INTRODUCTION:

India is a well-known country for rich cultural values and an education system. But unfortunately, now it has become a past story. In olden days ethical values used to play a major role in an Indian’s life. Value education used to start from childhood which used to be taught by elderly people in a family or gurus. Due to liberalization and globalization Indians started getting attracted towards western civilization and excess commercialization. Increased competition, nuclear family systems and career greed have made people behave like too much of a machine.

In now day’s nuclear families, more over both parents work, there is no time to spend with the kids; they just only run behind the career and money. Hence kids are not learning the proper value education from the parents. Parents feel their kids will learn the whole thing in schools and colleges.

In fact, our education system has become an input in the form of managers, businessmen, doctors, engineers, accountants, economists, scientists. They all have gotten the best educations and trainings but intellectual dishonesty is awful. In a nutshell, importance of education system in creating character of a student can be guessed from many incidents happening around us in day today life. Earlier we had news of 24 year female lecturer whom was burnt alive. At Wardha, a discarded paramour poured kerosene on his departed love and set her afire. On 13th April 2018, a girl committed suicide after her mother scolded her for not doing the household work. Another incident was a bank worker killed his senior manager for not giving him the promotion in job. In other incident two groups of teachers were street fighting with each other. Incidents such as fraud, rape, robbery, assault are happening every now and then. In most of these cases youths are being involved. These incidences show lack of values in an individual and leading to unharmonious society.

Youth are the backbone of every country. They play a vital role in the progress of the nation, thus training young is the only way to build a strong nation. Education institutions are no longer just for transferring information; they are also for developing character, forming attitudes, and shaping behaviors in youngsters. There is a strong need for a balanced educational curriculum that includes current topic knowledge as well as real-life values and skills such as love, care, and compassion, honesty and respect, equality, and an optimistic socially responsible person. If one wants to promote harmonious social behavior among members of a community, value education should be used.

REVIEW OF LITERATURE:

Mujjen (2004) performed a pilot research with 80 students at the Faculty of Earth and Life Sciences, examining organizational dynamics and learning processes in value education. The project aimed to integrate ethical perspectives on sustainability into the curriculum. In this work, the author applied a dilemma-oriented learning model (DOLM). The study found that students require greater information on the status of values.

Mohan, A (2016) has done study on role of a teacher in value education. This paper emphasizes the role of individual teachers to guide students towards success and a pleasant lifestyle. To instill values in pupils, teachers must act as role models and model appropriate behavior. According to the paper, teacher education should provide prospective teachers with the necessary information, attitudes, behaviors, and skills for effective performance. It provides six phases of teacher education. The paper also suggests eight techniques that instructors might use to provide value education.

Sheojee Singh (2016) provided an indigenous approach for instilling values in a highly methodical manner. According to the author, the Bhagwat Gita provides 11 phases for value education programs, including:

1. Developing a strong relationship between the teacher and the learner.

2. Making students confront the realities of life.

3. Understanding the sensitivity of the circumstance.

4. Striking a precise balance between the mental, emotional, and spiritual parts of personality.

5. Approach the pupil with empathy, reason, and compassion.

6. Developing the discourse in the appropriate spirit and direction.

7. Developing a condition of openness to higher consciousness.

8. Allowing the kid to make his or her own decisions: Teach him or her to accept responsibility.

9. Demonstrating how to completely submit to the self.

10. Make the student aware of his talents and strengths in a way that instills self-confidence at each stage.

11. Developing the student's independence and self-direction for virtuous conduct.

Aarya K. (2018) examined the Indian value system and the ideas of Swami Vivekananda and Gandhiji on value education. In his presentation, he outlined five qualities of Swami Vivekananda's religious and spiritual methods:

1. Practice yoga to get control over your mental capability in the present time.

2. Develop your mind via focus and profound meditation.

3. Gain information via conferences, conversations, personal experience, and creative activities.

4. Model your teacher's knowledge and character, and provide an example of clever and clear comprehension.

5. Guide your teacher individually.

Chitra Lakshimi (2009) in her paper on value education has argued for the incorporation of value education into technical education to assist students become technically and ethically strong engineers and professionals. Her research is based on secondary data collecting, i.e. a literature review. She strongly advised institutions and professors to show an interest in assisting students in value education.

Cairns, J., Gardner, R., and Lawton, D. (2003) in their book, they cover challenges in education, ways to teaching values such as the 'social unity perspective' and the 'group values view', teacher education and values, and ethics in the teacher's position in depth. This book contains a few research papers on education in values. In addition, it has included comparative research on value education.

NCERT (2014) developed a framework for value education in schools, emphasizing the relevance of this approach. This framework discusses and provides instances of teachers' comments on value integration in teaching. Integrating values into academic instruction requires willingness, dedication, and innovation. The framework applies solely to the school level.

