AIMS/PURPOSES AND
SIGNIFICANCE OF
VALUES IN THE
PRESENT WORLD
One of the main purposes of value education in the contemporary world is for it to serve as a tool of empowerment. As such, value education provides a framework for creative thinking, developing soft skills, problem solving, negotiation, communication, and so on.
The present world echoes the vision of education where values are inherent in every aspect of learning. The frameworks of values of various authorities, articulate the need to reaffirm our commitment to the concept of equality amidst diversity, mutual interdependence of humans to promote values that foster peace, humaneness and tolerance in a multicultural society.
Enabling children to experience dignity, Confidence to learn, development of self-esteem and ethics, need to cultivate children’s creativity, making children sensitive to the environment and the need for fostering democracy as a way of life rather than only as a system of governance as well as the values enshrined in the Constitution assume significance in the framework of values. It further opines that independence of thought and action, capacity of value based decision making, sensitivity to others’ well-being and feelings should form the basis of rational commitment to values.
But, from a broader perspective, the aim of value education is linked with the fundamental question of what education itself is meant for. From an individual's perspective, the purpose is to enable students to achieve personal fulfilment for success in life and work.
From societal perspectives, education aims to prepare young people to contribute to the society/nation and world around. In neither case however, education is to be perceived as an outcome but as an experience in itself, which will enable students to live safe, healthy and fruitful lives and become responsible citizens who make positive contributions to society.
Education for values aims at promoting broader capabilities, attitudes and skills that matter not just for learners, but beyond learning by making the world a better place not just for themselves but also for their family, friends, colleagues and others. Education for values underpins the understanding that values are to be included in students not just, for their own interest but also for the common good reflecting the balance between individual’s interest and larger interest.
The focus therefore cannot only be improving academic knowledge, practical and technical skills mostly tied to market needs and employability but also holistic education focusing on the emotional and relational skills conducive to health and wholeness of the society and the nation. The aim of holistic development of students can thus be located in education for values.
Education in values also prepares students for the world of work. The attitudes and values of hard work, discipline, cooperation, communication skills etc. enable them to develop healthy interpersonal relationships at home and in school, which in turn facilitate their better adjustment on the job.
The employers look for these qualities in their prospective employees. It is a common observation that the advancement in a career depends not only on the intellectual abilities but also the ability to sustain hard work, assume responsibility and ability to work in teams and cooperate with others. While educational qualification helps to enter a job, efficiency to deliver in a job is often dependent on qualities of perseverance, cooperation, genuineness, hard work, communication and relationship skills.
At the individual level, fostering values in school students therefore needs to be seen as an investment in building the foundation for life-long learning and promoting human excellence. The capacity to listen, patience, endurance, cooperation, team work, positive attitude towards study, work and life are the hallmarks of a good student or a person. So values, in fact, promote both academic as well as human excellence. In this sense education for values humanises education.
At the societal level, education for values aims at promoting social cohesion and national integration for transforming societies, nations and creating a better world. It can contribute to create the aspiration for transformation of the culture of war, violence and greed into a culture of peace; where people learn and understand more about each other's uniqueness, human rights and fundamental freedom; where people learn to care and share to live together in a just, peaceful and compassionate society both in their immediate contexts and in the world at large.
ROLE MODEL OF VALUES
Drug abuse, irresponsible sexual behaviour, vandalism, commercialization, stealing, cheating, confusion between heroes and celebrities as role model are witnessed more often than ever before. In a general sense, parents, schools and the public feel that our youth have lost qualities of civility, respect and responsibility.
There is in fact a public call for education and action because of the degeneration of our cultural ethos. Educationists and the public alike have voiced concern about moral degradation, about crime, violence in the streets and in the media, lack of discipline in schools. Children and youth need to be educated to practice the commonly held values of harmony and peace with self and others.
Children are envoys of the future. As per the population projection. India will have one of the youngest populations in the world by 2020. This vast human resource will shape the nation and the world. From an ecological perspective, a child is educated by the entire environment in which it grows and that environment is determined equally by the parents, teachers and society around. The kind of individual we produce in turn determines the kind of society we live in.
If we produce individuals who are self-centred, aggressive, competitive and greedy, we cannot have a society that is non-violent, peaceful, cooperative and harmonious. Education is the main agency for individual transformation and social change. It is not possible to bring fundamental transformation in society unless the individual is transformed. The kind of education we provide to them will have bearing on the values foundation of the society.
What is urgently needed is the re-examination of the content and process of what each school is teaching to children under their charge. Although value education is both parent and public responsibility but school, due to institutionalisation nature, ought to take the major responsibility.
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