PROCEEDINGS
 

THURSDAY, SEPTEMBER 7, 1995

Plenary Session I: Practices followed for promoting value education at present.

Speakers:

1. FR. T.V. KUNNUNKAL (Keynote Address)

2. DR. S.N. SARAF

Fr. TY. Kunnunkal an eminent Educationist and Former Chairman CBSE delivering the Key-note Address focussed on the Why, What and how of Value Education.

Values bring the element of meaning into life. Values have their source in culture and are rooted in it. Culture has been defined as a whole way off life of a people. it also includes a system of beliefs namely their religion. Both religion and culture go hand in hand. Religion like culture gives meaning to people, to their life and actions. If a culture ceases to do that, a process of critical and constructive thinking becomes imperative.

An unexamined life is not worth living. (Herodotus).

The following are the three features of Indian culture:

i) Universal compassion.

ii) Power of knowledge to bring out liberation.

iii) Transcendental of spiritual or vertical dimension of our culture.

Culture and Religions provide the source and resource. To be in tune with a culturally plural and multireligious society, these values must be acceptable to all sectors of the people, he said.

With the changed economic scenario India has witnessed a sea change in terms of economic liberalization. The new economic policy has changed mind sets and set free many from unnecessary controls.

The need to follow a "Middle Path" proposed by the Prime Minister was appreciated.

Four national goals identified by the Report of the National Commission on Teachers were also stressed upon by the speaker.

- A united, secular India.

- A modem nation.

- A productive people

- A humane and caring society.

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In tune with the Acharya Ramamurti Review Committee Report on National Educational Policy titled "Towards an Enlightened and Humane Society" we must move towards an Economy of care and Economics of Enough, the speaker added.

Openness and tolerance have been the hallmark of Indian Cultural tradition, which would in fact strengthen the country, hasten its progress and allow its creative genius to bloom. Here national Economic Policy and National Education Policy must have a meeting ground, he remarked. In our best tradition, we must allow differences, value differences,, preserve diversity, remain secular and democratic and we have much to hope for. The speaker stressed on how value education is turning to the third important question of the "How" of Value education.

As a good learning paradigm for Value education is to use five essential steps that promote active learning and internalization. These are:-

1. Contextualize.

2. Provide for Experience.

3. Ensure Reflection.

4. Equally insist on Action.

5. Finally Evaluate.

Thus, the above form the essential steps to any kind of effective and lasting learning, learning for living, learning for life. Only an Active Learning strategy will make the young participative learner examine critically the India of the past and present and develop a value framework for their own personal and professional lives.

Prof. S.N. Saraf, Former Education Adviser, Planning Commission, Govt. -of India focussed on the urgent need to implement Value Orientation of Education as a top- priority programme for an integrated growth of body, mind and Spirit in today's depressing national and international scenario based on 'money-making' than on 'man- making.'

It was emphatically stated that we have to begin somewhere. It is often said "The beginnings of all things are small" and also" Begin in time to finish without hurry".

On the basis of the reports by various committees and commissions it was felt that educational institutions are the ideal places after homes where values can be promoted. In the pursuit and promotion of human values the teacher - the friend, guide and philosopher - has the most vital role to play.

During professional Teacher' Education programme the urgent need for introducing whole concept of 'Value development' was stressed upon.

The entire domain of integrated. direct and indirect, formal and informal method having a direct and deep impact on the programme was discussed. Role of teacher - the king pin was focussed upon in his thought provocating talk.

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The need to treat teachers, parents and the mass media as integral components of the unbreakable triangle was projected. It was further stated that each educational institution has to become a candle, with glowing flame, providing light to the dark and Dingy world of today and tomorrow. A challenging call for humanisation of education and divinisation of the world was also made to the teachers, heads of institutions and parents.

While concluding emphasis was laid on treating "education in Human Values" as "Total Education" of the "Total Child" based on the synthesis of the body', mind and spirit.

