1

IASE 11th ConferenceAlicante, Spain, july 12 – 16 2009

Broadening the horizon: recognizin, accepting, and embrazingdifferences to make a better world for

individuals with special needs.

2

Paper:Interactional problems in classrooms;

which are the right educational values?

Salvador Peiró i Gregòri, Ph.DUniversity of Alicante (Spain)

salvador.peiro@ua.es

GITE-09036-UA: PEDAGOGÍA.

3

INTRODUCTIONResearch team in site web:

http://violencia.dste.ua.es

4

THE PROBLEM OF LEARNING CLIMATE

1. There are several research about the undisciplined behavior of students in:– primary education (Wheldall and Merrett, 1988) – secondary education (Houghton, Wheldall and

Merrett, 1988). 2. The disciplinary problems within the educational

environment are common in each and every areaand subject that constitute the educational curriculum (Ishee, 2004).

• Those converge with our researches since 2000.• There are confirmed for ODEC, 2009

5

3. The Spanish ministerial report from INCE indicates that the most conflicting cases, which have multiplied in recent years, are concentrated around 14-16-year-old pupils, which corresponds to the compulsory secondary level.

4. The fact that discrepancies and disruptions very often hinder the development of the educational actions.

5. So, this impede to cope with the teaching-learning process successfully.

(Peiró, EERA, 2007)

6

STRUCTURAL CONSEQUENCES.

1. Then, teachers don’t explane lessons, they become as careguivers, so students can’t learn. OCDE, 2009: 16% of the cases.

2. Wast of time & energy: In ValencianAutonomous Region, secondary education headmasters dedicate part of their time : – 50% to cases of vandalism (2004) and – 66,66% to provide assistance in peaceful-

coexistence-related problems (2006).

7

CONSEQUENCES RESPECT THE STAFF

1. Those undisciplined behaviors of students often represent a source of professional stress, while simultaneously questioning the work performed by the teacher (Graham, 1992), generating distraction, concern

2. and even abandonment of the profession (Esteve, 2005; Fernández-Balboa, 1991).

3. This situation mainly affects morest on beginner-teachers (Borko, Lalik & Tomchin, 1987).

4. Bad behavior can destabilize students as much as teachers (Fernández-Balboa, 1991; Esteve, 2006),

5. and can easily lead to the emergence of feelings of disappointment among the teaching staff.

8

THAT CUTS EXPECTATIONS:FROM THE SCHOOL TO THE CITY

Democratic societies need citizens who not only look reflexively at the big topics arising inside their societies and can ‘manufacture’ their own opinion but also are aware, active members of those societies who know their rights and duties(Marco, 2002, 111-13). And they must be able to implement these.

9

AN PARTIAL CONCLUSION.

1. Without a positive climate it is impossible to achieve an effective and efficient teaching.

2. In this sense, the most significant indicator of success in teaching is disciplined behavior in the classroom.

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2.

BUT, WHAT’S DISCIPLINE?

11

More punishment for students, only?

12

WHAT’S DISCIPLINE?

1. The general public and the collectivity of teachers have a distorted vision about what discipline really is,

2. along with a wrong conception of the reasons for the lack of discipline in the educational context (Dreikurs et al., 1982).

13

PRINCIPLES TO BOUND DISCIPLINE IN SECONDARY EDUCATION.

1. The climate must improve attitudes concerning to accustom on the fulfilment democratic citizenchip.

2. The problems spread to the overall promotion of personality, which covers self-regulation, interpersonal relationships based on social skills, team work, decision-making, etc.

3. Here, self-awareness turns out to be basic for making mature trials. This presupposes to put in practice critical trial skills.

14

SOCIAL EDUCATIONAL COMPETENCES OF GOOD CITIZENSHIP.

