in accordance with the environment of society, it solves the social conflicts that arises from time to time and establishes pe

Human Values In Education

Fore word:

Out of all the creations of God, human life is the most sacred. It has two aspects The biological and the sociological. While the biological aspect of human life is maintained and transmitted by nutrition and reproduction and this is common in all animals and beasts, but the sociological aspect is maintained and transmitted by education and this is apparent only in human beings. Jantunam narajanma durlabham, after many births and deaths we got this rare opportunity to glorify our past deeds to become sacred. Men may come and men may go but our good deeds will remain for ever. So, let us dedicate our brilliant services for the betterment of humanity with true spirit and enthusiasm.

No social change and economic revolution is possible through illiterate people. Education is an essential human virtue, without it man is a splendid slave and reasoning savage. Man is what education makes him. Education fashions, shapes and models him for society. Mans life should never merely be reduced to its biological existence. Human life can be glorified through education with good moral character.Education is meant for the heart but not for by heart. Today we are preparing book warms. We are mugging up the content in their tender minds. We have to bring out the latent talents and potentialities hidden in their minds rather than poring in. Their minds are not empty vessels to be filled in but they are fires to be ignited. Good education is necessary to bloom our personality just like balanced diet for good health. The supreme end of education and the highest purpose of instruction is to make man aware of the immanent impersonal. Education will teach a person what life is and its goal. It must purify the heart and clarify the vision. It must prevent the pollution of our heart.

Therefore, good education is only that which unfolds all the hidden powers in man. Education must not only inform but also transform. Real education requires the cultivation of a sense of humility, great learning brings great humility. Without humility there is no education. Good education is possible with a good teacher. A good teacher is worth million books and a good teacher is the light of the world; whoever follows him will never walk in darkness. Wisdom radiates around him. He is a bacon light and torch bearer.It was observed during the five year plans that there is an essential reform to be brought in the system of education, qualitatively in terms of its value content, standards and relevance to life. The role of education is to promote humanistic outlook, with a sense of brother-hood and commitment to ethical, spiritual and cultural values needs to be re-emphasized. Value orientation in education should constitute a special thrust in the seventh plan, teacher education in particular reoriented for this purpose.

Value education means inculcating in the students a sense of humanism, a deep concern for the well being of others and the nation. This can be accomplished only when we instill in the students a deep feeling of contentment of values that would build this country and bring back to the people pride in work that brings order, security and assured progress. Value education teaches us to accept respect the attitude and the behavior of those who differ from us. Value education does not mean value imposition or indoctrination. Value education is an approach to inculcate broad mindedness, tolerance and proper social and emotional qualities. In its broader sense, value education aims at training the young in the entire reality of values - physical, emotional, intellectual, imaginative, aesthetic, democratic, scientific, social, moral and spiritual which can be pursued by any individual irrespective of his practice of any religion or no religion at all.Education always stands for the development of finer values of the individual. Education in other words is the development of conduct, character and moral of the individual. The purpose of modern education is not to make the pupil able to talk about morality, but to inculcate in their life much deeper sense of morality. Inherent virtues can be developed only when the students fully realize their worth.Every society wants to inculcate in its children knowledge skills and certain noble qualities which may help them become good citizens which is called character education or value education.

Therefore, value oriented education should form an important component of the proposed national core-curriculum and should be circulated through curricular, co-curricular and extra-curricular activities organized in educational institutions, rather than through the teaching of a single subject. In value oriented education emphasis should be laid on methods such as learning from personal experience and example and the lives of great leaders rather on direct teaching. Different sets of values such as dignity of labor, pride in our cultural heritage, and appreciation of a broad spectrum of ideas and ideals, awareness of injustice, inequalities in society and the need to eradicate them should be offered.Hence, our education will achieve its true purpose when moral and ethical values are made integral part of education. Introduction and induction of the life sketches and biographies of great personalities and role models in our society should be incorporated in our syllabus. Particularly college student community should primarily realize this fact and act in warm and cordial manner. The present book aims at to know the extent of awareness, their perceptions and acquisition of these values in education.There are innumerable books, articles and research studies by scholars and public men in India, which testified the naked fact that the present day educational system in our country has belied all hopes and is in need of radical reconstruction and immediate attention.

Out of all the facts and figures of failure of our education the most important or the most fundamental cause of the failure of education system as a social institution is our social sciences have so far failed to evolve a proper conception of man and society and the role of education has to play therein. It has observed that there is a poor implementation of values in education which corrupt the total environment of the education system. Education in human values identifies itself with all noble human, national and global aspirations. Human values are necessary for every human being as they are indicative of human development and progress. Therefore, the general purpose of this present book is to make a critical and analytical study of the development of values and virtues among the students in various locations and different faculties. Therefore, the book has been designed to achieve some noble objectives.

In the present day society, everybody is preaching and nobody is following. Example is better than precept. In this context I would like to mention the beautiful maxim quoted by our late Prime-Minister Smt. Indira Gandhi. She said that "Advice is a commodity for which there are more sellers than buyers". The concept of value education, quality education, value based education, value oriented education and there are many research works done on value education. But particularly at university level the students are not following values. So the writer humbly suggests that there should be some special orientation and the writer emphasizes the need of implementation of value inculcation in the minds of the youth. The character of an individual should be tested in the crucible of discipline.Our ancient tradition and rich cultural heritage should be preserved and propagated for ever. Pearl. S. Buck, a great Nobel laureate deeply impressed with the Indian culture and its rich traditional values, and ardent love for visitors. She was greatly inspired by our cordiality and hospitality. And she said that Indians are great and she was astonished at our tolerance and forbearance of struggle for Independence. So, my sincere suggestion is that our youth must be trained properly not only on academic lines but also on national service through good moral standards. We have become nuclear giants but moral infants. So, I suggest that all the intellectuals rethink and dedicate themselves to restore peace and normalcy in the university campus and make it a glorious and pleasant abode of peace and tranquility by inducing the seeds of morality in their fertile minds to bloom the fragrant flowers and sweet fruits of fulfillment.

Our former president of India, Sri. A.P.J. Abdul Kalam aptly remarked in his book on Visionary teachers and ignited minds, that the Indian youth have courage and determination but have no driving force behind them. The youth should have zeal and enthusiasm to pursue higher education with scientific spirit and innovative out look. First we must have confidence on us and go fast to achieve our goals. The present youth should be confident, dedicated, communicative, enthusiastic, and be able to think logically and analytically. According to him Small aim is a crime Lateral thinking is more important than normal thinking. When we have no logic in our attitude we have to face many tragic situations. Logic is a great magic to manage more things positively. So, gratitude should be our attitude and attitude is everything. They should have meticulously planned strategies with clear direction to follow. We have passion but no compassion, we have speed without direction, and we have production but no equal distribution. So, if we overcome all these narrow loyalties and conservative outlook we will definitely achieve human glory and excellence. "The end of knowledge is love, the end of culture is perfection, the end of wisdom is freedom, and the end of education is character. Man has learnt how to fly like a bird in the air, he has also learnt how to swim like a fish in the deep waters but he miserably failed to walk like a man on earth. The reason is that the blood of beast is always in human, said by Leo Tolstoy. According to Shakespeare The slightest touch of evil in human nature will completely ruins the worth and virtue of an individual may have. The desire of flesh consumes the whole body just as fire consumes straw. The love of money is the root of all evils in our society. According to Timothy, abundant of money ruins the youth. Money is the biggest enemy. Today you will be judged by what you have but not by what you are? So, let us think positively to make this world a great one. The concept of value-oriented education is a very vast subject. Believe in your strength, you can do anything and everything, do not think that you are weak, weakness is death and strength is life. He staunchly believes that, every individual is possessed with high potentiality to transform the brute material into a magnificent and comprehensive piece of art. The only service to be done for our lower classes is to give them education. With immense hope and optimism I humbly appeal all the people to fight united against the narrow domestic walls of caste, color, creed, community, religion and region in our society. Let us remember and recollect the noble words of Vivekananda and pursue them. Have faith that you are all, my brave lads, born to do great things! Let not the barks of puppies frighten you- no, not even the thunder bolts of heaven- but stand up and work! Work is worship and duty is divine. Unity is divinity. Always work like a clock and never sit like a rock. Even a stopped watch will show right time twice a day, and then you are a full masculine body with abundant strength of mind and vigorous zeal, so, Arise! Awake!! And stop not until you reach your goal. Each soul is potentially divine. The goal is to manifest this divinity within by controlling nature external and internal. This life is short, the vanities of the world are transient but they alone live who live for others, the rest are more dead than alive. Anything that makes you weak physically, intellectually and spiritually, rejects it as poison. Stand up, be bold, be strong and know that you are the creator of your own destiny. Expansion is life and contraction is death. The self seeking man who is looking after his personal comforts and leading a lazy life there is no room for him even in hell. So we have to develop work culture and enjoy the beauty of nature in work. Nature is the best teacher and preacher, nature gives us healthy wisdom and cheerful truth. Our future lies in nature. Let noble thoughts come to us from all sides. Let us pursue the path of great people and strive to bring great laurels to our nation. *****1.1. HUMAN VALUES IN EDUCATION:

