Amudha S Jan2011

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Journal of SCHOOL SOCIAL W O R K January 2011Journal of SCHOOL SOCIAL W O R K January 2011


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Journal of School Social W ork,

8 (New 14), Sridevi Colony, Seventh Avenue,

Ashok Nagar, Chennai 600 083

Mobile: 98406 02325 E-mail:[email protected] and [email protected]

Note:V

iews expressed by the contributors are not necessarily the official view of the Journal.

Hony. Special Editor: Dr Catherine Joseph,MA, MPhil, PhD,

Assistant Professor, Department of Social work,

Stella Maris College, Chennai.

Focus: Values Education

A National School Social Work monthly dedicated to networking of parents and teachers.

Volume Issue Contents January 201108VII

01

Price Rs 20.00

Journal ofSchool Social Work

ISSN: 0976-3759

Editorial

Value Education:The Need of the Hour

Vidya and Values

Values: So Near, Yet So Far

Living Values Education

Essentials of Values

Value Education andPersonality Development

Value Education and Teachers

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02

03

11

16

21

25

28

31

Dr Saraswati Raju Iyer

Mary Princess Lavanya

Dr Ragini G P

Mahespriya L

Ranjit L

Rajeswari M

Amudha S

Viji T

Await announcement about most conveniente-payment facility in

designated post offices all over India to pay your subscription and

get receipt instantly at just Rs. 10 extra. ~Ed.


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Values for Transformation

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Editorial

Values are the standards of behaviour

in day-to-day activities and guiding

principles in critical life situations.

Values are ideal virtues and qualities

that are primary doctrines that shape

the worlds outlook. In the 21st

Century values education is the only

tool that could bring order, security

and assured development in the

chaotic world.It is a programme of planned

educational action and a methodical

effort deliberately framed to bring

transformation in the society. It starts

at home and continued in schools. It

begins with childhood and should be

present throughout ones life.The family system in India has a long

tradition of teaching values

effortlessly. But westernization,

urbanization, globalization and the

fast changing roles of parents have

necessitated institutional intervention

through schools, colleges, religiousorganizations and departments of

governments to meet the rising

needs of the modern society. These

activities focus on the development

of children and young adults by

concentrating on core values like

compassion, humility, unity, simplicity,

honesty, integrity, acceptance of

differences and peaceful

coexistence.

There has been a revolutionary need

for values education and it is

constantly increasing because of

greed and lack of unity in the society,

behavioural disorders and violent

acts of terrorism. In todays world

human values are either discarded ordistorted. Only when the basic

ideologies are restored, world will be

a better place to live in. In order to

preserve, maintain and advance the

position of our country in the world, it

is imperative that there should be a

comprehensive programme of value-based education starting from the

pre-primary level, embracing the

entire spectrum of educational

process (Parliamentary Committee in

India,1999).

Values education is strongly

recommended at all levels of formaland informal education. It is indeed

an intervention technique to prevent

the recurrence of scandals like CWG/

2G spectrum and witch-hunting the

whistle-blowers. Arent values in a

society the true indicators of the

development of any nation?


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Value education in curriculum

UNESCO organized a Values in

Education Summit in 1998, to

encourage schools to review their

curricula in terms of value education

which signifies its importance. These

values are imperative for maintaining

law and order. It is the responsibility

of the educational institutions and the

family to help young children to

perceive the values of such traitswhich involve:

(a) Ability to judge what is right.

(b) Respecting what is right.

(c) Be courageous to do the right.

So the development of curriculum

must include values so as to develop

pride among pupils in their conduct

and behaviour. This can be achieved

by correlating the subject matter with

our ancient heritage which is a richsource for personality development.

Conclusion

Education must reveal to the

students the possibilities of attaining

values in life much greater and higher

than those found on the level of

relative existence (Pankajam G,2001). All educationists have to

appreciate the fact that the value

growth attainable through mental

equilibrium is necessary for the

development of human personality

individually and nation collectively.

ReferencesBiswanath Ghosh R(2005): Ethics In Management and Indian Ethos,New

Delhi:Vikas Publishing House.

Passi B K and Prabhakar Singh, (1991):Value Education, Agra: National

Psychological Corporation.

Dr.Bharathi T(2004): Personality Development, Hyderabad: Neelkamal

publications.

Krishnamurti.J (1981): Education and the Significance of Life, Harper San

Francisco: Jossy Bass (Reprint).

Kunhan Raja. C (1950): Some Aspects of Education in Ancient India, Madras,

The Adyar Library.

Pankajam G, (2001): Education for the Twenty First Century: Towards an

Enlightened and Humane Society, Contribution Towards an Agenda for India,

Shimla: Indian Institute of Advanced Study.

Rajinder M Kalra (2001): Value-Oriented Education in Schools, Delhi: Shipra

Publications.

Radha Kumud Mookerjee (1989): Ancient Indian Education, New Delhi: Motilal

Banarsidass.30

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Amudha S Jan2011