Value Education

Value Education is the much debated and reviewed subject matter in the variety of education in India. Of course it is true that the key purpose of any education will go with Value orientation. More focus on Value education has been given at the principal and secondary degree of school education than in advanced schooling in India. Worth could be effectively imparted to the young thoughts somewhat than to the matured ones. It might be the important reason behind this excellent importance given at the educational university level. There are so many modules designed with the aid of agencies like NCERT among others for effectively imparting the worthiness education to the institution students. With this context, many progressive educational procedures are being discovered by professionals. Significant amount of tests and studies are being conducted in the recent times on the potency of coaching value education at university level. Some educational schools have very progressive and radical course designs to impart the values.

Effective teaching techniques in imparting value education runs from story showing, exhibitions, skits, one action group and play conversations to several other forms. New methods have been evolved by educationists to build an efficient learning sphere. The consumption of electronic gizmos gains importance in the teaching-learning practices of value education also. But at the bigger education level, due to various reasons, the value directed at value education is less than it is given at the institution level. The curriculum and the teaching methods also could go through scrutiny. It really is true that schools are designed for a sort or kind of field of expertise in a few field of education. However in the Indian social context, the youth require direction and counseling at this time. They are subjected to various challenges at this time which requires the treatment of educationists for his/her betterment. His/her personality building strengthens as of this juncture. Students' perception on various life factors and events are receiving shaped at this time. Overall they advance their own viewpoint of life. Their awareness and knowledge are receiving route at this time. Hence, a highly effective value orientation becomes inevitable to the training students of schools. Keeping this requirement at heart, States like Tamilnadu introduced a compulsory paper/course on value education to undergraduate students of most colleges in the state of hawaii under the decision based credit system. Though this type of work is manufactured with the nice motive of imparting beliefs to the youngsters, many limits in offering the expected result could be diagnosed.

The problem commences with the definition of values mainly. Defining the word 'value' poses an issue to all or any scholars. The word value is packed with varieties of so this means. Each meaning demonstrates its philosophical position. Usually the term value is spontaneously associated with spiritual prices. It really is believed by many Indians that values are only the religious and spiritual guiding principles of life. Hence, it is meant that the road is been laid for the life span trip already. However in the context of modernity and modernism there rises a simple question of whether value education is necessary in any way in today's state. A couple of those who claim that modern life is dependant on knowledge and technology, and both are value natural. They view that the principles are bugbear organised out by people surviving in days gone by, glued to obsolete religious principles that contain no relevance to the 21st hundred years. At this true point, addititionally there is another band of modernist who propagate the need of value education at learning centres to be able to safe safeguard the democratic condition and its ideals. The values they would like to cultivate are modern secular prices such as credibility, admiration to other, equality, collectivity, democracy, respecting the real human rights, sharing equivalent space in the general public sphere etc. These values are believed as the merchandise of enlightenment period. Hence, four positions could be attained based on the above understanding. The are:
1. You will discover religious worth which are incredibly much essential for each and every one and must be contained in the curriculum.
2. The spiritual prices shouldn't find devote the educational system. They could operate at the private sphere.
3. You can find non-religious secular ideals plus they must find space in the training.
4. You don't have for coaching value education in the academics because they can not be cultivated through formal learning and such value cultivation can make the average person biased.

In result to these positions, pursuing questions arouse.
1. Whether value education should find devote the educational system?
2. If it's required, then what type of values should get desire in the curriculum?
3. What's the value to get to the spiritual values which can be mainly developed based on scriptures?
4. Can modern principles by themselves are sufficient enough or will there be any likelihood of mixing the beliefs of modernity with spiritual values?
5. If religious beliefs should be given importance in the curriculum, which faith shall find best place? If there are contradictory propagation about the same virtue by two religions, how are they to be managed then?
6. In the same way religions fluctuate on the methods also. From eating patterns, dress mode, marriage systems, war tactics, killing, punishments to several other aspects, religions differ on the outlook. In this example, what type of perceptions have to be taught?

Besides these relevant questions, another billion money question would be brought up on the strategy of effectively imparting those ideals. Again as it is talked about previously then, the institution education can perfectly include this education easily because the machine itself is beneficial for it to support. But at the college or university level, the functional system sees it very hard to work through. Which means this study could analyse the theoretical problems associated with the identification of values to be contained in the curriculum at the main one side and the challenge of effective designing of the curriculum and imparting those values on the other hand.