<P><FONT color=#33711E><STRONG>Day 1 – Session 1E: Integrating Values in Education for a Sustainable World</STRONG></FONT></P>
Saitip Room, 3rd Floor
11:30 - 11:50
1.E.1. Living our Values in Education; Principle and Practice
Christopher Drake, Association for Living Values Education International, People’s Republic of China
At the heart of sustainable development lies the question of how we relate to our world and humanity, the environment we live in and people around us, our present and future. At the heart of these relationships lie the values that we live by, the choices we make and the attitudes that we express in our daily life and actions. The road to achieving sustainable development is one of many lanes but the foundation of all of the steps we must take is the values that determine how, as individuals and global citizens, we interact with each other and nature. Education must be at the forefront of our multi-faceted work for a sustainable future and it must have human values at its heart and the resulting expression of them as its aim. This paper presents the UNESCO-supported Living Values Education approach and describes how its award-winning materials have been used in teacher-training programmes and classrooms in about 80 countries. It sees values education not as another subject to be imparted to students but rather as a philosophy of education that emphasises the importance of a teaching and learning environment characterized by human values while also offering experiential, empowering and contextually relevant content.
Download the paper (pdf, 180kb) and presentation (pdf, 110kb)
12:10 – 12.30
1.E.2 Making Dialogue among Different Religions: An Analysis of Values Education under the Integrated Learning Subject in the Philippines
Hirofumi Nagahama, Graduate School of Human-Environment Studies, Kyushu University, Japan
“Values education” in the Philippines stems from the “People Power Revolution” of 1986, and was implemented in schools as a new integrated learning subject, “Makabayan” (Love for the country), in 2002. It consists of subjects such as social studies, technology and home economics, gymnastics, music and fine arts, and values education, which are taught in Filipino. It is expected that the integration of values education with teaching on other subjects will stimulate students’ holistic development. This paper describes how this kind of values education, “Makabayan”, affects minority groups with different religious and ethnic backgrounds. The paper also discusses the possibility of using values education to encourage dialogue between religious groups.
Download the paper (word, 170kb) and presentation (pdf, 670kb)
12.30 – 12.50
1.E.4. Towards the Reconstruction of a Network of College UNESCO Clubs
Makoto Kobayashi, Tamagawa University, Japan
Since 1968 UNESCO activities at Japanese universities and colleges have been in a state of inertia. Over recent years, however, new movements are emerging concerning UNESCO activities. Themes such as the globalization of higher education and the UNESCO-led “Decade of Education for Sustainable Development” (DESD) are inspiring UNESCO-oriented academic studies and practical engagement in the framework of higher education. As of 1 May 2006, there were 29 UNESCO clubs identified at higher education institutes in Japan, and they are examining the possibility of networking and cooperation. This paper presents an overview the activities of college UNESCO clubs in Japan. The basic character of the students’ interests in UNESCO are also described, particularly in relation to World Heritage studies and Education for Sustainable Development – in the context of environmental and intercultural education.
Download the paper (word, 190kb) and presentation (pdf, 100kb)