Cubukcu’s (2012) study emphasizes the usefulness of concealed curriculum in character education. The study used a pilot study to discover supportive activities that enhance the lives of kids who participate. The study included qualitative research methodologies and case study models. The study included 40 students of 5th, 6th, 7th, and 8th grade from three elementary schools during 2009-10. Students that participated in the research benefited both individually and socially. Individual rewards include cleanliness, animal care, hard work, responsibility, and environmental stewardship. Social gains include respect, equality, helping, trust, and honesty.

Rather, Z. and Upadehyaya V. (2015) attempted to look into education in the Vedic period and its relevance in the modern educational system.

The primary goal of this study was to investigate the influence of holistic development as envisioned by the Vedantic epistemological tradition.

This study is based on the researchers' critical observations and literature reviews. Research suggests adopting a vedic education system. In Vedic education, instructors prioritize character and personality development for the betterment of culture, nation, and society. Vedic education aimed to improve societal efficiency, safeguard national culture, and disseminate it. According to the scholar, education during the Vedic time was of the highest and most complete.

Grant P.S. (1988) researched the lessons of two epics in Indian literature: "the Ramayana" and "the Mahabharata". The author has provided an explanation of the primary topics in each. The themes include good and evil, as well as the importance of honesty, faithfulness, responsibility, education, accomplishment, and dedication. This research also recommended two classroom exercises. The author suggests a few themes to aid teachers:

1. Good triumphs over evil: Individual activities can contribute to the greater benefit of society.

2. What is good and what is evil: These epics debate which human deeds are good and which are bad.

3. Loyalty to parents: Trusting in parents' judgment leads to a successful life.

4. The value of a woman's integrity: A moral lesson from marriage.

5. The importance of faithfulness and honesty in marriage.

6. Gurus have a crucial role in instilling moral ideals and preparing individuals for life's problems.

7. Exile: This lesson emphasizes the need of learning via solitary thought, free of distractions.

8. Commitment to one's own word: Making a pledge is a duty, and everyone should fulfill their own responsibilities in life.

9. Excellence: The need of determination and practice in pursuing any expertise, whether physical or mental.

10. Heroism and nobility: Integrity and loyalty are more valuable than selfishness. Live a life dedicated to higher principles.

RESEARCH GAP IN LITERATURE REVIEW:

The literature study provides an overview of the Indian value system. India is a land of value. Indian gurus, epics, four Vedas, sacred writings, and great thinkers emphasized the social, economic, and emotional elements of life. They teach us essential values.

NCERT has continually worked to integrate the value system with the school education system. It has developed a practical foundation for school instructors. Currently, NCERT's work focuses primarily on schools and does not include collegiate courses.Previous research has mostly examined the integration of value education and the role of instructors in instilling it in schools and engineering programs. Few researches have offered criteria or recommended teacher education. Except for the Cubukcu study conducted in Turkey, all of the research presented here is based on secondary data. All studies took place outside Mumbai.

From Students:

According to the findings, 83% of students are reluctant to communicate their difficulties with their professors. Only 40% of students rated their institution, academics, and activities positively, while 50% were negative. 30% of pupils said their instructors promote creative thinking, while 45% said they are encouraged to participate in extracurricular activities.

When asked about the timely and regular conduct of lectures, 45% disagreed. Regarding syllabus completion, only 35% agreed, 32% were indifferent, and 30% disapproved. Seventy-five percent of students disputed that all instructors work well together. 50% and 25% of students believed that college amenities are beneficial to them. 35% of college students feel comfortable discussing their difficulties and have positive connections with faculty. 32% of students reported receiving effective career and personal coaching from their faculty members. 49 percent agreed with the assertion that their instructors are prejudiced. 90% of youngsters believe their professors should be nice and strict, while 10% believe they should pay close attention to students. When questioned about their terrible behavior, 21% blamed their parents, 25% blamed their instructors, 26% disagreed, and 28% took responsibility. 80% of students do not feel comfortable sharing their difficulties with their parents. 74% of pupils disagreed on the notion that their parents spend time with them.

From Teachers:

They were presented with four options for dealing with their boss's daily tardiness. Of those polled, 20% indicated they would inform others, 20% said they would occasionally arrive late, and just 60% said they would stay on time regardless of the boss's arrival time. Fortunately, none of them chose the fourth option: arriving late with the boss. When asked whether they saw a lack of values in their students, 88% agreed. When asked if they believe pupils should get value education, 100% replied yes, while 20% stated it is the duty of instructors. 55% believe it is the duty of the parents, while 25% believe both should take obligation. 41% said students with lone parent, 45% said students from nuclear families with both the parents working, 14% said that students from rich families when they were asked about which group of students they feel gets emotionally disturbed/ psychological problems. Around 90% of instructors agreed with the assertion that children require professional guidance in life and careers. 58% agreed that teachers had the obligation to guide students. 47% disagreed with encouraging students to think creatively. Only 61% consented to frequent and timely lessons, while 56% agreed to complete the material on time. 49% of teachers believe extracurricular activities hinder students from studying. Sixty-eight percent of teachers disagreed with the notion that parents cooperate and visit college when called.

