Education and
Human Values
Dr. Rodney H. Clarken
Northern Michigan University
Education
1. is a powerful social force.
2. transmits and shapes culture and beliefs.
3. can reveal and develop the potentialities
inherent in each individual.
4. can prepare individuals to contribute to the
well-being of themselves, their families, their
communities, and to humankind as a whole.
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Current education tends
• to focus on the many examples of
conflict, to undermine faith in human
capacity to change, and to reinforce
values and patterns of behavior that lead
to disunity, injustice, violence: in short,
values and patterns which lead to
violations of human rights and instability
in society.
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Educators
• have a powerful influence on people's attitudes
and perceptions, and that influence is magnified
in the case of children.
• can identify, provide and encourage examples
of high ideals and achievements worthy of
human endeavor, and highlight conditions of
injustice with the aim of educating humanity
toward their rectification.
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Public education
• is an ideal vehicle for the cultivating values that
will lead to the protection of human rights and
the establishment of peace.
• can provide models for children by exalting
people who have implemented moral values
and a forum for impartial examination of issues
and solutions to fulfill their role in promoting the
physical, social, mental and moral well-being of
the individual and society.
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Individuals and environments
are profoundly interconnected. Our
relationships, culture, values, social
structures and processes all influence
and shape us, but we in turn mould and
influence our environments. Every abiding
change in our lives is the result of mutual
interactions between ourselves and our
environments.
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Our healthy and full
development
depends on the nature of our interaction and on the
reciprocal relationship between ourselves and the
society around us. Without the effort of others, we
are unable to develop fully our virtues and talents,
but likewise, without personal transformation,
lasting social change is impossible.
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Educational systems
have not of rid the world of hatred,
prejudice, greed and oppression.
devoid of basic human values such as love,
humility, kindness, tolerance and justice
create greater potential for violence and
destructive behavior.
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Education programs can
1. foster the development of human values-moral qualities and capabilities--one of the
strongest forces both to protect children from
destructive behavior and to help create a just
and harmonious society in which the rights of
all are upheld.
2. find a proper balance between the individual
self and society.
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Human values
1. are the building blocks of human personality.
2. are the endowments of every human being
and the adornments of the human spirit.
3. in conjunction with the development of skills
and abilities, concepts and attitudes, empower
us to transform both ourselves and society.
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The full power of human values
unless applied universally for the
betterment of society as a whole can
easily become little more than slogans, at
times degenerating even to become
excuses for prejudice and injustice.
enables us to build a better world, rather
than just long for it.
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With proper education
we can transcend the unjust and often violent
patterns of behavior learned in dysfunctional
families and communities, to create a loving,
harmonious and just family and community life.
Rejecting violence, we can become a facilitator
of non-violent conflict resolution, a proponent of
true consultation, a bringer of joy and an
empowerer of others.
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Education in human values
1. requires an understanding of the essential
oneness of humankind applied on a universal
basis.
2. constitutes an indispensable foundation for
the universal respect for human rights.
3. must be integrated into all aspects of formal
and non-formal education.
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Existing school curricula
1. must be revised so that all elements contribute
to human values and their development
2. fully recognize the moral implications of
personal and social choices.
3. depend upon parents, educators, counselors
and others who serve as role models and
mentors for children and youth to model and
teach human values.
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These programs would
1. address both the process of assisting children
and youth to build moral capabilities, and the
skills necessary for specific capabilities such
as creating a non-violent and harmonious
family, consultation, and building unity.
2. build a practical understanding of the oneness
of humankind, and equip participants with the
skills necessary to promote and actualize that
understanding.
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Human Values of Mind, Heart and
Will
•Knowing
Mind
•Loving
Heart
•Serving
Will
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Values of the mind: knowing
1. Evaluating one's own strengths and
weaknesses without involving ego.
2. Learning from systematic reflection upon action
within a consistent framework.
3. Perceiving and interpreting the significance of
current events and trends in light of an
appropriate historical perspective.
4. Thinking systematically and strategically in
search for solutions.
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Values of the heart: loving
1. Imbuing one's actions and thoughts with love.
2. Encouraging others and bringing happiness in
their hearts.
3. Cultivating and creating a sense of beauty in
every endeavor.
4. Building unity in diversity.
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Values of the will: serving
1. Transcending one's lower passions by focusing
on higher purposes and capabilities.
2. Managing one's affairs and responsibilities with
rectitude of conduct based on moral and ethical
principles.
3. Taking initiative in a creative and a disciplined
way.
4. Sustaining effort, persevering and overcoming
obstacles.
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Values of mind and will
1. Recognizing relationships of domination and
contributing to their transformation into
relationships based on interconnectedness,
reciprocity, and co-operation.
2. Participating effectively in consultation.
3. Committing oneself to empowering educational
activities as a student and as a teacher.
4. Forming a common vision of a desirable future
based on shared values and principles, and
articulating this in a way that inspires us to work
towards its realization.
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Values of heart and will
1. Contributing to the establishment of justice.
2. Serving in societal institutions so as to
facilitate the expression of the talents of
others that are affected by these institutions.
3. Being a responsible and loving family member
as a child, spouse, or parent.
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References
The material in the first part of the presentations
was adapted from Joint Non-Governmental
Organization statement of 35 NGOs submitted
by the Bahá'í International Community to the
United Nations Commission on Human Rights
in Geneva on 23 April 1996 on Agenda item
20(a): Status of the Convention on the Rights
of the Child and in the second part from the
Nancy Campbell Collegiate Institute Nineteen
Leadership Capabilities.
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Contact information
Dr. Rodney H. Clarken
Director of Field Experiences and Professor, School of
Education, Northern Michigan University, 1401
Presque Isle Avenue, Marquette, MI 49855-5348
Tel: 906-227-1881 (o), 226-2079 (h), Fax: 227-2764
Email: rclarken@nmu.edu
Website with info on courses, papers, Bahá'í, China,
this and other presentations:
http://www-instruct.nmu.edu/education/rclarken
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List of Co-Signatory NGOs
1.
African Association of Education for
Development (AFASED)
1.
International Movement ATD Fourth World
2.
All India Women's Conference
2.
3.
American Association of Jurists
International Movement Against all Forms of
Discrimination and Racism
4.
Defence for Children International
3.
International Movement for Fraternal Union
Among Races and Peoples
5.
Fédération Internationale des Femmes de
Carrières Juridiques
4.
6.
Fondation France-Liberté
International Organization for the
Development of Freedom of Education
(OIDEL)
7.
Human Rights Advocates Inc.
5.
Liberation
8.
Inter-African Committee on Traditional
Practices Affecting the Health of Women and
Children (IAC)
6.
National Council of German Women's
Organizations
7.
Susela Dharma International Association
9.
International Abolitionist Federation
8.
10.
International Alliance of Women
Women's International League For Peace
and Freedom (WILPF)
11.
International Association of Democratic
Lawyers (IADL)
9.
Women's World Summit Foundation
10.
World Association for the School as an
Instrument of Peace
11.
World Federalist Movement
12.
World Federation of Methodist Women
13.
World Federation of United Nations
Associations (WFUNA)
12.
International Association of Educators for
World Peace
13.
International Association for Religious
Freedom
14.
International Council of Jewish Women
15.
International Council of Women
14.
World Movement of Mothers
16.
International Educational Development, Inc.
15.
World Vision International
17.
International Federation of Social Workers
16.
Zonta International
18.
International Federation of University
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Women (IFUW)
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