National Resource Centre for Value Education

EXTENSION ACTIVITIES

I. Seminars and Lectures

II. Reference Library

III. Development of Data Base in Value Education

IV. Regional Resource Centres

V. Journal of Value Education

EXTENSION

(i). Seminars and Lectures

• The National Consultation on Value Education in Indian Schools:

Experiences and Strategies of Implementation was organised by
NCERT at Jamia Hamdard University, New Delhi during 19-21
August, 2002. The programme was visualised as a national level
initiative to sensitise parents, teachers, teacher educators, educational
administrators, policy makers and community agencies etc. for promotion
of value oriented education. The National Consultation provided a forum
for exchange of insights, experiences and innovations in the area of value
education in Indian schools across the country. The Consultation
addressed a wide range of issues and themes, both conceptual and
practical, with a focus on successful school
experiences/programmes/innovations and practices in the area of value
education; inter-faith communication, home and school
influences/interaction, teacher training, research, and promoting values
through children's literature/short stories/theatre and dance etc.
 Methodological inputs included: paper presentations, panel discussions,
group work, demonstration, exhibition etc. The proceedings and the
papers presented in the consultation have been brought out by the
NCERT in the form of a book entitled “Value Education in Indian Schools:
Strategies of Implementation”. The book is available in the NRCVE library
(also see NCERT Publications).
• Followed by the National Consultation, different chapters of National
Consultation at regional levels were organised in different regions of
the country. The National Consultation on Value Education: Bhopal
Chapter was organised during 6-8 February, 2003 at RIE, Bhopal on
the theme entitled, ‘Nurturing Values through School Education’. The sub-
themes included: (a) Values: Philosophical, Psychological and
Sociological Backdrop (b) Awareness Generation, Parents involvement
and the Role of Media for promoting Value-Based Education, (c)
Approaches and Strategies for Nurturing Values, (d) Resource Support
for Nurturing Values (e) Teacher Preparation for Value-based Education,
(f) Researches, Practices and Innovations on Value-Based Education and
(g)Integration of Values with School Curriculum including Education for
Special Groups. The proceedings have been brought out in the form of a
book published by NCERT which is available in the NRCVE library.
• National Consultation on Value Education : Southern Chapter was
organised during 19-21 February, 2003 at Regional Institute of
Education, Mysore. Mr. V. Diddarthachary, former Ambassador of India
to France inaugurated the Consultation. The deliberations highlighted
strategies of awareness generation, material development and teacher
training on education of human values. Followed by the National
Consultation, a Regional Workshop was organised from 23rd to 28th
March, 2003 to develop the training package for teachers and teacher
educators on Value Education in schools. Around 40 resource persons
from different parts of Southern Region had participated in this endeavour.
The broad themes were identified and discussed in groups and the
 material was developed which will be subsequently finalised. A report
based on the proceedings has been developed. The report is available in
the NRCVE library.
• National Consultation on Value Education: Ajmer Chapter was
organised by Regional Institute of Education, Ajmer during 25-27
February, 2003. A total of 55 papers were presented. The major themes
of paper presentations included: (a) Teacher Education and Value
Education, (b) Role of Different Agencies in Value Education, (c) Issues in
Value Education (d) Indigenous Approaches in Value Education, (e)
Innovations and Experimentations in Value Education, (f) Emerging
Trends and Strategies in Value Education , (g) Value Education in
Materialistic World, (h) Challenges and Varied Perceptions in Value
Education and (i) Modalities of Integration of Value Education in School
Curriculum. A report based on the proceedings has been developed. The
report is available in the NRCVE library.
• National Consultation on Value Education : Bhubaneswar Chapter
was organised at Bhubaneswar during March 11-13, 2003 by RIE,
Bhubaneswar, in which approximately 60 participants consisting of
teacher educators, Principals of DIETs/CTEs, faculty of SCERT/University
Departments of Education participated. Mode of deliberations were paper
presentations, panel discussion, and group work. In the various sessions,
the deliberations focused on approaches and strategies of awareness
generation for value education, role of home/family/school/
community/administration/ media and literature in inculcation of values,
values common to all religions, integration of values to teachers training,
material development and researches in value education. A report based
on the proceedings has been developed. The report is available in the
NRCVE library.
• A National Seminar on Peace and Value Education for Schools was
organized jointly by NCERT , Dharma Bharati, National Institute of
Peace and Value Education (DBNIPVE), Secunderabad and A.P. State
Council of Educational Research and Training (SCERT), Hyderabad at
 Osmania University, Hyderabad during 14-15 December,2001. The
themes of the National Seminar were :

i. Vision and Values for National Regeneration.

