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Value Education –Human Rights

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Value Education –Human Rights Value Education –Human Rights Foundation Course –I (Part-IV) for Undergraduate Programmes Learning Material based on Syllabus (2008-2009) Bharathiar University Coimbatore Compiled by 1. Dr. Sheela Ramachandran (Convenor) 4. Miss.P.G. Thamaraiselvi (Member) Principal SG Lecturer PSG College of Arts & Science Government Law College Coimbatore Coimbatore 2. Dr. R.P. Thangaraj (Member) 5. Dr. K. Perumal (Member) Principal Reader in Physics Shri Kumaran College of Arts and Science SRMV College of Arts & Science Coimbatore Coimbatore 3. Dr. G. Sudhakar ( Member) Former Director Academic Staff College Bharathiar University Under the guidance of 1. Col.Prof. Dr.G.Thiruvasagam Vice Chancellor Bharathiar University 2. Dr.P.Thirumalvalavan Registrar Bharathiar University 3. Dr. M.A. Kandaswamy Dean, College Development Council Bharathiar University BHARATHIAR UNIVERSITY : COIMBATORE 641 046. Value Education – Human Rights (2 hours per week) (FOR THE UNDER GRADUATE STUDENTS OF AFFILIATED COLLEGES WITH EFFECT FROM 2008-2009) UNIT – I : Concept of Human Values, Value Education Towards Personal Development Aim of education and value education; Evolution of value oriented education; Concept of Human values; types of values; Components of value education. Personal Development : Self analysis and introspection; sensitization towards gender equality, physically challenged, intellectually challenged. Respect to - age, experience, maturity, family members, neighbours, co-workers. Character Formation Towards Positive Personality: Truthfulness, Constructivity, Sacrifice, Sincerity, Self Control, Altruism, Tolerance, Scientific Vision. UNIT – II : Value Education Towards National and Global Development National and International Values: Constitutional or national values - Democracy, socialism, secularism, equality, justice, liberty, freedom and fraternity. Social Values - Pity and probity, self control, universal brotherhood. Professional Values - Knowledge thirst, sincerity in profession, regularity, punctuality and faith. Religious Values - Tolerance, wisdom, character. Aesthetic values - Love and appreciation of literature and fine arts and respect for the same. National Integration and international understanding. UNIT – III : Impact of Global Development on Ethics and Values Conflict of cross-cultural influences, mass media, cross-border education, materialistic values, professional challenges and compromise. Modern Challenges of Adolescent Emotions and behavior; Sex and spirituality: Comparision and competition; positive and negative thoughts. Adolescent Emotions, arrogance, anger, sexual instability, selfishness, defiance. UNIT - IV : Theraupatic Measures Control of the mind through a. Simplified physical exercise b. Meditation – Objectives, types, effect on body, mind and soul c. Yoga – Objectives, Types, Asanas d. Activities: (i) Moralisation of Desires (ii) Neutralisation of Anger (iii)Eradication of Worries (iv) Benefits of Blessings UNIT; V : Human Rights 1. Concept of Human Rights – Indian and International Perspectives a. Evolution of Human Rights b. Definitions under Indian and International documents 2. Broad classification of Human Rights and Relevant Constitutional Provisions. a. Right to Life, Liberty and Dignity b. Right to Equality c. Right against Exploitation d. Cultural and Educational Rights e. Economic Rights f. Political Rights g. Social Rights 3. Human Rights of Women and Children a. Social Practice and Constitutional Safeguards (i) Female Foeticide and Infanticide (ii) Physical assault and harassment (iii) Domestic violence (iv) Conditions of Working Women 4. Institutions for Implementation a. Human Rights Commission b. Judiciary 5. Violations and Redressel a. Violation by State b. Violation by Individuals c. Nuclear Weapons and terrorism d. Safeguards. MODEL QUESTION PAPER Answer any 5 questions from the following Each questions carries 10 marks I a. OR b. II a. OR b. III a. OR b. IV a. OR b. V a. OR b. 1. Each of above questions will be drawn from each Unit 2. Questions will be drawn from the 50 questions (10 X 5 Units) given at the end of each units learning material. Unit-I Concept of Human Values, Value Education Towards Personal Development Man is a social animal in that whatever he needs and wants he gets from the labour and cooperation of the society. Similarly, whatever he produces materially and whatever the knowledge he acquires are spreading to all people of the world. To cope with the diverse modern environments everyone should have holistic education to sympathize and live in tolerance with the standards of his fellow beings. By the phrase “holistic education” I am not including the specific sciences, which can be learned according to the wish of the individual; what I mean is the overall education of the facts of human life, including human values, which are the culmination of the evolutionary process of mankind. In primordial times man lived on the earth in small groups. Each group developed its own way of life according to the climate, available natural resources and the developed production skills. There was little opportunity to spread over a wider area and encounter or adopt the cultural values of others. Such restrictions have been removed these days by rapid transportation, communication and international educational facilities. Social environments have entirely changed. To fully avail of the present opportunities for a better life the modern educational system should be reformed and reoriented. This is what I stress as the need for holistic education. Due to the lack of such education the majority of people in human society are leading a life of ignorance and following obsolete, useless principles and beliefs. In reality, the world is one; the sea is one to supply water for all by way of vapour-cloud- rain; the air we breathe is only one. Man has not created any one of these four essential resources. Everybody is born, grows, lives and dies. During the lifetime everyone enjoys the benefits of labour and technical knowledge of all the people. In turn, everyone’s production and services go to all people of the society. Then why are enmity, hatred, exploitation and wars extant in human society? In every war one group of people kills the other group. What can be the net result? Only murderers will survive in the world. Any person of ordinary intelligence can realize the fact that war is not beneficial in any way for human society. It continues only die to conditioned thinking and spurred by those who prosper by selling war materials. Although the human race has existed over thousands of years, the individual life is experienced only once. Why should its enjoyment be sacrificed due to ignorance? Individuals who are living engrossed in sensory engagement cannot understand the detrimental results of their own actions. It is the responsibility of elders and enlightened people the best way of life, and then disseminate the knowledge through all available media. Such a planned method of living should be inculcated as a holistic education in all institutions to truly civilize all people, whatever may be their other fields of study. As a result of holistic education one would know the values of human life, how to respect others, how to be aware and avoid doing harm and at the same time, being ready to help others in all possible ways. These values are the culmination of our inborn sixth sense and their implementation is the very purpose of human birth. Through holistic education, each person should know himself as completely as possible, i.e., his body mind, knowledge, consciousness, genetic center, and brain function, including the process of storing and releasing all the experiences of life. Education in the science of living should begin with the basics of understanding the human physiology, growth and development: the importance of personal hygiene; reproductive health; physical and mental energy use, conservation and potential; prevention of disease; healthy eating habits; and simple first-aid and self-medication with home remedies. The next level would be learning about the importance and value of one’s relationships –with parents, teachers, friends colleagues, the future life partner and children. The concepts of morality, ethics, duty, honesty, sincerity, kindness and compassion should be imparted. Each person should know how to adjust with others and be prepared to sacrifice his whims and pleasures for the benefit of the group or family so as to avoid conflict and live in harmony. Education can be categorized into five divisions. They are: 1) Cultural 2) Social 3) Productive 4) Science and technology 5) Spiritual To cope with the modern age, all these five kinds of education are needed for all people in the society. 1) Learning life-education from parents without going to school is cultural education. This education naturally evolved according to the time, place and environment in which the people lived. 2) Learning a virtuous way of life following morality, duty and charity is social education. This kind of education is a must for protection, help, distribution of commodities and facilities and for peaceful living with one’s fellow beings. 3) The basic needs of mankind are food, shelter and clothing. Learning the process of producing the above, as well as other skills related to these industries are productive education. 4) Age after age, year after year, new and easy methods for living are discovered by the scientists and technicians. Learning these new technologies and enhancing the standard
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