MODULE 1 INTRODUCTION TO VALUE EDUCATION LECTURE 1

MODULE 1: INTRODUCTION TO VALUE EDUCATION LECTURE 1: Understanding the need, basic guidelines, content and process for Value Education

INTRODUCTORY LECTURE · Introduction of the Teacher. · Students introduction will be in Practice Session – 1(PS 1). · Introduction of the course objective, course methodology, course structure, brief overview of the course contents. · Orientational guidelines as how to participate in this course. Slide 2 of 27

EXPECTATIONS FROM THE STUDENTS · Appreciating the importance · Listening rather than just hearing · Questioning one’s own belief · Focusing on Meanings rather than Words · Avoid jumping to readymade solutions. Slide 3 of 27

Topics to be covered in Lecture-1 · 1. 1 Need for Value Education · 1. 2 Basic Guidelines for Value Education · 1. 3 Content of Value Education · 1. 4 Process of Value Education Slide 4 of 27

Need for Value Education · All Human Beings continuously aspire for a Happy Life, a fulfilling and successful life. · The purpose of Education is to provide adequate competence to actualize this aspiration. Slide 5 of 27

Expectations from Education · Education should prepare the student for: § Understanding ‘what to do’ – What is VALUABLE , as a human being and § Learning ‘how to do’ – skills, technology · Are both required or we can do with just one of them? · Both are important · What would be the priority between these two? · The Priority is § Understanding ‘what to do’, then Value Education § Learning ‘how to do’ and Doing Technical Education Slide 6 of 27

The Current Priority: Learning ‘how to do’ · Knowingly or unknowingly, our education has become skill-biased. There is almost no input on values. · So while we progress in skills, develop & use new technologies, we are unable to ensure ethical use of the technology… · Science and technology can only help to provide the means to achieve what is considered valuable. · It is not within the scope of Science and technology to provide the competence of deciding what really is Valuable. · Value Education is a crucial missing link in the present Education system. Because of this deficiency, most of our efforts may prove to be wrong and serious crises at the individual, societal and environmental level. Slide 7 of 27

The Need for Value Education · We saw that the first issue is that we need to understand “what to do”? And we need to learn “how to do it”? · To understand “what to do”, we need Value Education · Second, in order to ensure this we need to get into the details of things, for which we need a holistic perspective · To develop a holistic perspective, we need Value Education · So, that is the need of Value Education Slide 8 of 27

Guidelines for Value Education 1. Universal – all time, all place, all individuals. Not sectarian. E. g. Respect 2. Rational – logical, appeals to human reasoning. It must be possible to discuss & ask questions. Not do’s & don’ts 3. Natural – Naturally Acceptable to human being & there is provision in Nature for its fulfilment 4. Verifiable – through one’s own Natural Acceptance as well as in one’s experience. Not mystical 5. All Encompassing – covering all aspects of life; of human existence 6. Leading to Harmony in living – among human beings and with nature. Humanistic Based on the inputs of MHRD Slide 9 of 27

Content of Value Education · What are Human Values? · Value of any unit in this existence is its participation in the larger order of which it is a part. · E. g: Value of a pen is that it can write. · Here writing is the participation of the pen in the bigger order in which pen, paper, human being, all are present. · Value of an eye is that it can be used for seeing. · Value of a spinach plant is that it gives nutrition to animals and humans. · What is the Value of a Human Being? · In order to understand Human Values, we need to study human beings along with all that is there in the existence (human beings, plants, air, water, soil, animals, birds etc. ) and the role of Human being in the relationship with each unit in the existence. Slide 16 of 27

Content of Value Education 1. Universal – all time, all place, all individuals 2. Rational – logical, appeals to human reasoning 3. Natural – Naturally Acceptable to every human being & there is every provision in Nature for its Fulfilment 4. Verifiable – through one’s own Natural Acceptance as well as Experience in Living 5. All Encompassing – covering all aspects of human existence 6. Leading to Harmony – among human beings and with nature Based on the inputs of MHRD Slide 17 of 27

Content of Value Education · All Encompassing · Covers all 4 dimensions as an Individual: - Thought Behaviour Work Understanding/Realization Eg. In Thought – we want to have clarity (a state of resolution, solution) NOT confusion (a state of problem) · Covers all 4 levels as a Society: - Individual Family Society Nature/Existence Eg. As a Society – we want Fearlessness / Trust NOT fear (due to mistrust / opposition) Slide 18 of 27

Process of Value Education 1. Universal – all time, all place, all individuals 2. Rational – logical, appeals to human reasoning 3. Natural – Naturally Acceptable to every human being & there is every provision in Nature for its Fulfilment 4. Verifiable – through one’s own Natural Acceptance as well as Experience in Living 5. All Encompassing – covering all aspects of human existence 6. Leading to Harmony – among human beings and with nature Based on the inputs of MHRD Slide 19 of 27

