International Journal of Multidisciplinary Research and Development

Online ISSN: 2349-4182, Print ISSN: 2349-5979, Impact Factor: RJIF 5.72
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Volume 3; Issue 3; March 2016; Page No. 275-277

Value oriented education

1
Dr. (Mrs.) Monika Sood, 2 Kavita
1
Assistant Professor (Education) ICDEOL, Himachal Pradesh University, Shimla-5, India.
2
Research Scholar in Education, Himachal Pradesh University, Shimla-5, India.

Abstract
Value-oriented education is, in a sense, tautologies. In fact, education is a subset of a larger setting of culture, and culture consists
of cultivation of faculties and powers pertaining to reason, ethics and aesthetics in the light of the pursuit of values of Truth,
Beauty and Goodness (Satyam, Shivam and Sundaram). Value education refers to planned educational actions aimed at the
development of proper attitudes, values, emotions and behavior patterns of the learners. Value education is the education that is
concerned with the transformation of an individual’s personality. Every nation is awakened to provide significant importance to
value oriented educational system, different pedagogies and methodologies are to be applied transmission of accumulated
normative values of truth, beauty and goodness to the succeeding generation for creating a noble and healthy nation. The
programme of values oriented education can be built adopting different approaches as a separate subject, inviting eminent
thinkers, organizing co-curricular activities and essential teaching of great world leaders; mass-media can also play a vital role in
this direction. Educational objectives refer to explicit formulations of the ways in which students are expected to be changed by
the educative process. That is, the ways in which they will change in their thinking, their feelings and their actions. Objectives
whether of value education or of any other curricular area depend on a variety of factors, psychological, sociological and
epistemological. It is also essential that government should take initiative for introduction of values oriented education.

Keywords: Values and Education

1. Introduction be happy so when he grows up, he will know the value

"The prosperity of a country depends not on the of things, not the price”.
abundance of its revenues, nor on the strength of its Nelson Mandela
fortification, nor on the beauty of its public building but
Value education is education in the sense that it is education
its cultivated citizens, in its men of Education,
for 'becoming '. It is concerned with the development of the
enlightens and character."
total personality of the individual—intellectual, social,
Martin Luther King
emotional, aesthetic, moral and spiritual. It involves
The new millennium has thrown up multifarious challenges to developing sensitivity to the good, the right and the beautiful,
the human brain. On one hand, when we are highly ability to choose the right values in accordance with the
progressive in the field of technology, on the other, the highest ideals of life and internalizing and realizing them in
degradation of human values is at rapid loss. Thus, today the thought and action. As such the process calls into play all
emerging social, individual and educational need becomes human faculties—knowing, feeling and doing. Not only
greatly diverse. Education is the divergent force to innovate should the learner be enabled to know the right and the good,
the society by imparting value oriented education. There are but also to care, to feel the appropriate emotions, concern and
number of committees and commissions express their thought commitment and exercise the will to do the right thing. In
towards Value Education in School in terms of religious other words, to 'value educate' is to develop rational critical
education, moral education, Character formation etc. The thinking, to educate the emotions, to cultivate the
Sargent Committee in 1944 made a statement that "Religion imagination, to strengthen will and to train character of the
in the widest sense should inspire all education and that a learner.
curriculum devoid of an ethical basis will prove barren at the
end." The famous Kothari Commission (1964-66) Value - Oriented Education and Pedagogies
emphatically stresses that moral education and inculcation of Pedagogy refers to the art and science of teaching, the way
a sense of social responsibility must be stressed in educational teachers accompany learners in the process of their growth
system and schools should reorganize their responsibility in and development. It is not just about teaching the subject
facilitating the transition of youth from the world of schools content but the entire gamut of relationships, processes and
to the world of work and life. The National Education policy strategies which are designed to enhance learning. The
1986 also reflects the light on value based education. pedagogy for values is grounded on the philosophy that
children construct their own theories of how the world works,
Meaning of Value Education though their minds are less developed than those of educated
“Do not educate your child to be rich. Educate him to adults. According to Paulo-Freire “The content of pedagogy

