A framework of value education for engineers and scientists (original) (raw)
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A framework for Value Education of Scientists and Engineers
Technology is generally viewed as the tool for application of scientific knowledge to promote human welfare. Since the age-old problems of inequity, poverty, strife, crime and violence still stare in our face, there must be a grave inadequacy in our science and technology set up. Analysis reveals that the roots of this inadequacy lie in the fact that the youth, the future engineers and scientists, are being given an education that completely sidesteps the whole question of real human welfare, human values and goals. Clearly there is an urgent need to rectify the situation. Though most educationists appreciate the need for education in human values, there seem to be three serious misgivings about it.
SCIENCE CURRICULUM AS A MEDIA TO INCULCATE HUMAN VALUES
Value education is an interdisciplinary field of study with rich content. The philosophy about value is that, value should help any one to seek the real knowledge and goal of life in a righteous manner. It is equally important to ensure that the youth are equipped with core values needed to live as responsible citizens in complex democratic societies.
2016
In recent years many researchers, educationists and social reformers have expressed their views regarding major improvements to be incorporated in the education system, be it at the primary and secondary school levels or at the higher educational institutions. In this regard primary effort should be taken in developing a pool of quality teachers that can be an asset for the society. It is also a basic necessity that our education system should provide for inculcation of values. There should be harmonious blend of both materialistic and non-materialistic aspect for the development of sound personality and progress as well as prosperity of the country. A normal educational course in general should comprise of three things viz. imparting information and knowledge, developing skills and inculcating values. However, present scenario in Indian condition present a very dismal picture. Today's education is geared mainly to the first process, with little emphasis on the second and very m...
In spite of so much advancement in science and technology, the society is still besieged with the age old problems of inequity, poverty, strife, crime and violence. Though superficially, these problems seem to be disparate, having their origin in the economic, the political and the social systems, their roots can be traced to the fact that the youth are being given an education that completely sidesteps the whole question of human values and goals. Not that the need for such education has not been realised, but there seem to be two serious misgivings about imparting value education. First, value education is often equated with sectarian indoctrination-an anathema to a secular state like India. Secondly, there is this notion that values can not, and should not, be taught at all, these are picked up by youth from the environment in which they live, from the inspiration provided by the leaders, the role models. This paper analyses the reasons behind both these objections and shows how can values be taught in a scientific manner to modern rationally minded youth.
Today's technical education, in its widely prevalent form, is not able to adequately empower students to think independently. Consequently, being driven by peer pressure, it is leading to a blind race for jobs that are intellectually and mentally unfulfilling, and wealth that breeds chaos in family and in society. However, education is not just about learning skills (how to) but also about developing the ability to decide on what (what to do?) and why (why to do?). It should lead to the development of critical ability in students towards distinguishing between essence and form, or between what is of value and what is superficial, in life. It should develop their understanding which is a prerequisite for a movement from rule based society to a relationship based society. In this paper, we discuss our experiment of introducing a compulsory course on Human Values in the undergraduate core curriculum in a technical university. Rather than aiming at 'teaching' values, the cou...
Technology and Human Values © Meenakshie Verma
April, 2021
"According, to the Greek myth, Prometheus, a human, stole the secret of technology from the Gods. The head of the gods, Zeus, then made all humanity suffer for Prometheus' audacity and rebellion against the natural order of things. In one version of the myth, he sent down Pandora's Box, which, when opened, let escape all the evils of the world. Thus, suffering and unhappiness were the price humans had to pay for their theft of the god-like powers of technology. The ancient Greeks argued that whoever possessed a Techne had to be socially responsible. Both Plato and Aristotle stated that, for the social order to be maintained, it is mandatory that an individual must also practice Techne for the benefit of social, not exclusively for, oneself." Along, with economic and financial needs-across cultures, people have layers of social, cultural, ecological and psychological requirements-which must be met for optimal performance and complete their assigned tasks. In the course of action people often need reliable sources of motivation, self determination and positive personal growth. The process of identifying these sources and channelizing them has to be done and continued. Moreover, these ideas have to be introduced in early stages of social and professional life. During the past years there has been a concern shown towards inclusion of liberal arts education for the technology students. In particular for the STEM (Science, Technology, Engineering and Medical) related branches. Usually, technological education has miniscule or no emphasis on liberal arts and humanities themes. By and large technology and liberal arts are segregated domains of study. Irrefutably, technical streams produce significant numbers of quality technocrats, bureaucrats, medical professionals and engineers every year. Besides, such individuals are capable of solving technical problems in their chosen fields. However, quite often they find it difficult to effectively maintain a qualitative balance between technology, society, culture, human values, ecological concerns and sustainable development. Evidently, for the technology students the huge segregation between their education and other systems of knowledge does not provide enough opportunities to explore, human values, socio-cultural deposits and means of sustainable and inclusive development. As a consequence, the experts in various technology and engineering fields have a skewed understanding of priorities, structures and needs of the society, livelihood patterns also, subversive economic trends.
