1) The document discusses the concepts of human values and value education. It defines values as enduring beliefs that guide conduct and determine what is important. 2) Value education is important for developing individuals and society by cultivating citizens who are educated, enlightened, and have good character. It aims to develop people holistically through the intellectual, mental and functional domains. 3) The document outlines the evolution of value-oriented education in India from ancient times through the modern era. It also identifies key components of value education like moral education, environmental education, and education about Indian culture and history.

1. JUSTICES FOR HUMANVALUE
ANDHUMAN EDUCATION
NAME - Ambika singh
ROLL NO -1904495)B.VOC Agriculture technology (3sem)
FACULTY - Science
DAYALBAGH EDUCATIONAL INSTITUTIONS
 Topics-

2. VALUESYSTEM:
REQUIREDTOREGULATETHERELATIONSBETWEEN
MEN ANDTO ALLEVIATETHEINTENSITYOF
CONFLICTSTOPROMOTEPEACE,SECURITY, GOODAND
ORDERLYBEHAVIOROFMANKINDTOESTABLISHA
CONFLICT FREESOCIETY.

3. FLOWOF THEPPT
 Concept of Human Values
 Significance of Values
 Aim of Education & value
Education
 Evolution of Value oriented
Education
 Types of values
 Components of value Education
 Conclusion
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4. “THEHUMANVALUECONCEPT…[IS]
Various Definitions:
a) Roketch:
Value is defined as enduring belief, a specific mode of conduct or end state of existence
along with continuum of importance.
b)Kluchhohn:
Value is a conception of desirable and not something desired.
c)Shaver:
Values are standards and principles for judging worth..
When human values are inculcated through curriculum to transcend to cognitive, affective
and
psychomotor level for conducive development of individual, society, national and
international understanding, it is called value education.
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5. SIGNIFICANCE OF VALUE
Values play a significant role for the promotion and realization of human rights in any
society. Values help to crystallize any legal action and play a very important role in the
development of a society. The strict adherence of each of these values not only helps in
the realization of human rights but to establish the concept of one world as envisaged by
international law.
The values such as dignity, liberty, equality justice, ethics, and morals et.al., have had
their significant impact to shape the human relations in a society. Being the main
function of law, it absorbs all the essential tools from every field of study with a critical
outlook and help to analyze each issue and lay norms to develop a rational human mind
to achieve maximum results in their inter-relationships with each other.
Acc. To Martin Luther King “The prosperity of a country depends not on the abundance
of its revenues, not on the strength of its fortifications, nor on the beauty of its public
buildings; but on its cultivated citizens, in its men of education, enlightenment and
character.”
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6. AIMOF EDUCATION&VALUE EDUCATION
Aim of education is all round development of individuals i.e. intellectual, mental and functional
development. Though cognitive and conative domains are developed through today’s
educational system, affective domain cannot receive its proper place.
If moral, social and spiritual values are exchanged through the media of subject& content,
emotional development will easily be possible. Following are the chief aims of education:
1. Knowledge
2. Understanding
3. Application
4.Skill
5. Interest and aptitude
6. Appreciation
7.Inculcation of human values
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7. EVOLUTION OF VALUE ORIENTED EDUCATION
Formation of character through education had its important place in Indian education
system right from the Vedic period. Till at the end of Sixteenth century, the place of
character formation through education was unquestionable. The medium of character
formation through education was religious and therefore religious institutions tried to
educate persons in character building during their period and sphere. Inclusively after
the arrival of Britishers in India, the aim of Indian education was changed. The aim of
education to them was thus very limited. Some functional literacy including knowledge
of subjects were introduced. In the Education Commission of 1882 only, moral
education was recommended.
In pre-independence and after independence, several commissions and committees
recommended character education, religious education and moral education. According
to National Education policy of 1986, moral and religious education were broadly
defined and coined into value education.
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8. TENBASIC VALUES
Self-destruction which promotes an independent thought.
Stimulation creates excitement, novelty and challenges in life.
Hedonism (Self Satisfaction) brings in pleasure and sensuous gratification for oneself.
Achievement demonstrates the competence of individuals.
Power brings in social status and prestige, control over people, and resources.
Security brings in harmonious relationship between individuals.
Conformity to social standards mainly regulates the behavior of individuals.
Tradition promotes the qualities of respect to the practices.
Religion promotes the innovation of knowledge.
Lastly, universalism promotes the qualities of understanding, appreciation, tolerance, and
protection
for the welfare of people.
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9. COMPONENTS OF VALUE EDUCATION
1) Moral Education
2) Environmental Education
3) Population Education
4) Human rights and duties
5)Health Education
6)Indian Culture
7) Physical Education
8) Yoga Education
9) History of Indian freedom
movement.
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10. CONCLUSION
Education is a continuous process of refinement, research and realization, and it
must equip our youth to deal with the pressing problems of today and those
which arise in future. As “To educate a man in mind and not in morals is to
educatea menacetosociety”,said US PresidentTheodoreRoosevelt.
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