To promote growing levels of good citizenship, it’s necessary same skills, which can be looked at from a twofold perspective:

A) Mental skills: to be informed, to communicate, to advance, to invent, to negotiate, to decide, to imagine, to cooperate, to evaluate, to assume risks, to face complexity, to analyze necessities, to carry out projects, etc.; and

B) Axiological attitudes: courtesy, affability, cordiality and the corresponding gratitude, indulgence: before the defects of others; kindliness: to judge and treat others and their acts with fineness; respect: to look at others valuing the positive things, all of which shapes a pro-social element called ‘tolerance’, which is our main concern.

15

TO GET TWOFOLD VIEW, THE STUDENT’SPERSONALITY MUST TO PERFORM ON…

With everyone’s help, we need to insert the aspects that relate the formal developments with the individual’s deepest personality and are condensed in social and civic behavior. Those that we can mention now allow sharing the information, the axis being dialogue, which implies: to give advice, to keep a constructive attitude, to defend and justify one’s own point of view, to make an effort to understand others, to respect the truth, to ensure mutual respect, to look for alternatives acceptable for both parties, etc.

16

SOCIAL VALUES NEED HUMAN HABITS TO BE EFFECTIVESOCIAL VALUES NEED HUMAN HABITS TO BE EFFECTIVE

HUMBLENESS

UNDERSTANDING

GENEROSITY

AVAILABILITY

FREEDOM

TOLERANCE

PEACEFUL COEXISTENCE

PATIENCE

CALM

JUSTICE

DEMOCRACY

SOCIALSOCIALVALUESVALUES

MinimumMinimum ethicethic

HUMANHUMANVALUESVALUES

The figure provides an intuitive outline of the interdependence of human and democratic attitudes that exist in real life.

17

HOW VALUES DISCRIMINATE BETWEEN

MISBEHAVIOUR IN SCHOOLS?A case study.

18

SUBJET MATTER: DELIMITATION.

1. The research I carried out between 2003 and 2005.

2. It compares the attitudes of normal (non-conflicting) students with those of students who show behaviors that can be described as conflicting, undisciplined, etc.(undisciplined).

19

THE TOILS (QUESTIONAIRES & WEB)

1. We used a questionnaire that integrates human and social values and applied a Lickert-scale to value the interviewees’ choices.

2. The questionnaires to induce data can be analyzed entering the following website: http://violencia.dste.ua.es; then, you can click on one of the sections located at the top of the main page: study of school violence, or in the one about school peaceful coexistence.

3. To see each questionnaire, you must write as a key p_estudio, but that is only useful to see but not to operate with the instruments.

20

FINDS

21

NON-CONFLICTING STUDENTS

2,50

3,50

4,50

Alegría

Optimism

o

Amistad

Genero

sidad

Respe

to

Sociali

dad

Toler

ancia

Armon

ía-Belle

za Pudor

Audac

ia

Pruden

cia

Cuidad

o

Eficac

ia

Obedie

ncia

Persev

eran

cia

Fe

Forta

leza

Intim

idad

Orden

Puntua

lidad

Respo

nsab

ilidad

NORMALES - 2003 NORMALES - 2004 NORMALES - 2005

UNDISCIPLINED STUDENTS

1,50

2,50

3,50

Alegría

Optimism

o

Amistad

Genero

sidad

Respe

to

Sociali

dad

Toler

ancia

Armon

ía-Belle

za Pudor

Audac

ia

Pruden

cia

Cuidad

o

Eficac

ia

Obedie

ncia

Persev

eranc

ia Fe

Forta

leza

Intim

idad

Orden

Puntua

lidad

Respo

nsab

ilidad

CONFLICTIVOS - 2003 CONFLICTIVOS - 2004 CONFLICTIVOS - 2005

El indicador de las posiciones está con relación a la media (= 3).

4,5

3,5

2,5

1,5

2,5

3,5

Lickert scale 1…5

The position’s indicator is related with average = 3

22

IN RÉSUMÉ…

• Calculating differences for the accumulated mean and adding up the results of 2003, 2004 and 2005…

• The axiological attitudes difference the needs on values among some misbehaviour and good students.

