CHAPTER-9
Value Education
9.1 Introduction:
We are at present faced with 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 integral part of entire education 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 obscurantism, religious fanaticism, violence,
superstition and fatalism.
A part from their combative role, 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 organised 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.
9.2 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 citizen of a democratic, modern, progressive
society committed to scientific attitudes. Such value should be free of any regional, religious and
other biases.
Basic Human Values broadly can be classified and defined as follows:
(i) Truth.— Truth is the highest human value from which flow the value. Truth is that
which is eternal. It includes truthfulness, curiosity, quest for knowledge, spirit of
inquiry, introspection, judgement, secularism, religions, tolerance and universal truth.
(ii) Righteousness.—Righteousness is the second basic human value. It is truth in action.
It expresses in terms of right section 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, team-work, team spirit,
equality and self sacrifice.
(iii) Peace.—The first meaning of peace is a kind of natural and self-existant 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.
(iv) Love.— Love is a sign of expression of heart. Love gives and forgives. It includes
sincerity, kindness, sympathy, tolerance, friendship, patriotism and devotion
humanism.
(v) Non –Violence.—It means refraining from giving pain to other by words, deeds,
thought of feelings. It includes kindness, courtesy, good manners, helpfulness, fellow-
feeling, gentle-manliness, consideration for others, unwillingness to hurt others,
readiness to co-operate, appreciation of cultural values of others, compassion and
universal love.
These values have further been sub-divided in to 83 components annexed in this
chapter at page 81-82. The table of values, activities-wise and stage wise is annexed
in this chapter at page 82.
9.3 Role of Teacher:
Role of the 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 students. As an educator
he should possess professional competence, reading habit, 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.
9.4 Duties and Responsibilities of the Head of the Institution regarding 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/organising certain suitable programmes/ activities
after being given proper orientation for being an instrument of inculcation of certain values. The
Head of the Institution should:—
(i) Organise various clubs like nature club, adventure club, literary club in the school as
a mean 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 differences.
(ii) Design Project and Suggest Themes For Project Work
(iii) Organise tours and visits to nature, walk in country-side, to historic monuments, to
synagogues, temples, shrines, factories, farms, power stations, sewage disposal works
and housing projects.
(iv) Organise activities like paragraph writing, story- telling, recitation, group songs,
action songs, solo songs, shadow play, one act play, group dances etc. for developing
self confidence, sense of achievements, self respect, team spirit and appreciation by
suggesting topics and songs from history, freedom struggle, in the background of
nationalism and patriotic spirit.
(v) Organise social service camps, visits and excursions laying emphasis on “Shram –
Daan”, cleaning colonies, hospitals, schools, distribution of food materials,
medicines, clothings etc. during natural calamities, help 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.
(vi) Organising games – Sports, Scouting and Guiding, NSS, NCC and Yoga
programmes to help cultivate sense of discipline, punctuality, co-operation and spirit
of competition amongst the students.
(vii) Organise inter-house meets and cultural meets to develop quality of leadership,
initiative, fellow feeling amongst the participants. Demonstration of skills can also be
organised 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.
(viii) Organising debates, declamations 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.
(ix) Have a notice board with “new thought of the day”—for students to read, reflect and
introspect.
(x) In the morning assembly include prayer, good thought, talks by teachers, students,
recitations, patriotic songs of different languages may be sung as song of the day.
(xi) Organise student’s self government, Youth parliament etc.
(xii) Encourage the students to learn more and more international and regional languages
and provide facilities for the same.
(xiii) Organise national integration exhibition depicting the culture economic, historical &
social aspects.
(xiv) Organise exhibition on history of freedom movements on permanent basis in the
school adding new dimensions and materials from time to time.
(xv) Display quotations from great thinkers on the themes of value education at all the
suitable corners of the school.
(xvi) Put pictures and chart with short biographical notes of national and international great
men who contributed for the good of the mankind, in libraries, laboratories, class
rooms and halls.
(xvii) Ensure active participation of local community and parents to strengthen the
programme of value education in schools.
