value education essay

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Importance of Value Education

Updated on
Jan 18, 2024

What is Value Education? Value-based education emphasizes the personality development of individuals to shape their future and tackle difficult situations with ease. It moulds the children so they get attuned to changing scenarios while handling their social, moral, and democratic duties efficiently. The importance of value education can be understood through its benefits as it develops physical and emotional aspects, teaches mannerisms and develops a sense of brotherhood, instils a spirit of patriotism as well as develops religious tolerance in students. Let’s understand the importance of value education in schools as well as its need and importance in the 21st century.

Here’s our review of the Current Education System of India !

This Blog Includes:

Need and importance of value education, purpose of value education, importance of value education in school, difference between traditional and value education, essay on importance of value education, speech on importance of value education, early age moral and value education, young college students (1st or 2nd-year undergraduates), workshops for adults, student exchange programs, co-curricular activities, how it can be taught & associated teaching methods.

This type of education should not be seen as a separate discipline but as something that should be inherent in the education system. Merely solving problems must not be the aim, the clear reason and motive behind must also be thought of. There are multiple facets to understanding the importance of value education.

Here is why there is an inherent need and importance of value education in the present world:

It helps in making the right decisions in difficult situations and improving decision-making abilities.
It teaches students with essential values like kindness, compassion and empathy.
It awakens curiosity in children developing their values and interests. This further helps in skill development in students.
It also fosters a sense of brotherhood and patriotism thus helping students become more open-minded and welcoming towards all cultures as well as religions.
It provides a positive direction to a student’s life as they are taught about the right values and ethics.
It helps students find their true purpose towards serving society and doing their best to become a better version of themselves.
With age comes a wide range of responsibilities. This can at times develop a sense of meaninglessness and can lead to a rise in mental health disorders, mid-career crisis and growing discontent with one’s life. Value education aims to somewhat fill the void in people’s lives.
Moreover, when people study the significance of values in society and their lives, they are more convinced and committed to their goals and passions. This leads to the development of awareness which results in thoughtful and fulfilling decisions.
The key importance of value education is highlighted in distinguishing the execution of the act and the significance of its value. It instils a sense of ‘meaning’ behind what one is supposed to do and thus aids in personality development .

In the contemporary world, the importance of value education is multifold. It becomes crucial that is included in a child’s schooling journey and even after that to ensure that they imbibe moral values as well as ethics.

Here are the key purposes of value education:

To ensure a holistic approach to a child’s personality development in terms of physical, mental, emotional and spiritual aspects
Inculcation of patriotic spirit as well as the values of a good citizen
Helping students understand the importance of brotherhood at social national and international levels
Developing good manners and responsibility and cooperativeness
Promoting the spirit of curiosity and inquisitiveness towards the orthodox norms
Teaching students about how to make sound decisions based on moral principles
Promoting a democratic way of thinking and living
Imparting students with the significance of tolerance and respect towards different cultures and religious faiths

There is an essential need and importance of value education in school curriculums as it helps students learn the basic fundamental morals they need to become good citizens as well as human beings. Here are the top reasons why value education in school is important:

Value education can play a significant role in shaping their future and helping them find their right purpose in life.
Since school paves the foundation for every child’s learning, adding value-based education to the school curriculum can help them learn the most important values right from the start of their academic journey.
Value education as a discipline in school can also be focused more on learning human values rather than mugging up concepts, formulas and theories for higher scores. Thus, using storytelling in value education can also help students learn the essentials of human values.
Education would surely be incomplete if it didn’t involve the study of human values that can help every child become a kinder, compassionate and empathetic individual thus nurturing emotional intelligence in every child.

Both traditional, as well as values education, is essential for personal development. Both help us in defining our objectives in life. However, while the former teaches us about scientific, social, and humanistic knowledge, the latter helps to become good humans and citizens. Opposite to traditional education, values education does not differentiate between what happens inside and outside the classroom.

Value Education plays a quintessential role in contributing to the holistic development of children. Without embedding values in our kids, we wouldn’t be able to teach them about good morals, what is right and what is wrong as well as key traits like kindness, empathy and compassion. The need and importance of value education in the 21st century are far more important because of the presence of technology and its harmful use. By teaching children about essential human values, we can equip them with the best digital skills and help them understand the importance of ethical behaviour and cultivating compassion. It provides students with a positive view of life and motivates them to become good human beings, help those in need, respect their community as well as become more responsible and sensible.

Youngsters today move through a gruelling education system that goes on almost unendingly. Right from when parents send them to kindergarten at the tender age of 4 or 5 to completing their graduation, there is a constant barrage of information hurled at them. It is a puzzling task to make sense of this vast amount of unstructured information. On top of that, the bar to perform better than peers and meet expectations is set at a quite high level. This makes a youngster lose their curiosity and creativity under the burden. They know ‘how’ to do something but fail to answer the ‘why’. They spend their whole childhood and young age without discovering the real meaning of education. This is where the importance of value education should be established in their life. It is important in our lives because it develops physical and emotional aspects, teaches mannerisms and develops a sense of brotherhood, instils a spirit of patriotism as well as develops religious tolerance in students. Thus, it is essential to teach value-based education in schools to foster the holistic development of students. Thank you.

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Types of Value Education

To explore how value education has been incorporated at different levels from primary education, and secondary education to tertiary education, we have explained some of the key phases and types of value education that must be included to ensure the holistic development of a student.

Middle and high school curriculums worldwide including in India contain a course in moral science or value education. However, these courses rarely focus on the development and importance of values in lives but rather on teachable morals and acceptable behaviour. Incorporating some form of value education at the level of early childhood education can be constructive.

Read more at Child Development and Pedagogy

Some universities have attempted to include courses or conduct periodic workshops that teach the importance of value education. There has been an encouraging level of success in terms of students rethinking what their career goals are and increased sensitivity towards others and the environment.

Our Top Read: Higher Education in India

Alarmingly, people who have only been 4 to 5 years into their professional careers start showing signs of job exhaustion, discontent, and frustration. The importance of value education for adults has risen exponentially. Many non-governmental foundations have begun to conduct local workshops so that individuals can deal with their issues and manage such questions in a better way.

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Guest Essay

The Value of an Education That Never Ends

An illustration showing five students in a classroom. One looks to be many decades older than the other. She is rasing her hand eagerly.

By Michael S. Roth

Dr. Roth is the president of Wesleyan University and the author of “The Student: A Short History.”

For more than 15 years I have presided over my university’s Arrival Day, the time when families drop off their sons and daughters about to start their college career. Every year some parents will take me aside to say they wish they were starting college, and that they’d get a lot more out of the experience now because they’ve become better learners.

One mother laughingly called herself a “perpetual student.” She meant she pursued learning for the sheer joy of inquiry. But the term is usually one of gentle derision: someone who keeps taking more courses as a way to avoid holding down a job. In other words, a slacker, or a loser. I think that’s wrong. We should begin to see this sort of lifelong learning as a way for individuals to gain not just knowledge, but liberation. In its ideal form, being a perpetual student is not an act of avoidance but rather a path to perpetual self-determination and freedom.

The ideas of “freedom” and “student” were not always linked together. In pre-modern Europe, schools were few and far between, but there was learning nonetheless — learning that aimed at economic independence and integration with a community. Universities were founded in the medieval period, and as literacy became more culturally and economically advantageous, especially after the Protestant Reformation, basic schooling became more common.

For the 18th-century philosopher Immanuel Kant, the student in pursuit of enlightenment was someone in the process of leaving behind “self-imposed immaturity” and learning to think for oneself. Some people, however, were said to exist outside the realm of learning altogether — at least the kind of learning meant to allow one to stand on one’s own feet. With intellectual contortions fueled by racism and economic self-interest, many supposedly enlightened Enlightenment thinkers and writers argued that enslaved people could not be students, that they did not have the potential to be free. States passed laws forbidding the education of enslaved people. Learning became an act of resistance.

Across the West in the 19th century, formal schooling became more widespread, and debates about education centered on preparing independent thinkers who could also be free citizens. But questions quickly arose: Are schools truly helping students think for themselves, or are they only indoctrinating them into the latest conventions? Will advanced learning lead to scientific gains that benefit society, or will it only create self-serving justifications for the inequalities produced by industrialization? By the mid 1800s Ralph Waldo Emerson would call on his fellow citizens to live more independently by being more open and creative. For him, the freedom of a student was not just an intellectual matter. It was bound up with opposing convention — and it shouldn’t end with school.

The connection between learning and freedom is presupposed in many criticisms of students today as censorious or relativist, illiberal or radical, coddled snowflake or warrior for social justice. As the 1990s boogeyman of political correctness has been transformed in the minds of its enemies into woke and cancel culture, one can see more clearly than ever that the idea of the student is a screen onto which folks (themselves long out of school) project their fears for the future and, perhaps, anxieties about themselves.

There are many ways to be a student. Some will strive to find balance and harmony by fitting into their educational context. Others build intellectual muscle by criticizing every move the teacher makes. In daring to be critical and competitive interlocutors with their instructors, they work harder and learn to think more deeply. Some students learn through imitation, eager to follow their classmates as well as their teacher. The core of all these approaches is developing the capacity to think for oneself by learning from others.

Ultimately, the true student learns freedom by developing curiosity, judgment and creativity in the service of one’s own good and the good of their communities. This flourishing is different from being trained by an instructor to do a task or earn a badge, and it is different from the satisfaction one gets through acquiring objects or experiences in the marketplace.

On campus, students do learn specific tasks and they do enjoy experiences, of course, but as students they are doing something more fundamental and more open-ended. They are learning freedom by learning who they are and what they can do (including how they might think). This almost always happens in concert with others. Students flourish in discovering and developing their capacities together.

That’s why it’s such a challenge to be a perpetual student — as our society becomes atomized and polarized, the informal educational spaces for adults to learn from people who have different points of view are fewer and farther between. And it gets harder to exercise the intellectual humility that being a student requires when one is supposed to have the authority, the certainty, of adulthood. Yet some people manage it at various points in their lives by finding fellow learners. This can happen in book clubs, online classes, Bible study or simply in stimulating interactions with co-workers.

There is a hunger for this. Roughly 200 people join my online Great Books humanities class each week on Coursera . During the pandemic, the number was more than 1,000, and millions around the world find other classes via Khan Academy and edX . The desire for learning is also a desire for connecting. It is not just the desire for a prize or a diploma.

For perpetual students, learning (as opposed to training) has no end. As they reach the end of one path of inquiry, they find themselves already on another. These paths develop their capacities and can’t be delimited in advance of the opportunity for exploring them. Every day is Arrival Day.

Perpetual students, like all of us, have the potential for freedom. They embrace this potential, exploring the world, absorbing its lessons and creatively responding to them.

To be a student is to be alive to the world and to oneself. Why would anyone want to graduate from that?

Michael S. Roth is president of Wesleyan University. This essay draws on his forthcoming book “ The Student: A Short History .”

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow The New York Times Opinion section on Facebook , Twitter (@NYTopinion) and Instagram .

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Value Education: Why It Matters and How to Cultivate Values

Value education refers to deliberately cultivating essential human values in students at school. It focuses on shaping character and nurturing socially responsible, morally upright individuals.

What Is Value Education: Value Education Meaning

Value education aims to develop virtues like honesty, empathy, integrity, and responsibility which serve as a moral compass for students. The methods used include morally focused classroom discussions, literature with value themes, community service projects, role-playing moral dilemmas, etc.

Unlike regular academics, value education stresses on transforming students’ personalities by instilling positive values and belief systems in them from a young age. The goal is for children to grow into compassionate, engaged citizens who contribute meaningfully to society.

Objectives Of Value Education

The main objectives of value education are:

Develop moral reasoning: Enhances ability to distinguish right from wrong, understand ethical issues, critically analyze moral problems, and make principled choices.
Build character strengths: Nurtures virtues like empathy, integrity, responsibility, and perseverance which shape personality.
Promote social cohesion: Fosters tolerance, unity in diversity, and respect – laying the foundation for a just, inclusive society.
Encourage civic engagement: Motivates students to be socially/ecologically responsible, engaged citizens.
Nurture well-rounded individuals: Facilitates balanced development of ethical, intellectual, emotional, and social faculties.
Groom value-based leaders: Equips students with a moral compass to act out of fairness and compassion when they occupy leadership roles.

Types Of Value Education

There are 5 main types of value education:

Personal Values Education

Focuses on values that determine personal morality and character like:

Self-discipline
Responsibility
Perseverance

Social Values Education

Teaches values that shape our relation with society like:

Spiritual Values Education

Based on virtues related to human conscience and soul like:

Righteousness

Cultural Values Education

Promotes cultural cohesion through values like:

Respect for elders
Celebrating traditions

Environmental Values Education

Fosters love for nature through ecological values like:

Conservation
Sustainability
Protecting ecosystems

Importance Of Value Education

Value education is critical for:

Building character: Enables students to create a strong, ethical character.
Positive behavior: Encourages kindness, integrity, empathy, and other constructive behaviors.
Responsible citizenship: Equips students to become engaged, contributive citizens.
Ethical leadership: Provides future leaders a moral foundation to act out of fairness.
Social reform: Nurtures individuals who are driven by ethics to positively impact society.

Overall, value education aims at molding compassionate, engaged, and morally upright individuals who add value to society.

Need Of Value Education

Here’s why value education is the need of the hour:

Deteriorating social values: Rising intolerance, crimes, and corruption indicate erosion of values – which value education helps address.
Materialistic lifestyles: Increasing materialism has compromised values like honesty, and empathy. Value education counters this.
Building character: With nuclear families and fewer joint families, systematic character-building is required through value education.
Preparing children for life: Value education equips children with critical life skills like ethical reasoning, and responsible behavior.
Shaping future leaders: Future leaders in fields like business, and politics need to be grounded in values like justice, and empathy. Value education lays this foundation.

Value education is thus imperative for nurturing socially conscious leaders and citizens.

Process Of Value Education

Classroom teaching: Stories, ethical dilemmas, and role-playing activities to teach values.
Community service: Volunteering projects to teach civic responsibility.
Value education clubs: Promoting values via campaigns, posters, and activities.
Reflection writing: Essays and journaling for students to internalize values.
Appreciating demonstrations: Publicly praising students who display values in action.
Parental counseling: Guiding parents on modeling values at home.

