Beruflich Dokumente
Kultur Dokumente
Editorial 5
An Approach to Value Orientation of 9
Teachers’ Education
C. SESHADRI
Value- based Teachers’ Training at 18
New Era Development Institute
SHERIF RUSHDY
Promoting Value Education through 29
JOURNAL OF Children’s Literature
VALUE EDUCATION INDRANATH CHOUDHURI
JANUARY & JULY 2005 Value Education through Comics and 37
Short Stories
SOHAYL MOHAJER
Development of Values through 42
Mime Theatre
NIRANJAN GOSWAMI
Experiences and Innovations: Value 49
Education in City Montessori School,
Lucknow
JAGDISH GANDHI
Value-oriented Education 58
I. BHARDWAJ
Need for Value-based Spiritual 69
Education in Schools
SEETHA KUNCHITHAPADAM
Comprehensive and Futuristic 82
Value-Based Programme
CHITRA NAKRA
Journey to Excellence by 90
Conducting Value Education
Experiments in SDSM School for Excellence
SWATI NATH
Principles of Excellence in Value Education 106
TINA OLYAI
Value Education in Secondary Schools: 112
Methodology
SWAMI SUVIRANANDA
Minimum Programme on 122
Value Education in Schools
J.N. SHARMA
Teachers’ Guide to Peace Education 129
R.P. PERERA
Selected Annotated Bibliography of 131
Journal Articles on Value Education
An Approach to Value Orientation of
Teachers’ Education*
C. SESHADRI**
Abstract
This paper addresses the issue of teachers’ training for value education and
its response to the demand for value education in the schools. Defining value
education as education itself, the author advocates the need for the preparation
of a teacher as an agent for social change, to equip him or her to deliver the
quality of values as per the situation and explore the process by which children
develop values essential for living in the society. Teachers need to be trained
to create situations and be imaginative to reflect on that situation by making
students aware of values and highlighting its need.
The demand for training of teachers in implied by it. In some states, separate
‘value education’, often expressed as curricular provision is made in schools
‘value orientation of teachers’ for teaching values. In others, value
education’, has arisen as the logical teaching is integrated with the regular
sequel to the introduction of value school activities. The content of value
education in schools. To respond education also remains a contentious
meaningfully to this demand, one has issue. While some plead for yoga,
therefore to critically look into the meditation and education about
curricular and other interventions religions, others would like to confine
being proposed towards this end at the themselves to 'secular' lear ning.
school level. Even more important is Perceptions vary about the
the need to critically examine the entire compendium of values that the schools
rationale in forming value education. should promote and the meaning of
Although there is general values like secularism and democracy.
acceptance that education must Any proposal of a value-education
provide a thrust on the development of package is looked upon with suspicion
values, it is not clear how this is to be for carrying a hidden agenda. Views
achieved. Differences persist on the also differ on what the objectives of
kind of educational interventions value education should be, how it
* Reproduced from the book entitled Value Education in Indian Schools: Experiences and Strategies
of Implementation, NCERT, New Delhi, 2003.
** Former Principal, Regional Institute of Education, Mysore.
10 ● JOURNAL OF VALUE EDUCATION
should be delivered and what role the nature of the teachers’ education
teacher has to play in the whole enterprise and the interlocking
process. There is also the widely shared relationship between education, values
scepticism on the effectiveness of and society.
school interventions in promoting Integrality of Education and Values
values in the face of hostile external
Values are integral to the process of
influences.
education. They are not add-ons. All
A similar situation characterises
education is, in a sense, value
'value orientation’ of teachers’
education. 'Value-less' or 'value-
education. So far the phrase has been
neutral' education is a contradiction in
taken to mean ‘add-ons’ to teachers’
terms, given the meaning of 'value' and
education curriculum like formal
'education'. Education is a process of
teaching of values, introduction of
bringing about ‘desirable’ changes in
value-oriented practical activities and
the way one thinks, feels and acts in
training in value education
accordance with one's concept of the
methodology. This to me appears as a
good life. In this sense, education
purely didactic response. It is also
necessarily involves the transmission
superficial and piecemeal, as it fails to
of values. Our aims of education—
look at the teachers’ education
development of personality, pursuit of
curriculum as a totality. What value
knowledge, preservation of culture,
orientation of teachers’ education calls
training of character—are no more
for is a total qualitative transformation
than statements of our value
of its entire content and processes—
preferences. Towards realising them we
educational theory, pedagogy, student
design a curriculum, a planned
teaching, training methods,
collection of ‘desirable’ knowledge,
organisation and administration. In
skills, attitudes and values that we
short, it demands the adoption of a
wish to pass on to the younger
new, values-driven philosophy of
generation. And this we do in ways that
teachers’ education. The point of this
do not violate the freedom and
paper is that teachers’ education, to
autonomy of the learner. In other
function as an effective instrument of
words, education, in its aims,
value education, should go beyond pat,
curriculum and methods, is
mechanical responses and issue forth
inseparably linked with values. The
in more studied and creative actions
demand for value orientation of
deriving from informed understanding
education (and teachers’ education),
of all relevant aspects of value education.
therefore, needs to be considered vis-
Some Basic Issues a- vis internal reform of the objectives,
content and processes of school
Basic to any such effort towards value
education and teachers’ education.
orientation of teachers’ education are:
understanding and appreciation of Education-Schooling Divide
what it means to 'value educate', the One of the major factors behind the
integrality of education and values, the demand for value education is the
AN APPROACH TO VALUE ORIENTATION OF TEACHERS’ EDUCATION ● 11
reflect, to care, to feel concern, to act. should be derived from our national
The purpose is to trigger discussions goals and aspirations, universal
and reflections, and to generate perceptions and ethical considerations
creative responses to value situations. bearing on character building, keeping
Value education is also education in focus our commitment to a
in the sense that it is education for democratic, socialist and secular social
'becoming '. It is concerned with the order. The essence of value education
development of the total personality of is to enable children to be aware, to
the individual—intellectual, social, think and to reflect, to question and to
emotional, aesthetic, moral and criticise, to care and feel concern, to
spiritual. It involves developing will and act on one's convictions on all
sensitivity to the good, the right and that critically concern the welfare of the
the beautiful, ability to choose the right human kind. Human rights, rights of
values in accordance with the highest children, gender justice, scientific
ideals of life and internalising and attitude, social justice, environment
realising them in thought and action. and 'media literacy' are some of the
As such the process calls into play all themes that are of particular
human faculties—knowing, feeling and significance to teachers’ education
doing. Not only should the learner be curriculum in the present context.
enabled to know the right and the good, What Shall the Teacher be Trained in
but also to care, to feel the appropriate and for What?
emotions, concern and commitment
This question has to be considered in
and exercise the will to do the right
the light of the purpose of value
thing. In other words, to 'value educate'
education already discussed. The
is to develop rational critical thinking,
purpose is to kindle the moral and
to educate the emotions, to cultivate
aesthetic sensibilities of learners, to
the imagination, to strengthen will and
raise their level of value consciousness,
to train character of the learner.
to stimulate them to think freely and
What Values? critically, to develop the ability to judge
Quite often the question is asked: actions and events rationally, and to
‘What values are to be emphasised in choose and act courageously and with
education’? Compendia of values are conviction for the sake of the larger
produced as claimants for curricular social good. Accordingly, the teacher
space. Identification of values and their has to be trained to function as an
classification has become an obsession agent who stimulates, provokes,
and a great deal of time is spent on informs and sensitises the learners
this aspect alone. As stated, value with reference to value situations in
education is not to be viewed as life. Through involving the learners
authoritarian indoctrination in the actively in discussion, dialogue and
'right' values chosen a priori. The point practical activities, the teacher should
to be noted is that the model of values make them think and reflect on human
to be adopted in public education actions and events. The teacher should
AN APPROACH TO VALUE ORIENTATION OF TEACHERS’ EDUCATION ● 13
also expose students to works of art, lear ner and knowledge. These
beauty in nature, and in human obligations of a teacher are non-
relationships and actions of moral negotiable. They imply that the teacher
worth, and develop their moral has to understand the learner as a
sensibilities. The institutional person as well as a learner. Regarding
processes in the training institution the former, the teacher has to love the
should help teachers acquire these students and be genuinely interested
capabilities by providing concrete in their growth and development. To
situations and opportunities and get them to learn, teachers have to
actively involve them in appropriate understand the way children learn, and
learning experiences. equip themselves with all necessary
The general tone and ethos of the pedagogical skills to promote learning
school act as a powerful source of value in them. They should possess the right
education. Children acquire sensitivity qualities of mind and heart necessary
to values and ideals by living in and for the pursuit of knowledge—love of
coming into contact with the school knowledge, curiosity and desire to
atmosphere. Such an atmosphere is know, sincere desire to keep on
not created overnight nor by teachers lear ning and update knowledge,
or pupils alone. It needs the sustained, humility and honesty to admit
collective efforts of all concerned with ignorance. They should have a sound
education—teachers, parents, social philosophy, characterised by
community leaders and students. social sensitivity, concern for social
Teachers have a major role in making justice and human rights. It is essential
the school what it ought to be. They that they carry out their professional
should help in creating an atmosphere obligations in accordance with the
of love, trust, cooperation and security highest standards and ethics of the
in the school conducive to the teaching profession. Teachers’
development of high ideals and values. education should provide ample
The teachers’ training experience in its experiences for the trainees to
totality should lead to the motivation understand the professional code and
of teachers towards the attainment of its rationale, and ensure its honest
these ideals. observance by teachers and teacher
Value education is not a sphere of educators in the training institution.
activity that is distinct from the
Current Approaches: A Critique
teacher's other professional activities—
teaching, guiding pupils and Currently various kinds of
interacting with them, organising co- programmes, both pre-service and in-
curricular activities and the like. The service, are being conducted for
very nature of teaching imposes certain orientation and training of teachers in
obligations and commitments on a value education. Under one scheme,
teacher. Essentially, teaching is an act identified 'lead institutions' conduct 3-
to bring about learning. The primary 4 weeks long residential courses for
obligations of a teacher are to the teachers. Shorter duration
14 ● JOURNAL OF VALUE EDUCATION
submit it to critical inquiry, study what that they should do whatever they are
it means to the entire process of expected to do by their calling—
teachers’ education and work out its teaching, testing, relating to the
implications in the light of a well- community, parents and students—
articulated rationale and philosophy. with a sense of commitment, sincerity
It is such studied and informed and dedication. The professional ethics
response that should come forth from for teachers is in itself a complete
teachers’ education to the demand for programme of value education for
its value orientation. Thus, the core teachers. This message must be
message of value education for teachers conveyed in 'loud and clear' terms
and teacher educators is not that they through all teacher education
should do extra or additional things but programmes.
24 ● JOURNAL OF VALUE EDUCATION
Moral Training
(Learrning to Bring Yourself to Account Independently)
KNOWLEDGE SESSIONS
(Why should I change?)
▲
▲
VIRTUE SESSIONS Motives,
▲
Processing
▲
▲
▲
HOME SCHOOL
REAL-LIFE
EXPERIENCES ▲
COMMUNITY FRIENDS
INDRANATH CHOUDHURI**
Abstract
The author believes that children’s literature plays a very significant role in
imparting values among children, as it reflects values in a more gentle and
prepositional manner rather than being prescriptive and narrative. It is a
medium that introduces children to the world of words and provides them a
sense of satisfaction in general, and joy and fun in particular. This paper
highlights that traditional literature in India fabricates values in such a way
that the gap between art and religion is reduced. Children enjoy reading
literature for the ‘pleasure of recognition’ and ‘joy of understanding’, and in
this process they become aware of cultural ethos and values, which are
conveyed through messages in an implicit manner. The author advocates that
most Indian literature, particularly that which has been handed down for
generations, for instance in the form of stories like Panchatantra, talk of values
that must be inculcated. This is done subtly.
I found one thing very interesting and Sardar Patel Vidyalaya says that it is
innovating in the Children’s Book educational as well as interesting.
Supplement of Book Review, However, it is said again and again that
November -December 2001 issue, children’s literature should reflect
which included some very revealing values in a ‘gentle’ way. In other words,
reviews of children’s books by school nothing should be prescriptive but
children. Most of these reviews propositional so that a child may try
emphasise one point, that children’s to draw a moral on his own in an
literature should entertain—which is imaginative way; the best way of doing
the most important aspect of a good this is to introduce the component of
children’s book—but at the same time, literature to inspire and kindle the
in these reviews children attempted to quest among students for a meaning
find out some values ingrained in the of life.
story. For example, while reviewing The perfect recipe for a children’s
“Matilda Bone” by Karen Cushman, story is hard to put down; after all
Malika Menon, a class XII student of children’s literature is also literature
* Reproduced from the book entitled Value Education in Indian Schools: Experiences and Strategies
of Implementation, NCERT, New Delhi, 2003.
