News Archive

Below you will find news articles that are related to the Learning for Life project.

Sir John Templeton - Obituary

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Sir John Templeton, founder of the Templeton Foundation, passed away on 8th July 2008. His official obituary follows.

 

John Marks Templeton, the pioneer global investor who founded the Templeton Mutual Funds and for the past three decades devoted his fortune to his Foundation's work on the "Big Questions" of science, religion, and human purpose, passed away on July 8, 2008, at Doctors Hospital in Nassau, Bahamas, of pneumonia.

As a pioneer in both financial investments and philanthropy, John Templeton spent a lifetime encouraging open-mindedness. If he hadn't sought new paths, he once said, "he would have been unable to attain so many goals." The motto that Templeton created for his Foundation, "How little we know, how eager to learn," exemplified his philosophy in the financial markets and his groundbreaking methods of philanthropy.

Templeton started his Wall Street career in 1937 and went on to create some of the world's largest and most successful international investment funds. Called by Money magazine "arguably the greatest global stock picker of the century" (January 1999), he sold the Templeton Funds in 1992 to the Franklin Group for $440 million.

A naturalized British citizen who lived in Nassau, the Bahamas, and Templeton was created a Knight Bachelor by Queen Elizabeth II in 1987 for his many philanthropic accomplishments, including his endowment of the former Oxford Centre for Management Studies as a full college, Templeton College, at the University of Oxford in 1983.

In 1972, he established the world's largest annual award given to an individual, the £1,000,000 Templeton Prize, which is announced in New York and presented in London. The Prize is intended to recognize exemplary achievement in work related to life's spiritual dimension. Its monetary value always exceeds that of the Nobel Prizes-Templeton's way of underscoring his belief that advances in the spiritual domain are no less important than those in other areas of human endeavor.

Templeton contributed a sizable amount of his fortune to the John Templeton Foundation, established in 1987 and based in West Conshohocken, Pennsylvania. The Foundation currently has an endowment of approximately $1.5 billion and gives out some $70 million in annual grants. The Foundation's mission is to serve as a philanthropic catalyst for research on what scientists and philosophers call the "Big Questions." This vision is derived from Templeton's belief that rigorous research and cutting-edge science are at the heart of human progress.

Most of the Foundation's grant-making supports scientific research at top universities, in such fields as theoretical physics, cosmology, evolutionary biology, cognitive science, and social science relating to love, forgiveness, creativity, purpose, and the nature and origin of religious belief. The Foundation also encourages and supports informed, open-minded dialogue between scientists and theologians as they work on the "Big Questions" in their distinctive fields of inquiry.

Templeton's progressive ideas on finance, faith, and spirituality made him a distinctive figure in both fields, but the soft-spoken Southerner never worried about being an iconoclast. "Rarely does a conservative become a hero of history," he observed in his 1981 book, The Humble Approach, one of more than a dozen books he wrote or edited.

Taking a less-traveled route in investing, Templeton provided advice on how to invest worldwide when Americans rarely considered foreign investment. While standard stock-buying advice is "buy low, sell high," Templeton took the strategy to an extreme, picking nations, industries, and companies hitting rock-bottom, what he called "points of maximum pessimism." When war began in Europe in 1939, he borrowed money to buy 100 shares each in 104 companies selling at one dollar per share or less, including 34 companies that were in bankruptcy. Only four turned out to be worthless, and he turned large profits on the others after holding each for an average of four years.

After beginning his career on Wall Street in 1937, Templeton bought a small investment advisory concern in 1940 that became Templeton, Dobbrow and Vance, Inc. He entered the mutual fund industry in 1954 when he established the Templeton Growth Fund.

In 1956 Templeton joined with marketing consultant William Damroth to launch the Nucleonics, Chemistry, and Electronics Fund, a specialty fund that reflected Templeton's lifelong interest in science and technology. With investor interest in specialty funds rising in the late 1950s, Templeton Damroth's new fund grew dramatically. Hoping to raise capital to finance more growth, Templeton then made a bold move to accelerate his company's growth.

