Values in the real world
Main Article Content
Abstract
The paper analysis how the Schwartz’ theory of universal values promoted in the Real World Learning Model might be applied in educational practice. In its first part it introduces the Schwartz’ theory and its basic assumptions. In the second part it presents its critical reflection based on works of Pareto and Sorel. As they argue, the theory is too “optimistic” as it does not presuppose the ability of value of power to “mask” itself for other values. On the basis of this criticism, the paper discusses possible risks of non-reflected effort to force values of univerzalism or benevolence in education by the means of power discourse, and recommends an open self-reflection of a teacher as a prevention of such a risk.
Metrics
Article Details
References
Allport, G. W., Vernon, P. E., & Lindzey, G. (1931). Study of Values: A Scale for Measuring the Dominant Interests in Personality: Test Booklet. Houghton Mifflin.
Blackmore, E., Underhill, R., McQuilkin, J., Leach, R., and Holmes, T. (2013) Common Cause for Nature. Machynlleth: Public Interest Research Centre
Bloom, P. (2013). Just babies: The origins of good and evil. Crown.
Broukalová, L.; Broukal, V.; Činčera, J. a kol. (2012) Cíle a indikátory pro environmentální vzdělávání, výchovu a osvětu v České republice. Praha: Ministerstvo životního prostředí České republiky. Retrieved from http://www.mzp.cz/cz/cile_indikatory_evvo_dokument
Cincera, J., & Kovacikova, S. (2014). Being an EcoTeam Member : Movers and Fighters. Applied Environmental Education & Communication, (December 2014), 37–41. doi:10.1080/1533015X.2015.972299
Cincera, J., Kroufek, R., Simonova, P., Broukal, V., & Skalík, J. (2015). Eco-School in kindergartens : the effects , interpretation , and implementation of a pilot program. Environmental Education Research (August). doi:10.1080/13504622.2015.1076768
Cohen, A. (2009). A value based perspective on commitment in the workplace: An examination of Schwartz's basic human values theory among bank employees in Israel. International Journal of Intercultural Relations, 33(4), 332-345.Crompton, T. (2010). Common cause. The case for working with our cultural values. Retrieved from http://assets.wwf.org.uk/downloads/common_cause_report.pdf
Datler, G., Jagodzinski, W., & Schmidt, P. (2013). Two theories on the test bench: Internal and external validity of the theories of Ronald Inglehart and Shalom Schwartz. Social Science Research, 42(3), 906-925.
De Groot, J. I. M., & Steg, L. (2009). Morality and prosocial behavior: the role of awareness, responsibility, and norms in the norm activation model. The Journal of Social Psychology, 149(4), 425–449. doi:10.3200/SOCP.149.4.425-449
Gouveia, V. V., Milfont, T. L., & Guerra, V. M. (2014). Functional theory of human values: Testing its content and structure hypotheses. Personality and Individual Differences, 60, 41-47.
Greene, J. (2014). Moral tribes: emotion, reason and the gap between us and them. Atlantic Books Ltd.
Grunert, S. C., & Juhl, H. J. (1995). Values, environmental attitudes, and buying of organic foods. Journal of economic psychology, 16(1), 39-62.
Haidt, J. (2012). The righteous mind: Why good people are divided by politics and religion. Vintage.
Havlíčková, M. (2008). Hodnotové orientace současných vysokoškolských studentů a jejich vztah k jiným osobnostním a kognitivním strukturám. (107 l., [9] l. příl.)
Hobbes, T. (1965). O telese. (1. vyd., 190 s.) Bratislava: Vydavateľstvo Slovenskej akadémie vied.
Hobbes, T. (1969). Leviathan, 1651. Scolar Press.
Hungerford, H. R. , & Volk, T. L. (1990). Changing learner behavior through environmental education. Journal of Environmental Education , 21(3), 8-21.
Ideland, M., & Malmberg, C. (2014). Governing “eco-certified children” through pastoral power: critical perspectives on education for sustainable development. Environmental Education Research, (April), 1–10. doi:10.1080/13504622.2013.879696
Jickling, B., & Spork, H. (1998). Education for the Environment: a critique. Environmental Education Research, 4(3), 309–327. doi:10.1080/1350462980040306
Johnson, B., & Manoli, C. C. (2008). Using Bogner and Wiseman’s Model of Ecological Values to measure the impact of an earth education programme on children’s environmental perceptions. Environmental Education Research, 14(789363144), 115–127. doi:10.1080/13504620801951673
Lind, H. B., Nordfjærn, T., Jørgensen, S. H., & Rundmo, T. (2015). The value-belief-norm theory, personal norms and sustainable travel mode choice in urban areas. Journal of Environmental Psychology, 44, 119-125.
Lousley, C. (1999). (De)Politicizing the Environment Club: environmental discourses and the culture of schooling. Environmental Education Research, 5(3), 293–304. doi:10.1080/1350462990050304
Machiavelli, N. V. (1997). Přeložil Josef Hajný. 3. vydání. Praha: Ivo Železný.Machiavelli, N. (2001). Rozpravy o prvních deseti knihách Tita Livia. Úvahy o vládnutí a vojenství, 1, 153-328.
