On 20th May 2020, Jaslika hosted an expert interview which was facilitated by Jaslika Associate and Kenyatta University don, Dr. Becky Isanda. Our expert speaker was Dr. Sheila P. Wamahiu, Director and Researcher at Jaslika, who talked on the relationship between values, education and human rights. I use the 5W’s to explain my key takeaways.

WHAT ARE VALUES?

Dr Wamahiu defines values very simply as what we consider to be worthwhile and desirable. However, she differentiates between positive and negative values. Negative values are those that may affect others adversely and have the potential of causing harm though some people find them to be worthwhile and desirable.  In contrast, positive values are values that contribute to our shared humanity and promote peace. If we practice positive values, we can break the vicious cycle of violence.

Dr Wamahiu places values at the heart of sustainable development and quality education. She  maintains that they enhance our dignity as human beings and underpin our human rights, arguing that positive values, like human rights, are universal; they are inalienable; and they are indivisible. 

The conversation on values has been on-going. The Kenyan Constitution 2010 defines the values and principles that Kenyans are expected to abide by.  One of the three pillars underpinning the new Kenyan education curriculum is values. However, the conversation around values has remained at the rhetorical level and is not reflected in practice. , She  argues  that meaningful conversations around  values, education and rights must trigger changes in the way we do things.

WHAT ARE SOME CHARACTERISTICS OF VALUE - BASED SCHOOLS?

Value-based schools are those that instill positive values. These schools have very good leadership, reflected both in the administrative and student capacity. In addition, the teachers encourage initiative and innovation, inclusivity, impartiality and most importantly, positive disciplining is used instead of corporal and other forms of humiliating punishments.

WHAT MUST BE DONE TO REPLACE NEGATIVE VALUES BY POSITIVE VALUES IN SCHOOLS?

Based on insights from her extensive research on values in Kenyan schools, three key recommendations by Dr Wamahiu were:

• Violent punishments should be replaced by positive disciplining: Dr. Wamahiu argues that when school children are beaten by their teachers or peers, they learn that we deal with problems through the use of violence, which is a negative value. Out of the 25 schools in which she conducted in-depth case studies in one of her research projects, there was only one where corporal punishment was not being used.  Generally, there is a capacity gap - teachers lack knowledge and skills on how to instill discipline without using corporal punishment. She strongly recommends that teachers should be made aware of why they should not use corporal and other forms of violent punishments. More importantly, they should be given the skills of positive disciplining.

• Learning of values should not be compartmentalised: There is little cross-over of learning from one subject area to another; and from co-curricular activities into the formal curriculum.  There are positive values being taught in sports and clubs, however, when the students are out of these positive environments, they do not enforce the use of positive values in their daily lives. She gave the example of a boy who was both a leader in the Child Rights Club and a prefect in school. As a Child Rights Leader, he knew that corporal punishment violates the rights of a child. However, as Prefect, he believed that it was his responsibility to report his peers if they did wrong, to be caned by the teachers. She also notes that teachers may teach subjects that encourage positive discipline and the essence of human rights and in the same breath, administering corporal punishment on children for perceived wrong-doing.

• Deliberately teaching pluralistic values: Review of textbooks, examination papers and classroom observations revealed a resounding silence on the teaching of pluralistic values in most schools. Pluralistic values are those that promote diversity, pluralism and tolerance. This gap must be addressed by making these values visible in the teaching-learning process.

• Modeling positive values: She emphasized that “we must practice values, we must model values and we can do that by opening up our minds to be creative and critical thinkers and looking at the holistic development of the child, at the transformation of the school itself which then can contribute to the transformation of the society in a sustainable way.” 

WHO SHOULD TEACH POSITIVE VALUES?

Teaching positive values is everyone’s business. Positive values should be enforced from an early age by parents and members of the community; the values taught at school need to be reinforced at home. However, as is the case most frequently, the values taught at school and at home and community are not the same, then there will be value conflict. There is also the scenario whereby both at school and home, children are exposed to negative values, which is what children will learn. 

WHEN & HOW SHOULD VALUES BE TAUGHT?

Positive values can be taught but most importantly is when and how they should be taught. Dr Wamahiu suggests that positive values should be instilled or taught from early childhood and subsequently reinforced through all stages of life. The implications of children acquiring good habits through school learning will consequently benefit the school since the children will be better disciplined and will most likely perform better.

Dr Wamahiu pointed out that teaching values does not mean making them cram. She argued that “We can only teach values if we discredit the use of cramming and incorporate experiential knowledge and critical thinking”.

WHERE ARE VALUES LEARNT

Where does learning of values happen? They happen at home, community and the school. In the school context, Dr Wamahiu urged educationists “to recognize, when we talk about quality education we should not only think about knowledge and skills, we must put values at the core of quality education and in the definition of quality education…”.

AND FINALLY, WHY?

Because if we have the right values we wouldn’t promote and practice cultures of violence, corruption and cheating.  Dr Wamahiu’s words resounded in my ears long after the interview was over:

“Education without positive values, just like science without ethics can be very dangerous, destructive and is not sustainable. So to say that to teach values in the right way takes too long or is too expensive, I think it is more expensive not to teach values the right way”.