Journal of SCHOOL SOCIAL W O R K January 2011 Journal of SCHOOL SOCIAL W O R K January 2011

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Volume VII Issue 08 Contents January 2011
Page
Editorial 02
Value Education:
The Need of the Hour Dr Saraswati Raju Iyer 03
Vidya and Values Mary Princess Lavanya 11
Values: So Near, Yet So Far Dr Ragini G P 16
Living Values Education Mahespriya L
Ranjit L 21
Essentials of Values Rajeswari M 25
Value Education and
Personality Development Amudha S 28
Value Education and Teachers Viji T 31
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Focus: Values Education

Journal of SCHOOL SOCIAL W O R K
Hony. Special Editor: Dr Catherine Joseph,MA, MPhil, PhD,
Assistant Professor, Department of Social work,
Stella Maris College, Chennai.
Journal of School Social W ork,
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Note: Views expressed by the contributors are not necessarily the official view of the Journal.
January 2011 Journal of SCHOOL SOCIAL W O R K January 2011 01
Editorial Values for Transformation Value Education: The Need of the Hour
Values are the standards of behaviour honesty, integrity, acceptance of Saraswati Raju Iyer*
in day-to-day activities and guiding differences and peaceful *Dr Saraswati Raju Iyer, Assistant Professor, Department of Sociology and Social
Work, Acharya Nagarjuna University, Nagarjuna Nagar, Guntur – 522 510.
principles in critical life situations. coexistence.
Values are ideal virtues and qualities There has been a revolutionary need Introduction of education becomes imperative. In
that are primary doctrines that shape for values education and it is Education comes from the Latin word the present day’s education system
the world’s outlook. In the 21st constantly increasing because of ‘educatio’ which means ‘development values have been, sadly, delinked
Century values education is the only greed and lack of unity in the society, of character.’ In addition to the search from education. It is needless to say
tool that could bring order, security behavioural disorders and violent for truth through scientific and that promotion of values during
and assured development in the acts of terrorism. In today’s world scholarly pursuits an important task schooling lays a strong foundation for
chaotic world. human values are either discarded or of education is a concern with values. the entire future. Unless the student
It is a programme of planned distorted. Only when the basic The Kothari commission with its realizes the merits of knowledge as
educational action and a methodical ideologies are restored, world will be accent on education for national a tool for social empowerment,
effort deliberately framed to bring a better place to live in. ‘In order to development includes among the education can degenerate into
transformation in the society. It starts preserve, maintain and advance the functions of higher education, materialism and corruption.
at home and continued in schools. It position of our country in the world, it cultivation of right interests, attitudes Value education
begins with childhood and should be is imperative that there should be a and moral and intellectual values. The Value is an endless belief that a
present throughout one’s life. comprehensive programme of value- inseparable link between education specific mode of conduct or state of
The family system in India has a long based education starting from the and values is evident in the nature existence is personally preferable to
tradition of teaching values pre-primary level, embracing the and aim of education. The primary an opposing or converse mode of
effortlessly. But westernization, entire spectrum of educational task of education is the creative conduct with a focus on what is right
urbanization, globalization and the process’ (Parliamentary Committee in extension of knowledge, but it does and what is wrong. Mohan Rakesh
fast changing roles of parents have India,1999). not end there. The educator’s task in one of his novels states that the
necessitated institutional intervention Values education is strongly is holistic and he cannot restrict real problem in this world is not the
through schools, colleges, religious recommended at all levels of formal himself to the care of knowledge fight between right and wrong. The
organizations and departments of and informal education. It is indeed enrichment only. Young children at real problem is that the fight is always
governments to meet the rising an intervention technique to prevent the school level should be given an between right and right. Or as Albert
needs of the modern society. These the recurrence of scandals like CWG/ understanding of different types of Scheitzer says, the fundamental idea
activities focus on the development 2G spectrum and witch-hunting the values at par with the rest of their of good is that it consists in preserving
of children and young adults by whistle-blowers. Aren’t values in a education. If the business of life, in favouring it, in wanting to bring
concentrating on core values like society the true indicators of the education is to enrich the meaning of it to its highest value and even consist
compassion, humility, unity, simplicity, development of any nation? life, then a proper value – orientation in destroying life.
02 Journal of SCHOOL SOCIAL W O R K January 2011 Journal of SCHOOL SOCIAL W O R K January 2011 03
 Development of values Value education means inculcating Need for value education which human beings respond to their
The purpose of value education is for the children’s sense of humanism, a To make an individual a good citizen, environment. The development of a
the development of body and mind, deep concern for the well being of education has to be imparted in a people is significantly conditioned by
to develop integrated and balanced others and the nation. This can be manner reinforcing his or her role in the values held by them. Dogmas
personality. Values are acquired, accomplished only when we instill in the society .This has to be done at all and superstitions always inhibit the
inherited and inculcated. The family, children a deep feeling of levels of education. A person who is growth process of a people just as
its environment, traditions and commitment. not sensitive to the suffering of his climate and food habits condition their
samskara, along with community and Influencing factors fellow beings cannot be ‘good’ unless health and life style. Human values
humanitarianism play an important Value education intended for desired he is taught the joy of working for the have a significant role in national
role in value development in our modifications in the individual’s betterment of society. Value development. The transformation of
students and us. behavioural patterns apparently education is a sine qua non to give a developing country, presupposes a
Value is a relationship between a involves the following four factors: education its profound meaning and change in values conducive to
person and an environmental àIndividual to bring some order into the prevailing progress in work ethics and social
situation which evoke an appreciative àFamily anarchy. Education is a methodical contract. As Indians we have to be
response in the individual. Any àSociety effort towards learning basic facts aware and even be proud of the glory
human activity, thought or idea, àSchool about humanity and making right of our heritage and never be blind to
feeling, sentiment or emotion, which Individual’s personality is projected as choices always. And the core idea the defects.
could promote self-development of good or bad as a result of his or her behind value education is to cultivate Purpose of value – based
the individual in all its dimensions interaction with family and school essential values in the students so education
could be said to constitute a value. synchromeshed with the society. that the civilization that teaches us to The purpose of value-based
The other complimentary functions of Objective of value education manage complexities can be education is:
a value are it should also contribute The objective of value education in sustained and further developed. It àTo help the school community
to the welfare of the larger social unit schools may be stated as: begins at home and it is continued in think about and reflect upon positive
as the family, the community and the 1.Developing the appropriate schools. Everyone accepts certain universal values and the practical
nation of which the individual is a sensitivities– moral, aesthetic, things in his/her life through family, implications of expressing them in
member. Value system contains: cultural, spiritual – in children. society or government. relation to themselves, others, the
àA set of beliefs about the nature 2.Enabling the student to Social growth and values community and the world.
of man. understand, appreciate and practise A close look at the history of a country àTo inspire individuals to choose
àRules indicating what ought to be them. shows a significant correlation their own positive personal, social,
done and what is not to be done. The educational curriculum, people between traditional values and the moral and spiritual values and be
àMotives that incline us to choose feel, fails to introduce the eternal growth of society. Values widely aware of ways for developing and
the right and shun the wrong. principles of living in to student’s life. shared determine the manner in deepening them as world citizens.
