Human Values In Education

Fore word:
Out of all the creations of God, human life is the most sacred. It has two
aspects The biological and the sociological. While the biological aspect of human
life is maintained and transmitted by nutrition and reproduction and this is common in
all animals and beasts, but the sociological aspect is maintained and transmitted by
education and this is apparent only in human beings. Jantunam narajanma
durlabham, after many births and deaths we got this rare opportunity to glorify our
past deeds to become sacred. Men may come and men may go but our good deeds
will remain for ever. So, let us dedicate our brilliant services for the betterment of
humanity with true spirit and enthusiasm.
No social change and economic revolution is possible through illiterate
people. Education is an essential human virtue, without it man is a splendid slave and
reasoning savage. Man is what education makes him. Education fashions, shapes and
models him for society. Mans life should never merely be reduced to its biological
existence. Human life can be glorified through education with good moral character.
Education is meant for the heart but not for by heart. Today we are preparing
book warms. We are mugging up the content in their tender minds. We have to bring
out the latent talents and potentialities hidden in their minds rather than poring in.
Their minds are not empty vessels to be filled in but they are fires to be ignited. Good
education is necessary to bloom our personality just like balanced diet for good
health. The supreme end of education and the highest purpose of instruction is to
make man aware of the immanent impersonal. Education will teach a person what life

is and its goal. It must purify the heart and clarify the vision. It must prevent the
pollution of our heart.
Therefore, good education is only that which unfolds all the hidden powers in
man. Education must not only inform but also transform. Real education requires the
cultivation of a sense of humility, great learning brings great humility. Without
humility there is no education. Good education is possible with a good teacher. A
good teacher is worth million books and a good teacher is the light of the world;
whoever follows him will never walk in darkness. Wisdom radiates around him. He is
a bacon light and torch bearer.
It was observed during the five year plans that there is an essential reform to
be brought in the system of education, qualitatively in terms of its value content,
standards and relevance to life. The role of education is to promote humanistic
outlook, with a sense of brother-hood and commitment to ethical, spiritual and
cultural values needs to be re-emphasized. Value orientation in education should
constitute a special thrust in the seventh plan, teacher education in particular reoriented for this purpose.
Value education means inculcating in the students a sense of humanism, a
deep concern for the well being of others and the nation. This can be accomplished
only when we instill in the students a deep feeling of contentment of values that
would build this country and bring back to the people pride in work that brings order,
security and assured progress. Value education teaches us to accept respect the attitude
and the behavior of those who differ from us. Value education does not mean value
imposition or indoctrination.

Value education is an approach to inculcate broad mindedness, tolerance and

proper social and emotional qualities. In its broader sense, value education aims at
training the young in the entire reality of values - physical, emotional, intellectual,
imaginative, aesthetic, democratic, scientific, social, moral and spiritual which can be
pursued by any individual irrespective of his practice of any religion or no religion at
all.
Education always stands for the development of finer values of the individual.
Education in other words is the development of conduct, character and moral of the
individual. The purpose of modern education is not to make the pupil able to talk
about morality, but to inculcate in their life much deeper sense of morality. Inherent
virtues can be developed only when the students fully realize their worth.
Every society wants to inculcate in its children knowledge skills and certain
noble qualities which may help them become good citizens which is called character
education or value education.
Therefore, value oriented education should form an important component of
the proposed national core-curriculum and should be circulated through curricular, cocurricular and extra-curricular activities organized in educational institutions, rather
than through the teaching of a single subject. In value oriented education emphasis
should be laid on methods such as learning from personal experience and example
and the lives of great leaders rather on direct teaching. Different sets of values such as
dignity of labor, pride in our cultural heritage, and appreciation of a broad spectrum of
ideas and ideals, awareness of injustice, inequalities in society and the need to
eradicate them should be offered.

Hence, our education will achieve its true purpose when moral and ethical
values are made integral part of education. Introduction and induction of the life
sketches and biographies of great personalities and role models in our society should
be incorporated in our syllabus. Particularly college student community should
primarily realize this fact and act in warm and cordial manner. The present book aims
at to know the extent of awareness, their perceptions and acquisition of these values in
education.
There are innumerable books, articles and research studies by scholars and
public men in India, which testified the naked fact that the present day educational
system in our country has belied all hopes and is in need of radical reconstruction and
immediate attention.
Out of all the facts and figures of failure of our education the most important
or the most fundamental cause of the failure of education system as a social institution
is our social sciences have so far failed to evolve a proper conception of man and
society and the role of education has to play therein. It has observed that there is a
poor implementation of values in education which corrupt the total environment of the
education system.
Education in human values identifies itself with all noble human, national and
global aspirations. Human values are necessary for every human being as they are
indicative of human development and progress. Therefore, the general purpose of this
present book is to make a critical and analytical study of the development of values
and virtues among the students in various locations and different faculties. Therefore,
the book has been designed to achieve some noble objectives.

In the present day society, everybody is preaching and nobody is following.

Example is better than precept. In this context I would like to mention the beautiful
maxim quoted by our late Prime-Minister Smt. Indira Gandhi. She said that "Advice
is a commodity for which there are more sellers than buyers". The concept of value
education, quality education, value based education, value oriented education and
there are many research works done on value education. But particularly at university
level the students are not following values. So the writer humbly suggests that there
should be some special orientation and the writer emphasizes the need of
implementation of value inculcation in the minds of the youth. The character of an
individual should be tested in the crucible of discipline.
Our ancient tradition and rich cultural heritage should be preserved and
propagated for ever. Pearl. S. Buck, a great Nobel laureate deeply impressed with the
Indian culture and its rich traditional values, and ardent love for visitors. She was
greatly inspired by our cordiality and hospitality. And she said that Indians are great
and she was astonished at our tolerance and forbearance of struggle for Independence.
So, my sincere suggestion is that our youth must be trained properly not only on
academic lines but also on national service through good moral standards. We have
become nuclear giants but moral infants. So, I suggest that all the intellectuals rethink
and dedicate themselves to restore peace and normalcy in the university campus and
make it a glorious and pleasant abode of peace and tranquility by inducing the seeds
of morality in their fertile minds to bloom the fragrant flowers and sweet fruits of
fulfillment.
Our former president of India, Sri. A.P.J. Abdul Kalam aptly remarked in his
book on Visionary teachers and ignited minds, that the Indian youth have courage
and determination but have no driving force behind them. The youth should have zeal
5

and enthusiasm to pursue higher education with scientific spirit and innovative out
look. First we must have confidence on us and go fast to achieve our goals. The
present youth should be confident, dedicated, communicative, enthusiastic, and be
able to think logically and analytically. According to him Small aim is a crime
Lateral thinking is more important than normal thinking. When we have no logic in
our attitude we have to face many tragic situations. Logic is a great magic to manage
more things positively. So, gratitude should be our attitude and attitude is everything.
They should have meticulously planned strategies with clear direction to follow. We
have passion but no compassion, we have speed without direction, and we have
production but no equal distribution. So, if we overcome all these narrow loyalties
and conservative outlook we will definitely achieve human glory and excellence.
"The end of knowledge is love, the end of culture is perfection, the end of
wisdom is freedom, and the end of education is character. Man has learnt how to fly
like a bird in the air, he has also learnt how to swim like a fish in the deep waters but
he miserably failed to walk like a man on earth. The reason is that the blood of beast
is always in human, said by Leo Tolstoy. According to Shakespeare The slightest
touch of evil in human nature will completely ruins the worth and virtue of an
individual may have. The desire of flesh consumes the whole body just as fire
consumes straw. The love of money is the root of all evils in our society. According
to Timothy, abundant of money ruins the youth. Money is the biggest enemy. Today
you will be judged by what you have but not by what you are? So, let us think
positively to make this world a great one. The concept of value-oriented education is a
very vast subject. Believe in your strength, you can do anything and everything, do
not think that you are weak, weakness is death and strength is life. He staunchly
believes that, every individual is possessed with high potentiality to transform the
brute material into a magnificent and comprehensive piece of art. The only service to
be done for our lower classes is to give them education. With immense hope and
optimism I humbly appeal all the people to fight united against the narrow domestic
6

walls of caste, color, creed, community, religion and region in our society. Let us
remember and recollect the noble words of Vivekananda and pursue them. Have
faith that you are all, my brave lads, born to do great things! Let not the barks of
puppies frighten you- no, not even the thunder bolts of heaven- but stand up and
work! Work is worship and duty is divine. Unity is divinity. Always work like a clock
and never sit like a rock. Even a stopped watch will show right time twice a day, and
then you are a full masculine body with abundant strength of mind and vigorous zeal,
so, Arise! Awake!! And stop not until you reach your goal. Each soul is potentially
divine. The goal is to manifest this divinity within by controlling nature external and
internal. This life is short, the vanities of the world are transient but they alone live
who live for others, the rest are more dead than alive. Anything that makes you weak
physically, intellectually and spiritually, rejects it as poison. Stand up, be bold, be
strong and know that you are the creator of your own destiny. Expansion is life and
contraction is death. The self seeking man who is looking after his personal comforts
and leading a lazy life there is no room for him even in hell. So we have to develop
work culture and enjoy the beauty of nature in work. Nature is the best teacher and
preacher, nature gives us healthy wisdom and cheerful truth. Our future lies in nature.
Let noble thoughts come to us from all sides. Let us pursue the path of great people
and strive to bring great laurels to our nation.
*****

1.1. HUMAN VALUES IN EDUCATION:

The Progress and Prosperity of any nation depends on the shoulders of the
youth. In our country fifty percent of human resource are chiefly from 18 to 25 years
of age. If we carefully mould the youth towards nation building our country achieves
glory. To meet the hopes and aspirations of our present society we have to inculcate
Human Values in their tender minds.
Education has a tremendous potential to function as a potent instrument for
social transformation. Education is a powerful weapon for bringing about cultural
transmission. It serves as a ladder to reach our goals. Education develops emotional
integration, where there is no emotion, there is no life. We enjoy the paradise on earth
because of balanced emotion. So, Will Durant has aptly remarked that Education is
a progressive discovery of our ignorance. John Keats remarked that The more
we study the more we discover our ignorance. Education is a journey from I
to We. I am ego and we are sago.
That jewel knowledge is great riches, which is not plundered by
kinsmen, nor carried off by thieves, nor decreased by giving. This is the greatness
of knowledge as envisaged by Bhavabhuthi. According to Ambrose Bierce,
education has some specialty and plays tricks with us like Education is that which
discloses to the wise and disguises from the foolish their lack of understanding.
Real education starts in the womb and ends in the tomb. In the Mahabharata,
Abhimanya Kumar learnt all the war fare skills and archery talents from his mothers
womb.
According to Ross Human Personality is of supreme value and
constitutes the noblest work of God. He was considered as A little lower than the

angels and crowned with glory and honor. The primary needs of man are food, shelter
and clothing. Roti, Kapada and Makhan. If education does not enable us to provide
these basic needs, all other ideals of education are useless. Industrialization,
liberalization, globalization, privatization and mechanization of the present age has
further emphasized the need of vocational aim of education which is also called The
Bread and Butter. aim, and also the utilization aim of educating a person. An
educated person is a positive asset to our nation. An educated person is an expensive
machine to the nation. The investment on education always yields high rates of
interest.
Education is more comprehensive than instruction which does not merely
means accumulation and transmission of knowledge. Education whether it is formal
or non-formal or in-formal, positive or negative, direct or indirect, specific or general,
Education is a natural, harmonious and progressive discovery of mans innate
powers. Education means the act of training. The all round drawing out of the
best in child and mans body, mind and spirit.
On being asked what your goal in Education is, Mahatma Gandhi replied
Character Building. The development of character means growth of worthy
sentiments of lofty ideals like love of truth, admiration of courage and hatred of
cowardice etc.
We should not insist on information or knowledge, but insist on transformation
of mind, body and character. Information without formation ends finally in
deformation.
The word education is derived from a Latin word educare which means
To bring up and educere which means To bring forth. So, Education is
meant for the heart but not for by-heart. Good education is necessary to bloom

our personality, just like balanced diet for good health. The supreme end of
education and the highest purpose of instruction is to make man aware of the
immanent impersonal.
The end of wisdom is freedom, the end of education is character, the end
of culture is perfection and the end of knowledge is love. Education must teach
a person what life is and its goal. It must purify the heart and clarify the vision.
It must also prevent the pollution of the heart and mind.
Good education is only that which unfolds all hidden powers in man.
Education must not only inform it must also transform. Real education requires the
cultivation of a sense of humility, great learning brings great humility, without
humility there is no education.
According to Dr.S.Radhakrishnan Science without humanity, politics
without principles, Commerce without morality and Education without
character are not only useless but positively dangerous to our society. Money
comes and goes, but morality comes and grows. No, social change and economic
revolution is possible through illiterate people.
The main aim of the modern man is learning for earning. Earning is the chief
aim today. Earning has become a burning problem. Wendell Philips has aptly
remarked that The best education is that by struggling to get a living. In our
modern society some people think that the amount spent on education is a colossal
waste, but it is a wrong conception. Benjamin Franklin said that If a man empties
his purse into his head, no man can take it away from him. An investment on
education always pays the best interest. True wisdom consists not in seeing what
is immediately before our eyes, but in fore-seeing what is to come preached by
Terence.

10

We should never think that we knew many things, but we must accept that we
knew nothing except the fact of our ignorance. This was preached by a great Greek
philosopher Socrates. So, The door step to the temple of wisdom is the
knowledge of our own ignorance said by Spingarn.
True education makes people easy to lead, but difficult to drive, easy to govern
but impossible to enslave. Today we can buy education, but wisdom is a gift from
God. According to Thomas Caria We should never mistake knowledge for
wisdom, one helps you make a living, the other helps you make a life.
The main aim of education is both Intellectual and Spiritual development
P.D.Shukla in his book Education for all said that Education in India is at a
crucial stage of development. Despite phenomenal progress since Independence,
fulfillment of the objective of universal elementary education and total literacy
remains some what elusive. Democratic decentralization of educational administration
under the Panchayat Raj system will provide for greater and more active participation
of the local people and their representatives.
Education for all ihps an expression of an aspiration and desire on the part of
the world consciousness to create a universal society of enlightened persons with
understanding, fellow feeling, and an attitude of co-operation, helpfulness and sharing
such other positive traits. The development of communication and information system
in particular and of transport, tourism education, trade and so many other factors are
making each country, however big, a global village.
Education leads to individual creativity, improved participation in the social,
economic, cultural and political life of the country. This, in turn leads to more
effective contribution to human development and enrichment.

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Rajiv Gandhi a young and dynamic Prime-Minister addressed in

Santhinikethan in December 1985, that India has made tremendous progress in the
field of Science and Technology since Independence but the vast resource namely, the
people have remained undeveloped. The only thing that can keep India a head of the
progress is a solid grounding in education for all our people. The earlier Ministry of
education in the central government was renamed by him as the Ministry of Human
Resource Development. Without values community life would be chaos and
individual life meaningless. A value-less life is a valueless life. Who wants a life
thats not worth living? We all want our life to have some meaning, some direction,
some self-evolved authority for guidance. Values give us all this, so it would be
foolish to close our eyes to them. According to Kant: Values without reason would be
blind, without feeling would be impotent, and without deeds would be empty.
(Richard

L.Morrill, Teaching values in college (San Francisco : Jossey-Bass

Publishers, 1980), 72-73. Concentration can come only to a pure mind. Purity of mind
means a mind free from desires and distractions. Concentration and assimilation of
ideas are the main features of education. Truthfulness means straightforwardness in
thought, word and deed. He that speaks truth always is sitting on the lap of God, as it
were, says Sri Ramakrishna. From truthfulness come honesty, punctuality, cleanliness,
simplicity, etc. truthfulness is the guard against all duplicity, cunningness and
hypocrisy.
It is a well-known fact that even education was made a concurrent subject in
1976; it never received the much needed political support during the post-Independent
period. In the various five year plans education has had a place of low priority.
Education in this country has always been handicapped by shortage of funds. The
Kothari Commission (1964-66) after detailed study the committee identified the

12

educational needs of our country and recommended that 6% of the countys GNP
should be spent on education. But, the present allocation after a large increase is 3.7%
only. Education is truly a potent instrument for social change and economic
revolution. Hence, it requires more allocation of budget in the years to come.
Education is said to be the dynamic side of philosophy and philosophy is
viewed as the contemplative side of education. Education without philosophy is
roofless and philosophy without education is root less. Philosophy is to be
educationalized and education is to be philosophized.
If a man is unhappy, this must be his own fault, for God made all men to be
happy. The kingdom of Heaven is in your hands. Our real happiness lies in making
others happy. You are the master of your fate and captain of your soul. Our thoughts
bring us either happiness or misery. A teacher who does not know The duty of
happiness and happiness of duty cannot make the student world better, brighter
and happier. Teaching is not to teach merely, teaching is to teach well. Philosophy of
education enables us to have glimpse of happiness. Teaching is a glorious activity.
Teaching is an opportunity for determining the direction of education.
Education is full of failure as well as pains. Failure is really success in
disguise. Seneca was right when he said, Calamity turns to our advantage and great
ruins make way for greater glories. The duty of the teacher is to make himself useful
to students. He has to fill his teaching with life, energy and interest.
Some people seek for happiness in other things, for example Anthony sought
for happiness in love, Brutus in glory, Caesar in dominion, Gandhi in nonviolence. But, the teacher has to seek for happiness in teaching. Philosophy of
education enables the teacher to be useful for students. Philosophy is a very wise
minister and it helps the teacher to rule himself efficiently. Teaching becomes

13

delightful, if the teacher secures peace of mind. A good teacher knows how to keep
with perfect sweetness, the serenity of solitude even in the midst of the crowd. Peace
of mind in the words of Ruskin must come in its own time, as the water settles
themselves into clearness as well as quietness.
Now days students are developing some sort of apathy towards books. Some
of the teachers are also suffering from this disease. Books are real friends of teachers.
Cicero said that A room without books is a body without soul. We are feeding
our body many times a day, but we are starving the mind. Much of the success of
teaching depends on a wise selection of books we read. A book by the best is the best
book. A good teacher is he who knows the value of time. Time is more valuable, it is
better than money and sweeter than honey. Yesterday was a bounced cheque,
tomorrow will be a post dated cheque and today is ready money. According to
William W

ordsworth Our life is divided into three terms. That which was which

is and which will be. Let us learn from the past to profit by the present and from the
present to live better in the future.

So, act, act in the present, let the past burry

it dead. Past is a lesson, Present is an action and Future is planning. One should learn
from the past, plan for the Future and act well in the Present. According to Vinoba
Bave the Present is the fruit of the Past and the seed to the Future. If we fail to plan
it is sure that we are planning to fail. Winners never do different things but they do
things differently. Art colors life just as the sun colors flowers. A teacher having
philosophical knowledge out look can teach even controversial subjects effectively
and efficiently. In the words of Ruskin, In true art, the head, hand and heart of
man should go together. Our heart is for Arts sake because Art is long and life is
short. Every heart will have art in them.

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A teacher of poetry can derive much inspiration from philosophy. Poetry is the
fruit of philosophical genius Mr. Mathew Arnold has rightly said That poetry is the
centre and circumference of knowledge and the poets are mirrors of the gigantic
shadows which futurity casts upon the present. Poets are the acknowledged
legislators of the world. According to Plato Music is a moral law it gives soul to
the universe, wings to the mind, flight to the imagination, a charm to sadness,
gaiety and virtue to everything. Abt Vaglor said that Music is Divine. If we
remove M i.e. Melody from music u will become sick.
Education is essentially a moral concept. Philosophy of education increases
insight of the teacher. Education must include some insight into the nature of thought
and knowledge.
The modern system of education has become so defective that there is no
place for values in it. According to the famous philosopher Plato Education is that
training which may develop virtues in children after creating proper habits in them.
According to Aristotle Education is a practical and social art. It is a part of
politics. In his famous book entitled politics he said that the organization of
education should be in the hands of statesmen. John Dewey has advocated pragmatic
philosophy of education which may regard as typical American philosophy.
According to him there is no difference between education and life. The educational
process has no end beyond itself; it is its own end.
During the early years of post Independent India a quest for education
for what? started Radhakrishnan Commission (1949-50), Dr.A.L.Mudhaliar
Commission (1952-54) and Dr.D.S.Kothari Commission (1964-66) have considered
the problem of moral education seriously and have made favorable recommendations

15

thereon. The committee on religious moral instruction submitted its report in 1959
and the recommendations are useful and meaningful beyond doubt.
Now a days honesty, patriotism, dignity of labor, self-discipline, service of
others, love of neighbors, generosity, emotional balance and such other moral
qualities are becoming the subject matter for only researchers in education. Justice
and fair play, happiness and contentment, perseverance and fortitude, punctuality,
regularity, sincerity, respect and gratitude, love and loyalty and such other virtues are
being confined only to essay competitions. If education cannot inculcate these moral
values in our children it has no right to survive. Truth (Satyam), Goodness (Shivam)
and Beauty (Sundaram) are the three cardinal principles for our virtue and wealth.
Education is an essential human virtue. Without it man is a splendid slave and
reasoning savage. Man is what education makes him. Education fashions, shapes and
models him for society. There are generally two aspects of life. One is Biological and
the other is sociological or cultural or spiritual. Human life should never be reduced to
its Biological existence. Human life can be glorified through education. According
to Wilmot Education is the apprenticeship of life. It assumes the full burden of
bringing men up to date.
Man develops his intelligence and reasoning and receives knowledge;
cultivate good habits, skills and essential human virtues. In short education enables a
man to realize the higher values of life which are essential for him to become the
roof and crown of all creation. It is a process of behavior modification.
Meaning of value:Etymological meaning of value: According to its verbal meaning value
signifies that quality of an individual or thing which makes that individual or thing
important, respectable and useful. This quality may be internal or external or both.

16

Philosophical meaning of value:From the philosophical stand point, a value is directly related to a view point
or thought. The word value is freely used in several contexts, but its meaning is
somewhat vague. The dictionary meaning is that which is worthy of esteem for its
own sake. Books on moral philosophy define it as a belief that a specific mode of
conduct or objective is personally or socially desirable. According to St. Augustine,
value is based on the will of God. Kant believes it to be based on reason aided by
categorical imperatives. Hume feels that value judgments are based on human nature,
sympathy or selfishness. Jeremy Bentham is of the opinion that it is based on the
calculation of the greatest happiness of the greatest number. Even though these
definitions differ from one another, there is a general common sense view that human
values are a mixture of emotion, self-interest, reason, religious belief, and the
experience of people in human society. In his classic study of the sociology of
science, Robert Merton enunciates four principal values, viz. Universalism,
communalism, disinterestedness, and organized skepticism. Human values are a set of
consistent behaviours and measures that guide human beings in doing what is right
and acceptable by the society. They attract dignity, respect and appropriateness among
people. Moral values are good and positive attributes and attitudes. Patience,
generosity, kindness and compassion. They refer to the desirable goals people strive to
attain. The value theory defines values are desirable, Tran-situational goals, varying in
importance that serves as guiding principles in peoples lives.
Meaning of Educational values:-

Educational values are related to those activities

which are good, useful and valuable from the point of view of education.
1) Internal and subjective
2) Internal and objective

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3) Instrumental values and

4) Intrinsic values
According to Brubacher in his book Modern philosophies of Education,
Instrumental values are values that are judged well, because they are good for
something. Intrinsic values are values, which are judged good, not for something else
but in and of themselves. Aesthetic values are value which gives us pleasure and
happiness are known as Aesthetic values. Intrinsic values are of great importance than
the instrumental values. Instrumental values are subjective, conditioned by time and
place while intrinsic values are universal relatively permanent and objective.

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1.2. Definitions of Education:The concept of education is dynamic. In Rig-Veda education has been defined
as Something which makes a man self-reliant and self-less.
According to Upanishads Education is that whose end product is
salvation.
According to Yagnavakyana Education is that which makes a man of
good character and useful to the world.
Koutilya the great Indian statesman and law giver defines education as The
training for the country and love for the nation.
Jagat Guru Sankaracharya says Education is the realization of the self.
According to Swami Vivekananda Education is the manifestation of
Divine perfection already existing in man. It is the complete exposition of mans
individuality. Thus, he refers to the development of divine potential already existing
in man. He really gives a new out look to education. When he says, We want that
education by which character is formed, strength of mind is increased, the
intellect is expanded and by which one can stand on ones own feet.
Swami Dayananda considered education as a means of Character
formation and righteous living. According to Tagore education is that which

19

makes ones life in harmony with all existence, and thus enables the mind to find out
that ultimate truth which emancipates us from the bondage of lust and gives us the
wealth, not of things, but of inner light, not of power but of love, making this truth its
own and giving expression to it.
Aurobindo considered education as Helping the growing soul to draw out
that is in it.
Mahatma Gandhi, the champion of Basic Education thinks of education as a
means to develop man. He says By education I mean, an all round drawing out of
the best in child and man, body, mind and spirit. This reflects the modern trend of
progressive education.
In the words of Jakir Hussain Education is the process of the individual
mind, getting to its full possible development It is a long school which lasts a life
time.
According to Humayun Kabir Education is a dynamic process which in
its totality changes with the changing situations and developing circumstances. It
enables man to realize higher values of life.
According to great Gurunanak Education consists in service into others.
It is uplifting the downtrodden, serving the needy, reforming the treacherous
besides realizing the Divine with in.
The university Education commission report holds thus, Education according
to the Indian tradition is not now merely a means to earning a living nor is it neither
only a nursery of thought nor a school for citizenship. It is an initiation into the life of
spirit, a training of human soul in the pursuit of truth and the practice of virtue. It is a
second birth Dvithiya Janma.

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According to the report of the Indian Education commission (1964-66)

education ought to be related to the life, needs and aspirations of the people and there
by made a powerful instrument of social, cultural and economic transformation.
Indian education, in its wider perspective is more inclined towards spiritual
development gaining knowledge and disciplining the mind.
Education as described by the Western thinkers:Modern progressive education owes much to the west. The views of some of
the Western thinkers are briefed below.
Plato:- The father of the modern knowledge says that Education is the capacity to
feel pleasure and pain at the right moment. It develops in the body and soul of the
pupils,

all

the

beauty

and

all

the

perfection

which

is

capable

of.

Aristotle:- According to him Education is the creation of A sound mind in a

sound body. It develops mans faculty, especially his mind, so that he may be able
to enjoy the contemplation of the supreme truth, goodness and beauty of which
perfect happiness essentially consists.
Comenius:- He stated that all who are born as human beings need education because
they are destined to be real men, not wild beasts, dull animals and clumps of wood.
Pestalozzi:- He attempted to psychological education. According to him Education
is the natural, harmonious and progressive development of mans innate
powers.
Proebel:- Education is the enfoldment of what is already present in germ. It is
the process through which the child makes internal in to the external.
John Dewey:- According to him Education is the development of all those capacities
in the individual which will enable him to control his environment and fulfils his
possibilities.

21

T.Raymont:- He defines education as a process of development from infancy to

maturity. The process by which he adopts himself gradually in various ways of his
physical and spiritual environment.
J.S.Mill:- He views education as what ever helps to shape the human beings to make
the human being what he is or to hinder him from being what he is not is part of his
education.
T.P.Nunn:- According to him Education is the complete development of the
individuality of the child so that he can make an original contribution to human life
according to the best of his capacity.
Thompson:-

He defines education as the influence of the environment on the

individual with a view to producing a permanent change in his habits, behavior of the
thought and of attitude.
John Adams:- He defines education as A conscious and deliberate process in which
ones personality acts upon another in order to modify the development of the other by
the communications and manipulations of knowledge. Education makes an attempt to
develop man in terms of his multi-dimensional personality.
P.C.Bennerji:- He has aptly remarked that Education is the development of the
power of adaption to an ever changing social environment.
Redden:- He has given a comprehensive definition for education, according to him
Education is the deliberate and systematic influence exerted by the matured person
upon the immature, through instruction, discipline and harmonious development of
physical, intellectual, aesthetic, social and spiritual powers of the human being
according to the individual and social needs and directed towards the union of the
educand with his creator as the final end.

22

Education must cater to the physical, mental and spiritual needs of man.
Drawing out is more important than pouring in.
Education is not what a person learns, but what he becomes. Today learning is meant
for earning and that has become a burning problem.Education for its object is the
formation of character. Education is what you learn, culture is how you behave.
According to Swami Vivekananda, Education is that which broadens our vision,
widens our out look, strengthens our mind, increases our intellect and education is
that by which a man can stand on his own feet.

23

1.3. Objectives of Education in free India:The achievement of Independence on 15th August, 1947 gave us an
opportunity to draft a constitution for ourselves In the Independent India the
Secondary Education commission of 1952-53 formulated four important aims of
education keeping in view the needs of democratic India as envisaged in the
constitution.
1) Development of democratic citizenship
2) Improvement of vocational efficiency
3) Development of personality
4) Development of qualities for leadership.
The education commission of (1964-66) on the objectives of education observed.
The most important and the urgent reform needed in Education is to transform
it to Endeavour to relate it to the life, needs and aspirations of the people and there by
make it a powerful instrument of social, economic and cultural transformation
necessary for realization of the national goals. For this purpose the commission
suggested a five-fold program.
1) Relating education to productivity.
2) Strengthening

social

and

national

integration

programmes.
3) Consolidation of democracy through education.

24

through

educational

4) Development of social, moral and spiritual values.

5) Modernization of society through awakening of curiosity, development of
attitudes and values and building up certain essential skills.
The Eswari Bai Patel Committee (1977) feels that the objective of education, when
viewed comprehensively should enable an individual to acquire knowledge, skills,
habits, attitudes and values necessary for:
1) A successful performance of responsibility as a citizen.
2) A rewarding personal life by the development of innate talents, powers of
creative enterprise and the capacity to appreciate the splendor of revered from
communication with nature and man with man.
The Kothari Commission felt that A serious defect in our school curriculum
is the absence of provision for education in moral and spiritual values.
Thus, in free India different commissions and committees suggested different
goals and objectives of education keeping in view the needs and problems of the
society.
Needed reforms in Education:- The sixty six years period of education in
Independent India is marked by the tremendous quantitative expansion
unaccompanied by any spectacular improvement in the quality of education, the
standards of teaching and other aspects of academic life. It has failed to keep pace
with the social, economic, political and Technological progress. In fact, education
at all stages needs an effective over handling to become an efficient instrument of
national reconstruction. It must be a part of human life.
In the words of V.S.Mathur, the three commissions of education appointed in
the post Independence years have advocated to modernize the concept of Indian

25

education mainly on the foreign models. And yet today, like everywhere else in the
world, we ourselves at the cross roads.
Education seems to be in the midst of a profound crisis everywhere. One thing
is very sure that the present system of education is unable to give what it promises and
that it is in the process of degeneration, degradation and decay.
Prof. Mathur has rightly stated that the educational system of today at best
provides only Small information packages, to those who pass through it, miserably
failed to keep its consumers up-to date in an era of exploding knowledge.
On the inaugural address of 38th session of the Central Advisory Board of
Education (CABE) Mrs.Indira Gandhi appealed our educationists, planners and the
teachers to think of our priorities and set new goals in Education. She has clearly
emphasized that Education has to be seen in the larger perspective of the
nations future and the sort of society which we are planning to build.
Prof.R.C.Paul Vice-Chancellor of Punjab University observed and made a
fervent appeal to the educationists to have a new out look and examine the problems
of the realities of life. He observed that modern civilization so materialistically
oriented cannot satisfy human spiritual needs. So, educators should resolutely strive
for achieving the world in which mans life could be well balanced.
According to Gunner Myrdal Education has an independent as well as
instrumental value. Education for national development should include education for
self-reliance, personal development, social development, productive capacity, social
integration and political understanding.
Keeping in view these observations, we can refer to the following practical
steps:
1) Building a sound philosophy of education.

26

2) Establishing priorities.
3) Re-defining and re-stating the aims of education
4) Linking education to life and work, and making it a life long process.
5) Making education as an instrument for social and national transformation.
6) Synthesizing formal, informal and non-formal types of education and
providing for multiple entries of education.
7) Democratizing Indian Education.
8) Synthesizing Indian value system and have a modern scientific out look.
The Kothari commission says If the science and Ahimsa join together in
creative synthesis of belief and action, mankind will attain a new level of
purposefulness, prosperity and spiritual insight.

27

1.4. A case for value Education:This is the age of science. Modern Scientific, Technological and Industrial
developments have revolutionized human life on earth. We have long established and
ever cherished ideals of unity of man kind, universal brother-hood of man, fatherhood of God, sublimity of Truth, Love and Non-violence. Human rights and
fundamental freedom must be protected everywhere.
A synthesis between the four purusharthas (attainments) namely Dharma
(Righteousness), Artha (Material prosperity), Kama (sensuous pleasure), Moksha
(Salvation or liberation) is vital for all-round development of human personality.
The Indians Inter-nationally reputed ancient centers of education at Taxila,
Nalanda, Vallabhi, Vikramastula and Varanasi etc ., had developed either hermitages
or monasteries. They are pioneers of religious and spiritual education with great
excellence.

In 1959 Sri Prakasa Committee On Religious and moral instruction

was appointed to deal with the subject afresh. The term religious was omitted and
called as Moral and spiritual values.
Article 28 and 30 of our constitution states secular feelings and religious
neutrality.
Gandhiji felt that the students should be trained to cultivate the habit of
understanding and appreciating the doctrines of the various great religions of the
world in the spirit of reverence and broad minded tolerance. Dr. Murarjee Desai in
1979 stressed the need of religious education Dr.S.Radhakrishnan (1948)
unhesitatingly and unambiguously used the term Religious Education.

28

He strongly felt that The progress of a nation depends not on its political
ideologies, administrative structure or social pattern but on the character of its
people.
We have to cultivate harmony between our thoughts and actions. The
Upanishads declares that simultaneously knowledge of both Avidya (selfless action)
and Vidya (knowledge of self) is essential. The synthesis between both secularism and
spiritualism is essential. Human development is of three phases. First phase of
development is physical development, it is maintained by purely on nutrition, the
second phase of development is intellectual development, and it is achieved through
the acquisition of knowledge. This is superior to physical development. But, the
supreme and the chief development is spiritual development means realization of
God which leads us to salvation and liberates us from this material bondage. God is
great, God is love, and God is true. God means Generation, Organization and
Destruction. He is Omnipotent, Omnipresent and Omniscient. It is not my greatness
but Your grace. It is more important to have the grace of God than all the wealth in the
world. One must believe in the very existence some super natural power call it as
God. Let all of us be theists and never be atheists.

The Education Commission (1964-66) was of the view that specific provision for
direct moral instruction in the school programmes is highly desirable. The
commission agreed with the recommendations of the Sri Prakasa Committee Report
(1960) that one or two periods a week should be set aside in the school time table for
instruction on moral and spiritual values.
There is a popular saying that morality is caught, not taught. The aim of
education is the all round development of the child - physical, Intellectual, Social,

29

Ethical and Spiritual development. The values to be inculcated among children at

these two levels.
1) The level of belief: - which rests in the cognitive domain.
2) The level of attitude: - which is included in the affective domain.
The chief objective of life is Blossoming Human Excellence. Human values
are necessary for every human being as they are indicative of human development and
progress. Every age and every-day of the year is an opportunity to imbibe values.
The five basic human values are IPEPS
1) Intellectual Truth
2) Physical- Righteous conduct
3) Emotional- peace
4) Psyche-love
5) Spiritual - Non-violence
Education Commission 1964-66 strongly recommended for the inculcation of
moral values in the young minds.
The National Policy on Education 1986 gives importance to value education.
In the book- let Resource Material Part I published by NCERT under national scheme
of In-service training of school teachers, the following action plan is suggested.
Every society besides imparting to its children knowledge and skills through
education, also wants to inculcate in them certain qualities which may help them
become good citizens. This aspect of education is called character education, moral
education or value education. Ours is a world of nuclear giants and ethical
infants said by General Omar Bradley.
Dr.S.Radhakrishnan had a multi-dimensional personality. He was a
philosopher, a thinker, an educationalist, a teacher and also a diplomat. What is

30

education? What are its distinctive properties? Does it simply mean pumping
information in to empty vessels? What is the place of values in Education? Can it be
taught?
Radhakrishnans theory and philosophy of education which presents a picture
of education as a creative process moving from being or to becoming from knowing
to Internationalizing from self generated under standing to a net work of International
activities leading on to Gyaan. Knowledge does not mean just information derived
form books. It is a process of growth, of maturation triggered by a net work of
interactions. Teaching is not a unidirectional activity. The learners are not passive
recipients of Ready to use packages of knowledge. They are alive and active
participants in teaching learning activities. Children recreate the reality they perceive
rather than passively receive or reflect it.
The true end of education is not the acquisition of technical skills. One must
have that superior outlook, that out look which goes beyond information and technical
skill. True education should deepen our insight, widen our horizon and create a
meaningful outlook.
Plato held that the purpose of education was not as it were to fill an empty
vessel but to turn the eye of the soul towards light.
Gyana according to Radhakrishnan, is not the acquisition of mere information,
but mere scholar ship. It is not mere criticism, it is education in depth. Jnana with out
Vivek is nothing.
Knowledge is not something to be packed away in some corner of our brain,
but what enters in to our being, colors of emotion, haunts our soul and is as close to us
as life itself.

31

Unfortunately in our schools we look upon children as mere raw stuff on

which we can impose our unjust views through our powerful wills. The purpose of
all education is to provide a coherent picture of the universe and an integrated way of
life. We must obtain through it a sense of perspective, a synoptic vision a samanvaya
(co-ordination) of the different items of knowledge. The purpose of education is to
help the human beings activate their built-in generative power, experience and
innate skills. According to Plutarch Human mind is not an empty vessel to be
filled in but it is a fire to be ignited.
Philosophy is concerned with values and education should essentially be
value- oriented. The Education Commission (1964-66) points out The awakening of
social and moral values in the younger generation is creating many social and ethical
conflicts in western societies.
Research means according to P.M Cook Research is an honest, exhaustive,
intelligent searching for facts and their meaning or implications with reference to a
given problem.
According to the Websters, New International dictionary Research is a careful
or critical inquiry or examination in seeking facts or principles and a delight
investigation to ascertain something.

