This document discusses values education. It begins by defining values and explaining their importance. Values are beliefs about what is good, desirable, and proper. Societies determine collectively what values are important through socialization and conditioning. The document then discusses the need for values education due to declining values in younger generations. It lists aims of values education like developing good character and respect. The document outlines different types of personal, social, cultural, and religious values. It discusses how values are developed through sources like family, religion, teachers and peers. The roles of these institutions in fostering values are explained.

1. UNIT-1
VALUES EDUCATION

2. ▶Word Value
originated from old
French word ‘Valoir &
Latin word ‘Valere’
means- ‘to be worth,
be strong’

3. Meaning
▶ V
erb—If you value something or
someone, you think that they are
important & you appreciate them.
▶Noun—the value of something
such as quality, attitude, or method
is its importance or usefulness you
think it has

4. ▶ Generally—moral ideas , general conceptions or
orientations towards the world or simply interest ,
attitudes , preferences , needs, sentiments & dispositions
▶ Sociologists—connotations of rightness , goodness or
inherent desirability.
▶ Thus values—collective conceptions of what is
considered good , desirable & proper or bad ,
undesirable & improper in a culture

5. Definitions
▶ Haralambos — “Values is a belief that something is
good and desirable”
▶ R.K.Mukerjee -- “Values are socially approved desires
and goals that are internalized through the process of
conditioning , learning or socialization and that become
subjective preferences , standards and aspirations “ A
value is ranked in terms of desirability , worth or
goodness. “

6. ▶ I.J.Lebner and N.J.Kube “Values are the integral part of
personal philosophy of life which we generally mean the
system of values in which we live. The philosophy of life
includes our aims , ideals and conducts our affairs”
▶ Hill “Values are the priorities of individuals and society,
attached to certain beliefs, experiments, and objects in
deciding how they shall live and what they shall

7. Need for Value Education
▶ Declining values of the younger generation
▶ Causes—lack of respect for the sanctity of human life
▶ breakdown of parental control of children in families
▶ Lack of respect for authority
▶ Seen through the brazen breaking of the law
▶ T
otal disregard for rules & regulations
▶ Crime & corruption
▶ Abuse of alcohol & drugs
▶ Abuse of women & children
▶ Money mindedness or Easy going

8. ▶ Sri Ramakrishna—Education for bread &butter but a
life-building, man-making & character-making
▶ Swami Vivekananda—Excess of knowledge and power,
without holiness makes human beings devils
▶ Mahatma—Wealth without work , pleasure without
conscience , knowledge without character, commerce
without morality science without humanity , worship
without sacrifice, politics without principle is sin

9. ▶Value education is referred to
as a deliberately planned
education aimed at the
development of proper
attitudes, values, emotions
and skills for holistic
development of students

10. Aims and Objectives
▶ Achieving humanistic attitude
▶ Understand the significance of values in life
▶ Guiding life in the right path
▶ Embellish behavior with good qualities
▶ Respect for culture & gratitude to parents, teachers,
nation
▶ T
o be the balanced personality & to make them refined
with perfection

11. ▶ To protect, preserve & conserve the natural & cultural
environment and to make judicious use of natural
resources
▶ To enable students to distinguish between good & bad ,
right & wrong
▶ Acquire intellectual wisdom & disposition to do what is
ethically correct and good
▶ Lay a strong foundation for the development of different
values
▶ Train students to become responsible citizens in their
personal and social lives

12. Types of Values
▶ Personal values—are cherished and practiced by an
individual with in oneself without any explicit interaction
with any other person.
▶ Eg – cleanliness, integrity, punctuality, self-discipline,
honesty, simple living, courage, self-confidence,
sincerity, ambition, independence, hard work, mature
self, contentment etc.,(Sachin Tendulkar)

13. ▶ Social values—cherished and practiced because of our
association with others. It is related to neighbours ,
community, society, nation, and the world.
▶ Eg– co-operativesness , etiquette, tolerance, service to
others, dignity of labour, orderliness, social responsibility,
sociability, helpfulness, gratitude, sympathy, righteous
conduct, adjusted, environment preservation, sense of
belongingness, hospitality, magnanimity, sportsmanship,
sharing, brotherhood etc.,