In this era, mutual fund management companies rarely became public corporations. As a result, they were denied access to the public markets to raise capital to grow. A series of court decisions during the late 1950s, however, had clarified the provisions of the Investment Company Act of 1940 and upheld the right of fund management companies to "go public." With five funds under management and total net investments of over $66 million in 1959, John Templeton seized the opportunity to raise capital, and Templeton Damroth joined a sudden surge of fund firms that went public at this time.

Templeton sold his stake in Templeton Damroth in 1962, and over the next three decades created some of the world's largest and most successful international investment funds. Each $10,000 invested in the Templeton Growth Fund Class A in 1954, with dividends reinvested, would have grown to $2 million by 1992 when Sir John sold the Templeton Growth Fund. This translates into an annualized return of 14.5% since inception.

During a career that included directorships on banks, businesses, and insurance companies, Templeton maintained a long association with the Presbyterian Church (U.S.A.). He was a trustee on the board of Princeton Theological Seminary, the largest Presbyterian seminary, for 42 years and served as its chair for 12 years. He also lent his business acumen to the Presbyterians' ministerial pension fund for more than three decades until 1993.

Templeton was known for starting his mutual fund's annual meetings with a prayer. He explained that the devotional words were not pleas for financial gain in the mundane world, but rather meditations to calm and clear the minds of managers and stockholders. Templeton often told interviewers that "competitive business," in his view, matched in many ways the compassionate aims of religious bodies. "For one thing, it enriches the poor more than any other system humanity ever has had," he once told Insight magazine. "Competitive business has reduced costs, has increased variety, has improved quality." And if a business is not ethical, he added, "it will fail, perhaps not right away, but eventually."

Although he was a Presbyterian elder active in his denomination and served on the board of the American Bible Society, Templeton espoused what he called a "humble approach" to theology. Declaring that relatively little is known about God through scripture and present-day theology, he once predicted that "scientific revelations may be a gold mine for revitalizing religion in the 21st century."

Templeton took a broad view of spirituality and ethics. He was influenced by the Unity School of Christianity, a movement that espouses a non-literal view of heaven and hell and a shared divinity between God and humanity. As he wrote, "We realize that our own divinity arises from something more than merely being 'God's children' or being 'made in his image.'" Templeton did not claim to be a theologian, but he was determined to support the work of those who might deepen our "knowledge and love of God."

The annual Templeton Prize grew out of the philanthropist's belief that an honor equivalent to a Nobel Prize should be bestowed on living innovators in spiritual action and thought. Mother Teresa of Calcutta was the first Templeton Prize Laureate in 1973, followed later that decade by the evangelist Billy Graham and the writer Aleksandr Solzhenitsyn. In recent years, the Prize has been awarded primarily to physicists, cosmologists, and philosophers, including Freeman Dyson, Paul Davies, Ian Barbour, John Polkinghorne, George Ellis, Charles Townes, John Barrow, Charles Taylor, and Michael Heller. Representatives of all of the world's major religions have been on the panel of nine judges throughout the prize's history, and recipients have included Christians, Jews, Muslims, Buddhists, and Hindus.

John M. Templeton was born Nov. 29, 1912, in the small town of Winchester, Tennessee. He followed in his brother's footsteps and attended Yale University, supporting himself during the Depression and graduating in 1934 near the top of his class. He was named a Rhodes Scholar to Balliol College at Oxford, from which he graduated with an M.A. degree in law. He married the former Judith Folk in 1937, and the couple had three children - John, Anne and Christopher. She died in February 1951. He married Irene Reynolds Butler seven years later on New Year's Eve 1958. She passed away in 1993 after 35 years of marriage.

