Value Education and Environmental Education   

Definition of value                                                                                

"Value means primarily to prize, to esteem, to appraise and to estimate. It means the act of achieving something holding it and also the act of passing judgement upon the nuture and amount of values as compared with something else" - John Dewey. 

 Value Education                                                                                   

 Value education means inculcating in the children a sense of humanism, a deep concern of the well being of others and the nation. 

 According to Dr. Y.N. Sridhar 'it refers to the study of development of essential values in pupils and the practices suggested for the promotion of the same. 

 Value Education                                                                                   

 1. Value based education Environmental. 

 2. Ecology. 

 3. Biodiversity Values-based education can strengthen students. 

 4. Optimism 

 5. Self-esteem 

 6. Commitment to personal fulfilment. 

 7. Ethical Judgment. 

 8. Social responsibility. 

 Need of Value Education                                                                     

 1. Improve Integral growth sustainable lifestyle. 

 2. Create attitudes. 

 3. Increase awareness           

                a. National history           

                b. Environment 

 4. Understand environment with interlinked (land, air and water) 

 5. Know about living and nonliving organism with Environment. 

6. Values allow the individuals to interact harmoniously with others. 

 7. Values guide our behaviours; they are part of our identity as individuals. 

 8. They show us how to behave and how not to behave when we are faced with desires or impulses, whether we're alone or with others. 

 9. They are like a compass that helps us behave consistently, regardless of the situation. 

 10.Values guide our actions and determine for 'us what's good or bad. 

 Classification of values                                - Z.K. Sataranjiwallah   

                                                                        Values 

 Biological                                                Instrumental                                                     Intrinsic 

 Biological 

 Everything that is desired is desirable. 

 Instrumental 

 The principle of utility is the guiding factor. 

 Intrinsic 

 Intrinsic values are reflected in idealism. 

 Types of Valuers                                                                                   

 1. Aesthetic 

 2. Personal 

 3. Social 

 4. Moral 

 5. Spiritual 

 6. Behavioural 

 7. Material. 

Traditional Indian Values                                                                    

 1. Truth 

 2. Beauty 

 3. Goodness 

 4. Spirituality 

 5. Simplicity 

 6. Tolerance 

 7. Pursuit of truth and 

 8. Non-violence. 

 Constitutional Values                                                                           

 1. Democracy 

 2. Socialism 

 3. Secularism and 

 4. Equality 

 Universal Valves                                                                                   

 1. Truth 

 2. Righteous Conduct 

 3. Non Violence 

 4. Love 

 5. World Peace 

 6. Human Right 

 7. Universal Brotherhood. 

 Methods and Techniques of value Education                                    

 A. Classroom Learning Activities Methods 

 B. Practical Activities Methods 

 C. Socialized Techniques 

 D. Incidental Learning Method. 

 A. Classroom Learning Activities Methods 

 This may include reading, listening, discussion, narration, direct presentation of ideas by the teacher and other strategies. These strategies should be used with any of the following sources of value education. 

 a. Biographies 

 b. Stories. 

c. Extracts from essays, articles, classics and news paper. 

 d. Parables, Proverbs, quotation and poems. 

 e. Valve/moral dilemmas 

f. Classroom incidents/once dotes/conflicts. 

 B. Practical Activities Method 

 1. Provides the learners with suitable opportunities to practice and live their lives according to the principles and values they have perceived and understood. 

2. A sound program of value education may include a combination of a few or all activities mentioned below :  

a. School Compus/classrooms maintenance activities. 

 b. Social forestry / Community development activities. 

 c. Work experience related activities. 

 d. Organizing campaign on community sanitation, literacy, environmental, awareness, AIDS prevention awareness. 

 e. Yoga, meditation and prayer sessions. 

 f. Eradication of social evils compaign activities (gender, inequality, dowry, alcoholism ----) 

 g. Co-curricular / self government activities. 

C. Socialized Techniques 

 The learner in socialized techniques is involved in activities and experiences which best represent functions and problems of agents of socialization. They are the simplified version of real social experiences and one necessary and useful when the reality is too abstract and obscured. 

 These include social role playing exacting and modeling. Role playing activities should be organized based on the life experiences and age level of students. Expected role of an ideal student, teacher, parent, patriot should encourage student to take role taking activities voluntarily. Negative precepts are to be discouraged in role playing.

D. Incidental Learning Method 

 An incident is an episode or experience in the life of an individual on group. It consists in identifying the wrong or right actions of sn individual or group, either pre planned to occur or observed by accident and reprimanding or realarding those concerned. 

