Gopaiah, Neelam
(2019)
Study of value education programme in a school.
Students’ Journal of Education and Development (5).
pp. 57-70.
Abstract
A school is a place where children learn many things like knowledge, different
beliefs, attitudes and values. An education without values is incomplete and
meaningless, because an educated person should know what it means to be a
part of society and should be prepared to be an active citizen of a democratic
country. This study was done in a school that has been implementing a
“value education programme” separately from the school curriculum. This
programme was implemented in the school from fourth to ninth grade, with
the aim of teaching values to the children apart from their regular subjects.
To understand the programme, the study was conducted through interviews,
focused group discussions and classroom observations. From this study, I
have learnt that values and reasoning are different from person to person,
but in some cases, persons with different values tend to have the same kind
of reasoning. Children have inherent values even before they are taught
by teachers; their engagement with the family, their culture and nearby
environment influences their beliefs, attitudes and values. Most participants
in the study gave higher priority to education as a primary source for gaining
values, and they were of the opinion that it is only through education that
we can make children acquire a good attitude and values. According to the
participants, society teaches how to earn money and family teaches how to
interact with society, but only education prepares children for what they ought
to be in society. From the study, I understood that people follow utilitarian
principles and conditional reasoning for their actions. From this observation,
I understood that people’s reasoning behind their values is much closer to
hypothetical imperatives and far from categorical imperatives. I learnt that
culture, home environment, and family conditions have huge impacts on the
values of children.
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