Education is a treasure no one can take away or steal. In school, education takes the form of knowledge gained and competencies developed. Moreover, it implies the nurturing of attitudes and the fostering of values. Many social and socio-educational studies researchers and authors consider values as the immaterial treasure transmitted from generation to generation for the benefit of everyone.
We consciously or implicitly use them in all aspects of our everyday lives. We inherit them from our parents or extended family; we share or adopt our peers’ or groups’ values and associate particular values with those we admire. It is an ongoing process. Our values can vary throughout our lives; some values may be more important than others at certain times.
Values can be considered the fuel of individual motivation and the engine that brings well-being to society. Human values play a crucial role in character development by providing a moral compass and guiding our actions and decisions. Honesty, loyalty, courage, compassion, empathy, and hope are guiding principles as we navigate life. These values help us make ethical choices and develop a sense of right and wrong.
Reflecting on our values fosters self-awareness and introspection. Understanding personal values allows us to align our actions with our beliefs, promoting authenticity and integrity in character. Furthermore, perseverance, resilience, and determination encourage us to overcome challenges and obstacles. By embracing these values, we develop strength of character and learn to persevere in the face of adversity.
Other values, such as respect, kindness, and tolerance, are essential for building healthy interpersonal relationships. Developing these values promotes empathy and understanding toward others, fostering harmonious interactions and meaningful connections. On the other hand, generosity, altruism, and social responsibility encourage us to act for the greater good and promote societal well-being.
Human values inspire everyone to contribute positively to society and make a difference in the lives of others. Although the nature of values and their structure may be universal, individuals and groups differ in the relative importance they attribute to the values. Individuals and groups have different value “priorities” or “hierarchies.”
While reading children and teenagers are exposed to different types of values. Through its exploration of human experiences, emotions, and moral dilemmas, literature often reflects society and human nature.
Most sociologists acknowledge that values are defined and vary within and between cultures (Boudon, 2011). We tend to view values as shared conceptions of sound, desirable, proper versus wrong, undesirable, and improper because values emerge within cultural groups. Functionalist sociologists such as Durkheim (2001) believe values are vital to functioning societies. They can shape moral norms, influence social structure, and help individuals form their personal beliefs and behavior. Others reinforce the idea that values tend to be spread, maintained, and reproduced within cultural groups (Stewart, 2014). They categorize values as cultural, social, moral, aesthetic, economic, political, family, and personal. Most often, cultural and social values are regarded as binders of communities – an unwritten abstract rule- while moral values are thought to be the perspectives that guide us in decision-making and our social conscience. These values may come from religion, parents, experiences of injustice, and observations. On a smaller but significant scale, family values refer to a belief in the family as the core- organizing unit of society. They are often explored and even endorsed by functionalist sociologists. „Family values can include a sense that the family comes before all else, belief in how to behave around children, and how to raise children.” (Spillman, 2020). Last and most importantly, our values are closely related to our upbringing and cultural, social, and family values. These values are unique to every one of us- our experiences and opinions are formed through free will (Stewart, 2014).
Values intersect and influence social behavior and, ultimately, character formation. Durkheim (2001) discusses how the educational process can serve as a vehicle for socialization, imparting to kids the values and standards of their community. Humanity and social studies encourage in children an understanding that society counts and that they should be interested in those around them besides themselves. In addition, schools promote interaction among students with a wide variety of different people outside of their close family and close friends.
Today’s society is highly complex, dynamic, and changing, diverse in its structures and cultural heritage. Thus, one of the most essential tasks of the educator is to help people clarify their fundamental values and understand their implications for action and interaction.
In today’s world, where people suffer from broken families, violence, rebellion, war, drug abuse, and other antisocial behaviors, it is of the utmost importance that the young generation has a healthy environment where they can grow and prosper physically, mentally, and spiritually.
Literature is a medium to teach the values of life. Many life elements can form the basis of teaching values in literary works. Hence, we can conclude that literature is a “store of values.” Teachers are supposed to heighten the student’s awareness of the purpose of reading literature and, with the right approach, students can understand the depth of their experiences while reading. “Events are much wiser that the commentary on events. If you tell a story simply and plainly, the events themselves will carry the wisdom of whatever they embody to the reader. (1:17 -1:34)… I’ve been telling stories for nearly 40 years now and if there is one thing I’ve learnt it’s no good telling a story that preaches. People don’t read stories that do that. Children don’t enjoy them, nobody remembers them, they are not enjoyed. My agenda is not to convert anyone to any particular point of view, my agenda is to make them feel, see, enjoy, delighten, be gained and amused by the story I tell.” (Pullman 0:30 – 1:08)
In literary texts values often emerge from the interactions of characters, the plot, and the themes. These elements, including events, actions, interactions, and behaviors, all contribute to the development of the protagonist’s character and the overall message of the text. The relationships, decisions, and conflicts that arise from these elements shape the values that are conveyed in the story.