14. Family Values
▶ Compassion, reverence, respect for elders, sound
health, love, tolerance, hygienic living, obedience,
happiness, cheerful, commitment, empathy, mutual
respect, mutuality, patience etc.,
▶ Family values are different for everyone and every
family.(women-job)

15. ▶ Cultural values --social order, tolerance, liberty,
gentleness, non violence, love etc.,
▶ Democratic values—common good, justice, liberty,
popular sovereignty, equality, diversity, pursuit of
happiness, truth, patriotism, rule of law, community
service, dutifulness, humanism, justice, non-violence,
secularism, universal love, citizenship, discipline, national
integration, peace, freedom, and equality.

16. ▶ Institutional values—leadership, initiative, regularity,
curiosity, spirit of enquiry, team spirit, loyalty to duty,
resourcefulness, genuineness, intellect, politeness,
flexibility, ethics, creativity, accountability etc.,
▶ Religious values—faith in god, respect for all religion,
purity, self reliance, devotion, forgiveness, sacrifice, truth,
non-violence, humility etc.,

17. Sources of values
▶ Socio-cultural tradition—the culture of a society is the
way of life of its members, the collection of ideas and
habits which they learn, share and transmit from
generation to generation.
▶ Hospitality, respecting one another, helping tendency,
care and sacrifice, humanity, tolerance, unity, spirituality
and problem solving are greatly valued in our culture.

18. Religion
▶ Religion is primarily concerned with the ethical and moral
values.
▶ Hinduism –self control and self-regulation of all physical
activities, non-injury—self regulation of all mental activities,
truthfulness—self- regulation of all intellectual activities.
▶ Christianity –
▶ Islam –
▶ Buddhism –
▶ Jainism –
▶ Constitution--

19. VALUES OF
DEVELOPMENT
▶Physical Development
▶Knowledge Development
▶Emotional Development
▶Social Development

20. PERIODS OF VALUE DEVELOPMENT
▶ VEDIC PERIOD
▶ BUDDHIST PERIOD
▶ MUSLIM PERIOD
▶ AKBAR PERIOD
▶ BRITISH PERIOD
▶ AFTER INDEPENDANCE

21. AFTER 1947
▶ University Education Commission-1948
▶ Secondary Education Commission-1952
▶ Commission for Religious and Moral Education-1959
▶ Emotional Integration Committee-1959
▶ Kothari Educational Commission-1964
▶ New Educational Policy-1986

22. VALUES IN OUR DEMOCRATIC
COUNTRY
▶ JUSTICE, EQUALITY, FREEDOM, DEMOCRACY
▶ SECULARISM, MAITAINING INDIVIDUAL RIGHTS,
SCIENTIFIC INQUIRY, SCIENTIFIC INVENTIONS,
INDEPENDENT THINKING
▶ SELF RELIANCE, SEEKING RELATIONSHIP
BETWEEN EDUCATION AND DEVELOPMENT
▶ GLOBALISATION OF EDUCATION
▶ INCREASING PRODUCTION AND ENHANCING
ECONOMIC DEVELOPMENT OF THE COUNTRY

23. ▶ FORMING NEW SOCIETY THROUGH IMPROVING
QUALITY IN LIFE
▶ AHIMSA, BROTHERHOOD, OPENMINDEDNESS
▶ HUMANE ATTITUDE, ETHICS,
▶ INTEGRATED DEVELOPMENT OF INDIVIDUAL AND
SOCIETY, ENVIRONMENTAL PROTECTION
▶ REALISING THE NEED FOR SMALL FAMILY NORMS AND
ACT ACCORDINGLY

24. VALUE EDUCATION IN SCHOOL
CURRICULUM
▶ DISCUSSION AND
▶ BRAIN STORMING SESSION(BRAIN-NETTING)

25. UNIT-2
FOSTERING VALUES
▶ Parents
▶ Teachers
▶ Peer group
▶ Religion
▶ Mass media
▶ Government
▶ Non governmental organization

