This document discusses how values are developed in schools. It states that values guide human behavior and are generally adopted from one's culture. In schools, values are developed through classroom culture that encourages respect and participation, and practices like morning assemblies. All curricular areas can integrate value development. Key questions around value education include whether it should be a separate subject, how to address conflicts between school and home values, and how development of values should be assessed. The focus should be on behaviors that demonstrate values rather than direct assessment of having values. Developing teachers' understanding of values is also important to integrate them in school culture.

2. If you stand for
nothing
You fall for
everything
BY
DR GUNWANT KAUR BRAR
ASST PROF SIER

3. VALUES serve as a guide for human
behavior. Generally, people are
predisposed to adopt the values
that they are raised with. People
also tend to believe that those
values are “right” because they are
the values of their particular
culture..
Values are society’s
shared beliefs about
what is good or bad
and how people
should act.

4. PERSONAL
VALUES
SOCIAL VALUES
CULTURAL
VALUES
SPIRITUAL
VALUES
ENVIRONMENTAL
VALUES

8. • “The purpose of the
education system is to
develop good human beings
capable of rational thought
and action, possessing
compassion and empathy,
courage and resilience,
scientific temper and
creative imagination, with
sound ethical moorings and
values.

9. • It aims at producing engaged, productive,
and contributing citizens for building an
equitable, inclusive, and plural society as
envisaged by our Constitution.”
• [NEP 2020, Principles of this Policy]

10. Engaged
Productive
Contributing
SCIENTIFIC
TEMPER
COMPASSIONATE
COURAGE &
RESILENCE
CREATIVE
IMAGINATION
EMPATHETIC

11. young age
• the importance of “doing what’s right”,.
• and will be given a logical framework for
making ethical decisions
In later
years
• expanded along themes of cheating, violence,
plagiarism, littering, tolerance, equality,
empathy, etc.,
In later
years
• with a view to enabling children to embrace
moral/ethical values in conducting one’s life,
formulate a position/ argument about an ethical
issue from multiple perspectives, and use ethical
practices in all works.

12. • As consequences of such basic ethical reasoning, traditional Indian values
and all basic human and Constitutional values (such as seva, ahimsa,
swachchhata, satya, nishkam karma, shanti, sacrifice, tolerance,
diversity, pluralism, righteous conduct, gender sensitivity, respect for
elders, respect for all people and their inherent capabilities regardless of
background, respect for environment, helpfulness, courtesy, patience,
forgiveness, empathy, compassion, patriotism, democratic outlook,
integrity, responsibility, justice

13. Aims of
education
NEP 2020
Ethical
reasoning
Traditional
human values
Constitutional
values

14. developing values and
dispositions are critical
to attaining the aims
of education

15. Section 1.1 How does development of
values happen in school?
• Values are ethical positions. These reflect worldviews or
ways of thinking. While there is overall consensus that
education must develop values, there is equal recognition
that this has been one of the hardest things to
do systematically in formal educational
settings.

16. • CLASSROOM CULTURE
• sensitivity and respect for others
is encouraged when
opportunities are provided for
all students to participate in
activities and select students do
not end up participating in all
activities) and school and
classroom practices (e.g., regular
bal sabhas and bal panchayats
help to build notions of
democracy, justice and equality).
development of
values is an
integral part of
the learning
standards and
pedagogical
processes across
all curricular
areas

17. GROWTH V/S
FOUNDAT
IONAL
STAGE
• PLAYING TOGETHER
• CARING,SHARING
PREPARA
GETORY
STAGE
• completing given work and putting things away as a
part of classroom practice helps good habit formation
MIDDL
E
STAGE
• COLLABORATION,GROUP TASKS ,TEAM SPIRIT
SECON
DARY
STAGE
• emphasis on giving critical feedback on work done would help
develop the ability to handle criticism and praise, success and
failure with equanimity

18. IN GENERAL
PROCESS
• CLASSROOM CULTURE
• REGULAR DIALOGUE
CONSTRUCTION
• ETHICAL LISTENING
CURRICULAR
AREAS
MORNING
ASSEMBLY
COMMU
NITY
SERVICE
MATHS
&
SCIENCE
SPORTS
IN SPECIFIC PROCESS
DEMOCRATIC
VALUES
pluralism,
equality, justice,
fraternity.

