How Can Values alues by b T y aught ught?

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1 How Can Values by Taught? P.L.Dhar IITDelhi

2 Why Teach Values? Value crisis is the root of all social and technogenic maladies Aristotle..the fate of empires depends on the education of the youth. Consequences of neglect of value education:..perfection of means and confusion of the ends. Einstein What is education? Vision of Holistic Education 2/19/2010 2

3 Dff Difficulties in introducing EHV EHV and secularism How can values be taught? Values are picked up from the environment, from Role Models Only Enlightened beings can teach values, not ordinary mortals 2/19/2010 3

4 EHV and Secularism Secularism: A system of social organization and education where religion is not allowed to play a part in civil affairs Religion: a particular system of belief in god or gods and the activities that are connected with this belief, such as prayer or worship in a church or a temple Rlii Religion ~ particular religion i or sect 2/19/2010 4

5 EHV and Secularism Article 28 : No religious instruction shall be provided in any educational institution wholly maintained out of state funds Religious instruction instructions regarding particular forms of prayer or worship or belief system Secular state No sect be patronized & its specific religious i instructions ti imparted

6 Secularism and dvalues Does Secularism imply value neutrality? Basis of Civil and criminal laws Universal human Values like honesty, truthfulness, thf non-violence, abstaining i from stealing, sexual misconduct etc. Religions also prescribe ethical norms for their followers..how to draw line between religious teaching and value education? 2/19/2010 6

7 Analysis of Religions Each religion has two dimensions : outer sheath and the inner core Outer sheath:conditioned by historic, social and political climate --parochial Inner core: spiritual truths Universal : Laws of Nature pertaining i to the subjective world of Man : Dharma 2/19/2010 7

8 What is Dharma? Dharma : basic nature or characteristic dharma of fire is to burn ; all beings are jaradharma sanatan dharma : Eternal Laws Na hi verena verani samantidha kudacanam Averena ca sammanti esa dhammo sanantano 2/19/2010 8

9 Value Education & Dharma Mental defilements like ill will, anger, animosity, hatred, greed, etc. have the characteristic of agitation and burning. Pure mind is full of love, compassion, kindness, generosity, etc. and has the characteristic of joy, peace, harmony. These laws are applicable to all. EHV: Understanding and Internalizing such laws. 2/19/2010 9

10 Can Values be taught? Taught vs caught models and their implications No way out of the present morass Inspiration rarely lasts after the charismatic person has gone- example of Gandhiji Is value neutral education possible? Any wider interpretation of facts, be these historical, rational or scientific, necessitates value judgement. 2/19/

11 Can Values be taught? The question is fundamentally flawed - value neutral education is a myth Absence of formal discussion results in conflicting signals from different teachers Role of family as an institution for value education : Present state t of families 2/19/

12 How should values be taught? 2/19/

13 How should values be taught? Limitations of the didactic approach of moral education Need for rational analysis No conflicting value signals in different subjects taught to the students Knowing about values and actually living them 2/19/

14 Cardinal Principles of Value Education The foundation should not be made dependent on myth, or authority Provoke the students to analyze the world and the experiences of their own life -its goals, aspirations,etc. Value dimension should permeate teaching Give practical training in self-restraint & self observation to actually inculcate values Teachers as senior students, nor moral masters 2/19/

15 Rationale behind UHVs Appreciating interconnectedness Evolutionary paradigm Golden Rule Empirical Approach 2/19/

16 Analyzing nature..to appreciate Interconnectedness Analysis of Breathing Process--natural cycles The continually changing constituents of human body Quantum theory : what is reality? Silent contributors to our success--deep ecological perspective Interdependence-Inter-being concern for others 2/19/

17 Analyzing Nature. The Evolutionary paradigm Theory of Evolution : Man has evolved from the living cell over billions of years through random genetic mutations + natural selection motivated by survival Quantum physics : At a deeper level matter and consciousness are actually inseparable deep down the consciousness of mankind is ONE. 2/19/

