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UHV_Lect_1.pptx

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UHV_Lect_1.pptx

  1. 1. Chapter 1 Understanding Value Education
  2. 2. ISSUES • At the human level, we can see that there continue to be issues in individuals with respect to lack of clarity on life-goals, contradictions and stress, while at the level of human relationships in the family, we see problems in mutual understanding, increasing mistrust, insecurity and generation gap. • Further at the level of human relationships in society we see increasing communal conflict, exploitation and strife, terrorism and violence in various forms. The increasing corruption and other unethical practices in various professions is also causing serious concern.
  3. 3. ISSUES • At the level of nature, we have increasing problems of environmental degradation in various forms as well as resource depletion threatening the very survival of the human race. In fact, all these problems are a direct outcome of the ‘well-planned’ human activity carried out in the name of progress and in spite of all the advancements of science and technology. Where then, lies the solution? What exactly is a miss? This is an important question intriguing the human mind today.
  4. 4. Purpose: • The overall purpose of education is to enable a human being to live a fulfilling life, in harmony with oneself and with family, society and nature. • Hence, it becomes the responsibility of educators to enable the resolution of these issues, so that human society can achieve the cherished goal.
  5. 5. Value Education: The subject that deals with ‘what is of value’ or 'what is valuable to a human being’ is called ‘value education’. Values thus provide the basis for all our actions and there is an essential complementarity between values and skills which needs to be ensured in any education system.
  6. 6. Advantages • It is holistic and not fragmented- covers all dimensions of human life: thought, behaviour, work and realization. • Addresses the ‘Self ’ – Discusses the human being or the Self and does not just focus on external realities. This proves to be self-empowering since each individual is able to make decisions and find out what is of value to them in their own right. • Is closely associated to life and living – Establishes relevance in a person’s life and does not just deal with information and skills. One can see the results of this understanding in human living in the form of behaviour with people and work with nature
  7. 7. Advantages • Methodology facilitates understanding and not just rote learning: The focus is on understanding in one’s own right by focusing on reality and its experiential verification and not just on reproduction of information and rote learning.
  8. 8. Need for Value Education: All human beings aspire for a happy, fulfilling life. For a human being, there are two important questions pertaining to this: • What is my aspiration? (What to do?) • How to fulfil my aspiration? (How to do?)
  9. 9. • The purpose of education is to facilitate the development of clarity on the aspiration and adequate competence to actualize it. • For this, it is essential to understand what a happy, fulfilling and successful life is – what is really valuable for human being; what is our purpose as a human being? • Understanding human aspiration, or what is really valuable for human being, is the value domain. The subject which enables us to understand this domain is called ‘Value Education’ (VE). • It enables us to understand our aspirations and visualise our goals for a fulfilling life and indicates the direction for their fulfillment. In relation to these issues, it also helps to remove our confusions and contradictions.
  10. 10. • The subject which enables us to learn the skills is called ‘Skill Development’ (SD). • It enables us to learn the science, technology, management and other skills for fulfilling our aspiration. • In that sense, SD addresses the issues related to ‘how to do?’. • Values and skills go hand in hand. Both values and skills are required. There is an essential complementarity between the two. • The priority is values, then skills; i.e. first understanding ‘what to do’ and then developing the skills for ‘how to do’. And of course, checking if this results into a fulfilling life!
  11. 11. Need for Value Education: 1. Correct identification of our aspirations 2. Understanding universal human values to fulfil our aspirations in continuity 3. Complementarity of values and skills 4. Evaluation of our beliefs 5. Technology and Human Values • Value Education enables us to understand our needs and visualize our goals correctly, and also indicate the direction for their fulfilment. It also helps remove our confusions and contradictions and enables us to rightly utilize the technological innovations.
  12. 12. Basic Guidelines for Value Education • Universal: It has to be universally applicable to all human beings for all time and all places. This implies that values should not change according to sect, creed, nationality, gender, etc. • Rational: It has to appeal to reasoning; and not be based on dogmas or blind beliefs. It has to be open to address the related questions. It cannot be a set of sermons or do’s and don’ts. • Natural and Verifiable: It has to be 'naturally acceptable' to the human being and there needs to be every provision in nature for its fulfillment. It needs to be experientially verifiable, and not based on dogmas, beliefs or assumptions. It is not merely an intellectual exercise or information transfer.
  13. 13. Basic Guidelines for Value Education • All Encompassing: It needs to cover all dimensions (thought, behaviour, work and understanding) and levels (individual, family, society and nature/existence) of human life. • Leading to Harmony: It ultimately needs to promote harmony within the individual, among human beings and with the entire nature.

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