Download - a study of moral judgement of secondary school students in relation to some selected variables
189
CHAPTER – V
5.1 Summary:-
Value literally means something that has a price, something precious,
dear and worthwhile; hence something one is ready to suffer and sacrifice for.
In other words, values are a set of rules or regulations of behaviour. In the
words of Dewey, “the value means primarily to price, to esteem, to appraise
and to estimate”. It means the act of achieving something, holding it and also
the act of passing judgement upon the nature and amounts of values as
compared with something else.
Values are regarded as desirable, important, and held in high esteem by
a particular society in which a person lives. Thus values give meaning and
strength to a person‟s character by occupying a central place in his life. Values
reflect one‟s personal attitudes and judgements, decisions and choices
behaviour and relationships, dreams and vision. They influence our thoughts,
feelings and actions. They guide us to do the right things. But values may
differ from one society to the other.
Value education means inculcating a sense of humanism, a deep concern
for the well-being of others and the nation among the children. This can be
accomplished only when it is instilled in the children a deep feeling of
commitment to values that would build this country and bring back to the
people pride in work that brings order, security and assured progress.
Through value education we like to develop the social, moral, aesthetic
and spiritual sides of a person which are often undermined in formal education.
Value education teaches us to preserve whatever is good and worthwhile in
what was inherited from our culture. It helps us to accept respect, the attitude
and behaviour of those who differ from us. Value education does not mean
value imposition or indoctrination.
190
Value education has the capacity to transform a diseased mind into a
very young, fresh, innocent, healthy natural and attentive mind. The
transformed mind is capable of higher sensitivity and heightened level of
perception. This leads to fulfilment of the evolutionary role in man and in life.
Value education helps oneself and one‟s relation to society. Value
education makes one peaceful and by his personality, he adds peace to the
society. Individual and society supplement each other.
Education is a personality building process. It has always been linked
with society. It has both a personal and social dimension and like the two sides
of the same coin, these are inseparable. According to Gandhiji, real education
does not consist in packing the brain with information facts and figures, or in
passing examinations by reading the prescribed number of books, but by
developing the right character.
At present, our education system is largely involved in preparing the
younger generation of developing their cognitive domains. Today what is
being done is to educate the heads and hands and not the hearts. Lack of value
education has been an important factor in the global scenario of growing
violence and terrorism, pollution and ecological imbalances.
The Education Commission (1964 – 66) and the National Policy on
Education (NPE – 1986) stressed the importance of value oriented education
in our country. The Ramamurthy Committee Report (1990) recommended
that the imparting of value education should be an integral part of the entire
educational process.
Value education makes the youth powerful. They contribute a great deal
to the national reconstruction and national development.
The above Policy has laid considerable emphasis on Value Education by
highlighting the need to make education a forceful tool for cultivation of social
and moral values. The policy has stated that in our culturally plural society,
education should factor universal and eternal values oriented towards the unity
and integration of our people.
191
In the present times of unprecedented changes dislocating traditional
values and creating conflict between traditional and new values there is a
universal concern in respect of erosion of values, promoting values and culture
which fit in with the needs of the modern times. The process of developing
into a modern nation with new social, political and economic institutions, and
with emphasis on science and technology has thrown up many new values –
challenges in all areas of our nation‟s life.
In the article, “Values in the Modern Indian Education Thought “rightly
observes: plain living and high thinking is becoming a outdated nation.
Increase of one‟s needs and desires and the efforts to fulfil them all has become
the philosophy of life and education in the modern world”.
Craving for cheap popularity on the part of the teachers and the taught,
short outs in study a longing of easy life, guide books – all need a serious
attention on the part of the modern Indian educators. Their values and places
must be fixed once and forever and the decisions taken by great educationalists
in the interest of the nation should be strictly put into actual practice.
To get through the annual examination in a higher class has become the
general immediate goal of education in India and it tells upon the methods of
learning and teaching and on the national character as such in the long run.
The whole attitude to education needs revision.
M.M.Prahallada in his article, “Contemporary significance of higher
education”, beautifully explained the role of moral values in education. To
quote him, “Indian Culture is rooted deeply in her spiritual values and unless
these values find their way into the life of students, education will lose its
significance and will not fulfil its function of endowing the students with a
vision to life and by and with ideals to work for, therefore, indifference to the
cherished goals of democracy, socialism, humanism and secularism, it is very
essential that our education system should evolve a new positive morality
which could effectively be built into the school, under graduate/post graduate
curriculum.
192
Value education involves social education but extends beyond it in so
far as it covers the way the individual deals with his own powers and
potentialities as well how he behaves in his relationship with other people and
the community at large.
The article, “human values in university management” suggests the
following:
Value education means a positive effort for bringing about a synthesis
of physical, intellectual, emotional, aesthetic, moral and spiritual values in a
human being. is on revival of moral and spiritual values in education.
The Government should have no reservation in introducing and funding
universal religion of human values in the form in the contents and in the
methodology of education at all levels.
Programme of Action NPE (1992) emphasized value education as an integral
part of school curriculum. It highlighted the values drawn from national goals,
universal perception, ethical considerations and character building. It stressed
the role of education in combating obscurantism, religious fanaticism,
exploitation and injustice as well as the inculcation of values.
In addition to the emphasis of commissions on moral education, persons
of eminence have also advocated the cause of moral education for all round
development of the youth.
Education is a powerful and pervasive agent for all round development,
individual and social transformation. This alone can sustain culture and
civilization.
Gandhiji said, “Unless the development of mind and body goes hand in hand
with a corresponding awakening of the soul, the former alone would prove to
be a poor lopsided affair. By spiritual training, I mean education of the heart”.
Thus, the true meaning of education is harmonious development of head, heart
and hand, i.e., enlighten of mind, compassion and dignity of labour.
193
Sarvepalli Radhakrishnan said: The three things – vital dynamism,
intellectual efficiency and spiritual direction together constitute the proper aim
of education. Moral and spiritual training is an essential part of education.
What we need today is the education of the whole man – physical, mental,
intellectual and spiritual. If education is to help us to meet the moral challenge
of the age and play its part in the life of the community, it should be liberating
and life giving.
Swami Vivekananda had proclaimed: “We must have life building, man
making, and character building education”.
Sri Shankar Dayal Sharma, former President of India, the scholar – and
educationalist said, “The aim and objective of all education is to maintain,
sustain and develop a healthy mind in a healthy body. Co-curricular and extra
curricular activities have as much place in our system as the curriculum and the
syllabus. The lack of such activities is the reason for the growing evils of
habitual smoking, drinking and drug-addiction fast growing amidst our student
community. Education is not injection or injunction. It is not indoctrination of
views and ideas or just an imposition of one‟s views upon others. In short,
education should not be an infliction. The moment education becomes such as
infliction, the consequence will be student indiscipline, strikes and agitations
within the campus”.
Pandit Jawaharlal Nehru rightly said – “A vast responsibility rests on our
universities and to keep their lights burning and must not stray from the right
path even when passion convulses the multitude and blinds many amongst
those whose duty is to set an example to others”.
Gurudev Rabindranath Tagore states – “Education must aim at the
development of moral, spiritual and ethical values and we should seek them in
our own heritage as well as in other cultures and civilizations it should be such
that Indians do not lose sight of their rich heritage – their thought must be
rooted to the ideals set forth in the great writings and works of our sages, poets
and philosophers, the noble goals and high values set forth in our precious
culture must be adhered to”.
194
Values in our education are a hotly debated subject now a days. This is
because of the chaotic conditions observed in almost all spheres of our life. It
is conjectured, not without reason, that this chaos is mainly due to lack of
values in the education being imparted in India. If contemporary education is
to be value-based, it can never be done without the teachers themselves
understanding, appreciating and upholding the life-sustaining moral values.
The teachers cannot have an excuse whatsoever. If one cannot practice these
values, one should not dream of teaching as a job. In fact, teaching is not a job.
It is a mission and vision for life and for prosperity.