Basic Guidelines For Value Education

Some best practices for teaching values effectively:

Adopt an interactive , reflective, and experiential approach – avoid preaching.
Role model positive values like empathy, and equality through your own conduct.
Encourage students to apply values like truth, and non-violence in real life, not just learn passively.
Promote critical thinking on ethical issues through open discussions and moral dilemmas.
Make it relevant to students’ lives by using examples they relate to.
Appreciate even small everyday demonstrations of values like courtesy, and honesty.
Actively develop the emotional quotient along with the intelligence quotient.
Collaborate with parents to nurture values consistently at home.

The Purpose Of Value Education

Fundamental goals of value education:

Mold compassionate citizens who care for others and nature
Groom principled leaders across fields who act out of ethics
Build a humane, just society by laying moral foundations early on
Foster socially conscious global citizens concerned about worldwide issues
Shape morally upright individuals of strong character who do the right thing
Enable students to lead meaningful lives with a sense of purpose

Speech On the Importance Of Value Education

Here is a short speech on why value education matters:

“Respected principal, teachers, and students – I stand before you to share my thoughts on the vital importance of value education in shaping well-rounded individuals.

Values form the very foundation of our personalities. They mold our belief system which guides our choices and behavior. Values like honesty, equality, and empathy determine the kind of citizens we grow up to be.

With increasing cynicism and materialism in society, active cultivation of human values has become more important than ever before. Value education aims at developing the complete moral, social, and spiritual dimensions.

By teaching universal values like truth and non-violence from a young, value education helps nurture engaged, compassionate citizens committed to justice and environmental conservation. It motivates students to become change-makers who contribute to social reform.

Friends – values cannot be imposed or taught overnight. They need active modeling by teachers and parents coupled with careful nurturing through activities, real-life projects, and ongoing moral discussions. This hands-on approach to value education ensures deep internalization of values to the point that they become an integral part of students’ personalities – guiding them spontaneously.

The future of any nation lies in the hands of its youth. The kind of leaders the youth become shapes the nation’s destiny. Value education holds the power to transform youth by equipping them with moral courage and social responsibility to stand up for justice. It lays the foundation for a progressive society.

As students, by demonstrating values like empathy and integrity in your conduct, each of you can inspire others too to walk the path of truth and conscience.

Let us strive to make value education a vibrant, integral part of schooling – going beyond textbooks to shape morally anchored youth. This visionary investment is vital for securing a just, equitable, and compassionate global society.”

FAQs on Value Education

Here are some common questions about value education:

1. What are Values?

Values are beliefs about what is right or wrong, good or bad. They are standards that guide our choices and actions. Examples are honesty, respect, responsibility, kindness, etc. Values define who we are and what is important to us.

2. What is Value-Based Education?

Value-based education focuses on instilling values like empathy, integrity, and compassion in students. It aims to develop character and ethics through applying values like respect and honesty in real life. The goal is to nurture responsible citizens.

3. What are methods of imparting Value Education?

Methods include:

Classroom teaching using stories, activities, discussion
Role modeling
Community service
Clubs and sports
Counselling and mentoring
Parental guidance

4. What is the need for Value Education?

Value education is needed to develop a strong moral compass in students. It motivates positive behavior, builds character strength, and promotes social harmony and responsible citizenship. Overall, it nurtures ethical, caring individuals.

5. How does Value Education help us in daily life?

Value education helps make the right choices in life, interact positively with others, and contribute meaningfully to society. It teaches us to be responsible, empathetic, and principled human beings.

6. How to implement Value Education in school?

Incorporate value-based learning activities in the curriculum
Conduct ethics and morality discussions
Organize community service projects
Set up value education clubs
Assign moral dilemma scenarios
Lead by example and role model values

7. Can Values be taught without a Teacher?

Yes, parents can teach values through role modeling ethical behavior and having discussions at home. However, trained teachers are best suited to impart formal value education through structured activities.

Value education aims at proactively developing universal human values like empathy, equality, honesty, and non-violence in students via an experiential, activity-based approach focused on nurturing their overall moral, spiritual, and emotional growth. It aspires to equip youth with a moral compass that guides their behavior, choices, and outlook as adults.

Implementing value education effectively requires schools, families, and communities to come together to role model ethical conduct themselves as well as deliberately cultivate essential human values through everyday experiences, inspiring stories, and thoughtful moral discussions. This shapes conscientious leaders and citizens – laying the foundations for a caring, principled, inclusive society.

Shobhit is the founder of Ishiksha, content writer and educator who has been creating educational content since 2021. His writing covers topics like science, technology, and the humanities. When he isn't writing, Shobhit enjoys reading nonfiction, watching documentaries, and going on nature walks.

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What Is Education For?

Read an excerpt from a new book by Sir Ken Robinson and Kate Robinson, which calls for redesigning education for the future.

What is education for? As it happens, people differ sharply on this question. It is what is known as an “essentially contested concept.” Like “democracy” and “justice,” “education” means different things to different people. Various factors can contribute to a person’s understanding of the purpose of education, including their background and circumstances. It is also inflected by how they view related issues such as ethnicity, gender, and social class. Still, not having an agreed-upon definition of education doesn’t mean we can’t discuss it or do anything about it.

We just need to be clear on terms. There are a few terms that are often confused or used interchangeably—“learning,” “education,” “training,” and “school”—but there are important differences between them. Learning is the process of acquiring new skills and understanding. Education is an organized system of learning. Training is a type of education that is focused on learning specific skills. A school is a community of learners: a group that comes together to learn with and from each other. It is vital that we differentiate these terms: children love to learn, they do it naturally; many have a hard time with education, and some have big problems with school.

There are many assumptions of compulsory education. One is that young people need to know, understand, and be able to do certain things that they most likely would not if they were left to their own devices. What these things are and how best to ensure students learn them are complicated and often controversial issues. Another assumption is that compulsory education is a preparation for what will come afterward, like getting a good job or going on to higher education.

So, what does it mean to be educated now? Well, I believe that education should expand our consciousness, capabilities, sensitivities, and cultural understanding. It should enlarge our worldview. As we all live in two worlds—the world within you that exists only because you do, and the world around you—the core purpose of education is to enable students to understand both worlds. In today’s climate, there is also a new and urgent challenge: to provide forms of education that engage young people with the global-economic issues of environmental well-being.

This core purpose of education can be broken down into four basic purposes.

Education should enable young people to engage with the world within them as well as the world around them. In Western cultures, there is a firm distinction between the two worlds, between thinking and feeling, objectivity and subjectivity. This distinction is misguided. There is a deep correlation between our experience of the world around us and how we feel. As we explored in the previous chapters, all individuals have unique strengths and weaknesses, outlooks and personalities. Students do not come in standard physical shapes, nor do their abilities and personalities. They all have their own aptitudes and dispositions and different ways of understanding things. Education is therefore deeply personal. It is about cultivating the minds and hearts of living people. Engaging them as individuals is at the heart of raising achievement.

The Universal Declaration of Human Rights emphasizes that “All human beings are born free and equal in dignity and rights,” and that “Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.” Many of the deepest problems in current systems of education result from losing sight of this basic principle.

Schools should enable students to understand their own cultures and to respect the diversity of others. There are various definitions of culture, but in this context the most appropriate is “the values and forms of behavior that characterize different social groups.” To put it more bluntly, it is “the way we do things around here.” Education is one of the ways that communities pass on their values from one generation to the next. For some, education is a way of preserving a culture against outside influences. For others, it is a way of promoting cultural tolerance. As the world becomes more crowded and connected, it is becoming more complex culturally. Living respectfully with diversity is not just an ethical choice, it is a practical imperative.

There should be three cultural priorities for schools: to help students understand their own cultures, to understand other cultures, and to promote a sense of cultural tolerance and coexistence. The lives of all communities can be hugely enriched by celebrating their own cultures and the practices and traditions of other cultures.

Education should enable students to become economically responsible and independent. This is one of the reasons governments take such a keen interest in education: they know that an educated workforce is essential to creating economic prosperity. Leaders of the Industrial Revolution knew that education was critical to creating the types of workforce they required, too. But the world of work has changed so profoundly since then, and continues to do so at an ever-quickening pace. We know that many of the jobs of previous decades are disappearing and being rapidly replaced by contemporary counterparts. It is almost impossible to predict the direction of advancing technologies, and where they will take us.

How can schools prepare students to navigate this ever-changing economic landscape? They must connect students with their unique talents and interests, dissolve the division between academic and vocational programs, and foster practical partnerships between schools and the world of work, so that young people can experience working environments as part of their education, not simply when it is time for them to enter the labor market.

Education should enable young people to become active and compassionate citizens. We live in densely woven social systems. The benefits we derive from them depend on our working together to sustain them. The empowerment of individuals has to be balanced by practicing the values and responsibilities of collective life, and of democracy in particular. Our freedoms in democratic societies are not automatic. They come from centuries of struggle against tyranny and autocracy and those who foment sectarianism, hatred, and fear. Those struggles are far from over. As John Dewey observed, “Democracy has to be born anew every generation, and education is its midwife.”

For a democratic society to function, it depends upon the majority of its people to be active within the democratic process. In many democracies, this is increasingly not the case. Schools should engage students in becoming active, and proactive, democratic participants. An academic civics course will scratch the surface, but to nurture a deeply rooted respect for democracy, it is essential to give young people real-life democratic experiences long before they come of age to vote.

Eight Core Competencies

The conventional curriculum is based on a collection of separate subjects. These are prioritized according to beliefs around the limited understanding of intelligence we discussed in the previous chapter, as well as what is deemed to be important later in life. The idea of “subjects” suggests that each subject, whether mathematics, science, art, or language, stands completely separate from all the other subjects. This is problematic. Mathematics, for example, is not defined only by propositional knowledge; it is a combination of types of knowledge, including concepts, processes, and methods as well as propositional knowledge. This is also true of science, art, and languages, and of all other subjects. It is therefore much more useful to focus on the concept of disciplines rather than subjects.

Disciplines are fluid; they constantly merge and collaborate. In focusing on disciplines rather than subjects we can also explore the concept of interdisciplinary learning. This is a much more holistic approach that mirrors real life more closely—it is rare that activities outside of school are as clearly segregated as conventional curriculums suggest. A journalist writing an article, for example, must be able to call upon skills of conversation, deductive reasoning, literacy, and social sciences. A surgeon must understand the academic concept of the patient’s condition, as well as the practical application of the appropriate procedure. At least, we would certainly hope this is the case should we find ourselves being wheeled into surgery.

The concept of disciplines brings us to a better starting point when planning the curriculum, which is to ask what students should know and be able to do as a result of their education. The four purposes above suggest eight core competencies that, if properly integrated into education, will equip students who leave school to engage in the economic, cultural, social, and personal challenges they will inevitably face in their lives. These competencies are curiosity, creativity, criticism, communication, collaboration, compassion, composure, and citizenship. Rather than be triggered by age, they should be interwoven from the beginning of a student’s educational journey and nurtured throughout.

From Imagine If: Creating a Future for Us All by Sir Ken Robinson, Ph.D and Kate Robinson, published by Penguin Books, an imprint of Penguin Publishing Group, a division of Penguin Random House, LLC. Copyright © 2022 by the Estate of Sir Kenneth Robinson and Kate Robinson.

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The Oxford Handbook of Philosophy of Education

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15 Values Education

Graham Oddie, Professor of Philosophy, University of Colorado, Boulder

Published: 02 January 2010
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This article offers a metaphysical account of value as part of a general approach to values education. Value endorsements and their transmission are unavoidable in educational settings, as they are everywhere. The question, then, is not whether to teach values but which values to teach, in what contexts and how to teach them effectively. This article discusses the contestedness of value endorsements, the place for noncognitive value endorsements in education and the role of inculcating beliefs in education. The article also describes the rationalist and empiricist response problem of intrinsic motivation.

Moral education has received a great deal of attention in the philosophy of education. But morality is just one aspect of the evaluative, which embraces not just the deontic concepts—right, wrong, permissible, obligatory, supererogatory, and so on—but also the full range of concepts with evaluative content. This includes the so‐called thin evaluative concepts (e.g., good, bad, better, worst ); the thick evaluative concepts (e.g., courageous, compassionate, callous, elegant, cruel, charming, clumsy, humble, tendentious, witty, craven, generous, salacious, sexy, sarcastic, vindictive ); and the concepts that lie somewhere between the extremes of thick and thin (e.g., just, virtuous, sublime, vicious, beautiful ). Value, broadly construed to embrace the entire range of evaluative concepts, presents an educationist with some problems. Should values be part of the curriculum at all? If so, which values is it legitimate for educators to teach and how should they be taught?

1. The Contestedness of Value Endorsements

Philosophers disagree wildly about the metaphysics of value, its epistemological status, and the standing of various putative values. Given the heavily contested nature of value, as well as of the identity and weight of particular putative values, what business do we have teaching values? Perhaps we don't know enough about values to teach them (perhaps we don't know anything at all 1 ).

It might be objected to this argument against the teaching of values, from value's contestedness, that value theory is no different from, say, physics, biology, or even mathematics. There is much about these disciplines that is contested, but no one argues that that's a good reason to purge them from the curriculum. This comparison, however, is not totally convincing. True, philosophers of physics disagree over the correct interpretation of quantum mechanics, but there is little disagreement over its applications, its significance, or the necessity for students to master it. Similarly, even if there is disagreement over the foundations of mathematics or biology, few deny that we should give children a solid grounding in arithmetic or evolution.

The contestedness of value has been used to argue for a “fact/value” distinction that, when applied to educational contexts, leads to the injunction that teachers should stick to the “facts,” eschewing the promulgation of “value judgments.” Given the contestedness of values, an educator should pare her value endorsements down to their purely natural (nonevaluative) contents, indicating at most that, as a matter of personal preference, she takes a certain evaluative stance.

2. The Value Endorsements Informing the Educational Enterprise

Attempts to purge education of value endorsements are, of course, doomed. Value endorsements are not just pervasive, they are inevitable. The educational enterprise is about the transmission of knowledge and the skills necessary to acquire, extend, and improve knowledge. But what is knowledge—along with truth, understanding, depth, empirical adequacy, simplicity, coherence, completeness, and so on—if not a cognitive good or value? 2 And what is an improvement in knowledge if not an increase in cognitive value? Sometimes cognitive values are clearly instrumental—acquiring knowledge might help you become a physicist, a doctor, or an artist, say. But instrumental value is parasitic upon the intrinsic value of something else—here, knowledge of the world, relieving suffering, or creating things of beauty.