Education in its broadest, general sense is the means through which the aims
and habits of a group of people lives on from one generation to the next. Generally, it
occurs through any experience that has a formative effect on the way one thinks, feels,
or acts. In its narrow, technical sense, education is the formal process by which

32

society deliberately transmits its accumulated knowledge, skills, customs and values
from one generation to another, e.g., instruction in schools.
Education has a tremendous potential to function as a potent instrument of
social change. Education is a potent instrument for bringing about cultural
transmission. It serves as a ladder to reach the reaps. Education develops emotional
integration. Where there is no emotion, there is no life. We enjoy the paradise on earth
because of balanced emotion. Will Durant aptly remarked that education is a
progressive discovery of our ignorance. Education is a potent instrument of
modernization. Education encourages innovation and inventions. The school children
are able to develop creativity through education. Education is a catalytic agent of
modernization.
Terence has remarked the reality of education and said "True wisdom consists
not in seeing what is immediately before our eyes, but in fore-seeing what is to come"
(Effective teachers and teaching by V.K Rao & R.S. Reddy). We should never think
that we knew many things, but we must accept that we knew nothing, except the fact
of our ignorance. It is appropriate to quote the words of Spurgeon who said, "The
door step to the temple of wisdom is a knowledge of our own ignorance" (Towards
the new pattern of education in India by P.D. Shukla, 1986). There are three "I" s
which keeps us in darkness. They are Illiteracy, Ignorance and Innocence.
True education makes people easy to lead but difficult to drive, easy to govern
but impossible to enslave. Today we can buy education, but wisdom is a gift from
God. Both philosophy and education go hand in hand. Education depends on
philosophy for its guidance and philosophy depends on education for its formulations.
Hence education and philosophy are the two sides of a coin.
33

According to Thomas Varew we can never mistake knowledge for wisdom,

one helps you make a living, the other helps you make a life". The chief aim of
education is both intellectual and spiritual development (Execellence of teaching by
Dr. Mujibul Hasan Siddiqui, 1961).
The primary needs of man are food, shelter and clothing. If education does not
enable us to provide these basic needs, all other ideals of education are useless.
Industrialization, liberalization, privatization, globalization, mechanization of the
present age has further emphasized the claim of vocational aim of education which is
also called the "Bread and Butter aim" and the utilitarian aim of educating a person.
According to J.S. Ross "Human personality is of supreme value and
constitutes the noblest work of God. Another idealist considered man as "A little
lower than the angels and crowned with glory and honor.
Value Education is more comprehensive than instruction, which merely means
accumulation and transmission of knowledge. Education whether it is formal or nonformal or informal, positive or negative, direct or indirect, specific or general,
education is a natural, harmonious and progressive development of mans innate
powers. Education means the act of training. All-round drawing out of the best in
child and mans body, mind and spirit. Education is a growing science and its
foundation is the philosophy of education. Education is the process of enabling people
not merely to live but to live adequately. The goal of education is to explain the
baffling mysteries of universe and to identify the place of man in the universe.
On being asked what is your goal in education? Mahatma Gandhi simply
replied "character building" (Swaraj Journal, March 1926). The development of
34

character means, growth of worthy sentiments, of lofty ideals like love of truth,
admiration of courage and hatred of cowardice etc. we should not insist on
information or knowledge, but insist on transformation of mind, body and character.
Information without formation ends finally in deformation. Education is a progressive
discovery of our ignorance of life which are essential for him to become the "roof and
crown" of all creation. It is a process of behaviour modification. So the concept of
education is dynamic. Education without philosophy would mean a failure to
understand the precise nature of education.
The only agency for improving the quality of man is education. It is only
through education that citizens of a country acquire knowledge, skills and capacities
to force the nature to yield its secrets and to give up its sources of energy and wealth
which lie hidden under its soil, in the flow of the rivers and under the mountain beds.
The role of education therefore, is much more fundamental and of more far-reaching
importance than is normally realised.
For the past many years there has been great dissatisfaction with our system of
education and this has very often been expressed in very strong and even bitter terms.
The static nature of our education in the midst of a dynamic and changing world
becomes a source of anguish to all those who wanted education to play its proper part
in the development of the nation. Educational system of any country, the social,
economic and cultural needs of our country and has to undergo appropriate
transformation, as these needs change with the changing times. Unfortunately, our
educational system which was designed by the alien rulers many years ago was not
even geared to the full satisfaction of the needs of the country. Mahatma Gandhi
advocated at Wardah prayer meeting (1927) basic education or work centered

35

education, or learning through doing. The work centered education will develop selfreliance and self-confidence through earning capacity instead of feeling helpless with
out some routine job. It will instill dignity of labour found in all advanced countries
but absent in India. It will produce a spirit of initiative and enterprise, that will create
openings and opportunities where there are seemingly none. Human resourcefulness
can work wonders.
Values impart significance to life and meaning to death. Without values, life
becomes a series of meaningless events and death a shattering experience. Even an
educated man without values will never flow in to action. It is not the Dharma that
declines, but the practice of Dharma, and therefore, through a revival of human values
it is sought to be reinstated into its pristine glory. Everything in this universe has a
purposeful existence of its own and also its utility for the rest. Man too has to abide by
this universal principle and must endeavour to fit into the harmonious working nature
and thus becomes a serviceable tool for the growth of the rest. Education will foster
the feelings of love, kinship and brother-hood and strengthen the foundations of
human society through generation of fundamental values of Satyam, Dharmam,
Santhi, Prema and Non-violence.
Arishadvargas- the six spiritual heart qualities. Those are bad qualities-Kama
(Lust), Krodha (Anger), Lobha (Greed), Moha (Attachment), Mada (Arrogance) and
Mastsarya (Jealousy). On the other side there is six other players-education in human
values enables us to understand ourselves better. Truth, Righteousness, Peace, Love
and Non-violence are the five basic human values. Education in human values has a
scientifically designed curriculum and methodology including a proper evaluation and

36

feed-back mechanism. According to Sushma Bhagia (Advancement of learning in

independent India, edited by
N.B.Sen, 1963) the main approaches are commonly known for value-oriented
education. They are recognized by various names direct and indirect, formal and nonformal, structured and unstructured etc. They can be called as critical Inquiry
Approach (CIA) and Total Atmospheric Approach (TAA).After synthesizing these two
approaches and evolved a third approach called Integrated Concurrent Approach
(ICA).
Education commission (headed by Dr. Kothari, 1964-66) was of the view that
specific provision for direct moral instruction in the school and college programme is
highly desirable. The commission agreed with the recommendation of the Sri Prakasa
committee report (1960) that one or two periods a week should be set to a side in the
time table for instruction in moral and spiritual values. There is a popular saying that
morality is caught, not taught.
The objective of life is blooming human excellence. Education in human
values is not at another subject or a text book addition to the plethora that already
exists. It is the very purpose of life.
Education is supposed to be a powerful instrument of social change and
progressive improvement of human behavior, but in actual, it is doing very little to
cultivate moral and spiritual values in our youth and to promote national
consciousness in the country of the "Religious education" or moral education"," value
education is more wider and its concept is broad, practicable and adaptable than the
former two.
37

The Kothari commission report published in 1966 laid a highest stress on the
need for such moral and spiritual education and it rightly pointed out that
modernization of education has to derive its strength from the strength of the spirit
and that the many serious social and ethical conflicts that are caused now days in
society on account of the weakening of the social and moral values in the young
generation, can be reminded only by balancing the knowledge and skills which
science and technology brings with the values and heights associated with ethics and
religion at its best.
Even though nearly five decades have elapsed since the commission made its
report, we are yet to see any concrete action being taken by the central and state
governments and by universities in India for the implementation of the most
wholesome recommendation of the commission.
Babas education programme envisages a society living and thriving on love,
co-operation and self-less service to one another. Unlike the present day education
which fills the students minds with information and makes them only "Job-seekers",
"breadwinners", money hunters. The programme claims at the transformation through
discipline, duty and devotion.
According to the common notion, illiteracy or lack of education is generally
associated with conservatism which connotes rigidity to change and inability to
discern pros and cons. But education has been called the third eye. It is associated
with modifiability, susceptibility to progressive views and rationalism.
This is the age of science, modern scientific, technological and industrial
development as revolutionized life on earth. The energies of the top most scientist and
38

technocrats are seriously engaged in solving the mysteries of the space and cosmos. In
spite of remarkable richness of materialistic possessions and amazing success in the
scientific and technological pursuits. The common man does not feel to happy are
above the fear of gruesome consequences of the next world-war.
Our long established and ever cherished ideals of unity of mankind, universal
brotherhood of man, fatherhood of god and sublimity of truth, love and non-violence.
There is an imperative need to establish co-relationship between body, mind and soul,
which any impartial and balanced system of education as to provide.
Man is essentially a social and rational being. He cannot be happy in isolation
and as also to fulfill many obligations towards the society he lives in. "Eat, Drink and
be Merry" can never be the true philosophy of life. Education is obviously one of the
essentials to guide how to reach ultimate goal of life. That is why Indians rationally
reputate ancient centers of education at Takshsila, Nalanda, Vallabhi, Vikramshilla,
Varnan, etc had developed either hemitatises or monasteries. There were primarily the
centers of religious and spiritual education through equally excelled in the teaching of
secular subjects like Vaartha (economics), Davandaniti (poliics), Vyakarana
(grammar), mathematics, medicine, military science, arts, crafts and many others. No
doubt on the major objects of education was to make one competent enough to earn
his livelihood (Aakaricha Vidya).
During the pre independence period the British government adopted a policy
of religious neutrality. The education commission of 1982 had recommended that an
attempt should be made to prepare moral text book, based upon the fundamental
principles of natural religion for implementation, but the government rejected the
proposal by its resolution number 10/309 of October 2, 1884. The Indian university
39

commission 1902 too failed in suggesting any definite measure for the
implementation of any religious or moral education. The Calcutta university
commission 1917-19 didn't consider this question apparently because religions here
seemed to be source of strife. The second wardha commission 1939 considered the
question in full details but could not improve upon the prevailing position and finally
recommended "The state should provide facilities as at present for every community
to give religious teaching when so desired but not at the cost of the state. The
religious education committee of the Central Advisory Board of education, 1945
recommended Inter alia that "Spiritual and moral teachings common to all religions
should be an integral part of the curriculum and provision for instructions there in
should be the responsibility of the state".
After India became independent the Indian constitution in its articles 28 and
30 laid down that "28(1)" No religious instruction shall be provided in any
educational institution wholly maintained out of state funds.
The Indian university commission (1948-49) considered the above two articles
of the constitution as well as the secular character of the state. The commission has
used the term "Religious Education" throughout without mentioning the word "Moral
Education".
The secondary Education Commission (1952-54) Considered the issue as a
sub section under the main title of the Education of character (Ch.VIII) saying that
Religious and moral instructions also play an important role in the growth of
character.

40

In the year1959 Sri Prakasa Committee on Religious and Moral Instruction

was appointed to deal with the subject afresh. The committee affirmed that many ills
that our world of education and our society as whole is suffering today's resulting in
wide spread disturbance and dislocation of life are mainly due to the disappearance of
the hold of the basic principles of religion on the hearts of the people. The committee
indicated a broad framework of instruction in moral and spiritual values at different
stages of education, viz elementary, secondary and university.
The Indian education commission (1964-66) popularly known as "Kothari
commission, the committee of the members of parliament which was appointed in
1967 discussed in detail about the character foundation" under Para 17 of its report,
the committee recommended.
The formation of character should receive due emphasis in the total process of
education. It is true that India could do without it. He advocated the teaching of
universal essentials of religion such as truth and Ahimsa. In 1979, Morajee Desai, As
prime minister of India once addressing the university teachers forum stressed upon
moral education saying that it should be introduced through religion and that every
student should know about his religion. Dr.S.Radha Krishnan unhesitatingly, and
unambiguously used the term "Religious education in his report of the university
education commission (1948).
Shri Rajiv Gandhi, our young and dynamic prime minister in his various
policy statements ever since October 31, 1984, when he assumed the high office under
very tragic circumstances, has been pleading, with firm conviction and reasoned
passion, for the inculcation of Basic Human values and the crucial role which the
educational system has to play in their promotion.
41

In his very first broad cast on October 31, 1984, he referred to Mrs.lndira
Gandhi's dream of a united, peaceful and prosperous India, all Indians irrespective of
their religion, language or political persuasion being together as one big family.
In his second broad cast on November 2, 1984. he observed that anything that
creates a division between brother and brother comes in the way of national unity.
In his November 12, 1984 address, the prime minister referred to Mahatma
Gandhi who "Brought us freedom and taught us that the highest virtues are Truth,
Love and Non-violence."
In his January 5, 1985 address to the nation the prime minister, after getting a
massive mandate, declared.
We must go beyond the prevention and suppression of violence. We must care
the minds where hatred and prejudice arise and grow. An ideological battle against
communalism, fanaticism must be waged in our media. In this context he explained
the role of education in the following words.
Education must promote national cohesion and work ethics. The grandeur of
our freedom struggle and its significance for national integration has to be brought
home to every student.
The various high level commissions and committees, and after the other, have
been recommending value orientation of education since 1948-49 when the university
education commission reported. The secondary education commission, 1952-53, Sri
Prakasa Committee 1959, Sapurnananda committee, 1961, repeatedly and strongly
argued in favor of value orientation on education.
42

The constitution of Indian through 42nd amendment in 1976, inserted article

51-A as part IV-A and incorporated fundamental duties for the first time perhaps to
compensate for a very restricted meaning of the word "secular". They incorporate
some noble ideals, unity and integrity of India, harmony, spirit of common brotherhood, preservation of the rich heritage of our composite culture, compassion for living
creates, scientific temper, humanism, abjuring violence, pursuit of existence, higher
levels of endeavor and achievement. Fundamental duties are equally as important as
fundamental rights. They have to become part of our curriculum and content of
courses.
In the Sixth Five Year Plan (1980-85) it was observed that there is an essential
reform to be brought in the system of education, qualitatively in terms of its value
content, standards and relevance to life. The role of education to promote humanistic
out look, sense of brother-hood and a commitment to ethical and cultural values needs
to be re-emphasized. Value orientation in education should constitute a special thrust
in the seventh plan teacher education in particular reoriented for this purpose.
Education commission (1964-66) was of the view that specific provision for
direct moral instruction in the school programmes is highly desirable, the commission
agreed with he recommendations of the Sri Prakasa committee report (1959-60) that
one or two periods a week should be set aside in the school time table for instruction
in moral and spiritual values. The commission recommended that at primary stage
such instruction will generally be imparted through interesting stories including
stories drawn from the great religions of the world. At the secondary stage there may
be frequent discussions between the teachers and students on the values sought to be
inculcated. (p-206).

43

Dr. S.Radha Krishanan said that a civilization is not built with brick and
mortar or steel and machinery. It is built with quality and character.
Deluded at the agonizing situations of the depending of values crisis, Pandit
Nehru constituted Sri Prakasa High power committee to suggest means and measures
for the resuscitation of moral and religious education. The committee enjoyed the
teaching of moral and spiritual values and charted out a concrete programme.
We are in the grip of narrow sectarianism, regionalism and fanaticism. Man
may conquer the Moon but has failed in the conquest on mind. Man, values and
education are a sacred triangle, where education is a vital medium to imbibe foster
and perpetuate values in man. While teaching of facts (science) makes man wise, the
teaching of values makes him truly human. Education is capable of developing strong
and abiding values. Every where and at all times, education has been built on valuesystem, conducive to the development of physical, intellectual, moral and spiritual
life. It activates the latent abilities of the individual enabling him to recognize Truth,
Beauty and Goodness. It transforms man from animal, man to authentic and
autonomous human being conscious of his role-play.
It was Coleridge who observed, "Man may be made better not as a
consequence of education but during the very process of education". The value
orientation must become an integral part the entire education system by weaving the
values into the warp and woof of the curricular and co-curricular programmes.
Appropriate educational approaches and systematic teaching strategies spontaneously
cultivate the inculcation of values.

44

Man has become an economic in the technological society with out developing
the few feelings of the spirit. The city alienates youth from nature and its wonders and
reverence for life. The entertainment media creates in the minds of children and youth
the attitudes of violence, fear and sex. The dominant philosophy of the mass media is
sensationalism and glorification of superficial values. In many cases it is a case of
mental pollution.
The secret of teaching values is to inspire and Kindle the quest among the
students by means of one's own example of character and mastering of knowledge. It
is by embodying values with in ourselves that we can really radiate values to our
students.

45

1.5. Philosophical Analysis of Moral Education:Education is a normative concept. Educational institutions are the buildings
where the business of making one a true man is done. The university is the temple of
learning and learned were its holy Hiero Phants. Education is not the amount of
information that is put in to the brains and runs riot there, undigested all your life.
According to Swami Vivekananda knowledge is inherent in man, no knowledge
comes from outside, it is all inside.
The first principle of true teaching is that nothing can be taught. The teacher is
not an instructor or test master. He is a helper and a guide. His business is to suggest
and not to impose.
Swami Vivekananda says that, The very essence of education is the
concentration of mind. The world is ready to give up its secrets, if you only know
how to knock, how to give the necessary blow. Swami compares human mind to a
maddened monkey which needs to be controlled. No strong nation can be built with
out strong physical foundation. According to Swami Vivekananda, by observance of
strict Brahmacharya all learning can be mastered in a very short time. The Progressive
theory of education has made education child-centered.
The

UNESCO states that since Wars begin in the mind of men, all the

differences should be removed from the human mind. Peace must be founded on
intellectual and moral solidarity of mankind. All true development is selfdevelopment.

46

Dr.Radhakrishnan believes in freedom, the freedom of spirit. He points out

that the defects of modern system that it is mainly concerned with intellect and little
with the formation of character and building of personality.
Like Swami Vivekananda, Dr. RadhaKrishnan also says that the aim of
education is not only to stuff the mind of students with more and more factual
information but also is to make the people be wise. Education is both a training of
minds and a training of souls; it should give both knowledge and wisdom.
Value-oriented education in 2000 A.D.
Prabha Dixit, in (1987) in her article she said that the twenty first century is
round the corner. Undoubtedly human life on this planet has been greatly enriched
with the incredible marvelous advancement of science and technology. But we are
living in fast changing worried world, every strike with fear of war and annihilation.
Materialism has engrafted us to the extent that every one by and large has become a
worshipper of Mammon. Too much of dominance of materialism in a country lead to
lack of faith in Idealism which is not good for any country. All values and norms are
being cast to the winds in pursuit of pelf and power.
In the words of D.S. Kothari, Science and Technology are exploding but
wisdom is imploding. It is shrinking Knowledge is expanding and human personality
is shrinking. Because of the explosion of knowledge and impulsion of wisdom, we
find various kinds of grave aberrations; imbalances and calamities Greed, Hatred and
Delusion form a rapid spiral. GHD spiral Science, Technology and productivity.
The whole world is convinced beyond doubt that the only effective antidote to
this cancerous malaise is value based system of education because the right
47

knowledge is supposed to cure all ills of our modern life. Our former late Prime
Minister Rajeev Gandhi emphasized the need for a functional value-oriented
education in his address to the nation on Jan 5 th 1985. The union ministry of HRD
with enthusiasm and hectic activity came out with a functional program of education
in human values.
The national policy of education 1986 document MHRD Government of India
New Delhi has given the following justification for value oriented education (The
policy statement published by MHRD vide letter No. 3866/JS(P&AE/86) dated Jun 3rd
1986)
1)

The growing concern over the erosion of essential values and an increasing
cynicism in society has brought to focus the need for read judgment in the
curriculum in order to make education a forceful tool for the cultivation of
social and moral values.

2)

In our culturally plural society education should faster universal and eternal
values oriented towards the unity and integration of our people such value
oriented education should help eliminate obscurantism, religious fanaticism,
violence, superstitions and fatalism.

3)

A part from this combative role value education has a profound positive
content, based on our heritage national goals and universal perceptions; it
should lay primary emphasis on this aspect.
As education is not merely acquiring knowledge, gathering and correlating

Facts, it is the significance of life as whole education means self ultimate and self
improvement that is why education is called third eye an insight to prove into visible
as well as invisible world and to show the right path.
48

"Values and education in the emerging Indian society" under this title Dr.
B.R.Goyal, member secretary, Research and innovations committee, NCERT, has said
that values are the guiding principles decisive in day to day behaviors as also in
critical life situations.
Literature available on the instrumental values, which are the means to reach,
lighter and like utilizing time for earning. There are intrinsic values, which by
themselves mean higher objectives like truth, happiness and peace etc, we have the
famous value combination meaning truth, goodness and beauty. The school
curriculum should be related to national integration, social justice, periodicity,
modernization of the society, and cultivation of moral and spiritual values.
The promotion of national consciousness, the development of democratic
values and of a feeling for social justice and national integration is extremely
pertinent.
The national policy on education (1986) stresses in the Indian way of thinking
a human being is a positive asset and precious national resource which needs to be
cherished, nurtured and developed with tenderness and care compiled with dynasties.
The objectives of the study to preparing students for active citizenship in a
democracy, to making students increasingly self-directed and to developing a
sentiment in the student for adhering to law and order and inculcating attitude of
social co-operation.
The home and the school with the thrum influence of parents of teachers have
a role to meet and decide how to lead the child from darkness to light, from intruth to
truth and from mortality to universality.
49

Messages such as the following should be interpreted to develop a belief in the

people (The Complete Works of Swami Vivekananda, Mayavathi Memorial
Edication, Advaita Ashrama, Uttarakhand, 1989).
My first duty is to my country. My second duty is to my parents. My third duty
is to those below me. My fourth duty is to those above me. My last duty is to my own
gains.
Swami Vivekananda said that "what I want is muscles of iron and nerves of
steel, we want men of character, and character is destiny. Education is basically matter
of relationship between teachers and pupils. It is a moral business. It is about the
moulding and guiding of character and personality. A school is not merely a teaching
shop. It must transmit values and attitudes. He felt that if value education lessons
become a regular feature of school life, they could properly use, increase the
effectiveness of the schools contribution to the value development of our children.
In this article Education in values-why and how? Dr. C. Seshaderi says
"Education, if its true sense, is a process of aiding the all round development of an
individual-physical, intellectual, social, moral and spiritual. The teacher as such is
expected to function not only as a purveyor of knowledge but also as a moulder of the
child's total personality.
He felt that all organized education is a social process of initiating the learners
into a form of life that is considered as desirable to preserve and promote education
necessarily involves transmission of values. The different aims of education are;
Development of the human personality, pursuit of knowledge, preservation of culture,
development of character, promotion of social justice, scientific temper, democracy,
50

socialism, secularism and so on. For this planned curriculum is to be designed with
collection of desirable experiences knowledge skills, attitudes and values. Moral
educated can be imparted through ample opportunities for children life aware, to think
and reflect, to question and criticize, to care and feel concern and to develop the
disposition and will to act on one's convictions with reference to critical human
concern.

51

2.1. Value Education past and present

U.L. Narayana in his study on Value education past and present said that the
ancient Indian educational thought helped man to understand the values and ideals of
life and also made him to live in accordance with them.
The concept of Purushartha emphasized the right way of living Dharma
(Righteousness), Artha(Wealth), Kama (Physical well being) and Moksha (Sprititual
freedom) were the form Purushajjntha. The unique feature of values system depicted
in ancient India thought was that man was given freedom to acquire wealth (Artha)
and physical well being (Kama) but it should be in righteous way (Dharma) to attain
ultimate goal of life.
In the changing scenario the aims of education are redefined as1)

To prepare individuals for social and economic changes pertinent for national
development, scientific and Technological advancement.

2)

To guide and direct individuals to accept these changes and to receive benefit
from such changes and

3)

To create a dynamic, non-conformist and non-conservative frame of mind in

them. From this it is evident that the ulterior aim of education is to develop
necessary skills, attitudes and values for meaningful and virtuous liking in
the changing society.
Rapid scientific and innovative thinking resulted many possible strategies of

teaching values. It is believed that different kinds of values can be taught at different
stages of development different methods of teaching values are discussed here under:

52

1)

First way of teaching values is my verbal communication. This is a suitable

method for in collating intellectual values rather than aesthetic, ethical and
religious values.

2)

Demonstration is the second method of teaching values. This method is more

apt to teach ethical and aesthetic values.

3)

Invitation is the third method of teaching values. Children learn values

through invitation of exemplary behaviors of teachers.

4)

Values can be taught by a method of evaluation where children are guided by

regards and punishments. Approval and disapproval intellectual, aesthetic
and ethical values can best be taught in this method.

5)

Participation is the other method of teaching values where teacher and pupil
exact various roles. This method is useful in inculcating ethical values.

6)

Finally, values can be inculcated through method of discussion in this

method of discussion both teachers and children discuss the worth of a value.
Besides above mentioned methods of teaching values, some creative and

innovative programmes can also be recognized in schools to facilitate the child in

practicing the values, as values can be inculcated through practice.
A) Present status and trends in value education
Moral education in the form of character development is a potent force to be
reckoned with in the field of education. The impact of moral education is an integral
part of the educational system of a country is also profound that it can be conceived as
an effective tool by which the cultural pattern of a people is preserved and their
national destiny is achieved. Education was primarily considered as a process of

53

understanding the moral values of life and attaining spiritual emancipation under the
guidance of a Guru.
The appointment of a committee on religious and moral instruction in 1959,
popularly known as Sri Prakash Committee for the first time developed an outline of a
syllabus for moral and spiritual education.
Analyzing the causes of growing unrest among students, S.R. Dongerkey
sounds a note of caution that the educational approach often exposes them to the
danger of being exploited by unscrupulous politicians. In his powerful plea for
education of national character, Dr. K.G.Saijidian rightly envisages the school not as a
learning factory but as a community, which teaches students to live a full, rich,
socially useful and happy life. He suggested that to redeem and recreate our
civilization, we need the recovery of spiritual awareness and spiritual awakening.
B) Value classification
A value is an endearing belief that a specific mode of conduct or end state of
existence, is personally or socially preferable to an opposite or converse mode of
conduct or end state of existence.
Values are related to the fourth problem of philosophy termed Axiology.
Axiology discusses the nature and realm of values. Values play the role in making
determination of moral attitude to life.
"One cannot attain higher values without experiencing the lower ones". "There
is no bad thing in the world, but bad use of things."

54

Liberty, Equality, Fraternity, Justice etc., are viewed as democratic values.

Things get changed and conditioned by time, space and direction.
India has had a rich cultured heritage of over five thousand years. Because of
"Sanatana Dharma" (Eternal Religion) India has got a prominent place on the
planet. But the present scenario in our country is discouraging. Today our country is at
crossroads. At no time in the past, India had faced as in any problems as we see today.
Thousands of ills are multiplied and intensified. Almost all our ancient moral and
spiritual portals are eclipsed by ignorance; thick layers of corruption cover pristine
values. Virtues have completed vanished, vices occupied the place of virtues. Peace
has given place to chaos and confusion. Guide has penetrated into the walls of life.
Almost everybody desires ill-gotten wealth. Corruption has spread its dreadful
tentacles every where. Political power has become poisoned, terrorists are threatening
the country, and the so-called law abiding leaders under take illegal activities.
Therefore the entire life is pervaded by social evils and every one is in confusion who
to believe and who not is a big question to everybody. As long as you are unable to
believe to realize the significance of values on our life, we have to face problem
forever.
Human life is meaningful worth considered only when values are part and
parcel of day-to-day activities. Right education is capable of converting job -centered
education in to work-centered education.

55

C) Value orientation in teacher education

There is progressive erosion of values resulting pollution of public life. The
national policy on education (1986) rightly expressed its grave concern over the
decline of basic moral values in society in general and student community in
particular. The same was again echoed in Acharya Rama Murthy committee report
"Towards an enlighten and human society, NPE (1986)- review (1990) in the
following lines "In recent times, this has been perceptible universal decline on basic
moral values.
Values are to be fostered through education. Values should have a useful and
non-sectarian appeal and should promote the unity and integrity of the people.
Realizing the importance of value education, significant suggestions as regards to the
human values in the education programs made maker the chairmanship of Dr.
Sampurnadula (1961).
Values crisis is not only a problem at the national level but it is also felt
globally. It was felt globally in the regional workshop on the promotion of
Humanistic, Ethical and Cultural values in education at NIER, Tokyo 1991. All the
nations represented strongly endorsed the value of "Caring for others".
All India workshops on methods and techniques for value development, which
was held in (1988) have suggested quite valuable suggestions and recommendations
for teacher education programmes.
1.

These should be empirical evidence to change the prevailing education

system base on value education through research.

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2.

System approach and through different agencies towards value

teaching / value development and the process of education should be oriented
towards value education.

3.

The central and state government should take immediate steps to

introduce value education in all institutions.

4.

Voluntary organization may conduct value orientation pogremmes for

the students teachers and parents and prepare teaching learning materials for
the value education.

5.

A Separate teacher training is established in very state where in value

education programmes should be made an integral part of the teachers training
programmes.

6.

UGC, NCERT should make provisions for value-oriented education

through out the country with flexibility in approach. How every the UGC
should take a lead in introducing value education progremmes for teachers at
higher education in belonging to all the faculties.

7.

Research in value education regarding prioritization of values,

curriculum development methodology and evaluation strategies should be
given priority.

8.

A foundation course in value education at secondary and higher

secondary level should be introduced.

9.

Educational technology should be adapted to make value education

programmes more effective.

10.

Teacher orientation programmes should be taken up at the national,

state, Regional and District levels to train teachers in effective methods of
development of values among students.

57

11. SCERTs, universities and voluntary organization should be given

responsibility of producing literature and teaching learning materials
especially designed for value education programmes in regional
languages.
12.

Value education kits for each important value and should validated
scientifically. Those should be distributed free of cost to the colleges and
universities. The teachers should be encouraged to make use of these kits
effectively. The education agencies should be called open to organize training
courses for preparing, adapting and using those kits effectively.

13.

Voluntary nature of values should be kept in mind while organizing

value development programmes. Values education should be viewed in context
of present situation of man and his changing environment.

14.

What ever relevant is there in ancient system of Indian education may

be adapted in modern context as guidelines and based for value development
programmes in the country.
At the outset, if may be said that researches have not sufficiently focused their

attention on value education. Even those studies on value education carried out in
India have been isolated, fragmentary and do not contribute much qualitatively to
arrive at meaningful and comprehensive conclusions. What has been done and is at to
be explored should be made clear to the scholars. Therefore there is need for
reviewing the studies conducted on value education. The study considered there for
review or almost pertaining to India and may not be exhaustive. But and attempt is
made year to review all the available research studies. In addition resources on value
education available in this country are also reviewed.

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2.2. Educational theories of eminent personalities:A) Swami Vivekananda:God exists in every human soul; hence every person should try to develop the
divinity that lies in them. Every soul is potentially divine. The goal of life is to realize
this Divinity. He was the personification of harmony of all human energy. Man
making should be the essential aim of education. All round development of man and
character- building are important. Rabindranath Tagore aptly said that If you want to
know India, study Vivekananda. In him, everything is positive and nothing negative.
According to Subhash Chandra Bose, Swami was a full-blooded masculine
personality. He laid the greatest stress on character building. If he had been alive, I
would have been at his feet. Modern India is his creation. John Henry Wright
remarked that He is a man who is more learned than all our learned professors put
together. In the words of Nehru, Swami, directly or indirectly, has powerfully
influenced the India of today. And I think that our younger generation will take
advantage of this fountain of spirit and fire that flows through him. Mahatma said
that, surely Swami Vivekananda writings need no introduction from anybody. They
make their own irresistible appeal. We want that education by which character is
formed, strength of mind is increased, the intellect is impounded and by which
one can stand on ones own feet. The end of all education, all training should be
man making. The end and the aim of all training are to make the men grow as a
positive asset to our society.
For him Education is the manifestation of Divine perfection already
existing in man. All knowledge whether secular or spiritual is inherent in man. His
main method of education is that Concentration of mind is the only method by

59

which knowledge can be acquired. It is the very essence of education. To achieve

success in any field, this is the only method. From the lowest man to the highest yogi,
all use this method to attain their desired end. It is only due to lack of concentration of
thought that human beings commit blunders. The trained man or mind never makes a
mistake.
According to Swamiji, the very essence of education is not the collection of
facts, but the concentration of mind. He says If I had to do my education once
again, I would not study facts at all. I would develop the power of concentration
and detachment.
According to him, the taught should have purity of mind and heart. A real
thirst after knowledge and perseverance is purity in thought, speech and action is
absolutely necessary. The teacher must know the true spirit of the scriptures. The
teacher should have pure mind, heart and soul. He must be perfectly pure and then
only comes the value of his words. He should be possessed of great motives such as
spiritual transmission. His every effort should be out of love and kindness. A true
teacher should not have any selfish motives like money, name or fame.
B) Sri Aurobindo:- Education seeks knowledge and eliminates ignorance. The aim of
education according to Sri Aurobindo is to make explicit the potentialities of the
individual; importance should be attached to individuality of the learner. It is
necessary to realize that the purpose of education is to liberate an individual from the
bondage of environment. The individuals are of supreme worth. The important
qualities in society are sympathy, service, kindness, love, brotherhood and equality
etc. By developing such qualities an individual can become a useful member of
society.

60

Another social objective of education is the safe-keeping and transmission of

culture from one generation to another. Sri Aurobindos philosophy of education is
based on certain fundamental principles. First, the child should himself know and
develop, the teacher should only guide and help. Secondly, Education must suit
the particular qualities, capacities, ideas and values etc. of the educand. The
third principle of education according to Sri Aurobindo is to work from near to
the far.
True education according to Aurobindo, is not only spiritual but also rational,
vital and physical. This is integral education; its concept is that education is out
bringing all the facts of an individual personality. Sri Aurobindo divides super mind in
to three layers.
a) Interpretive super mind
b) Representative super mind
c) Imperative super mind
The true basis of education is the study of the human mind, infant, adolescent and
adult. Learning through passivity is not correct and learning through activity is
important. According to sri Aurobindo The first thing the teacher has to do is to
accustom the pupil to concentrate attention. This concentration should be first on
things and then on words and ideas, deeds. Education is a journey towards self
discovery. The philosophy of education at Sri Aurobindo University, Pondicherry is
integral and is ideal. According to this, it is important to develop the faculties of mind
and body under the direction of the soul with in proper value orientation with clear
consciousness as to the supreme goal of life.
C) Augusta Comte: The eminent philosopher of the 19 th century, who is known
as the father of sociology, was keenly interested in human welfare and human

61

progress in future. We must understand that Only through Science and Technology,
Poverty can be eradicated, ill-health conquered and quality of life improved.
Futurology itself is a self-defining term which deals with the study of future. It is
the science of the future or we can say that it is the scientific study of future. Due to
advanced Science and Technology man has acquired such powers as could be helpful
in wiping out poverty, ignorance and sickness from the world. As teachers it is our
duty that we must be modern and also we have to walk with such steps which can lead
to a gradual change in the pattern of education. Because of the advancement of
technology the world will shrink and its size will become smaller.
Dr.Radhakrishnan said Without a spiritual recovery, the scientific
achievements threaten to destroy us. Decline in civility is a serious problem and a
critical challenge in our future. We have been given increasing rights, but we shun
duties, obligations and even common courtesy. We have not increased our sense of
civility, democracy and tolerance.
Synthesis of Science and Spirituality:Man has conquered the ocean and the air and has tamed the beasts of the forest
but he will never know true freedom and happiness until he has tamed himself. A
proper synthesis of scientific progress and spiritual power can open out new
vistas of human endeavor and achievement, paving the way for a better world to
live in. Mahatma Gandhi said that Civilization in the real sense of the term
consists not in the multiplication, but in the deliberate and voluntary restriction
of wants. Perfect happiness can be attained through self- discipline. Education in
future should prepare for the synthesis. In future moral and spiritual qualities of
individuals could be developed only in a society which is founded on the dignity of
man.

