UNIT 3 VALUE INTEGRATION

Structure
3.1 Intmduction
3.2 Objectives
3.3 Need for Value Integration
3.4 Values through Curriculum
3.4.1 The Formal Cumculum
3.4.2 The Informal Cumculum
3.4.3 The Hidden Curriculum

3.5 Pedagogy and Values

3.5.1 Integration of Values in the Teaching-Learning Process
3.5.2 A Support Framework for Teachers

3.6 Let Us Sum Up

3.7 Answers to Check Your Progress
3.8 Referer~ces

INTRODUCTION
Children learn values through different sources like home, school, religion, media
and other influences to which they are exposed. The values learnt from different
sources have a lasting impact on the children and shape their personality. This
need in the early growing years of the child transforms into a more autonomous
activity, at a later stage, wherein the individual begins to form value laden views.
Thus a structured personal value system emerges. Teachers at school play an
important role in this process of transformation. Teachers can respond to the
individual's need through the formal and informal curricular transactions. However
value oriented education should not be prescriptive in nature, i.e. it should not
I
comprise of dos and don'ts. Teachers should be able to inspire values in their
students, setting their own example of character and mastery of subject knowledge.
The actions themselves are not as important as the qualities underlying them, and
teachers are the transmitters of values through curricular transactions.
In this unit you will read about the need of integration of values in the school
curriculum. You will also understand how values can be integrated with different
school subjects, formally and informally.

3.2 OBJECTIVES
After reading this unit, you should be able to:
explain the need for integration of values in the school curriculum;
discuss the methods of value education in the school;
explain how values are woven in the informal curriculum of the child;
discuss value integration through the hidden curriculum; and
describe the methods of value integration in teaching .
 Vali~eIntegration
3.3 NEED FOR VALUE INTEGRATION
Education is considered as a major vehicle for inculcation of values among children.
It is a process of transmission of values, which helps them to lead a good life, in
accordance with societal aims. Therefore values form an integral part of the
school curriculum. Values are related to both the cognitive and affective domains
of human behaviour. Gaikwad (2004) explains the difference in the ways values
are learned in the western and eastern world. The western thought is characterized
by action, whereas in the east, reflection and contemplation are emphasized. The
exercise of thinking and examining one self is considered as the beginning of value
formation. Now even the western world is begiming to take keen interest in the
inner self. According to Socrates, "the unexarnined life is not worth living". Self
examination implies looking at the spiritual dimensions of life, at attitudes, values
and beliefs and is termed as spiritual, moral or character education. Role of the
teacher becomes crucial, as it is though curricular transactions of the teacher that
students will inculcate values. Hence the 'what' of curriculum becomes significant,
i.e. what content will be chosen to impart values to students. The values need to
be integrated with the curricular process by the teacher. The need for integration
of values in the curricular transactions of the school has been expressed in the
context of India, by its leaders and thinkers. Dr. S Radhakrishnan emphasized and
expressed great faith in the Indian value system, when he remarked, "a civilization
is not built with brick and mortar or steel and machinery. It is built with men, their
quality and character". Anguished with the deepening value crisis in the Indian
society, Pandit Nehru set up the Sri Prakasa Cormnittee to recommend measures
to revive the value system through religious and moral education. The
recommendations of the committee placed great emphasis on the 'deliberate
inculcation of moral and spiritual values from the earliest years of our lives'. The
Education Commission (1964-66), suggested introduction of moral education at
all levels of education in a planned manner. The recommendations emphasized the
need to make education value oriented, since they attributed the cause of social
ethical conflicts to a weakening moral fabric of the youth (Taneja, V. R., 2003).
Value orientation needs to be integrated into the curricular and co-curricular
programmes of the school. The teaching approaches and strategies should be
structured in a way that students inculcate values.

