Value Education and personal development

1. VALUE EDUCATION
UNIT – IV
VALUE EDUCATION AND PERSONAL
DEVELOPMENT
Dr.N.Sasikumar
Assistant Professor
Department of Education
Alagappa University
Karaikudi-630003

2. DEFINITION & MEANING OF
VALUE EDUCATION
DEFINITION:-
In the words of John Dewey (1966), “Value
education means primarily to prize to esteem
to. appraise, holding it dear and also the act of
passing judgment upon the nature and amount
of. its value as compared with something else”.
Meaning:-
Value education is the aggregate of all the process by
means of which a person develops abilities, attitudes
and other forms of behaviour of the positive values in
the societies in which he lives.

3. HUMAN VALUES
 Human values are the virtues that guide us to take into account
the human element when we interact with other human beings.
Human values are, for example, respect, acceptance, consideration,
appreciation, listening, openness, affection, empathy and love
towards other human beings.
 Human values are closely related with human life. No human life
is possible without values. Human Values are those universal
concepts, drivers of action which are found in all cultures, all
societies, all times and in all places where human beings eke
out their lives.
 Human values have an inherent energy and dynamism. Human
values do not follow the laws of physical science. They cannot
be depleted. Normally, when we spend energy our resources we
become drained of energy to the extent of our expenditure. But
human values multiply as they are applied, used, expressed and
acted out. They benefit both the giver and the recipient

4. Truthfulness:-
 Honesty - a moral character of a human being, related to telling the
truth
 Accuracy - the propensity of information to be correct
 Strategyproofness - a property of a mechanism in game-theory,
related to encouraging the participants to act according to their true
preferences.
Constructive values:-
Widespread recognition is currently given to the importance
of identifying constructive values as a guide to formulation of
policy and action programmes in response to problems.
Indeed it may be argued that such problems are only
perceptible in the light of the values they infringe. Specific
values are frequently cited in political discourse as a rallying
focus around which people may be incited to action.

5. SACRIFICE:-
 The intrinsic value of sacrifices is explained by the recursive account of value: sacrifices
are intrinsically good if and because they are appropriate responses to intrinsic values, and
appropriate responses to intrinsic values are themselves intrinsically good
SINCERITY:-
 Sincerity is a mix of seriousness and honesty. If you do things with sincerity, people will
trust you. Along with patience and compassion, sincerity is one of those qualities we all
probably wish we had more of — and wish other people had more of, too. People who show
sincerity are being serious, kind, and truthful.
SELF-RESILIENCE:-
 Self-resiliency provides a healthy, practical mind-heart-body-and spirit approach that
enhances how we deal with situations, challenges, confidence, creativity, changes, and
focus. Some of the benefits of being self-resilient are: Interpersonal and influencing
skills.
ALTRUISM:-
 Altruism (also called the ethic of altruism, moralistic altruism, and ethical altruism) is an
ethical doctrine that holds that the moral value of an individual's actions depends
solely on the impact on other individuals, regardless of the consequences on the
individual him- or herself.
EGOISM:-
 Egoism is the philosophy concerned with the role of the self, or ego, as the motivation and
goal of one's own action. Different theories on egoism encompass a range of disparate
ideas and can generally be categorized into descriptive or normative forms.

6. Scientific and Educational Objectives:
Our scientific goal, to either extend the boundary of the current
knowledge or to rebuild foundational new knowledge using scientific
methods outlined in the preceding paragraph, enhances the
educational objectives, which are to train the next generation of
scientists who would know how to formulate questions, identify and
analyze problems, and develop solutions to advance knowledge in
polymer science and engineering.
9.RELEVANCY OF HUMAN VALUES TO GOOD LIFE
 Our values are important because they help us to grow and
develop. They help us to create the future we want to experience. ...
The decisions we make are a reflection of our values and beliefs,
and they are always directed towards a specific purpose.
 Basic human values refer to those values which are at the core of
being human. The values which are considered basic inherent
values in humans include truth, honesty, loyalty, love, peace, etc.
because they bring out the fundamental goodness of human beings
and society at large.