The Progress and Prosperity of any nation depends on the shoulders of the youth. In our country fifty percent of human resource are chiefly from 18 to 25 years of age. If we carefully mould the youth towards nation building our country achieves glory. To meet the hopes and aspirations of our present society we have to inculcate Human Values in their tender minds.

Education has a tremendous potential to function as a potent instrument for social transformation. Education is a powerful weapon for bringing about cultural transmission. It serves as a ladder to reach our goals. Education develops emotional integration, where there is no emotion, there is no life. We enjoy the paradise on earth because of balanced emotion. So, Will Durant has aptly remarked that Education is a progressive discovery of our ignorance. John Keats remarked that The more we study the more we discover our ignorance. Education is a journey from I to We. I am ego and we are sago.

That jewel knowledge is great riches, which is not plundered by kinsmen, nor carried off by thieves, nor decreased by giving. This is the greatness of knowledge as envisaged by Bhavabhuthi. According to Ambrose Bierce, education has some specialty and plays tricks with us like Education is that which discloses to the wise and disguises from the foolish their lack of understanding. Real education starts in the womb and ends in the tomb. In the Mahabharata, Abhimanya Kumar learnt all the war fare skills and archery talents from his mothers womb.

According to Ross Human Personality is of supreme value and constitutes the noblest work of God. He was considered as A little lower than the angels and crowned with glory and honor. The primary needs of man are food, shelter and clothing. Roti, Kapada and Makhan. If education does not enable us to provide these basic needs, all other ideals of education are useless. Industrialization, liberalization, globalization, privatization and mechanization of the present age has further emphasized the need of vocational aim of education which is also called The Bread and Butter. aim, and also the utilization aim of educating a person. An educated person is a positive asset to our nation. An educated person is an expensive machine to the nation. The investment on education always yields high rates of interest.

Education is more comprehensive than instruction which does not merely means accumulation and transmission of knowledge. Education whether it is formal or non-formal or in-formal, positive or negative, direct or indirect, specific or general, Education is a natural, harmonious and progressive discovery of mans innate powers. Education means the act of training. The all round drawing out of the best in child and mans body, mind and spirit.

On being asked what your goal in Education is, Mahatma Gandhi replied Character Building. The development of character means growth of worthy sentiments of lofty ideals like love of truth, admiration of courage and hatred of cowardice etc.

We should not insist on information or knowledge, but insist on transformation of mind, body and character. Information without formation ends finally in deformation.

The word education is derived from a Latin word educare which means To bring up and educere which means To bring forth. So, Education is meant for the heart but not for by-heart. Good education is necessary to bloom our personality, just like balanced diet for good health. The supreme end of education and the highest purpose of instruction is to make man aware of the immanent impersonal.

The end of wisdom is freedom, the end of education is character, the end of culture is perfection and the end of knowledge is love. Education must teach a person what life is and its goal. It must purify the heart and clarify the vision. It must also prevent the pollution of the heart and mind.

Good education is only that which unfolds all hidden powers in man. Education must not only inform it must also transform. Real education requires the cultivation of a sense of humility, great learning brings great humility, without humility there is no education.

According to Dr.S.Radhakrishnan Science without humanity, politics without principles, Commerce without morality and Education without character are not only useless but positively dangerous to our society. Money comes and goes, but morality comes and grows. No, social change and economic revolution is possible through illiterate people.

The main aim of the modern man is learning for earning. Earning is the chief aim today. Earning has become a burning problem. Wendell Philips has aptly remarked that The best education is that by struggling to get a living. In our modern society some people think that the amount spent on education is a colossal waste, but it is a wrong conception. Benjamin Franklin said that If a man empties his purse into his head, no man can take it away from him. An investment on education always pays the best interest. True wisdom consists not in seeing what is immediately before our eyes, but in fore-seeing what is to come preached by Terence.

We should never think that we knew many things, but we must accept that we knew nothing except the fact of our ignorance. This was preached by a great Greek philosopher Socrates. So, The door step to the temple of wisdom is the knowledge of our own ignorance said by Spingarn.

True education makes people easy to lead, but difficult to drive, easy to govern but impossible to enslave. Today we can buy education, but wisdom is a gift from God. According to Thomas Caria We should never mistake knowledge for wisdom, one helps you make a living, the other helps you make a life.

The main aim of education is both Intellectual and Spiritual development P.D.Shukla in his book Education for all said that Education in India is at a crucial stage of development. Despite phenomenal progress since Independence, fulfillment of the objective of universal elementary education and total literacy remains some what elusive. Democratic decentralization of educational administration under the Panchayat Raj system will provide for greater and more active participation of the local people and their representatives.

Education for all ihps an expression of an aspiration and desire on the part of the world consciousness to create a universal society of enlightened persons with understanding, fellow feeling, and an attitude of co-operation, helpfulness and sharing such other positive traits. The development of communication and information system in particular and of transport, tourism education, trade and so many other factors are making each country, however big, a global village.

Education leads to individual creativity, improved participation in the social, economic, cultural and political life of the country. This, in turn leads to more effective contribution to human development and enrichment.

Rajiv Gandhi a young and dynamic Prime-Minister addressed in Santhinikethan in December 1985, that India has made tremendous progress in the field of Science and Technology since Independence but the vast resource namely, the people have remained undeveloped. The only thing that can keep India a head of the progress is a solid grounding in education for all our people. The earlier Ministry of education in the central government was renamed by him as the Ministry of Human Resource Development. Without values community life would be chaos and individual life meaningless. A value-less life is a valueless life. Who wants a life thats not worth living? We all want our life to have some meaning, some direction, some self-evolved authority for guidance. Values give us all this, so it would be foolish to close our eyes to them. According to Kant: Values without reason would be blind, without feeling would be impotent, and without deeds would be empty. (Richard L.Morrill, Teaching values in college (San Francisco : Jossey-Bass Publishers, 1980), 72-73. Concentration can come only to a pure mind. Purity of mind means a mind free from desires and distractions. Concentration and assimilation of ideas are the main features of education. Truthfulness means straightforwardness in thought, word and deed. He that speaks truth always is sitting on the lap of God, as it were, says Sri Ramakrishna. From truthfulness come honesty, punctuality, cleanliness, simplicity, etc. truthfulness is the guard against all duplicity, cunningness and hypocrisy.

It is a well-known fact that even education was made a concurrent subject in 1976; it never received the much needed political support during the post-Independent period. In the various five year plans education has had a place of low priority. Education in this country has always been handicapped by shortage of funds. The Kothari Commission (1964-66) after detailed study the committee identified the educational needs of our country and recommended that 6% of the countys GNP should be spent on education. But, the present allocation after a large increase is 3.7% only. Education is truly a potent instrument for social change and economic revolution. Hence, it requires more allocation of budget in the years to come.

Education is said to be the dynamic side of philosophy and philosophy is viewed as the contemplative side of education. Education without philosophy is roofless and philosophy without education is root less. Philosophy is to be educationalized and education is to be philosophized.