** Head, Department of Kaladarsana, Indira Gandhi National Centre for the Arts, New Delhi.
30 ● JOURNAL OF VALUE EDUCATION
and literature does not only entertain, itself to be made the goal. Panchatantra
it also instructs and conveys the tales, for instance, invariably have a
message of poetic justice though in a moral. They teach values. Examples
subtle way, quite implicitly and also are: don’t cut off your nose to spite your
indirectly. face (The frog king and the hare); blind
There is a thinking that, as values imitation is a dangerous thing (The
are relative and subjective, individuals greedy barber); nothing is impossible
should be left to themselves to for the clever (The lion and the hare).
determine their own value system, and Narrated in a style that is simple and
the educational institutions should in a vocabulary that the children can
confine themselves only to the studies easily understand, these stories
where objective knowledge is suggest social norms and mores. They
discernible or determinable. There is lay the basis for ‘good’ citizens. Values
no doubt that most students are quite help us to become useful members of
averse and apathetic towards value our society. Socialisation is the process
education, particularly in the growing by which we become members of
atmosphere of moral relativism and society. Peter L. Berger and Brigitte in
self-centred liberalism. We now their book entitled Sociology: A
frequently hear students saying that, Biographical Approach mention that the
of course, one dislikes the Nazis, but biography of individual, from the
who is to say that they are morally moment of his birth, is the story of his
wrong. This is known as anti- relation with others. But a child lives
judgemental phobia. Along with it, the initially in a micro-world with some
self-centred liberalism of showing and special persons whom, Marginal Head
talking everything to students has calls ‘the significant others’. With the
resulted in creating moral debasement, passage of time a child shows interest
as well as violence and unhealthy for alternatives and choices, and in this
practices rather than moral upliftment. way the process of socialisation begins
Education has become a means to and the significant other is gradually
an end. End is development, progress, substituted by the generalised other.
efficiency—all in terms of material gain Socialisation is thus the process by
for an industrialised society. A which a child is helped to link his or
democracy cannot survive for long her micro-world with the macro-world;
without the support of an extra- and values are an integral part of the
political normative moral order and socialisation process.
also by going beyond the material A point that is often raised is that
utility of life. Hence value-oriented the primary objective of children’s
education, as an in-built aspect of the literature should be to entertain
course curricular and as co- or extra- children. There is no doubt that it is
curricular activities in educational not obligatory for all children's stories
institutions is essential to train the to have a moral. Stories can stand on
future generation on how to run a their own. Examples can be given from
successful democracy. Education is in the fables of Jean de la Fontaine. In
PROMOTING VALUE EDUCATION THROUGH CHILDREN’S LITERATURE ● 31
was extremely pleased with the boy for literature is an integral part of the
his exemplary devotion towards his education for children and also for
father, gave him a boon, which restored promotion of values in a user-friendly
his forefinger and the demon gave his manner. Children enjoy reading
human daughter to the young boy and literature for the pleasure of recognition
they married and lived happily and joy of understanding, and in the
thereafter. My daughters were process become aware of the cultural
extremely satisfied and all of a sudden ethos and values, which are conveyed,
I found them caring a little more for however, in an implicit manner. After
me and their mother. all, a writer is not a theoretician or a
Indian children’s literature today theologian. He is not interested in
has considerable variety. Besides doctrines in scriptures. His whole effort
traditional stories ranging from myths is to make one (say, the child) more
and classics retold, to folk, historical loving, more close to humanity at large.
and biographical forms, there is Understanding of this message by a
original and creative writing in the form child is morally and ethically much
of short stories, general and science more valuable than sermonising on
fiction, plays, poetry and comics. This ethics, morality and spirituality.
Value Education through Comics and Short Stories*
SOHAYL MOHAJER**
Abstract
This paper provides a holistic view on children’s literature in the context of
value-based education. It also states that educational process cannot be value
free, as the very objective of education is to prepare children for life in society.
Thus the aim of children’s literature is to control and counter through planned
and positive educational programmes the negative tendencies and criminal
attitudes that have so deeply permeated in our society. Literature for children
helps develop skills and attitudes, which empower and help them in making
right choices in life. While citing the examples of children’s literature - its
nature, form and text - the paper emphasises that storytelling is one of the
potent ways of imparting values and communicating positive messages in an
integrated and implicit manner. The key questions, dialogue in stories or comics
etc. stimulate ‘visual imagery’ and promote innovative ideas in the child, which
can easily be translated into meaningful action.
* Reproduced from the book entitled Value Education in Indian Schools: Experiences and Strategies
of Implementation, NCERT, New Delhi, 2003.
** Director, Foundation for Advancement of Science, Lucknow.
38 ● JOURNAL OF VALUE EDUCATION
those qualities that they are striving they wish could actually prove chaotic
to teach. There is no integrity in and counterproductive. It is here that
teaching children to abide by a we must pay attention to the role of
principle that is violated by their institutions in channelling people's
teacher. The other issue that needs to desire to serve into right avenues of
be carefully handled is that many of service. Only very few individuals
our schools are in one way or the other would, through their own initiative,
involved in promoting competition, embark upon a path of service. The
greed, selfishness and elitism. These majority of people need to be guided
phenomena cause anxiety, envy and a and offered opportunities to serve
whole host of decidedly unspiritual others. It ought to be realised that
qualities and feelings among the spiritual growth cannot take place in
students. To bring about true progress, isolation. If individuals are not involved
educational institutions must help in acts of service with the help of
students to enhance their under - institutions, their real development will
standing of scientific and spiritual be hampered.
principles. These principles, when
taught in harmony, will enable the Value Inculcation through Stories
students to have a holistic view of the Having said this, let us come back to
world. According to Dr Dwight W. Allen, the theme of this paper. While
As we remain ignorant of scientific experimenting with different ways of
principles, we abuse ourselves, our imparting value education in various
environment and our resources. The pr ogrammes organised by the
litany of such problems is well-known: Foundation for Advancement of
from higher mortality rates traced to
Science, we soon realised that when
infectious diseases to the hazards of
values are defined according to the
toxic waste. As we remain ignorant of
spiritual principles, we also pay the price interests of powerful groups, they can
of chaos and suffering in the world: from perpetuate undesirable social
our refusal to end war and create unity conditions and foster resistance to
in our one human family to the change. For instance, obedience,
discrimination against women and humility and trustworthiness are
consuming material greed. wonderful virtues to possess. But
—From a paper on ‘Education people possessing these virtues could
and the Spiritual Development of easily be manipulated and exploited by
Mankind’, p.2 unscrupulous and venal political
Further, to make formal education leaders. Thus, along with teaching
an instrument for imparting value moral values, students must also be
education, it must become service- helped to acquire those skills and
oriented. Service to humanity must attitudes that would empower them
become an integral part of our and help them make the right choices
educational system. We must, however, in life. When virtues are practised
realise that allowing people to serve as willingly and wisely, they become
40 ● JOURNAL OF VALUE EDUCATION
effective instruments for one's spiritual throughout the story. Humour was
development and the transformation of another important element that had to
society. But if they are forced on be introduced in the stories to make
people, they lose their significance. them more readable and more enjoyable.
Hence, the main challenge before the It was not long before we discovered
Foundation for Advancement of Science that stories had to be short and sweet.
was not whether or not to teach values, Children have a tendency to ignore the
but how to make value education lengthy stories. Further, it soon
purposeful, effective and, at the same became obvious that stories were far
time, interesting. more effective when presented in
Contemplating the issue, it soon cartoon strips. The cartoons would
became evident that one of the most reinforce the effect of the message
potent instruments for imparting contained in the story and make the
values was storytelling. Many of us still story more interesting.
remember the stories narrated to us Since our aim was to go beyond the
by our parents or grandparents and are mere narration of a few stories with
fully aware of their influence on our moral themes, we had to be clear in
lives. The compulsions of living in our own minds regarding what was it
nuclear families and economic that we wanted to achieve through
pressures have, however, deprived the Uncle Hathi. We came up with many
children of this age of the great benefits answers, but the key seemed to be to
of interesting and value-laden stories. make children realise that their
Parents of today have no time for their behaviour was the result of the choices
children. Hence, instead of listening they made. They had the power to
to stories, our children are exposed to choose to do good or to do bad. In the
movies and TV programmes that are final analysis, behaviour was simply a
full of sex and violence. To counter matter of choosing between several
this, the Foundation came up with the alternatives.
idea of publishing a children's If this were the case, children had
magazine that would, to some extent, to be taught about choices and
play the role performed by our alternatives and that choosing required
ancestors in familiarising children with facing the consequences of one's
moral stories from the rich source of decision. Hence, Uncle Hathi became
their cultural heritage. That is how an instrument for conveying the
Uncle Hathi, the Foundation's message to children that only with good
children’s magazine was born. and noble choices could they gain
As we gained experience, we merit. At the same time, children had
realised that for stories to be effective, to realise that their bad choices could
they had to have certain features. In unfairly influence the lives of others.
the first place, the story narrated had In other words, the purpose of value
to have a clear message—a message education, in addition to making
that was repeated in different forms children noble and pure, had to be to
VALUE EDUCATION THROUGH COMICS and SHORT STORIES ● 41
help people to collectively improve their measures that would mitigate the
choices and come closer to being the negative influence of the outside forces
agents of transformation and justice. on children. This requires a
To conclude, it must be mentioned comprehensive plan of action that
that any approach to value education would include parents, educationists,
must be multi-faceted and all-inclusive. decision makers and all those involved
To make value education more in the process of bringing about social
effective, we must also come up with change in the world.
42 ● JOURNAL OF VALUE EDUCATION
NIRANJAN GOSWAMI**
Abstract
This paper highlights the importance of mime theatre in transacting educational
programmes since it reflects verbal and non-verbal communication of children.
While discussing the significance of this approach for imparting values, the
paper emphasises that it is a more democratic approach that meets the
requirements of all the departments of knowledge, different arts and actions
of the children’s behaviour in an implicit and holistic manner. This approach
can develop core skills among children, such as imagination, concentration
and observation, which are necessary for all-round development of every child.
It also provides scope for children to appreciate good deeds, to support right
act and finally follow the correct path in a natural and playful manner. The
author advocates exposure to mime theatre that helps children to learn
discipline, team spirit, leadership, power of observation and concentration
that eventually develops them into sensitive human beings, which is the true
meaning of education.
Once upon a time, a king was rambling Chief Minister and came to know that
in the garden with a heavy heart, as the boy Kaushik was the son of a poor
news from the war front was not good. brahmin and the girl Ruchira was the
He saw a little boy and a little girl daughter of the Chief Minister. On the
playing there. The king went to them king’s order, Kaushik was sent to the
and found that they were playing best institution of the kingdom much
Rama-Sita and looking for someone to to the displeasure of the pundit
play the role of a Rakshas (monster). (teacher) and the students who were
The king, to get out of the stress and the children of ministers and higher
strain he was going through, readily officials of the kingdom. The king told
agreed to play the role of a monster. the minister that he wanted Ruchira
The monster had to die several times to get married with Kaushik. The Chief
in the hands of Rama that morning. Minister kept silent, as he did not like
Returning to his palace, the king the idea. The pundit of the institute did
enquired about the children from his not like Kaushik. Though he was a good
* Reproduced from the book entitled Value Education in Indian Schools: Experiences and Strategies
of Implementation, NCERT, New Delhi, 2003.
** Director, Indian Mime Theatre, Kolkata.
DEVELOPMENT OF VALUES THROUGH MIME THEATRE ● 43
student, learning lessons only through Kaushik had never taken part in
books was not his priority. Kaushik any debate in the institute with
believed that there were more to learn Ruchira; the other students also never
from his natural surroundings like invited him to take part in any
trees, birds, rivers, hills, animals, the academic debate out of sheer disrespect
stars, the moon and everything that he for him because of his economic status.
could lay his eyes on. The pundit called As a result, Ruchira was not mentally
him one day and asked why he was prepared for his sharp and prudent
not interested in his study; Kaushik arguments. That made Ruchira
replied that he had as much interest perplexed and she was out of her wits.
in books as he had in fellow human Kaushik left her at the brim of defeat.
beings and the nature surrounding The king asked the minister to fix up a
him. The teacher told him to date for the marriage.
concentrate on the books; Kaushik said Kaushik stood up and humbly
that then he would lose interest in his submitted before the king with folded
lessons too. hands that he did not want this
Time passed. The king summoned marriage to take place. The king asked
the pundit and asked him ‘Who is your ‘Don’t you want the reward you have
best student?’, the teacher replied won?’ Kaushik replied ‘Let the joy and
‘Ruchira’; the king again asked ‘What satisfaction of winning be mine and the
is your opinion about Kaushik?’ The reward for others’.
teacher said “I don’t think he has learnt The pundit requested the king to
much”. The king called the minister allow Ruchira to compete with Kaushik
and said that in his opinion the again after a year. The king granted his
marriage between Ruchira and request.
Kaushik should not be delayed any Kaushik left the institute and he
longer. The minister humbly submitted was seen rambling through the hills,
that Ruchira did not want this the forest and the paddy fields. The
marriage to take place. The king asked pundit engaged all his time and effort
‘Doesn’t she consider Kaushik worthy to prepare Ruchira for the challenge.
of her?’ The minister replied in the But Ruchira had lost control over her
positive. The king then proposed ‘Let mind and heart. One day the king
both of them prove their superiority in asked his Chief Minister to send
front of me. This marriage will take place Ruchira to him. She came and stood
if Kaushik emerges as the winner’. The silently before the king with her head
minister accepted the challenge, as he bowed. The king said “If you agree then
was sure of his daughter’s win. I wish to see you play the game ‘Rama’s
Kaushik was sitting at the foot of banishment to the forest’ once again”.
the king. The pundit (teacher) brought Ruchira looked at the king with delight.
Ruchira along with him. Kaushik went The king said “But this time your pundit
to his guru and touched his feet and has to play the role of the monster”.
greeted Ruchira with folded hands. This is an inept effort to narrate a
Ruchira ignored his greetings. short story written by Rabindranath
44 ● JOURNAL OF VALUE EDUCATION
Thakur. He had written this story more Let us give a glance to the messages
than hundred years ago. We still are that we get from this story:
carrying on with an education system
(a) Any human being should be judged
that is not blended with nature; neither
on the basis of his qualities and not
did we nor do our children enjoy the
on the basis of his social status.
learning. Nature teaches us to be
humble and modest and to be (b) The education system does not
magnanimous and firm. Kaushik had have all the ingredients for all-
been courteous enough to touch his round development of a student.
guru’s feet and asked for his blessings; (c) We learn, as Kaushik did, through
on the contrary, Ruchira was extremely our five senses as well and not only
self-conceited and arrogant. She, in through intellect.
the opinion of the pundit, was the best (d) Kaushik enjoyed study because he
student in terms of securing marks in enjoyed many other things in life.
the examination. But unfortunately, He acquired more knowledge than
the lesson one learns at the academic his classmates because he never
institution does not impart the knowledge confined himself within the
one needs to become a proper human textbooks and boundary of the
being. The purpose of education should classrooms.
not be lost under the burden of books.
