... (i)What is value? (ii)How value system changes or remains constant with change of time? (iii)Relation of values in the society. 2.6Textual materials/books may inter alia include: (i) brief biographies of great personalities, and (ii) stories with inspiring message etc. 2.7The existing textual materials may be examined from the standpoint of education in human values. Tools... r activities play significant role in value education. Inculcate values through : - Stories - Poetry - Anecdots - Playfield activities - Literary classes - Scouts and Guides programme (to instill values such - as caring, painting, music, dance, etc.) - Cooperative learning - Activities in morning assembly - Care of environment ... 3.3Values can be conveyed effectively through stories, plays, quizzes, songs, dances, paintings, sports, etc. 3.4An action-oriented approach is needed for full participation of (i) teachers, (ii)parents and (iii) community in planning and operationalization of Value-Oriented Programmes. 3.5Implementation of Value Education Programme requires very close cooperation between school ...
... Nai Nai Kahaniyan as a good collection of stories. Professor Joshi appreciated Mrs. Manorama Jafa who edited this book, a copy of which was given to each participant as a complimentary copy by the NCERT. He requested the delegates to give the name of at least one good story/story book. The ICPR proposes to organize a Seminar on the role of stories for Value-Oriented Education. While appreciating... under which contribution of literature to Value-Oriented Education would be deliberated. The contribution of literature, such as stories, dramas and poems with regard to inculcation of values is immense. Inspiring passages from the literature impress the hearts of learners very much. Professor Kireetjoshi mentioned that Upanisads could be termed a highly value-oriented literature. He also mentioned... Literature to Value-Oriented Education Chairperson: Professor I. N. Choudhury Professor Kireet Joshi, Chairman, ICPR, released the book, Jharokha, authored by Smt. Sheela Singh. Professor Joshi informed that the session was designed with the following motives: i.There is a growing feeling that stories are powerful vehicles for Value-Oriented Education. ii.Good stories need to ...
... culture. The story of the Buddha to be told to the children in detail his search for the truth was so intense that he renounced all else, — his kingdom, his wife, his child, everything that was dear and near, everything that was pleasant. Renunciation (***) is another important common element in Indian culture. India celebrates renunciation and values it most. The story of the search... Future possibilities of the evolution of man. Yoga is a scientific and methodised effort of the evolution of man. II. Aids for the Development of Value-Consciousness and Experience: 1. To ask oneself: what am I? 2. Story of the search of Svetaketu and Nachiketas. 3. Listening to music: selected ragas (Indian) and harmonies (Western) 4. Picture of the beauty... by the story of Nachiketas. The story of Nachiketas can be recounted as given in the Kathopanishad. The story of renunciation is also illustrated through the story of Sri Rama, which can be told to underline Sri Rama's renunciation and his emphasis on action to uphold the truth. The story of Harischandra can also be told it illustrates both Truth and renunciation. The story of Shivi ...
... children containing twenty-two value based stories based on thoughts and themes drawn from Jain religion, life ofjain Saints and Lords highlighting values like love, cooperation, character development, sacrifice and nonviolence. It has also developed reading material for children of classes VI-VII based on the stories and parables drawn from Sikhism (in Press). These stories and parables are powerful ... teachers alone can kindle the spirit of value based growth and development and motivate other to lead their life with full commitment and adherence to common values as imbibed in the constitution of India. Material Development *There is need to develop supplementary reading materials for school children based on stories and parables available/developed on value themes. *Following example of... strangely enough, it escapes the attention of most of us involved in the processes of education and schooling. Value education is not an issue of teaching values or inspiring students with stories and anecdotes; or even of teaching students to pray and meditate. A real development of values demands that we create an environment first which is free of fear and coercion, even in their subtlest forms. ...
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