The enterprise of creating and transmitting knowledge is freighted with cognitive value, but episodes within the enterprise also express particular value endorsements. A curriculum, for example, is an endorsement of the value of attending to the items on the menu. It says, “ These are worth studying.” The practice of a discipline is laden with norms and values. To practice the discipline you have to learn how to do it well : to learn norms and values governing, inter alia, citing and acknowledging others who deserve it; honestly recording and relaying results; not forging, distorting, or suppressing data; humbly acknowledging known shortcomings; courageously, but not recklessly, taking cognitive risks; eschewing exaggeration of the virtues of a favored theory; having the integrity to pursue unwelcome consequences of discoveries. In mastering a discipline, one is inducted into a rich network of value endorsements.

The thesis of the separability of fact and value, and the associated bracketing of value endorsements, is not just tendentious (it precludes the possibility of facts about value) but also is so clearly unimplementable that it is perhaps puzzling that it has ever been taken entirely seriously. The educational enterprise is laden with value endorsements distinctive of the enterprise of knowledge and the transmission of those very endorsements to the next generation. Without the transmission of those values, our educational institutions would disappear. So, even if the value endorsements at the core of education are contested, the enterprise itself requires their endorsement and transmission.

3. The Place for Noncognitive Value Endorsements in Education

To what extent does the transmission of cognitive values commit us to the teaching of other values? It would be fallacious to infer that, in any educational setting, all and any values are on the table—that it is always permissible, or always obligatory, for a teacher to impart his value endorsements when those are irrelevant to the central aims of the discipline at hand. For certain value issues, a teacher may have no business promulgating his endorsements. For example, the values that inform physics don't render it desirable for a physicist to impart his views on abortion during a lab. Physicists typically have no expertise on that issue.

But it would be equally fallacious to infer that cognitive values are tightly sealed off from noncognitive values. Certain cognitive values, however integral to the enterprise of knowledge, are identical to values with wider application. Some I have already adverted to: honesty, courage, humility, integrity, and the like. These have different applications in different contexts, but it would be odd if values bearing the same names within and without the academy were distinct. So, in transmitting cognitive values, one is ipso facto involved in transmitting values that have wider application. 3 This doesn't imply that an honest researcher will be an honest spouse—she might lie about an affair. And an unscrupulous teacher might steal an idea from one of his students without being tempted to embezzle. People are inconsistent about the values on which they act, but these are the same values honored in the one context and dishonored in the other.

I have argued that there are cognitive values informing the educational enterprise that need to be endorsed and transmitted, and that these are identical to cognate values that have broader application. However, this doesn't exhaust the values that require attention in educational settings. There are disciplines—ethics, for example—in which the subject matter itself involves substantive value issues. In a course on the morality of abortion, for example, it would be impossible to avoid talking about the value of certain beings and the disvalue of ending their existence. Here, explicit attention must be paid to noncognitive values. There are other disciplines—the arts, for example—in which the point of education is to teach students to discern aesthetically valuable features, to develop evaluative frameworks to facilitate future investigations, and to produce valuable works. Within such disciplines it would be incredibly silly to avoid explicit evaluation.

4. The Role of Inculcating Beliefs in Education

Grant that there are noncognitive values, as well as cognitive values, at the core of certain disciplines. Still, given that there are radically conflicting views about these—the value of a human embryo, or the value of Duchamp's Fountain—shouldn't teachers steer clear of explicitly transmitting value endorsements? Here, at least, isn't it the teacher's responsibility to distance himself from his value endorsements and teach the subject in some “value‐neutral” way?

In contentious areas, teachers should obviously be honest and thorough in their treatment of the full range of conflicting arguments. Someone who thinks abortion is impermissible should give both Thomson's and Tooley's famous arguments for permissibility a full hearing. Someone who thinks abortion permissible should do the same for Marquis's. 4 However, even if some fact about value were known , there are still good reasons for teachers not to indoctrinate, precisely because inducing value knowledge is the aim of the course.

Value knowledge, like all knowledge, is not just a matter of having true beliefs. Knowledge is believing what is true for good reasons. To impart knowledge, one must cultivate the ability to embrace truths for good reasons. Students are overly impressed by the fact that their teachers have certain beliefs, and they are motivated to embrace such beliefs for that reason alone. So, it's easy for a teacher to impart favored beliefs, regardless of where the truth lies. A teacher will do a better job of imparting reasonable belief—and the critical skills that her students will need to pursue and possess knowledge—if she does not reveal overbearingly her beliefs. That's a common teaching strategy whatever the subject matter, not just value. 5

The appropriate educational strategy may appear to be derived from a separation of the evaluative from the non‐evaluative, but its motivation is quite different. It is because the aim of values education is value knowledge (which involves reasonable value beliefs) rather than mere value belief, that instructors should eschew indoctrination.

5. The Natural/Value Distinction Examined

In ethics and the arts, noncognitive values constitute the subject matter. But that isn't the norm. In many subject areas, values aren't the explicit subject matter. Despite this, in most disciplines it isn't clear where the subject itself ends and questions of value begin. Even granted a rigorous nonvalue/value distinction, for logical reasons there are, inevitably, claims that straddle the divide. It would be undesirable, perhaps impossible, to excise such claims from the educational environment.

Consider a concrete example. An evolutionary biologist is teaching a class on the evolutionary explanation of altruism. He argues that altruistic behavior is explicable as “selfishness” at the level of genes. His claim, although naturalistic, has implications for the value of altruistic acts. Suppose animals are genetically disposed to make greater sacrifices for those more closely genetically related to them than for those only distantly related, because such sacrifices help spread their genes. Suppose that the value of an altruistic sacrifice is partly a function of overcoming excessive self‐regard. It would follow that the value of some altruistic acts—those on behalf of close relatives—would be diminished. And that is a consequence properly classified as evaluative. Of course, this inference appeals to a proposition connecting value with the natural, but such propositions are pervasive and ineliminable.

Here is an argument for the unsustainability of a clean natural/value divide among propositions. A clean divide goes hand in glove with the Humean thesis that a purely evaluative claim cannot be validly inferred from purely natural claims, and vice versa. Let N be a purely natural claim and V a purely evaluative claim. Consider the conditional claim C : if N then V . Suppose C is a purely natural claim. Then from two purely natural claims ( N and C ) one could infer a purely evaluative claim V . Suppose instead that C is purely evaluative. The conjunction of two purely evaluative (natural) claims is itself purely evaluative (natural). Likewise, the negation of a purely evaluative (natural) proposition is itself purely evaluative (natural). 6 Consequently, not‐ N , like N , is purely natural, and so one could derive a purely evaluative claim ( C ) from a purely natural claim (not‐ N ). Alternatively, not‐ V , like V , is purely evaluative. So, one could derive a purely natural claim (not‐ N ) from two purely evaluative claims ( C and not‐ V ).

Propositions like C are natural‐value hybrids : they cannot be coherently assigned a place on either side of a sharp natural/value dichotomy. Hybrids are not just propositions that have both natural and evaluative content (like the thick evaluative attributes). Rather, their characteristic feature is that their content is not the conjunction of their purely natural and purely evaluative contents.

Hybrids are rife among the propositions in which we traffic. Jack believes Cheney unerringly condones what's good (i.e., Cheney condones X if and only if X is good), and Jill, that Cheney unerringly condones what's not good. Neither Jack nor Jill knows that Cheney has condoned the waterboarding of suspected terrorists. As it happens, both are undecided on the question of the value of waterboarding suspected terrorists. They don't disagree on any purely natural fact (neither knows what Cheney condoned); nor do they disagree on any purely evaluative fact (neither knows whether condoning waterboarding is good). They disagree on this: Cheney condones waterboarding suspected terrorists if and only if condoning such is good . Suppose both come to learn the purely natural fact that Cheney condones waterboarding. They will deduce from their beliefs conflicting, purely evaluative conclusions: Jack that condoning waterboarding is good; Jill that condoning waterboarding is not good. So, given that folk endorse rival hybrid propositions, settling a purely natural fact will impact the value endorsements of the participants differentially because natural facts and value endorsements are entangled via a rich set of hybrids.

I don't deny that there are purely natural or purely evaluative claims, nor that certain claims can be disentangled into their pure components. I am arguing that there are hybrids—propositions that are not equivalent to the conjunction of their natural and evaluative components. The fact that we all endorse hybrid claims means that learning something purely natural will often exert rational pressure on evaluative judgments (and vice versa). An education in the purely natural sciences may thus necessitate a reevaluation of values; and an education in values may necessitate a rethinking of purely natural beliefs.

6. Intrinsically Motivating Facts and the Queerness of Knowledge of Value

I have argued that natural and evaluative endorsements cannot be neatly disentangled in an educational setting for purely logical reasons. Still, it's problematic to embrace teaching a subject unless we have a body of knowledge . For there to be value knowledge there must be knowable truths about value. A common objection to these is that they would be very queer —unlike anything else that we are familiar with in the universe.

The queerness of knowable value facts can be elicited by considering their impact on motivation. Purely natural facts are motivationally inert. For example, becoming acquainted with the fact that this glass contains potable water (or a lethal dose of poison) does not by itself necessarily motivate me to drink (or refrain from drinking). Only in combination with an antecedent desire on my part (to quench my thirst, or to commit suicide) does this purely natural fact provide me with a motivation. A purely evaluative fact would, however, be different. Suppose it's a fact that the best thing for me to do now would be to drink potable water, and that I know that fact. Then it would be very odd for me to say, “I know that drinking potable water would be the best thing for me to do now, but I am totally unmoved to do so.” One explanation of this oddness is that knowledge of a value fact entails a corresponding desire: value facts necessarily motivate those who become acoquainted with them.

Why would this intrinsic power to motivate be queer rather than simply interesting ? The reason is that beliefs and desires seem logically independent—having a certain set of beliefs does not entail the having of any particular desires. Beliefs about value would violate this apparent independence. Believing that something is good would entail having a corresponding desire . Additionally, simply by virtue of imparting to your student a value belief you would thereby instill in him the corresponding motivation to act. How can mere belief necessitate a desire? Believing something good is one thing; desiring it is something else.

One response to the queerness objection is to reject the idea that knowing an evaluative fact necessarily motivates. Let's suppose, with Hume, that beliefs without desires are powerless to motivate. A person may well have a contingent independent desire to do what he believes to be good, and once he becomes acquainted with a good he may, contingently, be motivated to pursue it. But no mere belief, in isolation from such an antecedent desire, can motivate. That sits more easily with the frequent gap between what values we espouse and how we actually behave.

This Humean view would escape the mysteries of intrinsic motivation, but would present the educationist with a different problem. What is the point of attempting to induce true value beliefs if there is no necessary connection between value beliefs and motivations? If inducing true evaluative beliefs is the goal of values education, and evaluative beliefs have no such connection with desires, then one might successfully teach a psychopath correct values, but his education would make him no more likely to choose the good. His acquisition of the correct value beliefs , coupled with his total indifference to the good, might just equip him to make his psychopathic adventures more effectively evil.

There are two traditions in moral education that can be construed as different responses to the problem of intrinsic motivation. There is the formal, rationalist tradition according to which the ultimate questions of what to do are a matter of reason, or rational coherence in the body of evaluative judgments. But there is a corresponding empiricist tradition, according to which there is a source of empirical data about value, something which also supplies the appropriate motivation to act.

7. The Rationalist Response to the Problem of Intrinsic Motivation

Kant famously espoused the principle of universalizability: that a moral judgment is legitimate only if one can consistently will a corresponding universal maxim. 7 A judgment fails the test if willing the corresponding maxim involves willing conditions that make it impossible to apply the maxim. Cheating to gain an unfair advantage is wrong, on this account, because one cannot rationally will that everyone cheat to gain an unfair advantage. To be able to gain an unfair advantage by cheating, others have to play by the rules. So, cheating involves a violation of reason. If this idea can be generalized, and value grounded in reason, then perhaps we don't need to posit queer value facts (that cheating is bad , say) that mysteriously impact our desires upon acquaintance. Value would reduce to nonmysterious facts about rationality.

This rationalist approach, broadly construed, informs a range of educational value theories—for example, those of Hare and Kohlberg, as well as of the “values clarification” theorists. 8 They share the idea that values education is not a matter of teaching substantive value judgments but, rather, of teaching constraints of rationality, like those of logic, critical thinking, and universalizability. They differ in the extent to which they think rational constraints yield substantive evaluative content. Kant apparently held that universalizability settles our moral obligations. Others, like Hare, held that universalizability settles some issues (some moral judgments are just inconsistent with universalizability) while leaving open a range of coherent moral stances, any of which is just as consistent with reason as another. What's attractive about the rationalist tradition is that it limits the explicit teaching of value content to the purely cognitive values demanded by reason alone—those already embedded in the educational enterprise—without invoking additional problematic value facts.

There are two problems with rationalism. First, despite the initial appearance, it too presupposes evaluative facts. If cognitive values necessarily motivate—for example, learning that a maxim is inconsistent necessarily induces an aversion to acting on it—then the queerness objection kicks in. And if cognitive values don't necessarily motivate, then there will be the familiar disconnect between acquaintance with value and motivation.

Second, rational constraints, including even universalizability, leave open a vast range of substantive positions on value. A Kantian's inviolable moral principle—it is always wrong intentionally to kill an innocent person, say—may satisfy universalizability. But so, too, does the act‐utilitarian's injunction to always and everywhere maximize value. If killing innocent people is bad, then it is better to kill one innocent person to prevent a larger number being killed than it is to refrain from killing the one and allowing the others to be killed. The nihilist says it doesn't matter how many people you kill, and this, too, satisfies universalizability. The radical divergence in the recommendation of sundry universalizable theories suggests that rational constraints are too weak to supply substantive evaluative content. Reason leaves open a vast space of mutually incompatible evaluative schemes.

8. The Empiricist Response to the Problem of Intrinsic Motivation

To help weed out some of these consistent but mutually incompatible evaluative schemes, value empiricists posit an additional source of data about value. They argue that detecting value is not a matter of the head, but rather a matter of the heart—of feeling, emotion, affect, or desire. It involves responding appropriately to the value of things in some way that is not purely cognitive. Many value theorists whose theories are otherwise quite different (Aristotle, Hume, Brentano, and Meinong, and their contemporary heirs) have embraced variants of this idea. 9

Different value empiricists espouse different metaphysical accounts of value, from strongly idealist accounts (according to which values depend on our actual value responses) to robustly realist accounts (according to which values are independent of our actual responses). What they share is the denial that grasping value is a purely cognitive matter. Responses to value involve something like experience or perception. That is to say, things seem to us more or less valuable, these value‐seemings are analogous to perceptual seemings rather than to beliefs, and value‐seemings involve a motivational component, something desire‐like.