62

Lightning other lamps:- In the absence of education for moral values, spiritual out
look, modern scientific knowledge tends to get distorted and even polluted, plunging
humanity head long into the vortex of confusion and devastation.
In 1947, Jawaharlal Nehru, the first Prime Minister of Independent India,
while delivering the convocational address at the University of Allahabad, said, It is
for a university to lay stress on those standards of thought and action which makes an
individual and nation. He added A university stands for humanism, tolerance,
for reason, for progress, for the adventure the onward march of the human race
towards even higher objectives.
In the field of education, there is a tremendous explosion of knowledge, but
we have not succeeded in uniformly meeting in our needs for achieving world class
standards. Quality education is possible when it aims at the full development of the
learner the mind, the heart and the ability to act i.e. thinking, feeling and acting.
Effectiveness and efficiency are required for good management. In the recent
UNESCO report four important components of education are identified as:
a) Learning to Know
b) Learning to do
c) Learning to live together and
d) Learning to be
Bill Gates: - In his book The Road Ahead said We are beginning another great
journey. We are not sure when this one will lead us either. Let us be all partners in this
process and face the 21st century.
The concept of education is a developmental process. All education aims at
preparation of child for a better tomorrow. Educational system accommodates the
beings in the process of becoming. Realization of becoming cannot be possible

63

without the vision. Elvin Toffler the modern pioneering futurologist in his book
Learning for Tomorrow aptly said, all education creates images of the future.
D) Prof. S.P.Ruhela:- In his book Futuristic Perception of Would be Teachers
expressed many interesting and enthusiastic facts on education. Indian future society
will be much more educated and developed as the computers and internet will play
key role in the society. Most of the work will be done with the help of computers.
There will be a change in family structure. In future family structure will be
totally changed. The concept of Nuclear family will be there. Old people would be
thrown in the old age homes or in Ashrams changes in neighbor-hood relations.
Sentiments would have no meaning in future. Detached families and attached toilets
will prevail in future.
Trends in Science and Technology will take place. Science and Technology
will be very much advanced in India. Solar energy will be used as fuel for vehicles.
Science will bring revolutionary changes in Agriculture. Many new hybrids of plants
and improved seeds will give good crops. Fashion will become a craze for youngsters
of future society. National and International cosmetic companies will flood the market
with their products. Criminals will also go hi-tech. In future Indian society education
will be student centered and not teacher-centered. Teachers will give opportunities and
scope for teaching innovation and new ideas. Students will be encouraged to think
constructively.
After the Second World War much progress has been made all over the world
in different fields like Industry, Information- Technology, Medicine, Computers, and
Communication etc. Time and distance have decreased and the world has in fact
become a global village. With liberalization the religious beliefs and practices are
also getting eroded. Materialistic values are increasing and human beings are

64

becoming more selfish, formal and mechanical in their behavior. With the erosion of
social and spiritual values and increase in unemployment youth unrest, violence and
loss of their faith in social and democratic values.
Well being of any nation depends on the soundness of its economy. We have to
overcome the basic problems of population growth and eradication of hunger and
poverty. In order to meet the challenges of the future the pattern of education will
have to be conceptualized and reorganized in a drastically different fashion as
compared with the existing system.
The Kothari commission report (1964-66) has suggested educational
innovations like multiple entry points, examination reforms, Research and
development. These aspects should be seriously considered for implementation. The
youth today are becoming more and more materialistic and individualistic. So, in
order to counter this, there should be constant stress on the proper implementation of
education on human values. The future education will lay much greater emphasis on
vocational education, social reform, cultural enrichment, national unity, originality
and creativity. It should have more freedom, initiative and self commitment for the
learners and the teachers.
A well conceived and well integrated, efficient, comprehensive system of
formal, non-formal and informal system of education will have to be developed in
India to meet the needs of future. Wasteful expenditure should be avoided. Fear of
god and fear of sin will disappear. Degradation of moral values will be more in near
future. Respect towards elders will diminish.
Education has been regarded as the most potential instrument of social
transformation and of national development. It has contributed enormously to the

65

process of rapid social change in general and to the process of sanskritization,

Westernization, Civilization and in the process of national awakening in India.
An educated person can enrich the nation in many ways i.e., culturally,
socially, morally and scientifically. Educational institutions are the instruments for
blooming of the latent faculties in man. Education is empowerment. It is the key in
establishing and reinforcing democracy.
The aim of education is to produce socially conscious individuals who have
invited the values of honest, sincerity, dedication to work, dignity of labor, tolerance
and who are free from the sentiments of bigotry and sectarianism FFRI (Future
Focused Role Image). Value education should become a part of the curricular. Science
develops scientific temper, humanities foster cultural consciousness and social
sciences inspires social consciousness.
In his inspiring book The tough minded optimist Vincent quotes that I am
not interested in the past, I am interested only in the future for there is when I expect
to spend the rest of my life.
Education has been conceived as the process of learning and of getting
opportunities for the full development of our personality. Education and development
are not two different things but merely two sides of the same coin. Education should
lead to development and development should create the motivation for education.
Education should be whole education to develop the head, the hand and the heart.
These are the main prerogatives of mankind. Education must develop an integrated
personality with a sound and healthy mind and body.
Teacher is the back-bone for national building. A well designed curriculum
and good text books will not result in good education. In the formal system it has the
backing of a teacher. A teacher should be an agent for social transformation through

66

personal commitment to attain the goals of the community that he serves. The history
of Indian education is a picture of both light and shade of some out standing
achievements along with many failures.

2.3. Education in human values:- Today we are passing through a great transition in
all walks of life including the field of education. Unfortunately, the world today is
passing through an un-presented moral and social crisis. Bertrand Russell said these
words.

67

Many eminent

thinkers opined that unless moral

development is

commensurate with Technological development, mans very existence on earth may

be in danger. The whole human life seems to be in a state of turmoil. There is a crisis
of human character, a crisis of human psyche. Obviously, there must be a radical
revolution, a complete transformation, a mutation of the whole of the human psyche.
A number of committees and commissions have gone in to the issues
pertaining to the inclusion of social values in education. The University Education
Commission 1948-49 headed by Dr.S.RadhaKrishnan highlights the role of religious
moral education at the University level. In his words, the committee on moral and
religious educational instruction, 1959 headed by Sri Prakasa recommended The
deliberate inclusion of moral and spiritual values from the earliest years of our lives
and was of the view that teaching of these values in educational Institutions desirable
and specific provision for doing so is feasible within certain limits.
The

Education

Commission

(1964-66)

headed

by

Dr.D.S.Kothari

recommended that Conscious and organized attempts be made for imparting

education in social, moral and spiritual values. No society can exist and progress
with out fostering social, ethical and spiritual values in its population. The moral
education is changed from gross ego to subtle ego and more cultured ego. Morality
always says Leave that which is wrong and do that which is right. Leave that which
is unreal and enter the real. The spiritual values and the ethical values based on the
inner nature of man leads to transcendence of egoism, which is journey from egoism
to altruism. Money comes and goes but morality comes and grows.
The Question before man is whether he can combine the development of
Science and Technology with the progress of mind and spirit. Education should help
spiritual awakening of man. Moral education is not an event, it is a process. Education

68

should help people to appreciate the values of life. It should also help the attainment
of moral and spiritual knowledge. This appears to be the only solution for the
salvation of man-kind. There is fundamental question regarding teaching is an art or
science. Teaching is a Science. Teaching has a genuinely a creative and artistic
dimension. Systems analysis and systems approach has become the catch word of the
day.

The New Education policy was introduced in 1986 with in the new frame
work of Education. Every thing is improved, modernized, equipped and made
efficient still we do not find any dynamic change in qualitative education. We have
still to shift from maintenance learning to discovery learning for inevitable
globalization of human resources. Investment on education is vital and it is more
yielding than any other investment.
According to Devendra Thakur the prevailing system of education is a
hangover of the British period and requires an attitudinal change. In other words, the
entire educational system in the country needs to revamp. The Qualitative explosion is
itself a big problem. The curriculum needs to be based on the occupational
requirements of the rural artisans and should be linked to both the needs are the
functions of the community. K.K.Khullar in his book Education a vital investment
in progress discussed the following facts Our trust with destiny. The National policy
on Education 1968 was major land mark in the history of education in the post
Independence India. The new educational policy 1968 is a magnacarta. Mr. Rajiv
Gandhi called for the NEP 1986 on January 5 th 1958. In August 1986, The Parliament
approved the programme of Action 1986). Gandhi used to say that if you educate a
boy, you are educating only one individual, but if you educate a girl, you are

69

educating the whole family. Literate women never tolerate illiteracy in her
house. The NEP treats education not as a service but as a crucial area of investment
for national development are both an important national goal and an essential means
of achieving rapid socio economic progress in the India context.
Human Resource Development aims at alleviation of poverty, reduction of
economic and social inequality, improving productivity, man power planning and
training educational services as internal components of HRD. The seventh five
year plan (1985-90) envisaged in the approved paper is the harnessing of the countries
abundant human resources and improving their capabilities for development with
equity. The National policy on Education 1986 states that the human being is a
positive asset and a precious national resource which needs to be cherished,
nurtured and developed.
According to Prem Kirpal, Indian Independence came at a crucial time modern
history starting with some post war planning before Independence notably the Zakir
Hussain committee(1938) and post war educational Development plan (The Surgant
Report) of 1944, the central government launched upon national planning in the field
of education under the inspired leadership of Dr.S.Radhakrishnan, the University
education commission of 1948-49 prepared a remarkable blue print effect significant
improvements in Higher Education.
In the opinion of R.P.Singh & Madhava Ashish A human being is a
positive asset and a precious national resource which needs to be enriched,
returned and developed with tenderness and care, coupled with dynamism.
Education should help eliminate obscurantism, religious fanaticism, violence,
superstition and fatalism.

70

According to N.R.Swaroop Saxena Education is a conducive process which

drags a person from darkness, poverty and misery by developing his individuality in
all aspects of physical, mental, emotional and social. With this type of all round
development he becomes a responsible, dynamic and resourceful enterprising citizen
of strong good moral character who develops his own self, his society and nation.
The Meaning of Education:The etymological derivation of education reveals the word education is
derived from the Latin root as under:
1) Education - to train, act of teaching or training.
2) Educare to bring up, to raise, to educate.
3) Educere - to lead out, to draw out, to bring forth.
The Latin word education means to train. E- Means from inside and duco means to
draw out, to lead-out or to bring up. To draw from within developing this concept
further we come to mean that Education is a process which draws from within. To
be clearer, each child is born with some innate tendencies, capacities and inherent
powers. The word education means to develop the in born qualities of child to the full
education is a life long process of growth and development. In the wider sense, it is a
process that goes on through out life and is promoted by almost every experience in
life.
By education Mahatma Gandhi mean the all round drawing out of the best in
child and man- Body, mind and soul. According to Dumvile, education in its widest
sense includes all the influence which act upon an individual during his passage from
cradle to the grave.
When material culture develops at a fast pace due to scientific researches and
inventions, Non-materialistic culture consisting of ideals, values and norms lag behind

71

creating a gulf between the two. Education is the only means to bridge this cultural
lag by its activities and programmes of development. On one hand education
culturists an individual and on the other hand, it preserves, promotes, transforms,
propagates and develops the culture of a society. In short education and culture are
mutually inter- dependent and complementary in all their aspects and activities. Now,
education is a separate discipline of deep study, investigation and research, it is a very
important process of human development in all fields of human activities. It has its
own distinct special features and factors to promote it as a vital formative process.
Education is essentially a process of development, the development of the
latent, inherent capacities of a child to the fullest extent. It sublimates the animal basic
instincts of a child to socially useful activities, the habits of thinking and behaving in
useful manner. It inculcates in a child higher moral and social ideals together with and
emotional

powers.

Education

infuses

dynamic

citizenship

International

understanding and well being of humanity as a whole essential for the development of
the individual as well as the society. Narrow meaning of education school education
wider meaning of education influences from birth to death.
Analytical meaning:- Not limited to knowledge imparted in schools development of
innate powers, dynamic process. Bipolar and tripolar process.
True Meaning:- Synthesis of both narrow and broad meaning.
The difference between education and instruction is that instruction is only
mental development and education is the development of the total personality where
as education is a bi-polar activity as per Adams book Evolution of Educational
Theory. At the one end is the teacher and at the other end child. According to John
Dewey education is a tri-polar process. It has three important ingredients:
1) the Teacher

72

2) the Learner and

3) the curriculum.
Meaning of Education:- Education is derived from Latin word Educatum which
means to draw out, to foster growth and to develop. The aim of modern education is
to develop individuality to the full and attain social efficiency and dynamism. Modern
curriculum is flexible, varied and progressive. Old methods of teaching emphasized
cramming and stimulated rote memory. Thus, education was quite lifeless, dull and
drab process.
The chief function of education is the progressive development of innate
powers in the individual. According to Pestalozzi Education is a natural, harmonious
and progressive development of mans innate powers. Alround development of
personality, character formation and moral development. According to Herbart the
one and the whole work of education may be summed up in the concept Morality.
Preparation for adult life, Inculcation of social feeling, creation of good citizenship,
preservation of our culture and civilization. Social reforms and national security,
control, redirection and sublimation of instincts.

2.4. Values in education

Value education is a term used to name several things, and there is much
academic controversy surrounding it. Some regard it as all aspects of the process by
which teachers (and other adults) transmit values to pupils. Others see it as an activity
that can take place in any organization during which people are assisted by others,
who may be older, in a position of authority or are more experienced, to make explicit
those values underlying their own behaviour, to assess the effectiveness of these
73

values and associated behaviour for their own and others' long term well-being and to
reflect on and acquire other values and behavior which they recognize as being more
effective for long term well-being of self and others.
This means value education can take place at home, as well as in schools,
colleges, universities, offender institutions and voluntary youth organizations. There
are two main approaches to values education. Some see it as inculcating or
transmitting a set of values which often come from societal or religious rules or
cultural ethics. Others see it as a type of Socratic dialogue, where people are gradually
brought to their own realization of what is good behavior for themselves and their
community. Value education also leads to success. It has values of hard work, how
nobody is useless and loving studies.
Values import significance to life and meaning to death. Without values, life
becomes a series of meaningless events and death a shattering experience. Even an
educated man without values will never flow in to action, Bundestag (German
Constituent Assembly) in 1933 declared that Germans have been humiliated not
because they are under educated, but because they are over educated without values.
Education mainly stands firmly on the four pillars of Discipline, Philosophy,
Sociology and Psychology. The main objective of life is Blossoming Human
Excellence. The very survival of a society and the world depends upon a widespread
renewal of individual commitment to an active moral life. Education in human values
identifies itself with all noble human, national and global aspirations. Human values
are necessary for every human being as they are indicative of human development and
progress.

74

This is the age of Science and Technology, Modern Scientific, Technological

and Industrial Development has revolutionized mans life on earth. We have long
established and ever cherished ideals of unity of man kind, universal brother-hood of
man, father-hood of God and sublimity of Truth, Love and Non-Violence. Human
rights and fundamental freedom must be protected everywhere.
Ancient values:

Truth,

Non-violence,

Compassion,

Peace,

Forgiveness,

Purveyance, Simplicity and Quest for knowledge.

Modern Values:

The new Values, which the society has to accept newly, are
development of scientific outlook, Preservation of environmental
productivity and importance of small family. The need of
imparting moral or value education separately because;

1. There is tremendous advancement in the field of Science and Technology. As a

result of that the life style of people seems to be undergoing a complete
change. There is no stability and peace in our life as before. Besides science
and technology is being used to produce weapons of mass destruction
endangering the very existence of the human race. As such awakening of
moral consciousness is very much needed, so that our youth learn to use
science and technology for betterment of human life and not for destruction. In
other words, the progress in the field of science and technology has to be
matched with the development of human consciousness. Other wise this
imbalance will endanger the life of man.
2. The erosion of traditional values in our country is going on; as such a search
for such values through collective efforts is required. For this education will

75

contribute a lot and it is a potent instrument in bringing peace and tranquility

in our life.
3. Life is in future going to be faster and more complex, so they may be required
to take their own decisions.

76

Description of values in higher education

There has been very little reliable research on the results of values education
classes, but there are some encouraging preliminary results.
One definition refers to it as the process that gives young people an initiation
into values, giving knowledge of the rules needed to function in this mode of relating
to other people, and to seek the development in the student a grasp of certain
underlying principles, together with the ability to apply these rules intelligently, and to
have the settled disposition to do so. Some researchers use the concept values
education as an umbrella of concepts that includes moral education and citizenship
education. Themes that value education can address to varying degrees are character,
moral development, Religious Education, Spiritual development, citizenship
education, personal development, social development and cultural development.
Good education is inseparable from value-oriented education. Such education
consists of four main features. It is a man making and character building programme.
It is the training of the mind, body and soul. It is the quest for those nobler ideals.
Want of value oriented education has made money-mad, power-mad, pleasure-mad
and status-mad. It excites a passionate hunger for truth. It aimed at perfection and
excellence.
Great moment of his are not those when inventions and discoveries were
made, but those when virtues and values prevailed in the society.
Aristotle felt that the purpose of education is to create "A sound mind in a
sound body". Education moulds the character and personality of an individual.

77

A value is what is desired or what is sought values may be operationally

conceived as those guiding principles of life which are conducive to one's Physical
and mental health as well as to social and adjustment and which are in tune with one's
culture.

- M.T.Ramji

'Value is a conception, implicit, and distinctive of an individual or

characteristics which influence the selection, form available modes and ends of
action".

- Wuchohn

"Value as an ending belief, a specific mode of conduct or end, along a

continuum of relative importance".

- Rokeach

"The value means primarily to prize, to esteem, to appraise to estimate. It

means the act of cherishing something holding it dear and also the act of passing
Judgement upon the nature and amounts of values as compared with something else".
- John Dewey
"Education as a process of building the human mind and spirit".
- Sri Aurobindo
It is in good company and good books that good thoughts find their home.
Even death is sweeter than the bondage of ignorance.
Bhagawan Satya Sai Baba stated that "When there is righteousness in the
heart, there is a beauty in character, when there is beauty in character, there is
harmony in the house, when there is harmony in the home, there is order in the nation,
when there is order in the nation, there is peace in the world. Where there is peace
there is bliss", where there is bliss there is God, where there is God there is every
thing. It is more important to have the grace of God than all the wealth in the world.

78

Values literally mean something that has a price, something precious, dear and
worthwhile. In other words values are a set of principles or standards of behavior. In
the words of John Delivery "The value means primarily to prize, to esteem, to
appraise and to estimate. Values are regarded desirable, important and held in high
esteem by a particular society in which a person lives. They influence our thoughts,
feelings and actions; they guide us to do the right things. Values are the guiding
principles of life, which are conducive to all-round development.
They give direction and firmness to life and being joy, satisfaction and peace
to life. Values are like the rails that keep a train on the track and continue our journey
of life more smoothly, quickly and with direction. They bring quality to life.
Value education means inculcating in the children a sense of humanism, a
deep concern for the well being of others and the nation. This can be accomplished
only when we instill in the children a deep feeling of contempt of values that would
build this country and bring back to the people pride in work that brings order,
security and assured progress. Value education teaches us to accept respect the attitude
and the behavior of those who differ from us. Value education does not mean value
imposition or indoctrination.
Moral education in its broad sense includes not only inculcation of moral and
ethical values but also all spiritual, humanistic, scientific, aesthetic and sporting
values. Thus comprehensively moral education means value oriented education.
According to Bhagawan Baba moral education is a complete process, which
involves developing the ability to think morally, the ability to do right things and also
the ability to feel the right emotions. The vital and fundamental values preached by
79

the Lord Bhagawan are Sathya (Truth), Dharma (Righteousness), Santhi (Peace),
Prema (Love) and Ahimsa (Non-violence).
Prema filled with thought is Sathya, Prema in action is Dharma, Prema with
feeling is Santhi, Prema with understanding is Ahimsa.
Value oriented education is more wider, practicable and adaptable than
religious education or moral education. Value education is an approach to inculcate
broad mindedness, tolerance and proper social and emotional qualities. In its broader
sense, value education aims at training the young in the entire reality of values physical, emotional, intellectual, imaginative, aesthetic, democratic, scientific, social,
moral and spiritual which can be pursued by any individual irrespective of his practice
of any religion or no religion at all.
We are passing through an age of Information Technology and communication
revolution. Values may be defined as (1) what we believe-professed values(2) what
we practice-operational values (3) what we learn from experience in order to adapt
and renew traditions received from the past-traditional values. Values should be
operational and also relevant and dynamic.
Relating to education as envisaged by the Kothari commission before the
announcement of its policy of education had taken into account the question of
"character foundation".Under paragraph 17 of its report.
The committee recommended "The formation of character should receive due
emphasis in the total process of education. It must however contribute significantly to
mould the outlook and values of youth and the strengthening of its moral fiber.

80

From this rapid survey of Indian official documents and committee reports it is
evident that no educational expert denied the significance of moral and spiritual
education in our schools and colleges.
The progress and prosperity of a national depends not on its political
ideologies, administrative structure or social patterns but on the character of its
people. We have to cultivate harmony between our thoughts and actions to make our
country a heaven of freedom. With moral values and positive out look we can entwine
and weave heavenly roses in our earthly life.
Einstein says " A mans ethical behavior should be based effectively on
sympathy, education and socialites and needs, no religious basis is necessary". He
never opposed the "Cosmic religious feelings or a spiritual approach to life". He once
said, "Science is lame without Religion, and Religion is blind without Science".
Values not only help a man in self-evaluation, but also in self-drive. An
educated man without values, his thoughts which never flow into action. The thoughts
of intellectuals are like arrows in a quiver which scratch the back but never fly.
Dr. V.K. Gokak, stated that London and other British universities have
changed their 19th century educational courses both in form and content by orienting
them towards ethical and spiritual values.
It is no exaggeration that streamlining our educational system can eliminate
many of the present day social evils. This streamlining has to be done on the
guidelines of the five important values. They are 1) Truth (Satyam), 2) Righteousness
(Dharmam), 3) Love (Prema), 4) Peace (Santhi) and 5) Non-violence (Ahimsa).

81

Pandit Jawaharlal Nehru Aptly remarked that "Let us, then, pursue our path to
industrial progress with all our strength and vigor and at the same time, remember that
material richness without toleration, compassion and wisdom may will turn to dust
and ashes".
The importance of values in education has been high lighted in the document
of national policy on education 1986, "National Curriculum for elementary and
secondary education - a frame work".

82

2.5. Character building and inculcation of values:

The crown and glory of life is character. It is often said that If wealth is lost
nothing is lost, if health is lost something is lost, but if character is lost everything is
lost. Hence character building should be given top priority. Sow an action, reap a
tendency, sow a tendency reap a habit, sow a habit reap a character, sow a character
reap a destiny, so destiny is in your own hands, whether you can do it or undo it. You
are master of your mind and captain of your soul. The growing concern over the
erosion of values and in an increasing cynicism in the society highlights the need to
make readjustments in the curriculum in order to make education a forceful tool for
the cultivation of social and moral values. Value education therefore, will have to be
made an integral part of the school curriculum. In a culturally pluralistic society like
that of ours, value education should be directed to foster among children universal and
eternal values, oriented towards the unity and integration of the people of India. The
context of value education will have to be drawn from various sources, national goals,
universal perceptions, ethical considerations and character building. In addition to
obscurantism, religious fanaticism, violence, superstition, fatalism, exploitation and
injustice are also come under this. Value education should also have a positive
content. Inculcation of values like honesty, truthfulness, courage, conviction, straight
forwardness, fearlessness, tolerance, love for justice, dependability, compassion etc.
will help in creating a human society and balanced individuals. Value education
should particularly be aimed as creating an awareness that there is always a hierarchy
of values in the value system of a person and whatever there is some how, an
incompatibility between two values, he/she should be able to give higher priority to

83

the rightly deserving values, particularly those concerning the well-being of the
society at large.
Balakrishna Earadi .V. Former Judge, Supreme Court of India in his foreword
to the book on "Human values and education" Frankly and deliberately stated some
facts about the secularism in India. According to him: the greatest need of today is
that man in his mad race in pursuit of transient materialist gains and objectives,
should

at

least occasionally, pause and reflect on the real purpose and values of

human life and give a fresh orientation to his views of life based on such introspective
reflection. Some special gifts have generated in man a keen sense of inquiry in search
of truth, wisdom and bliss, "Swath, Chit, Ananda".
The most precious asset possessed by our country is our glorious ancient
culture firmly founded on the principles of Sanathana Dharma. Our children must
acquaint with the greatness of our unique cultural heritage, other wise the preservation
of our cultural heritage will be seriously imperiled.
Of all the countries in the world, we in India have the richest cultural and
spiritual heritage, but it is a sad irony of fate that ever since we achieved
independence, we have not been giving the youth of this country even the rarest
opportunity to imbibe the great moral, cultural and spiritual values that form part of
this heritage by imposing a tattoo on all moral and spiritual instructions in the
educational institutions in the name of secularism.
There cannot be a greater misunderstanding of the importance of secularism.
The secularism of the Indian constitution is intended only to secure that no
discrimination is practiced by the state against on any citizen on grounds of religion.
84

There is nothing in our constitution, which prohibits the inclusion of properly - broad
based development of proper sense of values in the young minds of the students in the
educational programme of this country.
Even though nearly six decades have elapsed since independence, no
converter action has been taken either by the state government or by the central
government to implement value-oriented education in our schools and colleges.
However there is a silver lining in this gloomy sky, which holds great hope
and promise for the future. We are fortunate that Bhagawan Sri Satya Sai Baba has
launched a massive programme of providing ideal value-oriented education from the
primary to the post - graduate levels.
Baba's education programme envisages a society living and thriving on love,
co-operation and selfless service to one another unlike the present day education
which fills the students minds with "information" and makes them only" Job seekers", bread-winners and money-hunters" this programme aims at their
"Transformation" through Discipline, Dedication, Discrimination, Determination,
Dignity, Duty and Devotion. It builds one "human common wealth".
The NCERT and Gandhi Peace Foundation had sponsored studies on
Gandhian values at the school stage 1.Truth (Honesty) 2. Non- violence (Love for
mankind service of humanity, satyagraha, compassion, universal love).3.Freedom
(Fearlessness) 4.Democracy (Rights, duties, responsibilities, national integration)
5.Sarva Dharma Samabhava (Composted culture, reverence of others beliefs,
communal unity) 6.Equality (Removal of untouchability, social justice, nonexploitation) 7.Self-realization (Swadesh, dignity of labor) 8.Purity of ends and means
85

(Integrity between thought and action) 9.Self-discipline (Self-Control) l0.CIeanliness

(Suddhi, simplicity of life, non-consumerism, as the ethic life).
For the realization of these values in the system of education, a properly
planned curriculum, organization of community life based on these values inside the
educational institution and a programme of social service integrated to school life are
very necessary.
Socially Useful Productive Work (SUPW) which is now called "work
experience" develops dignity of labour, promotion of self reliance, productive
efficiency, co-operation, dutifulness, along with development of aesthetic qualities
such as sensitively to beauty, spirit of inquiry, problem-solving capacity, productive
skill, effective use of tools and implements.
Among great personalities, who revived and strengthened certain cultural
values, the names of the following can be quoted in the Indian context who has
created history by their revolutionary ideas.
Lord Krishna:- Karma Yoga, spiritualism superior to ritualism.
Krishna Dwapariyugam Vyas:- Subtlety of religion and ethics.
Mahaveera - Non - violence and Truth.
Buddha - Couriering casteism, advocacy of compassion and reasoning.
Ashoka the great:- Benevolence and humanism.
Charak and sushruta:- code of conduct for physicians.
Shankaracharya:- Importance of knowledge and cultural unity.
Chandra Gupta II:- Appreciation for good arts.
Rajendra Chola:- Appreciation and propagation of one's culture.
86

Jnaneshwar:- Spiritual knowledge.

Gurunanak:- Brother hood.
Guru Govind Singh:- Humanism and concern for other fellow being.
Mahatma Gandhi:- Freedom of Indians through peace and non-violence.
Eswar Chandra Vidyasagar:- Upliftment of women.
Ramakrishna Paramahamsa:- Realising presence of god and preaching the same.
Swami Vivekananda:- Countering false notions of religion.
Raja Ram Mohan Roy:- Abolition of sati.
Bhimarao Ambedkar:- Upliftment of Harijans.
Dr.Rajendra Prasad:- simplicity of life.
Pt.Jawaharlal Nehru:- Hard work and concern for other faiths and culture.
Mother Teresa:- Concern for orphan and handicapped.
Dada Muralidhar Amte:- Upliftment of lepers and left outs.
Gita exhorts "if you regard pleasure and pain, profit and loss, victory and
defeat all alike and then fight, no harm will be fall you. Be equanimous to both pain
and pleasure. This equality of mind toward all dual expressions of life is known as
"Yoga".
According to Mahabharata, Man is the Supreme being in the world and there
is no better creation than man in the world.
There are two paths of worships - Jnana Marga and Karma Marga Athsha
Jhana - knowledge of the self. In Indian culture four legitimate goals of life are
prescribed Dharma (Reghteousness) Artha (Casual wealth) Kama (sensual pleasure)
Moksha (Realization or salvation).

87

Nectar some times acts like a poison and a poison like nectar depending on the
will of God. Every thing in this universe is under his control and its nature at any
particular time depends on His will. Because He is Omni-present, Omni-potent and
Omni-cent.
In the Christian and Jewish scriptures it has been obviously observed that man
has been created in the image of God. In other words we can say that man was
recognized as a symbol of God. In real sense man's most important ritual is performed
through his righteous dealing with his fellow men. It is rightly said, "Service to
Humanity is service to God". If this maxim is followed, man's life will become sacred.
Lord Buddha suggested eight fold paths consisting of right view, right aim,
right speech, right action, right means of livelihood, right effort, right thought, right
contemplation. The central idea or the ultimate aim of all the religions is one and the
same it is Moksha. Union with God, attaining heaven or gaining of paradise.
Einstein had rightly remarked, "Science can denature plutonium but it cannot
denature the evil in the heart of man".
According to John F.Emling "values are those aspects of anything which,
when recognized and understood, encourage, induce or incline to use them for the
purpose".
The western scholars have propounded several ethical theories. Main theories
to judge the act of a man are as shown below:1. Hedonistic theory:- In this theory pleasure is the main base. Human words
and deeds are termed as good or bad on this very basis
88

2. Intuitional theory:- In this theory limitation is taken as standard instead of

pleasure. Man's action is judged by intuition only.
3. Rigourist theory:- In this theory neither pleasure nor intuition but duty is the
sole standard. In this theory there is more and more objectivity and
rationalism, no place for emotion. According to this theory duty is the supreme
concern and no otherworldly matters.
4. Legalistic theory:-According to this theory the authority of law of the land is
the supreme. Morality is equated with leading of life according to law only.
5. Idealistic theory:-According to this theory perfection is the only standard.
Any personality or idea is termed as good, it is perfect. There may be several
measures for rating the perfection.
6. Religious theory:-According to this theory perfection is the only standard,
which binds a group, a community etc. may be revealed or natural.
According to Dr.J.E.Adamson there are three worlds that make up a complete
environment - The Natural world, The Social world and The Moral world. Obviously
all the Natural and Physical science as belong to the first, all the Humanist Studies to
the second and all the Ethical and Religious to the third. Our educationists have spent
lot of ink in formalizing the curriculum, regarding the natural and social world, but
very little has been done about for the third, the subtlest world - moral world.
In May, 1981, a high level seminar on moral education was held at Shimla. On
the recommendations of this seminar there is a move to frame syllabus for valueoriented education for different classes.
The education commission, 1964-66, headed by Prof. D.S.Kothari has very
rightly observed.
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"A serious defect in the school curriculum is the absence of provision for
education in social, moral and spiritual values.
The main aim of value-oriented education is to make the students good
citizens who may share their responsibilities in the changing setup of the society. The
general objectives of moral education at the school and college stage.
1. To promote in children such basic and fundamental qualities as truthfulness,
co-operation, love and compassion, peace and non-violence,
equality, justice,

courage,

dignity of labour, common brother hood of man and

scientific temper.
2. To train children to become responsible citizens in their personal and social
lives.
3. To enable them to understand and appreciate the national goals of socialism
and democracy and to contribute to their realization.
4. To create in them awareness of the Socio-economic conditions and to motivate
them to improve the same.
5. To help them understand and appreciate themselves and continually strive for
their inner development and becoming, thus moving towards the goal of self,
actualization.
6. To develop in them proper attitudes:
(a)Towards oneself and fellow beings.(b)Towards ones own country.
(c)Towards people of other countries, leading to international understanding.
(d)Towards life and environment and (e)Towards religions. Value is the dynamic side
of philosophy:

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There are three important branches of philosophy:

1.

Epistemology: - Which deals with nature, origin, validity and extent of

knowledge.

2.

Meta Physics: - (Ontology) which deals with nature of reality, life, soul, god
etc.,

3.

Axiology: - the theory of value, which deals with the following:

a. Logic or reasoned thought.
b. Ethics or moral values and
c. Theology or religion.
Vivekananda has rightly said "The education which does not help the common

mass of the people to equip themselves for the struggle for life, which does not bring
strength of character, a spirit of philanthropy, and the courage of a lion. Real
education is that which enables one to stand on his own legs: Morals are changing
today like clouds before the wind.
"Doing good to the others is virtue (Dharma), Injuring others is sin - Strength
and manliness are virtue, weakness and cowardice is sin, independence is virtue,
dependence is sin, loving others is virtue, hating others is sin. Faith in God and on
ones own self is virtue, doubt is sin, knowledge of oneness is virtue, seeing diversity
is sin. This was preached by Swami Vivekananda on the philosophy of religion in
(V.419)/85. Published in Jan 89 by Swami. Bodha Sarananda.
Keeping in view the utility and necessity of values they can be classified into
many categories under many headlines. For example Economic, social, political,

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spiritual, modern, aesthetic, religious, material, academic, socio-political, global,

environmental, cultural, moral, professional values etc.

3.1. Classification of values:

List of values in alphabetical order as suggested by the NCERT Document,
New Delhi in January 1979.
(1) Abstinence (2) Appreciation of cultural values of others (3) AntiUntouchability (4) Citizenship (5) Concern for others (6) Consideration for others (7)
Co-Operation (8) Cleanliness (9) Compassion (10) Common cause (11) Courage (12)
Courtesy (13) Curiosity (14) Democratic decision making (15) Devotion (16) Dignity
of the individual (17) Dignity of manual work (18) Discipline (19) Duty (20)
Empathy (21) Endurance (22) Equality (23) Friendship (24) Faithfulness (25) Fellowfeeling (26) Freedom. (27) Forward look (28) Good manners. (29) Gentlemanliness
(30) Gratitude (31) Honesty (32) Helpfulness (33) Hopefulness (34) Humanism (35)
Hygienic living (36) Initiative (37) Integrity (38) Justice (39) Kindness (40) Kindness
to animals (41) Loyalty to duty (42) Leadership (43) National duty (44) National
consciousness (45) Non-violence (46) National integration (47) Obedience (48) Peace
(49) Proper utilization of time (50) Punctuality (51) Patriotism (52) Purity (53) Quest
for knowledge (54) Resourcefulness (55) Regularity (56) Respect for others
(57) Reverence for old age (58) Sincerity (59) Simple living (60) Social Justice (61)
Self discipline (62) Self-help (63) Self-confidence (64) Self-respect (65) Self-support
(66) Self-reliance (67) Self-Study (68) Self-control (69) Self-restraint (70) Social
service (71) Solidarity of making (72) Feeling of social responsibility (73) Sense of
discrimination between good and bad (74) Socialism (75) Sympathy (76) Secularism
and respect for all religions (77) Spirit of enquiry (78) Team work (79) Team spirit

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(80) Truthfulness (81) Tolerance (82) Universal Truth (83) Universal love (84) Value
for national and civic property.

Ten elements (values) as mentioned by NPE-1986

1) History of Indians freedom movement.
2) Constitutional obligations.
3) Classical content essential to nature, natural identity.
4) Indian common cultural heritage.
5) Equalitarianism.
6) Equality of sexes.
7) Protection of environment.
8) Removal of social barriers.
9) Observance of small family norms.
10) Inculcation of scientific trends.

The five National values or Rashtriya Pancha Sheel are very important. They are
Cleanliness 2) Truthfulness 3) Hard-work 4) Equality 5) Co-operation.
Classification of values
I:

1) Instrumental Values

2) Intrinsic & Cultural Values

II:

1) Global Values

2) Individual Values

III:

1) Essential Values

2) Personal Values

3) Social Values

4) Cultural Values

5) Institutional Values.
IV:

(1) Traditional Values

(2) Modem Values

V:

(1) Material Values

(2) Non-material Values

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1)

VI:

(1) Religious Values

(2) Spiritual Values

VII:

(1) Secular Values

(2) Scientific Values

VIII:

(1) Individual Values

(2) National Values

Moral values:
Essential

Desirable

(1) Cleanliness

(1) Abstinence

(2) Compassion

(2) Peace

(3) Courage

(3) Desirable

(4) Devotion

(4) Universal truth

(5) Dignity of the individual

and manual work

(5) Integrity

(6) Duty
(7) Discipline-Self discipline
(8) Endurance
(9) Faithfulness
(10) Gratitude
(11) Gentleness
(12) Non-violence
(13) Obedience
(14) Punctuality
(15) Regularity
(16) Sincerity
(17) Self-help
(18) Self-respect
(19) Self-confidence
(20) Self-control
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(21) Self-restraint
(22) Tolerance
(23) Sympathy
(24) Truthfulness
(25) Honesty
(26) Universal love
(27) Kindness
(28) Justice
(29) Humanism
National values:

(a) Essential
(1) Leadership

Desirable
(1) Appreciation of cultural
Values of others

(2) Patriotism

(2) Citizenship
(3) Democratic decision
(4) Freedom
(5) National unity
(6) National Consciousness
(7) Socialism
(8) Secularism
(9) National integration

Social values:

Essential

Desirable

(1) Concern

(1) Common cause of common Goodness

(2) Co-operation

(2) Friendship

(3) Good manners

(3) Helpfulness
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(4) Fellow feeling

(5) Values for national and

(4) Teamwork and Team spirit

(5) Sense of social responsibility

Civic property
The school and college curriculum should be related to national integration,
social justice, productivity, modernization of society, cultivation of moral and spiritual
values.
Value comes from the Latin word 'valere' which means to be of worth, to be
strong. The dictionary gives the following meaning: relative worth, utility or
importance, degree of excellence, some thing (as a principle or quality) intrinsically
valuable. Value literally means something that has a price, something precious, dear
and worthwhile.
Values give direction and firmness to life and they bring to life the important
dimension of meaning which adds joy, satisfaction and peace to life.
The supreme end of all knowledge is character building and any ones
character must be tested in the crucible of discipline. The fall of values mainly due to
non-conductive environment present in our modern schools. Discipline is the need of
the hour.
Every teacher should inspire his pupils with good moral character. He must be
a role model to the students. He must be an epitome of peace and love. A good teacher
is worth a million books. He must possess the five basic qualities as follows. The first
one is physical which means righteous conduct. The crown and glory of life is
character. He must possess a good moral conduct. The second one is intellectual
means true knowledge and truthfulness and that is the "intellect" the third one is

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"spiritual" and the fourth one is "psychic". Human psyche is the life energy with in us
the fifth one is the emotional domain.
Physical righteous conduct, Intellectual truth, Emotion peace, Psychic
love, Spiritual - non-violence.
The five values thus, embody the very essence of education and employ the
purpose of life. The integrated development of all five domains is what any scheme of
education must aim at.
Every society, besides imparting to its children knowledge and skills through
education also wants to inculcate in them certain qualities which may help them
become good and useful citizens. This aspect of education is called character
education, moral education or value education.

