VII ANNEXURE III INDIAN COUNCIL OF PHILOSOPHICAL RESEARCH NATIONAL SEMINAR ON PHILOSOPHY OF VALUE-ORIENTED EDUCATION New Delhi 18-20 January, 2002 REPORT OF RAPID SURVEY OF REACTIONS AND SUGGESTIONS OF PARTICIPANTS Professor R.M. Kalra(Honorary Adviser) Dr. J.D. Sharma(Research Associate) INDIAN COUNCIL OF PHILOSOPHICAL RESEARCH Darshan Bhawan 36, Tughlakabad Institutional Area New Delhi -110062 I Introduction 1.1The Indian Council of Philosophical Research (ICPR) orgnized at New Delhi a three day Nation

PHILOSOPHY OF VALUE-ORIENTED EDUCATION THEORY AND PRACTICE PROCEEDINGS OF THE NATIONAL SEMINAR HELD DURING 18—20 JANUARY, 2002 EDITOR PROFESSOR KIREET JOSHI EDITORIAL ADVISORY BOARD PROFESSOR R.C. PRADHAN PROFESSOR R.M. KALRA DR. MERCY HELEN PROFESSOR D.N. PANIGRAHI DR.J.D. SHARMA DR. S. K. MOHAPATRA PHILOSOPHY OF VALUE-ORIENTED EDUCATION THEORY AND PRACTICE PROCEEDINGS OF THE NATIONAL SEMINAR 18-20 JANUARY, 2002 Edited by KIREET JOSHI

VI ANNEXURE II A BRIEF REPORT OF THE PROCEEDINGS OF THE SEMINAR INNUGURAL SESSION As per programme, the inaugural address was to be delivered by Professor Murli Manohar Joshi, Hon'ble Union Minister of Human Resource Development, Science and Technology and Ocean Development. Due to some important work, the Hon'ble Minister could not attend the inaugural session. In a communication sent to ICPR, the Hon'ble Minister requested Professor Kireet Joshi, Chairperson, ICPR to read the inaugural address on his behalf. Professor D. P. Chattopadhyaya, Chairman, Centre for Studies in Civilizations (CSC) chaired the inaugural session. The programme be

-05_3 Selected papers reports presented at the seminar (Part-2).htm III SELECTED PAPERS/REPORTS PRESENTED AT THE SEMINAR (PART II) VALUE EDUCATION INITIATIVES OF NCERT AND ITS FUTURE VISION J. S. RAJPUT Introduction There has been much to feel elated in the current terms. The knowledge 'explosion' has extended the mental horizons of human beings. Utilisation of skill and knowledge has brought economic affluence and political power to some. There are also areas of serious concern, which have emerged promi-nendy. The domain of human values continues to erode. The crisis of human values is worsening and its shadow looms large. The calm and peace, which could b

V ANNEXURE I NEED FOR PHILOSOPHY OF VALUE-ORIENTED EDUCATION I At the outset, the need for value-oriented education requires clarification. VALUE-ORIENTED EDUCATION INHERENT IN THE CONCEPT OF EDUCATION There are at least three fundamental assumptions of the educational process: a.There is, first, the pursuit of man to know himself and the Universe and to relate himself with the Universe as harmoniously as possible. This pursuit constitutes the very theme of human culture. And education derives its fundamental thrust from the cultural setting at a given point of time. b.Secondly, there is a process of transmission of the a

-04_2 Selected Papers Presented At The Seminar (Part-1).htm II SELECTED PAPERS PRESENTED AT THE SEMINAR (PART I) MACAULAYS MINUTES, ENGLISH EDUCATION AND ITS IMPACT R. C. TRIPATHI I am honoured to be invited to this Seminar of the Indian Council of Philosophical Research. I am grateful for being given an opportunity to speak on the Minutes of Macaulay, which have influenced us and our history and education in many ways. The Year 1835 is an important year in the history of Indian education. It was this year when Thomas Bebington Macaulay wrote his famous Minutes and presented them to the Governor General in Council suggesting that the English education was

CONTENTS OF EDUCATION FOR CHARACTER DEVELOPMENT Methods and contents of education are interrelated; this is particularly true in respect of education for character development, where methods themselves are in significant measure contents. This is the reason why the treatment of these two subjects tends to have some kind of overlapping. In a sense, the teacher in respect of education for character development has no method and yet every method. Similarly, he has no specific content and yet every content. A simple statement like the one that was given to Shvetaketu by his father, "Thou art That," can become sufficient for the entirety of the conte

METHODS OF EDUCATION FOR CHARACTER DEVELOPMENT I At the outset, we need to examine the view that values cannot be taught and, therefore, character development cannot be a subject matter for teaching. It is argued that there is a valid distinction between pursuit of knowledge and pursuit of character development and that while knowledge can be taught, character development falls outside the purview of the teaching process. But when we examine this view more closely, we find that what is meant is that the methods which are valid and appropriate in the field of learning in regard to knowledge are not applicable to the field of learning in th

Education FOR CHARACTER DEVELOPMENT Education FOR CHARACTER DEVELOPMENT Kireet Joshi Foreword by Ashok B. Gokhale DHARAM HINDUJA INTERNATIONAL CENTRE OF INDIC RESEARCH C-141 Preet Vihar, Delhi 110092 First Published 1991 © DHARAM HINDUJA CENTER OF INDIC RESEARCH All rights reserved. No part of this publication may be reproduced in any form, or by any means, without written permission of the publishers. Published by the Acting Director on behalf of DHARAM HINDUJA CENTER OF INDIC RESEARCH C-141 Pr

ANNEXURE TO KNOW ONESELF AND TO CONTROL ONESELF (An Exploratory Draft Programme) Classes I and II Stories and plays to illustrate the following themes: The ideal of truth: To speak the truth, whatever the consequences. Aspiration for perfection: whatever you do, do it as perfectly as you can. Dreams of the new world: Where truth alone prevails, where beauty and goodness pervade. Special exhibitions on the above themes. Teachers may recommend the following exercises and help each child to practise them: Exercises in remembering and repeating noble aspirations and thoughts. Ex