1. M.Ed. Gujrat university
Course No.B104 (Semester–3) ELEMENTS OF BHARTIYA CHINTAN Objectives:1.On completionof the
course the studentwill be able to:2. Understandthe nature and sourcesof values.3.Classifythe values
underdifferenttypes4.Understandthe processof value education.5.Differentiate the indicationof
values6. Appreciate role of valuesinlife.Unit-1Theoretical Basisof value Education1.Nature and
Sourcesof values,Meaningof values2.Values:Philosophical Perspective3.Values:Psychological
Perspective4.Values:Sociological PerspectivesUnit:2VALUES IN INDIA’SINTELLECTUAL TRADITTONS1.
ValuesinIndianculture –five cardinal virtues2.Universal lifeinIndianthinking3.Fundamental Duties
of citizensandgovernment.4.Valuesasformative processUnit:3CLASSIFICATIONSOFVALUES1.
Personal andsocial values,Intrinsicandextrinsicvaluesonthe basisof personal interest&social good.
2. Social,moral,spiritual anddemocraticvaluesonthe basisof expectationof society&one'sself
inspiration3.Emergingvaluesandsociety4.Value analysisandjudgmentUnit:4 VALUESIN REUGIOUS
SCRIPITURES1. Bhagwadgita-NishkamKarma,Swadharma,Laksagrah&Stithpragya.Bible - Conceptof
truth,compassion,forgiveness2.Dhamnipada - Astangmarg,Aryastya& Madhyamarg.Gurugranth
Sahib- Conceptof Kirath,Sunsat,Paugat & Jivanmukti .Quran -Conceptof spiritual&moral values
(adah,raham & theoryof justice) &social responsibilities.3.MethodsandEvaluationof Value
Education:Traditional Methods:StoryTelling,Ramleela,Tamasha,Bhawai streetplay&folksongs.
Practical Methods:Survey,role play,value clarification,Intellectual discussions4.Causesof value crisis:
material,social,economic,religionevilsandtheirpeaceful solution.5.Role of School Everyteacheras
teacherof values,School curriculumasvalue ladenSuggestedActivities/Practical work:Fieldwork,
Group work,Surveys,Panel discussion,Debate.61 SuggestedPractical Work:1.Analysisof morning
assemblyprogramme of acollege fromthe pointof view of value education.2.Analysisof atext bookof
a school subjectfromthe pointof viewof valueshidden.3.Practice of role-playintwosituationsand
preparationof report.4. Administrationof value scalesavailable inthe psychologylab.inthe school and
reportwriting5. Reporton value conflictresolutioninasituationReference Books:1.Dhokalia,RP.200
I. External HumanValuesandWorldReligionsNew Delhi:NCEIU.2.Gandhi,M.K. 1976. My Experiments
withTruth Ahmedabad:NavjivanPublishingHouse 3.Governmentof India(1999): Fundamental Duties
of Citizens:Reportof the Committee setupbythe Governmentof Indiatooperationalisethe
suggestionstoTeachFundamental Dutiestothe Citizensof the Country(Vol.I&II) New Delhi:MHRD.4.
Governmentof India.(2000): The Constitutionof IndiaNew Delhi 5.Gupta,K.M. (1989): Moral
Developmentof School ChildrenGurgaon:AcademicPress.6.Krishnamurthy,J.(2000) Educationand
the Significance of Life Pune :KF.7. Mahaprayna,Acharya (1999): Thoughtsat Sunrise Landon:Jain
VishvaBharti 8. MHRD (1992) National PolicyonEducation1986 (WithmodificationUndertakenin
1992) NewDelhi 9.NCERT (2000): National CurriculumFrameworkforSchool EducationNew Delhi 10.
RadhakrishnanS.:IndianPhilosophyVol.I11. Rajput,J.S.(2001): Symphonyof Human Valuesin
EducationNewDelhi 12.Saiyuddain,K.G.(1965) The Faithof an Educationist:A PleaforHuman Values
NewDelhi :AsiaPublishingHouse.13.Sanghi,Seema(2002): TowardsPersonal ExcellenceNew Delhi:
Response Books14. Seshadri,C.;Khadcr,M.A.AdhyaGL. (ed.) (1992):Educationin value New Delhi:
NCERT London,AllenandUnwin15. UNESCO (1996): Learning:The Treasure WithinParis.16. Singh,