• Results the next figure…

23

. DIFFERENCE AMONG AVERAGES: 2003 TO 2005 ALICANTE

1,03

1,33

1,48

1,89

1,85

1,4

1,15

1,02

1,27

1,25

2,02

1,54

1,99

1,47

0,88

0,76

1,45

1,783

2,17

2,13

0 0,5 1 1,5 2 2,5

CHEERS

OPTIMISM

FRIENDSHIP

GENEROSITY

RESPECT

SOCIALITY

TOLERANCE

BEAUTY

AUDACITY

PRUDENCE

CARE

EFFICIENCY

OBEDIENCE

PERSEVERANCE

FAITH

STRENGTH

INTIMACY

ORDER

PUNCTUALITY

RESPONSIBILITY

. DIFFERENCE AMONG AVERAGES: 2003 TO 2005 ALICANTE

1,03

1,33

1,48

1,89

1,85

1,4

1,15

1,02

1,27

1,25

2,02

1,54

1,99

1,47

0,88

0,76

1,45

1,783

2,17

2,13

0 0,5 1 1,5 2 2,5

CHEERS

OPTIMISM

FRIENDSHIP

GENEROSITY

RESPECT

SOCIALITY

TOLERANCE

BEAUTY

AUDACITY

PRUDENCE

CARE

EFFICIENCY

OBEDIENCE

PERSEVERANCE

FAITH

STRENGTH

INTIMACY

ORDER

PUNCTUALITY

RESPONSIBILITY

The cases of conflicting students would be on theextreme left side of the coordinate axis, its value starts on 0.

CONFLICTINGS NON-CONFLICTING STUDENTS

24

RESULTS

The diferences between the two groups are:

a) Functionals, instrumentals, like tools:Punctuality (2,17) Order (1,79) Cure (2,02)

b) Attiudes corresponding to the vertical relationship:Obedience (1,99) Respect (1,85) Generosity (1,89)

c) And other as a linking between a) & b): responsebility(2,13). This means students are able to do exercices, rols, agreements, etc.

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A MANNER OF PARTIAL CONCLUSION.

It can be inferred from all the above that the attitudes toward the integration of human and social values define the peaceful climate of educational centers.

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INTERCULTURAL VALIDATION

• We have performed similar studies in other places. The two graphs below refer two case studies carried out in the state of – Zacatecas (Mexico), 2003 – the city of Buenos Aires

(Argentina), 2004/05.

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ACTITUDES AXIOLOGICAS VIOLENCIA ESCOLAR. ZACATECAS, 2003.

123

4

56

78

910111213

1415

161718

1820

2122

2324

2526

2728

293031

32

3334

35

36

373839

4041

4243

444546

47

484950

5152535455

5657

585960

616263

64

12 3

4

56

78

9 1011

121314

151617

18

182021

22

2324

2526

2728

2930

3132

33

3435

36

37

38

3940

414243

444546

47

48

49

50

51

52535455565758

5960

61

626364

0,00

0,50

1,00

1,50

2,00

2,50

3,00

3,50

4,00

4,50

5,001 3 5 7 9 11 13 15 17 18 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63

NORMALES CONFLICTIVOS

Las actitudes compartidas son:32: Salud 38: Participación 50: Pudor 61: Combatir para ser jefe.

ACTITUDES Y CONFLICTO ESCOLAR. BUENOS AIRES, 2004/05COMPARACIÓN MEDIA TOTAL – FUENTE: DIRECTORES

0,50

1,50

2,50

3,50

4,50

5,50

Alegría

Optimism

o

Amistad

Genero

sidad

Respe

toSoc

ialida

dTo

leran

ciaArm

onía-B

elleza

Pudor

Audac

iaPrud

encia

Cuidad

o

Eficac

iaObe

dienc

iaPers

evera

ncia Fe

Fortale

zaInt

imida

d

Orden

Puntua

lidad

Respo

nsab

ilidad

Director - NORMALES Director - CONFLICTIVOS Total - NORMALES Total - CONFLICTIVOS

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3. Discusion

and conclusions.

