Values Education

A Handbook for Teachers

CENTRAL BOARD OF SECONDARY EDUCATION

2, Community Centre, Preet Vihar, Delhi - 110092

CENTRAL BOARD OF SECONDARY EDUCATION

2, Community Centre, Preet Vihar, Delhi - 110092

Values Education
A Handbook for Teachers

Values Education - A Handbook for Teachers

PRICE : `

FIRST EDITION : September 2012

© CBSE, India

COPIES : 5,000

- 2012

PUBLISHED BY :

DESIGN, LAYOUT & :

ILLUSTRATIONS BY

PRINTED BY :

The Secretary, Central Board of Secondary Education, Shiksha Kendra, 2,

Community Centre, Preet Vihar, Delhi - 110092.

Multi Graphics, 5745/81, Reghar Pura, Karol Bagh, New Delhi - 110005
Phone : 25783846

No part of this publication may be reproduced, stored in a retrieval system

or transmitted, in any form or by any means, electronic, mechanical

photocopying, recording or otherwise without the prior permission of the

publisher.

(ii)

THE CONSTITUTION OF INDIA

PREAMBLE

1WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a
SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens :

JUSTICE, social, economic and political;

LIBERTY of thought, expression, belief, faith and worship;
EQUALITY of status and of opportunity; and to promote among them all;
2FRATERNITY assuring the dignity of the individual and the [unity and integrity of the Nation];
IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY ADOPT
ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.

THE CONSTITUTION OF INDIA

Chapter IV A

Fundamental Duties

ARTICLE 51A

Fundamental Duties - It shall be the duty of every citizen of India-

(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the

National Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;
(c) to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to do so;
(e) to promote harmony and the spirit of common brotherhood amongst all the people of India

transcending religious, linguistic and regional or sectional diversities; to renounce practices

derogatory to the dignity of women;

(f) to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes, rivers, wild life and to

have compassion for living creatures;

(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i) to safeguard public property and to abjure violence;
(j) to strive towards excellence in all spheres of individual and collective activity so that the

nation constantly rises to higher levels of endeavour and achievement.

1. Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "Sovereign Democratic
Republic"
(W.E.F. 3.1.1977)

2. Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "Unity of the Nation" (W.E.F.
3.1.1977)

(iii)

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izkf.kek=k ds izfr n;kHkko

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jk"Vª fujarj c<+rs gq, iz;Ru vkSj

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(iv)

Preface
India is a land of diversity - social, cultural, religious, racial, linguistic and geographical. The
main hallmark of this nation is unity which absorbs all the diversities. A common values system
helps to create an identity that bonds people together.

We have since time immemorial emphasized on traditional values like spirituality, strong family
ties, deference to elders, recourse to nature, artistic expression, respecting even the tools of
one's trade, joyousness, hospitality and peaceful co-existence epitomised in Vasudev
Kutumbakam( a Sanskrit phrase that means that the whole world is one single family). This is
probably what has come to be defined as a ‘Global Village’ today.
Values such as harmony, peace, compassion and humility have for centuries been a part of the
discourse of every religion in the world and their need and importance is universally accepted and
felt, more so in the current social and political context. Respect for human dignity and human
rights, as well as respect for the environment are core values that need to be practiced. Not only
are they crucial to achieving peace, harmony and sustainable development, they are also
indispensible if the full potential of the child, be it of body, mind or spirit, has to be harnessed.

In the emerging contexts related to the work places, being successful would demand not merely
possession of technical and professional competences but as much and even more, the possession
of soft skills and life skills. Ability to work together in a team to quickly resolve conflict situations,
to collaborate and cooperate with others in addition to soft skills creates synergetic alliances
leading to higher levels of achievement. The myth, that competition is necessary for success in
life, needs to be broken by providing an alternative model of higher achievement through
cooperation and collaboration which are integral to Continuous and Comprehensive Evaluation
(CCE).

The Central Board of Secondary Education (CBSE) aims to reinforce Values Education. It has
committed to make educational process inclusive of Values Education by inculcating attitude and
values through Co-Scholastic areas of Life Skills, Sports and Games as well as Co-Curricular
activities. Apart from various activities and publications in these areas, this is also evident from
the emphasis laid on the holistic assessment of learners under the strengthening of CCE and
School Based Assessment in 2009. The Teachers' Manual on Continuous and Comprehension
Evaluation brought out by the CBSE in the year 2009 (revised in the year 2010) and the
Performance Profiles circulated under CCE also reflect values internalized by the students. It has
been widely felt that our existing educational ecosystem needs to be further strengthened to
deliver values enshrined in our Constitution. The curricula cutting across all subjects need to

(v)

articulate values in explicit terms and the assessment schemes, at the same time, must
reciprocate by assigning a weightage to value based items.

The teachers, Principals, educators and various stakeholders are also expected to lay emphasis on
acquiring knowledge, attitude and skills related to appreciation of cultural values, dignity of
individuals, inclusion, environmental conservation and protection of heritage and national
monuments, etc., through curricular and co-curricular means. The ‘Education for Values in
Schools - A Framework’ brought out by the NCERT focuses on the environments in which the
learners grow, live and also on future work environments by highlighting the interplay of different
cultures. The framework intends to prepare students for living in a multi-lingual, multi-cultural
and multi-religious country and to appreciate and respect diversity.

Continuing with its efforts in the area of Values Education and in light of above framework, the
Board has decided to bring out the ‘Values Education – A Handbook for Teachers’. This Handbook
comes with a Value Education Kit that contains Value Cards and a CD of songs symbolising values
of Peace, Solidarity and respect for Nature.

Although Values Education would be inculcated in all students in age appropriate ways, the Board
has issued specific guidelines to assess students for 3-5 marks in each subject at the Summative
Assessment level in Classes IX and X through questions which will be integrated with the content
of the subject and analysed on the basis of the values it reflects. This will be effective from the
Summative Assessments-II (2012-2013) in classes IX and X and in major subjects in
classes XI and XII.
I would like to place on record the good work done by teams under the leadership of
Dr. Sadhana Parashar, Director (Academics and Training), CBSE and Mrs. Ameeta Mulla Wattal,
Principal Springdales, New Delhi. I would also like to appreciate the message and contributions of
Fr. T.V. Kunnunkal – former Chairman, CBSE and other stalwarts who have contributed to this kit
especially Dr. Kavita Sharma-Director IIC and Former Principal Hindu College, Mr. A. K. Merchant -
Head, Baha'i Foundation and Mr. Kishore Thukral.

I sincerely hope this kit will provide the basic guidelines to educators to impart Values Education
in the right spirit in all schools affiliated to CBSE and will be put to great use by Head, teachers,
students and parents.

Any further suggestions are always welcome and will be incorporated in future editions.

Vineet Joshi
Chairman
Central Board of Secondary Education
Delhi

(vi)

Acknowledgements

Material Production Group

]
Mrs. Ameeta Mulla Wattal, Principal, Springdales School, Pusa Road, New Delhi.
Ms. Yasmin Contractor, Principal, Summerfields School, Gurgaon.
Ms. Sneh Verma, Principal, D.A.V. Public School, Pushpanjali Enclave, Pitampura, New Delhi.
Mrs. Anita Wadehra, Principal, DLDAV, ND Block, Pitampura, Delhi.
Dr. Sangeeta Bhatia, Principal, New State Academy, Pitampura, New Delhi
Ms. Rina Singh, Principal, G.D. Goenka Public School, Ghaziabad.
Ms. Neha Sharma, Principal, G. D. Goenka, Karkardooma, New Delhi
Mrs. Soma Banerjee, Headmistress, Springdales School, Pusa Road, New Delhi.
Mrs. Shuchi Bajaj, Coordinator, Teacher Resource Centre, Springdales School, Pusa Road, New Delhi.
Mrs. Veena Bhandari, Supervisory Incharge Primary, DLDAV, ND Block, Pitampura.
Mrs. Anita Luthra, H.O.D. Science, Springdales, Pusa Road, New Delhi.
Mr. Nishit Jain, H.O.D. Art, Springdales School, Pusa Road, New Delhi.
Ms. Malini Katri, H.O.D. English, Modern School, Barakhamba Road, New Delhi.
Ms. Anupama Raina, TGT English, D.A.V. Public School, Pitampura, New Delhi.
Ms. Rakhi Auluck, TGT English, D.A.V. Public School, Pushpanjali Enclave, Pitampura, New Delhi.
Ms. Liza Roy Malik, TGT English, G. D. Goenka Public School, Ghaziabad.
Ms. Pooja Chadha, Primary Teacher, G. D. Goenka Public School, Ghaziabad.
Ms. Namita Sabharwal, Primary Teacher, Springdales School, Pusa Road, New Delhi.
Ms. Neeru Sondhi, Primary Teacher, Sprindales School, Pusa Road, New Delhi.
Ms. Rohini Mangla, Primary Teacher, Sprindales School, Pusa Road, New Delhi.
Ms. Sonia Datta, Primary Teacher, Springdales School, Pusa Road, New Delhi.
Ms. Bhavna Chopra and Anjali Gogia, Prabhaav
Mrs. Pratibha Bhatia, Primary Teacher, DLDAV, ND Block, Pitampura
Mrs. Annu Pal, Primary Teacher, DLDAV, ND Block, Pitampura
Dr. Bharti Rathore, Waymade College of Education, Vallabh Vidyanagar, Anand

Youth Choirs
Springdales - Pusa Road, N.Delhi Sanskar - Jaipur,

DPS School, Mathura Road St. Anselms School - Mansarovar, Jaipur

Muskan - Vani Jairani, Jaipur

]]

Songs of Peace and Values

]

Fr. T.V. Kunnunkal – Former Chairman, CBSE & Head St.

Xaviers School.

Prof. Daya Pant, Professor, NCERT, New Delhi.

Dr. (Mrs.) Sushma Gulati, Professor, NCERT, New Delhi.
Mr. A. K. Merchant- Head, Baha'i Foundation.
Dr. Kavita Sharma- Director IIC and Former Principal Hindu

College.
Mrs. Ameeta Mulla Wattal, Principal, Springdales School, Pusa

Road, New Delhi.

Mr. Kishore Thukral, Author, Photographer.

Advisory
]

Shri Vineet Joshi

Chairman
Central Board of Secondary Education
(CBSE)
Dr. Sadhana Parashar
Director (Academics &Training)
Central Board of Secondary Education
(CBSE)

CBSE Team
]Mrs. Sugandh Sharma, Education Officer, CBSE

Mr. Sandeep Sethi, Education Officer, CBSE

]Mrs. Niti S. Sharma, Report Writer, CBSE

We appreciate the contributions of Prof. Daya Pant, Professor NCERT and Dr. (Mrs.) Sushma Gulati,
Professor, NCERT in the
“Education for Values in Schools - A Framework by NCERT” which has been integrated in this Handbook.
(vii)

India is a pluralistic country segregated on the basis of caste, religion, region and wealth, etc. This
can be seen as a source of strength rather than as a source that creates problems. Any effort at nation
building would call for replenishing the rapidly diminishing Social Capital. Pursuing common goals and
purposes will provide the social glue that would bind groups and communities. This cross-border
community building is a goal that can begin to become operational within the classroom and the
school climate.

This Values Education Kit (VEK) is very timely and an excellent initiative. My congratulations for taking
up this project. I am sure this will include not only teachers and principals but also parents, and very
importantly, student representatives. They have much to contribute to creating a value culture.

Schools should be viewed as providing a fulcrum for personal and societal transformation as well as
values building, and not merely as institutions for acquiring subject mastery and other competencies
for advancement of personal life and living. This kit will help to design a new way of 'Being School' and
give a new role identity and responsibility for teachers and Principals as the key agents who facilitate
the rebuilding of the India we want to belong to. The foundations for these are to be anchored in the
country's basic culture and ethos. In this process, the young have to be fully involved to see and
accept it as current and contextual. This would make the school become a mini workshop to engage
in model building of our future society. To be current and contextual, a frame of reference could be
to make India really Indian, truly modern and deeply human.

I am sure that this new initiative of the CBSE will have far reaching effects in its schools across the
country.

Fr. T.V. Kunnunkal

Former Chairman
Central Board of Secondary Education
Delhi

Fr. T.V. Kunnunkal

Former Chairman – C.B.S.E.

Message

(viii)

We all know that Values Education is inherent in our civilization, culture and traditions spanning
over centuries. If the philosophy and principles as articulated in the ‘Indian Intellectual
Traditions’, the ‘National Curriculum Framework (NCF) – 2005’ and the 'Position Paper on
Education for Peace’ are put into practice, values oriented education will indeed occupy centre
stage.

As per the ‘Education for Values in Schools – A Framework’ prepared by the Department of
Educational Psychology and Foundations of Education, NCERT every school needs to evolve its
own plan of values, create goals and laydown assessment criteria. It is suggested that every
school prepares an annual plan highlighting the values concerns, activities/strategies to be
adopted and age appropriate mechanisms to be created for each grade and at each level.

The Central Board of Secondary Education (CBSE) has brought out this ‘Values Education – A
Handbook for Teachers’ as a part of the Values Education Kit (VEK) that can help in bringing
education for values in schools. We all know that this is not something new. Teachers everywhere
are attempting this in their own way. What is required at this stage is to review all possible
strategies which could lead to a comprehensive approach.

The ‘Values Education Kit’ comprises of ‘Values Education – A Handbook for Teachers,’ Values
Cards and a CD of compilation of songs highlighting contemporary social issues and concerns .

Educators and School Administrators have for long expressed the need for a workable programme
that will enable schools to provide values education alongside learning that forms part of the
regular and prescribed curriculum. This Values Education Kit (VEK) has been developed in
response to this need. It will serve as a model for providing Values Education, while at the same
time allowing for variations that schools using it may want to adopt.

Given the current social milieu, it has become imperative for schools to inculcate in their
students not just skills, but also values and attitudes that will help them live in harmony with
themselves, with others and with nature. For this reason the Handbook has been divided into
various sections, each of them highlighting the need for a reappraisal of the vision of education,
purpose of schooling and the concern for quality education with its sometimes over-emphasis on
employability, indicators of success and economic progress. Values Education therefore needs to
be viewed as a core component of quality education, and schools will have to make a conscious
effort to provide such holistic education.

The section on ‘Concept and Approach to Values Education’ calls for Values Education to be
recognized as the fundamental need and a valued investment. It discusses the concept and
context along with a thematic approach to values education.

An Introductory Note

(ix)

The Handbook also deals with ways to integrate values into the curriculum. One of the major
areas of concerns in this section relates to the teaching of different school subjects with a
perspective that students not only gain insight into the nature of the subject but also appreciate
and imbibe the attitude and values associated with a particular subject.

The Handbook also highlights some critical concerns like the need for strengthening home-school
and community partnership, concern for parents’ involvement in school and education of
children. It lays emphasis on staff development/orientation and opportunities to the teachers for
capacity building, professional development and networking with each other and other
organizations engaged in similar endeavours for mutual learning and enrichment.

The following points may be kept in mind while going through the Handbook:

Values Education is a complex, multi-dimensional concept. The material included must be

read with the spirit of continuous reflection on issues of concern rather than hasty rejection if
it does not fit into one's conceptualization or behavioural repertoire.

Many a time you may find strategies offered do not work out as described or outcomes are
contrary to expectations. We suggest limited and gradual trials of skills and strategies, as
these may work differently if tried out without proper insight and understanding.

The repeated lack of success with same strategies is an indicator of the need to look back,
reflect and review the different steps involved in implementation.
The expression, 'Values facilitator' has been used frequently in the Handbook; it does not
imply that a Values facilitator is different from others. Integrated approach to education
suggests that every teacher is a values facilitator.

Reflective strategy to record and review efforts made towards building inner and outer value
is discussed in detail in the Handbook. It is a technique which is strongly recommended to
achieve success during your journey towards imbibing and imparting values.

The CBSE presents this Values Education Kit (VEK) so that it can serve as a broad guideline and
facilitators who include teachers or peer educators can customize the values and its
implementation to fit into their respective institutions and learners. The activities provided in
the Values Cards can be used in many different ways, by substitution teachers, in unstructured
ways or even at assembly time, through house systems, counsellors or even by peer educators.
Schools function through a larger curriculum and innovative teachers will find myriad ways of
realising visualised learning outcomes.

School Heads possess the unique ability to balance and connect diverse elements that make the
whole school a lively and generative space. Their understanding of the goals, mission and vision of
education and schooling provides the foundation on which the institution and indeed the nation
progresses.

(x)

It must also be acknowledged that the role of the School Head is a challenging one in today's
world. While on one hand the complexity of nurturing the young is becoming increasingly
demanding, on the other the expectations of society and stakeholders have grown manifold.

Within the specific context of Values Education in school it is vital that school Principals
understand the pivotal role they play to ensure that Values Education does not become an
academic exercise. S/he should, in fact, allow people within the school, at an individual and
collective level to aspire for values based living.

This can only be possible if school Principals undertake some of the exercises for teachers and
students – set out in the Values Education Handbook for themselves.

This will engage them with the diverse aspects of Values Education in their own institution.
Greater clarity and consciousness through self reflection will enable them to take decisions about
this momentous undertaking, help in guiding and training staff and students; and anticipate and
resolve challenges through building supportive relationships and dialogue.

Heads of school have to be intensely involved with upholding values of democracy, secularism,
justice, equality, freedom etc., which make up Article 51 A of the Indian Constitution.
They need to create sensitivity towards an environment of mutual trust and respect between
students, teachers and parents. They need a spirit of readiness to support and resolve issues and
concerns within all members within the school system.

The success may not reveal itself immediately, but Heads can take great pride in the fact that
they ushered in a positive change in lives of their students and fulfilled the most fundamental
purpose of education by becoming the harbingers of change.

The Education for Values need to be pursued with will, commitment and the hope of making a
difference in the lives of children of schools affiliated with CBSE.

Dr. Sadhana Parashar

Director (Academics and Training)
Central Board of Secondary Education
Delhi

(xi)

Contents

Concept and Approach to Values EducationSection 1:

1.1 Introduction

1.2 Values Seeds

1.3 Development of Values Education

1.4 The Concept and Context of Values Education

1.5 An Approach to Values Education

1.6 Concluding Thoughts

Exercise - Self Reflection

01

02

05

06

07

10

12

Integrating Values into the CurriculumSection 2:

14
14

16

16

22

47
51

56

2.1 Introduction

2.2 Curriculum Onion

2.3 Values Education and Subjects

2.4 Inculcating of Values through Continuous and

Comprehensive Activities

2.5 Teaching Values through Core Subjects

2.6 Values Development through Co-curriculuar/Co-Scholastic Activities

2.7 Other Activities

Exercise - Activity Template

Preface
Acknowledgments
Message
An Introductory Note

(v)
(vii)
(viii)
(ix)

Schools Spaces and Reaching outSection 4:

4.1 Introduction

4.2 Values and the School Environment

4.3 Collaborative/Co-operative Classrooms

4.4 Home - School - Community Partnerships

4.5 Values through Partnerships

4.6 Concluding Thoughts

4.7 Stage Specific Focus of Values

4.8 Suggested Activities

4.9 Learning from People, Events and Stories

Prayers and Songs in Values Education

Case Studies

Glossary

Bibliography/Suggested Readings/Electronic Sources

104

104

114

119

126

129

131

143

156

165

175

179

182

Engaging LearnersSection 3:
3.1 Introduction

3.2 Whole School Approach for Values Education

3.3 Teachers as Values Facilitators

3.4 Mentorship Programmes

3.5 Learning Approaches

3.6 Evaluation

3.7 Innovative Approaches

Exercise - Writing a Journal

61

61

69

85

87

93

94

101

Section 1

CONCEPT AND APPROACH TO VALUES EDUCATION

“Always aim at complete harmony of thought, word and deed. Always aim at
purifying your thoughts and everything will be well.”

-Mahatma Gandhi

1.1 Introduction

Values are essential for positive human behaviour. Education from time immemorial

has focused on values. Values form the core of educational goals and objectives.

Almost every education policy document has emphasized the role of education in

fostering values. Education Commission (1966) recommended introduction of social,

moral and spiritual values in the school curricula. The National Policy of Education

(1986) also highlighted the need of education for values in removing intolerance,

violence, superstition and upholding social, cultural and scientific principles to make

India a secular, democratic and progressive nation taking pride in its cultural heritage.

The National Curriculum Framework for School Education (2000) brought to focus the
erosion of ethical, social and spiritual values and suggested the integration of values in

the curriculum.

The National Curriculum Framework (NCF), 2005 strongly advocates values like

cooperation, respect for human rights, tolerance, justice, responsible citizenship,

diversity, reverence towards democracy and peaceful conflict resolution. It also

delineates education for peace as a significant national and global issue. The position

paper on Education for Peace has also addressed the issue of equipping students with

the values, attitudes and skills required to live in harmony as responsible citizens with

the goal of education for peace (pg.1). Education for values will further equip students

to make sensible choices on situations based on values of equality, integrity,

democracy, freedom, and human rights.

Education is inherently values oriented and must develop in learners caring,

co-operation and respect for others. In addition to equipping them with life skills and

attitudes, it must prepare them to lead a full life.

As a society, the concern with Values Education is not unique to our times but the

erosion of values has forced introspection and reflection in education. Values

Education is integral to education of any kind and has been focused upon in many

educational committee reports in India. Most recently the National Curriculum

Framework and the Framework on Values in Schools has been brought out by NCERT.

The idea of imparting Values Education is also closely linked with the educational

reforms that have been introduced under the scheme of Continuous and

Comprehensive Evaluation (CCE).

It is apparent that Values Education is an area that needs to be highlighted as it holds

the key to real and meaningful education – that engages students in addressing real

world challenges, issues important to humanity, and questions that affect them as
individuals.

1.2 Values Seeds

Values are like seeds that sprout, become saplings, grow into trees and spread their

branches all around. Building up of values system starts with the individual, moves on

to the family and community, reorienting systems, structures and institutions,

spreading throughout the land and ultimately embracing the planet as a whole.

Building values is an integral factor in the process of internalization of values because

one can only give what one has within. Building values is somewhat similar to building

a house, brick by brick. That is why Values Education is to be recognized as a

fundamental need. Values based education for all members of society needs to be

seen as a valuable investment.

Values enshrined in the Constitution of India point towards the principles of equality and
social justice and appreciation of cultural values of each other, dignity of all individuals, etc.
Values such as equality, fraternity and justice can promote inclusivity where all members of
the society feel included irrespective of their colour, culture, economic or social background,
caste, religion, gender or community. The culture of inclusivity is particularly relevant and
important in the context of our society, nation and making education a right for all children.
The aim of education thus can no longer be solely confined to learning of specific culture and
its traditions but that of learning and appreciation of multi-culture.

- ‘Education for Values in Schools – A Framework’ by NCERT

The individual is the first building block of the values architecture; for integration to

take place the child‘s need for security, dignity, identity and well-being has to be

met. For a society to be at peace, its individual members need to be protected against
violence, injustice, humiliation and discrimination. A child is not merely a physical

entity but a holistic being. His/her physical, emotional, social and spiritual need has

to be addressed to ensure harmonious development of all aspects of his/her

personality.

The second factor in inculcating values is the family which plays a crucial role in

fostering values in a child. A child growing in a conflict ridden home is unlikely to be

peace oriented. Healthy relationships in a stable family create sound values. Home is

the nursery for inculcating values.

The community to which a person belongs is the third block. The relationship between

the individual and the community is intimate. It plays an important role in the identity

formation of an individual, and determines the level of security the child enjoys.

Values Education goes a long way to minimize the insecurity of communities and to

promote a sense of belonging.

The society is the fourth building block of values. The society is an extended family

which is characterized by diversities of individuals, and the interests of families and

communities. Every society also has certain shared characteristics that its members

endorse, adopt and employ, which influence the collective decisions taken by it.

There is a reciprocal relationship between an individual and the society of which he or

she is a part. Social mores/customs/traditions are internalized during the process of

growing up within a society. Individuals, families and communities that comprise a

society have the duty to avoid pursuits, advocacies, methods and goals that undermine

values.

The nation is the paramount building block of values. A country that allows its citizen

to be overtaken by hate and negativity lets its energies be wasted. Values are basic to

progress and well-being. Nations at peace comprise the building blocks of global

values.
4

INDIVIDUAL LEVEL -
COMPASSION, TRUST, COURAGE,
ACCEPTANCE, JOY, SENSE OF
FREEDOM, ABSENCE OF CONFLICTS.

INTERPERSONAL LEVEL -
LOVE, EMPATHY, COOPERATION,
LISTENING, ACCEPTANCE OF
DIFFERENCES, APPRECIATION,
FRIENDSHIP.

COMMUNITY LEVEL -
RECONCILIATION, TOLERANCE,
MUTUAL RESPECT, HEALTHY FAMILY
RELATIONSHIPS, APPRECIATION AND
PROTECTION OF ENVIRONMENT.

NATIONAL LEVEL -
RESPECT FOR CHILD/ HUMAN
RIGHTS, CITIZENSHIP, FREEDOM
FROM BIAS AND STEREOTYPES,
NATIONAL INTEGRATION,
SECULARISM, INTERCULTURAL -
MULTICULTURAL HARMONY.
GLOBAL LEVEL -
AWARENESS OF GLOBAL ISSUES,
PEACEFUL RESOLUTION OF
INTERNATIONAL CONFLICTS,
ENVIRONMENTAL CONCERNS,
APPRECIATION OF WORLD'S
CULTURAL HERITAGE, RESPECT FOR
AND SHARING OF COMMON
RESOURCES.
Levels of Peace

In our culturally plural 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
fanaticism, 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.

National Policy on Education, 1986

1.3 Development of Values Education

1.4 The Concept and Context of Values Education

Why do we Need Education for Values?

Concern about degeneration of values.

Impact of change on children and youth.

Dys-functional families, increased crime and violence, effect of media and

information overload.

The competitive mindset among students, parents, teachers.

What Values Education Aims at:

Holistic development of the child while addressing the head and the heart.

Revisiting values and making everyone aware of eroding values.

Creating balance between child and community.

An education that connects the heart, head and hand.

Inculcating the understanding of Interdependence between family, society, nation

and the world.
Bringing in a pro-active social conscience.

Improvement of the quality of education.

Harmony and peace with self.

Values Education: Challenges Before Schools

Need to prioritize Values Education in the curriculum.

Integrating Values Education into school activities.

Defining focus areas and planning for realizing desired objectives.

Meaning of Values

Values are defined as everything from eternal ideas and guiding principles that
lead to desirable behavioural and positive patterns.

They provide an important basis for individual choices based on connecting

thoughts feelings and emotions leading to positive action.

The Process of Internalising Values

Positioning in a socio-cultural context.

Socialization (family, school, friends) and cognitive stage (level of maturity).

Reinforcement through experiences and observation.

Values Concerns at School Stage

Developing Universal Human Values.

Values derived from the Indian Constitution.

Developing problem solving attitude towards contemporary challenges.

Holistic development of the individual.

Responsible attitude towards self and society.

Nurturing an ethical approach, collaborative skills and respect for Human Rights.

1.5 An Approach to Values Education

All educational programmes attempt at developing children through the provision and
facilitation of certain learning experiences which form the larger curriculum of an

institution. A programme begins by identification of goals and learning outcomes

characteristics that we expect the children to develop. Thereafter learning exercises

that will enable children to achieve the intended learning outcomes can help the

children towards holistic development.

I will give you a talisman. Whatever you are in doubt or when the self becomes too much with you,
apply the following test.
Recall the face of the poorest and the weakest man whom you may have seen and ask yourself if the step
you contemplate is going to be of any use to him. Will he gain anything by it? Will it restore him to a
control over his own life and destiny? In other words, will it lead to Swaraj for the hungry and
spiritually starving millions?
Then you will find your doubts and yourself melting away.