26. ▶ Many people think that education is all about book
learning & passing exams.
▶ Undoubtedly this is partly true, but the ‘real’ education
comes from developing personal values & living these
values
▶ Personal Values: these are sacred to an individual &
should not be compromised under any circumstances

27. ▶ Personal values can differ from individual to individual, & hence,
stereotyping should be avoided
▶ Eg: honesty, integrity, respect for elders, & respect for others
▶ Attitude involve some knowledge of a situation
▶ Attitudes are important determinants of behaviour
▶ If we are to change them we must change the emotional
components
▶ Eg: Farmer-vote for one party, but later change his attitude & vote
for another party(In the course of experience he may learn
something about the policies of that party)
▶ Knowledge, attitude & behaviour are then closely linked

28. ▶ The school believes that the education process extends
far beyond the purely academic
▶ The acquisition of personal qualities & values must be an
integral part of this process
▶ Qualities of honesty, kindness & respect are constantly
encouraged
▶ Pupils are expected to be fair, polite, thoughtful &
cooperative

29. ▶ Leadership styles
▶ Communication skills
▶ Negotiating & Influencing
▶ Personal Resilience
▶ Healthy & Hygiene: cleanliness, healthy eating/food
habits, fitness, rest/relaxation, avoiding indulgence etc.

30. WAYS TO INSTILL VALUES IN YOUR
CHILD
▶ Read & discuss stories that support your beliefs
▶ Share your approval when praiseworthy behaviour is
portrayed in the media/ in real life & discuss your
displeasure when corrupt behaviour is displayed
▶ Be polite & considerate toward others
▶ Do what you say you will do
▶ Share your time, talents & possessions
▶ Set goals & complete difficult tasks

31. ▶ Display warmth, support, encouragement & consistency
toward your child
▶ Set high but reasonable standards for your child’s
behaviour
▶ Listen respectfully to your child’s ideas & feelings
▶ Answer your child’s questions
▶ Offer your child choices
▶ Take time to have fun with your child (play games, read,
pretend, look at family photos, share dreams, attend
events, participate in sports or hobbies, or volunteer for
worthy causes

32. ▶ Agree on family rules & live by them ( the T.V. is off
during family meals)
▶ Divide chores & work together on family projects
▶ Participate in religious activities/ or be faithful to religious
or moral beliefs
▶ Consider how your family spends its time & money by
asking yourself
▶ Remember that your child will adopt the values you
demonstrate daily

33. ROLE OF SOCIETY
▶ Family is the first social organization that provides the
immediate closeness from which the child can learn his
behavior
▶ Children recognize themselves with their parents, other
family elders & espouse them as their personal models
for emulation & imitation
▶ Values developed by a family are the groundwork for
how children learn, grow & function in the world
▶ Children turn out to be a good person because of the
value taught & given by his family members

34. ROLE OF TEACHERS
▶ It has been stressed again & again that nothing can be
more helpful in moulding the child’s moral behavior than
the teacher’s own conduct
▶ A teacher has to set a high standard of moral behavior
before the child
▶ The school plays a very important role in the moral values
of the child
▶ In the teaching of different subjects like languages , social
science etc., teacher may stress moral qualities like love,
sacrifice, self-control, truthfulness etc.,
▶ Dramas , games & sports provide many opportunities for
an appeal to the moral sense of the students

35. ▶ Providing adequate opportunities to pupils to observes,
to ask questions & experience things
▶ Organizing group projects
▶ Organizing group games
▶ Organizing school panchayat
▶ Conducting daily morning school assembly
▶ Through shows, folk songs & dance
▶ Role plays allows students to place themselves in the
position of others( cooperation, good manners)

36. ▶ Social service programmes are also very helpful to
inculcate many values-tolerance
▶ Picnic visits– are useful for developing values such as co-
operation, pity & love for animals
▶ Folklores & riddles can also be used to inculcate values
among children
▶ Celebrating National Days
▶ Celebrating Festivals
▶ Organizing camps
▶ Screening appropriate films

