Journal of SCHOOL SOCIAL W O R K January 2011 Journal of SCHOOL SOCIAL W O R K January 2011

ISSN: 0976-3759
Journal of
School SocialPriceWork
Rs 20.00
A National School Social Work monthly dedicated to networking of parents and teachers.
Volume VII Issue 08 Contents January 2011
Page
Editorial 02
Value Education:
The Need of the Hour Dr Saraswati Raju Iyer 03
Vidya and Values Mary Princess Lavanya 11
Values: So Near, Yet So Far Dr Ragini G P 16
Living Values Education Mahespriya L
Ranjit L 21
Essentials of Values Rajeswari M 25
Value Education and
Personality Development Amudha S 28
Value Education and Teachers Viji T 31
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Focus: Values Education

Journal of SCHOOL SOCIAL W O R K
Hony. Special Editor: Dr Catherine Joseph,MA, MPhil, PhD,
Assistant Professor, Department of Social work,
Stella Maris College, Chennai.
Journal of School Social W ork,
8 (New 14), Sridevi Colony, Seventh Avenue,
Ashok Nagar, Chennai 600 083
Mobile: 98406 02325 E-mail: jssw.india@gmail.com and PJ.Naidu@yahoo.in
Note: Views expressed by the contributors are not necessarily the official view of the Journal.
January 2011 Journal of SCHOOL SOCIAL W O R K January 2011 01
Editorial Values for Transformation
Values are the standards of behaviour honesty, integrity, acceptance of
in day-to-day activities and guiding differences and peaceful
principles in critical life situations. coexistence.
Values are ideal virtues and qualities There has been a revolutionary need
that are primary doctrines that shape for values education and it is
the world’s outlook. In the 21st constantly increasing because of
Century values education is the only greed and lack of unity in the society,
tool that could bring order, security behavioural disorders and violent
and assured development in the acts of terrorism. In today’s world
chaotic world. human values are either discarded or
It is a programme of planned distorted. Only when the basic
educational action and a methodical ideologies are restored, world will be
effort deliberately framed to bring a better place to live in. ‘In order to
transformation in the society. It starts preserve, maintain and advance the
at home and continued in schools. It position of our country in the world, it
begins with childhood and should be is imperative that there should be a
present throughout one’s life. comprehensive programme of value-
The family system in India has a long based education starting from the
tradition of teaching values pre-primary level, embracing the
effortlessly. But westernization, entire spectrum of educational
urbanization, globalization and the process’ (Parliamentary Committee in
fast changing roles of parents have India,1999).
necessitated institutional intervention Values education is strongly
through schools, colleges, religious recommended at all levels of formal
organizations and departments of and informal education. It is indeed
governments to meet the rising an intervention technique to prevent
needs of the modern society. These the recurrence of scandals like CWG/
activities focus on the development 2G spectrum and witch-hunting the
of children and young adults by whistle-blowers. Aren’t values in a
concentrating on core values like society the true indicators of the
compassion, humility, unity, simplicity, development of any nation?
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 Value Education and kindness and mercy to all living development is self-improvement
Personality Development beings, ahimsa or non-violence are which can really help you to rise high
Amutha S* very essential for the good living of in your life especially when you are
*Amudha S, Lecturer in English, Sri Vidhya College of Education, Virudhunagar. the human race on earth. These are down and out.’ It depends on the
Introduction for the actualization of the potential basic human values which are to be way the child is brought up.
