This book (in Chinese) is a practical guide to integrating SSEHV into Mainland mainstream schools. Since 2002 ISSE (HK) has worked with university and local education authority partners in China.  Some teachers were invited to describe their experiences and share what they had learned about implementing SSEHV in their existing curricula.

The second part of the book provides translations of articles published in English under the Materials and Resources link on this website.

Teaching has the capacity to be a joyful, fulfilling profession but unfortunately these days too many teachers are finding it to be a path of thorns because of the many pressures they face.

The purpose of this book is to give teachers hope by sharing some strategies that have worked, to help them to get themselves out of the thorns and onto the path of flowers.

Teachers often have to react to their students' misdemeanours on the spur of the moment without the chance to think of the most appropriate way to create a 'win-win' situation for all parties concerned.  This book provides some tried-and-tested responses to a variety of misdemeanours. We have attempted to suggest responses that are in keeping with the title “To Teach, Not to Punish” and  have suggested some key vocabulary that can be used in explaining to the child the purpose of the corrective exercise.

Taplin, M. & Devi, A. (2004). To Teach, Not to Punish: A Practical Human Values Approach to Discipline.  Hong Kong:  Institute of Sathya Sai Education.

Teachers are faced with many time constraints and pressures that make it difficult, if not impossible, to integrate values education into their existing curricula.  However, there are many opportunities to do so.  The purpose of this book is to suggest how values education can be incorporated into existing mathematics curriculam & approaches to teaching mathematics. 

It includes: (i) an examination of how current approaches to teaching mathematics already reflect aspects of education in human values; (ii) examples of values messages that can be drawn from various mathematics topics, (iii) strategies for creating a values-enriched mathematics classroom environment; and (iv) suggestions for using story-telling about famous mathematicians to enhance values messages.

Taplin, M. (1998). Education in Human Values Through Mathematics: Mathematics Through Education in Human Values.  Hong Kong:  Institute of Sathya Sai Education of Hong Kong.  ISBN 962-8430-01-3