19. CURRICULAR
AREAS
MORNING
ASSEMBLY
COMMU
NITY
SERVICE
MATHS
&
SCIENCE
SPORTS
SCIENTIFIC TEMPER N
REASONING

20. Section 1.2
Three
difficult but
critical
questions
• Is Value Education as a separate
subject/class effective? This is a difficult
question and has no direct, simple
answer. Our experience so far across the
country has been mixed.. In this NCF,
development of values is fully
integrated into learning standards,
pedagogical processes and school
and classroom culture. There is no
separate time or class, or subject being
proposed for value education at this
point. But it may be worthwhile for
individual schools, school systems and
States to consider and rigrously address
the following questions: for it.

21. • a. Are there specific values that need specific attention and,
therefore, specified time?
• b. Should there be a different approach for different Stages?
What would work best for each School Stage? E.g., Would
children at the Secondary Stage benefit from a separate time
for Values so that they are able to develop cognitive
understanding and reasoning around these issues and learn
to reflect better on their own behaviour?
• c. Can we develop Teachers with the capability to handle such
sessions in a rigorous manner that is open and encourages
respectful questioning and discussion?
• d. Can we develop interesting and rigorous material for
teachers and children on this? Besides these considerations,
the response to this question depends on, and

22. how a separate
subject/ class
could be
constructed
what values are to
be focused on

23. 1.2.2 What do we
do about conflict in
the lives of children
presented by the
values being aimed
at in the school
versus their
violation or
differences they
see in their lives?
• Processes of dialogue and behavior which will
demonstrate that conflicts and values are an
integral part of human societies, and they
need to be resolved through discussion and
sustained effort will have to be built into
classroom culture and practice.
• Illustratively, when gender equality is encouraged in
school, but children see the opposite within their
families and communities, it would be critical for
teachers to help children understand why there is a
difference, support them to choose their actions and
responses in a way that allows children to place their
views before their families with reason and without
disrespect and not give up easily. School culture and
processes must emphasize respectful conversations
and discussions, especially listening actively with an
open mind and helping children arrive at positive and
useful reponses to their situations.

24. • RESPECTFUL CONVERSATIONS
• DISCUSSIONS
1.DEVELOP
• ACTIVE LISTENING
• OPEN MINDEDNESS
2 PROMOTE
• POSITIVE ATTITUDE
• HEALTHY RESPONSES
3 BUILD

25. 1.2.3 Should development of values be assessed?

27. 1.2.3 Should development of values be assessed?
If yes, how?
• This is also a question with no
simple answer. Developing
values is a continuous
process and is mostly
contingent on the
environment supporting
and encouraging such
development. Putting
the onus of developing
values on the child could
take away this
responsibility from the
school and its processes.
• On the other hand,
developing values is a
critical part of the
education process and it
is important to
understand children’s
development of values
just as much as it is
important to understand
how much mathematics
or language a child has
learnt.

28. • Careful and objective observation would be
critical to assessment of developing values.
One way to think about this is to focus the
assessment on the ‘behaviour’ that
demonstrates the value just like actually
adding two numbers demonstrates that a
child is able to ‘do’ addition. Illustratively,
‘Child A helps other children when there is
a problem’ is a better way of articulating
the learning rather than saying that a child
has developed ‘empathy’ or ‘sensitivity.’

29. • Development of perspectives and
capacities of educational
functionaries, school leaders and
Teachers on values is equally critical
– their understanding of these
values and building them into school
culture and practices is what will
make this happen. The culture of
the education system must support
the development of the same values
otherwise there will be dissonance
between what the system culture
has and what is expected of the
school. While these things are
critical and will be alluded to in the
NCF, they are matters outside the
NCF - to the extent that some of
these are relevant for the NCFTE,
they will find a place.
Section 1.3 Values in the
School Ecosystem

30. • Development of
perspectives and
capacities of
educational
functionaries, school
leaders and Teachers
on values is equally
critical – their
understanding of
these values and
building them into
school culture and
practices is what will
make this happen