Effective steps to inculcate values

THE 20TH century is over. The future years would critically analyse the last century in its various facets, aspects and accomplishments. It is too early in the time frame of history to pronounce judgments on the last 100 years. There will be very different approaches to list the achievements and failures whenever attempts to list these would be made. It is universally acceptable that much has happened in practically every realm of human endeavour and that too, at a much faster pace than any of the comparable time frames of the past. It has been a century of great achievements in scientific and technological sectors as well as in social, economic and cultural sectors.

There is, however, much that has given hope and expectation to the human kind while welcoming the 21st century. The global upsurge for universal elementary education shall probably remain one of the outstanding contributions of the 20th century. Though not fully achieved, global efforts for the same have been considerable and comprehensive. In a world which is primarily torn between a few `haves' and majority of `have nots' in a highly disproportionate manner, tensions, diversities, inner- vision, violence, terrorism, consumerism and the like are creating a dreadful scenario. Education can be the only hope. Education can contribute immensely to a culture of peace, cohesion and collaboration. Twentieth century has given very clear signals to the human race that it must initiate all round efforts to achieve global peace as the only other alternative is in the annihilation of human race from the face of the earth.

Education for peace and for a culture of peace is being globally accepted and adopted by the nations, and more so by the education systems worldwide. The implications and imperatives need to be understood in right perspectives. In India, the social cohesion, adherence to moral and ethical values and commitment to the society have been the hallmarks of socio- cultural ethos. The need to sustain this ethos in the emerging context has been highlighted in the reports of various committees and commissions on education.

The University Education Commission headed by Dr. Radhakrishnan (1948-49), took a comprehensive view of education in India, and made significant recommendations on religious and moral education in the educational content in the higher education sector, which was its mandate.

The Commission considered the issue of India being a secular country and its implicit indication that no religious instruction can be provided in educational institutions maintained out of state funds. It, however, made a very significant recommendation that ``Unless morality is taken in a larger sense it is not enough. If we exclude the spiritual training in our institutions, we would have to be untrue to our whole historical development.''

To reinforce its arguments, the Commission quoted extracts of the 1945 document prepared to recommend the values that should govern the future of British secondary schools. ``We believe that education cannot stop short of recognising the ideals of truth and beauty and goodness as final and binding for all times and in all places as ultimate values. Our belief is that education from its own nature must be ultimately conceived with values which are independent of time or particular environment..., no programmes of education which concern themselves only with relative ends and immediate adoption of the individual to existing surroundings can be acceptable.''

There were two other major developments- Secondary Education Commission (1952-53) and Committee on Religious and Moral Instruction (1959). Both these Committees recommended introduction of religious and moral instruction and emphasised its role in the growth and building of character of individual human being, which extends its influence to the society. The Sri Prakasa Committee (1959) made very specific recommendations of practical significance regarding teaching of moral and spiritual values in educational institutes. It desired inclusion of the lives and teachings of the great religious leaders and their philosophies, use of mass-media, preparation of books to imbibe in the inherent communities, basic ideas of all religions, and the essence of the lives of great religious leaders. It also recommended organisation of lectures on inter-religious understanding and went to the extent of recommending compulsory physical training to help students learn the spirit of cooperation, sportsmanship and respect for each other. The Education Commission (1964-66) headed by Prof. D. S. Kothari went in great depth to recommend conscious efforts for the development of social, moral and spiritual values with the help of ethical teachings of all the great religions. Kothari Commission had noted the apprehensions expressed with regard to Sri Prakasa Committee. It consequently decided to adopt a plausibly more acceptable approach and made the following recommendations:

(i) Central and state governments should adopt measures to introduce education in moral and spiritual values on the lines recommended by the Secondary Education Commission and the Sri Prakasa Committee.

(ii) Some periods should be set apart for moral instructions.

(iii) The university departments in comparative religions should be concerned in the ways in which these values can be taught widely and effectively and also prepare literature for use by the students.

Value orientation as the main focus of education, should regard every single teacher as a teacher of value education and all subjects should be imbibed with value inculcation.

