· Important and enduring beliefs or
ideals shared by the members of a culture about what is good or what is
desirable and what is not.
· A value stands for ideals that
provide men direction for leading a worthy life.
· They are the guiding principles of
life, which influences one’s physical, mental and social health.
· Value includes all important beliefs,
religious teaching, moral attitude and philosophies of life etc.
· Values not only sustaining the
society and culture but also bring about corresponding changes in the society
and culture.
· Values are desirable styles of
thought and action that promote individual ad social development and
well-being.
Value based
Education
· Kothari commission stressed the
importance of value based education.
· Values are caught rather than taught.
· Value should be inculcated in the
minds of student.
· The study of moral and ethical values
as a part of teaching learning process that make us a perfect man is called
value based education.
· Value and education are interrelated.
Need and
importance of Value Based Education in the Modern age
· For development of society and
nation.
· Values are guiding principle that
shape our world outlook, attitude.
· For moral upiftment of the child.
· Need of the hour.
· To promote fundamental values in
children.
· Training for responsible citizenship.
· To understand national goals.
· To improve socio-economic condition.
· For inner development.
· For self reliasation.
· To improve overall qualities of life.
Types of
Values
- Universal Values: These are values that there is nearly unanimous agreement as to the importance of them. These would include Sanctity of human life, Peace, and human dignity.
- Instrumental Values: These are values that can be used to get something else. In other words the value is an instrument which allows you to get some other things. Examples of these would include Progress (which allows leisure time), Freedom (Through which we can get dignity and/or self actualization), and Knowledge(which helps us get economic prosperity, and progress).
- Intrinsic Values: Something has intrinsic worth simply because of what it is and not necessarily what it will lead to or because of its acceptance. Some possible examples of intrinsic values would include beauty, artistic expression, and happiness. We value them because they are an important aspect of life.
- Prerequisite Values: These are values that are necessary before you can get to some bigger goal. It is similar to the prerequisite course that you must take in order to get to the more advanced course. Some good examples of this type of value include safety (which is needed before people can even think about having anything else), Justice (which is needed before we can move onto equality), or the common good (which must be honored if we can ever get to a state of peace).
- Paramount Values: Think of this type of value like you think of Paramount Studios with the large mountain. It is the value which is above all other things. Some examples of this might include freedom (which many people have given up their lives for and see as essential to a decent life) or sanctity of life (which if we do not value or have renders everything else worthless).
- Operative Values: This type of values is the ways that we make judgments on how to live the rest of our lives. We use these values as the overarching and guiding principles which tell us what is always right and wrong. These are things such as Integrity, Honesty, and Loyalty.
Kinds of
Values
Values are various kind and are named according
to their specifications
- Aesthetic Value emerging from and related to arts such as dancing, sculpture, painting, dramatization, music ec.
- Spiritual Value concerned with spirit as an ultimate nature of mater.
- Moral Values related to ethical aspect of human being.
- Social values concerning the welfare of society.
Hierarchy of
Values.
o
Values
related to ‘Moksha’
o
Eg.
self control, Ahimsa, Truthfulness etc.
·
Social Values
o
Values
related to ‘Dharma’
o
Eg:
Benefits to all, Concern for others, Co-operation, Integration, Equal Opportunity,
etc.
·
Personal Values
o
Values
related to personal development.
o
Eg:
Punctuality, Regularity, Hard work, Discipline, tolerance, Simplicity, Respect
for others, etc.
Source of
Values
·
Religion
·
Literature
·
Culture
– Truth, Beauty and Goodness related to Indian culture.
·
Constitution
·
Philosophy
·
Science
Values
relevant to Human welfare
·
Love
·
Non-violence
·
Peace
·
Co-operation
Values related
to Child’s need and development of personality
· Love and Affection
· Truth
· Courage
· Reverence to elders
· Compassion
· Respect for all religions
· Dignity of manual work
· Humanity
· Purity in work, thought and action.
· Tranquility of mind
· Cleanness.
Values – List Developed
by NCERT
The following values has been compiled by the NCERT in its
publication entitled by ‘Documents on Social, Moral and Spiritual Values in
Education’
1.
Abstinence
|
2.
Appreciation
of cultural values of others
|
3.
Anti-Untouchability
|
4.
Citizenship
|
5.
Consideration
for others
|
6.
Concern
for others
|
7.
Co-operation
|
8.
Cleanliness
|
9.
Compassion
|
10.
Common
cause
|
11.
Common
good
|
12. Courage
|
13. Courtesy
|
14.