Mahatma Gandhi

CBSE - VALUE SYSTEMS

(Co – Scholastic Areas PART 2B (Attitudes and Values) in the CCE School Based
Assessment Certificate)

Values are determining qualities of life. There is a very large body of

knowledge and lists of values. Article 51 A of the Indian Constitution –
Fundamental Duties – provides the most comprehensive list of values that
should be inculcated by every Indian citizen.

There are 10 principles that form the values framework and subsequently
descriptors are specified for each.

The ten principles are:

(i) To abide by the constitution and respect its ideals and institutions, the
National Flag and the National Anthem.
(ii) To cherish and follow the noble ideals which inspired freedom struggle.

(iii) To uphold and protect the sovereignty, unity and integrity of India.

(iv) To defend the country and render national service when called upon to
do so.

(v) To promote harmony and spirit of unity, brotherhood amongst all the
people of India transcending religious, linguistic and regional or
sectional diversities; to remove the practices derogatory to the dignity
of women.

(vi) To value and preserve the rich heritage of our culture.

(vii) To protect and improve natural environment.

(viii) To develop scientific temper and the spirit of enquiry.

(ix) To safeguard public property and to abjure violence.

(x) To strive towards excellence in all spheres of individual and collective

activity which leads to higher level of performance.

Inculcating Values and Attitudes

9

In addition, the following ten basic themes may also form a part of Values Education in

schools.

„Think positive‟ is a self-empowering concept that allows the student to have a

positive self-image and values himself/herself and life in all forms.

„Be compassionate and do no harm‟ attempts to inculcate love, kindness and

friendliness that are important to respond to intolerance and violence in society.

„Discover inner peace‟ enables an individual to understand the self at a deeper level

of consciousness. It also addresses a person‘s spiritual needs.

„Learning to live together‟ seeks to promote the qualities of sharing, cooperation,

mutual help, building trust and team work. Working harmoniously in groups with

others reduces competition and emphasizes the joy of working as a team.

„Respect human dignity‟ is based on the concepts of Human Rights and Justice. Its

objective is to develop a consciousness that recognizes rights of others along with

one‘s own.

„Be your true self‟ builds behavioural skills such as time management, honesty and

strength of character that are essential for resolving conflicts and for effective social

interaction.

„Developing critical thinking‟ involves the ability to think with logic and reason. It
also includes decision-making and is an important component of democratic

institutions.

„Resolve conflict non-violently‟ is a basic component of Values Education. It

encompasses skills necessary for conflict resolution, active listening, mediation,

creative solution and alternative solution seeking.

„Build peace in the community‟ provides an opportunity for young learners to be

exposed to social realities and to understand people‘s problems as well as their own

responsibilities and duties.

„Caring for the planet‟ is a global educational need for children and adults alike. The

health of the planet has a direct and immediate influence on the destiny of

humankind.

10

It is important to remember that Values Education is not another subject. It

performs two important functions in the curriculum. Firstly, it unifies all other

subjects under a holistic vision of values. In the absence of such a holistic view the

learning done in subjects tends to be fragmentary and remains superficial. Secondly,

Values Education humanizes education.

1.6 Concluding Thoughts

In designing a Values Education Programme, a school needs a clear vision and approach

to ensure the integrity and consistency of the effort. It helps to organize thinking and

effort to achieve a goal. Once an Action Plan has been developed, especially in the

curriculum, it can be developed spirally, in depth and width, from grade to grade.

Our educational policies and the subsequent curriculum frameworks all along have

emphasized the need for Values Education but careful analysis reveals that we value

those aspects of education that translates into academic excellence and creates
opportunities for employment. Values Education is also perceived as an extra workload

or an additional programme or activity.

After a lot of discussions and reflections on these issues it is clarified that although

Values Education goes on constantly in schools it is also true that in order to be

effective, there must be clearly defined and explicit focus, direction and commitment

for fostering values in the agenda of the school.

How to acquire Values Education:

The values can be acquired every moment and every day of our lives but some basic
parameters and focus areas are:

- during the process of socialization eg: immediate family, friends, school teachers, peer
group, neighbourhood etc.

- contact with the broader community eg: family network, mass media, work places etc.
- habits imbibed as we grow up eg: prohibitions, commands and identification with family

and friends, approval and disapproval of actions, deeds etc.

- obligations and norms of the environment around us eg; shift from „must consciousness to

ought consciousness.‟ I must not give way to anger reflect compulsion whereas statements
like
I ought to respect my elders reflect the sense of obligation rather than fear or compulsion.

11

Values enshrined in the Constitution of India point towards the principles of equality

and social justice and appreciation of cultural values, dignity of all individuals etc.

The values such as equality, fraternity, justice can promote inclusivity where all

members of the society feel included irrespective of their colour, culture, economic
social background, caste, religion, gender or community. The culture of inclusivity is

particularly relevant and important in the context of our society, nation and making

education a right for all children.

The exploding world of science and technology has many good and bad unintended

consequences. How science and technology is to be used is a question of values. The

question of social, moral responsibility and the universal, ethical values occupy the

natural position in application of science and technology in a more humane and

rational way. The values and attitudes can only make difference to guide individual

actions based on the principles of fairness, goodness, constructive and critical attitude

and wisdom to discern between the potential and pitfalls of scientific and

technological advancements.

The inculcation of scientfic temper is important for technological advancement

Values should not be treated as ideal concepts but as „empowering tools‟ which are helpful in
meeting the challenges of the contemporary social world -be it religious fundamentalism,
environmental degradation, multicultural conflicts, misuse of science and technology,
inequalities, ill effects of mass media, globalization, commercialization and so on. India is a
multilingual, multicultural and multi religious country.

‘Education for Values in Schools – A Framework’ by NCERT

12

Exercise: Self Reflection

The teacher can take up introspection exercises in the class with the students. An example is

given below.

I. From „me‟ to „we‟

Q1. Who am I? How would you describe yourself as a person?

Q2. What issues are important to you as an individual?

Q3. What aspect of yourself would you like to change/ improve?

Q4. What is the one change you would like to bring in your environment in school /

home?

Q5. How can you bring about that change?

II. My Future

Q1. What would you like to achieve?

Q2. What are the skills and attitudes you think you need to develop to achieve you

goal?

Q3. What problems / difficulties / challenges do you see in realizing your dreams?

Q4. What / who do you think can help you to achieve your goal?

III. Beyond Myself

Q1. The reason for lack of values in today‘s world is:

Wealth Without Work

Pleasure Without Conscience

Knowledge Without Character

Commerce (Business) Without Morality (Ethics)

Science Without Humanity

Politics Without Principles

In pairs, discuss and write an article on one of the topic given. Each group in

class can develop a presentation on one of the above as a project.

13

Q2. What are values? How important are they in your life?

Q3. What values do you stand by / believe in?

Q4. What changes would you like to see in yourself in the next one year?

Q5. List some of the changes you would like to see in your country in the next three
years?

Q6. Do you know any person / people / institutions who are trying to bring about a
positive change?

Q7. What problems do you foresee in achieving your goal?

Q8. How would you like to contribute to the betterment of your nation?

―While teaching political science the teacher was exploring the problems and the

plight of people below poverty line and issues like minimum wages, water scarcity

etc. During discussion on water problem as to what are the causes of such a state of
affairs a few students said that prime cause is that government is not doing its duty.

The teacher asked, ―Who is government‖? The boy first got confused a little and then

replied, ―The Prime Minister and other Ministers‖. The teacher prompted, ―Yes, and

also the other officials connected with water management and supply‖. The child

now was a little more doubtful as the teacher quizzed further, ―How these people

should function to check water problems? At this the child said, ―They should make

strict laws and fine people‖. The teacher asked, ―Do you think rules and laws are not

there! What about your school rules? Do children obey them? How do you think people

should be made to stop from wasting water‖? The child could only utter that they

should check people and make strict laws. The teacher then asked, ―Are these people

supposed to go to each house to check if anyone is wasting water. The child said,

―No! that is not possible, I think we have to be disciplined ourselves. I think it is our

responsibility to use water properly‖. The teacher added that we need to be

responsible in use of other resources and public property like, parks, roads etc. as

well, if we want to have them for use in future‖.

(Daya Pant)
Professor & Head, NCERT

14

Section 2

INTEGRATING VALUES INTO THE CURRICULUM

„It is not that you read a book, pass an examination, and finish with education. The whole
life, from the moment you are born to the moment you die, is a process of learning‟.

– Jiddu Krishnamurti

2.1 Introduction

Values Education in schools is possible only when each individual stakeholder in the

school – student, teacher, parent, management and support staff realizes its inherent
worth for the well-being of the learners.

This requires adoption and structuring of the curriculum in such a manner that

optimizes the transmission and assimilation of values within and outside the

classroom.

Every lesson, routine activity and environment becomes value-centric and the entire

gamut of relationships and processes in the school is thereby strengthened and

empowered.

2.2 Curriculum Onion

Various ‗layers‘ of school practice which can influence the relationship can be
represented as the ‗Curriculum Onion‘.

15

External Factors:

These are the factors to which the Values Education must be related, e.g., school's

surroundings, parental background of students and priorities of each society, and a

framework within which the curriculum or the action-plan must be fitted.

Hidden Curriculum:

All the other things that are learnt during schooling in addition to official curriculum

will also involve a host of values, such as performing botany practicals, setting up a

garden and thereby learning dignity of labour. Teachers‘ hidden curriculum could well

be students‘ ‗informal‘ curriculum.

Through Subject Areas:

Values can be imbibed consciously by linking ethics to curricular areas. For example

through:

Languages- story and dramatisation on social evils.

Science-values behind scientific research.

History-facing historical issues and reacting to them.

Social Science, Geography – How different living conditions affect cultures, value

systems and behaviours.

Physical Education – Competition versus co-operation in sports, sporting/team

spirit.

The Lessons Taught:

Values can be explored through regularly taught lessons. These need to be carefully

planned while implementing the programme.

Descriptor based assessment and evaluation is an integral part of Values Education

programme and a specified time ought to be fixed for this.

When we understand someone else's feelings, needs or ideas, we step up on the ladder of respect.

16

2.3 Values Education and Subjects

Values can never be taught in isolation. They cannot be transacted independently

from the learning that takes place in the classroom and within the school.

2.4 Inculcating of Values through Continuous and Comprehensive

Activities
After the identification of appropriate values for Primary, Middle and Secondary; the

various Scholastic and Co-scholastic activities are required to be given proper

orientation to become an instrument of inculcation of such values. In fact, the values

are suggested to be woven in every activity of the school and also in every subject

being taught. School environment and academic climate must be so modified that it

should give rich experience to the children. The text book material should be

correlated with the learning of values by identifying areas in which the desired values

may be promoted. Through all curricular programmes, the following are important for

inculcation of values by suitably introducing the element of values in every step:-

1. Knowing – The learner must be made aware of the inherent values or ethical

issues while going through a particular topic.

2. Making judgments – The learner must be provided with conflicting situations

while teaching/ learning to enable him/ her to evaluate the implications of the

related values.

3. Believing – Emphasis should be given to relevant points helpful in development

of faith in these related values.

4. Action – The learner may be encouraged to practice these values in actual life

situations as a result of change in his/her behaviour brought about by relevant

and meaningful experiences.

Clarifying some fundamental terms:

Values - Values are defined as everything from eternal ideas and guiding principles that lead
to desirable behavioural patterns and are positive. They involve both the cognitive and
affective dimensions and provide an important basis for individual choices based on
connecting thoughts and feelings and emotions leading to positive action.

Attitudes – are individual responses to other people or situations or even events that are
shaped by their personal values. While positive human values – compassion, and caring,
respect and tolerance for others are desirable, they will find reflection in the attitude of
nurturing, or destroying the environment; being kind or cruel towards animals, etc.

17

5. Internalization – Through constant emphasis on such relevant ideas, thoughts

and actions, the learner should be led to a stage where the practice of acquired

values may be spontaneous and immediate leading to acquired positive

behavioural patterns and outcomes.

It should be noted that „Values‟ cannot be taught like a subject, i.e., like

Languages, History, Science or Mathematics. They can only be inculcated through

the situations deliberately planned while teaching various school subjects.

It is therefore imperative that Values Education be woven into the teaching of

subjects. All Languages contribute to the development of skills like listening,

speaking, reading and articulation of ideas.

The very nature of Social Science (Geography, History, Political Science and

Economics) is to understand the human and social environment for developing a

humane and values based perspective.

Mathematics and the Sciences need to be oriented towards their role and

responsibility in fostering values rather than being seen in isolation.

Similarly, Sports and Fine Arts (performing and visual) also offer the opportunities to

initiate and develop values among students.

There are some values that are present in every lesson. They may be articulated

directly or indirectly in the form of stories, processes or biographical references. The

task of the teacher is to identify the apparent or hidden references to values and use

them as reference points to initiate a discussion on values within the subject specific

domain.

A values centered approach in the classroom will add meaning to each class. Moreover

as students engage creatively in the classroom, lesson objectives will be realized

effectively.

Anything that helps us to behave appropriately towards others adds to values of respect and courtesy.
Anything that takes us out of ourselves, and inspires us to sacrifice for the good of others or for a great
cause is of spiritual value.

18

2.4.1 In the Classroom

It is necessary that the teacher plans each lesson keeping in mind the following:

1. Identifying the values of each lesson keeping the lesson objectives and learning
outcomes in mind.

2. Develop a strategy to communicate, identifying concepts and the processes and

modes of dissemination of values.

3. Device creative mechanisms to communicate these to the students.

4. Reflect and discuss the efficacy of efforts by reviewing impact on affective

behaviour keeping in mind the components of Values Education.

The teachers must, however bear in mind the stage appropriateness, the time

available and the objectives and learning outcomes of the lesson while transacting

values.

2.4.2 Teaching Methods

Teaching methods for Values Education will involve a variety of ways that blend the

formal and the informal instructional processes.

The success of Values Education and development in students substantially depends on

the vision, motivation, skills, attitudes, values and behaviour of the teacher.

19

Teaching Methods:

Discussion starters

Drawing distinctions/thinking critically about distinctions

Comparisons

Good practices
Finding examples

Thinking about consequences

Comparing perceptions

Different Perspectives

Meaning

Analysis arguments

Expressing or exploring agreement and disagreement

Exploring possibilities

Finding criteria

Values judgement

A student centered approach requires focus on creating –

1. A friendly classroom environment that is engaging and motivating.

One of the basic principles is creating a classroom environment, free from

excessive competition, threat, or ridicule to allow for unhampered creative

expression. It is neither an environment dominated by an authoritarian teacher

nor is it an entirely unstructured environment. Rather, it aims at creating an

emotional climate for students to experience a sense or feeling of personal

worth, trust, dignity and self-confidence, leading to self-discipline.

This implies that the students feel welcome into the classroom space and have a

sense of ownership about its physical space and human component. They are

able to form teams according to task assigned and work in cooperation with one

another. This eliminates selfish or self-centeredness among students as

individuals.

Students‘ motivation and initiative is an important indicator of a healthy

classroom environment.

20

A few simple activities like beginning the day with sharing the news, greeting one

– another on birthdays and festivals or associating a positive value with a child

would help in creating conducive classroom environments.

2. Provide opportunities for students to express themselves.

It involves allowing children to ask questions that help them to relate to what

they are learning in school and relate them to what is happening outside; the

trick lies in children answering in their own words, and from their own

experiences, rather than simply memorizing and getting answers right in just one

way. This will contribute greatly to the building of the student‘s self-confidence

and self-worth. Children have their own thoughts, views, opinion, ideas,

perception arising from their everyday experiences with parents and friends,

exposure to the media, etc., but they are not equipped to express it in ways that

a teacher might appreciate.

Open debates and discussions will allow students to have a clearer understanding
about their own beliefs and assumptions, question and modify them. It will

engage them in reflection and allow for their character development. Eminent

personalities, monuments, events and processes can be highlighted and studied

for the engagement of students.

3. Rewarding Creative Approaches

The role of the teacher as a

facilitator of learning, rather than a

repository of knowledge ensures

that divergent thinking is

encouraged. A spirit of enquiry and

freedom to experiment and voice

ideas and experiences may prove

useful in awakening student‘s

interest and participation.

The idea of tolerance and dignity may be thus advocated through songs,

symposia, dance, theatre or poetry to name a few approaches. It will assist in

the internalization of values and content of lessons as well.

Dancing their way to joyful learning

21

The various facets of ethics taken up in Schools

4. The Ethical Paradigm

Students must be able

to relate values

concepts to subject
domains as well as to

their life ahead. School

education is in its

broader interpretation

preparing students for

their adult life so that

they become balanced

individuals, responsible

citizens and are

employed; this would be incomplete without Values Education.

Fostering values like honesty, discipline, dignity of labour, respect for others,

punctuality, commitment and dedication can prove critical to social

transformation and dealing with the malaise of corruption and violent conflicts

stemming from gender, religion or racial divides.

5. The perspective of the lesson.

‗Personal perspective is your basic attitude to life, the way you tend to look at

the world, unconsciously and consistently. It influences your thoughts, opinions,

choices, actions and ability to make changes.‘

The core focus of the lesson is not merely its content but context too. Good

teaching of a subject implies teaching it in such a way that the students gain

insight into the nature of the subject, its logical structure, its methods and also

imbibe the attitudes and values associated with that particular subject.

Presenting the lesson from a humanistic and positive perspective is important.

The lesson which inspires, awakens positive feelings and experiences, creates

self-awareness, encourages openness and spirit of inquiry in raising questions,

explores, discovers and constructs understanding of values by providing

opportunities to put knowledge of values into practice is meaningful.

22

A lesson about the freedom struggle of India, e.g., would be incomplete without

reference of ‗Satyagraha‘ and ‗Ahimsa‘ as a form of struggle that allowed for the

participation of the masses in the freedom struggle. This will also enable the

development of peaceful and rational approaches to understanding contemporary

issues and challenges.

As the young envision the future armed with knowledge, a capacity for critical

thinking, problem solving and decision making, they will be in a position to make

informed choices for themselves and the society as its leaders and decision

makers. It is essential therefore that the students are encouraged to take the

lead rather than follow instructions.

2.5 Teaching Values through Core Subjects

Exemplars

SOCIAL SCIENCE

While asking students to write a paragraph or composition, teachers can give them

topics like ‗Teachers, how they treat me‘; ‗Class discipline‘. Instructions in Social

Science should promote values and the ideas of secularism, socialism and democracy.

These should help students develop positive attitudes and acquire knowledge

necessary for achievement of universal values, e.g., non-violence, increasing economic

and social welfare and ecological stability. History has a record of the struggle of

mankind- their achievements and failures. It focuses on decisions which changed the

course of progress of mankind. Geography presents the concept of `one world-unity in

diversity‘. It teaches interdependence. While learning Economics, stress should be

given on values like thrift and saving which results in capital formation, leading to the
prosperity of the nation. Civic sense can be promoted by cultivating a sense of

belongingness, protecting public property and obeying the rules and regulations in

right earnest. Duty is one of the fundamental values.

The atomic bomb can kill millions of people' is a statement of fact whereas Use of atomic bomb is wrong'
is a judgement of value. ‘

23

i) History

While teaching values through History it is important that events / happenings

are presented holistically rather than in isolation. This would help students to

understand the importance of interdependence, i.e.;

The view that one person‘s act can affect the lives of an entire nation can

be developed through examples of rulers or governments that have been

huge success or failures, whereby creating a sense of individual

responsibility that connects with a collective goal.

The practical examples in history of oppressions, exploitation, greed and

aggression can be juxtaposed against those of patriotism, compassion, bravery,

cooperation, loyalty, justice, perseverance, and responsible decision making by

bringing out the events within the date lines of countries and the lives of people

who have contributed to world heritage.

All this can be done through activities some of which have been designed in the

Value Cards and comprise of discussion, debates, drama and role plays which will

reinforce the positive values and make learning History lively and interesting.

ii) Political Science

Discussing socio-political events can be interesting too.

24

This subject has great potential to help develop the understanding of

constitutional values like duties democracy, citizenship, human rights, child

rights, social justice, patriotism and unity in diversity.

The Constitution of India is an extremely important document in which are

enshrined all the values essential for nation building. The teacher can use this as

a tool for teaching students the values mentioned above.

With the growing importance of global citizenship values lessons can be learnt

through the study of governance and a variety of political systems that can be

seen across the world.

Values can also be inculcated through exhibitions, project work, visits,

community surveys, discussions on social issues, presentations, etc. This will help

in reinforcing the importance of character building which will finally affect

change in attitudes at school level.

iii) Geography

The teaching of Geography

as a subject must

emphasise the values of

oneness, interdependence
of countries, unity in

diversity, responsibility

towards environmental

conservation, urgency of

preserving natural habitats, respect and love for the flora and fauna., i.e.;

While teaching rivers system and weather, teachers can find opportunities to

illustrate the values we learn from different things in Nature. How everything

is interrelated, originates and merges back into its source. Water is

evaporated by the Sun and gathers into clouds and then falls as rain.

Another example is how the Earth's structure is formed through tremendous

fluctuations of extreme heat and cold.

25

In Geography, we learn about different countries and their borders. It can be

explained that there are no distinct borders, i.e.;

If we travel by air or sea, we cannot distinguish one country from another.

This illustrates that Earth is one unit and we should see things beyond

national and international boundaries.

Environmental conservation can be brought into focus while discussing how we

can contribute in small ways by being conscious of using natural resources and

living a simple life.

Discovery games, map drawing, environmental games, quiz, role play,

brainstorming, etc., can be used to convey important values through Geography.

History, Political Science, Geography are all different aspects of Social Science

which help in;

Developing values that bring out the relationship between cause and effect.

Thematic evolutionary approach.

Holistic approaches towards looking at people and cultures.

Understanding conflict between individual and the society.

Appreciation of views and moderation.

Development of perspectives and their validation.

LANGUAGES

Of all the academic subjects, languages

are the best means of communication.

The students grasp the language easily

and the teacher can integrate human

values through curriculum.

Inculcation of values through language

teaching is a great challenge for a

language teacher. Generally, people learn a language for communication. They

learn a second language especially English for social mobility, to become a global

citizen and for better socio-economic opportunities. The second language, which

is an additional accomplishment, is related with their mind, intellect and

understanding and also their spirit, heart and feelings. It is a language, which

26

connects one person with the other and helps him to know more about others‘

views, ideas and outlook. Thus, it broadens one‘s mind, alleviates prejudices,

widens outlook and brings people closer. Our values and heritage are preserved

through language.

The textbooks in languages at the Secondary and Senior Secondary stages are

prescribed by the Board. For lower classes the textbooks in languages may be so

selected or designed by the school as to contribute to the inculcation of right

attitudes and the basic human values-like respect, courtesy, compassion,

honesty, tolerance, truthfulness, integrity, national consciousness, a sense of

discrimination and spirit of enquiry.

Language teachers can successfully inculcate various values through their

sessions. Language teaching has an infinite capacity for assimilating Values

Education. Language cannot be taught in isolation, away from social situation,

nor can values be imbibed sans practice. Using good meaningful values-based

text with language learning can invariably make the learners sensitive human

beings and conscientious citizens.

Language textbooks for all classes should contain stories combined with moral

values and the accepted universal values. To help the students inculcate these,

the teacher may-

i. Ask probing questions, which lead to focus on to desired values.

ii. Illustrate with examples- the use of this will help the teacher to present

generalizations with the help of relevant and interesting examples.

iii. While setting assignments, the language teacher can ask the students to

identify good qualities in their favourite heroes, great men and women.

iv. The language teacher should create interest in the language through

singing, chanting slokas, telling stories and creating situations providing

real enjoyment and satisfaction.

(a) Values Inculcation through Poetry Recitation

One way of inculcating values in students is through ‗Recitation‘ of good poems.

Poems entertain the readers, refine their feelings, and develop their sensitivity,

which ultimately make them better human beings. While reading the poems of-

27

‗William Wordsworth‘, the readers should feel union with the spirit of Nature,
which kindled the spirit of the poet, and he became one with Nature.

Wordsworth has written-

―And I have felt a presence,

That disturbs me with the joy,

Of elevated thoughts and a sense sublime.‖

******

‗My heart with pleasure fills,

And dances with daffodils.‘

The sweet and melodious voice of the bird nightingale, which made the poet

‗Keats‘ forget ―the weariness, the fever and the fret‖ of this mundane world,

can be appreciated by the learners also when they are properly motivated and

inspired. The learners can also learn from the sweet-voiced bird Skylark: -

―Type of the wise who soar but never roam,

True to the kindred point of heaven and home.‖

The learners can realize with ‗Keats‘: -

―Beauty is truth, truth beauty,

That is all ye know on earth,

And all ye need to know.‖

These feelings refine the hearts, elevate sensitivity and develop love for one and

all. Thus over-flowing love, sympathy and kindness replace hatred, jealousy,

animosity and violence. These lines of „Robert Frost‟ motivate the learners to

work incessantly—

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.

28

With proper recitation, the poems of Tennyson and Browning can create

appropriate atmosphere and motivate the learners to be active and optimistic—

―How dull it is to pause, to make an end,

To rust unburnished not to shine in use.‖ (Tennyson)

******

―I was ever a fighter so one fight more ---― (Browning)

In the same way, these lines of a famous poet can evoke the feelings of

patriotism—

―Breathes there a man with soul so dead;

Who never to himself hath said;

This is my own, my native land!‖

Whereas these beautiful lines of Tagore‟s poem inspire a person to come out of

narrow boundaries-

―Where the world has not been

Broken into domestic walls;‖

The poet again prays to God—

―Where the mind is led forward by Thee

Into ever widening horizons;‖

(b) Values Inculcation through Stories

Language is also a great treasure house of good stories. These stories often

provide good moral values. Through these delightful, entertaining and purposeful

stories, great moral values can be inculcated. Stories of ‗Hitopdesa‘ and

‗Panchtantra‘ always provide some values. Stories like ‗Midas Touch’ make the

learner think that money or gold is not everything in life. The story ‗The
Background‘ presents a tragic story of a commercial traveller, Henry Deplis who

ultimately becomes insane as he is treated as a mobile painting because of a

marvelous painting tattooed on his back. This tragic story inspires the reader to

consider human life as the most precious on this earth. A famous story ‗The

Drought‘ by Sharat Chandra Bose unravels the inequitable social order where

the poor and underprivileged are mercilessly trampled upon without any hope of

social upliftment. This heart-rending story makes us sympathetic and kind to the

29

plight of the poor and unfortunate who suffer much in our social system. His

other heart-rending story ‗Abhagir Swarga’ presents the same theme.

A very interesting story ‘Maternity‘ presents the moral that human feelings

transcend all boundaries .In this beautiful story Mikali‘s famished infant brother

is saved due to the kindness of a Chinese woman when Mikali was driven by his

own countrymen. Learners can easily perceive that noble qualities like kindness,

caring and sharing know no caste, creed or race.

In Hindi literature there are highly inspiring stories of Prem Chand, Jai Shankar

Prasad, Bhagwati Charan Verma, Amrit Lal Nagar, Jainendra and Ageya. Prem

Chand‟s great stories ‘Punch Parmeshwar, Budhi Kaki, Kafan, Gilli Danda, Bade

Bhai Saheb, Poos Ki Ek Rat, Dhai Ser Atta’ besides presenting a realistic picture

of our country also evoke feelings of sympathy and compassion for the poor and

down-trodden. Even Jai Shankar Prasad‟s story ‗Chhota Jadugar‘ presents a

child‘s innocent joy and his love for his mother, whereas his ‗Aakashdeep‘

presents supreme values of love and sacrifice.

In pre-independence period, Indian writers succeeded in evoking values of

nationalism and patriotism through their inspiring writings. In Bengal Sharat

Chandra Bose, Bankim Chandra Chattopadhyay, Rabindranath Tagore,

Mahashweta Devi, Ashapurna Devi influenced lives of millions through their

socially relevant works.