3.4 VALUES THROUGH CURRICULUM

You learned about the different sources from which individuals imbibe values.
Some of these are outside the school and some sources are in the school. The
sources outside the school like society, home and media play a pivotal role in the
value development of the individual. Different societies and cultures evolve their
own norms and values of living from which the children imbibe their values,
attitudes and beliefs. Parents also make deliberate attempts to instill values in their
t:hildren through their child rearing practices, which can be authoritarian, democratic
or even non-interfering. Parental attitudes have a direct bearing on the extent of
rnoral autonomy developed by the child.
Children also learn values implicitly, rather than by obeying to the values dictated
by their parents. They are likely to develop those values and attitudes through the
parental behaviour they observe, instead of acquiring the values preached and not
practiced Such conflicting situations can create confusion in the mind of the child
aqd as a result problem for teachers and educators.
Value Development Through Inside the school children imbibe values through the curricular process and teacher
Curriculum student interactions. The prime concern of educators should be the content, i.e.
'What' is to be taught. Value development in the school depends on the curricular
content, how teachers organize and transact it. Values and moral learning also
occurs from the teacher student interaction, the extent of discipline exercised and
teacher reactions to student behaviour. Teachers share values with students through
the curriculum which is generally transacted in the following three ways -
9 Formal
n Informal and
m Hidden Curriculum.
A balanced teaching - learning strategy in the classroom will involve all the
approaches so as to achieve a common goal (Gaikwad, 2004).
Let us now examine how each approach helps to weave values in the children
through the educational process.

Check Your Progress 1

1. a) Give one reason to explain the need for value integration in the
school cuniculum?
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b) List the three curricular approaches through which values can be
inculcated in children
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3.4.1 Formal Curriculum A

Presently the educational institutions follow the traditional approach of morality,

by which a set of val~ltlesare transfened directly or indirectly: gently or harshly to e
the students, However, morai~zinpis rloe desirable since moralizing makes the
students either indifferent or loo confornling or too consentmg. The educative
process needs to be mulhiproxlged so as to be effective and bring the desired
results.
According to Ryan (1993), as cited by Gaikwad (2004), the ibrmal curriculum
is, "usually thought of as the school's pianned educational experiences - the
selection and organizzition of knowledge and skills from the universe of possible
choices". This has reference basically to tI.2 achicva.1ents in the cognitive domain
of int9gratrd I~aming.The values are interest in this process as well, viz. ipp the
ahm, curriculum, teaching fieth~dsinstitutiorr3.l climate, and inter human process.
Decisions about these aspects are value decisior~s.For example when educational
34 aims ar~zframed, they reflect thc universally aczepted values of the society md
*
 also of the individual. Education should strive to reflect the supremacy of the Value Integration I
human spirit, personal virtues endorsing values as enshrined in, "Saa Kdya yaa
vimuktaye ", ''Ecjla dadati vinayam ", "Vasudhaiv Kutumbakam" etc. Hence
the content that is transacted by the teacher is knowingly or unknowingly value
laden. There are some clarifications before we decide to make curricular provisions
for value education. The questions that need to be addressed in this context are:Is
moral education or value education a subject of instruction? Can it be time tabled
as a separate subject of study, like History, English etc or should issues of values
and morals be dealt with as they occur in the context? Are teachers to be
appointed as specialists in moral or values education, or is every teacher responsible
for value development of their students? Fenstermacher (1990) considers teaching
as a moral enterprise, "The teacher's conduct at all times and in all ways is a
moral matter. Continuously focusing on what is fair, right, just and virtuous in
every decision that takes place in the classroom". Hence values become an
integral part of the process of curricular transactions. Value education cannot
be treated as a distinct examinable academic discipline. It is the very base of
education.
Some research studies have highlighted the fact that teaching moral values as a
distinct subject has resulted in failure to develop moral conduct. A study by
Hartshome and May (1928) has shown that moral traits by honesty, truthfulness,
~zonsiderationfor others, etc could not be inculcated through moral instruction and
efforts in this direction had only a temporary effect. Some authors like J.P. White
( 1 975) and Hirst (1974) have discussed the need for introducing moral education
in the child's formal curriculum (IGNOU, 2005). It is necessary to examine some
practical difficulties that emerge when value education is considered as a distinct
subject. For example, students may begin to believe that issues of morality or
values concern only the assigned period of the time table. Teacher will also
encounter difficulties when it comes to issues prescribing qualifications or eligibility
criteria for a value educator. The questions likely to arise are:
\Vho will be responsible for value education as a subject?
What will be the qualifications of the specialist in value education?
If such a teacher is appointed, will that person be an embodiment of all good
values and virtues to be transmitted to students?

