Among other things, this research has provided an empirically based explanation for aspects of the studied effects of values pedagogy and, for the authors, has particular pertinence for the findings related to student achievement and wellbeing with which they have been associated in the Australian Values Education Program.

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  1. The University of Newcastle, 2308, Newcastle, Australia

    Terence Lovat, Kerry Dally, Neville Clement & Ron Toomey

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  1. Terence Lovat
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Lovat, T., Dally, K., Clement, N., Toomey, R. (2011). Values and the Sciences. In: Values Pedagogy and Student Achievement. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1563-9_3

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