Curiosity
|
15.
Democratic
decision making
|
16. Devotion
|
17. Dignity of the individual
|
18.
Dignity
of the manual work
|
19.
Duty
|
20. Discipline
|
21. Endurance
|
22.
Equality
|
23.
Friendship
|
24. Faithfulness
|
25. Fellow-feeling
|
26.
Freedom
|
27.
Forward
look
|
28. Good manners
|
29. Gentlemanliness
|
30.
Gratitude
|
31.
Honesty
|
32. Helpfulness
|
33. Humanism
|
34.
Hygienic
living
|
35.
Initiative
|
36. Integrity
|
37. Justice
|
38.
Kindness
|
39.
Kindness
to Animals
|
40. Loyalty to duty
|
41. Leadership
|
42.
National
unity
|
43.
National
consciousness
|
44. Non –violence
|
45. National integration
|
46.
Obedience
|
47.
Peace
|
48. Proper utilization of time
|
49. Punctuality
|
50.
Patriotism
|
51.
Purity
|
52. Quest for knowledge
|
53. Resourcefulness
|
54.
Regularity
|
55.
Respect
for others
|
56. Reverence for old age
|
57. Sincerity
|
58.
Simple
living
|
59.
Social
justice
|
60. Self-discipline
|
61. Self-help
|
62.
Self-respect
|
63.
Self-confident
|
64. Self-support
|
65. Self duty
|
66.
Self-reliance
|
67.
Self-control
|
68. Self restraint
|
69. Social service
|
70.
Solidarity
of mankind
|
71.
Sense
of social responsibility
|
72. Sense of discrimination between good
and bad
|
73. Socialism
|
74.
Sympathy
|
75.
Secularism
and respect for all religion
|
76. Spirit of equality
|
77. Team work
|
78.
Truthfulness
|
79.
Tolerance
|
80. Universal truth
|
81. Universal love
|
82. Value for national civic and
property
|
||
Values
enshrined in the Indian Constitution
Democracy
·
Democracy is
government of the people, by the people and for the people
·
Democracy
believes in the following principles.
·
Self respect
and dignity of personal freedom.
o Freedom from fear, oppression, exploitation
o It also provides freedom to live, to educate, to work
and pursue religious values.
·
Equality
o All men are equal before law.
o Democracy believes in filling the individuals to appropriate
programmes in accordance with their abilities and need, ignoring other
considerations like caste, social status, sex etc.
·
Sharing
purpose and decisions
o Being more democratic warrants more opportunities for
sharing all aspects of societal functions.
Secularism
·
Every citizen has
freedom to profess or preach the religion of his liking.
·
It guarantees
religious freedom by article 25, 26 and 30 of the constitution.
·
“All that a
secular state means is that parliament shall not be competent to impose any
particular religion upon the rest of the people” – Dr. Abbedkar.
Socialism
·
Socialism is a
scheme of social organization which places the means or production and
distribution in hands of community.
·
The main features
of socialism are:
·
Aims at social
justice.
·
Aims at equality.
·
Aims at
establishing a classless society free from exploitation, oppression.
·
Aims at
abolishing the capitalist system.
·
Aims at the
active participation of the individual in the productive process of society.
·
Aims at establishing
a society based on mutual co-operation and fellow feeling.
Equality
of opportunities
·
Right to equality
is fundamental right guaranteed to Indian Citizen.
·
There should not
be any discrimination on ground of religion, race, caste, sex and place of
birth.
·
All are offered
equal opportunities for employment.
·
Equal right to
contest election and can enjoy equal right in all matters relating to politics.
·
All have equal
right to join employment government private according to his qualification.
·
All are equal
before the law.
Five core
human values.
Truth
·
Indian culture
propagated the value truth.
·
Ancient Indians
were ready to scarify even their life for truth (Eg. Story of Harichandra)
·
Truth alone
triumphs (satyameva Jayathe) has been the main slogan of our culture.
Righteous
Conduct
·
Righteous Conduct
was held in ancient India
·
Righteous conduct
only can bring harmony in the society.
·
If all the people
upheld the value of righteous conduct there will not be any problems in the
society.
Non Violence
·
One of the basic
foundations of Indian culture is Non-violence.
·
Ancient Philosophical
schools such as Jainism, Buddhism believed in universal love and thus
propagated the concept of Non-violence either directly or indirectly.
·
Gandhi was a
profounder of the Non-Violence.
·
In this world of
violence, regaining the value of non-violence only can save this country.
Peace
·
Hinduism believed
in world peace.
