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Concept of Value Education

Methodologies and techniques

• BIOGRAPHIES: A biography is a written document on the life history of an eminent personality. Biographies of scientist, social reformers and spiritual leaders acquaint one personality. Biographies of scientist, social reformers and spiritual leaders acquaint one with their life, thoughts, and actions and various forces which moulded their lives as depicted by biographer. For being used as material for value education it should be condensed in such a way as to highlight the virtues and their development in the life of the eminent personality. The entire biography may be retold after rearranging the content bringing together all the related events depicting each one of the values hidden in it. (The steps involved in the use of biographies is given in appendix I.)
• STORIES: Stories of various kinds are attractive to students of varied age groups. Stories may be presented by the teacher of presented by students themselves, followed by discussions and on questioning and analysis. The teacher should use his direction in selecting the story appropriate to the developmental level of the learner. Simple and short stories such as fairy tales and fables are better suited to elementary level children. Stories could be used to develop value awareness of different kinds. Fables and fairy tales could be used to develop values of kindness, love for living beings, environmental awareness and courage. (The step involved in story telling with illustrations are given in appendix II)
• EXTRACTS FROM ESSAYS. ARTICLES, CLASSICS AND NEWSPAPERS: Non-fictional writings dealing with value themes, such as essays, articles and news paper reports may be used for value education purpose. These may be scholarly writings on issues of social and national concern appearing in books and journals. Students may be asked to collect articles and writings form various sources, encouraged to write articles on a chosen value theme. Teachers can frame questions that provoke in the learner to think and reflect on many issues of the values covered. (Illustrations form famous works are given appendix III).
• VALUE/MORAL DILEMMAS FOR DISCUSSIONS: Value or moral dilemmas may be used as an important instructional strategies in value education. They present very effective situations for learners to think, to reason and to make moral judgment and arrive at a decision after considering all issues involved in the moral dilemma. The dilemmas constructed may be on issues like environmental conservation, scientific temper, social justice and equality. A teacher can prepare a lesson or initiate discussion on a dilemma indicating all the essential steps involved. In view of the great potential of dilemmas in developing the capacity for moral judgment moral dilemmas are used as research tools in the study of moral development and judgment in children. The teacher can initiate discussion on the dilemma chosen by giving the pros and cons of the issues involved. The student may be asked to react to each issue with reason. There may be a student leader to monitor/record the proceedings of the discussion (The moral dilemmas and illustrations are given in appendix IV).

• School campus/classroom maintenance activities
• Social forestry/community development activities
• Work experience related activities
• Organizing campaigns on community sanitation, literacy, environmental awareness, AIDS prevention awareness
• Yoga, meditation and prayer sessions
• Eradication of social evils campaign activities (gender inequality, dowry, alcoholism…)
• co _ curricular/self government activities Organizing such value related practical activities poses some practical problems to the school. Great care should be taken in planning and organizing practical activities mentioned above.

1. Evocation Approach: The students are encouraged to make spontaneously free, non-rational choices, without thought or hesitation. It provides an environment which allows maximum freedom for students, and provide a provocative situation for which spontaneous reactions are elicited eg. The reaction to a picture of starving children.
2. Inculcation Approach: Students are forced to act according to specific desired values. A positive and negative reinforcement by the teacher helps value inculcation. This can be done by a teacher's natural actions and responses. This time honored method has been notably unsuccessful.
3. Awareness Approach: This approach helps students to become aware and identify their own values. The students are encouraged to share their experiences. The teacher presents value laden situations or dilemmas through readings, films, role playing, small group discussions and simulation. Students thus engage themselves in the process of making inferences about values from the thoughts, feelings, beliefs or behavior of themselves and others.
4. Moral Reasoning Approach: Kohlberg's theory of six stages of moral development is the framework most frequently used in this approach. The teachers setup learning experiences which will facilitate moral development. These experiences fall under the general category of what Kohlberg calls role taking. The critical factor in role taking is empathy. Through placing themselves in a role and experiencing the process of deciding, students can begin to see moral decisions in a larger framework than their single point of view. It consists of the students discussing a dilemma and by reasoning they attain a higher level of knowledge. In this way by discussion and reflection students are encouraged to express a value position rather than compromise on a consensus.
5. Analysis Approach: the group or individuals are encouraged to study social value problems. They are asked to clarify value questions, and identify values in conflict. They are encouraged to determine the truth and evidence of purported facts, and arrive at value decision, applying analogous cases, inferring and testing value principles underlying the decision.
6. Value Clarification Approach: It helps students to use both rational thinking and emotional awareness to examine personal behavior patterns and classify and actualize values. This approach has been detailed by Raths et al (1966) and Simon et at (1972) where the child is made to jot down a self _ analysis _ reaction work sheet, consisting of drawings, questions and activities.
7. Commitment Approach: It enables the students to perceive themselves not merely as passive reactors or as free individuals but as inner-relative members of a social group and system. The Action Project helps to clarify and restructure One's value system and to ascertain the depth of commitment of one's values.
8. The Union Approach: The purpose is to help students to perceive themselves and act not as separate egos but as part of a larger inter-related whole-the human race, the world, the cosmos.

1. Telling: A process for developing values that enables a pupil to have a clear picture of a value _ laden situation by means of his own narration of the situation.
2. Inculcating: An approach geared towards instilling and internalizing norms into person's own value systems.
3. Persuading: the process of convincing the learner to accept certain values and behave in accordance with what is acceptable.
4. Modeling: A strategy in which a certain individual perceived as epitomizing desirable/ideal values is presented to the learners as a model.
5. Role playing: Acting out the true feelings of the actor(s) by taking the role of another person but without the risk of reprisals.
6. Simulating: A strategy in which the learners are asked to pretend to be in a certain situation called for by the lesson and then to portray the events and also by imitating the character's personality.
7. Problem solving: An approach wherein a dilemma is presented to the learners asking them what decisions they are going to take.
8. Discussing situations, stories, pictures, etc: This technique asks the learners to deliberate on and explain the details in the lesson.
9. Studying biographies of great men: This is an approach that makes use of the lives of great men as the subject matter for trying to elicit their good needs and thoughts worthy for emulation.
10. Moralizing: The process of working out a sense of morality through active structuring and restructuring of one's social experiences (e.g. moral reasoning and analysis)
11. Values clarification: Values clarification as a strategy for values development may be considered as learner-centered. It relies heavily on the pupils ability to process his beliefs, behave according to his beliefs and to make a decision whenever confronted with a value dilemma.