R-20 Syllabus for IT, JNTUK w. e. f.
2020 – 21
JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY KAKINADA
KAKINADA – 533 003, Andhra Pradesh, India
DEPARTMENT OF INFORMATION TECHNOLOGY
L T P C
IV Year – I Semester
3 0 0 3
UNIVERSAL HUMAN VALUES 2: UNDERSTANDING HARMONY
Human Values Courses
This course also discusses their role in their family. It, very briefly, touches issues related to their role in the
society and the nature, which needs to be discussed at length in one more semester forwhich the foundation
course named as “H-102 Universal Human Values 2: Understanding Harmony”is designed which may be
covered in their III or IV semester. During the Induction Program, students would get an initial exposure to
human values through Universal Human Values – I. This exposure is to be augmented by this compulsory
full semester foundation course.
Universal Human Values 2: Understanding Harmony
Course code: HSMC (H-102)
Credits: L-T-P-C 2-1-0-3 or 2L:1T:0P 3 credits
Pre-requisites: None. Universal Human Values 1 (desirable)
1. Objective:
The objective of the course is four fold:
1. Development of a holistic perspective based on self-exploration about themselves (human being),family,
society and nature/existence.
2. Understanding (or developing clarity) of the harmony in the human being, family, society and
nature/existence
3. Strengthening of self-reflection.
4. Development of commitment and courage to act.
2. Course Topics:
The course has 28 lectures and 14 practice sessions in 5 modules:
Module 1: Course Introduction - Need, Basic Guidelines, Content and Process for Value Education
2. Purpose and motivation for the course, recapitulation from Universal Human Values-I
3. Self-Exploration–what is it? - Its content and process; ‘Natural Acceptance’ and Experiential
Validation- as the process for self-exploration
4. Continuous Happiness and Prosperity- A look at basic Human Aspirations
5. Right understanding, Relationship and Physical Facility- the basic requirements for fulfilment of
aspirations of every human being with their correct priority
6. Understanding Happiness and Prosperity correctly- A critical appraisal of the current scenario
7. Method to fulfil the above human aspirations: understanding and living in harmony at various levels.
Include practice sessions to discuss natural acceptance in human being as the innate acceptance for living
with responsibility (living in relationship, harmony and co-existence) rather than asarbitrariness in choice
based on liking-disliking
Module 2: Understanding Harmony in the Human Being - Harmony in Myself!
2. Understanding human being as a co-existence of the sentient ‘I’ and the material ‘Body’
3. Understanding the needs of Self (‘I’) and ‘Body’ - happiness and physical facility
4. Understanding the Body as an instrument of ‘I’ (I being the doer, seer and enjoyer)
5. Understanding the characteristics and activities of ‘I’ and harmony in ‘I’
6. Understanding the harmony of I with the Body: Sanyam and Health; correct appraisal of Physical
needs, meaning of Prosperity in detail
7. Programs to ensureSanyam and Health.
R-20 Syllabus for IT, JNTUK w. e. f. 2020 – 21
JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY KAKINADA
KAKINADA – 533 003, Andhra Pradesh, India
DEPARTMENT OF INFORMATION TECHNOLOGY
Include practice sessions to discuss the role others have played in making material goods available to me.
Identifying from one’s own life. Differentiate between prosperity and accumulation. Discuss program for
ensuring health vs dealing with disease
Module 3: Understanding Harmony in the Family and Society- Harmony in Human-Human
Relationship
8. Understanding values in human-human relationship; meaning of Justice (nine universal values in
relationships) and program for its fulfilment to ensure mutual happiness; Trust and Respect as the
foundational values of relationship
9. Understanding the meaning of Trust; Difference between intention and competence
10. Understanding the meaning of Respect, Difference between respect and differentiation; the other
salient values in relationship
11. Understanding the harmony in the society (society being an extension of family): Resolution,
Prosperity, fearlessness (trust) and co-existence as comprehensive Human Goals
12. Visualizing a universal harmonious order in society- Undivided Society, Universal Order- from
family to world family.
Include practice sessions to reflect on relationships in family, hostel and institute as extended family, real
life examples, teacher-student relationship, goal of education etc. Gratitude as a universal value in
relationships. Discuss with scenarios. Elicit examples from students’ lives
Module 4: Understanding Harmony in the Nature and Existence - Whole existence as Coexistence
18. Understanding the harmony in the Nature
19. Interconnectedness and mutual fulfilment among the four orders of nature- recyclability and self-
regulation in nature
20. Understanding Existence as Co-existence of mutually interacting units in all-pervasive space
21. Holistic perception of harmony at all levels of existence.
Include practice sessions to discuss human being as cause of imbalance in nature (film “Home” can be
used), pollution, depletion of resources and role of technology etc.
Module 5: Implications of the above Holistic Understanding of Harmony on Professional Ethics
22. Natural acceptance of human values
23. Definitiveness of Ethical Human Conduct
24. Basis for Humanistic Education, Humanistic Constitution and Humanistic Universal Order
25. Competence in professional ethics: a. Ability to utilize the professional competence for augmenting
universal human order b. Ability to identify the scope and characteristics of people- friendly and eco-
friendly production systems, c. Ability to identify and develop appropriate technologies and management
patterns for above production systems.
26. Case studies of typical holistic technologies, management models and production systems
27. Strategy for transition from the present state to Universal Human Order: a. At the level of individual: as
socially and ecologically responsible engineers, technologists and managers b. At the level of society: as
mutually enriching institutions and organizations
28. Sum up.
Include practice Exercises and Case Studies will be taken up in Practice (tutorial) Sessions eg. To discuss
the conduct as an engineer or scientist etc.
3. READINGS:
3.1 Text Book
1. Human Values and Professional Ethics by R R Gaur, R Sangal, G P Bagaria, Excel Books,New Delhi,
2010
R-20 Syllabus for IT, JNTUK w. e. f. 2020 – 21
JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY KAKINADA
KAKINADA – 533 003, Andhra Pradesh, India
DEPARTMENT OF INFORMATION TECHNOLOGY
3.2 Reference Books
1. Jeevan Vidya: Ek Parichaya, A Nagaraj, Jeevan Vidya Prakashan, Amarkantak, 1999.
2. Human Values, A.N. Tripathi, New Age Intl. Publishers, New Delhi, 2004.
3. The Story of Stuff (Book).
4. The Story of My Experiments with Truth - by Mohandas Karamchand Gandhi
5. Small is Beautiful - E. F Schumacher.
6. Slow is Beautiful - Cecile Andrews
7. Economy of Permanence - J C Kumarappa
8. Bharat Mein Angreji Raj - PanditSunderlal
9. Rediscovering India - by Dharampal
10. Hind Swaraj or Indian Home Rule - by Mohandas K. Gandhi
11. India Wins Freedom - Maulana Abdul Kalam Azad
12. Vivekananda - Romain Rolland (English)
13. Gandhi - Romain Rolland (English)
4. MODE OF CONDUCT (L-T-P-C 2-1-0-3 or 2L:1T:0P 3 credits)
Lectures hours are to be used for interactive discussion, placing the proposals about the topics at hand and
motivating students to reflect, explore and verify them.
Tutorial hours are to be used for practice sessions.
While analysing and discussing the topic, the faculty mentor’s role is in pointing to essential elements to
help in sorting them out from the surface elements. In other words, help the students explore the important
or critical elements.
In the discussions, particularly during practice sessions (tutorials), the mentor encourages the student to
connect with one’s own self and do self-observation, self-reflection and self-exploration. Scenarios may be
used to initiate discussion. The student is encouraged to take up” ordinary” situations rather than” extra-
ordinary” situations. Such observations and their analyses are shared and discussed with other students and
faculty mentor, in a group sitting.
Tutorials (experiments or practical) are important for the course. The difference is that the laboratory is
everyday life, and practical are how you behave and work in real life. Depending on the nature of topics,
worksheets, home assignment and/or activity are included. The practice sessions (tutorials)
would also provide support to a student in performing actions commensurate to his/her beliefs. It is
intended that this would lead to development of commitment, namely behaving and working based on basic
human values.
It is recommended that this content be placed before the student as it is, in the form of a basic foundation
course, without including anything else or excluding any part of this content. Additional content may be
offered in separate, higher courses.
This course is to be taught by faculty from every teaching department, including HSS faculty. Teacher
preparation with a minimum exposure to at least one 8-day FDP on Universal Human Values is deemed
essential.
5. ASSESSMENT:
This is a compulsory credit course. The assessment is to provide a fair state of development of the student,
so participation in classroom discussions, self-assessment, peer assessment etc. will be used in evaluation.
Example:
Assessment by faculty mentor: 10 marks
Self-assessment: 10 marks
Assessment by peers: 10 marks
R-20 Syllabus for IT, JNTUK w. e. f. 2020 – 21
JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY KAKINADA
KAKINADA – 533 003, Andhra Pradesh, India
DEPARTMENT OF INFORMATION TECHNOLOGY
Socially relevant project/Group Activities/Assignments: 20 marks
Semester End Examination: 50 marks
The overall pass percentage is 40%. In case the student fails, he/she must repeat the course.
6. OUTCOME OF THE COURSE:
By the end of the course, students are expected to become more aware of themselves, and their
surroundings (family, society, nature); they would become more responsible in life, and in handling
problems with sustainable solutions, while keeping human relationships and human nature in mind.
They would have better critical ability. They would also become sensitive to their commitment towards
what they have understood (human values, human relationship and human society). It is hoped that they
would be able to apply what they have learnt to their own self in different day-to-day settings in real life, at
least a beginning would be made in this direction.
This is only an introductory foundational input. It would be desirable to follow it up by
a) faculty-student or mentor-mentee programs throughout their time with the institution
b) Higher level courses on human values in every aspect of living. E.g. as a professional
