Value education is the process by which people give values to others. It can be an activity that can take place in any organisation during which people are assisted by others, who may be older, in a position of authority or are more experienced, to make explicit those values underlying their own behaviour, to assess the effectiveness of these values and associated behaviour for their own and others’ long term well-being and to reflect on and acquire other values and behaviour which they recognise as being more effective for long term well-being of self and others. There is a difference between literacy and education.
Values education can take place at home, as well as in schools, colleges, universities, jails and voluntary youth organisations. There are two main approaches to values education, some see it as inculcating or transmitting a set of values which often come from societal or religious rules or cultural ethics while others see it as a type of Socratic dialogue where people are gradually brought to their own realisation of what is good behaviours for themselves and their community.
Definitions Values Education
There has been very little reliable research on the results of values education classes, but there are some encouraging preliminary results. One definition refers to it as the process that gives young people an initiation into values, giving knowledge of the rules needed to function in this mode of relating to other people, and to seek the development in the student a grasp of certain underlying principles, together with the ability to apply these rules intelligently, and to have the settled disposition to do so.
Some researchers use the concept values education as an umbrella of concepts that includes moral education and citizenship education. Themes that values education can address to varying degrees are character, moral development, Religious Education, Spiritual development, citizenship education, personal development, social development and cultural development.
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Values Education As Contemporary Public Issues
Educating children to take personal responsibility for their actions is both a parental and a societal responsibility. Certainly schools can teach the democratic values that help sustain us as a nation: respect for all people, reverence for the sanctity of life, the right of dissent and equality for all people before the law. The school’s curricula should also support parental teaching of character and of moral decision making. Values such as: honesty, respect, care, responsibility, and respecting the rights of others should be systematically taught to the young child.
A guide for teaching values in social studies takes a positive stand with regard to the importance of values education in the elementary school based on the belief that many personal and societal problems are the results of unresolved value conflicts. It is hypothesized that children who have continuing experiences in value identification, clarification, and conflict resolution are better able to meet daily problems and that social studies offers an effective vehicle for value clarification as its content is drawn from the world of human relationships and interactions.
Importance Of Value Education
Education is a methodical effort toward learning basic facts about humanity. And the core idea behind value education is to cultivate essential values in the students so that the civilization that teaches us to manage complexities can be sustained and further developed. It begins at home and it is continued in schools. Everyone accepts certain things in his/her life through various mediums like society or government.
Value education is important to help everyone in improving the value system that he/she holds and put them to use. Once, everyone has understood their values in life they can examine and control the various choices they make in their life. One has to frequently uphold the various types of values in his life such as cultural values, universal values, personal values and social values.
Thus, value education is always essential to shape one’s life and to give him an opportunity of performing himself on the global stage. The need for value education among the parents, children, teachers etc., is constantly increasing as we continue to witness increasing violent activities, behavioral disorder, lack of unity in the society etc.
Role Of Value Education In Contemporary Society
Every Country develops its own system of education to express and promote its unique Socio-Cultural identity and also to meet the challenges of the times. Although the country has made rapid progress in various areas like scientific technology, economic infrastructure etc. but its value system has been declined.
Therefore, Education in general and value education in particular occupies a prestigious place in modern context of contemporary society. The problem of value education of the young has assumed increasing prominence in educational discussion during recent times. Parents, teachers and society at large are concerned about values and value education of children. We are witnessing tremendous value crisis throughout the world today. A lackadaisical attitude towards value and its institutions is pervasive in the world today. The reappearance of barbaric qualities of selfishness, clashes and conflagration give clear indication of the process of degeneration of human society. There is an urgent need for a great effort to revive and reform the values of human life and to rejuvenate the foundation of civilization.
The values or moral values present a true perspective of the development of any society or nation. They tell us to what extent a society or nation has developed itself. Values are virtues, ideals and qualities on which actions and beliefs are based. Values are guiding principles that shape our world outlook, attitudes and conduct. Values however are our inborn divine virtues such as love, peace, happiness, mercy and compassion as well as the positive moral qualities such as respect, humility, tolerance, responsibility, cooperation, honesty and simplicity. In the present time moral degeneration are occurred. However, the main causes of value degeneration are:
- Lack of respect for the sanctity of human life
- Breakdown of parental control of children in families
- Lack of respect for authority seen through the brazen breaking of the law and total
- disregard for rules and regulations
- Crime and corruption
- Abuse of alcohol and drugs
- Abuse of women and children and other vulnerable members of society
- Lack of respect for other people and property
Hence, to solve all these type problems it is necessary to know the main causes of the above problems. We know today children are tomorrow’s citizens. If we give good education to the present day children, the future of the next generations will be well. My opinion education is the solution for all types of the problems. Now we are living in the modern century. If we use science and technology in the proper way it is not difficult for us to solve all the problems of the non-moral and value things.
Hence, teachers must be enlightened about the content and scope of the values taught directly in social studies courses. Thus, in-service training seminars should be organized for the teachers. In addition, how to apply activities that actively engage students in the learning process should be taught in order for them to internalize the presented values.
✓ It is not only the teacher’s duty to have the students acquire values. Hence cooperation between mass media, media, and educational institutions can be established to raise awareness in society.
✓ Activities that prepare students for life can be conducted in order to provide consistency between what is taught in the lessons and how they can be applied in life.
✓ Family support should be provided to increase the functionality of social studies courses, especially in regard to values education. Therefore, families should be educated and involved in the process.
✓ Studies regarding the views of students or students’ parents on values education should be conducted
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Halstead, J.M. and Pike, M.A. (2006) Citizenship and moral education: values in action, Routledge.
IUCN, WWF and UNEP (1991) Caring for the Earth, WWF, IUCN, WWF and UNEP, Gland.
Orr, D. (1992) Ecological Literacy: Education and the Transition to a Postmodern World, State University of New York Press, Albany
UNESCO (1998) Learning to Live Together in Peace and Harmony, UNESCO – APNIEVE Sourcebook for Teacher Education and Tertiary Zone Educators, UNESCO Principal Regional Office for Asia and the Pacific, Bangkok.
UNESCO (2000) The Practice of Citizenship, Associated Schools Project, UNESCO, Paris.
Wringe, C. (2006) Moral education: beyond the teaching of right and wrong, Springer.