C
11' one teacher is made in charge of value education will th'e other teachers be
! fi-eedof this responsibility?
Clbviously in view of these questions, it can be answered that value education
r
cimnot be considered as a distinct, examinable academic discipline in the formal
st:nse. All teachers need to have a value orientation and should be considered
etlually responsible for the value development of thttir students. In fact this argument
hiis a deeper ilnplication for the teacher training programmes. In order that all

I/ teachers develop the proper insight and perspective of value education, their
tr lining programmes should have as an integral component (value education
component) i.e. the methodology, issues involved, reasoning etc, of values that
have to be integrated in the curriculum irrespective of the content area. It is also
tnie that certain values are better reflected in some specific content areas. Specific
L content provide:; opportunities for inculcating certain values intrinsic to that discipline.
i
, For example, disciplines like History P J I Literature,
~ will help to dlscern good and
I
bad characteristics of people. As a specific example Gaihvad (2004) cited Ryan
(1 993), to explain that the book, 'To Kill a Mocking Bird' can develop an insight
i
L

Value Development into what is truly noble, as also 'A Dairy of Anne Frank' can develop views on
Cumculum the dangers of racism.

In the process of acquiring knowledge in any discipline, certain attitudes, values,

beliefs, ways of thinking get transmitted. This process of value transmission is
different h m memorization or getting information. For example the aims of teaching
science are basically to develop an understanding of the concepts, facts, theories
and laws that describe the natural and physical world. The process of acquiring
this knowledge will lead to the development of scientific attitude and values like
open-mindedness, curiosity, free inquiry, objective scientific outlook etc. Similarly
teaching of other subjects develops attitudes, values, and skills appropriate to that
subject. Languages develop imagination, creativity, sensitivity, appreciation,emotional
quotient apart from developing communication, listening, reading and writing skills.
Social sciences help to gain an understanding of the human and social environment.
A study of history and great people, world heroes will inculcate values of patriotism,
compassion, bravery, cooperation etc. Geography will encourage an understanding
of the interdependence of nations, environment conservation, natural phenomenon,
etc. mathematics strengthens logical thinking, decision making, neatness, accuracy,
precision, perseverance. Hence each subject is a repository of values associated
with it.
Gulati S. (2004) talking about the pedagogical aspects of value education,
7
emphasizes 'Modeling as a p o w e a learning medium because "it has the potential
to reinforce and negate whatever is learnt through the formal curriculum". Attempts
should be made in her opinion for value oriented teaching and teachers should
model those values through their teaching. Teachers should model those values
through their teaching which they expect their students to imbibe. Study of a
subject should lead to an understanding of the nature of the subject, its logical
structure, methods and also imbibe the attitudes and values associated with it.
Care should be taken, by the teacher not to deviate from the true nature of the
discipline while integrating values with the teaching of the subject. Integration of
values with teaching subjects should aim to develop positive environment and
feelings so that students are enabled to internalize those, and activate all three
domains of learning, i.e. cognitive, psychomotor and affective in the process.
A lot of planning and conscious efforts by the teacher are needed to consider the
pedagogical aspects of value education. This also has implications for the
professional training that is given to them. The teacher training programme must
provide interventions and strategies for integration of values in each subject area.
Hence valae's education cannot be treated as a separate curricular subject.

