"Value education refers first of all to the individual process of forming, developing and acquiring values or value attitudes (...). In contrast to 'value mediation' and 'value education', value education emphasizes the active confrontation of the individual with the environment and its diverse, sometimes contradictory value offers, which usually takes place through the experience of values and their reflection." (cf. Mandl, Kopp, Hense und Niedermeier (2014, p.8, translated by the author)
The idea of the active value formation process suggests that self-activity of students is a central feature of both processes: the formation of values and the subsequent action.
The goals of value formation are value-oriented personality development, the confrontation with and recognition of basic values of democratic coexistence, and the successful handling of value diversity.
I see both aspects in Service Learning and in art education.
The focus of value formation is the examination of aesthetic objects and forms and relies on the self-activity and self-determination of the subject in a lifelong, never-ending process of reflection.
I see the difference in the orientation of the service learning project for the community and municipality and in the concrete implementation situation according to the need, whereby the main focus of aesthetic-artistic education aims at the experience of the individual person and implements and reflects his own perception of the world in his own practical implementation. Of course, there are intersections and commonalities, which art education through participatory and social project work shapes and reflects the common perception of the world and social processes.....
For this, I rely on the following variables in context/citations:
- Emotions:
Hans Joas' concept of "self-transcendence" reference, in which value formation is theoretically conceptualized as a deeply emotional and extraordinary experience (cf. Joas 1999).
The success of value formation depends on cognitive and affective-emotional aspects. (cf. Schubarth and Tegeler, 2016, 264).
Value development is only possible via emotional irritation, touching, shaking, and stabilization, experiencing and coping with dissonance in an emotional sense, i.e., doubts, contradictions, or confusion, in real-life challenges. Thus, they can only be interiorized, i.e., internalized, in a self-organized way via conscious and unconscious emotions. (Sauter, 2019)
- Body:
Argued from emotion and thus to bodily reaction, this aspect seems important to me.
Tension between, on the one hand, justified "questioning" and, on the other hand, the danger of uprooting traditions, culture and, above all, bodily experienceability, which Fuchs (2000) and Schmitz (2007) emphasize. (Rockenschaub, 51)
I would like to ask for opinions on the topic of value education, gladly also from a historical perspective, as well as on my remarks in the argumentation to consider value education as an aesthetic process.
В отечественной педагогической науке осуществлялись попытки анализа образовательных систем зарубежных стран, сравнения научных и ис-следовательско-практических поисков в области образования и воспитания. Это и привело к развитию педагогической деятельности в целом.
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