37. ▶ Stressing the main teachings of saints & seers
▶ Looking after the school garden
▶ Organizing girl guiding & scouting
▶ Celebrating festivals of difference communities
▶ Visiting backward & slum areas & rendering service
▶ Arranging community & school get together
▶ Organizing a comprehensive programme of guidance &
counselling for bringing about moral changes

38. ROLL OF PEER GROUPS
▶ Peers serve many important roles in the life of a developing
child
▶ From toddlerhood through adolescence, peers serve to
meet the child’s need for acceptance & belonging
▶ Peers serve to provide children a source of support in times
of difficulty or stress
▶ They share in times of joy & excitement, &
▶ They participate in learning activities providing motivation,
competition & companionship
▶ Powerful impact of the peer group on a child’s healthy
growth, development & socilization

39. FUNCTIONS OF PEER GROUP
▶Getting along with others
▶Developing morals and
values
▶Learning appropriate socio-
cultural roles
▶Achieving personal
independence

40. 1.GETTING ALONG WITH
OTHERS
▶ In order for a child to successfully get along in group
settings, to establish a peer group & to lasting friendship,
the child must have the necessary social skills
▶ This requires the child to be capable in alive & take
relationship
▶ Must learn to consider another person’s perspective &
effectively balance the needs of him/herself & another
person
▶ As children learn & develop these skills, they need feedback
to monitor & adjust their behaviour
▶ Peer can give some of the most effective & clear feedback

41. 2.DEVELOPING MORALS AND
VALUES
▶ As adult, we are sometimes afraid to think
that our children’s morals & values are, at
least in part, developed through their
interactions with other peers
▶ Peers offer another source of learning, just
as discussed above, about what is right &
wrong, & what aspects of life are most
important

42. 3.LEARNING APPROPRIATE
SOCIO-CULTURAL ROLES
▶ Children do learn a lot about societal expectations
& how to relate the opposite sex through their
interactions with peers
▶ Children also look to their peers for what is an
accepted ambition in life, what is an acceptable
about leadership, initiative, assertiveness,
independence, competitiveness, etc.,
▶ These are all a part of our process of socialization
& fitting into our socio-cultural role in society

43. 4.ACHIEVING PERSONAL INDEPENDENCE
▶ Peers are invaluable in providing the support necessary
for a child to become independent of adults
▶ Physical support: the provision of physical belongings or
material possessions, such as loaning a friend clothing,
toys, money, a car, etc.,
▶ Social support: the provision of acceptance, belonging,
companionship such as hanging around & talking, being
available for a phone call in the evening, sitting together
at a ball game, etc.,

44. ▶ Intellectual support: the provision of information such as
explaining personal problems to a friend, giving
directions, discussing school assignment or helping with
homework, etc.,
▶ Emotional support: the provision of empathy &
understanding such as listening when a friend is down,
understanding why a friend so mad at her parents, being
that shoulder to cry , etc.,

45. ROLE OF RELIGION
▶ Religion is concerned with the shared beliefs & practices of
human beings
▶ Religion has been the chief supporter of the spiritual &
moral values of life
▶ All the religions have preached love & non-violence
▶ Emphasized sacrifice & forbearance
▶ Religion not only defines moral expectations for members
of the religious group but usually enforces them
▶ It makes certain forms of social behaviour as offences not
only against society but also against GOD

46. ▶ Religion encourages people to render services to the
needy & poor & promote their welfare
▶ Promotes the welfare of individuals, groups & community
▶ It develops philanthropic attitude of people
▶ Help & assistance are rendered to poor & destitute
person due to religion inspiration
▶ It is believed that one can obtain the cherished goal of
religion by way of giving alms & assistance to the
helpless & needy persons

47. ROLE OF GOVERNMENT
▶ Preamble—the constitution lays down four universal
values
▶ Justice –social, economic & political
▶ Liberty of thoughts, expression, belief, faith & worship
▶ Equality of status & of opportunity & to promote among
them all
▶ Fraternity assuring the dignity of the individual & the
unity & integrity of the nation

