ISSN - 2250-1991

Volume : 3 | Issue : 7 | July 2014

Research Paper

Education

Valuing Process and Value Education

Dr. Mamta
Chaudhary

Principal S.B.D.S College of Education Aherwan (Ratia)

KEYWORDS
Values are the foundations of meaningful life processes. They
are the pillars which develop through interaction of needs,
perceptions, emotions, sentiments and attitudes. They are the
guiding stars and stand for intrinsic worth. Whatever is actually liked, prized, esteemed, desired, approved or enjoyed by
any one is valuable. Values express the priorities we assign to
the beliefs of our society. An interdependent, accepted and
consistent set of values Is the value- system which needs to
be imbibed in the personality of an individual for an around
development. Values also express our cultural identity. When
an individual makes a decision that results in his taking some
action or supporting an idea, he reveals his value priorities in
ways that describe his identity with certain ethnical culture,
explained in terms of personal feelings and desires. Therefore,
values that remain operative and vital must be reconstructed
by each generation.

as his own.
2. The source or locus of evaluation on most matters lies outside of himself.
3. The criterion by which his values are set is the degree to
which they will cause him to be loved, accepted or esteemed.
4. These conceived preferences are either not related at all, or
not clearly related to his own process of experiencing.
5. Because they are untestable, there is no ready way of solving contradictions.

There is a great deal of concern today with the problem of

values. Youth, in almost every country, is deeply uncertain
of its value orientation. The values associated with various
religions have lost much of their influence. Even sophisticated individuals in every culture seem unsure and troubled as
to the goals they hold in esteem, The reasons are not far to
seek. The world culture, in all its aspects, seems increasingly
scientific and relativistic, and the rigid absolute views on values which come to us from the past appear anachronistic. In
this situation it is not surprising that value orientation from
the past appear to be in a state of disintegration or collapse.
Everybody questions whether there are, or can be, any universal values. It is often felt that we have lost cross-cultural basis
for values. As a result of this uncertainty and confusion, there
is an increasing concern about a sound and meaningful value
approach which can hold its own way.

Effective educational experiences lead us to become conscious

of our identity. Ones identity is both cultural and individual in
character. Without ethnical culture there Is no solution for humanity whereas ethnical culture is the manifestation of these
human values, In the behavior pattern of all in thought, feeling and action.

Charles Morris (1956) made some useful distinctions in regard

to values. There are OPERATIVE VALUES which are the behaviors in which a person shows preference for one object over
the other. There are CONCEIVED VALUES which are preferences of an individual for a symbolized object. Like honesty is
the best policy is a conceived value. There are also OBJECTIVE VALUES which refer to what is objectively preferable.
Whether it is at sensed level or conceived of as desirable.
Every living human being has some value system. He prefers
those practices which maintain, enhance, or actual his entity
and rejects which d not serve this end. He values new experiences for its own sake. He deserts his own wisdom, giving
up the locus of evaluation and tries to behave in terms of values set by others in order to hold satisfaction. In this way to
gain or hold love, approval, esteem, the individual relinquishes the locus of evaluation which was in his infancy. He learns
to have a basic distrust for his own experiences as a guide to
his behavior and learns from others a large number of values,
adopts them even though they may be widely discrepant from
what he is experiencing. Hence
1. The majority of his values are interjected from other individuals or groups significant to him, but are regarded by him

210 | PARIPEX - INDIAN JOURNAL OF RESEARCH

Education in any social order arises out of the need to perpetuate that society, to provide continuity in its ways of thinking,
doing and behaving, to reinforce its value structure and to establish conformity to those norms that it visualizes as consequential and sustaining.