The Indian culture is deeply rooted in spiritual values and unless these
values find their way into the life of students, education will lose its
significance and will not fulfil its function of endowing the students with a
vision to live by and with the ideals to work for. Therefore, in difference to the
cherished goals of democracy, socialism, humanism and secularism, it is very
essential that our education system should evolve a new positive morality,
which could effectively be built into the school curriculum.
It is essential that the teachers also should be exposed to the traditional
values and ethics of education through training programmes from time to time.
They should not confine to their job to a mere matter of completing syllabus
and following the curriculum. There should be a platform for teachers to
deliberate on any sensitive issues or topics as and when the need arises. They
should also expose the ideas of accepting modernization, globalization and
liberalization from the academic point of view. They should also learn while
imparting their duties for which they are meant. By creating a conductive
atmosphere for intellectual rigor and freedom of expression and thought, one
can practice values in education.
195
5.2 Restatement of the Problem:-
From the past, value oriented education is existing in India. It takes
diversified changes in the ancient, medieval and modern period. When India
freed from the Britishers in 1947 again various changes occurred in educational
area – Indian philosophers Vivekananda,Tagore, Gandhiji, Aurabindo had
immense role in imparting value based education after independence.
Moral judgement is a by-product of the child‟s general social
experience. Patterning of experience is necessary before the child is capable of
higher forms of moral judgement. The ability to make moral judgement plays
an important role in the moral development, as it is a process of defining a
happening in terms of moral justifiability.
Moral development cannot be studied in isolation from other aspects of
development, eg., physical, intellectual, emotional and social. There are
various studies to show the effect of these developments upon moral
development. A certain amount of intellectual maturity is necessary for moral
understanding and moral judgement, but that does not imply that the more
intelligent a person is he is not necessarily a more moral person. Again, the
emotionally affect less becomes a psychopath; but excessive emotions may also
lead to immoral behaviour. That is why we find wide differences among the
research findings in this area.
Though value oriented education is existing no empirical study has been
conducted on the attitudes of students, so far as such the present investigation is
intended to probe into this.
Hence the problem chosen for study was, “A study of moral judgement
of secondary school students in relation to some variables”.
5.3 Objectives of the Study:-
The following are the main objectives of the present study.
1. To see the significance of the difference between male and female
students towards their moral judgement.
2. To see the significance of the difference between 9th
class students
and 10th
class students towards their moral judgement.
196
3. To see the significance of the difference between 9th
class students
and Junior Intermediate students towards their moral judgement.
4. To see the significance of the difference between 9th
class and
Senior Intermediate students towards their moral judgement.
5. To see the significance of the difference between 10th
class and
Junior Intermediate students towards their moral judgement.
6. To see the significance of the difference between 10th
class and
Senior Intermediate students towards their moral judgement.
7. To see the significance of the difference between Junior
Intermediate students and Senior Intermediate students towards
their moral judgement.
8. To see the significance of the difference between Urban students
and Rural students towards their moral judgement.
9. To see the significance of the difference between Urban students
and Semi Urban students towards their moral judgement.
10. To see the significance of the difference between Rural students
and Semi Urban students towards their moral judgement.
11. To see the significance of the difference between Science students
and Arts students towards their moral judgement.
12. To see the significance of the difference between M.P.C. students
and Bi.P.C students towards their moral judgement.
13. To see the significance of the difference between Bi.P.C students
and Arts students towards their moral judgement.
14. To see the significance of the difference between Arts students and
M.P.C students towards their moral judgement.
15. To see the significance of the difference between School students
and Junior College students towards their moral judgement.
197
16. To see the significance of the difference between the different age
groups of students towards their moral judgement.
17. To see the significance of the difference between the different
Family Size towards their moral judgement.
5.4 Hypotheses of the study:-
The following null hypotheses were formulated for the present
investigation based on the variables considered for the study.
1. There is no significant difference between male and female students
towards their moral judgement.
2. There is significant difference between 9th
class students and 10th
class students towards their moral judgement.
3. There is significant difference between 9th
class students and Junior
Intermediate students towards their moral judgement.
4. There is no significant difference between 9th
class students and
Senior Intermediate students towards their moral judgement.
5. There is significant difference between 10th
class students and Junior
Intermediate students towards their moral judgement.
6. There is significant difference between 10th
class students and Senior
Intermediate students towards their moral judgement.
7. There is no significant difference between Junior Intermediate
students and Senior Intermediate students towards their moral
judgement.
8. There is significant difference between Urban students and Rural
students towards their moral judgement.
9. There is no significant difference between Urban students and Semi
Urban students towards their moral judgement.
198
10. There is no significant difference between Rural students and Semi
Urban students towards their moral judgement.
11. There is no significant difference between Science students and Arts
students towards their moral judgement.
12. There is significant difference between M.P.C students and Bi.P.C
students towards their moral judgement.
13. There is significant difference between Bi.P.C students and Arts
students towards their moral judgement.
14. There is no significant difference between Arts students and M.P.C
students towards their moral judgement.
15. There is no significant difference between School students and
Junior college students towards their moral judgement.
16. There is no significant difference between different age groups of
students towards their moral judgement.
17. There is no significant difference between students having varied
family size towards their moral judgement.
5.5 Conclusions:-
On the basis of the findings of the study, the following conclusions can
be drawn.
1. There is no statistically significant difference between male and female
students. Hence it can be concluded that sex has no influence on moral
judgemen of students.
2. No statistically significant difference is observed between the students
regarding their moral judgement except ninth and Senior Intermediate
and Junior Intermediate and Senior Intermediate.
3. There is significant difference between rural and urban students
regarding their moral judgement. This indicates that the variable
locality has influence.
199
4. No significant difference is evident between Arts and Science students.
That indicates that the subject of study has no impact with their moral
judgement. Among all subgroups Arts students have more moral
standards.
5. Regarding the school and Junior college students, school children scored
more judgement and statistically significant difference is evident
between these students
6. With regard to age, as age advances moral judgement also increases.
Among the different age group students, significant difference in
observed between 13-14, 13-16, 14-16 and 15-16 years age group. This
shows that age is influencing factor of moral judgement.
7. Statistically Significant difference is observed when the size of the
family is taken into consideration between 3-4, 3-7, 4-5, 4-6 and 5-7
members. That means as the family size increases, moral judgement
decreases.
5.6 Educational Implications:
A number of psychologists like Piaget, Kohlberg, Loevinger, Peck and
Havighrust, Freud, Durkheim and others have studied extensively the problem
of moral judgement among children and hence the students‟ potential upholders
are already available to the teachers. But what is to be done is that the teachers
have to take up the responsibility of providing moral instructions to the
children, so that they can sharpen their sense of discrimination.
The findings of the present research have raised some important
questions related to the educational needs of the children with special reference
to their moral development.
1. The children have certain amount of moral stages namely good and
bad, and obedient and punishment before entering to the school age.
There seems to be an immediate need to develop other stages of
Kohlberg moral development, through certain specific programmes
to inculcate them among the students.
200
2. There is a need to develop specific curriculum for inculcation of
values for different grades of schooling, or within the school
subjects, it should be placed.
3. Certain specific theme training programmes were conducted to
teachers at both levels (Elementary and Secondary). So that teachers
can directly take-up responsibility in providing moral education to
their students.
4. The present study has shown that class of study in which the student
is studying appears to be the significant factor that determines the
capacity of moral judgement. Hence it is an essential to change the
moral atmosphere where the students have exhibited moral sense and
discrimination. Even the NPE – 1986 also emphasis the importance
of moral education as an integral part of the general educational
system.
5. At present the system of education, forget its main task in fostering
the development of whole some personality among students because
of a sense of insecurity among the students. Hence in every school
the guidance and counselling centers are opened to mould the
students‟ personality within the current techniques so that they can
have a stable mind.
6. The quality of the society is determined by the persons those are
having quality of intellectual and social values. The person who
sticks on to the values is regarded and acts as model to others. Value
less people are odourless flowers and ruin the society.
