Values Education A Handbook for Teachers CENTRAL BOARD OF SECONDARY EDUCATION 2, Community Centre, Preet Vihar, Delhi - 110092 Values Education A Handbook for Teachers CENTRAL BOARD OF SECONDARY EDUCATION 2, Community Centre, Preet Vihar, Delhi - 110092 Values Education - A Handbook for Teachers - 2012 PRICE : ` FIRST EDITION : September 2012 © CBSE, India COPIES : 5,000 No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical photocopying, recording or otherwise without the prior permission of the publisher. PUBLISHED BY : The Secretary, Central Board of Secondary Education, Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi - 110092. DESIGN, LAYOUT & : Multi Graphics, 5745/81, Reghar Pura, Karol Bagh, New Delhi - 110005 ILLUSTRATIONS BY Phone : 25783846 PRINTED BY : (ii) THE CONSTITUTION OF INDIA PREAMBLE WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a1 SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens : JUSTICE, social, economic and political; LIBERTY of thought, expression, belief, faith and worship; EQUALITY of status and of opportunity; and to promote among them all; FRATERNITY assuring the dignity of the individual and the 2 [unity and integrity of the Nation]; IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY ADOPT ENACT AND GIVE TO OURSELVES THIS CONSTITUTION. 1. Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "Sovereign Democratic Republic" (W.E.F. 3.1.1977) 2. Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "Unity of the Nation" (W.E.F. 3.1.1977) THE CONSTITUTION OF INDIA Chapter IV A Fundamental Duties ARTICLE 51A Fundamental Duties - It shall be the duty of every citizen of India- (a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem; (b) to cherish and follow the noble ideals which inspired our national struggle for freedom; (c) to uphold and protect the sovereignty, unity and integrity of India; (d) to defend the country and render national service when called upon to do so; (e) to promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women; (f) to value and preserve the rich heritage of our composite culture; (g) to protect and improve the natural environment including forests, lakes, rivers, wild life and to have compassion for living creatures; (h) to develop the scientific temper, humanism and the spirit of inquiry and reform; (i) to safeguard public property and to abjure violence; (j) to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement. (iii) Hkkjr dk lafo/ku mísf'kdk ge] Hkkjr ds yksx] Hkkjr dks ,d ^¹lEiw.kZ izHkqRo&laiUu lektoknh iaFkfujis{k yksdra=kkRed x.kjkT;º cukus ds fy,] rFkk mlds leLr ukxfjdksa dks% lkekftd] vkfFkZd vkSj jktuSfrd U;k;] fopkj] vfHkO;fDr] fo'okl] /eZ vkSj mikluk dh Lora=krk] izfr"Bk vkSj volj dh lerk izkIr djkus ds fy, rFkk mu lc esa O;fDr dh xfjek vkSj 2 ¹jk"Vª dh ,drk vkSj v[k.Mrkº lqfuf'pr djus okyh ca/qrk c<+kus ds fy, n`<+ladYi gksdj viuh bl lafo/ku lHkk esa vkt rkjh[k 26 uoEcj] 1949 bZñ dks ,rn~}kjk bl lafo/ku dks vaxhÑr] vf/fu;fer vkSj vkRekfiZr djrs gSaA 1- lafo/ku (c;kyhloka la'kks/u) vf/fu;e] 1976 dh /kjk 2 }kjk (3-1-1977) ls ¶izHkqRo&laiUu yksdra=kkRed x.kjkT;¸ ds LFkku ij izfrLFkkfirA 2- lafo/ku (c;kyhloka la'kks/u) vf/fu;e] 1976 dh /kjk 2 }kjk (3-1-1977 ls)] ¶jk"Vª dh ,drk¸ ds LFkku ij izfrLFkkfirA Hkkx 4 d ewy dÙkZO; 51 d- ewy dÙkZO; & Hkkjr ds izR;sd ukxfjd dk ;g dÙkZO; gksxk fd og & (d) lafo/ku dk ikyu djs vkSj mlds vkn'kksZa] laLFkkvksa] jk"Vªèot vkSj jk"Vªxku dk vknj djs_ ([k) Lora=krk ds fy, gekjs jk"Vªh; vkanksyu dks izsfjr djus okys mPp vkn'kksZa dks ân; esa latks, j[ks vkSj mudk ikyu djs_ (x) Hkkjr dh izHkqrk] ,drk vkSj v[kaMrk dh j{kk djs vkSj mls v{kq..k j[ks_ (?k) ns'k dh j{kk djs vkSj vkg~oku fd, tkus ij jk"Vª dh lsok djs_ (Ä) Hkkjr ds lHkh yksxksa esa lejlrk vkSj leku Hkzkr`Ro dh Hkkouk dk fuekZ.k djs tks /eZ] Hkk"kk vkSj izns'k ;k oxZ ij vk/kfjr lHkh HksnHkko ls ijs gksa] ,slh izFkkvksa dk R;kx djs tks fL=k;ksa ds lEeku ds fo#¼ gSa_ (p) gekjh lkekfld laLÑfr dh xkSjo'kkyh ijaijk dk egÙo le>s vkSj mldk ijh{k.k djs_ (N) izkÑfrd i;kZoj.k dh ftlds varxZr ou] >hy] unh] vkSj oU; tho gSa] j{kk djs vkSj mldk lao/Zu djs rFkk izkf.kek=k ds izfr n;kHkko j[ks_ (t) oSKkfud n`f"Vdks.k] ekuookn vkSj KkuktZu rFkk lq/kj dh Hkkouk dk fodkl djs_ (>) lkoZtfud laifÙk dks lqjf{kr j[ks vkSj fgalk ls nwj jgs_ (×k) O;fDrxr vkSj lkewfgd xfrfof/;ksa ds lHkh {ks=kksa esa mRd"kZ dh vksj c<+us dk lrr iz;kl djs ftlls jk"Vª fujarj c<+rs gq, iz;Ru vkSj miyfC/ dh ubZ mapkb;ksa dks Nw ysA (iv) Preface India is a land of diversity - social, cultural, religious, racial, linguistic and geographical. The main hallmark of this nation is unity which absorbs all the diversities. A common values system helps to create an identity that bonds people together. We have since time immemorial emphasized on traditional values like spirituality, strong family ties, deference to elders, recourse to nature, artistic expression, respecting even the tools of one's trade, joyousness, hospitality and peaceful co-existence epitomised in Vasudev Kutumbakam( a Sanskrit phrase that means that the whole world is one single family). This is probably what has come to be defined as a ‘Global Village’ today. Values such as harmony, peace, compassion and humility have for centuries been a part of the discourse of every religion in the world and their need and importance is universally accepted and felt, more so in the current social and political context. Respect for human dignity and human rights, as well as respect for the environment are core values that need to be practiced. Not only are they crucial to achieving peace, harmony and sustainable development, they are also indispensible if the full potential of the child, be it of body, mind or spirit, has to be harnessed. In the emerging contexts related to the work places, being successful would demand not merely possession of technical and professional competences but as much and even more, the possession of soft skills and life skills. Ability to work together in a team to quickly resolve conflict situations, to collaborate and cooperate with others in addition to soft skills creates synergetic alliances leading to higher levels of achievement. The myth, that competition is necessary for success in life, needs to be broken by providing an alternative model of higher achievement through cooperation and collaboration which are integral to Continuous and Comprehensive Evaluation (CCE). The Central Board of Secondary Education (CBSE) aims to reinforce Values Education. It has committed to make educational process inclusive of Values Education by inculcating attitude and values through Co-Scholastic areas of Life Skills, Sports and Games as well as Co-Curricular activities. Apart from various activities and publications in these areas, this is also evident from the emphasis laid on the holistic assessment of learners under the strengthening of CCE and School Based Assessment in 2009. The Teachers' Manual on Continuous and Comprehension Evaluation brought out by the CBSE in the year 2009 (revised in the year 2010) and the Performance Profiles circulated under CCE also reflect values internalized by the students. It has been widely felt that our existing educational ecosystem needs to be further strengthened to deliver values enshrined in our Constitution. The curricula cutting across all subjects need to (v) articulate values in explicit terms and the assessment schemes, at the same time, must reciprocate by assigning a weightage to value based items. The teachers, Principals, educators and various stakeholders are also expected to lay emphasis on acquiring knowledge, attitude and skills related to appreciation of cultural values, dignity of individuals, inclusion, environmental conservation and protection of heritage and national monuments, etc., through curricular and co-curricular means. The ‘Education for Values in Schools - A Framework’ brought out by the NCERT focuses on the environments in which the learners grow, live and also on future work environments by highlighting the interplay of different cultures. The framework intends to prepare students for living in a multi-lingual, multi-cultural and multi-religious country and to appreciate and respect diversity. Continuing with its efforts in the area of Values Education and in light of above framework, the Board has decided to bring out the ‘Values Education – A Handbook for Teachers’. This Handbook comes with a Value Education Kit that contains Value Cards and a CD of songs symbolising values of Peace, Solidarity and respect for Nature. Although Values Education would be inculcated in all students in age appropriate ways, the Board has issued specific guidelines to assess students for 3-5 marks in each subject at the Summative Assessment level in Classes IX and X through questions which will be integrated with the content of the subject and analysed on the basis of the values it reflects.