(e) A teacher should have the ability
It should also make the student modest
to mingle with the students, so that
and not meek; confident and not
the students feel free to ask any
conceited. Kaushik derived all these
question, any number of questions.
qualities from Mother Nature, animals
Thus the learning becomes a joyful
and his surroundings. Hence, Kaushik
experience for the students.
did not forget to show respect to his
guru and give honour to Ruchira. (f) A teacher is responsible not only
The greatest pundit of the kingdom to the extent of imparting education
forgot to give Kaushik his blessing and from books; he is also responsible
Ruchira also did not have the courtesy to teach the students the basic
to accept the honour showed by her values and ethics in life. Most
classmate, let alone to reciprocate it. importantly, he himself should be
Even after hundred years, social status above all meanness unlike the
is bestowed on a person according to pundit in the story. The pundit
his financial strength, just as Kaushik himself could not accept Kaushik
had been looked down upon for being as one of his students because of
the son of a poor brahmin. Still, in his social status.
our educational institutes, more Another short story of
emphasis is given to learning lessons Rabindranath Thakur is titled Tota
from books than to acquiring Kahini (The tale of a parrot) that also
knowledge in various aspects of life and condemns the system of learning
to develop the child into a proper lessons from books, being oblivious of
human being. values, morals and ethics in life; the
DEVELOPMENT OF VALUES THROUGH MIME THEATRE ● 45
even before that and ends with death. the order and the body carries it out.
Both heredity and environment Hence equal importance should be
contribute to a child’s development; attached to both. Mime theatre is the
more specifically, it results from medium that gives the opportunity to
interaction of the two factors. Many explore and exploit the potentials of
dif ficulties arise during this both mind and body.
developmental experience; the ‘growing The exercises that a student has
pains’ can be attributed to the to practise to do mime aim towards the
conflicting demands made by the two development of imagination,
aspects of the child’s person—the concentration and observation. One
individual and the social forces. From has to learn and know how to observe
the very beginning, each child different articles along with their
possesses a streak of individuality of length, height, width, size, shape and
his very own—certain inner potentials, weight; different movements, gaits and
dormant, eagerly awaiting fulfilment. expressions. All these are learnt
As he progresses and attempts to through a number of exercises. Then
establish relationships with others, he the students are motivated to explore
must often face a struggle. This is the their creativity and imagine situations
sign of the growth of the ‘social’ side of that are to be enacted and then they
his person. He may have to subdue learn to concentrate and create that
some of the spontaneous desires of the situation keeping its social, moral,
inner ‘self’ in order to experience the aesthetic and entertainment values.
satisfaction of acceptance by his peers, Thus the students become more aware
a need that must be fulfilled. about what is happening around and
Indian Mime Theatre has been react accordingly. Their minds are
trying to implement “Education prepared to identify and segregate good
through entertainment” for the last few and bad; visualise a situation that has
years. Children generally like to sing, similar elements in it and help the
dance, draw and act. These are the viewers to support the good and
activities that our children love to get condemn the bad.
involved with whenever they find an Let us take one example. We have
opportunity. Generally, visuals impart a mime play titled Natun Jiban
stronger impact on the children and (Towards a new life) that is based on
hence theatre is a very effective tool for the problem of drug abuse among the
value education. youth. When the theme was conceived
Mime theatre not only trains a and the outline of the story was
person through physical exercises, it building up, we had to continuously
also gives much importance to the make additions and alterations in order
development of one’s mental agility as to convey the desired messages to the
well. Every human being has two common people. In order to decide what
selves; one is the master and the other messages are to be conveyed, we had
is the servant; one is the teacher and read about this problem, talked to the
the other is the student. The mind gives people working in this field and to the
DEVELOPMENT OF VALUES THROUGH MIME THEATRE ● 47
people who had gone through the aware of this hypocrisy and that
trauma of being an addict and in the eventually we lose our original identity
final brainstorming decided about the under the burden of so many masks.
values that we thought need to be We ourselves fail in our search to
advocated. This whole process made us identify the real self from under the
delve deep into the problem and that burden of so many masks.
was reflected in the play. Our aim to make people face their
Another play, based on a short inner selves through mime theatre is
story by Kabiguru Rabindranath evident in our every play. Internal is
Thakur was titled Dena Paona. The one such play that shows us the
theme of the story goes against perversion that this materialistic
atrocities on women. The story, though society has given birth to. The
written more than hundred years back, fulfilment of one demand immediately
was still contemporary. Dowry death leads to the new one, and this process
is still prevalent in our country. Our goes on.
aim was to remind the masses as well Theatre is basically meant for
as make them aware of its evil nature. entertainment, but education has also
A play can educate people better than been an important aspect of theatre.
thousand words can do. This is where “There is no wise maxim, no learning,
the success of mime theatre lies. no art or craft, no action that is not
Another important factor that is found in drama. Drama meets all the
inherent in theatre training is departments of knowledge, different
discipline. Discipline is a very arts and various actions”—Bharatmuni
important factor in developing one’s has written in his Natyasastra. Sri
personality. A person with a strong Ramakrishna Paramhansa Dev, when
personality has a strong mind. If he he was talking about the legendary
were taught to think positively, he theatre personality Shri Girish
would be an asset to the society. Chandra Ghosh, had said that ‘Natak
Sukher Chabi (The key to korle lok shiksha hoi’ (‘Theatre is also
happiness) is a short play that depicts a medium of education for common
the endless quest of men and women masses’).
for materialistic comfort. This comfort, All our efforts are directed to build
they believe, would lead them towards character. “Character is what a person
happiness. But all materialistic comforts really is. Character is that power with
fail to give the taste of true happiness. which we can win victory even when
Hence the search is never ending. losing battle.” Swami Vivekananda
Most of the people in this world are said:
afraid to reveal their true identity. They
The character of any man is but the
put on different masks before different aggregate of his tendencies, the sum
people at different situations. The short total of the bent of his mind. We are what
play Mukhoser Raja (The king of masks) our thought has made us. Thought lives;
based on a poem by Shri Bimal they travel far. And so, take care of what
Chandra Ghosh tries to make people you think.
48 ● JOURNAL OF VALUE EDUCATION
JAGDISH GANDHI**
Abstract
This paper presents some of the innovations in value education in City
Montessori School, Lucknow which is one of the fastest developing progressive
schools on account of its academic excellence, its emphasis on value-based
education and the opportunities it provides for global exposure to students.
The CMS education philosophy believes that “Every child is potentially the
light of the world and at the same time the cause of its darkness”. Therefore
education of every child is of primary importance. Every effort is consequently
made to make every child both good and smart; good at heart with high moral
values, wisdom in thought and action, and smart in appearance, manners,
etiquette and confidence. The paper further highlights the four critical elements
of complete education adopted by the CMS, viz. (i) universal values, (ii) global
understanding, (iii) excellence in all things, and (iv) service to humanity. The
CMS education is founded upon the four pillars of education: knowledge,
wisdom, spiritual perception and eloquent speech. The author also provides
an account of several innovations such as enrichment classes, teacher-
guardian, home visit scheme, quality control circles, model class presentations,
creative music, remediation in teaching etc. which have been introduced by
the CMS.
* Reproduced from the book entitled Value Education in Indian Schools: Experiences and Strategies
of Implementation, NCERT, New Delhi, 2003.
** Manager, City Montessori School, Lucknow.
50 ● JOURNAL OF VALUE EDUCATION
trades, arts and handicrafts, sciences the first three building blocks comes a
and great inventions etc., which are the commitment to make the world a better
activities essential to man as place through community service.
distinguished from animals. The founded pillars upon which our
Divine Education education system is based are:
knowledge, wisdom, spiritual
It consists of achieving divine
perception and eloquent speech.
perfections, and this is true education
because in this state man becomes the Knowledge
focus of divine blessings and the We all are created to know God and to
manifestation of words: “Let us make love Him. Knowing God means knowing
man in our image and after our the teachings of God and loving God
likeness”. This is the goal of humanity. means obeying the teachings of God.
Unfortunately, our present day Education must prepare a child to
education is confined to the inculcate these ideals.
development of material education, Wisdom
which enables a child to learn the three
The ability to make the right use of
R’s, so that he can earn his livelihood
knowledge is wisdom. Making proper
and live a comfortable life. The other
decisions, choosing right options and
two realities of life, i.e. human and
making correct judgement and right
divine, are completely ignored,
choices in the light of the teachings of
resulting in a race for material gains.
God is the wisdom of a man.
Television and other mass media
should guide the public on human and Spiritual Perception
divine education so that every child Man has two realities: one is the
becomes a gift of God to mankind and material reality and the other is the
pride of the human race. spiritual one. For becoming a useful
member of society, he needs a proper
Building Blocks of CMS Education balance between both these realities of
The CMS has adopted the following four life. Man, as we see him, is a material
critical building blocks of a child’s being; his perception should be
complete education, as promoted by spiritual so that his material actions
the Council for Global Education, can become useful for the society.
USA: Universal values, Global Eloquent Speech
understanding, Excellence in all things, This quality is highly important and
and Service to humanity form an necessary for any socially useful man
integrated approach to educating today. Power of expression should be
children. lucid, fluent, clear, flawless and bold.
The concept of global under - School becomes a lighthouse of
standing is built on the first two. At society built upon four building blocks
this level the children learn to value and four pillars of education as
the range of cultures, race and mentioned above. Value-based
individual characteristics. Finally, from education makes a child a gift of God
52 ● JOURNAL OF VALUE EDUCATION
Remediation Introduced and Gap CMS the only school in the world with
Areas children from ages 2 to the degree level.
The CMS continually innovates
A number of remedial measures have
itself. With focus on continuous
been introduced in CMS like remedial
improvement and openness to new
classes, teacher guardian for every
ideas, it constantly introduces new
student, home visit scheme by teacher
experiences and opportunities for its
guardians to bring teacher-parent and
students. It is also the only school in
student closer and create a healthy
the world with an entire department
study environment for the child, model
dedicated to innovation.
class presentations, divine education
It provides the widest possible
conferences, mother day functions etc.
global exposure to its students through
Although apparently no gap areas
a record number of international
exist in CMS education system, there
exchanges and opportunities for close
is still scope for improvement to make
collaboration and competition with
children good and smart. As large
students of different countries. It
number of children come from middle
organises an unmatched number of
class and lower middle class families,
national and international events at its
the school is required to put extra effort
premises and provides many avenues
in educating them in outward
for creative expression and confidence
behaviour and conduct, appearance
building.
and turn out, mannerism, etiquette
and discipline. It has adopted the American
cooperative games, which emphasise
Overall Assessment and develop the spirit of cooperation
The CMS is an autonomous institution, compared with that of competition. Dr
established with the aim of imparting H. T .D. Rost from the USA was invited
value- and virtue-based education to specially to teach cooperative games to
children. It is a forward-looking school, CMS teachers and students. The
which considers school as a lighthouse various such activities offered at the
of society and every child as potentially CMS are: athletics, badminton,
the light of this world. CMS teaches its basketball, boxing, chess, cricket,
children the value of world unity and football, gymnastics, hockey, judo,
world peace, and inspires them to karate, kabaddi, kho-kho, swimming,
become ideal world citizens. This spirit table tennis, taek-won-do, volleyball
is symbolised in its motto ‘Jai Jagat’ and wrestling.
(Glory to the World) and its belief in City Montessori School offers a
‘Vasudhaiva Kutumbakam’ (The whole wide range of hobbies. It is compulsory
world is one family). for a child to pursue at least two
A Degree College has been opened hobbies out of astronomy, batik,
at CMS, Kanpur Road branch. It offers bharatiyam, book-binding, clay
B.A. and B.Sc. courses for girls with modelling, community service,
plans for future expansion. This makes cookery, dramatics, drawing, eco club,
56 ● JOURNAL OF VALUE EDUCATION
Value-oriented Education*
I. BHARDWAJ**
Abstract
In this paper, the author is of the opinion that we are faced at present with the
challenge of erosion of human values and it is high time to rise to the occasion
and make conscious efforts to improve the situation. In this direction, radical
change in human consciousness is needed, so that human beings conduct
themselves in more desirable directions to shape their life patterns by
strengthening their beliefs and by integrating facts, ideas, attitudes and
actions. This will also help clarify their aims in life as well as processes to
achieve them. This paper emphasises that value education in modern context
is considered much wider, transcending the boundaries of religions and
encompassing ethical, social, aesthetic, cultural and spiritual values. Value-
oriented education needs to be realistically achievable in consonance with
the academic framework of a school. The author advocates that a judicious
combination of academics, culture and value education will be an ideal
approach to education and value education needs to be integrated within the
school curriculum.
* Reproduced from the book entitled Value Education in Indian Schools: Experiences and Strategies
of Implementation, NCERT, New Delhi, 2003.
