Value education aims to help students identify, analyze, and reflect on their personal values and how those values impact their long-term well-being and that of others. It is a process of assisting students, through discussion and analysis of literature, news, and case studies, to consciously evaluate their values and develop critical thinking skills. Teachers act as facilitators rather than authoritarians, drawing out students' inherent values to encourage moral growth. The goal is to produce a morally responsible generation through concerted efforts between special value education teachers and other faculty who implicitly teach values within their subjects.

1. VALUE EDUCATION
Dr. R. Dakshinamurthy
Associate Professor
Centre for study of social Exclusion and
Inclusive Policy,
Bharathidasan University,
Tiruchirappalli.

2. What exact is a value?
 Is it a virtue?
 A lifestyle?
 A philosophy of life?
It’s a belief system on which a
person acts by willful choice

3.  Value education is the process by which people give moral
values to others. It can be an activity that can take place
in any organisation during which people are assisted by
others, who may be older, in a position of authority, or are
more experienced to make explicit those values underlying
their own behaviour in order to assess the effectiveness of
these values and associated behaviour for their own and
others' long term well-being, and to reflect on and acquire
other values and behaviour which they recognise as being
more effective for long term well-being of self and others.

4.  value education aims to develop the critical skills
in the students with which they assess values so
that acceptance or rejection of values may be
conscious, deliberate, and informed

5. A set of values are inherent in each person.
The instructor needs to draw them out.
Values cannot be taught through heavy
indoctrination.
Teachers cannot be authoritarian instructors
but facilitators.
“Values are caught, not taught”.

6.  Help students identify their values
 Inferring and analyzing values in works of
literature and humanities
 Relate values to scientific and technological
developments
 Engaging in decision making

7.  Teachers can start by presenting a situation, a case study or
newspaper report of an event in which there is a moral dilemma, or a
value conflict and ask the students the values involved or the lack
thereof.
 Discussions will challenge the moral growth of the students.
 The teacher can evaluate the moral progress each student is making
and give feedback.
 If a student is confused ,a teacher arranges a private interview to
check on his/her perception of the value and encourage the student
to develop critical abilities.

8. 1.Honesty/Integrity 8. Responsibility
2. Respect for oneself and others 9.Dignity of work
3.Sanctity of life 10 Hope
4.Concern for the environment 11. Faith
5.Interpersonal relationships 12 Role modeling
6.Maturity 13.Charity
7.Social justice 14. Dignity of the human

9. Goal achieved….

10.  Any book related to moral and ethical values can be of help
 Books on religion and religious studies
 Philosophy and ethics
 Biographies and autobiographies of moral and ethical
leaders
 Newspapers, magazines, journals, and
 Audio-video means can be used with good judgment.

11.  With concerted efforts made by both special
teachers of Value Education and the faculty
who impart only those values implied in their
syllabus, we can attain our chief goal in liberal
education, which is to produce a morally
responsible generation.
 To ensure that the liberal education we dispense
is value-based, let us write up clearly our
institutional values and place them most visibly
in a prominent place. Let us explain all
institutional values to the new students in the
orientation week so that no student may plead
ignorance if he/she is found not practicing
values.