Challenges in Introducing Value Education at Higher Education in India

Worth Education is the much debated and discussed subject matter in the plethora of education in India. Naturally it is true that the key purpose of any education is going with Worth orientation. More concentration on Value education has recently been produced at the major and secondary level of school education within higher education in India. Principles could be effectively imparted to the young heads rather than to the matured ones. It may be quite reason for this prime importance given at the school level. There are so many modules designed by making use of firms like NCERT while others for effectively imparting the significance education to the school students. In this context, many progressive educational practices are being discovered by the experts. A large quantity of experiments and studies are being conducted in the recent days on the potency of coaching value education at institution level. Some schools have very progressive and revolutionary course designs to give the values. Benny Cenac Houma

Effective coaching practices in imparting value education ranges from account telling, exhibitions, skits, one act play and group discussions to various other formats. New methods have been evolved by educationists to create an efficient learning sphere. The consumption of electronic gizmos also profits importance in the teaching-learning practices of value education. But at the higher education level, due to various reasons, the value provided to value education is less than it is given at the college level. The curriculum and the teaching methods also could be subjected to overview. It truly is true that educational institutions aim at a kind of specialization in some field of education. Although in the Indian interpersonal context, the youth require direction and counseling at this stage. They have been subjected to various issues at this stage which demands the intervention of educationists for his/her enhancement. His/her character building also strengthens at this point. Students’ perception on various life factors and occasions are becoming shaped at this stage. On the full they evolve their own philosophy of life. All their sensitivity and knowledge are getting direction at this stage. Hence, an efficient value orientation becomes inevitable to the students of universities. Keeping this requirement in mind, States like Tamilnadu introduced a compulsory paper/course on value education to undergraduate students of all colleges in the Express under the choice structured credit system. Though this kind of effort is made with the good intention of imparting principles to the youth, many limitations in bringing away the expected outcome could be identified.

The situation mainly commences with the so this means of values. Defining the word ‘value’ poses an obstacle to all or any scholars. The term value is loaded with varieties of meaning. Every meaning reflects its own philosophical position. Generally the term value is in an instant associated with religious principles. It is believed by many Indians that ideals are nothing but the religious and spiritual helping principles of life. Therefore, it is meant that the path is already been laid for the life journey. But in the context of modern quality and modernism there increases a fundamental question of whether or not value education is required in any way in a modern express. You will find those who claim that modern life of today is based on science and technology, and both are value simple. They view that the values are bugbear kept out by people surviving in the past, glued to outdated religious principles which may have no relevance to the modern world. At this point, there is also another selection of modernist who propagate the necessity for value education at learning centres in order to safe guard the democratic state and its ideals. The values they wish to cultivate are modern secular values such as honesty, respect to other, equality, collectivity, democracy, improving the human rights, writing equal space in the public sphere and so on. These values are viewed as as the products of enlightenment period. Hence, four positions could be showed up at based on the above understanding. The are:
you. There are religious ideals which are incredibly much essential for each and every one and must be included in the curriculum.
installment payments on your The religious principles should never find place in the educational system. They will may operate at the private sphere.
3. You will discover non-religious secular values and in addition they must find space in the education.
4. Generally there is no need for teaching value education in the academics because they can not be cultivated through formal learning and such value cultivation will make the individual biased.

Consequently to these positions, following questions arouse.
1. Whether value education should find put in place the educational system?
2. When it is required, then what sort of values should be given preference in the subjects?
3. Precisely what is the value to be given to the religious principles that happen to be generally developed on the basis of scriptures?
4. Can modern ideals alone are sufficient enough or is there any likelihood of blending the values of modernity with religious values?
5. If perhaps religious values are to be given importance in the curriculum, which religious beliefs will find prime place? If there are contrary propagation on a sole virtue by two beliefs, then exactly how are they to be dealt with?
6. Similarly religions fluctuate on the practices also. Right from eating habits, dress mode, marriage systems, war tactics, killing, punishments to several other aspects, made use of differ on their prospect. In this situation, what sort of perceptions need to be taught?

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