Stories in language books are an effective tool in inculcating desirable values.

Students can also be asked to elicit values from the story by themselves. They

can be given opportunity to think and discuss and make up analogies, etc.

Literature of all languages presents glorious examples of universal values.

Sanskrit language is replete with such values that can guide a person to live life

in a proper way. Wonderful epigrams like ‗Vidya dadati vinayam,‘ Paropkaray

satam vibhutyahh‘, Vasudeva Kutumbakam, present universal values.

In Hindi literature there are poems like Haldighati, Jhansi Ki Rani, Kamayani,

Panchwati which can entertain a person as well as refine his heart making him a

better human–being. ’Woh khoon kaho kis matlab ka jisme swades ka pyar

nahin’, ‘Khub ladi mardani woh to Jhansi vali Rani thee’, ‘Mujhe tod lena

30

vanmali us path par dena fenk, matrabhoomi par sheesh chadhane jis path jate

veer anek-‘ these inspiring and ennobling lines can help a teacher to imbibe the

sentiments of nationalism and self-sacrifice.

Jai Shankar Prasad‟s ‗Kamayani‘ presents struggle of a human spirit against all

odds. Rashtra Kavi Maithali Sharan Gupta inculcated sentiments of true

nationalism through his poetry. Poems of Nirala, Sumitranandan Pant, Sohan Lal

Diwedi and Dinkar are highly inspiring.

(c) Values Inculcation through examples of Great and Noble Persons

Autobiographies, biographies and experiences of great and noble persons also

impart ennobling and inspiring values to the learners. Spirit of self-respect of

Shri Jagdish Chandra Bose, who refused to accept less salary than the British

employees for the same kind of work, can inspire our young generation. The
indomitable spirit and patriotic fervour of hockey wizard Major Dhyan Chand

who refused to be a coach of a foreign team in spite of financial hardships, may

instill the values of love for our nation. His words, ―If I become a coach of a

foreign team and that team defeats India then how will I show my face to

others,‖ had inspired all Indians. These examples of courage and fearlessness

remind us of the famous lines by Rabindranath Tagore,’ Where the mind is

without fear; And the head is held high‘. A lesson on Mahatma Gandhi presents

his vow to always speak the truth and to serve his parents. Pandit Jawaharlal

Nehru‟s wish to have his ashes scattered in the fields of his beloved country

after his death may give birth to the same nationalistic feelings. Dr. Abdul

Kalam‟s advice to the young generation to ‗Dream always‘ may inspire children

to be dreamers as well as doers to realize their dreams. Our youngsters can learn

from the life experiences of these great and noble people who achieved heights

of greatness through sheer hard work, devotion, perseverance and

determination. Lives of all great men remind us that we can also make our lives

sublime. Abraham Lincoln„s letter to the teacher of his son may make a person

learn the values of self-respect. He writes— ―Teach him to sell his brawn and

mind to the highest bidders but never to put a price on his heart and soul.‖

31

(d) Values Inculcation through different Characters

Through language, learners get a glimpse of the innermost depths of the complex

human heart. William Shakespeare‟s ‗Hamlet’ and ‘Othello’; Charles Dickens

‗David Copperfield’ and Thomas Hardy‟s ‗Henchard’ and ‗Tess’ present the

timeless and universal characteristics of human nature.

Proper understanding of these complex characters can make a person more kind,
sympathetic and tolerant. In India Ashapurna Devi‟s ‗Pratham Pratishruti’,

Mahashweta Devi‟s ‗Hazaar Chaurasi ki Maa‘, Rabindranath Tagore‟s

‗Kabuliwala‘, Munshi Prem Chand‟s ‗Godan’, ‘Gaban’, ‘Seva Sadan’,

R.K Narayan‟s ‗The Guide’, Fanishwar Nath Renu‟s, ‗Maila Anchal, Amrit Lal

Nagar‟s ‗Manas Ka Hans, Jai Shankar Prasad‟s ‗Titali’ present a wide range of

characters which make the readers aware of the subtleties and inner depths of

human hearts and influence the readers to be more humane.

A teacher who is the immediate and most important role model must use

recitation, storytelling, role-play and dramatization to instill these values in the

students. S/he can also use techniques of discussion, questioning and analysis

and brainstorming to inculcate these values. A good teacher can go even beyond

classroom and include community to instill fine values through practical

examples, and demonstrations. S/he can use extracts of good literary works and

by using different techniques make them appreciate and imbibe these values.

A situation can be created wherein the students role play and are made to

experience those values in a simulated situation. Poetry, songs and drama may

be used to promote values like friendship, harmony, kindness and peace, etc.

Today it has become important to develop a dialogical approach both at the

place of work and during day-to-day social interactions.

The skill of negotiation and advocacy will help in learning to live together,

understanding emotions with the ability to listen and appreciate. All this can be

brought out through creative writing, composing value based songs, co-operative

story making, cross-word puzzles, activities, word building games, debates and

discussions.

32

ENVIRONMENTAL SCIENCE
Environmental Science (EVS) books of primary stage are full of opportunities for

conveying values of equality, justice, human dignity, rights and caring attitudes

towards nature, etc. Many of the textbooks used by schools have exercises built

around these themes.

The CBSE has also brought out Teachers Manuals which are stage specific and

carry age appropriate activities.

Under the theme food, sub themes like cooking, eating with the family, and

avoiding wastage of edibles can be discussed. The values of cleanliness, good

eating habits, an understanding of the under privileged, variety of foods from

different cultures, etc., can be taken up too.

Family, relationships and responsibility are also integral to learning EVS. The

Life Skills Manual of the CBSE has many examples on ‗Family and Friends‘ with

sections on ‗Work and Play‘. These sections provide ample opportunities for

teachers to highlight and promote values of work and the other qualities they

appreciate in their family members and relatives.

Most of the lessons also have content which enables students to explore

intergenerational differences (between old and young), understanding differently

abled people which will help to sensitize them towards attitudes of empathy,
love, compassion, caring towards themselves and others.

‘Life is not about finding yourself, it is about creating yourself’.

Edgar Allan Poe.

‗Go GREEN‘ is the value of the week

33

SCIENCE

Science is often equated with facts, knowledge

and experiments. The subject matter of Science

enables one to develop critical thinking skills,

decision making and problem solving skills.

While teaching Science, developing scientific

attitude is the main aim but a variety of human values can also be developed.

While speaking about the qualities of a good spring balance, qualities like

sensitivity, stability and consistency can be pointed out. Further it promotes

curiosity to learn more and develop scientific attitudes and emphasize how

human kind needs to stop exploiting nature to his advantage.

Life Sciences promote values of reverence for nature and the creator. Teaching

of Science also promotes values through activities of Eco Clubs, Nature Clubs,

Adventure Clubs, Health and Wellness Clubs etc.

For instance in the Science textbooks there is a topic on, Refraction of

Light, and students observe an illusion that a straight glass rod appears

bent when placed in a glass tumbler. The understanding of processes of

refraction and bending of lights conveys that sometimes what we are seeing

with our own eyes may not be true, just as the glass rod half dipped in

water in a glass tumbler appears to be bent but it is only an illusion. As we

learn more about properties of light, we know why rod appears bent. Use
examples of this kind to illustrate the phenomenon of cultural biases

toward others.

Similarly the topic of parasitic plants which thrive on each other can be

used to explicate how nature supports interdependence. There is mutual

support and sharing contributing to collaboration and survival even in

plants. Human beings who are at the highest level of evolution must

realize this value of survival based on interdependence and collaboration.

Observation, comparison and analysis are all skills developed during teaching of

Science. These skills can be translated into ‗Values‘ that can help students to

connect with each other and the community.

34

Wondrous World beneath the microscope

MATHEMATICS

Mathematics is often considered a subject that

is taught in isolation. Mathematics teachers of

primary stage can point out the values of

attention, precision and aesthetics while

teaching shapes, by pointing out how order

and harmony results if shapes such as a

triangle, circle and star are drawn with

attention and precision. But if these are drawn

without accuracy, the triangle will not look like a triangle or a circle and star will

become something else.

The middle school children are taught profit and loss and calculating wages of

employees, it is important that teachers relate these to real life situations and

question them about the kind of money they get to spend in their families and

compare it to the wages some of the poor get.

Teachers may also point out the importance of equal wages for men and women

thereby highlighting gender-equality, child labour issues, etc. Similarly while

teaching Senior Secondary students, Differential Calculus, it can be highlighted

that even small infinitesimal changes that are measured under this branch of

35

Mathematics is crucial for success or failure of such huge projects like rocket radar

operations/launching, etc.

Therefore values of precision, accuracy, truthfulness and paying attention to

one‘s responsibilities has important connections with people and society

centered to life and living.

FINE ARTS (PERFORMING AND VISUAL)

There is perhaps no medium greater than the Arts-both Visual and Performing

that can help in developing Values.

Be it lilting melodies that soothe the mind or powerful lyrics that inspire, mass

movements, or even a painting that speaks a thousand words, none of them are

confined by boundaries.
The Arts offer us tremendous hope, they typify all that man is capable and

worthy of intellectually, physically and spiritually. They personify the goodness

of the human race.

I value my art!

A teacher can use this method to encourage critical engagement across the

classroom in developing values. Today more than ever before, we need to invoke

the Arts and rediscover their healing potential.

36

Through art and culture, we can challenge stereotypes present in the classroom,

analyse critical thinking, inspire children towards participating and vision

building.

Art can also become a political act, a conscious effort to facilitate and

participate in social change. Respect, love and beauty, values that humanize us

are all present in Fine Arts.

Artistic and cultural activities in the larger curriculum of schools

37

SAMPLE PLANS:
A few sample plans, subject-wise are given as under for guidance of teachers.

The topics are chosen keeping in view their representativeness or universality as

some elements of the topics are present in the syllabus of the subjects in almost

all the classes from I to XII, in a spiral way. Teachers may take up some projects

based on the ideas conveyed during the teaching as part of students‘ activities.

ENGLISH
PRIMARY
Topic Values proposed to
be inculcated

Anticipated
behavioural
outcomes

Tools for
assessment

Two
Gentlemen
of Verona

1. Love for family

2. Sincerity towards

work
3. Selflessness
4. Determination
5. Hardwork
6. Self discipline

Students after
reading this lesson
will understand-

1. Sincerity towards
work.

2. Selflessness.
3. Self discipline.

1. Group
discussions.

2. Class
discussions,
quiz.

3. Writing
articles.

4. Observation
of behaviour.

5. Role Play.

HINDI
PRIMARY

Topic Values proposed

to be inculcated

Anticipated behavioural
outcomes

Tools for
assessment

Jhansi ki
Rani
(Poem)

1. Patriotism and
nationalism

2. Self- Sacrifice
3. Courage and

valour
4. Gender

equality

Students after reading

the poem Jhansi ki Rani
will learn:

- Patriotism and love for

the country.

- Appreciation for the

sacrifice made by the
people for the freedom
of the country.

- Courage, valour and

grit of a woman.

- Narration/Recit
ation of the
poem by the
students-
pronunciation,
rhythm,
gestures etc.

- Observing the
spontaneous
action of
students in and
outside school.

- Role play and

opinion of peer
group about
each other.

- Grading.

38
ENVIRONMENTAL SCIENCE

CLASS – I

Topic Values proposed to

be inculcated

Expected
Behavioural
outcomes

Tools for
assessment

My family Relationship

Trust

Love and
affection

Respect for all

family members

Sharing and
caring

Togetherness

The students would

develop –

1. Healthy
relationships
amongst family
members.
especially siblings.

2. Learn to share
their things.

3. Show concern for

the elderly and
sick.

4. Celebrating all
important festivals
and occasion
together.

5. Extending moral
support.
1. Fancy Dress.

2. Family tree/
album.

3. Celebrating
days like
Grandparents‘
Day, Fathers‘
Day, Mothers‘
Day.

4. Thank you
cards.

5. Role Play.

6. Describing
words for
each family
member.

ENVIRONMENTAL SCIENCE

CLASS – II

Topic Values proposed to

be inculcated

Anticipated
Behavioural
outcomes

Tools for
assessment

Our Helpers 1) Co-Dignity of

labour

2) Respect for all

The students would

learn to:

- Respect each &

every profession.

- Understand the
interdependence
of each job.

1. Fancy Dress
Competitions

2. Special
Assembly on
Labour‘s Day
(1st May)

39

Our Helpers

Helper Equipments Used

Doctor

Policeman

Fireman

Gardener

Teacher

3. Thanks giving
cards for
helpers in the
schools

4. Riddles-guess
my profession

5. Equipments
used by
various
helpers.

40

ENVIRONMENTAL SCIENCE
CLASS – III

Topic Values proposed to

be inculcated

Anticipated
Behavioural
outcomes

Tools for
assessment

Our Universe

1) Co-existence

2) Inter-dependence

3) The world is a
family –
―VASUDEV
KUTUMBKAM‖

The students will

become aware
of:

The world around

us.

The natural
resources/
celestial bodies.

They will develop

a scientific
temperament.

1. Projects and
models.

2. Jig-saw puzzle.

3. Recitation of
poems on Sun,
planets, stars
etc.
4. Response
sheet/
worksheets.

5. Quiz.

6. Ascending and
descending
order of
planets
(mathematical
skill).

MATHEMATICS
Class - VII

Topic

Values proposed to
be inculcated

Anticipated
Behavioural
outcomes

Tools for
assessment

Profit & Loss

1. Honesty
2. Integrity
3. Self-control

After studying the

topic (Profit & Loss)
the children will –
1. Become more

honest in their
dealings

2. Understand the
importance of
integrity

3. Should be able

1. Observation of
spontaneous
behaviour

2. Opinion of
peer group and
persons
around.

3. Grading by
teacher

41
HISTORY

Class - VIII

Topic Values proposed to

be inculcated

Anticipated
Behavioural
outcomes

Tools for
assessment

The National
Movement –
1870 – 1947

1. Patriotism

2. Secularism

3. Universal love and

tolerance.

4. National
Integration

5. Respecting cultural
values of others.

6. Team work

After reading this

lesson, the students
will –

1. Understand the
true meaning of
Nationalism.

2. Growth of Mass
Nationalism.

3. Get an insight of
Gandhiji‘s
‗Satyagraha‘ and
‗Ahimsa‘.

4. Learn about
participation of
women in India‘s
freedom struggle

1. Project work.

2. Working in
mixed groups.

3. Preparing
scrap- books
on India‘s
Independence
Struggle.

4. Anecdotal
records.

5. Role play.

6. Film making.

7. Self composed
poem/song.

to handle their
emotion,
exercise control

HISTORY
CLASS – VIII

Topic Values proposed to

be inculcated

Anticipated
Behavioural
outcomes

Tools for
assessment

The Mughal
Dynasty

1. Religious
tolerance &
interfaith

2. Secularism
3. Cultural
integration
4. Tolerance,

brotherhood &
patience.

1. Learn to be
patient &
tolerant.

2. Respecting each
others religion.

3. Respecting
cultural
diversity
through
festivals.

1. Inter-faith
assembly.

2. Heritage Quiz.
3. A visit to

historical
monument.

42

GEOGRAPHY
CLASS – IX

Topic Values proposed to

be inculcated

Anticipated
Behavioural
outcomes

Tools for
assessment

India :

Size and
location

Physical
Features of
India
Climate

1. Environmental
awareness

2. Unity in diversity

3. Interdependence
of different
regions (National
Integration) of the
nation as a whole.

After reading this

lesson, students can
develop -

1. Awareness to
protect
geographical
environment.

2. Understanding
the diversity of
climate of
different regions.

3. Monsoon, rains,
rivers,
mountains,
resources etc.,
are binding
factors between
several regions. A
heightened
understanding of
national unity
and integration.

1. Quiz

2. Debates

3. Worksheets

4. Map work
CIVICS
CLASS - IX

Topic Values proposed to

be inculcated

Anticipated
Behavioural
outcomes

Tools for
assessment

Constitutional
Design

1. Respect the
constitution and
Democracy

2. Secularism

After studying this

lesson the students
are expected to –

1. Become duty

1. Observation

2. Quiz
programmes

43
conscious and
more socially
responsible.

2. Develop the
habit of
democratic
decision making.

3. Understand and
practice the
essence of
secularism.

4. Inculcate
guiding values of
the Indian
Constitution and
learn to resolve
conflicts
through
constitutional
means.

3. Response
sheets.

4. Mock / Youth
Parliament /
not related to
the chapter
can be
included in
working of the
constitution.

5. Drafting a
class
constitution as
per school
norms.

HISTORY

CLASS – IX

Topic Values proposed to

be inculcated

Anticipated
Behavioural
outcomes

Tools for
assessment

The French
Revolution

1. Equality, Liberty
Fraternity

2. Understand
fundamental &
human rights

The students would

be able to get an
idea of:

1. Organised
struggle for the
Nation building.

2. Ideals of
Equality, Liberty
Fraternity.
3. Importance of
National symbols
for a nation.

1. Declaration of
human rights
and their
importance.

2. Enacting /
Role Play.

3. Presentation
on the
intellectuals &
philosophers
who inspired
the revolution.

44
ECONOMICS
CLASS IX – X

UNIT/
CONTENT

GENERALISATION VALUES

1. What is an
economy?

An economy is a collection of
production units like farms,
factories, banks, schools,
government offices etc. their
interdependence for their activities.

Social interdependence
leading to inevitability of
cooperation.

i) Types of
economies
Ownership in the hands of private
individuals who are guided by the

Enterprising spirit and

calculated rick.

SCIENCE
CLASS – XI

Topic Values proposed

to be inculcated

Anticipated Behavioural
outcomes

Tools for
assessment

Gravita-
tion

1. Discipline
2. Inquisitiveness

/ Curiosity
3. Inculcating the

importance of
precision and
accuracy in
daily life

4. Appreciating
laws of nature.

After reading this lesson,

the students will –
1. Develop sense of

discipline,
appreciating the
various natural laws
governing the entire
universe.

2. Develop
inquisitiveness to
know more about the
nature, which will also
lead to development
of scientific attitude.
3. Appreciate man‘s
quest for unfolding
the mysteries of
nature, probing
deeper into spaces,
use of different
telescope and
listening devices,
Hubbles telescope and
its amazing range of
observation.

1. Project work.
2. News items on

Science.
3. Group

discussions.
4. Quiz

programmes.

45

a. Capitalist
economy

profit motive which is uncertain. In

this way a private entrepreneur
takes a risk.

b. Socialist
economy

Ownership of resources in the hands

of society as a whole, (i.e.
government) with intention of
effective use of resources for the
benefit of community as a whole.

Efficient use of natural

resources, community
development, sharing
acquaintance with social
needs.

ii) Basic
problems
of an
economy;
Economic problems arise due to
scarcity of resources. The solution
lies in effective utilization of the
existing resources and generating
more resources.

Increase and
enhancement of
resources and their
conservation.

2. An
overview of
the Indian
Economy

i) Basic
features

Indian economy is a mixed economy

where public & private sectors work
together. Indian economy has a
federal character in which the
power to regulate the economic life
of the people is distributed between
the centre & the state in a well
defined manner.

Mutuality in operation.

BUSINESS STUDIES
CLASS – XI

UNIT /
CONTENT

GENERALISATION VALUES

1. Economic
Activities
& Business

Economic activities imply people‘s

engagement in conversion of input
into output of greater worth and
thereby earning money & this
involves participation of more
than one person in the whole
process.
Non-economic activities imply
engagement in occupation without
the aim of earning money.
Business as an economic activity
involves transactions between two
or more parties to serve their
respective interests & satisfy the
customers.

Mutual co-operation.
Work sharing to shoulder

responsibility.
Interdependence.
Friendliness maintaining

cordial relations.
Serving others without

personal gain.(selfless).
Mutuality of interests.
Establishing channels

and linkages:
- Interdependence
- Adjustability
- Working in

conformity with

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Every profession enjoins upon the

functionary certain code of
conduct and moral duty.

Employment is an economic
activity which involves performing
diligently tasks assigned by the
employers.

national interests.
(Respect for nation)

Democratic cooperation
Ethical values, e.g.

Doctors should not

charge high fees for
saving patients‘ lives,
put patient‘s life above
the financial
considerations in
emergencies etc. or
Accountants should not
falsify accounts.

Integrity.
Sincerity.
Punctuality.
Discipline.
Dignity of labour and

the self.
Sense of equality.

ACCOUNTANCY
CLASS – XI

Topic Generalisation Values

Not for profit
organisation

Legacy Charity which reflects

compassion

Honorarium Respect
Donation Charity
Fund for specific purpose Utility for causes for the

benefit of society
F.D.R Savings
Hospitals, Schools, Library,
Clubs, Community centres, old
age homes

For the benefit of society.

Concern for the society

Fund raising activity Charity

Scholarship Appreciating talents in others
Not for profit organisation Co-operation with business

organisation govt. & society

Prepaid salary Sensitivity
Depreciation Conservatism

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2.6 Values Development through Co-curricular / Co-scholastic Activities

Co-curricular or Co-scholastic activities are great sources of Values Education. Almost

all activities, other than academic programmes, come under the ambit of co-curricular

activities. They contribute immensely towards development of students. These

activities, often voluntary, are taken up with involved participation and are therefore

highly refreshing and creative. The informality and openness generated by these

activities help the child to come in close contact with the teachers and their peer

group several times, and it is just the right natural environment for values learning.

Defining the aim of Education in ‗Learning to be‘ the most significant document of

UNESCO, on Education, the Education Commission states “the physical, intellectual,

emotional and ethical integration of the individual into a complete man is a broad

definition of the fundamental aim of Education‖. A well designed and organized

programme of co-curricular activities with its wide range and potential can definitely

help the schools to achieve such an aim of Education.

The sweep of co-curricular activities in educational process is such that it is possible

through them to effectively achieve that the physical, intellectual, emotional and

ethical integration.

The very significant title of UNESCO document ‗Learning to be‘ in itself indicates that

education has to be formative in character and not merely informative; that it has to

be essentially values oriented; leading to development of an integrated holistic person

and that the schools must bring in all such forces, programmes and resources into play

which help achieve the very fundamental aim of Education. Co-curricular activities

being activity – centered, provide greater participatory feeling among students. The

atmosphere being informal and free helps in spontaneous learning and creative

experience.

Co-curricular activities on the basis of their organizational convenience can be placed

in various settings, e.g., within the classroom, in the school as well as outward-bound
activities.

Classroom is a mini institution within the larger institution of the school. It carries its

own identity, homogeneity and a wide range of talent with immense potential to help

its members to grow. With effective utilization of class as organizational structure, as

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home-away from home, as platform of opportunities, a lot of value learning can take

place. Personal rapport and charisma of a Class Teacher can effectively insulate the

class from many negative influences.

The structure of a class can be used for leadership training and for training in

cooperation. A class usually has a set of monitors. The class can be further divided in

groups with each group having its leader and carrying out all the given responsibilities

for the group, mutually helping each other. By changing the group leaders and even

monitors periodically, the training in leadership opportunity can be given to others

too.

A class can further enhance its structural potential by forming committees for

different activities and providing opportunities for training its students.

A class should have ‗a class wall magazine board‘ which could be used for creative

expressions and effective communication besides a lot of information dissemination.

A class as a home away from home should be cultivated with great care and the

emotional bonding of its members should be further nourished and used for mutual

benefit by peer group learning.

Education and values go ‘hand-in-hand’

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Education through Health and Physical activities:

It is a conviction that Health and Physical Activities can be instrumental in bringing

about many of those values that are essential for human beings.

A few such values are cooperation, integrity tolerance, trust, community spirit,

respect for rules and regulations, organizing capabilities, net-working, human rights,

mental and physical health and the possibility of each individual‘s active influence and

participation.
This is not to say that health and physical activities are unconditionally positive and

rewarding to the students. However when used appropriately with a sense of fairness

and justice there is a great potential in them to act as a tool for teaching values.

Games and sports, N.C.C., Scouts and Guides, Road safety, Red Cross, N.S.S. have

specific objectives and a set of values to be inculcated in students while on training.

An experience through these activities goes a long way in shaping the commitment and

personality of children.

Olympics is not merely an event but a sporting culture

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The Five Educational Olympic Values

In November 2005, an IOC Education Expert Workshop reached a consensus on

the objectives of Olympic Values Education Programme (OVEP), its constraints,

deliverables and possible implementation strategies. During this ‗think tank‘

event, it was agreed that the five educational values of the toolkit would be the

pedagogical cornerstones and a basis of the teaching resource:

Joy of effort - Young people develop and practice physical, behavioural and

intellectual skills by challenging themselves and each other in physical

activities, movement, games and sport.

Fair play – It is a sports concept, but it is applied worldwide today in many

different ways. Learning fair play behaviour in sports can lead to the

development and reinforcement of fair play behaviour in the community and in

life.

Respect for others – When young people who live in a multicultural world learn

to accept and respect diversity and practice personal peaceful behaviour, they

promote peace and international understanding.

Pursuit of excellence – A focus on excellence can help young people to make

positive, healthy choices, and strive to become the best that they can be in

whatever they do.

Balance between body, will and mind – Learning takes place in the whole body,

not just in the mind.

Physical literacy and learning through movement contributes to the

development of both moral and intellectual learning.

- Olympic Values Education Programme (OVEP) Progress Report: 2005-2010

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2.7 Other Activities

Other kinds of practical activities with general/specific objective could be further

categorized as under:

A. School as an Institution (with its rules, regulations, customs, traditions,

rituals and hidden curriculum, etc.)

House System/ Students Self-Government – election, oath taking, School

Parliament, Prefectorial Board, etc.

Inter-House cultural activities and competitions

School assembly

Clubs/Associations/Societies

Celebration of National Days, festivals and other important days and

occassions

Organizing functions

School/Annual Day

Sports Day

Investiture Ceremony/ Farewell Day

School magazine/ News Bulletin

Annual exhibitions

While organizing and carrying out any aforesaid group activity/ competition at class/

school level, the following can have long term benefits and can create an institutional

ethos:-

i. Participations should be 100 per cent in one or more activities of their choice.

ii. An activity must not be allowed to become just routine. The inspirational nerve

and innate enthusiasm must be maintained.

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It is the spirit of participation that matters.

B. School as a Community

Cleaning the classrooms and school premises.

Shramdaan-levelling the play ground, etc.

Preparing and maintaining school gardens, tree plantations.

Decorating classrooms and school for celebration of festivals and school day.

Polishing the furniture, white washing.

Painting doors and windows.

Remedial coaching-helping children in their studies.

Helping in library and other departments.

Helping in preparation of school meals and other hostel works including

serving.

School excursions.

Camps and workshops on various themes such as literacy, national

integration, population education, social awareness, etc.

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C. School as an agent of Community Development/Outward Bound School

activities:

Organizing Community Service activities literacy, remedial programmes in

studies.

Organizing campaigns on sanitation, cleanliness, health and nutrition, anti-

alcoholism, literacy, population, environment, care of animals, conducting

surveys and street plays to generate awareness on issues of prime concern

related to health and wellness, substance abuse, infanticide and other gender

issues etc.

Participation in campaigns organized by other agencies and interacting with

them.

Participation in community development activities, construction works

(roads, buildings, wells, tanks) and other social forestry.

Service to the old, blind, sick and other needy people.

Carrying out relief activities during natural disasters, accidents, riots, etc.

Organizing/ helping in blood donation camps, eye camps, etc.

Active participation in enriching recreational activities, cultural programmes,

etc.

The children participating in a Science exhibition

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Other outward bound activities:

Educational tours and excursions

Educational camps

Trekking, mountaineering and other adventure sports activities

Placement with an industry or other institution for a short duration to carry

out a project/ study work, etc.