Journal of SCHOOL SOCIAL W O R K January 2011 Journal of SCHOOL SOCIAL W O R K January 2011
04 05
 àValue-based education supports
schools in promoting an inclusive
school ethos and the methods of
working that raises achievement and
helps pupils to raise their self-
esteem and take responsibility for
their own behaviour.
à Overall, it enables pupils to
examine the kind of life that is worth
living and to consider what kind of
life they want for themselves.
Strategies
A variety of activities and strategies
have to be employed by the teacher
to impart value education, which
includes:
àDisplay of writing on the bulletin
board / notice board.
à Training of proper habits by
presenting self (teacher) as an
example.
àTeaching, instruction, explanation,
discussion (to foster the cognitive
understanding of the moral,
aesthetic and cultural phenomena).
àRole play of situations.
àExposure to works of art, beauty
in nature, actions of moral worth (to
kindle the ecological and heritage
sensibilities).
à Providing situations and
opportunities to practise the values
06 Journal of SCHOOL SOCIAL W O R K
(to enable internalization of values).
à Exposure to value-loaded
incidents through video shows
followed by discussion.
à Debates comparing and
contrasting behaviours and actions.
à Discussion on the lives and
teachings of great religious, spiritual
and national leaders.
àDiscussions of situations of moral
dilemma.
àAnalysis of drama, music and
dance concepts.
àDevelopment of a sense of the
consequences of one’s actions.
à Visit to places of worship of
different religions – Temples,
churches, mosques, gurudwaras,
ashrams and mutts, places of
historical importance, to villages and
countryside.
àExhibitions and cultural festivals.
àQuiz programmes.
Visits to places of worship of different
religions develop amongst children
values of religious tolerance, while
visit to exhibitions help them to
appreciate Indian art and culture and
develop a sense of unity. There can
hardly be any single strategy for
cultivation of values in different
context at different levels.
January 2011
Principles of value education schools’ timetable. In many states
1.The foundation of (value- moral education is imparted in this
education) should not be made manner. In this method, the values
dependent on myth, nor tied to any to be inculcated are explained,
authority, lest doubts about the myth, discussed and illustrated through
or about the legitimacy of the stories and fables, anecdotes, moral
authority imperil the foundation of dilemmas from real-life events.
sound judgment and action. Indirectly value education can be
2.The approach should be to imparted through the regular subjects
provoke the students to think of the school curriculum and co-
independently and analyze their own curricular activities. Value education
life – its goal, various aspirations–, is incidental wherever it is resorted
and the world view in a scientific to in relation to a specific event or
manner, just as they are trained to situation that actually occurs in the
analyze the world outside (Dhar, school.
2000). Each approach has its strengths and
The approaches weaknesses. They must be
In the light of above principles, values combined judiciously always bearing
clarification approach (Raths, Harmin in mind the maturity level of the
and Simons, 1966) and values learner. The interplay of head and
analysis approach (Metcalf, 1968), heart will be involved in the process
critical thinking experiences of value inculcation. Since education
(Stephenson, 1998) are very relevant is ‘becoming’ it involves the whole
approaches for inculcating values person.
among students at secondary / senior Direct method
secondary and even at graduate and Instruction in values can be given by
post graduate levels. Value education an experienced and competent
can also be provided directly, teacher of the school, a retired
indirectly or incidentally. Direct value headmaster or a spiritual leader in a
education refers to deliberate, specified period of the school
systematic instruction in values in timetable. This may require
specially provided periods in the readjustment in the school timetable
Journal of SCHOOL SOCIAL W O R K January 2011 07
and may cause an increase in the
work load of the particular teacher.
Indirect method
Value based themes can be
integrated or incorporated at
appropriate points in different
subjects such as language, science,
history etc. there is no necessity of a
separate period of special books for
value education. Every teacher has
to be a teacher of values. But this may
require analysis of text book,
identification of plug points, and
incorporation of value-based themes
at appropriate plug points.
Incidental approach
Specific values can be imparted on
appropriate occasions, for example
acts of courage, bravery and
discipline can be highlighted on
various occasions in the school such
as morning assembly and sports day.
Value clarification
The value clarification approach may
be followed by the teacher to discuss
about a problem involving value
conflict such as small family norm. In
this approach the teacher is not an
expert on values. He is to create an
atmosphere for the students which
will help them to explore values,
clarify their doubts, choose
08 Journal of SCHOOL SOCIAL W O R K
appropriate values, internalize the
values and behave accordingly.
In the present set up of our schools
and society the integrated approach,
the incidental approach and the value
clarification approach may be
recommended for value education.
In the National Curriculum Frame
Work for School Education (NCERT,
2000) the following methods have
been suggested.
At the elementary stage
à The school assembly, group
singing, practicing silence and
meditation.
àSimple and interesting stories
about the lives and teaching of
prophets, saints and sacred texts of
different religions.
àField activities like games and
sports leading to the attitude of
service (Seva) to other persons and
creatures, even to nature and to the
precept ‘Work is Worship’
àCultural activities and plays on
appropriate themes.
At the secondary and
higher secondary stages
àThe morning assembly, readings
from books of wisdom, great
literature or an appropriate address
by a teacher or a guest speaker.
January 2011
àEssential teachings of the major frequently so that they are not
world religions, comparative study of counterproductive. These reading
the philosophy or religions. materials do not have to be direct and
àSocial service during holidays and didactic in nature. In addition to
outside school hours. these, picture books, cartoons,
àCommunity singing programmes, picture cards, newspaper cuttings,
national integration groups, national writings on the bulletin board, wall
social service, NCC, Scouts and magazines and competitions can also
Guides programmes. be used for the purpose. Use of mass
àCultural activities, plays, debates media is a desirable strategy.
on appropriate themes. Research studies need to be
à Interstate cultural exchange conducted to determine empirically
programmes. the effectiveness of content matter
àExhibitions, bal-meals, fairs and and different strategies to cultivate
folk cultural activities. values in different settings. This is a
à Appropriate guidance and challenge which needs to be met by
counselling. researchers working in the realm of
This would generate better value education.
understanding, appreciation and Conclusion
respect for one another and create a The younger generation is neither
tolerant and cohesive society. Indian nor Western in outlook. The
Experience has shown that economy driven society seeks
inculcating values through co- and security in money, and in concern for
extra-curricular activities produce social wellbeing leading to corruption,
better results. injustice, exploitation, and violence.