Check Your Progress 2

1. State two problems likely to be faced in an educational institution that
treats Value Education as a separate subject of study.
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36 At this point let us examine alternative approaches suggested by two educationists:

Mc Phail's Lifeline Programme (1973): Mc Phail conducted a life line Value Integration
programme for moral education. In this programme he suggested introduction of
'Structures' in Schools which would give students the opportunities to practice a
'considerate life style', thereby inculcating democratic values in them. Democracy
can be understood if it is practised. This programme highlighted the development
of value education through organizational structures in the school. Such democratic
structures would facilitate interaction between teachers and students, so that both
learn to understand and respect each others' views, needs and feelings The
programme emphasized the need to understand the overt and covert
communications effectively so as to respect the other individual. If a school
establishes a democratic set up its overall hctioning and classroom processes1
practices, communication will be effective, participation of all students in various
activities will be ensured and thereby develop values of responsibility and decision
making in them.
Sugarman's approach (1973): Sugarman does not vouch for treating moral
education as distinct subject of study. He suggests certain qualities in the school
and opporhmities to be provided for moral education. He cites three areas in this
context:
Teacher - pupil relationship
Rule system and Nature of learning situations
There is no single situation or activity that can develop all qualities, values or
attitudes. Tsacher student or student - student interactions through group work
can foster development of proper attitudes and values like respect, and
consideration for other etc. group discussions in the classroom activities can foster
democratic values, respect and tolerance for differing viewpoints. Similarly the
organizational structure and governance of the school have a bearing on the value
system of its students. Schools according to Sugarman approach must have a firm
i-ule system, but it should be flexible and not rigid. The framework of rules should
guide them in a manner that develops in them a sense of responsibility, accountability
and also ntutures autonomy. The behaviour of teachers should be rational and
logical depending on the situation. Hence the schools climate should recognize
and respect the uniqueness of the individual. This will enable and encourage
students to take the path of good human values, because they will feel respected
and needed and consider themselves worthwhile members of the society. A rigid
school structure without a rationale or sound basis can be counter productive in
terms of value integration through curricular processes. White (1975) has pointed
out, "the curriculum already affords ample opportunities for dealing with moral
issues in the school within the context of other curricular subjects".
Let us now discuss the informal curriculum.

3.4.2 Informal Curriculum

The approach of the formal curriculum for value integration is direct and explicit.
The influences of the informal or non-formal curriculum are implicit and more
profound. They are often more effective than the formal teaching of lessons. Many
schools provide opportunities of informal activities by organizing events which
involve "Social action, service in the community, raising h d s for good causes"
(Mc Gettrick, 1995). Such activities can be a source of important values to
students. These are often categorized as extra-curricular or co-curricular activities;
Value Development Through these are planned activities of the school and involve active participation of the
Curriculum students. Students imbibe values readily through such real -life situations, which
leave a lasting impact on the minds of the learners (Gaikwad, 2004).
Non-formal inputs to school curriculum are provided by mass media, like radio,
T.V, press, etc), team games, social service camps, which foster human values
like tolerance, mutual respect, co-operation etc. Every non-formal or informal
activity in the school has an intrinsic worth for some human value. Such activities
bring about behavioral changes in the learners. Non-formal activities are
institutionalized. In the informal mode, everything that a child does or is exposed
to can be considered. This includes the influences of the home environment,
interactions with peers, family members and participation in social and community
activities. Guided and well planned activities leave a good and lasting impression
on the minds of students.
The formal and informal or non-formal cuniculum constitutes the overt curriculum.
Another important but invisible part of the curriculum which is equally important
is the "Covert" or "Hidden" Curriculum. Let us examine this approach for value
integration through which teachers can share values with the children.
3.4.3 Hidden Curriculum
The third and the most powefil approach is the hidden or "Covert Curriculum",
for shamg of values. Many authors consider the hidden curriculum a very powerfd
source for values development and feel that teachers and educators should
understand this concept. Mariani (1999) feels that, "it seems this 'submerged'
curriculum is largely unknown, rarely spoken about, and very often underestimated".
Anderson (2001) argues that, "writing about the hidden curriculum concept is
usually motivated by a single goal to make explicit and visible what was formally
invisible". Hence it becomes necessary to describe this approach. The term "hidden
curriculum" was first used by Philip Jackson (1968) in his book, 'Life in
Classrooms'. Since then this concept has been described through several other
defmitions. Such descriptions of the concept include, "those unacknowledged and
unplanned lessons that are caught rather than taught"' (Clabaugh, 2000). From
these definitions it can be inferred that hidden curriculum is not specified in the
school objectives, instead it is implied. It is that learning which students gain
through the school environment, the school ethos, the teachers' attitudes, behaviors
and other factors. The hidden curriculum may not be visible but it as important,
since it exerts the most lasting impact on student's minds. Gaikwad (2004) cites
Ahola (2000) to describe the gigantic role played by the hidden curriculum in
sharing values, by being linked to pedagogy. Fenstermacher (1999) also expresses
the belief that "teachers cultivate the moral dispositions of their students through
pedagogy that can be defined as method, style and manner".
The Hidden cumculum must be integrated with the formal curriculumin a conscious
manner. The Centre for Educational Development and Media (1996) has identified
certain classroom applications which teachers must heed at the conscious level for
integrating the overt and covert curriculum attributes.
- These are:
"Teachers' expectations of students, Teachers' interaction with pupils, including
discipline. Allocations of tasks, equipments and resources to students in the
classroom, school and playground, relationships of teachers and staff to each
other Rules, casual remarks, reinforcements and punishments".
 v

