...Human Values and Ethics in the Workplace Improving leadership and performance in the water education, supply and sanitation sectors © 2005 UN- HABITAT (www.unhabitat.org) and the Global Dharma Center (www.globaldharma.org). All rights reserved. UN(www.unhabitat.org) (www.globaldharma.org). 1 Imagine for a moment… You are planning a trip into a native, traditional territory for two weeks What kind of guide would you want to accompany you: Someone who has only read about the territory? Someone who has visited the territory themselves? Someone who has lived in the territory? Our agenda together Living in the native, traditional territory Identifying the relevance and benefits of human values at work Discovering your explicit and implicit / hidden human values strengths Developing trust by expressing purity and unity of thought, word, and action Applying human values in a practical way at work Our agenda together Guiding others through native, traditional territory Generating creative solutions to ethical issues at work related to water and sanitation, based on human values Establishing guiding principles for everyone to practice human values and ethics at work Being a champion of human values and ethics in the workplace In our work together… We will be focusing on how human values and ethics impact the way you do your work in waterrelated education, supply and sanitation: Your attitudes Your behaviour How you make decisions How you relate to others How...
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...Peace Education is an Ethical Imperative -Educating for peace is an ethical imperative considering that the negation of life and well-being caused by all forms of violence. Ethical Principles: Unity, value of life, respect for human dignity, justice, and love Peace Education’s Schema of Knowledge, Skills and Attitudes/Values * Knowledge, skills, attitudes and values are integral to peace education. Knowledge concept areas: 1. Hollistic concept of peace- peace is not just the absence of direct/ physical violence but also the presence of conditions of well-being, cooperation and just relationships in the human and ecological spheres. 2. Conflict and violence- study the problems of violence in various levels. 3. Peceful alternatives a. Disarmament- abolishing war and reducing global armed forces. Re-allocating resources toward the fulfillment of basic human needs. b. Nonviolence- study philosophical and spiritual underpinnings of nonviolence s well as it’s efficacy s a method of effect change. c. Conflict Resolution, Transformation and Prevention- study effective ways of resolving conflicts nonviolently and how these can be applied into their lives. Explore ways to prevent conflict. d. Human rights- have an integral understanding of human rights and to reject all forms of repression and discrimination. e. Human Solidarity- Look at how to increase inter- religious, intercultural and inter-group trust, empathy, respect and cooperation as...
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...Character formation:as an object of education Education is one of the most important issues for the Governments worldwide. For everybody knows that a way to progress for any nation is through the path of education. Governments as well as the NGO"s are desperate to raise their literacy rates.And it should be for education is one of the very basic needs and rights of a man. What is education? Is it a way of getting knowledge about everything,is it a mechanism to prepare forces of doctors, engineers or any othertechnicians.Education is inf act a life long process.It include not only the knowledge of the things surrounding,of hidden truths bu it is also a process which differentiate man from animal life.From the jungles and caves man has progressed to this advance and modern world.Is it what we all mean with education.The answer given by any ordinary man would be a simple 'NO'. For the scope of education is not just linked with the scientific discoveries or inventions,no doubt these are the very important aspect, but education on the other hand is very much linked with the progress of the moral world of man.It deals with the advancement of ideas which has brought tremendous changes in the moral,social,political in short in all fields.It is related with the thoughs and values as well as the behaviour of the educated person which he reflects in his daily routine life. Character formation as being the object of education is indeed a very deep and complex issue.It deals with individual...
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...and ethics course is introduce now in the educational system because of the importance of moral values. Teachers at training would understand moral standard and how they affect conduct. 3. What is the relationship between democratic citizenship and education? * Democratic citizenship and education both involved equal right and opportunity, gaining knowledge to implement various strategies to undertake issues in the society. 4. Define ethics and Meta ethics. * Ethics is the study of moral standards and how they affect conduct. * Meta ethics is seeking to clarify the meaning and use of our ethical expressions and their origin. 5. List four (4) philosophers who dealt with morals. * Socrates * Plato * David Hume * Aristole 6. Differentiate between moral realism and moral relativism. * Moral realism is that moral values are spirit like realms, absolute abstract truths while moral relativism is the opposite point of view which denies that moral values exist a spirit like object as divine command. 7. Values and ethical issues should be emphasized in school, family, work place and community. * Schools—its promotes pro-social thoughts, values and behaviours and having students acts as good citizens in schools. * Family—reunification of traditional family structures. It is assumed that this will return the ethical issues and values to the good old day. * Work place—it helps to keep order, ensuring that a company runs smoothly...
