Abstract
This chapter will focus on the notion of wellbeing and the many ways in which it is being explored across a range of academic disciplines and professional services. Be it in medical, health and psychological research, or social work practice, wellbeing is increasingly being employed as a concept that captures the notion of holism, integration, internal connectedness and comprehensiveness in terms of the kinds of health and welfare goals that should determine the work of service professionals. Just as the findings from the neurosciences cited in Chap. 3 are now challenging traditional conceptions of learning and educational practice, so the academic disciplines and practices that underpin professions such as medicine, healthcare, psychology and social work are being challenged to re-consider their own assumptions about the partitioned self. In these fields, previous assumptions about the effectiveness of specialist interventions targeting separate aspects of physical and mental health are now found to be inadequate in addressing new research findings and the range of human and social needs that characterize modern communities. Values pedagogy presents as education’s contribution to this wide-ranging re-consideration, both in terms of its providing a renewed concept of education and in its research and practice findings. It offers an evidence-based and practice-based means by which schools and classrooms can be transformed towards holistic learning and teachers can be re-invigorated to establish learning regimes that are aimed at student wellbeing across the range of developmental measures, including academic achievement. Findings will be drawn from an array of international projects that demonstrate such transformation, with special emphasis on the long-term empirical work with which the authors have been associated.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Adalbjarnardottir, S. (2010). Passion and purpose: Teacher professional development and student social and civic growth. In T. Lovat, R. Toomey, & N. Clement (Eds.), International research handbook on values education and student wellbeing (pp. 737–765). Dordrecht: Springer.
Brighouse, H. (2006). On education. London: Routledge.
Carnegie Corporation. (1996). Years of promise: A comprehensive learning strategy for America’s children. New York: Carnegie Corporation of New York. (ERIC Document Reproduction Service No. ED397995). Accessed 7 June 2011.
Clement, N. (2010). Student wellbeing at school: The actualization of values in education. In T. Lovat, R. Toomey, & N. Clement (Eds.), International research handbook on values education and student wellbeing (pp. 37–62). Dordrecht: Springer.
Cohen, J., & Sandy, S. V. (2007). The social, emotional and academic education of children: Theories, goals, methods and assessments. In J. G. Reuven, M. Elias, & M. J. Elias (Eds.), Educating people to be emotionally literate (pp. 63–77). Westport: Praeger.
Crotty, R. (2010). Values education as an ethical dilemma about sociability. In T. Lovat, R. Toomey, & N. Clement (Eds.), International research handbook on values education and student wellbeing (pp. 631–644). Dordrecht: Springer.
Dally, K. (2010a). A teacher’s duty: An examination of the short-term impact of values education on Australian primary school teachers and students. In T. Lovat, R. Toomey, & N. Clement (Eds.), International research handbook on values education and student wellbeing (pp. 503–520). Dordrecht: Springer.
Dally, K. (2010b). The second pillar of the student wellbeing pedagogy: Social and emotional learning. In R. Toomey, T. Lovat, N. Clement, & K. Dally (Eds.), Teacher education and values pedagogy: A student wellbeing approach (pp. 32–53). Sydney: David Barlow.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self determination in human behavior. New York: Plenum.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325–346.
DEEWR. (2008). At the heart of what we do: Values education at the centre of schooling. Report of the Values Education Good Practice Schools Project—Stage 2. Melbourne: Curriculum Corporation. http://www.curriculum.edu.au/verve/_resources/VEGPSP-2_final_3_execsummary.pdf. Accessed 7 June 2011.
DEEWR. (2009). Values for Australian schooling: Building values across the whole school- Teaching and learning units- Secondary. Melbourne: Australian Government, Department of Education, Employment and Workplace Relations; Curriculum Corporation. http://www.curriculum.edu.au/values/val_values_ed_cpl_resources_1_building_values,20874.html. Accessed 7 June 2011.
DEST. (2005). National Framework for Values Education in Australian schools. Canberra: Australian Government Department of Education, Science and Training. http://www.curriculum.edu.au/verve/_resources/Framework_PDF_version_for_the_web.pdf. Accessed 7 June 2011.
Dorman, J. P. (2003). Relationship between school and classroom environment and teacher burnout: A LISREL analysis. Social Psychology of Education, 6, 107–127.
Elias, M. J., Parker, S. J., Kash, V. M., & Dunkeblau, E. (2007). Social-emotional learning and character and moral education in children: Synergy or fundamental divergence in our schools? Journal of Research in Character Education, 5, 167–181.
Engels, N., Aelterman, A., Schepens, A., & van Petegem, K. (2004). Factors which influence the well-being of pupils in Flemish secondary schools. Educational Studies, 30, 127–143.
Engels, N., Hotton, G., Devos, G., Bouckenooghe, D., & Aelterman, A. (2008). Principals in schools with a positive culture. Educational Studies, 34, 159–174.
England, H. (1986). Social work as art: Making sense for good practice. London: Allen & Unwin.
Flay, B. R., & Allred, C. G. (2010). The positive action program: Improving academics, behaviour, and character by teaching comprehensive skills for successful learning and living. In T. Lovat, R. Toomey, & N. Clement (Eds.), International research handbook on values education and student wellbeing (pp. 471–502). Dordrecht: Springer.
Gray, M., & Lovat, T. (2008). Practical mysticism, Habermas and social work praxis. Journal of Social Work, 8, 149–162.
Habermas, J. (1972). Knowledge and human interests (trans: J. Shapiro). London: Heinemann.
Habermas, J. (1974). Theory and practice (trans: J. Viertal). London: Heinemann.
