Transforming learning: Teaching compassion and caring values in higher education

Clouston, Teena ORCID: https://orcid.org/0000-0003-0032-5473 2018. Transforming learning: Teaching compassion and caring values in higher education. Journal of Further and Higher Education 42 (7) , pp. 1015-1024. 10.1080/0309877X.2017.1332359

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Abstract

As a result of reported failings in the care of people in the health and social care sector in the UK, HE providers who produce professionals to work in these areas being challenged to address caring values in the student body. As values are subjective and affective, this requires the learning environment to not only promote critical thinking and the development of professional competencies, but to facilitate personal growth and change within students at cognitive, emotional and spiritual levels. As the latter dimensions are frequently ignored in education, this is very challenging: it requires a curriculum that supports students to understand, reflect on and, if necessary, restructure their own caring values in order to develop a transcendent lens i.e. the ability to put others before their own self interests and that of the organisation in which they work. It also requires students to develop the skills to challenge others in situations were caring values are not achieved or sustained. This can only be accomplished as a coproduced phenomenon, as it requires students who are prepared to engage in the process and educators, in both HE and practice settings, who are able and willing to role model appropriate skills and facilitate a learning relationship in which students can grow. However, if the true wisdom of caring values is to be realised in everyday practice, then this kind of transformational learning has to be supported at wider structural levels, and this just may be its achilles heel.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Healthcare Sciences
Uncontrolled Keywords:	Caring values; compassion; education; transcendent; emotional; spiritual.
Publisher:	Taylor & Francis
ISSN:	0309-877X
Date of First Compliant Deposit:	31 January 2017
Date of Acceptance:	22 November 2016
Last Modified:	10 Nov 2024 09:15
URI:	https://orca.cardiff.ac.uk/id/eprint/97893

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