What, then, are these experiences of value, these value‐seemings? According to the Austrian value theorists (Meinong and his descendents), evaluative experiences are emotions. So, for example, anger is the emotional presentation of, or appropriate emotional response to, injustice; shame is the appropriate emotional response to what is shameful; sadness to the sad, and so on. Emotions are complex states that are necessarily connected with value judgments, but also with desires and nonevaluative beliefs. A much sparser theory of value experiences identifies them simply with desires. 10 That is to say, to desire P is just for P to seem good to me. To desire P is not to judge that P is good, or to believe that P is good. Something might well seem good to me (I desire it) even though I do not believe that it is good. Indeed, I might well know that it is not good (just as a rose I know to be white may appear to be pink to me). Value‐seemings, whatever their nature, would provide the necessary empirical grounding for beliefs about value, while also providing the link between acquaintance with value and the corresponding motivations.

Imagine if you were taught the axiomatic structure of Newtonian mechanics without ever doing an actual experiment, or even being informed what results any such experiment would yield in the actual world. You might well come to know all there is to know about Newtonian mechanics, as a body of theory, without having any idea whether the actual world is Newtonian. But, then, why should you prefer Newton's theory to, say, Aristotle's, as an account of the truth? According to the value empiricist, values taught entirely as matters of reason alone would be similarly empty. By contrast, if value judgments have to be justified ultimately by appeal to some shared value data, and the value data consist of value experiences, then the job of a value educator would be, at least in part, to connect the correct evaluative judgments in the appropriate way with actual experiences of value.

9. The Theory‐Ladenness of Value Data and Critical Empiricism

If pure rationalism seems empty of content, then pure empiricism seems correspondingly blind. Notoriously, people experience very different responses to putative values. Indeed, the highly variable nature of our value responses is the root of the contestedness of value, and it is often the major premise in an argument to the effect that either there is no such thing as value or, if there is, it cannot be reliably detected. If values education goes radically empiricist, and experiences of value (affect, emotion, desire, etc.) are the empirical arbiters of value, then an uncriticizable subjectivism, or at best relativism, looms, and the teaching of values would amount to little more than the teacher, like a television reporter, eliciting from her students how they feel.

This criticism presupposes a rather naive version of empiricism, according to which experience is a matter of passively receiving theory‐neutral data that are then generalized into something like a value theory. A more promising model is provided by some variant of critical rationalism. Perceptual experiences are rarely a matter of passively receiving “theory‐neutral” data, as a prelude to theorizing but, rather, are themselves informed and guided by theory. Even if there is a core to perceptual experience that is relatively immune to influence from background theory, the information that one gains from experience is partly a function of such theory. An experience in total isolation from other experiences to which it is connected by a theory rarely conveys significant information. If someone who knows no physics is asked to report what he sees in the cloud chamber, say, then what he reports will likely be very thin indeed and hardly a basis for grasping the nature of matter. So, enabling folk to have the right kinds of experiences—informative and contentful—which can then be appropriately interpreted and taken up into a web of belief, is in part a matter of teaching them a relevant background theory that makes sense of those experiences. This might be more accurately called a critical empiricist approach.

Given value experiences, and a critical empiricist approach to knowledge of value, values education would be, in part, a matter of cultivating appropriate experiential responses to various values; in part, a matter of refining and honing such responses; and in part, a matter of providing a framework that supports those responses and that can be challenged and revised in the light of further value experiences. Further, if experiences of value are a matter of emotion, feeling, or desire, values education would need to take seriously the training of folk in having, interpreting, and refining appropriate emotions, feelings, and desires. This would not in any way diminish the crucial role of logic, critical thinking, and rational constraints like universalizability. But it would open up the educational domain to cultivation and refinement of affective and conative states.

10. The Agent‐Neutrality of Value and the Relativity of Value Experiences

The hypothesis of the theory‐ladenness of experience is, unfortunately, insufficient to defuse the problem of the radical relativity in value experiences. Compare value experiences with ordinary perception. It is rare for a rose to appear to one person to be red and to another blue. But it is not at all rare for one and the same state of affairs to seem very good to one person and seem very bad to another. If these radical differences in value experiences are to be attributed simply to differences in the value beliefs that people hold, then value experiences are too corrupted to be of any use. Experiences too heavily laden with theory cease to be a reliable source of data for challenging and revising beliefs.

This problem can be sharpened by a combination of an idea endorsed by many empiricist value theorists (namely, that value is not what is desired in fact, but what it would be fitting or appropriate to desire), with a popular idea endorsed by most rationalist value theorists (namely, the agent‐neutrality of real value). The fitting‐response thesis says that something is valuable just to the extent that it is appropriate or fitting to experience it as having that value. The agent‐neutrality of value thesis says that the actual value of a state or property is not relative to persons or point of view. So if something—a severe pain, say—has a certain disvalue, then it has that disvalue regardless of whose pain it is. It is bad, as it were, irrespective of its locus. These theses combined imply the agent‐neutrality of the fitting response to value . If a state possesses a certain value, then it possesses that regardless of its locus. And a certain response to that value is fitting regardless of the relation of a valuer to the locus of the value. Consequently, the fitting response must be exactly the same response for any valuer. So ideally, two individuals, no matter what their relation to something of value, should respond to that value in exactly the same manner. The responses of the person whose responses are fitting are thus isomorphic to value, irrespective of the situation of that person or her relation to the value in question. Call this consequence of fitting‐response and agent‐neutrality, the isomorphic‐response thesis .

Now, quite independent of the issue of theory‐ladenness, the isomorphic‐response thesis seems very implausible. Suppose that the appropriate response to valuable states of affairs is desire, and the more valuable a state of affairs, the more one should desire it. Then, the isomorphic‐response thesis entails that any two individuals should desire all and only the same states to exactly the same degree. But clearly the states of affairs that people desire differ radically. Consequently, either we are all severely defective experiencers of value or one of the two theses that jointly entail the isomorphic‐response thesis is false.

11. The Effects of Perspective, Shape, and Orientation on Perception

The fitting‐response thesis looks implausible if value experiences are analogous to perceptual experiences. There is an objective state of the world that is perceiver‐neutral, but perceivers have very different experiences of the world depending on how they are situated within it. First, there are perspectival effects: the farther away an object is, the smaller it will appear relative to objects close by, and that is entirely appropriate; objects should look smaller the farther away they are. Is there an analogue of distance in value space, and an analogue to perspective? If so, something might, appropriately, seem to be of different value depending on how far it is located from different valuers. Second, there are variable perceptual effects owing to the shape of objects and their orientation to the perceiver. An asymmetric object, like a coin, looks round from one direction but flat from another; but again, it should look those different ways. Is there anything in the domain of value analogous to shape and orientation?

Grant that pain is bad and that qualitatively identical pains are ( ceteris paribus ) equally bad. I am averse to the pain I am currently experiencing—it seems very bad to me. However, an exactly similar pain I experienced twenty years ago does not elicit such a strong aversion from me now. Nor does the similar pain I believe I will face in twenty years' time. I can have very different aversive responses to various pains, all of which are equally bad, and those different responses do seem fitting. The temporally distant pains are just further away, in value space, from me now. Time can, thus, be thought of as one dimension in value space that affects how values should be experienced.

Some people are close to me, and the pain of those close to me matters more to me than pain experienced by distant beings. If my wife is in severe pain, that appears much worse to me than if some stranger is in severe pain; and that response, too, seems appropriate. I know, of course, that my loved ones are no more valuable than those strangers, and I am not saying I shouldn't care at all about the stranger's pain. Clearly, the stranger's pain is bad—just as bad as my wife's pain—and I am somewhat averse to it as well. But suppose I can afford only one dose of morphine, and I can give it to my wife or have it FedExed to the stranger. Would it be inappropriate of me to unhesitatingly give it to my wife? Hardly. Someone who tossed a coin to decide where the morphine should be directed would be considered lacking normal human feelings. Persons are located at various distances from me, and since persons are loci of valuable states, those states inherit their positions in value space, and their distances from me, from their locus. And it seems appropriate to respond more vividly to states that are close than to those that are more distant.

Finally, we can think of possibility—perhaps measured by probability—as a dimension of value. Imagine this current and awful pain multiplied in length enormously. If hell exists and God condemns unbelievers to hell, then I am going to experience something like this for a very, very long time. That prospect is much worse than my current fleeting pain. And yet I am strangely unmoved by this prospect. Why? Because it seems very improbable to me. First, it seems improbable, given the unnecessary suffering in the world, that God exists. And if, despite appearances, a Perfect Being really exists, it seems improbable She would run a postmortem torture chamber for unbelievers. So, extremely bad states that are remote in probability space elicit less vivid responses than less bad states that have a higher probability of actualization. And that, too, seems fitting.

Of course, one might argue that these things should not appear this way to me, that the same pain merits the same response wherever it is located. But that's just implausible. As a human being, with various attachments, deep connections with particular others, and a limited capacity to care, it would be impossible for me to respond in a totally agent‐neutral way to all pain whatever its locus: the pain of total strangers; pains past, present, and future; and pains actual as well as remotely possible. It would also be bizarre if one were required to randomly allocate one's limited stock of care regardless of the distance of the bearers of such pains. So, if a value that is closer should appear closer, and desires and aversions are appearances of value, then it is entirely fitting that desires and aversions be more sensitive to closely located values than to distantly located values. 11

Distance is not the only factor affecting value perception. A valuer's orientation to something of value (or disvalue) may also affect perception. Take a variant of Nozick's famous case of past and future pain. You have to undergo an operation for which it would be dangerous to use analgesics. The surgeon tells you that on the eighth day of the month you will go into the hospital and on the morning of the ninth, you will be administered a combination of drugs that will paralyze you during the operation, scheduled for later that day, and subsequently cause you to forget the experiences you will have during the operation, including all the dreadful pain. You wake up in hospital, and you don't know what day it is. If it is the tenth, the operation was yesterday and the operation was twelve hours ago. If it is morning of the ninth, then you have yet to undergo the operation in twelve hours' time. So, depending on which of these is true, you are twelve hours away from the pain. Both are equally likely, given your information. You are equidistant from these two painful possibilities in both temporal space and probability space. You are, however, much more averse to the 50 percent probability of the future as yet‐unexperienced pain than to the 50 percent probability that the pain is now past. This asymmetric response seems appropriate. We are differently oriented toward past and future disvalues, and that can make a difference how bad those disvalues seem.

What about the shape of value, and the effect of shape together with orientation on perception? Should the value of one and the same situation be experienced by folk differently if they are differently oriented with respect to it? Suppose that a retributive theory of justice is correct, and that in certain cases wrongdoers ought to be punished for their wrongdoing; that such punishment is some sort of suffering; and that the punishment restores justice to the victim. The suffering inflicted on the wrongdoer is, then, from the agent‐neutral viewpoint, a good thing. Consider three people differently, related to the wrongdoer's receiving his just deserts: the wrongdoer himself, the wrongdoer's victim, and some bystander. It is fitting for the victim to welcome the fact that the wrongdoer is getting his just deserts. A neutral bystander will typically not feel as strongly about the punishment as the victim does, but provided she recognizes that the deserts are just, she should be in favor. What about the wrongdoer? His punishment is a good thing, but he has to be averse to the punishment if it is to be any sort of punishment at all. The difference in the victim's and the bystander's degree of desire for the just deserts can be explained by their differing distances from the locus of the value. But the differing responses of the victim and the wrongdoer cannot be explained by distance alone. Desire and aversion pull in opposite directions. Unless the wrongdoer is averse to his punishment, it is no punishment at all. Unless the victim desires the wrongdoer's punishment, it will not serve its full role in restoring justice.

Value is one thing, the appropriate response to it on the part of a situated valuer is another. The same value may thus elicit different responses depending on how closely the value is located to a value perceiver, the shape of the value, and the orientation of the valuer toward it. The thesis that the appropriate responses to value are experiences, which, like perceptual experiences, are heavily perspectival, defuses what would otherwise be a powerful objection to the agent‐neutrality of value. If the appropriate response to an agent‐neutral value were the same for all, then value would impose a wholly impractical, even inhuman, obligation on a person to effectively ignore his singular position in the network of relationships. Fortunately for us, experiences of agent‐neutral values can legitimately differ from one valuer to another.

Interestingly, these features of value experience help explain the attraction of Nel Noddings's ethics of caring, perhaps the most prominent contemporary educational ethic in the empiricist tradition. For Noddings, the prime value seems to be caring relationships and fostering such relationships through fostering caring itself. But one is not simply supposed to promote caring willy‐nilly, in an agent‐neutral way. Rather, one is supposed to be attentive to the caring that goes on fairly close to oneself. Consequently, it would be bad to neglect one's nearest and dearest even if by doing so one could foster more caring relationships far away. But it is not just distance in the network of care that is important. I am located at the center of a particular network of caring relationships, and my moral task is to tend not just to the amount and quality of caring in my network but also to my peculiar location in the network. So, it would be wrong for me to neglect my caring for those close to me even if by doing so I could promote more or better caring among those very folk. I should not cease to care for my nearest and dearest even if by doing so I could promote higher quality caring among my nearest and dearest. 12

12. Teaching Values on the Critical Empiricist Approach

Agent‐relative responses to agent‐neutral values are, thus, entirely appropriate on a critical empiricist conception of value. If this is right, it is not the job of an educationist to try to impose a uniform experiential response to all matters of value. Rather, it is to try to provide the necessary critical and logical tools for making sense of agent‐neutral values in the light of our highly variable agent‐relative responses, and to elicit and refine the fitting response to value in the light of a valuer's relation to it.

But this, of course, raises a difficult question for any would‐be value educator. How is it possible to teach appropriate responses to value and coordinate such responses with correct value judgments? Partly, this is a philosophical question involving the nature of value and the fitting responses to it, and partly, it is an empirical question involving the psychology of value experience and the most effective ways to develop or refine fitting responses.

Let us begin with a fairly uncontroversial case. It is not difficult for a normal human being to appreciate the value of her own pleasures or the disvalue of her own pains. A normal child will almost always experience her own pain as a bad thing. There is no mystery here, given empiricism, for the child's aversion to pain is part and parcel of the experience of the pain's badness. Indeed, it is through aversion to states like pain, or desire for pleasure, that a child typically gets a grip on the concepts of goodness and badness in the first place, since the good (respectively, bad) just is that to which desire (respectively, aversion) is the normal and fitting response.