ii. Constitution and Fundamental Duties.
iii. Peace Education and its three dimensions.
iv. Syllabus and Methodology for Peace and Value Education in
Schools.
v. Challenges and Opportunities in a Pluralistic Society for Peace
and Value Education.
vi. Plan of Action for Training School Teachers in Peace and Value
Education.

A book entitled “Peace and Value Education” for schools containing details of
the National Seminar including papers presented was published by
DBNIPVE, Secunderabad during 2002. A report based on the proceedings
has been developed. The report is available in the NRCVE library.

• A Symposium-cum-Workshop on the Concept of Education of

Different Religions in School Curriculum was organised by
“Aapanch” an NGO at Pune in collaboration with NCERT during 6-7
December, 2002. Scholars from different fields having the authority
on particular religions made presentations - both written and oral.
The participants in the symposium included Principals/Headmasters,
teachers, parents and curriculum-framers.
• A National Seminar on Peace and Value Education as a Creative
Response to Communalism and Consumerism was held during 12-14
Dec., 2002 at Kochi, Kerala organised jointly by NCERT and Dharma
Bharati National Institute of Peace and Value Education (DBNIPVE),
Secunderabad (A.P.). The themes of the seminar included: (a) Need for
a deeper understanding of the noble values and principles taught by
different religions, (b) An ethic of enough and an economy of
permanence as preconditions for peace in the world, and (c) Peace and
Value Education to promote inter-religious understanding and an ethic of
enough.
• A Seminar on Education in Human Values: Is it Rhetoric in the
Perspectives of Commercialised Career Oriented Education was
organized in collaboration with Vivekananda Nidhi, Kolkata during 2002.
The theme sessions of the seminar included: (a) Education, Value
Education and Moral Teaching, (b) Scope of Value Education in the
present Career Oriented and Commercialized Education, (c) Inculcation of
Value Education in Career Oriented Education, and (d) Group work on
Role of Teachers in disseminating Value Education; Strategies for
introduction of EHV in Career Oriented Education, Strategies for inclusion
of Value Education in schools under various local governments espousing
a different ideology; finalization and presentation of recommendations.
• A National Seminar on Values in Indian Education was organised in
collaboration with Bangiya Shikshak-O-Shikshakarmi Sangha,
Kolkata, during 14-15 April, 2003. The seminar was inaugurated by
Prof. Murli Manohar Joshi, Hon’ble Minister, HRD. Prof. J. S. Rajput,
Director, NCERT presided over the function. Strategies of integrating
values to school education and teacher education were highlighted in the
seminar.
• An Extension Lecture was delivered by His Holiness The Dalai Lama and
Presidential Observations were given by Dr.Karan Singh, Hon’ble
Member of Parliament, and former president of the Council on
January 4,2002 in NCERT. The highlight of the lecture and presidential
remarks follow:

i. Human beings are different from other species because of intelligence. The
social development and human civilization are also very much related to
human intelligence. Basically all human being have some potentiality – some
sort of intelligence. But with the help of education – true-education, human
nature, human ability, human potential or human intelligence becomes more
active or could be activated. Education has emerged as a very important
factor for development of human society today.

ii. Civilization of India or Bharat is very old and I think this country has
produced best human brains at different points of time in the past, such as
Lord Buddha, Lord Mahavira and Lord Sri Krishna.

iii. The ancient education of this country had close links with spirituality.
Teacher or Guru and student or chela or disciple, had a very intimate
relationship like that of the father with the son or perhaps like that of parents
of with their children.

iv. The modern education system in this country, was first introduced by
British imperialists which has copied the western education system and has
produced many positive as well as negative results. Now in Europe and
America, Modern, education system though has generated economic
prosperity and technological development; has also created problems in
family life and society. Inspite of modernisation the western people as human
beings are not necessarily happy ones.

