HUMAN VALUES: SOME REFLECTIONS 

Presented By:Presented By:

Dr. Santosh Kumar BeheraDr. Santosh Kumar Behera

Department of Education, Department of Education,

Sidho-Kanho-Birsha University,Sidho-Kanho-Birsha University,

Purulia, West BengalPurulia, West Bengal

Email: Email: santoshbehera.skbu@gmail.comsantoshbehera.skbu@gmail.com

santoshbehera.jkc@gmail.com santoshbehera.jkc@gmail.com

CONCEPT OF VALUE

According to its verbal meaning, Value signifies that quality of an

individual or thing.

The term ‘Value’ Literally means ‘to be of worth’, Something that has

a price.

In French term value means, “the excellence or appreciation”.

Value means the feeling of honesty, truthfulness and humanity.

In the German term value means, Dignity or Nobility.

Value is nothing but it is the combination of so many good ideas.

Value means, to have some attention or concentration of mind on a

particular object.

Philosophical meaning of the term value, the self maintaining order or

idea of good.

According to Urban, “Value is that which satisfies human desire”.

CONCEPT OF VALUE

HUMAN VALUES

Human values are closely related with human life. No human life is

possible without values. Human Values are those universal concepts,

drivers of action which are found in all cultures, all societies, all times

and in all places where human beings eke out their lives.

The five human values, which can be found in all cultures, all societies

and in all religions, are Truth, Right Conduct, Love, Peace and Non-

Violence. These values are eternal; they are eternal essences, which

elevate human life to its highest expression, its highest capacity.

Human values are a set of consistent behaviors and measures that guide human beings in doing what is right and acceptable by the society. They attract dignity, respect and appropriateness among people. Human values are used to set laws in most cases.Human values are people's beliefs, feelings and attitudes towards things, situations or other people.

Human values have an inherent energy and dynamism. Human values do

not follow the laws of physical science. They cannot be depleted.

Normally, when we spend energy our resources we become drained of

energy to the extent of our expenditure. But human values multiply as

they are applied, used, expressed and acted out. They benefit both the

giver and the recipient.

TYPES OF HUMAN VALUES AND THEIR SUB VALUES

Acceptance Affection Care Compassion Consideration Dedication

Devotion Empathy ForbearanceForgiveness Friendship GenerosityGentleness Humaneness InterdependenceKindness Patience Patriotism

Reverence Sacrifice SelflessnessService Sharing Sympathy

Thoughtfulness Tolerance Truth

The sub-values associated with Love are:

The sub-values associated with Peace are:

Attention Calm ConcentrationContentment Dignity Discipline

Equality Equanimity FaithfulnessFocus Gratitude Happiness

Harmony Humility Inner Silence Optimism Patience Reflection

Satisfaction Self-discipline

The sub-values associated with Truth are:

Accuracy Curiosity Discernment

Determination Fairness Fearlessness

Honesty Integrity Intuition

Justice Optimism PurityQuest for

knowledge Reason Self-analysis

Self-awareness Sincerity Spirit of enquiry

Synthesis Trust Truthfulness

The sub-values associated with Right Conduct are:These sub-values are broken down into three groups, Self help, Social skills and Ethical skills.

Care of Possessions Diet Hygiene

Modesty Posture Self Reliance

Tidy Appearance

Self Help

Social Skills

Good behaviour Good manners Friendship

Helpfulness Not wasting

Ethical Skills

Code of conduct Courage Dependability

Duty Efficiency IngenuityPerseverance Punctuality Resourcefulne

ssRespect for all

others Responsibility Self-acceptance

Self-confidence Self-control Self-esteem

Sense control Surrender UnderstandingVirtue

The sub-values associated with Non-Violence are:These sub-values are broken down into two groups, psychological and social skills.

Psychological

Benevolence Compassion Care of others

Consideration Forbearance Forgiveness

Good manners Happiness Loyalty

Morality Universal Love

Social Skills

Appreciation of other cultures and

religions Brother/

Sisterhood Citizenship

Care of the environment Equality Harmlessness

National Awareness Perseverance Respect for

property

Social justice

APPROACHES OF HUMAN VALUES

There are two main approaches these are:

1.The direct method and

1.The inter-curriculum and extra-curriculum method

THE DIRECT METHOD

The direct method uses five proven teaching techniques, they are:

•Thought for the day •Stories •Values based songs •Activities •Silent sitting

THE INTER-CURRICULUM AND

EXTRA-CURRICULUM METHOD

Logical Thinking, Precision & neatness

Co-operation& Leadership

value, Taking Right decision

Work Value, Love for manual work, Co-

operationValue of National Integration & International Understanding

Personality, Leadership

Values

Appreciation of Diversities, Interdependence of people of

various regions

CurricularActivities

Co-CurricularActivities

Human Values

Language

Safai, NSS &

RSS

Picnic & Community

Dinner

Games & Sports, NCC, NSS, Red

Cross, Field Trip, Study Tour, Boy

Scout ,Girl Guide etc.

History

Science

Celebration of National &International Days &

Anniversaries of Great man

Geography Mathematics

SUPW

Co-operation, Team Spirit, Fellow Feeling, Tolerance, Democratic Living, Secularism, Environmental Consciousness etc.