Correct judgments on the goodness of one's own pleasures and the badness of one's own pains thus follow rather naturally on the heels of one's direct experiences of those pleasures and pains. What about judgments concerning more remotely located goods and evils? Provided one has some capacity to empathize, one also has the capacity to experience, to some extent, the disvalue of another's pain or the value of another's pleasure, albeit somewhat less vividly than in the case of one's own. Clearly, normal people do have an innate ability, perhaps honed through evolutionary development, to empathize with others in these crucial ways. 13 Recent research suggests that this capacity may be realized by the possession of mirror neurons and that these structures have played a crucial role in the evolution of social behavior. 14 With empathy in place, there is the capacity to experience values located beyond oneself.

What may not always come so naturally, and what might conceivably require some tutoring, is that the exactly similar pains and pleasures of others must have exactly the same value and disvalue as one's own. Even for a good empathizer, given the perspectival nature of value experience, another's exactly similar pain will seem less bad than one's own. And the more distant the pain is, the less bad it will seem. One has to learn, at the level of judgment, to correct for this perspectival feature of value experience. That will mostly be a matter of learning to apply principles of reason—specifically, that if two situations are qualitatively identical at the natural level, they must be qualitatively identical at the level of value. Presumably, knowledge of the agent‐neutrality of the goodness and badness of pain and pleasure will feed back into one's capacity for empathic response, enhancing and refining such responses. A defect in empathy may, thus, be corrected by becoming cognizant of the actual structure of value.

A person may, of course, have a very weak capacity for empathy, or even lack it altogether. This seems to be a feature of severe autism. Interestingly, an autistic person is often capable of using his experience of what is good or bad for him, together with something like universalizability, to gain a purchase on goods and evils located in other beings. His purchase on these more remote goods and evils lacks direct experiential validation, but he can still reason, from experiences of his own goods and evils, to judgments of other goods and evils. An autistic person may not thereby acquire the ability to empathize—just as a blind person may not be taught how to see—but he may still learn a considerable amount about value. 15 The value judgments he endorses will admittedly rest on a severely reduced empirical base, and that may never be enlarged by the theory, but the theory might still be quite accurate.

A more radical defect is exhibited by the psychopath, who seems to have no capacity to reason from his experience of his own goods and evils to goods and evils located elsewhere. 16 It is not clear how one might go about teaching value judgments or value responses to a psychopath. It might be like trying to teach empirical science to someone who has vivid experiences of what is going on immediately around him, but lacks any capacity to reason beyond that or to regard his own experience as a situated response to an external reality. Clearly there are limits to what can be taught and to whom.

13. Conclusion

Value endorsements and their transmission are unavoidable in educational settings, as they are everywhere. The question, then, is not whether to teach values but which values to teach, in what contexts, and how to teach them effectively. Clearly, the constraints of reason are crucial to the cultivation of a coherent set of value endorsements. But reason alone is insufficient. To access values we need some value data, experiences of value. And, to mesh motivation appropriately with value endorsements, value experiences have to be desiderative. This critical empiricist model of value knowledge suggests a model of values education that is richer and more interesting than either its rationalist or its naive empiricist rivals—one in which the cultivation and refinement of emotion, feeling, and desire and the honing of critical skills both play indispensable roles.

Of course, any teaching of values could go awry. That we are serious about teaching values, and that we attempt to do so with due respect for both reason and experience, does not guarantee that we will succeed. We ourselves may have got value wrong. Or, we might possess and try to pass on the right values, but our students reject them. Here, as elsewhere in the educational enterprise, there is always a risk that things might turn out badly despite our noblest intentions and sincerest efforts.

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Importance, types, and methods of Value education

What is value education?

Education today is not just confined to textbooks and classrooms. Activities & events taking place in everyday life also play a role in your holistic development. This is where the concept of value education comes into play. Here is everything you need to know about the importance of value education.

An overview to the value education, a life-long foundation , what is the importance of value education , value education in school, what are the different methods of teaching , key takeaways .

Renowned personality Nelson Madela rightly states, “Education is the most powerful weapon through which you can change the world.” However, in this quote, Nelson Mandela referred to two kinds of education: academic education and value education.

In today’s world, where there are several moral crises taking place, the need for value education is essential. Education, as a process, continues throughout life and occurs both, inside and outside the classroom.

If you want to learn more about the importance of value education and its role in your holistic development, keep reading!

Value-based learning is a form of training that emphasizes the personality development of individuals. This type of education allows you to tackle real-life situations with ease, helping you take the reins in shaping your future.

The importance of values lies in molding the youth, and aiding them in adapting to changing circumstances. Value education also plays an important role in helping individuals carry out social, moral, and democratic obligations.

Character, citizenship, emotional, and spiritual development are all its forms.

High-quality learning sessions can dramatically alter your personality and character. This form of training also emphasizes responsibility and ethical principles in organizations such as families, education institutions, businesses, and sports.

In today’s world, where moral crises are replete across the globe, the need for value-based learning is slowly gaining recognition. Value education is now seen as a discipline that must be inherent in traditional systems.

Here are some points highlighting the importance of value education in the global training system –

Value education plays an important role in helping you make the right decisions in difficult situations by weighing the different influencing factors. Therefore, such training can significantly improve your decision-making abilities.
The importance of values helps in overall character and personality development. Value training is an excellent way to improve mental & emotional strength. This allows you to realize and work through your emotions and thought processes in healthy and acceptable ways.
Through this excellent tool, you gain the skill of empathy. Empathy involves putting yourself in other people’s shoes (cognitively & emotionally). Empathy is a remarkable skill that can improve your overall ability to resolve conflicts and understand other opinions.
With age, the number of responsibilities you handle will significantly increase. One of the core skills taught by education is knowing how to manage all your responsibilities efficiently.
Finally, the importance of value education is emphasized with the concept of democratic thinking and applying the same practically. It can shape the way you think and respond to societal influences, allowing you to be a mindful citizen of your country.

Once you have learned the importance of this critical subject, the next step is determining what type is more suited to your requirements.

The teaching of values can begin at an early stage (from primary school) to the tertiary stage of learning and beyond. Therefore, finding the right fit for you is as simple as understanding what the different types of opportunities are –

Early age training

Several primary, middle, and high schools around the world are now including value education as a part of the course curriculum. Training to know its importance from an early age is one of the best ways to pick up the skills taught in this training.

Student exchange programs

Student exchange programs or gap year programs are one of the best forms of value education that create a sense of belonging and responsibility amongst pupils. Student exchange programs are also a unique way to explore different cultures and increase your awareness of human behavior & functioning.

This is an excellent opportunity for 1st and 2nd-year undergraduate students.

Workshops for adults

An alarming statistic worth noting is that people who are four to five years into their careers often display signs of irritation, unhappiness, fatigue, and burnout.

The relevance and importance for adults is, therefore, a concept that is now steadily gaining popularity across the global community.

Currently, there are two distinct theories about the unique nature of values. This has given birth to two different types of teaching methodologies, traditional teaching and innovative teaching.

Traditional teaching methods adopt a textbook and classroom-oriented approach to training students on ethics and values. Teachers often interact directly with the students, understanding their concerns one-on-one and answering accordingly.

Classroom activities often include direct presentations, discussions, reading & listening activities, and more.

On the other hand, innovative teaching is a more real-life-oriented approach to studying value education. Innovative teaching methods include practical activities, social situations simulations, and incident learning (sharing life experiences with students).

Often a combination of both traditional and innovative teaching methods is opted for by education systems around the world.

Together, these two types of training help in –

Rejecting discrimination and initiating debate & discussion on moral matters, thereby promoting collaborative leadership.
Emphasizing the idea that change begins with yourself.
Denouncing harmful societal norms and attitudes that stigmatize different cultural groups.
Value education is a discipline that is fundamental to all-around student learning and development.
Understanding the importance can help you gain all the relevant emotional and spiritual tools needed to work in different situations.
The learnings can be spread out across the course of your academic career. You can also opt for special education opportunities designed for a specific age group.
A combined form of the two types of value education training is one of the best ways to make the most of your learning experience.
It is also important to note that value education is a life-long process and is not limited to the classroom.

We hope you enjoyed reading this blog. In case of any queries, reach out to us or drop a comment below!

Liked this blog? Read next: Complete list of 100 graduate schools with low GPA requirements

Q1. Can I learn value education through co-curricular activities?

Answer – Absolutely! Several educational institutions around the world impart value education through co-curricular activities in school, such as creative writing & music. These activities help in enhancing physical, mental, and disciplinary values among students.

Q2. Does value education increase emotional intelligence (EQ)?

Answer – Yes, value education is known to increase emotional intelligence (especially if it is administered at an early age). EQ is a critical factor tested for a wide range of personal, academic, and professional opportunities.

Q3. Will I learn how to socialize better if I study value education?

Answer – Yes, you will! Value education helps you gain a newfound perspective on individuals and groups from different communities & walks of life. This bird’s eye understanding of different people is an excellent way to sharpen your socialization skills.

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What’s the Value of Higher Education?

Have political and fiscal debates about higher education lost sight of the value of education for individuals and society? Dr. Johnnetta Cole discusses how universities can inform and inspire.

Dr. Johnnetta Cole President Emerita, Smithsonian National Museum of African Art; President Emerita, Spelman College and Bennett College

This interview was conducted at the Yale Higher Education Leadership Summit , hosted by Yale SOM’s Chief Executive Leadership Institute on January 30, 2018.

The value of a college degree can be measured in a number of different ways: increased lifetime earnings potential, a network of classmates and fellow alumni, subject-matter expertise, a signal of stick-to-itiveness, potentially a marker of class or the capacity to move across classes. There are also less tangible benefits, like becoming a more well-rounded individual and part of a well-informed public.

Yale Insights recently talked with Dr. Johnnetta Cole about how she measures the value of higher education. Cole is the former president of Spelman College and Bennett College, the only two historically black colleges and universities that are exclusively women’s colleges. After retiring from academia, she served as the director of the Smithsonian’s National Museum of African Art. In addition, she served on the boards of a number of corporations, including Home Depot, Merck, and Coca-Cola. She was the first African-American chair of the board for the United Way of America.

Q: Why does higher education matter?

I would say that we could get widespread agreement on what I’m going to call the first purpose of higher education: through this amazingly powerful process of teaching and learning, students come to better understand the world.

There might be some disagreement on the second purpose. I’d say it is to inspire students to figure out how they can contribute to helping to make the world better. Certainly, higher education is about scholarship, but it’s also about service. It’s about creativity. It’s about matters of the mind, but it’s also, or at least it should be, about matters of the heart and the soul.

Q: Has the public perception of universities changed in recent years?

Throughout the history—and herstory—of higher education, there have been doubters, those who have critiqued it. But I have a concern, and some polls tell us, in this period in which we are living, many people believe that higher education is not contributing in a positive way to American life.

That’s something that we need to work on, those of us who are deeply engaged in and care about higher education, because I think when one looks with as much objectivity as possible, the truth is, and it’s always been, that higher education contributes substantially.

Q: You’ve led two historically black colleges for women. What is the role of special mission institutions?

In my view, we still need special mission institutions. Remember Brandeis, Notre Dame, and Brigham Young are special mission institutions.

With respect to historically black colleges and universities (HBCU), not every African American wants to or does go to an HBCU. The same is true of women and women’s colleges. But for those who wish that kind of education, and if the fit is right, it’s almost magical.

I think it is as basic as having an entire community believe that you can. On these campuses, we believe that black students can do whatever they set their minds to do. On the women’s campuses, we believe that women can reach heights that have not been imagined for women.

HBCUs are not totally free of racism. Women’s colleges are not utopias where there are no expressions of gender inequality or sexism. But they come far closer than at our predominately white and co-ed institutions.

Q: One of the big issues with higher education now is cost. How do we solve the affordability problem?

The affordability question is highly complex and serious. James Baldwin said, “Not everything that is faced can be changed, but nothing can be changed that is not faced.” I believe that this is a perfect example. Colleges and universities are not just raising tuitions so they can make big profits. Pell grants are no longer at least a reasonable response to the affordability question.

We’ve got to figure this out because, in a democracy, accessibility to education is fundamental. The idea that something as precious, as powerful, as a solid education is only accessible to some and not to others, is an assault upon democracy.

Q: You came out of retirement to lead the Smithsonian National Museum of African Art. Why was the draw so strong?

I’ve managed, systematically, to get a failing grade in retirement.

I grew up in the South, in the days of legalized segregation—you could also call it state-sponsored racism. I didn’t have access to symphony halls. I didn’t have access to art museums. I still remember the library that I went to in order to travel the world through books, was the A. L. Lewis Colored Public Library.

As a young girl, I fell in love with the visual arts, especially African and African-American art. I went off to Fisk University at age 15 and began to see the real works of art for which we only had reproductions in my home. From Fisk, I went to Oberlin, where the Allen Memorial Art Gallery was a special place of solace for me

The opportunity with the Smithsonian wasn’t something I sought; I was asked to apply. My doctorate is in anthropology, not art history, so I was reluctant, but they told me they were looking for a leader, not an art historian. It was one of the most extraordinary experiences of my life. The work was an almost indescribable joy.

Generally, our museums across America do not reflect who America is, nor do they reflect how our world looks. They need to be far more diverse in terms of their boards, staff, exhibitions, educational programs, and visitorship.

What the African art museum has is a unique opportunity because it can speak to something that binds us together. If one is human, just go back far enough, I mean way back, and we have all come from a single place. It is called Africa.

Here’s a museum that says to its visitors, “No matter who you are, by race, gender, sexual orientation, religion, age, ability or disability, or nationality, come to a place where the visual arts connect you to the very cradle of humanity.”

During those eight years when I had the joy of being the director of the National Museum of African Art, I would greet our visitors by saying “Welcome home! Welcome to a place that presents the diverse and dynamic, the exquisite arts of Africa, humanity’s original home.”

Q: Do you think that our education and cultural institutions are properly valued in our society?

I have to say no. Because if we did, we would take better care of them. If we did, we would make sure that not some but all of our educational institutions from kindergarten through post-secondary education, into graduate and professional schools, have the means to do what needs to be done.