Materials Indian ethos is spirituality driven
Text books, supplementary reading which lays emphasis on dharma, soul
materials and other materials for and universal brotherhood. The evils
general reading in different subject of hatred, jealousy and enmity in the
areas will have to contain built-in society has spilled over to the
universal human values. These have educational institutions and manifest
to be written carefully and reviewed as groupism, bullying, mass copying,
Journal of SCHOOL SOCIAL W O R K January 2011 09
indiscipline, defiance and student vocabulary, based on shared positive
Vidya and Values
unrest. There is an urgent need for human values, which can provide a
Mary Princess Lavanya A*
appropriate remedial action to meet sense of direction and vision about
*Mary Princess Lavanya A, Lecturer, Department of Social Work, Patrician College
these challenges and to stem the rot. how to create a stable moral society. of Arts and Science, Adayar, Chennai-20. e-mail: princesslavanya80@gmail.com.
Value-oriented education comprises Finally we can conclude that human Introduction as a child of society’s and parents’
of all types of education: aesthetic, behaviour becomes chaotic and The phrase ‘value based education’,
rules of conduct for being good.
ethical, health, intellectual, scientific education becomes directionless in wide use in present times comes
(2) Moral judgment: learning to think
and spiritual. It promotes a shared without values. closest in meaning to the Sanskrit
reasonably about our ethics and
References: word ‘Vidya’ which translates to that
deciding on our moral standards.
Agarwal J C (1975): Educational Research – An Introduction, New Delhi: Aryan which illumines. Since the imparting
(3) Moral feelings: the internalization
Book Depot.
of knowledge dispels the darkness of
of our moral beliefs to the degree
Dahlke, Otto H (1958): Values in Culture and Class Room, New York: Hamper
and Bros., Publishers. ignorance, over a period of time,
that we feel shame and guilt when
Gail M Inlow (1972):Values in Transition a Handbook., New York: John Wiley education also came to be known as
we fail to do what we ‘should.’
and Sons. ‘Vidya’. But, the highest goal of vidya
(4) Empathy: the awareness of other
Harding, D W (1966): Social Psychology and Individual Values, London: as visualized by the seers and
people’s situation, feelings, and
Hutchinson & Company Limited.
seekers is to understand the Ultimate
needs so that one is compelled to
Kulsherestha S P (1979): Emerging Value – Pattern of Teachers and new Trends of
Education in India, New Delhi: Light and Life publishers. Truth or Reality. The Vedic prayer,
help those in need.
Marie Mignon Mascarenhas (1986): Family Life Education, Value Education - A ‘Asatoma Satgamaya (5) Confidence and knowledge:
Text Book for College Students,Bangalore: Centre for Research Education Service Tamasoma Jyotirgamaya knowing the steps involved in
& Training for Family Life Promotion. Mrutyorma Amrutamgamaya’ helping others and believing that one
Morris, Harles (Year):Varieties of Human Values, Chicago: University of Chicago
means: ‘Lead me from unreal to the
is responsible for and capable of
Press.
Rama Maikhuri and Archana Shah, Value Education: Some Reflections”, real, from darkness to light and from
helping.
November 2005; Volume XXXIII; No 11. death to immortality.’ This gives us
Meaning of value education
Vijayalakshmi Ghali: Prioritization of Secondary School Children’s Values by Their the greatest self-confidence in
Meaning of value education is wider,
Parents and Teachers, Edutracks; Volume. 5, No.7, Pp. 34-37. performing our duties. It serves as a
practicable and adaptable than
Future Focus constant reminder to each one about
religious education or moral
Month HSE Topic one’s own goal. education, as no specific faith or
Feb 2011 Dr Shivani Mishra School Safety Programmes Modern theory religion reflects universal ethical,
Mar 2011 Dr Lakshmamma Juvenile Delinquency Hogan (1973) believes that moral
moral, social, cultural or spiritual
Apr 2011 Sadhana Adhikary Attention Seeking Children behaviour is determined by five
values. Education is all about
May2011 Rekha Mistry RET and Problem Solving factors: connection. The liberally educated
Check scribd.com for Dec 2010 and Jan 2011 issues of JSSW (1) Socialization: becoming aware
person is able to make sense of the
10 Journal of SCHOOL SOCIAL W O R K January 2011 Journal of SCHOOL SOCIAL W O R K January 2011 11
world by making connections. Liberal
education is about nurturing the
human spirit, exploring human
freedom and realizing that education
is never really complete. In the act of
exercising our freedom, we do so in
such a way as to make a difference
in our world. Education without
goodness (that is without ethics) is
arrogant and dangerous. Unethical
behaviour thrives in darkness, and
can only exist when ‘ethical’ leaders
remain bystanders in the face of evil.
If we who have responded to the call
for educating the young have to
measure and assess our efforts we
need to look at how our institutions
nurture human freedom in the service
of humanity.
Value based education has expanded
from the medieval foundation of
education, to include a greater range
of human talent and a much more
inclusive number of human beings,
holding on to the dream that perhaps
someday everybody might be
liberated by an education that stands
in the service of human freedom.
While emphasizing on freedom, there
is a tendency to forget the ultimate
purpose of liberal education that is the
formation of qualities to help students
12 Journal of SCHOOL SOCIAL W O R K
become decent human beings.
Objectives of education
àEducation for values should be
education for man-making and
character building.
àAny endeavor at education for
values should be oriented through
discipline and hard work.
à Education should always be
looked upon and translated as
religion itself but devoid of all
narrowness and superstition.
à It should always generate the
spirit of a broadened mind and
widened outlook.
à It should be directed towards
freedom of thought and expression.
à Values like co-operation,
tolerance, neighbourliness and
austerity should be exercised in right
earnest.
àThe true spirit of humanism that
speaks for an essential component
in value education should form an
inseparable part in the theory and
practice of education.
