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CONCEPT OF VALUE
Presented By:
Kundan, Nandini, Savitri
MEANING OF VALUE
 ETYMOLOGICAL MEANING : The word value is derived from Latin ‘valere’ that mean
‘to be strong’ or ‘to be worth’.
 PHILOSOPHICAL MEANING : A value is directly related to a view point or thought.
DEFINITION OF VALUE
 According To John Dewey views, the value means primarily to prize, to esteem, to
appraise, to estimate.
 According To INTERNATIONAL ENCYCLOPEDIA OF ETHICS, value is the ‘relative
level of worth goodness, significance, or utility possessed by an entity, attribute or event
or an intangible quality or attribute that has intrinsic worth in itself’.
 According To HENDERSON, It has been pointed out that man acts to satisfy his wants,
anything which satisfies a human want becomes thereby a value. To say that our conduct
is motivated by our value is another way of saying that we act to satisfy our wants’.
CHARACTERISTICS OF VALUE
 Values may be specific and may be more general.
 Values are different from culture to culture.
 Values are stable.
 Values are learnt.
 Values are part of our personalities.
CLASSIFICATIONS OF VALUE
 Values can be classified into two broad categories.
(1) Individual values
(2) Collective values
 Values can also be’ categorised from the point of view their hierarchical
arrangement:
(1) Intrinsic values
(2) Instrumental values
CLASSIFICATION OF VALUE
 ACCORDING TO EDUARD SPRANGER:
1. The Theoretical
2. The Economic
3. The Aesthetic
4. The Social
5. The Political
6. The Religious
FUNCTIONS OF VALUE
 The main functions of values are -
1. Values play an important role in the integration and fulfilment of man’s basic impulses
and desires in a stable and consistent manner appropriate for his living.
2. They are generic experiences in social action made up of both individual and social
responses and attitudes.
3. They build up societies, integrate social relations.
4. They mould the ideal dimensions of personality and range and depth of culture.
5. They influence people’s behaviour and serve as criteria for evaluating the actions of
others.
6. They have a great role to play in the conduct of social life.
7. They help in creating norms to guide day-to-day behaviour.
IMPORTANCE OF VALUE
 Regulate our day-to-day behaviour.
 Give Ideals and Objectives.
 They express moral imperatives.
 It ends to which we act.
 They are the basis of our judgments.
IMPORTANCE OF VALUE
 Pioneer sociologist Durkheim emphasised the importance of values (though he
used the term ‘morals’) in controlling disruptive individual passions.
 Modem sociologist E. Shils (1972) also makes the same point and calls ‘the central
value system’ (the main values of society) are seen as essential in creating
conformity and order.
 Indian sociologist R.K. Mukerjee (1949) writes: “By their nature, all human relations
and behaviour are imbedded in values.”
EDUCATIONAL IMPLICATION OF VALUES
1. Moral awareness should be endorsed to orient the progress in science & technology
towards the welfare of mankind.
2. Common values should be re-discovered to unite human beings with the general
decline of traditional values.
3. Teachers pass values to the students both consciously and unconsciously through their
conduct in and out of class rooms. Therefore the need for a consciously planned value
education program is obvious to establish a formal learning.
4. The students might face more complicated decision making situations about issues
involving values. They should be helped in developing the ability to make proper
choices in such situations through value education.
5. Increase in Juvenile delinquency is a crisis to youth who under goes the process of
personal growth. In such situation value education assumes a special significance.
6. Value Education awakens curiosity, development of proper interests, attitudes, and
capacity to think and judge about oneself.
DEVELOPING VALUES THROUGH
PROGRAMMES
 Celebration of national festivals .
 Social service programmes .
 Emphasis on the unity of all religious, harmony among
communities and national integration .
 Community prayer in the school.
 Cultural and recreational programmes.
 Health and cleanliness programmes (Ex- swachh Bharat
Abhiyan).
CONCLUSION
 values are collective conceptions of what is considered good, desirable, and proper
or bad, undesirable, and improper in a culture.
 Values are Specific, Different, Stable which are learnt who affect our Personality.
 It can be classified basically into two categories: Intrinsic and Instrumental, broadly
in: Theoretical, Economic, Aesthetic, Social, Political, Religious.
 Value build up Societies, Individual Behaviour and Personality to be called as
‘GOOD’.
 It give Ideals, Objectives to regulate our day-to-day behaviour as well as base for
our Judgment.
REFERENCES:
 http://www.yourarticlelibrary.com/society/values-its-meaning-characteristics-
types-importance/35072/
 www.kkhsou.in/main/philosophy/value-concept.html
 ‘Aggrawal, J. C.’, 2012, Psychological, Philosophical and Sociological Foundations
Of Education.
 ‘Saxena, Swaroop’, 2013, Philosophical and Sociological Foundations Of Education.