If we really value all of our cultural expressions, whether it’s dance or music, visual arts, theater, when there is a budget shortfall, we wouldn’t say, “These are the first things to go.” We wouldn’t say, “Kids can do without music in their public school.” It’s one thing to say we love an institution; it’s another to care for and protect an institution. I think we can do far better.

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Home > News & Articles > Importance of Value Education: Aim, Types, Purpose, Methods

Samiksha Gupta

Updated on 06th January, 2023 , 8 min read

Importance of Value Education: Aim, Types, Purpose, Methods

Importance of value education overview.

Value-based education places an emphasis on helping students develop their personalities so they can shape their future and deal with challenges with ease. It shapes children to effectively carry out their social, moral, and democratic responsibilities while becoming sensitive to changing circumstances. The importance of value education can be understood by looking at its advantages in terms of how it helps students grow physically and emotionally, teaches manners and fosters a sense of brotherhood, fosters a sense of patriotism, and fosters religious tolerance.

What is Value Education?

"Value education" is the process through which people impart moral ideals to one another. Powney et al. define it as an action that can occur in any human organization. During this time, people are assisted by others, who may be older, in a condition they experience in order to make explicit our ethics, assess the effectiveness of these values and associated behaviors for their own and others' long-term well-being, and reflect on and acquire other values and behaviors that they recognize as being more effective for their own and others' long-term well-being. There is a distinction to be made between literacy and education.

Goals of Importance of Value Education

This notion refers to the educational process of instilling moral norms in order to foster more peaceful and democratic communities. Values education, therefore, encourages tolerance and understanding beyond our political, cultural, and religious differences, with a specific emphasis on the defense of human rights, the protection of ethnic minorities and vulnerable groups, and environmental conservation.

Importance of Value Education

Value education ought to be integrated into the educational process rather than being considered a separate academic field. The value of value education can be understood from many angles. The following are some reasons why value education is essential in the modern world-

It aids in making the right choices in challenging circumstances, enhancing decision-making skills.
It cultivates important values in students, such as kindness, compassion, and empathy.
Children's curiosity is sparked, their values and interests are developed, and this further aids in students' skill development.
Additionally, it promotes a sense of brotherhood and patriotism, which helps students become more accepting of all cultures and religions.
Due to the fact that they are taught about the proper values and ethics, it gives students' lives a positive direction.
It aids students in discovering their true calling in life—one that involves giving back to society and striving to improve themselves.
A wide range of responsibilities come with getting older. Occasionally, this can create a sense of meaninglessness, which increases the risk of mental health disorders, midlife crises, and growing dissatisfaction with one's life. Value education seeks to fill a void in peoples' lives in some small way.
Additionally, people are more convinced and dedicated to their goals and passions when they learn about the importance of values in society and their own lives. This causes the emergence of awareness, which then produces deliberate and fruitful decisions.
The critical role of value in highlighting the execution of the act and the significance of its value, education is highlighted. It instils a sense of ‘meaning' behind what one is supposed to do and thus aids in personality development.

Also read more National Education Day and Women's Education in India .

Purpose of value education.

Value education is significant on many levels in the modern world. It is essential to ensure that moral and ethical values are instilled in children throughout their educational journey and even after.

The main goals of value education are as follows:

To make sure that a child's personality development is approached holistically, taking into account their physical, mental, emotional, and spiritual needs
Instilling a sense of patriotism and good citizenship values
Educating students about the value of brotherhood at the social, national, and global levels
Fostering politeness, accountability, and cooperation
Fostering a sense of curiosity and inquiry about orthodox practices
Teaching students how to make moral decisions and how to make good decisions
Encouraging a democratic outlook and way of life
Teaching students the value of tolerance and respect for people of all cultures and religions.

Also read more Best Distance Education Institutes .

Types of value education, cultural value.

Cultural values are concerned with what is right and wrong, good and evil, as well as conventions and behavior. Language, ethics, social hierarchy, aesthetics, education, law, economics, philosophy, and many social institutions all reflect cultural values.

Moral Value

Ethical principles include respecting others' and one's own authority, keeping commitments, avoiding unnecessary conflicts with others, avoiding cheating and dishonesty, praising people and making them work, and encouraging others.

Personal Values

Personal values include whatever a person needs in social interaction. Personal values include beauty, morality, confidence, self-motivation, regularity, ambition, courage, vision, imagination, and so on.

Spiritual Value

Spiritual worth is the greatest moral value. Purity, meditation, yoga, discipline, control, clarity, and devotion to God are examples of spiritual virtues.

Spiritual value education emphasizes self-discipline concepts. satisfaction with self-discipline, absence of wants, general greed, and freedom from seriousness.

Social Value

A person cannot exist in the world unless they communicate with others. People are looking for social values such as love, affection, friendship, noble groups, reference groups, impurity, hospitality, courage, service, justice, freedom, patience, forgiveness, coordination, compassion, tolerance, and so on.

Universal Value

The perception of the human predicament is defined by universal ideals. We identify ourselves with mankind and the universe through universal ideals. Life, joy, fraternity, love, sympathy, service, paradise, truth, and eternity are examples of universal values.

Importance of Value Education in School

The inclusion of value education in school curricula is crucial because it teaches students the fundamental morals they need to develop into good citizens and individuals. Here are the top reasons why valuing education in school is important:

Their future can be significantly shaped and their ability to discover their true calling in life can be helped by value education.
Every child's education begins in school, so incorporating value-based education into the curriculum can aid students in learning the most fundamental moral principles from the very beginning of their academic careers.
Value education can also be taught in schools with a stronger emphasis on teaching human values than memorizing theories, concepts, and formulas to get better grades. The fundamentals of human values can thus be taught to students through the use of storytelling in value education.
Without the study of human values that can make every child a more kind, compassionate, and empathic person and foster emotional intelligence in every child, education would undoubtedly fall short.

Importance of Value Education in Personal Life

We all understand the value of education in our lives in this competitive world; it plays a crucial part in molding our lives and personalities. Education is critical for obtaining a good position and a career in society; it not only improves our personalities but also advances us psychologically, spiritually, and intellectually. A child's childhood ambitions include becoming a doctor, lawyer, or IAS official. Parents desire to picture their children as doctors, lawyers, or high-ranking officials. This is only achievable if the youngster has a good education. As a result, we may infer that education is extremely essential in our lives and that we must all work hard to obtain it in order to be successful.

How Does Value Education Help in Attaining Life Goals

Education in values is crucial for a person's growth. In many ways, it benefits them. Through value education, you can achieve all of your life goals, and here's how:

It helps students know how to shape their future and even helps them understand the meaning of life.
It teaches them how to live their lives in the most advantageous way for both themselves and those around them.
In addition to helping students understand life's perspective more clearly and live successful lives as responsible citizens, value education also helps students become more and more responsible and sensible.
Additionally, it aids students in forging solid bonds with their relatives and friends.
enhances the students' personality and character.
Value-based education helps students cultivate a positive outlook on life.

What are the types of value education opportunities?

After understanding the significance of this important topic, the next step is choosing the type that best meets your needs. The teaching of values can start at a young age (in primary school) and continue through higher education and beyond. Understanding the various opportunities available to you will make it easy to find the right fit.

Early Age Training

Value education is now being taught in many primary, middle, and high schools all over the world. The best way to learn the skills taught in this training is to be taught how important it is from a young age.

Student Exchange Programs

One of the best ways to teach students about values and foster a sense of responsibility in them is through student exchange or gap year programs. Student exchange programs are another exceptional way to experience various cultures and broaden your understanding of how people behave and function. This is a fantastic chance for first- and second-year undergraduate students.

Workshops for Adults

People who are four to five years into their careers frequently show signs of irritation, unhappiness, fatigue, and burnout, which is a worrying statistic worth noting. As a result, the relevance and significance of education for adults is a notion that is currently steadily gaining support within the global community.

Methods of Teaching Value Education

Teaching value education can be done using a variety of methodologies and techniques. Four of the many are the most frequently used. They are

Methods used in classroom instruction include direct instruction, group discussions, reading, listening, and other activities.
This method includes a practical description of the strategies. It is an activity-based method. This practical knowledge improves learning abilities and helps people live practical lives on their own.
Socialized techniques: These involve the learner participating in real-world activities and encounters that simulate the roles and issues that socialization agents face.
The incident learning approach enables the examination of a particular event or encounter in the history of a particular group.

Key takeaways

The discipline of value education is essential to the overall growth and learning of students.
You can acquire all the necessary emotional and spiritual tools for use in a variety of situations by realizing its significance.
You can apply the lessons over the course of your academic career. Additionally, there are special education options available for a particular age group.
One of the best ways to get the most out of your educational experience is to combine the two types of value education training.
It's also crucial to remember that value education is a continuous process that extends outside of the classroom.

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Frequently Asked Questions

What are the 5 main values of education.

Ans. There are five fundamental approaches to values education, according to Superka, Ahrens, and Hedstrom (1976): inculcation, moral development, analysis, values clarification, and action learning.

What is value education?

Ans. An individual develops abilities, attitudes, values, and other types of positive behavior depending on the society he lives in through the process of value education.

Why is value education important?

Ans. Every person must ensure a holistic approach to the development of their personality in regard to the physical, mental, social, and moral aspects. It gives the students a constructive direction in which to mold their future, assisting them in growing in maturity and responsibility and in understanding the meaning of life.

Does value education increase emotional intelligence (EQ)?

Ans. Yes, value education has been shown to boost emotional intelligence (particularly when given at a young age). For a variety of personal, academic, and professional opportunities, EQ is a crucial factor that is evaluated.

Will I learn how to socialize better if I study value education?

Ans. Yes, you will. You can develop a fresh perspective on people and groups from various communities and professions with the aid of value education. This aerial perspective of various people is a great way to hone your socialization abilities.

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What is the Importance of Value Education

Today, education is not just confined to books. It goes much beyond that. In today’s world, what is most important is a child’s holistic development. This is why parents focus on extracurricular activities and value education along with academics. It feels like moral values are almost disappearing in today’s generation. To resolve this, value education is the best solution. Through Val-ed, as it is commonly known, we can develop the children into people with a strong character. Such children know how to utilize their knowledge for the advantage of mankind. Education is a strong weapon that can change the world. Here, education refers to both academic as well as moral value education. As much as academic education is important, value education is important too. It has the power to change the world. We have discussed the importance of value education in this article.

Value Education

Education is a lifelong process and one’s personality development starts from school. Schools build the base for a student’s future. This is why it is said that schools play a significant role in providing value education or moral education. All schools and even a few colleges have separate classes for value education. Val-ed aims at training the children to face the outer world with the right values and attitude. This is a process of the overall personality development of a student. Character development, personality development, citizenship development, and spiritual development form part of value education. Some people think values are an inborn character of a child and can never be developed. But, this is not true. A good school and value education sessions can change the character of a person drastically.

Once you understand the importance of value education in schools or life in general, you will understand calculators for schools and how vast and important this is. Before we move on to understand the importance of value education, let us first understand what value education is. Value education means to teach universal values like moral values, honestly, patience, etc to students. The sole purpose of this is the development of the personality of a student. This helps students in all dimensions so that they can serve their country more democratic, cohesive, socially, and responsibly. To put it together, value education means

The full development of children’s personality in its physical, mental, emotional, and spiritual aspects.
Development of good manners and responsibility towards citizenship.
The way of thinking and living should be developing at the democratic level.
Developing patience, honesty, moral values, etc.

Table of Contents

Importance of Value Education

Value education is very important to shape a child to become successful in the future. The attitude, behavior, and overall perception of the child change, and for the good. There are many advantages to value education. We have mentioned the importance of value education in the points below

The students become more responsible for their behavior with teachers and fellow students.
The students become regular with their home works and class works.
They learn to cooperate with the teachers and fellow students in every situation.
They learn to handle every situation in class with maturity.
The students become attentive in class.
It helps students to make their own decision without any hesitation.
It develops a positive mind and a good attitude.
Value education creates a strong relationship between students and teachers.

<<< IMPORTANCE OF CLEANLINESS >>>

Importance of Value Education in Schools

At the school level, a student can understand and learn various life lessons. Value education teaches them and moulds them into such people who can ideally be role models when they are old enough. Some of the major advantages of value education in schools are

Character development : Value education helps the students to develop their character. This improves the inner personality of a student. Mental strength also improves by this.
Personality development: Value education helps the student to develop the inner and external personality of the student. Physical, social, and mental personalities will emerge in the student.
Citizenship education: This includes the social and behavioral aspects of the students towards citizenship. The ethical values develop towards the citizenship of the student.

Importance of Value Education in Life

On a larger scale, value education is very important in the life of a person. It paves way for a brighter future. Educated and well-mannered people can survive in the rat race of the world better than ill-mannered persons. It also helps to get better job opportunities and maintain a good standard of living. Some of the main advantages of value education in life are

Makes future better
Serves as a backbone of society
Changes perspective of a person
Develops moral values and patience
Helps in understanding things better and more precisely

How Does Value Education Help in Attaining Life Goals

Value education is essential to developing an individual. It helps them in many ways. You can attain all your life goals through value education and here’s how

It gives a positive direction to the students to shape their future and even helps them to know the purpose of their life.
It teaches them the best way to live that can be beneficial to individuals as well as the people around them.
Value education also helps the students to become more and more responsible and sensible.
It helps them to understand the perspective of life in a better way and lead a successful life as a responsible citizen.
It also helps students to develop strong relationships with family and friends.
Develops the character and personality of the students.
Value education develops a positive view of life in the student’s mind.

<<< IMPORTANCE OF FIRST AID KNOWLEDGE >>>

Methods of Teaching Value Education

There are many methodologies and techniques to teach value education. Out of the many, four are widely used. They are

Classroom learning activities methods: This method includes direct presentation, discussions, reading, listening, etc., taught by the teachers.
Practical activity method: This method includes a practical description of the strategies. This practical knowledge enhances the learning skills and lives life by doing practical by own self.
Socialized techniques: This includes the learner involved in the practical activities and experiences which represent the functions and problems of agents in socialization.
Incident learning method : This gives the study of an episode or experience in the life of an individual group.

The need for Value Education

Now that we have discussed the importance of value education, you may still wonder why is it needed. The answer is simple. We have explained the same in the points below.

Moral awareness: Moral awareness should enhance the progress in science and technology towards the latest trends.
Shared values: This will enhance the traditional and social benefits of the person, which is essential for the nation to develop.
Consciously plan value education: This will establish formal learning as sometimes teachers pass values both consciously and unconsciously. There should be the encouragement of only conscious values.
Enhance thinking ability: The value of education enhance your thinking ability and moral values. Mental and social thinking increases to enhance good value towards society.