Some research studies reveal that an understanding of the hidden curriculum Value Integration
prove useful for the teacher, to foster values in children. Gaikwad (2004) cites a
study by Powney and Schlapp (1996) wherein the hidden curriculum was used
more than formal teaching to foster values in primary school. This understanding
in the teachers facilitates a review of their personal new role of the teacher, as a
listeners, reflector and mediator as opposed to the conventional role of a knowledge
provider.
It is therefore important for teachers to familiarize themselves with the concepts
of the hidden curriculum and impart values through integration with formal curricular
processes.

Check Your Progress 3

1. Explain the term hidden curriculum.
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3.5 PEDAGOGY AND VALUES

Another important area, other than the curriculum is the pedagogy or "how" of
teaching values in education. The primary concern of any society has to be the
socialization of its citizens beginning with children. Here the role of the school
assumes critical significance (Berkowitz and Althorf, 2006). Since ultimately all
social endeavours, including education strive to raise good citizens, the topic is
vigorously debated among parents, educators and civic leaders (Berkowitz, 1997).
Teachers are always confronted with the question of how to teach a particular
subject, and also how to combine pedagogy and content. The more experienced
a teacher, the more refined is the combination of content and its teaching. The
experienced teachers are able to use a range of teaching styles and strategies with
versatility, according to the diverse needs and abilities of the students.
"Expert teachers are able to bring to their teaching what they value and cherish
in their subject matter as well as what they value is life as a whole", Values occupy
a central place in the teaching methods of a good teacher. If values are not
integrated, that teaching accorded to is characterized by 'indifference' or lack of
care and concern (Gaikwad, 2004).