Health, Cleanli-ness, co-operation, service to humanity, dignity of labour, social consciousness and integrity Values

Clarity, Cultural & Creative values,

tolerance

Free enquiry, Scientific Temper, Commitment of truth, carefulness, perseverance, discipline, systematic

ness, neatness and cleanliness

TRUTH RIGHT PEACE LOVE NON- CONDUCT VIOLENCE

WORD

DUTIES AND RESPONSIBILITIES OF THE TEACHERS

IN INCULCATION OF HUMAN VALUES

Organize various clubs like nature club, adventure club, literature club

in the school as a mean of personal growth helping individual students to

clarify their own thinking through personal experience, to express their

ideas and reflect upon and modify attitudes. This will also help the

students in a group to know each other as individuals grow together in a

group, deepening their relationship and learn to tolerate each others,

differences.

Design projects and suggest themes for project work.

Organize tours and visits in nature, walk in countryside, to

historic monuments, to synagogues, temples, shrines,

factories, farms, power stations, sewage disposal works and

housing projects.

Organize student self-government, Mock

parliaments, etc.

Encourage the students to learn more and more

international and regional languages and provide

facilities for the same.

Organize exhibitions on history of freedom

movement on permanent basis in the school adding

new dimensions and materials from time to time.

Organize activities like paragraph writing, storytelling,

recitations, group songs, action songs, solo songs, shadow

play, one act play, group dances, etc. for developing self-

confidence, sense of achievements, self-respect, team spirit

and appreciation by suggesting topics and songs from

history, freedom struggle, in the background of nationalism

and patriotic spirit.

Organize national integration exhibitions depicting the

cultural, economic, historical and social aspects.

Organizing debates, declamations and paper reading

contests on the suggested topics for discrimination between

right and wrong and the topics from the lives of great leaders,

patriot, sages and saints.

Have a notice board with “new thought of the day”- for

students to read, reflect and introspect.

In the morning assembly include prayer, good thoughts, talk

by teachers, students, recitations. Patriotic songs of different

languages may be sung as song of the day.

Organize social service camps, visits and excursions laying emphasis

on “shram-daan”, cleaning colonies, hospitals, schools, distribution of

food material, medicines, clothing’s etc. during natural calamities, help

accident victims, lending help to blind, old, children etc. for developing

team spirit, dignity of labour, helpfulness, service to humanity, honesty

and concern others.

Organizing inter-house meets, and cultural meets to develop quality

of leadership, initiative, and fellow feeling amongst the participants.

Demonstration of skills can also be organized for self-confidence.

Organizing games-sports, scouting guiding, NCC and Yoga

programmes to help cultivate sense of discipline, punctuality,

cooperation and spirit of competition amongst the students.

Participation of students in national days and other days of national

importance.

Encourage the spirit of “Each one teach one”.

Display quotations from great thinkers on the themes of value

education at all the suitable corners of the school.

Put pictures and charts with short biographical notes of national and

international great men who contributed for the good of the mankind,

in libraries, laboratories, classrooms and halls.

Ensure active participation of local community and parents to

strengthen the programme of value education in schools.

Ensure that the students participate in plantation programmes

organized by local communities / NGOs / Government Departments /

Organizations for improvement of environment.

Organize social awareness and sensitivity camps.

Thinking with love is truth,

Feeling with love is peace,

Acting with love is right conduct

Understanding with love is non- violence

SathyaSai Baba

“Your beliefs become your thoughts, Your thoughts become your words, Your words become your actions, Your actions become your habits, Your habits become your values,

Your values become your destiny.”

― Mahatma Gandhi

References

•Dhankar, N. (2010). Value Education. New Delhi: APH Publishing Corporation.•Gawande, E. N. (2002). Value Oriented Education: Vision for Better Living. New Delhi: Sarup & Sons, pp. 126-130. •Gupta, N.L. (2000). Human Values in Education. New Delhi: Concept Publishing House. •Kapur, J.N. (1996). Ethical Values for Excellence in Education and Science. Vishwa Prakashan.•Mohanty, J. & Nayak, B.K. (1996). Modern Trends and Issues in Education. Cuttack: Takshyasila•Mukerjee R.K. (1969). Social Structure of Values. New Delhi: S. Chand and Co. •Nayak, B.K. (1997). Education in Emerging Indian Society. Orissa: Taratarini Pustakalaya, pp.99-101.•NCERT (1992). Education in Values: A Source Book. New DelhiNCERT (2005). National Curriculum Framework for School Education. New Delhi: National Council of educational Research and Training.

•NCTE (1978). Teacher Education Curriculum: A Framework. New Delhi: National Council for Teacher Education. •Pandya, R. and Mathu, A. (2004). Imbibing Value Education: Various Perspectives. Delhi: Kalapaz Publications•Pillai, K.K. (1986). Value Oriented Education. Journal of Educational Research and Extension. Vol. 22. No.4.•Ruhela, S.P. (1986), Human Values and Education. New Delhi: Sterling Publishers Private Limited, P.14.•Sharma, J.N., & Goyal, B.R. (2005). Strategies for Inculcation of Values. Jaipur: Avinashkar Publishers, Distributors.•Sharma, Y.K. & Katoch, K.S. (2007). Education for Values, Environment and Human Rights. New Delhi: Deep & Deep Publications Pvt. Ltd.•Venkatian, N. (ed.) (1980). Value Education. New Delhi: APH Publishing Corporation.

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