Education and

Human Values

Dr. Rodney H. Clarken

Northern Michigan University
Education

1. is a powerful social force.

2. transmits and shapes culture and beliefs.
3. can reveal and develop the potentialities
inherent in each individual.
4. can prepare individuals to contribute to the
well-being of themselves, their families, their
communities, and to humankind as a whole.

© Rodney H. Clarken 2006 2

Current education tends

• to focus on the many examples of

conflict, to undermine faith in human
capacity to change, and to reinforce
values and patterns of behavior that lead
to disunity, injustice, violence: in short,
values and patterns which lead to
violations of human rights and instability
in society.

© Rodney H. Clarken 2006 3

Educators

• have a powerful influence on people's attitudes

and perceptions, and that influence is magnified
in the case of children.
• can identify, provide and encourage examples
of high ideals and achievements worthy of
human endeavor, and highlight conditions of
injustice with the aim of educating humanity
toward their rectification.

© Rodney H. Clarken 2006 4

Public education

• is an ideal vehicle for the cultivating values that

will lead to the protection of human rights and
the establishment of peace.
• can provide models for children by exalting
people who have implemented moral values
and a forum for impartial examination of issues
and solutions to fulfill their role in promoting the
physical, social, mental and moral well-being of
the individual and society.

© Rodney H. Clarken 2006 5

Individuals and environments

are profoundly interconnected. Our

relationships, culture, values, social
structures and processes all influence
and shape us, but we in turn mould and
influence our environments. Every abiding
change in our lives is the result of mutual
interactions between ourselves and our
environments.

© Rodney H. Clarken 2006 6

Our healthy and full
development
depends on the nature of our interaction and on the
reciprocal relationship between ourselves and the
society around us. Without the effort of others, we
are unable to develop fully our virtues and talents,
but likewise, without personal transformation,
lasting social change is impossible.

© Rodney H. Clarken 2006 7

Educational systems

have not of rid the world of hatred,

prejudice, greed and oppression.
devoid of basic human values such as love,
humility, kindness, tolerance and justice
create greater potential for violence and
destructive behavior.

© Rodney H. Clarken 2006 8

Education programs can

1. foster the development of human values--

moral qualities and capabilities--one of the
strongest forces both to protect children from
destructive behavior and to help create a just
and harmonious society in which the rights of
all are upheld.
2. find a proper balance between the individual
self and society.

© Rodney H. Clarken 2006 9

Human values

1. are the building blocks of human personality.

2. are the endowments of every human being
and the adornments of the human spirit.
3. in conjunction with the development of skills
and abilities, concepts and attitudes, empower
us to transform both ourselves and society.

© Rodney H. Clarken 2006 10

The full power of human values

unless applied universally for the

betterment of society as a whole can
easily become little more than slogans, at
times degenerating even to become
excuses for prejudice and injustice.
enables us to build a better world, rather
than just long for it.

© Rodney H. Clarken 2006 11

With proper education

we can transcend the unjust and often violent

patterns of behavior learned in dysfunctional
families and communities, to create a loving,
harmonious and just family and community life.
Rejecting violence, we can become a facilitator
of non-violent conflict resolution, a proponent of
true consultation, a bringer of joy and an
empowerer of others.

© Rodney H. Clarken 2006 12

Education in human values

1. requires an understanding of the essential

oneness of humankind applied on a universal
basis.
2. constitutes an indispensable foundation for
the universal respect for human rights.
3. must be integrated into all aspects of formal
and non-formal education.

© Rodney H. Clarken 2006 13

Existing school curricula

1. must be revised so that all elements contribute

to human values and their development
2. fully recognize the moral implications of
personal and social choices.
3. depend upon parents, educators, counselors
and others who serve as role models and
mentors for children and youth to model and
teach human values.

© Rodney H. Clarken 2006 14

These programs would

1. address both the process of assisting children

and youth to build moral capabilities, and the
skills necessary for specific capabilities such
as creating a non-violent and harmonious
family, consultation, and building unity.
2. build a practical understanding of the oneness
of humankind, and equip participants with the
skills necessary to promote and actualize that
understanding.