3.5.1 Integration of Values in the Teaching-Learning Process

Gulati S. (2004) has elucidated the Principles of Pedagogy in Education for
Values as -
Conviction that values cane be fostered through planned experiences in schools.
Value education is subsumed under the objectives of education.
Value education promotes unconditional striving for goodness.
Value education is considered with all domains of personality i.e. cognitive, affective
and co native. 39
Value Development Through Education in values follows a process - awareness, appreciation, willingness,
conviction and action. Thls is also a process of exploration, thinking and reflection
and not imposition.
Values are best fostered by example / influence and imbibed by observation and
emulation.
Method of teaching values is Merent h m the method of subject teaching. However
the role of instruction, guidance and supervision cannot be ignored.
School should have its own philosophy and framework of values which determine
the pedagogical inputs. The pedagogical inputs given by the teacher will be
determined by their perception of the assigned tasks, roles and responsibilities.
The sources of values are the curriculum and textbooks - values inherent in them
have to be integrated.
There cannot be a prescriptive pedagogy for value integration. There are different
models and strategies. These models and strategies vary according to the age,
grade, and subject. The pre-requisites for value inculcation are certain kinds of
teacher behaviors, attitudes, ways of interaction and classroom atmosphere. The
teaching learning strategy should reflect humanistic and life perspectives.
As mentioned earlier, appropriate strategies need to be used by the teacher for
transacting values through planned and committed efforts.
Gulati S (2004) has enumerated some of these strategies for integration of values
in teaching. These are the following:
a Silent sitting
Story telltng
a Narrating anecdotes - significant incidents from biographies of great men,
real life incidents, event reports in the newspapers
Analysis of critical events
a Quotation - messages of thinkers / philosophers / educationists
a Questions / framing questions
a Discussions of dilemmas / clarifications of value conflicts
a Problem Identification - solving hypothetical / real life problems
a Improvisation
a Analogical / metaphors
a Self - reflection exercises
a Visualizations and Imagining exercises
i
Creative activities - Drawing / making collages / composing value based
songs, poems, completing incomplete stories, poems
a Role play 1 simulation 1 expressing emotions and gestures on different
themes
Team projects/community service
 Integration of some of these strategies with curricular processes by the teacher Value,Integration
will lead to value transactions. This will be discussed in the next unit.

3.5.2 A Support Framework for Teachers

You have read so far that it is important for teachers to integrate values in their
t e a c h g . Teachers need support in articulating their own style, own manner and
their own professional mission within their level of professional growth (Sieger and
Mc. Cambridge, 2007). This support framework will enable them to fulfill their
role as value educators. Mc Cambridge (1998), have provided a Teaching -
Learning framework for this support. This framework can enable the teachers to
consider value education as part of their role as a teacher irrespective of the
discipline or subject matter content they teach. The suggested h e w o r k developed
considers the following:
Making it real - the teachers need to explore the reality of teaching and
learning in today's schools
Participating in Dialogue - There is need for teachers to engage in dialogue
or 'teachers talk' to discuss the knowledge, skills and affective aspect of the
profession.
Engaging in Reflection - Teachers must reflect over one's own actions and
their consequences to make them meaningful.
Adopting this framework will enable the teacher to: develop a better and
deeper understanding of the profession.
The teacher's role as s professional develop a voice that conveys the teacher's
personal style manner and mission create a framework for action as a moral
model and mentor based on the teacher's own developmental level.
Leland and Cohen (1991) have described four stages of teacher development,
these are:
Survival - The teacher has a basic understanding of subject matter, human
development and methodology. Most teachers prepare detailed lesson plans and
rehearse the lessons. The focus for learning is on the teacher.
Skills - The teacher begins to focus on the methods and assessment specific to
individual student need. The focus of learning is on teaching subject matter.

I
Strategies - Whatever methods and techniques the teacher adopts; it hzlps the
students to recognize their individual potential. The teachcr assumes the role of a
facilitator and the focus of learning is the learner.
-<'

Synergy - The teaching learning process becomes personalized and the classroom
i Ixcomes a community for learning. The focus for learning is on the whole child.
1
IMc Cambridge and Sieger (2007) consider seven descriptioils of moral manner
and style applied to Leland and Cohen's four stages. These descriptions will
t:nable the teacher to identify the success of hisher endeavors as a teacher and
as a value educator or moral educator:
IJnique Teacher Characteristics:-
I Value Development Through
Cumculum
Attributes - manner and style of teacher
Unique Leadership Style
The place of authority - teacher centerlstudent centered continuum
The atmosphere of the classroom
The learning activities in the classroom
The assessment of student learning
Unique Outcomes
Accomplishments of the students and the teacher
The seven descriptors have been organized into a developmental matrix, which
can assist the teachers to focus on their teaching strategies to emerge as successful
moral educators. Teaching- learning process can be modified accordingly. The
development matrix is presented in Table 3.1
Survival Skills Strategies Synergy

Attitude Can I get through What methodology What does What does
the day? should I use? the learner the child need?
need?

