Values and Their Influence on Learning in Basic Education in Finland — Selected Aspects
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Aug 16, 2021
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Keywords:
values, values in Finnish basic education, learning and values, learning in the 21st century, trust, culture of trust, equality, conception of learning, collaboration among teachers
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Abstract
The article analyzes the context of the values that have been embedded in the learning process of both students and teachers in their professional development. The author presents the coherence of pillars based on solid theoretical foundations (J. Dewey), which made it possible to adapt the education system, and consequently schools, to learning based on values. In this scientific perspective, the article pays attention to values, which could be perceived as pillars of learning in basic education in Finland. In addition, the article concentrates on the phenomena of equality and trust, conception of learning and collaboration among teachers in Finnish basic education.
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References
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Nowosad, I. (2018). Polityka edukacyjna Singapuru. Orientacja na jakość i efektywność. In R. Nowakowska-Siuta & K. Dmitruk-Sierocińska (Eds.), Polityka oświatowa w perspektywie porównawczej (pp. 105–126). Kraków: Oficyna Wydawnicza “Impuls.”
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Oser, F. K. (1994). Moral perspectives on teaching. Review of Research in Education, 20, 57–127.
Paul, R. W. (1992). Critical thinking, what every person needs to survive in a rapidly changing world. Santa Rosa, CA: Foundation for Critical Thinking.
Pinar, W. F. (2004). What is curriculum theory? Mahwah, NJ — London: Lawrence Erlbaum Associates, Inc.
Pollio, H. R., & Beck, H. P. (2000). When the tail wags the dog: Perceptions of learning and grade orientation in, and by, contemporary college students and faculty. The Journal of Higher Education, 71, 84–102. DOI: 10.2307/2649283
Sahlberg, P. (2015). Finnish lessons. What can the world learn from educational change in Finland. New York: Columbia University.
Simola, H. (2005). The Finnish miracle of PISA: Historical and sociological remarks on teaching and teacher education. Comparative Education, 41(4), 455-470. DOI: 10.1080/03050060500317810
Suwalska, A. (2018). High-trust to teachers’ job in Finland after 1970s. Studia z Teorii Wychowania, 9(3) (24), 273–287.
Suwalska, A. (2020). Relationship between the Finnish education and teachers’ professional development in the perspective of contemporary challenges: Selected aspects. Kultura i Edukacja, 4(130), 9–24. DOI: 10.15804/kie.2020.04.01www.kultura-i-edukacja.pl
Sztompka, P. (2007). Zaufanie. Fundament społeczeństwa. Kraków: Wydawnictwo Znak.
Tirri, K. (2014). The last 40 years in Finnish teacher education. Journal of Education for Teaching, 40(5), 600–609. Retrieved from: http://dx.doi.org/10.1080/ 02607476.2014.9565455
Tyler, T., & Kramer, R. M. (1996). “Whither trust?” In R. Kramer & T. Tyler (Eds.), Trust in organizations (pp. 1-15). Thousand Oaks, CA: Sage.
Ustun, U., & Eryilmaz, A. (2018). Analysis of Finnish Education System to question the reasons behind Finnish success in PISA. Studies in Educational Research and Development, 2(2), 93–114.
Välijärvi, J., Kupari, P., Linnakylä, P., Reinikainen, P., Sulkunen, S., Törnroos, J., & Arffman, I. (2007). The Finnish success in PISA — and some reasons behind it. Jyväskylä: Kirjapaino Oma Oy.
Veugelers, W. (2001). Teachers, values and critical thinking. In S. R. Steinberg (Ed.), Multi/ intercultural conversations (pp. 199-215). New York: Peter Lang.
Veugelers, W., & Vedder, P. (2003). Values in teaching. Teachers and Teaching: Theory and Practice, 9(4), 377–390.
Wodak, R., & Krzyzanowski, M. (Eds.) (2008). Qualitative discourse analysis in the social sciences. New York: Palgrave Macmillan.
Berkowitz, M. W. (1995). The education of the complete moral person. Aberdeen: Gordon Cook Foundation.