7. In the present investigation, intelligence has significant relation with
moral judgement. Hence, the teachers transmit the moral values
among the individuals the same may be preserve, conserve and
transmit for the future generation. On these lines the curriculum and
teaching learning process should be there in the schools.
201
8. The present study has shown that, there is no significant difference in
moral judgement of male and female students. This appears to be a
positive sign for the development of the society. Our education is
also over coming the gender bias in schools through revamping its
curriculum and its activities. The moral conduct in schools does not
show any gender difference.
9. It was found that Hindus, Muslims and Christian students do not
differ significantly in their moral judgement. Traditionally religion
has been the basis of morality. A glance at the history of mankind
reveals that religion has been the chief agent in promoting morality.
It is the standard by which the acts and attitudes of the larger whiles
are evaluated. In the early stages of society, religion promoted
morality by certain commands and prohibitions set-forth by some
divine personality. They served also a powerful source to lead to
moral conduct. All religions preach the universal values of worldly
peace and harmony. Hence, it is essential that students should be
made to understand these are principles of every religion. This helps
in developing secular values and this would contribute to global
peace.
In addition to this
- The syllabus should include moral stories, illustrations, Bibliographies
of great people.
- Literature from various religious and historical events related to our
own country, which leads to national integration, should be included in
curriculum.
- The teacher should attend the seminars, conferences, symposia,
workshop related to value education and value orientation
programmes.
- Teacher provides the student criteria for good thought.
202
- Developing study habits. Habit of self-evaluation and self–
participation.
- Importance should be given to yoga, social activities, NSS and NCC.
- Compulsory physical education should be given to all students.
- The teacher should have sound theoretical knowledge regarding values
and should apply in practical life and should be ideal teacher.
- Practical and develop the concept of unity, integration and
international brotherhood in students.
5.7 Limitations of the study: For any investigator, it is not easy to conduct
an exhaustive study. Due to time, money etc.
The present research study has the following limitations.
1. The study is limited to Chittoor District only.
2. The study is restricted to Telugu medium students of 9th
, 10th
and
Intermediate students studying in Telugu medium schools run by
Govt. of Andhra Pradesh.
3. The researcher included only 8 independent variables in the present
study. This has been purposefully alone to do in depth analysis of
these variables.
4. The present study is confined only to moral judgement of students at
secondary level.
5.8 Suggestions for further research:
1. By taking subjects from other regions and other states can be carried
out a similar study.
2. The study is confined to 9th
, 10th
and Intermediate students only. A
similar investigation may be conducted by taking higher classes also
namely students from graduate and postgraduate courses.
203
3. A similar study may be undertaken to cover the other age
groups/standard of children drawn from the population.
4. An analytical study of moral judgement can be undertaken as related
to the moral judgement of their parents and teachers.
5. Many social factors like modernization, atavism and so on may be
examined for their effect on moral judgement.
6. Many psychological factors like self-esteem, self-concept,
intelligence, interest, emotions, nationality and cognitive
development and so on may be examined for their effect on moral
judgement.
7. Other significant factors like parental attitude towards morality,
emotional morality, parental commitment, parental behaviour, child-
rearing practices, teachers behaviour, teacher‟s control, peer
influence etc. may be studied for their effect on moral judgement.
8. Experimental designs may be planned to examine the effective
methods of developing programmes and techniques of giving moral
instructions to children at various levels of schooling.
204
BIBLIOGRAPHY
Abdul kalam,(2007) “Abdul kalam‟s reflections on Education”. July,
Edutracks, vol 6, No: 11, pg. 5-6.
Ali.S.F and Karunanidhi,S (1998): “A Study of Religiosity and Values”,
Indian Education Abstract, 4, 43
Ambashit, N.K. & Ajit Singh (2001)):- Inculcation of values at Secondary
Stage, Journal of Value education – Vol (1) Jan-2001.
Anand Bhushan (1977): “Impact of Denominational and secular schools on
Attitudes of Adolescents” Quest in Education, XIV (3) PP 17-22.
Anantharaman,R.N (1981): “The effect of sex, social class and rural, urban
locality of values, Indian Psychological abstracts, 18(1), 51, Full article
in journal of psychological researches, 1680, 112-114.
Anderson, H. (1999): The measurement of domination and socially interactive
behaviour in teacher‟s contacts with children, child development Vol.10,
pp.73-89.
Annamma.A.D. (1984): Values, aspirations and adjustment of college students
in Kerala, Ph.D, Psychology, Kerala University.
Bandura, A. (1977): Influence of social reinforcement and the behaviour of
models in shaping children‟s moral judgement. Journal of Abnormal
and Social Psychology, 67, pp. 274-281.
Benniga, J. (Ed.) (1991): Moral character and Civil Education in the
Elementary School, New York, Teachers College Press.
Bhargava (1986): Development of Moral Judgement among children at
concrete and formal operational stages and its relationship with the
variable of Home and Educational Environment, Ph.D Education,
Punjab University.
205
Bhargavi (1990): Value Identification in IX standard English prose and value
orientation of IX standard students, M.Ed Dissertation, University of
Madras.
Boehm. L (1962): The development of conscience; A Comparison of
American Children of different menal and socio-economic levels. Child
development, 33, pp: 575-590(a).
Bull.N.J. (1969): Moral judgement from childhood to adolescence (Roultedge
& Kegan Paul)
Calra (1976): Curriculum based on values in a developing country with
special reference to India Ambala cantt; Indian Publication Bureau.
Cattle, R.B: (1965): The scientific Analysis of Personality, Pelican.
Chambers of 20th
Century Dictionary (1983) : Oxford Press, New York.
Choudhuri.U.S. (1974): A comparative study of values reflected in National
and state level Hindi textbooks, M.Ed dissertation, University of Indore.
Cole.W.G. (1987): The Restless Quest of Modern Man in the Relevance of
value education today. Value Education Today‟s challenge, Nirmala
Convent, Mysore pp.3p
Crittenden B. (1972): Content in moral education Toronto; Ontario Institute
for Studies in Education.
Dahler Alfred (1985): Schooling as socio-civic development: A value
framework for education in the 1980‟s and beyond, Ed.D University of
Gorgia.
Daniel Callahan: Director of the Institute of Society, Ethics and life sciences,
New York.
Dass. R.C. (1998): Teacher preparation for Education in values, The Indian
Journal for Teacher Education, vol. 1, No. 1, P.68
206
Daya Pant (2001):- Conceptual Aspects of Value education – Journal of Value
education Vol (1) Jan. 2001.
De Souza (1973): Sociological study of public schools in India, Ph.D
Education, Delhi University.
De. D.K. (1974): A study on values of High school Boys of some schools in
West Bengal, Ph.D Education, Calcutta University.
Dewey (1989): Journal of Indian Education Vol.XII no: (4) Nov.1989
Education in values-R.C.Das.
Durkheim, E. (1925) : Moral education, New York, The Free Press of Glencoe
Inc.
Dutt. N.K. (1986): Values: The foundation of meaningful life. In Ruhela, S.P.
Human values and Education. Sterling publisher private Ltd, New Delhi,
1986.
Encyclopaedia of Values and Morality, (1998) : MacMillan Publishers. Inc,
USA, pp.220-225.
Evans and Terry (1976): Journal of Education and Psychology vol: 49 No: 1-
2 Apr-Jul 1991.
Eysenck, H.J. (1976) : The biology of morality. In Lickona, T. (Ed.) Moral
Development and behaviour Theory, Research and Social Issues, New
York, Holt, Rinehart and Winston.
Fraenkel, J.R. (1988) : How to teach about values : An analytical approach,
NJ : Prentice – Hall, Englewood Cliffs.
Gandhi.K.L (1993) Value Education: A study of public opinion, New Delhi:
Gyan Publishing House.
Garg R.R. (1983) Children‟s perception of parental Disciplinary practice and
its relation to the development of personality needs, Ph.D psychology,
Agra University.
