Teachers’ Values Related to Sustainable Development in Polish and Latvian Secondary Schools

Open access

Abstract

The aim of the paper is to present the results of the research on highlighting values related to sustainable development in Poland and Latvia by secondary school teachers and to compare two models by the use of action research. The research is presented as a process of identifying values mainly from the point of view of social development which is an important component of sustainable development. The research results presented below provide a picture of a comparison between Polish and Latvian secondary school teachers’ views on values related to sustainable development and the process of values education. The paper is based on the doctoral thesis of the author.

If the inline PDF is not rendering correctly, you can download the PDF file here.

  • Brown W. (2005). Edgework: Critical essays on knowledge and politics. Princeton: Princeton University Press.

  • Harland T. & Pickering N. (2010). Values in higher education teaching. New York: Taylor & Francis.

  • Holland C. & Mulcahy C. (2007). Crossing borders: A report on the citizenship and science exchange (CaSe) Project. In A. Pipere (Ed.) Education and sustainable development: first steps towards changes (pp. 46–61). Daugavpils University: Akadēmiskais Apgāds ‘Saule’.

  • Kluckhohn C. (1962). Values and value – orientations in the theory of action. In T. Parsons & E. A. Shils (Eds.) Toward a general theory of action (pp. 388–433). New York: Harper and Row.

  • Laszlo E. (1995). The interconnected universe: Conceptual foundations of transdisciplinary unified theory. Singapore: World Scientific Publishing.

  • Laszlo E. (2007). Science and the akashic field: An integral theory of everything. Rochester Vermont: Inner Traditions.

  • Laszlo E. (2008). Quantum shift in a global brain. How the new scientific reality can change as and our world. Rochester Vermont: Inner Traditions.

  • Laszlo E. (2009). The akashic experience: Science and the cosmic memory field. Rochester Vermont: Inner Traditions.

  • Mariettaa Don Jr. (1995). For people and the planet: Holism and humanism in environmental ethics. Philadelphia: Temple University Press.

  • Martenson Ch. (2011). The crash course: The unsustainable future of our economy energy and environment. New Jersey: John Wiley & Sons.

  • McNerney C. & Davis N. D. (1996). Education for sustainability: An agenda for action. Darby: DIANE Publishing Co.

  • Meyer J. (1976). Reflections on values education. Ontario: Wilfrid Laurier University Press.

  • Minkov M. & Hofstede G. (2012). Hofstede’s fifth dimension: New evidence from the world values survey. Journal of Cross-Cultural Psychology January 43 3–14.

  • Novįček P. (2013). Human values compatible with sustainable development. Journal of Human Values 19 5–13.

  • O’Brien R. (1998). An overview of methodological approach of action research. Toronto: Toronto University.

  • Pirages D.C. (1996). Building sustainable society. A blueprint for a post industrial – world. New York: M.E. Sharpe.

  • Rokeach M. (1972). Beliefs attitudes and values. A theory of prganization and change. San Francisco: Jossey-Bass

  • Розов. M. A. (2006). Теория социальных эстафет и проблемы эпистемологии. [The theory of socialnyje estafjety and epistemological problems]. Смоленск: Смолен-ский государственный педагогический университет.

  • Розов М.А. (2009). Философия науки в новом виденни. [The new picture of philosophy of science]. Москва: Контакт-Альфа.

  • Salīte I. (1998). An ecocentric paradigm: An important tool for teachers of environmental education. Australian Journal of Environmental Education 14 81–86.

  • Salīte I. (2002). Teachers’ views on the aim of education for sustainable development. Journal of Teacher Education and Training 1 68–81.

  • Schwartz S. (1994). Are there universal aspects in the structure and contents of human values? Journal of Social Issues 50(4) 19–45.

  • Sterling S. (2012). Sustainability education: Perspectives and practice across higher education. New York: Earthscan.

  • Świtała E. (2012). Teacher education – United Nations Millennium Declaration and teaching values on the example of Polish schools. The 2nd international conference proceedngs “Realizing the Millennium Development Goals” (pp. 15–28). Lahore: University of Education.

  • Świtała E. (2015). Teachers’ values related to sustainable development in Polish and Latvian schools (Unpublished doctoral dissertation). Daugavpils University: Saule.

  • Young K. (1949). Sociology: A study of society and culture. New York: America Book Center.

Search
Journal information
Metrics
All Time Past Year Past 30 Days
Abstract Views 0 0 0
Full Text Views 310 177 2
PDF Downloads 153 106 3