This document discusses value education and outlines its need, basic guidelines, content, and process. It defines value education as enabling understanding of what provides human happiness and indicates how to fulfill needs and visualize goals correctly. The guidelines for a value education course include universal applicability, appeal to human reasoning, natural acceptability, encompassing all dimensions of life, and promoting harmony. The process of value education involves self-exploration to know oneself and existence through dialogue between one's current and ideal selves. It aims to achieve harmony within and with one's surroundings.

1. RAHUL DEV-

2.  Introduction
 Need for value education
 Basic guideline and content
 Process for value education
 Core human values
 Process for self exploration
 References

3.  The subject which enable us to understand ‘What is Valuable` for
human happiness is called VALUE EDUCATION.
 Value education enables us to understand our needs and visualize
our goals correctly and also indicate the direction of their
fulfilment.
 All the human being continuously aspire for a happy life, a
fulfilling and successful life ,and the purpose of education is to
provide adequate competence to actualize this aspiration.

4.  Correct identification of our aspiration.
 Understanding universal human values to fulfil our
aspiration in continuity.
 Complimentary of values and skills.
 Evaluating our belief.
 Technology and human value.

5. In order to qualify for any course on value education, the following
guidelines for the content of the course are important:
1. Universal: It needs to be applicable to all the human beings
irrespective of cast, nationalities, religion, etc., for all times and
regions.
2. Rational: It has to appeal to human reasoning. It has to be
amenable to reasoning and not based on dogmas or blind beliefs.
3. Natural and verifiable: It has to be naturally acceptable to the
human being who goes through the course and when we live on the
basis of such values it leads to our happiness. It needs to be
experientially verifiable, and not based on dogmas, beliefs or
assumptions.

6. 4. All encompassing: Value education is aimed at transforming our
consciousness and living.
Hence, it needs to cover all the dimensions (thought, behaviour, work
and realization) and levels (individual, family, society, nature and
existence) of human life and profession.
5.Leading to harmony: The value education ultimately is targeted to
promote harmony within the individual, among human beings and with
nature.

7.  The process of value education has to be that of Self exploration.
 Whatever is found as truth or reality may be stated as proposal and has
to be verified at its own right
 It is process of dialogue between ‘what you are` and ‘what you really
want to be’.
 It is a process of knowing oneself and through that knowing entire
existence.
 This process of self exploration helps you be in harmony within
yourself and in harmony with everything around.

8.  Love : Unconditional and unselfish care.
 Peace : Control the mind.
 Truth: Indispensable ethical discipline.
 Non -violence: means respect for life and recognition of rights of
others.
 Right conduct : Truth in action is right conduct.
 “Thinking with love is truth, feeling with love is peace, action with
truth is right conduct, understanding with love is non -violence”

12. 1. Bajpai B. L., Indian Ethos and Modern Management, New
Royal Book Co., Lucknow. Reprinted 2008, Page no.: 2-10.
2. Dhar P. L., Gaur R. R., Textbook of Science and Humanism,
Commonwealth Publishers, page no.: 15-25.