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refers to the pedagogical knowledge, skill of teachers use to action plans/lesson plans using these sources, a few
impart the specialized content of subject area. Effective illustrations of which are discussed here.
teachers display a wide range of skills and abilities that lead
to creating a learning environment where all students feel  Essays, Articles and Newspapers
comfortable and make sure that they can succeed both Non-fictional writings dealing with value themes, such as
academically and personality. This complex combination of essays, articles and newspaper reports may be used for value
skill and abilities is integrated in the professional teaching education purpose. These may be scholarly writings on issues
standards that also include essential knowledge disposition, of social and national concern appearing in books and
and commitments that allow educations to practical at a high journals. Students may be asked to collect articles and
level.” Teaching for values is not like teaching any other writings from various sources, encouraged to write articles on
school subject. It is about teaching the learner how to think a chosen value theme. Teachers can frame questions that
about something, to reflect, critically evaluate, appreciate provoke in the learner to think and reflect on many issues of
one’s own values and those of others, and develop better the values covered.
communication and better decision-making so that the
concepts ultimately find their ways into behaviors and  Stories
actions. It is not confined to the cognitive level but covers the Stories of various kinds are attractive to students of varied age
affective and behavioral levels. groups. Stories may be presented by the teacher or presented
The learner can only then take a conscious decision of by students themselves, followed by discussions and on
practicing values, consciously and responsibly. The questioning and analysis. The teacher should use his direction
pedagogical demand for such a kind of learning is thus to in selecting the story appropriate to the developmental level
move away from the traditional banking model to an of the learner. Simple and short stories such as fairy tales and
experiential or participatory model. This model assumes that fables are better suited to elementary level children. Stories
it is not what you teach but how you teach, that is important, could be used to develop value awareness of different kinds.
and that is the essence of education for value. In the absence Fables and fairy tales could be used to develop values of
of this, value education could become just another duty, kindness, love for living beings, environmental awareness and
proclaimed to be done by schools, where as it has to be the courage.
adoption of different ways of interacting, relating and being
with students and using ways of teaching and learning to  Biographies
provide concrete learning experience. One of the major A biography is a written document on the life history of an
factors behind the demand for value education is the eminent personality. Biographies of scientist, social reformers
increasing divide between schooling and education that we and spiritual leaders acquaint one personality. Biographies of
are witnessing today. Education is a value and school an scientist, social reformers and spiritual leaders acquaint one
instrument to realise it. Education is the norm that the school with their life, thoughts, and actions and various forces which
activities—curricular and co-curricular—must satisfy if their mould their lives as depicted by biographer. For being used as
object indeed is education. material for value education it should be condensed in such a
way as to highlight the virtues and their development in the
Value Oriented Education and Methodologies life of the eminent personality. The entire biography may be
The methods of value education are many and varied the retold after rearranging the content bringing together all the
selection of, which depends much upon the values chosen, related events depicting each one of the values hidden in it.
sources of development of these values and many other
limiting factors. The entire school curriculum functions as an  Value/Moral Dilemmas for Discussions
important source of value education. The democratic practice Value or moral dilemmas may be used as an important
and activities sponsored though a student self-government instructional strategy in value education. They present very
contributes effectively for value learning. There is no way in effective situations for learners to think, to reason and to
which children can avoid catching values and attitudes form make moral judgment and arrive at a decision after
their teachers. Values education in schools, therefore, is considering all issues involved in the moral dilemma. The
effected through direct, indirect, incidental methods. Values dilemmas constructed may be on issues like environmental
get transmitted via both the implicit or hidden and planned conservation, scientific temper, social justice and equality. A
curriculum. teacher can prepare a lesson or initiate discussion on a
The methods and activities should be free from attempt to dilemma indicating all the essential steps involved. In view of
indoctrinate the learner. Capacity for value judgment and the great potential of dilemmas in developing the capacity for
internalization are to be achieved by exposing students to a moral judgment moral dilemmas are used as research tools in
variety of experiences and activities. This may include the study of moral development and judgment in children.
reading, listening, discussions, narration, direct presentation The teacher can initiate discussion on the dilemma chosen by
of ideas by the teacher and other strategies. These strategies giving the pros and cons of the issues involved. The student
should be used with any of the following sources of value may be asked to react to each issue with reason. There may be
education: Extracts form essays, articles, and newspaper, a student leader to monitor/record the proceedings of the
Stories, Biographies, quotations and poems, value/moral discussion.
dilemmas and classroom incidents. These sources can be used
in many different ways to involve the learner in thinking and Value Education and Practical Activities
reasoning about values. The classroom teachers can prepare Value education merely by cognitive precept is not enough
even though it is essential. Children should engage
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themselves in life related practical activities which will
promote the application of principles and values in daily life.
The essence of practical approach is that they provide the
learners with suitable opportunities to practice and live their
lives according to the principles and values they have
perceived and understood. Under the rubric of practical
activities a wide range of activities may be organized.
Practically, all subjects of school curriculum lead to project or
practical work and this may be designed as to make it relevant
to value education. A sound program of value education may
include a combination of a few or all activities: School
campus and classroom maintenance activities, Social and
community development activities, Work experience related
activities, Organizing campaigns on community sanitation,
literacy, environmental awareness, Yoga, meditation and
prayer sessions and eradication of social evils campaign
activities Organizing such value related practical activities
poses some practical problems to the school. Great care
should be taken in planning and organizing practical activities
mentioned above.

Conclusion
In our presentation of values Oriented Education, we do not
need to be prescriptive; we should encourage methods of
explorations. As we explore deeper and deeper, we shall find
that there are values which are relative and subjective; but we
shall also find that there is in us a dimension of Value and
that this is an undeniable objective fact. And other hand
Government is spending more and more money to impart
education to people. Also, crime is increasing day by day, so
two contradictory things are happening. With the increase in
education crime should decrease. But the scenario is totally
opposite. The reason is that government is providing
qualification and degrees, not the education. Stress should be
laid down to teach moral values and ethics to students along
with teaching the curriculum. To save the world, to save
humanity it is essential to make the students good human
beings along with making them good professionals.

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