Values behind practice

I agree with Bloom (2007) when he mentioned ‘compulsory’ in ‘but when music and mathematics become part of compulsory school curriculum, the ethical landscape changes’. It corresponds with what Freire (1996) ‘the oppressed’. Indeed, I believe that education should promote values of freedom and that the child gain autonomy. Compulsory can bring a strong message, and that’s where ‘the oppressed’ comes. These are the values. They are present beyond subject.

Values are also about dialogue. As a teacher I’m open to discussion, and the students here enjoy intellectual exercise. Engagement with their opinion is necessary. In my class I invite students to exercise value of equality. Everyone need to speak up, and they are equal. There is no such correct answer but practice of equality. Can we give space to other people (to speak)?

Teaching is not simply a ‘career’ where professionalism is mandatory. The moral side of teaching is transferring values which are relevant and, more importantly, beneficial to the students. In Bottery language, relationship between morality and schooling does exist in school’s existence as agent for cultural transmission (where teachers are seen as guardians and transmitters), valuing human identity (where teachers are seen as facilitators), social reconstruction (where teachers are seen as facilitators and critical guides), and valuing human as economic ‘entitiy’ (where teachers are seen as trainers). It is resulted from various expectation and beliefs about education which cohere into philosophies of education (Bottery, 1990:8). School itself is institutionalized by philosophies of education.

In the optimistic scenario, where school can be the best place for value education, teachers stay in front as frontliners presenting themselves in an interactional co-existence with the students through formal teaching-learning platform. Teacher’s presence in the classroom might already construct ‘meaning’ for values such as power and knowledge. Some creative teachers may use medium such as story-telling  and case study to illustrate values.

In certain context, value can’t easily be seen as independent subject. Value is abstract by nature. The reality of ‘intended hidden curriculum’ shows value which is effectively constructed as ‘instrinsic’. Students live the value which is already constructed in their life. (c) ignherisw2017