v. India has achieved tremendous progress after 50 years of its

independence. But at the same time ‘human problems, man-made problems,
human created problems’ highlight decline of human values, especially in
urban areas. Due to wrong methods of education the youth have failed to
utilise the benefits of their education for survival as a result crimes flourish in
urban areas.

vi. In ancient times, this country was multi-religious and multi-cultural, and
different state/areas were independent and had no interconnectedness.
Today, India is internationally not only much more interdependent and
interconnected, but also multi-cultural and multi-religious. Even in a small
village different sorts of information, different types of materials belonging to
different traditions and different religious faiths are available. In such
circumstances, religious education may invite a number of complications.
What religion to follow ? Which faith to support.? Perhaps, ‘what is needed is
a kind of spirituality, moral ethics from different religions without touching
different religious factors. Religious faith in our life comes much later, human
values such as caring, love, and respect we learn from child hood.

vii. Why we need secular ethics and non-religious spirituality, now ? I think, in
order to develop genuine peace, we must implement the concept of Ashimsa
or non-violence, which is a great value highlighted in ancient Indian tradition.
Mere theoretical together knowledge of peace and non-violence is not
adequate, we must practise peace and Ashimsa in our daily life. We must
find peaceful means-peaceful way to face the problems of life.

viii. We must promote the ways to resolve the conflicts. In order to develop
strength and will-power for initiating dialogue, you need self-confidence, you
need determination and you need realization of others’ interest which are also
as important as your own interest. The way we put these concepts in the
children’s mind, right from the kindergarten and at various levels of education
are important. You visualize some conflict, instead of solving it through force,
immediate response should be on how to solve the conflict through dialogue.
The students, right from kindergarten, should practise methodology of
dialogue.

ix. Education can initiate the process of making children humane,

compassionate and peaceful by changing their minds. There is a need to
cultivate the good qualities and human values in children, guide them to
become happy human beings and family members.
Presidential Remarks by Dr. Karan Singh :

i. His Holiness The Dalai Lama is a world famous religious

and spiritual leader. He, in his speech, has drawn the
religious and spiritual contours of life. He is not only a
religious leader of the Tibetian society, but also a spiritual
leader respected by the world.
ii. ii. His Holiness by his sadhana, spiritual strength and by
his conscious effort, has not only been able to unite the
Tibetian people, but also spread the message of non-
violence and peace to the whole world.

iii. In Rigveda it has been said : Truth is one. There are different
ways to express the Truth. The effort of inter-religious dialogue
has been initiated based on this mantra. His Holiness has
blessed many meetings/ conferences organized on the above
theme in different places.

iv. Importance of education has been highlighted by him, in a

very simple and clear language. Education should be of many
kinds. We want that type of education which broadens
humanity. Education unites people. Education, instead of
creating walls between individual and individual, should build
bridge across . Education is a holy yagna. Peace is an essential
component of life.

v. His Holiness The Dalai Lama has rightly said, “if there is no
peace in the neighbourhood and with neighbours, how could
there be regional and global peace?” We should provide that
kind of education which could make everyone work together
and live together . We should meet together, sit together, think
together, and there should be no hatred among us.
A lecture entitled, “Indian Pedagogy” organized by National Resource Centre on
Value Education, NCERT was delivered by Prof. Kireet Joshi, Chairman, Indian
Council of Philosophical Research on 14th May,2003 at 10.00 a.m. A number
of value issues are interlocked with Indian Pedagogy. The highlight of the
lecture follows :

i. Mecaulayan system of education in our country has generated a pedagogy

which mechanically impart information and develops skills that are required for
success in a particular type of job or occupation.

ii. Of late, it has been realised that there is a need to focus on principles and
practices of Indian pedagogy which is not only rooted in the ancient soul of India
but also the progressive soul of India which could take a new forms appropriate
to the needs of contemporary India as well as of the world. Due to the efforts
made during last two centuries, today we have been able to understand the
pedagogy highlighted in Vedas, the Upanisads, the Buddhistic, The Jaina texts
and Smirits

iii. Indian pedagogy practised the truths, principles, powers and processes that
govern the human growth and development aimed at liberation from any binding
inference of a text, liberation from the limitation of the turmoil of humane
senses and nature.