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3.2. The concept of Value Education:

The main aim of the modern man is learning for earning. So in the light of this
vocationalization of education attained good momentum. Wendell Phillips has aptly
said the best education in the world is that by struggling to get a living. In our modern
society some people think that the amount spent on education is a colossal waste, but
it is a very wrong conception. Benjamin Franklin remarked "If a man empties his
purse into his head, no man can take it away from him". An investment in knowledge
always pays the best interest.
Terence has remarked the reality of education and said "True wisdom consists
not in seeing what is immediately before our eyes, but in fore-seeing what is to come"
(Effective teachers and teaching by V.K Rao & R.S. Reddy). We should never think
that we knew many things, but we must accept that we knew nothing, except the fact
of our ignorance. It is appropriate to quote the words of Spurgeon who said, "The
door step to the temple of wisdom is knowledge of our own ignorance" (Towards the
new pattern of education in India by P.D. Shukla, 1986). There are three "I" s which
keeps us in darkness. They are illiteracy, ignorance and innocence.
True education makes people easy to lead but difficult to drive, easy to govern
but impossible to enslave. Today we can buy education, but wisdom is a gift from
God. Both philosophy and education go hand in hand. Education depends on
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philosophy for its guidance and philosophy depends on education for its formulations.
Hence education and philosophy are the two sides of a coin.
According to Thomas Varew we can never mistake knowledge for wisdom,
one helps you make a living, the other helps you make a life". The chief aim of
education is both intellectual and spiritual development (Excellence of teaching by Dr.
Mujibul Hasan Siddiqui, 1961).
The primary needs of man are food, shelter and clothing. If education does not
enable us to provide these basic needs, all other ideals of education are useless.
Industrialization, liberalization, privatization, globalization, mechanization of the
present age has further emphasized the claim of vocational aim of education which is
also called the "Bread and Butter aim" and the utilitarian aim of educating a person.
According to J.S. Ross "Human personality is of supreme value and
constitutes the noblest work of God. Another idealist considered man as "A little
lower than the angels and crowned with glory and honor.
Value Education is more comprehensive than instruction, which merely means
accumulation and transmission of knowledge. Education whether it is formal or nonformal or informal, positive or negative, direct or indirect, specific or general,
education is a natural, harmonious and progressive development of mans innate
powers. Education means the act of training. All-round drawing out of the best in
child and mans body, mind and spirit. Education is a growing science and its
foundation is the philosophy of education. Education is the process of enabling people
not merely to live but to live adequately. The goal of education is to explain the
baffling mysteries of universe and to identify the place of man in the universe.
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On being asked what is your goal in education? Mahatma Gandhi simply

replied "character building" (Swaraj Journal, March 1926). The development of
character means, growth of worthy sentiments, of lofty ideals like love of truth,
admiration of courage and hatred of cowardice etc. we should not insist on
information or knowledge, but insist on transformation of mind, body and character.
Information without formation ends finally in deformation. Education is a progressive
discovery of our ignorance of life which are essential for him to become the "roof and
crown" of all creation. It is a process of behaviour modification. So the concept of
education is dynamic. Education without philosophy would mean a failure to
understand the precise nature of education.
The only agency for improving the quality of man is education. It is only
through education that citizens of a country acquire knowledge, skills and capacities
to force the nature to yield its secrets and to give up its sources of energy and wealth
which lie hidden under its soil, in the flow of the rivers and under the mountain beds.
The role of education therefore, is much more fundamental and of more far-reaching
importance than is normally realized.
For the past many years there has been great dissatisfaction with our system of
education and this has very often been expressed in very strong and even bitter terms.
The static nature of our education in the midst of a dynamic and changing world
becomes a source of anguish to all those who wanted education to play its proper part
in the development of the nation. Educational system of any country, the social,
economic and cultural needs of our country and has to undergo appropriate
transformation, as these needs change with the changing times. Unfortunately, our
educational system which was designed by the alien rulers many years ago was not

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even geared to the full satisfaction of the needs of the country. Mahatma Gandhi
advocated at Wardah prayer meeting (1927) basic education or work centered
education, or learning through doing. The work centered education will develop selfreliance and self-confidence through earning capacity instead of feeling helpless with
out some routine job. It will instill dignity of labour found in all advanced countries
but absent in India. It will produce a spirit of initiative and enterprise that will create
openings and opportunities where there are seemingly none. Human resourcefulness
can work wonders.
Values impart significance to life and meaning to death. Without values, life
becomes a series of meaningless events and death a shattering experience. Even an
educated man without values will never flow in to action. It is not the Dharma that
declines, but the practice of Dharma, and therefore, through a revival of human values
it is sought to be reinstated into its pristine glory. Everything in this universe has a
purposeful existence of its own and also its utility for the rest. Man too has to abide by
this universal principle and must endeavour to fit into the harmonious working nature
and thus becomes a serviceable tool for the growth of the rest. Education will foster
the feelings of love, kinship and brother-hood and strengthen the foundations of
human society through generation of fundamental values of Satyam, Dharmam,
Santhi, Prema and Non-violence.
Arishadvargas- the six spiritual heart qualities. Those are bad qualities-Kama
(Lust), Krodha (Anger), Lobha (Greed), Moha (Attachment), Mada (Arrogance)
and Mastsarya (Jealousy). On the other side there are six other players-education in
human values enables us to understand ourselves better. Truth, Righteousness, Peace,
Love and Non-violence are the five basic human values. Education in human values

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has a scientifically designed curriculum and methodology including a proper

evaluation and feed-back mechanism.

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3.1. Value-oriented education in 2000 A.D.

Prabha Dixit, in (1987) in her article she said that the twenty first century is
round the corner. Undoubtedly human life on this planet has been greatly enriched
with the incredible marvelous advancement of science and technology. But we are
living in fast changing worried world, every strike with fear of war and annihilation.
Materialism has engrafted us to the extent that every one by and large has become a
worshipper of Mammon. Too much of dominance of materialism in a country lead to
lack of faith in Idealism which is not good for any country. All values and norms are
being cast to the winds in pursuit of pelf and power.
In the words of D.S. Kothari, Science and Technology are exploding but
wisdom is imploding. It is shrinking Knowledge is expanding and human personality
is shrinking. Because of the explosion of knowledge and impulsion of wisdom, we
find various kinds of grave aberrations; imbalances and calamities Greed, Hatred and
Delusion form a rapid spiral i.e. GHD spiral. Science, Technology and productivity
has been tremendously increasing day by day, due to this increase material out look
and moral degradation is taking place.
The whole world is convinced beyond doubt that the only effective antidote to
this cancerous malaise is value based system of education because the right
knowledge is supposed to cure all ills of our modern life. Our former late Prime
Minister Rajeev Gandhi emphasized the need for a functional value-oriented
education in his address to the nation on Jan 5 th 1985. The union ministry of HRD
with enthusiasm and hectic activity came out with a functional program of education
in human values.
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The national policy of education 1986 document MHRD Government of India

New Delhi has given the following justification for value oriented education (The
policy statement published by MHRD vide letter No. 3866/JS(P&AE/86) dated Jun 3rd
1986).
4)

The growing concern over the erosion of essential values and an increasing
cynicism in society has brought to focus the need for re adjustment in the
curriculum in order to make education a forceful tool for the cultivation of
social and moral values.

5)

In our culturally plural society education should faster universal and eternal
values oriented towards the unity and integration of our people such value
oriented education should help eliminate obscurantism, religious fanaticism,
violence, superstitions and fatalism.

6)

A part from this combative role value education has a profound positive
content, based on our heritage national goals and universal perceptions; it
should lay primary emphasis on this aspect.
As education is not merely acquiring knowledge, gathering and correlating

facts, it is the significance of life as whole education means self ultimate and self
improvement that is why education is called the third eye an insight to prove into
visible as well as invisible world and to show the right path.
"Values and education in the emerging Indian society" under this title Dr.
B.R.Goyal, member secretary, Research and innovations committee, NCERT, has said
that values are the guiding principles decisive in day to day behaviors as also in
critical life situations.

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Literature available on the instrumental values, which are the means to reach,
lighter and like utilizing time for earning. There are intrinsic values, which by
themselves mean higher objectives like truth, happiness and peace etc, we have the
famous value combination meaning truth, goodness and beauty. The school
curriculum should be related to national integration, social justice, periodicity,
modernization of the society, and cultivation of moral and spiritual values.
The promotion of national consciousness, the development of democratic
values and of a feeling for social justice and national integration is extremely
pertinent.
The national policy on education (1986) stresses in the Indian way of thinking
a human being is a positive asset and precious national resource which needs to be
cherished, nurtured and developed with tenderness and care compiled with dynasties.
The objectives of the study to preparing students for active citizenship in a
democracy, to making students increasingly self-directed and to developing a
sentiment in the student for adhering to law and order and inculcating attitude of
social co-operation.
The home and the school with the influence of parents and teachers have a role
to meet and decide how to lead the child from darkness to light, from untruth to truth
and from mortality to universality or immortality.
Messages such as the following should be interpreted to develop a belief in the
people (The Complete Works of Swami Vivekananda, Mayavathi Memorial
Education, Advaita Ashrama, Uttarakhand, 1989).

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My first duty is to my country. My second duty is to my parents. My third duty

is to those below me. My fourth duty is to those above me. My last duty is to my own
gains.
Swami Vivekananda said that "what I want is muscles of iron and nerves of
steel, we want men of character, and character is destiny. Sow an action, reap a
tendency, sow a tendency, reap a habit, sow a habit, reap a character, sow a character,
and reap a destiny. So, destiny is in your own hands, whether you can do it or undo it.
You are the master of your mind and captain of your soul. Education is basically
matter of relationship between teachers and pupils. It is a moral business. It is about
the molding and guiding of character and personality. A school is not merely a
teaching shop. It must transmit values and attitudes. He felt that if value education
lessons become a regular feature of school life, they could properly use, increase the
effectiveness of the schools contribution to the value development of our children.
In this article Education in values-why and how? Dr. C. Seshadri says
"Education, if its true sense, is a process of aiding the all round development of an
individual-physical, intellectual, social, moral and spiritual. The teacher as such is
expected to function not only as a purveyor of knowledge but also as a molder of the
child's total personality.
He felt that all organized education is a social process of initiating the learners
into a form of life that is considered as desirable to preserve and promote education
necessarily involves transmission of values. The different aims of education are;
Development of the human personality, pursuit of knowledge, preservation of culture,
development of character, promotion of social justice, scientific temper, democracy,
socialism, secularism and so on. For this planned curriculum is to be designed with
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collection of desirable experiences knowledge skills, attitudes and values. Moral

education can be imparted through ample opportunities for children life aware, to
think and reflect, to question and criticize, to care and feel concern and to develop the
disposition and will to act on one's convictions with reference to critical human
concern.

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3.3. Present status and trends in value education

Moral education in the form of character development is a potent force to be
reckoned with in the field of education. The impact of moral education is an integral
part of the educational system of a country is also profound that it can be conceived as
an effective tool by which the cultural pattern of a people is preserved and their
national destiny is achieved. Education was primarily considered as a process of
understanding the moral values of life and attaining spiritual emancipation under the
guidance of a Guru.
The appointment of a committee on religious and moral instruction in 1959,
popularly known as Sri Prakash Committee for the first time developed an outline of a
syllabus for moral and spiritual education.
Analyzing the causes of growing unrest among students, S.R. Dongerkey
sounds a note of caution that the educational approach often exposes them to the
danger of being exploited by unscrupulous politicians. In his powerful plea for
education of national character, Dr. K.G.Saijidian rightly envisages the school not as a
learning factory but as a community, which teaches students to live a full, rich ,
socially useful and happy life. He suggested that to redeem and recreate our
civilization, we need the recovery of spiritual awareness and spiritual awakening.
Value classification
A value is an endearing belief that a specific mode of conduct or end state of
existence, is personally or socially preferable to an opposite or converse mode of
conduct or end state of existence.

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Values are related to the fourth problem of philosophy termed Axiology.

Axiology discusses the nature and realm of values. Values play the role in making
determination of moral attitude to life.
"One cannot attain higher values without experiencing the lower ones". "There
is no bad thing in the world, but bad use of things."
Liberty, Equality, Fraternity, Justice Etc., are viewed as democratic values.
Things get changed and conditioned by time, space and direction.
India has had a rich cultured heritage of over five thousand years. Because of
"Sanatana Dharma" (Eternal Religion) India has got a prominent place on the planet.
But the present scenario in our country is discouraging. Today our country is at
crossroads. At no time in the past, India had faced as in any problems as we see today.
Thousands of ills are multiplied and intensified. Almost all our ancient moral and
spiritual portals are eclipsed by ignorance; thick layers of corruption cover pristine
values. Virtues have completed vanished, vices occupied the place of virtues. Peace
has given place to chaos and confusion. Guide has penetrated into the walls of life.
Almost everybody desires ill-gotten wealth. Corruption has spread its dreadful
tentacles every where. Political power has become poisoned, terrorists are threatening
the country, and the so-called law abiding leaders under take illegal activities.
Therefore the entire life is pervaded by social evils and every one is in confusion who
to believe and who not is a big question to everybody. As long as you are unable to
believe to realize the significance of values on our life, we have to face problem
forever.

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Human life is meaningful and worth considered only when values are part and
parcel of day-to-day activities. Right education is capable of converting job -centered
education in to work-centered education.
Value orientation in teacher education
There is progressive erosion of values resulting pollution of public life. The
national policy on education (1986) rightly expressed its grave concern over the
decline of basic moral values in society in general and student community in
particular. The same was again echoed in Acharya Rama Murthy committee report
"Towards an enlighten and human society, NPE (1986)- review (1990) in the
following lines "In recent times, this has been perceptible universal decline on basic
moral values.
Values are to be fostered through education. Values should have a useful and
non-sectarian appeal and should promote the unity and integrity of the people.
Realizing the importance of value education, significant suggestions as regards to the
human values in the education programs made maker the chairmanship of Dr.
Sampurnadula (1961).
Values crisis is not only a problem at the national level but it is also felt
globally. It was felt globally in the regional workshop on the promotion of
Humanistic, Ethical and Cultural values in education at NIER, Tokyo 1991. All the
nations represented strongly endorsed the value of "Caring for others".
All India workshops on methods and techniques for value development, which
was held in (1988) have suggested quite valuable suggestions and recommendations
for teacher education programmes.
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15.

These should be empirical evidence to change the prevailing education

system base on value education through research.

16.

System approach and through different agencies towards value

teaching / value development and the process of education should be oriented
towards value education.

17.

The central and state government should take immediate steps to

introduce value education in all institutions.

18.

Voluntary organization may conduct value orientation pogremmes for

the students teachers and parents and prepare teaching learning materials for
the value education.

19.

A Separate teacher training is established in very state where in value

education programmes should be made an integral part of the teachers training
programmes.

20.

UGC, NCERT should make provisions for value-oriented education

through out the country with flexibility in approach. How every the UGC
should take a lead in introducing value education progremmes for teachers at
higher education in belonging to all the faculties.

21.

Research in value education regarding prioritization of values,

curriculum development methodology and evaluation strategies should be
given priority.

22.

A foundation course in value education at secondary and higher

secondary level should be introduced.

23.

Educational technology should be adapted to make value education

programmes more effective.

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24.

Teacher orientation programmes should be taken up at the national,

state, Regional and District levels to train teachers in effective methods of
development of values among students.

25.

SCERTs, universities and voluntary organization should be given

responsibility of producing literature and teaching learning materials
especially designed for value education programmes in regional languages.

26.

Value education kits for each important value and should validated
scientifically. Those should be distributed free of cost to the colleges and
universities. The teachers should be encouraged to make use of these kits
effectively. The education agencies should be called open to organize training
courses for preparing, adapting and using those kits effectively.

27.

Voluntary nature of values should be kept in mind while organizing

value development programmes. Values education should be viewed in context
of present situation of man and his changing environment.

28.

What ever relevant is there in ancient system of Indian education may

be adapted in modern context as guidelines and based for value development
programmes in the country.
At the outset, it may be said that researches have not sufficiently focused their

attention on value education. Even those studies on value education carried out in
India have been isolated, fragmentary and do not contribute much qualitatively to
arrive at meaningful and comprehensive conclusions. What has been done and is at to
be explored should be made clear to the scholars. Therefore there is need for
reviewing the studies conducted on value education. The study considered there for
review or almost pertaining to India and may not be exhaustive. But an attempt is

112

made to review all the available research studies. In addition resources on value
education available in this country are also reviewed.

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3.4. The Concept of value education

Terms like "Education for values". "Value based Education system", valueoriented education are freely and frequently used by writers without much difference
in the meaning.
Ceremin (1961) refers to the "Effective Education", as originated in the late
1800's which known under different names such as psychological education,
confluent education, and student directed learning open class room, and value
education.
In a paper entitled "Education in the fifth five year plan in 1974-79 published in
1974 by the Ministry of Education and Social Welfare, Government of India, pointed
out the most significant need of the hour is to transform the education system with a
view to:
1.

Cultivating the basic values of Humanism, Democracy, Socialism

and Secularism.

2.

In cultivating a love for motherland and proper pride in our culture

heritage and achievements.

3.

National integration which implies the development of proper noncommunal attitudes, the sub-ordination of all man over royalties to the
supreme loyalty to the nation and in a plural society like ours the
development of correlating differences and readings to collaborated with
others pursuit of shared goals.

4.

Accelerating the process of modernization and the development of

scientific temper and out look.
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5.

Promoting productivity to the teaching of technology and

Technological skills, inculcation of dignity of manual labors, willingness to
work-hard, cost consciousness and entrepreneurship.
The resource material part-1 NCERT for in service training of school teachers,

1987, puts in simple words that "Every society wants to inculcate its children,
knowledge, skills and certain qualities which may help them become good citizens
which is called character education or value education. This includes Rashtriya
Panchasheel, namely 1) Cleanliness 2) Truthfulness 3) Hard work 4) Equality and 5)
Co-operation.
The document of social, moral and spiritual values in education NCERT
(1979) has enlisted 84 values. Dr. K.V.K. Gokak identified five basic values supported
in all the eight-major religions of the world, while preparing a handbook for teachers
in the Satya Sai Bala Vikas program. The five key values are Truth, Right conduct,
love, Peace and Non-violence. These values bring light to the educational programs
followed in the Satya Sai educational institutions.
Seshadri (1992) explains that value education referred to a planned
educational action aimed at the development of proper attitudes values, emotions and
character in the learners. The phrase has a very wide correlation and covers all aspects
of personality development intellectual, social, moral, aesthetic and spiritual.
Roy Choudhury (1989), Reddy and Reddy (1992) and Bharat (1996) elaborate
the concept of value education relevant to the elementary secondary, college and
university levels. The objective is being the development of individual character
building and upholding of human dignity and self-respect.
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4.1. The views of Commissions, Committees and Policies on education

The National policy on Education (1986) stated that in it's paragraph 8.4 has
stated that "The growing concern over the erosion of essential values and an
increasing cynicism in society has brought to focus the need for readjustments in the
curriculum.
Relation between philosophy and Education:Philosophy and education are like the two sides of the same coin, the one is
implied by the other, the former is the contemplative side of life, while the later is the
active side(J.S.Ross) philosophy means Love of wisdom, search of wisdom or
truth is called philosophy and a man who engages himself in this search is called a
philosopher. In his famous book The Republic plato says ,He who has a taste for
every sort of knowledge and who is curious to learn and is never satisfied may be
justly termed as philosopher. The two Greek words Philos means love Sophia
means wisdom. So, philosophy means Love of wisdom. This is the etymological
meaning of philosophy.
Specific meaning of philosophy:To be precise and definite, one may call philosophy as that, Deep thinking
and meditation, which concerns itself to god, the soul and the nature. This
concentration and deep thinking is for revealing the hidden and immortal realities of
existence. Henderson well said that Philosophy is a rigorous disciplined and guarded
analysis of some most difficult problems which man has ever faced.
Wider meaning of philosophy:Who always search for truth and realities are all philosophers. A deep study
reveals the fact that a man undergoes various kinds of experiences throughout his long

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life from birth to death search for truth is philosophy, Schopenhaver rightly remarked
Every ma is a born metaphysician.
Philosophy is a persistent attempt to give insight in to the nature of the world
and ourselves by means of systematic reflections. R.W.Sellars remarked.
According to Bertrand Russell philosophy like other studies aims primarily at
knowledge, philosophy is born out of experiences and circumstances and situations.
Gowtham Buddha pondered over the ways to alleviate human sufferings
which he saw with his eyes. Prophet Mohammed and Jesus Christ both prescribed the
ways of life to alleviate human misery. Hitler believes in a Militant philosophy of
courage and dash so he pronounced authoritarianism and despotism. Omar Khayyam
believed in the philosophy of pleasure and indulgence and he seeking pleasure
seeking. Mahatma Gandhi was a believer in spiritual words, moral values of life and
his philosophy of non-violence preaches abstinence, pity, kindness, fellow feeling and
piety in all spheres of life.
Philosophy and Science:Philosophy and Science are closely related with one another. Science deals
with the realities of nature and life, animal or human. So, philosophy deals with the
realities of human life. What is education? Education is not dead process of
transformation. Adams has rightly remarked that Education is the dynamic side
of philosophy. It is the active aspect of philosophical belief. Both philosophy and
Education are integrally and Inter-dependently related to each other. According to
Spencer True education is practicable only by a true philosophy Education should
develop the inherent qualities, aptitudes and capacities of children.

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Famous Educationist Pestalozzi has said, The aim of education was to

develop the personality of the child to the fullest extent. Herbert advocated The aim
of education to be the formation of character.
Due to the Industrial development or revolution, development of vocational
proficiency came to the fore front. In America the philosophy of pragmatism is in
vague. Russia and China explicit education as an instrument of indoctrination of
enforced obedience and rigid discipline. The aim of Indian education is to develop
dynamic citizens devoted to the service of the nation. Philosophy of Naturalism
emphasizes the child more than the curriculum. Thus, according to Naturalism the
childs individual tastes, interests, aptitudes and capacities are to be developed to the
fullest extent. The Naturalists advocate Dolton plan Learning by doing. Hueristic
method and Montessori methods develop self learning and self-development. The
pragmatists advocate project method as more practical and experimental. The Idealist
advocated Question and answer method, discussion, Lecture and which ensures the
total development of the Childs personality.
Philosophy and discipline:Philosophy determines the nature and form of discipline. Despotic and
authoritarian governments enforce rigid discipline while democratic countries more or
less freedom of action to children in schools. Adams in his famous book Modern
development in Educational Practice has discussed the following three forms of
discipline:
1) Repressonistic
2) Impressionistic and
3) Emancipatory discipline

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Repressionistic discipline:This concept of discipline is based upon despotic and authoritarian ideologies.
There is no freedom for children at all. They are kept under rigid control.
Impressionistic discipline:This discipline is based on the philosophy of Idealism. Idealists believe that
the role of teachers has a powerful influence upon the thinking and behavior of the
children. Thus, the teacher should, by his moral character and conduct, infuse a sense
of self discipline in all the children of the school. There is no need of physical
punishments and creation of fear in the minds of children. Instead love, sympathy and
affection transform the feelings of the children. Self-discipline is the surest and most
effective way to self-development.
Emancipatory discipline:This type of discipline is based upon the philosophy of naturalism. Naturalists
believe in the inherent goodness of the nature of a child. Hence, they advocate full
freedom for the child to think and behave as he likes. This freedom develops him like
a flower of a plant.
Teachers imbued with high ideals, moral and spiritual values together with a
sense of national responsibility for national prosperity and honor can create patriotic,
dynamic, resourceful and enterprising citizens devoted to national service and
International good will. Philosophy leads and education follows the path shown by
philosophy. The process of education cannot go on right lines without the help of
philosophy (Gentile).

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3.5. Some isms as a Philosophical doctrine:Meaning of Idealism:Idealism is born out of platos Theory of Ideas. According to this doctrine,
the ultimate supremacy is of ideas. As a philosophical doctrine, idealism recognizes
ideas, feelings and

ideals more important than material objects. According to

idealism, the essential nature of man is spiritual which is revealed in mental, religious
and aesthetic areas.
Idealism emphasizes the study of man more and more because man is
endowed with higher qualities, intellectual powers and shows greater levels of
intelligence and discrimination. Protagonists of Idealism are Socrates, Plato, Hegel
and Aurobindo. Idealism holds that ultimate reality is spiritualism D.M.Dutta.
Idealism is an old philosophy. In the west it was born out of the writings and orations
of Socrates, plato and Aristotle. In India it was born out of the holy scripts, Vedas,
puranas and Upanishads. Idealism believes in two forms of the world:
1) Spiritual world.
2) Material world.
Reality of the spiritual world is to know the reality of the mind and soul. It is a
sort of self- realization. According to Horne Idealism holds that the order of the
worlds is due to the manifestation in space and time of an eternal and spiritual
reality.
Ideas are the ultimate reality where as objects and materials die out sooner or
later. According to plato Ideas are of the ultimate cosmic signifance. To idealists,
man is more important than material nature.
The spiritual or cultural environment is an environment of mans own making,
it is a product of mans creative activity. R.R.Rusk. According to idealists, the prime

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aim of life is to achieve spiritual values. They are truth, beauty and Goodness. These
spiritual values are undying and permanent. The realization of these values is the
realization of God.
According to J.S Ross Truth, goodness and beauty are seen to be absolutes
each existing in its own might and entirely desirable in itself. J.S.Ross further said
that Thus, the grandeur and worth of human life as its best are emphasized by
idealism. Human personality is of supreme value and constitutes the noblest work of
god.

Idealism and aims of Education:Self-realization or exaltation of personality. According to idealism, man is the
most beautiful creation of God, Idealism advocates exaltation of human personality.
The first aim of idealism is self realization. According to J.S.Ross The aim of
education specially associated with idealism is the exaltation of personality or selfrealization, the making actual or real the highest potentialities of the self.
1) Self-realization and exaltation of personality.
2) To ensure spiritual development
3) To cultivate Truth, beauty and goodness
4) Conservation, promotion and transmission of cultural heritage. Man is the only
being endowed with keen and penetrating intellect, intelligence and enormous
capacity of assimilating knowledge of the world. Hence, his mental and
intellectual capacities develop cultural, social and artistic values in human life
in all its aspects.
5) Conversion of in born nature in to spiritual nature.

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6) Preparation for a holy life.

7) Development of intelligence and rationality.
Idealists lay great importance on the principle of unity in Diversity. Plato was a
staunch idealist.
According to Plato The aim of life is to realize god which possible only
through pursuing high ideals namely Truth, beauty and goodness. They can be
attained through three types of activities. Intellectual, Aesthetic and Moral.
Activities of man

Intellectual
Language, Literature,
History, Geography,
Maths, Science etc.

Aesthetic
Arts and culture
Poetry etc.

Moral
Religion
Metaphysics
Ethics etc.

According to Herbart the idealistic aim of education is the promotion of moral

values.

Idealism and methods of teaching:The aims of Idealism are concrete and definite. Socrates used question and
answer method. Plato emphasized discourse method and Aristotle advocated inductive
and deductive method. Hegel said logical measuring is evident. Descartes employed
the device of simple to complex. Pestalozzi laid stress on education of the physical
organs and allied activities. Herberts advocated instruction method, Froebel insisted
upon play way method. Butler has rightly remarked Idealists consider themselves as
creators and determiners of methods, not devotees of some one method.

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Demerits of Idealism:1) The common criticism regarding Idealism is that it is an abstract and vague
doctrine. It avoids present realities and prepares the child for the next world.
2) It lays more emphasis on thinking and mental activities. This increases the
importance of intellectualism unnecessarily.
3) It gives more importance to the teacher inculcation to child.
4) It encourages cramming and rote memory.
5) Humanities and spiritual development was given more importance rather than
science and technology.

Merits of Idealism:1) It emphasizes the highest values namely Truth, Beauty and goodness. This
will lead to the development of a moral character of the child.
2) It aims at self realization. It promotes universal education.
3) Idealism emphasizes the principle of self-discipline.
4) It is essential for peaceful living of human beings devoted to social good
and national welfare.

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4.1. Realism in Education and its scope:Realism means About a thing, concerning an object, what we perceive and
see by our own senses is real in nature and the only true entity of the world.
Fundamental Principles of Realism:1) Phenomenal world is true.
2) Senses are the doors of knowledge.
3) Theory of organism.
4) Opposition of Idealism.
5) Man is a part of material world.
6) Emphasis on experiment.
7) Importance of present applied life.
8) Phenomenal world is true.
Realists believe in the truth and reality of matter. To them, there is no world
beyond this. Senses are the gateway and doors ways of knowledge. According to
Bertrand Russell in his book Analysis of Mind said that he is a Neo-realist. God,
soul and other world are mere pigments of human imagination. Realists assert that the
scientific realities of matter and its attributes are true and real. Nobody should bother,
about heaven and hell but emphasize and believe in the physical and material
existence.
Difference between Realism and Naturalism:Both Realism and Naturalism believe in the truth and reality of the material
world. The difference between the two is mainly that, while Naturalism emphasizes
the ultimate truth and reality of the matter and material objects, realism does not
bother about the intimateness of the reality of material object. It is concerned with

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them, they are in existence. The chief protagonists of realism are Milton, John
Locke, Molester, Bacon, White Head and Bertrand Russell.
There are four forms of realism:
1) Humanistic Realism.
2) Social Realism.
3) Sense Realism and
4) Neo-Realism.

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4.2. Naturalism in Education:Naturalism is a doctrine which separates nature from god. Subordinates spirit
to matter and sets up unchangeable laws as supreme word.
Naturalism is also termed as materialism. According to this philosophy, the
basis of the world is matter. According to Naturalism only nature is every-thing.
Nothing is before and beyond it. Hence man should investigate the truths of Nature by
scientific methods with all his capacities and resourcefulness. Protagonists of
Naturalism are Aristotle, Bacon, Darwin, Lamarck, Huxley, Herbert Spencer,
G.B.Shaw, Samuel Butler, Rousseau etc.
The following are the true forms of Naturalism.
1) Physical
2) Mechanical
3) Biological.
1) Physical Naturalism studies the process of matter and phenomenon of the
external world.
2) Mechanical Naturalism:- According to this universe is a lifeless huge machine
which gets its form through matter and motion.
3) Biological Naturalism depends on Darwin theory of evolution. Adaptation to
environment, struggle for existence and Survival of the fittest.
Main Principles of Naturalism:This universe is a huge machine. Man is also a part of this machine. Life
comes out of a dead matter and a sum total of physical and chemical reactions. The
Ultimate reality is of matter God, soul, mind, the Heaven, the Hell, freedom of will,
moral values. Man, because of his own nature is the supreme creation of nature. He
may be termed as the supreme creation of nature. He may be termed as the supreme

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and super- most animal. The present life is the real life. Except this world, there is no
other world beyond this, neither any other life beyond this. Hence, man should try to
make this life happy and comfortable. In his famous book Emile and Education,
Rousseau declares that nature is the best teacher and natural development as the best
development.

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4.3. Pragmatism in Education:-

Pragmatism is a temper of mind, an attitude, it is

also a theory of nature of ideas and truth, and finally it is a theory about reality
William James, pragmatism completely based on practicability and utility.
Pragmatism is also called as experimentalism or consequentialism, naturalism is
neutron-centric. Idealism is psycho-centric, pragmatism is anthrop-centric The chief
profounder of pragmatism are CB Pearce, William James, Sheller, John Dewey.
Chief Principles of Pragmatism:1) Changing Nature of truth- pragmatists do not believe in predetermined truth.
According to them truth always changes according to time, place and
situation.
2) Problems as the motives of truth:- Problems are the motivating force for the
search of truth. Human life is like a laboratory where in each individual
undertakes various experiments to solve the problems which confront him in
course of his growth and development. The success of the experiment is a
search of the truth.
3) Emphasis on social and Democratic values.
Idealism:Platos Theory of Ideas Ultimate Supremacy of Ideas. Socrates, Plato,
Hegel, Aurobindo. It is psycho-centric.
Realism:Reality about a thing or object, what we perceive and see by our own senses is
real. Milton, Bacon, Bertrand Russell.
Naturalism:-

Only Nature is every thing, The basis of the world is matter

Aristotle, Darwin, Lamark, G.B.Shaw ,Samuel Butler, Huxley, Rousseau. Naturalism

is Neutro- centric.

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Pragmatism:Practicability and utility, It is a theory about reality. William James, Sheller

John Dewey. Pragmatism anthrop-centric. All isms preaches us that we have to live
like human beings with humanity and love.
Civil with all,
Sociable to many,
Friend to one and Enemy to none. Courtesy costs
nothing but buys everything. One for all and all for one should be our motto. Real
happiness lies in making others happy.

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4.4. Views of Eminent Personalities on Education:A) Jagat Guru Shankarachayra (788 820):- Life Sketch:
Jagat Guru Shankaracharya was born in 788 A.D in a village, kaldi, in kernel
Pradesh, India. His father shiva Guru was a devotee of Bhagwan Shankara. He learnt
deeply not only the Indian Philosophy but also the secrets of Brahma vidya from his
Guru Govindaacharya. His beloved disciple is kumaril Bhatt.
He established the four seats as centers are Bhadrinath in the North,
Rameswaram in the South, Dwarakanath in the west and Jagannath, Puri in the
East. At the age of 32 only shankaraacharya died at kedharinath after attaining the
highest position of Jagat Guru or world teacher. He preached that Satyam,
Gyanam, Anantham Brahma.
1) Only Brahma is ultimate reality. All other things are mortal, unreal and untrue.
2) Soul and Brahma are one and the same. Hence vedantic doctrine is known as
Monoism or Advaitavada also.
3) The Nature of Brahma is Satya, Chit and Anand. He is the creator, maintainer
and destroyer of all creation. Strusti, Stithi, Layakarakudu.
4) A Living being is full of consciousness and intelligence. Hence there is
dynamism in him.
5) The ultimate fusion of soul with Brahma is salvation.

Place of Teacher:According to Naturalists, the child is at the centre of educational process, the
teacher occupies a subsidiary role. The teacher should provide only such opportunities

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to the child to develop freely, fully and naturally. According to Pragmatists teacher
occupies a very prominent place in the process of education. He should guide the
child with full love, affection and sympathy.
According to vedantic philosophy the role and mission of teacher is very high.
He should be virtuous, pure in thoughts, words and deeds. Not only this he should be
well - versed in Brahma Gyan.
Establishment of Centres for the Education of Masses:Shankaracharya devoted all his energies to his mission of spreading the
message of Vedanta all over the country. For this he established four centers of
learning. In the North he established Jyothi Math at Bhadrinath. Its gospel is
Atharvaveda. In the south he established Shringeri Math. Its gospel is Yajur
veda at kanchipuram, Tamilnadu. In the east he established Goverdhan Math its
gospel is being Rigveda. In the west he established the Sarada Math, its gospel is
being Sam veda. He dedicated his life for the realization of highest values The
supreme good, the supreme beautiful and the supreme Truth. In this way Jagat Guru
Shankaracharya shines forth not only as a great philosopher but also as an
educationist of eminence also for all times.
B) Dayananda Saraswathi (1824-1883 A.D)
He was a great social reformer, outstanding religious preacher and erudite
vedic scholar who wanted to revolutionized the then prevalent systems of beliefs and
religious customs of our country. He was against idolatry; he advocated mass
education for both men and women without distinction.
Dayananda Saraswathi was born in 1824, in Kathia war, Gujarat state. On 10th
April 1875, he established the first Arya Samaj at Bombay. He wrote many books
and his Satyartha Prakash and Rigveda Bhashya Bhumika are very famaous. On

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30th April 1883, on Diwali Night Swamiji was poisoned by his trusted servant at the
age of 59.
According to him Heaven and Hell are on this very earth. He believed that a
life full of ills and sufferings is a sort of Hell, a life experiencing happiness and
contentment is like living in Heaven.
Basic Principles of Education:1) Mother should be careful about the informal education of the child from the
very stage of conception.
2) Before and after conception, parents should not use wine or other intoxicating
things.
According to Swamiji, education is a supreme and most important moral
process for the development of mankind. A man without education is only man in
name.
C) Rabindranath Tagore(1861-1941):Tagores idealism is a true child of Indians own past and his philosophy is
Indian both in origin and development. Dr.S.Radha Krishnan.
Life Sketch of Rabindranath:Rabindranath Tagore was born on 6th May 1861 in Bengal in an educated, rich
and respected family. He established the famous Viswa Bharathi University on 22 nd
September 1921. The aim of this university was to bring about a synthesis of the East
and the West. He was the follower of monism. As an idealist, Tagore believed in the
absolute and immortal existence of god. Tagore was a great humanist and regarded
man as a reflection of God. According to Tagore God reveals himself through nature
more effectively than through man made institutions. Teaching while walking is the
best method of education.

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D) Mahatma Gandhi (1869- 1948):Mahatma Gandhi has secured a unique place in the galaxy of the great
teachers who have brought fresh light in the field of education.\
Mohandas Karamchand Gandhi was born on 2nd October 1869, at Porbandar,
Kathiawar in Gujarat. In 1917 he established Sabarmathi Ashram, Ahmadabad.
Basic Principles of Educational Philosophy:1) Education should develop human values.
2) Education should achieve the harmonious development of childs body, mind,
heart and soul.
3) Education must be made self supporting through some productive work with
experience.
4) Education should lead to economic Independence and self-reliant for lively
hood.
5) Education should create useful, responsible and dynamic citizens.
Sri Aurobindo Ghosh (1872 1950):Aurobindo Ghosh was born in 1872 in Calcutta. He was transformed from a
politician to philosopher and in this capacity he preached to the world his philosophy
of Dharma, Spiritual growth, Brahmacharya, yoga and educational ideology. He died
in 1950. He was an idealist to the core. He was not only a great philosopher but an
eminent educationist also Karma yogin is his weekly.
Basic Principles of Educational Philosophy:1) Education must be imparted through the medium of mother tongue only.
2) Education should be child centered.

