IES Linköping's Work With Values

FacebookTwitterLinkedInPinterestShare
From the Principal
IES Linköping's Work With Values

Dear Students, Guardians and Staff,

As we embark upon a new term and look to enrich the students’ experience of school at Internationella Engelska Skolan Linköping yet further, particular attention will (continue to) be paid to an education in values (as adumbrated in, for example, Lgr 11, ch. 1 & 2). 

The view taken by the school is that a values-based education is the most effective way not only of developing the (cognitive) critical thinking faculties of our students but also of developing the requisite (non-cognitive) ‘character’ to prepare them for responsible participation in a democratic society.

Inculcating this kind of thinking and character into the students is not necessarily limited to the morgonsamling or the time spent with mentors during klassråd, for example, but permeates every single aspect of the school. Each and every lesson is a study not only of the subject in question, but also includes the active promotion of values that form the bedrock of any well-functioning society. Values such as consideration for and solidarity with others, resilience in the face of adversity, a curiosity for learning, and the courage to stand up for what is right are but a few of the values that form the fabric of every lesson (and beyond) in that the staff themselves embody such values as well as actively incorporate them into any dialogue regarding, for example, behavioural norms. Framed and laminated manifestoes containing a summary of the school’s values (and - very importantly - the connection between the school’s rules and the values upon which the former is predicated) are in the throes of going up all over the school and serve as an ever-present and visual reminder of the importance of thinking in such a way and being of such character that serves the best interests of the whole learning community at Internationella Engelska Skolan Linköping.

It is this focus on values that constitutes the essence of the school and the means through which its three pillars (viz. bilingualism, ‘tough love’, and high academic expectations for all) are secured. Expressed metaphorically, it is not merely (yet) another component of an increasingly full, educational plate. Values education is the plate itself.

Mr M. Garrett

Assistant Principal