Concern - Crisis of Values

 Indian Society passing through

 Erosion of essential values
 Need for appropriate response
– Nation’s Education System
 Real Issue – inherent obligation
– How best to deal
 Given socio-political-cultural
compulsions –, media, peers,
out of school influence on
Teacher & students
 Value
 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 Defined
 Ideas-tied-to-feelings
 Denote attitude of
prizing a thing,
 finding it worthwhile for its
own sake
 Comparing, judging or
evaluating
 Represent individual’s
philosophy that guides
him in his behaviour
under variety of
situations.
Man vs. Other Creatures
 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
 Values Classified - 1
 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 Beautiful
Satyam, Shivam, Sundaram
Values Classified - 2
 Economic
 Health, bodily and
recreational
 Social
 Religious
 Political
 Spiritual
 Higher (A, I, M, S) and
Lower Values
 Positive (T, Non
Violence)&Negative Values
 Traditional Values
 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)
National Policy on Education 1986
 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
Constitutional Values
 Education & 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.
How are Values Acquired?
 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
 Guru (Teacher)
 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.)
Values Caught or Taught
 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
 Value Education- A Process of
 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 includes
 Interplay of all human
faculties – knowing,
feeling, doing
 Education of emotions
 Cultivation of
Imagination
 Strengthening of will
 Training of Character
 Developing Thinking and
Reflection
 Thinking - 1
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 - 2
Divergent Thinking
Fluency, 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?
 Developing Imagination
 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
Schools should Transmit
 Universalistic
perceptions (Eternal)
 Contemporary social &
national concerns
Democracy, social
justice, social cohesion,
national unity,
scientific temper, our
cultural heritage,
gender equality,
environment,
secularism, peace, etc.
 Methods & Activities - 1
1. Reading, Listening &
Discussion
a. Essays, Articles
b. Biographies, Case studies
c. Speeches, Declarations,
Policy Statements
d. Talks, Plays, Poems, Songs
e. Stories, Real life episodes
f. Quotations, Anecdotes,
Proverbs.
g. Collect articles from
Newspapers
Methods & Activities - 2
2. Visual & Multi sensory
Experiences
a. Symbols, Charts, Posters,
Cartoons
b. Graphs, Photographs,
Pictures
c. Slides, Filmstrips, Motion
Pictures
d. TV Programmes, Video
Recordings
 Methods & Activities - 3
3. Enacting, Modelling
& 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 - 4
4. Value Dilemmas &
Clarifications
a. Conservation Vs Development
b. Nationalism Vs
Internationalism
c. Traditional Vs Modern
d. Cultural Unity Vs Diversity
e. Secular Vs. Religious
f. Critical incidents, Reacting to
a prob.
 Methods & Activities - 5
a. Student self Government
b. School Assembly
c. Celebration of
Festival/days/occasions
d. Cleaning & Beautification
e. Serving food
f. Camps & Excursions
g. Campaigns, surveys,
padyatras, street plays
h. Blood donation, relief
work, helping aged
 Thus The
Move Is On
‘Towards an
Enlightened
and Humane
Society……’