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...VICENTE D.H.L. President, Bestlink College of the Philippines, for inspiring and impressing in the mind of the researcher to be must diligent to make and also inculcate to the mind of the individual researcher the importance of this research work CHARLIE I. CARINO PH.D, Vice president, Director for instruction, Bestlink College of the Philippines, for his support and guide to make this research work. ENGR. DIOSDADO T. LLENO, School Director, Director for non- instruction for his support and concern critism in making a scholarly output. MAXIMA D.C MITRA, PH.D, Crad Director for her assistance and versatile ideas from the start of this study until its completion this research works. AMELIA S. ABLEN PH.D, Dean, College of Teacher Education, for her support and teach to make this research work. And also to guide us the importance of this research work. MINERVA A. ABLEN,MAED, Thesis adviser for her technical advice that gave this work a professional touch and clear direction; for her support, genuine concern and flexible efforts to make this research work; to help and correct this research work. Member and Panel of Examiners. For their graceful effort in evaluating this study which has improved its content and substance. Above all. TO THE ALMIGHTY GOD, who showered the peaceful knowledge and capability to make all things possible. To guide us and gave a wisdom of knowledge to finish it. DEDICATION We dedicate this thesis to the following: ...
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...Fo r Te a ch er s Growing up in Zambia A Teachers’ Guide to Civic Education Camfed has created a new and innovative resource pack for the teaching and learning of Civic Education. It combines three books: this teachers’ guide, a student workbook and a collection of stories and photographs entitled Listen to My Story. We hope that together, they will inspire a high level of creativity in classrooms across Zambia. Civic Education is a key aspect of the school curriculum and one that prepares pupils for a productive and fulfulling life. The resource pack addresses issues of great concern to children and young people as they grow up in our society. A particular focus is gender and issues of inequality in Zambia. Many of the stories, photographs and activities enable boys and girls to reflect on the influences on their lives that shape their choices. English skills, literacy, and other elements of the curriculum are also supported and the sessions in the pack are designed to show how life and learning converge to change people’s futures. I hope that the many Zambian teachers and students who use this rich resource will benefit from the stories, and that the interactive and reflective activities will stimulate interest and learning in different local settings. Every child has the right to education. Yet in Zambia, as in many other countries around the world, millions of children, especially girls, are excluded from school. We often hear the statistics, but it is rare for those...
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...Functional Citizenship Education Curriculum in Nigerian Colleges of Education for Sustainable Development in the 21st Century Eyiuche Ifeoma Olibie, PhD Department of Educational Foundations Nnamdi Azikiwe University Awka, Nigeria Lilian-Rita Akudolu, PhD Professor of Curriculum & Instruction and Commonwealth Fellow Department of Educational Foundations Nnamdi Azikiwe University Awka, Nigeria Abstract This study was carried out to identify basic components of civic awareness, civic knowledge and civic dispositions needed by youths in two Colleges of Education in Anambra State of Nigeria as a basis for a functional Citizenship Education curriculum. Three hundred students were randomly selected from the two Colleges of Education in Anambra State. A 50-item questionnaire survey method was utilized based on five research questions. Findings indicated that in the perceptions of the students, it is ideal to incorporate several civic components, skills and dispositions into the citizenship education curriculum. Recommendations were made for revamping of the citizenship education curriculum in Colleges of Education in line with the identified civic components, skills and dispositions so as to ensure the establishment of education for sustainable development in the country. Keywords: Citizenship education, functional curriculum, sustainable development, teachers. Introduction Since the declaration of the years 2005-2014 as the United Nations (UN) decade of Education for Sustainable development...