Any activity from among the above that is taken up by the school should have the

participation of students from planning level to the feedback stage. To get the

desired result in values build up, each stage and process should be properly

planned and executed.

‗Grandparents Day celebration‘

Community project as an outdoor activity‘

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Life Skills Education: CBSE

A large number of manuals brought out by C.B.S.E, i.e., Life Skills, Comprehensive School Health, Disaster
Management,

Environmental Education etc., provide a variety of themes that can be integrated in many of the above
subjects to illustrate

the teaching of values.

Moral Responsibility can be of two types: first, a person has moral responsibility for a situation. Second,
moral responsibility for an action.

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EXERCISE: ACTIVITY TEMPLATE

Name of Activity: To make a mini scrapbook.

Objectives: To make the students understand conservation of environment through use of

Mathematics

To develop scientific temper and the spirit of enquiry*

S. No. Descriptors

1 Experiments to find new solutions

2 Analyzes and critically evaluates events on the basis of data and information

3 Questions and verifies knowledge

4 Explains processes and products logically

*CBSE‟s Teacher Manual on CCE for classes IX and X – Revised version 2010 (page 60 point VIII)

Activity: To make a scrapbook using waste or recycled paper

Time: 30 minutes

Materials required: Three square sheets and fevicol

Warm – up questions: Before starting the activity, they will be asked some questions like:

(a) What is the shape of the given sheets? (Suppose the answer is square.)

(b) What do you know about square? (Properties of square)

(c) Have you heard the word Scrapbook? (Meaning and uses of scrapbook)

(d) Can you make a scrapbook using the given square sheets?

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Procedure:

(a) Take a square sheet and fold the sheet horizontally exactly in half and make a

crease (i). Then fold the sheet vertically exactly in half making a crease again (ii).

(i) (ii)

Count the number of squares.

What do you observe? (Each square has same area.)

(b) Fold the sheet along one of the two diagonals.

What do you observe?

(Two triangles with same area or similar triangles)

(c) Twist the diagonals which are creased, enter the middle and the whole thing falls into

the sheet as shown in the picture.

58

(d) Repeat the above four steps for other two sheets as well.

(e) Now to attach these three pieces open one of them.

(f) Find the two squares that do not have crease. Put fevicol on the boundary of these two

squares.

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(g) Open the other pieces also. And then overlap their non-creased squares on the previous

non-creased square as shown in the picture.

(h) It may be covered with the cover page and can be decorated.

(i) Your scrapbook is ready to use.

Learning Outcomes: The scrapbook can also be used for various values based activities.

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SCRAP BOOK ON „PROUD TO BE AN INDIAN‟

Prepared by: Ms. Kajal Agrawal, Ms. Varuna Malhotra (SDPS teachers)

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Section 3

ENGAGING LEARNERS
"The three key societal members who can make a difference are father, mother and

teacher." –Dr. A.P.J. Abdul Kalam

3.1 Introduction:

Values cannot be taught in isolation. Values Education needs to be integrated at

several levels through the various disciplines and the manner and focus of the content.

Values in each lesson need to be identified and communicated to the students so as to

lead them towards self-development in a creative manner and awaken in them

humane and peaceful perspectives.

3.2 Whole School Approach for Values Education:

In the whole school approach, Values Education is woven into the entire programme

which comprises of:

Interactive practices

Interpersonal relationships

School activities

Rules and regulations by which school is run.

The manner in which events are celebrated.

The procedure for sharing good practices and assessment

Staff development

Systemic planning

Integration of individual concerned with society

The harmony within self and others around

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Spaces for experiential learning where students explore, think, reflect and

internalize positive values.

To incorporate values in the classroom a school can follow different methods and
practices at various levels. This section provides an insight into such practices.

TREE FOR LIFE

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3.2.1 A Framework for Conducting an Activity

The framework for inculcating values in classroom can follow certain basic procedures.
1. Introduce a conflict situation

Students should be provided with background materials so as to find out the

agreeable and disagreeable arguments. As Galileo said, "You cannot teach students

anything. You can only help them find it for themselves".

2. Identifying the challenges

Once the argument is put forth, many ideas leading to questions are generated in

the minds of students which need to be satisfied. In this process the students

connect their questions to answers by identifying the underlying themes and

concepts, thus beginning a discussion. Every argument will have its own speciality

and if well organised can boost in making the discussion effective.

3. Propose suggestions

Once the discussion starts students will have their own perceptions and will

respond to the questions put forth. This will generate agreements, disagreements,

confusions in order to find likely potential answers. At this stage students will try

to understand various arguments and will not conclude anything. This will make

students seek and respect diverse views as well as work collaboratively in a

classroom environment.

4. Use reasoning for analysing arguments

To make the concepts clear the students should use logical reasoning rather than

jumping straight to a conclusion. The students should explore concepts by

examining it deeply by categorising, classifying and developing definitions in order

to comprehend the argument or subject matter.

5. Conclusion and Evaluation

Evaluation is needed to come to a better conclusion as both of these terms are

inter-related. It is indeed important to evaluate an argument with the help of a

focussed approach by the teacher. But this does not mean that the conclusion is a
unanimous agreement or consensus. It means that through evaluation the students

should have a better understanding of the argument and its future repercussions.

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3.2.2 Preparing Guidelines for School Disciplines

The school will have standardized guidelines for students. There would be a detailed

document highlighting the code of conduct for various specific scenarios in a school

environment. The guidelines can be prepared by involving teachers, student council

and PTA‘s. Past experiences can also provide examples of disciplinary action. The

document should include recommendations and suggestions for such specific scenarios.

The roles and responsibilities of class teachers, co-curricular staff, school leadership,

parents and community should be clearly outlined in this document:

For example:

Students should be given clear guidelines on what to do. A few are enlisted below:

a) Morning Assembly – Walk in straight lines and in their respective class rows.

Observe silence while the assembly is in progress and at the time of dispersal.

b) Respect school property like, library, computer lab, music and art rooms, etc.

c) Observe discipline in the corridors while going for extracurricular activities.

d) While in a playground – Play games in the spirit of the game, winning and losing are

all part of the game.

e) During lunch break – Rude and rough behaviour should be avoided at all times.

- Help a fellow student who is hurt.

- Share tiffin with classmates.

- Apologize if someone has been affected by your behaviour.

- Observe discipline in the school building and play in the playgrounds.

f) Behaviour during events in the auditorium – During an event in the school premises,

be patient and listen to the speaker.

- Observe discipline while entering and leaving the auditorium.

- Clap when the event is over.

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Such suggestions can be displayed within the school and placed around the school on

display boards, activity rooms, auditorium, school foyer, etc. They will serve as a

constant reminder to the students to be mindful of their actions.

The whole school staff should be aware of these guidelines to reinforce them.

3.2.3 Developing a Confident Personality

Values education focuses on holistic development of a child. For this it is very

essential for schools to implement various strategies of developing a student‘s self

confidence. Recognition and encouragement will help in promoting self esteem as

children are sensitive to ‗Praise‘ and ‗Blame‘.

Various methods may be adopted to recognize and award values based behaviour

i) Values star of the week to be displayed on the Values Display Board.

ii) Experience sharing by the star child in the morning assembly.

iii) Awarding badges, bands, values certificates, etc., to encourage such behaviour.

3.2.4 Values Based Activities for Developing High Conduct

Teachers can design and develop various activities that can be used to:

i) Create an engaging learning environment in the classroom.

ii) Modelling the values and behaviour that a teacher would want the students to

learn.

iii) Promote creative thinking and decision making skills to involve students in group

activities for co-operative and collaborative learning.

iv) Provide equal opportunity to each student of the class.

v) Improvise inter and intra communication skills for better relationships.

vi) Promote community service to sensitize students towards the underprivileged in

the neighbourhood.

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3.2.5 Values Inspiration for the Day

The day should begin by introducing values in the class by the teacher or the student.

This could be:

i) A talk v) News

ii) Poem vi) Instances from biographies

iii) Story vii) Quotations

iv) Personal Experience

3.2.6 Display Boards in Classrooms / Schools

Display Boards can be very meaningful in promoting values in the school. They provide

a creative canvas for writing stories, poems, articles, views, etc. Every display board

can be either given a ‗Values Theme‘ or a values display board could be made with a

separate editorial team.

For example values for the week may be:-

Integrity, Honesty, Peace, Love, Non-violence and Right Conduct, Compassion, Respect

etc.

3.2.7 Values Based Events

Schools can orient the events

towards values to sensitize students

and parents about the significance

and importance of values in our

lives. They can be in the form of:

i) Lectures, Discussions

ii) Debates

iii) Exhibitions

iv) Art and Music concerts

v) Display Board competitions

A story session in progress

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vi) Discussions based on motivational and inspirational movies

vii) Book readings and book weeks based on a theme

viii) Community outreach connect programmes

3.2.8 Identifying Peer Facilitators

Peer learning may be useful in values acquisition process. Students can be selected to

represent a value for a week or fortnight as peer facilitators. Identify peer facilitators

in the classrooms to promote qualities like empathy, patience, co-operation and

respect for others. This will help ease and resolve the inter-personal conflicts. The

peer will act as a mentor and facilitator for a small group of students. As it would be

done on rotation basis, every student will get an opportunity. Teachers should guide

and counsel them in resolving the classroom conflicts effectively.

3.2.9. School Assembly

The Morning assembly can be used as a positive beginning to set the tone for a

fruitful day. Every assembly can focus on any of the core values like team work, co-

operation, persistence, self-discipline, love, peace, non-violence, right conduct,

honesty, etc.

A 'peer facilitator’ is also a ‘helping hand’.

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Each school will identify values required to be nurtured keeping in view their own

priority of value concerns which will be appropriate to their cultural conditions and

settings. Each school can develop a clear vision and charter of values to be included

in their own mission statements.

List of ideas for morning assembly:

i) Quotation for the day on a particular value by the student.

ii) Insight of an incident focussing on any famous personality from around the globe,
e.g., Sports Person, Leaders, Statesmen, Businessmen, Media, etc.

iii) Group songs on the theme from the school choir.

iv) Skits or role plays on the theme.

v) Meditation sessions.

vi) The value for the day should be reiterated during the day in lessons as well.

School Assembly in progress

Be Positive: It is important to appreciate the positive features of others. This will help you create a positive
environment around you.

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3.2.10 Connecting Schools with Values Programmes

Schools in one area or nearby vicinity can create a value hub in order to promote

values amongst students, parents, teachers and community.

Inter–school, Inter–club and Inter–class events can be conducted periodically. On the

roll themes: -

i) Health v) Cultural sensitivity

ii) Environment vi) Literacy

iii) Gender – role conflicts

iv) Safety, e.g., road safety, fire safety, disaster mitigation

3.3 Teachers as Values Facilitators

The role of the teacher / educator is pivotal in the dissemination of values in the

school system. They are the media which can serve as an effective channel through

which learners acquire and act upon values.

The staff needs to be aware of this critical role and to take it upon themselves in the

right spirit. Teacher training would need to centre around the areas of self-awareness,

team building among the staff members, familiarizing them with techniques for the

same and how to review the efficacy of their approach. This would enable meaningful

interventions to be made by the teachers in the classroom.

The pedagogy for values, on the other hand, is grounded on the philosophy that

children construct their own theories of how the world works. Teaching for values is

Delhi Schools came together for National Literacy Week.

70

not like teaching any other school subject. It is about teaching the learner how to

think about something, to reflect, critically evaluate, appreciate one‘s own values and

those of others, develop better communication, better decision-making so that the

concepts ultimately find their ways into behaviours and actions. It is not confined to

the cognitive level but covers the affective and behavioural levels. For example,

understanding of any concept like cooperation is not enough. Ultimately, the task is to

ensure that cooperation becomes one‘s internal disposition. Attitudes, Values and

Skills cannot be developed by forcing students to memorise words, and also not by

impositions. Experiences and opportunities must be created to internalize such

attitudes and values, which can be sustained in the long run. The learner can then

take a decision of practicing values, consciously and responsibly.

For example, there can be many ways to instil the understanding of compassion. It can

be instilled by studying the lives of people who are famous for their compassion. It can

be imbibed by experience, the environment of love and kindness at home and school.

It can be nurtured by exposing students to the sufferings of others and by encouraging

them to serve the needy and disadvantaged.

The pedagogical demand for such kind of learning is thus to move away from the

traditional banking model to an experiential or participatory model. This model

assumes that it is not what you teach but how you teach, that is important, and that is

the essence of education for values. In the absence of this, Values Education could

become just another duty, prescribed to be done by schools, whereas it has to be the

adoption of different ways of interacting, relating and being with students; and using

ways of teaching and learning to provide concrete learning experiences.

3.3.1 Teaching Competencies

1. Ability to discern and create learning environment:

There are many areas in the curriculum which the school can use to teach required

values. Through staff meetings and discussions the values considered appropriate

and necessary should be woven into the lesson plans. The teachers should note

that the teaching of right attitudes and values is as important as the teaching of

concepts. We cannot differentiate values from knowledge nor can we teach values

without a relevant context.

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2. Ability to use instructional strategies:

Once the content for teaching values has been finalised the teacher should be able

to use instructional techniques or strategies as appropriate to the student‘s age

and abilities. The teaching of values is a two-pronged affair. The teacher teaches

values inherent in the concepts being taught and also teaches general values of

social behaviour and humanity in the way the class is conducted. It is important

that teachers are given training in techniques like pair work, group work, group

learning etc. The output from group work, projects and school activities should be

given appropriate credit.

3. Sensitivity to the conflict of values that may occur:

The teacher should understand that in a pluralistic society where changes are

taking place rapidly, there is bound to be conflict of values. The ability to deal

with such issues sensitively and in a non-judgemental and open-minded manner

should be developed through workshops, brainstorming sessions and role-plays.

Teachers can use these techniques in class for a meaningful exploration of such

issues as they come up.

4. Exhibit intellectual integrity:

One of the most important values students should absorb, to be effective

participants in a civilised and modern society is intellectual integrity. Without this,

quality or excellence cannot be achieved. Hence, teachers training should develop

this value in all their interactions with students. During pre-service and in-service

training a deep commitment to excellence should be emphasised. The

internationalization of values is not just about teaching meanings, content, terms

A teachers training session by CBSE

72

and definitions but the entire gamut of relationships, processes and strategies

which are designed to enhance learning. The teacher should not only verbally

define and communicate the values in the classroom but also model them in

his/her conduct.

5. Show sympathy and consideration:

Tolerance for other‘s viewpoints, an ability to look at issues without prejudice and

with clarity are attitudes all our students should develop. They would be better

able to do it better if teachers themselves displayed such attitudes in class.

Teachers can develop these values through wide-ranging projects, debates and

exposure to different points of view. Conducting seminars and courses for the

personal and intellectual growth of teachers is an effective way of renewing

commitment to these values.

6. Ability to draw out shy or quiet students:

Teachers should attempt to involve all students in class discussions or activities.

Through group work all students can be encouraged to participate. The more

confident and articulate ones should be taught to listen to and consider the

opinions of the quieter or shy ones.

7. Ability to monitor and evaluate:

As in any other learning programmes, it is important to assess and monitor the

progress of the students. However, as far as values education is concerned the

evaluation cannot be through examination at the end of the year. At the most,

subject exam could include a few questions that test the values e.g. in Science,

questions on the scientific process, need for conservation, attitudes towards

pollution etc., in Social Science questions on equality by professional counsellors

which will give teachers a feedback on their students. Feedback could be provided

to parents when necessary.

From the above it can be seen that the teacher can inculcate values in two ways a)

by being a good role model and b) by being a skilled teacher who can create

relevant learning situations in class and use the appropriate strategies or

techniques. Students absorb what they see much more readily than what they are

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told. The teacher should be aware that her/his attitude, behaviour-pattern and

actions can strongly influence her/his students.

Ways of motivating the teacher

a) Inspirational lectures

Inviting inspiring people to talk to and interact with the staff and student is

one such way. The school could organise a regular guest speaker programme

where speakers address the staff every month if possible.

b) Workshops and orientation programmes

Refresher programmes and peer discussions can serve as constant reminders to

what needs to be done and provide the inputs and required skills. Techniques

such as brainstorming sessions and role play can help develop the competencies

needed.

3.3.2 Teacher as a Mentor

Teachers conduct the symphony of education. The success of the initiative for values

development in students substantially depends on the vision, motivation, skills,

attitudes, values and behaviour of teachers themselves. It is for this reason that a

teacher is compared to a gardener who is a facilitator nurturing young minds and

planting seeds of knowledge and values in students, watering them with care and
kindness. It is his/her attitudes, values and relationships that determine the nature of

the classroom climate. This is particularly true in the Indian context where teachers

have always been respected. The educators‘ role is therefore:

(1) to facilitate the learners awareness,

(2) to help them examine their choices and preferences,

(3) to enable them to have dialogue on values issues,

(4) to expand their ways of looking at things, understanding situations and events, and

(5) to act according to their well thought and responsible decisions.

By humility we acknowledge the dignity of all people, acknowledge the virtues of others and learn a bit more
about
ourselves in the process.

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3.3.3 Student Expectations

1) Attention and encouragement

i) Encourage every good attempt of the student.

ii) Listen to the student with warmth and patience.

2) Building positive self-image

i) Help him/her identify strengths and weaknesses.

ii) Pointing out the errors and weaknesses of the student should not be done in

front of the whole class.

3) Feeling of Trust and Dignity

i) The teacher should know all the students personally.

ii) All teachers ought to be objective and avoid favouritism.

Read the case study given about a teacher who made a resolution after learning what her
class thought about her. Discuss the case in group.
Mrs. Jain rushed from the staff- room to the corridor towards her class. She had been preparing
an assignment for her students and had been delayed by over five minutes. The thought of the
pandemonium in the class made her step even brisker.
There was a strange quiet as she neared the class. “The little devils seem to be well behaved,”
she thought to herself. Her disciplinarian ways seemed to be working their magic.
Just as she was about to enter she stopped in her tracks. From inside she heard student voices
imitating her. “Stand up,” said one. “Don‟t fidget,” screamed another. “Why is your work never
complete?” “What you need is sound thrashing”...It went on with every child participating in the
mimicry.

Mrs. Jain was angry. “The little rascals” she thought to herself-
“today I am going to teach them a lesson.” She turned the
doorknob and pushed the door open. Just as she entered a voice as
if her own echoed “You little rascals. Today I am going to teach
you a lesson.”
Her eyes welled with tears and she felt a lump in her throat. The
class fell silent expecting the worst remonstration, but none came.
No one spoke and the bell rang.
As she walked out of class Mrs. Jain made a resolution.
Can you guess what it was?

Be Polite: Nobody likes arrogant people. Humility and simplicity are values that never fail to generate
respect.

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3.3.4 Methodologies for Values Education

A society educates its young so that they become responsible for their well-being and

contribute to the progress of the society, while maintaining its inherent character.
This necessarily means inculcating in the young, the values cherished by the society.

In a given society, one has to take into account the varying cultural, regional and

religious sentiments before deciding the values that are to be emphasised. The

methodologies employed to instil these values also need to be sensitive to individual

sentiments and needs.

There are many influences through which a child forms its attitudes and values. The

school is certainly one of the most important of these influences and it is worthwhile

to find out the ways in which a school can most effectively carry out this duty.

As pointed out above, Attitudes and Values are best imbibed through experiential and

participatory modes of learning. Some experiential and reflective strategies which can

be used and appropriately integrated with curricular areas and activities in schools are

discussed here. Some are more suitable for elementary stage and others are for

secondary and senior secondary stages. In view of the complexity of the process of

values development and the broad range of values to be nurtured, appropriate

strategies for different stage/s need to be identified by schools.

A Three – Tier Approach

A school has to impart many kinds of learning to its students like the learning of

concepts, rules and principles, aesthetic discrimination etc; through problem solving

and other skills. Inherent to the acquisition of these kinds of learning is the

development of the right attitudes and values. Before going into the methodologies of

imparting values to students it is important to realise that values cannot be entirely

taught as a subject in school and the inculcation of values cannot be left only to

the moral science or values education teacher. Every teacher has to be made

equally responsible for this undertaking inside and outside the classroom, for values

education truly permeates the entire learning process. At the same time, we must

keep in mind that we cannot draw up a list of values that will be enough and true for
all people. It is imperative that we also allow the students to decide the values and

resolve the conflicts of values that they may face. The point being emphasised is that

‗education cannot be separated from values education‟.

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Every learning programme has an explicit and an implicit curriculum. Indeed it is very

difficult to create a direct or explicit curriculum for values education for it tends to

become rather rigid and insensitive to the immediate needs of the students. Hence,

the learning environment or situations for developing desirable attitudes and values

can be seen in the entire curriculum; in the teaching strategies adopted in the class;

as well as in the subject matter which can be used to illustrate certain values. In both

the content and the process of education, promoting values is the hidden or implicit

part of the curriculum. Certain strategies are suggested below.

A. Silent Sitting

Silent Sitting has been considered an important strategy which helps in the habit

of reflection, strengthening the inner being or self, consolidating information

received and retaining what is essential. It helps in concentration and

assimilation, clear thinking, memory, health, vigour and also helps one to be in

tune with the self. Some experiments have shown that silent sitting helps in

improving self-confidence, ability to get along with others while reducing

negative emotions and experiencing calm. This can be used in all classes or

subjects. Before starting the actual teaching, two minutes could be spared

before beginning of the lesson in every subject. It serves as a warm-up exercise

especially for younger children.

Teacher should ask the students to follow these instructions during the sitting:

Sit straight and close your eyes.

Back straight and hand on your thighs.

Focus on your breathing.

Be aware of all the sounds in the surroundings; ignore all irritations of the

body.

After a few minutes rub your hands and place them on your eyes.

Now open your eyes.

The biggest mistake we often make is to think that others or situation or circumstances led to the wrong
decisions in our lives.

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B. Visual Experiences

Teachers can use symbols, drawings, posters, charts, cartoons, graphs,

photographs and pictures and auditory and kinesthetic experiences which are as

compared to verbal mode, less abstract and more powerful for communicating of

attitudes and values; and forming imagery in the early primary years of

schooling.

The Art is a strong visual experience

C. Story Telling
Stories provide a wonderful way of engaging

learners with ideas and situations at all levels.

They allow for exploring and expressing thoughts

and feelings through their characters, plot or

messages. Whether it is Panchatantra or Jataka

tales from the Indian tradition or Aesop’s Fables

or The Thousand and One Nights from other parts

of the world, stories and their narration have been integral to human heritage.

At the primary stage, stories awaken interest and awareness among learners with

respect to their environment and their natural curiosity can be guided towards

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inculcating values with respect to the school and family. Themes like respect

towards elders, social interdependence and honesty can be woven within stories

and children can be asked to draw meaning or a moral message from the same.

Similarly, leaving the story open-ended or asking a student to be a given

character from within the story is an effective technique for communication of

ideas, thoughts and beliefs of others.

At the upper primary and middle school level students can be asked to create

their own stories based on given values that they consider to be important –

Patience, Honesty, Discipline. They can also be asked to share anecdotes from

real life situations that convey social prejudice or co-existence and ways to deal

with social issues.

For senior students, the teacher or any student can begin with a story and each

student can contribute towards its completion.

Example: - This morning while coming to school, I saw a poor child begging for

food… The water in the river began to dry up, so…

D. Enacting

Acting is a way of presenting ideas through performing them out for an audience.

This allows the students to engage closely with the content and context of a

story or given situation. A focus on the message or its value as represented by

the characters can be kept in mind as students involve themselves in writing the

script, organize the performance and rehearse their parts.

Acting opens a world of expressions

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So also, role-play by students as their parents can be used to open a discussion

on gender roles; those as a worker or peasant can be used to sensitize them

towards the values of effort. As students assume the character of an individual

from a given lesson, their learning will be more enriching and meaningful. It will

also help improve their communication skills.

The entire class can be involved in the discussion that follows.

E. Group Singing

Group Singing is important as values in the lyrics of the song remain in the

consciousness for a long time. Group signifies the unity, towards a common

purpose or goal, co-operation, discipline, self-restraint and the spirit to

accommodate. Selection of a song is important and could be chosen to reflect

any one or a group of values. Example:

(a) Love of nature, motherland

(b) Respect for one's heritage and other's culture.

The ‗Values Education Kit’ also comprises a CD which consists of the songs based

on themes of Peace, Values and respect for Nature.

F. Group Activities

Group activities provide

opportunities for learning of many

values concurrently. Development of

fundamental values of love,

tolerance, cooperation, peaceful

co-existence and respect for others

is important. By working in groups,

students learn the value of each

other's sincere efforts, joy of doing

one's best for the good of the whole group. The various group activities are:

(i) Games

(ii) Group discussions

(iii) Group projects, etc.

A group activity can create wonders

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The group activities could be used in teaching of subjects as well. The manner in

which such activities are organised is important.

G. Role Plays

This is another technique where students work in pairs or in small groups of

threes or fours. Here students are given a situation which involves finding out the

solution to a problem. Each one of them is then asked to take on the role of any

one person in the situation under consideration, put himself or herself in their

place and act out their role. This gives the student an opportunity to get into the

skin of another person and explore the situation from that point of view.

Role plays can be used as a methodology for inculcating values where the
emphasis is not on the acting capabilities but on the projection of ideas/values

and analysis of the same. The analysis brings out why a person should or should

not accept the values in question and act on all occasions upholding the same.

The process of acting out helps in better understanding and reinforcing the

importance of values.

Role plays can be conducted according to the age group involving the processes

of seeing, judging, acting, and internalizing. The presentation of the role play is

just one part. The real and crucial part is reflection through which attitudes

change and growth in values takes places in reflecting. The art of conducting role

Learning through Role-play

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plays and using them particularly for younger students requires orientation and

practice.

The whole process of teaching through role plays revolves around:

(i) Acting out the story

a. Moral stories

b. Panchatantra stories

c. Reflection upon any recent incident and the value it communicated.

(ii) Miming of various behaviours so that the student understands difference

between acceptable and unacceptable behaviour.

a. Give the same scenario to 2 groups and ask one of them to mimic the

acceptable one and the other to mimic the unacceptable behaviour and

then ask the class which one they prefer.

Role play in groups or pairs - Students are divided into pairs or small groups.

Each group is asked to choose one problem and work out the solution to that

problem through role play. In each group one student is asked to take the role of

the adult while the others act like children or young people. The student who

takes the role of the adult is asked to look at the problem from the adult‘s

perspective. After the role play, group discussions, the whole class is brought to

discuss the effects and results of their role play.

H. Discussion

The idea of Discussion is not unfamiliar. There is no subject in the curriculum in

which discussion among students either across the whole class or in smaller

groups cannot be initiated. Discussion can serve as a means for other students to

deliberate on certain social, political and moral issues where values, as such, are

not the focus of discussion in their own right but are underlying the topic.

For example, dilemmas and issues related to;

(a) Social justice

(b) Human rights and freedom

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(c) Environment, ecology, population control

(d) Peace and disarmament, etc.

These can be used for discussion in teaching Social Science. Not only this, all
occasions and episodes in daily life related to adolescent issues

(a) Why /when children rebel,

(b) Show wild impulses, get vexed,

(c) Become sulky, and depressed.

These can be discussed to enable the children to arrive at informed directions

and conclusion.

I. Values Clarification:

Values Clarification is used for problematic situation, with conflicting

alternatives or equally competing values. This strategy allows one to choose one

out of the two, reflect on what is chosen and what is valued by the person. It

aims at helping students look closely at their ideas, behaviour, attitudes thereby

accepting what they really value. Imposing one's own ideas or moralizing what

the teacher thinks is right or wrong should be deliberately avoided, for example:

(a) Asking students what they value most and why?

(b) Who is their role model at home, school, in general and why?

(c) Discuss any current accident or incident relevant to them and seek their

opinion.