Process of Value Education – Self Exploration · Whatever is said is a Proposal (Do not assume it to be true) · Verify it on Your Own Right – on the basis of your Natural Acceptance · It is a process of Dialogue · A dialogue between me and you, to start with · It soon becomes a dialogue within your own self iz. Lrko g. S ¼ekuas ugha½ tk¡pas & Lo; a ds vk/kkj ij. A viuh lgt LohÑfr ds vk/kkj ij. A ; g laokn dh izfØ; k g. SA ; g laokn vkids vk. Sj esjs chp 'kq: gksrk g. S] f. Qj vki eas pyus yxrk g. SA Slide 20 of 27

Value Education Moral Education Proposal, Self Verification Do’s & Don'ts Understanding, Knowing Preconditioning, Assuming Self Motivated - Self Discipline (Swa-anushasan) - Swatantrata Externally Motivated, Conditional - Fear - Incentive Slide 21 of 27

Natural Acceptance Given independent choice, what is acceptable naturally Under the given circumstances, what one ends up accepting Natural Acceptance Peer pressure, conditioning Sensation Acceptance E. g. Relationship E. g. Sometimes relationship, sometimes opposition Food for health Sometimes food for health, sometimes food for taste Mobile for communication Sometimes for communication, sometimes for respect, show-off Slide 22 of 27

Status of Human Values in Higher Education – July 2013 2005 2006 2009 2011 IIIT Hyderabad (AP) IIT Kanpur (UP) GBTU & MTU PTU (Punjab) 2012 HPTU, Hamirpur (HP) [ 700 Colleges] [ 325 Colleges] [ 46 Colleges] 2013 Royal University of Bhutan [ 11 Colleges] 2013 JNKVV, Jabalpur (MP) [ 6 Colleges] 2013 RVSKVV, Gwalior (MP) [ 2 Colleges] Commissionerate of Higher Education, Andhra Pradesh [approx. 200 Degree Colleges in Andhra Pradesh ] 2013 K L UNIVERSITY, Andhra Pradesh 2015 JNTU, Hyderabad (AP) [ 462 Colleges] Slide 25 of 27

HE President Dr. APJ Abdul Kalam’s Message to the Nation – 2006 Dr. Kalam, then President of India, had 4 personal discussions about this, recognized its potential and spoke about the effort in his address to the nation on the eve of Independence Day in Aug 2006 “… being practiced by Prof Ganesh Bagaria, … Prof Rajeev Sangal… and their teams … [it] is a ‘teachable human value based skill’… This process of imparting self-knowledge would promote a learning atmosphere, where this whole movement of inquiry into knowledge, into oneself, into the possibility of something beyond knowledge would bring about naturally a psychological revolution. . From this comes inevitably a totally different order in human relationship and therefore society as a whole. The intelligent understanding of this process itself can bring about a profound change in the consciousness of mankind…” (VIDEO 3 min) Source: http: //www. indianembassy. ru/docs-htm/en/en_hp_win_official_direct_t 075. htm Slide 26 of 27

Summary of Lecture-1 Need – To have the clarity about "what to do" / Human goal, Human purpose, we need to know what is valuable for Human Being Guidelines: 1. 2. 3. 4. 5. 6. Universal Rational Natural Verifiable All Encompassing Leading to Harmony – all time, all place, all individuals – logical, appeals to reasoning – to human being & to nature – through one’s own experience – covering all aspects of human existence – among human beings and with nature Process Content Slide 27 of 27

OUTCOMES OF THIS COURSE · Students are able to understand vision for societal, health, safety, legal and cultural issues and the consequent responsibilities. · Students are able to recognise their natural acceptance to engage in independent and life-long learning. · Students are able to understand Commitment towards professional ethics and responsibilities. Slide 28 of 27

COURSE EVALUATION EC Compone Duratio Mark Date No nt n s 1. Sessional- 90 min 1 20 2. Sessional- 90 min 2 20 3. Practice Session Continuo 10 us Weightag Remarks e (%) 5 th March, out of two sessional 2014 20 exams, 75% of Best Sessional + 25% of Lowest Sessional will be 19 th April, considered for final 20 2014 sessional marks - 10 In total 10 Practice Sessions will be conducted in the semester. All Practice Sessions will be conducted in the Class room. Slide 29 of 27

4. Home Continu 5 Assignment ous 5. Attendance 6. Total Continuo 5 us Comprehens 60 ive Examination - 5 Five Home Assignments will be given to students in the Semester. 5 60 100 Slide 30 of 27

Thank you Slide 31 of 27