The Learner Profile in Action Lima Saturday, 10th June 2006

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The Learner Profile in ActionLimaSaturday, 10th
June 2006

• Judith Fabian
• Head of Programme Development

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• The place of values in 21st century education
• The importance of educational leadership in the
  implementation of values

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• Should schools be concerned with
  values?
• Is it possible to teach values?

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Possible reasons for a growing consensus on the
importance of values in education

• A changing view of what constitutes excellence
  and success
• An increasing emphasis on interconnectedness in
  our world
• An increased understanding and appreciation of
  the affective dimensions of learning

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Global education a personal, psychological
and ethical recalibration.
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• It really all boils down to this, that all life
  is interrelated. We are all caught up in an
  inescapable network of mutuality, tied into a
  single garment of destiny. Whatever affects one
  directly, affects all indirectly.
• 
  Martin Luther King

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• Educating the mind without educating the
  heart is no education at all.
  
  
• 
  Aristotle

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• Should schools be concerned with
  values?
• Is it possible to teach values?

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• My premise is that this culture and we as
  members of it have yielded too easily to what is
  doable and practical.In the process we have
  sacrificed the pursuit of what is in our hearts.
  We find ourselves giving in to our doubts, and
  settling for what we know how to do, or can learn
  to do, instead of pursuing what matters most to
  us and living with the adventure and anxiety this
  requires.
  
• 
  Peter Block
• The Answer to How is Yes

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• Teachers are not deliverers but developers
  of learning. Those who focus on teaching
  techniques and curriculum standards and do not
  also engage teachers in the greater social and
  moral questions of their time promote a
  diminished view of teaching and teachers
  professionalism that has no place in a
  sophisticated knowledge society.
• Andy Hargreaves
• Teaching in a Knowledge Society

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• The IB learner profile the lived curriculum