H.P. ELEMENTARY EDUCATION CODE Chapter_10_2012_VALUE EDUCATION by VIJAY KUMAR HEER

CHAPTER X

Value Education

10.1     Introduction

We are at present faced with the challenge of break down of human values that threaten the stability of our society. The basic aim of education is to produce men of  knowledge,  as  well  as,  of  culture.  Value  oriented  education  has  to  be  an integral part of entire educational process. Every teacher must become responsible for imparting value education. In our culturally plural society, education should foster universal and eternal values, oriented towards the unity and integration of our people. Such value education should help eliminate obscurentism, religious fanaticism, violence, superstition and fatalism.

Apart  from  their  combative  roles,  value  education  has  a  profound  positive content, based on our heritage, national goals and universal perception. The growing concern over the erosion of essential values and increasing cynicism in society has brought to focus the need for re-adjustment in curriculum in order to make education a forceful tool for the cultivation of social and moral values. Conscious  and  organized  attempts  are  required  to  be  made  for  imparting education in social, moral and spiritual values, with the help, wherever possible, of the ethical teachings of great religions.

10.2     Moral values

Moral values in fact, in real sense, represent the essence of all desirable values propagated by different religions. Some times we find that moral values are also

non-controversial, rational, secular and may enable the children to be useful citizens  of a  democratic,  modern,  progressive  society  committed  to  scientific attitudes. Such values should be free of any regional, religious and other biases.

Basic human values can broadly be classified and defined as follows :

Truth

is  the  highest  human  value.  Truth  is  that  which  is  external.  It  includes truthfulness, curiosity, quest for knowledge, spirit of enquiry, introspection, judgement, secularism, religions, tolerance and universal truth.

Righteousness

is the second basic human value. It is truth in action. It expresses in terms of right actions  for  the  good  of  one’s  self,  as  well  as,  for  social  good.  It  includes obedience, duty, cleanliness, hygienic living, regularity, punctuality, proper use of time,  dignity  of  labour,  simple  living,  respect  of  others,  service  to  others, reverence for old age, self-help, self-support, self-confidence, initiative, resourcefulness, courage, leadership, faithfulness, justice, teamwork, team spirit, equality and self sacrifice.

Peace

the  first  meaning  of  peace  is  a  kind  of  natural  and  self-existent  calmness. Secondly, it may mean the absence of passion. It includes abstinence, cultivation of virtues, discipline, honesty, endurance, integrity, self-discipline, self-control, self-respect, and dignity of individual power of concentration.

Love

is a sign of expression of heart. Love gives and forgives. It includes sincerity, kindness, sympathy, tolerance, friendship, patriotism, devotion and humanism.

Non-violence

means refraining from giving pain to others by words, deeds, etc. It includes kindness, courtesy, good manners, helpfulness, fellow-feeling, gentle-manliness, consideration  for  others, unwillingness  to  hurt others, readiness to cooperate, appreciation of cultural values of others, compassion and universal love.

These values have further been sub-divided into 83 components by N.C.E.R.T., which is given in Annexure-I. The table of values activity-wise and stage-wise is given in Annexure-II.

10.3     Role of teachers

The role of teacher in cultivating basic human values in the students is indispensable. He should necessarily be not only a good educator but a good person possessing basic moral and aesthetic values. He provides models – good or bad – of behaviour for his pupils. As an educator, he should possess professional

competence, reading habit and should be a constant learner and innovative. As a

human being, he should be a man of simple habits, regular and punctual in his duty, truthful, honest, kind and self-confident. He should be commanding respect for himself and respecting others. He should be able to develop concern for nationalism, environment and integration in the students and should foster basic values of democracy, rule of law, social justice and humanity enshrined in the Constitution of India.

10.4     Duties/responsibilities of head of institution and teachers in inculcation of human values

The head of the institution will be responsible for inculcation of human values amongst the students of his school by including/identifying/organizing certain suitable programmes/ activities after being given proper orientation for being an instrument of inculcation of certain values. The head of the institution should

1)         Organize various clubs like nature club, adventure club, literature club in the school as a means of personal growth helping individual students to clarify their own thinking through personal experience, to express their ideas  through  activities,  acquire  knowledge  and  new  ideas  and  reflect

upon and modify attitudes. This will also help the students in a group to know each other as individuals, grow together in a group, deepening their relationship and learn to tolerate each other’s differences.

2)        Design projects and suggest themes for project work.

3)         Organize  tours  and  visits  in  nature,  walk  in  countryside,  to  historic monuments, to synagogues, temples, shrines, factories, farms, power stations, sewage disposal works and housing projects.

4)         Organize activities like paragraph writing, story telling, recitations, group songs, action songs, solo songs, shadow play, one act play, group dances etc for developing self confidence, sense of achievement, self respect, team spirit and appreciation by suggesting topics and songs from history, freedom struggle, in the background of nationalism and patriotic spirit.

5)         Organize social service camps, visits and excursions laying emphasis on “shramdaan”, cleaning colonies, hospitals, schools, distribution of food material, medicines, clothings etc during natural calamities, helping accident victims, lending help to blind, old, children etc for developing team spirit, dignity of labour, helpfulness, service to humanity, honesty and concern for others.

6)         Organize games-sports, scouting, guiding, NCC and yoga programmes to help cultivate sense of discipline, punctuality, co-operation and spirit of competition amongst the students.

