value education challenges and possibilities
DESCRIPTION
clarifies some common misconceptions regarding value education..... explains how it could be done in a universally acceptable manner.TRANSCRIPT
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Value Education - Challenges & possibilities
• P.L.Dhar
• IITDelhi
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Why Teach Values ?
• Value crisis is the root of all social and technogenic maladies
• Aristotle “..the fate of empires depends on the education of the youth.”
• Consequences of neglect of value education: “..perfection of means and confusion of the ends” …. Einstein
• What is education ? …Vision of Holistic Education
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Common Concerns about EHV
• EHV and Religious Education
• How can values be taught ? Values are picked up from the environment, from Role Models
• Only Enlightened beings can teach values, not ordinary mortals
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Dharma and Religion
• Each religion has two dimensions : outer sheath and the inner core
• Outer sheath:Conditioned by historic, social and political climate --parochial
• Inner core: spiritual truths Universal : Laws of Nature pertaining to the subjective world of Man : Dharma
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What is Dharma ?
• Dharma : basic nature or characteristic
• dharma of fire is to burn ; all beings are jaradharma
• sanatan dharma : Eternal Laws• Na hi verena verani samantidha kudacanam
Averena ca sammanti esa dhammo sanantano
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Value Education & Dharma
• Mental defilements like ill will, anger, animosity, hatred, greed, etc. have the characteristic of “agitation” and “burning”.
• Pure mind is full of love, compassion, kindness, generosity, etc. and has the characteristic of joy, peace, harmony.
• These laws are applicable to all.
• EHV: Understanding and Internalizing such laws.
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Can Values be taught ?
• “Taught” vs “caught” models and their implications
• No way out of the present morass• Inspiration rarely lasts after the charismatic person
has gone- example of Gandhiji• Is value neutral education possible ?• Any wider interpretation of facts, be these
historical, rational or scientific, necessitates value judgement .
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Can Values be taught ?
• The question is fundamentally flawed - value neutral education is a myth
• Absence of formal discussion results in conflicting signals from different teachers
• Role of family as an institution for value education : Present state of families
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How should values be “taught”?
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Cardinal Principles of Value Education
The foundation should not be made dependent on myth, or authority
Provoke the students to analyze the world and the experiences of their own life
-its goals, aspirations,etc.Value dimension should permeate teaching
Give practical training in self-restraint &self observation to actually inculcate values
Teachers as senior students, nor moral masters
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Analyzing nature …..to appreciate Interconnectedness
• Analysis of Breathing Process--natural cycles
• The continually changing constituents of human body
• Quantum theory : what is reality ?
• Silent contributors to our success--deep ecological perspective
• Interdependence-Inter-being concern for others
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Analyzing Nature……. The Evolutionary paradigm
• Theory of Evolution : Man has evolved from the living cell over billions of years through random genetic mutations + natural selection motivated by survival
• Quantum physics : At a deeper level matter and consciousness are actually inseparable…deep down the consciousness of mankind is ONE.
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The Evolutionary paradigm
• View of sages of ancient India : Evolution is a progressively clearer and more powerful manifestation of the Universal Consciousness pervading the Universe
• Matter--faint glimmer of the consciousness
• Plants --grow , breathe, communicate
• Animals--All the above+ movement+ elemental ethics
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The Evolutionary paradigm
• Human beings--Quantum jump in all abilities of animals + increased awareness, esp. awareness about self + ability of self control
• Future Evolution of Man --Huxley’s views : Man’s evolution is not biological but psycho-social; ..man’s most comprehensive aim is.. greater self-fulfillment through fuller realization of the possibilities
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Future Evolution of Man
• Aurobindo :..It is through consciousness, through its transmutation and no longer through a new bodily organism as a first instrumentation that the evolution can and must be effected.
• Neuroscientists: Fuller utilisation of the right cerebral hemisphere which functions in non-linear, intuitive, holistic modes
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Evolutionary Paradigm and Universal Human Values
• Future Evolution : Greater self fulfillment through movement to higher levels of consciousness
• UHV Values that help in this journey { love, compassion, generosity, truthfulness etc.}
• Undesirable values Those which drag us down the ladder of evolution { arrogance, lust, pride, anger, acquisitiveness, etc.}
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Analyzing Life’s experiences…I
• Do I feel happy when others– cheat , steal, abuse, beat me
• What kind of friend, employer, customer, servant, spouse, child......would I like?
• Is it true of all ?
Do unto others as you wish
others to do unto you
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Analyzing Life’s experiences …II
• What makes us really happy ? Greediness or generosity ?
Anger or forgiveness ?Cheating or honesty ?
Cruelty or compassion Falsehood or truthfulness ?
Is this universally true ?
Thus we can discover the requirements for happy living : The laws of nature dharma
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Analyzing Life’s Experiences..III
• UHV as requirement for happy living imposed by Dharma < laws of nature>
• pure mind leads to joy , impure to suffering
• UHV{ love, kindness, compassion, generosity, non-jealousy etc,} are the characteristics of pure mind
• Humanistic psychology - UHV as the higher needs of Man
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Value Conflicts in Daily Life
• Truthfulness : avoiding caller on ’phone ; disclosing terminal disease , owning up mistake , narcissism
• Honesty : Private Tuition, selling a house, Inflated Electricity bill, property tax
• Forbearance : trivial queries of weak students , criticism of colleagues/students
• Compassion : beggars , accident victim, giving lift in car
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Knowing vs Imbibing Values
• Duryodhana’s dilemma janami dharamam na ca me pravritt janami adharmam na ca me nivritti.
• Chasm between conscious & unconscious mind
• It is easier to denature plutonium than to denature the evil spirit of Man- A.Einstein
• Practical training in mental purification
• Vipassana as taught by the Buddha
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Value Orientation of Teaching
• Discuss in all subjects their value implications
– physics, chemistry, mathematics, biology, social sciences…….
• Technology : Impact on society social, environmental and moral
• Marketing : Importance of being truthful
• Economics : There are many factors besides profit
• Business management : Ethical issues
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Responsibilities of Teachers of Value Education
• Become Role Models of Value based life– Teaching with love and compassion– professional integrity - transparency in evaluation– accepting shortcomings gracefully, humility– Regular meditation
• Working as senior students and not moral masters
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Concluding Remarks
• EHV is the paramount need of the hour to ensure survival of the humanity
• EHV is best done by encouraging the students to analyze the world and the experiences of their own life -its goals, aspirations, etc.
• Value inculcation needs practical training in self restraint and mental purification - possible through Vipassana meditation
• EHV Teachers have to be role models-- not moral masters but senior students
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Thank you!