Plenary Session II: Methodologies and teaching techniques relevant for value education programme.

Speakers:

1. PROF. Y.N. SRIDHAR, Chairperson

2. PROF. B.R. GOYAL, Rapporteur

Prof. Goyal began his talk by highlighting the erosion of values in today's society thus justifying the concern for value education.. He stressed that all education should stress on creation of awareness in every individual about righteousness of conduct. In his paper he delineated few issues on value education looking into appropriate methodologies. He stressed that, students at school age learn better if things are concretised and concisely stated, He felt that all methodologies and teaching techniques have to be contextual and these contexts for learning Ought to be in terms of social and classroom interactions than merely explaining Value definitions. He stated that the sphere of activities in education Could range from preparing students to act locally in the school but convisioning the global value.

Techniques of reading, listening, discussion, enacting, modelling, role playing, audio and visual multi-sensory experiences dealing with Value dilemma values clarification, learning by living activities were listed as some of the practical techniques for schools.

All school activities are to be so designed that while aiming to imbibe values in students they keep in mind, the individuality of each child, the environment and situations where she comes from, mental state of child and teacher and self perception.

Dr. Goyal, while listing new techniques and activities' reiterated the need to preserve and enhance the ancient India's education system. The system ought to provide opportunities for cooperative working and living, incorporation of moral work and physical education, yoga and other activities for developing self-reliance, self-discipline, celibacy and self-restraint.

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Another approach suggested involved Value clarification but it depended on teacher's sincerity about its implementation. in contrast to the life line approach the students could be presented with real life situation and encouraged to discuss their possible reactions. These could prove very effective in developing perceptions on communal harmony. Dr. Goyal told that the school policy on education for values will be successful only if shared with parents and other agencies within the influential zone of the school and hence all decisions on methodologies should be taken in a cooperative manner.

In conclusion the speaker reiterated the need to create an educational climate through planning and organising value education strategies like:-

i) Framing schools policy on moral and social values.

ii) Announcing it to the pupils, parents and teachers.

iii) Creating a sense of feeling in teachers and parents for its implementation

iv) Introducing the concept in and through the school programmes and classroom activities.

Prof. Y.N. Sridhar in his paper clarified the rationale, the concept and various techniques and methods -for value education.

The concern for value education according to the speakers, has been increasing in the recent years as a result of 'Crisis of Values". He felt that the values of sacrifice and concern are becoming increasingly rare and the influence of mass media is also cording values of sensitivity to aesthetics, and culture. The gravest of all concerns is the erosion of values of secularism, democracy and peace. This being the state of affairs he stressed for the need for value education as an integral part of all education. The school education has to have inextricable involvement of values in its process, objectives, methods and techniques.

According to the speaker value education in its concept includes developing the appropriate sensibilities moral, aesthetic, cultural, spiritual and the ability to make proper value judgement and internalizing of these in the learners life.

Prof. Sridhar suggested that in order to achieve the objectives of value education the following may be used in installation or combination:-

a) Classroom learning activities,

b) Practical activities.

c) Socialized techniques and activities.

d) Incidental learning method,

Prof, Sridhar felt strongly that the mass media had a lot of potential and if used appropriately could be very powerful. Value themes like environmental awareness, human rights, gender equalities, concern for victims of natural calamity and preservation

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of national properties could all be effectively depicted and developed through visual and printed media.

In conclusion, it was stressed that all value education should stress on:-

- Conviction of the powers of goodness.

- Absence of jealousy and suspicion and

- Helping all who are trying to be and do good.

Plenary Session III: Cultural Contents of Value and Value Responsibility.

Speakers:

1. MS. S. CHONA

2. SWAMI ATMA PRABHANANDA

The papers submitted by Ms. S. Chona, Principal, Delhi Public School was circulated to the Members, She, however, could not present the paper personally.

