HRV-CH 1 PDF

HUMAN RIGHTS AND VALUES
Mr. Kulvinder Singh

CHITKARA UNIVERSITY
CSME
CHAPTER 1
CONCEPT OF HUMAN VALUES AND VALUE EDUCATION
CONTENTS:
VALUES
SIGNIFICANCE OF VALUE
TYPES OF VALUES
CONCEPT OF HUMAN VALUES
AIM OF EDUCATION AND VALUE EDUCATION
PROGRESSIVE OUTLOOK OF VALUE EDUCATION
HOLISTIC EDUCATION
VALUES
• Values are powerful mental images of what we want to create in the
future.
• VALUES are linked to VISION.
• Values are the building blocks of human personality.
• Human values thus defined are universal: they are shared by all human
beings, whatever their religion, their nationality, their culture, their
personal history. By nature, they induce consideration for others.
VALUES
• Chilana (1987) studied Indian culture and observed that Indian culture is
based on the values, viz, kind heartedness, self control, universal
brotherhood, honesty, respect to others and faith. Due to deterioration of
these values, new values like indiscipline and destructive mentality
came into existence
VALUES
• Meaning of value is originally related to economic value.
• We today, use the term value as ‘Literary value,’ ‘Democratic Value’,
‘Life Value’ and ‘Education value in our day to day speaking and
writing. In life process man (individual) accepts good things and avoids
bad things.
• Values are established and they are practicable. They can be achieved.
VALUES
• When we think of our values, we think of what is important to us in our
lives.
Example of Values:
• security, independence, wisdom, success, kindness, pleasure,
civility, respect, consideration, honesty, fairness, loyalty, sharing,
solidarity, openness, listening, welcoming, acceptance, recognition,
appreciation, brotherhood, friendship, empathy, compassion, love.
SIGNIFICANCE OF VALUES
• Value in general is a part of philosophy.
• Philosophy is one of the basic subjects which deals with the basic
problems of mankind.
• In its discourse, it deals with issues such as existence, knowledge,
values, reasons, mind, and language.
• Basing on the parameters of value, a number of other aspects developed
to regulate the behavioral patterns of man. These values such as dignity,
liberty, equality justice, ethics, and morals et.al.,
TYPES OF VALUES
Dr. Gawande (1994) had tried to investigate types of value and their areas.
He noticed the following types of value and their areas:
• Personal Value
• Human value (Human behavior)
• National or constitutional value (Constitutional rules)
• Social value (Rules about society)
• Professional value (Ideals in various professions)
• Religious value (Ideals related to religions)
• Aesthetic value (Value in Arts and Literature)
PERSONAL VALUE
Personal values provide internal reference for - what is good, beneficial,
important, useful, beautiful, desirable etc.
HUMAN VALUE
• Truthfulness: To have constant practice to approach the reality or
truthfulness.
• Constructivity: To help for good undertaking.
• Sacrifice: To help without selfish motive.
• Sincerity: To work in stipulated time as assigned.
• Self control: To have control on individual’s mind for action.
• Altruism: To behave with others with love and to consider the wellbeing
and happiness first.
• Scientific vision: To find out scientific reasons of a problem.
Human value is like an axle of a wheel and other types of value are
around it. Therefore if an individual is educated in human values;
learning of all other values becomes easier.
National
Value
Aesthetic
Social Value
Value
Human Value
Religious Professional
Value Value
NATIONAL VALUE
Each country has its own independent constitution in which specific
values are included. They are called national values or constitutional
values, e.g. Following values are included in Indian Constitution.
• Liberity
• Order
• Equality
SOCIAL VALUE
Each country preserves some values according to its culture and these
values are preserved land protected. Dr. Chilan has fixed the following
values of Indian society viz. Pity, Self Control, Universal brotherhood,
honesty, respect and faith.
PROFESSIONAL VALUE
Many professionals are in existence and each profession has got its own
independent values e.g. Following are the values of the teaching
profession: Knowledge thrust, Sincerity in profession, Regularity and
Faith.
RELIGIOUS VALUE
Each religion has got its independent status, principles and rules e.g.
wisdom, character and pity are included in Buddhist religion. Some
values are common to all religions, whereas some values are attached to
as particular religion only and they are the specialties of that particular
religion.
AESTHETIC VALUE
Literature and Arts (painting, carving, drawing etc.) have got their fixed
criteria and rules. They are investigated and are fixed.
CONCEPT OF HUMANVALUE
• It is very difficult to decide whether a particular human behaviour is
value based or not because human behaviour is either individual
phenomenon or it is ruled by the situation. The behaviour that one
appreciates may not be appreciable by others.
• Dr. Gawande (1994) put forth the following four criteria to fix the value
deficiency.
Individual progress should be achieved through expected behaviour.
Expected behaviour should be conducive to society.
Expected behaviour should be conducive to a nation.
HUMANVALUE
Expected behaviour needs to be accepted at international level

