Morals

• Morals are the welfare principles enunciated by the wise

people, based on their experience and wisdom.
• They were edited, changed or modified or evolved to suit
the geography of the region, rulers (dynasty), and in
accordance with development of knowledge in science
and technology and with time.
• Morality is concerned with principles and practices of morals
such as:
a) What ought or ought not to be done in a given situation?
b) What is right or wrong about the handling of a situation? And
c) What is good or bad about the people, policies, and ideals
involved?
 VALUES
• A value is defined as a principle that promotes well-being or
prevents harm.
OR
• Values are our guidelines for our success—our paradigm about
what is acceptable.
 Professional ethics
• Professional ethics, as opposed to personal values and
morality, is a set of ethical standards and values a practicing
engineer is required to follow.
• It sets the standards for professional practice, and is only
learned in a professional school or while practicing one’s own
profession.
 Value education
• ‘what is valuable’ for human happiness is called value
education.
• Character oriented education that instills basic values and
ethnic values in one’s psyche is called ‘Value Based
Education’.
• Value education enables us to understand our needs and
visualize our goals correctly and also helps to remove our
confusions and contradictions and bring harmony at all levels.
 Need for value education
1. Correct identification of our aspirations.
2. Understanding universal human values to fulfill our
aspirations in continuity.
3. Complementarity of values and skills.
4. Evaluation of our beliefs.
5. Technology and human values.
 Basic guidelines for value education
• Universal: It needs to be applicable to all the human beings irrespective of
cast, creed, nationalities, religion, etc., for all times and regions.
• Rational: It has to appeal to human reasoning. It has to be amenable to
reasoning and not based on dogmas or blind beliefs.
• Natural and verifiable: It has to be naturally acceptable to the human
being who goes through the course and when we live on the basis of such
values it leads to our happiness. It needs to be experientially verifiable, and
not based on dogmas, beliefs or assumptions.
• All encompassing: Value education is aimed at transforming our
consciousness and living. Hence, it needs to cover all the dimensions
(thought, behaviour, work and realization) and levels (individual, family,
society, nature and existence) of human life and profession.
• Leading to harmony: The value education ultimately is targeted to
promote harmony within the individual, among human beings and with
nature.