Value Based Education The Need Of The Time
Meaning of Value Education: value Education refers to planned educational actions
aimed at the development of proper attitudes, values, emotions and behavior patterns of the learners. Value Education is the education that is concerned with the transformation of an individual's personality.
(i) Value lop: A crisis of values in our social and political life. Neglect shown to basic values like honesty and integrity_, for example, in personal and public life, has become a matter of grievous meaning. Crime, violence, cruelty, greed and apathy to human suffering have spread to all aspects of our life-- political, economic and social. Pursuit of material wealth and selfish ends at any cost has become ultimate aim of life. There is great crisis in politics and crisis in colleges. Recent episode of law students fighting between them in Law College premises in Chennai is abominable. Is there any example needed to point out the value crisis of today. How are they going to save our nation with this kind of attitude? How are they going to bring justice to our nation? Is it believable when reading about a colonel who served the army for many decades has had links with terrorists in India in the News paper? Doctor who was caught by police in North India for murdering her own child recently spread shock waves. Students of Information Technology and senior executives of software industries who have links with terrorists in our country baffle our mind.
ii) Education equated with Transformation of Knowledge: Education is a process of initiating the learner to good life. But today in education primary importance is given to transmission of knowledge and cultivation of occupational skills. That is alright in one sense. Is education aimed at character-building in the learners? But in the present day system of education there seems to be a "moral vacuum". As Gandhi pointed out, education without character, leads to criminality; educated persons have wider opportunities to indulge in crimes and that too committing them most efficiently and technically
(ii) Spread of Offended Culture: The value of truth, selflessness and service to fellow human beings are vanishing from our life. People started believing that "might is right" and through physical force alone problems could be solved.
(iii) No Social Meaning: Today one sees everywhere grossness and general insensitivity to finer feelings with the sole object of life being to make oneself as comfortable materially as one can. Sensitivity to sufferings of fellow human-being is lacking in most of us and it is very rare to see people with social concern. Our physical environment rivers, mountains, forests, plant and animal life-is getting increasingly polluted, and depleted of its resources.
(iv)Disinterest to National Welfare: Narrow mindedness, communalist, linguistic and rationalistic outlooks have divided the people and come in the way of developing a unified national and international outlook.
All these problems cannot be effectively tackled through narrow piece meal efforts. What we need under the present circumstances is a drastic change in our very outlook on life, which could be brought about by value education, imparted systematically right from the primary level.
In today's schools and colleges we see a large number of teachers or Guider who are more after making money by fair or foul means. Such unscrupulous teachers make a fast buck through indifference in classroom teaching and conducting mass private tuition classes. This has led to all sorts of malpractices in examinations.
Some of the teachers are addicted to smoking, drinking alcohol and even gambling. How can such teachers be entrusted with teaching great values to the students who are future nation builders?
This objection or doubt is valid; but the step does not lie in giving up value education. We are in a cunning circle unless we decode values in school life and college life we can not get value-oriented teachers in future. On the other hand so long as teachers with bad habits are working in schools and colleges, value education cannot be effectively carried out. Since because a number of teachers are confuse with English, have we stopped the teaching of English in schools and colleges? Therefore the realistic solution lies in the development of appropriate curriculum in value education and the relevant training course for teachers to handle the same in a practical way.
-Mahatma Gandhi
Just in case you believe that great social problems are beyond your scope, consider this story: God said to me: Your task is to build a better world. I answered: How can I do that? The world is such a large, vast place, so complicated now, and I am so small and useless. There nothing I can do. But God in his great wisdom said: Just build a better you.
- Anonymous
It is the profit that is in the mind of the management as well as the learners. When such is the case, where is the value for value education? Students do not evaluate their potential and capabilities and their strength and weakness before they take important decisions such as choosing of their career- courses which later becomes their entanglement of life.
Acquired values are those external values adopted at your "place of birth" or "place of growth" and
are influenced by the immediate environment. Examples of acquired values are one's mode of dress, the way you bless, cultural customs, traditions, habits and tendencies.
The main causes of moral degeneration are:
- Lack of respect for the sanctity of human life.
- Breakdown of parental control of children in families
- Lack of respect for authority, seen through the brazen breaking of the law and
Total disregard for rules and regulations
- Crime and corruption
- Abuse of alcohol and drugs
- Abuse of women and children, and other vulnerable members of society.
- Lack of respect for other people and property.
To solve all these type problems it is necessary to know the main causes of the above problems. We know today children are tomorrow's citizens. If we give good education to the present day children, the future of the next generations will be well. My opinion education is the solution for all types of the problems.
As Gandhi ji advised the inmates of Sabarmati Ashram on the practice of the following values in their day-
to-day life:
1. Ahimsa
2. Non-stealing
3. Non-possession
4. Swadeshi
5. Manual work
6. Fearlessness
7. Truth
8. Chastity
9. Equality of religion
10. Removal of untouchability
11. Control of palate
Important life goals and personal characteristics:
Life goals and Personal characteristics are very necessary for all types of persons in the society.
Life Goals:
- A world at peace (free of war and conflict)
- Freedom (independence, free choice)
- Wisdom (a mature understanding of life)
- Happiness (contentedness)
- An exciting life (a stimulating, active life)
- Equality (brotherhood, equal opportunity for all)
- A comfortable life (a prosperous life)
- Self-respect (self-esteem, feeling good about yourself)
- Salvation (religiously saved, eternal life)
- Mature love (sexual & spiritual intimacy)
- Social recognition (respect, admiration)
- A sense of accomplishment (I've made a lasting contribution)
- Family security (taking care of loved ones)
- True friendship (close companionship)
- A world of beauty (beauty of nature and the arts)
- Inner harmony (freedom from inner conflict)
- Pleasure (an enjoyable, leisurely life)
- National security (protection from attack)
Personal Characteristics:
- Self-controlled (thinks first, restrained, self-disciplined)
- Honest (sincere, truthful, disclosing)
- Loving (affectionate, tender, caring)
- Ambitious (hard working, aspiring)
- Cheerful (lighthearted, joyful)
- Responsible (dependable, reliable)
- Independent (self-reliant, sufficient)
- Broad-minded (open-minded, able to see other viewpoints)
- Polite (courteous, well mannered)
- Forgiving (willing to pardon others)
- Intellectual (intelligent, reflective, knowledgeable)
- Helpful (working for the welfare of others)
- Obedient (dutiful, respectful)
- Capable (competent, effective, skillful)
- Logical (consistent, rational, aware of reality)
- Clean (neat, tidy)
- Imaginative (daring, creative)
- Courageous (standing up for your beliefs, strong)
Hogan (1973) believes that moral behavior is determined by five factors: (1) Socialization: becoming aware as a child of society's and parents' rules of conduct for being good. (2) Moral
judgment: learning to think reasonably about our own ethics and deliberately deciding on our own
moral standards. (3) Moral feelings: the internalization of our moral beliefs to the degree that we feel shame and guilt when we fail to do what we "should." (4) Empathy: the awareness of other people's situation, feelings, and needs so that one is compelled to help those in need. (5) Confidence and knowledge: knowing the steps involved in helping others and believing that one is responsible for and capable of helping.
by: govindam
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