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MODULE 1: INTRODUCTION TO VALUE EDUCATION

LECTURE 1: Understanding the need, basic


guidelines, content and process for Value
Education
INTRODUCTORY LECTURE
 Introduction of the Teacher.

 Students introduction will be in Practice Session – 1(PS1).

 Introduction of the course objective, course methodology, course


structure, brief overview of the course contents.

 Orientational guidelines as how to participate in this course.

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EXPECTATIONS FROM THE STUDENTS
 Appreciating the importance

 Listening rather than just hearing

 Questioning one’s own belief

 Focusing on Meanings rather than Words

 Avoid jumping to readymade solutions.

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Topics to be covered in Lecture-1
 1.1 Need for Value Education

 1.2 Basic Guidelines for Value Education

 1.3 Content of Value Education

 1.4 Process of Value Education

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Need for Value Education
 All Human Beings continuously aspire for a Happy Life, a fulfilling and
successful life.

 The purpose of Education is to provide adequate competence to


actualize this aspiration.

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Expectations from Education
 Education should prepare the student for:
 Understanding ‘what to do’ – What is VALUABLE , as a human being
and
 Learning ‘how to do’ – skills, technology

 Are both required or we can do with just one of them?

 Both are important

 What would be the priority between these two?

 The Priority is
 Understanding ‘what to do’, then  Value Education
 Learning ‘how to do’ and Doing  Technical Education

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The Current Priority: Learning ‘how to do’
 Knowingly or unknowingly, our education has become skill-biased.
There is almost no input on values.

 So while we progress in skills, develop & use new technologies, we


are unable to ensure ethical use of the technology…

 Science and technology can only help to provide the means to


achieve what is considered valuable.

 It is not within the scope of Science and technology to provide the


competence of deciding what really is Valuable.

 Value Education is a crucial missing link in the present Education


system. Because of this deficiency, most of our efforts may prove to
be wrong and serious crises at the individual, societal and
environmental level.

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The Need for Value Education
 We saw that the first issue is that we need to understand “what to
do”? And we need to learn “how to do it”?

 To understand “what to do”, we need Value Education

 Second, in order to ensure this we need to get into the details of


things, for which we need a holistic perspective

 To develop a holistic perspective, we need Value Education

 So, that is the need of Value Education

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Guidelines for Value Education
1. Universal – all time, all place, all individuals. Not sectarian. E.g.
Respect

2. Rational – logical, appeals to human reasoning. It must be


possible to discuss & ask questions. Not do’s & don’ts

3. Natural – Naturally Acceptable to human being &


there is provision in Nature for its fulfilment

4. Verifiable – through one’s own Natural Acceptance as well as


in one’s experience. Not mystical

5. All Encompassing – covering all aspects of life; of human existence

6. Leading to
Harmony in living – among human beings and with nature. Humanistic

Based on the inputs of MHRD

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Content of Value Education
 What are Human Values?
 Value of any unit in this existence is its participation in the larger order
of which it is a part.
 E.g: Value of a pen is that it can write.
 Here writing is the participation of the pen in the bigger order in which
pen, paper, human being, all are present.
 Value of an eye is that it can be used for seeing.
 Value of a spinach plant is that it gives nutrition to animals and
humans.
 What is the Value of a Human Being?
 In order to understand Human Values, we need to study human
beings along with all that is there in the existence (human beings,
plants, air, water, soil, animals, birds etc.) and the role of Human being
in the relationship with each unit in the existence.

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Content of Value Education
1. Universal – all time, all place, all individuals
2. Rational – logical, appeals to human reasoning
3. Natural – Naturally Acceptable to every human being & there is
every provision in Nature for its Fulfilment
4. Verifiable – through one’s own Natural Acceptance as well as
Experience in Living
5. All Encompassing – covering all aspects of human existence
6. Leading to Harmony – among human beings and with nature

Based on the inputs of MHRD


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Content of Value Education
 All Encompassing

 Covers all 4 dimensions as an Individual:


 Thought
 Behaviour
 Work
 Understanding/Realization
Eg. In Thought – we want to have clarity (a state of resolution,
solution) NOT confusion (a state of problem)

 Covers all 4 levels as a Society:


 Individual
 Family
 Society
 Nature/Existence
Eg. As a Society – we want Fearlessness / Trust
NOT fear (due to mistrust / opposition)
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Process of Value Education
1. Universal – all time, all place, all individuals
2. Rational – logical, appeals to human reasoning
3. Natural – Naturally Acceptable to every human being & there is
every provision in Nature for its Fulfilment
4. Verifiable – through one’s own Natural Acceptance as well as
Experience in Living
5. All Encompassing – covering all aspects of human existence
6. Leading to Harmony – among human beings and with nature

