Book review

Education in Human values

Author: Somnath Saraf BookReview Presented by Dr. Md. Ataul Hasan Roll no 22 13th Special Foundation Training Program BIAM/Dhaka

About the Book Title: Education in Human Values Author: Somnath Saraf Publisher: Vikash Publishing House Pvt. New Delhi-110014 Distributor: UBS Publishers and Distributors Ltd. New Delhi Cover design: Ilaksha Binding: Hard cover Pages: 173 Pages

About the author Former VC of Deemed University, Andhra Pradesh from 23rd Jan 1985 to 14th Jan 1991 Started his professional career in 1944 as a teacher educator. After retiring from Govt. service of India service in Jan1982, Prof. Saraf worked as UNESCOUNDP advisor in educational policy and planning with Govt. of Bhutan from Feb1982 to 1994. Now as Educational consultant to Apeejay foundation, New Delhi since august 1994. At least 65 years of experience as a teacher of the teachers. Prof. Saraf currently working on the project: Designing Education for the First Quarter of the TwentyFirst Century-The Indian Perspective.

Category of the book: Book can be categorized in many ways. It may be informative or descriptive. It may be entertaining or charming. It may be analytical or functional. This book is descriptive, analytical and informative rather than entertaining. The way the book is written the reader can feel alone in a charming script. Although the book is a piece of gem in teaching methodology it is descriptive all through and does not entertaining to the reader.

Introduction: "Education has two aspects; the first is related to external and worldly education, which is nothing but acquiring bookish knowledge. In the modern world, we find many well versed and highly qualified in this aspect. The second aspect known as educare is related to human values. The word Educare means to bring out that which is within. Human Values are latent in every human being; one cannot acquire them from outside. They have to be elicited from within. Educare means to bring out the values.

Content of the book and composing criteria 1. Introduction Developmental Scenario: The Reality Education In Human Values: Need and Identification Education In Human Values: Programme Implementation Teacher: The Kingpin Teacher-Parent Cooperation: The Anchor Multi: Media: The Transformation Annexure Bibliography Index 2. Like an embroidered quilt, I am amazed to see how the author neatly composed all the relevant things together in a nice pattern.

Theme of the book:

We reap what we saw; as is the desire, so is the fruit. The world will not pay more for our wares than the price We ourselves mark on them

We reap what we saw; as is the desire, so is the fruit. The world will not pay more for our wares than the price We ourselves mark on them This book is an attempt to present briefly the total current depressing global and national (Indian) scenario and what is likely to emerge if nothing concrete is visualized to change the situation through value oriented educational interaction. The author also marked that there have been tremendous advances in science and technologies and mans life has been made comfortable but peace and happiness have become distant. This book not only stops to identify the problems but also made detailed guidelines about the implementation of the programme of education in human values in terms of special projects, activities and practices at the gross root level to promote humanness in man.

Chapter wise discussion 1. Developmental scenario-The Reality-

International and Indian aspect The very first chapter presents a very grim picture about widening economic disparities, rapid population growth, widespread environmental degradation, armed conflict, political turmoil, preventable death of millions of children through no fault of theirs and all of this is directly or indirectly associated with total value deterioration.

Need for value orientation This book admits that the world order now is merely a term carried to lend respectability to human selfishness. There is a shift from serving the society to serving the self. When airwaves become public property, situation will turn tragic and beyond redemption. The world fragmented into the east and the west represented by the developed and developing countries. The developed countries cover one third of the earths land surface area but have less population when compared to the developing countries. So they effectively posses earths greater land surface area. The famous poet, T.S. Eliot like other persons with foresight has graphically described the present dilemma in the following word: Where is the wisdom that we have lost in knowledge? Where is the knowledge we have lost in information? It is admitted that what counts now is intellectual property or in other words the power of human brain has to be used in such a manner that human beings develop love and compassion. This is possible only when we shift our emphasis from information to knowledge and ultimately to wisdom.

The sector of education, which is intimately connected with human resource development, should be value oriented. As of present, man making and nation building are relegated to background and moneymaking and material building are high on agenda. Value orientation is a must in this kind of scenario. The world is at a turning point it is high time that we reevaluated our existing practices. Otherwise no miracle can save the world from the catastrophe that is looming large on the horizon.

2. Education in human values. -Need and identificationNeed for education in human values In this chapter the author systematically describe and evaluate the 14(fourteen) different reports of various education committee from pre-independence period of 1882 to 1994. The author concluded the all committee accepted a common thing that there is, therefore, a demand for the replacement of present system of education by a more constructive and human systems, which will be better, integrated with the needs and ideals of national life, and better able to meet its pressing demands. At the international level, the UNESCOs famous Faure Commission there should be an integral approach in the value oriented education programme.

