Education and Life Values Education

their actual behavior. As a social object, value cannot be separated from the needs, desires, attitudes, views and actions of people as subjects of social relations”[ 28].

According to the document “Value Education” (Philippines Department of Culture and Sports), the concept of value can be understood as: “An object has value when it is recognized as useful and the desire to possess those things has influenced people's attitudes and behaviors. Not only material goods but also ideals and concepts have value such as: truth, justice, honesty” [28].

Values are “beliefs, attitudes, goals, feelings, and reasons that have been evaluated, chosen, and tested after being considered, examined, tested, and imbued in life” (Raths 1966) [28].

According to the Vietnamese Dictionary (Social Sciences Publishing House), value is what people use as a basis to consider how beneficial an object is to humans; what people rely on to consider how valuable a person is in terms of morality, intelligence, and talent; concepts and realities about beauty, truth, and goodness in society; the property that can be converted into money of an object in a trade or exchange relationship; the magnitude of a quantity or a variable quantity. Author Pham Minh Hac: "Value is the positive, valuable, and useful meaning of objects to subjects" [9]. The author considered value in terms of the nature, meaning, and usefulness of individuals in relation to subjects. Author Tran Trong Thuy: " Value is a typical social phenomenon, representing things, phenomena, properties and relationships of reality, standard thoughts, purposes, ideals, phenomena of nature and society created or not created by humans, but all serve the progress of society and the development of the individual" [26]. The author considers value in the relationship between the individual and society, expressed in serving society and people.

Author Le Duc Phuc: “ Value is something that has meaning for society, collectives and individuals, reflecting the subject-object relationship that is evaluated based on historical and social conditions and depends on the level of personality development. Once perceived, evaluated and chosen, value becomes the driving force that motivates people in a certain direction ” [17]. The author has more broadly oriented the necessary characteristics of people recognized in each historical period. It has been mentioned that value creates the driving force that motivates people to act.

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Author Nguyen Cong Khanh believes that “Values are what people consider important, meaningful to themselves, and have the effect of guiding their thoughts, actions, and lifestyle in life. Values can be ethical standards, opinions, attitudes, and even prejudices towards something... Values can be material or spiritual values, and can belong to the fields of culture, art, ethics, economics, etc.” [11]

From the perspective of Education, value can be understood as the good or bad quality, the great or small effect of an object or a person, what makes an object recognized as useful, valuable, the positive or negative significance of an object to people, classes, and social groups in general, and the properties of matter and spirit that are meaningful to human life. In short, value refers to the great or small, more or less usefulness of an object or phenomenon to human life [18].

From the above perspectives we see that value has the following characteristics:

First : Values include spiritual phenomena that can satisfy positive human needs and contribute to promoting social development.

Second : Values contain cognitive, emotional and behavioral elements chosen by the subject when participating in social relationships.

Third : Values are determined, evaluated, and tested in real life when people participate through action.

Fourth: Value is always objectively historical, meaning that the appearance, existence or disappearance of a certain value depends on the appearance, existence or disappearance of a certain human need in the living and working environment.

Thus, Values are what people consider important, what is meaningful to themselves, and what guides their thoughts, actions, and lifestyles in life . Values are expressed as ethical standards, opinions, attitudes, or prejudices towards something in social life. Values can be material or spiritual values, and can belong to the fields of economics, culture, art, ethics, etc.

1.2.1.2 Life values

According to UNESCO's viewpoint in the life values education program: "Life values are things we consider valuable, important, and meaningful to each person's life" [21]. Life values are personal, not everyone's life values are the same, life values become the motivation for people to strive to achieve them.

According to the Vietnamese dictionary, “Life values (also known as “life values”) are things that a person considers good, important, and must have at all costs, and therefore life values govern people’s good behavior ”[30]. This concept shows that life values are good things expressed through people’s positive, good behavior.

Authors Nguyen Thi My Loc, Dinh Thi Kim Thoa, Dang Hoang Minh, Tran Van Tinh, Vu Phuong Lien said: “Life values are a form of social consciousness, a system of concepts about good and evil in human relationships. Life values are essentially rules and standards in social relationships, formed and developed in life, and recognized by the whole society. Life values are rules of life, they have a great position in life, and guide the life of each individual, adjusting behavior to conform to social standards” [13].

The concept refers to the system of social ethics recognized in life, occupying an important position, having the effect of orienting and regulating individual behaviors. The common values of ethics are expressed in the concepts: good, evil, reason, justice, civilization, conscience, responsibility...