Values for living
A person learns many values as bye-
products of education. William
Cronon, the author of ‘Uncommon
Ground’ suggests 10 such values:
(1)They listen and they hear:
January 2011
Educated people pay attention to the mark of the educated. This
others and hear the emotion in the involves a cosmic consciousness
voice of the other; they can follow because part of the challenge of the
an argument and track logical modern world is to respect the
reasoning. The value learnt by an integrity of the world by replacing
educated person is that he makes what we as human beings have
an earnest effort to hear both words destroyed.
and feelings. (6)Rigour and truth seeking: A truly
(2)They read: Skilled readers educated person understands that
understand great works of art, music knowledge serves values. True
and athletic achievement and read rigour is noble but it is also
for the sheer joy of reading. They dangerous if it is not rendered
understand our world. humane. We must never forget that
(3)They can talk with anyone: When the gas chambers of Europe were
they talk they participate in invented by the educated.
conversation, ask thoughtful (7)Educated people are tolerant and
questions, and listen to the other’s humble: The liberally educated
point of view. person opposes parochialism and
(4)They can write: Educated people celebrates the wider world. They
know the craft of putting words embrace new cultures while
together. They can express what is honouring their own, and respect
in their hearts and minds so as to diversity.
teach, persuade or move the person (8)They strive to make the world a
who reads their words to think and better place: Learning to get things
reflect about life and their part in it. done in the world in order to leave it
(5)Educated people are problem in a better shape is one of the
solvers: The ability to solve practical implications of education.
problems, to be comfortable with (9)Educated will examine at the end
new technologies, to look at a of each day. Reflection and
complicated reality and break it into reviewing one’s own action is a vital
pieces, figure out how it works and value.
then put it back together again, is 10)The educated person nurtures
Journal of SCHOOL SOCIAL W O R K January 2011 13
 and empowers. The liberally Physical values
educated person understands that These values makes an individual,
we belong to a community and that they are: cleanliness, contentment,
the wellbeing is interwoven. courage, diligence, honesty, hope,
Present scenario and simplicity.
Modern education has been a Social values
gradual erosion of values. CharacterMost important values to create a
training and value education arte peaceful world, values like Courtesy,
ignored. Education stresses on brother/sisterhood, freedom,
acquiring knowledge and testing gratitude, justice, hospitality,
through examinations. According to sympathy and tolerance are
Justice Ranganathan Mishra, ‘all of essential.
us are experiencing to our horror Moral values
degrading human behaviour in The most important to reach out to
society every day. The deteriorationothers by possessing the following
is gradually becoming sharper and values: Honesty, integrity, sense of
unless this fall is immediately arrested
responsibility, compassion, non-
and a remedial measure is found out judgmental and charity.
and enforced, the situation would not Spiritual values
improve.’ According to Maslow’s hierarchical
This circumstance can be changed need theory one has to reach the
only if we focus on the values that state of self-actualization, and these
are classified into different categories
values help in reaching that stage.
at different levels. They are: Purity, contentment,
Classification of values devotion to god, self-discipline,
Values control of the senses, meditation and
detachment.
Physical Behavioural Behavioural values
Friendliness, discipline, politeness,
truthfulness, empathy and punctuality
Moral Social
are values which are essential to
Spiritual make our everyday life easier.
14 Journal of SCHOOL SOCIAL W O R K January 2011
Inculcation of values with holiness. Holiness must take root
àPhysical education: Games, sports and grow in the minds and hearts of
and health education. youth everywhere. The good and
àEmotional education: Harmony, godly must endeavour to promote this
friendliness, courage. task. The sublime significance of
àMental development: Impartiality, Vidya or higher learning can be
calm and silence, pursuit of truth, grasped only when the pure mind
scientific temper. throws its revealing light. By means
àAesthetic development: Beauty, of such vidya human being is
joy, creative activity, art. transformed into a purified soul.
àMoral and Spiritual Development: Education should be a process of
Sincerity, faithfulness, gratitude and acquiring true knowledge, and
honesty. changing the biased attitude that
Conclusion bridles us. When there is a pure mind
Value education has the capacity to and will power nothing is impossible
transform a diseased mind into a very to achieve. In planning for values and
young, fresh, healthy, vibrant and good objectives, the teacher and
attentive mind. What the world needs student or the guru and disciple will
today is neither a new order, a new have to coordinate and work together.
education, a new system, a new Such cooperation was enshrined
society nor a new religion. The ages ago, which is possible now and
remedy lies in a mind, in a heart filled for the ages to come.
References:
Hogan R (1973): Moral Conduct and Moral Character: A Psychological Perspective.
Psychological Bulletin, 79, 217-232.
Kumar K(1994): Mohandas Karamchand Gandhi in Z. Morsy (ed.) Thinkers on
Education, Volume 2, Paris: UNESCO.
Rajput J S(2002): Value Education in Indian Schools’ Experiences and Strategies
of implementation, National Consultation on Value Education.
http//www.dilsedesi.org
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Journal of SCHOOL SOCIAL W O R K January 2011 15
 Values: So Near, Yet So Far
Ragini G P
Dr Ragini G P, Assistant Professor, SASTRA University, Thanjavur – 613 401.
e-mail gpragini2007@gmail.com, 9445171555
Introduction
Every institution of society is based
on philosophic ideas, be it the law,
government, religion, family,
marriage, industry, business or
education. Philosophic differences
have led to the transformation of
entire economic systems, drastic
changes in law and the overthrow of
governments. Such changes have
occurred because the people
involved held certain beliefs about
what is important, true, real and
significant and how life should be
ordered .
Power of contemplation
Whatever one does one has to think.
Plato states that the best life is one
of contemplation of eternal truth.
Aristotle also believed that the highest
happiness of all is the contemplative
use of the mind. To Gandhiji every
individual human being is prominently
significant and has the capacity to
contribute immensely to the society
and humanity. To him real education
did not consist in packing the brain
with information, but in developing the
16 Journal of SCHOOL SOCIAL W O R K
right process of thought and good
character.
Evils of modernism
If all of us have learned to do so,
today we would not be facing so much
unrest all over the world. There is a
dearth of values in our personal,
social and political life. Scant regard
to basic values like honesty and
integrity has led to crime, violence,
cruelty, greed and lack of
compassion. The feeling of
brotherhood seems to be waning
away. Our tolerance level has come
down considerably. The selfish devil
in us is reigning supreme. In general
we see that our culture which is a
conglomeration of values is fast
deteriorating.
Widespread erosion
The contemporary world scenario is
so dark and depressing. We see the
demon ‘terrorism’ striking everywhere
– widespread destruction. It has
shaken even the superpower of the
world leaving it dumbstruck. The
bomb culture seems to be
omnipresent. It is universally
January 2011
lamented that the moral standards of
the people’s behaviour has suffered
immense erosion.
By any reckoning in India, the
situation is no better. The reports of
violence, murders, rape, arson
looting, cheating, dacoity and
robberies which appear daily in the
newspapers bear testimony to the
steep fall in moral values. Dowry-
deaths, female feticide and
infanticide, ill treatment of women and
children, harassment of dalits,
religious and communal disharmony
leading to inhuman consequences
show the utter disrespect for human
values and denial of fundamental
rights to millions of human beings.
The remedy
Science and technology brought
many material comforts but we live
in a world of eternal fear of war and
annihilation too. Our progress in the
material world does not seem to
correspond with our advancement in
human character and virtues.