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THE COMON SIMPLE EDUCATIONAL MODEL.

Indiscipline & Violence 2) Mediation, empathy…

There are REDUCTION:a) On improvement of personality’ structure.b) Carrying out all educational process.

1) Punishment, rules…

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IT WILL BE NECESSARY TO BREAK THE CYCLE IT WILL BE NECESSARY TO BREAK THE CYCLE OF SCHOLARS VIOLENCE AND CONFLICTOF SCHOLARS VIOLENCE AND CONFLICT

CRISIS OF VALUES1Imbalance of quality

factors of education.

2

Disruption, indiscipline,

violence.

3

Atack against

the dignity

4Anger, rager…

irascible, vindictive...

5

New acts of agression: bigger conflict

6

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IMPORTANCE OF VALUES

• There is an urgent need to compensate that by proposing a new, more responsive approach (Unesco, 1999, a)

• that highlights the programs focused on promoting a culture of peace (Unesco, 1999, b).

Values are the key to deal with macro and micro crises1

[1] I am referring to my paper at EERA (Hamburg, 2003) entitled Values in the educational prevention of violence. It is a case study (Yin, 1993).

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1. NOMOLOGICAL NET OF “EDUCATION”. One of the reasons for failure in peaceful coexistence is the confusion regarding the theoretical notions of value and the actions which are performed in accordance with those values (knowing what tolerance is not the same as being tolerant).

2. Experience and common sense tell us that global values are hollow without previous human values.

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CONCLUSIONS1. There is any bad student. So, it is not

necessary to be exclusively centered on negative behaviors; this is a reactionary measure. We should optimize the disciplinaryclimate in classrooms because it is impossible to achieve an effective and efficient teaching without a positive climate.

2. This means appealing to peaceful coexistence within the educational environment, for which it becomes necessary to refer to the linksbetween discipline, value and peacefulcoexistence in schools.

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3. If the educational institution does not promote peaceful-coexistence attitudes and values, it could fail both to improve the pro-social climate at school and to prepare students for their future civic life.

4. Exercising citizenship means acquiring social skills, for which students need not only formal processes but also axiologicalhabits which include human and democratic attitudes. All this should be integrated deep inside the student’s personality.

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5. From N = 1. These values can be studied with the aim of verifying the ideas that have been put forward above. Case studies can help to explain the situation, pointing out marked differences between the attitudes of ‘normal’ students and those shown by ‘problematic’ students, which reflect immaturity and lack of pro-social behaviors.

6. MISBEHAVIOUR = LACK OF CRITICAL. One of the reasons is the lack of the criticality which one needs so badly before adopting a specific behavior. This happens because undisciplined students’ values are not clear yet, which makes education for citizenship suffer.

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4.

Recommendations.

37

FOR THE COM-ED.

1. Teaching only constitutional values is not sufficient for to educate. This statement implies to elaborate an educational project – PEC –linked with all the educational community.

2. As these aspects concern the family and informal educational institutions more directly.

3. So, we should try to involve parents more deeply into the educational process.

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TO IMPLEMENT THAT IDEA, STAFF MUS TO CHANGE THEIR WORK’S ATTITUDES.

Focusing the development of the curriculum on a culture of peace makes it easier to integration of teaching: subjects of syllabus, values and procedures and to provide them for students and teachers as reference groups in life, thus favoring interdisciplinary teaching and flexiblelearning for different groups of students.

39

THANKS YOU VERY MUCH FOR YOUR ATENTION.

DIALOGUE.

40

5.COMPLEMENT OF

EMPIRICALMETHODOLOGY.