THANK YOU

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Concept of value

  • 1. CONCEPT OF VALUE Presented By: Kundan, Nandini, Savitri
  • 2. MEANING OF VALUE  ETYMOLOGICAL MEANING : The word value is derived from Latin ‘valere’ that mean ‘to be strong’ or ‘to be worth’.  PHILOSOPHICAL MEANING : A value is directly related to a view point or thought.
  • 3. DEFINITION OF VALUE  According To John Dewey views, the value means primarily to prize, to esteem, to appraise, to estimate.  According To INTERNATIONAL ENCYCLOPEDIA OF ETHICS, value is the ‘relative level of worth goodness, significance, or utility possessed by an entity, attribute or event or an intangible quality or attribute that has intrinsic worth in itself’.  According To HENDERSON, It has been pointed out that man acts to satisfy his wants, anything which satisfies a human want becomes thereby a value. To say that our conduct is motivated by our value is another way of saying that we act to satisfy our wants’.
  • 4. CHARACTERISTICS OF VALUE  Values may be specific and may be more general.  Values are different from culture to culture.  Values are stable.  Values are learnt.  Values are part of our personalities.
  • 5. CLASSIFICATIONS OF VALUE  Values can be classified into two broad categories. (1) Individual values (2) Collective values  Values can also be’ categorised from the point of view their hierarchical arrangement: (1) Intrinsic values (2) Instrumental values
  • 6. CLASSIFICATION OF VALUE  ACCORDING TO EDUARD SPRANGER: 1. The Theoretical 2. The Economic 3. The Aesthetic 4. The Social 5. The Political 6. The Religious
  • 7. FUNCTIONS OF VALUE  The main functions of values are - 1. Values play an important role in the integration and fulfilment of man’s basic impulses and desires in a stable and consistent manner appropriate for his living. 2. They are generic experiences in social action made up of both individual and social responses and attitudes. 3. They build up societies, integrate social relations. 4. They mould the ideal dimensions of personality and range and depth of culture. 5. They influence people’s behaviour and serve as criteria for evaluating the actions of others. 6. They have a great role to play in the conduct of social life. 7. They help in creating norms to guide day-to-day behaviour.
  • 8. IMPORTANCE OF VALUE  Regulate our day-to-day behaviour.  Give Ideals and Objectives.  They express moral imperatives.  It ends to which we act.  They are the basis of our judgments.
  • 9. IMPORTANCE OF VALUE  Pioneer sociologist Durkheim emphasised the importance of values (though he used the term ‘morals’) in controlling disruptive individual passions.  Modem sociologist E. Shils (1972) also makes the same point and calls ‘the central value system’ (the main values of society) are seen as essential in creating conformity and order.  Indian sociologist R.K. Mukerjee (1949) writes: “By their nature, all human relations and behaviour are imbedded in values.”
  • 10. EDUCATIONAL IMPLICATION OF VALUES 1. Moral awareness should be endorsed to orient the progress in science & technology towards the welfare of mankind. 2. Common values should be re-discovered to unite human beings with the general decline of traditional values. 3. Teachers pass values to the students both consciously and unconsciously through their conduct in and out of class rooms. Therefore the need for a consciously planned value education program is obvious to establish a formal learning. 4. The students might face more complicated decision making situations about issues involving values. They should be helped in developing the ability to make proper choices in such situations through value education. 5. Increase in Juvenile delinquency is a crisis to youth who under goes the process of personal growth. In such situation value education assumes a special significance. 6. Value Education awakens curiosity, development of proper interests, attitudes, and capacity to think and judge about oneself.
  • 11. DEVELOPING VALUES THROUGH PROGRAMMES  Celebration of national festivals .  Social service programmes .  Emphasis on the unity of all religious, harmony among communities and national integration .  Community prayer in the school.  Cultural and recreational programmes.  Health and cleanliness programmes (Ex- swachh Bharat Abhiyan).
  • 12. CONCLUSION  values are collective conceptions of what is considered good, desirable, and proper or bad, undesirable, and improper in a culture.  Values are Specific, Different, Stable which are learnt who affect our Personality.  It can be classified basically into two categories: Intrinsic and Instrumental, broadly in: Theoretical, Economic, Aesthetic, Social, Political, Religious.  Value build up Societies, Individual Behaviour and Personality to be called as ‘GOOD’.  It give Ideals, Objectives to regulate our day-to-day behaviour as well as base for our Judgment.
  • 13. REFERENCES:  http://www.yourarticlelibrary.com/society/values-its-meaning-characteristics- types-importance/35072/  www.kkhsou.in/main/philosophy/value-concept.html  ‘Aggrawal, J. C.’, 2012, Psychological, Philosophical and Sociological Foundations Of Education.  ‘Saxena, Swaroop’, 2013, Philosophical and Sociological Foundations Of Education.