UHV II Lecture 1 - Understanding Value Education v5.pdf
- 1. Module 1 – Introduction to Value Education UHV-II: Universal Human Values – Understanding harmony and Ethical Human Conduct
- 2. 2 Module 1 – Introduction to Value Education (6 lectures and 3 tutorials/ practice sessions) Lecture 1: Understanding Value Education Lecture 2: Self-exploration as the Process for Value Education Tutorial 1: Practice Session PS1 Sharing about Oneself Lecture 3: Continuous Happiness and Prosperity – the Basic Human Aspirations and their Fulfilment Lecture 4: Right Understanding, Relationship and Physical Facility Tutorial 2: Practice Session PS2 Exploring Human Consciousness Lecture 5: Happiness and Prosperity – Current Scenario Lecture 6: Method to Fulfill the Basic Human Aspirations Tutorial 3: Practice Session PS3 Exploring Natural Acceptance
- 3. Lecture 1 Understanding Value Education
- 4. 6 Expectations from Education Education has the responsibility to facilitate: Understanding ‘what to do’ – What is valuable, as a human being and Learning ‘how to do’ – skills, technology Are both required or we can do with just one of them? Both are important What would be the priority between these two? The Priority is 1. Understanding ‘what to do’ → Value Education 2. Learning ‘how to do’ and Doing → Technical Education
- 5. 7 The Current Priority: Learning ‘how to do’ Knowingly or unknowingly, our education has become skill-biased. So while we progress in skills, develop & use new technologies, we are unable to ensure ethical use of the technology… Without clarity on the first question, without understanding what to do, even if we are going about doing things in an efficient and effective manner… we can see that we don’t know where we will reach This shows up as confusion in the self; being easily influenced by others; and being busy in their program
- 6. 8 Deciding “What to Do” or “What is Valuable” “what to do” is “what is important” is “what is valuable” Do you want to be able to decide what to do and what not to do on your own right or Do you want to be dependent on somebody else to decide for you? (this somebody may be a group of people, it may be the society or the education system) If you are not able to decide as to what is valuable what is not valuable on your own right then: 1. Someone else is programming you as to what is valuable what is not valuable 2. Unconsciously you keep accepting those things as values 3. You are busy with how to implement them, how to realize them and materialize them
- 7. 10 Can we decide “What is Valuable” on our own right? Is it possible to for us to decide what is valuable for us, what is meaningful, what is right, what is wrong, what is innate in us? Can we decide these on our own right? This is the issue, this is the essential point of the first lecture Is this possible? We will explore into this further
- 8. 11 The Need for Value Education We saw that the first issue is that we need to understand “what to do”? And we need to learn “how to do it”? To understand “what to do”, we need Value Education Second, in order to ensure this we need to get into the details of things, for which we need a holistic perspective To develop a holistic perspective, we need Value Education So, that is the need of Value Education
- 9. 12 Understanding Value Value of a unit is its participation in the larger order e.g. The value of a piece of chalk is its participation in the classroom What is valuable The chalk writes on the blackboard in the classroom? or The chalk scratches the blackboard in the classroom? What is valuable = value The context is always the larger order Value of a unit is definite (does not change with time, place, person) The value of a unit is also referred to as its role Thus, the role of chalk is to write on the blackboard
- 10. 13 Explore What is the value of water? E.g. Value of water for quenching your thirst – the participation of water in quenching your thirst Does water quench your thirst? Is it valuable? Is its value (participation) definite? Does it remain same over time? Does it remain same in different places? Is it same for different persons? You can further reflect on the relationship between value and price
- 11. 14 Human Values Value of a human being is its participation in the larger order E.g. Your participation in the family defines your value in the family What is valuable for you? feeling of respect or feeling of disrespect? You feel happy when you have a feeling of respect The other feels happy when you express respect to him/her Living in accordance with human values leads to mutual happiness* ▪ Your happiness ▪ Happiness of the other human being *i.e. in the case of human-human interaction In the case of human-rest of nature interaction, living in accordance with human values leads to mutual prosperity
- 12. 21 Basic 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 Natural and Verifiable It has to be ‘naturally acceptable’ and experientially verifiable, and not based on dogmas, beliefs or assumptions. Should not be asked to believe just because it is stated in the course All Encompassing It needs to cover all dimensions (thought, behaviour, work and understanding) and levels (individual, family, society and nature/existence) of human life Should not be confined to only few aspects of life. 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) This will be sufficiently exemplified in the presentations in this workshop
- 13. 28 Content of Value Education Holistic, All Encompassing 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 (mistrust / opposition) Covers all dimensions of human being, (as an Individual): 1. Understanding/Realization 2. Thought 3. Behaviour 4. Work/Participation in larger order Eg. In Thought – we want clarity (a state of resolution, solution) NOT confusion (a state of problem)
- 14. 29 Individual My value for myself (eg. ensuring happiness in the self and health in the body) Family My value in the family (eg. ensuring feeling of relationship and prosperity) Society My value in the society (eg. to participate in social systems for justice, peace and harmony) Nature/Existence My value in nature/existence (eg. mutual fulfilment with rest of nature) Levels of Living of a Human Being To live with happiness, human beings have to understand human values, i.e. their participation, their role in the larger order Without understanding human values, they may assume something about their participation, role, which may or may not be fulfilling
- 15. 30 Dimensions of Human Being (as an Individual) 1. Understanding 2. Thought 3. Behaviour 4. Work/ Participation in the larger order
- 16. 32 Process of Value Education – Self-exploration Whatever is said is a Proposal Verify it on Your Own Right – on the basis of our Natural Acceptance Do not assume it to be true or false 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 course is to initiate this internal dialogue, to help you to be self-referential, self-confident Is this process naturally acceptable to you? Is the purpose of this course valuable for you? More
- 17. 33 In this course, we will explore… human values, human conduct What is my role (value) in Nature/existence? What is my role (value) in the society? What is my role (value) in the family? What is my role (value) with my Body? Who am I? What is my purpose? What is my role (value) with myself?
- 18. 34 Sum Up Need for Value Education To live with fulfilment, happiness, continuous happiness… it is essential to understand what is valuable for human being (human values) To understand human values, human conduct we need value education Basic Guidelines for Value Education Content of Value Education All encompassing Holistic Process of Value Education Self exploration, becoming Self-referential
- 19. Understanding Value Education FAQs for Lecture 1
- 20. 38 Questions Response • Preaching, Moralising, Moral Education has been tried for many years – it does not work. So, is this any different? • Values can only be caught and not taught, so what's the use of classroom teaching? • We have introduced UHV in higher education. But should not the UHV start early from childhood. Isn’t it too late to start teaching value education from college? • Due to cut-throat competition and lack of human consciousness in society, the focus of the students is on developing skill for a good pay package and not on values. How to bring their attention to values? • …
- 21. Quiz
- 22. Self Reflection