Sl.
No.
|
Conference/ Seminar/
Workshop
|
Theme
|
Venue &
Organized by
|
Duration
|
Remarks
|
1
|
National
Seminar
|
Recent
Tends in Educational Technology
|
Holy
Trinity College of Education
|
1day
|
Organizer
|
2
|
National
Seminar
|
Construction and Standardization of Tools for
Educational Research
|
James College of Education, Mananvilai
|
1day
|
Participated
|
3
|
National
Seminar
|
Quality Assurance in Teacher Education
|
Agniswamy College of Education
|
1day
|
Participated
|
4
|
State
Level Workshop
|
Improvised
Teaching Aids for Effective Teaching
|
Ruben
College of Education, Thadikkarankonam
|
1day
|
Participated
|
5
|
State
Level Seminar
|
Human
Rights
|
Sadakathullah
Appa College, Tirunelveli
|
2 days
|
Paper
presented
|
6
|
National
Seminar
|
Designing
Educational Research
|
Bethlahem
College of Education
|
2days
|
Participated
|
7
|
National
Seminar
|
Capacity
Building of Students Teacher Class Room Communication
|
Grace
College of Education, Padanthalumoodu
|
1day
|
Participated
|
8
|
Workshop
|
Experiments
in Educational Psychology
|
Manonmaniam
Sundarnar University, Tirunelveli
|
2 days
|
Participated
|
9
|
National
Seminar
|
Human Rights
Education among College Students
|
Nesamony
Memorial Christian College, Marthandam
|
2 days
|
Paper
presented
|
10
|
National
Workshop
|
Research
Methodology and Statistics
|
N.V.K.S.D College of Education, Attoor
|
5days
|
Participated
|
11
|
National
Seminar
|
Challenges and Responsibilities in Teacher Education
for Quality Enhancement
|
Bethlahem College of Education, Karungal
|
2 days
|
Participated
|
Teaching of History
Wednesday 4 December 2013
My Profile
VALUE EDUCATION
CONCEPTS OF VALUES
Value has very intimate relationship
with the human interest. Values refers to objects that human beings consider
desirable and worthy of pursuit in their thoughts, feelings and actions. These
may be materials (flood, wealth and various consumer goods) or abstract
qualities and states of mind and heart like truthfulness, happiness, peace,
justice etc.
Values reflect one’s personal
attitudes and judgments, decisions and choices, behaviors and relationships,
dreams and visions.
For example, in the absence of
hunger, the value of edibles becomes very much less. On the other hand, when
one is hungry, even a very ordinary food item seems to be very valuable. A thirsty
individual is ready to pay anything for a glass of water.
Definition
1)
Views
of Allport,
“The term value means the relative prominence of the subject’s interest on the
dominant interest in personality”.
2)
According
to Edgar
S.Bright Man, “In the most elementary sense, value means whatever is
actually liked prized, esteemed desired, approved or enjoyed by any one at any
time. It is the actual experience of enjoying a desired object or activity”.
3)
According
to Parker,
“Values belong wholly to the inner world of mind. The satisfaction of desire is
the real value, the thing that serves is only an instruments. A value is always
an experience never a thing or an object”.
4)
Views
of Dr. Premkripal, “Values may be defined as(a) what we believe –
professed values (b) what we practices – operational values and (c) what we
learn from experience in order to adapt and renew traditions received from the
past – traditional values”.
5)
According
to Cunning
ham, “Educational values become aims of education according to these
qualities abilities and capacities are promoted in theindividuality which is
inherently values of life”. Thus educational values are those activities which
are good useful and valuable from the point of view of education.
Value Education:
Value
education refers to a program of planned educational action aimed at the
development of value and character. Every action and thought of our leaves an
impression in our mind. These impressions determine in our behavior at a given
moment and our response to a given situation. The sum total of all our
impressions in what determines our character. The past has determined the
present and even so the present our present thoughts and actions will shape our
future. This is a key principle governing personality development.
CLASSIFICATION OF
VALUES
1. Personal values
2. Religious values
3. Social values
4. Political values
5. Economic values
6. Intellectual values
7. Ethical values
1. Personal values:
Personal
values refer to those values which desired and cherished by the individual
irrespective of his/her social relationship. The individual determines his own
standards of achievement and attains these targets without explicit interaction
with any other person.
Example:
ambition, courage, honesty, punctuality, self-confidence, simplicity, dignity
of labor etc.
2. Religious values:
Worship,
devotion and faith come in the category of religious values. Religious values
are related to faith in God, means of reaching him, consequences that result
from the deviations of not adhering to such noble paths.
3. Social values:
It refers to
those values which are others oriented. They are concerning to society. Social
values are always practiced in relation to our neighbors, community, society,
nation and the world.
Example:
Accountability, courtesy, forgiveness, freedom, friendship, hospitality,
justice, love, patience, responsibility sympathy etc.
4. Political values:
These values
arise out of man’s desire for power. Any political system it treats all men
equal in the eyes of justice and administers the people becomes a higher value
5. Economic values:
Economic
values come to be known through market prices. Wealth and money is needed for
the fulfillment of the needs of life. It includes all those commodities which
can be purchased. All things that have an exchange value may be said to have
economicvalues.