Berkowitz, M. W. (1996, November). The ‘Plus One’ convention revisited and beyond. Paper presented at the Annual Meeting of the Association for Moral Education, Ottawa, Canada.
Berkowitz, M. W. (1997, March). Integrating structure and content in moral education. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
Burnett, J. R. (1981). Whatever happened to John Dewey? In J. F. Soltis (Ed.), Philosophy of Education Since Mid Century (pp. 66–67). New York: Teachers College Press.
Chałas, K. (2011). Moc wychowawcza przypadkowych zdarzeń w świetle introcepcji wartości. Kielce–Lublin: Wydawnictwo Jedność.
Chałas, K., & Winiarczyk, E. (2018). Introcepcja wartości moralnych jako zadanie i wyzwanie dla nauczyciela edukacji wczesnoszkolnej. Lubelski Rocznik Pedagogiczny, 37(1), 143-153. DOI: 10.17951/lrp. 2018.37.1
Chmaj, L. (1962). Prądy i kierunki w pedagogice XX wieku. Warszawa: Państwowy Zakład Wydawnictw Szkolnych.
CORE Education. (2014). https://core-ed.org/research-and-innovation/ten-trends/2014/learner-orientation
Cunningham, W. G., & Gresso, D. W. (1993). Cultural leadership. Boston: Allyn & Bacon.
Dewey, J. (1958). Education and experience. New York: Collier Books.
Dewey, J. (1944/1991). Between two worlds. Later Works, 17, 451-465.
Enni, R. H. (1994). Critical thinking dispositions: Theoretical and practical considerations in their delineation, endorsement, and assessment. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
Five U.S. innovations that helped Finland’s schools improve but that American reformers now ignore. Retrieved January 10, 2021 from: https://www.washingtonpost.com/news/answer-sheet/wp/2014/07/25/five-u-s-innovations-that-helped-finlands-schools-improve-but-that-ame rican-reformers-now-ignore/
Gearing Up Responsible and Outstanding Teachers in Southeast Asia for the 21st Century or GURO21. Retrieved from: http://iflex.innotech.org/GURO21/module1/l1_20.html
Gmerek, T. (2005). Szkolnictwo wyższe w krajach skandynawskich, studium z pedagogiki porównawczej. Poznań: Wydawnictwo Wolumin.
Gutek, G. L. (1968). Pestalozzi and education. New York: Random House.
Hargreaves, A. (2003). Teaching in the knowledge society. Buckingham: Open University Press.
Hargreaves, A., & Fullan, M. (2012). Professional capital. Transforming teaching in every school. New York: Teachers College Press.
Hargreaves, A., & Shirley, D. (2012). The global fourth way, the quest for educational excellence. London: Sage Publications.
Homplewicz, J. (1996). Etyka pedagogiczna. Rzeszów: Wyższa Szkoła Pedagogiczna.
Hord, S. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Laboratory. Retrieved from: https:// files.eric.ed.gov/fulltext/ED410659.pdf
Kupari, P., Reinikainen, P., Linnakylä, P., Arffman, I., & Välijärvi, J. (2002). The Finnish success in PISA—and some reasons behind it. Jyväskylä, Finland: University of Jyväskylä, Institute for Educational Research, OECD.
Kupiainen, S., Hautamaki, J., & Karjalainen, T. (2009). The Finnish education system, and PISA. Retrieved from: http://julkaisut.valtioneuvosto.fi/bitstream/handle/10024/75640/opm46.pdf? sequence=1&isAllowed=y
Learning to live together. UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000227208
Łobocki, M. (2000). Wartości tworzywem wychowania. In M. Nowak & T. Ożóg (Eds.), Wychowanie chrześcijańskie a kultura. Lublin: Wydawnictwo KUL.
Łukasik, J. M., & Nowosad, I. (2019). Przywództwo i zaufanie w środowisku szkolnym. Uwagi na kanwie rozwoju szkoły. Studia Edukacyjne, 52, 173–189.
Mariański, J. (2000). Wartości jako przedmiot socjologiczny. In H. Mielicka (Ed.), Socjologia wychowania. Wybór tekstów (pp. 225-230). Kielce: Wydawnictwo Stachurski.
