Value Oriented Education: A Quality Teaching Perspective (original) (raw)

This paper highlights the value oriented education. Defining value education as education itself, the author advocates the need for the preparation of a teacher as an agent for social change, to equip him or her to deliver the quality of values as per the situation and explore the process by which children develop values essential for living in the society. Teachers need to be trained to create situations and be imaginative to reflect on that situation by making students aware of values and highlighting its need. Values education can take place at home, as well as in schools, colleges, universities, offender's institutions and voluntary youth organisations. In this direction, radical change in human consciousness is needed, so that human beings conduct themselves in more desirable directions to shape their life patterns by strengthening their beliefs and by integrating facts, ideas, attitudes and actions. This will also help clarify their aims in life as well as processes to achieve them. This paper emphasises that value education in modern context is considered much wider, transcending the boundaries of religions and encompassing ethical, social, aesthetic, cultural and spiritual values. Value-oriented education needs to be realistically achievable in consonance with the academic framework of a school. Values are not only taught overtly, but are also embedded in the patterns of social relations and interactions, the codes of conduct, modes of discourse amongst students themselves as they partake of school life, and in their interactions with teachers and administrators etc.. So the encounter of values education is a complex cultural practice. Value Education refers to planned educational actions aimed at the development of proper attitudes, values, emotions and behaviour patterns of the learners. Teaching is both an intellectual and moral enterprise; therefore there isn"t a point in time or stage during the teaching or preparation that values aren"t a part of the process Ball and Wilson (1996). Ball and Wilson (1996) further argue that in the process of teaching teachers are striving to establish and maintain the integrity in teaching, this process being dependent upon the interplay of commitments, values, beliefs and understanding of students, subject matter, professional communities and parents. Teaching is not a job; it is an attitude. Teacher is a source of information, a guide, a mentor, a surrogate parent, a motivator, all at the same time.