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Process of Value Education
Whatever is said is a Proposal (Do not assume it to be true or false)
Verify it on Your Own Right – on the basis of our Natural Acceptance
It is a process of Dialogue
A dialogue between me and you, to start with
It soon becomes a dialogue within your own self
between what you are and what you really want to be
(your natural acceptance)
The purpose of this workshop is to initiate this internal dialogue
izLrko gS ¼ekuas ugha½
tk¡pas & Lo;a ds vf/kdkj ijA
viuh lgt LohÑfr ds vk/kkj ijA
;g laokn dh izfØ;k gSA
;g laokn vkids vkSj esjs chp 'kq: gksrk gS] fQj vki eas
pyus yxrk gSA More](https://image.slidesharecdn.com/3guidelinescontentprocessofve-230722144031-3162dcae/85/3-Guidelines-Content-_-Process-of-VE-ppt-16-320.jpg)
3 Guidelines, Content _ Process of VE.ppt
- 1. Lecture 3 Understanding the Need, Basic Guidelines, Content & Process for Value Education
- 2. 2 Values, Human Values Education – Values and skills Complementarity of the Two Primacy of Value Education Need of Value Education Guidelines Content Process मूल्य, मानवीय मूल्य शिक्षा – मूल्य और हुनर दोनोों एक-दुसरे क े पूरक मूल्य शिक्षा की प्राथशमकता मूल्य शिक्षा की आवश्यकता शदिा शनदेि शवषय-वास्तु प्रशिया Content of this Session इस सत्र कि किषय-िास्तु
- 3. 3 Role of Education – To Enable Transformation The role of education is To enable the transformation to human consciousness To facilitate the development of the competence to live with definite human conduct One’s education starts in the family, then goes on in school, college... It is influenced by media... role models in society...
- 4. Role of Education: 1. Personal transformation 2. Societal transformation Living with Human Consciousness Humane Family, Humane Society Living with Animal Consciousness Inhuman Family, Inhuman Society
- 5. Values Human Values Universal Human Values
- 6. 6 Value What is valuable = value The context is always the larger order Value has to do with the participation in the larger order E.g. A piece of chalk is a unit A classroom is the larger order The value of chalk is that it can be used to write on the blackboard The participation in the larger order is also its role in the larger order E.g. The role of chalk is to help write on the blackboard
- 7. 7 Human Values Value / role of a human being is its participation in the larger order E.g. My role in living with the other human being is to ensure the feeling of respect in the relationship Interestingly, I feel happy in fulfilling my role; and it is fulfilling for the other as well! E.g. I feel happy when I have a feeling of respect The other feels happy when I express respect to him It is worth understanding, worth thinking about, worth doing In nature, every unit is participating with every other unit in a mutually fulfilling manner (except human beings without right understanding) E.g. The air, water, soil, plants, trees, animals, birds… The role of human being is to live in harmony in the larger order (i.e. ensure mutual fulfilment) For this, human being has to understand harmony at every level of being
- 8. 8 Individual I have a role within myself (eg. ensuring happiness in the self and health in the body) Family I have a role in my family (eg. ensuring feeling of relationship and prosperity) Society I have a role in the society (eg. to participate in social systems for ensuring justice, peace and harmony) Nature/Existence I have a role in nature/existence (eg. mutual fulfilment with rest of nature) Human Values, Role of Human Being in the Larger Order
- 9. 9 Deciding Our Values Do you want to be able to decide on your own right? or Do you want somebody else to decide for you? (this somebody may be a group of people, it may be the society or the education system, etc.) If you are not able to decide on your own right then: 1. Someone else is programming you (deciding what is valuable and what is not valuable for you) 2. Unconsciously you keep accepting those things as values 3. You get busy with how to implement them, how to realize them and materialize them
- 10. 10 Values Decided by the Other Eg. In a professional college, many first-year students start to use foul language within a very short time They are made to assume that this sort of language is one of the indicators of their freedom, of their own progress to manhood… and they adopt it as a new value Similarly, with sleeping late and getting up late… and so many things Did they decide it for themselves? Did it just happen “unconsciously”, without being aware of it? Is it worth for them? Is it fulfilling for them? Is it fulfilling for others (like their family members)? So, if we are unable to decide on our own right, we are programmed by the other; our values are decided by someone else