207
Gayatri,A (2008) : “A Study of attitudes towards values and their practices in
relation to certain personality factors among B.Ed students in Andhra
Pradesh. Unpublished thesis in Education, S.V.University, Tirupati.
Gewirth, A. (1994) : Cultural Pluralism relevant to moral knowledge. Social
Philosophy and Policy, 11 (1), pp.22-43.
Ghosh, N.G (1977): Distribution of four Social values among certain selected
strata of youth and prediction of Good citizenship with the help of the
values 1978-83, 3rd
survey published by National Council of
Educational Research and Training, New Delhi.
Giri, S.V. (2001): Value based Education: Content and Practice Journal of
Value education Vol. (1) No.(1), Jan. 2001, PP (1-9).
Goldsmith S.P.N. (1929): Personality, ego-development and moral reasoning
differences between feminists and non-feminists. Dissertation abstracts
International 39, 6096-6097B.
Goswami (1983) A Study of value orientation of post Basic schools in Gujarat,
Ph.D Education Sardar Patel University.
Gupta, N.L. (1986): “Value Education: Theory and Practices”, Krishna
Brothers, Ajmeer.
Gupta.K.M. (1988): Training-cum-Research Project in value orientation,
value Analysis Model, New Delhi, NCERT, Dept. of Teacher
Education.
Gururaja, (1978) : Development of moral concepts in Indian Children,
Accepted for presentation at International conference of Cross – Culture,
Psychology – Munich.
Haq.E. (1973): Educational and political Modernisation „An analysis of school
Text books in Delhi” NIE Journal Vol.7 (5) PP 19-25
Harding (1994): “A value type generalization test, Journal of Social
psychology, Vol. (19), PP 53-79.
208
Haseen Taj(1998): Contemporary significance of value education, Journal of
social psychology, vol.(2),pp:4-7
Henderson and Bernstein (1969): Moral and values in Education Editor
Dr..S.R.Sarma.
Hoffman, S. (1977): Intelligence and the development of moral judgement in
children. Journal of Genetic Psychology, 130, pp.27-34.
Hoffman.M.L (1963): Child rearing practices and Moral development.
Generalisation from Empirical Research in child development No-34.
Holstein(1969): The values we teach in school.Grade Teacher
Vol.87(1)Sep.1969.
Hurlock Elizabeth (1974): A Study of the correlates of value system of
college students Experiments Vol. XXII (8).
Indrani .K.S. (1981): Moral Education in a secular society. A conceptual
Analysis, M.Ed dissertation, Mysore University
Johnson, R.C. (1962): Early studies of children‟s moral judgement, Child
development, 33, pp.603-605.
Jyothi Joshi and Leena Poornachand,J (1994): “Moral values among
adolescents belonging to joint and nuclear families”, Journal of Indian
Education, vol.19, No:4-5, PP: 85-87.
Joshi Kireet (1984): Can values be taught? New Delhi, NCERT.
Kamal Dwivedi (1979): Education, Sex and cultural back ground as correlates
of values, Aesthetic and social Journal of Educational Psychology Vol.
30(4).
Kapoor.K (1986): A study of Saraswathi Shishu Mandirs and public schools
with reference to some psycho social characteristics of their students.
Ph.D Education, Meerut University.
209
Kar. N.N (1996): Traditional Indian and Modern classes of values in value
education: A philosophical study. The Associated publishers, Ambala
Cantt, India.
Keasey, C.B. (1973) : Experimentally induced change in moral opinions and
reasoning. Journal of Personality and Social Psychology, Vol.26, pp.30-
38.
Khandelwal, B.P. (2001): Values for Human Excellence – Journal of value
education. Vol. (1) No.(1) Jan. 2001.
Khanna (1993) “Value oriented Education”, Journal of Indian Education, vol.
18, No.5, Pg No.6.
Kohlberg.L: The child as a philosopher psychology Today-.Sep1968
(Journal).
Kohn.M.L. (1959): Social class and parental values in American sociological
Review Vol .XXIV.
Kulshresta (1972): An Impact of Teachers Training on Democratic values:
Haryana Journal of Education, Chandigarh.
Lalitha, P.R. (2001) : Value inculcation in the context of science – Journal of
Value Education Vol.(1) No.1 Jan. 2001.
Lechy (1945): Values and Adjustments among college students –Journal of
Education and psychology Vol-50 No: 1-2 Apr-July 1992
Lewis(1984): Academic and socio cultural influences on Development of
values among students in two year colleges, Ed.D, George Peabody
College for Teachers,Vanderbilt University.
Loevinger, J., & Wechsler, R (1970) : Measuring Ego Development : Volume
I San Francisco : Jossey Bass Inc.
Longstreth, L.E (1997): Values in the social studies: Implicit, Explicit or
Ignored. Social Education vol. 35, No.4, P. 422.
210
Mahmood Ali, (1998): “Study attempts to develop a view of prediction about
the children on the basis of their personal values”. Fifth survey of
Educational Research in Education, NCERT, New Delhi.
Mahmood Kaisar (1974): Study of provision of Moral Instruction in the
secondary schools, M.Ed Dissertation, Mysore University.
Mallaradhya.B.K. (1975): Study of Moral and Religious Instruction in the
Higher Primary Schools in Mysore city, Dissertation, Mysore.
Mathur(1985):Values in Education and strategies for their inculcation in
Indian Education in the emerging society, New Delhi:Streling
Publishers Private Ltd.,1982.
Mc Dougall, W (1908) : An Introduction to Social Psychology : London :
Methuen University Paper Backs.
Misra, G. (2000). Perspectives on value Education in the Indian context, Some
Reflections, Report to seminar on value Education, Bhopal, PSSC 4 E,
P. 5.
Morril Richard.L (1980): Teaching values in college, San Francisco,
Washington, Jossey-Bass Publishers.
Morris, J.F (1958): The development of adolescent Value Judgement, British
Journal of Educational Psychology, Vol. (28) Part – I, PP : 1-44.
Muzumdar, H.B. (1983): “A Quest for Values in Education”, Journal of
Indian Education, Vol. 8 (5).
Nagaraju (2002):- Abstract promoting values among secondary students
through the school, Quest in Education, Educational Review, vol. No.
26, No. 3, Pg. No.2.
Nagarjuna Rao (1968) Manual of directions and Norms for the socio-
economic status Rating Scale, Rupa Psychological Centre, Bhelpura,
Varanasi – 221001, India.
211
Narasimhaiah H. Committee (1986): Manava Shikshana.
NCERT (1985): National curriculum for primary and secondary Education: A
Frame work, New Delhi, NCERT.
NCERT (1987): Resource Material part-I In service Training of school
Teachers.
NCERT, 2000 National Curriculum Framework for School Education New
Delhi.
New Education Policy Document: Journal of Education and psychology
Vol.XXXXV (4) Jan 1988.
Nigal, S.G. (2001): Education – Management and Values – Journal of Value
Education Vol (1) No.(1) Jan. 2001.
Oad.L.K. (1986) Humanistic Trends, Value crisis, and contemporary Indian
Education- Ruhela (Ed) Human values and Education. PP-113-125.
Ormell, C. (1980) Values in Education, New York, Harper and Row.
Pauchuri and Varma (1980): “Effects of intensities of punishment on moral
judgement in children” unpublished Manuscript, University of
Allahabad, Allahabad.
Padmanaban. T(1992), “A study of the certain selection variables” Fifth
survey of Educational Research in Education, NCERT, New
Delhi(1992).
Page, R.A. (1981): Longitudinal evidence for the sequentiality of Kohlberg‟s
stages of moral judgement in adolescent males. Journal of Genetic
Psychology, 139, pp.3-9.
Pandey J.L. (1999). Value Education: Challenges for the Future,
Mimeographed, New Delhi, NCERT PP-5-9.
Pandya.R.C (1959): Assessment of Modern Education values From Different
view points Ph.D Education, University of Bombay.
212
Pani.R.N. (1969): Evaluation of co-curricular activities in secondary schools
of Orissa and their relationship with personal development of pupils
Ph.D.Education, Utkal University.
