During which people are assisted by others, who may be older, in a condition experienced to make explicit our ethics in order to assess the effectiveness of these values and associated behaviour for their own and others' long term well-being, and to reflect on and acquire other values and behaviour which they recognise as being more effective for long term well-being of self and others.
According to C.V.Good'value education is the aggregate of all the process by means of which a person develops abilities and other forms of behaviour of the positive values in the society in which he lives.
[17] This project of worldwide proportions inspired by the new religious movement called the Brahma Kumaris World Spiritual University incorporates twelve values (unity, peace, happiness, hope, humility, simplicity, trust, freedom, co-operation, honesty, courage, love),[18] and has formed the basis of the whole-school ethos approach in schools such as West Kidlington Primary School, Kidlington whose head master Neil Hawkes and Values education coordinators Linda Heppenstall used the work and other programmes to help them form a values-based school.
Its fully resourced lesson plans utilise familiar teaching techniques of discussion, story-telling, quotations, group singing, activities to reinforce learning and times of quiet reflection.
Following the success of "EHV", a second programme was published – Social and Emotional Education ("SEE"), primarily for ages 12 to 14+ but it has also proved constructive for older children identified as likely to benefit from help getting their lives 'back on track.
The programmes enable children and young people to explore and put into practice a wide spectrum of values with the potential to enrich their lives.
Through experiential learning, over time participants develop a well-considered personal morality, all the while gaining invaluable emotional and social skills to help them lead happy, fulfilled, successful lives.
Character education is an umbrella term generally used to describe the teaching of children in a manner that will help them develop as personal and social beings.
While both mental and physical development is needed for a student's growth, Jeevan Vigyan adds a third pillar – that of emotional intelligence and morality (or values) – to education in schools and colleges.
Teacher training institutions in Singapore all have curricular for learning to teach civics and moral education programmes – but students do not take these as seriously as they should due to lack of assessment.
Whereas the formal curricula are about educating students to be competent democratic citizens by practising student participation, qualitative studies have shown that in everyday school life, values education and school democracy often appeared to be reduced to traditional disciplining with a high focus on rules and regulations.
[citation needed] One headteacher in Cornwall has achieved national recognition for his work on character development and "virtues", at Kehelland Village School,[70] based on Baha'i teachings.