Education alone can help to change
the scenario and review individual
commitment to an active value based
life. If human values are inculcated
in our children they would indeed be
bright and worthy citizens. While
Journal of SCHOOL SOCIAL W O R K
efforts can be made to incorporate a
sizeable dose of values into the
educational system, the main focus
should be on framing a value based
curriculum from the primary up to the
higher secondary level, so that a
commitment to the values and virtues
can lead to an excellent society.
The need for value-oriented
education
“The most important human
endeavour,” says Einstein “is the
striving for morality in our action, our
inner balance and even existence
depend on it as only morality in our
actions can give beauty and dignity
to life. To make this a living force and
bring it to clear consciousness is
perhaps the foremost task of
education.” It means that education
should go beyond imparting
knowledge or information and play a
crucial role in the moral and spiritual
development of students and in the
formation of their character.
Unfortunately the Indian socio-
cultural scenario is pathetic and there
is hardly any proof to show that the
education is performing such a
function. Careerism and materialistic
approach to life are given undue
importance. It is evidently rivalry
January 2011 17
for power, corruption and red tapism
prevailing from top to bottom in all the
spheres.
Approaches to value education
Schools should introduce value
education classes but mentioning in
the timetable as personality
development classes. Practical tips
on how to imbibe and practise values
should be taught according to the age
groups. “Education is not the amount
of information that is put into your
brain and runs riot there undigested
all your life. We must have life-
building, man-making and character-
making assimilation of ideas,” says
Swami Vivekananda. He also says
“Excess of power and knowledge
without holiness makes human
beings devils.”
A right mix
Education should be a process of
bringing about desirable changes of
behaviour in the individual in his
knowledge, skill, attitudes and values.
It is a matter of training the heart and
consists in developing the right
feeling and emotions.
Evolution of values
Value education must start from the
primary level and go on up to the
higher secondary level. Imparting the
18 Journal of SCHOOL SOCIAL W O R K
best moral values in children is very
important to help them grow into
responsible individuals. We need to
understand that children do not see
the world in philosophical categories
of moral or immoral. They at this
stage understand only goodness gets
rewarded and badness punished. In
later stages they develop a sense of
rules; they understand breaking the
rule means punishment. It is in
adolescence that they understand
things on moral grounds so the
teacher needs to be patient and keep
imparting and inculcating values both
in explicit and implicit manner and
learn to work with them to nurture
their understanding.
Curriculum content
The curriculum content of the school
education must be indigenous and
well within the understanding of the
student and the teacher. Short
stories, incidents from epics,
mythologies and history suitable to
the age group and linked to the value
inculcation would generate interest
among the young learners and could
expose them to the cultural evolution
and heritage. Incidents and stories
giving examples of role models of
various values like honesty, love,
January 2011
kindness, courage, justice, pleasant and orderly environment is
punctuality, discipline, generosity, conducive to good discipline. The
sharing and cooperation should be teacher should adopt different
discussed in the class. Gradually ask teaching styles to attract the students’
them to write or speak of incidents/ attention. Teachers themselves have
stories based on certain values from to be ever inspiring role models to
their experience or from their own motivate the students.
world of imagination. Thus instead of The teachers should go beyond
giving advice or lectures on values imparting subject knowledge. Values
or character building simple exercises should be taught intertwined with the
well presented and conducted by the subject for example; Mathematics
teacher would help students to imbibe should bring out values like precision,
values. This would help in developing accuracy, economy of effort, good
respect for religions, languages, and judgement and proper steps to
cultural practices which may be approach any problem. Literature and
different from one’s own following. history should highlight sublimity of
Learning may lead to social cohesion, human conduct beauty of feelings
spirit of cooperation and willingness and sympathy for all creation.
to work in group. All the activities and Through science teach precision,
experiences to which children are following rules and regulations and
exposed in classroom, lab, library and how adherence to proper instructions
playground should be values of alone can give reliable results.
silence, discipline, sense of order, Strategies for teaching
cleanliness, truth, honesty, beauty The different approaches suggested
and the like. by Madhu Kapani (2000) for teaching
Teachers’ role value education in schools are
Role of the teacher in promoting good suggested in the table on page no:
discipline and worthwhile values is 25. Some of the aids being old
important, Good classroom control is fashioned the latest technology could
largely dependent on a well-planned, be substituted. Through computers
interesting programme and mutual and multimedia, everything under the
respect among pupils and teacher. A sun could be explained.
Journal of SCHOOL SOCIAL W O R K January 2011 19
 Strategy for Value Education Living Values Education
Teaching Skills involved Plan of work Aids Mahespriya L*
A. Intellectual Group discussion Preparation of teaching Pictures and visual aids Ranji t L**
exercise aids on any item in groups, related to stories songs, * Mahespriya L, Research Scholar, Department of Social Work, Karpagam
simple question and bhajans, Radio, T.V. University, Coimbatore.
answer methods slides, simple **Ranjit L, Head, Department of Social Work, Karpagam University, Coimbatore.
educational cassettes
Introduction and the programme was ready for
B. Playway Individual and Selection of topics from Old used greetings
method group games, human values course to cards, cut-outs from According to Gardner (1963), instead piloting in February of 1997. Living
Musical Rhyme prepare games on topics m a g a z i n e s , of giving young people the impression Values Education promotes self-
games by the participants. Newspapers, dolls, that their task is to stand in dreary esteem, critical thinking, emotional
preparing games with puppets and toys. watch over the ancient values, we intelligence, and creative expression
instructional materials
should be telling them the grim but – the necessary wellspring of skills
C Dramatic M o n o l o g u e , Creative writing or making Match boxes (empty),
Technique a u t o b i o g r a p h y, a newspaper by collecting colour paper, empty bracing truth that it is their task that will enable children to respond
dialogue, mono the good news over a time cardboard boxes to continually to recreate those values positively to an ever-changing and
acting, action period. Demonstrations, store games, tape in their own behaviour, facing the diverse society.
songs, patriotic display recoding, selection recorder, records, dilemmas and catastrophes of their The Living Values Education
songs of theme by the teachers linguaphone.
own time. Instead of implying that the Programme is a partnership amongst
from the school syllabus Newspaper, pictures,
and other inspiring sources, cartoons, films, collage, ideals we cherish are safely educators around the world,
Radio, TV, gramophone embalmed in the memory of old supported by UNESCO, and part of
records battles and ancestral deeds, we a global movement for a culture of
Conclusion turning to India for cultural and ethical should be telling them that each peace and non-violence. The
The younger generation of modern values, our youngsters should not generation fights the crucial battles programme helps teachers and
India must be saved from the ill- be ignorant. They must showcase our and either brings new vitality to the parents facilitate children and youth
effects of the materialistic world. The values by leading righteous life and ideals or allows them to decay. exploring universal values that would
only way out is to catch them young. also be come model citizens in the History be present in cooperation, freedom,
While the western countries are global village. Living Values Education was born happiness, honesty, humility, love,
when twenty educators from around peace, respect, responsibility,
References:
Ignacimuthu S J (1994) : Values for life, Mumbai: Better yourself books.
the world gathered at UNICEF simplicity, tolerance and unity.