** Principal, Chinmaya Vidyalaya, New Delhi.
VALUE-ORIENTED EDUCATION ● 59
Education has to be directed to the They should acquire and utilise the
full development of the human strategies of education, accelerating
personality and to the strengthening pace of learning in curricular as well
of respect for human rights. It should as co-curricular activities, leading to
promote values like understanding, value-based education.
tolerance and friendship. Continuous Education with this aim in view is
and constant attempts have to be made essential in order to be a better man,
at all levels for universalising and to have a richer life and to have a more
reinforcing education. The youth have integrated personality. Education is the
to be given opportunities to develop manifestation of divine perfection
individual excellence through values already existing in man. It is the
and contribute to the progress of the realisation of the self. We must never
society. Education has to be an effective ignore what one could call the self-
means to achieve this goal. discovering and the self-fulfilling aspect
The main aim of value education of education. This would relate to the
in schools should be to make the enrichment of personality. Thus
students good citizens so that they may education has a great cultural value,
share their responsibilities for the which cannot be overestimated in
development of the country. Students terms of anything. It may be regarded
should also be able to understand the as the panacea on way to a social,
national goals of democracy and economic and moral change. Then only
secularism. They could develop it would achieve its purpose fully.
themselves to be useful fellow citizens Attitude plays a major role in
and continuously strive for their inner shaping the behaviour. Hence it is
development. important for the teachers to realise
One of the major programmes in their attitude towards work, towards
national reconstruction is the their own colleagues and most
development of human resources. importantly towards their students,
Education is no longer the privilege of who look up to them. It is important
the elite of a particular section or for them to ask themselves: Do we
group. It has to reach out to embrace raise and view everything in a
the whole of society and the entire life preconceived manner or do we have an
span of the individual. With this wider open mind?
perspective, education must be deemed A famous story of a glass being half
as a unique investment in the present full (positive attitude) viewed by many
and in the future, for the future. as half empty (a negative attitude) is
Teachers committed and dedicated known to all. Two men look out of the
to the cause of value-oriented bars; one sees the mud; the other the
education play a vital role in the portals stars! Communicating knowledge and
of formal or non-formal channels of skills is important, but teaching is not
education. They have to develop a zeal, simply a process of passing on
a love for learning and an aspiration of information. It is communication
doing something good for the society. between minds.
VALUE-ORIENTED EDUCATION ● 61
SEETHA KUNCHITHAPADAM**
Abstract
This paper discusses in detail the meaning of values and morality and the
prevailing misconceptions about them. Elders who are supposed to guide a
child are deeply immersed in material pursuits and they completely ignore
the ethical aspects of life. The ideology of Shri Ram Chandra Mission is
explained in this paper. The author emphasises that the need of the hour is
for value-based spiritual education, not just value education. Value has been
classified as one emanating from heart, e.g. love, kindness etc. and the other
practised in schools, e.g. punctuality, obedience etc.The paper highlights the
need for providing spiritual education in schools. It deals with the value-based
spiritual education programme in Shri Ram Chandra Mission. This paper
further focuses on how values can be taught to children by integrating these
with subject areas like language, social studies, science etc. Teachers’ role
needs to extend beyond the classroom to that of a facilitator and a counsellor.
Teachers need to practise themselves what they want to be practised by their
students. An integrated approach, i.e. integrating values in the curricular and
co-curricular areas, is also discussed in the paper.
Education is a process of evoking or even 100% and are called the cream
knowledge from the child, not giving of their schools.
knowledge to the him or her. Education In this country, nowadays
should lay a firm foundation in the education means only preparing
child to stand upon a rock, a faith yourself for a job and people want to
where he can say, “well, the winds of do something that will give them
the world can blow upon me, but they maximum money, comfort and good
cannot shake me off this pedestal.” But standard of living. But education really
unfortunately, today's education is only means to draw out of the children their
giving mere information to the children, best in terms of their potentials; best
which they lear n by heart and in the physical way, that is to prepare
reproduce in the examination, get 99% them to be fit citizens who can serve
* Reproduced from the book entitled Value Education in Indian Schools: Experiences and Strategies
of Implementation, NCERT, New Delhi, 2003.
** Director, Sahaj Marg Research and Training Institute, Chennai.
70 ● JOURNAL OF VALUE EDUCATION
society, serve their brothers and On one hand, the children are more
sisters; draw out of their mental and and more interested in learning IT and
intellectual potential; not to cram facts allied subjects. The children of today
into their heads. According to Vedas, are more intelligent than their parents
all knowledge is already in us. Only, it or grandparents. But on the contrary,
is covered by ignorance like the famous unhealthy competition and selfishness
example of a mirror that is overlaid with are growing among children, and are
dust. You clean away the dust and prevailing and spreading over other
everything is clear. Therefore education things, such as education, employment
is really the process of removing the or promotion. People have forgotten the
ignorance that is covering our inner spiritual aspect in their lives, though
knowledge, which is absolute, which India is the birthplace of spirituality.
is perfect, which is eternal, which is The Indian history talks about great
supreme. saints, seers, mahatmas, rishis, munis
The process of education involves and philosophical teachers who have
four stages, viz. knowledge that is been promoting, practising and
taught, knowledge gained through advocating moral and ethical values.
intuition, knowledge gained through Unfortunately, the lifestyle of the
revelation, and the ultimate knowledge people has changed, the western way
that comes from within ourselves of living has been adopted, and the
through meditation, through yogic meaning of morality has shrunk only
practice. The modern curriculum does to sex life. In short, deterioration is
not provide opportunities for children evident in the way we think, the way
to learn by intuition, revelation or we act and the way we live. Values have
meditation. Added to this, the been forgotten or have been thrown to
prevailing TV culture, lifestyle of the the wind. Today we have degraded
upper middle class and the rich class ourselves to such an extent that one
make the child forget the real goal of does not mind stepping on another
human life and go only for person and marching ahead. The
competitions, success and a seat in an physical, financial and material gains
engineering college or medical college. are more sought after, and the mental,
Modern science and technology have the moral and the spiritual values are
swept over the curriculum in such a sacrificed—nay, they have been
way that students, and especially the altogether forgotten. At this juncture,
parents, clamour for subjects related the need for bringing in the forgotten
to information technology (IT); and the values and making children aware of
parents are not satisfied if their them has become essential. It is of
children are inclined to opt for any paramount importance that the
subject other than these. The education teacher practises these values in his
authorities too are taking pride in or her own life and then sets an
announcing that their schools or example to the taught how they can
colleges are offering these subjects and learn these values just by emulating
expect a 100% result every year. their teachers.
NEED FOR VALUE-BASED SPIRITUAL EDUCATION IN SCHOOLS ● 71
the time he is 5 years old. It only takes children in the real sense of the word
time for him to put these things into "Love." It does not mean just buying
practice; values manifest only as the anything the child asks, but being
child grows. conscious of their responsibilities
Our Master defines spirituality as towards their children and loving them
the "art and science of remembrance"; totally. Hence when we love the
remembrance of God Almighty who children from the very core of our
dwells in the heart of every being. And hearts, it touches them and leaves a
whatever we do, we must do in His lasting impression upon them.
remembrance. That is, doing The spiritual values spring forth
everything in the remembrance of God, from the heart. It is proven that a
always living in the thought of the person having spiritual values will
Ultimate so that anything we do has a always be a loving person and a lovable
thought of divinity attached to it, which person as well. In fact, he or she
prevents us from doing anything becomes love itself. It can be said
wrong. Therefore it is necessary that positively that love is the core value;
children are educated in spiritual the most important, the most basic,
values. If the children are made to fundamental value that has to be
realise this, automatically their habits, cultivated in every individual, so that
behavioural pattern, conduct and from ‘I love’, other values like affection,
character will take a turn for the better. compassion, mercy, kindness,
In this process we are not putting fear sympathy, empathy, understanding,
in their minds, but only love. The term consideration etc. spring forth. A
so proudly used by many "I am God person who has no love in him or her
fearing" will be replaced by "I am God cannot have any of these values. All
loving". When there is love for God in values connected with humanism must
my heart, my every word, my every be spiritually-oriented, must be
deed and my every thought will be filled connected with this basic value—love.
with love; and when I am filled with
Value Inculcation
love, I cannot go wrong in anything that
I do. Steps
When we go about doing anything The parents, the teachers, the elders
with a spiritual basis, we are bound to and the educational authorities should
succeed. What is this spiritual basis? then start learning these spiritual
It is ‘Love’. Love is the basis for values, practising them first. Only then
anything in this world. If we sow the can they impart these values to their
seed of love in the hearts of the wards. We have to practise what we
children, they will start loving their preach. Our Master Guru says, "Say
parents, brothers and sisters, their what you mean and mean what you
teachers, classmates, and of course say." Therefore the need for value-
their school, their country—in fact the based spiritual education for teachers
entire humanity. The parents should and parents is more important than its
play a very vital role in loving their need for the children. It is easier to
NEED FOR VALUE-BASED SPIRITUAL EDUCATION IN SCHOOLS ● 75
bend a small plant than a large tree. behaviour can turn the student’s life
The child can be moulded, taught, into a totally different one and his
changed or made to behave better by personality gets affected totally. Hence
adopting simple means and with love. again it is the teacher on whom our
But the elders have deep-rooted ideas, attention has to be diverted if the
prejudices, preconceived notions, children, who are the pillars of India,
hatred, jealousy, greed etc., that it is are to become mentally and morally
indeed a very difficult task to change strong, sturdy and sound.
them. Nevertheless, we should start
Issues of Value Inculcation
from the higher level and work our way
downwards. Whenever one talks about values, the
Another important factor in favour foremost thing that comes to the mind
of training the elders, especially the is that one should be disciplined,
teachers, is because the children spend obedient, punctual, regular, etc. But
most of their waking hours with the as one probes deeply into the meaning
teacher than their parents. A child of these words, it becomes obvious that
spends at least 6-7 hours a day with all these values have merely to be
his teachers. It is also a very revealing cultivated. One is not disciplined from
factor that children once attracted by birth, one is not punctual from birth,
the teacher, whether because of his one is not regular in his activities
teaching or his personality, knowledge unless he is taught to be disciplined,
or his behaviour, believe very firmly obedient, regular, punctual etc. This
that what his teacher says is the gospel means that these are only independent
truth. Nothing would deter him from values, which can be practised and
that, not even his parents. He would perfected if the individual makes an
say, “My teacher said so, hence it must effort to do so. Values like discipline,
be correct”. This statement makes it obedience, punctuality, regularity etc.
all the more necessary for the teachers come under this category, and are
to be vigilant, to be alert to what they mostly based on fear of punishment or
do in the school premises. the temptation of reward. Mostly the
It is also necessary that their children are disciplined and quiet in
behaviour outside the school should the classes handled by strict teachers.
match their behaviour inside the Even in an office or institution, where
school. Children being very intuitive are the boss is strict there is punctuality
able to detect even slight differences or obedience, not because the children
in the behaviour of the teachers. A love their teacher or the employees love
casual remark or a careless comment their boss. It is only because of the fear
made inside the teachers’ common of punishment that they appear
room can create havoc in the life of a disciplined. On the contrary, there are
passing-by student who happens to teachers who would say, “Children, if
overhear the comment or remark. If the you keep quiet and do the work, I shall
teacher has been a role model inside tell you a story at the end of the class,”
the class, this sort of callous, careless or bosses who say, “If you reach this
76 ● JOURNAL OF VALUE EDUCATION
target within 3 months, I shall grant home and workplace, illnesses of near
you an increment or give you a and dear ones, financial problems etc.
promotion”. This is “temptation of do not permit us to behave as we ought
reward”. But for inculcating values in to behave. Even while we utter
children, we must go beyond the fear something rude, something harsh, we
and temptation tactics. know that we are not saying the right
During our interaction with the thing, our behaviour is not laudable.
teachers, many have asked us this But our temper makes us rude, and at
question: “You say love is the basis of times we even feel a sort of satisfaction
everything; but if we are loving and in having said something to hurt the
affectionate, the students take feelings of others. Later on we may
advantage of the fact and are regret our behaviour, but the learned
indisciplined in the class”. Here, love have said, "There are four things that
is not to be treated as an antonym for cannot be retrieved once they leave
discipline or obedience. A person can their source—the arrow that is shot,
be loving and at the same time strict the word that is spoken, the time that
too. One can be regular and punctual, is wasted and the opportunity that is
and expect the same from the children, not utilised." It is true of every human
but can be understanding too. As being that we waste our words, time
parents, most of us have experienced and opportunities. How do we correct
this with our children. The children ourselves?
know when we are actually upset or Spirituality Helps
angry even if we do not scold them or
If we remember God in all that we do,
beat them. Our silence will tell them
we should have a clean, clear and a
much more than our words.
calm mind. Our mind is full of
Therefore while taking up the
thoughts, filled with ambitions on the
responsibility of inculcating values to
one side and worries on the other.
school children, the first requirement
Researchers have found that every
is that the teacher should win their
individual mind thinks around 90,000
hearts. Once that is done, half the
thoughts per day. Unless our mind is
battle is won. Then the teacher can
emptied of all these unwanted
proceed with teaching values in any
thoughts, we will not be able to remain
manner he or she likes, and the
in His remembrance. The only way to
students will take them as gospel truth
get rid of these unwanted thoughts is
and practise these values without any
by regulating the mind.
difficulty.
How to Inculcate Values? Regulation of Mind
How are we to teach values to the All the modern problems that the world
teachers? As grown-ups, we all know faces, particularly in the developed
the various values of life and that we nations—problems of pollution,
should live a value-oriented life. But problems of corruption, problems of
the circumstances, the problems at health—originate in the mind and
NEED FOR VALUE-BASED SPIRITUAL EDUCATION IN SCHOOLS ● 77
use, it is the mind that we master, it is not a subject for which examination is
the mind that we apply." Having done conducted or grades are awarded on
that, the entire thing is transferred to the basis of tests. The teacher gives
the heart. The heart now becomes the some grade in the report card,
mind. We think with the heart, we see depending on the general behaviour of
with the heart, we hear with the heart, the child, irrespective of the fact
we speak with the heart, the heart whether the student has learnt any
becomes ‘me’ and then the job is done— value or not in that class.