The child does not come Into the world with any set of values or moral position. Learning of values can only take place
when there is an inner urge in the students, which has to be
first developed by various stimuli in different forms. Since th
e human values course is concerned with the development
of the five aspects of the childs (viz., physical, Mental, Moral,
Spiritual and Aesthetic) personality, to make it fully integrated,
we have to analyze the impact of the value education course,
we can expect, on the child. Still the awareness of the concept and connotation about values is a pre-requisite to any
action. The way the child learns can be categorized into four
Exs of moral and value- education.
1. Exhortation :
This plan of action is the way of teaching in which people
tell the children the code of conduct and behavior, and as to
what is wrong and what is right, instructing them to live by
a certain set of standards. It is the formal way of moral-education where all the aspects, like aims, curriculum and teaching methods, revolve round value decisions, human spirit and
personal virtues. It goes a long way in childs raising through
education.
As the child gradually starts realizing that right conduct leads
him to the broader avenues of right action, values like obedience, loyalty, duty simple living, honesty, prudence, respect
for others, reverence for old age, service to others, self-confidence, self-reliance, initiative, respectfulness, courage, leadership, faithfulness, justice, team work and team spirit, equality,
self sacrifice etc., should be imbibed through educational and
extra-curricular activities.
The scientific interpretations should be taught with moral implications and with reference to human values. The content

Volume : 3 | Issue : 7 | July 2014

should be able to teach the children to look into the day-today problems, prejudices and opinions objectively. The whole
education must reflect the unity of facts and values and
should help in values inculcation like truthfulness, curiosity,
quest for knowledge, spirit of inquiry, study of ones own self,
sense of discrimination between truth and false, secularism,
respect for all religions, universal-self-existent truth etc. The
value like non-violence can be taught in
(1) Psychological perspective as kindness, courtesy, good manners, helpfulness, feeling of fellow-being, gentlemanliness,
unwillingness to hurt others, consideration for others,
readiness to cooperate with others, appreciation of the cultural values of others, comparison and universal love etc.
(2) In sociological perspective, non-violence can be invited
through awareness of the responsibility of citizenship, being in tune With democratic decision making, readiness
to espouse the common good, active national awareness,
love of national unity, love of national integrity, turning
away from untouchability, awareness of the value of civic and national property, sense of social justice, socialism,
sense of the solidarity of mankind etc.
2. Example :
It is the provision of moral models provided by people in and
around the childs environment. A congenial social environment of emulative examples, winsome attitudes and salutary
interactions promote and foster the growth of values among
learners and inculcate healthy moral influences and habits of
mind. Most studies on the moral development of the child
take their initial inspiration from the classical work of Piaget
(1932/1948) which is based on conceptual cognitive development. But little attention has been given to the behavioral
aspects of moral standards and conduct, leaving a void in the
relationship of moral judgment, moral knowledge and moral
behavior. Hence the recent researches approach the topic of
moral behavior with social envision, mental hypotheses and
interactive processes. In the school such examples are given by
both teachers and students in the form of words, actions or
both. From the interactions with peers and conversation with
the elders the habits, interests, attitudes, social adjustments
and values are developed. Radio, T.V., Press, Extra-curricular
activities, team games, sports and social service programmers
help the young ones to inculcate many values, like tolerance,
cooperation, mutual regard, honesty and integrity. Equally effective are playgrounds and clubs.
Every educational activity has the intrinsic worth for one or
more values and bring about several behavioral changes.
Thus values are caught through exemplary behaviors, indirect
suggestions, emulative models and impressionistic influences. Hence values are both caught and taught by first giving
knowledge and then actions be planned, combining all cognitive, connective and effective functions of mind. These influences of socialization and acculturation generalized during
non-formal education are far more effective than the teaching
of lesions.

