How do you promote positive values in school?

Proposal on values

We want to create a more sustainable world, with stable economies and fairer and more inclusive societies. A difficult but not impossible goal to achieve if we count on the involvement of governments, institutions, companies and, above all, a responsible and committed citizenry.

An exemplary citizen is not born, he or she is made. Just as we learn mathematics and languages, we should learn basic lessons for coexistence and social progress, such as respect, empathy, equality, solidarity and critical thinking. Without these and other ethical principles that define us as human beings, it will be difficult to build a better world.

Both traditional education and education in values are essential for personal growth and help us define our life goals. However, while the former instructs us in social, scientific and humanistic knowledge, the latter trains us as good citizens. Unlike traditional education, in values education there is no distinction between what happens inside and outside the classroom.

What does the school have to do to promote values?

The way spaces, schedules and materials are organized can and should contribute to facilitate the assimilation of attitudes and values such as: respect, solidarity, collaboration. The sectors of influence in the creation of the school climate are: teachers, students, family and school environment.

How are values lived at school?

Students are expected to consider ethical reasoning where principles such as respect for human dignity, justice, freedom, equality, solidarity, responsibility, tolerance, friendship and honesty play a fundamental role.

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What are academic values?

A fundamental academic value has to do with the different modalities of representation elaborated by human beings; these can be organized into three large groups, each with its own differential characteristics and typology and with multiple relationships among them: myths and religions …

Examples of attitudes and values at school

Contribute to the formation of human beings in the context of a spiritual education for life and personal and collective development inspired by the ideal of Father Rafael García Herreros: “The city of God,” (PEI Marco; p. 37) that allows the advancement of society, working to overcome discrimination and inequality produced by different social groups, by the lack of respect for gender, different cultures and beliefs.

A process of personal and social formation and transformation that, having self-management as a basic strategy, allows the person to grow in all human dimensions in an integral way: Spiritual, ethical, affective, cognitive, socio-political, aesthetic, corporal and environmental. Generate the conditions for the student to discover his or her own ideal and to concretize it in a Life Project based on spirituality and social projection. The integral formation allows the student:

Attitudes are the deep ways of interpreting and understanding one’s own identity, knowing and accepting one’s own person as well as the environment and other people. They are also the habitual ways of thinking, loving, feeling and behaving. They are the fundamental system through which the person orders and determines his relationship and behavior with his environment.

What didactic strategies promote the formation of values?

To educate in values it is essential to cultivate constructive criticism, creativity and cooperation. This implies: Expressing and defending one’s own opinion with spontaneity and freedom.

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What moral values are reinforced at home and at school?

There are a great number of positive actions that are related to three fundamental values for the proper education and formation of children: Respect, responsibility, honesty.

What is the significance of each value?

Respect defines the way we act towards others. Love: helps us to act from the good through respect and freedom that each person possesses. Justice: it is about acting and making the most balanced decisions according to what each person or situation deserves. … Kindness: is the desire to do good to others.


At Logos International School, we believe that education goes far beyond academic knowledge. Therefore, we instruct our students based on a series of ethical values in order to not only create better students, but also good people. We invite you to review with us, what are the ethical values in education and how they can influence the academic formation of our students.

No matter if we have made a mistake, we must be honest at all times. When it comes to our students, at Logos International School we let them know that it is always better to tell the truth. This will help them gain the trust of those around them and help them feel better about themselves.

What is the value of education?

What is the value of education? Education as a universal and individual good is one of the noblest and most indispensable values, since it collaborates positively in the construction and development of each human being, allowing him/her to reach his/her integral development through his/her own capacities.

What can we do to rescue values?

The best known values are responsibility, commitment, respect, honesty, trust, kindness, discipline, justice, gratitude, among others. These values vary from person to person, and their importance depends on the priorities you have at the time and the experiences you have had.

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What are the values of society?

Social values are those criteria shared and put into practice by the members of a society. This type of values serve to coexist in a respectful way and in harmony among all the members that compose the society. … Culture intervenes in the conception of social values.

Strategies to promote values in society

Developing and/or strengthening Education in Values is one of the important challenges of current pedagogical work. For this reason we would like to share with our readers various strategies used in different educational scenarios, so that they can complement their methodological practices.

In this regard, the author Teresa Mauri (1997) proposes some forms of intervention that could support teachers in the creation of favorable environments for the acquisition of values and attitudes: