DAYANANDA SAGAR COLLEGE OF ENGINEERING

An Autonomous Institute Affiliated to VTU, Belagavi)

Shavige Malleshwara Hills, Kumaraswamy Layout, Bengaluru-560078
Department of Information Science and Engineering
(Accredited by NBA & NAAC with ‘A’ Grade)

UNIVERSAL HUMAN VALUES

SHALINI K B
ASSISTANT PROFESSOR
ISE DEPARTMENT
DSCE, BANGALORE

Dept Of ISE,DSCE 1
 CONTENTS
• Introduction
• Need for value education
• Basic guideline and content
• Process for value education
• Core human values
• Process for self exploration
 INTRODUCTION
• In today’s competitive environment, where society
and its individuals give more credence to materialistic
success than human values and professional ethics,
the study of Universal Human Values, is the need of
an hour as Value Based Education.
• The study provides a comprehensive, clear, and
comprehendible analysis of how foundations of values
can be laid at an early stage that would make
individuals behaviour, and society more humane,
professionally ethical,andvalue–driven
 INTRODUCTION
Whatever is said is a Proposal

Do not assume it to be true/false

Verify it on Your Own Right

It is a process of Dialogue

A dialogue between me and you, to start with

It soon becomes a dialogue within your own self

 INTRODUCTION

 Non-prescriptive content

 It places proposals before you for your

consideration and exploration ;
 You are expected to verify these proposals
from your life experiences.
 You will be required to reflect and verify so
that you understand the theme critically and
are able to evaluate the importance of the same
 Current state
Many advances have taken place through the use of
science, technology, management, medicine...

we are the most comfortable generation in terms of

materials and facilities.

But let us ask ourselves, how we really feel about the

state of affairs today.
·As individuals are we satisfied with where
we are today?
 INTRODUCTION
• The subject which enables us to understand ‘what
is valuable’ for human happiness is called VALUE
EDUCATION.
• Value education enables us to understand our
needs and visualize our goals correctly and also
indicate the direction of their fulfillment.
• All the human being continuously aspire for a happy
life a fulfilling and successful life and the purpose of
education is to provide adequate competence to
actualize this aspiration.
 Need for value education
• Correct identification of our aspiration.
• Understanding universal human values to
fulfill our aspiration in continuity.
• Complimentary of values and skills
• Evaluating our belief
• Technology and human values
• Need for Value Education
Value
Value of a unit is its participation in the larger order

e.g. The value of a piece of chalk is its participation in the classroom

What is valuable
The chalk writes on the blackboard in the classroom?
or
The chalk scratches the blackboard in the classroom?

What is valuable = value

The context is always the larger order

Value of a unit is definite

The value of a unit is also referred to as its role

Thus, the role of chalk is to write on the blackboard 10
Human Value
Value / role of a human being is its participation in the larger order
E.g. My participation in the family defines my value in the family

What is valuable for you?

feeling of respect or feeling of disrespect?

I feel happy when I have a feeling of respect

The other feels happy when I express respect to him/her

Living in accordance with human values leads to mutual happiness*

 My happiness
 Happiness of the other human being

*i.e. in the case of human-human interaction

In the case of human-rest of nature interaction, living in accordance with
human values leads to mutual prosperity
11
Human Values, Role of Human Being in the Larger Order

Individual
I have a role within myself
(eg. ensuring happiness in the
self and health in the body)

Family
I have a role in my family
(eg. ensuring feeling of
relationship and prosperity)

Society
I have a role in the society
(eg. to participate in social
systems for ensuring justice,
peace and harmony)
Nature/Existence
I have a role in
nature/existence
(eg. mutual fulfilment with rest 13
Deciding Our Values
Do you want to be able to decide on your own right?
or
Do you want somebody else to decide for you?
(this somebody may be a group of people, it may be the society or the
education system, etc.)

If you are not able to decide on your own right then:

1. Someone else is deciding what is valuable and what is not
valuable for you
2. Unconsciously you keep accepting those things as values
3. You get busy with how to implement them, how to realize them,
materialize them
14
Values Decided by the Other
Eg. In a professional college, many first-year students start to use foul
language within a very short time

They are made to assume that this sort of language is one of the
indicators of their freedom, of their own progress to adulthood… and
they may adopt it as a new value

Similarly, with sleeping late and getting up late… and so many things

Did they decide it for themselves?

Did it just happen “unconsciously”, without being aware of it?
Is it worth for them? Is it fulfilling for them?
Is it fulfilling for others (like their family members)?

So, if we are unable to decide on our own right, we are programmed by

the other; our values are decided by someone else…
15
Deciding Human Values on Our Own Right
Would we decide on the basis of whatever we like, whatever we believe?
If we decide in this manner, human values will be different for different
people

Or is there some definite, existential basis, something we can understand,

something we can be assured about, something that ensures mutual
fulfilment in living?
If this is the case, then there is a possibility that human values are
universal, they are the same for all of us

Value education is about exploring into this possibility

16
Should Education help You to Develop Holistically?
Understanding What to do, Values Value
Education
Learning How to do, Skills Skill
Development
Doing Skills guided by Values Practice

The problems around you are more due to lack of skills?

or more due to lack of values?

Are both, values and skills, required?

Both are required; Values and skills are complementary to each other

If both are required, then what is the priority?

Values (what to do) first, then skills (how to do), but both are required

What is the state in present-day education?

Education has become skill-biased
(there is a need to make appropriate changes) 17
What is the Role of Education?
Is it to facilitate the earning of money?
earning a degree?
getting a job?
…

18
Basic Human Aspiration and the Expectation from Education
The basic human aspiration is happiness & prosperity; and it's continuity

The expectation from education is to facilitate:

1. Understanding the aspiration – i.e. understanding "What to Do"
2. Learning the skills to achieve the aspiration – i.e. Learning "How to
Do"

Are both required or we can do with just one of them?

19
Deciding “What to Do” or “What is Valuable” – Example
Without clarity on the first question, without understanding what to do,
even if we are going about doing things in an efficient and effective
manner… we are not sure where we want to reach, what is our goal

Our program becomes a jumble of choices like 1-Goal

- Complete school ct ion
Dire
- Get admission to a good college 3-
- Get a degree
- Get a job
- and so on… 2-Current Position

So while we progress in skills, it is difficult to find out if we are making

progress or not

As a human being, it is important to understand what to do (what is

valuable for human being), and then, how to do

20
Complimentarity of Value Education & Skill Development
We need to understand “what to do”
And we need to learn “how to do it”
Both are required

Understanding “what to do” = Value Education

Learning “how to do” = Skill Development

What would be the priority between these two?

The priority is:

1. Value Education (Understanding ‘what to do’)
2. Skill Development (Learning ‘how to do’)

There is complementarity between Values & Skills

21
The Need for Value Education has been Repeatedly Expressed
“Every committee* on framing education policy has easily agreed that
education on human values should be imparted…

1. The Education Commission -1882

2 .The Universities Commission - 1902
3 .Government Resolution on Educational policy - 1913
4 .The Calcutta University Commission- 1917
5 .The Hartog Committee- 1929
6 .The Sapru Committee -1934
7 .The Abbot-Wood Report, 1936
8 .Zakir Hussain Committee -1937
9 .The Sergeant Report- 1944
10. The University Education Commission (S Radhakrishnan)- 1948
11 .The Secondary Education Commission-1952
12 .The National Committee on Women's Education-1958
13 .D.S. Kothari Commission- 1964
14 .Yashpal Committee Report -1993
15 .National Knowledge Commission-2005
16 .S. Muthukumaran Committee-2007

The need for value education is keenly felt

22
Analysis of the Current State
Year Literacy Values
1947 12%
2011 74% Declining
The Supreme Court said today
that the education system in the
country has failed to achieve its
objective and it has to be
reformed immediately.
It is unfortunate that today
education instead of reforming
the human behaviour, in our
humble opinion, appears to
have failed to achieve its
objective.
http://www.ndtv.com/article/india/india-s-education-sys
tem-failed-to-achieve-objective-needs-reform-supreme
-court-388000 23
Analysis of the Current State
Little interest in learning, unsure of what they wish to do in life
– even in premier institutions

Under tremendous pressure (parents, peers, TV...)

Manifest problems – self-centredness, acute competitiveness and

insensitivity towards others, indiscipline and violence, addiction to
drugs etc in the extreme cases, and depression and apathy towards
life itself, leading to suicide...

Graduates tend to join into a blind race for wealth and position. Their
skills are often used only to accumulate wealth

Other aspects of life including relationships in family and work place,

understanding of society and public good, remain neglected

24
Deciding “What to Do”
“what to do” is “what is important” is “what is valuable”

Do we want to be able to decide "what to do” and “what not to do” on

our own right or
Do we want to be dependent on somebody else to decide for us?
(this somebody may be a group of people, it may be the society or the
education system)

If we are not able to decide as to what is valuable what is not valuable

on our own right then:
1. Someone else is programming us as to what is valuable what is
not valuable
2. Unconsciously we keep accepting those things as values
3. We are busy with how to implement them, how to realize them and
materialize them

25
Consequences of Unfulfilled Expectations from Education
Our education is, by and large, turning out highly skilled job-seekers
without ensuring definite human conduct. While some are able to
get jobs…
Most of the graduates are, by and large:

1. In a state of confusion (not having right understanding)

2. Living in opposition (not having the capacity to live in relationship

with the other human beings – in family or in the larger society)

3. Having a feeling of deprivation (not having the capacity to identify

the need of physical facility and the skills & practice for sustainable
production of more than what is required, leading to the feeling of
prosperity in family)

26
Can we decide “What is Valuable” on our own right?
Is it desirable for us to decide what is valuable for us, what is
meaningful, what is right, what is wrong, what is innate in us?

To decide what we want to achieve, how do we want to live:

As individuals
As a member of the family
As a member of an institution... As a society
As an unit of nature

Can we decide these on our own right? This is the issue, this is the
essential point

Is this possible?
We need to explore into this further
27
The Need for Value Education
We saw that the first issue is that we need to understand “what to do”?
And we need to learn “how to do it”?

To understand “what to do”, we need Value Education

Second, in order to ensure this we need to get into the details of things,
for which we need a holistic perspective

To develop a holistic perspective, we need Value Education

So, that is the need of Value Education

28
Responsibility
This is not just the responsibility of educational institutions but but the
combined responsibility of
1. Parents & Family Members
2. Formal Education (School, College etc.)
3. Society (Media, Role Models etc.)

When all three have gone wrong, are shaking, where do we start?

We have to start with ourselves, wherever we are, in whatever role we

are in (and we are certainly in one or more of these three roles)
The most effective can be education, particularly higher education,
whose graduates are going to start contributing in society shortly
29
Human Values in Education – 2011
2005 IIIT Hyderabad (AP) – an experiment
2009 AKTU (prev UPTU) – a large scale experiment [ 700
C]
2011 PTU (Punjab) – a high speed, large scale experiment [ 325
C]
Encouraging results...

30
HE President Dr. APJ Abdul Kalam’s Message to the Nation – 2006
Dr. Kalam, the then President of India, had 4
personal discussions about this,
recognized its potential and spoke about
the effort in his address to the nation on
the eve of Independence Day in Aug 2006

“… being practiced by Prof Ganesh Bagaria, … Prof Rajeev Sangal…

and their teams … [it] is a ‘teachable human value based skill’… This
process of imparting self-knowledge would promote a learning
atmosphere, where this whole movement of inquiry into knowledge, into
oneself, into the possibility of something beyond knowledge would bring
about naturally a psychological revolution.. From this comes inevitably
a totally different order in human relationship and therefore society
as a whole. The intelligent understanding of this process itself can
bring about a profound change in the consciousness of
mankind…”
Source: http://www.indianembassy.ru/docs-htm/en/en_hp_win_official_direct_t075.htm 31
Natural Expansion of Human Values in Education – Oct 2016
2005 IIIT Hyderabad (AP) – an experiment
2006 IIT Kanpur (UP) – an experiment
2009 GBTU & MTU (now UPTU) – large scale experiment [ 700 C]
2011 PTU (Punjab) – a high speed, large scale experiment [ 325 C]
Encouraging results
2012 HPTU, Hamirpur (HP) [ 46 C]
2013 JNKVV, Jabalpur (MP) [ 6 C]
2013 JNTU, Hyderabad (AP) [ 462 C]
2013 Collegiate Education, Andhra Pradesh (17 Univs) [2500 C]
2013 Galgotias University, Greater Noida [ 3 C]
2015 IIT (BHU) Varanasi [ 1 C]
4000+ Colleges in 40+ Universities in 9 states in India

2013 Royal University of Bhutan [ 8 C]

All Colleges of Higher Education in Bhutan
32
Guidelines for Value Education
- Universal
The content needs to be universal – applicable to all human beings
and be true at all times, all places
It should not depend on sect, creed, nationality, race, gender, etc.

- Rational
It must be amenable to logical reasoning
It should not be based on blind beliefs

- Verifiable
The student should be able to verify the values on one’s own right
Should not be asked to believe just because it is stated in the course

- Leading to Harmony
Values have to enable us to live in peace and harmony within our own
self as well as with others (human being and rest of nature) 33
Content of Value Education
Holistic, All Encompassing

Covers all levels of living:

1. Individual (human being)
2. Family
3. Society
4. Nature/Existence

Eg. As a Family, Society – we want Fearlessness / Trust

NOT fear (due to mistrust / opposition)

38
Four Dimensions of a Human Being

1. Understanding

Propos 2.
al Thought

3. 4.
Behaviour Work/Participation
in the larger order 39