41

SCHOLAR CYCLES

% STUDIE’S KIND FOR YEAR

0,00%

20,00%

40,00%

60,00%

2003 2004 2005

InfantilPrimariaESOBachillerCOUFP

42

% KIND OF CENTRES FOR YEAR

77,84%83,11%

70,87%

14,37% 16,89%28,16%

7,78%0,00% 0,97%

-10,00%

10,00%

30,00%

50,00%

70,00%

90,00%

2003 2004 2005

EstatalConcertadoPrivado

43

% Tipo de Usuario por Años

0,00%

20,00%

40,00%

60,00%

80,00%

2003 2004 2005

TEACHERSSTUDENTSBOS OF STUDIESTutorFATHERMATHERHEAD MASTER

TEACHERS INQUIRIED %

44

There’s used the virtual campus toinduce data.

P aginaW E B

C uestionariosusuario 1

C uestionariosusuario N

B ase de datos

E xtrac ión cuest.C reación ficheros E X C E L

v ía S P L U S

• T ab las

• G ráficas

45

REPRESENTATIVE SAMPLES?

We did not use representative samples, etc. but took advantage of the opportunity to deal with these topics, which provoke resistance on the part of the interested parties and administrations.

(Polit, Hungler, 1995).

46

% CONFIDENCE

• In general, the procedures and the statistical techniques used are considered reliable with an error of 5 per cent; or trustly level 95%.

• Student’s t-test indicates certain variability; there is not homogenization either.

47

Feithful of axiological

attituds

0,892,962,980,593,893,83SINCERIDTY

0,272,622,770,664,104,15NATURALNESS

0,002,011,690,003,554,06MILDNESS

0,151,921,770,114,184,33RESPONSIBILITY

0,102,091,890,474,334,40PUNCTUALITY

0,002,261,870,964,074,07ORDER

0,042,221,980,033,824,06INTIMACY

0,112,542,390,403,803,86STRONGHOLD

0,002,542,080,013,583,90FEITH

0,132,172,040,023,934,10PERSEVERANCE

0,002,331,840,124,234,38OBEDIENCE

0,402,272,160,373,813,70EFFECTIVENESS

0,002,151,730,054,144,33CARE

0,002,261,880,003,724,12PRUDENCE

0,182,512,710,813,753,77AUDACY

0,452,492,390,314,044,14MODESTY

0,043,042,780,323,904,00HARMONY

0,002,641,960,113,964,12TOLERANCE

0,002,301,900,033,974,13SOCIALITY

0,002,141,740,034,024,18RESPECT

0,002,181,770,324,174,26GENEROSITY

0,002,291,890,033,743,97FRIENDSHIP

0,002,542,100,003,814,06OPTIMISM

0,002,702,200,023,834,05HAPPINESS

2005

2004

2005

2004

T ‘ STUDENT (P)

AVERAGE

T’ E STUDENT (P)

AVERAGE

UNDISCIPLINEDNON-CONFLICTING

t means there are a variabilityemongeducationalcentres.

(This statements are according withResearches ofOlweus, 1993; Withney & Smith, 1994; Debarbieux, 1999, y Blaya, 2001)

t’t’ Student

48

6.

RESOURCES

49

AJZEN, I. & FISHBEIN, M. (1980) Understanding attitudes and predicting social behaviour. Englewood Cliffs, NJ: Prentice Hall.

ARENT, H. (1957) Was ist Autorität?. Frankfurt/Main.BARROWS, S. (1988) The tutorial process. Springfield, Southern Illinois University

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Understandings of Successful and Unsuccessful Teaching", in Teaching and Teacher Education, No. 3, pp. 77-90.

CALVO, A. R. (2002) "Interpretación y valoración de los problemas de convivencia en los centros", in Revista Electrónica Interuniversitaria de Formación del Profesorado, No. 5.

CEREZO, F. (2001) "Variables de personalidad asociadas en la dinámica bullying(agresores versus víctimas) en niños y niñas de 10 a 15 años", in Anales de Psicología, No. 17, pp. 37-43.

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DEL REY, R. and Marchesi, A. (2005) La opinión de los profesores sobre la violencia en los centros. Madrid, IDEA and CIE-FUHEM.