John Templeton is survived by his son John M. Templeton, Jr., known as Jack, who retired as a pediatric surgeon in 1995 to become president of the John Templeton Foundation, his son Christopher, stepdaughter Wendy Brooks, three grandchildren and three great-grandchildren. His daughter, Anne Templeton Zimmerman, died in 2004 and his stepson, Malcolm Butler, died in 1995.

A private ceremony is planned for family members in the Bahamas. There will be a memorial service at Princeton University Chapel on November 21, 2008 at 2pm.

Pupils take part in leadership training day

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Fifty students and seven teachers from five schools in the Hodge Hill constituency recently took part on a leadership training and resource development day.  The aim of the day was to enable students to develop their leadership skills so that they could become consultants on two new resources currently being developed by Learning for Life. 

The students got the opportunity to help develop the teaching activities and also decide on the final design for the new packs.  One student commented 'I liked all the activities and also made lots of new friends from different schools' another said 'I liked the character building activity as it made me think about who I am'.  Pat Benson a teacher from the International school said 'All the activities went well, pushed the students, made them think and also have lots of discussions.  It was a very worthwhile day'.  We expect the new resources will be available early in the new academic year.

Birmingham teenagers share their views

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The Learning for Life: Character Formation in 14-16 year olds study is an exciting research project that is the first of its kind in that it is asking inner city school pupils about their moral values, what a person of character consists of and the role of schools in rounding their character. The project has been working in the schools since mid-February running 27 focus groups.

 

Some of themes that have emerged from the groups are:

 

  • that students desire an increased state of independence in the school environment and that this is very important for them,
  • that a good person was able to socialise, be intelligent, be friendly, loyal, caring, keep a low profile and show respect to others.
  • that the main pressure on 14-16 year olds is peer pressure. Exams, levels of expectation and pressure to raise attainment also cause pressure on students and the word ‘stress' was used in many instances.
  • that success where they lived involved working hard, having desire, being able to get on with people and a recognizing the need to ‘blend in' to both their peer group and their neighbourhood,
  • that schools could do more to stretch the student and allow them to more fully realise their potential but also that it was what was in them that would take them forward,
  • that students see good citizenship as key to society but that they are generally disinterested in it as subject with some saying there is no community where they live.

The second stage of the research, the Questionnaire stage, is now under way. More news will follow in these pages.

The schools involved in the study are Hodge Hill Girls School, the International School and Community College, Park View Business and Enterprise School, Washwood Heath Technology College, Saltley School and Specialist Science College and Hodge Hill Sports and Enterprise College.

Park View

The photo shows Dr. Paul Warwick with focus group students at Park View Business and Enterprise School

Learning for life at conference on Religious Education

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On May 11th, David Lorimer, Director of Learning for Life's Values Poster Award programme, addressed delegates at the annual Association for the Teaching of Religious Education in Scotland (ATRES) conference in Dunblane.

Supported by colleagues John Caton and Catherine Robertson, David described the aim of the programme which is character education in young people and explained the difference the programme can make in inspiring young people and raising their aspirations. Approximately half the teachers in attendance were already enthusiasts of the programme and many shared their experiences of engaging with it to those that had not participated before. One teacher described it as "The best thing that's happened in ten years of teaching RME!" The teachers who were new to the programme were delighted to be able to express their intent in taking part next year in this fast growing, now UK wide programme. To find out more about the programme please click on Poster Awards.

Research into values in Higher Education and employment commences

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Research is underway with three Universities and three employers, all of whom have expressed great interest and willingness to take part in what they see as a very important project. Universities involved at this stage include London City, Canterbury Christ Church and King's College, Cambridge. Employers involved include Price Waterhouse Coopers, National Grid and British Telecom.

A comprehensive literature search has revealed little empirical research on values in Higher Education and employment, meaning that there is a huge gap in the evidence base that needs to be filled by the Learning for Life: Higher Education and Employment project.