I become love. But the school authorities should
Having become love itself, it is just bear in mind that unless values are
a cake-walk for the teacher to tackle practised by every individual, there is
any type of student. What he or she no purpose in having a period for Value
says is obeyed, not out of fear but out Education. Unless we get into the water
of love. Therefore it is very essential and start swimming, we cannot master
that each and every teacher must follow the art of swimming. The same is with
these three steps meticulously: cycling; we have to ride a bicycle, fall a
1. Practise meditation. few times and learn to master it. So
2. Now regulate one’s mind, and also with values. We have to start
cultivate only the required qualities telling only the truth; be bold enough
or values in self. to face the consequences of telling the
3. Become loving, caring and truth. Be determined not to give or
understanding, so that the receive bribe.
students emulate you. In short, the We have to introduce the concept
teachers should become role of love, God and prayer right from the
models for children coming under word 'go', i.e. right from the time they
their care. enter the portals of our institution.
That is why in our Teacher's Guide on
Inculcating Values in Children Value-based Spiritual Education, which
Values should be taught to children was brought out in 2000, we have
right from the age of 3, i.e. as soon as introduced "Prayer" as the first topic.
they join the KG classes. The Some may wonder, "Is prayer a value?"
independent values can be taught as If prayer is going to be the chanting of
such, in a separate period set aside for a mantra or asking God for something,
the purpose, say once or twice a week. it obviously is not a value. But if
Most of the schools are having these children are taught to pray for the
periods in their timetable but in a welfare of others, pray to the Creator,
majority of the schools the class just saying "Thank you", it is certainly
teacher takes that period to cover and a value and should be inculcated in
complete the left-over portions in the the children because it promotes
subject being dealt by him or her. This values like love, brotherhood,
becomes very convenient for the compassion, kindness, concer n,
teachers, because value education is sympathy, empathy etc.
NEED FOR VALUE-BASED SPIRITUAL EDUCATION IN SCHOOLS ● 79
We have given 10 values for the else. It will go into the hearts of the
primary school, which can be broadly children and the benefit is double. On
divided under two heads: the one hand, they will learn their
lessons and on the other they will learn
Life values Living values the values integrated with the lesson.
Hence it is beneficial to teach values
God and guru Healthy living
Greeting Discipline
in an integrated manner rather than
Love Work and perseverance teaching them independently as values.
Happiness Time management While integrating these values with
Nature Courage subjects, the spiritual aspects should
not be forgotten. The teacher has to be
Life is the base and living springs conscious that whatever he or she is
forth from it. If the base or the imparting is given to him or her by the
foundation is not strong, the structure grace of the Divine forces and that it is
built on that foundation cannot be passing from his or her heart into the
strong either, cannot last long and may hearts of the children. The faith and
topple under pressure. self-confidence of the teacher will make
For the high school syllabus also it easier and natural for the children
we have selected 10 topics, which have to grasp and absorb it. If the teacher is
been divided under two heads: the not confident that what he or she says
World (on one side) and You (on the other). will be understood, liked and practised
Many children do not know by the children, it can never make an
anything about themselves. They know impact on them and it will be like a
their body, perhaps some of them know tutorial class that is done for the benefit
their 'mind', but hardly anybody knows of the teacher and not the taught. In
his or her Soul. Hence we have made fact, it will benefit the teacher
an attempt to educate the children monetarily but not morally or
about their existence, the Reality and spiritually. It depends more on the
the Soul. mental and the spiritual attitude of the
We start with ‘Nature’ and go on to teacher to convince a child about the
talk about ‘Who am I?’ Body, Mind, importance of these values.
Intellect, Life, Prayer, Guru or God. There are scores of values in every
Each topic deals with its various lesson in every subject, whether state
aspects in a graded way from class I to syllabus or the CBSE syllabus,
class V for primary school and class VI provided one makes an effort to find
to class X for the high school. them. In Sahaj Marg Research and
Training Institute (SMRTI), we have
Integration of Values with School
made a conscious effort and worked out
Subjects
complete charts for Physics, Chemistry,
We can integrate values with the Biology, Mathematics, History,
lessons taught to students, whether Geography, Civics, Commerce etc. We
English, Science, Social Studies, have been able to find hundreds of
Mathematics, Arts, Crafts or anything values in these lessons. As an example,
80 ● JOURNAL OF VALUE EDUCATION
some of these subjects are considered World Wars convey the value of co-
separately to see how values can be existence and peace, and make us
integrated through them. understand how people should live and
English or any Language Class behave with others. Talk about the
importance of give and take, sharing,
There are many lessons, poems and
unity, understanding, brotherhood etc.
stories in language and literature that
The cause for these wars and the
give us an opportunity to teach values.
bloodshed, the ego that makes them
We can make the students elicit the
fight with one another; and how the
values by themselves instead of telling
practice of moral and ethical values
them that a particular poem or story
would have prevented these wars.
talks about a particular value, say
sympathy or kindness. Give them an Civics
opportunity to think. Or we can give In National Anthem, the values
an activity that will create a situation conveyed are unity, unity in diversity,
where they have to "give and take" or patriotism, love, tolerance etc.
be considerate or helpful etc. This Road rule: discipline, regularity,
would naturally lead them to stumble obedience, being a law abiding citizen
on to the value in that lesson and adopt etc.
it too. There are crossword puzzles, Qualities of a good citizen represent
grids and other games that can all the values that are to be practised.
promote values. Word building, We can ask the children to prepare a
antakshari and story telling are some list of values in alphabetical order, ask
other activities that can help in this them to group them and practise these
area. values. They can demonstrate these
values in their day-to-day life and the
Social Studies
teacher can encourage them to have
History some games, grids, crossword puzzles
etc. using these values.
From the stories of great emperors like
Ashoka, Alexander and Napolean, Geography
values such as ahimsa, humility, The different objects in nature teach
perseverance, courage, conviction, us several values, e.g. the sun (strong,
bravery etc. are conveyed. impartial, helping, not expecting
anything in return etc.), moon (cool, some of them even the villains and the
calm, shining, accepting the ups and vamps. They should be made to
downs etc.), stars (showing the way to understand reality, and proper
people, living in groups, no ego etc.), counselling should be given so that
mountains (sturdy, courageous, they do not go astray.
unnerved etc.), tree (sharing, giving, As a child grows into adolescence,
helping, sacrifice etc.), creepers he or she undergoes a lot of changes.
(adaptable, humble, give and take etc.), These changes are physical, mental,
water (always on the move, facing social and psychological. They need
hurdles without grumbling, helping, proper guidance during this period so
surrender etc.), air (accommodative, that their personality develops
accepting, unassuming, quiet etc.). properly, their character is strong and
We can ask the children to come praiseworthy, and their conduct and
out with more objects or things in behaviour exemplary. The advice and
nature and how they teach us many more counsel of elders, especially parents
values. and teachers, become very important
for the children of this age group. They
Behaviour Pattern of Teenagers
should be made to understand that
A very important and significant step these changes are normal and that
to be taken by the teachers is to mend everybody goes through this phase.
the children in the age group of 10 to They must be given the necessary
15. The children have already spent 10 moral support, especially love and
years of their life in a different manner, af fection, understanding and
getting into certain ways of living, consideration.
forming certain habits, developing This counselling can be done by
certain likes and dislikes, cultivating teachers. The teachers are the pillars
certain qualities—good and bad, of the society because they make the
necessary and unnecessary, wanted lawyers, doctors, engineers, scientists,
and unwanted, desirable and politicians. In fact, they can make a
undesirable. The behaviour of the child a loving, kind, understanding
elders has perhaps even encouraged child, or a jealous, greedy, arrogant,
them and motivated them to continue proud child. It is in the hands of the
those habits, to think that they are teacher to make or mar the future of
right, to become stubborn, adamant his or her wards. It is therefore
and proud. The cinema, the TV culture necessary that the teacher should
and the advertisements have affected think clearly and act calmly.
children very strongly, made them live Let us hope that the teaching
in a dreamworld, may be in a fool's community will take this very seriously,
paradise and take things for granted. learn these values themselves first and
Each child in his or her own way wants also help the authorities in inculcating
to imitate the heroes and heroines, values in the students.
82 ● JOURNAL OF VALUE EDUCATION
CHITRA NAKRA**
Abstract
The crisis in human affairs has been described and the need to realise the
concept of ‘learning to live together’ has been emphasised in this paper. In
this context, Gayatri mantra and the message that it conveys has been
highlighted. The paper clarifies the concept of value based education on the
basis of the guidelines of NPE (1986) and the National Curriculum Framework
for School Education (2000), the latter identifying 12 values to be inculcated
in schools. For implementation of the programme, the crucial role played by
teachers is recognised and the need for empowerment of teachers is stressed
by the author. This will help teachers to forego orthodox and conventional
methodology of teaching and equip them to adopt interactive methodology of
teaching that involves continuous dialogue between the teacher and the
student. The paper also presents the strategies and methodologies adopted
by Veda Vyasa DAV Public School to inculcate values.
The world is beset with cataclysmic place a great onus on the stakeholders
changes, and the wide unknown, of education: “We are faced with a crisis
untraversed world has metamorphosed in human affairs. And this crisis can
into a global village. On the one hand, be resolved finally only by the minds
we have made unparalleled advances of men rising to somewhat higher
and forays in the field of technology, levels. I believe that humanity will
whereas on the contrary, we witness a arise. It is my faith because there is no
high degree of decay, disintegration and other way, otherwise it might perish”.
degradation of intrinsic and extrinsic We have to take cognizance of the
values. Unemployment, rampant situation and equip our children with
corruption, exploitation, child labour tools of love, affection, tolerance,
and unethical politics have become the brotherhood and compassion so that
order of the day. In such a scenario they can face the future with courage,
the words of Pandit Jawaharlal Nehru fortitude and equanimity.
* Reproduced from the book entitled Value Education in Indian Schools: Experiences and Strategies
of Implementation, NCERT, New Delhi, 2003.
** Principal, Veda Vyasa DAV Public School, Vikaspuri, New Delhi.
COMPREHENSIVE AND FUTURISTIC VALUE-BASED PROGRAMME ● 83
Fig.1
COMPREHENSIVE AND FUTURISTIC VALUE-BASED PROGRAMME ● 85
Good
Hope you are fine manners Thank you
COMPREHENSIVE AND FUTURISTIC VALUE-BASED PROGRAMME ● 87
equal importance but have a mutually over the arguments they have heard.
exclusive course of action. The dilemma She asks: Do you still think your
is demanding but not complex. The reasons are as valid as they were? Do
topic of dilemma is fictitious, real or you want to re-assess your opinion?
taken from any current topic or Each group once again discusses the
literature; for example, Dr K.Shridhar, situation amongst its members. A
heart surgeon, is the son of a spokesperson from each group
postmaster, and at present he is summarises the outcome of the
working as Junior Surgeon in Breach discussion.
Candy Hospital. He gets an offer from Activity 6
Stanford Hospital, California for the
The teacher takes the final vote as
post of Senior Surgeon. Should he
students have reflected upon many
accept the offer?
sides of the problem, and presents it
Activity 1 in a precise and clear manner. She
The teacher presents the dilemma. appreciates the efforts made by the
Students present their understanding students.
of the problem. What is at stake here?
Prick the Conscience
What would you do?
Activity 2 This methodology has been inspired by
the method described by Paulo Freire
Students vote on the dilemma solution
in his book Pedagogy of the Oppressed.
in favour or against the situation.
The teacher makes an attempt to ‘Prick’
Activity 3 or ‘Disturb’ the conscience of the
Students in ‘Favour’ and ‘Against’ learner with issues like environmental
gather in two separate groups. Each concern, corruption, child labour, drug
group is instructed to give arguments addiction etc. The methodology
in support of their opinion. Students followed includes the following:
share with their groups the reasons in Activity 1
support of their opinion. One student Teacher presents the issue to the class
of the group takes down notes. in a precise and clear manner.
Activity 4 Activity 2
Each group presents, alternately, Students collect facts, articles, reports
reasons in favour and against. After the and other information related to the issue.
speaker of ‘Favour” group has
presented the reason he or she Activity 3
chooses, the person from ‘Against’ A class discussion is held wherein
group will respond. The teacher acts students:
as a moderator. She intervenes only if (i) Identify the root causes of the
some clarification is needed or if rules problem
are being violated. (ii) Enumerate the effects
Activity 5 (iii) Suggest corrective measures
The teacher asks the group to think (iv) Take follow-up action.
COMPREHENSIVE AND FUTURISTIC VALUE-BASED PROGRAMME ● 89
SWATI NATH**
Abstract
This paper outlines some strategies adopted by SDSM School for Excellence,
Jamshedpur to realise three important objectives of education, i.e. knowledge,
values and living skills. The strategies adopted for value transition include:
school-family interactions for excellence, which emphasises inter-family and
intra-family interactions, inter-family competitions, and role of family in value
development. Other strategies are Child Care Centres, Childrens’ Guidance
Centres; Children’s Parliament (Bal Sansad) comprising the Lower House
(Bal Sabha) and the Upper House (Praudha Sabha) and Child Welfare Centres.
The aim here is to help children to be winners in all respects. The author
points out that another important feature of the school is the curriculum design,
aiming at ‘zero failure’ in life by 2004. Health education emphasises physical
health, emotional health, intellectual health, social health, environmental health
and spiritual health. Efforts are made to inculcate values through various
subjects and project-based learning is emphasised. This paper also highlights
other initiatives taken by the school which include classroom, maintenance of
value profiles of students, teachers and parents, organisation of exhibitions,
personality development camps and Bal Melas, awareness programme on
child’s rights, interactive sessions and self-assessment by teachers.