7. CHARACTER FORMATION TOWARDS POSITIVE
PERSONOLITY :-
Character plays an essential role in Personality Development
 Remember personality development is not only about looking good and
wearing expensive brands. It is also about developing one’s inner self
and being a good human being.
 A person with a good character finds acceptance wherever he
goes and respected by all. Character includes traits such as:
 Honesty
 Leadership
 Trust
 Courage
 Patience
 An individual with a good character would in turn have a good
personality. If you are extremely good looking but do not know how to
behave, don’t be surprised if you are ignored by others. Nothing is
more important than your character and moral values. Never cheat
others. Remember, life is nothing without ethics and values.

8. MODERN CHALLENGES OF ADOLESCENT
 Adolescence is a phase when children go through
several changes as they journey from childhood to
maturity. It is also a vulnerable time for children since
they may experience several problems of adolescence,
such as unhealthy behaviours, which may lead to
significant problems later in life. Concerns about
adolescent behaviour are also common during this time,
making it difficult for parents to connect with their
children.
 Adolescence is not an easy time for children or parents.
The only way to deal with needs and problems at this age
is to know about them and be ready to face them. Parent-
adolescent conflicts that cause insecure and unstable
feelings have a linear association with pubertal maturity.
Understanding and dealing with these conflicts positively
could help your child be more responsible and social

9. EMOTIONAL CHANGES AND PROBLEMS
Hormones affect your teenager not only physically but also emotionally.
 Adolescence is the age between adulthood and childhood.
Teenagers are often confused about their role and are torn between
their responsibilities as growing adults and their desires as children.
 They tend to feel overly emotional (blame it on the hormones). Just
about anything and everything can make them happy, excited, mad
or angry.
 Adolescent girls are vulnerable to crying.
 Mood swings are common among teenage boys and girls.
 Bodily changes result in self-consciousness.
 Children who hit puberty early may even feel weird.
 Feelings of inferiority or superiority may arise at this time.
 Adolescence is the age when sexual feelings arise in youngsters.
Feelings and thoughts about sex can trigger a sense of guilt.

10. BEHAVIOURAL CHANGES
 overwhelming emotions can lead to impulsive behaviour, which can be harmful to
your child as well as others. Mostly, it is just teen behaviour that will last as long
as their adolescence.
 Adolescence is the time when children develop and exercise their independence.
This can give rise to questioning the parents’ rules (seen as argumentative) and
standing up for what they believe is right (seen as stubbornness).
 Significant developmental change in the brain makes teens moody, tired and
difficult to deal with.
 The raging hormones in teenage boys can even push them to get into physical
confrontations. They would also want to listen to loud music.
 As a part of their new-found independence, adolescents may also want to try
new things and take risks, resulting in careless behaviour.
 Sometimes, peer pressure and the need to ‘fit in’ can make them behave in a
certain way or develop certain habits that are hard to break.
 Your teen’s dressing, hairstyle, and sense of fashion also change, mostly to
something that you may not approve of.
 The most troubling behaviour is perhaps your teen hanging out with problem
children and adapting to a dangerous lifestyle.
 Lying is one of the common teen behavioural issues. Teens may lie to avoid
confrontation with parents or out of fear.

11. Self Analysis:-
It is a process where a person attempts to know
and understand oneself in order to explore
possible changes which can be implied in one's
character, personality and motives.
Introspection:-
It is self-examination, analyzing yourself,
looking at your own personality and actions,
and considering your own motivations. An
example of introspection is when you meditate to
try to understand your feelings.

12. SENSITIZATION TOWARDS GENDER EQUALITY
 Gender sensitization refers to the raising sensitization of gender equality
concerns.
 It helps people in examining their personal attitudes and beliefs and questioning
the realities of both sexes.
 Gender sensitization make people understand the difference between sex and
gender, how gender is socially constructed and the stereotypes around gender
roles It helps them determine which assumptions in matters of gender are valid
and which are stereotyped.
 Need of gender sensitization is to create awareness among the working
professionals about the importance of gender sensitivity in organization. Without
being sensitive to the needs of a particular gender, an individual may refrain from
understanding the opposite gender.
 Gender is Socially Learned behaviour, based on social expectation from Men &
Women. The women and children are most vulnerable group of this situation.
And it’s the undue pressure on Boys & Girls to live up to the established norms
of Masculinity & femininity.
 Girls endure unwarranted social control, discrimination & domination. Boys
discouraged from being emotional, gentle or fearful.
 Gender Sensitization gives a clear and precise view about Gender and help to
understand that GENDER is not about “Women” it’s about “People”.

