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| Semester | fall semester 2020 |
| Course frequency | Once only |
| Lecturers | Maya Benish-Weisman (maya.benish-weisman@unibas.ch) |
| Content | How values affect our social behavior? Which values are more important to our well-being? How values develop? How teachers transmit their values to their students, and are there more effective ways to do so? These are just some of the questions we will answer during the course. Based on cutting edge theories and updated studies, we will examine the role of values in youth development and adjustment. |
| Learning objectives | The students will be familiar with the Basic Human Values theory. The students will learn about values in different developmental contexts. The students will be familiar with the concept “value transition” in domestic and educational contexts. The students will elaborate their knowledge about the role of values in educational processes in the classroom. |
| Bibliography | Bardi, A., & Schwartz, S. H. (2003). Values and behavior: Strength and structure of relations. Personality and Social Psychology Bulletin. 29, 1207 – 1220. Benish-Weisman, M. (2015). The interplay between values and aggression in adolescence: A longitudinal study. Developmental psychology, 51(5), 677-687. Benish‐ Weisman, M., Levy, S., & Knafo, A. (2013). Parents differentiate between their personal values and their socialization values: The role of adolescents' values. Journal of Research on Adolescence, 23(4), 614–620. doi:10.1111/jora.12058 Berson, Y., & Oreg, S. (2016). The role of school principals in shaping children’s values. Psychological Science, 27(12), 1539–1549. doi:10.1177/095679761667014 Daniel, E., & Benish‐Weisman, M. (2018). Value development during adolescence: Dimensions of change and stability. Journal of Personality, 87(3), 620-632. Döring, A. K., Daniel, E., & Knafo-Noam, A. (2016). Introduction to the special section value development from middle childhood to early adulthood-new insights from longitudinal and genetically informed research. Social Development, 25(3), 471–481. https://doi.org/10.1111/sode.12177 Döring, A. K., Makarova, E., Herzog, W., & Bardi, A. (2017). Parent–child value similarity in families with young children: The predictive power of prosocial educational goals. British Journal of Psychology, 108(4), 737–756. doi:10.1111/bjop.12238 Hadar, L. L., & Benish‐ Weisman, M. (2018). Teachers’ agency: Do their values make a difference?. British Educational Research Journal. Sagiv, L., Roccas, S., & Oppenheim‐Weller, S. (2015). Values and well‐Being. Positive psychology in practice: Promoting human flourishing in work, health, education, and everyday life, 103-120. Schwartz, S. H. (2012). An overview of the Schwartz theory of basic values. Online Readings in Psychology and Culture, 2(1), 11. |
| Comments | Die Veranstaltung findet ausschliesslich ONLINE statt |
| Admission requirements | BA-Abschluss keine Hörer/innen |
| Language of instruction | English |
| Use of digital media | No specific media used |
| Interval | Weekday | Time | Room |
|---|
No dates available. Please contact the lecturer.
| Modules |
Modul: Entwicklungs- und Sozialisationsprozesse (Master's Studies: Educational Sciences) |
| Assessment format | continuous assessment |
| Assessment details | Anwesenheit (100%) - aktive Teilnahme an der Lehrveranstaltung (Vorbereitungstexte sind gelesen, Auf- und Nachbereitungsarbeiten erledigt) - seminarbegleitende Präsentation sowie kurze, schriftliche Kurzreflexion nach Abschluss des Seminars |
| Assessment registration/deregistration | Reg.: course registration; dereg.: teaching staff |
| Repeat examination | no repeat examination |
| Scale | Pass / Fail |
| Repeated registration | no repetition |
| Responsible faculty | Institute for Educational Sciences, bildungswissenschaften@unibas.ch |
| Offered by | Institute for Educational Sciences |