If a man is unhappy, this must be his own fault, for God made all men to be happy. The kingdom of Heaven is in your hands. Our real happiness lies in making others happy. You are the master of your fate and captain of your soul. Our thoughts bring us either happiness or misery. A teacher who does not know The duty of happiness and happiness of duty cannot make the student world better, brighter and happier. Teaching is not to teach merely, teaching is to teach well. Philosophy of education enables us to have glimpse of happiness. Teaching is a glorious activity. Teaching is an opportunity for determining the direction of education.

Education is full of failure as well as pains. Failure is really success in disguise. Seneca was right when he said, Calamity turns to our advantage and great ruins make way for greater glories. The duty of the teacher is to make himself useful to students. He has to fill his teaching with life, energy and interest.

Some people seek for happiness in other things, for example Anthony sought for happiness in love, Brutus in glory, Caesar in dominion, Gandhi in non-violence. But, the teacher has to seek for happiness in teaching. Philosophy of education enables the teacher to be useful for students. Philosophy is a very wise minister and it helps the teacher to rule himself efficiently. Teaching becomes delightful, if the teacher secures peace of mind. A good teacher knows how to keep with perfect sweetness, the serenity of solitude even in the midst of the crowd. Peace of mind in the words of Ruskin must come in its own time, as the water settles themselves into clearness as well as quietness.

Now days students are developing some sort of apathy towards books. Some of the teachers are also suffering from this disease. Books are real friends of teachers. Cicero said that A room without books is a body without soul. We are feeding our body many times a day, but we are starving the mind. Much of the success of teaching depends on a wise selection of books we read. A book by the best is the best book. A good teacher is he who knows the value of time. Time is more valuable, it is better than money and sweeter than honey. Yesterday was a bounced cheque, tomorrow will be a post dated cheque and today is ready money. According to William Wordsworth Our life is divided into three terms. That which was which is and which will be. Let us learn from the past to profit by the present and from the present to live better in the future. So, act, act in the present, let the past burry it dead. Past is a lesson, Present is an action and Future is planning. One should learn from the past, plan for the Future and act well in the Present. According to Vinoba Bave the Present is the fruit of the Past and the seed to the Future. If we fail to plan it is sure that we are planning to fail. Winners never do different things but they do things differently. Art colors life just as the sun colors flowers. A teacher having philosophical knowledge out look can teach even controversial subjects effectively and efficiently. In the words of Ruskin, In true art, the head, hand and heart of man should go together. Our heart is for Arts sake because Art is long and life is short. Every heart will have art in them.

A teacher of poetry can derive much inspiration from philosophy. Poetry is the fruit of philosophical genius Mr. Mathew Arnold has rightly said That poetry is the centre and circumference of knowledge and the poets are mirrors of the gigantic shadows which futurity casts upon the present. Poets are the acknowledged legislators of the world. According to Plato Music is a moral law it gives soul to the universe, wings to the mind, flight to the imagination, a charm to sadness, gaiety and virtue to everything. Abt Vaglor said that Music is Divine. If we remove M i.e. Melody from music u will become sick.

Education is essentially a moral concept. Philosophy of education increases insight of the teacher. Education must include some insight into the nature of thought and knowledge.

The modern system of education has become so defective that there is no place for values in it. According to the famous philosopher Plato Education is that training which may develop virtues in children after creating proper habits in them. According to Aristotle Education is a practical and social art. It is a part of politics. In his famous book entitled politics he said that the organization of education should be in the hands of statesmen. John Dewey has advocated pragmatic philosophy of education which may regard as typical American philosophy. According to him there is no difference between education and life. The educational process has no end beyond itself; it is its own end.

During the early years of post Independent India a quest for education for what? started Radhakrishnan Commission (1949-50), Dr.A.L.Mudhaliar Commission (1952-54) and Dr.D.S.Kothari Commission (1964-66) have considered the problem of moral education seriously and have made favorable recommendations thereon. The committee on religious moral instruction submitted its report in 1959 and the recommendations are useful and meaningful beyond doubt.

Now a days honesty, patriotism, dignity of labor, self-discipline, service of others, love of neighbors, generosity, emotional balance and such other moral qualities are becoming the subject matter for only researchers in education. Justice and fair play, happiness and contentment, perseverance and fortitude, punctuality, regularity, sincerity, respect and gratitude, love and loyalty and such other virtues are being confined only to essay competitions. If education cannot inculcate these moral values in our children it has no right to survive. Truth (Satyam), Goodness (Shivam) and Beauty (Sundaram) are the three cardinal principles for our virtue and wealth.

Education is an essential human virtue. Without it man is a splendid slave and reasoning savage. Man is what education makes him. Education fashions, shapes and models him for society. There are generally two aspects of life. One is Biological and the other is sociological or cultural or spiritual. Human life should never be reduced to its Biological existence. Human life can be glorified through education. According to Wilmot Education is the apprenticeship of life. It assumes the full burden of bringing men up to date.

Man develops his intelligence and reasoning and receives knowledge; cultivate good habits, skills and essential human virtues. In short education enables a man to realize the higher values of life which are essential for him to become the roof and crown of all creation. It is a process of behavior modification.

Meaning of value:-

Etymological meaning of value: According to its verbal meaning value signifies that quality of an individual or thing which makes that individual or thing important, respectable and useful. This quality may be internal or external or both.

Philosophical meaning of value:-

From the philosophical stand point, a value is directly related to a view point or thought. The word value is freely used in several contexts, but its meaning is somewhat vague. The dictionary meaning is that which is worthy of esteem for its own sake. Books on moral philosophy define it as a belief that a specific mode of conduct or objective is personally or socially desirable. According to St. Augustine, value is based on the will of God. Kant believes it to be based on reason aided by categorical imperatives. Hume feels that value judgments are based on human nature, sympathy or selfishness. Jeremy Bentham is of the opinion that it is based on the calculation of the greatest happiness of the greatest number. Even though these definitions differ from one another, there is a general common sense view that human values are a mixture of emotion, self-interest, reason, religious belief, and the experience of people in human society. In his classic study of the sociology of science, Robert Merton enunciates four principal values, viz. Universalism, communalism, disinterestedness, and organized skepticism. Human values are a set of consistent behaviours and measures that guide human beings in doing what is right and acceptable by the society. They attract dignity, respect and appropriateness among people. Moral values are good and positive attributes and attitudes. Patience, generosity, kindness and compassion. They refer to the desirable goals people strive to attain. The value theory defines values are desirable, Tran-situational goals, varying in importance that serves as guiding principles in peoples lives. Meaning of Educational values:-Educational values are related to those activities which are good, useful and valuable from the point of view of education.

1) Internal and subjective

2) Internal and objective

3) Instrumental values and

4) Intrinsic values

According to Brubacher in his book Modern philosophies of Education, Instrumental values are values that are judged well, because they are good for something. Intrinsic values are values, which are judged good, not for something else but in and of themselves. Aesthetic values are value which gives us pleasure and happiness are known as Aesthetic values. Intrinsic values are of great importance than the instrumental values. Instrumental values are subjective, conditioned by time and place while intrinsic values are universal relatively permanent and objective.

1.2. Definitions of Education:-

The concept of education is dynamic. In Rig-Veda education has been defined as Something which makes a man self-reliant and self-less.

According to Upanishads Education is that whose end product is salvation.

According to Yagnavakyana Education is that which makes a man of good character and useful to the world.

Koutilya the great Indian statesman and law giver defines education as The training for the country and love for the nation.

Jagat Guru Sankaracharya says Education is the realization of the self.

According to Swami Vivekananda Education is the manifestation of Divine perfection already existing in man. It is the complete exposition of mans individuality. Thus, he refers to the development of divine potential already existing in man. He really gives a new out look to education. When he says, We want that education by which character is formed, strength of mind is increased, the intellect is expanded and by which one can stand on ones own feet.

Swami Dayananda considered education as a means of Character formation and righteous living. According to Tagore education is that which makes ones life in harmony with all existence, and thus enables the mind to find out that ultimate truth which emancipates us from the bondage of lust and gives us the wealth, not of things, but of inner light, not of power but of love, making this truth its own and giving expression to it.

Aurobindo considered education as Helping the growing soul to draw out that is in it.