6. Intellectual values:
The
importance of knowledge and acquisition of truth under the category of
intellectual values. This is related to knowing the truth in many of its forms.
The knowledge of truth is made use of in various ways to get satisfaction.
Methods of value
education
The
programs of value education should be pre-planned. All the curricular,
co-curricular and extra-curricular activities of the schools should
appropriately be geared to achieve the desired goals. The methods of
value-education involve. The formal, informal and non-formal methods of
teaching.
i.
Direct and Indirect Methods of
Teaching:
Direct
approach means teaching values directly to others. Here efforts are made
cautiously to teach different values to others. Sometimes it may result in
reaction formation or contra-suggestions being formed, which will be defeating
the purpose of instruction.
Indirect
approach of teaching the different values is more convenient and effective.
Here teaching in done unconsciously. The students learn values incidentally.
ii.
Formal and Informal Approach:
When
the learners are taught about difficult values by using formal ways it may not
have greater effect. Here materials from book are taught with the motive of
teaching certain values. On the other hand, the learner or the receiver of
values is unaware of everything. He reads some materials from the books and is
able to pick up values of life incidentally. This type of learning in of
greater values and lants longer.
iii.
Curricular and co-curricular
Approach:
According
to curricular approach separate syllabus on framed which aims at teaching
different values to the learners the syllabus is prescribed and teaching in
done to finish the syllabus. In the text books, the different values may be
integrated in different chapters. Thus, the students have curricular program
which helps them to learn different values.
The
co-curricular activities can be well exploited for the development of secular,
moral and social values. According to co-curricular program, different
activities such as singing poem, recitation, drama, debate essay writing
competition etc. are organized with the main motive of inculcating different
values of life in the youth.
Value
education is essentially a matter of educating the feelings and emotions. It is
the training of the heart and consists in developing the right feelings and
emotions. It does not involve any cognitive abilities that can be trained. It
is to ‘caught’ rather than taught. It is essentially a matter of creating the
right atmosphere, imitation and learning by example communication with nature
or modeling on self after an ideal. There are five dimensions of value
education and they are
i.
Physical
education
ii.
Emotional
education
iii.
Mental
education
iv.
Aesthetic
development
v.
Moral
and spiritual domain
Importance of Values
i.
Values and Sub-Systems of the
society:
Sub-systems
of the society like political economic social educational, religious,
industrial system depends upon values. For e.g. political values affects
everyone in India and the world over there is a decline in value system at
political level there is corruption and crime everywhere. It is due to the
erosion of values in political system.
ii.
Values and family:
Family’s
peaceful environment and its development depend upon their values.
iii.
Values and Locality:
Behavior
of individuals at a particular locality depends upon their values.
iv.
Values and Individual:
Growth
is development of an individual / society depends upon its values.
v.
Values and Educational Institutions:
The
environment in different educational institutions depends upon value system
being followed. Decline is value system leads to decline in educational
standards.
In
this way there is a great importance of values in our lives.
According to Mahatma Gandih;
“It
wealth is lost, nothing is lost”
“It
health is lost, something is lost”
“It
character is lost, everything is lost”
Values
are the guiding principles decide in day to day behavior as also is critical
life situation values are a set bring of principles or standard of behavior
values are regarded desirable, important and held in high eastern by a
particular society in which a person live.
Values
are there with in the individuals and they develop in them as are the
situations all around and the circumstances hey are placed in our values are
embedded in all our institutions which are the artifacts of society and
culture. So values are not something which is remote and unattainable. Moreover
there values can be identified in our achievements. Various sources of values
are;
1)
Religion:
Religion
is an important source of values. It means to bind and unity the people. It is
thus unifying force. Every religion has its distinctive philosophy and approach
to life. They propagate different values.
Hindu
religion advocates self-realization or Moksha. Everyone ultimately tries to
merge his own self with universal God.
Christianity,
Islamand Sikhism emphasis a particular way of life banned on the doctrines and
principles of respective religion. All the religions some common values such as
(a)Simplicity (b) Pursuit of truth (c) Dignity of labor (d) Tolerance (e) Broad
Mindedness (f) Welfare of Mankind (g) Attainment of bliss Moksha (h) Holy life
and (i) Purity and simple living.
2)
Philosophy:
Philosophy
of live is another important source of values. There are varying philosophy of
life and education. Idealism recommends higher and fundamental values of life
such as Truth, Beauty and Goodness.
3)
Literature:
Literature
in also an important source of values. Literature and social life are closely
interlinked. The basic function and role of language and literature is to
promote right types values among the people.
4)
Social customs:
Social
customs such as social functions, cultural heritage, social beliefs, and social
practices advocate different types of values.
5)
Science:
It
is an important social institution and is a source of values. Through science
we are able to have our knowledge banned on observation, experimentation and
rational thinking. According to Barber, the values more favorable for science
are (a) Rationality (b) Utilitarianism(c) Universalism (d) Individualism.