48. ▶ Justice ensures that the freedom of one does not become
tyranny for others
▶ The justice to be truly meaningful needs sharing of
power, compassion towards under- privileged and
empathy towards the disadvantage
▶ An education of rights and duties becomes important to
ensure to fight for justice
▶ Liberty of thought and action is a fundamental value
embedded in our constitution
▶ Respecting the rights of others, liberty of thought and
action are the hall marks of a civilized society

49. ▶ In a diverse country like India, exercising freedom with
responsibility is a must for ensuring peace in the nation
▶ Freedom and justice remain mere words if equality is not
ensured
▶ Fraternity is at the heart of school, and society and nation
▶ Social solidarity is a vital part of a society that has place
for the aspirations of all members of society

50. ROLE OF GOVERNMENT
▶ Secondary Education Commission & the Sri Prakasa
Committee. National Policy on Education—To make
education a forceful tool for the cultivation of social &
moral values.
▶ Higher Education—personality development
programmes & community development programmes
▶ Plagiarism in the higher education, the manipulation of
Ph.D research work, for the sake of degree—checked by
govt

51. ROLE OF MASS MEDIA
▶ TV
▶ NEWS PAPER
▶ MAGAZINE & JOURNALS
▶ RADIO
▶ MOBIL
▶ WEBSITES
▶ WHATSAPP
▶ INTAGRAM
▶ TWITTER

52. NATIONAL COUNCIL FOR
EDUCATIONAL RESEARCH AND
TRAINING(1979)
CORE VALUES
▶ Identified 83 values—related to peace & harmony are
▶ Appreciation of the qualities of others
▶ Concern & consideration for others
▶ Equality
▶ Humanism
▶ Non-violence
▶ Peace
▶ Social justice
▶ Tolerance &
▶ Solidarity of humankind
▶ Abstinence

53. National Curriculum Framework 1988
▶ Friendliness
▶ Cooperativeness
▶ Compassion
▶ Self-discipline
▶ Courage & Love for social justice

54. ▶ Many laws to curb corruption but ineffective
▶ Common people have lost faith in governance, judiciary,
police & law.
▶ We should become firm on not offering bribe to anyone.
▶ Political parties
▶ Eve teasing

55. Role of Mass media
▶ Reflecting values of a society & fostering values
▶ Books-biography-science-history-concept
▶ Internet-
▶ Television
▶ Radio
▶ Newspapers
▶ Magazines

56. Role of Voluntary Organizations
▶ Work for promoting the mental & welfare and
improvement of the community
▶ They play a vital role –contribute immensely towards
various developmental programmes.
▶ Rehabilitation centre
▶ --abolish untouchability, women empowerment,
capacity- building, saving,

57. METHODS OF FOSTERING VALUES
▶ STORY TELLING –
▶ Story telling plays an important role in the informal
enculturation of humans in all societies & stories are
often a vehicle for transmission of morals & values
▶ Story telling, especially when accompanied by
commentary & discussion, also serves to accomplish
our third goal of developing analytical skills
▶ Story telling can also play a role in fulfilling the fourth
goal of ethics teaching in higher education, eliciting a
sense of moral obligation in its participants

58. ▶ Most morality tales present a situation in
which one or more characters violate a
social norm which causes them & often
others to consequences
▶ Story telling also contributes to the
realization of the fifth goal, tolerating &
reducing disagreement & ambiguity in
moral reasoning

59. ▶ The story is medium that stimulates the moral
imagination,
▶ provides concrete details that allow for the
recognition of moral issues, cultivates analytical
skills through the practice of problem solving,
▶ elicits a sense of moral obligation through
empathy & emotion, & reduces moral
disagreement & ambiguity by normalizing social
values

60. ▶ A picture is worth of 1000 words
▶ Old period radio listening method
▶ Finding stories in songs
▶ Story telling activities in the
classroom