According to author Nguyen Thi Tinh , “Life values are a system of norms and standards that guide the assessment of the development of all aspects of social life and of each individual chosen by the individual to exist and develop” [24] . According to the author, life values are both objective and subjective because they reflect the subjectivity of each person through the choice of values and actions of that individual. This concept also shows that life values are good moral values that help guide and govern individual behavior in the existence and development of each person.

Author Nguyen Cong Khanh has examined the concept of life values according to the perception and actions of individuals : "Life values are things that individuals perceive as very important, necessary, meaningful, and always expected. They have the ability to influence an individual's attitudes, emotions, feelings, and behaviors in daily life " [11]. The author also agrees with the orientation and control point of view of life values. The author's novelty is that life values are formed through the process of self-awareness and each person's experience through emotional levels such as: attitudes, emotions, feelings, and behaviors.

From the above perspectives, the author sees that life values are expressed as follows:

- Life values are things that individuals perceive as very important, very necessary, very meaningful, always expected, they have the ability to influence an individual's attitude, emotions, feelings, and behavior in daily life.

- The living values of an individual include: material values such as property, spiritual values such as knowledge, health, love, honesty, honor... that people need in life.

- The life value of each individual is not naturally formed by programming encoded in genes, but it is formed through the process of self-awareness and experience of each person.

In educating life values for high school students, I approach them from the perspective of awareness and action levels: Life values are a system of norms, standards, and concepts of good and evil recognized in society, chosen by individuals, and expressed in human relationships in life . In essence, life values are standards and norms in social relationships, formed and developed in life, and recognized by the whole society. Life values include rules of life that play an important role in guiding individuals to adjust their behavior in accordance with social standards.

Each person's way of life reflects the values that he or she pursues. In schools, life values education should be implemented in conjunction with life skills education to help cultivate positive behaviors and good habits for students.

Life values are formed during the development process of each individual, including life values for children from 3 to 7 years old; life values for children from 8 to 10 years old; life values for youth, in which the adolescent stage (9 - 10 years old to 17 - 18 years old) is the most meaningful stage.

1.2.2. Education and life values education

1.2.2.1. Education

There are many views on education, however, scientists today often understand the concept of education in broad and narrow scopes:

Education (in a broad sense) is a comprehensive process of personality formation, organized in a purposeful and planned manner, through activities and relationships between educators and educated people to convey and acquire human social experiences.

Education in the broad sense includes the teaching and learning process.

(in the narrow sense)

Education (in the narrow sense) is understood as a part of the overall educational process, which is the process of forming beliefs, ideals, motivations, feelings, attitudes,

personality traits, behaviors, and proper social behavior in the fields of ethics, labor, political ideology, aesthetics, hygiene, etc. The dominant function of education (in the narrow sense) is to form human moral qualities.

Activity is the most important form of expression in the positive, proactive relationships of humans with the surrounding reality. Activity is the condition, means and path to form and develop personality. Educational activity is the main activity in human activities.

Educational activities are understood in two senses.

- In a broad sense: Educational activities are a specific social form of human society aimed at reproducing human needs and capacities to maintain, develop and perfect social relationships. Educational activities are carried out through a system of content, forms, and measures of impact in a methodical and intentional manner. Aiming to form and develop the learner's personality in terms of morality, intelligence, physical strength, aesthetics, etc.

- In a narrow sense: Educational activities are activities of educators organized according to plans and programs to form a philosophy of life, moral qualities, cultivate aesthetic tastes and develop physical fitness of students. Educational activities are formed through the impact of the pedagogical system on students' thoughts, feelings and lifestyles, combined with family and social education measures to promote positive aspects and overcome negative aspects in students' thoughts and actions.

In the new general education program, educational activities are divided into two main parts: Educational activities according to other subjects and fields of study; Educational activities outside other subjects and fields of study such as environmental education, population education, wave skills education, wave values, etc.

1.2.2.2. Education of life values.

Life values are directional, that is, values play a role in guiding and regulating human behavior. Therefore, life value orientation is an inevitable requirement in all areas of social life, especially in the school education environment. Life value education has the effect of orienting life skills for students. In high schools, life value education is approached in a narrow sense from the perspective of school education theory.

UNESCO emphasized in the report “Learning: The treasure within”: “When faced with the many challenges of the future, humanity sees in education an inseparable and essential asset in the effort to achieve the ideals of peace, freedom and social justice” [18, p.16]. The above viewpoint emphasizes the importance of education as the fundamental path for the young generation to build a sustainable, happy and free life. Indeed, if in the educational process, students are oriented to form and honor their true values, they will have a sustainably developed personality, capable of adapting and responding to social changes.

