Values taught at school

[Papewaio]

The other day while waiting for Wasabi I saw a poster that was titled along the lines of "Australian Values". This was posted at a primary school and I managed to google it based on australian school values poster and it was easy to find.


Care and Compassion Integrity
Care for self and others

Doing Your Best Respect
Seek to accomplish something worthy and admirable, try hard, pursue excellence Treat others with consideration and regard, respect another person’s point of view

Fair Go Responsibility
Pursue and protect the common good where all people are treated fairly for a just society.

Freedom Understanding, Tolerance and Inclusion
Enjoy all the rights and privileges of Australian citizenship free from unnecessary interference or control, and stand up for the rights of others.

Honesty and Trustworthiness
Be honest, sincere and seek the truth.

Integrity
Act in accordance with principles of moral and ethical conduct, ensure consistency between words and deeds.

Respect
Treat others with consideration and regard, respect another person’s point of view.

Responsibility
Be accountable for one’s own actions, resolve differences in constructive, non-violent and peaceful ways, contribute to society and to civic life, take care of the environment

Understanding, Tolerance and Inclusion
Be aware of others and their cultures, accept diversity within a democratic society, being included and including others

Do your schools engage in teaching civic values?

[Kaiser of Arabia]

Values in school? HAHAHAHAHA!

In American schools, this is what is taught. Based off of the observations of a Kaiser.

1. All whites are bad. Even if they supported the civil rights movement, they're bad. Why? Because they are white.
2. Total casualties for Operation Overlord on the American side was 2,000. The Germans lost 200,000+.
3. Being Gay is good, in fact, if you are not gay, or at least bisexual, you are an intolerant evil monkey.
4. Religion is evil. Catholics were responsible for every murder in history, even before Catholicism.
5. Alcohol, Drugs, Smoking, and sex (of the straight variety) is bad. You should read the crappy books on our suggested list instead of doing any of the above. However, if you do do drugs and get AIDs from a dirty needle, it is not your fault, it is the fault of the conservative right-wing government that created the disease.
6. Monkeys can type the bible if you give them enough time.

Yes. These are all scientific conclusions based off of evidence an innocent Kaiser was subjected too over the last year. In other news, schools out woot!

[Sasaki Kojiro]

Nothing in high school, but I remember my grade school principal always saying stuff about doing unto others as you would have them do unto you.

[GeneralHankerchief]

If by values you mean that if you don't do one measly homework assignment it ruins any chances you have of getting into any higher education at all and dooms you to a long, fruitless life of some terrible, dead-end job cleaning sewers somewhere in the slums of a bad part of a city notorious for its crime rate and also forever ruins your chances of getting any reasonably good-looking woman, instead leaving you with a 300-pound, wart-faced control freak who sucks the remaining happiness out of your life making you wish every single day that somebody drops a piano on your head so your miserable existance is ended, then yes.

...sorry. It's been a long year. :sweatdrop:

[Blodrast]

sheesh....if it's as bad as you guys make it sound, I'm glad I'm not 15 years younger - 'cause I'm not sure I'd fit in anymore...

*tries to remember if he "fit in" even 15 years ago...*

[AntiochusIII]

Well, no and no. These poor high-schoolers are exaggerating their difficulties to score sympathy points from the org adults. And how do I know that? 'Cause I'm one of them.

There is a mission statement of values, and it has just about the same importance as the assembly and "school spirit"--nothing.

In truth, the "teaching of values" in school never works. Nobody ever tried--yes, Kaiser, that is true--beyond an individual teacher basis. An attempt to impose a centrally-managed regulation is always viewed as nothing more than an administrative interference with the businesses of the day by both the student and the teacher; an annoyance, a nuisance, a waste of resources and time that must be put up with to keep the administration off their backs.

Of course, this is public American school. It is quite different from other places. Thai schools, for example, is subject to far stronger a propaganda force, even if it's not so obvious.

