This document discusses value education and its importance. It defines value education as teaching values as well as practicing higher order values that help students develop morally and achieve their potential. It categorizes different types of values such as personal, religious, social, economic, political, intellectual, and ethical values. The document emphasizes that value education should be the main focus of our education system, with the involvement of society and a focus on students' moral development. It also discusses approaches to effectively implementing value education programs.

1. VALUE EDUCATION
ADITYA SHARMA
AVI SHARMA
BCA 3E

2.  Value refers to objects that human beings consider
desirable and worthy of pursuit in their thoughts, feelings
and actions.
WHAT IS EDUCATION ?
 Education is the manifestation of the divine perfection,
already existing in man.

3. The one which :
 Leads the individual to realize his potential
 Helps to achieve something higher in life
 Teaches values as well as practice of values of higher order
 Helps students to raise above their narrow and selfish ideas
 Helps to develop humanitarian spirit and become truly moral

4.  PERSONAL VALUES:
 Refers to those values which are cherished by the individuals
irrespective of his/her social relationship
 Eg: Ambition, Courage, Perspective, Honesty, punctuality,
etc..
 RELIGIOUS VALUES:
 These are related to faith in God, means of reaching HIM and
consequences that result from the deviation of not adhering
to such noble paths.

5.  SOCIAL VALUES:
 Refers to those values which are others oriented
 They are concerned with society
 These values are cherished and practiced because of our
association with other.
 Always practiced in relation to our neighbours, community,
society, nation and the world.
 ECONOMIC VALUES:
 All things that have an exchange value may be said to have
economic values
 These are instrumental values since they make enjoyment
possible

6.  POLITICAL VALUES:
 Theses values raise out of man’s desire for power
 Any political system if treats all men equal in the eyes of
justice and administers the people, becomes a higher value
 Any other system which acts as dictatorial one becomes lower
value
 INTELLECTUAL VALUES:
 This is related to knowledge of the truth in many of its forms
 The knowledge of truth is made use of in various ways to get
satisfaction
 Observing many in one and one in many is the highest quality
that man has to achieve.

7.  ETHICAL VALUES:
 These are moral good in nature
 There are two kinds
 Immediate
 Ultimate
 Some give importance to immediate good or pleasure
ignoring the future
 Some other give importance to the ultimate good ignoring
the present.

8. • Values can also be classified as:
• Higher and Lower order values
• Permanent and Temporary values
• Intrinsic and Instrumental values
• Values based on Aesthetics
• Value classification based on Motivation
• Subjective and Objective values

9.  The value education should become the main focus of our
education system
 In providing education for values whole of the society
should be involved
 The emphasis should be on moral development of the
students.

10.  All teachers in the school should be regarded as teachers of value
education
 All subjects can be used for the inculcation of the right values
 There is a need for producing literature especially designed for the
value education
 There should be an integrated approach in the value oriented
education programme
 There should be foundation courses both at the secondary school
and universities.

11.  There is a need for establishing a resource centre for literature
on value education
 Special schools designed for value oriented education should be
established
 Every state should have at least one such institution
 Special teacher orientation programmes should be organised at
the state level
 There should be an education for the enforcement of law.
 There should be a national council for discipline consisting of
people who would have moral authority in their own right and
who could guide development of value – education programme

12. VALUE CONFLICT:
 When principles mean
differently to others
 When two people or group
have dissenting views on
morality that basic
understanding of what is
naturally right or wrong
MORAL DILEMMA:
 A situation that requires a
choice between two equal
alternatives
 It is a situation in which
there is a choice to be
made between two
options, neither of which
resolves the situation in an
ethically acceptable
fashion

13.  Value education should be inculcated to the students.
 The value education should be given in such a manner
that the students are made capable by fighting against
all evil continuously and constantly.
 Value education should involve both knowledge and
action
 Teachers can contribute much towards the life outcome
of the students by inculcating the right values.