Based on the inputs of MHRD


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Process of Value Education – Self Exploration
 Whatever is said is a Proposal (Do not assume it to be true)
 Verify it on Your Own Right – on the basis of your Natural Acceptance

 It is a process of Dialogue
 A dialogue between me and you, to start with
 It soon becomes a dialogue within your own self

izLrko gS ¼ekuas ugha½


tk¡pas & Lo;a ds vk/kkj ijA
viuh lgt LohÑfr ds vk/kkj ijA

;g laokn dh izfØ;k gSA


;g laokn vkids vkSj esjs chp 'kq: gksrk gS] fQj vki eas pyus
yxrk gSA
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Value Education Moral Education
Proposal, Self Verification Do’s & Don'ts

Understanding, Knowing Preconditioning, Assuming

Self Motivated Externally Motivated, Conditional


- Self Discipline (Swa-anushasan) - Fear
- Swatantrata - Incentive

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Natural Acceptance Acceptance
Given independent choice, what Under the given circumstances,
is acceptable naturally what one ends up accepting

Natural Acceptance Peer pressure, conditioning


Sensation
Acceptance
E.g. E.g.
Relationship Sometimes relationship,
sometimes opposition

Food for health Sometimes food for health,


sometimes food for taste

Mobile for communication Sometimes for communication,


sometimes for respect, show-off
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Status of Human Values in Higher Education – July 2013
2005 IIIT Hyderabad (AP)
2006 IIT Kanpur (UP)
2009 GBTU & MTU [ 700 Colleges]
2011 PTU (Punjab) [ 325 Colleges]

2012 HPTU, Hamirpur (HP) [ 46 Colleges]

2013 Royal University of Bhutan [ 11 Colleges]


2013 JNKVV, Jabalpur (MP) [ 6 Colleges]
2013 RVSKVV, Gwalior (MP) [ 2 Colleges]
Commissionerate of Higher Education, Andhra Pradesh
[approx. 200Degree Colleges in Andhra Pradesh ]

2013 K L UNIVERSITY, Andhra Pradesh

2015 JNTU, Hyderabad (AP) [ 462 Colleges]

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HE President Dr. APJ Abdul Kalam’s Message to the Nation – 2006
Dr. Kalam, the then President of India, had 4
personal discussions about this,
recognized its potential and spoke about
the effort in his address to the nation on
the eve of Independence Day in Aug 2006

“… being practiced by Prof Ganesh Bagaria, … Prof Rajeev Sangal…


and their teams … [it] is a ‘teachable human value based skill’… This
process of imparting self-knowledge would promote a learning
atmosphere, where this whole movement of inquiry into knowledge, into
oneself, into the possibility of something beyond knowledge would bring
about naturally a psychological revolution.. From this comes inevitably
a totally different order in human relationship and therefore society
as a whole. The intelligent understanding of this process itself can
bring about a profound change in the consciousness of
mankind…” (VIDEO 3 min)
Source: http://www.indianembassy.ru/docs-htm/en/en_hp_win_official_direct_t075.htm Slide 26 of 27
Summary of Lecture-1
Need – To have the clarity about "what to do" / Human goal, Human
purpose, we need to know what is valuable for Human Being

Guidelines:
1. Universal – all time, all place, all individuals
2. Rational – logical, appeals to reasoning
3. Natural – to human being & to nature
4. Verifiable – through one’s own experience
5. All Encompassing – covering all aspects of human existence
6. Leading to Harmony – among human beings and with nature

Process

Content

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OUTCOMES OF THIS COURSE

 Students are able to understand vision for societal,


health, safety, legal and cultural issues and the
consequent responsibilities.

 Students are able to recognise their natural


acceptance to engage in independent and life-long
learning.

 Students are able to understand and Commitment


towards professional ethics and responsibilities.
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COURSE EVALUATION
EC Compone Duratio Mark Date Weightag Remarks
No nt n s e
(%)
1. Sessional- 90 min 20 5th March, out of two sessional
1 2014 20 exams, 75% of Best
Sessional + 25% of
2. Sessional- 90 min 20 19th April, Lowest Sessional will be
2 2014 considered for final 20
sessional marks

3. Practice Continu 10 - 10 In total 10 Practice


Session ous Sessions will be
conducted in the semester.
All Practice Sessions will
be conducted in the Class
room.

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4. Home Continu 5 - 5 Five Home
Assignment ous Assignments will
be given to
students in the
Semester.
5. Attendance Continuo 5 5
us
6. Comprehens - 60 60
ive
Examination
Total 100

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Thank you

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