Research question

Sathya Sai Education in Human Values: A Community’s PerspectiveA philosophical approach to education founded by Sathya Sai BabaExcerpts from a Master of Education, 2009

Research question How does a community consider the effectiveness of the Sathya Sai Education in Human Values programme?

Context of Research • SSEHV was implemented through a ‘Good Values Club’ run each Saturday morning on site of Eskdale School (pseudonym). About 150 children attended the club, of which about 2 thirds came from the host school, and the rest came from surrounding schools. • Three years before this research took place (c. 2006) the principal became interested in SSEHV and the Good Values club. He wanted this programme to be integrated into the school curriculum. At time of research the integration into the state school was still in initial stages. Eskdale School Good Values Club

Eskdale School: Lower school hall and cafeteria Displays showing acceptance and celebration of various religions and cultures.

Recognition of various ethnic backgrounds of students in the school

Top hall looking towards Good Values Club (SSEHV) Room

Good Values Club Room

Celebrations and Events hosted by the Good Values Club

Presenting the Human Values Trophy This trophy was awarded once each week to a student who had been noticed displaying one or more of the human values. Students could be nominated by teachers, the leadership team and parents alike.

Staff room White Board The spiritual/moral theme at the time of this research was “One world, one family”. This emphasised the value of unity. This theme was focused on during the week at school and also during the Good Values Club session on Saturdays.

Data Collection • Anonymous survey with year 5 students • Interviews: Headteacher, Chair of the Board of Governors, teachers and parents

FindingsAdult Perspectives • Improved Student attitude and behaviour • Enhanced School Community Reciprocity • A Positive School Ethos

Findings from InterviewsAdult Perspectives Improved Student attitude and behaviour: • Students were more polite and respectful • Students showed a heightened self awareness • Students were motivated to learn • Students showed increased concentration • Students were knowledgeable and skilful at dealing with issues related to bullying • However, students were perhaps overly compliant: almost ‘robotic’

Findings from Anonymous SurveyStudent Perspectives • It is important to learn about human values. 87% • Learning about human values has changed the way I behave towards others. 55% • I am recognised for making good choices in my school. 48%

Discussion Improved student attitude & behaviour • Adults asserted improved student attitudes and behaviour • So why were students’ perspectives somewhat differing?

Improved student attitude & behaviour It was evident that an internal change was taking place: Students were calmer, more-self aware, and displayed more intuitive moral decision making abilities (adults and some students claimed this) • The silent sitting technique was emphasised by some of the adults and students as being very helpful for calming emotions and for helping students make decisions.

Students practising silent sitting during a school assembly.

Improved student attitude & behaviour There were also indicators that external influences were affecting student behaviour: Students almost ‘robotic’ Two external factors that may have influenced students’ behaviour were: • A blue dot reward system (normalisation – termed by Foucault) • Unclear language around human values

The blue dot reward system Students were awarded a blue dot (placed on their uniform) each time they were noticed to be displaying human values, manners etc. These blue dots were primarily given out by teachers. This may have caused a certain level of competition between students and reduced their sense of self-empowerment.

Blue dot reward system Students collected their blue dots on a chart until they reached a certain number which equated to a certain level of achievement. These levels were acknowledged with certificates. For example: 300 dots may have been worth a bronze certificate, while 400 = silver and 500 = gold.

Improved student attitude & behaviour External Influences: Normalisation (Foucault) According to Foucault, external rewards and punishments are a form of normalisation. Normalisation is a system that provides a means of control. For example the system of ranking of certificates is a form of gratification and punishment in itself. Those students with no certificates or only bronze level certificates are indirectly punished as they are possibly seen as ‘less worthy’ as those who have silver or higher certificates. Findings also indicated student conformity and little opportunity for self direction or taking responsibility: One students' survey stated: ‘I don’t get to make choices’ Two others wrote similar responses and another seven answered their surveys in similar fashion. These findings were supported by some of the adults’ observations that the students were almost ‘robotic’ , that they had limited opportunities for leadership roles and that the way of implementing SSEHV supported the ‘strict’ discipline encouraged by the parent community Another factor that may have made it confusing for students regarding whether they were recognised for making good choices was the language used to support human values development There was a lack of clarity over definitions of the human values and related values. Often the terms ‘good value, not a good value’ were used when describing values related to behaviours. There seemed to be little or no emphasis placed on unpacking the meaning of the human values with staff and students.

Improved student attitude & behaviour It could be argued that these external influences on student behaviour employed behaviourist strategies as a means for gaining student compliance. This research questions whether this is the intent of SSEHV. Taplin & Devi (2004) argue that the SSEHV method initiates a change from deep within by drawing on the innate human values within people. Such a change affects people on a deeper level than can be achieved through behaviourist strategies. One unique feature of the SSEHV programme is the silent sitting that guides children to visualise light burning out their negative thoughts and actions and filling them with positive energy.

Positive Relations - Key to Success • Current philosophy and research in character/values education suggests that developing positive relationships is important for effective character/values education (see Battistich, Schaps, & Wilson, 2004; Benninga et al., 2006; Clement, 2007; Heenan, 2002; Jumsai, 2003; Lickona, Schaps, & Lewis, 2007; Lovat, 2007; Schwartz, 2008; Watson & Benson, 2008)

Positive Relations - Key to Success • This paper suggests that building positive relationships, based on human values, is the basis for an effective approach to SSEHV. It questions whether using external rewards such as the ‘blue dot reward system’ on a school wide scale is in line with SSEHV philosophy. This research also recommends that the language used to describe and support learning around human values needs to be more specific and clear – see ‘The Virtues Project’ by Linda Popov for more guidelines on this strategy.

Final thought • Despite the concerns raised from this research regarding strategies used to implement SSEHV, there was still evidence that SSEHV was having a beneficial effect, as outlined in the summary.

Summary • In brief, this research suggests that the SSEHV programme was having a beneficial effect, especially via the Good Values Club (GVC). • These positive effects were: • Improved student attitude and behaviour • Enhanced school community reciprocity • A positive school ethos • These positive effects were somewhat limited: • to the GVC • By a behaviourist approach – lack of student voice/leadership opportunities • Lack of clarity in language around human values (students uncertain about being recognised for good choices) • No whole school collaborative approach to implementation

Limitations of Research Limitations: • All parent participants had existing relationships to the GVC – voice of others not heard. • Student survey – no opportunities to voice reasons for joining, leaving, or not joining GVC • It is a case study – not generalisable

Research question