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No Surprise in the ‘Surprise Effect’ of Values Pedagogy: An Edusemiotic Analysis

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Edusemiotics – A Handbook

Abstract

Data from the Australian ValuesEducation Program , a series ofschool-based research-on-practice projects that ran through 385 Australian schools from 2003 to 2010, demonstrated enhancedholistic effects in students evaluated acrosswellbeing , maturation andacademics . This oft-termed ‘surprise effect’ represents a challenge to traditionalWestern educational logic that considers learning as resulting principally from cognitive effort and concentration; with affective, social, moral, spiritual andaesthetic concerns being of less importance, if relevant at all. The chaptertraces different theories of knowledge: from logical positivism,to Quine ,to Habermas ,to Damasio. Thedata collected and analysed in the course of the Australian Values Education Program showed that concentration on all developmental measures, while focusing on values of the learningenvironment and discourse, elicited an enhanced learningeffect , including academicdiligence . It is argued in this chapter that theresearch data in valueseducation serve to illustrate that the unhelpful but still dominant Western educational logic is being superseded by new insights inepistemology , neuroscience, andcomplex systems science that paralleledusemiotics as a new theoreticalfoundation for education.

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Authors and Affiliations

  1. The University of Newcastle, Newcastle, Australia

    Terence J. Lovat

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  1. Terence J. Lovat
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Correspondence to Terence J. Lovat .

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  1. Institute for Edusemiotic Studies, Melbourne, Victoria, Australia

    Inna Semetsky

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Lovat, T.J. (2017). No Surprise in the ‘Surprise Effect’ of Values Pedagogy: An Edusemiotic Analysis. In: Semetsky, I. (eds) Edusemiotics – A Handbook. Springer, Singapore. https://doi.org/10.1007/978-981-10-1495-6_7

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  • DOI: https://doi.org/10.1007/978-981-10-1495-6_7

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