Kapani Madhu (2000): Education in Human values, New Delhi: Sterling Publishers. Headquarters in New York in 1996 to Importance of
Ragini G.P. (M Phil Thesis) 2000: Value Patterns of Adolescent Students Studying discuss the needs of children and Living Values Education
in the Higher Secondary Schools of South Chennai: A Study and Strategies for how to better prepare students for Living Values Education helps
Inculcation (Unpublished) lifelong success. These global children to think and reflect on
Value Education – Wikipedia, the free encyclopedia
educators identified the curriculum different values and the practical
20 Journal of SCHOOL SOCIAL W O R K January 2011 Journal of SCHOOL SOCIAL W O R K January 2011 21
implications of expressing them in caregivers. This kind of programmes education; use the resources wisely, keeping
relation to themselves and others. As is for handling the children with care àPractical implementation of the future generations in mind. Simplicity
this is the learning period in life, they and attention. convention on the rights of the child. is a beautiful concept: Appreciating
try to inspire themselves and try to A variety of values education àPortrayals simulated by toys. the beauty of nature and the Earth
choose their own personal, social, The purpose of these activities is to àLove and respect for nature. sometimes allows appreciating the
moral, and spiritual values and be involve students in thinking about à Stimulation of the children’s natural beauty of the self more.
aware of social issues to deepen values and their practical implications imagination through creativity. Innovative activity
understanding, motivation, and and to help them understand and àIntegration of spiritual/ religious This is a brainstorm session with
responsibility thereby facilitating their commit to positive values. Through learning with secular thinking, and children which makes them to think
overall growth, development, and practical applications of concepts bridge the gaps of experience often wide and be creative. Any kind of
choices so that they may integrate they will develop appropriate social faced by multi-linguistic or multi- innovative activity makes children
themselves into the community with skills and co operative behaviours. cultural groups. curious. They get ideas from the
respect, confidence and purpose. Researches confirm the importance Framework for action mass media (television, radio,
Relevance to children of the early years to positively Personal level: Adults need to learn newspapers, the Internet) and from
LVEP is a comprehensive values influence children in a long-lasting to express feelings. Children need to advertisements too.
education programme. This activity is way. The values-orientations of learn to listen, model, acknowledge Respect
meant for children to explore and children are largely determined by the diversity, to have time to enjoy, to Respect is caring for ourselves, for
develop universal values. Educators time they reach the age of formal play and to feel. each other and for our environment.
are asked to think about their values, schooling. The first steps towards a Family level: Parents need to be It is a way to enjoy and strengthen
use their creativity to see how they lifetime of peaceful, non-violent supported, helped and educated. the feeling of respect inside.
can incorporate values into their activities, of respect for one-self and School level: Educators need to be Everyone needs respect. But, there
curriculum in a practical way, and others, and of appreciation of trained to take into account emotional seems to be a widespread loss of
create a values-based atmosphere. diversity may be taken during early and affective attitudes. respect in many different areas – loss
The curriculum must include activities childhood, as children begin to Community level: Communities need of self-respect, loss of respect for
for peace, respect, love, cooperation, mature and put into place their to have/ create places/ spaces where other’s property, and loss of respect
happiness, honesty, humility, cognitive and affective frameworks. children feel welcomed and nurtured, for others. The character education
responsibility, simplicity and unity. Discussion themes including street children/orphans. curriculum is comprised of teaching
This innovative global programme àRespect for self and others. Living value education must be based children in many different aspects.
offers training, a practical àCo-operation. on the following: Children must be taught through
methodology and a wide variety of àConflict resolution skills; Simplicity examples in daily life and shown how
experiential values also to the àAppreciation of diversity, global Simplicity is learning from nature. It words of anger or disrespect can
educators, facilitators, parents and awareness and multicultural teaches children economy – how to hurt. Words should be used with care
Journal of SCHOOL SOCIAL W O R K January 2011 Journal of SCHOOL SOCIAL W O R K January 2011
22 23
and caution, as once uttered they the world, believing that unity is a Essentials of Values
cannot be taken back. purposeful activity designed to help Rajeswari M*
Responsibility humanity flourish. *Rajeswari M, Ph D Scholar, Madras School of Social Work, Egmore, Chennai-
Responsibility is using resources to Conclusion 600008
generate a positive change. Society The Living Values Education Introduction Intellectual values
today places a high priority on Prohramme (LVEP) is effective to The aim of education is to impart Intellectual values primarily are the
‘responsibility’ in children. Children children in reducing violence and human values which are the most capacity and the inclination to analyse
can demonstrate responsible bullying, and in creating safe, caring sublime things as far as any society issues objectively. A clinical precision
behaviour only if they are given school climates which are conducive is concerned. No society forbids and detachment devoid of biases
choice. It is very important that the to quality learning. It is a way of truth, compassion and service. and prejudices – inherited or acquired
expectations placed on children conceptualizing education that Human values are universal. They – are required to approach problems
match their abilities. Allow children to promotes the development of values- are inherent in every human being. and issues rationally. Children learn
set goals, make choices, and solve based learning communities and Hunger is a common instinct but to examine each situation, on its own
problems: Children have to learn to places the search for meaning and sharing food is a human value. merits, as it arises. Their judgment
take decisions and be decision- purpose at the heart of education. It Children display most of the human is not clouded either by passion or
makers. emphasizes the worth and integrity values in their behaviours. They love prejudice and they refuse to accept
Unity of each person involved in the each other, play and share with each anything blindly. They deliberate and
The greatness of unity is that provision of education, in the home, other. come to their own decision. There are
everyone is respected equally. It is school and community. Making Three categories stock questions asking students to
the overall development of an children responsible is the collective Though all human beings have some indicate whether the proffered answer
individual and a culture of positive responsibilty of all adults and the values, some groups take a is right or wrong. If he is taught to give
values in each activity and throughout vehicle is Living Values Education. deliberate control of every thing at the arguments in support of his choice he
References: expense of others, for their own has learnt objective appraisal which
Living Values: An Educational Programme, Living Values Activities for Children, benefit. In such an atmosphere there will stand him in good stead
Health Communications, Inc., 2000 is no consideration for human values. throughout life. Intellectual integrity
Goldstein Joseph (1973): Beyond The Best Interest Of The Child, New York: New
York press.