Project Method
Introduction
The Project
Method of teaching was first propounded by John Dewey. The basic idea of this
method is that pupil can learn a lot of things with the help if association and
mutual co-operation. This method promotes purposeful activities through a group
of pupils and the pupil will work co-operatively. The pupils will work together
by forming small groups according to their interest and abilities. The main
objective of this method are learning by doing and learning by living together.
Definition
“A project
is a whole hearted purposeful activity proceeding in a social environment”.
-Kilpatrick
“A project is a problematic act
carried to completion in its natural selection”.
-Prof.
Stevenson
“A project is a bit of real life that
has been imported into school”.
-Ballard
Principles underlying
Project Method
1. Purposiveness
There must
be some objective of the project because the pupils do that work with more
enthusiasm which has definite and clear objectives.
2. Freedom
The pupils
are free to select the project. They select the project according to their will
and they execute it with the advice of the teacher.
3. Activity
The project
should be activity centered because the knowledge gained if activity is stable
and useful.
4. Reality
The project
should be real. Only then the pupils would be able to complete it naturally and
in real conditions.
5. Utility
The project
must process the quality of utility because the pupils do the work more
interest which is useful for them.
Essential Steps of
Project Method
The
following steps are involved in this method
i.
Providing
a situation
ii.
Choosing
the project
iii.
Planning
iv.
Executing
the project
v.
Evaluation
of the project
vi.
Recording
of the project
1. Providing a
situation:
In this
step, a situation is provided to the students to think over in choosing some
project to work on. They may be confronted with a problem while studying in the
classroom, participating in co-curricular activities and going on excursion
etc. It may force them to think about for choosing some project.
2. Choosing the
project:
In this
second step students try to choose a definite and appropriate project keeping
in view of the resources in hand and the nature of the problem faced in the
first step. They are properly guided by their teachers in this selection task.
Then the aims and objectives of choosing a project are properly discussed
through group participation.
3. Planning:
The project
chosen is again discussed in terms of laying down a plan and procedure for the
execution of the project.
4. Executing the
project:
In this step
students are engaged in the execution of the project in a natural way without involving
any artificiality. They plan their roles according to their abilities and
capacities with a true, social and co-operative spirit.
5. Evaluation of the
project:
In this step
the work done on the project is evaluated from time to time. The line of action
and mode of execution may be modified on the results of such evaluation.
6. Recording:
A complete
record of the work, their planning, discussion on significant aspects, their
achievement etc. has to be developed by the pupils at the end. Also they should
record the criticism of their own work and the suggestions for the further
work.
Criteria of a good
project
A good
project can be accessed using the following criteria.
v A project should be purposeful,
useful and practically applicable to the daily life of the students, with
clear, well defined objectives.
v The project should help in providing
useful and meaningful learning experiences to each member of the group.
v The project should be within the
reach of the students in accordance with their interest and ability levels.
v The project should be feasible in
terms the availability of human and material resources and time limit.
v The level of complexity of the
project should match the ability level of the students.
v The learning activities of the project
should be life-like purposeful and natural.
Merits of project
method
1. Psychological method
Project
method is based on psychological principles. The innate tendencies, interests
and aptitudes of the students are best utilized in this method.
2. Democratic way of
learning
Liberty,
equality and fraternity are some of the cardinal principles which form the
basis of project method. Right from the selection of the project till its
execution students are provided sufficient freedom for thinking, decision
making and going ahead in their assigned tasks. All of these students cooperate
in a common project according to their tastes, temperaments, abilities and
capacities.
3. Development of the
social virtue
Many virtues
essential for good citizenship like self-confidence, tolerance, patience, self-dependence
sense of responsibility duty blondness, resourcefulness, mutual love and
co-operation etc.
4. Practical method
This method
of the maxims of teaching like ‘learning by doing’ and learning by living.
Therefore what is to be learnt in project method is learnt by doing that in a
very practical way. In project method the problems concerning actual life
activities are undertaken therefore, it provides sufficient training to the students
to use their learning in their practical life.
5. Dignity of learner
Project
method emphasizes dignity of labor. Students irrespective of their caste, creed
and social status join their hands in doing mental and manual labor in the
execution of the project.
Demerits of project
method
1. Difficulty on the
part of the teacher
Project
method provides many challenges to the teachers in charge right from theselection
of the project till its execution. Every teacher is not equipped with such
enthusiasm abilities and leadership essential for working with such a method.
2.Uneconomical method
Project
method is an uneconomical method in the sense that the time, labor and amount
spent in this method is quite larger than return received.
3. Not suitable for teaching
subject
No organized
and systematic teaching is possible in the project method.
Project
method put obstacles in terms of the coverage of lengthy school syllabus.
Through projects hardly a part of the syllabus can be covered and therefore, it
doesn’t suit the present day teaching.
5. Not suitable to the
present day condition
In India,
our schools can be neither afford sufficient money nor provide appropriate
personal for teaching with project method. For using this method, suitable
textbooks are also not available. Schools are over crowed and the educational
structure is examination oriented.
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