[Tachikaze]

I wish we taught values like those in the first post. The closest we have is what the Christians want to post, sometimes called the "Ten Commandments". The first four are:

"Thou shalt have no other gods before me."
"Thou shalt not make unto thee any graven image."
"Thou shalt not take the name of the Lord thy God in vain."
"Remember the sabbath day, to keep it holy."

What vain god came up with that list, and how do these four contribute to a better society?

All whites are bad. Even if they supported the civil rights movement, they're bad. Why? Because they are white.

Yeah, whites have sure gotten the short end of the stick. They are so unfortunate.~:rolleyes:

[Quid]

Nothing in high school, but I remember my grade school principal always saying stuff about doing unto others as you would have them do unto you.

I suppose, if this had to be taught in high School it would already be too late. Primary School would be best. On the other hand, it isn't really the school's job to teach these things to children; I would have still thought it would be the parents' main prerogative.

Quid

[Cronos Impera]

Values toaught in Romanian high schools
1. Butkissing the E.U. is good for you
2. Political correctness is desireble to competence
3. Bribery is the solution for you. Everyone must bribe to solve something. No bribery, no succes.
4. Democracy, lazyness and the wooden tongue

[AntiochusIII]

Isn't it interesting that people blame the political opinions opposite to them as the product of external institutionalization, aka high school? ~;)

[Avicenna]

You mainly learn yourself from experience at school. At least, in a boarding school. You get lots of ****, you learn to handle it and how to shrug it off. Independence is one that you'll most definitely learn, among others.

Anyway, I find that it doesn't really make a difference if the school does such and such instead of something else. It's the character of the person that matters.

[Keba]

Not so much teaching of values. Croatia has mandatory ethics (or religious education, depending on your tastes) classes, but they're fairly boring and come a bit too late.

What values I learned?

1. Do unto others before they do unto you
2. Right or wrong, you listen to the guy with the bomb (yes, I had a teacher who had the habit of carrying a hand grenade with him, threatning to pull the safety pin if we got too noisy ... it was a fake, but a bunch of 10 year old kids didn't know that)

[GoreBag]

Yes, we also had patronizing posters on the walls of my old high school.

[GeneralHankerchief]

Just to be clear, my little rant was the product of one particular teacher who always rammed that "do you homework or you will be a failure at life" into our throats. It got annoying about the second week we had her.

As far as answering the question, I echo the others' sentiments. Mostly it's just on a teacher-to-teacher basis, and that was earlier in my education. By high school the teachers just expect you to be a good student. If you're not, it ain't their problem.

[Evil_Maniac From Mars]

If by values you mean that if you don't do one measly homework assignment it ruins any chances you have of getting into any higher education at all and dooms you to a long, fruitless life of some terrible, dead-end job cleaning sewers somewhere in the slums of a bad part of a city notorious for its crime rate and also forever ruins your chances of getting any reasonably good-looking woman, instead leaving you with a 300-pound, wart-faced control freak who sucks the remaining happiness out of your life making you wish every single day that somebody drops a piano on your head so your miserable existance is ended, then yes.

...sorry. It's been a long year. :sweatdrop:
Right on! I love it when teachers go on the whole road of:
"Hand in this one unimportant assignment or you'll fail school completely, not to mention university!"

[Blodrast]

Just to be clear, my little rant was the product of one particular teacher who always rammed that "do you homework or you will be a failure at life" into our throats. It got annoying about the second week we had her.

As far as answering the question, I echo the others' sentiments. Mostly it's just on a teacher-to-teacher basis, and that was earlier in my education. By high school the teachers just expect you to be a good student. If you're not, it ain't their problem.

Hey ! My math prof said something like that to me in high school. It was trigonometry, and I was chatting away happily, and I pissed him off. He said something along the lines "...you'll end up sweeping the streets...". Well, I graduated high school, then college, got some graduate stuff, but, frankly, I'm getting more and more wary of his warning :sweatdrop:

[Aenlic]

Nothing wrong with being the best-educated street sweeper there is! In fact, you'd probably be a lot more useful than a lot of the useless-but-educated people wandering about out there, like politicians and lawyers and stock brokers and insurance agents.