13.  PHYSICAL CHALLENGED:-
A physical disability is a limitation on a person's
physical functioning, mobility, dexterity or
stamina.[1] Other physical disabilities include impairments
which limit other facets of daily living, such as respiratory
disorders, blindness, epilepsy[2] and sleep disorders.
Intellectual disability (ID):-
once called mental retardation, is characterized by
below-average intelligence or mental ability and a lack of
skills necessary for day-to-day living. People with
intellectual disabilities can and do learn new skills, but
they learn them more slowly. There are varying degrees
of intellectual disability, from mild to profound. The term
"mental retardation" is no longer used, as it's offensive
and has a negative tone.

14.  Respect To Age:-
While respect for seniors is mostly healthy in many cities and communities, negative
preconceptions of ageing still exist. There is a need to facilitate intergenerational interactions to
dispel such notions. Education about ageing should also begin early to raise awareness on ageing
and associated issues, so that people learn to appreciate their elderly.
 Respect to family members:-
 FAMIILY Is the basic or the most fundamental unit in any society.
 Sociologists and anthropologists define the family as a group of people who are united by ties of
marriage, ancestry or adoption.
 COMMUNICATION Is the process of sharing information, thoughts, ideas, or feeling. It happens
whenever you use words, sounds, gestures, or body movements to interact with other members of
the family.
 IMPORTANCE OF FAMILY RELATIONSHIPS 1. Provide love, protection, and guidance. 2.Help
to build your confidence and self- esteem. 3.Provide a sense of belonging and independence.
 DIFFERENT WAYS TO ENSURE A PEACEFUL AND A HAPPY FAMILY LIFE
 1. Hold family meetings. Discuss some family rules and important issues, make plans together
and suggest improvements.
 2. Help and support one another , especially when problems arise.
 3. Respect one another. Positive attitudes and good manners for smooth sailing in the family.
Children should respect their parents ‘ decisions.
 4. Respect each other’s belongings. Always asks permission if you borrow something.
 5. Every member of the family should care for each other.
 6. Inform other members of the family about invitations, notices, phone calls, etc. so that everyone
knows what is happening.

15. RESPECT TO EXPERIENCE AND CO-WORKERS
 Treat people with courtesy, politeness, and kindness.
 Encourage co-workers to express opinions and ideas.
 Listen to what others have to say before expressing your viewpoint. Never speak
over or interrupt another person. Listen and stop formulating rebuttals and
responses in your mind when you need to focus on listening to the other person.
 Use peoples' ideas to change or improve work. Let employees know that you
used their idea or encourage them to implement it.
 Never insult, use name-calling, disparage, or belittle people or their ideas.
 Do not constantly criticize, judge, demean, or patronize a worker. A series of
seemingly trivial actions added up over time constitutes bullying.
 Be aware of your body language, tone of voice, and your expression in all of
your interactions at work.
 Treat employees fairly and equally. Treating people differently can
constitute harassment, discrimination, or a hostile work environment.
 Include all co-workers in meetings, discussions, training, and events. While not
every person can participate in every activity, do not marginalize, exclude
or leave out any one person. Provide an equal opportunity for employees to
participate in committees, task forces, or continuous improvement teams. Solicit
volunteers and try to involve everyone.
 Offer praise more frequently. Encourage praise and recognition among
employees, as well as from supervisors.

16.  RESPECT TO NEIGHBOURS
 Observe and respect your neighbour's personal space.
 Be mindful if you borrow anything. ...
 Don't be the neighbourhood gossip.
 If you have an issue with a neighbour, go directly to that
person and discuss it in an adult manner.
 Not everyone is a dog or cat lover, so show responsibility for
your pets.
 Greet your neighbours: Demonstrate an interest in them. Make
an effort to meet them and learn their names. Get involved
with your neighbourhood: Be an active member of your
community. Lend a hand: Your neighbours will appreciate any
help you offer, so look out for opportunities to lend a hand.

17. THANK YOU