(d) Ask them what they would do if they were President, Prime Minister, Chief

Minister or their parents in a specific context or scenario.

J. Reflective Practice

A key component for Values Education is allowing time for self reflection. If

students are given time and space for thinking back on their experiences, they

can then begin to see what is important to them, where mistakes are being

made, where things can be improved and so on. The significant point to

remember is that any kind of activity must be followed by reflection on a

83

particular experience. Reflection is not enough on its own. What matters is the

effect it will have on self. The real benefit of reflection is to be able to see

things in a new light.

The ability to effect change in one's attitude is perhaps the greatest strength of

reflective practice.

Reflect, Connect, Act...

Journal writing is a powerful strategy for internalization. It can take different

formats. Story-writing on imaginative and life-related themes and characters

would provide both affective and cognitive experiences. This kind of personal

story-writing linked to one‘s own life and contexts, as the characters play out

their life by gaining or losing values, becomes a powerful tool for personal

reflection, values internalization and decision making.

(a) Writing a diary for daily learnings and activities

(b) Creating timelines for self improvement

(c) Drawing your achievements chart/graph

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K. Literary Skills

Students can be encouraged to create poems, stories and drawings on a given

topic. This provides them with freedom of expression.

1. Hold art, poetry and creative writing competitions with values as the theme.

2. Publish selected entries in the school newsletters and magazines.

L. Brainstorming

In this technique the teacher expects the students to express their ideas on the

topic under discussion. These ideas are the collated and used for further

activities on the subject.

For example:

Teaching objective: Sensitising students to the need for tolerance and

consideration.

Teaching Strategy:

Brainstorming - The teacher asks the students to give their ideas on the problem

they face with adults in their lives. All the points are summarized and then

finally discussed.

Drawing is a window for expressions.

„Creative thinking is not a talent, it is a skill that can be learnt. It empowers people by
adding strength to their natural abilities which improves teamwork, productivity and
where appropriate, profits.‟

Edward de Bono

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3.4 Mentorship Programmes

Schools can organize trainings for teachers in-house or by external experts in Values in

Education.

Teachers who attend programmes on the same subject outside the school should

disseminate their learning‘s to the fellow staff members.

A yearly calendar can be maintained and trainings be assigned on a rotational basis

giving every staff member a sense of ownership, an opportunity to learn and share

with colleagues.

An in – house teachers’ interaction

Learning is fun for ALL – even the educators

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3.4.1 Empowering Teachers

It will be necessary for the staff to meet in groups to identify the curricular areas
where values can be emphasised and decide the classroom activities and strategies to

be used. Empowering teachers to decide what they should teach and how they should

teach always makes any programme much more effective. Even if initially teachers

seem to be unable to agree or decide they will, with time and experience, be able to

plan their programme. As teachers implement the benefits of their programme they

will gain confidence and interest. An exchange of experiences and ideas with each

other will ensure the continuation of the programme. However, follow up and

continued motivation by the head of the school will be necessary.

3.4.2 Leadership Club

The school can create a committee of teachers

who can coordinate the programmes for

promoting values in the school. They should be

provided support and encouragement by the

management in creating a ‗Modal Value

School‘.

The leadership club may design and develop various activities in order to promote

Values Education such as:-

i) Creating a values policy for the school and the staff, parents, students and

leadership.

ii) Developing a resource bank on values.

iii) Conducting seminars, lectures in values aided learning in all subject areas.

iv) Organizing field trips related to values, e.g., visit to old age homes and

orphanages.
Responsibility is recognizing that we are our own masters in life and that we are solely answerable to our
own
selves for every act, every choice and every decision we make or execute in our lives. It requires thought,
effort,
knowledge and care. Most importantly, it requires our own accountability.

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3.5 Learning Approaches

The basic approach adopted in child-centered education is the experiential learning

method.

For this the teacher has to select suitable activities relevant to the subject content.

Through these activities children discover knowledge for themselves. Experiential

learning is effective in learning concepts, values and attitudes. Peace Education uses

this approach as a basic method.

It is useful here to discuss how to present and conduct learning activities in a class.

A learning activity here means a learning experience provided to students to discover

certain concepts, generalizations, values and attitudes relevant to the lesson

concerned. A good learning activity has the following characteristics.

– It is game - based or an interesting activity

– It is well structured
– It provides a meaningful learning experience

– It is appropriate to the level of the learners

– It is challenging

– It inspires self-development
Making learning ‘fact’ful

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Some of the modes of delivery or interactive discussions and illustrative activities are

as follows:

(i) Debate

Debate is an activity that develops the ability

to present logical arguments for and against a

given topic, which can arise from social issues

or contemporary concerns, e.g., ‘The Role of

Women in Society Development is negligible’;

‘Spare the rod and Spoil the Child’; ‘Media

Censorship is a Necessary Evil’; ‘Indian

Democracy - Success or Failure’, ‗The Reducing

Ratio of Female: Male a Concern’; ‘Issues of Migration’; ‘Non Violence’; ‘Food

and War’ and so on.

Debating allows a two way approach to understanding an issue.

The skills of public speaking, critical thinking, confidence building, listening,

presenting counter arguments and questioning an idea are developed.

Debates need not be always formally organized. In the classroom context,

students can be divided into two groups and select a topic that concerns them,

e.g. – Television v/s Books. The two groups discuss the issue for and against

and choose a leader as their speaker. The speakers of both the teams can be

given three minutes and the group can arrive at a judgment depending upon
the arguments put forward. This method also identifies group leaders and

enables students to think collectively and individually.

A verbattle form of debate can also be introduced:

Verbattle is the acronym of Verbal Battle.

It is a platform for debate and dialogue which fosters leadership development

and promotes civil tolerance in society and is expressed in the form of events,

programs and competitions with Verbattle Debate being the biggest.

It has a subtle purpose to attempt to awaken the superior human spirit in the

youth.

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A verbattle in progress

These debates are not about

the participants sticking to

their point of view and

arguing the same. It is

unique in that it makes the

participants see the other

side of the argument and try

and understand the

opponent‘s point of view. It

believes that if people try to

see the other side of the argument, understand the other person‘s point of

view and if possible, step into the opponent‘s shoes to understand the reason

for his or her view, most misunderstandings can be sorted out and most

conflicts resolved. In that way a debate is not just about talking but also about

listening and particularly, listening in order to know and to understand.

It aims at making children and youth more civilized, sociable, democratic and

tolerant.

Verbattle debate competition is manifold in its purpose which is to identify the

best team among those participating in a particular Verbattle event based on

the following:

Whether

The team practices desirable democratic values and systems.

The team has conducted itself well throughout the event.

The team members can think on their own even though they have enough

opportunities to seek help and gather information.

The team has appealed to the intellectual and emotional instincts of the

audience.

The team members respect each other‘s capability, knowledge and

opportunity and use the time and space accordingly to put forth a well-

balanced and convincing argument.

The team is good at even talking against a point of view they are strongly

in favour of.

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They can talk continuously even extempore but not lose track and fill

even such a talk with necessary facts, figures and arguments.

They can comfortable slip into their opponent‘s shoes and see their side

of the argument.

It helps to realise that people who don‘t necessarily agree with one

another can have a peaceful coexistence.

(ii) Colloquy

A colloquy is a formal discussion. At the

very onset it requires a moderator, who

needs to have expertise in the following;

a) Knowledge and familiarity/

understanding of the topic selected.

b) Ability to steer a discussion by

giving a chance to all participants.

c) Issues related to national and international policy matters.

d) There should be a one year gap after XII for community work.

The discussants should have already researched and prepared the topic. Speak

for two minutes each by turn. It can be done in a round table setting. They also

listen to others‘ view point.

At the end of the discussion the rest of the students sitting and observing in the

class can question and express their views.

Fish Bowl

The fish bowl is an extension of the colloquy. A small group is selected

informally to sit in a circle for discussion while the listeners form a larger

concentric circle outside to critically analyze and listen to the topic of

discussion, the views and arguments that are put forward. The group in the

center is considered to be the fish bowl.

(iii) Balloon Debate

Objective: To help students to think about issues and form opinions on them.

The issues and the opinions formed are then discussed in a group.

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Material Needed: A virtual balloon can be created using chairs, etc.

Instructions:

The facilitator creates a list of people with very different backgrounds.

These may be famous individuals, characters or types of people from the

present day or historical figures.

Each student chooses or is given a person to be.

Each student is given time to think about his or her character and identify

some reasons why this person is important to society.

The facilitator explains that the group is in a make - believe hot air balloon

which is losing height.

To stay in the air, a person must leave the balloon.

Taking turns, each person explains why their character should be allowed to

stay in the balloon.

Once everyone has spoken, the group must decide who should be evicted

from the balloon. This can be done by taking a vote and the person with the

most votes leaves the balloon.

The process then starts again, as the hot air balloon is still losing height so that

another person must be removed until there is only one person left. Each time

the student should think of a different reason why he or she should stay.

At the end of the debate, students can discuss why the people left the

balloon in the order they did, and were the characteristics or skills and

attributes of the people who seemed to be the most and least valuable to

society.

It is important that even when their character is no longer in the balloon the

students listen to the debate so that they can participate fully in the discussion

at the end.

Suggested Topics:

1. Lavish weddings – wastage of food and money.

2. Age of driving licence.

92

3. Euthanasia.

4. A school with no uniform.

(iv) Balloon Prayers

Objective: To help students develop empathy and write short prayers on behalf

of others (Prayers here simply means the students expressing their hopes, their

dreams, their aspirations in relation to the selected topic).

Material Needed: Balloons, paper, pens or pencils

Instructions:

A topic is chosen in relation to the project being taken.

Each student is given 2 – 3 minutes to think about this topic and what it

means to them.

Each student has a pen and a small piece of paper.

On the piece of paper each student writes down a short prayer in relation

to the chosen topic.

Once the prayer is written it is folded up and placed in an un-inflated

balloon.

Each balloon is then blown up with a separate prayer inside.

The blown up balloons are then used in a game or batted around the circle.

At the end of the class or once the balloons are mixed up the students can

burst the balloon and read the prayers out loud.

The sentiments expressed by the students will be a measure of their

understanding of the topic and their empathy towards the people involved.

Alternatives: Students can be asked to write and read their own prayers or

work together and develop their own prayers on a topic related to their

project.
(v) Just a Minute

Objective: To help students to share views and opinions on a subject and

organise their thoughts.

Material Needed: Paper (or cards) and pens

93

Instructions:

Topics concerning different values are written on cards.

Each student in the group is given a card and some preparation time.

Each person then takes turns to speak for just one minute about the topic.

Once everyone has spoken there can be a discussion on the views expressed

by the students on the different aspects of the subject.

Alternatives:

Topics could be given to a team to prepare with one person nominated to

speak.

The students could take turns to speak to their team rather than the whole

group.

Suggested Topics:

1) Honesty 4) Patriotism

2) Environment 5) Discipline

3) Empathy

3.6 Evaluation

It is important that every school prepares an annual

plan for implementation. We realize that there will be

variety of ways for planning and implementing values

education in schools. Some of the basic assumptions

and broad steps involved in initiating the process of

planning and focusing on the values within the existing

curriculum by a team of teachers and principal are highlighted here.

Some of the broad questions that should be kept in mind while preparing and

evaluating the school plan are:

1. What the school proposes to achieve in terms of Values Education?

2. What educational experiences would be provided?

3. How could these be meaningfully integrated with the entire curriculum?

4. How the school ensures that these are being achieved?

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3.7 Innovative Approaches

The context of values and the ways of communicating them to children are dynamic,

and engaging methods need to be constantly explored.

3.7.1 Diverse Pathways: Heritage Walks

“Heritage showcasing for young school children really implies stretching

the borders of learning to an experiential level and can cover social,

political and economic issues.”

- Dr. Navina Jafa

Visits to cultural and historical sites are a means for educators and students to

examine roots, and acknowledge differences and recognize commonalities.

Educators would be required to select a particular value that could then be

encased in the title and create a frame within which the presentation of a

dynamic cultural-scape could be choreographed.

Walking past the historical lane

Preserve your heritage

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The need for educators to build on and communicate the commonalities rather

than differences that exist between communities (who perceive themselves as

opposing groups of people) must be emphasized. Teachers/educators must

make children aware of these commonalities between diverse communities.

They must bring to their notice, through discussion, the differences between

the communities, as also notions of diversity and richness in and between

cultures.

3.7.2 Personal Identity

The idea of multiple identities that an individual possesses and how these get

stuck in stereotypes or an unreasoned categorizing of individuals and groups

needs to be talked about. Discussion on the notion of multiple identities –

religious, caste, and gender among others ought to highlight both

commonalities and diversities that exist as parallel realities in order to educate

the young and enable them to broaden their understanding of ―the other‖.

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Values enshrined in the

Constitution of India include

the principles of equality and

social justice and appreciation

of cultural values of each

other, dignity of all individuals,

etc. The values such as

equality, fraternity, justice can

promote inclusivity where all

members of society feel

included irrespective of their

colour, culture, economic or

social background, caste,

religion, gender or community.

The culture of inclusivity is

particularly relevant and

important in the context of our

society and nation, and making

education a right for all

children.

The exploding world of science and technology has many good and unintended

bad consequences. How science and technology is to be used is a question of

values. The question of social, moral responsibility and the universal, ethical

values occupy the natural position in application of science and technology

Universal Values go hand – in - hand

In the age of increasing intermingling of communities and cultures, it is important

that diversity within the Indian society is appreciated based on universal principles.
Universality and diversity may seem to be incompatible but both have to co-exist in a
democratic and diverse society like ours, where values of democracy prevail while at
the same time differences are also fully recognized and respected. Similarly, India is a
country where different religious faiths adds to its diversity. It is at the core of the
identity of majority of our people, an important force influencing their attitudes and
values.

- Education for Values in Schools – A Framework by NCERT

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Technology enhances learning capabilities

3.7.3 Technology and Media

Two of the most visible changes the 21st Century is witnessing are in the realm

of technological advancement and the expanding presence of the media. It is

also an undeniable fact that these have a powerful bearing on young and

impressionable minds. We need to find ways to use them to enrich the

teaching-learning spaces and open new vistas and opportunities.

While the use of technology for its sake alone needs to be safeguarded against

powerpoints, film clips, virtual tours of heritage sites can be used to initiate a

dialogue on values.

Similarly, media can play a

significant role in education but

it is overwhelmed by the

symbols of the market.

Media literacy is one of the

most important aspects of

21st century learning and its

potential needs to be tapped

to generate awareness and

sensitivity on a wide range of

social issues.

There is, however, a space that lies above hardware, cyber or virtual reality,

where a sense of learning resides, which we can access. We need to create

more such spaces to enter into a rapidly transforming world, where the future

depends on our ability to access knowledge through values.

Using clips from popular Hindi or local language films, the importance of

cinema in making and breaking stereotypes can be examined. For example, a

collage of film clips that revolve around the religious and communal issues can

be used to initiate a discussion on identity and diversity.

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Mass Media could be used

creatively by educators to address

socio-political issues within the

classroom, as often intentionally

or unintentionally cinema does

provide avenues for challenging

rigid beliefs and exploring

solutions for intractable conflicts.

Often cinema constructs and

perpetuates stereotypes that

circulate in society. However, it

can also be used to initiate public discussion and questioning of these very

stereotypes. Values Education can be achieved through media literacy by

reflecting on advertisements or programmes and the value messages that they

convey.

Learning will lead to practices within the classroom and outside. Prejudice

reduction, constant reflection and adoption of an inter-disciplinary approach

would be central to this exercise.

Please find below a list of suggested movies that highlight the social and moral

values.

List of Suggested Movies

S.No. Name of Movies Values

1. Boot Polish 1. Dignity of labour

2. Sibling love

2. Bumm Bumm Bole 1. Compassion for the poor

2. Determination to fight against all odds

3. Bagbaan Love and respect your parents

4. Blue Umbrella Honesty, expanding boundaries, empathy

5. Bose – The Forgotten

Hero

Patriotism

6. Chillar Party Kids learn determination, grit and steely

resolve.

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7. Cast Away Attempt to survive against all odds/grit/

determination

8. Do Aankhen Barah
Haath

Based on the morals of Gandhian philosophy

9. Dosti Focuses on friendship between two boys, one

blind, one cripple

10. Do Bigha Zameen Socialist theme, hard work, honesty, migration

11. Dor Compassion and friendship between two

people

12. Dr. Kotnis ki amar

kahani

Heroic life of Dr. Kotnis triumph against all

odds

13. Gandhi The Gandhian Philosophy and role of Gandhi in

freedom movement

14. Haqeeqat Focuses on the value of giving up one‘s life for

the country

15. Haathi Mere Saathi Theme of love and compassion for all animals
16. Iqbal Tale of deaf, mute boy learns patience,
provenance, hard work and belief in oneself

17. I am Kalam 1. Positive attitude to life

2. Virtues of good education

3. Having a good role model

18. Jagriti Story of a problem child who is reformed by

his disabled friend and hostel superintendent
with love and emotion

19. Jagte Raho Focuses on the trials of a poor villager who

comes to the city in search of a better life.
However he soon becomes trapped in a web of
middle class greed and corruption.

20. Jhansi Ki Rani Bravery, Patriotism, Values

21. Kargil Patriotism, Bravery

22. Kitab Steady seriously hard work

23. Koshish How to live life and respect physically

challenged

24. Khamoshi Taking care selfless service

25. Kranti Patriotism

26. Lage Raho Munnabhai New look of the Gandhian Philosophy

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27. Lagaan To learn about India‘s Colonial experience

(History) and unity

28. Manthan Cooperative movement

29. Mili Family values and humanity, love for life,

importance of positive thinking, ability to
fight against all odds

30. Mother India Moral example of an Indian woman standing up

for values

31. Mangal Pandey Patriotism

32. No one killed Jessica Fight for justice, unity

33. Naya Daur Post Independence India where

industrialization is slowly creeping in.

34. Purab aur Paschim Love for country, pride for your country

35. Paan Singh Tomar Hard work, determination is the key to success

36. Parichay Respecting grandparents

37. Rang de Basanti Modern view of Sacrifice

38. Shaheed Inspirational biography of one of India‘s

greatest patriots

39. Stanley ka Dabba 1. Friendship

2. Camaraderie
3. Victory of good over evil

40. Sardar The work of Sardar Patel

41. Subhash Chandra Bose Love for your country

42. Shahid Bhagat Singh Patriotism

43. Tapasya Sacrifice and love for family

44. The legend of Bhagat

Singh

Patriotism

45. To Sir with love About morality, respect and integrity

46. Taare Zameen Par New standards in teaching children

47. Upkar Patriotism and fearless courage

The golden rules of humility: * Do to others as you would have them do to you. * Give without expecting
to get anything back. * If we wish to be loved, we must first give love. *

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Exercise: Writing a Journal

Journaling – It is a powerful strategy for internalization. It can take different formats. Story –

writing on imaginative and life-related themes and characters would provide both affective
and cognitive experiences. This kind of personal story-writing linked to one‘s own life and

contexts, as the characters play out their life by gaining or losing values, becomes a powerful

tool for personal reflection, value internalization and decision making.

“Watch your thoughts, for they become words.

Watch your words, for they become actions.

Watch your actions, for they become habits.

Watch your habits, for they become character.

Watch your character, for it becomes your destiny.”

- Buddha

Reflection
Reflection is a process of learning; it reviews our actions and intentions.

An exemplar of JOURNAL WRITING from Shiv Khera can be a suggestive tool for students at

home and in class.

If a journal is maintained for a month, it becomes a HABIT.

Habits are a form of conditioning, because a greater part of our behaviour is habitual. If we

have positive habits, we are a positive character.

The two methods widely used for conditioning the mind are:

1. Autosuggestions - Autosuggestions are positive statements of the kind of person we

want to be and they are made in the present tense.

2. Visualization - Visualization is the process of forming a mental picture of the kind of

person we want to be and they are also made in the present tense.

Examples of positive autosuggestions are:

a. I am improving at Maths.

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b. I am good at sports.

c. I feel energetic and strong.

Whenever we do something positive in life, even if no one is watching, we rise a little bit in

our own eyes, our self-esteem goes up, our attitude becomes positive, we become more

productive everywhere and our relationships become stronger.

A PLEDGE:

A step by step easy to use action plan to developing values is to take a pledge. A pledge that

reiterates commitment towards positive autosuggestions.

Autosuggestions:

I am honest and trustworthy.

I am relaxed, cool, calm and collected.

I am hard working.

I am a caring person.

I am a good listener.

I am courageous.

I practice healthy habits.

I am a responsible person.

I will always give more than what I get, to my family, my friends, my school, my society and

my nation.

By practising the above principles diligently, I shall be moving towards understanding of

values.

I pledge to practice 3 actions everyday that will remind me of each autosuggestion to help me

become the person I want to be.

______________________________ ________________________

Name Signature

________________________
Place and date

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Students are required to go through the process of learning in schools by which they are empowered to
decode the negative messages that the mass media propagates purely from a commercial and money
making point of view. Centred thinking, reflection, social responsibility, questioning, discerning truth
and facts, freedom from biases are all important values and skills to be developed in young learners.
While we promote national integration, we must also cultivate values required to live in harmony with
global society. We should make them proud to be Indians as well as proud to be global citizens.

- ‘Education for Values in Schools – A Framework’ by NCERT

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Section 4
SCHOOL SPACES AND REACHING OUT

4.1 Introduction:

Classrooms today are porous and in many ways effective learning spaces along with

the environment outside the school. The wealth of knowledge that exists in the world

has to be contextualized for the learner. For schools this necessitates strong bonds

with the parent community, a dialogue with the community and learning from the vast

resource of traditional and contemporary wisdom.

4.2 Values and the School Environment:

“The destiny of the nation is being shaped in the classrooms of today.”

- Indian Education Commission - 1964

What transpires in these rooms is thus critical for the individual and also the world
that the learner inhabits.

The classroom is the crucible and microcosm of children‘s developmental world; its

lessons have a long term impact on the community in the areas of social and gender

justice.

The classroom setting teachers, time table, tests, recognition/ reward, report cards,

peer relations, syllabi, textbooks impacts children, and forms the subtext of their

world. Yet, as they grapple with the ‗formal‘ elements of the classroom the essence

of education, ‗the joy of learning‘ and the ‗wherewithal to acquire life skills‘ is lost.

At the individual level, fostering values in school students therefore needs to be seen as an
investment in building the foundation for lifelong learning and promoting human excellence.
The capacity to listen, patience, endurance, cooperation, team work, positive attitude towards
study, work and life are the hallmarks of a good student or a person. So values, in fact,
promote both academic as well as human excellence. In this sense education for values
humanizes education.

- ‘Education for Values in Schools – A Framework’ by NCERT

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As pedagogical techniques remain largely traditional, and schools and schooling non-

inclusive and hierarchical, the interaction between the different social strata also

becomes limited and distorted.

The potential and actual space for values, peace and harmony in the classrooms for

children remains unutilized. This alone can help the child to discover his/her true

potential which is multi faceted. In discovering different talents of pupils the

classroom provides an environment that is enabling and empowering.

4.2.1 SCHOOL ETHOS: Transforming Monologues into Multi-logues

The school is not merely a laboratory of academics. It is more importantly a space that

harmonizes and promotes individual and societal development. Nurturing awareness

and sustainability are intrinsic to the transaction within the classroom.

How can the school accomplish beyond the parameters of curriculum and syllabi?
A school vision and mission that is inclusive, secular and sensitive towards the

community, with an approach that is progressive and innovative, and promotes

concern about what is happening at the local, national and global level, will serve

to orient its students along similar lines.

School Houses with names that inspire thoughts and acts communicate these

approaches to the students.

Clubs allow for the participation of students in an array of activities. Outlining the

purpose and objectives of the clubs is useful before engaging the students.

Assemblies that focus on values and related issues and other observances in the

school calendar – International Women’s Day, International Day of Non-violence,

International Day of Peace, Martyrs’ Day, UN Day or Hiroshima Day are likely to

have a lasting impact.

Recreation facilities allowing for a creative use of time, i.e., through a reading

corner, painting or play, act as stress busters and orient the students towards

values.

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4.2.2 School Image: The Aesthetics of Space and a Sense of Ownership

External beauty of the universe has promoted man to establish the concept of ―GOD‖

whose very existence could explain the working of natural phenomena and unfold the

secrets of many mysteries. It could also keep man within the bounds of his design, and

in such bewilderment man could turn into a philosopher, seeker, a scientist, a

spiritualist and a moralist who brought civilization to its present shape.

External and internal surroundings of a school exercise a powerful influence over the

child suggesting his overall personality development.

A good school has to have certain basic ingredients for quality education to ensure

overall personality development of the child.

a) Infrastructure

b) Humane environment

c) Norms for self-conduct

A practical approach to learning

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a. INFRASTRUCTURE

i. Well-equipped laboratories, library and reading room

ii. Residential quarters for the entire staff

iii. Modern teaching aids and facilities

iv. Abundant playfields with facilities for all major games and sports including a

gymnasium and a place for meditation and YOGA

v. Adequate facilities for a variety of co-scholastic activities including of an

auditorium
vi. Facilities for the children to acquire and develop hobbies

vii. Recreational facilities

viii. Proper medical care for the students and staff

ix. Well established and efficient administrative back-up

x. Proper arrangements of water and electricity, clean and separate toilets for

boys and girls

xi. An activity cum-classroom fitted with TV, DVD/VCD player, audio-system,

projector and material required for performing an activity to introduce a

concept

xii. Airy classrooms with adequate capacity.

Children performing YOGA which builds up trust, co-ordination,

poise, stamina, physical and mental health.

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b. HUMANE ENVIRONMENT

A good school can provide humane environment for the children if it strives to

fulfill the following conditions:-

i. Nature in the Midst: garden with beautiful flowers and trees all around the

campus, a fountain with water flowing towards the garden giving the
semblance of a river, an artificial mountain giving an impression of the

Himalayas and a telescope to watch the sky at night.

It is the solemn duty of a language teacher to involve the learners in such a

way that they can feel joy, solace and tranquility while reading about

multi-coloured rainbow, calm and quiet river, dancing daffodils and moon

clouded in mystery. All these beautiful, lovely and natural objects will heal

the spirit of the young generation, elevate their sensitivity, refine their

hearts and develop their love for the whole universe.

ii. The school ethos reflected through the liveliness, openness, the challenges

of providing innovative learning experiences through posters, pictures,

charts, bulletin boards, quotations of renowned personalities.

iii. A place of prayer having signs of all religions in the symbolic form and

celebration of festivals from all religions that could orient the young minds

to appreciate the positive features of the rich composite culture of our

country.

Even simple topics like celebration of festivals such as Id, Diwali, Christmas

and Baishakhi can be used by a language teacher to illustrate how social

customs and celebrations bring delight and fun in our lives and make us

more tolerant, humane and broad-minded.

iv. The Head of school should provide a pleasant, non-threatening atmosphere

and leadership in programme designing.

v. The teachers of the school should be experienced, motivated and

dedicated, and also present an atmosphere of cooperation with colleagues

and free-discussion with the students on all topics pertaining to the

development of a child.

vi. Proper etiquette should be shown by all the members of the school
community on all occasions.

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c. NORMS FOR SELF CONDUCT

A „good‟ school student should:

i. Always aim high and make positive and ceaseless efforts to attain overall

high standards of proficiency.

ii. Be capable of planning and organizing things, his or her day-to-day

activities and should be able to solve the problems.

iii. Have neat and orderly way of life.

iv. Carry out duties allotted to him or her with pride and a sense of

responsibility.

v. Have variety and depth of knowledge.

vi. Have various interests and latent skills.

vii. Be sociable by nature and a loving soul.

viii. Be cooperative with peers and considerate and helpful towards juniors.

ix. Have a deep respect for rules and regulations.

x. Have moral courage to admit lapses and should not resort to cover them up

with lies.

xi. Have dynamic qualities like courage, confidence, stamina and tenacity.