Mahatma Gandhi, the champion of Basic Education thinks of education as a means to develop man. He says By education I mean, an all round drawing out of the best in child and man, body, mind and spirit. This reflects the modern trend of progressive education.

In the words of Jakir Hussain Education is the process of the individual mind, getting to its full possible development It is a long school which lasts a life time.

According to Humayun Kabir Education is a dynamic process which in its totality changes with the changing situations and developing circumstances. It enables man to realize higher values of life.

According to great Gurunanak Education consists in service into others. It is uplifting the downtrodden, serving the needy, reforming the treacherous besides realizing the Divine with in.

The university Education commission report holds thus, Education according to the Indian tradition is not now merely a means to earning a living nor is it neither only a nursery of thought nor a school for citizenship. It is an initiation into the life of spirit, a training of human soul in the pursuit of truth and the practice of virtue. It is a second birth Dvithiya Janma.

According to the report of the Indian Education commission (1964-66) education ought to be related to the life, needs and aspirations of the people and there by made a powerful instrument of social, cultural and economic transformation. Indian education, in its wider perspective is more inclined towards spiritual development gaining knowledge and disciplining the mind.

Education as described by the Western thinkers:-

Modern progressive education owes much to the west. The views of some of the Western thinkers are briefed below.

Plato:- The father of the modern knowledge says that Education is the capacity to feel pleasure and pain at the right moment. It develops in the body and soul of the pupils, all the beauty and all the perfection which is capable of. Aristotle:- According to him Education is the creation of A sound mind in a sound body. It develops mans faculty, especially his mind, so that he may be able to enjoy the contemplation of the supreme truth, goodness and beauty of which perfect happiness essentially consists.Comenius:- He stated that all who are born as human beings need education because they are destined to be real men, not wild beasts, dull animals and clumps of wood.

Pestalozzi:- He attempted to psychological education. According to him Education is the natural, harmonious and progressive development of mans innate powers.Proebel:- Education is the enfoldment of what is already present in germ. It is the process through which the child makes internal in to the external.

John Dewey:- According to him Education is the development of all those capacities in the individual which will enable him to control his environment and fulfils his possibilities.

T.Raymont:- He defines education as a process of development from infancy to maturity. The process by which he adopts himself gradually in various ways of his physical and spiritual environment.

J.S.Mill:- He views education as what ever helps to shape the human beings to make the human being what he is or to hinder him from being what he is not is part of his education.

T.P.Nunn:- According to him Education is the complete development of the individuality of the child so that he can make an original contribution to human life according to the best of his capacity.

Thompson:- He defines education as the influence of the environment on the individual with a view to producing a permanent change in his habits, behavior of the thought and of attitude.

John Adams:- He defines education as A conscious and deliberate process in which ones personality acts upon another in order to modify the development of the other by the communications and manipulations of knowledge. Education makes an attempt to develop man in terms of his multi-dimensional personality.

P.C.Bennerji:- He has aptly remarked that Education is the development of the power of adaption to an ever changing social environment.

Redden:- He has given a comprehensive definition for education, according to him Education is the deliberate and systematic influence exerted by the matured person upon the immature, through instruction, discipline and harmonious development of physical, intellectual, aesthetic, social and spiritual powers of the human being according to the individual and social needs and directed towards the union of the educand with his creator as the final end.

Education must cater to the physical, mental and spiritual needs of man. Drawing out is more important than pouring in.Education is not what a person learns, but what he becomes. Today learning is meant for earning and that has become a burning problem.Education for its object is the formation of character. Education is what you learn, culture is how you behave.

According to Swami Vivekananda, Education is that which broadens our vision, widens our out look, strengthens our mind, increases our intellect and education is that by which a man can stand on his own feet. 1.3. Objectives of Education in free India:-

The achievement of Independence on 15th August, 1947 gave us an opportunity to draft a constitution for ourselves In the Independent India the Secondary Education commission of 1952-53 formulated four important aims of education keeping in view the needs of democratic India as envisaged in the constitution.

1) Development of democratic citizenship

2) Improvement of vocational efficiency

3) Development of personality

4) Development of qualities for leadership.

The education commission of (1964-66) on the objectives of education observed.

The most important and the urgent reform needed in Education is to transform it to Endeavour to relate it to the life, needs and aspirations of the people and there by make it a powerful instrument of social, economic and cultural transformation necessary for realization of the national goals. For this purpose the commission suggested a five-fold program.

1) Relating education to productivity.

2) Strengthening social and national integration through educational programmes.

3) Consolidation of democracy through education.

4) Development of social, moral and spiritual values.

5) Modernization of society through awakening of curiosity, development of attitudes and values and building up certain essential skills.

The Eswari Bai Patel Committee (1977) feels that the objective of education, when viewed comprehensively should enable an individual to acquire knowledge, skills, habits, attitudes and values necessary for:

1) A successful performance of responsibility as a citizen.

2) A rewarding personal life by the development of innate talents, powers of creative enterprise and the capacity to appreciate the splendor of revered from communication with nature and man with man.

The Kothari Commission felt that A serious defect in our school curriculum is the absence of provision for education in moral and spiritual values.

Thus, in free India different commissions and committees suggested different goals and objectives of education keeping in view the needs and problems of the society.

Needed reforms in Education:- The sixty six years period of education in Independent India is marked by the tremendous quantitative expansion unaccompanied by any spectacular improvement in the quality of education, the standards of teaching and other aspects of academic life. It has failed to keep pace with the social, economic, political and Technological progress. In fact, education at all stages needs an effective over handling to become an efficient instrument of national reconstruction. It must be a part of human life.

In the words of V.S.Mathur, the three commissions of education appointed in the post Independence years have advocated to modernize the concept of Indian education mainly on the foreign models. And yet today, like everywhere else in the world, we ourselves at the cross roads.

Education seems to be in the midst of a profound crisis everywhere. One thing is very sure that the present system of education is unable to give what it promises and that it is in the process of degeneration, degradation and decay.

Prof. Mathur has rightly stated that the educational system of today at best provides only Small information packages, to those who pass through it, miserably failed to keep its consumers up-to date in an era of exploding knowledge.

On the inaugural address of 38th session of the Central Advisory Board of Education (CABE) Mrs.Indira Gandhi appealed our educationists, planners and the teachers to think of our priorities and set new goals in Education. She has clearly emphasized that Education has to be seen in the larger perspective of the nations future and the sort of society which we are planning to build.Prof.R.C.Paul Vice-Chancellor of Punjab University observed and made a fervent appeal to the educationists to have a new out look and examine the problems of the realities of life. He observed that modern civilization so materialistically oriented cannot satisfy human spiritual needs. So, educators should resolutely strive for achieving the world in which mans life could be well balanced.

According to Gunner Myrdal Education has an independent as well as instrumental value. Education for national development should include education for self-reliance, personal development, social development, productive capacity, social integration and political understanding.

Keeping in view these observations, we can refer to the following practical steps:

1) Building a sound philosophy of education.

2) Establishing priorities.

3) Re-defining and re-stating the aims of education

4) Linking education to life and work, and making it a life long process.

5) Making education as an instrument for social and national transformation.

6) Synthesizing formal, informal and non-formal types of education and providing for multiple entries of education.

7) Democratizing Indian Education.

8) Synthesizing Indian value system and have a modern scientific out look.

The Kothari commission says If the science and Ahimsa join together in creative synthesis of belief and action, mankind will attain a new level of purposefulness, prosperity and spiritual insight.

1.4. A case for value Education:-

This is the age of science. Modern Scientific, Technological and Industrial developments have revolutionized human life on earth. We have long established and ever cherished ideals of unity of man kind, universal brother-hood of man, father-hood of God, sublimity of Truth, Love and Non-violence. Human rights and fundamental freedom must be protected everywhere.

A synthesis between the four purusharthas (attainments) namely Dharma (Righteousness), Artha (Material prosperity), Kama (sensuous pleasure), Moksha (Salvation or liberation) is vital for all-round development of human personality.

