- Title
- No surprise in the 'surprise effect' of values pedagogy: an edusemiotic analysis
- Creator
- Lovat, Terence J.
- Relation
- Edusemiotics - A Handbook p. 93-106
- Publisher Link
- http://dx.doi.org/10.1007/978-981-10-1495-6_7
- Publisher
- Springer
- Resource Type
- book chapter
- Date
- 2017
- Description
- Data from the Australian Values Education Program, a series of school-based research-on-practice projects that ran through 385 Australian schools from 2003 to 2010, demonstrated enhanced holistic effects in students evaluated across wellbeing, maturation and academics. This oft-termed 'surprise effect' represents a challenge to traditional Western educational logic that considers learning as resulting principally from cognitive effort and concentration; with affective, social, moral, spiritual and aesthetic concerns being of less importance, if relevant at all. The chapter traces different theories of knowledge: from logical positivism, to Quine, to Habermas, to Damasio. The data collected and analysed in the course of the Australian Values Education Program showed that concentration on all developmental measures, while focusing on values of the learning environment and discourse, elicited an enhanced learning effect, including academic diligence. It is argued in this chapter that the research data in values education serve to illustrate that the unhelpful but still dominant Western educational logic is being superseded by new insights in epistemology, neuroscience, and complex systems science that parallel edusemiotics as a new theoretical foundation for education.
- Subject
- edusemiotic analysis; pedagogy; Australian Values Education Program; school based research; holistic effects; wellbeing; maturation; academics; 'suprise effect'
- Identifier
- http://hdl.handle.net/1959.13/1392029
- Identifier
- uon:33324
- Identifier
- ISBN:9789811014932
- Language
- eng
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