From Parents:

When parents were questioned about their relationship with their child, only 20% reported fondness, 30% amicable, 5% animosity, and 45% distance. 70% of parents reported that their children do not communicate their difficulties with them. 80% reported a communication deficit, while 20% cited shyness. When questioned about parental involvement in their child's college activities, 54% replied once in a while, 15% never, 27% occasionally, and 8% routinely. 23% of parents believe strong penalties may assist their troubled child, whereas 42% believe instructors can fix the issue, 25% believe therapy is effective, and 10% have no suggestions. Only 32% of parents spend valuable time with their children every day, while 61% disagree and 7% are indifferent on the topic. 92% of parents disagree with the notion that parents are solely responsible for guiding their children.

About 73% of parents felt that their child is too readily led by others, with just 27% disagreeing. Around 78% of parents reported a lack of moral standards in their child. Sixty-four percent of parents believe their child is stressed, while 20% are unaware and the remaining 16% disagree. 69% of parents are unsure what their children truly desire. 82% of parents reported that their child cannot forget a bad event.

Only 8% of parents agreed that their child work during holidays.76% of parents disagreed that their children should obey the elders. 57% of parents believe their children's experiences are similar to their own. More over half, or 65%, of parents reported no friendly contact between students and instructors. 55% reported a lack of interest in their studies. The majority of parents (62%) believe it is solely the job of teachers to educate pupils. 67% of parents disagreed with the notion that teachers work together. 58% of parents believe that colleges do not prioritize student development. 70% of parents disagree with the notion that their children are satisfied with all subject instructors.

CONCLUSION:

Youth have a crucial part in nation building. Developing individuals holistically, including character formation, is crucial for shaping their destiny. The Indian value system emphasizes social, economic, and emotional elements of life. It is consequently our moral obligation to pass along these ideals from generation to generation. Parents should communicate basic life realities to their children. While it is ultimately the job of parents to instill principles in their children, some circumstances may require instructors to take on additional responsibilities. Teachers should recognize and appreciate values. Teachers play a crucial role in instilling moral and ethical values by their own behavior, as value education should be instilled in an informal manner rather than being taught as a topic. A teacher's qualifications alone are insufficient; they must also be devoted, competent, and possess strong ideals. Universities and colleges should take the effort to prepare instructors for the same. Teachers should do their duties completely.

REFERENCES:

1. Aarya, K. Concept of Value Education according to Swami Vivekananda and Gandhi. Multidisciplinary Higher Education, Research, Dynamics and Concepts: Opportunities and Challenges for Sustainable Development. 2018: 296-299.

2. Cairns, J., Gardner, R., and Lawton, D. Education for Values: Morals, Ethics and Citizenship in Contemporary Teaching. London: Kogan Page. 2003

3. Cubukcu, Z. The effect of Hidden Curriculum on Character Education Process of Primary School Students. Educational Science; Theory and Practice. 2012; 12(2):1526-1534.

4. Gulati, S., and Pant, D. Education for Values in Schools - A Framework. National Council of Educational Research and Training. 2014

5. Mujjen, H. Integrating Value Eductation and Sustainable Development into a Dutch University Curriculum. International Journal of sustainbility in Higher Education. 2004

6. Lakshimi, C. (2009). Value Education: An Indian Perspective on the Need for Moral Education in a Time of Rapid Social Change.Journal of College and Character, 10(3).

7. P.S.Grant. Teaching about Indian Culture through its Epic Literature: "The Mahabharata" and "The Ramayana". The Educational Resources Information Center (ERIC). 1988

8. Rather Z, and Upadehyaya V. Concept of Vedic Education and Importance of Moral Education. IOSR Journal of Humanities and Social Science. 2015; 20(12): 9-15.

9. Shelojee, S. Pedagogy of Value Education in the Light of Teachings of the Bhagwad Gita. Educational Quest: An International Journal of Education and Applied Social Sciences. 2016; 7(3): 305-310.

Received on 20.08.2024 Revised on 09.09.2024

Accepted on 24.09.2024 Published on 05.12.2024

Available online on December 31, 2024

Res. J. of Humanities and Social Sciences. 2024;15(4):283-286.

DOI: 10.52711/2321-5828.2024.00043