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3) Education should be according to the mental aptitudes and psychological

needs of the child.
4) Education should develop to bring out the latent powers of the child.
5) Education should develop consciousness.
6) It should develop all the faculties of the child to make him a complete man.
7) There should be religious sting in education other wise it will spread
corruption.
Swami Vivekananda(1863 1902):His mission was the service of mankind through social service, mass
education, religious revival and social awakening through education (J.L.Nehru).
Swamiji was born in 1863 in Calcutta. He possessed a keen intelligence.
Herbart spencer and J.S.Mill were his favorite philosophers and words worth was his
favourite poet. Once his Headmaster Heasty said about him thus I have travelled far
and wide, but I have not met such an intelligent, gifted and scholarly student even in
German universities.
Narendranath developed a sound and handsome physique and being endowed
with a keen and penetrating intellect and pleasing art of conversation. In 1896 Rama
Krishna paramahamsa died. During his last days, swami preached the gospel of
International brotherhood and died in 1902.
Swami Vivekanandas philosophy of life is very glorifying and inspiring to
humanity.
Swami said that we are poor and weak today, we do any work by the fear of
others, we speak in fear and even we think in fear. It appears as if we were born in a
land of enemies and not of friends and fellow brothers. This abject condition is due to
our cutting of our lives from Vedantic philosophy. He said that a coward, sad and

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indifferent person can do nothing in his life only the brave can uplift the world. Hence
Vivekananda exhorted his countrymen to become brave, courageous, fearless and
dynamic. He gave the clarion call to his countrymen thus, Be a hero, always say, I
have no fear, tell this to everybody, Have no fear To him fear is sin, fear is hell, fear
is death, fear is unrighteousness, fear is wrong life.
The teacher only motivates and encourages the students to find out the hidden
treasure of knowledge that lies dormant with in him. Education which develops
character, mental powers, intelligence and inculcates self-confidence and self-reliance
in the individuals.
Basic Principles of Educational Philosophy:Only study of books is not education. Knowledge lies hidden in the mind of
man. Concentration is the key to all knowledge. For this practice of Brahmacharya is
essential. Purity of thought, speech and deed is self-discipline. Education should
develop the child physically, mentally and spiritually. Education should develop
character, mental power, intelligence and inculcate self-confidence together with selfreliance. Teacher is a friend, philosopher and a guide. He should sympathetically
bring out the latent knowledge in a child by inspiration and motivation.
Teacher is a philosopher, friend and a guide helping the educand to go
forward in his own way. We consider that the great national sin is the neglect of the
masses and that is one of the causes of our downfall. Our masses of India should be
well educated, well fed and well cared for. According to psychological tendency, a
teacher is neither a despot nor a dictator to enforce and impose everything
on the child. He should be a helper, a guide and a sympathetic friend to the child. He
should be a facilitator.

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John Henrick Pestalozzi (1746-1827):-

Pestalozzi was born in 1746 in Zurich,

Switzerland. His father died when he is five years of age. He was brought up by his
liberal minded mother. In the loving care of his mother, Pestalozzi developed in
himself desirable qualities like Love, affection, kindness, courtesy and generosity.
Equipped with these human qualities, Pestalozzi made up his mind to reform the
condition of society. Emile written by Rousseau influenced him very much.
Basic Educational Principles of Pestalozzi:1) According to him Education is the harmonious development of innate powers.
Each child is born with certain innate powers. Thus education should develop
a child according to his inherent nature, physically, mentally and spiritually,
emotionally and socially in a harmonious way. He was a great philosopher,
educationist and social reformer. He was against rote learning and cramming
of subject matter.
According to him Education is a natural, harmonious and progressive
development of mans innate powers. Every school should provide homely
atmosphere. He vehemently advocated loving, friendly and sympathetic behavior
towards children to make them feel at home in school.
Technological advancement opens new vistas of progress in all fields of
development in a country. Many countries have achieved greater heights of prosperity
only because of advanced Technology in all areas of human activity.
Herbert Spencer (1820 1903):Emphasis on science Education, Spencer emphasized that prominent position
should be assigned to scientific subjects in the curriculum.
Frederick William August Froebel(1782 1853):-

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He is a German. He is the father of kinder Garten method. Froebel compared

a child with a seedling, a teacher with a gardener and school with a garden. Just as
getting conducive environment and nourishment a seedling gradually grows in to a
fully grown free from within. Education is the harmonious and complete
development. Harmonious development of innate powers and endowments. Thus
many eminent persons glorified educational values in their precious notes.
3.1. Education and National Policy:It is necessary to prepare an integral plan of development, a plan which will
consists of three parts. Family Planning, economic development and educational
reconstruction (Kothari Commission 1964-66)
Secondary Education commission on 6th October 1952 said that education
should be modernized. Our country has accepted the goal of modernization with the
purpose of marching together with the progressive countries of the world. Infact,
modernization is a concept symbolizing a movement of progressive thinking,
evolution of better techniques of production and scientific advancement with main
objective of removing blind beliefs, destructive attitudes and worthless faiths in order
to achieve a modern progressive society.
There should be a radical reformation in the examination system to have
optimum validity and reliability. Education should stimulate, encourage and promote
Democratic feelings, attitudes and adherence to democratic ideals, values and norms.
Education for National Integration:We should not become parochial, narrow minded, provincial, communal and caste
minded, because we have a great mission to perform. Let us, the citizens of the
Republic of India, build up this country in to a mighty nation, mighty not in the

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ordinary sense of the world, but mighty in thought, mighty in action, mighty in culture
and mighty in its peaceful service of humanity. J.L.Nehru speeches vol III P-35.

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4.4. Education and Humanism:- (SABIRA K ZAID)

Man lives for creative pursuits for the contemplation and creation of beauty
for the pursuit of truth, for the cultivation of goodness, for the Joys of love and
friendship for intellectual adventures and spiritual quests. In Nehru the elements of
thought, action, imagination, and emotion blended beautifully to produce a
remarkably integrated personality.
Human Values (IAHV):International Association for Human values rendering brilliant service for the
development of human values in society. Prasanna Saligram and Sumitra Prasad are
of the view that human values are the need of the hour in this world. Truth, Right
conduct, Love, Peace and Non-violence. These are the basic values for a golden age
on the planet earth. All religions come under this basic foundation.
When ever I used to contemplate about the Economic imbalance in society
i.e., many are poor, where as a few are rich, it always occurred to me that lack of
human values is the fundamental problem. A Little that would reveal that if only we
practice, what Satya Sai Baba calls Ceiling on Desires i.e. putting a stringent limit
on our otherwise uncontrolled desires having a little discrimination (what we really
need and what we do not), and sharing of wealth (giving back to society from where
we got riches would equalize / balance the economy. Human life that we are so
concerned is extremely short/ ephemeral 60-70 years compared to the global scale of
things. Say the life of trees, Life of mountains, life of rivers and stars) when the
cosmos look at us, we are like a water bubbles life compared to human life (The
Vedas says this). Life itself could be a big illusion.
Ethics are important for an apparent balanced world. If we think we want to
have apparent control over it. So let us be in awareness of Truth and experience the

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bliss that is the essence of Sat Chit -Ananda. All good and bad is based on our
notions which are based on our Samskaras (Past actions).
According to Bhagawan Baba These human values can never be brought or
got from outside i.e. from books, shops etc. but are something inherent in us. Follow
your conscience and integrity of thought is essential to achieve human values.
There are two aspects of education:
1) Imparting knowledge and
2) Installing character.
It is an age old saying that, If character is lost, everything is lost. Nobody
says, if knowledge is lost, everything is lost. What is happening today is that
character side of education is facing severe neglect, mainly because the teachers
themselves lack them.
Love of Human Development:Growth is a basic quality we see in human being Growth can be categorized
into three types:
1) Physical
2) Mental or Intellectual and
3) Spiritual.
Physical growth and mental growth is rather well known. But, spiritual growth
is something that is hardly known and even less understood. Spiritual growth is the
transformation of an animal man to a man man and further to a Divine-man.
To be called as a human being, one must atleast be a man-man. By that, I
mean that a man must reside in the human body. According to Leo-Tolstoy The
blood of beasts is always in man. All individuals which are called by zoologists as a
homo sapiens need not have a man inside them. Even if he had the body of Arnold

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or an IQ of Einstein, he may have an animal inside him, inside his heart. Thus,
physical growth or mental growth does not ensure a man being a man inside what
makes a man real man is this spiritual growth. This means, one has to let go of all
animalistic tendencies and evolve to a higher level of existence, where his tendencies
are man-like.
According to Leo Tolstoy The Kingdom of heaven is with in you is an apt
remark made by him. Body cannot grow without food, intellect cannot grow without
education. Similarly, for spiritual growth to occur, a spiritual food that we eat must
have all the vitamins, proteins, so that the body is healthy. Similarly the education we
receive should be good one. Now, having said that, what is the food for spiritual
growth? I believe it is love. Who is Human? Man is a social animal is a general saying
while there are many animals which have societies (Ants have some kind of society,
many other animals move in herds). Human does add something to man, because
there is something exceptionally different in man, compared to any other species on
earth.
The ability to think, express and understand the world. The knowledge
component is what it makes human truly different. Yes, we have great resources,
volumes of knowledge more than a trillion Giga bytes of knowledge. Knowledge by
itself is useless without discipline and practice of the discipline.
Inspite of the huge amount of knowledge and various attempts to discipline
ourselves, most of us succumb to the basic animal tendencies. In fact a great amount
of business depends quite a bit on sex. The advertising, industry, most of the film
industry, fashion technology, cosmetic industry, pornographic industry, prostitute /
brothel business night life business, someone like Freud and soon. Does sex deserve
this much of attention? We are trying go back to animal instructs or try to move away

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and move in to better things in the world? Should we waste our efforts on sex or work
for basic necessities for all, like food, clothing, and shelter, Are these need based
business or vanity based business?
While, millions are starving and running around naked, and live in unhealthy
conditions, we work for vanity. Is this why we call ourselves marvels of creation.
Dead wood of mere academic learning is not good. Knowledge of Science is
superior to all other types of knowledge. Humanistic inspiration and illuminating
ideas, fire of love and reverence for all that is beautiful and noble. A good teacher is a
beacon light and torch bearer, who illuminates, reconstructs on surer, sounder and
saner foundations. Integrated view of life and far sighted vision of its manifold
possibilities. Teacher is a torch bearer to several generations.
Educational planning is a planning for next generation or even after that,
peaceful, egalitarian society, Traditional agricultural society to modern scientific
society, credence to rational thinking rather than to superstition.
By having a clear understanding of our past failures, we can build better
future. Education is now universally accepted as a very useful productive activity
which promotes national prosperity and national welfare in various fields. Education
is an essential expenditure and a productive investment. Educational expenditure is
now regarded by all as an investment for national development.
According to John Dewey, education is a tripolar process. It has three
important ingredients:
1) The Teacher
2) The Learner and
3) The curriculum.

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The teacher influences the personality of the learner through his own magnetic
personality. The aim of modern education is to develop individuality to the full and
attain social efficiency and dynamism. Modern curriculum is flexible, varied and
progressive in the sense that it tries to meet the needs of the developing child as well
as the demands of ever changing modern society. Old methods of teaching
emphasized cramming and stimulated rote memorization. Thus education was quite
lifeless, dull and drab process. Modern methods of teaching condemn rote
memorization and promote the adoption of lively and effective methods like play way,
learning by doing, learning by experience etc. These modern methods stimulate
motivation, interest and attention.
According to Old concept, school served as a shop for selling knowledge
teachers were concerned mainly with the input and bothered little about output. The
modern concept of education regards school as a miniature of society emphasizing
more on output in comparison with input.
The missions of Triple incarnations:Shiridi Sai Baba secular integration and gave man kind the message of duty as
work. He staunchly believed that work is worship and duty is Divine.
The mission of Satya Sai Baba says that divinity resides in everyone. People
should respect, love and help each other irrespective of narrow ideals of caste, color,
creed, community and religion.
Prema Sai Baba promotes that God not only resides in everybody, but
everybody is God. That will be the final wisdom. The three Avathars carry the triple
message of Work, Worship and Wisdom. (W.W.W).

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Technological change, industrialization and modernization. Education is an

instrument of modernization. Education encourages innovation and inventions. The
school children are able to develop creativity through education. Education is a
catalytic agent of modernization. Education has a tremendous potential to function as
an instrument of social change.
We should not insist on information or knowledge but insist on formation of
mind and character. Information without formation ends finally in deformation the
result of it is not conformation so the very ideal of transformation will not take place.
It is better for a youth to be lacking in information than in formation. Realisation and
practice of higher values of life. Training of mind and will power. Discipline of
instincts. Changing our instructive behavior in to normal behavior. There can be no
true education without strong emphasis on the fundamental importance of its spiritual
basis.

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5.1. Educational thought and Practice :

V.R.Taneja in his book Educational thought and Practice, discussed the
term value. Theory of values in Education he said values are natured and nurtured
in the discipline of education. To value in the words of John Dewey means primarily
to prize to esteem, to appraise, to estimate. Ralph Barton Perry defines value, as the
relation of an object to a valuing subject. Lind Zay defines value as a persons idea
of what is desirable, what he and others want not necessarily what he actually wants.
While every aspect of mans life has values, education having the greatest
impact on man has the greatest value or significance of things depends upon how they
satisfy our demands, desires, wants, cravings and urges. Education is therefore,
concerned with values that satisfy the desires, wants and aspirations. Values influence
every aspect of educational process, Technique, Policy and Procedure values
determine what we should do and how we should do. Value is the outcome of the
relation between the subject and the object.
Kinds of Values:Value is a Latin word. It was derived from Valere which means to be of
worth to be strong degree of excellence. We can distinguish different kinds of values.
Values may be classified from several points of view. Plato considered them in terms
of Universal thought as Truth, Universal feeling as Beauty and Universal will as
goodness and Universal desire as happiness. If a value helps in the achievement of
certain end, purpose, or objective that value is called instrumental value. There are
inherent values Intrinsic values - A thing can have instrumental value and subjective
value and intrinsic and objective value. When our immediate likings or instructive
hungers are satisfied by some values, these values are called consummator values.
They are unique in themselves. There are contextual values such as economic values,

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social values, cultural values, moral values, religious values, educational values and
aesthetic values. An educator is concerned with all these values. According to J.S.Mill
Happiness is the prime value. There are certain values which are valuable because
they cultivate, refine and elevate the mind values have their foundations in higher and
lower interests. The highest values are the spiritual or intellectual, the lowest values
are material and physical. Eternal values are superior to temporal values. The values
that have greater productivity or creativity are naturally preferable to the values that
have less productivity or creativity. The instrumentalists, Pragmatists and
experimentalists establish a different hierarchy of values. Man has the capacity to be
noble as well as base.
Students must be taught the fundamental truths and universal essentials and
they must be inspired to practice them. The fundamental truths are reverence,
restoration, broad mindedness, tolerance, love, sympathy, co-operation, non-violence
etc. Such truths would fight individualism, materialism, nepotism, favoritism,
exploitation and corruption. They will produce men of character, honesty and
integrity.
Lack of spiritual qualities will not only make them ill adjusted but will
plunge the world in to chaos and disaster or disorder. Sooner the importance of
spiritual knowledge is realized, better will be for the world and its dynamic
continuance. Since time immemorial our great saints and seers have emphasized the
spiritual values. There will be no exaggeration if we say that India won freedom on
account of spiritual ideals of Mahatma Gandhi. Dr.S.Radha Krishnan said that the
only aim of education is to develop the spiritual side of an individual. India is a land
of religious and spiritualism. Belief in God and his godliness is a great force behind a
dynamic and progressive society. According to Tennyson If god is in heaven,

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everything is all right with the world. The realization of fatherhood of God and
brotherhood of man is sure to make the humanity happy.
J.C.Agarwal in his book Eternal Education has stated that the present
generation is passing through turbulent times. There is an increasing degree of
discontent, frustration and un-happiness which manifest in the conduct and behavior
of the people all over in every walk of life. It seems we are moving towards explosive
and catastrophic situations. He stressed the role of teacher. The teacher should be
more of a helper and guide rather than that of an instructor. This would also mean that
the teacher should not impose his views on the learners, but he should evoke with in
the learner the aspiration to learn and to find out the truth by his own free exercise of
faculties. According to Socrates, and Plato, virtue is knowledge.
The teacher himself should be value oriented. It is only when he himself
valueoriented, that he will be able to give the necessary inspiration, help and
guidance to his students. Values cannot be taught merely by discourse, just as
swimming cannot be taught merely by discourse, just as swimming cannot be taught
merely by lectures. A good teacher of swimming has to be swimmer himself, and he
should be able to take the learner in to the waters to make him swim. Similarly,
teacher of values should himself be a seeker and aspirant of values and he should be
ready to walk with the learner on the long and difficult path of realizing and
embodying values.
The

etymological

derivation

of

philosophy

is

Philos

(Love)

Sophia(wisdom) means love of wisdom. Philosophy means mature reflection

about any problem in its complete perspective. It is not intellectual Luxury but in fact
its lifes necessity. Philosophy is a search or a comprehensive view of nature, an
attempt to a universal explanation of nature of things. Thus man can understand

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himself and his relation to the rest of the universe. Philosophy emphasizes mans
perfection in various facts of life physical, intellectual, moral, aesthetic and social.
Lead me from false hood to truth,
Lead me from darkness to light,
Lead me from death to immortality.
Gandhiji Preached the following values within day to day life in Sabarmati
Ashram.
1) Ahimsa / Non-violence
2) Non-stealing
3) Non-Possession
4) Swadeshi
5) Manual Work
6) Fearlessness
7) Truth
8) Chastity Brahmacharya
9) Equality of religion
10) Removal of untouchability
11) Control of palate.
The Preamble of the Indian constitution states that a man of culture is an
invaluable asset to society. Culture is the true behavior of thought. A synthesis of
knowledge and culture will be a good aim of education. Knowledge for knowledge
sake and Art for art sake. It is the knowledge which leads to culture. It is receptiveness
to beauty and human feelings. A cultured man is neither too assertive not too
dogmatic nor aggressive. Gandhiji replied that the goal of education is character
building.

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According to RIMSE (Ramakrishna Institute of Moral and Spiritual

Education) Mysore --the following values followed.
1) Dignity of labor.
2) Gender equality.
3) Sense of excellence.
4) Protection of the environment.
5) Equality of the sexes.
6) Removal of social barriers.
7) Inculcation of the scientific temper.
8) Patriotism.
9) Democratic spirit.
10) Courage
11) Honesty
12) Straight forwardness.
According to Prajapita Brahma Kumaris Iswariya Viswa vidyalayam
Mount Abu Rajasthan - It is a non-governmental organization in Education on
Human values explained that Education is an activity or a process, which transform
the behavior to human behavior. True education means training the child to
discriminate between good and evil both on the level of physical response as well as
mental response.
In short education is the training of the intellect body and spirit. It is training
in co-operation, love and sympathy.
1) Education is an attempt to develop a man
2) Education means the modification of behavior.
3) Education is an act of training

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4) Education is direction.
5) Education is integrated growth.
Poor direction will create egocentric personality. Proper and careful direction
will produce socially responsive personality; Man undergoes many changes and
transformations from cradle to the cremation (grave). These changes are physical,
emotional and mental. Every person acts, reacts and interacts as his environment
warrants.
The Secondary Education commission report (1952 1953) under the
chairmanship of Mudhaliar The Integrated growth of a child consists in. The
training of character to fit the students to participate creatively as citizen in the
emerging democratic social order.
The National policy on Education 1986 in its summary in pages from 231
240 reveals that The NPE 1986 laid stress on the need for a radical reconstruction of
the education system and to improve its quality at all stages. It gave much greater
attention to science and technology, the cultivation of moral values and a closer
relation between education and the life of the people. The summary has been prepared
by the author from the copy of policy statement published by the union ministry of
Human Resource Development and supplied with then letter no. 3866 /O.S (P&AE) /
86 dated June 3,1986. In page no. 240 there was a mention on value education The
role of education as a forceful tool for the cultivation of social and normal values will
be duly emphasized. The educational process will be used to poster universal and
eternal values oriented towards the unity and integration of our people and to
eliminate obscurantism, religious fanaticism, violence, superstition and fatalism.
Sir T.P.Nunn has recognized education as the complete development of the
individuality of the child so that he can make an original contribution to human life

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according to the best of his capacity. Capacity means the powers of understanding,
observation and objectivity.
According to S.Radhakrishnan, promises are easily made, but performance is
a difficult thing. So, promise less and perform more. Education is enlightenment;
education is a power, a privilege, a protection and a prestige. It is crucial for human
welfare, peace and progress. It has always had an honored place in the entire world.
Education in India today is almost majestic, elaborate and comprehensive structure in
the world. It is an extra-ordinary system. It is always unique because, it is based on
some of the most modern and the most profound educational ideas of the world. It
looks like a massive master-piece of art with its light and highlights, shades and
sorrows.
The system of education in India is to a large extent quite enlightened,
innovative and inspiring. During the 60 years of Independence, India has performed
some miracles in the field of education. With all its short comings, drawbacks and
limitations, India is producing 30 doctorates every day. This is a fantastic
achievement. This is unprecedented and all most unparalleled. India is providing
nutritious lunch to more than 1, 00, 00,000 students free of charge every day. It is
providing free uniforms to one crore students every year, this has never happened in
the history of this country. It is providing free text books to one crore students every
year. This has never happened in the history of the entire human race. Even now there
is a lot to be done to the down trodden people.
1) India must concentrate on lifting the unlettered people above the dark line of
illiteracy.
2) Improve the quality of education through the introduction of more universally
accepted human values.

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3) And finally India must concentrate not merely on the development of Nuclear
Sciences or Atomic power for peaceful purposes, but it should also develop
the highest Research in the field of Bio-physics, Microbiology, Computer
Sciences, Bio-chemistry, Geophysics, Missiles, Satellites and philosophy. The
future of Indian education is bright.
Mahatma Gandhi the British System of education as Born and conceived in
error and nurtured in sin. The result was fire thunder. Dr. Annie Besant condemned
the British system of education as emasculation Gilchrist found it pathetic, Benarjii
found it communal. Gandhi felt that education should be self-supporting and Earn
while you learn. Equality and liberty are the warp and woof of democracy.
One of the most important aims proposed by the Kothari Commission (1964-66)
is the cultivation of the moral values. The concept of moral development and
formation of moral values among the growing pupils through discipline. The term
morality comes from the Latin word moralis which means customs, manners or
patterns of behavior that conform to the standards of the group. The word discipline
comes from the Latin word disciplina which means teaching or instruction. The
main purpose of discipline is to teach the individual a reasonable amount of social
conformity. Discipline helps the pupil to get self-control and to direct himself, so
that he may be able to make wise decisions on his own responsibility. Beating,
nagging and using harsh language are some of the negative attitudes, which cause
much harm to the growing child-self controlled and self directed behavior.
N.B.Sen in his book Advancement of learning in Independent India stated
some significant ideas. Distinguished educationists and scholars have discussed in
detail the various problems that confront us today, have offered constructive criticism

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and made valuable suggestions for further improvement in the existing system of
Education in our country.
During the last twenty years of our Independence our Ministers for education
at the centre and at the states, vice chancellors in the universities were more of
Politicians than educationists and had no academic back ground. As such they
proved round pegs in square holes and therefore could not achieve much in the
domain of education. Many of them spent much of their time and energy in intrigues
for their personnel advancement rather than for the advancement of learning in the
country. They have not achieved anything remarkable in the field of education.
Parties in power in our country are very fond of playing to the galleries and
are always planning vote catching devices Just to remain in power by hook or
crook. We failed to reach the target of cherished goal of free and compulsory
education for all. Unless this aim is achieved, democracy will remain a farce in our
country and many unworthy individuals and parties may come to power by dubious
methods and create further discontentment and frustration in the country. No ethical
teaching in educational institutions since Independence. This is one of the main causes
of decay in the conduct of the teacher and the taught. Our educational institutions
have become the places for entertainment rather than attainment.
Ambition to rise in life by merit and win glory for self and the nation are no
longer the aim of our youth. No doubt the Quality of students has increased
tremendously all over India since Independence, but their quality has deteriorated to a
distressing degree. The teacher has no affection for the student and the student in turn
has no respect for the teacher. Love for real learning is decreasing, if not vanishing
from our country. Education should be pleasurable activity. Knowledge is not for
knowledge sake but is need based and vocationalized.

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Broader perspective of life is important than narrow outlook. There are two
aspects of human life. One is biological and the other is sociological. The Biological
aspect is maintained by food, shelter, clothing, nutrition and reproduction. But the
sociological aspect is important and it is maintained by Education, health and
recreation. Conceptional teaching is very important than content teaching. Cognition
domain in to wisdom domain.
Even a sharp knife gets rusted if it is not used and even an ordinary knife gets
sharpened if it is constantly used. A teacher has been assigned a distinct and a
dedicate role by society. He is committed throughout his life to emancipate human
beings from the bondage of ignorance, illiteracy, innocence and darkness. Teacher has
been defined in our Sanskrit literature as the creator (Brahma), the propagator
(Vishnu) and the destroyer of ills in society (Maheswara). He carefully and
judiciously fabricates the entire structure of the society to maintain perennial viability.
Carefully selected, meticulously planned and intelligently implemented. Any lacuna
and lapse will destroy the society.
Mere creation in the absence of propagation is imperfect as a fountain without
water. Well knitted frame work is important. The learned teachers will bring about a
complete metamorphosis in the attitudes, aspirations and the thinking of the newly
organized people. A teacher devoid of the self-satisfaction and self-respect is equal to
zero. If he lacks both these qualities, he ceases to be a teacher. A good teacher is worth
million books.
T-(S+R) =0 T=teacher, s=Self-respect, Self-satisfaction=Reverence or respect.
Students are like atoms of power which can be utilized either for peaceful and
constructive purposes or diverted towards dangerous and destructive purposes.

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Malicious intentions should be avoided. According to Plutarch Human mind is not an

empty vessel to be filled in but it is a fire to be ignited.
Etymologically, the word Education is derived from the Latin word,
Educare it connotes the process of Bringing out or developing or drawing out.
This means that we draw out the latent talents of the young minds, train them along
proper lines and mould them in to decent shapes.
According to John Ruskin one of the greatest writers and moralists of England
of the 19th century has said Education does not mean, teaching people as they do not
know, it means teaching them to behave as they do not behave. Mere knowledge of
smatterings and inert ideas is not a hall mark of true education. Education as it obtains
today is more extensive than intensive. There is width in our education, but no depth.
Uneducated men are dangerous, but half- educated men are more dangerous. Poet
pope says Little learning is a dangerous thing. Half knowledge is worse than
ignorance said by Thomas Babington Macaulay. The door step to the temple of
wisdom is knowledge of our own ignorance, said by Spurgeon. If you have
knowledge, let others light their candles at it said by Margaret Fuller. Many a great
men aptly remarked the greatness of knowledge in their words. According to Terence
True wisdom consists not in seeing what is immediately before our eyes, but in fore
seeing what is to come. Benjamin Franklin a great orator said An investment in
knowledge always pays the better interest. According to Bhavabhuti That Jewel
knowledge is great riches, which is not plundered by kinsmen, nor carried off by
thieves, nor decreased by giving. According to will Durant Education is a
progressive discovery of our ignorance. There is an anonymous saying you can buy
education, but wisdom is gift from god. Samuel Johnson said that A desire of
knowledge is the natural feeling of mankind, and every human being whose mind is

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not debauched, will be willing to give all that he has to get knowledge. According to
Friedrich Better know nothing, than half know many things. To be conscious that
you are ignorant is a great step to knowledge is said by Benjamin Disreli. William
Shakespeare the most famous dramatist of the world said that Seeing ignorance is the
curse of god, knowledge the wing where with we fly to heaven.
Education as an area of professional competence, Competency Based Teacher
Education (CBTE), needs based learning at this level produces effective teachers is
also a moot point. The recent advancement of child - centered and activity based
approach. The plant of Education starts its nourishment form the soil of the
philosophy. Philosophy is essential if we dont want to lead a life of confusion and
conflict and ambiguity and inconsistence. Philosophy helps the teacher to understand
and identify the pupils background.
Dr. Ram Sevak Singh in his book Teachers effectiveness in India expressed
that The Education Commission (1964-66) has aptly opined in its report that The
destiny of India is being shaped in her class rooms, hence teacher is an important
instrument in the teaching learning process. Teachers effectiveness plays a pivotal
role in the teaching learning process. Education is a tripolar process. At the one end
stands the educator, on the second the educand and on the third, the content. What
transpires between the teacher and taught is eduation. It, basically, affects
modification in the Natural endowment of the child, who is the learner. Modification
as a net result outcome of education. While engaged in the process of educating, the
educator or teacher, not only transmits some curricular contents, but transfers his own
personality. The teacher is obliged to transplant the best in him on the pupil in order to
make him a better - human being, who can suitable, fit himself to sociocultural
milieu of the country. Learning is nothing but a change in the behavior of the pupil

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suiting the social and cultural expectations and norms of the society of which he is a
member.
American Educational Research Association (1952 1953) said that teachers
act to bring development of basic skills, understandings, work habit, desirable
attitudes, value judgment and adequate personal adjustment of pupils.
Somers and Southern (1974) have discussed teachers effectiveness in terms of
certain qualities. According to them, an effective teacher is he who has sense of
humour, ability to explain things clearly so that students can easily understand what is
being taught, ability to make any subject interesting to learn, ability to control the
class, ability to be ready and willing to help to students when they need and ability to
be fair as possible in dealing with students. An effective teacher is he who has clear
concept of the subject - matter, ability to write clear objectives for his course, ability
to organize learning materials, ability to communicate his knowledge to the students
successfully and to deal with classroom situations.
Brijendra M.Mathur and Beena Thadani in their book A hand book for the
prospective teacher explained some teaching behaviors in a very interesting way.
Teaching can be defined as an activity aimed at the achievement of learning.
Teaching is a complex activity comprising many teaching acts. The teaching
behaviours can be classified under the three categories.
1) Authoritarian Teaching behaviours.
2) Democratic Teaching behaviours.
3) Laissez faire Teaching behaviours.
1) Authoritarian Teaching behaviours: In this type of behavior teacher plays a
dominant role. The teacher is active and students are passive listeners

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H.C.Morrison considers that teacher is a more mature personality and student

is less mature personality.
2) Democratic Teaching behaviours:- This type of teaching behavior is based on
Human relations theory of organization relationship centered. In this
behavior students are motivated by teacher so they are free to participate in the
system of organization behavior. Edmund Amidon (1967) considered this as
an interactive process. Interaction means participation of both teacher and
students and both are benefited by this. The interaction takes place for
achieving desired objectives. N.L.Gage also defineds as Teaching according
to the democratic made of behavior. Teaching is a form of interpersonal
relationship between teachers and students. In this type of behavior
interchange of Ideas, evidence occur in between teacher and students.
3) Laissez Faire teaching behaviours. This teaching behaviour is based on
modern theory of organization. Task and relationship centered. In this teaching
behvaiour students are more active than the teacher. Teacher creates situations
to the students and students find place where the problem lies. Thus teacher
opens a field of investigation. This type is related with reflective thinking.
John Bruvacher said that teaching is an arrangement and manipulation of a
situation in which there are gaps and obstructions which an individual will
seek to over come and from which he will learn in the course of doing so.
According to B.O. Smith Teaching as a system of actions intends to induce
learning through interpersonal relationships. According to this interpersonal
relationships are essential in teaching which influence learning. Teaching
includes pre-interactive phases and post interactive phase.

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Teaching variables:Teaching involves three variables 1) Independent variable is the teacher 2)

Dependent variable is the student and 3) intervening variables are the content and
strategy of presentation. The content of teaching, strategy, tactics of teaching and
techniques of motivation are known as intervening variables. There are three focal
points in education. The teacher, child and the subject. Teaching brings all the three,
teacher, child and the subject into a relationship. Thus teaching is the process by
which that adult brings that child and that subject together.
The most fundamental principle of teaching is that Teaching means helping a
child to learn and to do things himself. The teacher therefore is an instrument.
Teaching is a matter of helping the child to respond to his environment in an
effective way. Thus teaching is helping a child to adjust him self to his environment.
Teaching is not only encouragement; it is also guidance of the child. It includes
training of the emotions of the child.
Teaching is not simply a matter of encouraging and developing the mental and
physical powers of the child it is also encouraging and training of the emotional life.
Thus good teaching should enable children to develop emotional stability.
The late president Eliot of Harvard once said, The supreme value of a teacher
lies not in the regular performance of routine duties, but in his power to lead and
inspire his students through the influence of his own mental and moral personality and
example. Teaching is an act. The acts of teaching are many such acts are informing,
explaining, describing, exampling etc. controlling, motivating and evaluating.
Learning is not merely the acquisition of facts and skills through mechanized
procedures, such as repetitive practice.

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Learning is modification of behavior through experience. Education is

undoubtedly a very comprehensive concept. Taxonomy of educational objectives is
basically a classification scheme. Benjamins Bloom of Chicago University derived
this. The destiny of our country is now being shaped in our class room. Teachers are
said to be builders of a nation. Students of today are citizens of tomorrow. Teaching is
a very complex act. It is both art and science.
B.F. Skinner (1954) professor of psychology developed the operant
conditioning theory of learning. He published an article. Science of learning and Art
of teaching in 1954. This is known as Libe Linear Programming. In the field of
exerediation programmed learning presented tremendous potentialities to meet the
new challenges of the day.
J.P. Naik in his book National policy on education (1968) India became free in
1947. This aroused great hopes about many things and especially about a radical
reconstruction of Indian Education. The Indian National leadership had always
expressed great faith in the use of education for modernization and development and
had shown deep and continuing interest in a radical transformation of the colonial
education system building up by the British administrators. Liquidation of mass
illiteracy which Mahatma Gandhi described as the sin and shame of India.
Emphasis on vocational, technical and professional education. Emphasis on
the teaching of science and technology with a view to create a sense of scientific
temper, modernization and economic growth. Cultivation of patriotism, social and
moral values.
The government of India convinced that a radical reconstruction of education
on the broad lines recommended by the education commission is essential for
economic and cultural development of the country, for national integration and for

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realizing the ideal of socialistic pattern of society. Good intensions to transform,

improve and expand the educational system to suit the life, needs and aspirations of
the people.
Under the leadership of Jawaharlal Nehru, the development of science,
technology and scientific research received special emphasis. The education
commission has recommended ten individual programmes for implementation under
the category of the transformation of the education system.
1. Universal Elementary Education and liquidation of mass illiteracy by 1984-85.
2. Introduction of work experience and social or national service as integral parts
of all education.
3. Promotion of science education and research development.
4. Relating education to productivity
5. Emphasis on character formation
6. Development of a new language policy
7. Making the educational system decentralized, diversified, elastic and dynamic.
8. Development of non formal education.
9. Adoption of the common school system.
10. Adoption of common pattern of 10+2+3 for school and college classes in a
planned programme spread over 20 years from (6-6-1985).

Standards in education would depend first and foremost, on the quality,

commitment and competence of teachers and every effort should be made to improve
these qualities. Education is essentially a strictly process and the quality of education
depends not so much on monetary and material inputs as on the creation of climate of
sustained and dedicated hard work.

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Identification and development of talent is very essential. Talented students

should be identified and given special attention through personal guidance and
provision of enrichment programmes. Improved teaching and learning material should
be provided. An intensive effort should be made to provide improved teaching and
learning materials at all stages. Improved methods of teaching, awakening of
curiosity, self learning, problem solving methods should be adopted. In fact the rigid
polarization between teachers and students should disappear and teachers should be
looked upon as senior students and students as junior teachers. Regarding evaluation
external examinations should be reduced to the minimum and improved. The system
of declaring candidates as having passed or failed in school examination should be
abandoned and each student should be given only a certificate of his performance in a
prescribed form.
Dr. Mujibul Hasan Siddiqui expressed his opinion on nature of teaching in his
book Excellence of Teaching Model approach. According to him the word
Teach has a long history and it was described by Smith 1961 as, It has been
associated with the word Learn. Learn comes from middle English Learner to
learn or teach. Learner is derived from Anglo saxon Lecrnian, the base of which is
lar, the root of love, originally meant learning or teaching. Thus the word, learn or
teach are derived from the same source (oxford universal dictionary 1953). According
to Ausubel (1968) The felicitation of learning is the only proper end of teaching.
Teaching obviously includes transmission of information and creating appropriate
situations and conditions of proposing activities designed to facilitate learning.
There is a controversy whether teaching is an Art or science. According to
Highest (1954) Teaching is an Art, not a science, principally because it involves
human beings, their emotions and their values. Gallagher (1970) and Gages (1978)

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have also agreed that teaching is an Art methods of Teaching:- inductive and
deductive method, heuristic method, lecture method, discussion method, discovery
method, problem solving method, project method, the herbartian method of teachiong
consists of its five steps. a) Preparation b) Presentation c) Association d) Assimilation
and application. Ebel (1969).
Dr. K.Sivadasan Pillai expressed his option on education as follows in his
book Education for all and forever. During the post independence period, Indian
witnessed many drastic changes in the field of education consequent on the valuable
reports submitted by various commissions. The kothari commission report (1964-66)
stands unique in many respects. National Riteracy mission started in may 1988. the
international literacy day falling on 8 th September, has been put forth as Book
Donation Day in some countries.
All educational programmes aim at improving quality of life. Economic, social
and political improvements are expected as out comes. Gandhiji dream is education
through craft. Learning implies acquiring knowledge and skills. Illiteracy and
poverty etc. were not God given but thrust upon a section of the society as said by
Paulo. Literacy is a right not a privilege. According to blooms taxonomy of
educational objectives, there are three domains cognitive, effective and Psycho motor
have been identified
Education should become a fundamental right as per constitutional provision
and should not remain as privilege of the upper classes in the society. Gandhiji
categorically opined that Illiteracy is a sin and a shame and it has to be wiped out
from our country.

