We are at present faced with the challenge of break down of human values that threaten the stability of our society. The basic aim of education is to produce men of knowledge, as well as, of culture. Value oriented education has to be an integral part of entire educational process. Every teacher must become responsible for imparting value education. In our culturally plural society, education should foster universal and eternal values, oriented towards the unity and integration of our people. Such value education should help eliminate obscurentism, religious fanaticism, violence, superstition and fatalism.
Apart from their combative roles, value education has a profound positive content, based on our heritage, national goals and universal perception. The growing concern over the erosion of essential values and increasing cynicism in society has brought to focus the need for re-adjustment in curriculum in order to make education a forceful tool for the cultivation of social and moral values. Conscious and organized attempts are required to be made for imparting education in social, moral and spiritual values, with the help, wherever possible, of the ethical teachings of great religions.
10.2 Moral values
Moral values in fact, in real sense, represent the essence of all desirable values propagated by different religions. Some times we find that moral values are also
non-controversial, rational, secular and may enable the children to be useful citizens of a democratic, modern, progressive society committed to scientific attitudes. Such values should be free of any regional, religious and other biases.
Basic human values can broadly be classified and defined as follows :
is the highest human value. Truth is that which is external. It includes truthfulness, curiosity, quest for knowledge, spirit of enquiry, introspection, judgement, secularism, religions, tolerance and universal truth.
is the second basic human value. It is truth in action. It expresses in terms of right actions for the good of one’s self, as well as, for social good. It includes obedience, duty, cleanliness, hygienic living, regularity, punctuality, proper use of time, dignity of labour, simple living, respect of others, service to others, reverence for old age, self-help, self-support, self-confidence, initiative, resourcefulness, courage, leadership, faithfulness, justice, teamwork, team spirit, equality and self sacrifice.
the first meaning of peace is a kind of natural and self-existent calmness. Secondly, it may mean the absence of passion. It includes abstinence, cultivation of virtues, discipline, honesty, endurance, integrity, self-discipline, self-control, self-respect, and dignity of individual power of concentration.
is a sign of expression of heart. Love gives and forgives. It includes sincerity, kindness, sympathy, tolerance, friendship, patriotism, devotion and humanism.
means refraining from giving pain to others by words, deeds, etc. It includes kindness, courtesy, good manners, helpfulness, fellow-feeling, gentle-manliness, consideration for others, unwillingness to hurt others, readiness to cooperate, appreciation of cultural values of others, compassion and universal love.
These values have further been sub-divided into 83 components by N.C.E.R.T., which is given in Annexure-I. The table of values activity-wise and stage-wise is given in Annexure-II.
10.3 Role of teachers
The role of teacher in cultivating basic human values in the students is indispensable. He should necessarily be not only a good educator but a good person possessing basic moral and aesthetic values. He provides models – good or bad – of behaviour for his pupils. As an educator, he should possess professional
competence, reading habit and should be a constant learner and innovative. As a
human being, he should be a man of simple habits, regular and punctual in his duty, truthful, honest, kind and self-confident. He should be commanding respect for himself and respecting others. He should be able to develop concern for nationalism, environment and integration in the students and should foster basic values of democracy, rule of law, social justice and humanity enshrined in the Constitution of India.
10.4 Duties/responsibilities of head of institution and teachers in inculcation of human values
The head of the institution will be responsible for inculcation of human values amongst the students of his school by including/identifying/organizing certain suitable programmes/ activities after being given proper orientation for being an instrument of inculcation of certain values. The head of the institution should
1) Organize various clubs like nature club, adventure club, literature club in the school as a means of personal growth helping individual students to clarify their own thinking through personal experience, to express their ideas through activities, acquire knowledge and new ideas and reflect
upon and modify attitudes. This will also help the students in a group to know each other as individuals, grow together in a group, deepening their relationship and learn to tolerate each other’s differences.
2) Design projects and suggest themes for project work.
3) Organize tours and visits in nature, walk in countryside, to historic monuments, to synagogues, temples, shrines, factories, farms, power stations, sewage disposal works and housing projects.
4) Organize activities like paragraph writing, story telling, recitations, group songs, action songs, solo songs, shadow play, one act play, group dances etc for developing self confidence, sense of achievement, self respect, team spirit and appreciation by suggesting topics and songs from history, freedom struggle, in the background of nationalism and patriotic spirit.
5) Organize social service camps, visits and excursions laying emphasis on “shramdaan”, cleaning colonies, hospitals, schools, distribution of food material, medicines, clothings etc during natural calamities, helping accident victims, lending help to blind, old, children etc for developing team spirit, dignity of labour, helpfulness, service to humanity, honesty and concern for others.
6) Organize games-sports, scouting, guiding, NCC and yoga programmes to help cultivate sense of discipline, punctuality, co-operation and spirit of competition amongst the students.
7) Organize inter-house meets and cultural meets to develop quality of leadership, initiative, fellow-feeling amongst the participants. Demonstration of skills can also be organized for self-confidence.
