OUR PHILOSOPHY

We believe that education shapes not only the cognitive skills and disciplinary knowledge of learners, but also their personal growth, identity, ethical orientation, self-efficacy and interpersonal skills.

We have come to understand that through deliberate attention to the affective domain (values, attitudes, motivations, and dispositions), educators can understand how learners respond emotionally, and how they value and internalise the learning provided. We now know, educators can purposefully enhance learning by shaping and working with their aspirations, commitment and help guide their enthusiasm for a subject/s.

We have seen that with specifically tailored assessment tools, educators and learners can become more explicitly aware of the social and emotional development that occurs implicitly, through the hidden curriculum – the unspoken norms, values, and cultural practices within learning environments. These can be made visible and evaluated through intentional education and reflective practice.

Our consultants apply research methods such as Q methodology to not only identify and align values and beliefs (which opens up enormous learning potential for both educators and learners), but to bring to light the informal curriculum for more self-aware and critical thinking. This supports learners to be better equipped to navigate both their own learning and the education system for personal growth and flourishing.

Our Approach

When learning is framed to encompass more than what students know and can do, and encompasses how students think, feel, and engage with others and the curriculum, then transformative learning is possible. At QED* we have the tools and expertise to train educators to focus on more than what students "know" or what they can "do", but to be part of the journey of who they are becoming.

Our aim is to encourage and prepare educators to enhance learning and engagement by:

deepening educators' understanding of emotional aspects of belief formation,
guiding and encouraging engagement in critical reflection, and
facilitating the development of value-aware education.

By being cognisant of the evolving environment of education, our belief systems and values as they stand, both educators and learners can be better prepared, competent, socially responsive, and capable of leading positive change in our complex professional, social, and cultural systems.

*All our employees have current Working with Children Checks