Clearly, value-based education is essential for the holistic development of a child. Value education develops a well-balanced individual with a strong character and value. That is why you should send your child to a school that offers valuable education. We hope this importance of value education essay has helped you. You can find more such information on our website or hire professional essay writers who will help you with academic writing. Send this article to friends and family and ask them to focus on value education more. Let us know your thoughts in the comment section below. For more information on the same or similar topics, ask us down below. We will provide all the required information to you at the earliest. If you have liked the content of this article, connect with us on our Facebook page .

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What is the Importance of Value Education is an enlightening and profound article. It beautifully delves into the significance of value education in nurturing well-rounded individuals with strong moral and ethical foundations. The blog elegantly emphasizes how imparting values is equally crucial as academic knowledge for building a harmonious and compassionate society. A must-read for educators and parents!

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Essay on Importance of Education

Importance of Education Essay

Education is one of the key components for an individual’s success. It has the ability to shape one’s life in the right direction. Education is a process of imparting or acquiring knowledge, and developing the powers of reasoning and judgement. It prepares growing children intellectually for a life with more mature understanding and sensitivity to issues surrounding them. It improves not only the personal life of the people but also their community. Thus, one cannot neglect the significance of Education in life and society. Here, we have provided an essay on the Importance of Education. Students can use this essay to prepare for their English exam or as a speech to participate in the school competition.

Importance of Education

The importance of education in life is immense. It facilitates quality learning for people throughout their life. It inculcates knowledge, belief, skill, values and moral habits. It improves the way of living and raises the social and economic status of individuals. Education makes life better and more peaceful. It transforms the personality of individuals and makes them feel confident.

Well said by Nelson Mandela, “Education is the most powerful weapon to change the world”. To elaborate, it is the foundation of the society which brings economic wealth, social prosperity and political stability. It gives power to people to put their views and showcase their real potential. It strengthens democracy by providing citizens with the tools to participate in the governance process. It acts as an integrative force to foster social cohesion and national identity.

In India, education is a constitutional right of every citizen. So, people of any age group, religion, caste, creed and region are free to receive education. An educated person is respected everywhere and well-treated in society. As a kid, every child dreams of being a doctor, lawyer, engineer, actor, sportsperson, etc. These dreams can come true through education. So, investment in education gives the best return. Well-educated people have more opportunities to get a better job which makes them feel satisfied.

In schools, education is divided into different levels, i.e., preschool, primary, secondary and senior secondary. School education comprises traditional learning which provides students with theoretical knowledge. However, now various efforts are being made to establish inbuilt application-based learning by adding numerous experiments, practicals and extracurricular activities to the school curriculum. Students learn to read, write and represent their viewpoints in front of others. Also, in this era of digital Education, anyone can easily access information online at their fingertips. They can learn new skills and enhance their knowledge.

Steps Taken By Government To Promote Education

Education is evidently an important aspect that no government can ignore in order to ensure the equitable development of a nation. Unfortunately, some children still do not have access to education. The Government has thereby taken initiatives to improve education quality and made it accessible to everyone, especially the poor people.

The Government passed the Right to Education Act 2009 (RTE Act 2009) on 4 August 2009. This Act came into effect on 1 April 2010, following which education has become the fundamental right of every child in India. It provides free and compulsory elementary education to children of the age group of 6-14 years in a neighbourhood school within 1 km, up to Class 8 in India. On similar lines, there are other schemes launched by the government, such as Sarva Shiksha Abhiyan , Mid-Day Meal , Adult Education and Skill Development Scheme, National Means cum Merit Scholarship Scheme, National Program for Education of Girls at Elementary Education, Kasturba Gandhi Balika Vidyalaya, Scheme for Infrastructure Development in Minority Institutions, Beti Bachao , Beti Padhao, etc.

For our country’s growth, we require a well-educated population equipped with the relevant knowledge, attitude and skills. This can be achieved by spreading awareness about the importance of Education in rural areas. There is a famous saying that “If we feed one person, we will eliminate his hunger for only one time. But, if we educate a person, we will change his entire life”. Henceforth he will become capable of earning a livelihood by himself.

This essay on the Importance of Education must have helped students to improve their writing section for the English exam. They can also practice essays on other topics by visiting the CBSE Essay page. Keep learning and stay tuned with BYJU’S for the latest updates on CBSE/ICSE/State Board/Competitive Exams. Also, download the BYJU’S App for interactive study videos.

Frequently Asked Questions on Education Essay

How can the literacy rate in india be increased.

People in rural areas must be informed about the importance of providing education to their children. Also, with the COVID-19 situation, the government should take steps by providing laptops/phones for children to follow online classes.

Are girl children still denied their right to get educated?

Although awareness has now improved, there are still many villages in India where girl children are not provided with proper education or allowed to enrol themselves in schools. This mentality has to change for the betterment of the society.

Teaching subjects/academics alone is enough, or should students be introduced to other forms of educational activities too?

Extracurricular activities, moral value education, etc., are also as important as regular academic teachings.

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Education Essay

Education is essential for anyone who wants to reach their full potential and live a fulfilling life. It is a powerful tool, and it is essential for creating a better future. Education helps to develop a sense of discipline, responsibility, and respect for others. Here are a few sample essays on the topic ‘Education’.

100 Words Essay On Education

200 words essay on education, 500 words essay on education.

Education is an invaluable asset that can create many opportunities for individuals in our society. It is the cornerstone of success in personal, professional, and academic lives. Education is important because it helps us to develop necessary skills and knowledge, which enables us to think critically, make informed decisions, and maximise our potential.

The importance of education is undeniable, and its numerous benefits are undeniable. Education helps to provide the essential knowledge, skills, and values that are necessary for success in life. Education also helps to prepare individuals to assume positions of responsibility, as well as to think critically and develop problem-solving skills.

Education creates a sense of social responsibility. It teaches people how to respect one another, as well as how to be productive members of society. Learning about history and culture can help people to better understand and appreciate the differences among different cultures, and it can also inspire individuals to use their knowledge to make the world a better place. Education also fosters social mobility, as those who have access to quality education can more easily pursue higher-level positions and career paths.

Education can also help to combat inequality. By providing access to knowledge and resources, education can help to bridge the gap between those who have and those who do not have access to these things. This can lead to a more equitable distribution of resources and opportunities, as well as a decrease in poverty.

The benefits of education are wide-ranging and varied. It is essential for preparing individuals to enter the labour force, as it provides the necessary skills and knowledge that employers look for when hiring. Education also helps to create a more informed and engaged society, by teaching citizens how to think, problem solve, and make better decisions. In addition, students who attend school are more likely to have higher incomes and become financially secure.

Education plays an important role in expanding our view of the world and increasing cultural awareness and understanding. Education helps us to gain a better understanding of different cultures and beliefs, and it can eliminate prejudices and promote mutual respect. Moreover, education has been proven to increase the economic stability of individuals and families. Individuals who are educated tend to earn higher wages, have better job security, and are more likely to own a home. Education also tends to reduce poverty, as well as improve the overall quality of life for individuals and families.

Advantages of Education

Education is one of the most important aspects of any person's life. It is a key to unlocking the door to success and providing a more fulfilling life. With education, a person can become more informed, gain knowledge, and increase their skills. The advantages of education are many, and its importance cannot be overstated.

Education helps us to develop the skills, knowledge, and values that are necessary for success in life, and it can help to increase economic stability, reduce poverty, and promote cultural understanding. Education is a lifetime investment that provides individuals with the knowledge and skills they need to lead successful lives.

Education is important for the development of a person’s knowledge and skills. It allows them to gain an understanding of the world around them, analyse and interpret data, and find creative solutions to complex problems. By having an education, a person is better prepared to make informed decisions and become a successful individual.

Education is also important for career and employment opportunities. Having an education gives a person the opportunity to pursue a career they are passionate about and to be more competitive in the job market. It also provides them with more job security and higher salaries.

Finally, education is important for personal growth and development. With an education, a person can learn about different cultures, explore different fields of knowledge, and develop a better understanding of the world. Education can also help a person build relationships, gain life experiences, and develop a positive attitude towards life.

How Education Benefits The Society | Education is one of the most important aspects of life, and it plays an increasingly vital role in our society today. It is important for a variety of reasons, including contributing to the development of communities, preparing individuals for the workforce, and providing access to knowledge and resources. Education can benefit our society in many ways, and it is essential to understanding how the world works. With a good education, individuals can be better equipped to enter the labour force, create a more informed and engaged society, and combat inequality.

Education is one of the most important aspects of a person’s life. It provides them with knowledge and skills that can be used to become successful and to pursue a career that they are passionate about. It also provides them with personal growth and development, job security, and higher salaries. Education is an asset that stays with you for your entire life and helps you deal with any challenge that life throws at you.

Explore Career Options (By Industry)

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Data Administrator

Database professionals use software to store and organise data such as financial information, and customer shipping records. Individuals who opt for a career as data administrators ensure that data is available for users and secured from unauthorised sales. DB administrators may work in various types of industries. It may involve computer systems design, service firms, insurance companies, banks and hospitals.

Bio Medical Engineer

The field of biomedical engineering opens up a universe of expert chances. An Individual in the biomedical engineering career path work in the field of engineering as well as medicine, in order to find out solutions to common problems of the two fields. The biomedical engineering job opportunities are to collaborate with doctors and researchers to develop medical systems, equipment, or devices that can solve clinical problems. Here we will be discussing jobs after biomedical engineering, how to get a job in biomedical engineering, biomedical engineering scope, and salary.

Ethical Hacker

A career as ethical hacker involves various challenges and provides lucrative opportunities in the digital era where every giant business and startup owns its cyberspace on the world wide web. Individuals in the ethical hacker career path try to find the vulnerabilities in the cyber system to get its authority. If he or she succeeds in it then he or she gets its illegal authority. Individuals in the ethical hacker career path then steal information or delete the file that could affect the business, functioning, or services of the organization.

GIS officer work on various GIS software to conduct a study and gather spatial and non-spatial information. GIS experts update the GIS data and maintain it. The databases include aerial or satellite imagery, latitudinal and longitudinal coordinates, and manually digitized images of maps. In a career as GIS expert, one is responsible for creating online and mobile maps.

Data Analyst

The invention of the database has given fresh breath to the people involved in the data analytics career path. Analysis refers to splitting up a whole into its individual components for individual analysis. Data analysis is a method through which raw data are processed and transformed into information that would be beneficial for user strategic thinking.

Data are collected and examined to respond to questions, evaluate hypotheses or contradict theories. It is a tool for analyzing, transforming, modeling, and arranging data with useful knowledge, to assist in decision-making and methods, encompassing various strategies, and is used in different fields of business, research, and social science.

Geothermal Engineer

Individuals who opt for a career as geothermal engineers are the professionals involved in the processing of geothermal energy. The responsibilities of geothermal engineers may vary depending on the workplace location. Those who work in fields design facilities to process and distribute geothermal energy. They oversee the functioning of machinery used in the field.

Database Architect

If you are intrigued by the programming world and are interested in developing communications networks then a career as database architect may be a good option for you. Data architect roles and responsibilities include building design models for data communication networks. Wide Area Networks (WANs), local area networks (LANs), and intranets are included in the database networks. It is expected that database architects will have in-depth knowledge of a company's business to develop a network to fulfil the requirements of the organisation. Stay tuned as we look at the larger picture and give you more information on what is db architecture, why you should pursue database architecture, what to expect from such a degree and what your job opportunities will be after graduation. Here, we will be discussing how to become a data architect. Students can visit NIT Trichy , IIT Kharagpur , JMI New Delhi .

Remote Sensing Technician

Individuals who opt for a career as a remote sensing technician possess unique personalities. Remote sensing analysts seem to be rational human beings, they are strong, independent, persistent, sincere, realistic and resourceful. Some of them are analytical as well, which means they are intelligent, introspective and inquisitive.

Remote sensing scientists use remote sensing technology to support scientists in fields such as community planning, flight planning or the management of natural resources. Analysing data collected from aircraft, satellites or ground-based platforms using statistical analysis software, image analysis software or Geographic Information Systems (GIS) is a significant part of their work. Do you want to learn how to become remote sensing technician? There's no need to be concerned; we've devised a simple remote sensing technician career path for you. Scroll through the pages and read.

Budget Analyst

Budget analysis, in a nutshell, entails thoroughly analyzing the details of a financial budget. The budget analysis aims to better understand and manage revenue. Budget analysts assist in the achievement of financial targets, the preservation of profitability, and the pursuit of long-term growth for a business. Budget analysts generally have a bachelor's degree in accounting, finance, economics, or a closely related field. Knowledge of Financial Management is of prime importance in this career.

Underwriter

An underwriter is a person who assesses and evaluates the risk of insurance in his or her field like mortgage, loan, health policy, investment, and so on and so forth. The underwriter career path does involve risks as analysing the risks means finding out if there is a way for the insurance underwriter jobs to recover the money from its clients. If the risk turns out to be too much for the company then in the future it is an underwriter who will be held accountable for it. Therefore, one must carry out his or her job with a lot of attention and diligence.

Finance Executive

Product manager.

A Product Manager is a professional responsible for product planning and marketing. He or she manages the product throughout the Product Life Cycle, gathering and prioritising the product. A product manager job description includes defining the product vision and working closely with team members of other departments to deliver winning products.

Operations Manager

Individuals in the operations manager jobs are responsible for ensuring the efficiency of each department to acquire its optimal goal. They plan the use of resources and distribution of materials. The operations manager's job description includes managing budgets, negotiating contracts, and performing administrative tasks.

Stock Analyst

Individuals who opt for a career as a stock analyst examine the company's investments makes decisions and keep track of financial securities. The nature of such investments will differ from one business to the next. Individuals in the stock analyst career use data mining to forecast a company's profits and revenues, advise clients on whether to buy or sell, participate in seminars, and discussing financial matters with executives and evaluate annual reports.

A Researcher is a professional who is responsible for collecting data and information by reviewing the literature and conducting experiments and surveys. He or she uses various methodological processes to provide accurate data and information that is utilised by academicians and other industry professionals. Here, we will discuss what is a researcher, the researcher's salary, types of researchers.