DREIKURS, R., GRUNWALD, B.and PEPPER, F. (1982) Maintaining Sanity in the Classroom. Classroom Management Techniques. New York: Harper and Row.

ESTEVE, J.M. (2005) “Bienestar y salud docente” published in July by UNESCO. Proyecto Regional de Educación para América Latina y el Caribe.

ESTEVE, J. M. (2006) “Educación y nuevas tecnologías en la sociedad del conocimiento” Comunicación y Pedagogía., No. 209: “La profesión docente en Europa: perfil, tendencias y problemática”. Revista de Educación, No. 340.

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FERNÁNDEZ-BALBOA, J. M. (1991) "Beliefs, Interactive Thoughts, and Actions ff Physical Education Student Teachers Regarding Pupil Misbehaviours", in Journal of Teaching in Physical Education, No. 11, pp. 59-78.

GRAHAM, G. (1992) Teaching Children Physical Education. Champaign, Illinois: Human Kinetics.

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HOUGHTON, S., WHELDALL, K. and MERRETT, F. (1988) "Classroom Behaviour Problems which Secondary School Teachers say are the most Troublesome", in British Educational Research Journal, No. 14, pp. 297-312.

ISHEE, J. H. (2004) "Perceptions of Misbehaviour in Middle School Physical Education", in Journal of Physical Education, Recreation and Dance, No. 75, p. 9.

JONES, F. (1987) Possitive classroom discipline. New York, McGraw-Hill.KALTIALA-HEINO, R. et alii (2000) "Bullying at School: An Indicator of

Adolescents at Risk for Mental Disorder", in Journal of Adolescence, No. 23, pp. 661-674.

KIRIDIS, A. (1999) Discipline at School. Athens: Gutenberg.MARCO Stiefel, B. (coord-2002) Educación para la ciudadanía. Madrid, Narcea,

ppMUÑOZ, J. M., CARRERAS, M. R. and BRAZA, P. (2004) "Aproximación al

estudio de las actitudes y estrategias de pensamiento social y su relación con los comportamientos disruptivos en el aula en la educación secundaria", in Anales de Psicología, No. 20, pp. 81-91.

51

NICHOLLS, J. G. (1989) The Competitive Ethos and Democratic Education. Cambridge: Harvard University Press.

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PEIRÓ, S. (2007) Factores disconvivenciales y calidad educativa, Cfr. Roig Vila, R. et alii (2007) Investigar el cambio curricular en el espacio Europeo de Educación Superior; Alcoy, Marfil; pp. 309-324. ISBN 978-84268-1304-6.

PEIRÓ, S. (2009) Valores educativos y convivencia. Alicante, CEU.PIEPER, J. (1974) Las virtudes fundamentales. Madrid, Rialp.POLIT, D. F., Hungler, B. P. (1995) Nursing Research: Principles and Methods.

5th edition, J. B. Lippincott, Philadelphia.PUIG, J.M. (1995) Aprender a dialogar. Infancia y aprendizaje. Madrid.SOURANDER, A. et al. (2000) "Persistence of Bullying from Childhood to

Adolescence: A Longitudinal 8-Year Follow-Up Study", in Child Abuse and Neglect: The International Journal, No. 24, pp. 873-881.

UNESCO (1999, a) Información e innovación en educación, No. 101, November.UNESCO (1999, b) Información e innovación en educación, No. 100, September.WHELDALL, K. and MERRETT, F. (1988) "Which Classroom Behaviours

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52

7.OTHERANEXS

53

Validations of VALUES INTEGRATION:SOCIAL, HUMAN & DEMOCRATIC

This model was presented by the author at the following events: A) I National Symposium of Education for Tolerance. Speaker: Concepto,

características y finalidades de la educación multicultural en el marco de la tolerancia. University of Granada-UNESCO, March 13-15, 1996, later published as: Educación multicultural para la tolerancia y la paz. 1996. Granada. GEU (Grupo Editorial Universitario), pp. 45-71.