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...___________________________________________________________________________________ TOPIC: The Decline of Values in the Philippines THESIS SENTENCE: The Filipinos need a firm grip and stance on providing solutions regarding the decline of values in the Philippines such as organization of seminars and workshops centered on value education, compulsory moral education classes in schools, and the altruistic action of people to live by a good value system. TOPIC OUTLINE: I. Introduction A. Definition of values B. Brief explanation on the decline of values in the Philippines C. Thesis Sentence (possible solutions to the problem) II. Body A. Body Paragraph 1 1. How organization of seminars/workshops centered on value education can be a solution 2. Purpose, possible effects, and changes B. Body Paragraph 2 1. How compulsory moral education classes in schools can be a solution 2. Purpose, possible effects, and changes C. Body Paragraph 3 1. How the altruistic action of living by a good value system can be a solution 2. Purpose, possible effects and changes III. Wrapping Up INTRODUCTION: Values are cultural standards by which people assess desirability, goodness, and beauty. However, there is a continuous decline in the value system of Filipinos at present. This phenomenon greatly affects the citizens...
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...diseases work. Nurses must also combine that knowledge with sharp critical thinking skills and an unconditional compassion for humankind. While every nurse is unique in their own way, I hope the values that I have in my daily living can affect the way I conduct myself while on duty as a practicing nurse. The same theme seems evident in most nursing philosophies; caring, health and wellbeing, environment, and clinical excellence through education. As I contemplate what my philosophy of nursing is I have discovered that I also incorporate these aspects of nursing into my own personal values of what I believe it is to be a nurse. My personal belief system has always been that a nurse should possess strong ethical and moral values, a passion for caring, and a commitment to lifelong education. Ethical and Moral values One of the greatest challenges in nursing is how to integrate appropriately one’s own values and beliefs into the professional practice. The nurse’s primary commitment is to the patient and the patient’s family. Patient respect, advocacy, honesty, and privacy are four qualities that any human deserves and are especially important in the healthcare setting. The American Nurses Association states, the nurse promotes for, and strives to protect the health, safety, and rights of the patient (Association, 2001). Although it is important to understand that these qualities are nursing roles, the nurse must collaborate with all...
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...In a country like Jamaica human rights are conflicting with long term established values and norms. Stone (1992) states that “Values define for a society the things people strive for and attach great meaning and significance to. Norms set rules of behaviour designed to express a commitment to the society’s underlying values.” The United Nations in their article on the Universal Declaration of Human Rights define human rights as “rights inherent to all human beings, whatever our nationality, place of residence, sex, national or ethnic origin, colour, religion, language, or any other status.” We are all equally entitled to our human rights without discrimination. These rights are all interrelated, interdependent and indivisible. The International Convenant on Civil and Political Rights (ICCPR) states in its preamble, "in accordance with the Universal Declaration of Human Rights, the ideal of free human beings enjoying freedom from fear and want can only be achieved if conditions are created whereby everyone may enjoy his or her economic, social and cultural rights, as well as his or her civil and political rights". Jamaica is widely perceived to be the most homophobic country in the Caribbean and, by some accounts, the world (Padgett 2006). Sexuality-based oppression in Jamaica is institutionalized throughout the legal system, health and social welfare institutions, popular culture, religion and through extreme forms of social stigma (White and Carr 2005). Poverty and public...
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...PEACE EDUCATION Is … Reminding someone to look through the eyes of another the way to everlasting a ray of hope the answer to laugh experiencing rights and responsibilities work for a better world cultivating critical thinking developing the capacity to love building trusting relationship in our hands EMPOWERMENT living in coexistence transformation the basis of social justice to create equality and dignity recognizing and appreciating differences a step towards reconciliation a major piece of education self-revelation a process of exploring the true possibilities of mankind uncovering the common thread of humanity the opportunity to think differently GOING TO CHANGE THE WORLD peace . It does not mean to be in a place where there is no noise, trouble or hardwork. It means to be in the middle of those things and still be calm in your heart. Educate a generation. Rebuild a nation. FROM HARM TO HOME. Our education support is a key part of these comprehensive program to renew dignity and self-reliance, for the people all over the WORLD. INSPIRATIONAL QUOTES FOR PEACE We need a school and teachers for our community. We should think about those who make the future. They need a peaceful environment. We are interested to be educated. We are reading in sunshine. We have neither books nor school buildings...