Writing about value education in general, author Phan Thanh Long defines : "Value education is the process in which educators organize, guide, control, orient, and stimulate the voluntary, positive, and proactive activities of the educated; thereby helping them to acquire social values, forming a system of personal values in accordance with social expectations" [6, p.138].

In high schools, life values education is approached in a narrow sense from the perspective of school education theory. According to author Nguyen Thi Tinh : “Life values education is a process under the leading role of teachers to help students understand the life values of each person, of themselves, of society, thereby being responsible for themselves, their families, the community, and society. Life values education creates unity between: awareness - attitude - behavior in each person, for each value [24, p.25]. The author has emphasized the role of life values education in orienting life skills training for students . In schools, life values education is a process to help learners realize personal values closely linked to the social community; form, develop and express their own value system through learning, working, and social activities; Distinguishing life values, correctly assessing one's own and others' values, thereby orienting life skills and behaviors accordingly.

In this topic, the author would like to approach the concept of life value education and under the influence of educational activities in a narrow sense as follows: "Life value education is a process of organizing and guiding the educator in a purposeful and planned manner to promote the proactiveness of learners in choosing and expressing standards and criteria in human relationships with people in life. Life value education creates unity between perception

Knowledge - attitude - behavior in self-control, positive behavior with people around and effective resolution of problematic situations in life" .

This concept clarifies three issues:

- Firstly : Education of life values as well as education of a certain issue is organized under the leading role of the educator, learners actively and proactively participate in that educational process. Actions organized under the guidance of the educator give students the opportunity to try - make mistakes - adjust - try - be right and form habits in real life.

- Second : The purpose of life values education is to equip learners with the ability to choose the norms and standards in the society in which they live. The ability here is the accumulation of knowledge, the formation of attitudes and the expression of emotions and feelings leading to behavior that is in accordance with social requirements.

- Third : Education of life values in schools is associated with skill training, which is the process of organizing for learners on the basis of life values to practice and experience skills through self-mastery actions, positive behavior with people around and solving problematic situations in practice.

1.2.3. Collective activities

1.2.3.1. About creative experience activities

In the current general education program, there are two main educational activities: teaching science subjects and creative experience activities.

Creative experience activities are educational activities in which each student directly participates in practical activities in school or in society under the guidance and organization of educators, thereby developing emotions, ethics, skills and accumulating personal experiences. Creative experience is an activity that is valued in each subject; at the same time, the educational plan also arranges separate creative experience activities, each of which is a synthesis of many different fields of education, knowledge and skills.

Serious activities

creative

for all students

students from grade 1 to grade 12 help

study

birthmark

knowledge , skills , attitudes , and learning

school and

as experience

your own life

farewell

live creatively

Besides forming and developing qualities and abilities

common of

educational programs, activities

winter

creative

still in practice

medium

develop specific abilities for students: Ability

organization of activities, capacity

organization

and life management, self-awareness and self-motivation, leadership skills

fragrance and smoke

choose

profession

Creative experiential activities include mandatory parts.

(including the

collective activities) and elective activities (TC3), designed according to the principle of integration, or

concentric union

with linear . Active content

experience

creative

build

Create open and relatively independent topics based on areas of economic life, production, science and technology, education, culture, social politics , etc. of the locality, region, country and internationally for students and schools to choose and organize to implement appropriately and effectively.

1.2.3.2. About collective activities

As a compulsory activity of creative experience activities for students. Author Ha Nhat Thang said: " First of all, it is necessary to understand that "collective activity" is an educational activity. "Collective activity" is a term in education consisting of two combined concepts, "activity" and "collective". "Activity" in the concept of "collective activity" is both a verb, meaning movement (not standing still) but placed in "collective" means that movement has a common goal of many people to achieve a purpose, in a specific field. "Collective activity" is the movement, common action of many people (collective) who are linked and attached to each other, following clearly unified principles of obligations, powers, and interests in order to promote everyone's talents to carry out common goals, common tasks and tasks in accordance with the requirements of social education and contribute to giving each member the opportunity to develop in a way " [23].

From the educational point of view, it can be seen that activity is the most important manifestation in the positive and proactive relationship of humans with the surrounding reality. In each aspect of reality, activity is a process of a series of closely related actions that affect the object to achieve a certain purpose. Human activities always originate from certain motives, due to the influence and urge of needs, interests, emotions, and responsibilities. In addition, activities are characterized by being carried out by using tools and means in the most proficient way, meaning that the person performing the activity must have the skills to organize and use those tools and means.

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