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Value Education: Ethics, Morals, Values - Committees, WSA and Ancient India (NET Paper 1)

Value Education

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  • Value education refers to the process by which people give moral values to each other.

  • learning about self and wisdom of life


  • Develop a critical ability to distinguish between essence and form.

  • Develop commitment and courage to act on one’s beliefs in real life situations.

  • Ethics are standards to determine what is right and what is wrong.

  • Values: Values are something we hold dear to ourselves like our feelings.

  • Morals: Morals are behavioral code of conduct.


  • Ethics are standards to determine what is right and what is wrong.

  • Values: Values are something we hold dear to ourselves like our feelings.

  • Morals: Morals are behavioral code of conduct.

Value Education in India

  • All round development

  • Hartog Committee (1929) – religious instructions to be given outside school hours

  • Central Advisory Board of Education (1946): religious and moral

  • Radhakrishnan Commission (1948): spiritual training

  • Secondary Education Commission’s Report (1953): It favored that religious and moral instruction should be given in schools outside the school hours on voluntary basis

  • Kothari Commission - policy for value education for 20 years beginning from 1966

  • National Policy on Education (1986): It also recommended setting up Centre for Value Education in all universities and institutes of higher education with the sole purpose of imbibing human values in their campuses

  • Program of Action (1992): It was based on NPE 1986. It emphasized value education as an integral part of school curriculum

  • Chavan Committee (1999): It was formed in Rajya Sabha on value-based education. five universal values represent the five domains of the human personality- intellectual, physical, emotional, psychological, and spiritual- and that they are “correlated with the five major objectives of education, namely knowledge, skill, balance, vision, and identity.”

  • National Curriculum Framework for School Education (2000): All of these recommendations were closely studied by National Council of Educational Research and Training (NCERT) and it brought out the Scheme for Strengthening Education in Values.

  • Common Minimum Program for Value Education (2014-2019): Proposal for a uniform and Common Minimum Program for Value Education will be implemented across schooling system, in the 2019-20 academic session

Core Values

  • Health And Hygiene

  • Responsibility For Self-development

  • Responsibility Towards One’s Work And Duty

  • Social Responsibility

  • Love, Care And Compassion

  • Critical And Creative Thinking

  • Appreciation For Beauty And Aesthetics

Whole School Approach

  • Attributes – Responsibility, gratitude, care, wisdom, perseverance and integrity

  • NCERT recommends the Whole School Approach to teaching values

  • A Whole School Approach (WSA) is a method that uses multiple interventions with multiple school community users simultaneously within a school environment

  • Experience and Activities – role plays, discussion, value clarification,

  • School leadership

  • Intervention programs

  • Teaching

  • Evaluation

  • Every school should prepare an annual plan highlighting the value concerns, activities and strategies to be adopted, and mechanisms to be created for each grade level.

Values in Ancient India

  • Buddhist ethics – Sila (ethics in buddhism) is one of three sections of the Noble Eightfold Path

  • Jainism – right knowledge, faith and conduct by means of 5 fold path

  • Rabindranath Tagore’s Santiniketan - blend of art, human values, and cultural interchange