Parikh,B.(1980): “Development of moral judgement and its relation to family
environmental factors in Indian and American families, child
development, 51, 1030-1039.
Patel.K.M. (1981): A study of value orientation in the Educational Institutions
Run by Sathya Sai organization, Ph.D. Education, Sardar Patel
University.
Peck and Havighrust (1964): Moral Education- William Kay. Chapter: 5.
Pepper (1958): The sources of Values, Berkeley: University of California,
1958.
Peters.J (1961): The growth of morality and value is complex psycho-social
phenomenon.
Philip May (1971): Moral Education in the cross River state: Teacher‟s Role –
Sylvester E. Essein- Journal of Indian Education-Vol XIV (3) Sep.
1988.
Pillai.N.T. (1976): An analytical study of the Religious values imbedded in the
prescribed Tamil and English Text books for standard IX in Tamil
Nadu, M.Ed Dissertation, Annamalai University.
Prahallada. N.N. (1982): Contemporary significance of value Education-
value education in India –selections from University News.
Premsingh, G.J (2004): Towards value based education, University News, 42
(45): 11-12
Rabindranath Reddy,C (2006): “Sri Sathya Sai System of Education. A
model to Follow” Value oriented education edited by V.Dayakara
Reddy and D.Bhaskara Rao, Discovery Publishing House, P.356-377.
213
Rajagopal.T. (1989) Identification of values in XII standard Tamil Text books
and value orientation of XII standard students, M.Phil Education,
Alagappa University.
Ramachandra Reddy and Manchala (2006): “Values and Teacher Education
system: Value –oriented education, edited by V.Dayakara Reddy and
D.Bhaskara Rao, Discovery Publishing House, P:244-252.
Rama Rao.K. (1986): Moral Education: A practical approach. Mysore: Rama
Krishna Institute of Moral and Spiritual Education.
Rangaswamy,G.(2007): “A Study on Moral Judgement in relation to certain
psycho sociological factors”, Unpublished Thesis, S.V.University,
Tirupati.
Rani. M (1968): Moral development in children. Ph.D Psychology, Allahabad
University.
Rao, A.C. (1992): Accountability in education, New Delhi: APH Publishing
Corporation.
Rest (1979): “Relations between level of moral judgement of others,” Journal
of personality.
Robert Hall and John Davis (1975): Moral Education in the Cross River
State: Teacher‟s Role- Sylvester E.Essein-Journal of Indian Education,
Sep1988.
Rorty, A.O. (1988): Three myths of moral theory in mind and in action.
Boston, MA: Beacon.
Rosebrough (1976): Moral Values of school students in relation to different
personal values-Dr.Gopal Chandra Padhan - Experiments in Education-
Vol XXII, (8) Aug1994 pp 173-179.
Rothneiy (1976): Evaluative attitudes and Academic success, Journal of
Educational Psychology, Vol. 27, PP 292-398.
214
Roy Choudhury.N. (1979)-Ph.D Education, Bombay University.
Roy.D.K (1980): A study of some factors and processes involved in the
development of values: Ph.D Education, Kalyanai University.
Santhosh Arora (2003) “Modernization and Human values,” The Educational
Review, vol.46, (8), Pg.155.
Sarangi (1994): Moral Education in schools- Bases and Implications. New
Delhi, Deep and Deep publications.
Saraswat.RC (1982): “A study of self-concept in relating to adjustment,
values, academic achievement, socio-economic status and sex of high
school students of Delhi, Ph.D (Social Sciences) IIT, New Delhi, In
M.B.Buch (Ed) Fourth Survey of research in Education, P: 427,
NCERT, New Delhi.
Seetharam.A.R. (1990): An evaluative study of the objectives, content and
methodology of Direct Moral Education followed in the secondary
schools of Karnataka State, Ph.D Education, Mysore University.
Sen. I (1983): Educational and Traditional Values in India: The challenge of
today and tomorrow; The Education Quarterly Vol. 35 (1).
Seshadri (1992): Education in values-A Source Book, New Delhi, NCERT.
Shanthi (1992): as quoted in venkataiah, N and Sandhya, N (2008) “Research
in Value education”, A.P.H.Publishing Corporation, 4435-3617, Ansari
Road, Darya Ganj, New Delhi, P.18.
Sharma (1990) Value Education- A philosophical perspective-Journal of
Indian Education- Sep, pp: 7-10.
Sharma,M & Shukla,P. (1999): A study of moral judgement in relation to
SES and school background. The educational review, 1, 9-13.
Sharma, A.P. (1982): Values and adjustments among college students- S.K.
Srivastava. Journal of Education and Psychology Vol: 50 (1-2) Apr-Jul
1992.
215
Sharma.A.P. (1995): “Values are permeated, University News Dec pp: 7-9.
Sharma.A.P. (1995): Can Teachers inculcate Values, University News, May
15. 1995pp: 1-3.Sharma.S.I.: Role of Education in India‟s Development.
Shukla. R.P (1984): Environment: what is wrong with our Education. School
Education, vol. x. (111) 1984.
Sibia, Sukhvinder (1990): “Value pattern of children at Piagetian concrete
and formal stages of development, Ph.D (Ed) Punjab University.
Sieber, J.E. (1980): A Social Learning theory approach to morality. In
Windmiller, M. Lambert, N., & Turiel, E. (eds.), Moral development
and socialization. Boston : Allyn and Bacon. Inc.
Sigmund Freud.S (1908): Introductory Lectures to Psychoanalysis.
Singh and Singh (1986): Effectiveness of value classification strategies in
value orientation of B.Ed students “Report of ERIC Funded Research
Project, NCERT.
Sinha, D., & Verma, M. (1972) : Knowledge of moral values in Children.
Psychological studies, Vol.17, pp.1-6.
Smith, J.E (1958): Values Conviction and Higher Education New Haven II,
The Edward W.Hazer Foundation, 1958.
Sona Thakur and Tej Preet Kaur Knag (2005): Edutracks Mar 2006 Vol.5
(7) pp: 34-37.
Sportsman (1983): “ The relationship of values, perceptions and goals in
education in public and non public schools in cansas city”. Unpublished
Ph.D thesis, University of Missouri, Missouri.
Sri Prakasa Committee (1959) on Religious and Moral Instruction Report.
Sporel and Tiden (1952): Edutracks Mar 2006 Vol: 5 (7) pp: 34-37.
Sri Vastava. N.K (1981): A psychological study of the Development of Moral
ideas among university students, Ph.D Psychology, Kashi Vidyapeth
216
Sridhar and Arani (2003) “Status of value education in Iran and India – A
critical Analysis”, Edutracks, vol.3, (1), PP.22-27.
Subramanyam. (1990): Value Education (socio-spiritual) Madhurai Ramana
publications.
Sullivan, E.V. (1977): A study of Kohlberg‟s Structural Theory of Moral
Development: A Critique of Liberal Social Science ideology. Human
Development, Vol.20, pp.352-376.
Taj.H (1998): “ Personal values of Hindu and Non-Hindu students in relation
to their social class and modernization. Perspectives in Education 14
(4), P.P: 245-248.
Thapan.M. (1984) Education of Ideology. The school as a socio- culture
system, Ph.D Sociology, Delhi University.
The central Advisory Board of Education (1946): Report of the Religious
Education Committee,Govt. of India,1946.
The Department of state Educational Research and Training, Karnataka
(1987): a textbook cum reference book- curriculum of Moral Education
in schools.
The Education Commission (1964-66) report: Ministry of Education,
Government of India, New Delhi.
The Hartog Committee (1929) Report. Govt. of India, New Delhi.
The National policy on Education (1986): Ministry of Human Resource
Development. Govt. of India, New Delhi.
The Secondary Education Commission Report (1953): Govt. of India, New
Delhi.
Thompson, J.W. (1958): A Factorial Studies of the Values and attitudes of
graduate teachers, British Journal of Educational Psychology, Vol.28 PP
182-183.
