RECOMMENDATIONS OF GROUPS
 

Group I: Practices followed in promoting the value education at present

                     
                               Chairman :        PROF. Y.N. SRIDHAR
                                                 Principal, Ramakrishna Institute of Moral & Spiritual Education
                                                 Yadavagiri, Mysore
        
                               Rapporteur:       MRS. REKHA SHARMA,
                                                 BVB
        
                                                

In the current national and international scenario when the emphasis is largely oil money making than on man-making concern for value education is growing very rapidly and immense efforts have been made for promoting value education by educational, philosophic, religion and service oriented institutions in various parts of our country.

This group presented before the house sonic of the practices followed and successful experiments carried out in the area of promoting value education, by some of these above stated pace-setting institutions.

Bharatiya Vidya Bhavan

In a world falling to pieces Under the impact of a moral technological avalanche the Bharatiya Vidya Bhavan had been stead fastly endeavouring to hold on the fundamental values of' life and has preservingly contributed its might to foster these Values, re- integrating them with new elements suited to the modern conditions.

Bhavan's Mehta Vidyalaya

Mehta vidyalaya is some what different, It does not in any way stand for an elitist approach stratifying the society into the class and the mass. They strive on the other hand to vanguard the legacy of Bharatiya Vidya Bhawan and provide a comprehensive and qualitative education aimed at an all round development of the child and his/her appreciation of the Indian culture.

In these schools, value education forms an integral part of all meaningful educational activities. The whole effort of the school is to incorporate within its curriculum ways and means helping to promote human values and value of secularism and solidarity in nation. The integrated school programmes and activities are Inter-woven with positive values in a manner that from the time child enters the school till lie leaves, lie constantly imbibes these values in each activity he does; eventually these values form a part of his character and being. In the pursuit and promotion of human values among the Students sonic of the regular activities being carried out in Bhavan are:

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A.

Significance of cleanliness

through

- cleaning up of class room

- uniform checking

- cleaning of surrounding by class monitors, house and school apartments

- environmental awareness through the "Green-Term"

B.

Promotion of secularism

- celebrations of all religious festivals

- wall magazine

- talks by speakers of eminence in special value based programme called "Udbodhan"

- Sarva Dharma prayer

- Culture course

- performing arts

- visits of places of worship of different faiths

C.

Caring and sharing

through

- team work

- looking after plants

- working with deprived

- group working projects

- helping parents at home

- blood donation camps

D.

National consciousness

through

- Prayer, National anthem, songs

- Patriotic songs in the form of marching songs

- National Festivals

- Annual Day based on (historic or religious or patriotic themes)

- Cultural functions (demonstrations and talks by eminent speakers.

- Meditation and Yoga

E.

Ramakrishna Mission Schools

- These schools are based on Swami Vivekananda idealogy

- Staff with the head of the institution have the benefit of guidance-interaction with the monk

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- Participation of teaching staff in religious congregation from time to time promotes a deep sense of religious understanding

- Maintenance and upkeep of school campus through the movement of self cleanliness

F.

Sri Sathya Sai Seva Organisation

- 'Seva' is emphatically propagated. The activities in this institution are broadly based on 5 principles drawn from human values, namely, Sathya, Dharma, Shanti, Prerna and Ahimsa.

The organisation promotes value education by conducting "Balvikas" classes for different age groups ranging from 5-16 years.

- For the educational institutions they organise a special programme classed E.H.V.

G.

Rishi Valley School

Founded by the eminent educationist Shri J. Krishnamurthy the idea of an "Ashram" life is propagated amidst living with nature and bringing out their inmate personality. Here the sense of "self-competitiveness" is promoted through discour- aging competition.

H.

Mother's International School

Based on the philosophy of the Mother and Sri Aurobindo, the first principle of "true teaching" is that nothing can be taught. The second principle is based on "child oriented" education.

- school ambiance - participatory and conducive to dialogue and discussion through "Abhay" i.e. fearlessness deserves a special mention.

- Here no formal value education is imparted and very few sermons are given to the children, in tune with the school's democratic spirit.

- Sri Aurobindo believed that total transformation of the being is possible. Through this body it is aspired to achieve human excellence and conscious efforts are made at all levels of the school to succeed in this endeavour.

I.

P.S. Senior Secondary School, Madras

Classifies the values broadly as:

(i) personal Values

(ii) Social Values

(iii) National Values

(iv) Heritage Values

(v) Global Values

The school has designed activities for different levels. Teachers have the activities listed in detail for their guidance. School has set apart one period per week but as seen from the syllabus annexed, it is an 'on-going' programme.

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Apeejay Education Society

Running various schools all over the country Apeejay Education society has recently published a book "Education in Human Values" - A plan of action by Prof. S.N. Saraf, Education Consultant, of the society. Besides regular competitions, exhibitions, excur- sions, assembly etc., The school promotes moral values through.

a) Sending Children to 'VIPASANA CAMPS'

b) Interact club takes care of the mentally, physically disabled, poor etc., and protects environment.

c) 'Vivekananda Study Circle' - a study club, published 'Vivek Vichar' a monthly journal based upon teaching and experiences of Swami Vivekananda.

Catholic Institutions

In Institutions like caramel Convent trust is on "Integrated approach", based on objective like;

- Responding to life's challenges with joy and deep faith in God.

- Enrichment by our cultural heritage.

- Sense of commitment in the service of our people.

Atomic Energy Education Society

Running 28 schools throughout the country in Atomic Energy Education Society stress is laid on the maxim "Right things at the right time in the right Manner"

- Emphasis is on creating awareness, experience and right attitudes.