Although not generalisable at this very early stage, some interesting preliminary themes and suggestions have emerged from interviews with students so far:


 1.University education was perceived by students mainly as a 'means to an end', concentrating perhaps rightly on academic success and the realisation of future career goals.


 2.All students said that there could be more emphasis on values and character education, which one termed a method of initiating 'new beginnings'.


 3.Although university education was seen mainly as a 'utilitarian' affair (graduating to get a job), voluntary work and 'giving back  to society' was said by students to be perceived as facets of good character and values at university and by potential employers.


 4.The voluntary work of students included: Work with people with learning disabilities; Work in charities; Visiting schools to talk to disadvantaged school children about the prospects opened up by a university education (Widening Participation); Setting up sports activities with disadvantaged children with behavioural difficulties; and caring for elderly Asians.

Book Launch at Scottish Parliament - 'Learning for Life: From Inspiration to Aspiration'

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At a time when educational strategies are focusing on how Scotland’s young people can be inspired to succeed, a book was launched at the Scottish Parliament on March 27th 2008 entitled Learning for Life: From Inspiration to Aspiration in the presence of the First Minister, Alex Salmond MSP. 

To order 'Learning for Life: From Inspiration to Aspiration' direct from Amazon Click Here.

At a time when educational strategies are focusing on how Scotland’s young people can be inspired to succeed, a book was launched at the Scottish Parliament on March 27th 2008 entitled Learning for Life: From Inspiration to Aspiration in the presence of the First Minister, Alex Salmond MSP. Contributions from 250 young people from across Scotland express their visions and hopes for the future in this uplifting read. Young people who have contributed to the book were at the launch to pick up one of the first copies and be congratulated by MSPs from across Scotland and representatives from the various educational bodies who were in attendance, including HMIE and Learning Teaching Scotland.

From Inspiration to Aspiration 

In the book young people write movingly about those who have inspired them, whether they are world figures or family members and set out their own views about the values and qualities we need to lead a happy and successful life.  Against a backdrop of frequent reports despairing of the nation’s youth this heart-warming piece will reassure the most negative reader that Scotland is indeed safe in our young people’s hands.

The book was formulated with extracts from the posters of young people who took part in last year’s Learning for Life Values Poster Award. Learning for Life is designed to inspire young people and raise their aspirations. This character education programme is now UK wide and helps young people identify their core values, building a foundation for lifelong practical wisdom. The following is a quote from Inverurie Academy pupil Rhianne Stewart who received her copy of the book at the launch and spent time discussing her work with Alex Salmond following First Minister's Question Time:

Book quote 

Afterwards Rhianne and her classmate Janine Jaffrey said 'It was a great opportunity to meet the First Minister and see other people's work and what they did. We have seen First Minister's Question Time on TV but it was better in real life'.


Sir Tom Farmer is a loyal supporter of the programme and attended the event. He stated: Learning for Life provides an invaluable exercise in self-discovery that helps young people develop a can-do attitude. It encourages them to do their best to realise their gifts and talents and to believe that they can achieve more than they thought possible for themselves and for other people. The inspiring results I have seen over two years have reinforced my optimism about the future possibilities for Scotland's young people.
Scottish Parliament launch
First Minister, Alex Salmond MSP and Sir Tom Farmer with Natalie Goldie, Robyn Kempton and Katy Frances Owen of St. Kentigern's Academy.

 
For press enquiries please contact:
Catherine Robertson, Learning for Life Development Manager t: 01382 542895 e:catherine@learningforlife.org.uk

Bridging the Gap: values, transition and continuity

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Is there a common “language” when it comes to values? Building character is not a new idea: it has long been a central tenet of schooling. But what of England today? How do the young interpret values? Do schools, in real terms, concern themselves with the character development of the child?