The Indians Inter-nationally reputed ancient centers of education at Taxila, Nalanda, Vallabhi, Vikramastula and Varanasi etc ., had developed either hermitages or monasteries. They are pioneers of religious and spiritual education with great excellence.In 1959 Sri Prakasa Committee On Religious and moral instruction was appointed to deal with the subject afresh. The term religious was omitted and called as Moral and spiritual values.

Article 28 and 30 of our constitution states secular feelings and religious neutrality.

Gandhiji felt that the students should be trained to cultivate the habit of understanding and appreciating the doctrines of the various great religions of the world in the spirit of reverence and broad minded tolerance. Dr. Murarjee Desai in 1979 stressed the need of religious education Dr.S.Radhakrishnan (1948) unhesitatingly and unambiguously used the term Religious Education.

He strongly felt that The progress of a nation depends not on its political ideologies, administrative structure or social pattern but on the character of its people.

We have to cultivate harmony between our thoughts and actions. The Upanishads declares that simultaneously knowledge of both Avidya (selfless action) and Vidya (knowledge of self) is essential. The synthesis between both secularism and spiritualism is essential. Human development is of three phases. First phase of development is physical development, it is maintained by purely on nutrition, the second phase of development is intellectual development, and it is achieved through the acquisition of knowledge. This is superior to physical development. But, the supreme and the chief development is spiritual development means realization of God which leads us to salvation and liberates us from this material bondage. God is great, God is love, and God is true. God means Generation, Organization and Destruction. He is Omnipotent, Omnipresent and Omniscient. It is not my greatness but Your grace. It is more important to have the grace of God than all the wealth in the world. One must believe in the very existence some super natural power call it as God. Let all of us be theists and never be atheists. The Education Commission (1964-66) was of the view that specific provision for direct moral instruction in the school programmes is highly desirable. The commission agreed with the recommendations of the Sri Prakasa Committee Report (1960) that one or two periods a week should be set aside in the school time table for instruction on moral and spiritual values. There is a popular saying that morality is caught, not taught. The aim of education is the all round development of the child - physical, Intellectual, Social, Ethical and Spiritual development. The values to be inculcated among children at these two levels.

1) The level of belief: - which rests in the cognitive domain.

2) The level of attitude: - which is included in the affective domain.

The chief objective of life is Blossoming Human Excellence. Human values are necessary for every human being as they are indicative of human development and progress. Every age and every-day of the year is an opportunity to imbibe values.

The five basic human values are IPEPS

1) Intellectual Truth

2) Physical- Righteous conduct

3) Emotional- peace

4) Psyche-love

5) Spiritual - Non-violence

Education Commission 1964-66 strongly recommended for the inculcation of moral values in the young minds.

The National Policy on Education 1986 gives importance to value education. In the book- let Resource Material Part I published by NCERT under national scheme of In-service training of school teachers, the following action plan is suggested.

Every society besides imparting to its children knowledge and skills through education, also wants to inculcate in them certain qualities which may help them become good citizens. This aspect of education is called character education, moral education or value education. Ours is a world of nuclear giants and ethical infants said by General Omar Bradley.Dr.S.Radhakrishnan had a multi-dimensional personality. He was a philosopher, a thinker, an educationalist, a teacher and also a diplomat. What is education? What are its distinctive properties? Does it simply mean pumping information in to empty vessels? What is the place of values in Education? Can it be taught?

Radhakrishnans theory and philosophy of education which presents a picture of education as a creative process moving from being or to becoming from knowing to Internationalizing from self generated under standing to a net work of International activities leading on to Gyaan. Knowledge does not mean just information derived form books. It is a process of growth, of maturation triggered by a net work of interactions. Teaching is not a unidirectional activity. The learners are not passive recipients of Ready to use packages of knowledge. They are alive and active participants in teaching learning activities. Children recreate the reality they perceive rather than passively receive or reflect it.

The true end of education is not the acquisition of technical skills. One must have that superior outlook, that out look which goes beyond information and technical skill. True education should deepen our insight, widen our horizon and create a meaningful outlook.Plato held that the purpose of education was not as it were to fill an empty vessel but to turn the eye of the soul towards light.

Gyana according to Radhakrishnan, is not the acquisition of mere information, but mere scholar ship. It is not mere criticism, it is education in depth. Jnana with out Vivek is nothing.

Knowledge is not something to be packed away in some corner of our brain, but what enters in to our being, colors of emotion, haunts our soul and is as close to us as life itself.

Unfortunately in our schools we look upon children as mere raw stuff on which we can impose our unjust views through our powerful wills. The purpose of all education is to provide a coherent picture of the universe and an integrated way of life. We must obtain through it a sense of perspective, a synoptic vision a samanvaya (co-ordination) of the different items of knowledge. The purpose of education is to help the human beings activate their built-in generative power, experience and innate skills. According to Plutarch Human mind is not an empty vessel to be filled in but it is a fire to be ignited.Philosophy is concerned with values and education should essentially be value- oriented. The Education Commission (1964-66) points out The awakening of social and moral values in the younger generation is creating many social and ethical conflicts in western societies.

Research means according to P.M Cook Research is an honest, exhaustive, intelligent searching for facts and their meaning or implications with reference to a given problem.

According to the Websters, New International dictionary Research is a careful or critical inquiry or examination in seeking facts or principles and a delight investigation to ascertain something.Education in its broadest, general sense is the means through which the aims and habits of a group of people lives on from one generation to the next. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts. In its narrow, technical sense, education is the formal process by which society deliberately transmits its accumulated knowledge, skills, customs and values from one generation to another, e.g., instruction in schools.

Education has a tremendous potential to function as a potent instrument of social change. Education is a potent instrument for bringing about cultural transmission. It serves as a ladder to reach the reaps. Education develops emotional integration. Where there is no emotion, there is no life. We enjoy the paradise on earth because of balanced emotion. Will Durant aptly remarked that education is a progressive discovery of our ignorance. Education is a potent instrument of modernization. Education encourages innovation and inventions. The school children are able to develop creativity through education. Education is a catalytic agent of modernization.