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The Friesian approach:It was a group of shepherd boys Paulo Freire met in the hilly region of
Brazil who helped him develop his pedagogy of the oppressed. The children
believed that illiteracy, bonded labour, pitiable living conditions etc. are god given
and are destined to bear with it. He conceived Liberation as the ultimate aim of
education and people could be liberated from ignorance, illiteracy, poverty, ill-health,
lack of housing, blind beliefs, customs etc.
The educative process suggested by Freire has been found very effective
among the exploited, oppressed, down trodden and dalit group of people. The
oppressed are a set of people who usually believe in their sad state of affairs as fate.
They dont have the awareness that this is thrust upon them.
The national adult education programme (NAEP) was introduced in 1978 by
the Janatha government, in their attempt to liberate ten crores of illiterate adults to
emancipate them from their sorrowful plight.
The kothari commission report titled their report 1966 as Education for
National Development. The book opened up with the statement The destiny of India
is being shaped in her class rooms. Education and development are closely related
concepts.
The constitutional amendment of 1976, which has put education in the
concurrent list, requires a new sharing of responsibilities between union government
and the states in respect of education as a vital area of national life.
According to Lala Har Dayal the ideals of education are as stated Education
has been defined as a process of training and development that enable individuals or
nations to make the best use of the faculties with which thus have been endowed. Man
cannot live and grow alone. He is a gregarious animal. He is meant to be social and

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sociable. He who loves solitude, it has been wisely remarked, is either a god or a
beast. Human nature is so constituted that men have always found delight and
satisfaction in association as a prime condition of their welfare.
An ideal system of education should satisfy the following conditions. 1) It
must awaken in boys a sense of their responsibility to humanity and the nation. 2) It
must form the national type of character. 3) It must accustom boys to the national
modes of life and thought which are around them 4) It must make them fit for some
form of activity by which they should develop their nature and carryout their dharma.
The Abbott Wood report of 1937 was a significant land mark in Indias
educational History. In 1949 the Radha Krishnan Committee suggested ways and
means for improving university education in the country. The commission therefore
suggested measures for improving teacher education in India. In 1950 a conference of
training colleges was held at Baroda to discuss the quality improvement of teacher
education. In 1953 when the Mudhaliar commission [Known also as secondary
education commission]. All India council for secondary education was established in
1955 and An All India council for elementary education came into existence in 1957.
The UGC was also established in the same year. The CIEFL at Hyderabad was set up
in 1958 for training teachers of English. The NCERT was established in 1961. In 1973
The NCTE was established in May to improve the teacher training programmes.
Democratic, socialistic and secular society. The education commission (196466) remarked vitality and realism are lacking in the curriculum and programme of
work continue to be largely traditional. Teacher must work hard to raise the image of
education. Education has a very wide connotation. Poor direction to the child will lead
to egocentric personality.

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V.K.Rao and R.S. Reddy in his book Effective Teachers and Teaching under
world educational development series-15 has remarked in his preface that Teachers
have always been required to have professional skills, understanding, imagination and
resilience. Good teachers it is commonly held are keen and enthusiastic, well
organized, firm but fair, stimulating, know their stuff and are interested in the welfare
of

their

pupils.

There

are

three

techniques

of

learning

1) Traditional method, Recitation and class room exercises, the practice of quizzes
and the like 2) Second Technique is learning by discussion what Woodrow Wilson
at Princeton in 1905 advised and designated as the preceptorial system. 3) The third
Technique is learning by independent study. As with the rhesus monkeys of Professor
Harlow, it appears that, with advancing adolescence, one can pass progressively from
a) The traditional method of quizzes, through b) learning by discussion, to c) The role
of independent study.
Magnificent achievements will be judged by Noble Committee Stock Holm. It
is highly important for an Instructor to be friendly, democratic, tolerant and helpful
in his relations with students. He must be emotionally stable and mature. He must
allow students to think for themselves and to express their own ideas sincerely. There
must be a functional relationship between these two traits. It is possible that only a
mature, emotionally stable person can inspire young people to think for themselves
and to be sincere in the expression of their own ideas. It is highly important for a
teachers behaviour to reflect high ideals. Having a genial personality and sense of
humour. Teacher must have demonstrated skill in methods of instruction appropriate
to his field. He must have infectious enthusiasm for teaching inspires his students.
Truth as universally acclaimed in principle as The orator wrote quintillion.
Is the good man skilled in speaking The good college teacher possess moral

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requisite. Respect for people, love of truth, integrity, fair-mindedness, modesty, good
taste, emotional balance, patience, tact in this sophisticated world. Teaching is an
altruistic vocation. A college teacher must always comport himself with conventional
and virtuous sobriety like a deacon at a Sunday School Social. As Emerson said, he
must be a non conformist. Youth are attracted by the unconventional, college
teaching like other great men, are inclined to have little oddities.
Another essential requisite of a good college teacher is Intelligence. Skill in
teaching comes only with professional maturity. The next requisite is of course is
scholarship. Scholarship is an attribute of the college teacher requires neither
defense or exposition. Today a new kind of scholarship is becoming fashionable. The
pressure cooked scholarship.
According to P.D. Shukla in his book Towards the New pattern of Education
in India he expressed that The Calcutta university commission (1919) first
recommended about 10+2+3 pattern of education. The university Education
commission (1948-49) under the chair man ship of Dr. S.Radha Krishnan has
emphasized the need of vocationalization of secondary education so as to divert
students into different walks of life at the end of secondary school and thus reduce
pressure on university admissions. The All India Secondary Education Commission
under the Chairmanship of Dr. A.L.Mudhaliar (1952-53) and the All India Education
Commission (1964-66) under the chairmanship of Dr. D.S.Kothari emphasized that
there is a direct link between education and national development and prosperity and
sated that this link can yield fruits only when the national system of education
properly organized both qualitatively and quantitatively.

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The commission pointed out that the existing system of education was largely
unrelated to life, needs and aspirations of the people and there was a wide gulf
between its contents and purposes and the concern of National Development.
The National policy statement on education 1968. Bearing in mind the
recommendations of the Indian Education Commission, the government of India
issued in 1968 A national policy statements on education for the country. In this
statements the government of India stated that it was convinced that, A radical
reconstruction of education on the broad limes as recommended by the Education
Commission is essential for economic and cultural development of the country for
national integration and for realizing the ideal of a socialistic pattern of society. Focus
should be made on the following few things for betterment of education.
1) Expand educational opportunities 2) A sustained and intensive efforts to raise the
quality of education at all stages 3) An emphasis on the development of science and
technology 4) The cultivation of moral and social values 5) The educational system
must produce young men and women of character and ability committed to national
service and development 6) It would be advantageous to have a broadly uniform
educational structure in all parts of the country. Only then will education be able to
play its vital role in promoting national progress, creating a sense of common
citizenship and culture and strengthening national integration. Great cultural heritage
and its unique potentialities.

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5.2. Education for National Integration:

The 1972 session of CABE on 18th and 19th September 1972 was held under
the chairmanship of Prof. Nurul Hassan Union Minister of Education, Social Welfare
and Culture, in the opinion of the Board, vocationalisation of the secondary stage is an
essential and urgent reform. Article 45 of the constitution of India prescribes eight
years of free and compulsory education for all Indian children.
National Policy on Education (NPE) 1986. When Rajiv Gandhi was newly
elected Prime Minister in January 1985 elections. This NPE was started. In his
address at Santhinikethan in December 1985, he stated that India had achieved
tremendous progress in the field of science and technology since independence, but
the vast resource, namely the people had remained undeveloped. He changed the
name of the Union Ministry of Education; made it more broad based and called it the
union ministry of Human Resource Development.
The main aim of education has always been total development of the students
personality, and every pedagogue knows this. This policy poses a special challenge to
Indian education to produce citizens who are by and large, physically, mentally and
morally healthy. Who are conscious of their duties and rights and are thus socially
well adjusted, who are keen to learn on a life long basis and incessantly eager to
improve their performance and who consequently are well grounded individuals
competently contributing to the upliftment of the quality of life generally.
1) Education must not be in the charge of retired politicians or general
administrators and others particularly at top levels like the vice chancellors
and directors of education in the states and union territories.

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2) Education should be duly recognized as a specialty, and it should, therefore, be

made the responsibility of those who are committed to it and have aptitude as
well as feeling for it
3) To makeup for the erosion of the position and authority of teachers,
educationists and educational administrators, effective programmers should be
launched to encourage the growth of educational leadership in the country.
National Integration means As a concept, National Integration means the
basic oneness of the country. It is the sense of identity and solidarity among all
citizens of the nation.
Pandit Nehrus speech in October 1955 in Bangalore about National
Integration is that We should not become parochial, narrow minded, provincial,
communal and caste minded, because we have a great mission to perform, let us, the
citizens of the Republic India stand up straight, with straight backs and look up at the
skies, keeping our feet firmly planted on the ground.
The Indian people constitute a multi racial, multi religious and multi lingual
nation. We have made considerable progress in several directions, since the
independence of the country, but we have yet to go a long way.
The National integration council headed by Gajendragadkar sub-committee
1968 observed that Education from the primary to post graduate stage should be reoriented to a) serve the purpose of creating a sense of Indianans, unity and solidarity
b) Inculcate faith in the postulates of democracy and c) helps the nation to create a
modern society out of the present traditional one.
Besides developing physically, intellectually and aesthetically integrated
human beings with a scientific temper and democratic values as well as social
awareness education has to imbue the pupils with a healthy attitude to hard work and

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dignity of labor, commitment to the principles of secularism and social justice and
dedication to the integration, honor and the development of the country.
The national policy of 1968 was a significant step in the history of education
in the Post independent India. It aimed to promote national progress, a sense of
common citizenship and culture, and to strengthen national integration. It laid stress
on the need for a radical reconstruction of educational system and to improve its
quality at all stages. It gave much greater attention to science and technology. The
cultivation of moral values and a close relation between education and the life of the
people. In modern times to bring about any desirable changes in any field of human
activity, education plays a major role. Hence the future of a countrys development is
closely knitted with its educational system. If the educational system is formulated in
accordance with the environment of society, it solves the social conflicts that arises
from time to time and establishes peace and harmony in the society.
The Indians were attracted towards materialistic way of life, rather than to real
human and spiritual values. Dogmatism, fanaticism and superstitions dominated the
Indian culture and spirituality making the people completely helpless. The people
became very narrow in out look and evolved wall of segregation. Though drastic
changes took place in the field of education, they did not reach upto the mark to
satisfy the needs of society paving way for the next generations. Education which has
to shape the society by developing man in all spheres, physical, psychological, ethical
and spiritual ulterly failed in playing its role.
Vivekananda full of dynamism and fiery energy played a vital role in the
evolution of modern India. He believed that Vedanta is the solution for the
prevailing social and religious problems of society. To him, each soul is potentially
divine, so each man is a god. But, unfortunately the divinity in man is veiled by

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ignorance and if this ignorance is removed his divinity will be manifested inorder to
develop man harmoniously i.e. great in heart, mind and deed, Vivekananda practical
Vedanta which conveys that Man is the symbol for worship.
As education is the major tool to develop man as well as society, he proposed
man making, life building and character making education. Incomplete education as
clerk making education rather than man making. Hence the scheme of his education is
primarily intend for social and spiritual regeneration of the country. Though he was a
practical Vedanta he supported secular education also. He held the view that education
must spread far and wide. It must reach the masses, men and women equally. Thus he
wanted that education must promote right thinking, right feeling and right action.
M.K.Gandhi laid emphasis on five cardinal virtues. Non-violence, truthfulness,
celibacy, non-steeling and non-possession which are essential for a pious and moral
life. He believed that life is a spark of the divine and religion helps man to have a
glimpse of the divine essence. This glimpse is impossible with out moral
development. Therefore in order to develop as an ideal human being. At first man has
to develop ethically.
Gandhiji viewed that the goal of life is to realize god, and to him there is no
god except truth. He asserted that, For Gandhi non-violence is the means and truth is
the end. He waged war against all types of social evils and injustice. To bring equality
which is the essential quality of Rama Rajya he adopted the method of bread labor.
Education should develop an integral personality. Basic education, free and
compulsory education through mother tongue.
Negligence of women, negligence of the masses and degenerated caste system
and the means of eradicating these social evils and how to establish an ideal society.
Swami Vivekananda is the architect of modern India and M.K.Gadhi is the father of

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the nation who cared little for their personal sake and rendered their services to the
whole nation. He occupies a unique place in the galaxy of the illustrious sons of
modern India. He attempted to regularize the nation by infusing life and breath and to
make her people appreciate the great destiny of their land. He was a great believer in
education and his ardent desire was to eradicate the various forms of exploitation of
the masses of India and to raise them from the moors of ignorance and slavery by
giving them true education. Thus he was one of the main molders of modern India. A
devout saint and a patriot who strived for the upliftment of the masses and raised the
status of his country in the minds of the west. He gave the message to his country men
that god is also latent in the lowest men and can be realized if one has zeal and
passion for the life divine. He said that, India is immortal, if she persists in her
search for god, but if she goes for politics and social conflicts, she will die. Man is
perfect, pure and divine. He is the master of himself and his destiny. Infinite power
and energy lies with in man.
Education in human values:
Education in human values should form an important component of the proposed
national core curriculum and should be inculcated through curricular, co-curricular
and extracurricular activities organized in educational institutions, rather than through
the teaching of a single subject. 2) In value oriented education emphasis should be
laid on methods such as learning from personal experience and example and the lives
of great leaders rather than on direct teaching. Different sets of values such as dignity
of labour, pride in our cultural heritage, appreciation of a broad spectrum of ideas,
awareness of injustice and inequalities in society and the need to eradicate them,
should be offered equal importance should be given to the values enshrined in our
constitution and in the UN declaration of Human Rights. 3) Universal and human

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values contained in various religious traditions should not be ignored, because these
are important in value orientation and encourage attitude of respect for varied
religious heritage. 4) Value planning in education should be treated in its totality
through all stages and forms of education, and should evolve teachers, parents, press
and electronic media (especially films) and all other governmental and nongovernmental agencies impinging upon education.
Thoughtful people in all walks of life are greatly disturbed by a progressive
erosion of values and the resultant pollution of public life.

Good education is necessary to bloom our personality just like

balanced diet for good health. No social change and economic revolution
is possible through illiterate people. Education has a tremendous potential to
function as an instrument of social change. Education is a potent instrument for
bringing about cultural changes is society. Education serves as a ladder to reach the
reaps. Indians create history but they do not follow that is our mystery. According to
the Kothari commission report If you educate a man you are educating an individual
and if you educate a woman you are educating an entire family. Poor womans womb
is always fertile, procreation is only the source of recreation. Where there is no
emotion there is no life. We enjoy the paradise on earth because of balanced emotion.
According to economics of education the money spent on education is an
investment. Education increases the economic value of the human being. According to
Adam Smith, father of Economics, believed in the concept of human capital. In his
book The wealth of Nations Adam smith expressed that an educated man is a sort of
expensive machine. Expenditure on education is an investment in human skills and
productive capacities. Alfred Marshall considered that education is more a
consumption than an investment. According to Marshall the notion of human capital
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was considered to be unrealistic. Education has both economic and cultural values.
So, education is both investment and consumption. According to Denison the process
of Human Resource Development unlocks the door to modernization.
Human beings are resourceful. They are capable of many abilities. These
abilities are only in the potential form. These potential qualities are to be brought out,
develop and made functional. The classical economists considered development as a
process of transformation of traditional society into a modern one. Philosophy deals
with the abstract, education deals with the concrete. Both of them go together. All
great philosophers or great educators. Thales in Gerece, Confucius in China, Budda
and Gandhi in India. Education transmits to the children that wisdom which
philosophy has expounded for the good of man. It was Fichte who said, the art of
education will never attain complete clearness with out philosophy. John Dewey
endorsing the views of Ross believes that, philosophy is the theory of education in its
most general phases. It is very correctly said, True education is practicable only to a
true philosopher. Gentile in the reform of education has said us that, education with
out philosophy would mean a failure to understand the precise nature of education.
Philosophy is the determining force for laying down the aims of education. Man has
two facets spiritual and material. When the emphasis is on the realization of spiritual
life, it is called idealism. To the idealists mind and soul rather than matter and the
body are more important.

5.3. Theory and Principles of Education:Lodge in his book on philosophy and education explaining the nature of
education in a wider sense, says, In the wider sense all experience is said to be
education. Life is Education and Education is Life.

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Rig-Veda regards education as something which makes an individual self

reliant and selfless. According to Upanishads. The end product of education is
salvation Panini identified human education with the training which one sets from
nature. Kannad described education means development of self-contentment.
Sankaracharya considered education as self realization. Swamy Vivekananda, one of
the modern exponents of Vedanta philosophy, perceived education as the
manifestation of divine perfection already existing in man. Education, he said,
should aim at man making by man making implied the formation of character.
According to Bhatia & Bhatia Education is a necessity of life both biologically and
socially. It is needed for better living, life a socially desirable life. No body can deny
it. Education is more comprehensive than instruction which merely means
accumulation and transmission of knowledge. Whether Education is formal or non
formal or informal, positive or negative, direct or indirect, specific or general,
education is a natural, harmonious and progressive development of mans innate
powers. Education means the act of training. All round drawing out of the best in
child and man, body, mind and spirit. The need of the hour is we must rescue our
education from the four walls of the school room.

Philosophy and Discipline:What type of discipline should be expected in a school? Should it be a

Military type of strong regimentation or should it be free discipline born out of the
convictions about absolute values of life? Should grave yard silence be taken as a sign
of discipline or the humming activity in a school should indicate discipline?

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Nationalists wish to give unrestricted freedom to the child. They prefer individuality
to sociability. Idealists on the other hand wish the individual to use above self.
Pragmatists advocate freedom from external pressure. They want to create interest and
an inner urge in the children for the observance of rules and regulations of the society.
According to philosophical thinking disciplinarians can be classified under three
heads 1) Repressionists 2) Impressionists 3) Emancipationists.
1) The repressionists wants absolute quiet and order, even by means of external
pressure, fear, force and coercion. Their method is the police method of control. The
cane may be the first and last resort for them. The distinguishing feature of
repressionists is Dont do this or dont do that. 2) The impressionists however,
want to maintain order by better methods and especially through the personality of the
teacher. In the words of John Adams Impressionists are those, who still seek to
dominate but with out using the savage ways of repression. They wish that the
personality of the teacher should be so imposing that the children have a sense of awe
and reverence.
3) The emancipationists:- They believe in the inherent goodness of children and
believe that gradually an inner urge and conviction can be created in them for
observing laws and regulations. According to John Adams, we have certain control
that it innate. It is used wisely, we can expect good results. The emancipationists
want to give complete freedom to the child. Their motto is that The pupil should
have a chance to go along their own way, to make their own mistakes and they find
the way to make remedy them on their own account. This is called free discipline.
According to Robert Baden Powell The main step to success is to develop, Not to
repress, the Childs character. Let him make his own mistakes. It is by these that he
learns experience.

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Repressionists The method of physical force

Impressionists The method of persuasion
Emancipationists:- The method of love and understanding.
According to Plato: A philosopher is one who has a taste for every sort of knowledge,
one who is curious to learn and is never satisfied. He is not only just a collector of
wisdom but is a lover of wisdom also. More knowledge he has, more vision he will
have. He would see life in a steady manner and would see it as a whole. Philosophy
would help him in seeing life as whole. The aim of education is both Intellectual and
spiritual development. According to Idealistic approach Education is for the general
development of a person. It is education for character, for individual and social
development, for culture, for mental discipline. Knowledge for knowledge sake.
Education for complete living. According to puritans Have faith in goodness and do
your duty. According to Jewish The aim of man should be to do the will of god.
Education for vocation:
The primary needs of man are food, shelter and clothing. If education does not enable
us to provide these, all other ideals of education are useless. Industrialization,
mechanization of the present age has further emphasized the claim of vocational aim
of education, which is also called the bread and butter aim and the utilitarian aim of
educating a person.
According to Ross Human Personality is of supreme value and constitutes the
noblest work of god. Another idealist considers man A little lower than the angels
and crowned with glory and honor. The full evolution of mind, the emancipation of
spirit and the realization of higher values of life, Truth, goodness and beauty (Satyam,
Shivam and Sundaram) are the spiritual ideals to which man should aspire and strive

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for. The distinguishing characteristics of man, distinguished, him from other animals
are his intelligence, creativity and dynamism.

Education in India: By C.L.Sapra Yash Agarwal.

Education in our country has always been regarded as an instrument of social
transformation. To bring about social change through education, A National Policy on
education (NPE) was adopted in 1968 for the first time after independence. We are
passing through a phase of information and communication revolution.
Value orientation in Education:Values may be defined as what we believe are Professed values, what we
practice are Operational values what we learn from experience in order to adapt and
renew traditions received from the past are Traditional values. Values should be
operational and also relevant and dynamic. Einstein once said Science is lame with
out religion and religion is blind without science.
The Education Commission (1964-66) while considering the objectives of
education pointed out that the most important and urgent reform needed in Education
was to Endeavour to relate it to the life, needs and aspirations of the people and there
by making it a powerful instrument of social, economic and cultural transformation,
necessary for the realization of national goals. A restructuring of the curriculum will
enable us to under take a thorough revision of courses and educational methodology
keeping in view the necessity for imparting a desirable value system in our citizens.
The great Jains and Buddhists tradition of Non-violence, the Christian commitment to
charity and service, the Islamic stress upon social equality and the Sikh tradition of
brotherhood and sacrifice are all valuable elements in our cultural heritage which
must be imaginatively mobilized to bring about a new orientation in our educational
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philosophy. Shackles of corruption, superstition and obscurantism. The task of

reforming education lies in the universalization of primary education, vocationlisation
of secondary education and rationalization of university education. Courage,
dedication, sensitivity, compassion and discrimination.
Education is accelerating the process of mans self fulfillment and his equation
with the universe is a basic element of this process. Education therefore, encompasses
matters relating to transformation of both man and the world in which he lives.
Education can never be complete unless it equips the individual for meeting the real
challenges of life and helps him in achieving full growth. Education may, therefore,
be viewed as the most potent instrument for bringing about socio economic
transformation and improving the quality of life. Investment in education is therefore
investment in future of the country. Education in India today presents a rather dismal
picture.
National development and eradication of poverty cannot be achieved without
the fullest deployment of human resources. Education for character building must
receive a high priority and its modalities need to be carefully planned and launched
with the assistance of appropriate research and training programmers.
It is evident that the most pervasive and crucial world problem for the eighties
is the erosion of values at all levels, everywhere, leading to the spread of greed, self
aggrandizement, gross in justice, abuse of human rights, perversion of power,
callousness, insensitivity, depravity of taste and behavior, Pettiness, waste and plunder
and mans swallowing in the low and dark dimensions of his consciousness. A great
threat of nuclear holocaust or deep decadence forms the contemporary human
predicament of confusion, alienation and helplessness.

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The crisis of values is caused by the weakening and neglect of the ethical,
moral and spiritual dimensions of mans nature and his existence. The concept of
values in education is some what ill defined. Inspite of it being so, the idea has
assumed increasing urgency and importance in educational thought and practice.
The relevance of values:- Values and Society:According to Dr. N.Venkataiah in short shape the moral personality of an
individual. They help him live harmoniously and graciously with his fellow men
Values are concepts that conserve life, that comfort life, that promote life and perfect
life. They foster peace, order, dignity, beauty, grace and delight. Values in one word
are the divine side of man.
Good education is inseparable from value oriented education. Such education
consists of four main features. It is a man making and character building programme.
It is the training of mind, body and soul. It is the quest for those nobler aims that
integrate culture and technology. It is the hunt for that goal which liberates man from
fear, inertia, ignorance and superstition. Real education should combine science and
ethics. It should excite a passionate hunger for truth. It should aim at perfection and
excellence. It should become an instrument of social change and national
development. It should move towards humanism, liberalism and universalism. It
should cut across all narrow barriers that divide man and man. It should help man
reach his destiny which is aristocracy of intellect and sublimity of soul. Want of value
oriented education has made man money mad, power mad, pleasure mad and status
mad. Sitting on the tip of a volcano, which way flow off at any time. It is said that we
have passion, but no compassion, We have goods but not god, we have speed but no
direction, we have production but not equitable distribution and we have religion but
no spirituality. Swami Vivekananda had said if moral values had kept pace with the

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advancement of science and technology, this earth would have been a paradise.
Resurgence of a country could come not through the gates of politics and not even
through the channels of science and technology, but only through the flood gates of
value oriented education. Great moments of his are not those when inventions and
discoveries were made, but those when virtues and values prevailed in the society.
Values should be operational and also relevant and dynamic values should not
be crystallized and frozen to the point of rigidity, stopping further growth and
renewal. Three great problems have led to the prevailing crisis of values a) confusion
of thought and belief concerning the nature and practice of human values b) The gulf
between profession and practice i.e. between professed values and operational values
c) loss of faith and mooring for the ultimate sanction and pursuit of values
constituting the quality of life. Brother-hood means all men thirst for peace, happiness
and bliss. All men are of one lineage and they are of Divine Lineage. Compassion
means Karuna, Seeing a person in distress and expressing verbally sympathy is not
compassion. Compassion must express it self in action to relieve the suffering. True
compassion should emanate from the heart. Courage mean boldness. Avoid blind and
foolish courage. One should have the capacity to discriminate and behave in
accordance with time, place and circumstances. Swami Vivekananda proclaimed that
Truth never comes when lust, fame and greed of gain reside. All these are but
delusions of the mind, love- love that is the one thing, the sole treasure. Each soul is
potentially divine. The link between Sri Rama Krishna and Swami Vivekananda for
the one was the spring and the other was the stream, conveys the springs water. Sri
Rama Krishna is the peak of Indian spiritual culture. His vision was cosmic. Swami
Vivekananda was his chief disciple, his most beloved pupil, his greatest heir, his right
interpreter and his most efficient executive. He had the brain and brawn and he had

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imbibed all the super human wisdom. He had become a bridge between the orient and
the occident. Spiritual culture was the secret of Indias immortal existence. What I
want is muscles of iron and nerves of steel, inside which dwells a mind of the same
material as that of which the thunderbolt is made. All power is with in you, you can
do anything and everything. Believe in that, do not believe that you are weak, do not
believe that you are half crazy lunatics, as most of us believe now a days. You can do
anything and everything, without even the guidance of anyone, all power is there.
Stand up and express the divinity with in you. Your country require heroes, be heroes.
Stand firm like a rock. Truth always triumphs. All great undertakings are achieved
through mighty obstacles put forth your manly effort. Wretched people under the grip
of lust and gold deserve to be looked upon with indifference. The nation wants is
pluck and genius with scientific knowledge. We want great spirit, tremendous energy
and boundless enthusiasm. No need of looking behind. Forward! We want infinite
energy, infinite zeal, infinite courage, infinite patience, then only will great things be
achieved.
Strength is life, weakness is death. Strength is felicity, life eternal, immortal!
Weakness is constant strain and misery. Weakness is death. Let positive, strong,
helpful thoughts enter into your brains from every childhood. Weakness is the one
cause of suffering. We become miserable because we are weak. Where there is
nothing to weaken us, there is no death, no sorrow. Strength is the one thing needed.
Strength is the medicine for the worlds disease.
Stand up, be bold, be strong. Take the whole responsibility on your own
shoulders and know that you are the creator of your own destiny. All the strength and
succored your want is with in yourself. Therefore make your own future. The remedy
for weakness is not brooding over weakness, but thinking of strength, fear is the sure

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cause of degradation and sin. It is fear that brings misery, fear that brings death, fear
that breeds evil. The root cause for fear is the ignorance of our own nature. Each of us
is heir apparent to the emperor of emperors. Know that all sins and evils can be
summed up in that one word, weakness. It is weakness that it is the motive power in
all evil doings. Anything that makes you weak, physically, intellectually, and
spiritually, reject it as poison, there is no life in it, it cannot be true. Truth is
strengthening. Truth is purity. Truth is all knowledge. Truth must be strengthening,
must be enlightening, must be in vigourating. Genius is 1% inspiration and 99%
perspiration.
What we want is vigor in the blood, strength in the nerves, iron muscles and
nerves of steel not softening namby pamby ideas. Be moral, be brave, be a heart
whole man strictly moral. Try to love anybody and everybody. As you have come to
this world, leave some mark behind. Otherwise where is the difference between you
and the trees and stones? They too come into the existence, decay and die. To me the
very essence of education is concentration of mind, not the collecting of facts.
Regarding Sraddha (Faith) he said that he is an atheist who does not believe in
himself. Sraddha means the marvelous faith. Have faith in yourself, Have faith in your
destiny. We are the children of the Almighty; we are the sparks of the infinite, divine
fire.
Truth, purity and unselfishness wherever these are present, one individual is
able to face the whole universe in opposition. Arise! Awake! And stop not till the
goal is reached. Proudly proclaim. I am an Indian and every Indian is my
brother, Indian society is the cradle of my infancy, the pleasure garden of my
youth, the sacred heaven, the Varanasi of my old age The soil of India is my
highest heaven The good of India is my good. No great work can be done with

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out sacrifice. There is no chance for the welfare of the world unless the condition
of women is improved. It is not possible for a bird to fly on only one wing. To me
mothers grace is a hundred, thousand times more valuable than fathers.
Mothers grace and mothers blessings are all paramount to me. Give up jealousy
and conceit. Learn to work united for others. Any expansion is life, all
contraction is death. All love is expansion, all selfishness is contraction. Love is
therefore the only law of life. Those who loves lives forever.
Education for Character: - From VIOL
Vivekananda Institute of Languages is a unique organization committed for
the spread of Swami Vivekananda message to every human being in this universe.
1) Surely Swami Vivekananda writings need no introduction from anybody. They
make their own irresistible appeal Mahatma Gandhi said these words about
the great saint.
2) In the words of Rabindranath Tagore If you want to know India, study
Vivekananda. In him everything is positive and nothing negative.
3) Jawaharlal Nehru remarked that Directly or indirectly, he has powerfully
influenced the India of today. And I think that our younger generation will take
advantage of this formation of spirit and fire that flows through swami
Vivekananda.
4) According to Subhash Chandra Bose Swami Was a full-blooded masculine
personality. He laid the great stress on character building. If he had been
alive, I would have been at his feet. Modern India is his creation.
5) In the words of Romain Roland Vivekananda words are great music. I cant
touch those sayings of his, without receiving a thrill through my body like an
electric shock. John Henry Wright of USA remarked that Here is a man

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who is more learned than all our learned professors put together. Such
was the greatness of serene monk.

True Education:Bring light to the poor and bring more light to the rich, for they require it more than
the poor. Bring light to the ignorant and more light to the educated, for the vanities of
the education of our time are tremendous from Volume III. Page 247. According to
him Education is the manifestation of the perfection already existed in man.
Education is not the amount of information that is put into your brain and runs riot
there, undigested, all your life. We must have life building, man making and
character making assimilation of ideas. If you have assimilated these ideas and made
them your life and character, you have more education than any man who has got by
heart a whole library is taken from volume III page 302.
We want that education by which character is formed, strength of mind is
increased, the intellect is expanded, and by which one can stand on ones own feet. To
me the very essence of education is concentration of mind not the collecting of facts
from volume V and VI pages 342 and 38-39 respectively.
Concentration of mind is the essence of all knowledge. Nothing can be done
without it. 90% of thought force is wasted by the ordinary human beings and therefore
he is constantly committing blunders. The trained man or mind never makes a mistake
is taken (from volume VI page 123-124).
Real education is that which enables one to stand on ones own legs. The
education that you are receiving now in schools and colleges is only making you a
race of dyspeptics, you are working like machines merely, and living a jelly fish
existence (from Volume VII pages 147-148).

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What we want are western science coupled with Vedanta, Brahmacharya as the
guiding motto and also Shraddha and faith in ones own self. The world is ready to
give up its secrets if we only know how to knock, how to give it the necessary blow.
The strength and force of the blow come through concentration. There is no limit to
the power of the human mind. The more concentrated it is, the more power is brought
to bear on one point, that it is the secret (from volume I page 130 131). All
knowledge that the world has ever received comes from the mind. The infinite library
of the universe is in your mind.

5.4. How to build character:The crown and glory of life is character. The character must be tested in the
crucible of discipline. If wealth is lost nothing is lost, if health is lost something is
lost, if character is lost everything is lost. So, our character decides our destiny. A man
with an ideal makes a thousand mistakes, I am sure that the man without an ideal
makes fifty thousand. Therefore, it is better to have an ideal. The road to the good is
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the roughest and steepest in the universe. Therefore, standup, be bold, be strong and
take the responsibility on your own shoulders, and know that you are the creator of
your own destiny. The world can be good and pure only if our lives are good and pure.
Let us purify our selves. Let us make ourselves perfect.
Vivekananda who is Satchidananda (Existence, knowledge and bliss absolute)
itself, the spiritual preceptor, the remover of distress; taking shelter at the feet of
Sarada, the universal mother and Rama Krishna the teacher of the world, I salute them
again and again. Rama Krishna is the noblest of divine incarnation. O Lord I do not
want any kingdom, nor heavenly pleasures nor even escape from rebirth, But I do
want that the affliction of all being tormented by the miseries of life may cease.
May the wicked become virtuous, may the virtuous attain tranquility, may the
tranquil will be free from bonds and may the freed make others free. May all over
come impediments, may all see the auspicious, may all attain wisdom, may all exult
everywhere. May all be happy, may all be free from disease, may all realize what is
good and may none be subject to misery.
From the unreal lead me to the real,
From darkness lead me to the light
From death lead me to the immortality.
May the divine protect us both the teacher and the student? May he nourish us
both? May we work together with great energy, may our study be vigorous and
fruitful, May we hate not each other is the universal prayer preached by swami.
All great undertakings are achieved through mighty obstacles. Truth alone
triumphs, not untruth, stand upon truth and you have got god. Man is the best mirror,
and the pure the man the more clearly he can reflect god. Avoid not and seek not, wait
for what the lord sends.

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One ounce of practice is worth twenty thousand tons of talk. Practice

truthfulness. Twelve years of absolute truthfulness in thought, word and deed gives a
man what he wills. May feel, but a few can express. Be like a lily stay in one place
and expand your petals, and the bees will come of themselves. Every thing what
makes utility is moral, everything that makes diversity is immoral. Out of purity and
silence comes the word of power. The more we grow in love and virtue and holiness,
the more we see love and virtue and holiness in out side. Adjust the microcosm and
the microcosm will adjust itself for you. It is the nature of the brute to remain where
he is (not to progress), it is the nature of man to seek well and avoid evil; it is the
nature of god to seek neither, but just to be externally blissful. Let us be god!
Expansion is life, contraction is death. Love is life, and hatred is death.
Do not say you are bad, say only you are good, but be better.
Rama Krishna Paramahamsa is the latest and the most perfect the concentrated
embodiment of knowledge, love, renunciation, catholicity and the desire to serve
mankind. My supreme good fortune is that I am his servant through life after life. A
single word of his is to me far weightier than the Vedas and the Vedantas. So, where
is anyone to compare with him? Mothers grace and mothers blessings are all
paramount to me. Transform the sexual energy into spiritual energy.
All power is with in you, you can do anything and everything. Believe in that;
do not believe that you are weak. Stand up and express the divinity with in you. It is
not the building that makes the home, but it is the wife that makes it. Gods bless those
families where women are happy and well treated. The uplift of women, the
awakening of masses must come first, and then only can any real good come about for
the country, for India. The women of India must grow and develop in the foot prints
of Sita and that is the only way. The ideal of woman hood in India is motherhood that

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is marvelous, in selfish, all suffering and ever forgiving mother. In the Vedas and the
Upanishads women taught the highest truth and received the same veneration as men.
Our women are not so learned, but they are more pure. To every woman, every man,
except her husband, should be as her son. To every man, every woman, except his
own wife, be as his mother. There is no chance for the welfare of the world unless the
condition of women is improved. It is not possible for a bird to fly on only one wing.
We are destined by the lord to do great things in India. India will be raised, not
with the power of the flesh, but with the power of the spirit, not with the flag of
destruction but with the flag of peace and love. I do not believe in a god or religion
which cannot wipe out the widows tears or bring a piece of bread to the orphans
mouth. Stand and die on your own strength. If there is any sin in the world, it is
weakness, avoid all weakness for weakness is sin, weakness is death.
Be good and do well:
Of all the creations of god, human life is the most sacred and glorified. It is the
most evolved creation in the universe. Human life has two aspects. The Biological and
the Sociological. While the Biological aspect of human life is maintained and
transmitted by nutrition and reproduction and the sociological aspect is maintained
and transmitted by Education. Hence human existence should not be confined to the
biological aspect. To be good and to do well we must always speak the truth (satyam)
do good (shivam) and adore beauty (sundaram). A sound body is a sound mind.
Regular exercise is necessary to bloom our personality just like balanced diet for good
health. Walk more and talk less is an apt maxim for the harmonious development of
our body. So every one of us should walk regularly to regulate your body and enrich
your mind. Health is wealth walk your way to health is the walkers international
slogan.

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Civil with all, sociable to many, friend to one and enemy to none. Man is a
social animal. So he must love and live harmoniously in his social network. One for
all and all for one should be our motto. Today man has become a nuclear giant but
ethical infant. Money comes and goes but morality comes and grows. Always be
positive and optimistic in your attitude. Cultivate lateral thinking than logical
thinking. Always be contented with what you have. Contentment enables us to see
everything in nothing. Love simplicity in all things and always live in dignified
simplicity. Health is the richest treasure of man upon earth. Life is blank and empty
when it is bereft of health. Health gives liveliness and cheerfulness, super abundant
energy and exuberant optimism. Physical exercise is essential to develop and keep the
body vigorous and keep it healthy. Health gives liveliness and cheerfulness to life.
Walking is the noblest labour because it is both creative and curative. Man is born to
work and prosper not to rest and rust. Nothing good and noble can be achieved in the
world without honest labor and hard work. Industry is the secret of glorious success in
our life. Diligence is the mother of good fortune and idleness is the parent of all vices.
Hence always work like a clock and never sit like a rock. Happiness is the harmony of
body, mind and spirit. So, always be good and do good to make this nation great.

5.4. Modern Indian Conception of Education:Besides material prosperity, man is in need of spiritual awakening too. To him
the ultimate goal of man is to attain the spiritual knowledge which leads to bliss.
Under the concept of man he discussed the physical, psychological, sociological
ethical and spiritual nature of man. He said that for a strong and virile spirit physical
strength is the basic requirement. Both the physical and mental strength are the

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necessary factors. Without strength neither virtue could be cultivated nor could
spiritual values be realized.
Vivekananda reminded the Vedanta doctrine that all men were parts of god and
therefore, divine. The ignorance of this truth made man weak and powerless.
Weakness leads to all kinds of miseries both physical and mental. It also leads to
slavery. Since weakness is death and weakness is sin. The intellectual power /
pleasure is quite different from that of the sensuous pleasures. Spiritual pleasure is the
top most one. The source of spiritual pleasure is god. Fear causes degradation and sin.
It brings misery and breeds evil. Say I have no fear. Fear is sin, fear is hell, fear is
unrighteousness, and fear is wrong life. Fear is the root cause of all negative thoughts
and ideas that are prevailing in this world.
The concept of fear is not denounced by Sri Krishna in the holy book The
Bhagwad Geetha There is in the world sin nor misery, neither disease nor grief, if
there is anything in the world which can be called sin, it is this fear. Go to the mouth
of the cannon, fear not. Vivekananda finally concluded that the only religion that
ought to be taught is the religion of fearlessness.
Physical nature of man, psychological nature of man, ethical nature of man
and spiritual nature of man. It is well known and firmly established fact that though
man is well developed in physical and psychological aspects, yet ethical values can
keep this behavior in control Man devoid of ethical values is mere brute like. Hence
Vivekananda gave importance to ethical values such as truth and purity. To him truth
is strengthening, truth is purity, truth is all knowledge, truth must be strengthening,
must be enlightening, must be in vigourating. A selfish man cannot reach the truth. In
order to reach truth a man must cultivate the nature of unselfishness. Let us make
ourselves perfect. Blessed are the pure in heart will bring the vision of god. Let us

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purify ourselves. Blessed are the purer in heart for they shall see god, remove the evils
of ignorance by purity, then we manifest our selves as we really are. So, a man must
develop the idea of purity in thought, word and deed.
Spiritual nature of man freedom is his watch word. Be free, a free body, a free
mind and a free soul. Man by nature is pure and free. Man is also divine by nature.
Every soul is potentially divine, and every human being, however degraded, is the
expression of divine. According to Vivekananda man is basically spirit. He is the
highest form of all living creatures. God is man and man is god.
Service is worship: - Vivekananda conceived that it is meaningless to seek god out
side this world. In fact God was manifested in all human beings and, especially so in
the poor and suffering for whom he coined the new world. Dharidranarayanas. To
him poor are the forms of divinity to whom our service and sympathy should render,
and he added that, that service should be in action without any desire, expecting
nothing in return. He condemned going far in search of god, for god is in front of man
in the form of the poor and needy. So worship of man is worship of god. Look upon
and man, woman and everyone as god. To him there is no difference between service
man and worship of god. J.C. Benerjee elaborated the saying Work is worship as
follows service to the people, not humanitarian work, but actual worship of god.
Faith in self:Apart from the above faith is another important feature which helps man to get
rid of his miseries. Have faith in your self first. That is the way. All power is in you be
conscious and bring it out, say I can do everything.

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5.5. Vivekananda conception of an ideal man:Man, according to Vivekananda, should be developed harmoniously
physically, mentally and spiritually. An ideal man is one whose heart intensely feels
for miseries and sorrows in the world. Mere feeling for miseries and sorrows is not
enough but he has to work for them whole heartedly. Man should not be self seeking.
The secret of success lies in unselfishness. The man who expects nothing in return,

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the perfectly unselfish man, is the most successful one. In a real man or an ideal man
one must see the continuity of head, heart and hand. I.e. he must be great in heart,
mind and deed. Whenever man reaches Brahman and aware of this truth, all miseries
will vanish.
Eternal Education: According to C.P. Khanna education as a preparation for life
and considered life a process of continuing education. The present education system
should infuse respect for essential values of life and other essential qualities for the
development of an integrated personality. This will undoubtedly make the world a far
happier place to live.
The present generation is passing through turbulent times. There is an
increasing degree of discontent, frustration and unhappiness which manifest in the
conduct and behavior of the people all over in every walk of life. It seems we are
moving towards explosive and catastrophic situations.

Value-oriented Education:
In the past people adhered to some norms and followed certain accepted
principles and values in day to day life. There was an unflinching faith, confidence
and respect for the elders and especially for teachers who were placed on a high place
of adoration and respect. He emphasized the need to infuse in the present generation
of human race a spirit to imbibe such values as would help them develop and blossom
into a healthy and integrated members of the society.
Education is a training of human soul in the pursuit and truth and the practice
of virtue. Education helps considerably in the process of growth or development.
Education is life and life is a continuous development. It is a growth of ones innate
powers. It is unfolding of latent power from with in or with promoting / preparing one

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for a remote future but reorganizing and restructuring human experience. Education is
not only a conservative force but it reweaves and vitalizes the social fabric. One lives
and learns. Wisest leaders of today have declared unambiguously that the future of the
human race is dependent exclusively upon radical transformation of human
consciousness, and that one of the most important means of effecting this
transformation is an integral and value oriented education.
In recent years since the independence, an increasing stress is being laid on the
formation of objectives of education that aim at uniting science and humanism, ethics
and aesthetics and material welfare with spiritual welfare. All the commissions and
committees since 1948 expressed the urgent need to formulate, concrete and practical
plans for value oriented education.
The philosophical and sociological foundations of education By Kamal Bhatia &
Bal Dev Bhatia.
India has been struggling to move forward and to bring the education of the
young to standards that meet the aspiration and conditions of its people in a changing
world. In the 15th Capter Kamal Bhatia and Bal Dev Bhatia discussed regarding Moral
Values. Moral Values and discipline in Education in page 217-230 said that one of the
main aims proposed by the Kothari Commission of 1964-1966 is the cultivation of the
moral values. Formation of moral values among the growing pupils, through
discipline.
Morality comes from the Latin word moralis which means customs,
manners or patterns of behavior that confirm to the standards of the group. If the
individual obeys the rules and laws of the society, he is considered moral. The
immoral person is one who fails to confirm to group expectations as defined by rulers,
customs and laws.
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The term discipline comes from the Latin word disciplina which means
teaching or instruction. Education is not limited to the importing of information or the
training in skills. Today many of us are rootless, rest less and lonely people. The aim
of education is imitation to a higher life, a life of norms and values.
Education is the Science of human development, in so far as that
development is purposefully determined by the systematic importing of knowledge.
Knowledge is recognized to be the organ of education. Knowledge is the food of
the mind. This may be called the nurture theory. Since ancient times, philosophers
and scholars have known that values and education are indissolubly bound together.
Their connection was so obvious and important that it was virtually impossible to
imagine value free education. Virtue is acquired by behaving virtuously.
John Deweys Moral principles in Education was first published in 1909.
This book stands today as a classic. According to Rabindranath Tagore is that, The
widest road leading to the solution of all our problems is education.
The opening sentence of the Kothari Commission 1964-66 said that The
destiny of India is now being shaped in her class rooms. Indians are now the masters
of their destiny. They are the architects of their own fortune.
Education is said to be the dynamic side of philosophy and philosophy is
viewed as contemplative side of education. Education without philosophy is roofless
and philosophy without education is rootless. Philosophy is to be educationalised and
education is to be philosophized.
Language in education problems and principles Shivendra K Vermas, Radha
Krishnans philosophy of Education:Dr. Radha Krishnan had a multi-dimensional personality. He was a
philosopher, a thinker, an educationist, a teacher and also a diplomat. What is

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education? What are its distinctive properties? Does it simply mean pumping
information into empty vessels? What is the place of values in education? Can it be
taught? Radha Krishnans theory and philosophy of education which presents a
picture of education as a creative process moving from being to becoming, from
knowing to internalizing, from self generated understanding to a network of
interactional activities leading on to gyaan. Knowledge does not mean just
information derived from books. It is a process of growth, a maturation triggered by a
network of interactions. Education is not a uni-directional activity; it is a bidirectional, interactional activity. The learners are never passive recipients of ready
to use packages of knowledge. They are alive and active participants in teaching
learning activities. Children recreate the reality; they perceive rather than passively
receive or reflect it.
The true end of education is not the acquisition of information and acquisition
of technical skills. One must have that superior out look, that out look which goes
beyond information and Technical skill. True education should deeper our insight,
wider our horizon, create a meaningful out look.
Plato held that the purpose of education was not as it were to fill an empty
vessel but to turn the eye of the soul towards light. The success of educational
endeavors depends largely upon the provision of adequate facilities. We are also
grateful to all individuals who have extended their unstinted support for the success of
our educational plans.
Good education according to M.K.Gandhi is that, which draws out and
stimulates the spiritual, physical and intellectual faculties of children. Education can
not and should not be divorced from society. It is a means of mutually enriching
interaction of ideals. Jnana according to Radha Krishnan is not mere information, not

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mere scholarship, it is not mere criticism, it is education in depth. Jyana without vivek
is nothing. Knowledge is not something to be packed away in some corner of our
brain, but what enters into our being columns of emotion, haunts our soul, and is as
close to us as life itself.
Unfortunately in our schools we look upon children as mere raw stuff on
which we can impose our unjust views through our powerful wills.
The purpose of all education is to provide a coherent picture of the universe
and an integrated way of life. We must obtain through it a sense of perspective, a
synoptic vision a Samanvaya (co-ordination) of the different items of knowledge. The
sole purpose of education is to help human beings activate their built in generative
power, experience, the joy of adventure and discovery and fortify what ever creative
impulse they may possess. The highest mission of education Tagore says Is to help
us realize the inner principles of unity of all knowledge and all the activities of our
social and spiritual life.
The child, Aurobindo believed, must grow freely as an organic person. Every
child is a self developing being and the role of the parent and educator is to advance
self development.
According to Radha Krishnan, democracy affirms that each individual is
unique adventure of life. The function of education is the guidance of this adventure
to the realization of the potentialities. All education is on the one side, a search for
truth, on the other side; it is a pursuit of social betterment. Education should therefore
give the children not only intellectual stimulation but also a purpose. We are building
a civilization, not a workshop or factory. The quality of civilization depends not on
the material equipment or political machinery but on the character of the men. The
major task of education is improvement of character. His suggestion, therefore, was to

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plan an activity which transforms the schools into places of work, experimentation
and discovery. He viewed education as the great instrumented of social emancipation
by which a democracy establishes, maintains and protects the spirit of equality among
its members. Education according to Indian tradition, is not merely a means of
earning a living, nor is it only a nursery of thought or a school for citizenship. It is an
initiation into the life of spirit, a training of human souls in the pursuit of truth and the
practice of virtue. It is a second birth Advitiyajanma.
Education is a search for integration, for whole ness. What we need today is
the education of the whole man-physical, vital, mental, intellectual and spiritual. It is
the function of a university to build human beings strive to rid them of their vanities,
egotism and emancipate their minds from petty prejudices and narrow loyalties.
Buildings do not make a university. It is the teachers and pupils and their pursuit of
knowledge which make the soul of a university. The university is a sanctuary of the
intellectuals life of a country. India is rich in natural resources and her people having
intelligence and energy and is throbbing with renewed life and vigor. Radhakrishnan
commission emphasized the importance of women education; the commission
asserted that there can not be an educated people with out educated women. Hence
there should be no curtailment in educational opportunities for women, but rather a
great increase. Language is the principal means of cultural transmission. It is also a
very explosive tool and hence needs to be handled with care and understanding.
Universities are the fountain heads of knowledge.

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6.1. Role of a teacher:

Teachers and learners both have important role to play in the teaching,
learning activity. Teachers have to play the role of a facilitator. According to Radha
Krishnan, a teacher must be a committed man, committed to faith in the future of
man, in the future of humanity, in the future of the country and the world. The
profession of the teacher should not be reduced to a trade; it is a calling avocation, a
mission. Teachers must impart to the students a zest for new experience, a love for
adventure in knowledge, love of the pupils is therefore the first essential quality of a
teacher. Teachers must try to understand their pupils, their needs, their interests, their
abilities, their wishes, their aptitudes, attitudes and their problems.
Value Education:

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Observe carefully, think effectively and use thy judgments properly. Education
is a search for integration for wholeness. Today we need the education of the whole
man. A holistic approach is essential. Values in education is a multidimensional
concept and is related to every aspect of education. Knowledge does not mean, Just
information derived from books. It can not be just one else story. It is a process of
growth and maturation triggered by a net work of interactions. According to Gandhiji
Good education is that which draws out and stimulates the spiritual, intellectual and
physical faculties of children. This was stated by Gandhiji in 1937, September 1 st
Harijan Journal.
According to Tagore (1962 8 199) the highest mission of education is to
help us to realize the inner principle of unity of all knowledge and all the activities of
our social and spiritual being. According to Aurobindo The child must grow freely as
an organic person. Every child is a self developing being, and the role of the parent
and educator is to advance self development. According to Aurobindo the first
principle of teaching is that nothing can be taught. The teacher is not an instructor or
task master but a facilitator and a guide. His business is to suggest and not to impose.
The idea of hammering the child into the shape desired by the parent or teacher is a
barbarous and ignorant superstition (Sri Aurobindo 1960 P.P. 15-16). The teacher has
more than one role to play. He has to play the role of a facilitator, of a leader of a cooperative enterprise in which development occurs through reciprocal give and take
atmosphere.
People all over the world have begun to feel that education generating
scientific, technological and material progress alone is not enough? There is
something beyond this which we must achieve. This something must help us

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transcend the barriers of caste, color, creed, Community, region, religion and territory
and live like members of one great community in an atmosphere of love and peace.
J.Krishna Murthy was fully aware of the present sickness and said that
Education is not merely acquiring knowledge, gathering and correlating facts; it is to
see the significance of life as a whole. The function of education is to create human
beings who are integrated and therefore intelligent.

Gandhis Karma Yoga, Tagores Ananda Yoga, Aurbindos Purnayoga.

Education according to John Dewey To possess all the world of knowledge
and lose ones own self is awful. Education must have five principal aspects, the
physical, the vital, the mental, the psychic and the spiritual. The end and aim of all
education, all training according to Vivekananda, should be man making. The end and
aim of all training is to make the man good. For the full development of man, we need
to have a pattern of education which combines and integrates Gandhijis Karma
Yoga, Tagores Ananda yoga and Aurbindos Purnya yoga into one dynamic
system.
According to Mohit Chakrabarthi in his book Changing perspective of value
education he mentioned that Education is always an adventure with in ceaseless,
unending and thrilling. It is an endless search for the best. A quest for the best and for
the advancement of man towards truth, goodness and beauty. Education of values can
be caught and can hardly be taught.
The value components particularly related to education for aesthetic
consciousness may be identified as follows:1. Beauty
2. Goodness

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3. Honesty
4. Simplicity
5. Austerity
6. Economy
7. Co-operation
8. Fearlessness
9. Patience
10. Love
11. Kindness
12. Affection
13. Sympathy
14. Neighborliness
15. Sacrifice

A better type of humanity well exposed by means of transvaluation of values

demands Eugenics as the essence of education a new age of consciousness begins
only when education for values nurses, transcendence or transvaluation right from the
birth of man.
According to Jagannadh Mohanti the Indian Education in the emerging society
has tremendous changes in its education system.
The independent India has been trying to emancipate from the age old inertia,
ignorance, lethargy and poverty. Its emerging society has rightly adopted education as
a potential instrument of social change and upliftment. The various committees and
commissions setup at the state and national levels have suggested measures for
making education relevant to the life, needs and aspirations of the resurgent society. A

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large number of vigorous and determined steps are required to be taken for vitalizing
and improving education both in respect to its quality and quantity.
At the stroke of the mid night hour, while the world steeps, India will awake to
life and freedom. The independent India emerged from the age old inertia, inferiority,
ignorance, lethargy and poverty. She inherited a large number of problems, social,
economical and political. The emerging Indian society was groaning under poverty,
hunger and inflation. Shortage of food posed a serious problem Mahatma Gandhi
therefore said, If god were to appear in India, he will have to take the form of a leaf
of bread population explosion was aggravating the situation.
If science and Ahimsa join together creative synthesis of belief and action,
man kind will attain a new level of purposefulness, prosperity and spiritual insight.
The love of all man kind is central to the Hindu philosophy.
The secondary Education Commission has aptly said, No education is worth
the name which does not inculcate the quantities necessary for living graciously,
harmoniously and efficiently with ones follow men. The quantities which should be
cultivated for this purpose are discipline, co-operation, social sensitiveness and
tolerance.
Social justice and equality are the cardinal principles of socialism - socialism,
democracy and secularism as its trinity. Etymologically the word democracy is
derived from two Greek words demos and Kratia, demos means people, Kratia
means power.The power of the people. Land to the tiller. Prof. Nurul Hasan the
Union Minister of Education and social welfare addressed on 11-3-73 at CBSE, New
Delhi that Teachers must be embodiments of suitable quantities of head, heart and
hand. I shall work for India in which the poorest shall feel that it is their country, in

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whose making they have an effective voice, Indian in which there shall be no high
class and low class of people. This is India of my dreams said M.K.Gandhi.

5.4. Views from Secondary Education Commission 1952:

Dr. A.L.Mudhaliar was the chairman of the Commission set up in 1952, which
reviewed the problem of reorganization of secondary education on the comprehensive
and all India basis. The commission submitted its report in 1952 which is one of the
most important documents in education after Independence. It recommended 1)
Higher secondary Course 2) Three language formulae Mother tongue, Federal
language and International language.
The Indian Education Commission (1964-66):
The government appointed a 14 member commission on 14-07-1964. Dr.
D.S.Kothari, UGC chairman was its chairman. It submitted its report on 29-06-1966

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to Mr. M.C.Chagla, the then Minister for education, government of India. This
commission was entrusted with the task of making a comprehensive review of the
entire education system. According to the commission the most important and urgent
reform needed in education was to transform it, to relate it to the life, needs and
aspirations of the people and then by make it a powerful instrument of social,
economic and cultural transformation necessary for realization of the national goals.
For this purpose, education should be developed so as to increase productivity,
achieve social and national integration, accelerate the process of modernization and
cultivate social, moral and spiritual values. Moral and spiritual values and creative
activities should form integral parts of the school curriculum.
Education as an agency of social change and social control:The old order changed, yielding place to new;
God fulfils himself in many ways A.L.Tennyson
There is nothing permanent except change. Man is by nature conservative. He
does not like change. But nature is always dynamic. There is always change here and
there. Change is the redeeming feature. It is a continuous process. Education can
modify the behavior of the young to fit the society.
The Indian society before independence was mostly traditional, agrarian and
suffering from casteism, communalism and other social evils. The education then is
Indians in blood and British in culture.
Due to science and Technology the pace of progress has been amazingly
accelerating during the twentieth century. He has almost conquered the time and
space. According to Kothari Commission, the most distinctive feature of a modern
society, in contrast with a traditional one, is its adoption of science based technology.
Mahatma Gandhi as an educationist:

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He was an apostle of peace, truth and non violence. To him truth is god and
god is truth. Gandhijis thoughts, values and principles of life have been well reflected
in his scheme of basic education. God is life, light and truth. He is also an incarnation
of the universal love and compassion. Truth is the end and non- violence is the means.
He had a Divine vision. He believed in simple living and high thinking. He is not
merely a visionary and a philosopher. He not only propounded but also practiced. His
philosophy is dynamic and pragmatic he wished and worked for setting up a new
social order based on truth and non- violence and free from all kinds of exploitation
and injustice. This is his dream of Rama Rajyam.
Gandhiji believed in the total development of the human personality through
education. His concept of education means An all round drawing out of the best in
the child and the man body, mind and spirit. Education does not mean literacy alone,
rather literacy of the personality. He viewed education as a quest for truth and nonviolence. According to Gandhiji vocational efficiency is one of the most important
aims of education.
Cultural development, spiritual development, character development and
harmonious development of a Childs personality of the body mind and spirit. He
suggested for refinement of emotions and impulses through training the mental and
spiritual powers. Moral values like righteousness, integrity, self restraint, purity of
character should be cultivated in the children providing adequate education. Selfrealization is the Sumum bonam.
In the Harijan of May 27, 1939 Gandhiji wrote I value individual freedom,
but you must not forget that man is essentially a social being. He has risen to his
present position, status by learning to adjust his individualism to the requirements of
the social progress. Unrestricted individualism is the law of the beast of the jungle. He

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was a protagonist. Individual as well as social development is mutually related or

interdependent. His curriculum is an activity centered one and catered to the physical,
mental and spiritual needs of the children. The development of all round personality
in which cognition (knowing) conation (willing) affect (feeling) and psycho motor
skills should be properly trained. Bread and butter method. Dignity of labor. Craft
centered education has immense relevance and great resemblance with the modern
concept of SUPW.
Gandhijis educational philosophy is found to be sound and scientific
psychologically as well as sociologically. It is also quite adequate pedagogically and
biologically. Learning by doing is immensely conducive to the co-ordinated
development of the child. Gandhiji was an idealist and had strong faith in the dignity
of man and higher values of life. Dr. S.M.Patel has rightly observed Gandhijis
philosophy of education is naturalistic in its setting, idealistic in its aim, and
pragmatic in its method and program of work. Gandhijis educational philosophy is
based on the high ideals on the one hand and stark realities on the other hand reflects
essential democratic and socialistic values so familiar and congenial to the Indian
culture and heritage.
Education is a life long process from the cradle to the grave. Teaching
learning process was a continuous activity affecting all ages, stages and phases of life.
Pestalozzi has cogently said, Education is our birth right and added that
education is a necessity for which society has to make adequate provisions.
Education is a bipolar process:
As per the observations of John Adams Education is a bipolar process in
which one personality acts upon another in order to modify the development of the
other. This process is not only deliberate but also a conscious one. The educator has
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clearly realized the intention of modifying the educand. Thus the educator and the
educand are the two poles of the educational process. The teacher is an indispensable
element in the process and without him the process is thought to be imperative.
James. S. Ross forcefully says that, like a magnet education must have two poles, it
is a bipolar process. Adams held that these two poles are indispensable and without
both of them the entire process is in operative.
Education is a Tri polar activity:John Dewey advocates that education is not a bipolar process. Besides the
teacher and the taught there is another element which is significant that is
Curriculum. Introducing this third element, Dewey has emphasized the society as
the source of the curriculum or subjects to be taught. Since all these three poles
Teacher pupils and the curriculum are important Hence education should be called a
tripolar process.
It is found that some times one pole is emphasized and others are neglected.
Once upon a time the teacher was given all the importance then the child was
regarded as the element of crucial importance in the process of education. That is why
education was called paediocentric, which is also emphasized at present.
Lately, the modern concept of education emphasizing self learning in a culture
of lifelong education under a democratic set up. It is to be realized that education
should not be monopolized by the school as the only agency and by the teacher as the
only giver. There are so many informal as well as non formal agencies besides the
school, the formal agency of education. The educator is exposed to massive materials
and multiple media in the modern society. The process of education must be open,
free and flexible. Democratizing education is the new concept. Hence the modern
educational process cannot be bi-polar or tri-polar but multi-polar where as a large

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number of agencies are engaged for educating the individual with multimedia package
of subject matter.
The broad meaning of education implies an educational process which is
broad based. Man gains educational experiences from cradle to grave. Education is all
pervasive. It embraces all experiences.
Rabindranath Tagore tried to make educational experiments and innovations
on the basis of Intellectual, moral and spiritual values of the ancient India and worked
for an understanding between eastern and western cultures. He was prophet of love,
Sympathy, fellow feeling and co-operation. He was an apostle of Truth, virtue and
beauty. His universal brother hood knows no distinction of caste, colour and creed. He
gave the gospel of International unity and harmony. Man represents god. God lives in
man and is to be worshipped not only in temples, but also in serving the humanity.

6.3. Educational Research:An innovative way of accomplishing things, of doing things better, of
discovering new relationship among facts, it is the exploration of the unknown
through observation, experimentation and other forms and systematic enquiry
followed by an objective and penetrating analysis and formulation of conclusions.
Pursuit of excellence, creativity and relevance. Infrastructure and instrumentation
facilities should be developed and strengthened with responsibility and accountability.
Research is an essential component of higher education because of its role in creating
new knowledge and insights and imparting excitement and dynamism to the
educational process. Research cannot be imaginated without the vital support of

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higher education. Good education is necessary to bloom our personality just like
balanced diet for good health. No social change and economic revolution is possible
through illiterate people. Education is a potent instrument for bringing about cultural
changes in society. People are ready to sacrifice their life for religion and shed their
blood for religion, but they dont live for religion. Religion is commercialized.
Religion brings unity of the nation. National solidarity can be achieved through
religion.
According to Peter Drukker Human beings as such are not resources. To
become resources they have to be educated, trained and put to useful work. Our
children are our assets. Huxley said that No human being have utilized more than
10% of the potentiality. Education is an activity which is based on utility aspect.
Education is not purely intellectual as an organic whole.
According to Tolman duty is foremost and privilege is secondary thing.
Humanity and human affinity, feeling of oneness. Rat hole mentality should be
reduced. Sons of the soil mentality should be developed Indians create history but
they do not follow that is our mystery.
The role of women in our freedom struggle is spectacular and very significant.
In the opinion of the kothari commission report he said that, If you educate a man
you are educating an individual and if you educate a woman you are educating an
entire family. Poor womans womb is always fertile. Procreation is only the source of
recreation. Hats off to woman because they can entwine and weave heavenly roses in
our earthly life. The educational system should aware of job market. Degrees should
have meaning and purpose. Where there is no emotion there is no life. We enjoy the
paradise on earth because of balanced emotion.

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Love: Duty without love is deplorable, duty with love is desirable. The end of
wisdom is freedom, the end of education is character, the end of culture is perfection,
and the end of knowledge is love.
Self-confidence is the basis of faith in god. Cultivate love and sow the seeds
of love in all hearts. Love is the path, start the day with love, spend the day with love,
fill the day with love, end the day with love, this is the way to god. Shower love on
the desert sands. Love and you will be loved in return. Promote love, look upon all
with love and hate will never be your lot. Love is the hunger of human soul for divine
beauty. It is more important to earn the grace of god than to earn all the wealth in the
world. Love is a beautiful flower but lust is a harmful thorn. Life is a beautiful garden,
of which Love is its fragrance. Love thy neighbors as thy self. Love conquers all.
Love is not in bottle or in battle- it is in the mind. Love is blind and can not see the
reason and season. Let love our occupation first, lady next. So, live to love and love to
live.
Teacher:

As per our Vedas and Vedantas Teacher is regarded, respected, revered

and worshipped as GOD with awe and veneration. He is the Generator, (Creator)
Organizer, (Administrator) and Destructor(Laya). He is a good friend, philosopher
and a guide. GURU means GU Gunathitha ( A person who is greater than all
qualities) RU Rupavathitha (A person full of glory and radiance). Another definition
is that GU means darkness and RU means one who removes. Who ever follow him
will never walk in darkness. A poor teacher tells, an average teacher explains, a good
teacher demonstrates and a great teacher inspires. T-stands for Truthfulness, E-stands
for Effectiveness,

A-stands for Affectionate, C-stands for Character, H-stands for

Honesty, E-stands for Enthusiastic, R-stands for Resourcefulness.

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What is a teacher? She is so much that is fine, a precious companion, a mother part
time. She patches up bruises and wipes away tears. With a kind understanding, she
banishes fears. A teacher is blessed with patience so rare. A voice soft and gentle, a
heart sweet and fair. What is a teacher? A childs dearest friend.
Politics without principles, education with out character, science without
humanity and commerce without morality are not only useless but positively
dangerous. Money comes and goes but morality comes and grows.
Where there is faith there is love, where there is love there is peace, where
there is peace there is god and where there is god, there is bliss.
Education must teach a person what life is and its goal. It must purify the heart
and clarify the vision. It must prevent the pollution of the heart. Good education is
only that which unfolds all the hidden powers in man. Education must not only inform
it must also transform.
The supreme end of education, the highest purpose of instruction, is to make
man aware of the Universal immanent impersonal. Real education requires the
cultivation of a sense of humility, great learning brings great humility, with out
humility there is no education.
Pragmatism is a typical American Philosophy. Charley Sanders is considered
to be the founder of pragmatism and John Dewey made it a major movement in
American Philosophy. Dewey considered philosophy and education as the two sides
of a coin. Philosophy means the love of knowledge and wisdom. But today we believe
philosophy as The fundamental beliefs and convictions.
According to Millard and Bertrocci Philosophy may be considered as a
systematic attempt to discover the meanings and values of our experience.
Metaphysics consists of the ideas of human mind regarding the ultimate nature of man

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and the world. Epistemology is concerned with the knowledge of reality. The
metaphysical speculations are trimmed in epistemology.
Metaphysics is concerned with the hidden assumptions behind scientists work.
Epistemology is concerned with the knowledge of reality.
Axiology is concerned with values. It has two main branches. Ethics and
Aesthetics Ethics is concerned with the good and bad, the right and the wrong, the
vice and the virtue. Aesthetics concerned with the nature of the beautiful and ugly.
Axiology is the source of aim of education. Idealism and realism has a permanent
course of eternal values.

6.4. THE FIVE NATIONAL VALUES (RASTRIYA PANCHA SHEEL)

1) Truthfulness:
Truth alone Triumph
Beauty is truth and truth beauty that is all you know on earth and you need to
know.
Mahatma Gandhi staunchly believed in truth. The story of my experiments
with truth is the Aatma Katha or the autobiography of Mahatma. He conducted
many experiments with truth and the ultimate success is won by truth. Truth can be

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tested in the crucible of discipline and character. It is truth and truth alone, that is ones
real friend and relative. The whole world may perish and turns into dust but truth is
immortal and eternal. Teachers must be examples of love and truth.
If there is truth in the soul, there is righteousness in the heart,
There will be beauty in character,
If there is beauty in character,
There will be harmony in the home,
When there is harmony in the home,
There will be order in the nation,
Where there is order in the nation,
There will be peace in the world.
You cannot see me, but I am the light you see by.
You cannot hear me, but I am the sound you hear by.
You cannot know me, but I am the truth by which you live.
Truth is one, there cannot be two.
For, two can only be one, occurring twice.
Truth is the basis of Righteousness
Truth has no fear; untruth shivers at every shadow.
To be trusted, is a greater compliment than to be loved.
A true friend is the most precious of all possessions.
Trust worthiness and truthfulness are the two significant ingredients for the
development of our virtue.
A harmful truth is better than a useful lie.
The only way to make a man trustworthy is to trust him. Henry Stimson.

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The only way to speak the truth is to speak lovingly. Henry David Thoreau.
If you tell the truth, you dont have to remember anything. Mark Twain.
Spontaneous wisdom breathed by health, Truth breathed by cheerfulness,
William Writs
Truth can be sweet or bitter, but can never be bad. A lie can be sweet or bitter,
but it can never be good.

Constance Virgil.

God is true, god is truth, and to realize him you have to be completely truthful
in your words and deeds hold fast to the way of truth, do harm to no one, and god
will draw you to His shattering care. Truth must be adhered to very strictly. There
should be complete harmony between preaching and practice. What comes out of our
lips has to be acted upon. One cannot realize god unless, we are perfectly and
transparently sincere and truthful. Purity, truthfulness and honesty should make the
corner stone of your life (Swami Vignananda). Trust in god and keep your powder
dry.

Cromwell.
Truth is stranger than fiction, but it is because fiction is obliged to stick to

possibilities, truth isnt.

Mark Twain

The color of truth is grey.

-Ander Gide

The truth does not hurt unless it ought to.

B.C. Forbes

Truth is polygonal. I never feel sure that I have got it until I have contradicted
myself five or six times

John Ruskin

Truth is mighty and will prevail.

Thomas Brooks

Say not I have found the truth, but rather, I have found a truth Kahlil
Gibran.

Finally truth alone Triumph.

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HARD WORK:
There is no substitution to hard work. If any one aspires for success should
have the quality of pluck. It is the first and fore most quality to be required, then if
luck joins with this the individual get click of joy and happiness. Pluck + Luck =
Click
Duty determines destiny. William McKinley. The reward of one duty done is
the power to fulfill another. George Eliot.
An American Poet Robert Frost has inscribed these memorable lines and kept
on his desk to make him duty minded and the importance of work.
The woods are lovely, dark and deep,
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.
These lines obviously tells us that we should not be lured by nature and its
beauty. Time is more valuable, it is better than money and sweeter than honey. Past is
a lesson-present is an action and future is planning. One should learn from the past,
plan for the future and act well in the present. The present is the fruit of the past and
the seed to the future. Yesterday was a bounced cheque, tomorrow will be a post dated
cheque and today is ready money. So, always act in the present. Tomorrow is not
promised us so do it today. Procrastination is the thief of time. They are essential for
our aesthetic life, but duty is fore most and important. Industry is the secret of
glorious success. Always work like a clock and never sit like a rock. Diligence is the
mother of good fortune and idleness is the parent of all vices. Patience and
perseverance overcome mountains. Nurture your mind with noble thoughts. If you
rest, you will rust. Martin Luther King. Work spares us from there great evils,

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boredom, vice and need. Voltaire. Duty is Divine. Duty with love is desirable and duty
with out love is deplorable.
Do your duty may be hard,
Look not on it as an ill,
If it be an honest task,
Do it with an honest will.
In the workshop, on the farm,
At the desk, wherever you be from your
Future effort boys. Comes a nations, destiny. (R.W. Emerson)

Co-operation:Many hands make light work.

Coming together is a beginning, keeping together is progress, working together is
success Henry Ford. Man is a social animal. So he should seek co-operation from
others. One for all and all for one, and all work and living together gives us happiness.
All work and no play make jack a dull boy. Rich rewards will come to him, who
works on with smiling vim. (Anon). Work makes a callus against grief. (Cicero).
Equality:- Men are made by nature unequal. It is vain, therefore, to treat them as if
they were equals by (Froude). Friendly nature should be developed. Helping others
and helped by others is essential in this modern world. For get the help you have done
to others and remember the help you received from others. This is called gratitude.
Gratitude should be your attitude.

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Cleanliness:Cleanliness means purity. Purity of thought and deed. It is more important to have
internal purity than external purity. Purity of soul and purity of heart are essential
ingredients for our progress and prosperity. Cleanliness is next to Godliness.
Equality:The brotherhood of man can be translated into life only on the basis of the
Atmic vision. All men thirst for peace, happiness and bliss. All men are of one
lineage, they are of divine lineage.
Equanimity is equality or evenness of mind or temper. It is balanced mind in pleasure
and pain, success and failure, honor and dishonor, censure and praise. Equanimity is
composure of spirit, especially curtness and steadiness of mind, a midst trying
circumstances. The excellence of equanimity is beyond all praise. That man who is
endowed with this virtue is neither dejected in adversity nor elated in prosperity. He is
affable to others and contented in himself.
He who is endowed with equanimity has poise at all times under all conditions
of light. He bears loses with equanimity. Equality is a noble quality.
A Jeevanmukta has always an evenness of mind or equanimity or poise. He
has a perfect, unshakable balance of mind, rooted in insight intuition or Atman.
Samatvam or equanimity is yoga. To attain this state it needs constant vigilance,
perserverance, patience and perfect discipline of body, mind and senses. This is a
constant effort. Constantly think of the Samam Brahmam which is seated equally
in all beings. Gradually we can develop equanimity. In the eyes of god all are equal.
No body is superior or nobody is inferior.
Industriousness:

220

This is the quality of being diligent. It is assiduity. This is steady

application to labor, study or writing. A man of industriousness nature is
laborious. He is very hard working. This is the opposite of idleness, sloth and
indolence. An industrious man earns the fairest fruits and the richest rewards.
Industry will improve your talents, make up your lack of abilities and supply
their deficiencies. Great persons achieved their greatness by industry rather than by
mere brilliance. The way to wealth and prosperity depends upon industry and
frugality. Industry makes all things easy. It always achieves triumph. An industrious
man will never starve. Poverty and failure are unknown to him. Industry keeps the
body healthy and strong, the mind clear, the heart whole and the purposeful.
Industrious nature produces cheerfulness, joy, destroys evil tendencies and habits,
sweetens enjoyment and seasons your attainments with a delightful relish. Gold Smith
writes this in his The Traveler.
Industrious habits in each bosom reign and industry begets a love of gain.
Be always industrious and attain success and prosperity by Sri Swami
Sivananda.
Industry is the secrete of glorious success
Diligence is the mother of good fortune.
Idleness is the parent of all vices.
Idle mans brain is devils workshop.
Always work like a clock and never sit like a rock.
6.5. Value classification
A value is an endearing belief that a specific mode of conduct or end
state of existence, is personally or socially preferable to an opposite or
converse mode of conduct or end state of existence.
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Values are related to the fourth problem of philosophy termed Axiology.

Axiology discusses the nature and realm of values. Values play the role in
making determination of moral attitude to life.
"One cannot attain higher values without experiencing the lower ones".
"There is no bad thing in the world, but bad use of things."
Liberty, Equality, Fraternity, Justice etc., are viewed as democratic
values. Things get changed and conditioned by time, space and direction.
India has had a rich cultured heritage of over five thousand years.
Because of "Sanatana Dharma" (Eternal Religion) India has got a prominent
place on the planet. But the present scenario in our country is discouraging.
Today our country is at crossroads. At no time in the past, India had faced as
in any problems as we see today. Thousands of ills are multiplied and
intensified. Almost all our ancient moral and spiritual portals are eclipsed by
ignorance; thick layers of corruption cover pristine values. Virtues have
completed vanished, vices occupied the place of virtues. Peace has given
place to chaos and confusion. Guide has penetrated into the walls of life.
Almost everybody desires ill-gotten wealth. Corruption has spread its dreadful
tentacles every where. Political power has become poisoned, terrorists are
threatening the country, and the so-called law abiding leaders under take
illegal activities. Therefore the entire life is pervaded by social evils and every
one is in confusion who to believe and who not is a big question to everybody.
As long as you are unable to believe to realize the significance of values on
our life, we have to face problem forever.

