Soft Skills and Hard Values: Meeting Education's 21st Century Challenges

Cover
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
List of Illustrations
List of Contributors
Series Editors’ Note
Part I: Soft skills and their stories
	Chapter 1: Skills agendas in the 21st century: Understanding the stories
		21st-century skills – realist or imaginary?
		Successors to P21 – from school to the world of work
		21st-century values – beyond well-being
		Values for the 21st century – options for living in difficult times
		Conclusion
		Acknowledgements
		References
	Chapter 2: Green economies, green values: Story for the times
		Introduction
		Values for green economies
		Green values – weak anthropocentrism
		Green values, attitudes and behaviour
		The gap between green values, attitudes and actions
		Translating values and attitudes into actions
			Felt involvement towards environmental issues
			Self-efficacy
			Self-control
		Green skills development in education
		Conclusion
		Acknowledgement
		References
	Chapter 3: The Fourth Industrial Revolution: Humanoids, humanity and agency
		The baseline – the World Federation Forum’s construction of 4IR
		Interrogation of the baseline – 4IR as a socio-technical imaginary
		Being human in the age innovation and disruption
		The future of work in a disrupted world
		Narratives on living with 4IR
		Schools & schooling in 4IR – is reskilling enough?
		The “great reset” – implications for social justice
		Conclusion
		References
Part II: Values for a better world
	Chapter 4: Future stories: Narrative, values and the management of radical uncertainty
		Prologue
		Future stories
		What is narrative – and why is a narrative more than a theory?
		What happens in change – and how do we try to foresee it?
		Recent ruptures
		Cultural stories and cultural processes
		The narratives behind values
		Values, and narrative universals or variation?
		So where do we go from here?
		Postscript
		References
	Chapter 5: Global citizenship education: Searching for global cohesion
		Globalisation and education for citizenship in societies affected by social protest movements
		Global Citizenship Education
		International law and policy on education: A supra-national framework?
		The concept of dealing with difference within Global Citizenship Education
		The citizenship education curriculum in the context of social movements and unrest
			Hong Kong
			Thailand
		Summary and some concluding thoughts on prospects for Global Citizenship Education: Social media and extra-curricular signs of hope for global cohesion?
		References
	Chapter 6: Inclusive education: Equal opportunities for all
		Setting the scene: Inclusive education, soft skills and hard values
			Challenges to the value of inclusion in Hong Kong
				Complexity of the school-based situation
				Effective use of funding for inclusion
			Addressing concerns about soft skills for inclusion
		Managing diversity
		Translating inclusion into practice
			Resource input
				Inclusive policy
				Funding
				Leadership
				The curriculum
			Processes of development
				Teacher professional development
				Individualised support
				Collaboration
			Accountability for outcomes
				Social participation
				Student achievement
				Post-school opportunities
		Conclusion
		References
	Chapter 7: Life and values education: Beyond the self
		The urge and calling of life and values education in the 21st century
		Life and values education in Hong Kong schools
			Mindfulness and life-wide learning as approaches for promoting life education and cultivating social and emotional competencies and well-being of youth and students in Hong Kong
		Three approaches for implementing positive education and cultivating positive values
		The PERMA approach of human flourishing
		The cultivation of positive attributes, traits or constructs
		Mindfulness for enhancing well-being
		Mindfulness practices implemented in a primary school in Hong Kong
		Mindfulness integrated into all subjects
		A three-tier system to support students’ mindfulness practices
		Whole-school approach to involve all stakeholders
		Impact of mindfulness on students, teachers and parents
		Values education via life-wide learning in Hong Kong – an example in a Christian primary school
			COVID-19’s influence on life-wide learning
				A brief introduction to the partnership project
				The practice of values education via LWL
		The evaluation results and findings
		Key Stage One (P.1) results
		Key Stage Two (P.5) results
		Reflections
			Be flexible under COVID-19
			Experiential learning approach in informal curriculum
			Collaboration with outside organisations
			Explicit and implicit curriculum and alternative assessment methods for values education
		Conclusion
		Acknowledgement
		Notes
		References
	Chapter 8: Anti-racist values and intercultural skills
		Introduction
		Racism and its effects
		Manifestations of racism
			Stereotypes and prejudice
			Discrimination
			Microaggressions
			Unconscious bias
		Anti-racist education and intercultural skills
		Conclusion
		References
	Chapter 9: Education for sustainable development: Experiences from a Tree Assessment for Life Education (TALE) project in Hong Kong
		Introduction
		Background and rationale of the project
		Key features of the TALE project
		Echoing UNESCO and International Geographical Union Commission on Geographical Education (IGU-CGE) documents
		Life education through trees illustrated by two school cases
		Remaining issues
		Toward people-tree intimacy through education
		Acknowledgements
		Notes
		References
	Chapter 10: Media and information literacy: Evaluating misinformation and fake news in a complex world
		Smart Cities, the Post-Truth Era, and the Infodemic
		MIL Education: Critical Minds for Critical Times
		Thinking Skills and Information Consumption
		An MIL Model for Determining the Authenticity of Information
			Step One: Mindful Access to Information
			Step Two: Critical Assessment and Interpretation
			Step Three: Reflective Usage and Sharing
			Step Four: Proper Mindset for Information Processing
		Concluding Remarks: MIL as a Life Skill in a Quickly Changing World
		References
	Chapter 11: Learning to live together: The hidden curriculum
		Introduction
		The hidden curriculum of civic education
		National living together
		Global living together
		Local living together
		Civilisational living together
		Interpersonal living together
		Civic education versus learning to live together
		Conclusion
		References
Part III: Integrating skills and values: Agenda for the future
	Chapter 12: Constructing the future: Integrating values and skills to meet the challenges of a precarious world
		Skills and their stories – capturing the complexities of 21st century learning needs?
			Motivation for the skills’ agendas – change, disruption and the world of work
		Integrating skills and values – beyond lists, towards understanding
		Skills, values and culture – socio-emotional skills and values for the future
		Helping students understand skills and values – issues for curriculum and assessment
		Conclusion
		Acknowledgement
		References
Index