61. DRAMATIZATION
▶ Development of linguistic consciousness
▶ Development of critical & preventative thinking
▶ Reading habit & skills training
▶ Improvement of word stock, development of speaking
skills
▶ Improvement of speaking quality phonetically
▶ Social communication habits training
▶ Development of communicative, creative & cultural skills

62. ROLE PLAYS
▶ Warming up
▶ Selection of students for role playing
▶ Preparing the audience for listening observing
▶ Setting the stage
▶ Acting
▶ Discussing about the value & evaluating
▶ Acting again
▶ Discussing & evaluating about value again
▶ Sharing the experience, generalising, accept the
importance of moral values

63. ▶ Role plays are used as a methodology for inculcating
values where the emphasis is not on the acting
capabilities but on the projection of ideas/values &
analysis of the same
▶ The process of acting out helps in better understanding
& reinforcing the importance of values
▶ The art of conducting role plays & using them
particularly for younger students requires orientation &
practice

64. PERSONAL EXAMPLES
▶ DICUSSION AND BRAINSTORMING SESSION

65. VALUE CRISIS
▶ There is lack of development of sound moral vision among
human being along with the scientific & technological
development
▶ As a result human being can produce such powerful means
of destruction like hydrogen & nuclear bombs & destroy
the whole world in no time
▶ Wealth worshipped as God, Pride has become a creed
▶ Selfishness is entrenched in the intellect, The ego is
flaunted,& desires become an adornment, righteousness
has become merely a figurehead in the world, compassion
has dried up, gratitude has waned,
▶ Hypocrisy has become the hall mark of life & love &
affection has become lustful afflictions

66. ▶ Lack of mutual concern between parents and home,
disaffection & lack of securities in families are other
factors responsible for erosion of values
▶ Prostitution, illegal marriages, broken home structure,
divorce, etc., are also factors responsible for decline of
values
▶ Moral values have no respect now. Man fails to
distinguish between right & wrong, good & evil
▶ Highest respect is being placed on wealth & power
▶ Human relations are becoming impersonal & secondary

67. ▶ The older generations have lost their sense of morality.
Therefore the younger generation completely ignores
the traditional or even any idea of value system
▶ The modern youth receiving education are losing their
idealism & living in spiritual vacuum
▶ The role of home, school & society cannot be neglected
in the degradation of values
▶ Definitely the living styles of parents leave deep
impression on the minds of children

68. WAYS FOR OVERCOMING VALUE CRISIS
▶ Role of parents
▶ Educational institutions
▶ Approaches
▶ Syllabus & curriculum
▶ Teachers’ role
▶ Mass communication

69. VALUE CLARIFICATION
▶ Thinking capacity developed
▶Students’ participation increased in
the problem solving/find the
solution
▶ Divergent thinking developed
▶ Self confidence developed

70. FAMILY VALUES
▶ Brainstorming and discussion

71. CHARACTER EDUCATION
▶ TRUTH
▶ SELF CONTROL
▶ CONFIDENCE
▶ HONESTY
▶ ETHICS
▶ SYMPATHY AND EMPATHY
▶ HOLISTIC DEVELOPMENT
▶ EMOTIONAL INTELLIGENCE
▶ CREATE MODERN SOCIETY WITH MORAL VALUES

72. VALUE CONFLICT
TYPES OF VALUE CONFLICTS
▶ Apathetic people
▶ Flighty people
▶ Over Obedient people
▶ Inconsistent people
▶ Drifters
▶ Over Conformers
▶ Over Dissenters
▶ Role Players

73. SCIENCE OF LIVING
▶ Cause and Effect theory
▶ Cultural and religious –role
▶ Prayer at school
▶ Science exhibition
▶ Short film-science related
▶ Science club
▶ Library for science
▶ Scientific attitude and temper
▶ Reasoning power

74. ▶ Traditional custom and science
▶ Guest lectures on scientific development
▶ Science day celebrations
▶ Superstitious beliefs and science
▶ Scientific invention
▶ Science in agriculture
▶ Science in day to day life
▶ Scientist’s life history