Personal and Social Values and Skills

Many of the processes, skills, understandings and abilities required for the C.E.L.s of Communication, Critical and Creative Thinking and Independent Learning are also needed for development in the personal, social and cultural area. In addition, the Learning Objectives

on the following pages work toward the achievement of the goals related to Personal and Social Values and Skills. In order to help students acquire understanding and move to valuing, and acting upon values, it is important to:

• develop classroom environments which incorporate democratic processes
• model desired behaviours
• allow for student participation in all aspects of school life
• provide opportunities for students to practise and reflect upon cooperative, respectful or empathetic behaviours
• provide opportunities within subject areas for developing moral reasoning and promoting self, interpersonal and cross-cultural understandings
• develop students' understanding of, and experience with, moral reasoning
• avoid gender stereotyping through language or action
• be sensitive to gender or cultural bias in the materials selected for classroom use
• encourage greater understanding and friendship through grouping practices, seating arrangements and other practices which do not unnecessarily segregate students by gender, religion or culture
• develop students' abilities to work together in cooperative learning groups

To develop compassionate, empathetic and fair-minded students who can make positive contributions to society as individuals and as members of groups

Students will develop their abilities to:
K-5

• explore the consequences which individual actions have for others in concrete situations (e.g., in the classroom or on the school playground)
• recognize that the behaviour of an individual can affect the quality of an experience for others
• reflect upon the benefits of cooperative, respectful or empathetic behaviours in specific concrete situations
• understand the virtues needed for sustaining a friendship or family life ⁷
• understand the virtues needed for a classroom environment which will support the learning and development of all those involved

  Elementary students can begin with such virtues as kindness, honesty, patience and generosity by developing an understanding of the rules of classroom life. They can strengthen their conception of virtues by then discussing other virtues which also support a positive classroom environment, a happy family life, or which sustain friendships over time.

• recognize that a balance is needed between the rights of the individual and the well-being of the group
• recognize the reciprocal relationship between freedom and responsibility through discussions of this in concrete situations
• explore and develop empathy for all persons based upon an understanding of human needs and an ability to imagine themselves in the situations of others
• explore concepts of fairness and equality in a framework which recognizes that where special needs exist, fairness does not necessarily mean treating everyone the same through discussions of this in concrete situations

  Classroom rules can be developed through a discussion of rights and responsibilities. The determination of just and fair rights and responsibilities (to others and to oneself) revolves around a concern for the common good of the classroom as a whole and for the school. The exercise of individual rights within the classroom and the school is made meaningful and possible only if regard for the larger common good is upheld. The teacher and students can develop a list of "rules" for the classroom. Throughout the year, discussion can be used to assess and revise this list. In addition, teachers need to consider if all students exhibiting the same form of behaviour will be dealt with in the same way. In some instances, being "fair" requires the unequal treatment of individuals.8

6-9 Continue to develop the understandings and abilities from the Elementary Level in addition to the following:

• recognize the importance of respecting evidence, truth and the views of others when engaging in rational discussions
• understand (through exploring them in concrete situations):
  1. power and its relationship to responsibility
  2. competition and its effects
  3. the need for objectivity and accuracy
• understand the need for some forms of authority ⁹ in social situations such as schools and families, and the role of the individual in questioning authority where there appears to be a violation of fundamental moral values
• recognize the importance of communication as a tool for developing understanding and tolerance in social situations
• recognize the value of school rules and norms which support the consistent and respectful treatment of all

10-12 Continue to develop the understandings and abilities from the Elementary and Middle Levels in addition to the following:

• understand educational empowerment ¹⁰ and its role in supporting a democracy
• recognize the importance of sincerity, forgiveness, tolerance and other virtues in supporting world peace

To support students in coming to a better understanding of the personal, moral, social and cultural aspects of school subjects

Students will develop their abilities to:
K-5

• understand the nature of good and bad, human character and emotions (e.g., through stories, novels, poems, plays, etc.)
• acquire knowledge about human needs (e.g., emotional, mental, spiritual and physical) as they arise in the context of literature, social studies and other school subjects
• understand the needs of all living things through study in science, health, English language arts and other school subjects
• understand the religious, spiritual or cultural values and beliefs of others as they arise in the context of school subjects
• understand the natural environment and the conditions putting it at risk through study in arts education, English language arts, science and other school subjects
• understand the potential narrowness in adopting a single perspective upon objects, persons, experiences or events as they arise in the context of school subjects

6-9 Continue to develop the understandings and abilities from the Elementary Level in addition to the following:

• explore how moral values influence behaviour (e.g., through narratives such as those of Louis Riel or Mother Theresa)
• recognize how internalized values can be/have been exemplified in human lives (e.g., Agnes Macphail or Terry Fox)
• recognize the importance of fact finding, prior experience and open dialogue in the development of moral reasoning through study in history, literature, and other areas of study
• understand through the study of literature, health, social studies and other school subjects:
  1. human rights and their relationship to human need
  2. needs versus wants
  3. how cultural heritage shapes understanding
• establish arguments based upon human rights, human needs or needs of the environment when examining social issues through the themes and concepts of units in social studies, history, health or other school subjects
• recognize that understanding the interrelationships among history, climate, resources and cultural patterns can lead to better understanding of different cultural and religious groups
• examine moral issues uncovered in areas of study through a framework which incorporates cultural understandings
• understand that the process of moral reasoning involves applying the fundamental moral principle of respect for persons to specific situations
• use moral reasoning ¹¹ as a rational basis for examining moral questions as they arise in the context of social studies, literature, and other areas of study
• explore social and economic inequities and their effects as encountered in areas of study
• see the moral implications of statistical information, opinion polls, etc. as they arise in the context of school subjects

10-12 Continue to develop the understandings and abilities from the Elementary and Middle Levels in addition to the following:

• explore how moral principles influence behaviour (e.g. through discussion of those principles upon which a character in history, drama or literature acted)
• explore the full range of human virtues, those common or unique to different cultures, those which have remained constant and those which have changed through the ages
• within a global perspective incorporating fundamental human rights and freedoms:
  1. understand the complex nature and uniqueness of societies and the rights of peoples in those societies
  2. understand the various aspects of immigration and the rights of immigrants in relation to the society they are joining through the study of history, literature and other school subjects
• ground arguments on moral principles, such as truth, ¹² or justice, rather than adopting moral relativism ¹³ as a stance when exploring moral issues or dilemmas in social studies, history, health or other school subjects
• understand the roles of ideologies and party politics in a democracy and other political systems through the themes and concepts within school subjects
• understand both the diversity of work choices within an economic framework and the social structures which contribute to or restrict choices of vocation

To support students in treating themselves, others and the environment with respect

Students will develop their abilities to:
K-5

• work toward improving self-esteem and self-confidence in themselves and others
• demonstrate habits of honesty (e.g., telling the truth, keeping one's word)
• demonstrate habits of kindness, courtesy, taking turns, etc.
• respond sensitively to the ideas, comments and products of others
• work cooperatively and contribute positively in group learning activities
• demonstrate respect for the religious, spiritual or cultural values and beliefs of others
• demonstrate respect for all persons regardless of race, gender, age, ability, etc.
• respect and protect the natural environment

6-9 Continue to develop the understandings and abilities from the Elementary Level in addition to the following:

• act upon their capacity for empathy, sympathy, fairness, loyalty, cooperation and patience for others
• understand and model respect for other people by acknowledging the importance of their language, history and culture
• expect respect from others (i.e., not accept a lack of respect from others)

10-12 Continue to develop the understandings and abilities from the Elementary and Middle Levels in addition to the following:

• act upon an understanding of the potential for making friends across age, gender and cultures
• act upon an understanding of the importance of knowledge, collaboration, cooperation, problem solving and meaningful dialogue in understanding the rights, feelings and viewpoints of others
• act upon their capacity for sincerity, forgiveness and courage
• embrace those lifestyles which support the principle of respect for persons
• act upon their concern for world peace

To promote understanding of prejudice, discrimination, racism, sexism and all forms of inequality and exploitation, and a desire to contribute to their elimination

Students will develop their abilities to:
K-5

• examine print and non-print resources for stereotyping, bias, etc.
• explore the implications of gender stereotyping
• recognize how stereotypical views can lead to prejudicial attitudes and discriminatory practices
• recognize that racism, sexism and all forms of prejudice and discrimination are acts which violate respect for all persons

6-9 Continue to develop the understandings and abilities in the Elementary Level in addition to the following:

• examine the pressures placed upon friendships during adolescence in relation to changing attitudes and feelings toward the opposite sex and to the intense peer group influences
• understand the positive and negative influences of peer pressure upon one's beliefs, values and actions
• use refusal or resistant skills in responding to negative or discriminatory influences such as, media propaganda or peer pressure
• refine their understanding of stereotype, bias, prejudice, racism
• recognize stereotyping, bias, and racism in media, analyze why they are used (if intentional) and understand how such discriminatory practices affect the various groups and individuals
• choose and use materials in the different school subjects which support balanced, fair, accurate portrayals of sexes, races, cultural groups, etc. where possible

10-12 Continue to develop the understandings and abilities from the Elementary and Middle Levels in addition to the following:

• understand what it means to be exploited (e.g. economically or sexually)
• understand the positive role that indignation can play in situations which are exploitative, racist, etc.
• recognize current social issues (e.g., hunger, alcoholism, unemployment) in their own life experiences (e.g., direct experience, through the media) and their role in influencing these issues
• understand that positive and negative expectations and treatment will affect others' achievement and behaviour
• work toward the eradication of prejudice, sexism, racism and other forms of discrimination which restrict freedom and the development of self-esteem
• recognize and understand that prejudice, racism, sexism and other forms of discrimination are a destruction of one's own humanness as well as that of others