Terence has remarked the reality of education and said "True wisdom consists not in seeing what is immediately before our eyes, but in fore-seeing what is to come" (Effective teachers and teaching by V.K Rao & R.S. Reddy). We should never think that we knew many things, but we must accept that we knew nothing, except the fact of our ignorance. It is appropriate to quote the words of Spurgeon who said, "The door step to the temple of wisdom is a knowledge of our own ignorance" (Towards the new pattern of education in India by P.D. Shukla, 1986). There are three "I" s which keeps us in darkness. They are Illiteracy, Ignorance and Innocence.True education makes people easy to lead but difficult to drive, easy to govern but impossible to enslave. Today we can buy education, but wisdom is a gift from God. Both philosophy and education go hand in hand. Education depends on philosophy for its guidance and philosophy depends on education for its formulations. Hence education and philosophy are the two sides of a coin.According to Thomas Varew we can never mistake knowledge for wisdom, one helps you make a living, the other helps you make a life". The chief aim of education is both intellectual and spiritual development (Execellence of teaching by Dr. Mujibul Hasan Siddiqui, 1961).The primary needs of man are food, shelter and clothing. If education does not enable us to provide these basic needs, all other ideals of education are useless. Industrialization, liberalization, privatization, globalization, mechanization of the present age has further emphasized the claim of vocational aim of education which is also called the "Bread and Butter aim" and the utilitarian aim of educating a person.According to J.S. Ross "Human personality is of supreme value and constitutes the noblest work of God. Another idealist considered man as "A little lower than the angels and crowned with glory and honor.Value Education is more comprehensive than instruction, which merely means accumulation and transmission of knowledge. Education whether it is formal or non-formal or informal, positive or negative, direct or indirect, specific or general, education is a natural, harmonious and progressive development of mans innate powers. Education means the act of training. All-round drawing out of the best in child and mans body, mind and spirit. Education is a growing science and its foundation is the philosophy of education. Education is the process of enabling people not merely to live but to live adequately. The goal of education is to explain the baffling mysteries of universe and to identify the place of man in the universe.On being asked what is your goal in education? Mahatma Gandhi simply replied "character building" (Swaraj Journal, March 1926). The development of character means, growth of worthy sentiments, of lofty ideals like love of truth, admiration of courage and hatred of cowardice etc. we should not insist on information or knowledge, but insist on transformation of mind, body and character. Information without formation ends finally in deformation. Education is a progressive discovery of our ignorance of life which are essential for him to become the "roof and crown" of all creation. It is a process of behaviour modification. So the concept of education is dynamic. Education without philosophy would mean a failure to understand the precise nature of education.The only agency for improving the quality of man is education. It is only through education that citizens of a country acquire knowledge, skills and capacities to force the nature to yield its secrets and to give up its sources of energy and wealth which lie hidden under its soil, in the flow of the rivers and under the mountain beds. The role of education therefore, is much more fundamental and of more far-reaching importance than is normally realised.For the past many years there has been great dissatisfaction with our system of education and this has very often been expressed in very strong and even bitter terms. The static nature of our education in the midst of a dynamic and changing world becomes a source of anguish to all those who wanted education to play its proper part in the development of the nation. Educational system of any country, the social, economic and cultural needs of our country and has to undergo appropriate transformation, as these needs change with the changing times. Unfortunately, our educational system which was designed by the alien rulers many years ago was not even geared to the full satisfaction of the needs of the country. Mahatma Gandhi advocated at Wardah prayer meeting (1927) basic education or work centered education, or learning through doing. The work centered education will develop self- reliance and self-confidence through earning capacity instead of feeling helpless with out some routine job. It will instill dignity of labour found in all advanced countries but absent in India. It will produce a spirit of initiative and enterprise, that will create openings and opportunities where there are seemingly none. Human resourcefulness can work wonders.Values impart significance to life and meaning to death. Without values, life becomes a series of meaningless events and death a shattering experience. Even an educated man without values will never flow in to action. It is not the Dharma that declines, but the practice of Dharma, and therefore, through a revival of human values it is sought to be reinstated into its pristine glory. Everything in this universe has a purposeful existence of its own and also its utility for the rest. Man too has to abide by this universal principle and must endeavour to fit into the harmonious working nature and thus becomes a serviceable tool for the growth of the rest. Education will foster the feelings of love, kinship and brother-hood and strengthen the foundations of human society through generation of fundamental values of Satyam, Dharmam, Santhi, Prema and Non-violence.Arishadvargas- the six spiritual heart qualities. Those are bad qualities-Kama (Lust), Krodha (Anger), Lobha (Greed), Moha (Attachment), Mada (Arrogance) and Mastsarya (Jealousy). On the other side there is six other players-education in human values enables us to understand ourselves better. Truth, Righteousness, Peace, Love and Non-violence are the five basic human values. Education in human values has a scientifically designed curriculum and methodology including a proper evaluation and feed-back mechanism. According to Sushma Bhagia (Advancement of learning in independent India, edited by N.B.Sen, 1963) the main approaches are commonly known for value-oriented education. They are recognized by various names direct and indirect, formal and non-formal, structured and unstructured etc. They can be called as critical Inquiry Approach (CIA) and Total Atmospheric Approach (TAA).After synthesizing these two approaches and evolved a third approach called Integrated Concurrent Approach (ICA).Education commission (headed by Dr. Kothari, 1964-66) was of the view that specific provision for direct moral instruction in the school and college programme is highly desirable. The commission agreed with the recommendation of the Sri Prakasa committee report (1960) that one or two periods a week should be set to a side in the time table for instruction in moral and spiritual values. There is a popular saying that morality is caught, not taught.The objective of life is blooming human excellence. Education in human values is not at another subject or a text book addition to the plethora that already exists. It is the very purpose of life.Education is supposed to be a powerful instrument of social change and progressive improvement of human behavior, but in actual, it is doing very little to cultivate moral and spiritual values in our youth and to promote national consciousness in the country of the "Religious education" or moral education"," value education is more wider and its concept is broad, practicable and adaptable than the former two.The Kothari commission report published in 1966 laid a highest stress on the need for such moral and spiritual education and it rightly pointed out that modernization of education has to derive its strength from the strength of the spirit and that the many serious social and ethical conflicts that are caused now days in society on account of the weakening of the social and moral values in the young generation, can be reminded only by balancing the knowledge and skills which science and technology brings with the values and heights associated with ethics and religion at its best.Even though nearly five decades have elapsed since the commission made its report, we are yet to see any concrete action being taken by the central and state governments and by universities in India for the implementation of the most wholesome recommendation of the commission.Babas education programme envisages a society living and thriving on love, co-operation and self-less service to one another. Unlike the present day education which fills the students minds with information and makes them only "Job-seekers", "breadwinners", money hunters. The programme claims at the transformation through discipline, duty and devotion.According to the common notion, illiteracy or lack of education is generally associated with conservatism which connotes rigidity to change and inability to discern pros and cons. But education has been called the third eye. It is associated with modifiability, susceptibility to progressive views and rationalism.This is the age of science, modern scientific, technological and industrial development as revolutionized life on earth. The energies of the top most scientist and technocrats are seriously engaged in solving the mysteries of the space and cosmos. In spite of remarkable richness of materialistic possessions and amazing success in the scientific and technological pursuits. The common man does not feel to happy are above the fear of gruesome consequences of the next world-war.Our long established and ever cherished ideals of unity of mankind, universal brotherhood of man, fatherhood of god and sublimity of truth, love and non-violence. There is an imperative need to establish co-relationship between body, mind and soul, which any impartial and balanced system of education as to provide.Man is essentially a social and rational being. He cannot be happy in isolation and as also to fulfill many obligations towards the society he lives in. "Eat, Drink and be Merry" can never be the true philosophy of life. Education is obviously one of the essentials to guide how to reach ultimate goal of life. That is why Indians rationally reputate ancient centers of education at Takshsila, Nalanda, Vallabhi, Vikramshilla, Varnan, etc had developed either hemitatises or monasteries. There were primarily the centers of religious and spiritual education through equally excelled in the teaching of secular subjects like Vaartha (economics), Davandaniti (poliics), Vyakarana (grammar), mathematics, medicine, military science, arts, crafts and many others. No doubt on the major objects of education was to make one competent enough to earn his livelihood (Aakaricha Vidya).During the pre independence period the British government adopted a policy of religious neutrality. The education commission of 1982 had recommended that an attempt should be made to prepare moral text book, based upon the fundamental principles of natural religion for implementation, but the government rejected the proposal by its resolution number 10/309 of October 2, 1884. The Indian university commission 1902 too failed in suggesting any definite measure for the implementation of any religious or moral education. The Calcutta university commission 1917-19 didn't consider this question apparently because religions here seemed to be source of strife. The second wardha commission 1939 considered the question in full details but could not improve upon the prevailing position and finally recommended "The state should provide facilities as at present for every community to give religious teaching when so desired but not at the cost of the state. The religious education committee of the Central Advisory Board of education, 1945 recommended Inter alia that "Spiritual and moral teachings common to all religions should be an integral part of the curriculum and provision for instructions there in should be the responsibility of the state".After India became independent the Indian constitution in its articles 28 and 30 laid down that "28(1)" No religious instruction shall be provided in any educational institution wholly maintained out of state funds.The Indian university commission (1948-49) considered the above two articles of the constitution as well as the secular character of the state. The commission has used the term "Religious Education" throughout without mentioning the word "Moral Education".The secondary Education Commission (1952-54) Considered the issue as a sub section under the main title of the Education of character (Ch.VIII) saying that Religious and moral instructions also play an important role in the growth of character.In the year1959 Sri Prakasa Committee on Religious and Moral Instruction was appointed to deal with the subject afresh. The committee affirmed that many ills that our world of education and our society as whole is suffering today's resulting in wide spread disturbance and dislocation of life are mainly due to the disappearance of the hold of the basic principles of religion on the hearts of the people. The committee indicated a broad framework of instruction in moral and spiritual values at different stages of education, viz elementary, secondary and university.The Indian education commission (1964-66) popularly known as "Kothari commission, the committee of the members of parliament which was appointed in 1967 discussed in detail about the character foundation" under Para 17 of its report, the committee recommended.The formation of character should receive due emphasis in the total process of education. It is true that India could do without it. He advocated the teaching of universal essentials of religion such as truth and Ahimsa. In 1979, Morajee Desai, As prime minister of India once addressing the university teachers forum stressed upon moral education saying that it should be introduced through religion and that every student should know about his religion. Dr.S.Radha Krishnan unhesitatingly, and unambiguously used the term "Religious education in his report of the university education commission (1948).Shri Rajiv Gandhi, our young and dynamic prime minister in his various policy statements ever since October 31, 1984, when he assumed the high office under very tragic circumstances, has been pleading, with firm conviction and reasoned passion, for the inculcation of Basic Human values and the crucial role which the educational system has to play in their promotion.In his very first broad cast on October 31, 1984, he referred to Mrs.lndira Gandhi's dream of a united, peaceful and prosperous India, all Indians irrespective of their religion, language or political persuasion being together as one big family.In his second broad cast on November 2, 1984. he observed that anything that creates a division between brother and brother comes in the way of national unity.In his November 12, 1984 address, the prime minister referred to Mahatma Gandhi who "Brought us freedom and taught us that the highest virtues are Truth, Love and Non-violence."In his January 5, 1985 address to the nation the prime minister, after getting a massive mandate, declared.We must go beyond the prevention and suppression of violence. We must care the minds where hatred and prejudice arise and grow. An ideological battle against communalism, fanaticism must be waged in our media. In this context he explained the role of education in the following words.Education must promote national cohesion and work ethics. The grandeur of our freedom struggle and its significance for national integration has to be brought home to every student.The various high level commissions and committees, and after the other, have been recommending value orientation of education since 1948-49 when the university education commission reported. The secondary education commission, 1952-53, Sri Prakasa Committee 1959, Sapurnananda committee, 1961, repeatedly and strongly argued in favor of value orientation on education.The constitution of Indian through 42nd amendment in 1976, inserted article 51-A as part IV-A and incorporated fundamental duties for the first time perhaps to compensate for a very restricted meaning of the word "secular". They incorporate some noble ideals, unity and integrity of India, harmony, spirit of common brother-hood, preservation of the rich heritage of our composite culture, compassion for living creates, scientific temper, humanism, abjuring violence, pursuit of existence, higher levels of endeavor and achievement. Fundamental duties are equally as important as fundamental rights. They have to become part of our curriculum and content of courses.In the Sixth Five Year Plan (1980-85) it was observed that there is an essential reform to be brought in the system of education, qualitatively in terms of its value content, standards and relevance to life. The role of education to promote humanistic out look, sense of brother-hood and a commitment to ethical and cultural values needs to be re-emphasized. Value orientation in education should constitute a special thrust in the seventh plan teacher education in particular reoriented for this purpose.Education commission (1964-66) was of the view that specific provision for direct moral instruction in the school programmes is highly desirable, the commission agreed with he recommendations of the Sri Prakasa committee report (1959-60) that one or two periods a week should be set aside in the school time table for instruction in moral and spiritual values. The commission recommended that at primary stage such instruction will generally be imparted through interesting stories including stories drawn from the great religions of the world. At the secondary stage there may be frequent discussions between the teachers and students on the values sought to be inculcated. (p-206).Dr. S.Radha Krishanan said that a civilization is not built with brick and mortar or steel and machinery. It is built with quality and character.Deluded at the agonizing situations of the depending of values crisis, Pandit Nehru constituted Sri Prakasa High power committee to suggest means and measures for the resuscitation of moral and religious education. The committee enjoyed the teaching of moral and spiritual values and charted out a concrete programme.We are in the grip of narrow sectarianism, regionalism and fanaticism. Man may conquer the Moon but has failed in the conquest on mind. Man, values and education are a sacred triangle, where education is a vital medium to imbibe foster and perpetuate values in man. While teaching of facts (science) makes man wise, the teaching of values makes him truly human. Education is capable of developing strong and abiding values. Every where and at all times, education has been built on value-system, conducive to the development of physical, intellectual, moral and spiritual life. It activates the latent abilities of the individual enabling him to recognize Truth, Beauty and Goodness. It transforms man from animal, man to authentic and autonomous human being conscious of his role-play.It was Coleridge who observed, "Man may be made better not as a consequence of education but during the very process of education". The value orientation must become an integral part the entire education system by weaving the values into the warp and woof of the curricular and co-curricular programmes. Appropriate educational approaches and systematic teaching strategies spontaneously cultivate the inculcation of values.Man has become an economic in the technological society with out developing the few feelings of the spirit. The city alienates youth from nature and its wonders and reverence for life. The entertainment media creates in the minds of children and youth the attitudes of violence, fear and sex. The dominant philosophy of the mass media is sensationalism and glorification of superficial values. In many cases it is a case of mental pollution.The secret of teaching values is to inspire and Kindle the quest among the students by means of one's own example of character and mastering of knowledge. It is by embodying values with in ourselves that we can really radiate values to our students.