217
Tripathi,D.K & Misra.G (1979) : Development of moral judgement in Indian
children Psuchologia : An International journal of psychology in the
Orient, 22, 164-169.
Trivers (1971): An experimental test of the sequentiality of developmental
stages in the child‟s moral judgements,Journal of Personality and Social
Psychology Vol (3) pp:611-618.
Turiel. E (1966): An Experimental test of the Sequentiality of Developmental
Stages in Child‟s Moral Judgement. Journal of Personality and Social
Psychology, Pp.611-618.
UNESCO Report (1972): „Learning To Be‟. Report of the International
commission on Development of Education, UNESCO, 1972.
Usha Sri (1995): Preparing the B.Ed trainees for value education. The progress
of Education Vol IXX (4) pp: 84-86.
Usha Sri (1995): Restructuring Teacher Education for value orientation
Journal of Higher Education Vol 16(4) pp: 601-609.
Usha Sri (1996): Internalisation of values- unpublished article.
Vijayalakshmi,G(2006): Prioritization of school children‟s values by the
teachers.Recent Researches in Education and Psychology,Vol.11(3&4)
pp:60-65.
Vijayalakshmi.G(2006):Prioritization of secondary school children‟s values
by their parents and teachers, Edutracks,Vol.5(7),March,pp:34-37.
Varma B.P and Rammurthi (1998), “The study attempted to reveal the cause
of deprivation on values and other related matters among higher
secondary students.” Fifth survey of Educational Research in Education,
NCERT, New Delhi(1998).
Vedprakash (1994): “Moral Development in children”, unpublished Ph.D
thesis, University of Illahabad.
218
Virginia Floresca-Cawagas (1988) - Evaluating values Education
programmes- concepts and principles WCCI Forum Vol II (1) pp: 64-
71.
Webster’s New World Dictionary. (1996): Oxford Press, New Delhi.
Webster’s Universal Dictionary (1997): Oxford Press, New Delhi.
William Kay (1975): Moral and values in Education Editor: S.R.Sarma.
William. (1985): Ethics and the limits of Philosophy, London: Fontana.
Wilson. (1998): Moral Thinking, New York, Routledge.
Yadav,S.K (1999): “A study of personal values among science students”.
Bharatiya Adhunika Shiksha, 17(1), P.P:32-39.
219
PERSONAL INFORMATION
Name of the Student :
Class :
Name of the Institution :
Place :
Locality : Urban/Semi Urban/Rural
Sex : M/F
Religion :
Caste :
Age :
No. of Family Members :
Group in Intermediate :
Profession you want to choose :
Educational Qualifications :
a) Mother :
b) Father :
220
Dear Students,
I, R.Sucharitha, doing Research on “A Study of Moral Judgement of
Secondary School Students in relation to some selected Variables” in
Department of Education, Sri Padmavati Mahila Visvavidyalayam, Tirupati.
For this I am gathering information from students on values – Judgement.
We face confusion in our day – today life in taking right decisions in
many situations. I have given you 20 such situations here. For each situation,
five alternatives were given. Please read all the situations carefully, understand
it properly and give „( ) „mark on the opposite of the correct alternative.
There is no „right‟ or „wrong‟ answer for this. You please choose the answer,
which you think, is right decision making.
This information is mainly intended for research purpose only. So
please give the correct information and help us in carrying out the research.
Thank you for your co-operation.
R.SUCHARITHA
221
1. Venu’s dilemma
Siva ram was sentenced for ten years imprisonment for a crime. After
two years, he escaped from the prison and reached a remote village. Nobody
knew about Sivaram‟s past life. He worked hard and earned money and he also
helped the poor whenever they are in need. He got a very good name and
respect in that village.
One day Mr. Venu came to the village, who completely knew about
Sivaram‟s past life. He also knew that police are searching for him and also
offered a reward of Rs.10000/-if anybody inform about Sivaram. Under these
circumstances Venu would inform the police or not.
Considerations:
1. He would inform because if not informed he would be
encouraging more crime in the society.
( )
2. He would inform because he would get the reward of
Rs.10000/- from the Govt.
( )
3. Venu would not inform to the police because he was afraid
that villagers might abuse him.
( )
4. He would not inform because the criminal was changed into
a good man.
( )
5. He would not inform because it was not going to do any
good
( )
222
2. Doctor’s Dilemma
Raghuram had been suffering from unbearable pain, on account of
cancer. The doctor had been giving some tablets to him for temporary relief
from the pain. The tablets would give him relief for an hour or two Thereafter
he would continue to suffer from intolerable pain .Again he has to take the
tablets and so on.
There was also an injection to give temporary relief from the pain. But
an excess dosage of this injection was given, the patient would die. Both the
patient and the doctor were aware of this fact. The patient was experiencing
very acute pain, as the days passed. He would not bear the pain anymore and
requested the doctor to give him an extra dose of the injection and kill him.
Under these circumstances, whether the doctor would give an extra dose or not
Considerations:
1. Doctor would not give the injection because it was against the
rules. If he caught by the police, he would be sent to jail.
( )
2. The doctor would not give him injection because doctors
were supposed to save the lives.
( )
3. Doctor would not give the injection because, if he caught, he
would lose his job.
( )
4. The doctor would give the injection because; he was helping
the patient to get rid of his pain.
( )
5. The doctor would give the injection on getting legal
permission.
( )
223
3. Radha’s dilemma
Rani and Radha were good friends. They were studying X standard in
the same school. At the time of annual examinations, Rani fell sick and unable
prepare for the examinations, if she fails in the exam, she will lose one valuable
year .So Rani‟s parents requested Radha to allow Rani to copy from her paper.
Under these circumstances, Radha allowed to copy or not
Considerations:
1. Radha would not help because as a responsible student
she would like to uphold school‟s rules and regulations.
( )
2. Radha would not help because if caught in the
examinations, her parents would punish her.
( )
3. Radha would not give her paper but would not object
Rani if she copies from her paper.
( )
4. Radha would help Rani because if not helped she might
lose her friendship.
( )
5. Radha would help Rani on sympathetic grounds. ( )
224
4. Principal’s Dilemma
Chandra was a poor Engineering student. He was very intelligent in
studies. He always gets first rank in his studies. He lost his father .His mother
was sick and can‟t do any work. Chandra studied with his Principal‟s help.
Before the Final examinations he was selected in a reputed company. He has to
join in the company after the final semester. At the time of the last exam, the
Principal got the news that Chandra‟s mother has died .If the Principal sends
Chandra, he would lose one exam as well as job. Under these circumstances,
the Principal sends him or not.
Considerations:
1. Principal would intimate Chandra as it is his duty to
intimate.
( )
2. Principal would intimate him on sentimental reasons. ( )
3. Principal would not intimate because if he lose one exam,
he would lose one year and job also.
( )
4. Principal would not intimate because if sends him now all
the hard work that he has been doing would be in vain.
( )
5. He would not inform because, Chandra is a poor student,
he now got the opportunity to stand on his own legs.
( )
225
5. Prabhu’s dilemma
Prabhu was a retired employee. He got one lakh rupees as pension. He
has one son and one daughter. His son was an unemployed and had been
searching for a job for a long time. His daughter is of 25 years old and she has
to be married. Prabhu wanted to spend his pension on the marriage of his
daughter. Meanwhile his son got a good job in a company. but they asked to
deposit one lakh rupees for that. So he asked his father to give him the required
money. Under these circumstances, Prabhu agrees to give him money or not.
Considerations:
1. Prabhu would not give him money because if he spends that
money, he could not do his daughter‟s marriage.
( )
2. Prabhu would not give him money because he may get
another job.
( )
3. Prabhu would not give him money because for him the
daughter‟s marriage was more important.
( )
4. Prabhu would give him money because his son might help
him after he gets a job.
( )
5. Prabhu would give him money because, after a long time,
his son got a job.
