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Necessity of Value-Oriented
Education in India
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Life is, day by day, becoming complex and complicated. Crisis in

character and loss of values are reflected now in every sphere of
human life. Standards of moral and social life of our people are
gradually declining. The norm of family, society, politics, professional
ethics, secularism, democracy etc. is going down and coming under
strain.

Wide-spread disturbance, chaos, confusion and dislocation in life

have become common phenomena. Belief in higher ideal is no more
found. Corruption is rampant. Contradiction in living is the order of
the day. We well-realize the deteriorating conditions of the system of
values and ethics in our daily life.

Different Commissions and Committees in our country have

expressed their deep concern over the declining hold of values in
human life and they emphasized on providing value-oriented
education. The NPE, 1986 has categorically stated, “The growing
concern over erosion of essential values has brought to focus the
needs for readjustment in the curriculum in order to make education
of forceful tool for the cultivation of moral and social values.”

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Meaning:
Values signifies that quality of an individual or things which makes
that individual or thing important, respectable and useful. But from
philosophical or educational point of view, values signifies neither a
thing nor an individual, but a thought or a point of view. As such,
anything which is useful to an individual becomes valuable to him.

From this point of view, values refer to objects that we cherish or

desires and consider them desirable and worthy of acquisition. These
may be material objects like food, clothing, shelter etc. and abstract
qualities and ideas like truth, beauty, goodness, peace, happiness etc.
These values have intrinsic worth for human beings.

Education has the greatest value. It is concerned with values that

satisfy the designs, wants and aspirations. Educational values are
related to those activities which are good, useful and valuable from the
point of view of education.

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According to Adams, Education is bi-polar process which

has two parts:

(a) The teacher and

(b) The child.

The teacher employs various strategies to achieve the desired change

in the child in order to modify the behaviour of the child. He performs
all those activities, because he thinks them as valuable for the purpose
in view. In the same manner the child participates only in those
activities which he considers useful and valuable to him. And
educational values become aims of education.

Need and Importance of Value-Oriented Education:

Many people believe that only remedy for all maladies in the society,
is the generation of high ideals and values in man. For this, education
can serve the purpose best. If the future is to be saved from colossal
crisis, value-oriented education to children is the best possible way.

Tremendous explosion of knowledge in science and technology has

changed the life-style of people. Peace and tranquility in mind is no
more found. The world today faces a catastrophe threatened with
global nuclear holocaust due to the invention of deadly weapons. In
this circumstance, awakening of moral consciousness is need of the
hour.

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It would enable the youths to learn to use science and technology for
peace and prosperity of mankind. So value Education should find a
place in the curriculum for the development of human consciousness.

In order to live happily in the complex and complicated society, a

sense of self-confidence and pride is essential for an individual. So de-
culturasation, de- humanisation and alienation should by all means be
avoided. Therefore, immediate efforts must be made through
education to develop values in the students for realisation of their full
potential and to develop self-confidence.

Different problems in youth are increasing day by day. Although they

learn many good values and qualities from their books and learn from
their teachers, but in practical field they have little relevance. So they
become frustrated and have lost faith in society. Many youths are now
addicted to drugs and intoxicants.

Therefore, it is highly essential to inculcate good values in the youths

in order to help them to adopt right life pattern. In the circumstances
stated, there is a clarion-call of drastic change in the very outlook of
man. So education as an organised system, can help to develop moral,
aesthetic, scientific and spiritual values in education.

Classification of Values:

Values may be classified as:

1. Aesthetic Values

2. Social Values

3. Moral Values

4. Spiritual Values.

1. Aesthetic Values:

Aesthetics is the study of values in the realm of beauty. Aesthetic

values are those which give people happiness and pleasure. Some
philosophers opine that aesthetic values are confined to the artistic
excellence. Even then it is difficult to assess because they are likely to
be subjective and personal. A particular work of art may evoke
different opinion from different people. It is because there is no such
universal standard or criterion to validate aesthetic values.

2. Social Values:

Man is a social being. He lives in the society. He cannot be separated

as independent entity. Child develops social consciousness through
active interaction with social experiences. The society, in which he
plans and prospers, has certain ideals, values, behaviour, code and
faith that influence the growth and mode of thinking of an individual.
To enjoy social values, he desires to promote an enjoy association with
his family, friends and community. Education can have significance
only when it makes individual realize his relationship with the society.
3. Moral Values:

Moral concerns to the principle of right ay wrong. It relates to some

standard, code and conduct. The values relating to the conduct of a
person are called moral values. So moral values refer to the behaviour
of man towards man in the home, in society, in economic fields and in
the life of outside world. Generally, man is not born moral. He
possesses certain impulses. Education enables him to control these
animal impulses through the development of higher values of life,
worthy interest, lofty ideals and noble ideas.

Moral values should be inculcated from very early childhood. At

home, physical habits and mental attitudes are formed in the children
which lead to the development of moral values. Good manners are
important for cultivation of moral values. Good manners help us to
refine our behaviour by removing the harshness in our words.