AIM OF EDUCATION
All round development of individuals is possible through education.
Following are the chief aims of education:
• Knowledge
• Understanding
• Application
• Skill
• Interest
• Appreciation
• Inculcation of human values
VALUE EDUCATION
• Formation of character through education had its important place in
Indian education system right from the Vedic period.
• Till at the end of Sixteenth century, the place of character formation
through education was unquestionable.
• The medium of character formation through education was religious and
therefore religious institutions tried to educate persons in character
building during their period.
• Inclusively after the arrival of the British in India, the aim of Indian
education was changed. The aim of education to them was thus very
limited. Some functional literacy including knowledge of subjects was
introduced. In the Education Commission of 1882 only, moral education
was recommended.
VALUE EDUCATION
• In pre-independence and after independence, several commissions and
committees recommended character education, religious education and moral
education.
• According to National Education policy of 1986, moral and religious
education were broadly defined and coined into value education.
• Value education system that aims to enrich the level of our understanding
and respect for such values and aims to bring us maturity of mind is
called value-based education.
• Value education claims a vast field for its coverage to mould the
behaviour and transform the right ways of action in day-to-day life
activities. It is not the property of one nation, one religion, one climate
and one philosophy
PROGRESSIVE OUTLOOK OF VALUE EDUCATION
• Individual’s behaviour according to each religion therefore differs. Individual
tries to safeguard the behaviour. We call it culture.
• The sanskars are transmitted from one generation to other generation. These
are the ideal behaviour patterns of society. As there are so many religions and
different casts within a religion, individuals are free to decide their ideal
behaviour within religion.
• If we try to mould the public through religious and moral education, there is
possibility of religious and cultural struggle in a secular country like India.
• Religious and moral education is possible in a country where only one
religion is dominant.
HOLISTIC EDUCATION
• In traditional times man lived on the earth in small groups. Each group
developed its own way of life according to the climate, available natural
resources and the developed production skills.
• There was little opportunity to spread over a wider area and
encounter or adopt the cultural values of others.
• Such restrictions have been removed these days by rapid
transportation, communication and international educational
facilities. Social environments have entirely changed.
• To fully avail of the present opportunities for a better life the modern
educational system should be reformed and reoriented. This is where the
need for holistic education comes in.
HOLISTIC EDUCATION
• As a result of holistic education one would know the values of human
life, how to respect others, how to be aware and avoid doing harm
and at the same time, being ready to help others in all possible ways.
• Through holistic education, each person should know himself as
completely as possible, i.e., his body mind, knowledge, consciousness,
genetic center, and brain function, including the process of storing and
releasing all the experiences of life.

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HUMAN RIGHTS AND VALUES

Mr. Kulvinder Singh

CONCEPT OF HUMAN VALUES AND VALUE EDUCATION

Expected behaviour needs to be accepted at international level

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