VALUE BASED EDUCATION: A NEED OF PRESENT SOCIETY.
Value education means inculcating in the children a sense of humanism that would build the nation and bring back to the people pride in work that brings order, security and assured progress. Present age is age of science and technology there is a great confusion and great losses. War and conflicts never come to an end, and the innumerable vicious phenomena are covering the world. The cause of such confusion and loses is due to the lack of value oriented education or the collapse of traditional views of values. In this paper an attempt is made to discuss the need of value based education in a present society. In this study it was carried out how one might study and modify a society to make it peaceful and more functional. In the present educational system the main emphasis is giving on scientific and information oriented education rather than value education. Spiritual values, social values, moral values and religious values are being neglected. Value suffers when too much emphasis is giving on materialistic satisfaction. The aim of this paper was why there is a need for imparting value based education in educational institutions and to develop the programs for inculcating values insociety. This paper tried to examine the role of value based education on inculcating code of ethics to develop the qualities of good conduct, self-confidence, unity, cooperation, justice, peace and prosperity in present society. This paper is aimed at to impart value based education in educational institutions, family and society as well and to churn out good citizens for the maintenance of world peace and harmony.
Values as a basis for human’s education
Logos i Ethos, 2014
Values as a basis for human's education Values exist and have impact; a life without values would be hard to imagine. As Józef Tischner put it, "our world is a world of values. " 1 They manifest themselves in the human world and they "need" man. And human beings need values to live, to make decisions and to gain understanding, a feeling of security, and meaning. However, our world is in crisis. We see that a social and cultural reality no longer create a structure in which we feel safe. The tradition in which we were raised and the authorities that are important to us are denied. We often feel that the world has lost its meaning. There comes a time to consider the world, to reflect on its essence while keeping in mind that "considering the ontology of the world, considering its being, must be joined with consideration of the worlds axiology, of good or values. " 2 Values that emerge in the contemporary world are often strange to us as Christians, they are repulsive or offend our feelings. Frequently we see that while man can discover himself as a result of values, he can also get lost because of values that are harmful to him. Thus, we begin to wonder if there are true values and apparent values, honest and dishonest values humane and inhumane values? In a world which is increasingly 1
VALUE EDUCATION IN THE CHANGING PARADIGM OF SOCIETY
Values are the foundations of Society and an essential part of human life. Man and value are complementary and supplementary to each other like individual and Society, bread and butter, fish and water, flower and it's fragrance and deeply inter-linked. Values are the basic ideals which are manifested in the good conduct and noble relationship among different members of the Society. Formerly, an education was given for values and develops our cognitive domain and makes our living better. On the contrary, value education makes our life healthier and provides knowledge to attain liberation through developing our cognitive, affective and psycho-motor domain. Value education provides tricks to purify our heart and develop appropriate sensibilities to make proper value judgment. Since life is education and education is life, acquiring values is a boon to life. Lack of value education ushers growing ecological imbalances, violence, frustration among the youth, persistence of negativity and suicide, sexual harassment etc. Value development is a continuous process. The National Resource Centre for Value education has been set up at NCERT since the year 2000 for integrating value education into the Curriculum. Alternative education is working for value education directly or indirectly, formally or informally. Although there are some value education centers are established for value development that are inadequate to teach values to the growing population especially for the children and youth studying in Schools and Colleges. The Government has made several attempts to introduce value education in the curriculum to inculcate values through appointing a number of committees and commissions. Hence, the paper has intended to make a threadbare analysis of value and value education viz:-Concept of Value from different angles; types of values; meaning, goal, aims and objectives of value education and the problems of value education in the contemporary Society. Further, the paper has also provide some tips and techniques of inculcating core values. Value education must be imbibed by the growing younger generation so as to accelerate the 'Ek Bharat Shrestha Bharat" programme and bring a renaissances in the Social surrounding .
NEED TO INTRODUCE VALUE EDUCATION IN CURRICULA
In the present study, an attempt has been made to focus on the need to introduce value education in curricula. Growth of industrialization, Lust for power ,indiscipline , selfishness, materialistic attitude, social disorganization, bad Character, Violence, Corruption, advancement of Science and technology, injustice, Casteism, modernization , Lack of feeling of loyalty, lack of code and Conduct, Psychology movements and social sensitiveness are considered the major causative factors of degradation of human values. Everywhere is cry of value degradation. At present, India is passing through a period of value crisis in several fields of national life. It is generally being said that the life of individuals as well as our social life is plagued with the evil values. It is need of the hour to introduce value education in curricula at all levels of education. Value crisis may be over, If parents, develop sanskara in their children and teachers give practical shape to sanskara to their students and government provides concerned facilities to institutions. It is not hope only, but, full faith that this article would be very helpful for the educators, Philosophers, leaders, governments and parents to infuse the values among the students and members of the society and stop the degradation of human values and develop congenial environment for better living, even teaching, learning and evaluation.