4. Spiritual values:

Moral values effect the relationship between man and man. Spiritual
values effect the individual in his relation with himself Man does not
live by bread alone. He needs inner peace and happiness. Not material
things but spiritual values can provide him real solace and pleasure in
life.

The greatest tragedy is that our students getting education in school

and colleges are losing their higher ideals of life and they are living in
a spiritual vacuum. If the aim of education is self-realization, then the
first towards its attainment will be to understand the nature of the
child and after correct scrutiny, try to know well his basic tendencies,
capacities and abilities.

After this educational activities and programmes should be so

organised that the basic capacities and abilities are developed to the
fullest extent and the child is able to realize his self completely.

Absence of spiritual values has caused damage to man beyond repair.

Lack of spiritual values has resulted in confusion, disaster,
destruction, aggression, selfishness and hatred. Education has to
humanize the humanity. For this, spiritual values are to be imparted
at every level from the home to the culture, from the common school
to the university, if we at all need to see a better-world tomorrow.

Educational Strategies for Value-Oriented Education:

Aims and Objectives:

1. To develop total personality.

2. To make the child aware of the right values, to feel the proper
emotions and to internalize values in words and deeds.

3. To develop in children moral, aesthetic, cultural and spiritual

values.

4. To enable the students to understand and appreciate the values of

democracy, secularism, equality & scientific attitude.

5. To develop in child the habits like truthfulness, tidiness,

punctuality, honesty etc.

6. To develop character and morality in children.

7. To encourage the students to become progressive and responsible

citizens in their personal and social life.

8. To make them liberal in thought and practice.

9. To enable them to rise above prejudices based on religion,
language, caste and sex.

10. To develop right attitude towards self, society, religions etc.

Methods of Imparting Value – Oriented Education:

Different methods have been adopted and suggested by different

people for inculcating values. Considering all the techniques, we can
categories all these broadly into three; namely.

(a) Direct Method

(b) Indirect Method

(c) Informal or incidental method.

(a) Direct Method:

It means that value education should be imparted directly to the

students in the classroom. It emphasizes on systematic, planned and
deliberate instruction in different value to children. For this, separate
periods are allotted in the time-table. In the class-room, the teacher
can explain, discuss and illustrate values through stories, biographies
of great men, moral dilemmas, real life situations. Here students get
ample opportunities to have direct interaction with the teacher.

(b) Indirect Method:

Value education can be imparted indirectly through existing curricular

and co-curricular activities without separating the period in the time-
table.

(i) Curricular activities:

All the prescribed text-books are reservoirs of values. Values are
inherently woven in all subjects. Values like free enquiry, scientific
temper, commitment to truth etc. can be developed in children
through teaching of science. In geography, values like appreciation of
diversities, interpendence of people of various regions etc. can be
taught. In teaching of mathematics, logical thinking, precision and
neatness can be developed. SUPW programmes in school develop
work value and love for manual work.

(ii) Co-curricular activities:

Values like co-operation, team- spirit, fellow-feeling, tolerance;

democratic living, secularism etc. are cultivated through proper
organisation of different co-curricular activities. Games sports NCC,
NSS, Red Cross, Boy Scouts, Girl guides. Field trips, Study-tour,
Hiking etc. provide ample opportunity to boys and girls to come
nearer to the pursuit of common goals and higher values.

Through organisation of picnic and feast, students should be

explained about values of good food and how to keep utensils neat and
clean. National days, festivals of India, anniversaries of great-men of
India, develop value of national integration.

Different co-curricular activities generate value consciousness

potential through actual living and doing. Moreover, conducive and
congenial school environment radiate values in children. Good school
setting, dedicated and ideal teacher, cordial relation between teacher
and taught, management and employees, parents and teachers, good
school community relation-in a word the ethos of the school, can help
generate values in children.

Role of Teacher:
Role of teacher is very significant in cultivating moral, social and
spiritual values in children. The ideal personality of the teacher is very
much influencial on moral development of the students. Teacher is
considered as friend, philosopher and guide. So teacher’s personal
activities and behaviours have tremendous bearing on students.

That is why, the teacher should establish and maintain clear standards
of behaviour and encourage his pupils to behave towards himself,
towards one another and towards the entire community in a desirable
way.

Most of the practical programmes suggested for inculcation of social,

moral and spiritual values in children depend on the sincerity and
resourcefulness of teacher in the process of implementation.
Therefore, the duty of the teacher is to see that all activities and
programmes are undertaken in true spirit and directed towards the
goal.

Teacher is a model to the pupil. In past the teacher was regarded as

preceptor, the pupil as disciple. Teacher, through his noblest activities
and exemplary services influenced the personality of the child.
Teacher’s personality should be ideal to make the child pay him
utmost reverence. Teacher is the embodiment of Brahma, Bishnu and
Maheswar.

In the process of inculcation of democratic, social, moral and spiritual

values in education, the role of the teacher cannot be neglected at all.
Thus, the teacher through different activities like instruction, rapport
and organisation of curricular and co-curricular activities will be able
to instill value-consciousness in children.

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