Manoli, C. C., Johnson, B., Hadjichambis, A. C., Hadjichambi, D., Georgiou, Y., & Ioannou, H. (2013). Evaluating the impact of the Earthkeepers Earth education program on children’s ecological understandings, values and attitudes, and behaviour in Cyprus. Studies in Educational Evaluation, 1–18. doi:10.1016/j.stueduc.2013.09.008
Nordlund, a. M., & Garvill, J. (2002). Value Structures behind Proenvironmental Behavior. Environment and Behavior, 34, 740–756. doi:10.1177/001391602237244
Paez, J., & De-Juanas, A. (2015). Validation of “Schwartz Values Scale” for Spanish Adolescents Population. Procedia-Social and Behavioral Sciences, 165, 195-201.
Pareto, V. (1984). The transformation of democracy. Transaction Publishers.
Pastorová, M. a kol (2011). Doporučené očekávané výstupy. Metodická podpora pro výuku průřezových témat na základních školách. Praha: Výzkumný ústav pedagogický. Dostupné z WWW http://www.vuppraha.cz/nova-publikace-divize-vup-%E2%80%93-doporucene-ocekavane-vystupy-pro-zakladni-skoly
Roccas, S. (2005). Religion and value systems. Journal of Social Issues, 61(4), 747-759.
Saroglou, V., Delpierre, V., & Dernelle, R. (2004). Values and religiosity: A meta-analysis of studies using Schwartz’s model. Personality and individual differences, 37(4), 721-734.
Rokeach, M. (1973). The nature of human values. New York: Free press.
Ros, M., Schwartz, S. H., & Surkiss, S. (1999). Basic individual values, work values, and the meaning of work. Applied psychology, 49-71.
Řeháková, B. (2006). Měření hodnotových orientací metodou hodnotových portrétů SH Schwartze. Sociologický časopis/Czech Sociological Review, (01), 107-128.
Schneller, a. J., Johnson, B., & Bogner, F. X. (2013). Measuring children’s environmental attitudes and values in northwest Mexico: validating a modified version of measures to test the Model of Ecological Values (2-MEV). Environmental Education Research, (April 2014), 1–15. doi:10.1080/13504622.2013.843648
Schultz, P. W., & Zelezny, L. C. (1998). Values and Proenvironmental Behavior A Five-Country Survey. Journal of cross-cultural psychology, 29(4), 540-558.
Schultz, P. W., & Zelezny, L. (1999). Values as predictors of environmental attitudes: Evidence for consistency across 14 countries. Journal of environmental psychology, 19(3), 255-265.
Schwartz, S. H. (1992). Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. Advances in experimental social psychology, 25(1), 1-65.
Schwartz, S. H. (1994). Are there universal aspects in the structure and content of human values? Journal of Social Issues, 50, 19–45.
Schwartz, S. H., Melech, G., Lehmann, A., Burgess, S., Harris, M., & Owens, V. (2001). Extending the cross-cultural validity of the theory of basic human values with a different method of measurement. Journal of cross-cultural psychology, 32(5), 519-542.
Schwartz, S. H. (2003). A proposal for measuring value orientations across nations. Questionnaire Package of the European Social Survey, 259-290.
Schwartz, S. H. (2006). Basic human values: Theory, measurement, and applications. Revue française de sociologie, 47(4), 249-288.
Schwartz, S. H. (2012). An Overview of the Schwartz Theory of Basic Values An Overview of the Schwartz Theory of Basic Values, 2, 1–20.
Schwartz, S. H. (2014). Functional theories of human values: Comment on Gouveia, Milfont, and Guerra (2014). Personality and Individual Differences, 68, 247-249.
Sorel, G. (1906). Reflections on Violence. TE Hulme (London: Collier).
Spini, D. (2003). Measurement equivalence of 10 value types from the Schwartz Value Survey across 21 countries. Journal of cross-cultural psychology, 34(1), 3-23.
Stern, P. C. (2000). Toward a Coherent Theory of Environmentally Significant Behavior. Journal of Social Issues, 56(3), 407–424. doi: http://dx.doi.org/10.1111/0022-4537.00175
Stern, P. C., Dietz, T., Abel, T. D., Guagnano, G. A., & Kalof, L. (1999). A value-belief-norm theory of support for social movements: The case of environmentalism. Human ecology review, 6(2), 81.
Tbilisi Declaration (1977). Retrieved from http://www.gdrc.org/uem/ee/tbilisi.html
The Real World Learning (2015a). Real world learning model. Retrieved from http://www.rwlnetwork.org/rwl-model.aspx
The Real World Learning (2015b). Values. Retrieved from http://www.rwlnetwork.org/rwl-model/values.aspx
The Real World Learning (2015c). Are self-transcendence values promoted? Retrieved from http://www.rwlnetwork.org/media/75963/values_-_full_text.pdf