Research Repository

Towards an architecture for teaching virtues, values and ethics

Heasly, Berise Thérèse (2012) Towards an architecture for teaching virtues, values and ethics. PhD thesis, Victoria University.


Download (2MB)


In this thesis, I look towards a new architecture for teaching an eventual curriculum about virtues, values and ethics. I address three sources of research: the voices of teachers who are teaching thinking and thinking skills; the authors who address the various themes and sub-themes emerging from the thesis questions; and an auto-ethnographical retrospective, which marries my experiential learning, formal qualifications and classroom experience. The focus is on what has happened in education, what is best for teachers; what can be gleaned from the experts’ voices, what consequently is helpful in the curriculum, and what can be delivered by teachers to enrich students’ learning. Three leading twentieth -century theorists contribute to what counts as virtues, values and ethics. Research findings, personal experiential learning, formal qualifications and my own classroom instruments provide a foundation from which to reach incrementally towards the architecture for the teaching about virtues, values and ethics. My theory of edu-tensegrity is derived from the architectural concept of tensegrity, which uses tension and compression as a building strategy (e.g., London’s geodesic millennium dome; Melbourne’s soccer stadium); models inductive thinking rather than deductive thinking; and employs dialectic, trilectic and quadrilectic logics. Educationally, this applies to push-pull factors in decision-making and moral agentry – for both teachers and students. My conclusions show that such factors, labelled Categories of Influence, model trilectic logic, necessarily present in the detailed responses, response-abilities and responsibilities, that inform teachers’ planning, execution and facilitation of the teaching of applied thinking skills: to promote excellence and efficiency that builds architecture that will reach towards a virtues, values and ethics curriculum for the twenty-first century and beyond.

Item Type: Thesis (PhD thesis)
Uncontrolled Keywords: ontology, epistemology, cognition, decision-making, consensus, democracy, thinking, curriculum change, curricula, secondary education, high schools
Subjects: Faculty/School/Research Centre/Department > School of Education
FOR Classification > 1302 Curriculum and Pedagogy
FOR Classification > 2201 Applied Ethics
Depositing User: VU Library
Date Deposited: 26 Feb 2013 06:39
Last Modified: 23 May 2013 17:12
ePrint Statistics: View download statistics for this item

Repository staff only

View Item View Item

Search Google Scholar