18 The Evolutionary paradigm View of sages of ancient India : Evolution is a progressively clearer and more powerful manifestation of the Universal Consciousness pervading the Universe Matter--faint glimmer of the consciousness Plants --grow, breathe, communicate Animals--All the above+ movement+ elemental ethics 2/19/

19 The Evolutionary paradigm- Four dimensions of Evolution Individual IV Higher Collective III Cultural II Mental 2/19/ I Biological

20 The Evolutionary paradigm Human beings--quantum jump in all abilities of animals + increased awareness, esp. awareness about self + ability of self control & self transcendence Future Evolution of Man --Huxley s views : Man s evolution is not biological but psycho-social;..man s most comprehensive aim is.. greater self-fulfillment through fuller realization i of the possibilities i 2/19/

21 Future Evolution of Man Aurobindo :..It is through consciousness, through its transmutation and no longer through a new bodily organism as a first instrumentation that the evolution can and must be effected. Neuroscientists: Fuller utilisation of the right cerebral hemisphere which functions in non-linear, intuitive, holistic modes 2/19/

22 Evolutionary Paradigm and Universal l Human Valuesl Future Evolution : Greater self fulfillment through movement to higher levels of consciousness UHV Values that help in this journey { love, compassion, generosity, truthfulness etc.} Undesirable values Those which drag us down the ladder of evolution { arrogance, lust, pride, anger, acquisitiveness, etc.} 2/19/

23 Analyzing Life s experiences I Do I feel happy when others cheat, steal, abuse, beat me What kind of friend, employer, customer, servant, spouse, child...would I like? Is it true of all? Do unto others as you wish others to do unto you 2/19/

24 Analyzing Life s experiences II What makes us really happy? Greediness or generosity? Cheating or honesty? Anger or forgiveness? Cruelty or compassion Falsehood or truthfulness? Is this universally true? Thus we can discover the requirements for happy living : The laws of nature dharma 2/19/

25 Analyzing Life s Experiences..III UHV as requirement for happy living imposed by Dharma < laws of nature> pure mind leads to joy, impure to suffering UHV{ love, kindness, compassion, generosity, non-jealousy etc,} are the characteristics of pure mind Humanistic psychology - UHV as the higher needs of Man Differences between people are trivial as 2/19/2010 compared to what they have in common 25

26 Value Conflicts in Daily Life Truthfulness : avoiding caller on phone ; disclosing terminal disease, owning up mistake, narcissism Honesty : Private Tuition, selling a house, Inflated Electricity bill, property tax Forbearance : ti trivial ilqueries of weak students, criticism of colleagues/students Compassion : beggars, accident victim, giving lift in car 2/19/

27 Knowing vs Imbibing b Values Duryodhana s dilemma janami dharamam na ca me pravritt janami adharmam na ca me nivritti. Chasm between conscious & unconscious mind It is easier to denature plutonium than to denature the evil spirit of Man- A.Einstein Practical training in mental purification Vipassana as taught by the Buddha 2/19/

28 Value Orientation of Teaching Discuss in all subjects their value implications physics, chemistry, mathematics, biology, social sciences. Technology : Impact on society social, environmental and moral Marketing : Importance of being truthful Economics : There are many factors besides profit Business management : Ethical issues 2/19/

29 Responsibilities of Teachers of Value Education Become Role Models of Value based life Teaching with love and compassion professional integrity - transparency in evaluation accepting shortcomings gracefully, humility Regular meditation Working as senior students and not moral masters 2/19/

30 Concluding Remarks EHV is the paramount need of the hour to ensure survival of the humanity value neutral education is a myth, default value system is hedonism! EHV is best done by encouraging the students to analyze the world and the experiences of their own life -its goals, aspirations, etc. Value inculcation needs practical training in self restraint and mental purification - possible through Vipassana meditation EHV Teachers have to be role models-- not moral masters but senior students 2/19/

31 Thank you!

A framework for Value Education of Scientists and Engineers

A framework for Value Education of Scientists and Engineers P.L.Dhar Professor of Mechanical Engineering, and Head, National Resource Centre for Value Education in Engineering Indian Institute of Technology,