Habermas, J. (1984). Theory of communicative action (trans: T. McCarthy, Vol. I). Boston: Beacon Press.
Habermas, J. (1987). Theory of communicative action (trans: T. McCarthy, Vol. II). Boston: Beacon Press.
Hamilton, C., Eckersley, R., & Denniss, R. (n.d.). What is wellbeing and what promotes it? Canberra: National Centre for Epidemiology and Population Health, Australian National University. http://www.wellbeingmanifesto.net/wellbeing.htm. Accessed 7 June 2011.
Hascher, T. (2003). Well-being in school – Why students need social support. In P. Mayring & C. Von Rhoeneck (Eds.), Learning emotions: The influence of affective factors on classroom learning (pp. 127–142). Frankfurt: Peter Lang.
Haydon, G. (2010). Values and wellbeing in the curriculum: Personal and public dimensions. In T. Lovat, R. Toomey, & N. Clement (Eds.), International research handbook on values education and student wellbeing (pp. 195–210). Dordrecht: Springer.
Hill, B. V. (2010). Values education, mental reality constructs and student wellbeing. In T. Lovat, R. Toomey, & N. Clement (Eds.), International research handbook on values education and student wellbeing (pp. 645–658). Dordrecht: Springer.
Houston, S. (2003). Establishing virtue in social work: A response to McBeath and Webb. The British Journal of Social Work, 33, 819–824.
Kristjánsson, K. (2010). Valuing the self. In T. Lovat, R. Toomey, & N. Clement (Eds.), International research handbook on values education and student wellbeing (pp. 179–194). Dordrecht: Springer.
Lovat, T., & Gray, M. (2008). Towards a proportionist social work ethics: A Habermasian perspective. The British Journal of Social Work, 38, 1100–1114.
Lovat, T., Toomey, R., Dally, K., & Clement, N. (2009a). Project to test and measure the impact of values education on student effects and school ambience. Final Report for the Australian Government Department of Education, Employment and Workplace Relations (DEEWR) by The University of Newcastle. Canberra: DEEWR. http://www.curriculum.edu.au/verve/_resources/Project_to_Test_and_Measure_the_Impact_of_Values_Education.pdf. Accessed 7 June 2011.
Lovat, T., Toomey, R., Dally, K., & Clement, N. (2009b). Project to test and measure the impact of values education on student effects and school ambience: Associated case study reports. Final Report for the Australian Government Department of Education, Employment and Workplace Relations (DEEWR) by The University of Newcastle, Australia. Canberra: DEEWR. http://www.curriculum.edu.au/verve/_resources/Project_to_Test_and_Measure_the_Impact_of_Values_Education.pdf. Accessed 7 June 2011.
McBeath, G., & Webb, S. (2002). Virtue ethics and social work: Being lucky, realistic, and not doing one’s duty. The British Journal of Social Work, 32, 1015–1036.
Narvaez, D. (2010). Building a sustaining classroom climate for purposeful ethical citizenship. In T. Lovat, R. Toomey, & N. Clement (Eds.), International research handbook on values education and student wellbeing (pp. 659–674). Dordrecht: Springer.
Opdenakker, M. C., & van Damme, J. (2000). Effects of schools, teaching staff and classes on achievement and wellbeing in secondary education: Similarities and differences between school outcomes. School Effectiveness and School Improvement, 11, 165–196.
Osterman, K. F. (2010). Teacher practice and students’ sense of belonging. In T. Lovat, R. Toomey, & N. Clement (Eds.), International research handbook on values education and student wellbeing (pp. 239–260). Dordrecht: Springer.
Rowe, K. (2004). In good hands? The importance of teacher quality. Educare News, 149, 4–14.
Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52, 41–166.
Ryff, C. D., & Singer, B. (2000). Interpersonal flourishing: A positive health agenda for the new millennium. Personality and Social Psychology Review, 4, 30–44.
Senge, P. (1990). The fifth discipline: The art and practice of the learning organisation. New York: Doubleday.
Sherblom, S. A., Marshall, J. C., & Sherblom, J. C. (2006). The relationship between school climate and math and reading achievement. Journal of Research in Character Education, 4, 19–31.
Sternberg, R. J. (2001). Why schools should teach wisdom: The balance theory of wisdom in educational settings. Educational Psychologist, 36, 227–245.
Turner, V. D., & Berkowitz, M. W. (2005). Scaffolding morality: Positioning a socio-cultural construct. New Ideas in Psychology, 23, 174–184.
Van Petegem, K., Aelterman, A., Rosseel, Y., & Creemers, B. (2007). Student perception as moderator for student wellbeing. Social Indicators Research, 83, 447–463.
Van Petegem, K., Aelterman, A., van Keer, H., & Rosseel, Y. (2008). The influence of student characteristics and interpersonal teacher behaviour in the classroom on student’s wellbeing. Social Indicators Research, 85, 279–291.
Webb, R., Vulliamy, G., Sarja, A., Hämäläinen, S., & Poikonen, P. L. (2009). Professional learning communities and teacher wellbeing? A comparative analysis of primary schools in England and Finland. Oxford Review of Education, 35, 405–422.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2011 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Lovat, T., Dally, K., Clement, N., Toomey, R. (2011). Values and Wellbeing. In: Values Pedagogy and Student Achievement. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1563-9_4
Download citation
DOI: https://doi.org/10.1007/978-94-007-1563-9_4
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-1562-2
Online ISBN: 978-94-007-1563-9
eBook Packages: Humanities, Social Sciences and LawEducation (R0)