iv. The pedagogy aimed at the enlightenment of the inner soul instead of mind
so that a harmonious personality is developed in terms of acquisition of
knowledge and skills, application of skills, emotional upliftment and harmony in
relationships and pursuit of courage and heroism.

v. Pedagogy is a deliberate process by which the child is helped to attain

knowledge, information, wisdom and cultural heritage more and more rapidly at
an optimum rate of acceleration. Concentration was the key to this process by
which the consciousness could be drawn more and more inwardly so that inner
soul could be discovered, which contributed to alround development of
personality.

vi. Indian pedagogy visualises that knowledge attained by “senses” and

“intellectual processes” keeps us confined to lower level of knowledge. It
emphasises the need to cross the border of ‘sense driven knowledge’ and
‘intellect driven’ knowledge and to move inward to discover the inner ‘self’ and its
unity, oneness and harmony with every thing.

vii. Indian pedagogy had highlighted three instruments of the teacher :

instruction,example and influence. Instruction was characterised by verbal
discourse, interaction, conversation, dialogue, encouragement of constant
questioning till the truth is realised, providing hints and suggestions, providing
riddles and puzzles, use of stories, allegories, parables full of morals and process
of skill acquisition. Role model or life examples of the teacher had profound
impact on the mind of the students. Such examples were reflected in the
integrity, value based life and examplary character of the teacher. These
examples and instructions combined together had profound influence on the life
and character of the pupils One of the basic function of the teacher was
upliftment of the aspiration of the mind and heart of the pupil. Pupils were
constantly advised to develop intensity of enquiry, the power of aspiration of the
heart and the will power through concentration of the mind, perseverance and
strong determination.

viii. Indian pedagogy had emphasised a comprehensive science of living, which

was a result of detailed experiment with the truths of life, senses, mind, spirit
and also the relationships between the mind and the spirit.
ix. The processes of the experiments undertaken by great Indian educators
needs to be reflected in designing the objectives, content and methodology of
teacher education. Gandhiji had visualised alround development of the child -
physical, intellectual, emotional, moral and spiritual, Tagore had sought
integration of head, hand and heart in organization of learning activities and
Vivekanand had visualised ‘man making’, ‘character building’, and ‘life building
education’ . Can learning be extended to our inner world’ which was considered
‘vital’ for our existence by Shri Aurobindo ?

A lecture entitled, “Spirituality and India: A Potentially Spiritual Superpower”

organized by National Resource Centre on Value Education, NCERT,was
delivered by Maulana Wahiduddin Khan, an eminent spiritual scholar, on 21st
May, 2003 at 3.00 p.m. The highlight of the lecture follows :

i. There is a need to emphasize cognitive,social, emotional and spiritual

dimensions of learning for all round development of the learner.
ii. The concept of spirituality cuts across all religion.
iii. Spirituality has relevance for all human beings. It is a high state of intellectual
awakening or high level of consciousness. Spirituality elevates one above the
materialistic awareness and permits the consciousness to perceive profound
meanings and experiences in the daily routine and mundane things.
iv. Material pleasures and needs put limitations on senses while limiting of needs
liberates. The wider consciousness inherent in nature is revealed by restraining
desires which stimulates the development of personality.
v. The development of spiritual consciousness eliminates tensions and bestows
a sense of eternal contentment, irrespective of all worldly losses or gains, praise
or criticism. The spiritual person is more effective in management of tension and
crisis.
vi. Spirituality is not something that can be taught it has to be nurtured and
nourished by relevant experiences just as physical body is cleaned and
nourished by food.
vii. The spirituality is developed by restrain and carefully avoiding al kinds of
bias, arrogance, revengefulness, dishonesty, greed etc. and substituting negative
thoughts with positive thoughts towards all. Introspection and continuous search
for broader and profound meaning in situations/ experiences is likely to kindle
spirituality. One simpler way of developing spirituality is to banish fear from
consciousness and accept differences among people as part of our lives without
efforts to eliminate them.

viii. All human beings are potentially spiritual. Education need to develop the
latent spirituality within the individual to live effectively as a complete and fully
functioning member of the society.

ix. Spiritual person is more likely to be healthy and productive than others.The
goals of education overlap with spiritual goals and values. Education needs to
inspire spirituality.
II) Reference Library