The first impression of the school, as in all others, comes from appearance. In this

context the school should provide a peaceful ambience. This means that all those who

enter it not only feel welcome, but are also motivated and involved. This is only

possible if there is a sense of partnership and the understanding that the school is not

merely a place of work but the building block of the future.

This will find reflection in the following:

Display
Charts and wall magazines providing information on various topics and

happenings. They develop the creative and writing skills of the students and also

involve them through participation as contributors and editors. These can be

used to communicate values by focusing on people, agencies and initiatives in

the community, nation or world.

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Motifs

The presence of quotations on core values and symbols help the students to

familiarize and internalize these for life. Students can be asked to contribute

their favorite symbols and quotes. The best contributor can be awarded within

the class on a daily, weekly or monthly basis with a seal or a certificate. The

contributors and workers can also be recognized in the morning assemblies.

Display boards enhance creative and writing skills

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Entry point

Cleanliness and hygiene in the school can be a significant factor in creating a

positive energy flow. The involvement of students in maintaining the standard

needs to be viewed as a step towards fostering respect for others, environment

and the planet.

Nature spots

A potted plant or a bunch of flowers in the classroom gives it a warmth and cheer

that only nature can provide. These can more importantly be used to discuss the

willful destruction of nature by man and why respect for nature should not be

everybody‘s concern.

Presence of Volunteers

The various parameters cited above would be soul-less without a human face.

The presence of student volunteers, councils, clubs and groups that allow for the

assumption of responsibilities not only provide a medium for creative expression

and confidence, but also provide the first training in democracy.

A bunch of flowers add beauty and fragrance

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Value Symbols

Visual representations serve a powerful role by

encouraging students to think along values

focusing their attention on making correct

choices. Students can be introduced to some

symbols of values, such as peace and

encouraged to research about others.

4.2.3 Respecting Individual and Common Spaces

Truth is not only to question but also to know what not to question.

Situations of conflict often arise as individuals transgress the unwritten rules of

personal and public domains. Appreciating and being sensitive to the needs and

limitations/ handicaps of others is a fundamental aspect in the building up of circles of

confidence within the classroom though it can easily apply to any life situation.

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The day is not over:

Schools need to reconsider the ―organization of time‖ and the connotations of the

beginning and end of each working day. Right from the moment we step into the

school and till we step out of it, is a profound link, for our lives are not

compartmentalized but knitted into a continuum. This applies to each day, each week
and year spent at school and the lives that we lead.

Linear time is limiting in each aspect of school.

Circular time on the other hand bridges the gap that exists in the spaces between

knowing, feeling and action.

Things to do:

– Identify the values enshrined in the school mission and vision and how these are reflected in

the curricular and co curricular activities of the school. Share these with your colleagues.

– Identify the values integrated in the curriculum of your subject and share it with your

colleagues.

– Make a list of values which you would like to inculcate amongst your students through

different co-curricular activities so that they can have a clearer sense of what‟s most

important in life. They can become responsible citizens.

– Make a list of co curricular activities which you would like to organize in your school so as

to inculcate the values mentioned in article 51 A of the Indian Constitution amongst your

students.

Beliefs of people who do not accept reality: * There's no way I'll be able to do it. * Nobody can help me. I'm
a failure. * There isn't much hope. Why bother.*

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4.3 Collaborative/Co-operative Classrooms

Learning to live together

A collaborative/co-operative classroom is one that works together as a team. Learning

to live together is the essence of collaborative classroom. Today, a classroom is

fragmented with economic disparity, linguistic differences and gender inequality. The

ability to live together is integral to creating an equitable, non violent and a just

society.

For achieving this end of building harmony and solidarity in a divided world, we need

to underscore the social nature of human existence, and tap the many opportunities of

communication and travel that bring the world closer.

Objectives

1. Development of processes within the group.

2. Development of group resource sharing skills.

3. Cooperation rather than competition.

4. Acceptance of the self and the other.

5. Development of decision making skills, learning to accept group decisions and

rules and responsibility.

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Focus Values

Respect for diversity

Appreciation and acceptance of differences

Creating trust

Sense of ownership within the group

Content

Concept
Working in groups

Characteristics of effective groups

Individual roles in the group

Why we need to learn

Co-operation

Classroom practices for collaborative learning

A values building culture

Group Dynamics

Human beings by nature are social and spend a large part of their life in groups. This

helps in humanizing and empowering people not only individually but also collectively.

In order to create effective groups, many factors are involved − collaboration,

development of morale and self−esteem, equity and respect of the other. When all

these factors come together, a workable grouping takes place.

Forming a group

When groups come together an individual often feels threatened by the other because

there is certain discomfort connected with the identification of roles.

This phase can be looked upon as a period of churning. Once structures, roles, tasks,

procedure, etc., are set, the churning subsides and the group comes together for a

common goal. Essentially the glue that binds individuals together is a common task.

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The process of creating groups includes dialogues, communication, role play, making

decisions and organizing. The group is challenged with the work in hand. One of the

most powerful tools of getting work done is assigning a task to a group.

a. Groups are characterised by:

A clearly defined goal that is identified and achievable by all students.

Clarity among students about their individual roles and tasks.

The students share a sense of equality and ownership and take decisions

collectively.

Openness and sharing among the members and leaders.

A friendly environment that is conducive for an exchange of ideas.

Observance of a code of discipline and conduct that members have decided

collectively and democratically.

b. Individual roles in the group:

The individuals within the group have their own personality traits and can

contribute towards the group as a whole by undertaking the following:

Organizing and delineating tasks to others as leaders.

Setting time frames for work assigned to be achieved.

Reviewing tasks and offering constructive criticism.

Providing opportunities to relax and enjoying humour in each other‘s

company.

Working in a group may sometimes lead to tension and conflict; an arbitrator

and counsellor with the group can help iron out differences that arise within

the group.

Why do we need to learn Cooperation/Collaboration?

Cooperation has become extremely significant with the emergence of globalization. In

schools across the world, educators are aware of the divisive forces that have entered

the classrooms bringing in fear, selfishness, bullying.

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1. It has created a paradox which has strengthened virtual connections, and

weakened and destroyed real life relationships. The act of a student not

connecting in the classroom or thinking only about himself/herself has brought in

extreme individual behaviour.

2. The world has become fragmented culturally, economically, socially and politically

bringing in interdependence and insecurity. In a classroom which is a microcosm of

this world, the societal influences can be seen where the strong and the weak,

minority and majority, rich and poor feel equally threatened by the other.

Hence in these circumstances, the need for learning cooperation has become

critical.

3. A teacher has the responsibility of encouraging dialogue and a culture of working

together. Today‘s classroom needs partnerships and collaboration for the future of

children.

Cooperative classrooms encourage students to move from confrontation to co-

existence, alienation to collaboration thereby bringing in mutual empowerment.

Schools have become centers of salvation, not only in the minds of parents and

children, but also that of the community. Teachers have to create a common humanity

in our school system which will help to overcome the 'exclusivity', and help create an

inclusive learning space.

A teacher is integral to building classroom communities on the basis of shared values.

This would be the highest achievement of the group. A classroom that thinks and

works together towards a common goal will automatically evolve into a learning

community. This consciousness of strengthening commonalities and preserving and

reconciling our differences within one broader community is a constant challenge that

the teacher will face in his / her classroom.

Today, unhealthy competition has become central to success whereby one‘s

self−worth/esteem is only enhanced by defeating the other. This is a potential source

of tension. Encouraging healthy competition with oneself, coming to term with one‘s

own skills, abilities and constraints, and being able to work with them through difficult

circumstances is possible through positive cooperation.

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A Value Building Culture

The following activities might be instrumental in building values in the school:

1. Creating democratic spaces in the entire school

system, from the basic auxiliary staff right up to

the management, which will be an example for

students to emulate.

2. Creating mock parliaments where children can

put forth their ideas and difficulties.

3. Creating a School Council whose representatives

can be on the school management. This will

help in understanding the needs and concerns of

the student community, thereby creating a

democratic system.

4. Encouraging staff to cooperate with each other

for teaching, learning of best practices.

5. Bringing in students into the organizational

spaces for all the activities of the school – Sports

Day, Independence Day, Book Eeek, Human Rights Day, etc., enhance their 21st

century skills – entrepreneurial, planning, organizational and communicative.

Classroom Practices

Create Reciprocity Discourage Exclusivity

Praise Group Achievement Build Team Spirit

For a

Collaborative
classroom approach

Value Team Work Sensitive groups

towards duties and

responsibilities

Be fair: always be fair in your dealings. This will create a faithful, positive environment to generate respect.

A mock parliament

School Council meet

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4.4 Home School Community Partnerships

120
Every support extended by the home to the school allows learning to be more

meaningful and contextual.

School, parents, and the community at large are responsible for satisfying the social

and emotional needs of the young. Unless everybody comes together with the

challenge of creating balanced individuals, the modern day youth can turn rebellious

or even violent.

Home School partnerships in education for values allow the children to acquire values

that help in

personality formation beginning from an early age;

developing a shared spirituality born of a critical and rational approach towards

beliefs;

respecting the historical heritage of values relating to culture and tradition;

understanding the concepts of Human Rights and Democracy;

adapting their lifestyle to resolve global challenges such as caring for nature and

sustainable development, social justice, terrorism, drug and alcohol abuse, etc.

Learning does not begin with the school; it starts much earlier at home and continues

there even after the child is introduced to formal education. Parental participation is

a must in the processes of education. Parent teacher partnerships are crucial to

holistic education and both need to be convinced that their alliance is in the best

interests of the child.

In the context of Values Education, the values and problem solving methods taught in

classrooms have to be sustained and reaffirmed at home if they are to be internalized

by the students. This alone can reinstate the role of parents in education, help in

improving parent teacher partnership, and better the quality of life and relations at

home as well.
When you throw a baby in the air, she laughs because she knows you will catch her.... THAT’s TRUST.
Be Trusting: By putting our trust in someone we put our faith in that person, another way of displaying
respect.

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4.4.1 The Home school Partnerships - Ethics and Values

While the rhetoric for imparting ethics and values among students is often heard, a

clear understanding of the terms or the means of inculcating them among the young is

not quite clear. This is partly due to the dynamic nature of the theme that needs to

adapt and reinvent itself in a given context and partly due to the ambiguity that has

come to be associated with Values Education programmes.

Why is it so important to nurture those ethics and values that inspire students? What

are the advantages that accrue to the individual and society that make Values

Education not only desirable but an urgent necessity as well?

A. Parents‟ Involvement

Parents‘ involvement in Values Education begins long before the schooling of the

child and hence the home becomes one of the main agencies to be involved when

planning any Values Education programme at school.

The parents‘ involvement is what a school 'values'

No human being is born with set values. Values are learned. Initially values are

transmitted by the parents, grandparents and other close relatives whom the

child would interact with. These values are usually such that prepare a child to

be accepted in society.

Learning to put things in an orderly manner, greeting the elders, respecting time

by following the time schedule, restraining from simple acts of violence

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(like throwing objects, destroying property) are perhaps some of the very initial

beginnings of Values Education. Most of the values are those which have been

imbibed by the family from the society. During mid or late adolescence, the

individual begins to question these values. As s/he participates in life‘s

experiences, old values are judged and reshaped to form new values. Certain

values are discarded and others become integrated into the self. As the child

grows s/he begins to prioritise the values gained in early childhood. Values are

also measured in terms of a changing society and individuals need the skills to

ascertain what exactly their own values are. They need to clarify their values.

The stages of values development could be roughly divided as follows.

VALUE REFERENTS FOR DEVELOPMENT STAGES: Adapted from Kohlberg, The Child

as a Moral Philosopher, 2(4) 1968 PP. 24-30

1. Pre-Conventional Stage (0-7): I do so…………..

Because my parents say so

Because doing so will get me appreciation/gift, etc.

2. Conventional Stage (7-10): I do so…..

Because you will like me better as related to peers, parents,

teachers.

Because it is the law and I have to do it.

3. Post- Conventional Stage (18+): I do so……

Because justice requires it

Because it is good for humanity

The child nurtured in a home with sound values and educated in a school that

reinforces these values would, therefore, move along these steps.

S/he would………………..
review the alternatives available

thoughtfully consider the consequences of the alternatives

choose from the alternatives freely

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publicly confirm beliefs/ values

act on one‘s beliefs

prize and cherish beliefs and individual behaviour

act with a pattern, consistency and repetition indicating the value profile

In order to become an adult who is able to ―stand for‖ a particular value, know

and act on that value, the individual requires to explore, think and try out those

values in a real life situation. Thinking, feeling, imagining and clarifying aloud

what is prized and wanted, takes time. It is a difficult process but it is rewarding

because it improves the quality of life. Values are standards for action, but they

cannot be absolute for all situations, people or cultures. The basis of all life is

change. We must know how to change and revaluate our values. This perhaps is

far more important than having a fixed, even clarified values system.

Parents‟ involvement in Values Development

It is absolutely necessary that schools work with parents to reinforce the values

identified as important. Here are some suggestions that could be incorporated

keeping in mind the nature of the school population.

A. Work ethics

This would imply the co-related values of commitment, punctuality,

fairness, sincerity, sharing, helping, independence, responsibility, humility

and pride.

Parents could be asked to help by seeing that

work assigned to the student is completed on time

work assigned is done as far as possible independently

the child develops his own responsibility for completing the work

a sense of pride is created by laying emphasis on neatness, handwriting

and innovativeness in the work done

the child is encouraged to share his knowledge with others

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the child is taught to see that actions do have consequences and that

they have to be forborne, however painful they may be

while offering help, the child is still given independence to choose or

reject the help. This helps the child to understand that the parent is

there and yet s/he has the right to control the situation and make an

important decision about his/ her own deeds

children understand the importance of commitments and obligations as

this affects others as well as themselves

B. Parent –Teacher Association:

Apart from regularly attending the Parent-Teacher Meetings the parents

need to have discussions with the teachers. Their presence as audience and

observers at various school programmes or as professionals judging

competitions, delivering lectures, etc., are significant markers of the

rapport they share with the school.

If parents willingly substitute for teachers on leave, contribute to the

community welfare projects of the school such as the blood donation

camps, and volunteer for activities such as sports days and trips and

excursions, then the bonds of trust and confidence are well in place.
The mother‘s participation in a sports event

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The father‘s race to compete

This symbiotic relationship is not only mutually beneficial but also allows

the school to undertake initiatives in the community which it otherwise

could never have achieved. This then allows the school to serve as an

instrument of social change.

The school can then launch itself into community projects like adopting a

neighbourhood community, opening vocational centers and run workshops

in the community, organizing health check-ups and literacy projects (each

one teach one) for adults.

Dr. Abdul Kalam, Former President of India amidst students

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These projects provide the children with the rare opportunity to interface

with people who are not like them, understand their problems and realities,

and empathize with them. An attitude of caring and sharing is the

cornerstone of peaceful societies.

The home and school should not only provide an environment that is a

microcosm of the larger social milieu, but should also be able to spark

change in the society.

4.5 Values through Partnerships

In order to counter this, there is a need to propagate values in ways that could be best

understood by the learners. Values and ethics can never be taught in isolation, but
must be an intrinsic part of the school‘s ideology, activities and practices.

The Knowledge, Skills and Attitudes that are part of the process of Values Education

must be viewed as skills rather than being dogmatically imposed upon the students at

any juncture. This has been amply clarified in the values framework brought out by

the CBSE in the CCE Teacher‘s Manuals.

While it is not possible to measure their impact quantitatively, the following

partnerships may be kept in mind while planning and implementing Values Education

programmes/ activities.

INDIVIDUAL CLASSROOM

SCHOOL COMMUNITY

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4.5.1 Individual Values Focus

Self respect

Tolerance

Truthfulness

Respect for human dignity and

differences

Openness to new ideas and change

Reconciliation

Compassion

Ability to access and utilize relevant information

Caring and empathy

Social responsibility and accountability

Sensitivity to disadvantaged (economic and social background), disabilities,

etc.

Control over thoughts and actions

Gender and caste sensitivity

Environmental awareness

Communication skills

Critical thinking and problem solving approach

Positive outlook

Leadership and decision making qualities

Individual participation enhances

learning capabilities

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Save the environment awareness parade

4.5.2 Classroom Values Focus

No discrimination

Cooperative group work

Respecting each other

Peaceful resolution of conflict

Recognition of diversity

Respect for rules and regulations

4.5.3 School Values Focus

School mission

Varied and interesting teaching

pedagogies

Adults as role models

Secure and non threatening

climate

Activities to promote

international understanding,

environment and sustainable development

Staff development programmes

Parent-teacher partnership

Caring and provision for counseling

Activities that focus on impact of conflicts and wars, and nuclear disarmament

Working together is a good value

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4.5.4 Community

Outreach programmes through Sahodaya School Complexes

Taking leadership initiatives

Exchanges with other institutions

Partnerships with other schools/ organizations

Problem solving attitudes

4.6 Concluding Thoughts

The nature and scope of home-school-community partnerships are fundamental to the

functioning of a school as an institution that not only imparts learning within the

classroom but also extends itself beyond its boundaries as a social entity.

The fact that teachers and parents are the people who have the greatest impact on

the child‘s life is an undisputed reality. Parents do not abandon their ward to the

school. They remain deeply involved with the process of their ward‘s development and

maturity through the years and in fact forge ties with the school that endure a

lifetime.

Interaction with diverse groups is a learning exercise

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Direction for Social Work

At the societal level, education for values aims at promoting social cohesion and national
integration for transforming societies, nations and creating a better world. It can contribute to
create the aspiration for transformation of the culture of war, violence and greed into a culture of
peace; where people learn and understand more about each other‟s uniqueness, human rights and
fundamental freedom; where people learn to care and share to live together in a just, peaceful
and compassionate society both in their immediate contexts and in the world at large.

- ‘Education for Values in Schools – A Framework’ by NCERT

131
132

Holistic Development

MIDDLE
CHILDHOOD

Understanding
Tolerance and
InclusionCare &

Compassion

Integrity

Responsibility

Freedom

Respect

ResponsibilityUnderstanding
Tolerance &
Inclusion

Doing
Your Best

Respect

Care &
Compassion

Integrity

Respect

Care &
Compassion

Doing Your
Best

Responsibility
Understanding
Tolerance and

Inclusion

EARLY
YEARS
ADOLESCENCE

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Minimum Programme of Action

In the present social environment, it has become necessary for all schools to plan a ‘Minimum

Programme of Action’ for Values Education in order to create a humane and caring society.

The school is a good place too start as the teacher is a friend, guide and philosopher and can

play a crucial role to in preparing the students for leading a life of dignity and self-respect as

well as making a positive contribution to their nation and society.

Some suggestions are offered in the following pages:

Minimum Programme of Action (NUR-II)

Values Inside the school Outside the school

Good

manners

1. Personal hygiene & keeping the

school neat & clean by not

littering the school premises.

2. Settlement of disputes through

discussion and interaction.

3. Identify need and discuss values

connected with each lesson.

4. Role-play/ dramatization, story

telling of incidents.

5. Greeting teachers, seniors and

fellow students.

6. Obeying the schools & assembly

rules.

7. Emphasis on pleasant and polite

manner of speech and ettiquette.

1. Greeting relatives, neighbours,

elders, etc.

2. Saying thank you, please and sorry

wherever applicable.

3. Acknowledge our helpers like the

gardener, postman, doctor, guard,

milkman, etc., and become aware

of how important their services are

to us.

Sharing &

helping

1. Children should be encouraged to

share their books, note-books,

help their class fellows in

classwork/ homework.

1. Each child helps his/her parents,

family, friends, siblings, etc.

2. Emphasis should be on building up

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2. Donate books & toys for a worthy

cause.

3. Team-work to be encouraged
while playing games, organizing

small class functions and other

such activities.

4. A class library can be developed

where children share books with

one another.

5. Students learn to get along with

everyone in class by making new

friends.

patience & acceptance.

3. Joy of giving week where books,

toys are collected & given to

orphanage, etc.

Self

Reliance

1. Make children bring their own

things as pencils, scale, etc.

2. Remind children to switch off

lights/fans when they are leaving

the classroom.

3. Preparing and displaying bulletin

boards class wise.

4. Students using the school

property and equipment should

learn to put them back in their

right place.
1. Chalk out various activities to

make children self reliant in day to

day activities.

2. To be independent in action &

thought (under the guidance and

supervision).

Minimum Programme of Action (III to V)

Values Inside the school Outside the school

Hygiene &

Cleanliness

1. Keeping the classroom in order

and neat & tidy.

2. On the class Display Board

1. Schools should take turns and

organize cleanliness drives.

2. Make squads of children to talk to

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maintain a progress chart,

tabulated under the headings

personal cleanliness, uniform,

upkeep of books, room for every

student.

3. Organizing programmes such as

a class wise cleanliness week.

4. Schools should set up a student

body (by rotation) to help the

school authorities in keeping the

playfield beautiful.

5. Encourage use of dustbins. Hold

competitions in making

attractive dustbins from waste

material – these can be placed

strategically in the classroom to

liven up the surroundings and

remind children to use them.

6. Encourage children to select or

bring stories and topics based on

values.

7. Appoint monitors to check the

uniform/general cleanliness of

classrooms.

the people in the neighborhood

about recycling & making

compost-pit.

3. Making a survey for follow up.

4. Making posters on cleanliness &

displaying in the neighborhood.

Punctuality 1. Getting up on time to reach

school on time.

2. Do their work on time.

3. Discussing lessons highlighting

the value thus creating

1. Follow a routine at home.

136

awareness.

4. Moral stories on punctuality.

5. Regularity in submission of

assignments.

6. Reporting for assembly, to the

bus, submission of assignments

on time.

Minimum Programme of Action (VI – VIII)

Values Inside the school Outside the school

Environmental

Concern

1. Make children understand the

importance of ecology.

2. Explaining the concept of

sustainability through various

activities.

3. Familiarize the students on the

three R’s-Recycle, Reduce,

and Reuse.
4. Special assembly on Van

Mahotsav & Earth Day.

5. Establishing Eco clubs to

sensitise students.

1. Plantation drives on occasions

like Earth Day, Environment Day.

2. Say no to plastic bags campaign

in the community.

3. Making & distributing paper bags.

Responsibility 1. Appointing students as class &

subject monitors/ in charge,

etc.

2. Making – monitors, prefects &

1. Sharing responsibility with family

& friends.

2. Responsibility towards society &

community by being a part of

137

students’ council members.

3. Setting up of Leadership Clubs.

4. Organising Mock Parliament.

social campaign & drives, e.g.,

literacy mission, each one teach

one, shramdaan.

Empathy 1. Teacher helps the children to

discover themselves through

peer groups.

2. Teacher helps the children to

become sensitive & caring

towards others, e.g., helping a

classmate who is sick.

3. The teacher helps the children

to become attentive to

different capabilities and

positive qualities of each

student.

1. Spending time with old people,

orphan children & the physically

challenged.

2. Participating in community

projects & social events.

3. Contributing towards Social work.

MINIMUM PROGRAMME OF ACTION (IX – XII)

Values Inside the school Outside the school

1. Respect

differences

Gender

Race &

Religion
Culture

Economic

1. Teacher needs to focus on

gender equality by

conducting class programmes

where boys & girls plan &

participate together.

2. An event can be organized

where salient features of

various religious and races

are highlighted/ exhibited.

1. A mixed gender group should

participate in inter-school events.

2. A Group Survey can be

undertaken on different

professions & the role each

gender plays.

3. Students can visit different places

of worship as a group.

138

Diversity 3. Cross cultural exchanges

encouraged through

appreciation of dance,

music, etc.

4. The students should be

taught to repect everyone’s

positive qualities irrespective

of their religion, gender or

economic status.

4. Celebrate all festivals in the spirit

of brotherhood.

5. Sensitize themselves with people

of different economic groups.

2. Sports-

manship

1. Leadership quality, fair play,

respect for rules &

regulations and team spirit

should be encouraged.

2. Activities such as learning a

set of spellings,

brainstorming for a

paragraph writing and getting

together to arrive at a

conclusion should be

encouraged.

3. Organize group activities and

team events work which

allow for healthy

competition.

4. Divide the class in groups.

Each group should see what

every member of the group

can contribute to the task.

5. Giving students a choice to

elect their leaders/ topics/

1. Children should focus on

participation in different

activities rather than winning.

2. Sportsmanship and the spirit of

participation should be

manifested during inter-school

events.

3. As a spectator one should

appreciate good game or speech.

139

projects.

6. Children should learn to

applaud their opponents’

victory.

7. Children should appreciate

the abilities in others singing,

dancing, theatre etc.

3. Universal
Values

Honesty

Punctuality

Self-

discipline

Good

conduct

Loyalty

Tolerance

Courtesy

Patience

1. Maintain a progress chart for

the class. Each child’s

performance with respect to

the following can be

recorded:

i. Punctuality in the

assembly

ii. Discipline

iii. Making use of corridors

(giving way to teachers)

iv. Manner and etiquettes

v. Any other

2. Teachers should also

maintain a record if s/he

comes across a certain

behaviour which is not

healthy. Based on this s/he

can plan future remedial

actions.

3. A specific value can be

selected for a week. The

1. Classwise parents-teachers

meeting should be organized to

form partnerships between the

home and school for Values

Education.

2. A child can relate to any incident

outside the school that fosters

these values.

3. Nukkad natak & street plays on

these values.

140

teachers can ask the students

to identify a role model &

anecdotes connected with

him/her that can be shared.

141

142
In the dissemination of values, schools would do well to use every opportunity to engage the learners with
the values from their surroundings.
Developing a value calendar would enable schools to focus attention on values that are aligned with their
own ethos and vision.

This will enable the teachers to plan the curricular and co-curricular schedule for the optimum internalisation
of values.
th th ndWhile National festivals like Republic Day (26 Jan), Independence Day (15 Aug) and Gandhi Jayanti
(2 Oct), are integral to a value calendar,

it may also include the following:

1.National Days

2.International Days

3.Role Models

4.Freedom Fighters

5.National Festivals

6.Holidays

7.Eminent Writers, Authors, Poets

8.Eminent Singers, Dancers, Musicians

9.Famous Sports Personalities

(trying to cover the majority/ most of the games)

10.Scientists, Mathematicians

11.Artists, Painters

12.Outstanding Personalities

13.Educationists

14.Religious Leaders

15.Nobel Laureates

16.Any Others

Bindiya Thapar

143

4.8 Suggested Activities

1. This is my Class 7. Bonding as a Class

2. Shaping up 8. Relay Race

3. My Reflection 9. Group Tangrams

4. My Beautiful City 10. Magic Squares

5. A Human Machine 11. The Thousand Maze

6. Happy Birthday

Learn to live together

1. ‘This is my class’

Activity will help in bringing the class together as a cohesive community.

Level: Secondary

Curriculum Objective: At the beginning of the academic year helps in managing

the class.

Objectives:

● Helps the teacher and students to get to know one another better

● Develops a sense of ownership towards the class.

Material Required:

A blackboard

Three display boards

Pens

Activity:

Say: "The teacher can ask the class how they would like to contribute to it. What

responsibilities and duties would they like to assume?"

● Which values do they adhere to in their personal life or at home.

144

● What changes would they like to bring in the society? The same could be listed

on the board.

Ending conflict
Respect for women

Caring for the environment

● The children would choose those values they seek to bring into the classroom.

● These could be displayed on the classroom display board against the names of

the student‟s contribution.

QUALITY STUDENT’S NAME

Generosity Jai

Care Uday

Respect Simran

Kindness Raina

Peace Leena

Honesty Rashid

● This should be followed by a discussion. “How can the selected value be

practiced in class and school?”

