value education - a challenge to teacher

Indian Society passing throughIndian Society passing through Erosion of essential values Erosion of essential values Need for appropriate response Need for appropriate response

– Nation’s Education System– Nation’s Education System Real Issue – inherent obligation Real Issue – inherent obligation

– How best to deal – How best to deal Given socio-political-cultural Given socio-political-cultural

compulsions –, media, peers, compulsions –, media, peers, out of school influence on out of school influence on Teacher & studentsTeacher & students

Concern - Crisis of Values

What is desired, liked or preferred – money, power, food, happiness, security, wealth, adventure, peace.

Do not desire suffering, pain, hunger, poverty, ignorance

But desire not always desirable Hitler desired to exterminate

Jews, men want to get rich quickly

Values are fundamentally social in origin

Value

Ideas-tied-to-feelings Denote attitude of

prizing a thing, finding it worthwhile for its

own sakeComparing, judging or

evaluating Represent individual’s

philosophy that guides him in his behaviour under variety of situations.

Value Defined

Constant questioning of desires and actions. Is it desirable?

Critical self examination Things which are valuable,

desirable, worthwhile and worth living;

Values like Truth, happiness, spiritual perfection, peace (desirable for their own sake) – Intrinsic Value

Man vs. Other Creatures

Money – A means to achieve other things; In itself no worth– Instrumental Value

Notion of right or wrong, Good or Bad – Moral Values

Pursuit of truth – Intellectual Values

Standards of judging beautiful and ugly – Aesthetic Value

Highest Ideals The Truth, The Good, The BeautifulSatyam, Shivam, Sundaram

Values Classified - 1

Economic Health, bodily and

recreational Social Religious Political Spiritual Higher (A, I, M, S) and

Lower Values Positive (T, Non

Violence)&Negative Values

Values Classified - 2

Concept of Dharma – values of devotion, duty, discipline ; purusharthas

Nishkam Karma – selfless action Sarvajana Sukhino Bhavantu – let

all people be happy; Vasudhaiv Kutumbakam;Pride of

place to values Buddha - to attain Nirvana: right

faith, right resolve, right speech, right action, right living, right effort, right thought and right concentration.

Jainism prescribed: Samyak darsana (right faith), samyak jnana(right knowledge) and samyak charitra (right Conduct)

Traditional Values

In our culturally plural society Education should foster universal and eternal values.

VE should be oriented towards the unity and integration of our people.

Should help eliminate obscurantism, religious fanaticism, violence, superstition and fatalism.

Make education a forceful tool for the cultivation of social & moral values

National Policy on Education 1986

Constitutional Values

Edn. Is for life. What kind of Life? Good life

Attributes of G. life? – Goals and ideals of Edn.

What should be the aims of Education? Knowledge or Culture Individual or Social Dev. Intellectual dev. Or character

Trng. Religious or Secular Liberal or Vocational

Aim of Edn. – Expression of our value system

Model of ideally educated person changes from time to time.

Education & Values

Family – Most powerful (attitude & Interest)

Neighbourhood – help/hinder dev. of + values, peer group, companions, e.g. slum lax social control, practices of violence, indiscipline, unclean surroundings - irregular attendance, Crime

Religion - Powerful factor in Inculcating/ strengthening Values.

Religious fundamentalism, narrow loyalties disturb social adjustments and understanding

Unifying factor/great divider e.g.( –) values like hatred, mutual distrust, intolerance & violence

How are Values Acquired?

A person of very high character Well grounded in own branch of

knowledge Have a fluent delivery Readiness of wit Stock of interesting anecdotes Capable of instructing and

inspiring Tender hearted, Abode of virtue Right conduct, respectful to

others Humble, speaker of truth and

dutiful Self disciplined(Adaval,1992.)

Guru (Teacher)

Mass media – Most influential, informal agency Impact of movies and TV very powerful –transmit both +&- values with same authority and intensity, use with utmost care and caution.

Educational Institutions: basic institution, sustains society& its values. Preservation & Enhancement

Values Caught or Taught

Helping to think freely, critically & act responsibly with courage & conviction

Not promoting passive conformity or blind obedience

Encourage introspection, reflection & responsible behaviour

Develop sensitivity & awareness of – What is right, what is good, what is beautiful, ability to choose right values.

Value Education- A Process of

Interplay of all human faculties – knowing, feeling, doing

Education of emotions Cultivation of

Imagination Strengthening of will Training of Character Developing Thinking and

Reflection

Value Education includes

Convergent Thinking

Critical Thinking Independent Thinking Inductive Thinking Deductive Thinking Positive Thinking Productive Thinking Predictive Thinking To Every Question There is One

Right Answer.

Thinking - 1

Divergent ThinkingFluency, Flexibility, Originality How to wipe out terrorism in a

day? An aircraft is hijacked, how to

save passengers and punish terrorists?

How to solve Inter-state River disputes?

How to resolve Reservation Issue?

In how many ways can you use a daily News Paper or say a brick?

Thinking - 2

Write Essays on– Mother as River– A Thief who sneezes– A dog that does not bark– A day without the Sun– A fire without heat– A planet without force of

gravity– A country without birds– If all snakes are killed one day

Developing Imagination

Universalistic perceptions (Eternal)

Contemporary social & national concernsDemocracy, social

justice, social cohesion, national unity, scientific temper, our cultural heritage, gender equality, environment, secularism, peace, etc.

Schools should Transmit

1.1. Reading, Listening & Reading, Listening & DiscussionDiscussion

a. Essays, Articlesb. Biographies, Case studiesc. Speeches, Declarations,

Policy Statementsd. Talks, Plays, Poems, Songse. Stories, Real life episodesf. Quotations, Anecdotes,

Proverbs.g. Collect articles from

Newspapers

Methods & Activities - 1

2.2. Visual & Multi sensory Visual & Multi sensory ExperiencesExperiences

a. Symbols, Charts, Posters, Cartoons

b. Graphs, Photographs, Pictures

c. Slides, Filmstrips, Motion Pictures

d. TV Programmes, Video Recordings

Methods & Activities - 2

3.3. Enacting, Modelling Enacting, Modelling & Role Play& Role Play

a. Understand and perform a role

b. Constructing images of idea/event (Imagery)

c. Simulation, Modelling & Empathy exercises

d. Enacting roles of Heroes from Mythology

e. Staging Plays

Methods & Activities - 3

4.4. Value Dilemmas & Value Dilemmas & ClarificationsClarifications

a. Conservation Vs Developmentb. Nationalism Vs

Internationalismc. Traditional Vs Modernd. Cultural Unity Vs Diversitye. Secular Vs. Religiousf. Critical incidents, Reacting to

a prob.

Methods & Activities - 4

a. Student self Governmentb. School Assemblyc. Celebration of

Festival/days/occasionsd. Cleaning & Beautificatione. Serving foodf. Camps & Excursionsg. Campaigns, surveys,

padyatras, street playsh. Blood donation, relief

work, helping aged

Methods & Activities - 5

Thus The Thus The Move Is OnMove Is On‘‘Towards anTowards anEnlightened Enlightened and Humane and Humane Society……’Society……’