Attributes- Moral model Moral model Moral mentor Moral mentor

To be a and model and model
mod
mentor
and model

Authority Teacher Teacher Student Student

ssessment o

Table 3.1 Developmental Matrix (Source: 'What do teachers do to raise good citizens', M.
Mc. Cambridge and J. Sieger (2007). paper presented at AME Conference, November 15-17,
2007, New York).
Goals of the Matrix ,4pproach:
The goals of this approach will encourage the teacher to:
identifl their manner, style and mission as an educator;
identifl their current stage of devel,,pment;
 develop the atmosphere in the classroom, organize learning activities and Value totegration
learner assessments and mentor moral behavior in students; and

view success in the classroom in the light of an organized effort for moral
teaching and learning.

Teachers can thus integrate values in pedagogy to shape the moral dispositions of
their students. It is also necessary that the teacher practices what is preached,
instead of only theorizing values through the formal curriculum. A teacher thus
inspired can find many ways to share values, whichever be the subject area
(Gaikwad, 2004). Use of appropriate teaching strategies will enable the teacher
to integrate values learning and to create a positive climate. Recurrent in-service
training of teacher in this regard will enhance their skills in practicing such teaching
- learning methods, transmit values to students. It will also enable them to monitor
their own value system and their classroom practices.

3.6 LET US SUM UP

In this unit you read about:

The need of value integration in the classroom practices.

Sharing values through the agencies of the formal curriculum.

Value integration through different disciplines of study, like, history, science.

Math, arts etc.

Role of non-formal and informal curriculum in value integration.

The importance of the covert or hidden curriculum for the teacher and the
need to integrate it with the overt curricula, so as to foster values in children.

A support framework for teachers enabling them to fblfill their role as value

3.7 ANSWERS TO CHECK YOUR PROGRESS

Check Your Progress 1

1. a. 'Teachers have a profound impact on the childml's mind. Their interactions

with the students during curricular transactions play a pivotal role in
shaping their ideas, values, beliefs and personality.

b. Formal, Informal and hidden curriculum.

Check Your Progress 2

1. The problems likely to arise are:

Fixing the eligibility criteria for those teachers who will be appointed as value

Working out strategies for all other subject teachers to integrate value
dimensions in their teaching and making them accountable for the same.
 1

Value Development Through Check Your Progress 3

1. Hidden curriculum implies those aspects of learning which are not taught but
caught. It is implied learning since it is not specified in the school objectives.
Students imbibe it through various sources as, the school's environment,
teacher behavior, school organization. All interactions a learner undergoes
with teachers, peers and school functionaries comprise the hidden curriculum.

3.8 REFERENCES
Ahola, S. (2000). Hidden curriculum in higher education: Something to fear
for Or comply to? Paper presented at the Innovations in Higher Education 2000,
Conference, Helsinki, (Retrieved March 10, from http://72.14.203.104 /search?
q=cache: eqvgrE3fhik.T:www.soc.utu.fi/RUSE/PDF-tiedostot/H. In Gaikwad. P
(2004): Curriculum, Pedagogy and Values: Revealing the Invisible; Info. Vol7,

Althof, W. & Berkowitz, M.W. (2006): Moral Education and Character

Education: their relationship and roles in citizenship education, The Journal
of Moral Education, 35 (4), 495-518. Cited by McCambridge. M and Sieger.
J. (2007): 'What do teachers do to raise good citizens'? Association for Moral
Education Conference, New York, November 16,2007.
Anderson, T. (2001). Change: The hidden curriculum in distance education.
Retrieved February 24, from http://www.~darticles.com/p/arzicles/
mi_
M1254Iis-6-33Iai-80089343 Gaikwad. P (2004): Curriculum, Pedagogy and
Values: Revealing the Invisible; Info. Vol7, No.2.
Berkowitz, M.W. (1997). Integrating structure and content in moral education.
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