Abstract:
This cross-institutional project will focus on life education (LE) and values education (VE), which have been found by research as a high-impact educational practice to nurture university students’ values and attitudes holistically (Lee et al., 2021).
University students are often highly stressed due to different challenges they face in their study journey: They have to not only manage great academic workload and pressure but also make new friends, pay tuition fees, and develop post-graduation plans. To date, some research studies have shown that university students have higher rates of mental health problems compared to the general population (Steptoe et al., 2007). Given the high prevalence of mental health difficulties among university students, it is of paramount importance to facilitate them to develop positive values and resilience and to enable them to understand life, cherish life, respect life, and explore life.
LE and VE are increasingly important in university education (Lee et al., 2019). Through LE and VE, students can develop their capacity to cope with adversity and change and enhance their appreciation and optimism toward life. Specifically, students can learn how to view change positively and consider it as an opportunity to develop and grow. They can also learn how to understand their personal strengths and limitations and manage their stress and frustration. Furthermore, they can learn how to pursue their purpose and meaning in life in relation to the self, the society, the environment, and the world.
In Hong Kong, the LE framework covers four levels of learning: understanding life (i.e., ascertaining the value of life), cherishing life (i.e., appreciating life), respecting life (i.e., caring for life), and exploring life (i.e., transforming oneself toward quest for life ideals) (Chan, 2017). As to the scope of curriculum in LE, there are four broad aspects that cover the Self, Others/Society, Environment/Matter, and Universe/Transcendence (Wu & Huang, 2001), which generally echo Fisher’s (2011) four-domain model of well-being, which entails personal, communal, environmental, and transcendental well-being. In parallel, the VE framework covers relevant concepts, such as perseverance and care.
Traditionally, LE and VE are conducted via classroom learning, mostly teaching some knowledge about life values, attitudes, and skills but lacking experiential life activities. To reach the next level of LE and VE, it is important to enrich and diversify learning and teaching (L&T) activities in the education process. Specifically, we have to adopt more student-oriented and dialogic approaches to LE and VE, such as storytelling and discussion. Through the process of experiential learning and inquiry-based learning, students can acquire and master new life values and attitudes.
LE and VE: The role of mindfulness
One innovative approach to conduct LE and VE is through mindfulness-based interventions (MBI). Mindfulness is defined as “paying attention in a particular way: on purpose, in the present moment, and nonjudgmentally” (Kabat-Zinn, 1994, p. 4). It is characterized by “non-elaborative, non-judgmental, present-centered awareness in which each thought, feeling, or sensation that arises in the attentional field is acknowledged and accepted as it is” (Bishop et al., 2004, p. 232). By having non-judgmental awareness of internal and external stimuli, mindful individuals can adopt more open and accepting attitudes toward their own experiences.
Mindfulness can enhance a kind of happiness that is non-contingent on situations and allow one to retain equanimity when facing adversity (Desbordes et al., 2015). Specifically, mindful individuals can accept their life experiences nonjudgmentally and maintain calm and even-minded mental states that are undisturbed by negative events or situations. They can also release their minds from fixating on their suffering and take broad and balanced perspectives to interpret their setbacks. In this way, they can be less reactive and less caught up in negative thoughts and feelings when faced with adverse experiences.
The following table provides some examples about how to utilize different mindfulness-related concepts to enhance students’ positive values and attitudes and strengthen their capacities to understand life, cherish life, respect life, and explore life.
Mindfulness-related concepts
LE and VE elements
Mindfulness
Students with mindfulness can adopt open and accepting attitudes toward their experiences. This enables them to develop higher levels of self-acceptance and self-affirmation.
Self-compassion
Students with self-compassion can show a caring attitude toward themselves amidst adversity. This enables them to accept and appreciate changes in their lives and do not do anything that harms themselves.
Interpersonal mindfulness
Students with interpersonal mindfulness can provide intentional, present-centered, and non-judgmental attention to interpersonal interactions. This enables them to exhibit empathy and show care and respect for others.
Psychological flexibility
Students with psychological flexibility can clarify their personal values and take steps toward valued goals despite experiencing challenges. This enables them to exhibit resilience and committed actions in life pursuits.
LE and VE: The role of expressive arts
Another innovative approach to conduct LE and VE is through expressive arts therapies (EAT). The arts have been one of the most effective healing approaches throughout history and across cultures (Smriti et al., 2022). For example, dancing can aid one to keep body and soul together; painting can enable one to contemplate and gain insight; music can help one relax and de-stress; drama can let one communicate and connect to others; and poetry can facilitate one to express ideas and feelings.
Ever since the introduction of the arts in therapies, the arts have been utilized in the alleviation of distress and in the promotion of well-being (Smriti et al., 2022). Through arts-making, individuals can identify individual values and beliefs, express inner feelings and alleviate negative emotions, and enhance self-regulation and promote psychological wellness. In this way, the arts can serve as vessels to transform life experiences, shape/create a new way of being, and expand one’s role repertoire to deal with life challenges.
The following table provides some examples about how to utilize different expressive arts modalities to enable students to increase self-awareness and self-acceptance, manage stress and frustration, develop a positive relationship between self and others, and reflect on the meaning of life.
Expressive arts modalities
LE and VE elements
Dance and movement
Dance and movement can help students express themselves through their bodies. This enables them to gain a deeper connection to themselves and develop a greater sense of self-awareness.
Art
The creative process involved in expressing oneself artistically can help students reveal their deepest thoughts and feelings. This enables them to identify their values and beliefs.
Music
Both listening to and actively making music can help students enter a relaxed state. This enables them to increase their inner resources to overcome life difficulties and explore new directions.
Drama
Theatre and dramatic activities can help students recreate life experiences, imagine new ones, and experiment with alternate endings. This enables them to improve their flexibility to deal with life challenges.
Code:
T5009
Principal Project Supervisors:
Start Date:
01 Jan 2023
End Date:
31 Dec 2024
Status:
Completed
Financial Year:
2022-23
Type:
TDG