1.5. Philosophical Analysis of Moral Education:-

Education is a normative concept. Educational institutions are the buildings where the business of making one a true man is done. The university is the temple of learning and learned were its holy Hiero Phants. Education is not the amount of information that is put in to the brains and runs riot there, undigested all your life. According to Swami Vivekananda knowledge is inherent in man, no knowledge comes from outside, it is all inside.

The first principle of true teaching is that nothing can be taught. The teacher is not an instructor or test master. He is a helper and a guide. His business is to suggest and not to impose.

Swami Vivekananda says that, The very essence of education is the concentration of mind. The world is ready to give up its secrets, if you only know how to knock, how to give the necessary blow. Swami compares human mind to a maddened monkey which needs to be controlled. No strong nation can be built with out strong physical foundation. According to Swami Vivekananda, by observance of strict Brahmacharya all learning can be mastered in a very short time. The Progressive theory of education has made education child-centered.

The UNESCO states that since Wars begin in the mind of men, all the differences should be removed from the human mind. Peace must be founded on intellectual and moral solidarity of mankind. All true development is self-development.

Dr.Radhakrishnan believes in freedom, the freedom of spirit. He points out that the defects of modern system that it is mainly concerned with intellect and little with the formation of character and building of personality.

Like Swami Vivekananda, Dr. RadhaKrishnan also says that the aim of education is not only to stuff the mind of students with more and more factual information but also is to make the people be wise. Education is both a training of minds and a training of souls; it should give both knowledge and wisdom.

Value-oriented education in 2000 A.D.Prabha Dixit, in (1987) in her article she said that the twenty first century is round the corner. Undoubtedly human life on this planet has been greatly enriched with the incredible marvelous advancement of science and technology. But we are living in fast changing worried world, every strike with fear of war and annihilation. Materialism has engrafted us to the extent that every one by and large has become a worshipper of Mammon. Too much of dominance of materialism in a country lead to lack of faith in Idealism which is not good for any country. All values and norms are being cast to the winds in pursuit of pelf and power.In the words of D.S. Kothari, Science and Technology are exploding but wisdom is imploding. It is shrinking Knowledge is expanding and human personality is shrinking. Because of the explosion of knowledge and impulsion of wisdom, we find various kinds of grave aberrations; imbalances and calamities Greed, Hatred and Delusion form a rapid spiral. GHD spiral Science, Technology and productivity.The whole world is convinced beyond doubt that the only effective antidote to this cancerous malaise is value based system of education because the right knowledge is supposed to cure all ills of our modern life. Our former late Prime Minister Rajeev Gandhi emphasized the need for a functional value-oriented education in his address to the nation on Jan 5th 1985. The union ministry of HRD with enthusiasm and hectic activity came out with a functional program of education in human values.The national policy of education 1986 document MHRD Government of India New Delhi has given the following justification for value oriented education (The policy statement published by MHRD vide letter No. 3866/JS(P&AE/86) dated Jun 3rd 1986)1) The growing concern over the erosion of essential values and an increasing cynicism in society has brought to focus the need for read judgment in the curriculum in order to make education a forceful tool for the cultivation of social and moral values.2) In our culturally plural society education should faster universal and eternal values oriented towards the unity and integration of our people such value oriented education should help eliminate obscurantism, religious fanaticism, violence, superstitions and fatalism.3) A part from this combative role value education has a profound positive content, based on our heritage national goals and universal perceptions; it should lay primary emphasis on this aspect.As education is not merely acquiring knowledge, gathering and correlating Facts, it is the significance of life as whole education means self ultimate and self improvement that is why education is called third eye an insight to prove into visible as well as invisible world and to show the right path.