Such values which are meant to is the mother of all values. The
http://www.livingvalues.net/countries benefit a small group cannot at all be intellectual value (objectivity and
http://www.livingvalues.net/about.html human values. Three categories of rationality) promotes and influences
http://www.livingvalues.org.nz/ values are identified as essential for physical and moral values.
http://www.livingvalueseducation.org/Articles.htm a well-rounded personality. They are Physical values
Contributors are requested to provide references in APA style. Leaving out the intellectual values, social values Greeks realized the importance of
any element renders the reference ineffective. and moral values. It is our essential nurturing physical values along with
Author(s) with initial, (Year): Title of the Book,Place of publication: Publisher. duty to impart these to our children. intellectual values. Physical values
24 Journal of SCHOOL SOCIAL W O R K January 2011 Journal of SCHOOL SOCIAL W O R K January 2011 25
consist in keeping one’s person
clean, striving for bodily health,
pursuing habits conducive to physical
wellbeing, holding on to a regimen of
regular exercise and nutritive diet and
intervals of rest thrown in. Adherence
to physical values enhances the joys
of study; adds to intellectual
adventure; prevents students from
becoming bookworms. Care for
physical values would prevent the
spread of diseases and also
addiction. Teachers can create in the
child a keen interest in physical
fitness and health through games ,
sports, real-life stories and fables.
Moral values
Moral values are often mistakenly,
taken as synonymous with and
comprehending all values. The child
learns his first lessons on morals from
his parents. These outweigh what he
learns in the remaining period of his
life. The onus for imparting moral
values to the child rests squarely with
the parents. Elder siblings also play
a much more important role in
instilling moral values than do the
teachers. Children normally idolize
their parents and emulate them. The
advice they give is ingested with
respect.
26 Journal of SCHOOL SOCIAL W O R K
Children observe their parents keenly.
They learn by imitating them; they
also imitate their elder brother and
sisters. The child finds himself
suddenly thrown into a vast, colossal,
alien world. The process of
acquaintance and adjustment is long-
drawn-out. It is the parents,
particularly the mother, who provides
protection and security and
nourishment to the infant. As he
grows the emulation becomes more
conscious. Gradually the element of
conscious absorption and imitation
enters. The children of the working
parents do get neglected. The
assumption, therefore, that the onus
for instilling moral values rests
primarily on teachers is ill-founded.
Equally ill-founded is the concept that
moral values can be imparted by
word of mouth. Advice, of course, has
its uses; but what is really effective in
the context of values is example.
Teachers’ role
The most important role of a teacher
is to arouse curiosity in the child, instill
into him the habit of questioning
himself, to accept a statement or an
opinion only after deliberating over it
and analyzing it. Teacher has to
ensure that the lesson and the subject
January 2011
he deals with are comprehended by child observes her doing just the
the pupil. It would involve checking reverse the effect on his value system
with each pupil whether s/he had would be cataclysmic. She should
grasped the subject being taught by inspire respect in the pupil. The
tailoring the teaching to various levels impression that she is not punctual,
of comprehension, an arduous task irregular, sketchy, superficial and
but an unavoidable one. comes to the class without preparing
Only when a lesson plan is the day’s lesson will be lethal. Values
imaginatively prepared and executed cannot be taught with detached
pupils intellect would be sharpened. indifference as a theoretical precept.
It can trigger an exciting journey from They have to be demonstrated in
the known to the unknown. It can action. Unfortunately it does happen
instill into the child a logical sequence in some of the schools that in their
not only of events but also of mutual relationships teachers reveal
argument. It trains the mind to come just the reverse of the qualities that
to decision in any given situation. they hold up to the students.
Conclusion Apart from matching deed with word,
If the teacher does not appear to the an effective way of instilling a value
child as straight-forward and is to read or suggest stories about the
considerate he would not be very life and achievement of men and
responsive to whatever she says, far women who have illustrated in their
less to her instruction on values. If a lives the values that are being held
teacher preaches a virtue and the up for emulation.
References:
Mignon Marie Mascarenhas (1989): Family life Education and Value Education,
Crest Centre for Research Education Service and Training for Family life promotion.
Subrahman, (1990): Value Education, West Madurai: Ramana Publication.
Subrahman (1997): Quest for Quality in Higher Education, Hyderbad.
Subrahman (1994): Education in Values (Social-Ethical for Purity of Mind), Madras:
Vivekananda Kendra.
Shukla (1988): The New Education Policy in India, New Delhi: Streling Publishers.
Subrahman (1995): Values in Education, Madurai: Ramana Publication.
Verma (1996): National Information System in Education A Comparative Study,
New Delhi: Ashok Kumar Mittal Concept Publishing Company.
Journal of SCHOOL SOCIAL W O R K January 2011 27
 Value Education and kindness and mercy to all living development is self-improvement
Personality Development beings, ahimsa or non-violence are which can really help you to rise high
Amutha S* very essential for the good living of in your life especially when you are
*Amudha S, Lecturer in English, Sri Vidhya College of Education, Virudhunagar. the human race on earth. These are down and out.’ It depends on the
Introduction for the actualization of the potential basic human values which are to be way the child is brought up.
Total human being means not only a already in children. Education is really cultivated from within. Value education Vs. personality
human being with inward the process of removing the Regulated by others development
understanding, with a capacity to ignorance that is covering our inner We also require punctuality and Recent educational innovations have
explore, to examine his or her inward knowledge, which is absolute, regularity, discipline, obedience and overlooked human growth. Instead
state and the capacity of going perfect, eternal and supreme. character for personal as well as of using modern ‘jargons’ such as
beyond it, but also someone who is Education is for betterment of life and social life. It consists of obedience to programmed instruction,
good in what he or she does not for a mere living, for which it has laws, rules and decisions for an differentiated staffing, individualized
outwardly. The two must go together. to be enriched with values. orderly social life. Teaching of values learning and behavioural objectives,
That is the real issue in education: to Meaning of values through examples of extraordinary our emphasis should be on child
see that when the students leave the Values are standards or principles personalities drawn from the epics, growth and development. A promising
school, they are well established in considered important in life which poetry, literature and history help to approach for dealing with the
goodness, both outwardly and bring quality and meaning to life mould personality by inculcating emerging values crisis among the
inwardly (J. Krishnamurti, 2000). giving a person his identity and values in the students’ life. students is the rejection of the idea
Meaning of education character. Values act as guidelines for Radhakrishnan Commission (1949) of imposing ‘right’ values upon them.
