2nd Elementary School of Paleo Faliro. GREECE 
  CEIP TUCCI. Martos (Jaιn). SPAIN 

Realizing the necessity of values education nowadays and the role of the teachers as models and inhibitors to a value oriented education, its implementation in the school curriculum and the school everyday life we developed this project.

Our strategies for teaching values education included: educating the whole person by focusing on student knowledge, behaviour and feeling; choosing content that honours and rewards value examples, and encouraging reflection on values content; using quotes, literature and everyday situations; communicating clearly, consistently, sincerely, with high expectation for all students; developing student skills in maintaining self-respect, and resolving conflicts in non-violent ways; being a good role model through positive personal example; using and requiring respectful language; having students work together cooperatively in heterogeneous groups; encouraging student involvement in community service; and teaching, not preaching.

Our project develops democratic citizenship through curricular and extracurricular activities to help students explore issues of intercultural education, diversity and European values by means of creative teaching and the Internet. It consists in the processing of the attitudes related to a series of educational values. The activities can take the form of proposal and comprehension of texts, pictures, films, situations, art paintings, reflective dialogue, creative writing, organisation of exhibitions and displays, proposal of reflections and actions to be taken.

Besides the English language, Greek and Spanish are used.

Cognitive

During the project the students should be able:

● to formulate their own values system.
● to acquire and use creative writing techniques as a tool for examining values and attitudes.
● to acquire skills in ICT and use of the Internet and to explore ways of communicating views and ideas.
● to enhance the learning of foreign languages, as a means of broadening cultural exchange.
● to understand the similarities and differences among the people of the member states of the E.U
● to realize the common values of the European civilization
● to acquire positive motivation towards lessons and school in general
● to acknowledge and understand the social problems
● to be aware of the dimension of the European citizenship.

Emotional

They should feel...

● fulfilment by working in teams not having as a target the good grade they might get but the overall success of the project,
● proud of being able to integrate in their teams S.E.N. and disabled pupils using their capabilities and skills to the maximum,
● joy being able to show the community their work and effort,
● that they really had equal opportunities in the learning procedure and were active members in the Education Process.
 

They also should acquire self esteem.

Phycho-kinetic

●They should express orally and by written their ideas, thoughts and reflections in Greek, English and Spanish.
● They should acquire the wit and ability to make a presentation and express themselves in front of an audience, to take initiative for research and develop critical thinking.

Bibliography

Carter St. L. (1998) Civility: Manners, Morals, and the Etiquette of Democracy. New York : BasicBooks.

Cheney, Lynne V.  (1995.)Telling the Truth: Why Our Culture and Our Country Have Stopped Making Sense—and What We Can Do About It. New York : Simon & Schuster, 1995.

Coleman, D (1995) Emotional intelligence:Why it can matter more than I.Q.New York: Bantam Books

Cottman, J (1997) H συναισθηματική νοημοσύνη των παιδιών: Ελληνικά Γράμματα, Αθήνα.  

Davies, I.  (2003). Citizenship education in England . Orbit, Vol. 33, No. 2, p. 50-52.  

Dilling, H.J. (1977) Values Education in the Classroom: Values Transmitted, Methods Used, and Characteristics of Teachers. Toronto : Scarborough Board of Education.  

Fullan, M. (2003) The Moral Imperative of School Leadership, Thousand Oaks , CA , USA , Corwin Press.  

Gibbs, L. & Earley, E. (1994). Using Children's Literature to Develop Core Values. Phi Delta Kappa Fastback (Whole No. 362).  

Glasser, W. (1965) Reality Therapy - A New Approach To Psychiatry. New York : Harper & Row.  

Himmelfarb G. (1995) The De-Moralization of Society: From Victorian Virtues to Modern Values, Alfred A. Knopf.   New York

Johnson, D, Maruyama, C., Johnson, R., Nelson, D., & Skon, L. (1981). Effects of Cooperative, Competitive, and Individualistic Goal Structures on Achievement: A Meta -Structures on Achievement: A Meta analysis. Psychological Bulletin, 89, 47-62.  

Kagan, Sp.  (2001, October).  Teaching for character and community, Educational Leadership, p. 50-55.  

Kavouri, P. (2001) “Building a Value System through Philosophy”: A Lesson Plan about Socratic Dialogue and Community Inquiry. Paper Presented in the III European Meeting on Values Education, Athens , Greece .  

Kavouri, P. (2001) “What kind of Values Education we need?” Paper presented in the III European Meeting on Values Education, Athens , Greece .  

Kessler, R. (2000).  The Soul of Education: Helping Students Find Connection, Compassion, and Character at School. Alexandria , VA : Association for Supervision and Curriculum Development.

ΚΟΛΙΑΔΗ Ε.  (1996) "Θεωρίες μάθησης και εκπαιδευτική πράξη" τόμοι Α και Β, ΑΘΗΝΑ.

Kirschenbaum, H. (1992) “A Cmprehensive Model for Values Education and Moral Education”, Phi Delta Kappan, 73, 10, pp. 771-776.  

Kirschenbaum, H. (1994, March). Teaching Students to be Moral. Paper presented at the Association of Supervision and Curriculum Development annual conference, Chicago , IL  

Lickona, T. (1988) Educating the moral child, Principal, 68, 2, pp. 6-10.  

Lickona, T. (1991) Educating for Character.”How our Schools can Teach Respect and Responsibility”, New York , Bantam Books.  

Lickona, T. ( 2003)  Education for character. Orbit, Vol. 33, No. 2, 2003, p. 17-19..  

Lickona, T. (1986, March). Schools and families: partners or adversaries in moral education? Ethics in Education,  p. 10- 13.  

Lipman, M (1988) Philospohy Goes to School. Philadelphia : Temple University Press  

Lipman, M. (1993) Thinking in Education, Cambridge : Cambridge University Press.  

Lippmann,W.(1955) The Public Philosophy,(Little, Brown and Co., Boston.  

Luker, S.   R. (1979 July/August) Moral education: a possible deterrent to latercriminality. School Guidance Worker, p. 43-47.

Myers, J (2003). Assessing citizenship and character using cooperative learning. Orbit, Vol. 33, No. 2, 2003, p. 47-49.  

Schaffarzick, J. and Sykes, G. editors (1979). Value Conflicts and Curriculum Issues: Lessons from Research and Experience,  McGutchan, Berkeley , CA.  

Tillman, D. (2000) Living values activitites for children Ages 8-14 Deerfield , FL : HCI.

Vieillard - Baron, J. (2001) : Kείμενα Παιδείας - Berson: Επιμέλεια σειράς: Καϊλα,Μ-Berger,G-Θεοδωροπούλου,Ε: Εκδόσεις Ατραπός, Αθήνα.  

Williams, Mary M. (1993) Actions Speak Louder Than Words: What Students Think. Educational Leadership, 51 (3) 22-23.  

Wynne, E. (1989). Transmitting Traditional Values in Contemporary Schools. In Moral Development and Character Education, edited by Larry P. Nucci. Berkeley , CA : Mc Cutchan. Publishing Corp

http://www.europarl.eu.int/charter/pdf/text_en.pdf

http://www.europarl.eu.int/comparl/libe/elsj/charter/chapter_5_en.htm

http://www.europarl.eu.int/comparl/libe/elsj/charter/chapter_3_en.htm  

http://www.inform.umd.edu/EdRes/Topic/Diversity/ 

http://en.wikipedia.org/wiki/Values

http://en.wikipedia.org/wiki/World_Values_Survey