"Values and education in the emerging Indian society" under this title Dr. B.R.Goyal, member secretary, Research and innovations committee, NCERT, has said that values are the guiding principles decisive in day to day behaviors as also in critical life situations.Literature available on the instrumental values, which are the means to reach, lighter and like utilizing time for earning. There are intrinsic values, which by themselves mean higher objectives like truth, happiness and peace etc, we have the famous value combination meaning truth, goodness and beauty. The school curriculum should be related to national integration, social justice, periodicity, modernization of the society, and cultivation of moral and spiritual values.The promotion of national consciousness, the development of democratic values and of a feeling for social justice and national integration is extremely pertinent.The national policy on education (1986) stresses in the Indian way of thinking a human being is a positive asset and precious national resource which needs to be cherished, nurtured and developed with tenderness and care compiled with dynasties.The objectives of the study to preparing students for active citizenship in a democracy, to making students increasingly self-directed and to developing a sentiment in the student for adhering to law and order and inculcating attitude of social co-operation.The home and the school with the thrum influence of parents of teachers have a role to meet and decide how to lead the child from darkness to light, from intruth to truth and from mortality to universality.Messages such as the following should be interpreted to develop a belief in the people (The Complete Works of Swami Vivekananda, Mayavathi Memorial Edication, Advaita Ashrama, Uttarakhand, 1989).

My first duty is to my country. My second duty is to my parents. My third duty is to those below me. My fourth duty is to those above me. My last duty is to my own gains.Swami Vivekananda said that "what I want is muscles of iron and nerves of steel, we want men of character, and character is destiny. Education is basically matter of relationship between teachers and pupils. It is a moral business. It is about the moulding and guiding of character and personality. A school is not merely a teaching shop. It must transmit values and attitudes. He felt that if value education lessons become a regular feature of school life, they could properly use, increase the effectiveness of the schools contribution to the value development of our children.In this article Education in values-why and how? Dr. C. Seshaderi says "Education, if its true sense, is a process of aiding the all round development of an individual-physical, intellectual, social, moral and spiritual. The teacher as such is expected to function not only as a purveyor of knowledge but also as a moulder of the child's total personality.He felt that all organized education is a social process of initiating the learners into a form of life that is considered as desirable to preserve and promote education necessarily involves transmission of values. The different aims of education are; Development of the human personality, pursuit of knowledge, preservation of culture, development of character, promotion of social justice, scientific temper, democracy, socialism, secularism and so on. For this planned curriculum is to be designed with collection of desirable experiences knowledge skills, attitudes and values. Moral educated can be imparted through ample opportunities for children life aware, to think and reflect, to question and criticize, to care and feel concern and to develop the disposition and will to act on one's convictions with reference to critical human concern.2.1. Value Education past and presentU.L. Narayana in his study on Value education past and present said that the ancient Indian educational thought helped man to understand the values and ideals of life and also made him to live in accordance with them.The concept of Purushartha emphasized the right way of living Dharma (Righteousness), Artha(Wealth), Kama (Physical well being) and Moksha (Sprititual freedom) were the form Purushajjntha. The unique feature of values system depicted in ancient India thought was that man was given freedom to acquire wealth (Artha) and physical well being (Kama) but it should be in righteous way (Dharma) to attain ultimate goal of life.In the changing scenario the aims of education are redefined as-1) To prepare individuals for social and economic changes pertinent for national development, scientific and Technological advancement.2) To guide and direct individuals to accept these changes and to receive benefit from such changes and3) To create a dynamic, non-conformist and non-conservative frame of mind in them. From this it is evident that the ulterior aim of education is to develop necessary skills, attitudes and values for meaningful and virtuous liking in the changing society.Rapid scientific and innovative thinking resulted many possible strategies of teaching values. It is believed that different kinds of values can be taught at different stages of development different methods of teaching values are discussed here under:

1) First way of teaching values is my verbal communication. This is a suitable method for in collating intellectual values rather than aesthetic, ethical and religious values.2) Demonstration is the second method of teaching values. This method is more apt to teach ethical and aesthetic values.3) Invitation is the third method of teaching values. Children learn values through invitation of exemplary behaviors of teachers.4) Values can be taught by a method of evaluation where children are guided by regards and punishments. Approval and disapproval intellectual, aesthetic and ethical values can best be taught in this method.5) Participation is the other method of teaching values where teacher and pupil exact various roles. This method is useful in inculcating ethical values.6) Finally, values can be inculcated through method of discussion in this method of discussion both teachers and children discuss the worth of a value.Besides above mentioned methods of teaching values, some creative and innovative programmes can also be recognized in schools to facilitate the child in practicing the values, as values can be inculcated through practice.

A) Present status and trends in value educationMoral education in the form of character development is a potent force to be reckoned with in the field of education. The impact of moral education is an integral part of the educational system of a country is also profound that it can be conceived as an effective tool by which the cultural pattern of a people is preserved and their national destiny is achieved. Education was primarily considered as a process of understanding the moral values of life and attaining spiritual emancipation under the guidance of a Guru.The appointment of a committee on religious and moral instruction in 1959, popularly known as Sri Prakash Committee for the first time developed an outline of a syllabus for moral and spiritual education.Analyzing the causes of growing unrest among students, S.R. Dongerkey sounds a note of caution that the educational approach often exposes them to the danger of being exploited by unscrupulous politicians. In his powerful plea for education of national character, Dr. K.G.Saijidian rightly envisages the school not as a learning factory but as a community, which teaches students to live a full, rich, socially useful and happy life. He suggested that to redeem and recreate our civilization, we need the recovery of spiritual awareness and spiritual awakening. B) Value classificationA value is an endearing belief that a specific mode of conduct or end state of existence, is personally or socially preferable to an opposite or converse mode of conduct or end state of existence.Values are related to the fourth problem of philosophy termed Axiology. Axiology discusses the nature and realm of values. Values play the role in making determination of moral attitude to life."One cannot attain higher values without experiencing the lower ones". "There is no bad thing in the world, but bad use of things."Liberty, Equality, Fraternity, Justice etc., are viewed as democratic values. Things get changed and conditioned by time, space and direction.India has had a rich cultured heritage of over five thousand years. Because of "Sanatana Dharma" (Eternal Religion) India has got a prominent place on the planet. But the present scenario in our country is discouraging. Today our country is at crossroads. At no time in the past, India had faced as in any problems as we see today. Thousands of ills are multiplied and intensified. Almost all our ancient moral and spiritual portals are eclipsed by ignorance; thick layers of corruption cover pristine values. Virtues have completed vanished, vices occupied the place of virtues. Peace has given place to chaos and confusion. Guide has penetrated into the walls of life. Almost everybody desires ill-gotten wealth. Corruption has spread its dreadful tentacles every where. Political power has become poisoned, terrorists are threatening the country, and the so-called law abiding leaders under take illegal activities. Therefore the entire life is pervaded by social evils and every one is in confusion who to believe and who not is a big question to everybody. As long as you are unable to believe to realize the significance of values on our life, we have to face problem forever.Human life is meaningful worth considered only when values are part and parcel of day-to-day activities. Right education is capable of converting job -centered education in to work-centered education.C) Value orientation in teacher educationThere is progressive erosion of values resulting pollution of public life. The national policy on education (1986) rightly expressed its grave concern over the decline of basic moral values in society in general and student community in particular. The same was again echoed in Acharya Rama Murthy committee report "Towards an enlighten and human society, NPE (1986)- review (1990) in the following lines "In recent times, this has been perceptible universal decline on basic moral values.Values are to be fostered through education. Values should have a useful and non-sectarian appeal and should promote the unity and integrity of the people. Realizing the importance of value education, significant suggestions as regards to the human values in the education programs made maker the chairmanship of Dr. Sampurnadula (1961).Values crisis is not only a problem at the national level but it is also felt globally. It was felt global