Vērtību aspekts kvalitatīvas izglītības nodrošināšanai

Abstract

Values guide the cultural, economic and educational spheres, shaping the collective knowledge of society that is passed from one generation to the next. Values are sustainable, motivating and influence people's emotional state and behaviour in stressful situations. Values acquisition can also be defined as the learning of values that takes place in the family, in society and in school. Values education is carried out in a scientific, systematic, planned and targeted manner. It aims at translating acquired/learned values into real-life actions of the individual. A constructivist approach to values education is becoming relevant, based on the active development of an individual's moral understanding, processes of social interaction and moral discourse. The values acquired by a person are the result of his or her active action and life experience. The choice of a profession is also strongly influenced by the values that a person holds, both personal and societal values. Personal development, material values, contribution to the common good of society, pleasure and satisfaction may have different meanings for different individuals. Creativity, reducing tensions and stress, and taking responsibility have become relevant values in the 21st century labour market. However, an individual's views and values in the context of their chosen profession may also change in the face of difficulties. Pro-social values that contribute to the common good of society as a whole therefore become important. Values underpin decision-making in all areas of private and public life. The influence of education on the process of values formation in society is considerable. However, the adoption of values is also influenced by the challenges that have become topical today, including environmental, economic and social challenges, which include the consequences of global warming and climate change, the regular and unpredictable emergence from comfort zones, human competition with the opportunities offered by modern technology, migration, urbanisation, and increasing social and cultural diversity. In the 21st century, humanity is also confronted with epidemic and security challenges. Therefore, reasoning, scientific explanations, discussions on dilemmas with moral implications, and decision-making in real-life situations become important in value education. Competency-based curriculum change implies that education is an ecosystem with multiple stakeholders: students, teachers, school leaders, parents, community representatives, etc. Values acceptance is also the outcome of a learning process based on the principles of constructivism and social constructivism, fostering knowledge and understanding of values through reflection and contemplation of own behaviour and the behaviour of others' and actions, gaining deeper knowledge, insight and understanding of oneself, others and society as a whole.