Upanishad teachings of India, Swiss better life and tell one what one held the view that in addition to the Instead we teach them a process and
humanitarian Johann Pestalozzi, should and should not do. Values that search for truth through scientific and a set of criteria by which they can
American transcendentalists and should be practiced in real life can scholarly pursuits an important task arrive at and evaluate the soundness
many stalwarts of the ‘progressive’ be categorized into two. They are of education is a concern with values. of their own values. Value education
education movement insist that 1.Values from within (spiritual). If education is related to life, then a aims at the development of
education should be understood as 2.Values for a living (practical). proper value orientation of education personality by eulogizing the feeling
the art of cultivating the moral, Regulated from within becomes imperative. of self-respect, having faith and pride
emotional, physical, psychological, Love, kindness, compassion, mercy, Personality development in one’s own conduct, discipline and
artistic, and spiritual – as well as sympathy and empathy are the Personality development aims at an behaviour, by encouraging the sense
intellectual – dimensions of the values which reside in and are not overall positive expression of an of self-confidence, by inculcating the
developing child (Forbes Scott H and outwardly seen in everyday life. individual for a dynamic living in the virtue of self-restraint and fostering
Robin Ann Martin, 2004). It is not According to Buddha purity of society he/ she lives in. Swami the powers of discrimination and
mere stuffing of facts. Education is conduct, love and benevolence, Vivekananda says, ‘personality judgment.
28 Journal of SCHOOL SOCIAL W O R K January 2011 Journal of SCHOOL SOCIAL W O R K January 2011 29
 Value education in curriculum pride among pupils in their conduct Value Education and Teachers
UNESCO organized a ‘Values in and behaviour. This can be achieved Viji T*
Education’ Summit in 1998, to by correlating the subject matter with *Viji T, Ph.D. Research scholar in Education at Mother Teresa Women’s University,
encourage schools to review their our ancient heritage which is a rich Kodaikannal.
curricula in terms of value education source for personality development. Values and education
Introduction
which signifies its importance. These Conclusion
There is restlessness all over the Values and education are closely
values are imperative for maintaining Education must reveal to the
globe. With the alarming expansion related. Education enables children
law and order. It is the responsibility students the possibilities of attaining
of human knowledge in science and to distinguish between good and bad.
of the educational institutions and the values in life much greater and higher
technology, values are rapidly Students in school learn cooperation,
family to help young children to than those found on the level of
eroding. Compared to other discipline, honesty and fraternity
perceive the ‘values’ of such traits relative existence (Pankajam G,
developed countries, the United along with cultural and social values.
which involve: 2001). All educationists have to Characteristics of values
States has the highest divorce rate,
(a) Ability to judge what is right. appreciate the fact that the value àValues are universal.
abortion rate and the highest
(b) Respecting what is right. growth attainable through mental
percentage of violent deaths amongst àValues provide guidelines.
(c) Be courageous to do the right. equilibrium is necessary for the
youth. In India, corruption and àValues bring equilibrium in human
So the development of curriculum development of human personality
nepotism are rampant among our conduct.
must include values so as to develop individually and nation collectively.
politicians. These negativities have àThe existence of an institution
References their evil effects on the sensitive depends on the sense of values.
Biswanath Ghosh R(2005): Ethics In Management and Indian Ethos,New minds of the young generation. àValues bring quality and meaning
Delhi:Vikas Publishing House.
According to Richard Hooker ‘the to life.
Passi B K and Prabhakar Singh, (1991):Value Education, Agra: National
Psychological Corporation. teacher is indeed the architect of our àValues give a person his identity
Dr.Bharathi T(2004): Personality Development, Hyderabad: Neelkamal future. Society can neglect him at its and character.
publications. own peril.’ In order to provide value Need for education and values
Krishnamurti.J (1981): Education and the Significance of Life, Harper San education, teachers have the à Development of healthy and
Francisco: Jossy Bass (Reprint). balanced personality.
following ready-made objectives:
Kunhan Raja. C (1950): Some Aspects of Education in Ancient India, Madras,
The Adyar Library. Objectives for teachers àCapacity to earn livelihood and
Pankajam G, (2001): Education for the Twenty First Century: Towards an àTo be a role model for students. required material prosperity.
Enlightened and Humane Society, Contribution Towards an Agenda for India, àTo value ethics in their profession. à Development of vocational
Shimla: Indian Institute of Advanced Study. àTo be perfect in personal life. efficiency.
Rajinder M Kalra (2001): Value-Oriented Education in Schools, Delhi: Shipra àCreation of good citizenship.
àTo respect life and environment.
Publications.
Radha Kumud Mookerjee (1989): Ancient Indian Education, New Delhi: Motilal àTo promote decision making skills àAdjustment with the environment
Banarsidass. among students. and its modification towards
30 Journal of SCHOOL SOCIAL W O R K January 2011 Journal of SCHOOL SOCIAL W O R K January 2011 31
Journal of School Social Work English Monthly. ISSN: 0976-3759
Registered with Registrar of Newspapers for India underNo.TNENG/2004/14389.
Postal Registration TN/CC(S) Dn/ 47 / 09-11.
Licensed to post under WPP No. TN/CC(S) Dn/ 34/09-11.
fulfillment of the needs of man. challenge for the members of the
àDevelopment of character. present day society. Values abound
àNational integration and national in Indian ethos. Our villagers may
development. not know the great happenings in the
àPromotion of social efficiency. world. They may not know that Pluto
Conclusion lost its ‘planet’ status and Man had
‘Arise, awake and stop not till the goal set foot on Moon. They may not
is reached’ must be our watchword. know who the presidents of various
If we make our thoughts, words and republics are. They may not even
deeds sacred, there can be no better know that Indian currency has
way of coming out of evil, ill-will and obtained a universal symbol. But they
dependency. The teachers must be know to distinguish ‘right’ from
prepared to put the values into ‘wrong’, ‘good’ from ‘evil’ and ‘pure’
practice themselves, which they from ‘impure’. Their value system is
profess to others. Therefore, the guided by epics and folklores.
strategy of value education is a So, Values can also be ‘caught’.
References:
Yogesh Kumar Singh, Ruchika Nath (Year): Value Education. New Delhi:A.P.H
publishing corporation.
Dugumati Baskara Rao (Year): Value – Oriented Education. New Delhi: Discovery
Publishing House.
Gupta N L (1986): Value Education: Theory and Practice. Ajmeer: Krishna Brothers.
Pandurangi K T et al (1999): Indian Thought on Human Values. Bangalore: Gandhi
centre of Science and Human Values.
Venkataiah N (1998): Value Education. New Delhi:APH Publishing Corporation.
Published and owned by P. Jayachandran Naidu. Published from
8, Sridevi Colony, 7th Avenue, Ashok Nagar, Chennai 600083 and
printed by T. Rajaguru at TRK Press, 39, Saidapet Road, Vadapalani,
Chennai 600026. Editor: P. Jayachandran Naidu.
32 Journal of SCHOOL SOCIAL W O R K January 2011 Journal of SCHOOL SOCIAL W O R K January 2011
Journal of SCHOOL SOCIAL W O R K January 2011 Journal of SCHOOL SOCIAL W O R K January 2011