National Core Curriculum for Basic Education 2014. (2016). Finnish National Agency for Education. Helsinki: Juvenes Print, Suomen Yliopistopaino Oy.
Nowak, M. (2019). Aksjologia współczesnej pedagogiki resocjalizacyjnej jako podstawa jej sukcesu. Roczniki Pedagogiczne, 11(47), 17-28.
Nowosad, I. (2018). Polityka edukacyjna Singapuru. Orientacja na jakość i efektywność. In R. Nowakowska-Siuta & K. Dmitruk-Sierocińska (Eds.), Polityka oświatowa w perspektywie porównawczej (pp. 105–126). Kraków: Oficyna Wydawnicza “Impuls.”
OECD. (2013). PISA 2012 results: Excellence through equity. Vol. 2. Paris. Retrieved from: https://www.oecd-ilibrary.org/education/pisa-2012-results-excellence-through-equity-volume-ii/to tal-variation-in-mathematics-performance-and-variation-between-and-within-schools_978926420 1132-graph11-en
OECD. (2018). PISA 2015, results in focus. Retrieved from: https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf
Oser, F. K. (1994). Moral perspectives on teaching. Review of Research in Education, 20, 57–127.
Paul, R. W. (1992). Critical thinking, what every person needs to survive in a rapidly changing world. Santa Rosa, CA: Foundation for Critical Thinking.
Pinar, W. F. (2004). What is curriculum theory? Mahwah, NJ — London: Lawrence Erlbaum Associates, Inc.
Pollio, H. R., & Beck, H. P. (2000). When the tail wags the dog: Perceptions of learning and grade orientation in, and by, contemporary college students and faculty. The Journal of Higher Education, 71, 84–102. DOI: 10.2307/2649283
Sahlberg, P. (2015). Finnish lessons. What can the world learn from educational change in Finland. New York: Columbia University.
Simola, H. (2005). The Finnish miracle of PISA: Historical and sociological remarks on teaching and teacher education. Comparative Education, 41(4), 455-470. DOI: 10.1080/03050060500317810
Suwalska, A. (2018). High-trust to teachers’ job in Finland after 1970s. Studia z Teorii Wychowania, 9(3) (24), 273–287.
Suwalska, A. (2020). Relationship between the Finnish education and teachers’ professional development in the perspective of contemporary challenges: Selected aspects. Kultura i Edukacja, 4(130), 9–24. DOI: 10.15804/kie.2020.04.01www.kultura-i-edukacja.pl
Sztompka, P. (2007). Zaufanie. Fundament społeczeństwa. Kraków: Wydawnictwo Znak.
Tirri, K. (2014). The last 40 years in Finnish teacher education. Journal of Education for Teaching, 40(5), 600–609. Retrieved from: http://dx.doi.org/10.1080/ 02607476.2014.9565455
Tyler, T., & Kramer, R. M. (1996). “Whither trust?” In R. Kramer & T. Tyler (Eds.), Trust in organizations (pp. 1-15). Thousand Oaks, CA: Sage.
Ustun, U., & Eryilmaz, A. (2018). Analysis of Finnish Education System to question the reasons behind Finnish success in PISA. Studies in Educational Research and Development, 2(2), 93–114.
Välijärvi, J., Kupari, P., Linnakylä, P., Reinikainen, P., Sulkunen, S., Törnroos, J., & Arffman, I. (2007). The Finnish success in PISA — and some reasons behind it. Jyväskylä: Kirjapaino Oma Oy.
Veugelers, W. (2001). Teachers, values and critical thinking. In S. R. Steinberg (Ed.), Multi/ intercultural conversations (pp. 199-215). New York: Peter Lang.
Veugelers, W., & Vedder, P. (2003). Values in teaching. Teachers and Teaching: Theory and Practice, 9(4), 377–390.
Wodak, R., & Krzyzanowski, M. (Eds.) (2008). Qualitative discourse analysis in the social sciences. New York: Palgrave Macmillan.