Total human being means not only a already in children. Education is really cultivated from within. Value education Vs. personality
human being with inward the process of removing the Regulated by others development
understanding, with a capacity to ignorance that is covering our inner We also require punctuality and Recent educational innovations have
explore, to examine his or her inward knowledge, which is absolute, regularity, discipline, obedience and overlooked human growth. Instead
state and the capacity of going perfect, eternal and supreme. character for personal as well as of using modern ‘jargons’ such as
beyond it, but also someone who is Education is for betterment of life and social life. It consists of obedience to programmed instruction,
good in what he or she does not for a mere living, for which it has laws, rules and decisions for an differentiated staffing, individualized
outwardly. The two must go together. to be enriched with values. orderly social life. Teaching of values learning and behavioural objectives,
That is the real issue in education: to Meaning of values through examples of extraordinary our emphasis should be on child
see that when the students leave the Values are standards or principles personalities drawn from the epics, growth and development. A promising
school, they are well established in considered important in life which poetry, literature and history help to approach for dealing with the
goodness, both outwardly and bring quality and meaning to life mould personality by inculcating emerging values crisis among the
inwardly (J. Krishnamurti, 2000). giving a person his identity and values in the students’ life. students is the rejection of the idea
Meaning of education character. Values act as guidelines for Radhakrishnan Commission (1949) of imposing ‘right’ values upon them.
Upanishad teachings of India, Swiss better life and tell one what one held the view that in addition to the Instead we teach them a process and
humanitarian Johann Pestalozzi, should and should not do. Values that search for truth through scientific and a set of criteria by which they can
American transcendentalists and should be practiced in real life can scholarly pursuits an important task arrive at and evaluate the soundness
many stalwarts of the ‘progressive’ be categorized into two. They are of education is a concern with values. of their own values. Value education
education movement insist that 1.Values from within (spiritual). If education is related to life, then a aims at the development of
education should be understood as 2.Values for a living (practical). proper value orientation of education personality by eulogizing the feeling
the art of cultivating the moral, Regulated from within becomes imperative. of self-respect, having faith and pride
emotional, physical, psychological, Love, kindness, compassion, mercy, Personality development in one’s own conduct, discipline and
artistic, and spiritual – as well as sympathy and empathy are the Personality development aims at an behaviour, by encouraging the sense
intellectual – dimensions of the values which reside in and are not overall positive expression of an of self-confidence, by inculcating the
developing child (Forbes Scott H and outwardly seen in everyday life. individual for a dynamic living in the virtue of self-restraint and fostering
Robin Ann Martin, 2004). It is not According to Buddha purity of society he/ she lives in. Swami the powers of discrimination and
mere stuffing of facts. Education is conduct, love and benevolence, Vivekananda says, ‘personality judgment.
28 Journal of SCHOOL SOCIAL W O R K January 2011 Journal of SCHOOL SOCIAL W O R K January 2011 29
 Value education in curriculum pride among pupils in their conduct
UNESCO organized a ‘Values in and behaviour. This can be achieved
Education’ Summit in 1998, to by correlating the subject matter with
encourage schools to review their our ancient heritage which is a rich
curricula in terms of value education source for personality development.
which signifies its importance. These Conclusion
values are imperative for maintaining Education must reveal to the
law and order. It is the responsibility students the possibilities of attaining
of the educational institutions and the values in life much greater and higher
family to help young children to than those found on the level of
perceive the ‘values’ of such traits relative existence (Pankajam G,
which involve: 2001). All educationists have to
(a) Ability to judge what is right. appreciate the fact that the value
(b) Respecting what is right. growth attainable through mental
(c) Be courageous to do the right. equilibrium is necessary for the
So the development of curriculum development of human personality
must include values so as to develop individually and nation collectively.
References
Biswanath Ghosh R(2005): Ethics In Management and Indian Ethos,New
Delhi:Vikas Publishing House.
Passi B K and Prabhakar Singh, (1991):Value Education, Agra: National
Psychological Corporation.
Dr.Bharathi T(2004): Personality Development, Hyderabad: Neelkamal
publications.
Krishnamurti.J (1981): Education and the Significance of Life, Harper San
Francisco: Jossy Bass (Reprint).
Kunhan Raja. C (1950): Some Aspects of Education in Ancient India, Madras,
The Adyar Library.
Pankajam G, (2001): Education for the Twenty First Century: Towards an
Enlightened and Humane Society, Contribution Towards an Agenda for India,
Shimla: Indian Institute of Advanced Study.
Rajinder M Kalra (2001): Value-Oriented Education in Schools, Delhi: Shipra
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Radha Kumud Mookerjee (1989): Ancient Indian Education, New Delhi: Motilal
Banarsidass.
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