 Programmes for Developing Values                                                   

 1. Community prayer. 

 2. Health and cleanliness programme. 

 3. Socially useful productive work. 

4. Specially class-room situations. 

 5. Cultural and Recreational Activities. 

 6. Citizenship Training 

 7. Social Service Programme. 

 Approaches                                                                                           

 Douglas Supreka (1976) outline eight different  approaches to values education, which may be briefly stated as under. 

 1. Evocation Approaches The students are encouraged to make spontaneously  free, non-rational choices, without thought or hesitation. It provides an environment which allows maximum freedom for students and provide a provocative situation for which spontaneous reactions are elicited. Real example : The reaction to a picture of starving children. 

 2. Nculcation Approaches Students are forced to act according to specific desired values. A positive and negative reinforcement by the teacher helps value inculcation. This can be done by a teachers natural actions and responses. This time honored method has been notably unsuccessful. 

3. Awareness Approaches This approach helps students to become aware and identify their own value. The students are encouraged to share their experiences. The teacher presents value laden situations or dilemmas through readings, films, role playing, small group discussions and simulation  students thus engage themselves in the process of making inferences about values from the thoughts, feelings, beliefs or behavior of themselves and others. 

4. Moral Reasoning Approach Through placing themselves in a role experiencing  the process of deciding, students can begin to see moral decision in a larger framework than their sigle point of view. It consists of the students discussing a dilemme and by reasoning they attain a higher level of knowledge. 

 5. Analysis Approach The group or individuals are encouraged to study social value problems. They are asked to clarify value question, and identify value in conflict. They are encouraged to determine  the truth and evidence of purported facts and arrive at value decision, applying analogous cases, inferring and testing value principles underlying the decision. 

 6. Value clarification Approach It helps students to use both rational thinking and emotional awareness to examine personal behavior patterns and classify and actualize values. This approach has been detailed by Raths, et. al. (1966) and Simon, et al. (1972) where the child is made to jot down a self analysis reaction work sheet, consisting of drawing, questions and activities 

 7. Commitment Approach It enables the students to perceive themselves not merely as passive reactors or as free individuals but as inner-relative members of a social group and system. 

 8. Union Approach The purpose is to help students to perceive themselves and act not as separate egos but as part of a larger interrelated whole- the human race, the world, the cosmos. 

 Other Approach (According to unesco apied on Education for        Affective Development)                                                                       

 1. Telling enables a pupil to have a clear picture of a value. 

 2. Inculcating Instilling and internalizing norms into persons own value systems. 

 3. Persuading Convincing the learner to accept certain values and behave in accordance with what is acceptable. 

 4. Modeling Epitomizing desirable/ideal values in presented to the learners as a model. 

 5. Role Playing Taking the role of another person but without the brisk of reprisals. 

 6. Simulating Pretend to be in a certain situation called for by the lesson and then to portray the events and also by imitating the characters personality. 

 7. Problem Solving Dilemma is presented to the learners asking them what decisions they are going to take. 

 8. Discussing situations, stories, pictures, etc. This technique asks the learners to deliberate on an explain the details in the lesson. 

 9. Studying biographies of great men Makes use of the lives of great men as the subject matter for trying to elicit their good needs and thoughts worthy for emulation. 

 10. Moralizing Working out a sense of morality through active structuring and restructuring of one's social experiences (eg. moral reasoning and analysis) 

 11. Valuers clarification values clarification as a strategy for values development may be considered as learner centered. It relies heavily on the pupils ability to process his beliefs, behave according to his beliefs and to make a decision whenever confronted with a value dilemma. 

 Environment Education                                                                      

 Man, as a part and parcel of the environment has to recognize the role and importance of environment in order to protect it and to get protection from it, for this, he needs environment education. 

 DEFINITION International Union for the Conservation of Nature (IUCN; 1971)"... the process of develop of recognizing values and clarifying concepts in order to develop skills and attitudes necessary to understand and appreciate the interrelatedness among men his culture and his biophysical surroundings. EE also entails practice in decision-making and self-formulation of a code of behercour about issues concerning environmental quality. 

 Environmental Education implies establishing proper ecological equilibrium which entails proper use and conservation of resources in a sustainable manner. 

 Environmental Education should enable people learn how hazardous environmental pollution population explosion and resource depletion could be... The best place to start such learning is "school".

Major Environmental Problems Needing Environmental                   Education                                                                                            

 Macro Kind - Soil Erosion, Extinction of wildlife, deforestation, Lack of water, Energy crisis and related issues. 

 Micro kind-poor health and sanitation, inadequate housing, population growth. 

