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Value Oriented Education Essay Sample

Value Education refers to planned educational actions aimed at the development of proper attitudes, values, emotions and behavior patterns of the learners.  Value Education is the education that is concerned with the transformation of an individual's personality.

Need For Value Education-Why

(i) Value Erosion:
We are going through a crisis of values in our social and political life. Disregard shown to basic values like honesty and integrity_, for example, in personal and public life, has become a matter of grave concern. Crime, violence, cruelty, greed and apathy to human suffering have spread to all aspects of our life-- political, economic and social.  Pursuit of material wealth and selfish ends at any cost has become ultimate aim of life. There is great crisis in politics and crisis in colleges.  Recent episode of law students fighting between them in Law College premises in Chennai is abominable. Is there any example needed to point out the value crisis of today.  How are they going to save our nation with this kind of attitude? How are they going to bring justice to our nation? Is it believable when reading about a colonel who served the army for many decades has had links with terrorists in India in the News paper? Doctor who was caught by police in North India for murdering her own child recently spread shock waves. Students of Information Technology and senior executives of software industries who have links with terrorists in our country baffle our mind.  This is the time when our government is in dilemma as to allow the Gaysex legally.  Don't we have mind set to say that this is sexual perverseness?

ii) Education equated with Transmission of Knowledge:  Education is a process of initiating the learner to good life. But today in education primary importance is given to transmission of knowledge and cultivation of occupational skills. That is alright in one sense. Is education aimed at character-building in the learners?  But in the present day system of education there seems to be a "moral vacuum".  As Gandhiji pointed out, education without character, leads to criminality; educated persons have wider opportunities to indulge in crimes and that too committing them most efficiently and technically

(ii) Spread of Degraded Culture:  The value of truth, selflessness and service to fellow human beings are vanishing from our life. People started believing that "might is right" and through physical force alone problems could be solved.

(iii) No Social Concern: Today one sees everywhere grossness and general insensitivity to finer feelings with the sole object of life being to make oneself as comfortable materially as one can. Sensitivity to sufferings of fellow human-being is lacking in most of us and it is very rare to see people with social concern. Our physical environment – rivers, mountains, forests, plant and animal life-is getting increasingly polluted, and depleted of its resources.

(iv) Indifference to National Welfare: Narrow mindedness, communalist, linguistic and rationalistic outlooks have divided the people and come in the way of developing a unified national and international outlook.

All these problems cannot be effectively tackled through narrow piece meal efforts.  What we need under the present circumstances is a drastic change in our very outlook on life, which could be brought about by value education, imparted systematically right from the primary level.

When Teacher themselves lack values:

In today's schools and colleges we see a large number of teachers who are more after making money by fair or foul means. Such unscrupulous teachers make a fast buck through indifference in classroom teaching and conducting mass private tuition classes. This has led to all sorts of malpractices in examinations.

Some of the teachers are addicted to smoking, drinking alcohol and even gambling.  How can such teachers be entrusted with teaching great values to the students who are future nation – builders?

This objection or doubt is valid; but the remedy does not lie in giving up value education.  We are in a vicious circle – unless we inculcate values in school life and college life we can not get value-oriented teachers in future.  On the other hand so long as teachers with bad habits are working in schools and colleges, value education cannot be effectively carried out.  Since because a number of teachers are unable to speak in English, have we stopped the teaching of English in schools and colleges?  Therefore the realistic solution lies in the development of appropriate curriculum in value education and the relevant training course for teachers to handle the same in a practical way.

In the present era of education assisted by ultramodern technology, we are inclined more towards knowledge and ranks in the examination than application of learning in our day-to-day life. Theodore Roosevelt warns, “To educate a man in mind and not in morals is to educate a menace to society.” It is a lamentable fact that in the prevalent scenario of education, the majority of the teachers as well as the taught have turned into grades-oriented and marks-oriented individuals overlooking and undermining the superlative purpose of education i.e. refinement of ethics, purification of soul ad enlightenment of human intellect. More sadly, in the pursuit of degree-oriented education, we have, wittingly or unwittingly, failed to incorporate the learning of moral and ethical values to our studies for the positive nourishment of our character. “The degeneration in the present day life, the demoralization of public and private life and the utter disregard for values, are all traceable to the fact that moral, religious and spiritual education has not been given due place in the educational system.” (Rena, Ravinder 2006)

In a broader view, as the outcome of education, we are producing successful professionals obsessed with material pursuits, who fail as considerate, altruistic and humane people. Totally remiss of philanthropic and humanitarian element of their work, these professionals are content with the achievement of absolute luxury as well as authority as being the radical purpose of their studies. This kind of attitude is the result of the myopic and inadequate execution of the abilities of teachers and teacher-educators. Thereby, most of the existing students indulge themselves into anti-social and unethical dealings in their futures endeavours. “Unfortunately, education is becoming more or less materialistic and the value traditions are being slowly given up.” (Erwin, 1991) We, nonetheless, have time to redress our wrongs and set right our shortcomings. In this regard, the curriculum and teachers play a pivotal role. Curriculum must contain distinctive instructions for the values associated with each lesson.

The teachers, on the other hand, must explain those values to the students and encourage them to put the same into practice in their daily life. In this way, we can surely bring about a positive change in the overall attitude of our students towards learning as well as society. Moreover, the students in the academic phase of their school life need to learn to be kind, compassionate and considerate towards their fellow beings. This could be communicated to them while teaching Islamiyat, Ethics, Pakistan Studies, Science, English or any other subject of their interest. In addition to teaching students the periodical and chronological record of life and achievements of the successful and influential people in the world, the teachers must highlight the brighter aspects of their character which dominated their practice and performance.

The students should be inspired to identify the positive implications of their study in their everyday life. In this connection, value-based education can not only improve a person’s life but it can also advance society in the right direction. “So, value education is not simply the heart of education, but also the education of the heart. It is a necessary component of holistic citizenship education.” (Rena, Ravinder 2006) This practice can be carried out while teaching students the formation of water in Chemistry, the teacher must talk about the worth and use of water. The students can also be informed about the importance of growing plants and trees in our daily life in Botany. With reference to their lessons, the students could be enlightened to show reverence to their teachers and elders and love their younger ones.

Value-based education can also be a source of appreciation and promotion of one’s own culture and history. More importantly, the students can probe into and find the eternal solace in Nature. In addition to that, they must praise the creations of Allah and love both the creatures and the Creator. Besides integrating values in the provided curricula, the value-based education can also be featured in the co-curricular and extra-curricular activities. The special assemblies and functions could be arranged to instill the vital importance of fair and descent values. This could also be combined with the regular activities in the sports ground and academic contests. Sir Frances Bacon in his essay ‘Of Studies’ says, “Histories make men wise; poets, witty; the mathematics, subtle; natural philosophy, deep; morals, grave; logic and rhetoric, able to contend.”

Hence, if we want to achieve the purpose of education in life, fortify humane feelings, alleviate poverty, bring peace and prosperity to our country as an educated and civilized nation, we must develop the constructive thoughts and attributes in our children vis-à-vis their academic and professional uplift to positively mould their character as an example for others to follow. The teachers must also inculcate the idea of ‘peaceful coexistence with people from other cultures and countries.’ (P.L Joshi 2007) Therefore, we should integrate information, knowledge, skills with values in education and help students come together to bind this world in a peaceful harmony.