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

ISSN: 0976-3759
Journal of
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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,
8 (New 14), Sridevi Colony, Seventh Avenue,
Ashok Nagar, Chennai 600 083
Mobile: 98406 02325 E-mail: jssw.india@gmail.com and PJ.Naidu@yahoo.in
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
unrest. There is an urgent need for human values, which can provide a
appropriate remedial action to meet sense of direction and vision about
these challenges and to stem the rot. how to create a stable moral society.
Value-oriented education comprises Finally we can conclude that human
of all types of education: aesthetic, behaviour becomes chaotic and
ethical, health, intellectual, scientific education becomes directionless
and spiritual. It promotes a shared without values.
References:
Agarwal J C (1975): Educational Research – An Introduction, New Delhi: Aryan
Book Depot.
Dahlke, Otto H (1958): Values in Culture and Class Room, New York: Hamper
and Bros., Publishers.
Gail M Inlow (1972):Values in Transition a Handbook., New York: John Wiley
and Sons.
Harding, D W (1966): Social Psychology and Individual Values, London:
Hutchinson & Company Limited.
Kulsherestha S P (1979): Emerging Value – Pattern of Teachers and new Trends of
Education in India, New Delhi: Light and Life publishers.
Marie Mignon Mascarenhas (1986): Family Life Education, Value Education - A
Text Book for College Students,Bangalore: Centre for Research Education Service
& Training for Family Life Promotion.
Morris, Harles (Year):Varieties of Human Values, Chicago: University of Chicago
Press.
Rama Maikhuri and Archana Shah, Value Education: Some Reflections”,
November 2005; Volume XXXIII; No 11.
Vijayalakshmi Ghali: Prioritization of Secondary School Children’s Values by Their
Parents and Teachers, Edutracks; Volume. 5, No.7, Pp. 34-37.
Future Focus
Month HSE Topic
Feb 2011 Dr Shivani Mishra School Safety Programmes
Mar 2011 Dr Lakshmamma Juvenile Delinquency
Apr 2011 Sadhana Adhikary Attention Seeking Children
May2011 Rekha Mistry RET and Problem Solving
Check scribd.com for Dec 2010 and Jan 2011 issues of JSSW
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