Note: It will be useful to review and always encourage students to motivate them

and others to uphold the values.

2. ‘Shaping up’

This activity enhances co-operation and team work.

Level: Upper Primary upwards

Curriculum objective: Sports / helps in relaxing the group.

Objective: Learning to work together.

145

Activity: The children can be taken to the sports field or any open area. The

class can be divided into groups of 10 each. They cannot change their group. The

group that makes the biggest shape wins.

Discussion: Children‟s responses on the following:

Was it fun and enjoyable?

How did you decide the shape?

How did you go about creating the shape?

Did you learn anything?

Note: The children may be confused to begin with. However, they will soon see

that they can create a shape using their personal belongings and organizing

themselves to stand in a particular position.

3. ‘My Reflection’

Self-discovery through mirroring of actions.

Level: Primary and Secondary

Curriculum Objective: Sports – Enables individual students to understand the

importance of their body language and non-verbal communication.

Objective:

Conveying our feelings through actions.

Understanding how our actions mirror our mental and physical state.

Being empathetic towards others.

Activity: The students are asked to face their partner in an open space. Then one

is given a feeling to express. The partner imitates the action that the first

student is performing. Soft music can be played during the activity. After 5

minutes ring a bell and the partners can switch places.

146

For expression:

Hurt

Praise
Joy

Peace

Compassion

Anger

Kindness

Intolerance

Note:

Allow the children to have fun while doing the gestures.

Students can also be asked to express a feeling.

The acting will allow students to release suppressed feelings and visualize

their own actions by observing those of their partner.

Discuss:

Ask children

What did you learn from the activity?

Did you enjoy the activity?

Could you understand what was being enacted by your partners?

What did you have to keep in mind while imitating the action?

4. ‘My Beautiful City’

This will help students to share their ideas through the creative medium of art.

Level: Upper Primary and Lower Secondary

Curriculum Objective: It will help students to internalize values and understand

interdependence.

147

Objective: Learning to work in groups.

Material Required: A chart paper for each group to draw and color.
Activity: The class is divided into groups of 6. They are asked to design a city

that has a clean environment and good infrastructure for its diverse population.

Each group brainstorms what it needs to include before making the chart as a

team. Each group makes a presentation about their dream city.

Discussion:

What did you keep in mind while planning the city?

How did each member contribute to the group?

Do you think an individual could have created a better city or a group?

How did the activity help you to learn about co-existence and cooperation?

Other suggested topics – A day in my school

A neighbouring country

This is my State

5. ‘A Human Machine’

Children would understand the importance of each individual within the team.

Curriculum Objective: Sports – The activity would help students relax and learn

to appreciate one another.

Objective: To make students understand and experience the importance of team

spirit.

Activity: The students can be divided into groups of 6-8. Each group will organize

themselves into a working machine – such as a car, train, sewing machine or any

other. The group can decide which machine they want to portray. Each group

will showcase their machine after 10 minutes to the other groups.

Discussion:

Which machine did you build?

148

Was it functional?
How did each individual contribute to the working of the whole?

What would happen if a part of the machine stopped working?

6. ‘Happy Birthday’

This will enable students to resolve problems as a group.

Level: Secondary and Middle

Curriculum Objective: Sports – Help the students understand

the importance of non – verbal communication.

Concepts: Working as a team to organize themselves for tasks.

Objective: Helping students to understand the role of team work for

accomplishing complex tasks.

Activity:

1. The task before the students is to organize themselves into 12 groups on the

basis of the month of their birth. They have to identify other students who

share their birthday month.

2. They cannot speak to one another during the activity and can communicate

only through gestures.

3. The teacher verifies that the groups have been formed correctly.

Discussion:

During a follow up discussion students can be asked:

Did you enjoy the activity?

Do you think verbal communication will help?

How were you able to locate the month?

What difficulties did you face?

Do you think other problems can be solved through collective action?

149

7. ‘Bonding as a class’
This activity teaches togetherness through the play – way method.

Level: All levels

Curriculum Objective: Helps build a classroom community from a diverse group

of students.

Objective: Experiencing group coherence.

Activity: The class is divided into groups of 10. Ask each group to discuss, within

their group, likes and dislikes with respect to –

Food

Colour

Sport

Book

Dress, etc.

Discussion:

What did you learn about your friends / class?

What were the similarities / differences in the group?

Were all members of the class in agreement in any area?

8. ‘Relay Race’

This is an activity about co-operative and creative problem solving.

Level: All levels

Curriculum Objective: Sports – when you want to play an enjoyable group game.

Objective: Experiencing working in groups.

Activity: Divide the class into groups of six on the playfield. Let the groups

organize themselves for the relay. Ask each group to decide who will run in

which order.

150

Discussion:
What did you have to keep in mind during the activity?

Which group won? Why?

How can the group‟s performance be improved?

9. ‘Group Tangrams’

This is an activity about cooperative problem solving.

Level: Middle School

Curriculum Concern: Mathematics / Drawings/ Shapes/ to make the children

familiarize themselves with geometrical forms.

Pre requisite knowledge: Information about Tans.

How to make Tangram Puzzle.

Material Required: One set of Tangrams for each Group.

Activity: Introduce the puzzle. Divide the class into groups of six. The fifth one in

the group will have a set of Tangrams and make a meaningful shape. The sixth

one becomes the observer. The group that completes first wins.

Instructions to prepare Tangrams:

1. Draw a square of any size and name it ABCD.

2. Join A and C. Find the midpoint of AC and name it E.

3. Join D and E.

4. Find the mid points of AB and BC. Name them F and G respectively. Join F

and G.

5. Find the mid points of AE and EC, and name them H and I respectively.

6. Join H and F.

7. Produce DE to meet FG at J.

8. Join I and J.

9. Cut all the seven parts.

151
Discussion: Did everyone participate?

What did you learn by engaging in this activity?

What did you learn about Tangrams?

152

10. 'Magic Squares'

This is an activity about cooperative problem solving.

Level: Middle School

Curriculum Concern: Mathematics / to make the children familiar with Magic

Squares.

Activity: Introduce the Magic Squares. Divide the class into groups of five. Four in

the group will take any set of 16 consecutive natural numbers and arrange them

in a square using the “Cup Method”. The fifth becomes the observer. The group

that constructs the maximum number of magic squares wins.

153

Instructions to Construct a Magic Square:

Write numbers from 16 – 31 in the following pattern:

16

23

27
28

17

22

26

29

18

21

25

30

19

20

24

31
Keep the top row and the bottom row as it is. Invert the middle two rows and

get a magic square.

4 × 4 Magic Square with numbers 16 – 31 (each square totals 94).

16

23

27

28

29

26
22

17

30

25

21

18

19

20

24

31

154

Discussion: Did everyone participate?

Did you enjoy working together?

Did you learn to construct a magic square?

11. 'The Thousand Maze'

This is an activity about cooperative problem solving.

Level: Middle School

Curriculum Concern: Mathematics / To improve calculation skills.

Method used – Trial and error

Activity: Divide the class into groups of five. Four members of the group will

solve the maze by “Hit and Trial” method and the fifth will become the

observer. They will follow the numbers starting from the entrance till the exit so

that sum of all the numbers in the way is 1000. The observer makes notes on

each one‟s contribution in solving.

Discussion: Did everyone participate?

Did you enjoy working together?

What did you learn from the group work?

Education in values also prepares student for the world of work. The attitudes and

values of hard work, discipline, cooperation, communication skills, etc., enable them to

develop healthy interpersonal relationships at home and in school which in turn

facilitate their better adjustment on the job. The employers too look for these qualities

in their prospective employees. It is a common observation that the advancement in a

career depends not only on the intellectual abilities but also the ability to sustain hard

work, assume responsibility and ability to work in teams and cooperate with others.

While educational qualification helps to enter a job, efficiency to deliver in a job is often

dependent on qualities of perseverance, cooperation, genuineness, hard work,

communication and relationship skills.

-‘Education for Values in Schools – A Framework’ by NCERT

155

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We are solely responsible for the choices we make in our lives, for our freedom to choose and decide for
ourselves.

156

4.9 Learning from People, Events and Stories

4.9.1 Doing Your Best

An elderly carpenter was ready to retire. He told

his employer contractor of his plans to leave the

house building business to live a more leisurely life

with his wife and enjoy his extended family. He

would miss the pay cheque each week, but he

wanted to retire and was sure that they could get

by.

The contractor was sorry to see his good worker go

and asked if he could build just one more house as

a personal favour. The carpenter said yes, but over time it was easy to see that his

heart was not in his work. He resorted to shoddy workmanship and used inferior

materials. It was an unfortunate way to end a dedicated career. When the carpenter

finished his work, the employer came to inspect the house. Then he handed the key to

the front door to the carpenter and said “This is your house…. my gift to you.”

The carpenter was shocked.

What a shame! If only he had known he was building his own house, he would have

done it all so differently.

But so it is with us. We build our lives, a day at a time, often putting less than our best

into the building. Then, with a shock, we realize we have to live in the house that we

have built. If we could do it over, we would do it much differently.

But you cannot go back. You are the carpenter, and every day you hammer a nail,

place a board, or erect a wall. Someone once said, „Life is a do-it-yourself project.‟

„Your attitude and the choices you make today help build the house‟ you will live in

tomorrow, therefore build it wisely.

REFLECT: Why had the carpenter done a sub standard job?

157
4.9.2 Self Esteem - Key to Success

In the month of May, 1893, Gandhi reached Durban. Accompanied by Dada Abdulla,

one of the richest Indian traders in Natal, who also happened to be his employer, he

went to visit the Durban Court. The European magistrate at the court instructed

Gandhi to remove his turban. He not only disobeyed the commands of the magistrate

but issued a protest letter to the press. This was, however, just the lull before the

storm. The final provocation took place during his journey to Pretoria from Durban. It

shook the consciousness of the young lawyer to such an extent that he assumed a

staunch position against racial prejudice. This incident played a major role in carving

out the future course of Gandhi's life.

Gandhi was travelling to Pretoria on a first class ticket, bought by his client. When his

train drew into Pietermaritzburg, a white man entered his compartment and sought

the help of an officer to move Gandhi to the third class compartment. This was only

because Gandhi was a 'coloured' person, of Asian origin. When Gandhi refused to oblige

the white man, a constable turned him out of the compartment to suffer in the bitter

cold at the waiting room. Humiliated and insulted, Gandhi reflected on his next

action. It was at this moment that a steadfast determination took hold of him. He

resolved that under no circumstance would he allow racial discriminations to get an

upper hand. The larger cause of human respect and the honor of the Indian community

became critical to him. After a few weeks in Pretoria, Gandhi called a meeting and

158

addressed the Indian community, where he upheld before them the dismal conditions

under which they lived. To represent Indian interests, Gandhi and other Indians,

decided to form a permanent body. This organization was named the Natal Indian

Congress and Gandhi assumed its leadership. At the same time Gandhi worked

assiduously for the lawsuit that brought him to South Africa.

As Gandhi was preparing to return to India after the completion of his lawsuit, the

news of a proposed bill, to be introduced by the Natal Government, reached him. This

bill would lead to disenfranchising of the Indians in South Africa. Pleaded by his fellow

Indians Gandhi remained back and took up the issue. Although the bill was passed in

spite of Gandhi's attempts, his crusade continued for twenty long years.

REFLECT: How do you think the incident affected Gandhiji?

Self Esteem

Why would you want to be someone else?

When you could be better by being yourself.

Why pretend to be someone you are not ?

When you have something they haven‟t got.

Cheating yourself of the life you have to live,

Deprives others of that only which you can give.

You have much more to offer by being just you,

Than walking around in someone else‟s shoes.

Trying to live the life of another is a mistake,

It is a masquerade; nothing more than a fake.

Be yourself and let your qualities show through,

Others will love you more for being just you.

Remember that God loves you just as you are,

To Him you are already a bright shining star.

Family and friends will love you more too,

If you spent time practicing just being you.

Ellen Bailey

159

BE COMPASSIONATE

Hatred cannot be conquered by hatred. Hatred can only be conquered by compassion.

–Lord Buddha.

Once a man went to the Buddhist sangha. He did not believe in the teachings of Buddha and

was cynical of his following. He found the smile on the Buddha‟s lips and his expression of

bliss annoying. In the palm of his closed hand he carried an insect. He approached the Buddha

and asked him, in a mocking tone, “Can you tell me with your great powers of perception

whether what I have in my hand is dead or alive?”

He was prepared to expose the Sakyamuni, for if the Buddha replied that it was alive, he

would crush it and if the Buddha said it was dead he would release it to freedom. The Buddha

smiled his enigmatic smile and gently replied, “It all depends on you, my friend.”

Filled with shame and remorse he fell to the feet of the Buddha and asked his forgiveness.

REFLECT: What does the story tell us about attitude?

160

TOGETHER WE CAN

In a sense all life is inter-related. All persons are caught in an inescapable network of

spirituality, tied in a single garment of destiny. Whatever affects one directly, affects all

indirectly. -Martin Luther King Jr.

There was a farmer who grew award-winning corn. Each

year his produce fetched him a good price at the local

fair. One day a newspaper reporter interviewed him

and learned something interesting about how he grew it.

The reporter discovered that the farmer shared his seed

corn with his neighbors. "How can you afford to share

your best seed corn with your neighbors when they are entering corn in competition with

yours each year?" the reporter asked.

"Why sir," said the farmer, "didn't you know? The wind picks up pollen from the ripening corn

and swirls it from field to field. If my neighbors grow inferior corn, cross-pollination will

steadily degrade the quality of my corn. If I am to grow good corn, I must help my neighbors

grow good corn."

He is very much aware of the connectedness of life. His corn cannot improve unless his
neighbor's corn also improves.

So it is in other dimensions.

Those who choose to be at peace must help their neighbors to be at peace.

Those who choose to live well must help others to live well, for the values of a life is

measured by the lives it touches.

And those who choose to be happy must help others to find happiness for the welfare of each

is bound up with the welfare of all.

The lesson for each of us is this: if we are to grow good corn, we must help our neighbors

grow good corn."

REFLECT: How did the farmer see his own welfare?

161

THINK POSITIVE

The Victor

If you think you are beaten, you are.

If you think you dare not, you don't.

If you like to win but think you can't,

It's almost a cinch you won't.

If you think you'll lose, you're lost.

For out in the world we find

Success begins with a fellow's will.

It's all in the state of mind.

If you think you are out classed, you are.

You've got to think high to rise.

You've got to be sure of your-self before

You can ever win the prize.

Life's battles don't always go

To the stronger or faster man.

But sooner or later, the man who wins

Is the man who thinks he can.

- by C. W. Longenecker

162

HONESTY

In ancient Greece, Socrates was reputed to hold knowledge in high esteem. One day an

acquaintance met the great philosopher and said, “Do you know what I just heard about your

friend?”

“Hold on a minute,” Socrates replied. “Before telling me anything I‟d like you to pass a little

test. It‟s called the Triple Filter Test.”

“Triple filter?”

“That‟s right,” Socrates continued. “Before you talk to me about my friend, it might be a

good idea to take a moment and filter what you‟re going to say. That‟s why I call it the triple

filter test. The first filter is Truth. Have you made absolutely sure that what you are about to

tell me is true?”

“No,” the man said, “Actually I just heard about it and ...”

“All right,” said Socrates. “So you don‟t really know if it‟s true or not. Now let‟s try the

second filter, the filter of Goodness. Is what you are about to tell me about my friend

something good?”

“No, on the contrary…”

“So,” Socrates continued, “you want to tell me something bad about him, but you‟re not

certain it‟s true. You may still pass the test though, because there‟s one filter left: the filter

of Usefulness. Is what you want to tell me about my friend going to be useful to me?”

“No, not really …”

“Well,” concluded Socrates, “if what you want to tell me is neither true nor good nor even
useful, why tell it to me at all?”

REFLECT: How can applying the triple filter in our interactions help us?

Life is a gift, and it offers us the privilege, opportunity, and responsibility to give something back by
becoming more.

Tony Robbins.

163

CARING FOR THE ENVIRONMENT

THE CHIPKO ANDOLAN

In the 1970s, an organized

resistance to the destruction of

forests spread throughout India

and came to be known as the

Chipko movement. The name of

the movement comes from the

word 'embrace', as the villagers

hugged the trees, and prevented

the contractors from felling them.

The Chipko movement of 1973 was one of the most famous among these. The first Chipko

action took place spontaneously in April 1973 in the

village of Mandal in the upper Alakananda valley and

over the next five years spread to many districts of the

Himalayas in Uttar Pradesh. It was sparked off by the

government's decision to allot a plot of forest area in

the Alaknanda valley to a sports goods company. This

angered the villagers because their similar demand to

use wood for making agricultural tools had been earlier

denied. With encouragement from a local NGO (non-

governmental organization), DGSS (Dasoli Gram

Swarajya Sangh), the women of the area, under the

leadership of an activist, Chandi Prasad Bhatt, went

into the forest and formed a circle around the trees

preventing the men from cutting them down.

The success achieved by this protest led to similar

protests in other parts of the country. From their

origins as a spontaneous protest against logging abuses in Uttar Pradesh in the Himalayas,

supporters of the Chipko movement, mainly village women, have successfully banned the

felling of trees in a number of regions and influenced natural resource policy in India. Dhoom

164

Singh Negi, Bachni Devi and many other village women, were the first to save trees by

hugging them. They coined the slogan: 'What do the forests bear? Soil, water and pure air'.

The success of the Chipko movement in the hills saved thousands of trees from being felled.

Some other persons have also been involved in this movement and have given it proper

direction. Mr. Sunderlal Bahuguna, a Gandhian activist and philosopher, whose appeal to Mrs.

Indira Gandhi, the then Prime Minister of India, resulted in the green-felling ban. Mr.

Bahuguna coined the Chipko slogan: 'ecology is permanent economy'. Mr. Ghanasyam Raturi,

the Chipko poet, wrote a poem describing the method of embracing the trees to save them

from falling:

'Embrace the trees and

Save them from being felled;

The property of our hills,

Save them from being looted.'

REFLECT: Are we doing enough for our environment?

It is easy to dodge our responsibilities, but we cannot dodge the consequences of dodging our
responsibilities.

Josiah Charles Stamp.

165

PRAYERS AND SONGS IN VALUES EDUCATION

In our common pursuit of framing scientific and concrete projects, programmes, curricular

and co-curricular activities to promote humaneness in man and prevent deterioration, the

famous quote of Tennyson “Many things are wrought by prayers than the world dreams of” is

significant.

A colourful melody

The importance of prayers and songs as a teaching device to project values cannot be

underestimated. A child is like a seed which can sprout into a full and healthy plant if it is

given a nurturing environment. Mahatma Gandhi, Vinoba Bhave firmly believed and advocated

the role of prayer because it could elevate the mind, illumine the intellect, sublimate the

senses, purify the heart, awaken the soul and help in establishing a rapport with ourselves.

The practice of morning assembly which consists of meaningful songs, speeches and prayers

which have a great impact on the mind of a child over a period of time followed by several

pace - setting institutions have a subtle impact.

Start the day with Prayer and finish it the same way. Then the day is bound to be good even if

it brings tough experiences. Prayers introduced in the routine of a school help in soothing

troubled minds, consolidate one‟s daily inputs and can serve as an important tool to defuse

greed, tension, strife, conflict and restlessness. The schools may design a schedule of prayers

selected from a variety of readings and abstracts depending upon the beliefs, policies and
166

ethos followed by them. They may feel free to select from whatever they feel can be

integrated into their philosophy. The purpose here is only to strengthen the belief in the

Creator.

Prayer, we know is:-

Prayer is talking to God

Prayer is listening to God

Prayer is being quiet with God

Prayer is learning to think the thoughts of God

Prayer is learning to seek the words of God

Prayer is understanding the power and wisdom of God in nature

Prayer is understanding the love and mercy of God in human experience

Prayer is believing in God

Prayer is trusting in God

Prayer is resting on the promises of God

Prayer is becoming identified with God

Prayer is being committed with God

Prayer is working with God

Prayer is waiting for God

Prayer is conquering with God

Prayer is praise and thanksgiving

Prayer is joy and assurance

Prayer is being at peace with God

Some think of prayer as something to do – a rite, a routine, a spiritual chore.

Actually, prayer is a way of life.

167
School anthems or songs play a very important role in
inculcating values within the consciousness of
children.

Schooling engages children in a fourteen year

dialogue and these songs are heard every day in the
assemblies and programmes.

The constant reiteration of values that comes across through listening

and singing of these songs reaffirms the value system that a child can
grow up with.

Schools can collate through their Sahodaya Clusters a variety of such

lyrics or compose their own. This will help in the dissemination and
assimilation of values.

The CD with this Values Education Kit is a collection of songs which

students have sung collectively on issues that affect sustainable
development, environment, gender, nature, integrity and peace.

168

¡̄ps fgeky;
vuqokn & fd’ksj Bqdjky

;w¡ pyrs&pyrs dneks dks rdrs

igq¡ps lqugjh xa k ds rV is
pkjks rjiQ ls vkokt vkbZ
;s /jrh ge lc dh gS I;kjh
tc geus idM+h bd yach jkg
rks īj ls ns[k ;s uhyk vkleka
vkSj uhps ns[k /M+drh oknh
;s /jrh ge lc dh gS I;kjh

¡̄ps fgeky; ls dU;k dqekjh

/jrh rqEgkjh /jrh gekjh
vkSj czªiq=k ls dSEcs dh [kM+h
;s /jrh ge lc dh gS I;kjh

As I went walking that ribbon of highway

I saw above me that endless skyway

I saw below me that golden valley

This land was made for you and me

Songs

ukn & Loje~

jpuk & ,- ,e- jko]

lqfiz;k cksl efyd vkSj ljkst eksgUrh

v;e fut ijksosfr x.kuk y?kq psr"kaA
mnkj pfjrkukarq oklq/So dqVqEcde~A
e/qje ukn Loje~
lke osnxk;ue~
Hkokjl NUne~ laxhre~A
1- ukn czª ls fudyk ;s la kj

ukn cz gh tx dk gS vk/kj
lkjs tx dks tksMs+ laxhre~A

2-tks u Ł;kos lIr lqju dks

lks gh fj>kos lc xqfutu dks
tu ekul ân; xqaftre~A

rjkuk%&
uk fnj nkuh rqe fnj nkuh
fne rur & (2)] uk fnj & (2)]
fne ru u u & ;yf ;yf ;y]
fne ru u u & (2) /k fdV rd /we&fdV rd
f/rkaM+ Øka/k Øka/k (2) Øka uk fnj -------

169

ty laj{k.k

vuq'kklu xhr

jpuk & MkW- lqjsUnz 'kekZ

ty thou gS] thou ty]

ty fcu ugha py ldrk izk.kh rsjk thou dyA
gks--------- gks
cw¡n&cw¡n ls Hkjrs ns[ks dq,¡] iks[kj] xkxj]
cw¡n&cw¡n ls ?kVrs ns[ks] gSa lc us gh lkxj
ty dks u"V rw djds djrk gS [kqn ls gh Ny ---
ty thou gS] thou ty ----
bd vueksy lEink rq>dks nhuh gS Hkxoku]
mldh j{kk rsjk thou tku ys rw bUlku]
fiQj /jrh ij tho uk gksxk] ty ;s x;k tks py ---
ty thou gS] thou ty ----

jpuk & jek nÙk

ge lc cPps izkr%] mBdj] lHkh CkM+ks dks ueu djsa]

vuq'kklu thou esa ikysa] lksp le> dj dne /jsaA

fon~;ky; esa lHkh cM+ksa dk vkSj xq: dk eku djsa]

dHkh u nsjh] dHkh u NqV~Vh] Bhd le; dk è;ku j[ksaA

pysa lM+d ij tc Hkh cPpksa fu;eksa dk Hkh è;ku j[ksaA

ck,sa ns[ksa] nk¡, ns[ksa] rHkh lM+d dks ikj djsaA
?kj dls] eu dks lkiQ j[ksa ge chekjh ls nwj jgsa]
Hkkstu djus dks cSBsa rks gkFkksa dks ge lkiQ djsaA

fon~;ky; vkSj cl] nqdku ij ykbu esa gh [kM+sa jgsa]

viuh ckjh tc vk;s rks la;e ls gh dke djsaA

laè;k dks lksus ls igys vius eu dh tk¡p djsa]

Hkwy&pwd dh {kek ek¡xdj fcLrj ij vkjke djsaA

jpuk % iQknj ,MoMZ vkWfyfojk

oans ekrje~
;g esjk ns'k viuk Lons'k
;s esjs liuksa dk I;kjk izns'k\
bl esjs ns'k esa lc dk fuokl

lc esa gS izse dh vkl ;g esjk ns'k Lora=k izns'k ;g bafM;k

1- lkxj ufn;k¡ cgrh jgrh bl ns'k esa]

ioZr ?kkVh ?kus taxy gj dksus esa
lqUnj dfy;k¡ gj fnu f[kyrh bl taxy esa
mM+rs iaNh mlesa xkrs eneLrh ls
fgeky; dh pksVh ls dU;kdqekjh rd iQSyk gqvk
esjk ns'k
'kgjksa esa dLcksa esa eueksgd xfy;ksa esa] je.kh; esjk
ns'k

'kfUr ,oa ln~Hko

170

2- eaxyik.Ms] y{ehckbZ lc flikgh]

bu ohjksa us LorU=krk dh fcxqy ctkbZA
usg: xk¡/h] oYyHk HkkbZ vkSj usrkth
vktknh ds lsykuh lHkh ns'k ds jkghA
bl /jrh ij [kwu cgkdj os lc gq, cfynku]
izk.kksa dh vkgqfr nsdj c<+k;k Hkkjr ekrk dk
lEekuA

3- fgUnw] eqfLye] ckS¼] tSu] fl[k] bZlkbZ]

feyds jgrs cuds os lc HkkbZ&HkkbZA
vkil esa ge HksnHkko j[ksa u dksbZ]
,d gh eu ds] ,d gh fny ds HkkjroklhA
lR;] vfgalk vkSj izse ijLij bu /eksaZ dk lans'k]
lkjh /jk ij ekuo feyu gks] bu /eksZa dk mn~ns';
oans ekrje~] oans ekrje~A

Lyrics & Music - Monica Brown

There is a world
An ancient world
It bears a vast and rugged face
It spirit's free
Haunting and free
It calls to you, it calls me

come find your soul

One People One World

within my doubts
come wake up me
your homeland true

Chorus........

this is our world

we are its people
a nation that's free
to realize it's dream

A dream that's for all

with hand in each hand
to live as one people
one people, one world
there is a people
an ancient people
their spirits rest
deep in this world
their dream time is
living and giving

Make this world a sacred place

they seek a world
a true embrace
life that concerns
all that we are

Chorus........
And from different shores
Many have come

171

To find a home on this beautiful land

Where the spirit yearns to see
To unite as one soul
Chorus........

jpuk % MkW- lqjsUnz oekZ

eu dh liQkbZ t:jh gS] ru dh liQkbZ t:jh gS]

eu dh liQkbZ t:jh gS] ru dh liQkbZ t:jh gS]
?kj dh liQkbZ ls igys] xfy;ksa dh liQkbZ t:jh gSA
lkiQ liQkbZ okys gh thou esa [kqf'k;k¡ ikrs]

lkjh nqfu;k dks vius thou dk jkt crkrs]

/jrh dh liQkbZ ls igys] vEcj dh liQkbZ t:jh gSA

?kj dh liQkbZ ls igys] xfy;ksa dh liQkbZ t:jh gSA

rUn:Lrh dh igyh lh<+h lkiQ liQkbZ j[kuk]

lkiQ liQkbZ okys us gh gS ehBk iQy p[kuk]