[Keba]

Nothing wrong with being the best-educated street sweeper there is! In fact, you'd probably be a lot more useful than a lot of the useless-but-educated people wandering about out there, like politicians and lawyers and stock brokers and insurance agents.

That ain't that bad a job from what I've heard ... I actually ran into one guy's family. He dropped out of college (medicine, I think), and became a street sweeper. His family said that the guy was happy with his job and had no regrets.

So, if anyone mentione the whole you'll-be-a-failure, repeat this story. Also, I don't think the guy had bad grades.

[Crazed Rabbit]

Huh, funny you mention that. Here (was) the Seattle Public School's Guide on "Equity and Race Relations" that they pulled after normal people noticed it (now they're trying to come up with a better way to say it):

Equity and Race Relations

Some Highlights:

Racism:
The systematic subordination of members of targeted racial groups who have relatively little social power in the United States (Blacks, Latino/as, Native Americans, and Asians), by the members of the agent racial group who have relatively more social power (Whites). The subordination is supported by the actions of individuals, cultural norms and values, and the institutional structures and practices of society. [AKA only whites can be racists]

Cultural Racism:
Those aspects of society that overtly and covertly attribute value and normality to white people and Whiteness, and devalue, stereotype, and label people of color as “other”, different, less than, or render them invisible. Examples of these norms include defining white skin tones as nude or flesh colored, having a future time orientation, emphasizing individualism as opposed to a more collective ideology, defining one form of English as standard, and identifying only Whites as great writers or composers.
[Sounds like Australian values are racist!]

Institutional Racism:
The network of institutional structures, policies, and practices that create advantages and benefits for Whites, and discrimination, oppression, and disadvantages for people from targeted racial groups. The advantages created for Whites are often invisible to them, [well isn't that convenient? If you don't acknowledge that something is racist because they say so, you're a racist!] or are considered “rights” available to everyone as opposed to “privileges” awarded to only some individuals and groups.


The whole thing
Definitions of Racism Runners

Racism:
The systematic subordination of members of targeted racial groups who have relatively little social power in the United States (Blacks, Latino/as, Native Americans, and Asians), by the members of the agent racial group who have relatively more social power (Whites). The subordination is supported by the actions of individuals, cultural norms and values, and the institutional structures and practices of society.

Individual Racism:
The beliefs, attitudes, and actions of individuals that support or perpetuate racism. Individual racism can occur at both an unconscious and conscious level, and can be both active and passive. Examples include telling a racist joke, using a racial epithet, or believing in the inherent superiority of whites.

Active Racism:
Actions which have as their stated or explicit goal the maintenance of the system of racism and the oppression of those in the targeted racial groups. People who participate in active racism advocate the continued subjugation of members of the targeted groups and protection of “the rights” of members of the agent group. These goals are often supported by a belief in the inferiority of people of color and the superiority of white people, culture, and values.

Passive Racism:
Beliefs, attitudes, and actions that contribute to the maintenance of racism, without openly advocating violence or oppression. The conscious or unconscious maintenance of attitudes, beliefs, and behaviors that support the system of racism, racial prejudice and racial dominance.

Cultural Racism:
Those aspects of society that overtly and covertly attribute value and normality to white people and Whiteness, and devalue, stereotype, and label people of color as “other”, different, less than, or render them invisible. Examples of these norms include defining white skin tones as nude or flesh colored, having a future time orientation, emphasizing individualism as opposed to a more collective ideology, defining one form of English as standard, and identifying only Whites as great writers or composers.

Institutional Racism:
The network of institutional structures, policies, and practices that create advantages and benefits for Whites, and discrimination, oppression, and disadvantages for people from targeted racial groups. The advantages created for Whites are often invisible to them, or are considered “rights” available to everyone as opposed to “privileges” awarded to only some individuals and groups.