ISSN - 2250-1991

3. Expectations :
Expectations refer to the situations and people which demand
certain responses from others In the pattern of development,
psychological systems such as needs, beliefs, values, attitudes
and sentiments play important roles as motivating forces. Certain important agencies like parents, teachers, peers and other
adult members of the community are significant in the moral
development of the children reflecting their attitude, motivation, interest and the pattern of the behaviour according to
the treatment they get at home and school. Other situations
like parent-child relationship, teacher-pupil relationship, peer
group relationship, community relationship, psychological environment at home and outside are also important. The feeling of guilt and shame is a necessary mechanism for modeling
character and developing right conduct. This can be facilitated
through learning if the child is oriented to human values. In
classroom the teacher models the situation and then expects
the students to behave in cooperative and helpful manner.
Hence values can be made to acquire and learn according to
the expectations of a particular classroom environment.
4. Experience :
It refers to the acts of involvement. The students learn by
doing and from the experience certain moral principles and
attitudes are learned and values acquired. Certain cultural
activities can be used to project human values. Healthy discussions can be encouraged for independent thinking, security and maturity. Direct experience by classroom activities help
in moral development. The child needs peer approval and
acceptance which can be made through group activities. Self
acceptance can be enhanced by giving satisfaction on his accomplishments and by making healthy and constructive criticisms. The teachers who arrange a variety of class-room activities foster self-respect in all pupils. It is only through group
work and activities that children interact and are confronted
with problems which teaches them to settle disputes or shoulder responsibilities. They also learn to analyze and realize
their own abilities. The syllabus for education in human values should introduce children to balanced moral and spiritual
thinking. All these are potential tools for teacher in providing
instructions in moral and value education.
Education should thus train the mind, the behavior of the
senses and provide specific prescriptions on the mode of their
use. The norms laid down by religions on the appropriate use
of the senses should be understood with regard to their real
import through education. The teacher has to play his right
role in the promotion of value-oriented education, for which
he should be himself a model. Values cannot be taught only
by discourses but by exemplary guide, a teacher, who is ready
to walk with learners for realizing and imbibing values in the
behavior pattern. They will have to keep in mind that they are
dealing with creatures who have prejudices, whims, emotions
and logic. Their heart is to be touched and mind impressed.
Scientific, sustained and specific efforts are needed to make
the break through.

But these behaviors arc imitated according to the positive and

negative feelings towards that person who displays it. Therefore, it demands the self and social awareness, realization of
role perception, dedication, demonstrable conduct and righteous ways of the teacher so that the teacher can really tell
the value of Values. Such a teacher will develop such inter
human process of inculcation of values which will have their
ties, deeply personal and with greater promise and potential.
REFERENCES
1. Brubacher, J.S., Modern Philosophies of Education, Tata McGraw-Hill Publishing Co., BombayFourth Edition. | 2. Coady, H., Sawyer, D. Moral Judgement, Sea and Level
of Temptation as Determinauts of Reststance to Temptation. J. of Psy. 120 (2) p. 177. | 3. Coady, H, Behavioural Correlates of Moral Judgement, J. of Psy. 20(2) p. 191. |
4. Deighton, LC. (Ed.), The Encyclopaedia of Education, MacMillan Company and Free Press, 1971. | 5. Gokak, V.K. (Eds.) and Rohidekar, S.R. Teachers Handbook for the
Course in Human Values. Published by Sri Satya Sai Bal Vikas Education Trust, A.P. | 6. Husen, T. and Postlethwaite, T.N. (Eds.), The international Encyclopaedia of Education,
Research & Studies, Pergamon Press, Oxford 1985. | 7. India, Ministry of Education, Programme of Action, NPE 1986, New Delhi. | 8. Malhotra, P.L. (Eds.) Prabha, B.S. and
Misra C.H.K., School Education in . NCRT, 1986. | 9. Ruhela, S.P. (Eds.), Human Values and Education, Sterling Publishers, New Delhi,1986. | 10. Sills, D.L (Ed) Internatianal
Encyclopaedia of the Social Sciences, MacMillan Company and Free Press, 1968. | 11. Strom, R.D. (Ed.), Teachers and the Learning Process, Prentice-Hall, Inc. Englewoood
Cliffs, New Jersey, 1971. |

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