In 1858, R.M. Ballantyne published his novel, „The Coral Island or A Tale of the Pacific Ocean”, which narrates the story of Ralph, Jack, and Peterkin, who learn the art of primitive survival, self-education, and life in harmony with nature. The novel gradually portrays the adventure on the island as beneficial for the boys, as it helps them gain confidence, strength, and mental vigor.
Lewis Carroll’s „Alice’s Adventures in Wonderland” (1865) is not just a narrative about a girl named Alice who experiences extraordinary adventures in a world divided into levels. It is about curiosity and fascination with the unknown. This story places a significant emphasis on the inner workings of the human mind. The characters in the story are not analyzed objectively in terms of their psychological or social roles in the plot, but rather, they embody specific values. In trying to understand the world, Alice must explore the inner nature of these characters and then approach maturity through her encounters in the fantasy world.
When Mary finds the key to the „Secret Garden” written by Frances Hodgson Burnett (1911) and calls upon Dickon’s help to clear the gnarled and choking branches, a more significant transformation begins. A green shoot appears on the ancient rose bush with Dickon’s care. As they work, Dickon sings of the symphony of life in the garden, with the sun’s rise, the transformation of every seed, and the fodder that sustains the robin. The more time they spend in the garden and learn from the earth, winds, and seasons, the more they grow as human beings. They are filled with fresh life and flesh, and their spirits awaken directly from time spent in the garden.
„The Lion, The Witch and The Wardrobe” (1950), a book written by C. S. Lewis, portrays a distinction between the realm of fantasy and historical imitation, despite the juxtaposition of the setting and themes. Instead, it creates its own unique cosmos complete with a self-governing system of moral principles, values, and heroes. Throughout the story, Peter, Susan, Lucy, and Edmund face situations that demand their action and active involvement, as they are part of the prophecy, and these challenges set them in direct opposition to the consequences of evil, greed, and cowardice.
At first glance, William Golding’s „Lord of the Flies” (1954) focuses solely on suspense and thrill. However, upon closer examination, it becomes clear that the characters are not the same and exhibit deliberate idiosyncrasies. Readers witness a series of events that raises the question of what happens when the only consideration is survival or the survival of the strongest. The boys, from varied social and economic backgrounds, found themselves stranded on a deserted island after an airplane crash. To survive and attract the attention of passing ships, they had to work together to organize and manage their situation. The events on the island represent and signify the undeniable truth that mental attitudes and values are inherent instincts of every individual, shaped by factors such as education, experience, and upbringing.
Furthermore, in „To Kill a Mocking Bird,”(1960) a novel by Harper Lee, the main characters, Scout, Jem, and Dill, undergo growth and development as the story unfolds. The actions and interactions between these characters and the secondary characters convey essential values that help readers comprehend the destructive nature of racial and social injustice and the repercussions of prejudice in all its forms. Scout, the 6 years old protagonist, is the interface that mediates, shapes and translates all of these heavy themes.
Neil Gaiman’s „Stardust” (1999) is an outstanding work that delves into the profound and existential aspects of life, such as the pursuit of love and its implications, and the benefits of transformation.
The storyline revolves around Tristan, who embarks on a perilous journey after making an extraordinary decision to go through the break in the Wall and retrieve a fallen star for the whimsical Victoria Forester, a woman whom he has been deeply infatuated with ever since he attended an event that recurs throughout his life, the market outside the Wall. During his journey with the star Yvaine, Tristan discovers the true meaning of friendship and love and realizes that the woman he pursued is not the one he wants.
The German novel „Inkheart” by Cornelia Funke was published in 2003 and later translated into English by Anthea Bell. This book became famous due to its innovative theme of magic and the thrilling experiences of the protagonist, Meggie, who is later searching for her freed mother. During her adventures, she discovers that her father is a unique being. Meggie Folchart’s father, Mo, possesses the gift to bring characters from books to life while reading aloud. As a result, Meggie encounters a range of characters, primarily antagonists, whom she confronts with bravery and determination. At the same time, this novel is an excellent tool for fostering student character growth, as it imparts valuable lessons about the significance of humility, gentleness, and the capacity of ordinary parents to safeguard their children from extraordinary peril.