Through the “voice” of the child, this innovative study - Learning for Life: The transition from primary to secondary school - will open a new vista on character education. By exploring children’s views, attitudes towards and influences on their own character development and the integral role of the school in this process, the study will map the relatively uncharted field of values development from the beginning of the final year in the primary school through to the end of the first year at secondary school. In essence the project seeks to know which values both children and educators deem to be worthwhile and the ways these change as young people make the transition between primary and secondary schools.

Breaking New Ground: Character Formation in 14-16 Year Olds

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The new Learning for Life Project — the Character Formation of 14-16 Year Olds, is a ground-breaking new project that will be the first of its kind to enquire into the meaning of character, values and virtues in teenage school pupils from an inner-city environment.

There is widespread concern about the moral values held by British youth in the contemporary period. The Character Formation of 14-16 Year Olds is a ground-breaking new project that enquires into the meaning of character, values and virtues in inner city teenage school pupils as they approach their GCSE examinations. This project aims to investigate how moral values are understood by young people, and how character develops in them against a backgroung celebrity culture and the globalised media.

The inquiry will take place in inner city Birmingham where over 800 pupils from six schools will respond to detailed questionnaires. More than 75 young people will take part in focus groups, personal construct testing and interviews The study will chart the views of young people during a period that will perhaps, more than any other, determine their future lives. The study takes place over two years and has the support of the Rt. Hon. Liam Byrne MP, Minister of State and Minister for the West Midlands. 

This project is an excellent opportunity to discover the state of character development in young people. It will also consider—how schools currently build character, what factors impede character formation, the underlying relations between good character and high academic achievement and the future for values education as a policy initiative. We hope this research will provide conclusions that will ultimately assist in the creation of a new curriculum that can actively develop the self so that the young individual can become a lifelong learner and a person whose values include caring for others and responsible citizenship. In The Character Formation of 14-16 Year Olds we hope to inform both policy and practice at the highest levels.

Learning for Life Launch - Oriel College, Oxford

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Learning for Life: Embracing Core Values was officially launched at Oriel College, Oxford on 3rd and 4th January 2008. There was great enthusiasm amongst all participants for the start of this national initiative, which seeks to explore Character education and development from Early Years right through until Higher Education and employment.

Kevin RyanLearning for Life already enjoys high profile international support. The opening conference welcomed Professor Kevin Ryan, the founder and director emeritus of the Centre for the Advancement of Ethics and Character at Boston University. Professor Ryan, who gave a paper on the change in thinking on Character Education in the United States, described Learning for Life as an ‘incredibly worthwhile and potentially groundbreaking project’ due to the nature and scope of its objectives.

The conference brought together all elements of the Learning for Life project: the Research teams, the Poster Awards programme and Learning and Teaching section. It was therefore an opportunity to present the broad spectrum of activity that will take place within the project. Professor James Arthur, Director, said that, although Learning for Life was composed of different strands, they were very much interconnected and would each feed into the other elements of the project; collaboration would be critical in ensuring success.

In the closing speech, Professor Arthur stated that the dissemination of research conclusions and developmental work was a key objective of Learning for Life as it had great potential to inform and shape policy and practice.

Exciting new programme of research

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An evidence based language in which to discuss values and character education does not exist. With this in mind, an innovative and exciting new programme of research, Learning for Life- Higher Education and Employment, will explore and map the nature of values and character education among university students and recent graduate employees.

An evidence based language in which to discuss values and character education does not exist. With this in mind, an innovative and exciting new programme of research, Learning for Life- Higher Education and Employment, will explore and map the nature of values and character education among university students and recent graduate employees. There has been little, if any, empirical research of this kind, so findings will be highly original and relevant to key stakeholder groups, such as university students, employers, teachers and academics, professional bodies, policy makers and government. Values and character education have implications not only for intellectual development, they also have an important impact in processes of general well-being, lifelong learning, citizenship, learning to care for the welfare of others and the formation of people’s virtues. The project will therefore not only be of academic merit, but will also be of great significance in beginning to elaborate a public language of values and character development in the contemporary United Kingdom.