B) Antropología y educación. Paper: Tolerancia y educación en contextosmulticulturales. Madrid, December 10-14, 1996. ISBN: 84-362-4312-9 Proceeding of the III Congreso Internacional de Filosofía de la Educación.Pp. 409-420.

C) XVIII SITE. Paper: Centros con multiculturalidad y sentido de algunascompetencias morales básicas que concretan la tolerancia en la formaciónde los ciudadanos. University of Extremadura, November 21-24, 1999.

D) XII Congreso Nacional y I Iberoamericano de Pedagogía. Hacia el tercermilenio: cambio educativo y educación para el cambio. Madrid, SEP, September 26-30, 2000. Paper: Valores y educación en situacionesmulticulturales. Sentido globalizante de “educar en la tolerancia” a la secciónsegunda: Educación social y cambio de valores. Educación en la toleranciapara la paz. Enfoque transdisciplinar.

E) IV Congreso Internacional de Filosofía de la Educación: Educación, ética y ciudadanía. Organized by UNED, Madrid, November 21-25, 2000

54

A CLIMATE REQUESTS ABILITIES & VALUES

1. Criticality can be promoted within the individual attitudes and capacities such as the readiness to be interrogated, to question facts, to value explanations and valuations, etc.,

2. when it comes to accept or to rejectalternatives related to participation in the democratic process.

3. But this depends on the values around which criticality has been built and on the person’s ability to use the aforementioned attitudes and capacities properly in order to become a good citizen.

55

AXIOLOGICAL & DEMOCRATIC CONCLUSSION

If the school must prepare students for citizenship, The climate must be acording with this objective;So, it will be necessary to integrate axiologicaly

both human & social dimensions into the curricula [1].

[1] This model was presented by the author at the following events: A) I National Symposium of Education for Tolerance. Speaker: Concepto, características y finalidades de la educación multicultural en el marco de la tolerancia. University of Granada-UNESCO, March 13-15, 1996, later published as: Educación multicultural para la tolerancia y la paz. 1996. Granada. GEU (Grupo Editorial Universitario), pp. 45-71. B) Antropología y educación. Paper: Tolerancia y educación en contextosmulticulturales. Madrid, December 10-14, 1996. ISBN: 84-362-4312-9 Proceeding of the III Congreso Internacional de Filosofíade la Educación. Pp. 409-420. C) XVIII SITE. Paper: Centros con multiculturalidad y sentido de algunas competencias moralesbásicas que concretan la tolerancia en la formación de los ciudadanos. University of Extremadura, November 21-24, 1999. D) XII Congreso Nacional y I Iberoamericano de Pedagogía. Hacia el tercer milenio: cambio educativo y educación para el cambio. Madrid, SEP, September 26-30, 2000. Paper: Valores y educación en situaciones multiculturales. Sentido globalizante de “educar en la tolerancia” a la sección segunda: Educación social y cambio de valores. Educación en la tolerancia para la paz. Enfoque transdisciplinar. E) IV Congreso Internacional de Filosofía de la Educación: Educación, ética y ciudadanía. Organized by UNED, Madrid, November 21-25, 2000.

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COMENTARIES ON THE FIGURE

1. The figure offers two sections: – the upper one located above Likert’s average (more

than 3, on a scale between 1 and 5) and– the lower one, where averages are situated below 3

2. What really matters is not the attitudes as such but whether there is a real differenceregarding those attitudes between one group of students and the other.

3. The absence of a certain level in the values can also cause a negative climate.

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THE HUMAN DIGNITY A KEY: VALUES FOR TO COMPENSATE.

1. Human beings behave in accordance with their beliefs and following their social group of reference (Fishbeing & Ajsen, 1983).

2. If individuals see this beliefs as nothing but a product, they will most probably ignore both their own dignity and that of others.

3. The fundamental values, not only constitutes human nature, but have also given consistencyto the communities inside which one lives.