Man and society hinge on values. liked or preferred. Values have been
Values are so inseparably embedded in universally accepted as the most
our thoughts, expressions and critical non-monetary factor in socio-
behaviour patterns that they have economic transformation of a society.
fascinated philosophers, sociologists, Without a value system, consistent
economists, psychologists, anthropo- with the growth strategy and conducive
logists and other social scientists for to the growth process, even the most
generations. Value is what is desired, sound socio-economic programme
* Reproduced from the book entitled Value Education in Indian Schools: Experiences and Strategies
of Implementation, NCERT, New Delhi, 2003.
** Principal, SDSM School for Excellence, Jamshedpur.
JOURNEY TO EXCELLENCE BY CONDUCTING VALUE EDUCATION EXPERIMENTS ... ● 91
other agencies in trying to transmit the ambition in their mind, hope in their
right kind of values to the youngsters. heart and enthusiasm in their spirit—
This is especially true in a tradition- the children need to have exciting
bound society like that of India, where childhood of learning and growing.
the process of social change is fairly The children do not need to be taught,
slow. The youth today are exposed to they need to be helped to discover
a set of conflicting values and are not themselves. All these could be possible
certain about the type of values they only in “Schools Without Walls”
have to choose from. Within the society functioning in an environment of
itself, forces such as corruption, emotional security. The School for
religious fundamentalism, casteist Excellence has been constantly forging,
tendencies and separatist motives are shaping, changing and perfecting its
misguiding our youth. The school has tools, techniques and strategies to offer
to combat these forces and provide to quality education.
the young alternative role models that Education is believed to have been
can lead them to the right direction. If conceived and developed by the society
schools fail in this significant task of as a for mal social institution to
inculcating the right kind of values, it transmit values to meet its
might spell disaster for posterity. maintenance needs and to transform
Sponsored by the Tata Steel and values to sustain the social change
managed by the SDSM Educational process. In the wake of explosion of
Foundation (a registered T rust) knowledge, unprecedented technolo-
through a Managing Committee gical development, industrialisation
constituted as per provisions of the and urbanisation, however, education
CBSE Bye-laws, the SDSM School for seems to have been completely delinked
Excellence was conceived not as a mere from values. In the absence of
addition to the existing multitudes of education-values linkage, education
educational institutions in has lost its social significance and
Jamshedpur. Believing that education presently it appears to be in quest of
is for life, not merely for a living, it was its own identity. Since its inception,
intended to be positively different to the School for Excellence has been
help prepare the growing generation to striving its utmost to restore the
meet the complex challenges of life education-values linkage. Identifying
during the New Millennium. Accepting the three important objectives of
peace, harmony and happiness as the education—knowledge, values and
ultimate goals of all human living skills—the School is transmitting
endeavours, the essential purpose of and transforming values through
education was believed to help the organisational culture, curriculum
students not only to be great, but to design, educational technology, school-
be equally good. Internalising that without-walls pattern, students-
children have inherent potentialities teachers interactions in the
enough for development— have light classrooms, in the computer
in their eyes, energy in their body, laboratory, sports field and on the
JOURNEY TO EXCELLENCE BY CONDUCTING VALUE EDUCATION EXPERIMENTS ... ● 93
▼ ▼
Knowledge ▼ Skills
TRANSMISSION AND TRANSFORMATION OF VALUES
▼ ▼ ▼ ▼ ▼ ▼ ▼
ORGANISATIONAL CURRICULUM DESIGN EDUCATIONAL INCLUSIVE SCHOOL PLATFORMS VALUE PROFILES OTHER
CULTURE TECHNOLOGY INTERVENTIONS
VALUE EDUCATION
1. School Family for 1. Health Education 1. Child-Centred 1. Individual 1. Technology 1. Best Parent 1. Cultural
Excellence 2. School Subjects 2. Value-Based Education Integrated 2. Best Student Exchange
Plan Education Programme
2. Child Care 3. Activity-Oriented 3. Best Teacher
Centre 2. Peer Tutoring 2. Performing Art 2. Exhibition
4. Project-Based 4. Best Family 3. Personality
3. Child Guidance 3. Remedial Oriented
5. Worksheets/ Education Development
Centre Classes
Puzzles Camp
4. Child Parliament 4. Mobilising 4. Bal Mela
5. Child Welfare Community
5. Awarencess
Centre Resources
Programme on
Child Rights
6. Self-
Assessment
7. International
Convention on
Value Education
SUSTAINS SOCIAL 8. In-Service
CHANGE PROCESS Training
▼
ULTIMATE AIM OF
EDUCATION
▼
ROAD TO EXCELLENCE
JOURNEY TO EXCELLENCE BY CONDUCTING VALUE EDUCATION EXPERIMENTS ... ● 95
Teachers for fine arts, music, dance not quantity, of the nomination decides
and dramatics have already been the fate of the person who becomes the
appointed. School Family for award winner.
Excellence is intended to help develop Observation of special days is part
values for self-development, family of the curriculum. The Parents day,
integration, social cohesion and Grandparents day and Pre-school
respectful interaction with peers. concert are observed every year.
Performing art-oriented education has Tobacco-free kids day was observed on
been conceived to help promote unison 3 April 2002, which was a Jharkhand
of mind and body, social values, initiative prelude to the Indian
attitude for working together, regional initiative. The concer ned social
integration, and national unity. organisations and social elite of the city
Technology-integrated education has participated in the campaign with the
potentialities enough to make kids of the school, who took out a rally
the children great and Performing art- to present a memorandum to the local
oriented education will make them Deputy Commissioner.
equally good.
Other Interventions
Value Profiles Cultural Exchange Programme
The Best Parent, Best Teacher, Best The School organises joint celebrations
Student, and Best School Family of the important occasions and festivals
Awards are intended to promote of major religions and cultural groups.
essential value profile of an ideal This generates better understanding of,
parent, teacher and student – the three and appreciation and respect for, one
critically important components that another to create a tolerant and
offer and enjoy exciting childhood of cohesive society.
learning and growing. This approach provides the
Nomination forms are filled up by students with opportunities for
the students, teachers and parents to learning democratic principles and
nominate the persons of their choice processes in the classroom
depending upon the criteria mentioned transactions. Also, they learn to
in the forms. For being the Best Parent, question, share and respect each other.
Teacher or Student the person has to Emphasis is also given on equality of
step into the shoes of the philosophy gender, social castes, classes and
of the school, accept the social religions. Principles of human rights,
accountability of education and treat children rights and environmental
himself or herself as the medium to protection are also underlined in these
sustain the social change process. programmes.
After the nominations are made,
Exhibitions
any respectable person from the
education world is invited to make the From time to time science exhibitions,
final selection based on the parameters social science exhibitions, and
in the nomination form. Quality, but exhibitions depicting art and craft work
JOURNEY TO EXCELLENCE BY CONDUCTING VALUE EDUCATION EXPERIMENTS ... ● 103
of the school are organised for the values and provide opportunities for
benefit of the students as well as their expression of creative cultural talents.
parents. Parents are most cordially requested
to extend their much needed patronage
Personality Development Camps
to the children.
A residential personality development Awareness Programme on Child Rights
camp on ‘Meeting Challenges of
For children, Home is their first school
Growing Up’, a value education
and Parents are their first teachers.
programme, is organised every year to
Home and parents continue to have
help develop a wholesome personality
overwhelming influence on the
of the students, embracing physical
children, particularly during the age
development, value inculcation and
they develop personality traits and form
cultural enrichment. Resource persons
value elements. For wholesome
drawn from different fields conduct the
development of the children, the
value input sessions based essentially
parents need to be oriented to have
upon activity, role play and games.
values, attitudes and beliefs conducive
Bal Mela to the needs of the children to enable
To coincide with Bal Diwas, Bal Mela them to enjoy exciting childhood of
and Cultural festival are being learning and growing. Conscious of the
organised in the school premises. need, the school conducts regular
Cultural festivals are usually organised orientation programmes for parents in
by the Interact Club of the school and groups of 30-40 in the Seminar Room
Rotary Club of Jamshedpur East, in specially meant for the purpose.
which the local schools are invited to Parents and teachers love their
participate in music and dance children and entertain high hopes for
competitions. them. Children have potentialities to
Bal Mela is organised by the Parent come up to their expectations.
Teacher Council, in which about 30 Functionally, however, there remains
stalls of food and games of children’s a wide void. The void in role
interest are put up. expectations could be successfully
Students of the school are being bridged with close inter face of
provided with a book of 20 Members’ expectations with the children’s needs
Entrance-cum-Lucky Draw tickets for and rights. There is an urgent need of
sale. This is intended to promote their awareness to develop positive attitude
feeling of involvement and sense of of parents, teachers and the society at
participation, as also to enhance their large towards children’s needs and
social skill and level of assertiveness. rights. To meet this urgent need,
These skills are destined to be the Awareness Programme is being
critical factors for success in the fast conducted by the Centre for Training
emerging market economy. Inter - and Awareness of Children’s and
school competitions in music and Women’s Rights. For successful
dance are intended to transmit cultural parenting and education, the parents
104 ● JOURNAL OF VALUE EDUCATION
TINA OLYAI**
Abstract
The author advocates a need to develop essential moral attributes in childen
such as truthfulness, courtesy, generosity, compassion, justice, love and
trustworthiness, whose reflection in the everyday lives of human beings can
create harmonious, productive families and communities. There are three kinds
of education - material, human and spiritual. Without true value education,
material education will just be a curse because, if our mind is not motivated
in the right direction, we will use our knowledge for destruction only. This
paper emphasises that teaching is a localised phenomenon with an
international outlook. Value education implies that the child is a collaborator
in the learning process and the teacher is a facilitator. Teachers should set up
an interactive form of partnership with their students in a shared learning
process. Demonstrating learning process and a consultative and participative
environment leads to shared responsibilities and helps develop self-imitative
and decision making capacities among the children. The paper also presents
some of the features or innovations in value education carried out at Little
Angels School, Gwalior.
Education is what remains with us the earthly beings can become imbued
after we have forgotten everything else with a gem-like spirit. Value education
we learnt. How much more must be also protects us from the injuries of
the importance of a value education ignorant fanaticism, bigotry, prejudices
and that too in its excellence! and misconceptions. A basic thing that
The greatest gift and most has to be appreciated is that man is a
wondrous blessing has always been spiritual creature and has been created
and will continue to be education and by God to help in the progress of an
the value as its unfailing protector, ever-advancing human civilisation.
leading us to wisdom. Through it the But, alas! What did we witness on 11
loftiness of man’s station is made September 2001? One man’s brain
manifest and evident. It is only on malfunction augured hazards and
being attired with value education that threats of an undreamt catastrophe. A
* Reproduced from the book entitled Value Education in Indian Schools: Experiences and Strategies
of Implementation, NCERT, New Delhi, 2003.
** Founder Director, Little Angels High School, Gwalior.
PRINCIPLES OF EXCELLENCE IN VALUE EDUCATION ● 107
satanically devised but meticulously the increase, we witness that this world
calculated and culpable mass is not as beautiful as it could be. Crime
homicide! Just imagine! This most reports reveal that most of the crimes
wanted terrorist of all times, had he are being committed by educated
used his brain power towards people. Does it not mean that
mitigating the problems of poverty, something is missing in our
disease, famines or floods, or planned educational system? We are producing
for improvement in the field of graduates but we are not producing
education, irrigation, electricity, power human beings.
production etc., what all achievements Despite attempts to arrest this
could have been made? decline by such means as increased
In times of rapid change with the pay, a gathering malaise overshadows
emergence of high value global the task of educators, a task that often
educational tie-ups, it is natural to look appears caught in a curious dichotomy.
over one’s shoulder because a profound At the same time that the moral
sense of disillusionment makes us authority of teachers as respected
sceptic about the 20th century, where members of the community is eroding,
in the field of excellence in value schools are being asked to address a
education we witnessed remarkable growing list of moral and social
progress by science and technology. On concerns traditionally relegated to the
the contray, a careful study also reveals family. What are the root causes of
bitter tragedies due to lack of spiritual this contradiction?
discipline in the society. We all witness A fundamental reassessment of the
the upset and derangement of world’s nature of human reality and human
equilibrium with unprecedented society is needed. The truth is that
looming presence of violence, barbaric human beings are inherently noble,
and heinous actions disrupting the and that the purpose of life is to
society, pulling back its bulwarks and cultivate such attributes, skills, virtues
uprooting its institutions. We are and qualities as will enable them to
bewildered, agonised, and became contribute their share to the building
helpless, harrowed and solicitous at of an ever advancing civilisation. True
this hour. This situation cannot be education releases capacities, develops
rectified without a sincere effort analytical abilities, confidence, will,
towards overhauling the thinking and goalsetting competencies, and
pattern of the entire human race. This instils the vision that can enable
can be done from one’s childhood, human beings to become self-
when the hearts are tender and minds motivating agents of change serving the
are receptive. best interests of the community.
Throughout the world, the value of
Development of Moral Attributes
teaching as a profession has declined
unchecked. Though the overall literacy Education required to enrich the
rate is growing, and the number of human mind and spirit must seek to
schools, colleges and universities is on develop essential moral attributes,
108 ● JOURNAL OF VALUE EDUCATION
SWAMI SUVIRANANDA**
Abstract
This paper begins with the remark that because of long humiliation of
subjugation, Indian people developed a distorted sense of liberty and freedom.