·
‘Loka samastha
Sugino Bhavanthu’ was the slogan of ancient India.
·
Conflict between
the nations can be curtailed only by regaining the value of peace.
·
There are many
countries in this world which suffers from war; Peace only can save this
country.
Love
·
Love is one of
the precious human values.
·
The saying ‘God
is Love’ shows the importance of the value love.
·
Love brings prosperity
and harmony in the society.
Methods and techniques of teaching Values
Approaches
·
Direct
Approach
o
Study of values
given as a separate course.
o
Techniques used
for this – story telling, Teaching of Biographies, Proverbs, Poems.
·
Indirect
Approach
o Desired values may be imparted to students as
by-product of teaching some other curricular subjects or through any activities
in the school.
·
Curricular
Approach
o
Value education
is imparted curricular activities either directly or indirectly.
o
If direct
approach is followed for this purpose, separate syllabus and time table have to
be provided.
o
If indirect
approach is to be followed, it has been given incidentally in the course of
transacting curriculum.
·
Co-curricular
Approach
o Value education is given through co-curricular
activities either directly or indirectly.
o If direct approach is followed for the purpose,
purposefully conduct co-curricular activities like debates, essay competition,
story writing, drama etc.
o If indirect approach is followed for the purpose, values
are incidentally integrated by adopting appropriate types of co-curricular
activities.
·
Integrated Approach
o In this approach, the curriculum so arranged as to
identify the plug points at which the value could be fused with the study of
different subjects in a vary natural manner as an integral part of the learning
material.
o
All school subjects
contain such situations.
Methods
·
Formal method
o Values are directly taught through class room teaching
with the help of text book or supplementary reading materials.
·
Informal
Method
o Students learn about different values incidentally by
their own experience gained by living in the community or by involving in
school programmes during out of school hours and inculcate values casually.
·
Non formal
Method
o Through Books, Radio, TV, News Paper and other Mass
Medias
Programmes for developing Values. (Direct
Input)
·
Silent sitting
·
Story telling
·
Community prayer
·
Group singing – devotional
songs, Patriotic songs, Marching songs
·
Health and
cleanliness programmes
·
SUPW
·
Cultural programmes
·
Recreational
activities
·
Sports and Games
·
Scout and Guides
·
National Service
Scheme (NSS)
·
NCC
·
Morning Assembly
·
Community
Services
·
Mock parliament
·
Tour
·
Field trips.
Value Crisis – Responsible Factors
·
Impact of Western
Philosophy
·
Explosion of
Scientific Knowledge
·
Rapid growth of
Industrialization and Urbanization
·
Impact of
reaction against spiritualism
·
Growth of the
Science of Psychology
·
Impact of the
Materialistic outlook
·
Defective
curriculum and teaching learning process
Recommendations of various commissions of education,
on values (In India)
·
The Hartog
committee (1929)
o
Religious
instruction should be given in common school outside the school hours.
·
The Central
Advisory Board of Education (1946
o
Felt the
importance of religious and moral education.
·
The University
Education Commission (1948- 49)
o
Headed by Dr.S.
Radhakrishnan recommended that religious and moral education should be given in
the educational content at the University level.
·
The Secondary
Education Commission (1952-53)
o
Headed by Dr.
Lakshmana Swamy Mudaliyar suggested that religious and moral instruction sbould
be given in school out side school hours on voluntary basis.
·
The Committee
on Religion and Moral Instruction (1959)
o
Headed by
Sriprakash disagreed with the views of the Central Advisory Board of Education
and recommended that moral and spiritual values should be imparted in all
educational institutions.
·
The Committee
on Emotional Integration (1961)
o
Headed by Dr.
Sampurananda recommended that research on various topics related to different
religions should be undertaken at the university level.
·
The Indian
Education Commission(1964-66)
o
Headed by Prof.
D.S. Kothari recommended for the direct and indirect teaching of social, moral
and spiritual values to our children and urged the need for the development of
suitable literature on all there values.
·
The committee
of Members of Parliament of National Policy of Education (1967)
o
Recommended that
moral, social and spiritual values should be cultivated through curricular and
co-curricular activities in school.
·
The
curriculum frame work developed by NCERT (1975)
o
Mentioned that
the instruction in Social Science should promote the values and ideals of humanism,
secularism, socialism and Democracy.
·
A Policy
Frame for Education over the next 10 years (1978- 87)
o
Headed by Justice
V.M. Tarkunde in his document called ‘Education for our People’ emphasis the
importance of Value oriented education.
