Education in values

To have democratic and pluralistic societies we need some values, rights and attitudes to improve our living together. We assume the dignity of every one as human being and so that we relate our text to the Universal Declaration of Human Rights. But those are not enough. We need to be involved, to participate and have duties and responsibilities in our society. In this context, the school system has to take into account all these considerations to have citizens where their rights are respected and are able to have responsibilities and trained to assume those duties.

In this work one settles down a conceptual relationship between education in values and axiological experience. For us, education in values, as a task, is centred in making axiological experience and education in values; as a result, it can be identified with the achievement of the capacity to use the axiological experience as an instrument for building up oneself (or the growing of oneself) and his/her development as a person.

From the point of view of the accomplishment of the value, it is important, in values education, both the knowledge and the personal estimation of the value, as it is the patrimonial character of the choice of the value, because, in both cases, our condition of agents of our education and our project of life is shown. The relation between election and accomplishment of values through the aims we decide to ourselves, clearly shows the patrimonial character of the election of the value which impregnates the sense of the education. We attribute to «patrimonial» a meaning intrinsically anchored in the concept of education in the sense of development and building of a human being, in an integral or holistic way. That is to say, the theme is not how to generate the estimation and the election of the value itself, but what is the purpose of its use. The theme is not only learning to use our freedom and to have a life project. The fundamental theme is not which socially desirable contents I learn and which intrinsic purposes the professional of education sets up with the objective of making the student to learn (and to grow as a person) either. The fundamental theme is, however, which of the aims set up in education to «give shape» to the student are assimilated by the student and become part of his or her own experience, for the use, creation and building of his or her life project and development as a person.

 

Key Words: Education in values, value choice, integral education, personal education, patrimonial education

The education of the ethical conscience, the teaching-learning in attitudes and values, emerges as basic mainstays on which we can base the educational proposals that tend to promote the attitude of solidarity among pupils. In this article, the education in attitudes and values, the solidarity as an attitude, and the cooperative learning, turns into the basic issues from which we want to base an educational experience of teaching- learning in the attitude of solidarity.

Aronson Jigsaw Technique has been the educational strategy chosen to design and implement our educational proposal due to the high level of relation that the structure of cooperative task, provided by itself, has with the supportive behaviour. With this study we mean to know better the results of the TPA on the formation / improvement of the solidarity attitude.

 

Key Words: Jigsaw Classroom, Cooperative Learning, Solidarity, Attitudes, Education in Values