Source: Teaching for Diversity and Social Justice, 1197 eds. Adams, Bell & Griffin

Race
A pseudobiological category that distinguishes people based on physical characteristics (e.g., skin color, body shape/size, facial features, hair texture). People of one race can vary in terms of ethnicity and culture.

Ethnicity
A group whose members share a common history and origin, as well as commonalities in terms of factors such as nationality, religion, and cultural activities.

Culture
The way of life of a group of people including the shared values, beliefs, behaviors, family roles, social relationships, verbal and nonverbal communication styles, orientation to authority, as well as preferences and expressions (art, music, food). “What everybody knows that everybody else knows.”

Acculturation
A dynamic process that occurs when members of one culture (culture of origin) come into contact with another culture (host/dominant culture) over a long period of time. The process involves exposure to, reaction to, and possible adoptions of aspects of the other groups culture. Adapting to the characteristics of the larger or dominant culture, while retaining some of one’s unique cultural traits.

Assimilation
The process of giving up connections to and aspects of one’s culture of origin and blending in with the host/dominant culture. Also, the wholesale adoption of the dominant culture at the expense of the original culture.

Prejudice
An attitude or opinion that is held in the absence of (or despite) full information. Typically it is negative in nature and based on faulty, distorted or unsubstantiated information that is over generalized and relatively in-flexible. Prejudices can be conscious or relatively unconscious.

Oppression
Treatment of a group of people within a society that results in the systematic denial of equal access to civil rights, freedoms, and power within that society. It involves a devaluing and non-acceptance of the target group and can be manifested economically, politically, socially, and/or psychologically. Individuals, through their values and behavior, can collude with a system of oppression which contributes to its maintenance in a society.

Equality
"In any given circumstances, people who are the same in those respects relevant to how they are treated in those circumstances should receive the same treatment" (p. 45). Equality defined in this way, looks at the individual and the circumstances surrounding him or her. It does not focus on group differences based on categories such as race, sex, social class, and ethnicity. This view is one of assimilation because it assumes that individuals, once socialized into society, have the right "to do anything they want, to choose their own lives and not be hampered by traditional expectations and stereotypes" (Young, 1990, p. 157).

Equity
"…. deals with difference and takes into consideration the fact that this society has many groups in it who have not always been given equal treatment and/or have not had a level field on which to play. These groups have been frequently made to feel inferior to those in the mainstream and some have been oppressed. To achieve equity, according to Young (1990), "Social policy should sometimes accord special treatment to groups" (p. 158). Thus, the concept of equity provides a case for unequal treatment for those who have been disadvantaged over time. It can provide compensatory kinds of treatment, offering it in the form of special programs and benefits for those who have been discriminated against and are in need of opportunity."

Equitable Access
Equitable access provides groups of people access to resources, services and programs that would not otherwise be available to them due to disadvantages created over time resulting from many factors including marginalization, racism, discrimination, and oppression. In essence, equitable access attempts to create a level playing field between the have and have nots.

Equity and Equality Definitions came from Krause, J. K, Traini, D. J., & Mickey, B. H. (2001). Equality versus equity. In J. P. Shapiro & J. A. Stefkovick (Eds), Ethical leadership and decision making in education (76-90). Mahwah, NJ: Lawrence Erlbaum.

We need school choice.

Crazed Rabbit

[Reenk Roink]

At my high school the only value that was taught was success.

We had all these dumb posters on the wall about pushing for success, so many assemblies where so-called successful people talked to us about success, our principal always talking about success, our entire graduation ceremony lauding success and how we should achieve it, blah blah blah... :rolleyes2:

[Louis VI the Fat]

By chance, I stumbled upon this video. I don't know the context. As the topic here is the passing on off values, I might as well post it in this thread.

Oh dear...

Shoot the Jews (http://www.break.com/index/startswiththekids.html)