(xviii) Organise social awareness and sensitivity camps to expose the students to different
aspects like drugs and de-addiction, street and working children, destitute, senior
citizen and also aspects such as life skills education, personal grooming and
responsibilities of adolescence, career guidance and environment.
(xix) Organise trip to old age homes with interactive programmes chalked out for both
students and senior citizens. To inculcate the feeling of respect and obedience toward
senior citizens sense of duty and to develop sense of responsibility.
(xx) 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
temperature and blood pressure as a routine to patients.
(xxi) Encourage the spirit of “Each one teach one”.
(xxii) Ensure that the students participate in plantation programmes organised by local
communities/ NGOs/ Govt. Department/ organisations for improvement of the
environment.
APPENDIX OF VALUES
1. Abstinence 49. Punctuality
2. Appreciation of cultural values of others 50. Patriotism
3. Anti-untouchability 51. Purity
4. Citizenship 52. Quest for Knowledge
5. Consideration for values 53. Resourcefullness
6. Concern for others 54. Regularity
7. Co-operation 55. Respect for others
8. Cleanliness 56. Reverance for old age
9. Compassion 57. Sincerity
10. Common Cause 58. Simple living
11. Common Good 59. Social justice
12. Courage 60. Self discipline
13. Courtesy 61. Self help
14. Curiosity 62. Self respect
15. Democatic decision making 63. Self confidence
16. Devotion 64. Self support
17. Dignity of individual 65. Self study
18. Dignity of manual labour 66. Self reliance
19. Duty 67. Self control
20. Discipline 68. Self restraint
21. Endurance 69. Social service
22. Equality 70. Solidarity of mankind
23. Friendship 71. Sense of social responsibility
24. Faithfullness 72. Sense of discrimination between good and bad
25. Fellowship 73. Socialism
26. Freedom 74. Sympathy
27. Forward look 75. Secularism and respect for all religion
28. Good manners 76. Spirit of enquiry
29. Gratitude 77. Team work
30. Gentlemanliness 78. Team spirit
31. Honesty 79. Truthfulness
32. Helpfulness 80. Tolerence
33. Humanisum 81. Universal truth
34. Hygenic living 82. Universal love
35. Initiative 83. Value for national –Civic property
36. Integrity
37. Justice
38. Kindness
39. Kindness to animals
40. Loyality to duty
41. Leadership
42. National unity
43. National consciousness
44. Non-violence
45. National integration
46. Obedience
47. Peace
48. Proper utilisation of time
Identification of appropriate Values for School Children at Secondary level
Sl. Values Activities
No.
1. Sense of duty and Right work at right time, interest to do the work in time, to tell the
responsibility truth, honour parents, be loyal to elders.
2. Dignity of work Cleaning the campus when required, voluntary service during
functions, gardening etc.
3. Simplicity Story Telling, lives of great individuals like Gandhi, Shastri,
Lincoln etc. a simple living teacher offers an example himself.
4. Faithfulness Story Telling, dramatization, scouting, guiding, voluntary service.
5. Courage Scouting, guiding adventure clubs, gymnastics, Yoga. Patriotic
songs & stories of brave people like Shivaji & Lakshmi-Bai etc.
6. Freedom from envy and Social service, culture programmes, display of talents
jealousy.
7. Discrimination between Debate and discussions
right and wrong.
8. Respect for all religions Celebration of different religious festivals, collecting information
about various religions, cultural programmes.
9. Dependability Allotting responsible duties on annual day, sports day and all other
important days.
10. Proper utilisation of time Assigning interesting and relevant projects, proper utilisation of
and resources. library.
11. Service to others Scouting & guiding, observing service days, performing voluntary
service during disturbances, natural calamities, temple festival etc.
12. Humanism and love for Observation of UN day, Commonwealth day. Adopting a country
mankind. & making as in depth study.
13. Creativity & scientific Stamp collection, pen friendship, undertaking project on science,
temper. organising science exhibitions, writing stories, poems etc.
drawing, painting etc.
14. Integration Observing Qaumi-Ekta, celebration of national & religious
festivals. Making an in depth study of other states, their cultures,
traditions etc. of people & land.
