scholarly journals FAMILY IN THE VALUE ORIENTATION STRUCTURE OF A MODERN STUDENT

Author(s):  
M.N KOKH ◽  
◽  
L.V SYSEVA ◽  
2021 ◽  
pp. 100-132
Author(s):  
Jack Bauer

This chapter integrates theories of the good life and the life story, showing how the two phenomena scaffold each other into existence—and form a good life story. The chapter first examines concepts of time, narrative, change, development, and growth. Metaphors that suggest growthiness are listed, but growth proper emerges in narrative meaning-making. The chapter provides an overview of how the facets of value are shaped and conveyed via narrative tone, theme, and structure. Tone conveys whether an event turns out well subjectively (i.e., value fulfillment). Theme conveys why an event is subjectively important (i.e., value orientation). Structure conveys the objective degrees of value perspectivity by which events, tones, and themes are interpreted. Like the three facets of value, narrative tone, theme, and structure combine to convey the four superordinate categories of a good life story—happiness, love, wisdom, and growth—toward which a transformative self aims.


Author(s):  
Judson R. Landis ◽  
Simon Dinitz ◽  
Walter C. Reckless

2014 ◽  
Vol 22 (1) ◽  
pp. 48 ◽  
Author(s):  
Zhen ZHANG ◽  
Fan ZHANG ◽  
Liang HUANG ◽  
Bo YUAN ◽  
Yiwen WANG

Author(s):  
Arpita Kumar

The crisis of values is pervasive resulting in adverse development in all walks of life. Misra, Srivastava and Gupta (1995) have found that present emphasis on personal growth as opposed to societal development, non-commital attitude, inconsistency in behaviour across situations, increase in violence, corruption, indiscipline and social tension have become parts of the contemporary reality experienced in everyday life of people. There is a progressive erosion of values resulting in public life. Educational institutions are no exception. A proper value system must be inculcated by educational institutions through educational process based on rationality, scientific and moral approach to life. It would be possible to serve the need of the hour through proper value orientation among teacher education programmes.


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