7)         Organize  inter-house  meets  and  cultural  meets  to  develop  quality  of leadership,     initiative,     fellow-feeling     amongst     the     participants. Demonstration of skills can also be organized for self-confidence.

Participation of students in national days and other days of national importance will work as a measure amongst the students to build up the feeling of nationalism and the spirit of dedication.

8)         Organize debates and paper reading contests on the suggested topics for discrimination between right and wrong and the topics from the lives of great leaders, patriots, sages and saints.

9)         Have a notice board with “new thought of the day” for students to read, reflect and introspect.

10)       Include  prayer,  good  thoughts,  talk  by  teachers  and  students  and recitations in the morning assembly. Patriotic songs of different languages may be sung as song of the day.

11)      Organize students’ self-government, mock parliaments etc.

12)       Encourage the students to learn more and more international and regional languages and provide facilities for the same.

13)       Organize national integration exhibitions depicting the cultural, economic, historical and social aspects.

14)       Organize exhibitions on history of freedom movement on permanent basis in the school adding new dimensions and materials from time to time.

15)       Display quotations from great thinkers on the themes of value education at all the suitable corners of the school.

16)       Put  pictures  and  charts  with  short  biographical  notes  of  national  and international figures who contributed for the good of the mankind, in libraries, laboratories, classrooms and halls.

17)       Ensure active participation of local community and parents to strengthen the programme of value education in schools.

18)       Organize social awareness and sensitivity camps to expose the students to different aspects like drugs and de-addiction, street and working children, destitutes, senior citizens and also aspects such as life skills, education, personal grooming, responsibilities of adolescence, career guidance and environment.

19)       Organize trips to old age homes with interactive programmes chalked out for both students and senior citizens to inculcate the feeling of respect and obedience towards senior citizens, sense of duty and to develop sense of responsibility.

20)       Plan visits to hospitals by students during OPD hours to assist in guiding the patients to right departments, explaining to them how medicines are to be taken and taking their temperature and blood pressure as a routine.

21)      Encourage the spirit of “Each one teach one”.

22)       Ensure that the students participate in plantation programmes organized by local communities/ NGOs/ government departments/organizations for improvement of environment.

Appendix of Values

Annexure-I

1.   Abstinence	43. National consciousness
2.   Appreciation of cultural values of others	44. Non-violence
3.   Anti- untouchability	45. National integration
4.   Citizenship	46. Obedience
5.   Consideration for values	47. Peace
6.   Concern for others	48. Proper utilization of time
7.   Co-operation	49. Punctuality
8.   Cleanliness	50. Patriotism
9.   Compassion	51. Purity
10. Common cause	52. Quest for knowledge
11. Common good	53. Resourcefulness
12. Courage	54. Regularity
13. Courtesy	55. Respect for others
14. Curiosity	56. Reverence for old age
15. Democratic decision making	57. Sincerity
16. Devotion	58. Simple living
17. Dignity of individual	59. Social justice
18. Dignity of manual labour	60. Self-discipline
19. Duty	61. Self help
20. Discipline	62. Self-respect
21. Endurance	63. Self confidence
22. Equality	64. Self support

23. Friendship	65. Self study
24. Faithfulness	66. Self reliance
25. Fellowship	67. Self control
26. Freedom	68. Self restraint
27. Forward look	69. Social service
28. Good manners	70. Solidarity of mankind
29. Gratitude	71. Sense of social responsibility
30. Gentlemanliness	72. Sense of discrimination between good and bad
31. Honesty	73. Socialism
32. Helpfulness	74. Sympathy
33. Humanism	75. Secularism   and   respect   for   all religions
34. Hygienic living	76. Spirit of enquiry
35. Initiative	77. Team work
36. Integrity	78. Team spirit
37. Justice	79. Truthfulness
38. Kindness	80. Tolerance
39. Kindness to animals	81. Universal truth
40. Loyalty to duty	82. Universal love
41. Leadership	83. Value for national/civic property
42. National unity

Annexure-II

Identification of Appropriate Values for School Children

	Value		Activities
1.	Cleanliness and hygiene	1.	Checking   of   personal   cleanliness   of students.
		2.	Involving the children in cleaning the classroom and the surroundings.
		3.	Encouraging   good   eating   habits   in school and at home.
2.	Respect     of    parents, teachers and elders	1.	When  a  teacher  enters  the  class,  the children will stand and greet the teacher.
3.	Truthfulness	1.	Telling stories about the necessity of truthfulness.
4.	Obedience	1.	Observing  the  students  in  and  outside the classroom.
		2.	Explaining rules and regulations of the school society etc through pictures and charts.
5.	Inquisitiveness	1.	Encouraging children to do simple experiments.
		2.	Allowing  them  to  observe  things  and draw conclusions.
6.	Punctuality	1.	Encouraging punctuality.
7.	Consideration          and helpful attitude towards others	1.	Service to others and God.
8.	Self-help	1.	Realization of pleasure achieved when one helps others by role-playing.
9.	Self-confidence	1.	Training them for assembly programme, co-curricular activity programmes, academic competitions, games and sports etc.
10.	Leadership	1.	Giving responsibility like maintaining discipline, games etc.
		2.	Making the children to participate in group singing, discussions etc.
		3.	Telling stories of national leaders.