- 11. 11 Deciding Human Values on Our Own Right Would we decide on the basis of whatever we like, whatever we believe? If we decide in this manner, human values will be different for different people Or is there some definite, existential basis, something we can understand, something we can be assured about, something that ensures mutual fulfilment in living? If this is the case, then there is a possibility that human values are universal, they are the same for all of us Value education is about exploring into this possibility
- 12. 12 Components of Human Education Understanding What to do, Values Value Education Learning How to do, Skills Skill Development Doing Skills guided by Values Are both, values and skills, required? Both are required; Values and skills are complementary to each other If both are required, then what is the priority? Values (what to do) first, then skills (how to do), but both are required What is the state in present-day education? Education has become skill-biased. There is a need to make appropriate changes
- 13. 13 Guidelines for Value Education - Universal The content needs to be universal – applicable to all human beings and be true at all times, all places It should not depend on sect, creed, nationality, race, gender, etc. - Rational It must be amenable to logical reasoning It should not be based on blind beliefs - Verifiable The student should be able to verify the values on one’s own right Should not be asked to believe just because it is stated in the course - Leading to Harmony Values have to enable us to live in peace and harmony within our own self as well as with others (human being and rest of nature)
- 14. 14 Content of Value Education Holistic, All Encompassing Covers all dimensions of being, as an Individual: 1. Thought 2. Behaviour 3. Work 4. Understanding/Realization Eg. In Thought – we want to have clarity (a state of resolution, solution) NOT confusion (a state of problem) Covers all levels of living: 1. Individual (human being) 2. Family 3. Society 4. Nature/Existence Eg. As a Family, Society – we want Fearlessness / Trust NOT fear (due to mistrust / opposition)
- 15. 15 Process of Value Education Universal The content needs to be universal – applicable to all human beings and be true at all times, all places It should not depend on sect, creed, nationality, race, gender, etc. Rational It must be amenable to logical reasoning It should not be based on blind beliefs Verifiable The student should be able to verify the values on one’s own right Should not be asked to believe just because it is stated in the course Leading to Harmony Values have to enable us to live in peace and harmony within our own self as well as with others (human being and rest of nature)
- 16. 16 Process of Value Education Whatever is said is a Proposal (Do not assume it to be true or false) Verify it on Your Own Right – on the basis of our Natural Acceptance It is a process of Dialogue A dialogue between me and you, to start with It soon becomes a dialogue within your own self between what you are and what you really want to be (your natural acceptance) The purpose of this workshop is to initiate this internal dialogue izLrko gS ¼ekuas ugha½ tk¡pas & Lo;a ds vf/kdkj ijA viuh lgt LohÑfr ds vk/kkj ijA ;g laokn dh izfØ;k gSA ;g laokn vkids vkSj esjs chp 'kq: gksrk gS] fQj vki eas pyus yxrk gSA More
- 17. FAQ
- 18. 18 Analysis of the Current State Little interest in learning, unsure of what they wish to do in life – even in premier institutions Under tremendous pressure (parents, peers, TV...) Manifest problems – self-centredness, acute competitiveness and insensitivity towards others, indiscipline and violence, addiction to alcohol, drugs etc., depression, suicide... Graduates tend to join into a blind race for wealth and position. Their skills are often used only to accumulate wealth Other aspects of life including relationships in family and work place, understanding of society and public good, remain neglected Use and misuse of skills…
- 19. 19 Some of Your Questions May Be… Is value education the same as moral education? Knowing, assuming Is there a need for values in today's world? The need is urgent Can values be taught in the classroom? We have to facilitate the student to discover values within themselves Is this teaching effective? In the experiments so far, the results have been quite encouraging Can our teachers teach it? Preparation required Will our students be interested in it? Communication We need to explore into these and such other questions…
- 20. 20 Proposal, Self Verification Understanding, Knowing Self-motivated, Unconditional - Self-discipline (Lo&vuq”kklu) - Self-organised (Lora=rk) Do’s & Don'ts Preconditioning, Assuming Externally Motivated, Conditional - Fear / Incentive - Enslaved (ijra=rk) Value Education Moral Education
- 21. 21 Some of Your Questions May Be… 1. There is a need for value education, but can we deliver it in today’s corrupt environment? 2. What can one teacher do? We have to follow the system 3. There is no space in the curriculum. Already we are overburdened 4. The colleges are there only to make money. What are we talking about values in such a corrupt system?
Editor's Notes
- #4: Is role education is just Good job?