- Yogic practices suitably designed for school assembly, class room, play ground situations and other school activities deserve a special mention.

- Value Education and 'Fine-Tuning' practices are used in subject orientation programmes for the Teachers and Enrichment programme for the students.

The experiment started since last three years, in this field has shown positive results and is being carried on enthusiastically.

The Ashok Hall Group of Schools

In Calcutta and Ranikhet, the Ashok Hall Group of schools had organized a special programme called "SPECTRUM" every four years, to show the spirit of caring sharing and co-operation among sister concerns.

Conclusion

in the end it was felt by the group at large, that each educational institution has to become a candle with glowing flame, providing light to the dark and dingy world of today and tomorrow. This is possible only if the activities/programmes listed above are treated as challenging opportunities by the teacher, heads of the institutions and parents for humanisation of education and divinisation of the world. Hoping to succeed in our earnest endeavour. 26

Report of Group II: methodologies and teaching technique for promoting value education Including role of mass media.

                
                              Chairperson             MR. G.C. VATS
                                                      Educational Adviser, APJ Education Society
        
                              Facilitator             MR. B.R. GOYAL
                                                      Regional Institute of Education
        
                              Rapporteur              MS. ALKA NARANG, BVB, New Delhi
        
                                                     

Basis of Value Education

In order to draw guidelines to Methodologies the following basics have to be kept in mind. These basics form the foundation for all programmes/activities organised for value education. The basics are

(a) Any value once initiated, is for all the times to come in the life of the individual. So, allotment of periods, months, definite time clots for individual values would be an antithesis of the very purpose of value development.

(b) In the promotion of character of individuals and institutional climate, the ladder concept with a hierarchical form of higher to lower levels would not be conducive. Instead a democratic participation with shared responsibilities irrespective of the levels is the need.

(c) Every individual is unique. This 'uniqueness' or individuality' should be respected and developed, Under no circumstances should uniqueness become a source/ cause for ridicule for the individual.

(d) The real test for all value development is to help the learner learn to arrive at judicious decisions. This should be included as formative evaluation of the programme.

Guidelines to Methodologies

All methodologies be the inculcation of values in student or for teacher training programme should evolve from the guidelines given below:

(i) Methodologies should be relevant to age group, teacher capabilities and environ- mental situations.

(ii) Difference/variations in degree of sensitivity of the teacher and learners should be the focus while developing and organising activities and programmes for value development.

(iii) An intimate relationship between teacher and the taught characterized with planned but informal environment would be conducive to developing values.

(iv) The teacher-pupil and teacher-parent interaction are essentially to be performed in a subtle manner leading to wise counselling.

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(v) Parental education programmes through contact programmes, mass media and group meetings should be undertaken.

(vi) Sometimes deliberate efforts are needed where at most times congenial environ- ment would suffice. The objective and approaches of the school towards its environment should be clearly announced,

(vii) The various subjects have their conceptual structures amenable to definite Value system. Teachers should be oriented on how to evolve value dimension in the teaching learning process of' different subjects. So would be the case with co- curricular activities.

(viii) It is necessary to adjust curriculum to social change but both the curriculum and social change should centre around the cultural heritage of India. It is, therefore, required to orient all teachers about the core value system of the nation and also our own heritage.

(ix) Last but not the least should be the concern to inculcate the values enshrined in the preamble of the constitution of India.

These guidelines form the framework within which various methodologies can enrole to suit different schools, their teachers, parents and students groups. As stated earlier values cannot be taught and one cannot and should not specify time limits in their inculcation. However, each school could pick a set of values which it would like its pupil to have. Activities undertaken at different levels - primary, middle and senior level should be so planned that participation in these would imply timing with values. It would be impossible to list values for different age groups but still attempt, has been made to identify those Which Could be introduced at the stage level.

Primary Level could be considered as the most crucial level for value inculcation and habit formations. A child enters school feeling anxious about the separation from his parents and needs a caring environment and friends in order to settle down.

Values like caring and sharing, self-help, punctuality, cleanliness, cooperation, kindness to animals and plants, truthfulness, etc., may all be initiated at this stage.

For the children in this age group methodologies like story telling, role play, play way teaching, drama, song and poem recitation, overnight camps, etc., could facilitate. For example if in a class one of' the students reports seeing flood in the TV flews, the teachers while discussing may ask the students to do a role play on what can possibly happen. This role play will bring in an awareness about floods, of caring, helping and sharing etc.

Middle level: Students in this age group (11 to 14 yrs) are prone to question authority, are discovering themselves. This age is also of uncertainity and peers begin to play a significant role. The values to be introduced should ensure inculcation of a sense of responsibility, cooperation, tolerance of self and others, initiative etc.

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School activities like assembly, special events and functions, camps etc. could all be designed in such a manner that the participation would inculcate the values stated above.

For example : An inter house Dance competition involving participation of all students would help them to appreciate the theme, plan, work together, over come inhibitions and gain confidence, appreciate colleagues and feel a sense of achievement through sharing responsibilities.

Educational excursions, treks, nature walk, quiz, debate, declamation etc. could be other methodologies for this age group.

Senior Level : At this stage the students are ready to take on greater responsibilities. As against the middle level, these students can also research for themselves (through becoming more independent rather than follow directions of teachers. Peer pressure works very well at this age group and should therefore be used effectively. Values like discipline, punctuality, tolerance of self and others, self-reliance, proper utilisation of time etc. can all begin at this stage.