Relation of education and human values:

On the basis of comprehensive analysis of the working of programmes, the core group developed a working model, linking educational objectives with facets of human personality and universe human values. The author studied the suggestion of various committees and commissions regarding a large number of values, subvalues, habits, modes of conduct, attitudes and behavior patterns and behavior pattern and concluded:the census seems to be clear and unambiguous that the five universal values of truth, righteous conduct, peace, love and non-violence are acceptable values free from controversy, are the accumulation of the appreciation of Experience of ancient ideals and are truly secular in character, constituting the major bed rock of all the religious of the world and to blossoming of human personality

Novodaya vidyalay: Experiments in human values programmeeThe scheme of Navodaya Vidyalayas has been sponsored by the govt. of India since 1984 as the pace setting institution to promote excellence coupled with equity and national integration. Learning takes place through experiential lesson plans based upon: There is no formal curriculum for the implementation of value education, but the academic curriculum has in built system to promote value education in day-to-day activities. Stories - about life, identity & relationships. Quotations, poems and thoughts for the day. Songs and music. Silent Sitting - exercises leading to inner calm and peace. Activities e.g. drama, discussion, games, role play, community service, etc

3. Education in human values This chapter divided into eight major sections, which spell out in detail, various methodologies and strategies, which if implemented methodically can promote value orientation of education. These are only indicative and there is sufficient scope for innovation. The author not stopped only naming the programmes, which should be implemented but also, means the way How the programmes should be done? What are the activities? In which age group should be involved? How to develop a programme? Which organization should be involved? How to evaluate the objectives? There is a popular saying Morality is caught and not taught. Therefore there is a need for promotion such methods, the school assembly, the curriculum, the co-curriculum, extra curriculum activities, the celebration of various festivals and international dates, work experiences, team games and sports, subject clubs, social service programmes explained separately.

4. Teacher: The Kingpin

Who shapes the destiny? It is not the chalk and talk, book and birch, the building, the laboratories, the equipment. This chapter introduces the man who takes the responsibilities of that aforementioned programme. The teacher with a vision, who has realized his self and loves the students and his subjects. The author defines and mentions the role of the right teacher. A teacher, like the sun, causes the lotus buds to bloom and spread fragrance. A good teacher can assume his challenging role only when he knows his pupils better than their mothers do and cares even more.

Role of teacher: Sri Sathya Sai Baba comparing a teacher to a sculptor observes: The sculptor, by subjecting a useless stone to different processes, through careful chiseling, transformed into a beautiful idol, which becomes worthy of worship when it is installed in a temple.

Teacher and human values

Teacher and human values The author explains why do we stress human value in education? Teachers intervention changes Latent into Talent. Teachers should not be ignorant of basic human values. In fact, they should be the living embodiment of all the human values, both preaching and practicing, more the latter than the former. A teacher may be a mother, may be a father or the formal teacher itself. 5. Parent-Teacher cooperation--The anchor Good education is impossible unless school becomes home and home becomes school. It is to be realized that home is the first and most important school for character building other educative agencies- the home; the neighborhood, the community and the state- should have a common outlook and agreed ideas absent promoting value development. A coordinated association between parents and teachers should not be limited to rare and special occasion and to the sharing of mutual complaints and grievances but should result in better understanding between them. It should reconciling their ideas and values so that as far as possible the same kind of motives, methods and impulse play a important and positive role in the formation of students character at home as in the school.

6. Multimedia-the transformationThe role of multimedia as a source of information, communication, entertainment and even education. The advent of satellite T.V. and cable networks on the scene posing a serious threat. The adverse impact of technology like television is being impact. It has to be emphasized that media should be assigned a complementary role rather than a competing one. This is indeed a challenge and has to be accepted.

7. List of annexure Annexure I Five core human values Annexure ii Psychology implicit in value education Annexure iii Persons of eminence Annexure iv Story telling Annexure v Prayers and Group-singing Annexure vi Evaluation Annexure vii Education in human values Annexure viii Ramakrishna institute of moral education. Annexure ix An open door between home and school

Why You Need This Book? This book offers time-tested wisdom and attributes that you need to maximize your potential and live the life of your dreams and your dream will come true through your perception of values in education. After reading this book you will learn about: Concept of value based education. Current development scenario about devaluation of education. Need and importance of value based education in modern age. Meaning, scope and organization of values in education. Method and techniques of teaching human values. Evaluation in human value. The pivotal role of the teacher.

Who will be helpful? There has been a growing demand among a large number of persons running educational institution throughout the country and committed to pursuit of promoting human excellence, to have a working document which explain in-depth the techniques and methodology for developing programme of education in human values. Educational institutes. Teacher training institutes. Teachers. Parents. Students of relatively higher groups. Education policy maker. Government.

Comparative study: Fortunately I read some books on teaching methodology. One of the best is Nai Talim(Basic education) written by Satya Paul. All of those books written about the name and implementation of various programmes and methods of educational institute. Other books simply focused on curricular and academic activities. But no one likes Prof. Saraf. This book is a great tribute to teaching methodology. He neatly composed various topics in one book and explains many whys. Despite a lot of book in this topic, we should extremely grateful to this author for having undertaken this challenging mission of preparing this invaluable book on his priority.

Strength of the book There were many books about teaching methodology has been published. But it was a great effort by the writer, which is a very good edition on education. Well written Informative and economic Authors analysis and perception on development of a nation through improvement of national policy were relevant. A good guide book to adopt national education policy for Bangladesh A special compilation of select famous quotes from scriptures and saying of persons of eminence.

Draw back of this book: Descriptive type Repetition of information Many printing mistakes Mainly written on the background of Indian education policy. Dull cover page.

Conclusion "Education has two aspects; the first is related to external and worldly education, which is nothing but acquiring bookish knowledge. In the modern world, we find many well versed and highly qualified in this aspect. The second aspect known as educare is related to human values. The word Educare means to bring out that which is within. Human Values are latent in every human being; one cannot acquire them from outside. They have to be elicited from within. Educare means to bring out the values. We may conclude by saying that education in human values will result in quicker blossoming of human excellence when home and school have an open door between them and parents are Teacher and teachers are Parents as well.