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...Editorial Essay The Importance of Philosophy for Education in a Democratic Society Dale T. Snauwaert The University of Toledo Dale.snauwaert@utoledo.edu This essay explores the importance of philosophy for the study and practice of education in a democratic society. It will be argued that at its core education is a normative enterprise, in that it is driven by fundamental social values as well as the imperatives of social justice. These values and imperatives powerfully shape every dimension of educational theory, policy, and practice. From this perspective, education requires a normative frame of reference. Democracy, understood as not only a political system but more fundamentally as a way of life grounded in specific values and principles, provides a powerful point of reference. At the heart of democracy is the value of liberty, understood as self-determination. Self-determination requires that there should be careful reflection upon and rational deliberation concerning social values and, in turn, the imperatives of justice that inform the purposes and practices of education. It will be argued that philosophy constitutes a mode of inquiry and a discipline that enriches the capacity for reflection and rational deliberation, and hence it is essential for both democracy and the study and practice of education in a democratic society. Education as a Normative Enterprise There are a number of ways in which education is normative. While what follows is not an exhaustive...
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...Based on the Value Paradigm as seen in fig.1 “Understanding Human Values” you are tasked to make some listing on how the following value indicators below truly make a difference in the values of people. Language – the way they speak Music, dance art and images of feelings – it gives sense of identity to every individual, creating in person uniqueness and a way of identifying oneself within a certain group. Food and the way they eat – distinguish an individual from the rest through the way that he/she chooses foods to eat. Foods that he/she chooses and eat define him or her through physical aspect and his/he belief in manipulation of foods. Recreation – activity or activities that allow an individual to spend his free time in a more constructive manner. This gives an individual immediate and inherent satisfaction. Dress – signifies somewhat an status symbol for a person because if he dresses in a way that is different from the others he becomes known to them. Beliefs – convictions of people that leads him towards the achievement of his goals and thus makes him successful. Likes – sense of having an interest towards certain people or things which makes an individual keener on his works or projects. 2. Figure 2 provides an understanding of how values are communicated, and who the Values Communicators are. Discussion on “Why do you think our parents are considered number one communicators of values?” Parents are considered number one communicator of values because...
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...development of inclusive education is the adaptation to the various needs of children in order to achieve full access to high-quality education. All children are different, every child is unique in his abilities, and the education system should be based on the principle of distinction of children. 2 * 1. Value of a person doesn't depend on his (her) abilities and achievements; * 2. Every person is able to feel and to think; * 3. Every person has the right to communicate and to be heard; * 4. All people need each other; * 5. Genuine education can be implemented only in the context of real relations; * 6. All people need support and friendship of age mates; * 7. For each student the progress means reaching for success, not failure. * 8. Diversity intensifies all aspects of human life. 3 Inclusive education is based on the following principles: 1. Value of a person doesn't depend on his (her) abilities and achievements; 2. Every person is able to feel and to think; 3. Every person has the right to communicate and to be heard; 4. All people need each other; 5. Genuine education can be implemented only in the context of real relations; 6. All people need support and friendship of age mates; 7. For each student the progress means reaching for success, not failure. 8. Diversity intensifies all aspects of human life. 5 Legislation of the Republic of Kazakhstan and other fundamental international documents on human rights provide the principle...
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...EUROPEAN COURT OF HUMAN RIGHTS 608 10.11.2005 Press release issued by the Registrar GRAND CHAMBER JUDGMENT LEYLA ŞAHİN v. TURKEY The European Court of Human Rights has today delivered at a public hearing its Grand Chamber judgment[1] in the case of Leyla Şahin v. Turkey (application no. 44774/98). The Court held: • by sixteen votes to one, that there had been no violation of Article 9 (freedom of thought, conscience and religion) of the European Convention on Human Rights; • by sixteen votes to one, that there had been no violation of Article 2 of Protocol No. 1 (right to education); • unanimously, that there had been no violation of Article 8 (right to respect for private and family life); • unanimously, that there had been no violation of Article 10 (freedom of expression); • unanimously, that there had been no violation of Article 14 (prohibition of discrimination). (The judgment is available in English and French.) 1. Principal facts The applicant, Leyla Şahin, is a Turkish national who was born in 1973. She has lived in Vienna since 1999, when she left Istanbul to pursue her medical studies at the Faculty of Medicine at Vienna University. She comes from a traditional family of practising Muslims and considers it her religious duty to wear the Islamic headscarf. At the material time she was a fifth-year student at the faculty of medicine of Istanbul University. On 23 February 1998 the Vice-Chancellor of the University...
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