The meaning of education has been clarified in the paper by quoting Swami
Vivekananda and Sri Ramakrishna; also the meaning of values has been
elaborated. Regarding value development in children, the author is of the
opinion that if the focus is not on right values, a child may develop distorted
values. Therefore to overcome this through education, purushartha - which
includes dharma, artha, kama and moksha - need to be systematically
inculcated. Extracts from Gita and Upanishads are given to illustrate the issues
and concerns of value education. Both school and family are considered to be
responsible for imparting values to children. Different methodologies such as
inductive-deductive reasoning, deduction of moral laws, group discussion etc.
are discussed. The central feature of all these methodologies is to generate
enough enthusiasm and also to excite students’ imagination. In order to make
value-oriented education a vibrant reality, this paper includes a charter of
action–services, meditation, awareness on health and hygiene, personality
development and some other value-based actions.
That value education is getting its due thinkers, policy makers, educators etc.
share of attention in academic circles is the neglect of the science of values
is something heartening. Immediately and value education. It is unfortunate
after the attainment of Independence, that India neglected this subject,
people of India, so far smarting under although down the ages its scholars
humiliation of subjugation, developed and researchers have deeply thought
a distorted sense of liberty and and cogitated over this aspect and
freedom. The result of misutilisation of made inferences about making values
rights is there for all of us to see. A a part and parcel of our daily lives.
number of reasons can be cited for But before discussing values, it is
such a happening, but the most necessary to clarify what do we mean
important reason pointed out by the by education. Very often we confuse
* Reproduced from the book entitled Value Education in Indian Schools: Experiences and Strategies
of Implementation, NCERT, New Delhi, 2003.
** Principal, Ramakrishna Mission Vidyapith, Deoghar.
VALUE EDUCATION IN SECONDARY SCHOOLS: METHODOLOGY ● 113
rote learning with education. Nowadays they get a value. A value is something
the problem is even more compounded essential for one’s life and something
by the fact that the student has to that one considers worthy of
outshine others in competitive possession. Money, property, land or
examinations. Gone are the days when other kind of wealth is value to
the world cherished excellence. With humans. These may be called material
this backdrop, it is pertinent to values. Freedom, truth, love etc. are
consider the views on education of also of value to humans. These may be
Swami Vivekananda, the patriot monk, called moral or human values. It is the
a leading thinker in the educational business of education to develop
field and the spirit behind the number certain desirable human values in the
of schools named after his teacher, Sri children.
Ramakrishna. Values are abstract. Any value
Swami Vivekananda asks (at needs time to take root and grow. It
Deoghar in 1900) rhetorically, ‘What is also needs training and guidance.
education? Is it book learning? No, is There is also a necessity for students
it diverse knowledge? Not even that. to realise at some stage of their
The training by which the current and education that it is his/her duty to
expression of will are brought under develop by consistent self-effort any
control and become fruitful is called value he or she desires to acquire.
education.’ While conversing with the
Need for Value Education
Raja of Khetri, a native prince of
Rajasthan, he gave another definition If one strives to strike a balance
of education as well. He said, between the individual and the society,
“Education is the manifestation of the one has to depend on good values.
perfection already in man.” Since 1939 committees and
These ideas that Swamiji gave to commissions have been set up. All
us have never been explored to their through there was honest intention of
fullest by educational planners of India. introducing value education based on
We cannot afford to ignore him or his religion, though there was no political
ideas anymore, especially at this will. As a result, nothing could be done.
juncture when the entire edifice of the Irrespective of whether there is a
state is about to breakdown and the scheme for value education or not,
system of values is being threatened every child while growing imbibes some
by the “sex-queen and the dollar-king”. values; a child cannot grow up in
Sri Ramakrishna often warned the vacuum. A child has before him many
coming generations about the perils of values, both good and bad. If at this
lust and gold. Today’s litany of problems stage good values are not introduced
proves the prophecy of these utterances. before him, the learner child will pick
up unhealthy ones. Indian society is
What are Values?
facing this danger. We are hesitating.
When special significance or meaning Our planners have failed to provide a
is attached to some objects or events, value system. While the child is trying
114 ● JOURNAL OF VALUE EDUCATION
scientific method and scientific attitude in his book, Evolution: The Modern
that are essential for persons in every Synthesis regarding this human stage
walk of life. Scientific method is the of evolution. In his view, human
basis of discovery, invention and evolution has ceased to be organic and
verification of hypotheses. Scientific has now become a psycho-social
attitude means open mindedness, evolution, since nature has endowed a
possessed of keen observation, a belief human being with the most versatile
in cause and effect relationship, a spirit organ, the cerebral system, with whose
of inquiry and disavowal of superstition help one can create any needed organs
and dogma. However, an immature faster than nature; a human being has
understanding of science has shattered taken over from the hands of nature
the belief of people in tradition, custom, the direction and control of further
religion and authority of all types evolution; to do this successfully, a
including rulers and men of religion. human being needs to develop and live
Scientists with a materialistic by a science of values; and what was
orientation question the science of natural selection at the pre-human
values. Science, they insist, deals with phase has now become psycho-social
the facts of the external world. It is selection or just social selection at the
value free. How can there be a science human stage, making human evolution
of values then? Vedanta answers this primarily cultural and only secondarily
by saying that science that deals with organic.
matter is ‘physical’. Its subject matter Thus without the association of
is facts of the external physical world only. values, one cannot deal with human
Vedanta states that science is not evolution. No question arises when one
limited by any particular set of facts. deals with pre-human evolution. But
Any body of facts can be studied at the human stage, if a man or a
scientifically. Love of truth, spirit of woman is to be the director of human
detachment,and the seeking mind of a evolution, he or she must have freedom
scientist are also facts, but they are and be guided by a value system. That
facts of the inner world of the scientist is where biology stands today.
and thus belong to the science of
Primacy of Science of Values in
values. They are very important for the
India
study of the external world. They are
values, i.e. facts of the inner world, Among the many urges and desires
along with love, compassion, spirit of that Indians have recognised from time
service and other series of values. Even immemorial, the science of values
physical science comes in its realm (dharma) gets a primacy of place. In
when it enters the field of biology in its India these urges are known as
phase of human evolution, where even purusharthas, which means ‘Purusena
the concept of evolutionary progress is arthiyate iti purushartha’, that which
a value-oriented term. is sought after by a human being. They
Sir Julian Huxley, an outstanding are divided into four all inclusive
biologist of the 20th century, points out categories, viz. dharma, artha, kama
116 ● JOURNAL OF VALUE EDUCATION
and moksha. Dharma or the science of No stable society can exist without
values is the first urge of human dharma, without the operation of
beings. Without it all the other urges ethical and moral values such as love,
will give society endless trouble; with truthfulness, justice, humanist
it the society will have everything and concern, tolerance, dedication,
every type of people without any strength, fearlessness, compassion,
trouble. When living in a society, one incorruptibility, service, capacity for
has to live with and relate to other team work, mutual helpfulness and
people. It cannot be ignored. Along with inner peace.
individuality, mutuality is the central
value in society. Therefore dharma Values that India Cherishes
comes first in order to regulate this In fact Gita (ch.16: 1-3) gives a set of
kind of mutuality in society in the fields values known as daivi sampatti, divine
of kama and artha for all in society. wealth, beginning with abhayam,
Value Dimensions fearlessness, and contrasts them with
the group of evil tendencies known as
Dharma has two dimensions: one is law asuri sampatti, demoniac wealth.
with its rules and regulations made by
Abhayam sattvasamsuddhih
the state, which is an exter nal jnanayoga vyavasthitih;
imposition and has a legal dimension
Danam damasoa yajnasoa
to it; the second is moral and ethical
svadhyayastapa arjavam
awareness, where the science of values
steps in. It has a spiritual dimension Fearlessness, purity of mind,
to it. Unless society makes the legal establishing oneself in the yoga of
and spiritual aspects compatible, there knowledge, charity, control of the
is always a possibility of lopsided senses, sacrifice, study, austerity,
development. When we live in a society, uprightness.
some regulations are necessary to Ahimsa satyamakrodah tyaga
ensure healthy human interactions so santirapaisunam;
Daya bhutesvaloluptvam mardavam
that all members of a society get the
hriraropalam
benefit. That can happen when the
legal and spiritual values combine. Out Non-injury, truth, absence of
of these, the internal moral anger, renunciation, tranquillity,
consciousness is more important, absence of calumny, compassion to
because it helps us observe the law beings, non-covetousness, gentleness,
more honestly and spontaneously. modesty, absence of fickleness.
Observance of laws then becomes for Tejah kshama dhritih saucam adroho
the good of the society. This is how natimanita;
justice enriches society, ensuring Bhavanti sampadam daivim abhijatasya
general satisfaction and happiness, bharata
even if in some aspects the social Boldness, forgiveness, fortitude,
conditions are hard. No one can give purity, absence of hatred, absence of
us moral awareness. We have to secure pride; these values belong to one born
it by ourselves. for the divine state, 0 descendent of
VALUE EDUCATION IN SECONDARY SCHOOLS: METHODOLOGY ● 117
Everybody must love one’s neighbour. quite quickly. Moreover, the normal
Theorem 2: The moral law: ‘Do unto tendency of this age group is to test
others as you would like them do unto the established system of values. If it
you’. passes the test, they accept it,
otherwise they reject it and bring
Data: A and B are two individuals
instead a whole set of values that would
desiring co-existence and peaceful
be contemporaneous.
living.
Modern educators and teachers are
Required to prove: A and B have to best advised to develop methods that
behave towards each other in a would bring out from within the learner
mutually acceptable way, that which child or adolescent various ideas about
is helpful co-existence. values. A suitable way is to resort to
Proof: the problem solving process. In this the
(i) A and B desire co-existence and students are made to think and treat
peace (data) various aspects of the question of
values as a problem and to find
(ii) Sometimes B hates A and A
solutions to it. Swami Vivekananda
reciprocates; vice versa is true
also appreciated this idea. He said, ‘Let
(postulate 5)
men think, a clod of earth cannot
(iii) A does not like to be hated by B, think’. However, extreme caution must
and B does not like to be hated by be maintained not to go into the
A (postulate 4) evaluative mould, as the method
(iv) A loves B and B reciprocates involves giving a learner enough room
(postulate 5) to think and veer him towards the
(v) B loves A and A reciprocates cherished values but not before he is
(postulate 5) ready to do so. A premature imposition
(vi) A and B realise that whatever of our thinking on the learner may lead
action one does not like the other to rejection. That will indeed be a
to do, he himself should avoid setback to the whole process of value
(postulates 1 and 4). education.
In any discussion two questions
Do unto others as you would like them that should be routinely asked are:
do unto you.
The parable of the Good Samaritan (i) What are the values involved?
is a possible supplement to Theorem (ii) Who is affected by the values?
2.
Some methods are discussed
It is possible similarly to derive
below:
many other moral laws, if tried.
Group Discussion Methods Brainstorming
Educators might have often witnessed It was the brainchild of Alex Osborne.
the phenomenon that adolescent boys It is a group technique but individuals
do not respond to commandments can also use it. The brainstormer takes
120 ● JOURNAL OF VALUE EDUCATION
J.N. SHARMA**
Abstract
The author is of the opinion that value education may be imparted through
direct as well as indirect methods. This paper highlights that value development
has to go through five stages, viz. knowledge, making judgement, belief, action
and reflection. It identifies specific values and suggests activities to develop
them through daily school routines. The paper ends with listing of value-related
school activities as the minimum programme for schools. The author believes
that generation of the 21st century must develop reverence for Indian epics,
saints, sages and freedom fighters to highlight the pride of ancient India; then
only can we inject social values in the society.
* Reproduced from the book entitled Value Education in Indian Schools: Experiences and Strategies
of Implementation, NCERT, New Delhi, 2003.
** Education Consultant, Bharatiya Vidya Bhawan, New Delhi.
MINIMUM PROGRAMME ON VALUE EDUCATION IN SCHOOLS ● 123
Primary Level
Values Activities
Middle Level
Values Activities
Secondary Level
Values Activities
Value Education through Curricular for elders, concern for welfare of others,
Activities to take less profit, punctuality etc.
Textbooks in language courses, viz. Value Education through Co-
Hindi, English, Sanskrit etc, may be curricular Activities
so designed as to contribute to the
inculcation of right attitudes and The basic values to be promoted among
interests, and the basic human values students up to senior secondary stage
like compassion, honesty, tolerance may include: self-decision, self-
etc. Language textbooks should contain realisation and self-confidence. These
stories providing moral knowledge and can be achieved by adopting certain
present belief in consonance with systematic approaches through
cherished values. Similarly, teaching morning assembly, yoga, meditation,
of social sciences and natural science debates, scouting etc.
subjects should promote values and
Minimum Programme for Schools
ideals of humanism and democracy.
While teaching mathematics, examples In the school environment of present
chosen may be such as to bring in focus day, it has become necessary for all
the moral or human values like respect schools and teachers to plan a
MINIMUM PROGRAMME ON VALUE EDUCATION IN SCHOOLS ● 127
R.P. PERERA**
Abstract
This paper is based on a UNESCO publication entitled Learning the Way of
Peace: A Teachers’ Guide to Peace Education, which was developed as an
outcome of a UNESCO Regional Seminar, held in Colombo, Sri Lanka during
3-5 January 2001. The crucial role of teachers in imparting education is
universally recognised. The guide also targets the teachers as peace educators,
through an integrated and holistic approach in all subjects taught in the schools
and teacher education institutions. The guidebook comprises 20 chapters
divided into four parts: Part I deals with the nature and concept of peace
education; Part II contains peace values in school curricula; Part III is about
developing peace education staff and reducing violence in school; and Part IV
deals with thematic models for peace education. The author believes that the
guidebook may help a teacher as a peace educator to select appropriate
learning activities in all subjects, which would be interesting, well-structured,
meaningful, challenging and inspiring. By using the methodology proposed in
the guide, a teacher will be able to promote appropriate values, attitudes and
behaviours among students, and thus target the future generation towards a
culture of peace and non-violence.