 Focal Points of Environmental Education                                         

 • Concern for reality by exposing student to the real life world, natural and social environment in which they live. 

 • Enable students to analyse, evaluate and draw inferences about problems and issues related to environment. 

 • Enable students understand environment insuers and take positive environmental actions. 

 • Develop skills of environmental actions among students in order to facilitate the journey of mankind to wards sustainability. 

 Environmental Education in Curriculum Process                            

 • Learning about the environment. 

 • Learning through the environment. 

 • Learning for the Environment. 

 Goals of Environmental Education                                                    

 1. To improve the quality of environment. 

 2. To Create an awareness among the people  on environmental problems and conversation. 

 3. To create an atmosphere so that people participate in decision making and develop  the capabilities to evaluate the developmental programmes. 

 Objective of Environmental Education                                              

1. Awareness 

 2. Knowledge 

 3. Attitude 

 4. Skills 

 5. Evaluation ability 

 6. Participation 

 Scope of Environmental Education                                                    

 • Awareness 

 • Real life situation 

 • Conservation 

 • Sustainable development. 

 Guiding Principles of Environmental Education                              

 • Considering environment in its totally - Natural and Built, Technological and social. 

 • To be a continuous life long process begining at the pre-school level and continuing through all formal and non-formal stages. 

 • To be inter-disciplinary in its approach drawing on the specific content of each discipline making possible a holistic and balanced perspective. 

 • To examine major environmental issues from local, national, regional and international point of view, so that student receive that insights into environmental conditions in other geographical areas. 

 • To promote the value and necessity of local. national cooperation in prevention and solutions of environmental problems. 

 •To focus on current and potential environmental  aspects for development and growth. 

 • Enable learners to have a role in planning their learning experiences and provide an opportunity for making decisions and accepting their consequences. 

• Relate environmental sensitivity, knowledge  problem-solving skills and values and clarification at every great level. 

 • To help learners discover the symptoms and the actual causes of environmental problems. 

 • To emphasize the complexity of envisionment problems and has the need to develop critical  thinking and problem solving skills. 

 • To utilize diverse learning environment and a broad array of educational approaches to teaching.

  Major Environmental Issues                                                              

 1. Climate change 

 2. Environmental degradation 

 3. Intensive farming 

 4. Land degradation 

 5. Nuclear Issues 

 6. Over population 

 7. Ozone degradation 

 8. Pollution 

 9. Resource depletion. 

 Environmental Awareness in Essential for                                        

 1. Protect of the atmosphere. 

 2. Protect of land resources. 

 3. Conservation of biological diversity. 

 4. Environmentally sound management of biotechnology and hazardous wastes. 

 5. Prevention of illegal traffic in toxic products and wastes. 

 6. Improvement in living and working conditions of the poor by eradication poverty and stoping environmental degradation 

 7. We should limit our off springs because too many people will overburden the earth. 

 8. We shouldn't waste our resources on destructive weapons. 

9. We shouldn't run after gains at the cost of nature, rather should strive to restore it's damaged majesty. 

10. We shouldn't conceal from others the effects we have caused by our actions on earth. 

 11. We shouldn't steal from future generations their right to live in a clean and safe planet by impoverishing or polluting it. 

 12. We should consume the material goods to moderate amounts so that all may share the earth's precious treasure the resources. 

 Environmental Ethics                                                                          

 1. We should love and honour the earth since it has blessed us with life and governs our survival. 

 2. We should keep each day sacred to earth and celebrate the turing of its seasons. 

 3. We should not hold ourselves above other living things and have no right to drive them to extinction. 

 4. We should be grateful to the planets and animals which nourish us by giving food. 

 Sustainable Development                                                                    

 Sustainable development is a development that meets the needs of the present without comprising the ability of future generations to meet their own needs (world commission 1987) 

 The underlying Principles of Sustainable Development                    

 1. Symbiotic relationship between consumerist human race and producer natural systems. 

 2. Environmental mistakes of the past need not be repeated. 

 3. Healthy environment is essential for sustainable development and healthy economy. 

 4. It should stand for broader goals of social transformation. 

 Approach of Environmental Education                                              

 1. Interdisciplinary Approach   

 2. Multidisciplinary Approach 

 Role of Teachers In Environment Education                                     

 1. To arouse the children's interest in the environment and to raise challenging problems. 

 2. To discuss the approach to problems or topics. 

 3. To arrange visits. 

 4. To provide materials needed for practical work. 

 5. To arange for visiting speakers. 

 6. To initiate and develop discussion and debate; and 

 7. To provide facilities for displays and exhibitions of the work carried out.

Notes : 

Question : 

Other Important Public Institution