Ldwy dh liQkbZ ls igys] iqLrd dh liQkbZ t:jh gSA

LoPNrk

lM+d lqj{k
jpuk & foØe flag

vxj lqjf{kr jguk rks] iVjh&iVjh pyuk gS

lM+d&lqj{kk ds fu;eksa dk] ikyu gjne djuk gSA
eksckby ;k gks LdwVj] gSyesV iguks dldj rqeA
lhV cSYV dks igys ck¡/ksa] vxj dkj ls djks liQj rqe
j{kk&lk/ku viukvksa] vxj nq?kZVuk ls cpuk gSA
lM+d lqj{kk fu;eksa dk ------
ihyh :dus dk ladsr] yky jkS'kuh gqbZ&:dks] gjh jks'kuh
gqbZ&pyks
pkSjkgs dks ikj djksA tks Hkh flXuy feys jkg esa mls è;ku
ls i<+uk gS
lM+d lqj{kk fu;eksa dk ------
viQlj gks pkgs ckcw] xhr ij j[kks rqe dkcw
fu;e rksM+uk tqeZ gS] ykblsal ijeks /eZ gSA
;k=kk esa O;o/kku u gks] xkM+h dk uqdlku u gks
t+jk lM+d dk eku djks] jkgxhj dk è;ku djksA
fiQj u iqfyl Hkh Vksdsxh] u gh dgha Hkh jksdsxh
uk pkyku] uk tqekZuk] rqEgsa u gksxk Hkqxrkuk
dqN ises.V ugha gksxk] ,DlhMSaV ugha gksxk
xkM+h dk lq[k ikvksxs [kq'kh&[kq'kh ?kj tkvksxs
(czsd cfÙk;k¡ lgh jgs] okftc nwjh cuh jgs)
thou&j{kk lcls igys] vxj lM+d ij pyuk gS
lM+d&lqj{kk ds fu;eksa dk gjne ikyu djuk gSA

172

rqe le; dh jsr ij

er ck¡Vks bUlku dks

jpuk & ljLorh dqekj ^^nhid**

rqe le; dh jsr ij] NksM+rs pyks fu'kkaA

ns[krh rqegs T+keh] ns[krk gS vklekaAA
fy[krs pyks ukSfugky fur ubZ dgkfu;k¡
rqe feVk nks Bksdjksa ls tqYe dh fu'kkfu;k¡
dy dh rqe e'kky lcls csfelky gks
fruds&fruds dks cuk nks ftUnxh dk vkf'k;k¡

jpuk & ijost beke

eafnj eafLT+kn fxjtk ?kj us

ck¡V fy;k balku dksA
/jrh ck¡Vh lkxj ck¡Vk
er ck¡Vks balku dks
vc Hkh gjh&Hkjh /jrh gS
Åij uhy forku gS
ij u I;kj gks rks tx lwuk
tyrk jsfxLrku gSA

vHkh I;kj dk ty nsuk gS

gj tyrh pV~Vku dks

/jrh ckVh lkxj ckWVk

er ck¡Vks---------------

oS".ko tu
oS".ko tu rks rsus dfg;s ts ihM+ ijkbZ tk.ks js]
ijnq%[ks midkj djs rks;s eu vfHkeku u vk.ks jsAA

jpuk & fou; egktu] pk:y HkjokM+k

/eksZ esa Hkh tkfr esa Hkh

fj'rks esa Hkh R;ksgkjksa esa Hkh
lM+dksa is Hkh 'kgjksa esa Hkh
x¡ko esa Hkh pkSjkgks es Hkh
xfy;ksa esa Hkh vkT+kknh dk ukjk gh
vkT+kknh uk dk'kh vkT+kknh uk eFkqjk
uk eDdk efnuk uk ckbZcy uk iksFkh
osn iqjku vkT+kknh u xhrk
uk iQknj u iafMr
uk xksjk uk dkyk
vkT+kknh gjk gS u dslfj;k
uk ;s ikfdLrku uk ;s fgUnqLrku
uk ;s baxfy'rku uk caxykns'k ;k bjku
uk ;s gS bjkd uk ;s rkfycku
uk fØlel uk gksyh
uk bZn uk fnokyh

vkT+kknh

173

uk fiVj uk vgen
uk lyek uk xkSjh
uk ozr uk jksT+kk
uk dFkk uk dYek
uk >sye uk fla/q
uk xaxk uk ;equk
vkT+kknh rks gSa gj balku dk liuk
vkT+kknh rks gS ,d lksp ,d fopkj
ftlls gqvk gS ekuork dk m¼kj

jpuk & jek nÙk

nhi ns[kks ty mBs cq>us uk ik, dHkh]

gkFk ftuesa nh gS] oks >qdus uk ik, dHkhA

jks'kuh tyrh jgs nqfu;k dh jkgksa esa lnk]

jkg dSlh Hkh gks ysfdu gks ;w¡ gh jks'ku lnk]
ik¡o esa Bksdj fdlh ds yxus u ik, dHkhAA

gks v¡/sjk xj rks jks'ku dj nks vius uwj ls]

jkg HkVdk gks dksbZ rks oks Hkh ns[ks nwj ls]
tks dne dHkh mBs rks :dus uk ik, dHkhAA

ftUnxh viuh Hkh ;w¡ gh jks'kuh djrh jgs]

dke vk, gj fdlh ds ;s 'kek¡ tyrh jgs]
izse dh I;kjh 'kek¡ ;s cq>us u ik;s dHkhAA

nhi ns[ks ty mBs

balku gSa ge
jpuk & fou; egktu ,oa pk#y HkM+okM+k

fgUnq ;k eqlyek¡] fl[k gSa] bZlkbZ gSa ;k ikjlh gSa ge

I;kj ls] ,rckj ls] vkt ls dgsa bUlku gSa ge
;gwnh gSa] cq¼ gSa] tSu gSa] vkfLrd ;k ukfLrd gSa ge
pkj gksa ;k gtkj gksa] feyds dgsa bUlku gSa ge
uk pk¡n ij] 'kfu ij] 'kqØ ij
uk lwjt ij] rkjksa ij] eaxy ij
uk vkSj gS dgha ,slh lqanjrk
ftanxh gS viuh gh /jrh ij
jkT+k dh ;s ckr gS] ftanxh th;sa bUlku gSa ge

;gwnh gSa cq¼ gSa -----

cjlksa cjl igys /jrh Fkh pqi
f[ky vk;h /hjs ls ftanxh cgqr
dqnjr dh esgur djksM+ks cjl
bUlk¡ cuk ftlls lqanj cgqr
,d Hkh] ge vusd Hkh blfy;s dgsa
D;¡w uk ge dgsa] bUlku gSa ge

fganq ;k eqlyek¡ ----

ge efLtn esa tk;s ;k eafnj esa
ge xq#}kjs tk;s ;k fxjts esa
ge vfx;kjh tk;sa ;k nsjklj] ,d gh vkjtw gj fny esa
izkFkZuk nqvk ,d gS] 'kakfr ls jgsa] bUlku gSa ge

;gwnh gSa cq¼ gSa -----

174

lkFkh js u ?kcjkuk
jpuk & eksgsUnz ljhu

eafty dks c<+rs tkuk

pkgs vk¡/h gks pkgs rwiQku gks
ge c<+rs gh tk,¡xsA
NksVh&NksVh ckrksa is yM+uk ugha
[kksVh&[kksVh gks [kksVh pkyksa esa iQ¡luk ugha
eqf'dy gks jkgsa fny esa gks pkgsa
ge lc lkFk fuHkk,axsA
u,&u, lius ltkuk gS gesa
nqfu;k dks csgrj cukuk gS gesa
lkjs tkg¡ esa feyds] u;k dqN djds
ge fn[kyk,¡xsA
pyks pysa gks pysa nqf[k;ksa ds nq[k ck¡Vysa
vkvks c<+s gks c<+s fxjrksa dks ge Fkkeys
tc Hkh dHkh rqe vkokt nksxs
iy esa ge pys vk,¡xsA

175

Case Studies

Case studies can be used as teaching tools to explain the application of a theory or concept

based on real-life situations. Cases can be fact-driven and deductive where there is a correct

answer, or they can be context driven where multiple solutions are possible. Various

disciplines have employed case studies including humanities, social sciences, sciences,

engineering, law, business, medicine etc.

Good cases generally have the following features: they tell a good story, are recent, includes

dialogue, create empathy with the main characters, are relevant to the readers, serves

teaching function and have generality.

Cases come in many formats, from a simple “What would you do in this situation?” question to

a detailed description of a situation with accompanying data to analyze. Whether to use a

simple scenario-type case or a complex detailed one depends on the course objectives.
Let us read a short story and analyse it as a case study for teaching aid.

Once upon a time, a king was rambling in the garden with a heavy heart, as news from the

war front was not good. He saw a little boy and a little girl playing there. The king went to

them and found that they were playing Rama-Sita and looking for someone to play the role of

a Rakshas (monster).

The king in-order to get out of his mental stress, readily agreed to play the role of a monster.

The monster had to die several times in the hands of Rama that particular morning.

Returning to his palace, the king enquired about the children from his Chief Minister and

came to know that the boy Kaushik was the son of a poor Brahmin and the girl Ruchira was

the daughter of the Chief Minister. On the king‟s order, Kaushik was sent to the best

institution of the kingdom much to the displeasure of the pundit (teacher) and the students

who were the children of ministers and higher officials of the kingdom.

The king told the minister that he wanted Ruchira to get married with Kaushik. The Chief

Minister kept silent, as he did not like the idea. The pundit of the institute did not like

Case studies present realistic situations, allowing students to balance theory with practice.

176

Kaushik. Though he was a good student, learning lessons only through books was not his

priority. Kaushik believed that there were more to learn from his natural surroundings like

trees, birds, rivers, hills, animals, the stars, the moon and everything that he could lay his

eyes on.

The pundit called Kaushik one day to ask why he was not interested in his study; Kaushik

replied that he had as much interest in books as he had in fellow human beings and the

surrounding nature. The teacher told him to concentrate only on his books to which Kaushik

replied that if done so he would lose interest in his lessons too.

As time passed away one day the king summoned the pundit and asked him about his best

student to which the teacher replied Ruchira. The king again asked regarding his opinion
about Kaushik. The teacher replied that he has not learnt much. The king called the minister

and concluded that the marriage between Ruchira and Kaushik should not be delayed any

longer. The minister humbly submitted that Ruchira does not want to get married to Kaushik.

The king asked „Doesn’t she consider Kaushik worthy of her?‟. The king then proposed „Let

both of them prove their superiority in front of me and this marriage will take place if

Kaushik emerges as the winner‟. The minister accepted the challenge, as he was sure of his

daughter‟s win.

The pundit (teacher) brought Ruchira along with him. Kaushik went to his guru and touched

his feet and greeted Ruchira with folded hands. Ruchira ignored his greetings. Kaushik had

never taken part in any debate in the institute with Ruchira; the other students also never

invited him to take part in any academic debate out of sheer disrespect for him because of

his economic status. As a result, Ruchira was not mentally prepared for his sharp and prudent

arguments. That made Ruchira perplexed and she was out of her wits. Kaushik left her at the

brim of defeat.

As per the challenge the king ordered the minister to fix up a date for the marriage. At this

point Kaushik stood up and humbly submitted before the king with folded hands that he did

not want this marriage to take place. The king was surprised and asked for the reason.

Kaushik replied „Let the joy and satisfaction of winning be mine and the reward for others‟.

The pundit requested the king to allow Ruchira to compete with Kaushik once again after a

year. The king granted his request. Kaushik left the institute and he was seen rambling

through the hills, the forest and the paddy fields. The pundit engaged all his time and effort

177

to prepare Ruchira for the challenge. But Ruchira had lost control over her mind and heart.

One day the king asked his Chief Minister to send Ruchira to him. She came and stood silently

before the king with her head bowed. The king said “If you agree then I wish to see you play

the game „Rama’s banishment to the forest‟ once again”. Ruchira looked at the king with
delight. The king said “But this time your pundit has to play the role of the monster”.

Rabindranath Tagore had written this story more than hundred years ago. We still are carrying

on with an education system that is not blended with nature; neither did we nor do our

children enjoy the learning. Nature teaches us to be humble and modest and to be

magnanimous and firm. Kaushik had been courteous enough to touch his guru‟s feet and asked

for his blessings; on the contrary, Ruchira was extremely self-conceited and arrogant. She, in

the opinion of the pundit, was the best student (in terms of securing marks in the

examination) but unfortunately, the lesson one learns at the academic institution does not

impart the knowledge one needs to become a good human being.

The purpose of education should not be lost under the burden of books.

It should also make the student modest and not meek, confident and not conceited. Kaushik

derived all these qualities from Mother Nature, animals and his surroundings. Hence, Kaushik

did not forget to show respect to his guru and give honour to Ruchira.

The greatest pundit of the kingdom forgot to give Kaushik his blessing and Ruchira also did

not have the courtesy to accept the honour, let alone to reciprocate it. Even after hundred

years, social status is bestowed on a person according to his financial strength, just as Kaushik

had been looked down upon for being the son of a poor brahmin. Still, in our educational

institutes, more emphasis is given to learning lessons from books than to acquiring knowledge

in various aspects of life and to develop the child into a proper human being. Let us give a

glance to the messages that we get from this story:

(a) Any human being should be judged on the basis of his qualities and not on the basis of

his social status.

(b) The education system does not have all the ingredients for all-round development of a

student.

(c) We learn, as Kaushik did, through our five senses as well and not only through intellect.
178

(d) Kaushik enjoyed study because he enjoyed many other things in life. He acquired more

knowledge than his classmates because he never confined himself within the textbooks

and boundary of the classrooms.

(e) A teacher should have the ability to mingle with the students, so that the students feel

free to ask any question, any number of questions. Thus the learning becomes a joyful

experience for the students.

(f) A teacher is responsible not only to the extent of imparting education from books; he is

also responsible to teach the students the basic values and ethics in life. Most

importantly, he himself should be above all meanness unlike the pundit in the story. The

pundit himself could not accept Kaushik as one of his students because of his social

status.

* Reproduced from the book entitled Values Education in Indian Schools: Experiences and

Strategies of Implementation, NCERT, New Delhi, 2003.

Short Story

There was a teacher who wanted to teach the value of honesty to her students. She gave
two seeds to each of them and asked them to germinate them. After two days all of them
brought germinated seeds except Anil. All the students were standing in queue to show
the germinated seeds to their teacher but Anil was standing in the corner of the class.
The teacher looked at all the seeds and called Anil in front of the whole class. She praised
Anil for his honesty. All the students were surprised. The teacher further clarified that
the seeds given by her to the students were boiled means that they were not able to
germinate. All the students except Anil replaced the boiled seeds with the fresh ones and
so they were able to get germinated seeds. So Anil was not able to show germinated
seeds like others but was able to display honesty through his act.

Queries-

1) You have found a ten rupee note on the floor of your classroom. What will you do with
that note?

2) Your mother has given you some money to go to the market and buy vegetables. After
buying vegetables, you are left with some balance amount. Do you think it is your
duty to return that amount to your mother?

179

Glossary
Anecdotal Record: Anecdotal record is a report of descriptive accounts of episodes or occurrences in
specific duration of

life of an individual.

Assessment: The process of documenting, usually in measurable terms, knowledge, skills, attitudes and
beliefs.

Brainstorming: An organized approach for producing ideas by letting the mind think without interruption.
The term was

coined by Alex Osborn. Brainstorming can be done either individually or in a group; in group brainstorming
sessions, the

participants are encouraged, and often expected to share their ideas with one another as soon as they are
generated. The

key to brainstorming is not to interrupt the thought process. As ideas come to the mind, they are captured and
stimulate

the development of better ideas. Brainstorming is used for enhancing creativity in order to generate a broad
selection of

ideas in leading to a unique and improved concept.

Cognitive Stage: The mental process of acquiring information, building a knowledge base, and learning
increasingly

advanced reasoning and problem-solving skills from infancy through adulthood.

Collaborative Learning: An umbrella term for a variety of approaches in education that involve joint
intellectual effort by

students or students and teachers. Groups of students work together in searching for understanding, meaning
or solutions or

in creating a product. The approach is closely related to cooperative learning, but is considered to be more
radical because

of its reliance on youth voice. Collaborative learning activities can include collaborative writing, group
projects, and other

activities.

Comprehensive: Comprehensive means to cover both the Scholastic and the Co-Scholastic aspects of
students „growth and
development‟.

Constructivism: A set of assumptions about the nature of human learning that guide constructivist learning
theories and

teaching methods. Constructivism values develop mentally appropriate, teacher-supported learning that is
initiated and

directed by the student.

Continuous: Continuous means the evaluation of identified aspects „growth and development‟ of students‟
in a continuous

process.

Cooperative learning: Proposed in response to traditional curriculum-driven education. In cooperative

learning

environments, students interact in purposely structured heterogeneous group to support the learning of one
self and others

in the same group.

Co-Scholastic: Co-Scholastic aspects include Life Skills, Co-curricular areas and Attitudes & Values.

Creativity: A human mental phenomenon based around the deployment of mental skills and/or conceptual
tools, which, in

turn, originate and develop innovation, inspiration or insight.

Critical Pedagogy: A teaching approach which attempts to help students question and challenge domination
and the beliefs

and practices that dominate. In other words, it is a theory and practice of helping students achieve critical
consciousness. In

this tradition the teacher works to lead students to question ideologies and practices considered oppressive
(including those

at school)

Critical Thinking: Consists of a mental process of analyzing or evaluating information, particularly

statements or

propositions that people have offered as true. It forms a process of reflecting upon the meaning of statements,
examining

the offered evidence and reasoning and forming judgments about the facts. Critical thinkers can gather such
information

from observation, experience, reasoning, and/or communication. Critical thinking has its basis in intellectual
values that go
beyond subject-matter divisions and which include: clarity, accuracy, precision, evidence, thoroughness and
fairness.

Curriculum- (plural curricula) the set of courses and their contents offered by an institution such as a school
or a university.

In some cases, a curriculum may be partially or entirely determined by an external body.

Curriculum Framework: A stepping stone between national standards and local curriculum which
encompasses what must

be taught to meet state and national standards.

180

Decision Making: It can be regarded as the mental processes (cognitive process) resulting in the selection of
a course of

action among several alternative scenarios. Every decision making process produces a final choice. The
output can be an

action or an opinion of choice.

Educational Counseling: Conducted by counsellors in schools. It is intended to help children suffering

primarily from

education, family and friends related stress. The counsellor works with the child to help him or her get over
the trauma he

or she has suffered.

Educational Evaluation: The evaluation process of characterizing and appraising some aspect of the
education enterprise.

Education Reform: A plan, program, or movement which attempts to bring about a systematic change in
educational theory

or practice across a community, state or nation.

Evaluation: A method of determining if students learned what they were taught. It is usually conducted at
the end of a

lesson.

Experiential Education: (or "learning by doing") The process of actively engaging students in an authentic
experience that

will have benefits and consequences. Students make discoveries and experiment with knowledge themselves
instead of

hearing or reading about the experiences of others. Students also reflect on their experiences, thus developing
new skills,
new attitudes, and new theories or ways of thinking. Experiential education is related to the constructivist
learning theory.

Facilitator: A non-directive, non-judgmental teacher/leader who creates an environment for learning,

records student

progress, and motivates students to exercise self-direction in determining and achieving educational goals.

Formative Assessments: FA‟s part of the instructional process. When incorporated into classroom practice,
it provides the

information needed to adjust teaching and learning while they are happening. In this sense, Formative
Assessment informs

both teachers and students about student understanding at a point when timely adjustments can be made.
These

adjustments help to ensure students achieve targeted standards-based learning goals within a set time frame.
Although

Formative Assessment strategies appear in a variety of formats, there are some distinct ways to distinguish
them from

Summative Assessments.

Holistic Assessment: Assessment includes both Scholastic and Co-Scholastic aspects.

Holistic Education: Education involving the whole person--body, soul, and spirit. It integrates all subjects
and infuses all

learning with a pantheistic, monistic spirituality.

Inclusion: Assigning all students to regular classrooms, including those with severe disabilities, thus turning
each class into a

special education class.

Infusion: A strategy that hides or blends politically correct social philosophies and matching activities into
the basic content

of the curriculum.

Journal: A daily record in which students express and deal with their feelings and emotions. Unlike
traditional journals

which recorded facts (travel, business, etc.), these journals contain expressions of feelings and attitudes that
lay emphasis

on emotional responses, encourage the child to focus on feelings rather than facts and become revealing
indicators of

progress towards new values or resistance to change.

Kinesthetic Learning: A teaching and learning style in which learning takes place by the student actually
carrying out a

physical activity, rather than listening to a lecture or merely watching a demonstration. Building dioramas,
physical models

or participating in role-playing or historical re-enactment are some examples.

Language Education: The teaching and learning of a language or languages, usually as foreign languages.

Learning Outcome: The term may refer to course aims (intended learning outcomes) or may be roughly
synonymous with

educational objectives (observed learning outcomes). Usage varies between organizations.

Lesson Plan: A teacher's detailed description of the course of instruction for an individual lesson. While
there is no one way

to construct a correct lesson plan, most lesson plans contain similar elements.

181

Life Skills: Preparation for all life roles. The total development of the child--body, mind, and spirit -- as a
learner, worker,

consumer, family member and citizen. What the student must believe, think and do to meet the exit
outcomes.

Methodology: Strictly speaking is the study and knowledge of methods; but the term is frequently used
pretentiously to

indicate a method or a set of methods. In other words, it is the study of techniques for problem-solving and
seeking

answers, as opposed to the techniques themselves.

Parental Involvement: Holds parents responsible for making sure the child attends school, completes
prescribed homework

and learns whatever else schools will decide once the system is implemented. The Parents Teachers
Association (PTA) is a

way of involving parents in the consensus process, where they, too become part of School‟s decision making
process. The

Parent Teacher Meeting (PTM) is an interactive forum where the parents meet their wards‟ teachers and
share their

concerns.

Peace Education: The process of acquiring the knowledge and developing the attitudes, skills and behaviour
to live in
harmony with oneself and with others. Peace education is based on a philosophy that teaches non violence,
love,

compassion, trust, fairness, cooperation, respect and a reverence for the human family and all life on our
planet. It is a

social practice with shared values to which anyone can make a significant contribution.

Pedagogy: The art or science of teaching. The word comes from the ancient Greek paidagogos. The word
"paidia" refers to

children, which is why some like to make the distinction between „pedagogy‟ (teaching children) and
„andragogy‟ (teaching

adults). The Latin word for pedagogy, education, is much more widely used, and often the two are used
interchangeably.

Peer Facilitator: Peer learning involves a new role for the students who facilitate the learning of other
students. The role

of the peer facilitator, which is focused on learning through supporting other students, would appear to be
more social than

the traditional role of learner, which is focused on self-learning.

Problem Solving: Problem solving is cognitive process directed at transforming a problem from the given
state to the goal

state when the problem solver is not immediately aware of a solution method.

Project: A task given over a period of time and generally involves collection and analysis of data. It is useful
in theme-based

learning.

Quiz: A form of game or puzzle in which the players (as individuals or in teams), attempt to answer
questions correctly. A

quiz usually is a form of student assessment, but often has fewer questions of lesser difficulty and requires
less time for

completion than a test.

Remediation: A teacher comment that helps students reach a more accurate or higher-level response.

Self-esteem: (or self-worth) Includes a person's subjective appraisal of himself or herself as intrinsically
positive or negative

to some degree.

Staff Development: Various, usually formal, training or activities, funded by schools to enhance the
attitudes, knowledge
and skills of current employees.

Student Centered Learning: An approach to education focusing on the needs of the students, rather than
those of others

involved in the educational process, such as teachers and administrators. This approach has many
implications for the

design of curriculum, course content and interactivity of courses.

Summative Assessments (SA): The assessments are given periodically to determine at a particular point in
time what

students know and do not know. Many associate Summative Assessments only with standardized tests or
written

examinations, but they are also used at and are an important part of classroom programs. Summative
Assessment at the

classroom level is an accountability measure that is generally used as part of the grading process.

Universal Values: Honesty, integrity, tolerance, and other values believed to be common to all the world's
cultures. A

serious look at history counters that presumption.

Values Clarification: A strategy for changing a student's values. It prods students to understand traditional
values, then

choose "their own" values based on personal opinions and group consensus.

182

Bibliography
National Council of Educational Research and Training, Education for Values in Schools – A Framework.
New Delhi, NCERT

(2011)

Central Board of Secondary Education, Value Education, A Handbook for Teachers. New Delhi, CBSE
(1997 and 2003)

United Nations Educational Scientific and Cultural Organization, Learning the Way of Peace – A Teacher’s
Guide to Peace

Education. New Delhi, UNESCO ( 2001)

National Council of Educational Research and Training, Values Education in Indian Schools: Experiences
and Strategies of

Implementation. New Delhi, NCERT (2003)

Rathore, Dr. Bharti. “Beyond the Text: Values in Language Classes”. Learning to Teach, Charutar
Vidyamandalp, ( 2006)

Suggested Readings
Gandhi M. (1940), My Experiments with Truth, Navajivan Publishing House, Ahmedabad, India

Mandela N. (1994, 1995), Long Walk to Freedom, the Autobiography of Nelson Mandela, Macdonald
Purnell, United States of

America

Keller H. (1903), The Story of my Life, the Modern Library, New York, USA

Keller H. (1929), Midstream: My Later Life, Doubleday, Doran & Company, Inc., USA

Spink K., Mother Teresa, a Complete Authorized Biography (1998), Harper Collins Publishers, New York,
USA

Carson C. (ed.) (1998), The Autobiography of Martin Luther King, Intellectual Properties Management Inc.
and Warner books, New

York, USA

Lincon A. (1905), The Autobiography of Abraham Lincoln, F.D. Tandy company, New York

Roth G. (1993), The Autobiography of Albert Einstein, Atlas Publishing LP, USA

Balasubramanian G. A Beautiful Life Series (1-8), Pearson India, New Delhi

Electronic Sources
EduGreen (edugreen.teriin.org). “The Chipko movement”
http://edugreen.teri.res.in/explore/forestry/chipko.htm

(Accessed on 28 July 2012)

God‟s Work Ministry. “Work From Your Heart” http://www.godswork.org/encouragement15.htm

(Accessed on 2 August 2012)

God‟s Work Ministry. “Socrates Triple Test” http://www.godswork.org/encouragement15.htm (Accessed on

2 August 2012)

Brainy Quotes. http://www.brainyquote.com/quotes/quotes/j/jiddukrish395484.html (Accessed on 5 August

2012)

Scouts. http://www.scout.org/en/about_scouting/the_youth_programme/peace_education/scoutpax/
activity_chest/

balloon_prayers2 (Accessed on 26 August 2012)

The Toy Maker. http://www.thetoymaker.com/Toypages/64Fingerpuppets/64FingerPuppets.html

(Accessed on 26 September 2012)

Gandhi in South Africa. “Celebrating the 138th Birth Anniversary of Gandhiji in Association with Gandhi
Smriti”

http://www.mapsofindia.com/personalities/gandhi/south-africa.html (Accessed on 5 August 2012).

Glossary of Educational Terms, From Wikipedia, the free encyclopedia

http://en.wikipedia.org/wiki/Glossary_of_education_terms_(A%E2%80%93C) (Accessed on 10 September

2012)

Teacher Vision: http://www.teachervision.fen.com/pro-dev/new-teacher/48466.html#ixzz26u17IyPc

(Accessed on 10 September 2012)

The websites and electronic links listed above have been created by or for organizations outside of the CBSE
and are responsible

for the information contained within their respective sites.

183

“Your beliefs become your thoughts,

Your thoughts become your words,

Your words become your actions,

Your actions become your habits,

Your habits become your values,

Your values become your destiny.”

― Mahatma Gandhi

Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India

CENTRAL BOARD OF SECONDARY EDUCATION