( )
226
6. Raghu’s dilemma
Raghu was an honest man .He drives auto and earns for his living His
wife had a heart problem and the doctors advised him to get operated as soon
as possible, otherwise her life might be at risk. It costs Rs.50000/-for the
operation. But he can‟t offer such a big amount. One day, a man traveled in his
auto with a suitcase, while getting down, he forget to take his suitcase. Raghu
found Rs.50000/-in that suitcase. Under these circumstances, he returns the
suitcase or gets his wife operated.
Considerations:
1. Raghu would return his suitcase because it was against to
his policy
( )
2. Raghu would return the suitcase because he has no right to
spend others money
( )
3. Raghu would return the suitcase because he was afraid that
the man might complain to the police
( )
4. Raghu would not return the suitcase because he can get his
wife operated with this money
( )
5. Raghu would not return the suitcase because he has no other
source to get money
( )
227
7. Sridhar’s Dilemma
RajaRao‟s was a rich businessman. His son Sridhar was studying
Engineering. His college principal arranged an educational tour to Singapore
and asked the students to be ready with Rs.50000/-.RajaRao gave his son the
amount he required. Next week they had to start for the tour. Meanwhile,
RajaRao‟s companies got sudden loss and he lost his property. But he did not
intimate the matter to his son. However, Sridhar came to know about this
incident. Under these circumstances, Sridhar returns the money or goes to the
tour
Considerations:
1. As a responsible son, he does not go to the tour; he returns
the money to support his father.
( )
2. Sridhar would return the money, as it would help his father
at this moment.
( )
3. As his father did not inform this matter to him, he also
would remain unknowingly
( )
4. He would not return the money as it is a compulsory
educational tour.
( )
5. Once the money was taken to go for tour, feeling guilty to
return at last decided to go for tour.
( )
228
8. Gateman’s Dilemma
A group of twenty children was playing near by rail track. There are
two rail tracks, one is in use where as the other is not in use .These twenty
children were playing on the useful track, and where as one wise child was
playing on the useless track.
Meanwhile, the train is coming. The children did not listen to the
whistle of the train. The gateman also shouted at the children, but the children
could not listen. Since the train is running fast, it would become useless to
show the danger signal by the gateman. The Gateman thought to divert the train
towards the useless track to save the lives of majority of children. If so the
innocent child who is aware of danger will die.
Under these circumstances, what would the Gateman do
Considerations:
1. The Gateman would divert the train towards the useless
track because twenty lives are more important than one life.
( )
2. The Gateman would divert the train towards the useless
track, as he was responsible to save the majority of lives.
( )
3. The Gateman would not divert the train because the boy
who was aware of danger has no right to take away the
innocent boy‟s life.
( )
4. The Gateman would not divert the train because it may lead
to accident if the train would pass by the useless track.
( )
5. Because it is the duty to divert the train on the right track,it
is necessary to divert the train on the track which is in use.
( )
229
9. Ramya’s Dilemma
Suresh and Ramya is a newly married couple. Suresh joins as a
scientist in Bangalore. Ramya works as a teacher in a Govt school at
Hyderabad. They have one son. Ramya faces many difficulties to look after his
son as she has to go for the job.
Meanwhile, Suresh got promotion with more salary .He asked his
wife to resign her job and shift to Bangalore and their salary will be sufficient
for them to live happily.
Under these circumstances, Ramya resigns her job or continues
Considerations:
1. Ramya would resign her job, as the family relationships are
more important than job.
( )
2. Not only providing good education to the child with the
money earned if both work, but also with the intention that
it is more secured, Ramya should not resign.
( )
3. Ramya would not resign because women should have job to
stand on their own legs
( )
4. Ramya would resign her job obeying her husband. ( )
5. Ramya would not resign her job as it is difficult to get a
Govt job
( )
230
10. Company’s Dilemma
One reputed company advertises for Manager Post in their company.
Nearly hundred people have applied for the job. They conducted a written test
and two of them were selected in the written test with equal marks. So they
decided to conduct an another test for both of them .The two young men were
given two boxes wrapped with a costly material .They were asked to open the
boxes with in five minutes .The first man carefully cut the costly material and
preserved it and so he was late by two minutes. The second man opened the
box with in the time not considering the packing material.
Under these circumstances who would be selected by the company.
Considerations:
1. The company would select the first man thinking that he
would save the properties of the company carefully.
( )
2. The company would select the first man because he was
careful in doing his job.
( )
3. The company would not select the second person because
he would not save the properties of the company when
compared to first man.
( )
4. The company would select the second person thinking that
he would take quick decisions when time needs.
( )
5. The company would select the second man because he has
done his duty in time.
( )
231
11. Ramana’s Dilemma
Mr.Ramana was working as a clerk in an office. He had two daughters
and one son. His monthly income was the only source to meet the minimum
necessities of the family. He has to look after his mother and father who were
aged. His elder son was studying X standard. He did not work hard and often
did not go to school also. His father always scolds him to study well, but he
does not listen to him. One day Mr.Ramana told his son that he would buy a
bicycle if he would get a first class in annual exams. His son worked hard and
got first class in the exams. He remained his father for the cycle, but Ramana
had no money to buy the cycle .Under these circumstances what would
Ramana do.
Considerations:
1. Ramana would buy the bicycle if not his son would not
value his words in future.
( )
2. Ramana would not buy the cycle, as he has no money. ( )
3. Ramana would not buy the bicycle as he has many
responsibilities to look after.
( )
4. Ramana would convince his son of his financial position. ( )
5. Ramana would buy the bicycle even by borrowing money. ( )
232
12. Mukund’s dilemma
Dr. Mukund was very busy in the wedding of his only daughter. He
was busy in inviting guests and in dinner arrangements. Meanwhile, he
received a phone call from the hospital where he was working that one person
was brought to the hospital that was severely injured in an accident and he was
bleeding severely. The patient‟s relatives tried for other doctors but nobody
was available at that time. They requested to attend the patient, otherwise he
would lose his life. Under these circumstances what would Dr.Mukund do?
Considerations:
1. Dr.Mukund would go because as a doctor it was his duty to
save one‟s life.
( )
2. Dr.Mukund would go because life is more important than
marriage.
( )
3. Dr.Mukund would not go and he would try for other
doctors.
( )
4. Dr.Mukund would suggest other doctors of the hospital, as
it was the responsibility of all of them.
( )
5. Dr.Mukund would not go as it was his only daughter‟s
marriage.
( )
233
13. Ranga’s dilemma
Sudhir and Ranga were good friends. Ranga was poor but very
intelligent. Sudhir was an average student. Sudhir‟s father was an employee
and earns well .Ranga‟s father was drunkard and always beats his mother. He
spends all his money in drinking. He did not even pay fee for his son. It was
Sudhir‟s father who helped Ranga for his studies. One night Sudhir wanted to
take notebook from Ranga. So he took his father to Ranga‟s house. There he
saw Ranga‟s father beating his wife and son severely. Sudhir‟s father wanted to
stop this and he throws him aside. He falls on a stone and lost his life. Ranga
was shocked. On hearing the crying of his wife, people gathered there. Some
one called the police. Under these circumstances what would Ranga do?
Considerations:
1. Ranga would inform the police about what had happened. ( )
2. Ranga would reveal the police that Sudhir‟s father had
killed his father.
( )
3. Ranga would not reveal the truth because Sudhir‟s father
helped him in his studies.
( )
4. Ranga would not tell the truth because Sudhir‟s father did
not wantedly kill him ,it so happened accidentally
( )
5. Ranga would not tell the truth because even if his father was
alive he was not helpful to his family
( )
234
14. Kishan Lal’s Dilemma
Ramlal was a trader who had risen from poverty to riches. When he was
about to take his last breath, he called his son Kishanlal aside and said that he
had a wish that an orphanage be built for the benefit of orphans. He gives all
his wealth and asks his son to spend half of his wealth towards constructing the
orphanage .Soon afterwards, Ramlal died.
