{"id":{"repo_id":"vu-aus","oai_identifier":"oai:eprints.vu.edu.au:21451"},"canonical_url":"https://search.dev.ndltd.org/etd/vu-aus/oai:eprints.vu.edu.au:21451","repository":{"repo_id":"vu-aus","name":"Victoria University (Australia)","base_url":"https://vuir.vu.edu.au/cgi/oai2"},"display":{"title":"Towards an architecture for teaching virtues, values and ethics","abstract":"In this thesis, I look towards a new architecture for teaching an eventual curriculum about virtues, values and ethics. I address three sources of research: the voices of teachers who are teaching thinking and thinking skills; the authors who address the various themes and sub-themes emerging from the thesis questions; and an auto-ethnographical retrospective, which marries my experiential learning, formal qualifications and classroom experience. The focus is on what has happened in education, what is best for teachers; what can be gleaned from the experts’ voices, what consequently is helpful in the curriculum, and what can be delivered by teachers to enrich students’ learning. Three leading twentieth -century theorists contribute to what counts as virtues, values and ethics. Research findings, personal experiential learning, formal qualifications and my own classroom instruments provide a foundation from which to reach incrementally towards the architecture for the teaching about virtues, values and ethics. My theory of edu-tensegrity is derived from the architectural concept of tensegrity, which uses tension and compression as a building strategy (e.g., London’s geodesic millennium dome; Melbourne’s soccer stadium); models inductive thinking rather than deductive thinking; and employs dialectic, trilectic and quadrilectic logics. Educationally, this applies to push-pull factors in decision-making and moral agentry – for both teachers and students. My conclusions show that such factors, labelled Categories of Influence, model trilectic logic, necessarily present in the detailed responses, response-abilities and responsibilities, that inform teachers’ planning, execution and facilitation of the teaching of applied thinking skills: to promote excellence and efficiency that builds architecture that will reach towards a virtues, values and ethics curriculum for the twenty-first century and beyond.","abstract_html":"In this thesis, I look towards a new architecture for teaching an eventual curriculum about virtues, values and ethics. I address three sources of research: the voices of teachers who are teaching thinking and thinking skills; the authors who address the various themes and sub-themes emerging from the thesis questions; and an auto-ethnographical retrospective, which marries my experiential learning, formal qualifications and classroom experience. The focus is on what has happened in education, what is best for teachers; what can be gleaned from the experts’ voices, what consequently is helpful in the curriculum, and what can be delivered by teachers to enrich students’ learning. Three leading twentieth -century theorists contribute to what counts as virtues, values and ethics. Research findings, personal experiential learning, formal qualifications and my own classroom instruments provide a foundation from which to reach incrementally towards the architecture for the teaching about virtues, values and ethics. My theory of edu-tensegrity is derived from the architectural concept of tensegrity, which uses tension and compression as a building strategy (e.g., London’s geodesic millennium dome; Melbourne’s soccer stadium); models inductive thinking rather than deductive thinking; and employs dialectic, trilectic and quadrilectic logics. Educationally, this applies to push-pull factors in decision-making and moral agentry – for both teachers and students. My conclusions show that such factors, labelled Categories of Influence, model trilectic logic, necessarily present in the detailed responses, response-abilities and responsibilities, that inform teachers’ planning, execution and facilitation of the teaching of applied thinking skills: to promote excellence and efficiency that builds architecture that will reach towards a virtues, values and ethics curriculum for the twenty-first century and beyond.","abstract_has_math":false,"creators":["Heasly, Berise Thérèse"],"institution":"Victoria University","degree_name":"phd","degree_level":"doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012","date_published":"2012","updated_at":"2026-07-24T06:33:31Z","subjects":["School of Education","1302 Curriculum and Pedagogy","2201 Applied Ethics"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Heasly, Berise Thérèse"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2012"]},{"key":"dc:date.issued","label":"Date","values":["2012"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["Victoria University"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://vuir.vu.edu.au/21451/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["phd"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["School of Education","1302 Curriculum and Pedagogy","2201 Applied Ethics"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://vuir.vu.edu.au/21451/1/Berise_Therese_Heasly.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In this thesis, I look towards a new architecture for teaching an eventual curriculum about virtues, values and ethics. I address three sources of research: the voices of teachers who are teaching thinking and thinking skills; the authors who address the various themes and sub-themes emerging from the thesis questions; and an auto-ethnographical retrospective, which marries my experiential learning, formal qualifications and classroom experience. The focus is on what has happened in education, what is best for teachers; what can be gleaned from the experts’ voices, what consequently is helpful in the curriculum, and what can be delivered by teachers to enrich students’ learning. Three leading twentieth -century theorists contribute to what counts as virtues, values and ethics. Research findings, personal experiential learning, formal qualifications and my own classroom instruments provide a foundation from which to reach incrementally towards the architecture for the teaching about virtues, values and ethics. My theory of edu-tensegrity is derived from the architectural concept of tensegrity, which uses tension and compression as a building strategy (e.g., London’s geodesic millennium dome; Melbourne’s soccer stadium); models inductive thinking rather than deductive thinking; and employs dialectic, trilectic and quadrilectic logics. Educationally, this applies to push-pull factors in decision-making and moral agentry – for both teachers and students. My conclusions show that such factors, labelled Categories of Influence, model trilectic logic, necessarily present in the detailed responses, response-abilities and responsibilities, that inform teachers’ planning, execution and facilitation of the teaching of applied thinking skills: to promote excellence and efficiency that builds architecture that will reach towards a virtues, values and ethics curriculum for the twenty-first century and beyond."]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["Towards an architecture for teaching virtues, values and ethics"]}]}],"canonical_facts":{"dc:creator":["Heasly, Berise Thérèse"],"dc:date":["2012"],"dc:date.issued":["2012"],"dc:description.abstract":["In this thesis, I look towards a new architecture for teaching an eventual curriculum about virtues, values and ethics. 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My theory of edu-tensegrity is derived from the architectural concept of tensegrity, which uses tension and compression as a building strategy (e.g., London’s geodesic millennium dome; Melbourne’s soccer stadium); models inductive thinking rather than deductive thinking; and employs dialectic, trilectic and quadrilectic logics. Educationally, this applies to push-pull factors in decision-making and moral agentry – for both teachers and students. My conclusions show that such factors, labelled Categories of Influence, model trilectic logic, necessarily present in the detailed responses, response-abilities and responsibilities, that inform teachers’ planning, execution and facilitation of the teaching of applied thinking skills: to promote excellence and efficiency that builds architecture that will reach towards a virtues, values and ethics curriculum for the twenty-first century and beyond."],"dc:format":["text"],"dc:identifier.uri":["https://vuir.vu.edu.au/21451/1/Berise_Therese_Heasly.pdf"],"dc:language":["en"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["Victoria University"],"dc:relation.isreferencedby":["https://vuir.vu.edu.au/21451/"],"dc:subject":["School of Education","1302 Curriculum and Pedagogy","2201 Applied Ethics"],"dc:title":["Towards an architecture for teaching virtues, values and ethics"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["doctoral"],"dc:type.qualificationname":["phd"]},"updated_at":"2026-07-24T06:33:31Z"}