Participation of students in national days and other days of national importance will work as a measure amongst the students to build up the feeling of nationalism and the spirit of dedication.
8) Organize debates and paper reading contests on the suggested topics for discrimination between right and wrong and the topics from the lives of great leaders, patriots, sages and saints.
9) Have a notice board with “new thought of the day” for students to read, reflect and introspect.
10) Include prayer, good thoughts, talk by teachers and students and recitations in the morning assembly. Patriotic songs of different languages may be sung as song of the day.
11) Organize students’ self-government, mock parliaments etc.
12) Encourage the students to learn more and more international and regional languages and provide facilities for the same.
13) Organize national integration exhibitions depicting the cultural, economic, historical and social aspects.
14) Organize exhibitions on history of freedom movement on permanent basis in the school adding new dimensions and materials from time to time.
15) Display quotations from great thinkers on the themes of value education at all the suitable corners of the school.
16) Put pictures and charts with short biographical notes of national and international figures who contributed for the good of the mankind, in libraries, laboratories, classrooms and halls.
17) Ensure active participation of local community and parents to strengthen the programme of value education in schools.
18) Organize social awareness and sensitivity camps to expose the students to different aspects like drugs and de-addiction, street and working children, destitutes, senior citizens and also aspects such as life skills, education, personal grooming, responsibilities of adolescence, career guidance and environment.
19) Organize trips to old age homes with interactive programmes chalked out for both students and senior citizens to inculcate the feeling of respect and obedience towards senior citizens, sense of duty and to develop sense of responsibility.
20) Plan visits to hospitals by students during OPD hours to assist in guiding the patients to right departments, explaining to them how medicines are to be taken and taking their temperature and blood pressure as a routine.
21) Encourage the spirit of “Each one teach one”.
22) Ensure that the students participate in plantation programmes organized by local communities/ NGOs/ government departments/organizations for improvement of environment.
Appendix of Values
|1. Abstinence||43. National consciousness|
|2. Appreciation of cultural values of
|3. Anti- untouchability||45. National integration|
|4. Citizenship||46. Obedience|
|5. Consideration for values||47. Peace|
|6. Concern for others||48. Proper utilization of time|
|7. Co-operation||49. Punctuality|
|8. Cleanliness||50. Patriotism|
|9. Compassion||51. Purity|
|10. Common cause||52. Quest for knowledge|
|11. Common good||53. Resourcefulness|
|12. Courage||54. Regularity|
|13. Courtesy||55. Respect for others|
|14. Curiosity||56. Reverence for old age|
|15. Democratic decision making||57. Sincerity|
|16. Devotion||58. Simple living|
|17. Dignity of individual||59. Social justice|
|18. Dignity of manual labour||60. Self-discipline|
|19. Duty||61. Self help|
|20. Discipline||62. Self-respect|
|21. Endurance||63. Self confidence|
|22. Equality||64. Self support|
|23. Friendship||65. Self study|
|24. Faithfulness||66. Self reliance|
|25. Fellowship||67. Self control|
|26. Freedom||68. Self restraint|
|27. Forward look||69. Social service|
|28. Good manners||70. Solidarity of mankind|
|29. Gratitude||71. Sense of social responsibility|
|30. Gentlemanliness||72. Sense of discrimination between
good and bad
|31. Honesty||73. Socialism|
|32. Helpfulness||74. Sympathy|
|33. Humanism||75. Secularism and respect for all
|34. Hygienic living||76. Spirit of enquiry|
|35. Initiative||77. Team work|
|36. Integrity||78. Team spirit|
|37. Justice||79. Truthfulness|
|38. Kindness||80. Tolerance|
|39. Kindness to animals||81. Universal truth|
|40. Loyalty to duty||82. Universal love|
|41. Leadership||83. Value for national/civic property|
|42. National unity|
Identification of Appropriate Values for School Children
|1.||Cleanliness and hygiene||1.||Checking of personal cleanliness of students.|
|2.||Involving the children in cleaning the
classroom and the surroundings.
|3.||Encouraging good eating habits in
school and at home.
|2.||Respect of parents, teachers and elders||1.||When a teacher enters the class, the children will stand and greet the teacher.|
|3.||Truthfulness||1.||Telling stories about the necessity of
|4.||Obedience||1.||Observing the students in and outside
|2.||Explaining rules and regulations of the school society etc through pictures and charts.|
|5.||Inquisitiveness||1.||Encouraging children to do simple
|2.||Allowing them to observe things and draw conclusions.|
helpful attitude towards others
|1.||Service to others and God.|
|8.||Self-help||1.||Realization of pleasure achieved when one helps others by role-playing.|
|9.||Self-confidence||1.||Training them for assembly programme,
co-curricular activity programmes, academic competitions, games and sports etc.
|10.||Leadership||1.||Giving responsibility like maintaining
discipline, games etc.
|2.||Making the children to participate in group singing, discussions etc.|
|3.||Telling stories of national leaders.|