Value education through activities involvement

Abstract

In the last decade value education has become extremely popular in higher education. Numerous national and global crises have demonstrated that educators must deal more aggressively with intellectual issues and must do so from the perspective of both scientific facts and subjective values.This chapter will explore how value education can be related to the concern for community and mattering. Clearly value statements are made whether the activities planner intends to make them or not. In fact, what is not addressed in programming is sometimes more telling than what is deliberately said.The key issues of this discussion will include (1) the origin of valuing and the methods used to convey a sense of valuing in our interactions with others, (2) examples of activities programs that overtly address values, and (3) a discussion of how previous chapters have led us to a point where the challenging pursuit of value education may be accomplished. Origin of ValuingThe authors have attempted through this volume to establish the most important issues-and therefore the values-for their work in cam-D. C. Roberts (ed.). Designing Campus Acliuifies Lo Foster n Sense oj Cammunify. New Directions for Student Services, no. 48. San Francisco: Jossey-Bass, Winter 1989

Academic Community in the Face of Emergency Situations: Sense of Responsible Togetherness and Sense of Belonging as Protective Factors against Academic Stress during COVID-19 Outbreak

“…This social process is even more relevant to adolescents and young adults, as they strongly rely on social relationships and interpersonal dynamics in these evolutionary phases [12]. Belonging to a community-even an academic one-provides individuals with a sense of meaning and continuity, belonging and safety, affirmation, and mattering [13][14][15][16].…”