Swami Atma Prabhananda briefly explained the programme of Education in human values with the inculcation of 5 basic. human values: Right Conduct, Truth, Peace, Love and Non-violence.

Indian culture has a significant importance for Guru. Guru is one who dispels darkness. Brahma as the creater, Vishnu as preserver and Maheswar (Shiva) as the destroyer of evil are the most important trinity of Indian Culture. A guru's job is to create good qualities and thus to preserve them through the disciples. Hence is the significance of the "Teachers" becoming 'Guru' in todays society.

Indian culture is based on love. Indian culture has the basic concept of exhorting to obey and respect their parents. This is the first lesson which the children must learn. Indian culture whether ancient, medieval or modern,, has never divested itself from the teaching of the fundamental human values. According to the Indian Culture three fourth of the life is based on character having its foundations in Human Values.

"If one is good, all are good

If one is bad, all are bad"

In fact one's self reflects in all. in other words, every action rebounds. Then why not to be good to all, so that all are good to you.

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FRIDAY SEPTEMBER 8,1995

Plenary Session IV: Minimum programme of action on value education in school including assessment on valuation.

Speakers:

1. DR. K.M. GUPTA

2. DR. A.B.L. SRIVASTAVA

3. MRS. NIRMALA KAPUR

Presenting his paper on "Programme of Action on Value Education" Dr. K.M. Gupta said that the development of values among children is a combined result of their social and intellectual development, which is the duty and the responsibility of the teacher and the- school. Delineating on the objectives of Value Education, Dr. Gupta remarked that Values are caught and not taught. They are essential for the development of all the dimensions of the child's personality - social, emotional, physical, intellectual and moral. To promote these values among children different activities are required to be conducted according to their age and grade.

In addition to the objectives of the school curriculum as laid down in the National curriculum for Elementary and Secondary Education - A Frame work 1988 the following objectives of Value Education were suggested for consideration:

1. To create awareness about complex nature of Society and efforts made to bridge the gap between different disparities.

2. To develop proper understanding of values enshrined in the constitution of India such as democracy, justice, equality and liberty.

3. To prepare for progressive and responsible citizens.

4. To develop the common concern for the welfare of the society.

5. To enable to rise above prejudices based on caste, sex, religion and language etc.

Regarding choice of values there was a consensus that the teachers need not go by the list of 83 value's as brought out by NCERT. They should be carefully selected for different age group children keeping in mind the objectives of Elementary and Secondary Education besides the skills, attitudes and appreciation each subject included in the school curriculum is expected to develop among children.

Mrs. Nirmala Kapur of the Citizenship Development Society explained in detail about the programme on Value Education organised by the Society in the country. She mentioned that CDS conducted over 37 workshops/orientation courses in different parts of the country in collaboration with SCERTS and state Education Departments. They have also identified values to be taken up at different levels in the country. The Society has also granted a minimum programme of action for promoting Value Education in Schools.

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On the question of approaches and methods for inculcation of the desired values there was a general feeling that only the integrated approach as recommended by the National Curriculum for Elementary and Secondary Education 1988 be adopted. All the speakers emphatically rejected the idea of appointing separate teachers for Value Education in schools They advocated the involvement of each and every teacher of a school in the Value Education programme -- the process which goes on continuously through various activities (direct, indirect and incidental). A well-knit and properly integrated programme of curricular, co-curricular and extra-curricular activities was also recommended for inculcation of Values among children, The need for training of teachers, Headmasters and Principals to equip them with necessary skill in handling such integrated value oriented programmes was also considered necessary. To enable them to play their role effectively in the area of value education the following methods. and techniques were also brought into focus.

1. Presentation of example of self (Teacher).

2. Discussion.

3. Dramatization.

4. Value clarification.

5. Film shows followed by discussion.

Regarding evaluation of the child's progress under Value Education Dr. A.B.L. Srivastava gave some specified suggestions.

Plenary Session V: Orientation of teachers and principals on value education

Speaker: