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The document discusses the importance of value education at the college level, emphasizing the need for students to engage with their values and societal norms critically. It outlines various classroom methodologies to facilitate effective learning and encourages students to analyze their own value systems. The authors aim to foster a humanistic attitude and ethical reflection among students to help them navigate complex social issues and promote personal growth.
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0% found this document useful (0 votes)
26 views100 pagesVE
The document discusses the importance of value education at the college level, emphasizing the need for students to engage with their values and societal norms critically. It outlines various classroom methodologies to facilitate effective learning and encourages students to analyze their own value systems. The authors aim to foster a humanistic attitude and ethical reflection among students to help them navigate complex social issues and promote personal growth.
Uploaded by
vanshikapateltCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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ow 1
ABRARY
eto: C0",
ora Aiwa!
.. In Harmony
Value Education at College Level
by
ATeam of Ethics Teachers
GM. JAMES
B.J.JAYARAS
K. CANDASSAMY
BERNARD D’ SAMI
‘S.A. PACKIARAS CCopytight: The Team of Authors, 1968
Reprint 1991
Reprint 1995
Reprint 1986
Reprint 1999
Revised Roprint 2008,
print 2008
oprint 2011
Allright reserved, reproduction of ths book in any form,
In whole orn part (including translation) requires the prior
permission trom the Team of Authors.
Price Rs.100/-
Printed at Prakash Pere,
Chennal = 600028
Cl 944414007
persia
LIBRARY
College
Loyola PG. Collegs
cuzin, Secunderabad 10
PREFACE
Inaworia
here dominant values are anti-human
In an educational system,
highly commercialsd and vastly delinked from human relies,
\Value-education even runs the danger
of turing into an academic exercise
an essential requirement or grades.
\What students and youth need today, instead,
is atool, a methodology, help
t0.come face to face withthe values & counter-valuet
oftheir society
toiscuss their own value-pattorns and system,
& finaly, have the courage and convition
to optforhuman and ust values.
‘in Harmony’ fs such a tool, methodology and help!
‘The authors are among the best men that have mat in my le
‘The book symbolises and embodies thelr individual & collective
search & struggle to create a naw world,
Fr. Manuel Alphonse S.J,
Director, Social Watch
5 (Chennai Preface to the Revised Esition Reprint
In a word whore wo ive now, there aro beaut things, peaceful
laces, spaces that ae filed wih tanqulty, and porsons wo accept
landrespect sot, otnrs allving beings andthe universe. Side bys
‘objects and foroes that oppose and contradict such rare parts ofthe
wold, volenty, tubing us Cal.
In this backstop, IN HARMONY was wren by a team of teachers
‘who observed bth th dimensions of the world, mentioned above, and
interactod wth tir wards who were learners and youth two decades
‘ago. From hen on, the book has been used, etfectively and powerfully,
incolegas and schools. Students value the book asa Guide for if and
teachers say tat itis not yet replaced by anyother book which intogrates
the contonts and the methods of teaching-laming in terms of value
clarification.
INHARMONY is presonted to you asa revised reprint to continue the
humble work of making each youthful student into a wholesome person,
precious and valuable to hurnan society.
2008 ‘The Authors
CLASSROOM METHODOLOGY
‘Students are able to understand and learn better when appropriate
‘methodologies are used by teachers. In other words, apt methodology
helps ettective teaching as wells learning Here below are givon anumber
‘of classroom methods which were tried in differant classes by dtteront
teachers. Almost al these methods are incorporated inthis book, There
‘may be many more classroom methods which can be usedby a teacher
(of Value Education in hisiner class.
| 1 Discussion in the ciass (Teacher-Students)
2 Class ciscussion (Betwoon a fow students and class, the
being the moderator)
Group Discussion on a particular topic
Case Study and Group Discussion
‘Question Answer Session
Siido-show-Discussion
Flim and Discussion
(Teacher asking questions) Elctng answer from students
(Open House Discussion
10 Questionnaire and Discussion
Rating exercise and giving reasons
Problem solving exercises based on paper clippings
Using journals and books by groat leaders trom all walks of ite
Content Analysis of Magazines
Brainstorming and Analysis,
‘Mini questionnaire, synthesis and response by teacher
‘Appropriate Communication Games such as Role Play
‘Sharing of students’ experience
Lecture
‘Study / Research papers presonted by students vl
CONTENTS
INTRODUCTION
[APPROACH TO LIFE
HISTORICAL PERSPECTIVE
‘CONCERN FOR OTHERS
BASIC ISSUES OF LIFE
FEASONS TO HAVE ETHICS FOR LIFE .. Introduction of Ethics
1
WHY VALUE EDUCATION?
When the question Why value education” was given toa group of
college students each one of thom responded with adillerent answer,
Response!
+ Torelax
+ For Attendance
+ Partotthe curiculam
+ Its compulsory
+ Nother option
+ Wis ike any other class
+ This subjects diferent from other subjects
+ is interesting
+ To bo aware of myselt and of my relationship
Response
+ To.come out of useless ite
(To make ite usotu)
+ Toknow what site
{gives me moral and mental strength
+ Tomake mysot a perfect gentieman,
+ There is more intor-action, rank exchange of ideas
= Itmakes me think about how to lead a good ie in
‘Ssoviety/as we discuss various topics.
+ Tobe aware of mysetf and my religion
What do you know about value Education?
‘Whats your response to the above question?
Wihy should there be value education fr students?
inte your answerin the box.
1 What is Value Eduction?
We have our prininas on which we beso our fe actions. In other
words, each of ou actions wil floc our bole attudes and customs.
In this way, all of us have ou Valu Systema Won we gota promt
Value Ecucaton, we lear o question st, understand analy Goce
tor oursoives ou values, bles, attudes and customs. This proaoss is
known as Value Ciariation] Whenever we cary ou valuge we may
acquit new set of vals andthe conviction and commitment to out
Values. As @ resut wo wl have fulled and meaning ives,
Value Education does not mean value imposition or indoctrination,
Nor it futia exercise that dos not lead us to thoughttul action. On
‘ho contrary, ithelps us to preserve allthe good and worthwhile aspects
‘of our cuture and encourages us to question, explore and understand
ur values, atttudes and beliefs. Value Education also broadens our
outlook to understand people achering to & value system different from
ours.
Now compare your answers with those othe students In Response I
‘and then find out how much they agree with the explanation of Value
‘Education you have read (Discussion in class) just now.
In this book you wil find the terms Ethics, Ethos, Values, Valuo,
System, Accepted Norms and Counter Values repeated orton. I only
‘you know the meanings of Accepted Norms and Counter Values, you ”
‘can easily understand al other terms.
2
‘Accepted Norms
Society, eligion and aws ofa nation recognize many actions of human
boings as accepted norms. Honestly, concern for thers, love of one's
parents are examples for accepted norms. They are considered good
values.
Every society has a set of accepted norms: the submissive ole and
‘subordinate status of women are two of the accepted norms in vilages
‘Aro they ethically acceptable? Are they good? Here one has to use one!
reason and one's true religious faith to sit and find the good values.
Counter Value
Murder or rape is condemned by every one of us asa crime, sin and
‘an inhuman act. Accepting bribes, short ext and backdoor entry to jobs
and adulteration of food and medicine are considered bad.
“Thus, any value that does not promote human growth or human dignity
is a Counter Value (negative value ete)
Objectives of this book
This book has certain clear objectives to unfold and initiate value
‘ecication among students. An attempt is made to explain each objactive
here below, Such explanations may ofr a student an answer to the
{question “Why Value Education”?
1. To clarity values and analyse problems
‘Since every person has freedom to choose and act, he‘she would
{develop hisiner own value system, Only a ree person is able to siftand
‘choose. This book provides an opportunity to clarity our values to find
‘out whether thoy are accepted norms or counter values and impars skis
to analyse any issue/problem ethically.
2.To enable students to evolve an approach to life
Most of us want to know whatis real happiness. Throughout the world
people have accepted religion as a way of ifs for real happiness. They
also portray the Divine as the embocimant of al good values as revealed
‘and ved in all religions. It becomes necessary, therefore, to have an
approach toi,
3 3. To give the students a historical perspective of human
development upto the modem age
“This historical perspective helps us to understand how we become
‘more an more med. We are becoming morg and more man-cistanced
(man-alienated) and not human-centred. The importance given to man
as the centr in the ancient human socioty, is now given to material
things. This knowiedgo will help us tohave the right perspective of human
‘development.
4, Toenable students to understand others and be concerned
‘about them and thus make this world a better one to live In
‘Man isnot an island. He is a social being. He exists for community
‘and for sisterhood and brotherhood. He lives in a society. We must
‘understand the fact that onl through mutual concern and understanding
wo can make this word a better and fiting place to vein
5.To provoke students to think ertically and to achieve a crtical
understanding of reality
We should not meraly be passive and naive to everything thathappens
‘around us. We must rather See, judge and act inorder to acquire the
‘much-needed social awareness,
(Our emotional and intutive response to human situation should be
‘validated with responsive rational analysis. This willenable us to develop
‘a crtical consciousness.
6. Toenable students to spell out Accepted Norms and Counter,
Values and their implications
‘Any proper value clarification may help an individual to carly idantiy
the accepted norms and the counter values and to know how far these
‘accepted norms help himvher to ve as a better human being.
7.Toenable students to achieve a humanistic attitude
‘Any problem could be easily solved i we have a humanistic attitude.
\We should be able not only to feo! for others but also to feel with other,
think with them and plan with them to solve any problem wo face.
‘Human persons must be the contre and reference point for all our
actions. Only when we undergo attitudinal change, wo transcend natrow
walls created by religion, caste, race, ete
8, Tomake students understand the relevance of Ethics
+ Ethics is a necessary code of human conduct for harmonious
oof integrity.
+ tis also a general framework within which harmonious social
development is fcitatod.
Ideals with integrated development of human personality.
Ideals withthe human person, histher dignity and al the obligations.
that flow from the nature and dignity of human person in relation to him
herself to other persong, community and cosmos.
It focuses the attention of mon and women on the ultimate human
{goal which influences all good values which are revealed and Ivedin all,
religions is considered DIVINE, 2
ETHICAL REFLECTION
Hore is a news item which appeared in a newspaper
GIRL RAINS ACID ON THE CROWD
aniara West Bengal) March 27 (PT); AT yearodgii batting
‘mob from the roof-top of her house at Onda, near Here, sprinkled
‘cdo the crowd seriously injuring several persons on Friday folowing
an eve:teasing ineident, police sai.
‘Some boys allegedly teased hor wile she was taking snacks from
‘a toadside hawker, She reported the mattor ther father, and both of
them rushed tothe spot and thrashed one ofthe ‘eve-teasors" police
said
Enraged, the boy's people gathored in strength and stormed the
| g's house, and allegedly tried to sett ablaze. Tho git, police was
| old, got on to the roof-top and rained ivi acid on the crow
‘A special police contingent rushed to the spot from the district
‘heacquartrs here and brought the situation under control, The gir
‘and others were arrested, the police sal, (LE)
Response 1 : itis an interesting news tem to me. Its far away trom
‘me. | do not know the git, And therefore, | don't involve mysal in the
‘event. Even ifthe boy's people had set her house ablaze and both the
father and the daughter had died of burs, I will not bother much. may,
‘atthe most, say “poor gir" and stop with that. Most ofthe newspapers
‘and magazines just want this soto reaction from the readers, The news
must be interesting to road,
Response 2:1 am deeply concemed wth the gs ligt. |shuated
tho event wihin my close ele. The news tem afets me. | involve
mmystintne ert, We appreciating er gf todo, ympathize
whe git forherobplessrece am angry hho neighbours who dd
nat come tothe rescue af the gts fal. How gs aro subjected to
such humilaion in pubic) How much rental agony the gl and her
6
father would have experienced? Once | reflect thus, the whole news:
reads differently to me. | get involved. Now | have concern forthe gi
‘and her father.
“The basic prerequisite for human concern is the Involvement of a
person in the joys and sufferings of another person. This sharing is very
vital to develop concern for others.
Classroom discussion : Whats yourreaction?
Whats Ethical Reflection?
We have discussed inthe earl unit the accepted norms and counter
values or the so called ‘good and bad’ things in ite. we can get this
concept uly ito our system of thinking and acting, we may acquire the
skllor abit to apply the ethical consideration to any event or happening
around us. This isnot to pass any value judgement (eg. You are good,
you are bad) but to enable us to think deeper and analyse the problem.
(Only when we analyse a problem ata deeper level, solution will emerge.
‘But wo don't analyse problems dspassionately without geting involved
\without stronger convictions; it may not be possible to apply this ethical
reflection effectively. Concern for others will certainly give us this
Involvement, this conviction
Horo is a case study of Ravi, a college student. This was given to
‘our citfrent people to apply ethical reflections and to respond.
Fiavi was a young boy and was doing Ns fnal year BS, na
college in Madras, He had not paid his college fees and therefore cid
‘not attend his classes. He spent most of his time, during the class
‘hours either in the library or in the college cricket stadium. He hadno.
friends, Sines the examinations wore fast approaching, Ravi fol the
‘cute needto be helped. But he was helpless. Finally he decided to |
ie cag ier ( ae
clerk in a.private company and his father
grr preferred ajob ina facion/but isnot
a gee Ravi had witne
7 Who is responsible for Ravi sad siete of affairs?
Here are 4 observations on this case:
Ethical Reflection |
(a) Analysis of thecase
‘The boy has an emotional disturbance due to parents’ separation and
loss of his identity.
He is pushed into a state of loneliness due to the inabllty to rise to
the occasion in sorting out his problem through representation to the
authorities with the help of teachers’ or students’ union or others,
(On deeper analysis the following points emerge
‘Tho father of the boy has the unemployment problem which only
reflects the distortion in the economic system.
‘The boy who is trapped in the elte-oriented educational set up is
dsilusioned. Many other boys from poor and troubled families share
Rv's experience. This indicates the inadequate development of his
personally.
') Observation on the cat
“The boy is not attonding classes and just wasting his time without
taking steps to solve his problems,
His friends who presumably are indiferento the sufferings of Ravi,
lack the concem for others. Parents quarrel and thereby neglect the
younger generation,
“The indifference ofthe institutions and lack of provisions within the:
‘system fo help such students show the lack of social commitment on
their part.
‘There seems to bono personal contact between Ravi andhis teachers.
“This is the reason for alienated relationship between teachers and
students,
Conclusion
‘An economic problem of unemployment leading to a social problem
ottamily separation, i, intum, affecting the psychological and emotional
state ofa boy. The inabilty ofthe educational system to take care of tho
students causes great concern.
In short, Ravi is pushed into a condition in which he lacks sel
‘confidence as a result of broken home. This situation does not, in any
way, perfect Ravi, as @ human being In other words, a situation which
{does not help a hunian being te become a better person is immoral. It
must be changed.
Ettileal Reflection It
‘Agents involved
Ravi = young boy
Mother = adisilusioned wie, responsible mother
Father = helpless and careless man
Instution = asilont observer toallhappenings
Teachers falledn thelr duty to know about Ravi
Friends —-~_have not cared for him, not alowed him
toopenup
Neighbours = Noconoem for Raviand others
Issues involved
‘Unemployment
Lack of conjugal ove
Lack of parental love
Lack of iendy love
Lack of teachers’ concem
Lack of care fora person in the institution
9 Ravi A young boy. He lacks iove rom his paren, ends and teachers,
He is ignored by the institution which does not care for such individuals.
‘Though he had been in the family with his parents, he had not done
“anything to spell outproblem. Atleast he should have opaned-up to some
trusted fiends and analysed his probleme,
‘Mother An irresponsible mother. She s2ems tobe selfish. She nelther
has conjugal ove for her husband nor maternal atfationforher son. She
‘does not want to sufer because of her husband whois unemployed and
‘cannot earn any money. She does not even share her problems with
‘others in order to get any counsel. She has given ite thought to the
‘suiferings of her son and husband,
Father An irresponsible person who has not taken his Ife seriously.
He should support his wife and son or at least his son. He has failed in
his cuties. itcertainly speaks about his lack of porsonalty development,
{Institution Does not care for persons but only for groups. There should
bbe a system by which such boys are helped by the institutions.
‘Teachers Supposed to be gurus, tionds, guides and philosophers.
‘They have not done anything for an invidual ke Ravi.
Friends Lack of rusted friends is noticed. In this case, his friends
hhave not cared for him, have not understood him. I they knew, they
‘would have highlighted his appaling condition to someone orn any forum,
Neighbours people who have lived by the side of his house should
have been very seltish. They could have interfered to do good. Society,
aces ovis such as murders, chaos, broken familes, ophaned cileren,
‘One ot the reasons for such evils i the Inciference of the neighbours.
Conclusion Here is a problem of relationships. Ravi dd not nave
‘200088 to his parents, friends and teachers in the real sense. The
‘lationship between Ravi and these three sols of people who are close
to him is very strained. tis so bad that the boy is reduced to subhuman
lovol. That, he isnot allowed to be free to think and face his probloms,
He is not a reflecting human being. Therefore, al the porsons around
Ravi aro tically in the wrong. They must immaciatoly do something to
Improve the relationship wth him to help him to grow as wellas solve his
problem,
10
Ethical Reflection I
= Raviwas not understood property by his parents, teachers and
‘renee.
= The emotional maturiy of chicren largely depends on the
parents. When the parents were separated, Ravi was highly
disturbed.
— Inthe concemed dep, any teacher couléhave taken an intatve
10 find out the reasons for bis absence,
— _Nopeace ofmind because parents were separated-he was an
‘uncared for and unwanted boy.
— What makes ite worthwhile sto love and tobe loved. He was
{hirstng for the love tram parents, teachers and tends. That
was lacking.
= Insteador being reatedas human being wit clonty and status,
‘ho was leading a miserable te.
ithe told his real story to other kiands they might discard him; so he
acted tke coming to college everyday. Even some of his friends could
‘ot know him property, because they were deceived by the outward
appearance ofthe boy.
‘There is only a nodding acquaintance now in the carpus among
“students. Their friendship is at surface level, not deep-rooted. Otherwise
some of his friends would have detritely helped him,
CONCLUSION
‘This isan Issue which involves the collage, management, teachers:
and students, At the micro level, this isthe problem of many students in
Inia. It is social problem as It involves the instability of tary ite
‘though, in india, mariage cannot be dissolved easly. So, a sorious and
complicated situation is created for the boy and his parents. They are
not able to come out of it and the worse-affected person Is the son.
“There sno channel opened forthe boy to share his problem with others.
Athe same time, one ses a lapse onthe part o the colege management
The management does not have a prope, facility to enable students ike
" Ravi to open up. The case also highlights another serious lapse inthe
student-teacher relationship.
Ethicaly speaking, as mentioned earlier, Ravi was forced to lead a
miserable lite, instead of being treated as human being with dignity and
satus. The responsible persons ke the parents, teachers, andthe college
‘management should seriously come forward to do something that wil
‘make Ravi feel ike a dignified human being and grow into a genuine
aut.
Ethical Reflection IV
‘The case presents diferent sets of values,
Positive values which are absent could help the persons concerned
to growas genuine human beings:
* Happiness at home
* Understanding ofthe parents
* Economic securty of the family
* Student's development as a son and a student
Negative values which are actual found in the family concerned:
\ "Hatred and sadness
* Misunderstanding and division leading to dvoree
“Economic inssourity
* Rejection
* Abandonment by parents andby college
* Personal insecurity
When ethical considerations ara made, they may be presented fom
diferent points of view. Limiting the point of view to an observer who
studios the caso, the following conclusions may be made
‘The situation of Ravi in both his house and college Is morally
‘unacceptable. For, the set of values which must contribute to his growth,
tis right to be a human being, andio exercise his other right fs absent. it
's replaced by counter-values which choke his person. Althe actions of
‘the parents and college authorities which strengthen this suffocating
‘situation are moraly unacceptable. In such acontext, when values which
2
‘contribute tothe growth of Rav are lived and expressed by competent
persons, situation will change, leading o the happiness of Ravi.
‘More concretely, Rav should be cared for immediately by the college
‘28 the family is already broken up. When Ravi cooperates with the
college representatives, each and every problem staring with the fees,
the meats, lodge, ete. could be attended t,
AN APPROACH TO ETHICAL REFLECTION
Proliminary Considerations
In the family:
1. Why were the parents separatod?
Why was the father unemployed?
What alo the neighbours and the relatives do about this?
4s the boy responsible for this separation?
‘Who, in our society, takes care ofthe chitin til they complete their
‘ecucation ?
Why did the mother send the boy tothe father? Why was he sent
ack by him?
7% Can the boy bring his parents together and wil it solve all the
‘problems?
8 Has the family approached the legal machinery?
yes, what is the outcome? Itnot, why have they not approached?
Inthe college
akan
1. Does the college give any special concession or show any
‘consideration to such boys? Was it given to the boy in he case?
2 Did he approach anybody for remedy? Ityes, what was the result?
0, wy?
3. Can the college permit students to attend classes even though they
hhave not paid their foes?
‘4. Did any teacher try to find out the problem ofthis student? (a) I
Possible? (b) Has he/she to doit?
13 Ethical Reflection
1. Wat ce you consider good in this case? What is bac?
2. Winats the way out to this boy?
3. What shouldbe done by Raviandothers?
‘Applying these questions given above, one may be able to analyse
Ravi caso systematically and conclude ethically.
oad the news tame given below:
‘ead both (or any one of them) and write down your observation
applying ethical refiecton.
(Discussion in the ciass may folow students individual works)
|. Unable to pay Schoo! Fee, Girl Kills Herselt
the presence of the accused, by dousing herself with kerosene
Murugayyenisslcto have ord her even on he day of coat
The judge also convicted Murtgayyan uncer Section 496-8 (pc
{causingharassmentand cruelty ~ihroayears Ri, ane Sec. 4 Donry
Fonitn ht Darang Dow vo ears FA sorts
oun concur :
ras nei Seno lesa a
amount be deposited the name of his four-year-old child in any |
nationalized bani ;
(Express News Service,
Madras, June 14:A 10” standard student klled herself because of
hhorinablty to pay the school fee in time.
‘According to poice, Vidya (16), studying ina school in Harrington
Road, Chetpet, was given Rs.200/- for the school fee by her fath
‘Snanmugham, a technician in the Hindustan Telepxnters. Her mother,
however, spent about half the money, but could not make it up to
‘enable Vidya to pay the fee in time, Feeling embarrassed to face the
‘Schoo! authors, Vidya set fr to hersel, using kerosene.
‘She ded a the KMC Hospital
ll. Dowry Death: Seven Years Rl for Teacher
‘Madras, Jone 11; Post-graduato teacher Muragayyan, working in
the government higher secondary school, Palavanthangal, was
Sentenced to seven years Al under Section 306. IPC (abetment to
commit sue), by th Assistant Sessions Judge, Poonamaliee, on
Friday.
According to police, Murugayyan, who salsa graduate in law,
‘married Baggiya Rani of Thanjavur on May 25, 1983, and within 15,
days of marlage, he obtained his wife's jewols to buy land in his
“4
(The teacher may give some lead questions to help students to do
thtr analysis and observation.)
Ethical Reflection
A student will be able, by now, to recognize different kinds of
retlections: social, economic, psychological and ethical. In Value
Edveations, socal, economic and psychological reflections always form
preliminary considerations.
Reflections using such terms as money, economic security,
"unemployment, no foes are inthe area of economie analysis. However,
when phrases like no peace of mind, ‘highly disturbed’ are used, one
recognizes psychological analysis. Ina social consideration, statements
lke itinvoives the Instability of tamiy io" are made,
Allthese (social, economic and psychological) considerations do not
‘make ethical reflection. Ethical octon always keeps the human person
in he centre of analysis. It continues on three lave:
a) man's areflocting being:
b)halshe isa ree person; and
{) he/she is @ parson in rlationship with thers.
‘On these three levels, the question ofthe good andthe bad is raised
‘and answered, It gives ethical conclusion,
5 3)
DIMENSIONS OF HUMAN DEVELOPMENT
‘MarvWoman attains his he full development of personally only when
hefshe attains fll growth in the following spheres:
a. Physical Moral
b.Intalectual ——_e. Spittal
Emotional +. Social
Now tothe meaning ofthese terms:
Physical Growth
Only when @ boy reaches the period of adolescence, he is
hava com of age, This parodotanson from chihood to-me
extends rom 131018 years for ois and 160 20 years for boys. Profoun
changes take place Inthe physica if so ast attecthis entre adut io
“This. polo of ess which every invdual hast face in varying
degrees. The general characterize ofthe period ar: rapid growth in
hight and weight, growth fecal andpubichar,changesin onal quay
of his voice, certain awkwardness in‘#ocial adjustment born out of
censclousness, a sense of Independence end set-assuranoe end a
heightened interoat nthe opposte sox end change in sxual organs. In
boys, testosterone, one ofthe androgenic hormones produced in the
testa ogins olnfluence the development of sexual characteristics ke
tho growth of har on th fa0e and other pats of the body, change in
oie. neeaaeintha growth of the testes. Init, ho estrogens influence
the development (if breasts, appearance of pubic hair and the onset of
imonstual el
id to
Intellectual Growth
‘The intellects the power or capacity to understand or know aboutth
‘World around us, This enables maniwoman to thnk rationally and to have
aoritcal consciousness. Man begins to grow when he gets the dosire to
‘exercise his intellect. tis Ike a man who sits in darkness with everything
‘else around him. He cannot know what these things ara aroundhim unless
16
hh has light. Intellect i this igh for him. Ithelps him see things around
him more clearly and distinctly. This power of knowing distinguishes
‘man trom other creatures. Real development implies an active mind,
‘always alot and tainedto ask questions, thnk out answers and evaluate
‘others’ answers. A truly developed person is one who keeps hisfher mind
‘open to knowiadge, cticism, and suggostions for improvement. When,
hefshe attains full development in his area, he/she willbe able to judge
‘everything around himin the proper perspective.
ae Tojudge well andiobe
sa dss do Mr |
ethene omen
- Newman
7 kurar' 429
Personal effort and a strong motivation to increase one's knowledge
's the important factor which contributes to intellectual growth, One must
have the intelectual curiosity - the constant desire to know the why and
how of things. The real intellectual growth of a person is assured when
helehe
— has growing interest in what has to be loamed
— has caret attention to small details
— has the habit of picking up important and essential facts
— has the good sense fo se@ what is wrong
— has the openness to correct hisher errors
— develops puposetunass
— acts towards the achievement of@ good purpose in tte
— has honesty, unsolishness, humility, impartiality, folow-
‘eoling, a sense otjustce
— avoids concsi, insolonce, and arrogance.
” ‘When a person has acquired tis ful intelectual growth, he/she is
respected and admired by everyone who knows him/her.
Emotional Development
‘Tis is charactorized by the acceptance of emotions with the ability
+o ko@p them under reasonable control. The emotionally mature person
«eal with emotional situations postively. He taks out grievances and
does not show the anger on his face. He oan face and do unpleasant
things. He doas not allow himself to be overcome by chikish fears and
‘xietias, When we give such proper expressions to our emotions and
foclings, we can be sure that we have attained the emotional maturity.
How do you react to emotional situations? A few examples of the
‘emotional situations (connected with the corresponding emotions and
feelings) are given below.
\rite down your reactions.
Emotional situations What dodo?
1. Your tind has passed ina
ver aificut examination. He tells
‘you this news. (admiration)
2. Your syperiorteachar by mistake
shouts at you for no fait of yours:
(anger)
3. Youty to be friendly with someone
‘but ha/she does not respond to your
fendly gesture.
4, Youare afraid that you may not
(pass the interviw for
«20 ths time too,
5. Infront of others your
Iiend shouts at you. «
Now thnk o five more emotional situations to any fve ofthe feelings
listed below
18
‘over happy
Jealous desirable
atfectonate afraid
concemed —tustrated
dbighted —anvious
eager inated
(©ur growth fuly depends on our co-ordinating and! controling of our
‘emotions (Proper expression). Controling dees not mean crushing
Emotions and feetings should be developed and should not be smothered.
Emotions are necessary for any human being, These emotions make us
‘actanddo things. These emotions area kind of source of psychic energy
{or all our actions.
= Ihave positive approach to my emotions when | accept my!
‘imitations, and cease fo be upset over them.
= I must accept myset, my feolings, my limitations
— [must be myselt- not pretend tobe someone ose
= Hast accept responsibilty
— I must be abie to face problems and accept retusa,
disappointment, aire
— Lust accept others with their invitations because it holes
‘me to have cancern for thorn.
Road what you have writen under What do Ido?
‘See for yourself your own development.
‘Take any day-to-day incident which happens around us (or we readin
newspaper) like Boy’s quarrel loads to murder, Students and Bus
Conductor clash, Family separated because of children’s fight ete. and
‘analyse It. Reflect what should be done to avoid such things in future,
(Remember, Emotions are tobe se-rogulated properly andexpressed
Proper)
19 Moral Development
‘A porson's moral developmentis very crucial tohisyher entre growth,
Intollectual growth gives an awareness to tho moral issues around &
person. Sharhe gets the skil to deal with them effectively. Reaching
‘adolesconce, one begins to think seriously and act. The person's intellect
‘ives hinvhes tho ski o think analytically. Then the controlled and wel-
‘expressed emotions enable him/her to act properly. Hismer moral
development, then, determines how the adolescent wil use his/her newly
‘acquired skis and power.
‘A human being is basically good and he/she is able to know what is
‘good and to act accorcingly on the strength ofthe natural potentialities
‘and reason, Inclination to destructiveness (such as hostilty, envy) is
rot natural to him/her though this tendency is found in all human beings.
‘A child inherits histher parents’ moral codes and it is generally,
Instinetual and unreasoned. The young adult, while undergoing the
‘maturing process, conceives his/her own moral ideal and develops it.
Spiritual Development
Everyone of us wants to be happy. If you ask the question ‘Are you
happy?’ to someone, helshe may answer yes orno. If people are happy,
they may give various reasons for their happiness. Now ask them the
‘next question: What is to be really happy? The answer may not come
immectataly. As we have discussed in the frst unt everyone of us must
have an approach to lif. Throughout the world, people have accepted
religion as away of fe towards real happiness. Altho values which are
revesle and lived in religions, if followed in spirit, lead an incvidual to
happiness.
‘When we attain the epitual maturity, we will forget ourselves and,
seekthe happiness and fuliment of those around us andiths in tur wil
brings happiness and fulliment. This is the basic tenet of al religions.
2
‘Ask these questions among yourselves.
— Aro youhappy?
= Doothers come into your life to make you happy?
— What according to you is perect Happinass?
‘Social Development
‘There seems to be no vast diference between spiritual development
‘and social development in aporson. When one has genuine concern for
‘others, one is sald to be spiritual. In this area we spell out clearly our
duties o our neighbours. Why should we have concom for others? Social
‘maturity is characterized by the ality in relating well wih others and in
‘going out to thom. A socialy mature person adiusts himeeltMerself to
the laws and conventions ofthe society in which heishe lives. Halshe is
a socialbeing and mans not an island, Mutual concern and understanding
Is a must to make this world a better and fiting place to vein
Look back atthe objectives in Unit 1. Can you relate those objectives
tothe corresponding growth ina person?
(eg) OBJECTIVE (CORRESPONDING
GROWTH
* Tocnable students to have
‘coneem for others, to understand Social
them and make this world a
better place to live in,
* Tocnable students to achiove
‘an approach tite, Spiritual
at + To provoke studonts to think
critically to achieve
a ciical consciousness.
(Youmay do the rest)
[AN EXERCISE IN RANKING YOUR BELIEFS AND ATTITUDES,
INDIVIDUAL TASKS: Read through the following lst of beliefs and.
attitudes carefully. Look back over your decisions ofthe recent past and
‘than rank the 12 statements inthe order oftheir importance to you, as
guiding principles, in your lif. Use the Incvidual ranking column to enter
Your ranking order (Time: 10 mins.)
‘SMALL GROUP DISCUSSION: Share your own ranking order and
yur thinking (ideas) to your group members. Liston to understand the
‘options/views of others in your group. Through discussion, rank the 12,
statements 1 to 12.88 the group decides. Keop in mind that you could
‘have the freedom to choose which impli thatthe future of your socioty
\ill depend increasingly upon the type of choices each one of us make.
Disouss, analyse, share, and evaluate but avoid putting your ideas to
voto. (Time : 50 mins.)
‘TOTAL GROUP SESSION 1: The spokesperson/representative from
‘each group may present the thinking of hse small group tothe total,
‘group. Ciarticatlon, any, may be asked. (Timo : 20 min.). Processing
(ofthe experionce and a short talk (25 mins)
Intellectual
‘SNo. Statements = Ranking
Bollets and Attitudes IND. GR.
1. Position influence and power over
‘others, social recognition, andnname.
2, Saif confidence, based on faith in
sincere, and systematic work, a dosito
for excellence, achievement, a sense of
direction and hope.
3, Tounderstand, accept, love, trust and
respect others with whom you studyfive,
‘and cherish a feeling of belonging to
2
1"
yur own cologe.
Speak eloquently and persuasively and
thus impress other of our high degree of
intoligence.
Dress ‘mod'be fashionable, own moped!
scooter, acquire modern gadgets -a
comfortabla and pleasureable ite, “Afterall,
Ie is short
‘Without much effor/sufering, acquire
‘examination degrees and certiicates
that would get a prestigaous career in torms
‘of money and positon,
(Openness to experiance: to seek and
evaluate without prejudice the wide variety
cf experience possible within the limits of
‘one’s commitment to man and God.
Conform: “One can not survive by being
| “Boer o| nowneaum «| voxotuce «
Tepes eon remuids remoojjewuy | jeuonowy rears
AONV1D V - SHOLVOIGNI LNAWdO7A3 NVIINH Whats consclence?
“There are many dafintions here. Some of them were given by a group
of college students in a Value Education class,
= Interiorjudge
— Mind of man passing moral judgement
— Amediator between the law of God and the will of man
= The voice of Goa
— The judgement ofthe intelloct about the rightness or wrongness of a
course of action
— Acall1o actin orto desist from action
— A acuity to discern good from evil
— Accommand to do good and to avold evi
= Avoice, a dietato, an inner voloa
= Amora feeling of right and wrong
— An integral par of a person's character
— Tho lat stop in the process of diferentiation betwoon good and evi,
— Amaral feeling of right or wrong
Consclenceasa Referoe
Conscience helps an individual to identity the accepted norms and.
the opposing counter value system. In the succeeding chaptors you wil
‘come across many case studi for analysis and there you wl find that
2 fullor analysis will not bo possible without bringing in the factor
‘conscience’.
Thera i no wines 50 dread, no accuser so toriblo as the
‘conscience that dwells in the heart of every man.
— Polybins, century B.C.
‘Wy conscience hath a thousand several tongues. Andevaryfongoe
brings in a several tale, and every tale condemns me ora vila’
= Shakespeare,
“To sitalono with my conscience wil be judgement enough
forme"
= OM. Stubbs, 19" contuny.
Group work
Here below you find some common accepted norms (Popularly known,
as positive values) and counter values (negative values). entity each
value (whether tis an accepted norm or a counter value) by referring tto
the conscience.
= Doing your duty
= Copying inthe exam
— Bribingto got ajob
— Teling ale to escape trom a danger
— Notearing for beggars and the needy
— Confrontig your superior
— Notearing for beggars and the needy
— Jumping @ long queue to get a ticket forthe tain
= Not obeying your elders
— ‘Destroying a public property
— Spoling somebody's career
— pointing a th faut of others,
Write down four great sins according to you. Then point out the
‘greatest sin among them.
1
2 :
3.
4
Lookat the answers given by a group of college students
Botraying someone who helped
Earning money inthe wrong way
Chi Jabour
“Teasing a handicapped person
NNothetping the poor people
ar 6. Not boing falthtl to the parents
7% ying
8. Treachery
9. Hatred
10. Stealing
Most the religions accept the folowing as serious sins: arrogance,
anger, envy, impurity, gluttony, laziness, and avarice.
‘ABBritsh preacher listed seven others as social sins:
Poltes without principio
Wealth without work
Pleasure without conscience
Knowledge without charactor
Industry without morality
Science without humanity
Worship without sacri (Sell-sacrtce)
“According to me itis right”
Most of us usually justly our actions, Even a crime is justtied by
certain people. In a jl, most ofthe criminals, who were convicted for
‘murder, justified ther actions, when they were interviewed by one o the
\itors of this book
‘Ask anyone who accepts bribe why he does so. He will give you
‘many reasons to justify his actions and convince you.
‘Such defence is the work ofthe parallel conscience and one may call
't, Pseudo-conscience,
In day-to-day lita, tha genuine inner voice of conscience willbe stifled
by this Pseudo-conscience. One should be aware of this usurper.
Whatever may be the individual gain or loss, conscience will always
refer tothe accepted norms and the counter value system to throw light
‘0n solutions to problems. It will then, guide @ person to decide and act
‘accordingly. In short, conscience alone can lead an individual and a
society on the good path.
8
i
Approach to life
5
HAPPINESS AS LIFE GOAL
'slfe precious to you?
o you desire a healthy life for yourself and your loved ones?
‘Most people wil answer ‘yes’
But, today many things constantly remind us ofthe uncertainty of our
lives and our loved ones. Accidents, times, riots, wars and naturel
‘calamities cut down the lives of milions of people both young and od
Disease takes away the ves of many peopla inspite of medical advance,
Polltion poses a serious threat o the very survival of humanity. Under
Suh a state of uncertainty of life andthe temporary nature of ife span,
tis natural or many to ask: What this ite all about?” and What is the
purpose of creation?
Have you any expectation out of ite?
Do youhave any ite-goals?
180, what is your approach towards achieving your life-goals?
Before making an attempt to answer the above-mentioned questions,
let us have a close look at some of the answers given by a group of
College students forthe question What is your ife-goal”’ The answers
siven were:
Lite goals to
1. Make enough money, lead.a comfortable ie.
2. Become a big man'in the socioty help avery one.
8. Become a fim star and lead a glamorous and popular to.
4. Have a hoathyite.
2 5. Travel around the world; meet all kinds of people.
6. Lead a life acceptable to parents, elders and not to go against
conscience,
7 Have no lfe goals; face lite as it comes.
From the above responses, we can understand that each one may
have his orhet ovm lte-goals to suthis orher family background, aribiton
in lie, mental atttude, etc, But there is something common to every
one. Seeking HAPPINESS in leading one’s life. Therefore, we can
understand that each ofthe above-noted responses is only formula for
happiness. in other words, thoy are only the means to achieve the end
—Happiness.
“To-day, for many of us, a large sum of money and adequate quantum
cof wealth seem to be guarantee for happiness.
Does it mean thatthe poor cannot be happy?
Now ty this question fora discussion in classroom:
\What can be the aim in life?
[No life goals, just live for the present?
‘Some people may decide nat to bother about setting any Iie- goal so
that hey canbe freefrom worrying about and working towards. Instead,
they would have an approach to face life as it comes. Perhaps, itis a
‘sound decision for escapists bu logical for a human being who wants
meaning out of his if, Animals ae ving along with human beings in the
‘world. They have no abilty to Pan onthe past, reflect overt look forward
tothe future and plan fort, tis because animals lve only forthe present.
“Their past and {ture-oriented habits are basicaly INSTINCTIVE" and
not rationally designed plan. Hence, man stands in sharp contrast with
the animals; an in that, he alone has the ability to think seriously about
the future and diect his actives towards the desired goal. Then, is it
not an altempt to escape from realty, when a porson gets addicted to
‘excessive drinking or drugs to forget tho pastor the future troubles ho
has to face?
What do you understand by the folowing toms:
Excitement
‘satisfaction
Pleasure
Gale
soy
happiness WP
For each of the following situations, test youNebigs and indicate
hater you get (a satisfaction or() Pleasure or (ey (happiness
r(e)exctoment
1. Making a trp to Ooty wth your close friends.
2, The fooling that you get alter a good meal
3, Aholiday for the college after the Annual Sports.
4
|. The rele that you get after taking a palnklier to cure a physical
Injury.
\When you experiance a pleasant weathor.
6. When a not-so-ciose friend of yours is visiting you when you are
sick.
7. Aneighbour volunteers to help you when you ae in urgent need,
‘of money,
8. You are helping a poor man with an old shirt of yours.
8, You help a blind boy to cross the road.
ASTORY
When God created man in His own image, He endowed him with
tremendous potential to achieve great things during his ite on Earth,
Noticing this, the small gods protested to the Creator that man may
‘competa with them because of the immense talants given to him by
God. They suggested to God that to maintain the difference between
them and man, at least one major element in man's lfe must be kept
hidden from him so-that he should struggle to find it. After sufficient
tliscussion withthe small gods, the Creator agreed to keep ‘happiness’
hidden from him. Then the question came up as to how to keep ithiddan.
3t Some smal gods suggested hat happiness shou be kept on Mount
Everest Some oters suggested t shoud be kept atte doopest spot
intho Pac Oceen, Some others suggested Ieland, chore Sahara
Dosa whl some tors suspesed Moon asthe plac ide hanes.
But God, after: iain Ne man eene oe See" |
‘mo kaop kt mii, Ho wi ever fa
Search or Happs has beonanever ending efotby mest ppl. |
Some try to BUY
Some are CONTENTED wit wha ite they hav.
Some NEVER FIND.
Many are RESTLESS throughout nerves in search ot Hoppiness.
‘owt category of peope do you belong?
ISTHERE PRESCRIPTION?
“There may be many who are loking fr a prescription #10 yo
nappies.
Heres one trom wise man.
Buddhism
(One of the Four Noble truths of Buddhism is ‘Marga’ or the Path,
‘which leads tothe cessation of ‘Dukha’ or Suttering and the realisation
‘of Nirvana’ or Absolute Truth, This ‘Marga’ is known ais ‘Middle Path’
‘This mide path consists of eight stops towards reaching Truth. They
até:
Fight understanding
Fight thought
Right speech
Right action
Fight vetinood
Fight fort
Aight mindfulness and
Right concentration
Hindutem
‘According to Hindu Philosophy, Gods ‘Satchitanandha’, Le. SatChit-
‘Anandha (Truth thinking and happiness). The goal of hie ls happiness,
‘The one who gives the happiness is Paramanandha, God, the Supreme
Form of Happiness. To attain Happiness fh life ona has o be Teuthtul
_ (Sat). The means is Right thinking (Chi).
Islam
‘The word ‘islam’ means surrender, submission (to the wil ot God). in
Islamic fait, God fs one. He Is also gracious, forgiving, merciful and.
‘Compassionate, Humble submission to His wil the essence of islamic
Pay Ont porn ym rte ros predoe
| (storal iss). This etorna biss canbe atainedby folowing the Ilamic,
| Faith and practising the Five Religious dies prescribed in sian,
Christianity
‘nthe Sormon on the Mount. Jesus Christ spoke of Happiness in
“There are prescriptions trom every religion too. Lt us!ook at'some,
ofthem.
33
2 the folowing manner: Tick your responses.
Happy are those who know they tome Lovelof Happiness
‘are spiitually poor, the Kingdom of
Heaven belongs te them. Very Low Moderate High Very
Low High
Happy are these who mourn, God will comfort them,
4. Money
Happy are those who are humbl
theyll receive wnat 2. Achievernent in
God has promised. Education
Happy are those whose greatest Friends
‘desire isto do what God requires, ® 7
‘God wil stisty thom fully 14, Powedul Postion
Happy are those who are merciful InGovernment
10 others, God will be merciful to them. fs Tae .
Happy are the poor in hear, they wil see God.
6, Sactitice
Happy are those who work for peace, God
will cal them His children. 7. Boing Truthtul
Happy are those who are persecuted because 8. Having Sac
they do what God requires; the
Kingdom of heaven belongs to them. 9 Helpful to Others
‘Does any one of these appeal to you in your journey to happiness?
Here fea lst of things’ that may load you to a certain degree of
happiness in your life:
10, Prayer & Worship
11.Boing Dutt
12.The Beauty of
Nature 6 2s follows:
VALUES REVEALED AND LIVED INRELIGIONS :
Inthe previous chapter generalintroducton tothe Religious ApproacM 5. gutering can be eradicated,
to happiness has been given, together with afew tips for happiness as
found in different religions. True happiness is vaiue-based. To achieve
true happiness, wo havo io practise a cortan st of good values wich | The Way’ according to Buddha ls the Eight Fold Path (desrbed in
are revealed and lved in various religions. In the folowing pages, thos® ye previous chapter).
dominant values are summarised,
‘There is suering the wort.
This suffering has cause
4, There isa way to accomplish this end.
CHRISTIANITY
aus What Jesus Christ preached and lived for are the main values found
\ove TmUTUNESS ie re anese
WoNEss NORMED roReNeness —_oacbenor
cowpassion _siNoerry vorerorT: ——anmurr
GENEROSITY) — SEXUAL RESTRAINT KINGDOM OF GOD
HEEDFULNESS — RIGHT MEANS OF LIVELIHOOD PEACE PURITY
“The above values are practicable, relevant and humanly possible to. SUSTICE (COURAGE
See Realm ompmane | snes oe
oe LOVING ONE'S ENEMIES
| To abstaln from kiln
ee ei -Josus Christ preached about the Kingdom of God, ivedaccording to
2.7o abstain rom stealing ‘he values. He taught and performed miactes wth the powerand authority
8.To abstain from sexual misconduct ofthe Father (God),
‘a-Tosbeinl tors bes an When questioned about the path for reachhg God, he replied am
‘the Way, the truth, and the Life’ (John 14:6-7), When a teacher of taw
‘asked him ‘which commandment isthe most important of all? Jesus
‘According to Buddhism, in practising the above guidelines one should replied, "The most important one is this: The Lord God is the only Lord
pot cack need or ote Love theLord your God ith allyour hear, with all your soul with all your
‘mind, and with all your strength. The second most important
‘commandments this Love your neighbour as you love yoursel: There
'sno other commandment more important than these two."
6 a
65.To abstain from intoxicants causing heediessness.
‘The Four Noble Truths of Buddhism are the basic postulates from
\which almost everything i ts teaching flows. They can bebrety stated HINDUISM ISLAM
‘Tho prominent values of Hinduism as revealed In the Vedas, The prominent values as revealed and tved in Islam are:
Upanishads, Bhagavad Gita, Ramayana, Mahabharathaandin the ves HUMAN BROTHERHOOD TRUST
of Bana are ‘SURRENDER TO THE DUTIFULTO PARENTS
LOVE (Anbe Sivam) [AHIMSA (Non-Injury) WILL OF GOD
LOVEOFALLBEINGS HUMILITY PEACE KEEPING ONE'S WORD.
ser Kea ict) ‘CHARITY HOSPITALITY
Leal CLEANLINESS SACRIFICE
‘SENSE CONTROL ‘SERVICE TO THE GURU JSST SHARING
DUTIFULNESS. STEADFASTNESS,
Islam is not only a religion but also a way of ie, Islam signifies
PURITY DHARMA ‘submission tothe Divine wil Everyone who voluntarily submits tothe
Divine lis a musi, With the command from God, Prophet Mohammed
induism is more a way of fife than @ creed, more a process than a
a ore a way ce began to preach among the people about the onenass greatness and
resut. Its not stati, butis subject to growth and changes. Throughout
history, there Is emphasis on spicltual experience and not simply, 9°"Y of God.
conforming o doctrines. There is absolute freedom of thought. ‘According to Islam, the best way to lead a good Ite is o walkin the
‘Accorting to Hindu Philosophy; spirtual ruts have tobe lived ang) SMsidht Path. This Straight Path is pointed out in Quran with a clear
realised, not merely leet trom sacred books, To realise and pracse Stenson and expiciness "The Straight path! contains wo dvsions-
the spival ras and valves, one has to discipine one's ind and "2; egultng te prsenl He of mus he oer, desing with his
i social fe. Together, they consitue the ‘Five Plas of Islam. rity
sees the fv plas are
itis stongly Befevedin Hinduism tha olongas a man alows hinsel
to he Sway of Lust, Greed,Angor Pri, Selishness,etc.,he can never
reals divinity, Hence eating of meat, inking alcohol and tho use ol 2. Prayer Five times a day)
1. The Creed (There is no God other than Allah)
inoxeatng rugs ae forbid. .chanty
Upanishads decar that Truth can be krown by a