Kishanlal was about to start the work. But his wife advised him not to start the
work immediately. She advised to invest the entire money on business first;
later with the profits, he would begin the construction. Under these
circumstances, what would Kishanlal do?
Considerations:
1. Kishanlal would not follow the advice of his wife, because
it was his responsibility to construct the orphanage with his
father‟s money.
( )
2. Kishanlal would not follow the advice of his wife because
his wife was greedy.
( )
3. Kishanlal would not follow the advice of his wife because;
it has no guarantee of getting profits in the business.
( )
4. Kishanlal would follow the advice of his wife, as it would
increase his business as well as he would construct the
orphanage.
( )
5. Kishanlal would follow the advice of his wife, as it was
correct.
( )
235
15. Sudha’s dilemma
Sudha and Suresh are wife and husband. Suresh works as a Software
Engineer in U.S.A. Sudha works as a lecturer in a Govt. Degree college in
Hyderabad and she lives with her six year old son. One day, her husband comes
to Hyderabad with out prior intimation. Later, she came to know that her
husband will be going to donate his liver to his father who was seriously ill
from some days. If this transplantation did not taken place he would not
survive. But Sudha does not accept for this transplantation as it would affect
the health of his husband .But Suresh would not hear the words of his wife. But
Sudha was very serious about this matter and even she wants to go to the court
on this account. Under these circumstances what would Suresh do?
Considerations:
1. Suresh would take his wife to the doctor and seek their
advice.
( )
2. Suresh would not hear the words of his wife as he thought
that his father‟s life was more important for him.
( )
3. Suresh would convince his wife that nothing would happen
to his life.
( )
4. Suresh would hear the words of his wife. ( )
5. Suresh would hear the words of his wife and drops the idea
of donation.
( )
236
16. The children’s dilemma
Raju and Anil are brothers. One day they are coming from school to
home. On the way a scooterist was passing by. He is driving fastly and a bag
dropped on the way. The scooterist did not notice it. He drove fastly and went
off. The two children found a lot of money in that bag. They were afraid to give
that bag to the police station.
So, they decided to give it to their parents and ask them to hand over it
to the police station. But their parents did not want to hand over the bag to the
police station. They want to spend the money on their own. But these children
did not like this. But their parents threatened them not to reveal this matter
anywhere under these circumstances, what did the children do?
Considerations:
1. The children reveal the fact and make their parents to accept
and protect the law.
( )
2. The children would inform to the police about the fact by
themselves.
( )
3. Because the children would understand the nature of their
parents, they will take care not to happen such things.
( )
4. The children would not reveal it to any body as it would be
shame on the part of their parents.
( )
5. The children would not reveal this matter to any body
because they are afraid of their parents.
( )
237
17. Father’s Dilemma
Once there lived a farmer, who had two sons. The elder son was a hard
working young man, but the younger one was impatient, restless and
discontented boy. He did not help with the work on the farm but spent the time
dreaming. He wanted to travel and see the world.
One day the younger son asked his father for the share of the property. He
wanted to travel over the world and seek his fortune. The farmer was sad, but
he gave his son the money.
The son took the money and set off happily. He traveled to distant cities
and saw many wonderful things. He made a lot of friends and spent money
lavishly on them. He enjoyed himself and gave no thought to his future.
As the time passed by, he had no money and also friends. He had to sell
his belongings to get food. Afterwards, he began to beg for food. He now
realized his mistake and repented for what he had done. One day, his father
happened to see the son begging. Under these circumstances, what would his
father do?
Considerations:
1. The father would allow his son to join with him as his son
repents for his mistake.
( )
2. The father would allow his son, as he could not see his son
begging and starving for food.
( )
3. The father would not allow his son as he has given his share
of property.
( )
4. The father would not allow his son, as he was lazy. ( )
5. The father would not allow him as his elder son would not
accept him
( )
238
18. Sudhir’s Dilemma
Sudhir was studying X standard. The previous day of Maths
examination, he had prepared himself well. He had learnt all important
principles and sums. He was determined to achieve his goal of securing a place
in the first three places.
Fifteen minutes before the exam, all children were hurriedly going
through their notes, before entering the hall. But Sudhir stood silent,
recollecting what he had read. After entering into the room and receiving the
question paper, he felt that the paper was tough and almost all questions are
twisted. He gathered confidence and started answering each question. When
Sudhir completed answering all questions there were still thirty minutes time
left. Pavan who stood first in previous exams also completed his exam was
sitting beside Sudhir. Sudhir wanted to check his ans wers with that of Pavan.
As he was checking, he found different answers from that of Pavan. Pavan
asked him to change the answers, as he was correct. Under these circumstances
what would Sudhir do?
Considerations:
1. Sudhir would not change his answers, as Pavan may be
wrong.
( )
2. Sudhir would not change his answers, as there was only
thirty minutes time.
( )
3. Sudhir would not change his answers, as he was confident
of his answers.
( )
4. Sudhir would change his answers as Pavan intelligent and
stood first in previous exam
( )
5. Sudhir would change his answers, as he was not sure that
his own answers were correct.
( )
239
19. Ramayya’s Dilemma
Ramayya and Rayanna are neighbors in the village of Ramapuram.Their
two houses are alone and far from the rest of the village.Ramayya is a farmer.
He works in his fields for his living. Early in the morning he goes out with his
axe to work in the fields and returns home in the evening with firewood around
his fields and bring it along with him in the evening. He was much attached to
his axe which was very much helpful.
Rayanna has a grocery shop. He sells household necessities and makes a
living on the profits he gets. Though Ramayya and Rayanna are neighbors
some how Ramayya is jealous of Rayanna.
One day before starting for work, Ramayya looked for his axe in the
usual place, but could not find it. He searched everywhere, inside and outside
his house but invain.He suspected Rayanna as he remembered Rayanna coming
along the way, where he usually kept his axe. A suspicion crossed Ramayya‟s
mind. He directly went near Rayanna and quarreled for his axe.Rayanna said
that he does not know about the axe, but Ramayya did not leave him. He
demanded to pay for his axe.Rayanna that was sensitive paid the amount,
though he was innocent.
Next morning, Ramayya came out to go to work. Casually, he looked at
the firewood bundle he had brought the other evening and he was surprised to
see his axe there tucked into the bundle. He was ashamed of his behaviour.
Under these circumstances, he would ask for an excuse or not?
240
Considerations:
1. Ramayya would ask for an excuse because he has done a
mistake.
( )
2. Ramayya would ask for an excuse because he was rude with
Rayanna.
( )
3. Ramayya would ask for an excuse because, if Rayanna
happened to see the axe, then he would quarrel with him.
( )
4. Ramayya would not let him know about his axe as Rayanna
would abuse him.
( )
5. Ramayya would not ask for an excuse because he was
jealous of him.
( )
241
20. Raju’s Dilemma
Once there lived two friends called Bhanu and Raju. Bhanu hailed from a
good family whereas Raju‟s family was not so good. Bhanu‟s parents taught
him to behave well, where as Raju never bothered with values and morals.
Daily they used to go to tuition to their class teacher‟s house. One day, Raju
stole money for his expenses from the teacher‟s purse, which was kept in the
cup board.Bhanu, noticed it and told Raju to return the money. But Raju
rejected his advice. He warned Raju saying that he would inform the teacher.
Bhanu told him to accept his request with in three days. But from that day
onwards Raju refused to talk to Bhanu.Meanwhile the teacher came to know
that she had lost money and she tried to enquire about it. Bhanu on the second
day went to the teacher and told her that he had taken the money. On next day,
the teacher told about the incident in the class and wanted to punish Bhanu. On
hearing this what would Raju do?
Considerations:
1. Raju would repent for what he has done and reveal the truth. ( )
2. Raju would give the money to Bhanu and ssasks him to give
the money to the Teacher.
( )
3. Raju would not accept his mistake because it would make
Bhanu a hero of the class.
( )
4. Raju would not accept his mistake because of the fear of his
teacher.
( )
5. Raju would not accept his mistake as it would be an insult
and shame before others.
( )