„The Sisters Grimm, Book 4, Once Upon a Crime” (2007), written by Michael Buckley, offers an exhilarating rollercoaster ride for the reader. Once chaos descends upon Fairytown, the Grimm sisters and their Everafter friends strive to solve a murder mystery that seems more intricate and perplexing than the vanishing of magical beings. The sisters, Daphne and Sabrina, possess distinct personalities; Daphne is guided by principles, compassion, and the rule of law, while Sabrina is driven by her emotions, courage, and assertiveness. Her defiance makes her relatable, and her unwavering determination to stand up for her beliefs, even when adults prohibit her from doing so, is an empowering role model for children. As a former outcast, discouraged, and angry, she emerges as a brave leader who can inspire even the most brutal and insensitive characters to do the right thing, even if it goes against their interests. Sabrina undergoes a personal transformation through her journey, triggered by each action, leading her from her darker emotions—anger, jealousy, and confusion—to trust and hope. The quest for truth and the significance of free will enable Sabrina and Daphne to collaborate and ultimately make independent decisions.
„Magnus Chase and the Gods of Asgard” (2017) is a series created by Rick Riordan that integrates ancient Norse mythology into the contemporary world. Magnus, the main hero, began as a homeless teenager living on the streets of Boston. His life takes a drastic turn when he is pursued by a supernatural being called Surt. This marks the beginning of his adventures and the meeting of his best friends, Samirah and Alex. Then Magnus discovers he is the son of Frey, the god of summer, wealth, and fairness, and, for that to be accepted, he has to prove his skills because he is „unfit” for “god” training. The author combines mythology and social values in a thrilling journey of the protagonists to save what is important to them, showing that family is essential and life is worth fighting for.
Books, such as those mentioned above, formulate the basis for the development of values through the characters’ events, actions, interactions, and behaviors. These elements serve as the fabric that shapes the conveyed values in literary texts.
Literature, as a specific type of human endeavor, embodies a known action that can be accomplished by building characters on internal or external conflict. Moreover, it is a beautiful way of speaking about the multidimensional aspect of life or the attempt to make the incoherent specifics of lived life coherent and meaningful in some imaginative way. Literature reflects human experiences and consequently gives a significant opportunity to understand human experience in all aspects and at all times.
Works cited
Ballantyne, R.M. „The Coral Island: A Tale of the Pacific Ocean”. Kobo e-book.SMK Books, 2013.
Boudon, R. ” The origin of values: Sociology and philosophy of beliefs”. New York: Routledge. Transaction Publishers, 2011.
Buckley, Michael. „The Sisters Grimm, Book 4, Once Upon a Crime”. Kobo E- book, Amulet Books, 2007.
Burnett, Frances Hodgson. „The Secret Garden”. Dell Publishing, 1990
Durkheim, Émile. „The Elementary Forms of Religious Life”. Google books, Oxford University Press, 2001. Accessed 24 February 2024
Funke, Cornelia. „Inkheart”. Translated by Anthea Bell. Kobo Audiobook, 2024
Gaiman, Neil. „Stardust”. Kobo E-book, Headline Publishing Group, 2010.
Golding, William. „Lord of the Flies”. Kobo E-book, Bloomsbury House, 2011.
Harper, Lee. „To Kill a Mocking Bird”. Modern Classics, 2002.
Lewis, Carrol. „Alice’s Adventures in Wonderland”. Kobo E-book, Simplicissimus Book Farm, 2012.
Lewis, C. S. „The Lion, the Witch and the Wardrobe”. Kobo E-book, General Press, 2023.
Pullman, Philip. „Golden Compass Author on Events Telling the Story”. YouTube, uploaded by ErikinSF. 8 November 2007. https://www.youtube.com/watch?v=jdUduLp3M1E
Riordan, Rick. „Magnus Chase and the Gods of Asgard”. Penguin Random House, 2017.
Spillman, L. „What is cultural sociology? „. Polity Press, 2020. Google books. Accessed on 5 February 2024.
Stewart, S. (2014). „A Sociology of Culture, Taste and Value”. Palgrave Macmillan. 2014. Uploaded by Station32.cebu on August 22, 2022 archive.org/details/sociologyofcultu0000stew. Accessed on 2 February 2024.