One major development in the field of education was the Ramamurthy Commission report in 1990. This report emphasised linking Indian education system to its indigenous roots and developing curriculum around the environment of the child. It also emphasised inculcation of appreciation of India's cultural heritage and the legacy of creation of generation of knowledge and its applications for the benefit of human beings over the centuries. Emphasis on working with hands, becoming emotionally stable and developing capacities in internalising the basic appreciation towards peace, harmony and cooperation were also emphasised. The report, however, was lost in the maze of political changes.The curriculum content of school education must be indigenous and within the comprehension of both the teacher and the learner at each stage. The teachers' comprehension should not extend only to transmitting information from a prescribed textbook to the children but in developing capabilities to evolve the curriculum from the surroundings itself at the primary stage of school education. In developing such an approach, the criticality of the need for value inculcation and emphasis on ethical and moral education should form an integral part of each and every unit and activity. Small stories from epics, mythologies and history suitable to the stage and linked to the value inculcation, would generate interest amongst the young learners, and could familiarise them with the cultural evolution and heritage. This would also lead to understanding of the culture and heritage of different communities and gradually help in developing respect for religions, languages and culture practices which may be different from that being practised and evolved in the learners home surroundings. These are the times not only of universalising elementary education but also of universalising science education, which along with technology is gradually becoming the basic foundation of all the endeavours of development. Learning of science and technology should aim at developing scientific temper that would provide rationality and lead to logical interpretation of various issues, occurrences and situations. Learning must lead to social cohesion, spirit of cooperation and willingness to work in a group. It could also lead to inculcation of desire to work with others. The schools must establish mutuality with the communities in various ways, particularly in nurturing in the children this spirit. Communities and individuals would value education more and more in future. They would also assess the returns that they are receiving. A couple of action points could possibly contribute effectively:

* It is necessary to liberate the child from the compulsive chains of prescribed curriculum and give the teacher and the learner freedom to evolve and develop curricula around their own situation in initial stages of school education utilising the national guidelines to maintain basic uniformity with pronounced flexibility.

* The hesitation in delineating strategies for value inculcation from religions through its various sources needs to be given up. Efforts to develop a sense of self esteem and pride in being an Indian and in the individual's own capability to respect other religions and their practices must be imbibed thoroughly and thoughtfully.

* A sense of belongingness must be developed amongst every individual learner by focussing on Indian contribution to world civilisation. It is high time that Indian contribution in areas like mathematics, sciences, maritime, medicine, trade, architecture, sculpture, establishment of institutions of learning is emphasised and made known to the learners to develop a sense of belongingness to the nation with respect and attachment to the past. That would give confidence for greater performance and achievement in future.

* Teacher preparation must ensure development of commitment amongst teachers. It is a tough proposition when most of the other sectors are influenced by self interests and material pursuits everywhere. However, teacher education needs to emphasise throughout in its programme that teachers alone can kindle the spirit of value-based growth and development and motivate other to lead their life with full commitment and adherence to common values as imbibed in the constitution of India.

With all the limitations, deficiencies and rigidities inherent in our educational system and functioning of the schools and other learning centres, transformation and overhaul of the system has to be achieved only through the combined efforts of the teachers and the communities. A value based approach must form the backbone of educational system and also the teacher education system. Effective and visible steps need to be launched by the teacher education institutions and motivated schools at the earliest. The multiplier effects would be tremendous.

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Gandhiji's perceptions

TO GANDHIJI every individual human being was prominently significant and had the capacity to contribute immensely to the Society and humanity. He was concerned that we were being reduced to a state in which we were losing what was traditionally and culturally Indian, and were not able to acquire the new from the alien system. To him real education did not consist in packing the brain with information, facts and figures, or in passing examinations by reading prescribed number of books, but in developing the right character. The explorations and possibilities of non-violence would prove profitless without character.

Gandiji's perceptions in education focus on moral values and ethics. They highlight the concepts of self-esteem for every individual. He firmly believed in practising what he preached. Essentially education must lead to internalisation of the obligation on the part of each human being to be noble in word, thought and deeds. In a plural society, it should also help the individual to celebrate the plurality and yet visualise inherent unity of values and a life of dedication to others.

One of the most familiar message in Indian culture is the approach to strive for the betterment of all, the `prayer' that `let all people live happily in good health and cheer.' Nowhere else, such an evolved essence of the thought processes aimed at well being of the other, concretised before India.

Earlier Indian scriptures exhort everyone to serve others, sacrifice for others and serve the mankind. Such an approach if exposed to the children in school at an early age, is bound to leave lasting impressions, which would evolve in due course of time, as the children grow and face the world around them.

In a global scenario of erosion of values, it would be difficult to have individuals in society who would strive to halt the process of value deterioration, unless and until schools produce young persons with the right aims and objectives of human life. This should also give clear indication of what should be the curriculum of education in years to come and how the same can contribute in developing the culture of peace within the communities, amongst religions, countries and eventually globally. The trend of focussing only on specified examination oriented subject areas needs to be discarded.

The focus in education must change towards the making of a person, who would contribute not only with informaiton and knowledge but also with understanding and insight of the ever evolving processes of human growth and development. Gandhiji's efforts were not limited to the struggle for freedom from the British rule.

Even an overview of his writings would indicate that he had gone into every aspect of human life at the individual level as well as at the social, community and national level. Much before independence, he had his plans ready for an indigenous education system that would familiarise children with their surroundings, their people and then with India as a whole as their own motherland.

J. S. RAJPUT

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