Abstract
The Cyril Mooney value education method (inspired by Sister Cyril Mooney's long-term experience with inclusive education in Calcutta, India) offers the opportunity to reflect on the current values of each teacher and discuss the general goals of education, but also brings concrete methodological tools for working with individual actors in the learning process, i.e. pupils , teachers, class, teaching staff or parents. These tools have been used for 40 years all over the world. In the Czech Republic, the method has been implemented in the last 5 years at primary, secondary, university and other institutions working with children and youth (e.g. low-threshold facilities, interest organizations), in several areas. It deals with the overall vision and concept of the school, values as educational content, personal development of teachers, communication (including assessment) and the inculcation of values into individual subjects. Last but not least, it points to the fundamental importance of group work and its reflection in the learning process and raises the question of the very meaning of knowledge.
In addition to defining the problem of values in education, the contribution aims to offer pedagogical inspiration in the form of concrete examples from practice, where value education is already being applied, and subsequently to outline the possibilities of its use within the framework of university teacher training across disciplines.