Sathya Sai Education
in Human Values:
A Community’s
Perspective
A philosophical approach to education
founded by Sathya Sai Baba
Excerpts from a Master of Education, 2009
Research question
How does a community consider
the effectiveness of the
Sathya Sai Education in Human
Values programme?
Context of Research
•
•
SSEHV was implemented through a ‘Good Values Club’ run each Saturday morning
on site of Eskdale School (pseudonym). About 150 children attended the club, of
which about 2 thirds came from the host school, and the rest came from
surrounding schools.
Three years before this research took place (c. 2006) the principal became
interested in SSEHV and the Good Values club. He wanted this programme to be
integrated into the school curriculum. At time of research the integration into the
state school was still in initial stages.
Eskdale School: Lower school hall and
cafeteria
Displays showing acceptance and celebration of various
religions and cultures.
Recognition of various ethnic
backgrounds of students in the school
Top hall looking towards Good Values
Club (SSEHV) Room
Good Values Club Room
Celebrations and Events hosted by the
Good Values Club
Presenting the Human Values Trophy
This trophy was awarded once each week to a student who had been noticed
displaying one or more of the human values. Students could be nominated by
teachers, the leadership team and parents alike.
Staff room White Board
The spiritual/moral theme at the time of this research was “One world, one family”.
This emphasised the value of unity. This theme was focused on during the week at
school and also during the Good Values Club session on Saturdays.
Data Collection
• Anonymous survey with year 5 students
• Interviews: Headteacher, Chair of the Board of
Governors, teachers and parents
Findings
Adult Perspectives
1. Improved Student attitude and behaviour
2. Enhanced School Community Reciprocity
3. A Positive School Ethos
Findings from Interviews
Adult Perspectives
Improved Student attitude and behaviour:
• Students were more polite and respectful
• Students showed a heightened self awareness
• Students were motivated to learn
• Students showed increased concentration
• Students were knowledgeable and skilful at
dealing with issues related to bullying
• However, students were perhaps overly
compliant: almost ‘robotic’
Findings from Anonymous Survey
Student Perspectives
• It is important to learn about human values. 87%
Total Year 5 Cohort
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Yes
Not sure
No
• Learning about human values has changed the way I behave
towards others. 55%
Total Year 5 Cohort
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
• I am recognised for making good choices in my school. 48%
Total Year 5 Cohort
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Discussion
Improved student attitude & behaviour
• Adults asserted improved student attitudes
and behaviour
• So why were students’ perspectives somewhat
differing?
Improved student attitude &
behaviour
It was evident that an internal change was
taking place: Students were calmer, more-self
aware, and displayed more intuitive moral
decision making abilities (adults and some
students claimed this)
• The silent sitting technique was emphasised
by some of the adults and students as being
very helpful for calming emotions and for
helping students make decisions.
Students practising silent sitting during
a school assembly.
Improved student attitude &
behaviour
There were also indicators that external
influences were affecting student behaviour:
Students almost ‘robotic’
Two external factors that may have influenced
students’ behaviour were:
• A blue dot reward system (normalisation –
termed by Foucault)
• Unclear language around human values
The
blue
dot
reward
system
Students were awarded a blue dot (placed on their uniform) each time they
were noticed to be displaying human values, manners etc. These blue dots were
primarily given out by teachers. This may have caused a certain level of
competition between students and reduced their sense of self-empowerment.
Blue
dot
reward
system
Students collected their blue dots on a chart until they reached a certain number
which equated to a certain level of achievement. These levels were acknowledged
with certificates. For example: 300 dots may have been worth a bronze certificate,
while 400 = silver and 500 = gold.
Improved student attitude &
behaviour
External Influences: Normalisation (Foucault)
According to Foucault, external rewards and punishments are a form of normalisation. Normalisation is a system that
provides a means of control. For example the system of ranking of certificates is a form of gratification and
punishment in itself. Those students with no certificates or only bronze level certificates are indirectly punished as
they are possibly seen as ‘less worthy’ as those who have silver or higher certificates.
Findings also indicated student conformity and little opportunity for self direction or taking responsibility:
One students' survey stated:
‘I don’t get to make choices’
Two others wrote similar responses and another seven answered their surveys in similar fashion.
These findings were supported by some of the adults’ observations that the students were almost ‘robotic’ , that they
had limited opportunities for leadership roles and that the way of implementing SSEHV supported the ‘strict’
discipline encouraged by the parent community
Another factor that may have made it confusing for students regarding whether they were recognised for making
good choices was the language used to support human values development
There was a lack of clarity over definitions of the human values and related values. Often the terms ‘good value, not a
good value’ were used when describing values related to behaviours. There seemed to be little or no emphasis
placed on unpacking the meaning of the human values with staff and students.
Improved student attitude &
behaviour
It could be argued that these external influences on student
behaviour employed behaviourist strategies as a means
for gaining student compliance. This research questions
whether this is the intent of SSEHV.
Taplin & Devi (2004) argue that the SSEHV method initiates a
change from deep within by drawing on the innate human
values within people. Such a change affects people on a
deeper level than can be achieved through behaviourist
strategies. One unique feature of the SSEHV programme is
the silent sitting that guides children to visualise light
burning out their negative thoughts and actions and filling
them with positive energy.
Positive Relations - Key to Success
• Current philosophy and research in
character/values education suggests that
developing positive relationships is important
for effective character/values education
(see Battistich, Schaps, & Wilson, 2004; Benninga et al., 2006; Clement,
2007; Heenan, 2002; Jumsai, 2003; Lickona, Schaps, & Lewis, 2007; Lovat,
2007; Schwartz, 2008; Watson & Benson, 2008)
Positive Relations - Key to Success
• This paper suggests that building positive
relationships, based on human values, is the
basis for an effective approach to SSEHV. It
questions whether using external rewards
such as the ‘blue dot reward system’ on a
school wide scale is in line with SSEHV
philosophy. This research also recommends
that the language used to describe and
support learning around human values needs
to be more specific and clear – see ‘The
Virtues Project’ by Linda Popov for more
guidelines on this strategy.
Final thought
• Despite the concerns raised from this research
regarding strategies used to implement SSEHV,
there was still evidence that SSEHV was having
a beneficial effect, as outlined in the summary.
Summary
• In brief, this research suggests that the SSEHV programme
was having a beneficial effect, especially via the Good
Values Club (GVC).
• These positive effects were:
1. Improved student attitude and behaviour
2. Enhanced school community reciprocity
3. A positive school ethos
• These positive effects were somewhat limited:
1. to the GVC
2. By a behaviourist approach – lack of student
voice/leadership opportunities
3. Lack of clarity in language around human values (students
uncertain about being recognised for good choices)
4. No whole school collaborative approach to
implementation
Limitations of Research
Limitations:
• All parent participants had existing
relationships to the GVC – voice of others not
heard.
• Student survey – no opportunities to voice
reasons for joining, leaving, or not joining GVC
• It is a case study – not generalisable