© Rodney H. Clarken 2006 15

Human Values of Mind, Heart and
Will

•Knowing •Loving
Mind Heart

•Serving
Will
© Rodney H. Clarken 2006 16
Values of the mind: knowing

1. Evaluating one's own strengths and weaknesses

without involving ego.
2. Learning from systematic reflection upon action
within a consistent framework.
3. Perceiving and interpreting the significance of
current events and trends in light of an appropriate
historical perspective.
4. Thinking systematically and strategically in search
for solutions.

© Rodney H. Clarken 2006 17

Values of the heart: loving

1. Imbuing one's actions and thoughts with love.

2. Encouraging others and bringing happiness in
their hearts.
3. Cultivating and creating a sense of beauty in
every endeavor.
4. Building unity in diversity.

© Rodney H. Clarken 2006 18

Values of the will: serving

1. Transcending one's lower passions by focusing on

higher purposes and capabilities.
2. Managing one's affairs and responsibilities with
rectitude of conduct based on moral and ethical
principles.
3. Taking initiative in a creative and a disciplined way.
4. Sustaining effort, persevering and overcoming
obstacles.

© Rodney H. Clarken 2006 19

Values of mind and will
1. Recognizing relationships of domination and contributing
to their transformation into relationships based on
interconnectedness, reciprocity, and co-operation.
2. Participating effectively in consultation.
3. Committing oneself to empowering educational activities
as a student and as a teacher.
4. Forming a common vision of a desirable future based on
shared values and principles, and articulating this in a
way that inspires us to work towards its realization.

© Rodney H. Clarken 2006 20

Values of heart and will

1. Contributing to the establishment of justice.

2. Serving in societal institutions so as to
facilitate the expression of the talents of
others that are affected by these institutions.
3. Being a responsible and loving family member
as a child, spouse, or parent.

© Rodney H. Clarken 2006 21

References

The material in the first part of the presentations

was adapted from Joint Non-Governmental
Organization statement of 35 NGOs submitted
by the Bahá'í International Community to the
United Nations Commission on Human Rights
in Geneva on 23 April 1996 on Agenda item
20(a): Status of the Convention on the Rights
of the Child and in the second part from the
Nancy Campbell Collegiate Institute Nineteen
Leadership Capabilities.

© Rodney H. Clarken 2006 22

Contact information

Dr. Rodney H. Clarken

Director of Field Experiences and Professor, School of
Education, Northern Michigan University, 1401
Presque Isle Avenue, Marquette, MI 49855-5348
Tel: 906-227-1881 (o), 226-2079 (h), Fax: 227-2764
Email: rclarken@nmu.edu
Website with info on courses, papers, Bahá'í, China,
this and other presentations:
http://www-instruct.nmu.edu/education/rclarken

© Rodney H. Clarken 2006 23

 List of Co-Signatory NGOs
1. African Association of Education for Development (AFASED)
2. All India Women's Conference 1. International Movement ATD Fourth World
3. American Association of Jurists 2. International Movement Against all Forms of Discrimination
and Racism
4. Defence for Children International
5. Fédération Internationale des Femmes de Carrières Juridiques
3. International Movement for Fraternal Union Among Races
and Peoples
6. Fondation France-Liberté
4. International Organization for the Development of Freedom
7. Human Rights Advocates Inc. of Education (OIDEL)
8. Inter-African Committee on Traditional Practices Affecting the 5. Liberation
Health of Women and Children (IAC)
6. National Council of German Women's Organizations
9. International Abolitionist Federation
7. Susela Dharma International Association
10. International Alliance of Women
8. Women's International League For Peace and Freedom
11. International Association of Democratic Lawyers (IADL) (WILPF)
12. International Association of Educators for World Peace 9. Women's World Summit Foundation
13. International Association for Religious Freedom 10. World Association for the School as an Instrument of Peace
14. International Council of Jewish Women 11. World Federalist Movement
15. International Council of Women 12. World Federation of Methodist Women
16. International Educational Development, Inc.
13. World Federation of United Nations Associations (WFUNA)
17. International Federation of Social Workers
14. World Movement of Mothers
18. International Federation of University Women (IFUW)
15. World Vision International
16. Zonta International

© Rodney H. Clarken 2006 24