* Reproduced from the book entitled Value Education in Indian Schools: Experiences and Strategies
of Implementation, NCERT, New Delhi, 2003.
** Chief Administrator and Programme Officer for Culture, UNESCO, New Delhi.
130 ● JOURNAL OF VALUE EDUCATION
* Excerpted from the book entitled Annotated Bibliography on Value Education in India, NCERT,
New Delhi, 2002.
132 ● JOURNAL OF VALUE EDUCATION
morality. The authors point out that marriage. Using a 2 (urban vs rural) x
guna theory has deep relevance in the 2 (joint vs nuclear family) x 2 (early vs
face of egoistical, contractual or legal late marriage) factorial design, 200
values. which so often define the married women (aged 15-25 years)
parameters of western management. completed the personal scale (Sherry
and Verma) and a personal biodata
Chakraborty, S.K. (2000a). The
sheet. Analysis of variance revealed
feminine dimension of human values:
significant main effects of type of area
A journey with Tagore and others.
of aesthetic, hedonistic, and health
Journal of Human Values, 6 (1), 39-49.
values; of the type of family on health
The article focuses on the feminine values; and of marriage and age on
dimension of human values. The knowledge and health values. The
thoughts of Tagore primarily and to a implications of the findings in terms of
lesser degree those of Vivekananda, women’s empowerment for facing the
Gandhi and sister Nivedita have been challenges of socIety have been
highlighted. The feminine human dIscussed.
values are embodied in motherhood. Dagar, B.S., & Dhull, I. (1997). A case
holiness. purity. charity, prayer, for value-oriented education. University
unselfishness, sacrifice. forgiveness News, 35 (29), 10-11.
and the like. Tagore stressed more on
the values of stability and harmony; The article stresses that value
Vivekananda laid more emphasis on education and moral education in
holiness and purity; and for Gandhi the particular constitute the sine qua non
woman is the incarnation of ahimsa of education. Moral education is often
and infinite love. The author stresses misinterpreted in terms of religious
that the wise and sacred traditions of education, though they are distinct.
the past, filtered through the The mode of moral education is
perceptions of Tagore, Gandhi and suggested, keeping in view its form and
others. should be accorded prominent concept. It is emphasised that moral
place for learning and designing a traits cannot be effectively inculcated
mentally healthy and strong human by direct instructions. The problems of
society. treating moral education as a separate
subject have been discussed.
Chauhan, V.L., & Kothari, P. (1997). Orientation of all working teachers via
Personal values: A motivator for special seminars, and conduction of
women’s empower ment. Indian orientation courses on moral education
Psychological Abstracts and Reviews, are a prerequisite for including moral
4 (1), 150. [Full article in Praachi education as a subject.
Journal of Psycho-cultural Dimensions,
1996, 12 (2), 129-135]. Devi, B. (2000). The degradation of
moral values among the youth in
The paper explored the value patterns Manipur. ECHO, a quarterly publication
of urban and rural women as a function of Manipur University Students’ Union,
of the type of family and age at 9 (4), 23-24.
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The author highlights the degradation Dhokalia, R.P. (1999). Human duties
of moral values among the youth of and global values: A perspective of new
Manipur. She defines moral values orientation in teacher education. The
which, according to her, are always Indian Journal for Teacher Education,
associated with the social norms of a 2 (l), 31-38.
particular community. She highlights
In this paper the importance of human
the different factors that are directly
duties for the attainment of global
or indirectly responsible for the
values has been highlighted. The global
degradation of morality among the
values refer to the universal moral
youth of Manipur. Socio-religious
values such as compassion, charity,
factors, educational factors, the role
self-control, human rights, democracy,
played by media, family structure,
fraternity, etc. The contributions of
alcohol, drugs and corruption are the
Plato, Radhakrishnan and others in the
factors she thinks are responsible for
field of education have been discussed,
the erosion of values among the youth.
emphasising that a fruitful system of
Dhand, H. (l998). Comprehensive peace education is essential for the
education in schools. Journal of Indian cultivation of these values which
Education, 24 (1), 5-11. pr ovide the foundation for the
technological society of the 21st
The article discusses the objectives of century. The teacher plays a
peace education to develop skills, constructive and positive role in it,
knowledge, awareness, attitudes and particularly the teacher at the lower
values among students for becoming level of schooling including pre-
effective citizens. Education for peace nursery.
is an attempt to respond to the
problems of conflict, poverty, pollution, Fernandes, G., & Dass, M. (2000).
human rights. and nuclear arms race, Teaching social work values and ethical
which affect the consciousness of decision making. The Indian Journal of
school children. It develops values of Social Work, 61(2), 269-284.
self-respect, respect for others, human The article emphasises that teaching
rights, open-mindedness, peaceful social-work values for ethical decision-
coexistence. justice, and tolerance. A making and conduct contributes
few guidelines to run a successful towards building of a work force of
peace programme and to implement responsible professionals. The first part
comprehensive peace education in is a brief theoretical overview of social-
schools have been suggested. Students work values and their teaching. The
should learn about strategies for second part provides guidelines for the
attaining peace. Peace education process of ethical decision-making with
should be included in all subjects and the help of case studies of ethical
all aspects of the school. The success dilemmas and conflicting values. It also
of the programme is directly related to provides an analysis of the decisions
the sincere commitment of teachers, made by professionals and the
administrations, and supporting staff. outcomes thereof.
134 ● JOURNAL OF VALUE EDUCATION
toward promoting social and human asserted that we should not neglect our
welfare. The author states that moral values and civilisational values
researches on locus of control and that were advocated by these thinkers.
distributive justice indicate that Students should learn values, namely
psychology can be made more inner discipline, self-restraint, sense of
meaningful for the Indian society by fraternity, secularism, humanism, etc.
emphasising the implications of Voluntary organisations, teachers,
research findings for moral thinking parents, and social workers should
within our culture in terms of “ought” solve moral crisis. Students can create
and “should” in social behaviour. The a society that can lead to freedom from
author asserts that remaining neutral submission, anxiety, and exploitation.
or value free in the name of being Michael, S. (1996). Science, ignorance
scientific or adapting the values of and human values. Journal of Human
other cultures is bound to lead to an Values, 2 (1), 67-81.
inactive and ineffective psychology.
The paper attempts to establish that
Mathur, O.P. (1998). The roots of ignorance is a necessary condition for
tolerance and ‘The Great Indian Novel’. science to have a purpose, just as it is
Language Forum, 24 (1-2), 41-49. a pre-condition for any kind of
The article highlights the importance intentional learning. The author argues
of tolerance and emphasises that it is that those who find intrinsic value in
an inalienable part of the Indian science must necessarily attribute
concept of ‘Dharma’. Indian beliefs positive value to ignorance. He presents
provide a massive foundation for a a number of ways in which scientific
positive concept of ‘Dharma’, where ignorance may be positively valued by
love, justice, tolerance, duty, etc. merge scientists and non-scientists, and lays
into a rounded whole. ‘A Note on down a framework for discussing
Dharma’ by Shashi Tharoor given at ignorance. Accountability and its
the end of The Great Indian Novel is the attendent performance measures can
bedrock of this article. A comparative provide ways of combating some
analysis of Mahabharata’s politics and varieties of ignorance. The paper is
persisting political scenario has been concluded with remarks that at least
presented in the novel. some sectors of society may be moving
towards a realisation that many kinds
Mehta, J. S. (1997). The moral crisis of of ignorance are irreducible. A
the modern world. University News, 35 recognition of the need for scientists
(41), 15-18. to cultivate their particular type of
The paper highlights the moral crisis purposive ignorance has been
at various levels such as international, highlighted.
national, and ecological, in the modern Narayanan, S., Shantha Kumar, D. K.,
world. The philosophy of Hindu and Rao, K. S., & Kumar, K. G. (1994).
Jain religions, and of Gandhi and Value orientation among Indian and
Nehru has been discussed. It is Singapore business students. Indian
138 ● JOURNAL OF VALUE EDUCATION
Pradhan, N.N., & Panda, A.K. (1997). violence as a cultural and spiritual
Moral judgement of tribal secondary value on individual level. In Hinduism,
school children in relation to their sex. Ahimsa (non-violence) was taken as one
Indian Psychological Abstracts and of the five mahavratas (great vows).
Reviews, 4 (2), 271. [Full article in Buddhism also highlights the
Indian Jour nal of Psychology and importance of non-violence. T o
Education, 1996, 27 (1), 21-25]. conclude, author states that whenever
the real problem of resistance against
The study explores the effects of tribal/
injustice and inequalities on social
non-tribal status and sex on moral
scale was thought of, the concept of
judgement and attainment of
satyagraha served as an effective
autonomous level of moral judgement
means of fight against all kinds of
among 42 tribal (17 boys and 25 girls)
injustices and even as a means of
and 58 non-tribal (40 boys and 18 girls)
national liberation, as enunciated and
children studying in class IX of three
developed by Mahatma Gandhi.
schools in the district of Koraput
(Orissa). Findings revealed that the Rani, S. (1996). Approaches to value
differences between both tribals and education and the role of the school
non-tribals and between the sexes had and the curriculum. University News,
significant effects on moral judgement 34 (12), 8-11.
in school children. Tribals compared
Citing examples from ancient Indian
to non-tribals, and boys compared to
tradition, the author lays stress on the
girls were at a higher stage of moral
importance of value education and
judgement. Differences in neither sex
expresses concern over its falling
nor between tribals and non-tribals
status. Three psychological
had a significant effect on the
approaches, viz. psycho-analytic,
autonomous level of moral judgement.
cognitive development, and learning
Pradhan, R.C. (1997). Violence, non- theories for value development have
violence and satyagraha: The Gita- been suggested. The schools and the
Gandhi perspective. Gandhi Marg, 19 curriculum should follow the approach
(1), 19-33. for value education as suggested by
John Dewey, i.e. to discuss values
The paper primarily focuses on the
rather than forcing them on children.
issues related to violence, non-violence,
The author also presents some ways
and satyagrah in the Gita-Gandhi
of organising value education as
perspective. The perspective of Gita on
suggested by John Wilson and Blackham.
the issues of violence and non-violence
is delineated. The paper has five parts. Rao, G. B., Reddy, K. S., & Samiuliah,
Besides a discussion on the relevance S. (1997). Behaviour activity profiles
of the Gita-Gandhi perspective, the and work values of employees. Indian
author highlights the importance of Psychological Abstracts and Reviews, 4
non-violence. The author thus (1), 113. [Full article in Social Science
comprehends the importance of non- International, 1997, 13 (1&2), 19-24].
140 ● JOURNAL OF VALUE EDUCATION
The study investigated the differences, Rege, M.P. (l998). The song divine and
if any, between hardcore Type ‘A’ and the secular educational system. New
Type ‘B’ individuals in respect of their Quest, 127, 4.
preference for different work values. A The author has presented an analytical
sample of 120 subjects from three criticism of inclusion of religious
different business organisations took teachings to inculcate values among
the Behavioural Activity Profile children. Pointing out the fact that of
(Friedman and Rosenman, 1950) and late the government has been laying
the Work Values Inventory (Super, great stress in value education, he has
1957). Results showed that there were cited the examples of Maharashtra,
significant differences between the two where the learning of Gita and
types of individuals in the following Jnaneswari has been made compulsory
work values: creativity, management, for the Hindu students. The author
supervisory relations, security, does not favour the use of religious
prestige, independence, variety, books to inculcate values among the
economic returns, altruism, and children. Although he accepts that
intellectual stimulation. there are many things to learn from
Ravindranathan, M.N. (1997). A study these books, he considers that these
of the attitude of the primary school should be at the individual level, as it
teachers of Udupi town towards goes against the secular fabric of the
educational, economic and religious nation. Citing an example, that one of
aspects of life. The Progress oj the values that has been identified by
Education, 25 (3), 111-118. the government was the equality of
sexes, whereas in the religious books
The objective of the article was to study like Gita and Quran, women are
the attitude of primary school teachers referred to as second-category
towards various educational, economic individuals.
and religious aspects of life. From the
analysis, it was revealed that the Ronald, A. (1997). Value issues
majority of the primary school teachers involving Western psychoanalysts with
of the Udupi town were modern in their Asian patients. Indian Psychological
attitude towards educational, economic Abstracts and Reviews, 4 (2), 358. [Full
and religious dimensions of life. Thus article in Journal of the American
the intensity of the modern influences Academy of Psychoanalysis, 1995, 23
on all aspects of life of the young (2), 283-292].
children at the school level would be The paper discusses the importance of
more, because a majority of the taking into consideration value issues
teachers are modern in their outlook in psychoanalysis (rooted in western
on all dimensions of life that have been perspective) with Asian patients. Four
examined. The sample of 25 primary clinical case studies of patients from
school teachers was selected at random India and Japan were used for analysis.
from three schools of the northern zone It has been argued that norms of
of the Udupi town. dependency and interdependency,
SELECTED ANNOTATED BIBLIOGRAPHY OF JOURNAL ARTICLES ON VALUE EDUCATION ● 141
changing time and values, science and geography, literary and sensual
values, religion and values etc. Role of teaching, have been highlighted for the
education for moral upliftment has also ‘how’ aspect of moral education. The
been stressed. The importance of author asserts the importance of
school environment, curricular preservation of culture in which values
activities, social interactions, learning- can develop. For this purpose co-
thinking activities, presentation styles, operation of family, school and
models in history and teaching of community is needed.