Welding Engineer

Welding Engineer Job Description: A Welding Engineer work involves managing welding projects and supervising welding teams. He or she is responsible for reviewing welding procedures, processes and documentation. A career as Welding Engineer involves conducting failure analyses and causes on welding issues.

Transportation Planner

A career as Transportation Planner requires technical application of science and technology in engineering, particularly the concepts, equipment and technologies involved in the production of products and services. In fields like land use, infrastructure review, ecological standards and street design, he or she considers issues of health, environment and performance. A Transportation Planner assigns resources for implementing and designing programmes. He or she is responsible for assessing needs, preparing plans and forecasts and compliance with regulations.

Environmental Engineer

Individuals who opt for a career as an environmental engineer are construction professionals who utilise the skills and knowledge of biology, soil science, chemistry and the concept of engineering to design and develop projects that serve as solutions to various environmental problems.

Safety Manager

A Safety Manager is a professional responsible for employee’s safety at work. He or she plans, implements and oversees the company’s employee safety. A Safety Manager ensures compliance and adherence to Occupational Health and Safety (OHS) guidelines.

Conservation Architect

A Conservation Architect is a professional responsible for conserving and restoring buildings or monuments having a historic value. He or she applies techniques to document and stabilise the object’s state without any further damage. A Conservation Architect restores the monuments and heritage buildings to bring them back to their original state.

Structural Engineer

A Structural Engineer designs buildings, bridges, and other related structures. He or she analyzes the structures and makes sure the structures are strong enough to be used by the people. A career as a Structural Engineer requires working in the construction process. It comes under the civil engineering discipline. A Structure Engineer creates structural models with the help of computer-aided design software.

Highway Engineer

Highway Engineer Job Description: A Highway Engineer is a civil engineer who specialises in planning and building thousands of miles of roads that support connectivity and allow transportation across the country. He or she ensures that traffic management schemes are effectively planned concerning economic sustainability and successful implementation.

Field Surveyor

Are you searching for a Field Surveyor Job Description? A Field Surveyor is a professional responsible for conducting field surveys for various places or geographical conditions. He or she collects the required data and information as per the instructions given by senior officials.

Orthotist and Prosthetist

Orthotists and Prosthetists are professionals who provide aid to patients with disabilities. They fix them to artificial limbs (prosthetics) and help them to regain stability. There are times when people lose their limbs in an accident. In some other occasions, they are born without a limb or orthopaedic impairment. Orthotists and prosthetists play a crucial role in their lives with fixing them to assistive devices and provide mobility.

Pathologist

A career in pathology in India is filled with several responsibilities as it is a medical branch and affects human lives. The demand for pathologists has been increasing over the past few years as people are getting more aware of different diseases. Not only that, but an increase in population and lifestyle changes have also contributed to the increase in a pathologist’s demand. The pathology careers provide an extremely huge number of opportunities and if you want to be a part of the medical field you can consider being a pathologist. If you want to know more about a career in pathology in India then continue reading this article.

Veterinary Doctor

Speech therapist, gynaecologist.

Gynaecology can be defined as the study of the female body. The job outlook for gynaecology is excellent since there is evergreen demand for one because of their responsibility of dealing with not only women’s health but also fertility and pregnancy issues. Although most women prefer to have a women obstetrician gynaecologist as their doctor, men also explore a career as a gynaecologist and there are ample amounts of male doctors in the field who are gynaecologists and aid women during delivery and childbirth.

Audiologist

The audiologist career involves audiology professionals who are responsible to treat hearing loss and proactively preventing the relevant damage. Individuals who opt for a career as an audiologist use various testing strategies with the aim to determine if someone has a normal sensitivity to sounds or not. After the identification of hearing loss, a hearing doctor is required to determine which sections of the hearing are affected, to what extent they are affected, and where the wound causing the hearing loss is found. As soon as the hearing loss is identified, the patients are provided with recommendations for interventions and rehabilitation such as hearing aids, cochlear implants, and appropriate medical referrals. While audiology is a branch of science that studies and researches hearing, balance, and related disorders.

An oncologist is a specialised doctor responsible for providing medical care to patients diagnosed with cancer. He or she uses several therapies to control the cancer and its effect on the human body such as chemotherapy, immunotherapy, radiation therapy and biopsy. An oncologist designs a treatment plan based on a pathology report after diagnosing the type of cancer and where it is spreading inside the body.

Are you searching for an ‘Anatomist job description’? An Anatomist is a research professional who applies the laws of biological science to determine the ability of bodies of various living organisms including animals and humans to regenerate the damaged or destroyed organs. If you want to know what does an anatomist do, then read the entire article, where we will answer all your questions.

For an individual who opts for a career as an actor, the primary responsibility is to completely speak to the character he or she is playing and to persuade the crowd that the character is genuine by connecting with them and bringing them into the story. This applies to significant roles and littler parts, as all roles join to make an effective creation. Here in this article, we will discuss how to become an actor in India, actor exams, actor salary in India, and actor jobs.

Individuals who opt for a career as acrobats create and direct original routines for themselves, in addition to developing interpretations of existing routines. The work of circus acrobats can be seen in a variety of performance settings, including circus, reality shows, sports events like the Olympics, movies and commercials. Individuals who opt for a career as acrobats must be prepared to face rejections and intermittent periods of work. The creativity of acrobats may extend to other aspects of the performance. For example, acrobats in the circus may work with gym trainers, celebrities or collaborate with other professionals to enhance such performance elements as costume and or maybe at the teaching end of the career.

Video Game Designer

Career as a video game designer is filled with excitement as well as responsibilities. A video game designer is someone who is involved in the process of creating a game from day one. He or she is responsible for fulfilling duties like designing the character of the game, the several levels involved, plot, art and similar other elements. Individuals who opt for a career as a video game designer may also write the codes for the game using different programming languages.

Depending on the video game designer job description and experience they may also have to lead a team and do the early testing of the game in order to suggest changes and find loopholes.

Radio Jockey

Radio Jockey is an exciting, promising career and a great challenge for music lovers. If you are really interested in a career as radio jockey, then it is very important for an RJ to have an automatic, fun, and friendly personality. If you want to get a job done in this field, a strong command of the language and a good voice are always good things. Apart from this, in order to be a good radio jockey, you will also listen to good radio jockeys so that you can understand their style and later make your own by practicing.

A career as radio jockey has a lot to offer to deserving candidates. If you want to know more about a career as radio jockey, and how to become a radio jockey then continue reading the article.

Choreographer

The word “choreography" actually comes from Greek words that mean “dance writing." Individuals who opt for a career as a choreographer create and direct original dances, in addition to developing interpretations of existing dances. A Choreographer dances and utilises his or her creativity in other aspects of dance performance. For example, he or she may work with the music director to select music or collaborate with other famous choreographers to enhance such performance elements as lighting, costume and set design.

Social Media Manager

A career as social media manager involves implementing the company’s or brand’s marketing plan across all social media channels. Social media managers help in building or improving a brand’s or a company’s website traffic, build brand awareness, create and implement marketing and brand strategy. Social media managers are key to important social communication as well.

Photographer

Photography is considered both a science and an art, an artistic means of expression in which the camera replaces the pen. In a career as a photographer, an individual is hired to capture the moments of public and private events, such as press conferences or weddings, or may also work inside a studio, where people go to get their picture clicked. Photography is divided into many streams each generating numerous career opportunities in photography. With the boom in advertising, media, and the fashion industry, photography has emerged as a lucrative and thrilling career option for many Indian youths.

An individual who is pursuing a career as a producer is responsible for managing the business aspects of production. They are involved in each aspect of production from its inception to deception. Famous movie producers review the script, recommend changes and visualise the story.

They are responsible for overseeing the finance involved in the project and distributing the film for broadcasting on various platforms. A career as a producer is quite fulfilling as well as exhaustive in terms of playing different roles in order for a production to be successful. Famous movie producers are responsible for hiring creative and technical personnel on contract basis.

Copy Writer

In a career as a copywriter, one has to consult with the client and understand the brief well. A career as a copywriter has a lot to offer to deserving candidates. Several new mediums of advertising are opening therefore making it a lucrative career choice. Students can pursue various copywriter courses such as Journalism , Advertising , Marketing Management . Here, we have discussed how to become a freelance copywriter, copywriter career path, how to become a copywriter in India, and copywriting career outlook.

In a career as a vlogger, one generally works for himself or herself. However, once an individual has gained viewership there are several brands and companies that approach them for paid collaboration. It is one of those fields where an individual can earn well while following his or her passion.

Ever since internet costs got reduced the viewership for these types of content has increased on a large scale. Therefore, a career as a vlogger has a lot to offer. If you want to know more about the Vlogger eligibility, roles and responsibilities then continue reading the article.

For publishing books, newspapers, magazines and digital material, editorial and commercial strategies are set by publishers. Individuals in publishing career paths make choices about the markets their businesses will reach and the type of content that their audience will be served. Individuals in book publisher careers collaborate with editorial staff, designers, authors, and freelance contributors who develop and manage the creation of content.

Careers in journalism are filled with excitement as well as responsibilities. One cannot afford to miss out on the details. As it is the small details that provide insights into a story. Depending on those insights a journalist goes about writing a news article. A journalism career can be stressful at times but if you are someone who is passionate about it then it is the right choice for you. If you want to know more about the media field and journalist career then continue reading this article.

Individuals in the editor career path is an unsung hero of the news industry who polishes the language of the news stories provided by stringers, reporters, copywriters and content writers and also news agencies. Individuals who opt for a career as an editor make it more persuasive, concise and clear for readers. In this article, we will discuss the details of the editor's career path such as how to become an editor in India, editor salary in India and editor skills and qualities.

Individuals who opt for a career as a reporter may often be at work on national holidays and festivities. He or she pitches various story ideas and covers news stories in risky situations. Students can pursue a BMC (Bachelor of Mass Communication) , B.M.M. (Bachelor of Mass Media) , or MAJMC (MA in Journalism and Mass Communication) to become a reporter. While we sit at home reporters travel to locations to collect information that carries a news value.

Corporate Executive

Are you searching for a Corporate Executive job description? A Corporate Executive role comes with administrative duties. He or she provides support to the leadership of the organisation. A Corporate Executive fulfils the business purpose and ensures its financial stability. In this article, we are going to discuss how to become corporate executive.

Multimedia Specialist

A multimedia specialist is a media professional who creates, audio, videos, graphic image files, computer animations for multimedia applications. He or she is responsible for planning, producing, and maintaining websites and applications.

Quality Controller

A quality controller plays a crucial role in an organisation. He or she is responsible for performing quality checks on manufactured products. He or she identifies the defects in a product and rejects the product.

A quality controller records detailed information about products with defects and sends it to the supervisor or plant manager to take necessary actions to improve the production process.

Production Manager

A QA Lead is in charge of the QA Team. The role of QA Lead comes with the responsibility of assessing services and products in order to determine that he or she meets the quality standards. He or she develops, implements and manages test plans.

Process Development Engineer

The Process Development Engineers design, implement, manufacture, mine, and other production systems using technical knowledge and expertise in the industry. They use computer modeling software to test technologies and machinery. An individual who is opting career as Process Development Engineer is responsible for developing cost-effective and efficient processes. They also monitor the production process and ensure it functions smoothly and efficiently.

AWS Solution Architect

An AWS Solution Architect is someone who specializes in developing and implementing cloud computing systems. He or she has a good understanding of the various aspects of cloud computing and can confidently deploy and manage their systems. He or she troubleshoots the issues and evaluates the risk from the third party.

Azure Administrator

An Azure Administrator is a professional responsible for implementing, monitoring, and maintaining Azure Solutions. He or she manages cloud infrastructure service instances and various cloud servers as well as sets up public and private cloud systems.

Computer Programmer

Careers in computer programming primarily refer to the systematic act of writing code and moreover include wider computer science areas. The word 'programmer' or 'coder' has entered into practice with the growing number of newly self-taught tech enthusiasts. Computer programming careers involve the use of designs created by software developers and engineers and transforming them into commands that can be implemented by computers. These commands result in regular usage of social media sites, word-processing applications and browsers.

Information Security Manager

Individuals in the information security manager career path involves in overseeing and controlling all aspects of computer security. The IT security manager job description includes planning and carrying out security measures to protect the business data and information from corruption, theft, unauthorised access, and deliberate attack

ITSM Manager

Automation test engineer.

An Automation Test Engineer job involves executing automated test scripts. He or she identifies the project’s problems and troubleshoots them. The role involves documenting the defect using management tools. He or she works with the application team in order to resolve any issues arising during the testing process.

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Home / Essay Samples / Life / Values / Fostering Core Values in Education: A School’s Responsibility

Fostering Core Values in Education: A School's Responsibility

Category: Education , Life
Topic: School Curriculums , Student , Values

Pages: 3 (1321 words)

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Values education. (2019, September 21).
Tucker, K. (2019, January 10). Pros & Cons of Teaching Values in Schools.

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Importance of Value Education

This Blog Includes:

Types of Value Education

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The Value of an Education That Never Ends

Value Education: Why It Matters and How to Cultivate Values

What Is Value Education: Value Education Meaning

Objectives Of Value Education

Types Of Value Education

Personal Values Education

Social Values Education

Spiritual Values Education

Cultural Values Education

Environmental Values Education

Importance Of Value Education

Need Of Value Education

Process Of Value Education

Basic Guidelines For Value Education

The Purpose Of Value Education

Speech On the Importance Of Value Education

FAQs on Value Education

1. What are Values?

2. What is Value-Based Education?

3. What are methods of imparting Value Education?

4. What is the need for Value Education?

5. How does Value Education help us in daily life?

6. How to implement Value Education in school?

7. Can Values be taught without a Teacher?

What Is Education For?

Eight Core Competencies

15 Values Education

1. The Contestedness of Value Endorsements

2. The Value Endorsements Informing the Educational Enterprise

3. The Place for Noncognitive Value Endorsements in Education

4. The Role of Inculcating Beliefs in Education

5. The Natural/Value Distinction Examined

6. Intrinsically Motivating Facts and the Queerness of Knowledge of Value

7. The Rationalist Response to the Problem of Intrinsic Motivation

8. The Empiricist Response to the Problem of Intrinsic Motivation

9. The Theory‐Ladenness of Value Data and Critical Empiricism

10. The Agent‐Neutrality of Value and the Relativity of Value Experiences

11. The Effects of Perspective, Shape, and Orientation on Perception

12. Teaching Values on the Critical Empiricist Approach

13. Conclusion

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Importance, types, and methods of Value education

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Moral Value

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