222

Human life is meaningful worth considered only when values are part
and parcel of day-to-day activities. Right education is capable of converting
job -centered education in to work-centered education.
The purpose of modern education is not to make the pupil able to talk
about morality, but to inculcate in their life much deeper sense of morality.
Therefore simply teaching and instructing values will not serve the purpose.
Morality is related to the inner life of man. No value can be imposed on
children except superficial values like cleanliness, discipline, etc., We cannot
force pupils to be truthful, just compassionate and sympathetic. Inherent
virtues can be developed only when the students fully realize their worth.
No other aspect of Indian education is perhaps as complicated and
controversial as the one connected with moral and religious instruction in
schools and colleges. During recent years the growing indiscipline, the lack of
ideals and the weakening of social and moral values in the younger
generations have caused grave concern in many countries of the world,
including India. This has prompted the governments of these countries to
reconsider their educational policies and give their educational system proper
value - orientation. Japan has recently introduced some kinds of moral
education in the official curriculum. England and America are also seriously
thinking in favour of education in moral and spiritual values of life.
Education always stands for the development of finer values of the
individual. Education in other words is the development of conduct, character
and moral of the individual. As the definition of the term indicates, education
has to promote all virtues in an individual and make him different from other
223

living organism. Devoid of education we cannot distinguish a man from an

animal. The animal nature of man has to be sublimated into human nature, by
all the training given by the educational machinery.
The resource material part-I of NCERT for in service training to school
teachers 1987 puts in simple words that every society wants to inculcate in its
children knowledge skills and certain quantities which may help them become
good citizens is called character education or value education. This includes
Rashtriya Pancha Sheel namely Cleanliness, Truthfulness, Hard Work,
Equality and Co-operation.
It will be an elaborate discussion if we consider the five Pancha Sheel
values cleanness is the first and foremost values as it was aptly remarked by
John Wesley as "cleanness is next to Godliness". The second one is
truthfulness can be attained through contentment, humility, detachment these
three keep us on the path of truth. The third valuable value is hard-work is the
essence of success. Diligence is the mother of good fortune and Idleness is
the parent of all vices. Work is worship and duty is divine. There is no
substitution to hard work in this universe. The fourth value is equality. Equality
is itself is a noble quality which personifies one's quality. The fifth quality or
value is co-operation. We have put forward of the Pancha Sheel or the five
principles and spoken of peaceful co-operation or co-existence.
7.1. Value Education in the National Policy on Education (NPE, 1986)
The growing concern over the erosion of essential values and an
increasing cynicism in society has brought to focus the need for
224

readjustments in the curriculum in order to make education a forceful tool for

the cultivation of social and moral values (Programme of action NPE, 1986).
In our culturally diverse society, education should foster universal and
eternal values, oriented towards the unity and integration of our people. Such
value education should help eliminate obscurantism, religious violence,
superstition and fatalism.
Apart from this combative role, value education has a profound positive
content based on our heritage, national goals, universal perceptions. It should
lay primary emphasis on this aspect.
In fact value education is not a subject to be taught like other subjects
in schools and colleges. Its main purpose is to inculcate in children such
qualities of moral life, which may help them in becoming good citizens of their
country.
Objectives of moral education at Degree stage
1)

To develop certain basic human qualities in the students. So one

of the important qualities being: Cleanliness, Truth, Non-violence,
Hard-work, Love and Compassion, Equality, Socialism, Secularism and
Democracy, Co-operation, Social justice, Courage, scientific out look,
Preservation of environment, Productivity and importance of small
family (Journal of Value Education, Jun 2001 Biennual).

2)

To encourage the students to become progressive and

responsible citizens in their personal and social lives.

225

3)

To familiarize the students with the present socio-economic

conditions of the country and to create awareness in them for their
betterment.

4)

To make them liberal in their thought and practice to enable

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

5)

To develop a sense of self-respect in the students.

a) Towards self (ISR) individual social responsibility.
b) Towards society (CSR) community social responsibility
c) Towards one's country, towards other countries, environment
and all religions.
All moral values are inter-related and it is not possible to develop one

or two values separately ignoring others. It is necessary to strive to make the

overall life of children moral in the context of value education.
Certain values may be chosen for emphasis in different classes
according to age groups of students. For example, we may put emphasis on
the following values at the secondary stage.
Values at degree stage (Journal of Value Education, Jun 2001, Biennual)
1. Patriotism and national integrity
2. Social and democratic values
3. Performing one's duty
4. Sense of co-operation and help.
5. Sympathy, compassion and tolerance.
226

6. Sense of courage and fearlessness.

7. Preservation of environmental and natural resources.
8. Knowledge of Indian culture, heritage and sense of respect towards it.
9. Importance of small family.
10. Quest for birth and endeavor to follow the right path.
11. Developing sense of active repulsion towards dishonesty corruption
injustice and exploitation in the society.
12. Developing sense of equality and co-operation in daily life
13. Identifying social evils and endeavoring actively counter them.
14. Rising above prejudices based on religion , caste, language and sex.
15. Respecting all the understanding their truth.
16. Sense of liberalism towards other attitudes and thoughts.
17. Understanding the evils of smoking, drinking, drugs and actively trying
to keep oneself and others aloof from roof.
18. Sense of universal brotherhood.
19. Developing

scientific

outlook.

National five values

The following five values are the basis of moral education. They were
named as "Rashtriya Panchasheel" (National Five Values). They are
1) Cleanliness, 2) Truthfulness, 3) Hard-work, 4) Equality, 5) Co-operation.
If these five values are taught at the college level, it will go a long way
in improving and promoting personal, social, and national life. Active efforts
should necessarily be made by including these five national values in school,
college and at every stage.

227

Cleanliness:
Cleanliness means purity. Purity of thought and deed. It is more
important to have internal purity than external purity. Purity of soul and purity
of heart are essential ingredients for our progress and prosperity.
Cleanliness is a great human virtue. There are two ways of cleanliness.
They are cleanliness of body and cleanliness of heart. We can also call it as
purity of soul and purity of mind. We should never be sweet at mouth and sour
at heart.
So great is the effect of cleanliness, and it extends even to his moral
character. Virtue never dwelt long with filth, nor do believe there ever was a
person scrupulously attentive to cleanliness who was consummate villain.
"Rumford".
The word cleanliness is a significant one and it has broad meaning. So,
it should be given importance in curriculum. Recently we realized the
significance of cleanliness and we started activities in this direction by naming
"Clean and Green". The vision 2020 document identified the importance of
cleanliness in the posterity.
There are schools for vocational education, craft education, colleges
for Fine Arts, Literature, Dance, Music and many other. Besides this
E.V.Lucas started " A school for sympathy". So, there is every need to start a
school for cleanliness. The concept of cleanliness should be induced in the
young minds to lead a happy and fruitful life.

228

There are various cleanliness approaches. They are; Personal

cleanliness, Social cleanliness, global cleanliness, space cleanliness,
community cleanliness, body cleanliness, spiritual cleanliness, cleanliness of
the mind, external cleanliness and rational cleanliness. Cleanliness has
become a part and parcel of our daily life.
Without cleanliness our life on this planet becomes a colossal waste.
Our existence becomes a question. So, we have to plan for a pure, perfect
and clean life. Then Peace, Progress and Prosperity will be attained.
Cleanliness is a broad concept and it should be inculcated and imbibed
at an early stage in order to realize its importance in the future life. For this,
neat habits, warm and positive thinking, co-operativeness, unity of mind,
emotional integration. Preservation of environment, maintenance of ecological
equilibrium, courtesy, cordiality concern for others, co-existence, discipline,
devotion, emotional balance, endurance, friendship, gratitude, kindness, purity
of thought, peace, punctuality, quest for knowledge, self control, self relisation,
self-help and many aspects improves cleanliness.
Truthfulness:
Beauty is truth and truth beauty that is all you know on earth and you
need to know (John Keats, Gracian Urn Ode). Mahatma Gandhi staunchly
believed in truth. The story of my experiments with truth is the Aatma Katha
or the autobiography of Mahatma. He conducted many experiments with truth
and the ultimate success is won by truth. Truth can be tested in the crucible of
discipline and character. It is truth and truth alone, that is ones real friend and

229

relative. The whole world may perish and turns into dust but truth is immortal
and eternal. Teachers must be examples of love and truth.
Beauty is truth and truth beauty that is all you know on earth and you
need to know.

-John keats

The only way to make a man trustworthy is to trust him. Henry Stimson
The only way to speak the truth is to speak lovingly. Henry David
Thorean. If you tell the truth, you dont have to remember anything
Mark Twain.
Spontaneous wisdom
cheerfulness

breathed

by health, Truth

breathed

by

William Writs

Truth can be sweet or bitter, but can never be bad. A lie can be sweet
or bitter, but it can never be good.

Constancic Virgil.

God is true, truth good is, and to realize him you have to be completely
truthful in your words and deeds hold fast to the way of truth, do harm to no
one, and God will draw you to His shattering care. Truth must be adhered to
very strictly. There should be complete harmony between preaching and
practice. What comes out of our lips has to be acted upon. One cannot realize
God unless, we are perfectly and transparently sincere and truthful. Purity,
truthfulness and honesty should make the corner stone of your life (Swami
vignananda). Trust in God and keep your powder dry

Cromwell.

Truth is stranger than fiction, but it is because fiction is obliged to stick

to possibilities, truth isnt.

Mark Twani

The colour of truth is grey.

Ander Gide

The truth does not hurt unless it ought to.

B.C. Forbes

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Truth is polygonal. I never feel sure that I have got it until I have
contradicted myself five or six times.

John Ruskin

Truth is mighty and will prevail.

Thomas Brooks

Kahlil Gibran Say not I have found the truth, but rather, I have found
a truth Finally truth alone Triumph.
Truth is one's real nature and when you are your self, there comes a
great flood of tray welling up with in you "it is truth and truth alone that is ones
real friend and relative. Abide by truth and tread the path of rightness and not
even a hair of your body will ever come to harm" preached by Sai Baba on his
80th birthday i.e. on 23-11-2005 at Prasanthi Nilayam.
"Man's real value is based upon his adherence to good conduct and his
reliance upon truth."
Through Satsang you develop freedom from delusion through freedom
from delusion, you develop faith in Truth, and through faith in truth, you can
attain liberation itself.
Hard-Work:
There is no substitution to hard work. If any one aspires for success
should have the quality of pluck. It is the first and foremost quality to be
required.
Duty determines destiny

- William Mackinley

The reward of one duty done is the power to fulfil another

George Eliot.

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An American Poet Robert Frost has inscribed these memorable lines

and kept on his desk to make him duty minded and the importance of work.
The woods are lovely, dark and deep, But I have promises to keep, And
miles to go before I sleep, And miles to go before I sleep.
These lines obviously tells us that we should not be lured by nature
and its beauty. They are essential for our aesthetic life, but duty is fore most
and important. Industry is the secret of glorious success. Always work like a
clock and never sit like a rock. Diligence is the mother of good fortune and
idleness is the parent of all vices. Patience and perseverance over come
mountains. Nurture your mind with noble thoughts of all virtues. If you rest,
you will rust. Martin Luther King. Work spares us from there great evils,
boredom, vice and need. Voltaire. Duty is Divine. Duty with love is desirable
and duty with out love is deplorable.
Do your duty may be hard, Look not on it as an ill, If it be an honest
task, Do it with an honest will. In the workshop, on the farm, At the desk,
wherever you be from your Future effort boy. Comes a nations, destiny.
(R.W. Emerson from his poem A Nations Strength)
We must always work like a lock and never sit like a rock. Wherever
you are employed in trade or industry, or in public offices, treat the work as
Gods work. In fact according to Indian culture, before beginning the days
work. Prayer is offered to God to make a worthy offering to him (Ramakrishna
Institute of Moral and Spiritual Education RIMSE, Mysore, Karnataka, 2002).
You must pray that the work you do will not bring tears in the eyes of
anyone, it should not harm anyone in its reaction.

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Worship through work.. Service to humanity is service to divinity.

Duty with love is desirable and duty without love is deplorable. So,
every action of yours at the present time is bound to have a recreation,
reaction, resound and reflection in the future.
Industry will be always rewarded and guddiness is punished. Industry
is the secret of glorious success.
Do your duty may be hard, look not on it as an ill, if it be an honest
task, do it with an honest will. In the workshop on the farm at the desk,
wherever you be, from you future effort boys, comes a nations destiny. So, the
destiny of a nation depends on its hard working people.
No personal consideration should stand in the way of performing a
public duty. Work hard in a spirit of devotion, determination, discrimination,
discipline and dedication and we will be surprised at the joy we can derive
there from.
Immense joy and excellence lies in hard work. So, we have to develop
work culture among our students to become eminent personalities." Duty
determines destiny".
This is the quality of being diligent. It is assiduity. This is steady
application to labour, study or writing. A man of hard working nature is
laborious. This is the opposite of idleness, sloth and indolence. A hard
working and industrious man earns the fairest fruits and the richest
rewards.
233

Hard work will improve your talents, make up your lack of abilities and
supply their deficiencies. Great persons achieved their greatness by hard
work rather than by mere brilliance. The way to wealth and prosperity
depends upon hard work and frugality. Hard work makes all things easy. It
always achieves triumph. A hard working man will never starve. Poverty and
failure are unknown to him. Hard work keeps the body healthy and strong, the
mind clear, the heart whole and the purposeful. Hard working nature produce
cheerfulness, joy, destroy evil tendencies and habits, sweetens enjoyment
and seasons your attainments with a delightful relish. These golden words
spoken by the world famous poet and dramatist Gold Smith in his master
piece The Traveller.
Industrious habits in each bosom reign and industry begets a love of
gain.
Be always industrious and attain success and prosperity by Sri Swami
Sivananda.
Industry is the secrete of glorious success Diligence is the mother of
good fortune. Idleness is the parent of all vices. Idle mans brain is devils
workshop. Always work like a clock and never sit like a rock.

Equality:

234

The brotherhood of man can be translated into life only on the

basis of the Atmic vision. All men thirst for peace, happiness and bliss.
All men are of one lineage, they are of divine lineage.
Equanimity is equality or evenness of mind or temper. It is
balanced mind in pleasure and pain, success and failure, honour and
dishonour, censure and praise. Equanimity is composure of spirit,
especially

curtness

and

steadiness

of

mind,

midst

trying

circumstances. The excellence of equanimity is beyond all praise. That

man who is endowed with this virtue is not dejected in adversity nor
elated in prosperity. He is affable to others and contented in himself.
He who is endowed with equanimity has poise at all times under all
conditions of light. He bears loses with equanimity.
A Jeevanmukta has always an evenness of mind or equanimity or
poise. He has a perfect, unshakable balance of mind, rooted in insight
intuition or Atman. Samatvam or equanimity is yoga. To attain this state it
needs constant vigilance, perserverance, patience and perfect discipline of
body, mind and senses. This is a constant effort. Constantly think of the
Samama Brahmam which is seated equally in all beings. Gradually we can
develop equanimity. In the eyes of god all are equal. No body is superior or
nobody is inferior.
Men are made by nature unequal. It is vain, therefore, to treat them as
if they were equals by (Froede). Friendly nature should be developed. Helping
others and helped by others is essential in this modern world.
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According to New Testament "God hath made of one blood all nations
of men. Carlyle has aptly remarked as of a truth, men are mystically united, a
mystic bond of brotherhood makes all men one".
One for all and all for one should be our motto. Equality or equanimity
develops mutual relations in pleasant and warm atmosphere. We have to
develop universal brotherhood of man and fatherhood of God. There should
be no discrimination among us as we are equally born. Let us not separate
ourselves by creating narrow domestic walls. All men are of one lineage, they
are of divine lineage. Equality is a noble virtue through which we can
approach God.
Co-operation:
Many hands make the work light and make easy. Coming together is a
beginning, keeping together is progress, working together is success aptly
remarked by Henry Ford. Co-operation is doing with a simple what you have
to do any how quote magazine. Man is a social animal. So he should seek cooperation from others. One for all and all for one, and all work and living
together gives us happiness.
By observing equality we can have mutual benefit. Man is a social
animal. So he has to extend and receive cooperation from others. Peaceful
co-existence brings peace and progress.
This Pancha Sheel was preached by the founder of the Nation and the
modern architect of new India Pandit Jawaharlal Nehru.

236

7.2. The college programme for developing values

237

The following are the important activities to be under taken in colleges in

this regard:
1.

Community prayer in the college

2.

Health and cleanliness programmes (clean and green)

3.

Socially useful productive work to develop workmanship (SUPW)

4.

Citizenship training prorammes to develop leadership qualities

among pupils.

5.

Celebration

of

national

festivals

to

develop

aesthetic

appreciation and love of beauty.

6.

Cultural

and

recreational

programmes

to

develop

aesthetic

appreciation and love of beauty.

7.

Social service programmes to develop dignity of labor and also

improves work culture.

8.

Appropriate

teaching

learning

situations

to

improve

thought

provoking ideas.
9.

Emphasis on the unity of all religions, harmony among communities

and national integration.

10.

Teachers must play an important role in such programmes by

participating personally in them.
Thus values can be inculcated in he students by direct participation

and involvement of the teacher.

Values can be caught but not taught like other subjects.

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The universal declaration of human rights states, education shall be

directed to the full development of the human personality and to the
strengthening of respect for human rights and fundamental freedoms. It shall
promote understanding, tolerance and fundamental freedoms. It shall promote
understanding, tolerance and friend ship among all nations, racial or religious
groups and shall further the activities of the United Nations for the
maintenance of peace.
Dr. Watter, H.C. Lewis, a former deputy director general of the
UNESCO in his address to the American Association of Teacher Education
(AATE) in Chicago in 1956 states "International understanding is the ability to
observe critically and objectively and appraise the conduct of men every
where to each other, irrespective of the nationality or culture to which they
may belong.
"Value is a conception, implicit, and distinctive of an individual or
characteristics which influence the selection, from available modes and ends
of action". By wuchohn.
"Value as an ending belief, a specific mode of conduct or end along a
continuum of relative importance" "rokeach".
"The value means primarily to prize, to esteem, to appraise to estimate.
It means the act of cherishing something holding it dear and also the act of
passing judgment upon the nature and amounts of values as compared with
something else". John Dewey.

239

Modem progressive education owes much to the west. The views of

some of the Western thinkers are briefed below.
Plato: The father of the modem knowledge says "Education is the capacity to
feel pleasure and pain at the right moment. It develops in the body and in the
soul of the pupils, all the beauty and all the perfection which is capable of.
Aristotle: According to Aristotle "Education is the creation of "A sound mind in
a sound body". It develops mans faculty, especially his mind so that he may
be able to enjoy the contemplation of the supreme truth, goodness, and
beauty of which perfect happiness essentially consists".
Froebel: According to Froebel "Education is the unfoldment of what is already
present in the germ. It is the process through which the child makes internal
into the external".
Dewey: According to Dr. Dewey "Education is the development of all those
capacities in the individual which will enable him to control his environment
and fulfill his possibilities".
Comenius: He stated "All who are bom as human beings need education,
because they are destined to be real men, not wild beasts, dull animals and
clumps of wood".
Pesta Lozzi: He attempted to psycholize education. According to him
"Education is the natural, harmonious and progressive development of man's
innate powers".

240

J.S. Mill: According to J.S. Mills views education as "what ever helps to
shape the human beings to make the human beings what he is or to hinder
him from being what he is not is part of his education".
Thompson: He defines education as to influence of this environment on the
individual with a view to producing a permanent change in his habits, behavior
of the thought and of attitude.
T.P.Nunn : According to him "Education is the complete development of the
individuality of the child so that he can make an original contribution to human
life according to the best of his capacity.
T. Ravmont: Defines education as a process of development from infancy to
maturity, the process by which he adapts himself gradually in various ways of
his physical and spiritual environment".
P.C.Benariee: He has rightly remarked, "Education is the development of the
power of adaption to an ever changing social environment".
John Adams: Defines education as "A conscious and deliberate process in
which ones personality acts upon another in order to modify the development
of the other by the communications and manipulation of knowledge".
Education makes an attempt to develop man in terms of his multidimensional
personality.
Redden: He has vividly and elaborately and comprehensively defined
education as the deliberate and systematic influence exerted by the matured
person upon the immature, through instruction, discipline and harmonious
241

development of physical, intellectual, aesthetic, social and spiritual powers of

the human being according to the individual and social needs directed
towards the union of the educated with his creator as the third end.
According to the philosophers education must cater to the physical,
mental and spiritual needs. Drawing out is more important than poring in. The
objective of life is blossoming human excellence. Human values are
necessary for every human being as they are indicative of human
development and progress.
Every society besides imparting to its children knowledge and skills
through education, also wants to inculcate in them certain qualities, which
may help them become good citizens. This aspect of education is called
character education, moral education and value education.
According to General Omar Bradley ours is a world of nuclear giants
and ethical infants. Will Durant aptly has stated education is a progressive
discovery of our ignorance. Education serves as ladder to reach the reaps.
Where there is no emotion there is no life we enjoy the paradise on earth
because of balanced emotion, so one must maintain emotional integration.
Education is that which discloses to the wise and disguises from the foolish
their lack of understanding. Education makes people easy to lead, but difficult
to drive, easy to govern, but wisdom is a gift from god. Knowledge is life with
wings. If you have knowledge, let others light their candles at it. James Ross
aptly remarked, "Education is the dynamic side of philosophy".

242

According to Ross, Human personality is of supreme value and

constitutes the noblest work of god. Another idealist considers that a man is
little lower than the angels and crowned with glory and honour. The
distinguishing characteristics of man distinguishing from other animals are his
intelligence, creativity and dynamism.
Education is more comprehensive than instruction. Which merely
means accumulation and transmission of knowledge. Education is natural,
harmonious and progressive development of mans innate powers. Education
means the act of training. All round drawing out of the best in child and man.
Einstein once said science is lame without religion and religion is blind
without science.
Value oriented education should form an important component of the
proposed national core-curriculum and should be circulated through curricular,
co-curricular

and

extra-curricular

activities

organized

in

educational

institutions, rather than through the teaching of a single subject. In value

oriented education emphasis should be laid on methods such as learning from
personal experience and example and the lives of great leaders rather on
direct teaching. Different sets of values such as dignity of labour, pride in our
cultural heritage, and appreciation of a broad spectrum of ideas, awareness of
injustice, inequalities in society and the need to eradicate them should be
offered.
Work culture is very important to get peace, progress and prosperity.
We must always work like a clock and never sit like a rock. Industry is the
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secret of glorious success "work is worship. "Duty with love is desirable and
duty without love is deplorable". Duty is Divine. "Idleness is the parent of all
vices" and diligence is the mother of good fortune". There is no substitute to
hard work. Real happiness lies in man's harmonious relation to his
environment. It is better to die in honour, with self respect intact, than to live in
shame with its loss". Injure not the feelings of others. Real happiness lies in a
pure and simple life. Man is born to work and prosper, not to rest and rust.
Every duty is holy and devotion to duty is the highest form of worship of god.
Prof. Mathur has rightly stated that the educational system of today at
best provides only small information packages, to those who pass through it,
miserably failed to keep its consumes up to date in an era of exploding
knowledge.
On the inaugural address of 38 th session of the Central Advisory Board
of Education (CABE) Smt Indira Gandhi appealed our educationists, planners
and the teachers to think of our priorities and set new goals in education.
Indira Gandhi clearly emphasized that education has to be seen in the
larger perspective of the nations future and the sort of society which we are
planning to build.
According to Gunner Myrdal, education has an independent as well as
instrumental value. Education for national development should include
education for self-reliance.
Personal development, social development, productive capacity, social
integration and political understanding.
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Every action of ours at the present time is bound to have a recreation,

reaction, resound and reflection in the future.
It is in good company and books that good thoughts build their home.
It is only in the depth of silence that the voice of god can be heard.
Love is giving and for giving and selfishness is getting and forgetting. Love is
selflessness and selfishness is loveless ness. Keep your eyes and mind away
from all egos, desires and attachments.
Make your heart a mansion of peace. Detachment leads to real
freedom. Day of awareness is the real birthday.
Every individual should keep these three important things always in our
mind. Trust not the world, forget not god, and fear not death. The body is like
water bubble. The mind is a mad monkey. Don't follow the body or the mind.
Follow the conscience. Human values cannot be learnt from lectures or
textbooks. Those who seek to import values to students must first practice
them themselves and set an example. We must have constructive thoughts,
consoling words and compassionate act.
Albert Camus once experimented with inculcation of moral values
through teaching. He encouraged students to write down an essay on
"Truthfulness". Biggest liar of the class wrote the best essay. So values
cannot be taught, they are to be caught by practice.

245

Gandhian education by Dr Joseph C. Mukalel, school of Gandhians

thoughts

and

development

studies,

Mahatma

Gandhi University,

Kotayam (Kerala) - 1997 - Discovery publishing house -New Delhi-110002.

Truth and non-violence were the principles of self - realization, National
Development for Gandhiji meant emancipation of the suffering rural masses of
people. Gandhian education is holistic and universal in its perspectives. "By
education I mean an all-round drawing out of the best in child and man-body,
mind and spirit". For Gandhiji "the thread of life is in the hands of god". A
holistic personality is not a glamorous personality, instead, a personality well
grounded in god - orientations. Gandhian education focuses on education for
social welfare. Gandhi never diverted his attention from his fundamental goal
of rural development and reconstruction of the salvation of the rural masses.
"My mind is living in the villages. They are calling me to burry my self in
them". Paying tributes to Mahatma Gandhi on his 75 th birthday, Albert Einstein
wrote "Generations to come, it may well be, will scarcely believe that such a
one as this ever in flesh and blood walked upon this earth".
E Stanley Jones calls Gandhi "The voice of the dumb millions".
George C.Marshall says "Gandhi," was one of those rare spokesman
for the conscience of all mankind".
Edmund Taylor says "The present Gandhi is the result of years of
rigorous concentration on a few simple, emotionally significant ideals, of strict
self-discipline and intense training".

246

Gandhijis vision was most comprehensive. This was manifested in all

his teachings and actions. His vision includes comprehensive system of moral
principles.
Education is supposed to be a powerful instrument of change and
progressive improvement of human behavior but in actual practice, it is doing
very little to cultivate moral and spiritual values in our youth and to promote
national consciousness in the country. A vigorous programme of value oriented education, therefore, is the need of the hour.
In the new National Education Policy (1986), the following national
goals are set:
1) A united secular India

2) A modem nation

3) A productive people

4) A Human and caring society.

If judiciously planned and successfully implemented value education

can prove to be very vital and effective in realizing our national interests and
goals. Therefore this commission has recommended that value education
should find important place in the school and college curriculum. In the policy
statement, it has been suggested that "The basic and essential values
underlying our constitution (preamble) as well as those contained in the four
national goals referred to about should form the basic syllabus for value
education which should find an important place in the school as well as
college curriculum and be given the necessary attention and time.
Responding to the clarion call of the nation Kendriya Vidyalaya
Sangathan has taken up a long term project on value education. In
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consonance with the four national goals mentioned above the following four
areas corresponding respectively to each national goals, have been selects
for various ethical, moral, social, and cultural values.
1. Area of communication (goal-A United Secular India)
2. Area of work (goal-A Modern Nation)
3. Area of service (goal-A Productive People)
4. Area of citizenship (goal-A Humane and Caring Society)
Good communication begets good understanding, free from fear or
favour, and good understanding generates gradually fibres of good behaviuor
with peer group, fellow-beings and at everybody at large. That is why
Confucian tradition of education was primarily concerned with learning how to
behave. As an indicator of good behaviour Confucius mentioned five values courtesy, generosity, good faith, diligence and Kindness. He further
suggested.
1. If you behave with courtesy - then you will not be insulted.
2. If you are generous - then you will win the multitude
3. If you are of good faith - then other men will put their trust in you
4. If you are diligent - then you will have success.
5. If you have kindness - then you will be able to commend others.
Carlyle has rightly said that if you get some meaningful and useful work
to do, don't ask for any other boon. Work is worship. Work itself is a great
value. But, this great value never stands alone it has its associates which

248

include devotion, honest, sincerity, scientific temper, team spirit, sense of

social responsibility, humaneness, discipline etc.
Modernity comes to the nation through diligent and sincere work of the
people of the country concerned. Because of sincerity, devotion and
dedication of work only Japan achieved glory.
In common usage the verb "to value" means either to like (Prize, hold
dear) or to apprise (esteem, hold to be of worth). In fact values are
indefinable, but they are not unintelligible. The criteria of truth are studied by
epistemology of ethical value by ethics, of beauty by aesthetics. Y.B. Keats
says, "Truth is beauty and beauty is truth". Truth goodness and beauty. The
Truth, good and beauty -these three intrinsic values are directly linked with
intellect, will and feeling respective by Jnana Karma, Bhakti. These three are
called trio Satyam, Shivam and Sundaram. Right from the Vedic period four
main values of life have been highlighted viz Purusharthas. They are Dharma
(Righteousness) Artha (Wealth) Kama (sensual enjoyment) and Moksha
(Salvation).
According to Jadunath Sinha, "There is one element common to truth,
beauty and goodness. They contain an element of order. Truth is the harmony
of ideals and judgments with fact and relations of facts in the environment.
Ideal consistency and factual consistency constitute truth. Beauty is harmony
of form with matter, unity in variety of contents symmetry in rhythm. Goodness
is harmony of reason with sensibility, order among desires, harmonious
functioning of different capacities. In this respect, truth, beauty and goodness,

249

which are intrinsic values are allied to one another; still truth, beauty and
goodness are unique and irreducible values.
In Hindu philosophy there is oft-quoted attribute for god-sat, chit,
Ananda (true, conscious, blissful). One philosopher said, "God is nothing but
an abbreviation of good". For Mahatma Gandhi "Truth was god and god was
truth". Truth communicates love for god, love for man and brother hood, which
unite all men. Love communicates simple emotions for the progress of
humanity towards perfection. Love is a very vital force for unifying the people
of different cultures and sub cultures. There is an important maximum about
values that "values are not taught but caught".
Examples and models play much more effective role than precepts. With the
objective point of view five values are note worthy these have rightly been
said eternal values or spiritual treasures, quite capable of ensuring happiness
and harmony in life.
Satyam, Dharmam, Shanti, Prema and Non-violence. Truth righteous
conduct, peace, love and Ahimsa.
Love as thought is truth
Love as action is right conduct
Love as feeling is peace
Love as understanding is non-violence.
Bhagavan Satya Sai Baba preached these five doctrines are Satyam,
Dharmam, Shanti, Prema, and Non-violence in Educational conference on

250

Human values in Thailand (1989). Published in a book on Human Values in

(1990).
Definition of God:

G: Generation (Creation) (Brahma) (Shrusti)

O: Organization (Planning) (Vishnu) (Stithi)
D: Destruction (Ruining) (Maheswara) (Laya)

Science without humanity, Politics without principles, commerce without

morality, education without character are not only useless but also positively
dangerous to our society.
"The end of knowledge is wisdom, the end of culture is perfection, The
end of wisdom is freedom, The end of education is character"
Thus value education always plays an important role for the
development of peace, progress and prosperity.

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7.3. Rastriya Pancha Sheel:

Education is meant for the heart but not for by heart. Good education is
necessary to bloom our personality just like balanced diet for good health. The
supreme end of education and the highest purpose of instruction is to make
man aware of the immanent impersonal. Education will teach a person what
life is and its goal. It must purify the heart and clarify the vision. It must
prevent the pollution of our heart.
Therefore, good education is only that which unfolds all the hidden
powers in man. Education must not only inform but also it must also
transform. Real education requires the cultivation of a sense of humility, great
learning brings great humility. Without humility there is no education. A good
education only can possible with a good teacher. A good teacher is worth of
million books. And a good teacher is the light of the world; whoever follows
him will never walk in darkness.
It was observed during the five year planes that there is an essential
reform to be brought in the system of education, qualitatively in terms of its
value content, standards and relevance to life. The role of education to
promote humanistic out look, sense of brother-hood and a commitment to
ethical and cultural values needs to be re-emphasized. Value orientation in
education should constitute a special thrust in the seventh plan teacher
education in particular reoriented for this purpose.
Value education means inculcating in the students a sense of
humanism, a deep concern for the well being of others and the nation. This
252

can be accomplished only when we instill in the students a deep feeling of

contempt of values that would build this country and bring back to the people
pride in work that brings order, security and assured progress value education
teaches us to accept respect the altitude and the behavior of those who differ
from us. Value education does not mean value imposition or indoctrination.
Value education is an approach to inculcate broad mindedness,
tolerance and proper social and emotional qualities. In its broader sense,
value education aims at training the young in the entire reality of values physical, emotional, intellectual, imaginative, aesthetic, democratic, scientific,
social, moral and spiritual which can be pursued by any individual irrespective
of his practice of any religion or no religion at all.
Education always stands for the development of finer values of the
individual. Education in other words is the development of conduct, character
and moral of the individual. The purpose of modern education is not to make
the pupil able to talk about morality, but to inculcate in their life much deeper
sense of morality. Inherent virtues can be developed only when the students
fully realize their worth.
Every society wants to inculcate in its children knowledge skills and
certain quantities which may help them become good citizens which called
character education or value education. This includes Rashtriya Pancha
Sheel where Cleanliness, Truthfulness, Hard Work, Equality and Cooperation are the main five factors.
Cleanliness: It is a great human virtue. There are two ways of cleanliness.
They are cleanliness of body and cleanliness of heart. We can also call it as
253

purity of soul and purity of mind. We should never be sweet at mouth and sour
at heart.
Truthfulness: Truth is the basis of righteousness and it has no fear. The
whole world may perish and turns into dust but truth is immortal and eternal.
Teachers must be examples of love and truth. The real value of human being
based on his adherence to good conduct and his reliance upon truth.
Hard-Work: It is the first and foremost quality to be required to every
individual. Duty with love is desirable and duty without love is deplorable. So,
every action at the present time is bound to have a recreation, reaction,
resound and reflection in the future. Work hard in a spirit of devotion,
determination, discrimination, discipline and dedication and we will be
surprised at the joy we can derive there from.
Equality: Equality is equanimity or evenness of mind or temper of balanced
mind in pleasure and pain, success and failure, honour and dishonour,
censure and praise. Equanimity is composure of spirit, especially curtness
and steadiness of mind, a midst trying circumstances.
Co-operation: Many hands make the work light and make easy. Coming
together is a beginning, keeping together is progress and working together is
success aptly. Man is a social animal. So he should seek co-operation from
others. One for all and all for one, and all work and living together gives us
happiness.
Therefore, value oriented education should form an important
component of the proposed national core-curriculum and should be circulated
254

through curricular, co-curricular and extra-curricular activities organized in

educational institutions, rather than through the teaching of a single subject. In
value oriented education emphasis should be laid on methods such as
learning from personal experience and example and the lives of great leaders
rather on direct teaching. Different sets of values such as dignity of labour,
pride in our cultural heritage, appreciation of a broad spectrum of ideas,
awareness of injustice, inequalities in society and the need to eradicate them
should be offered.
Hence, our education will achieve its true purpose when moral and
ethical values are made integral part of education. Particularly college student
community should primarily realise this fact and act in warm and cordial
manner. The present study aims at to know the extent of awareness of the
National Five Values (Rastriya Pancha Sheel) and their perceptions and
acquisition of these values in education.
There are innumerable books, articles and research studies by
scholars and public men in India, which testified the naked fact that the
present day educational system in our country has belied all hopes and is in
need of radical reconstruction and immediate attention.
Out of all the facts and figures of failure of our education the most
important or the most fundamental cause of the failure of education system as
a social institution is our social sciences have so far failed to evolve a proper
conception of man and society and role of the education has to play therein. It
has observed that there is a poor implementation of values in education which
corrupt the total environment of the education system.
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Education in human values identifies itself with all noble human,

national and global aspirations. Human values are necessary for every human
being as they are indicative of human development and progress. Therefore,
the general purpose of this present research is to make a critical and
analytical study of the development of values and virtues among the Degree
college students in various locations and different faculties. Therefore, the
investigation has been designed to achieve the following objectives.
In the present day society, everybody is preaching and nobody is
following. Example is better than precept. In this context the investigator
would like to mention the beautiful maxim quoted by our late Prime-Minister
Smt. Indira Gandhi. She said that "Advice is a commodity for which there are
more sellers than buyers". The concept of value education, quality education,
valued based education, value oriented education and there are many
research work done on value education. But particularly at university level the
students are not following values. So the investigator humbly suggests that
there should be some special orientation and the investigator emphasize the
need of implementation of value inculcation in the minds of the youth. The
character of an individual should be tested in the crucible of discipline.
Our ancient tradition and rich cultural heritage should be followed and
preserved for ever. Pearl. S. Buck, a great Nobel Laureate deeply impressed
with the Indian culture and its rich traditional values, and ardent love for
visitors. And she said that Indians are great and astonished at our tolerance
and forbearance of struggle for Independence. But today we are in speed
without direction. So, my sincere suggestion is that our youth must be trained

256

properly not only on academic lines but also on national service through good
moral standards. We have become nuclear giants but moral infants. So, I
suggest that the entire intellectual rethink and dedicate them to restore peace
and normalcy in the university campus and make it a glorious and pleasant
abode of peace and tranquility by inducing the seeds of morality in their fertile
minds to bloom the fragrant flowers and sweet fruits of fulfillment.
True love is only vested in God. It is like a mariners compass. Where
ever you put the mariners compass, its needle will always point towards the
north. Similarly the principle of true and eternal love always flows towards
God under all circumstances. Just as oil makes the lamp glow, love gives
effulgence to life. Today the world appears to be like a sick person suffering
from incurable disease. Where ever you see, you find unrest and agitation.
Where ever you go, you find injustice, betrayal, unrighteousness and evil
practices. All these are contrary to the principle of love. It is only love that is
true, permanent, all pervasive and bestowal of bliss to all. Therefore, if you
want to experience eternal bliss, it is possible only through love. Mans heart
today has become barren, dirty and polluted. The reason is that he has filled
his heart with worldly and mundane feelings. Therefore, there is no scope for
true and eternal love to find place in it. All the time he is busily engrossed in
the mad pursuit of material wealth. A heart devoid of love is no better than the
body without life. Love is life. Love is God. The former president of India, Sri.
A.P.J. Abdul Kalam aptly remarked in his book on Visionary teachers and
ignited minds, that the Indian youth have courage and determination but have
no driving force behind them. First we must have confidence on us and go
fast to achieve our goals. The present youth should be confident, dedicated,
257

communicative, enthusiastic, ability to think logically and analytically. They

should have meticulously planned strategies with clear direction to follow.
Thus the concept of value-oriented education is a very vast subject.

258

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