Reference Library of the National Resource Centre for Value Education

(NRCVE) is located in the Department of Educational Psychology and
Foundations of Education. It contains a wide variety of literature related to Indian
culture, Peace Education, Human Rights, Women Empowerment, Child labour,
Democracy, Citizenship, Biographical material, Children’s literature, conceptual
aspects of values and education in values including Indian concept of values,
spirituality, meditation and yoga, environmental values, ideologies of national
heroes, literature on values enshrined in different religions like Hinduism, Islam,
Sikhism, Christianity, Buddhism, Jainism, etc. Literature on values enshrined in
different religions like Hinduism, Islam, Sikhism, Christianity, Buddhism, Jainism
etc. has also been procured.

There is emphasis on acquiring literature for children also. Some of the

literature relates to teaching of values through religious texts and picture stories.
In addition, Instructional Packages, and training material on peace and value
education for teachers/teacher educators, material prepared by UNESCO on
value education, encyclopedias, handbooks, newsletters, journals, reports of
various seminars, conferences, workshops, organized by NCERT, NGOs and
other institutes are available in the library. Audio-video materials and CDs
developed by the NGOs and institutions across the country are also available in
the library. Some of the literature related to teaching of values through religious
texts and picture stories also forms part of the Centre’s ever growing collection.
III) Development of Data Base in Value Education

A directory containing information about 300 NGO’s/ institutions working in the

area of value education was prepared. A detailed questionnaire was developed,
and information was obtained on the value education initiatives of the NGOs
such as, number of primary schools/ secondary schools, colleges, teacher
training institutions and welfare centres run by these organisations,
audio/video/print materials developed, research studies conducted, national and
international affiliations, their major activities, contact persons, and other basic
information. The information obtained is available on the website (link the report
of the data base on NGOs here) for wider dissemination to those concerned
with value education. The NGOs are welcome to send information about their
activities in the prescribed format.

iv) Regional Resource Centres (RRCs) for Teacher’s Training on Education in

Human Values Recognised by MHRD. Seven NGOs have been identified as Resource
Centres for Teachers’ Training on Value Education. As per MHRD’s decision every
resource centre will identify one or two states as its area of operation for the training of
teachers around the location of the headquarters of the organisation. The resource centres
would meet frequently and will exchange with each another the teaching learning
materials developed by them. These resource centres are:

Prajapita Brahma Kumaris Ishwariya Vishwa Vidyalaya

5/6, Siri Fort Institutional Area
Khelgaon Marg
New Delhi – 110049
Phone : 6490450, ,6490417

Ramakrishna Institute of Moral & Spiritual Education

Yadavi Giri
Mysore – 570020
Phone (0821) 510535, 512027
Fax : 412800
National Spiritual Assembly of Bahai’ of India,
6 Canning Lane
New Delhi – 110001
Phone 6711791

Sri Aurobindo Education Society

Sri Aurobindo Ashram
Sri Aurobindo Marg
New Delhi – 110016
Telephone : (011) 656925, 6524810, 6567863, 6512491
Fax: (01) 6857449

Jeevan Vigyan Academy

Adhyatma Sadhana Kendra
Mehrauli, Chattarpur Road
New Delhi – 110030

Chinmaya Mission
89, Lodhi Estate Road
New Delhi – 110003

Sri Sathya Sai Institute of Higher Learning

Prashanti Nilayam
Anatapur District
Pin – 515734 (A.P.)
(V) Journal of Value Education

The biannual Journal of Value Education (JVE) provides a forum for a

comprehensive exchange of ideas on issues related to universal, socio-cultural,
moral, environmental and constitutional values and sound pedagogical strategies
to inculcate relevant values in students, teachers, teacher-educators, parents,
educational administrators and policy-makers. The journal provides a multi-
disciplinary forum for critical examination of issues having relevance to value
education from diverse areas such as information technology, environmental
sciences, conservation of natural resources, health, sanitation, welfare of special
groups like women, physically and mentally challenged, and special concerns
like HIV/AIDS, crime, violence, etc. It contains philosophical discourses, reports
of innovations, empirical and evaluative studies, surveys, critiques, books and
processes of value education. Seven issues have been brought out which
include special issue on Environmental Values.