a study of moral judgement of secondary school students in relation to some selected variables

189

CHAPTER – V

5.1 Summary:-

Value literally means something that has a price, something precious,

dear and worthwhile; hence something one is ready to suffer and sacrifice for.

In other words, values are a set of rules or regulations of behaviour. In the

words of Dewey, “the value means primarily to price, to esteem, to appraise

and to estimate”. It means the act of achieving something, holding it and also

the act of passing judgement upon the nature and amounts of values as

compared with something else.

Values are regarded as desirable, important, and held in high esteem by

a particular society in which a person lives. Thus values give meaning and

strength to a person‟s character by occupying a central place in his life. Values

reflect one‟s personal attitudes and judgements, decisions and choices

behaviour and relationships, dreams and vision. They influence our thoughts,

feelings and actions. They guide us to do the right things. But values may

differ from one society to the other.

Value education means inculcating a sense of humanism, a deep concern

for the well-being of others and the nation among the children. This can be

accomplished only when it is instilled in the children a deep feeling of

commitment to values that would build this country and bring back to the

people pride in work that brings order, security and assured progress.

Through value education we like to develop the social, moral, aesthetic

and spiritual sides of a person which are often undermined in formal education.

Value education teaches us to preserve whatever is good and worthwhile in

what was inherited from our culture. It helps us to accept respect, the attitude

and behaviour of those who differ from us. Value education does not mean

value imposition or indoctrination.

190

Value education has the capacity to transform a diseased mind into a

very young, fresh, innocent, healthy natural and attentive mind. The

transformed mind is capable of higher sensitivity and heightened level of

perception. This leads to fulfilment of the evolutionary role in man and in life.

Value education helps oneself and one‟s relation to society. Value

education makes one peaceful and by his personality, he adds peace to the

society. Individual and society supplement each other.

Education is a personality building process. It has always been linked

with society. It has both a personal and social dimension and like the two sides

of the same coin, these are inseparable. According to Gandhiji, real education

does not consist in packing the brain with information facts and figures, or in

passing examinations by reading the prescribed number of books, but by

developing the right character.

At present, our education system is largely involved in preparing the

younger generation of developing their cognitive domains. Today what is

being done is to educate the heads and hands and not the hearts. Lack of value

education has been an important factor in the global scenario of growing

violence and terrorism, pollution and ecological imbalances.

The Education Commission (1964 – 66) and the National Policy on

Education (NPE – 1986) stressed the importance of value oriented education

in our country. The Ramamurthy Committee Report (1990) recommended

that the imparting of value education should be an integral part of the entire

educational process.

Value education makes the youth powerful. They contribute a great deal

to the national reconstruction and national development.

The above Policy has laid considerable emphasis on Value Education by

highlighting the need to make education a forceful tool for cultivation of social

and moral values. The policy has stated that in our culturally plural society,

education should factor universal and eternal values oriented towards the unity

and integration of our people.

191

In the present times of unprecedented changes dislocating traditional

values and creating conflict between traditional and new values there is a

universal concern in respect of erosion of values, promoting values and culture

which fit in with the needs of the modern times. The process of developing

into a modern nation with new social, political and economic institutions, and

with emphasis on science and technology has thrown up many new values –

challenges in all areas of our nation‟s life.

In the article, “Values in the Modern Indian Education Thought “rightly

observes: plain living and high thinking is becoming a outdated nation.

Increase of one‟s needs and desires and the efforts to fulfil them all has become

the philosophy of life and education in the modern world”.

Craving for cheap popularity on the part of the teachers and the taught,

short outs in study a longing of easy life, guide books – all need a serious

attention on the part of the modern Indian educators. Their values and places

must be fixed once and forever and the decisions taken by great educationalists

in the interest of the nation should be strictly put into actual practice.

To get through the annual examination in a higher class has become the

general immediate goal of education in India and it tells upon the methods of

learning and teaching and on the national character as such in the long run.

The whole attitude to education needs revision.

M.M.Prahallada in his article, “Contemporary significance of higher

education”, beautifully explained the role of moral values in education. To

quote him, “Indian Culture is rooted deeply in her spiritual values and unless

these values find their way into the life of students, education will lose its

significance and will not fulfil its function of endowing the students with a

vision to life and by and with ideals to work for, therefore, indifference to the

cherished goals of democracy, socialism, humanism and secularism, it is very

essential that our education system should evolve a new positive morality

which could effectively be built into the school, under graduate/post graduate

curriculum.

192

Value education involves social education but extends beyond it in so

far as it covers the way the individual deals with his own powers and

potentialities as well how he behaves in his relationship with other people and

the community at large.

The article, “human values in university management” suggests the

following:

Value education means a positive effort for bringing about a synthesis

of physical, intellectual, emotional, aesthetic, moral and spiritual values in a

human being. is on revival of moral and spiritual values in education.

The Government should have no reservation in introducing and funding

universal religion of human values in the form in the contents and in the

methodology of education at all levels.

Programme of Action NPE (1992) emphasized value education as an integral

part of school curriculum. It highlighted the values drawn from national goals,

universal perception, ethical considerations and character building. It stressed

the role of education in combating obscurantism, religious fanaticism,

exploitation and injustice as well as the inculcation of values.

In addition to the emphasis of commissions on moral education, persons

of eminence have also advocated the cause of moral education for all round

development of the youth.

Education is a powerful and pervasive agent for all round development,

individual and social transformation. This alone can sustain culture and

civilization.

Gandhiji said, “Unless the development of mind and body goes hand in hand

with a corresponding awakening of the soul, the former alone would prove to

be a poor lopsided affair. By spiritual training, I mean education of the heart”.

Thus, the true meaning of education is harmonious development of head, heart

and hand, i.e., enlighten of mind, compassion and dignity of labour.

193

Sarvepalli Radhakrishnan said: The three things – vital dynamism,

intellectual efficiency and spiritual direction together constitute the proper aim

of education. Moral and spiritual training is an essential part of education.

What we need today is the education of the whole man – physical, mental,

intellectual and spiritual. If education is to help us to meet the moral challenge

of the age and play its part in the life of the community, it should be liberating

and life giving.

Swami Vivekananda had proclaimed: “We must have life building, man

making, and character building education”.

Sri Shankar Dayal Sharma, former President of India, the scholar – and

educationalist said, “The aim and objective of all education is to maintain,

sustain and develop a healthy mind in a healthy body. Co-curricular and extra

curricular activities have as much place in our system as the curriculum and the

syllabus. The lack of such activities is the reason for the growing evils of

habitual smoking, drinking and drug-addiction fast growing amidst our student

community. Education is not injection or injunction. It is not indoctrination of

views and ideas or just an imposition of one‟s views upon others. In short,

education should not be an infliction. The moment education becomes such as

infliction, the consequence will be student indiscipline, strikes and agitations

within the campus”.

Pandit Jawaharlal Nehru rightly said – “A vast responsibility rests on our

universities and to keep their lights burning and must not stray from the right

path even when passion convulses the multitude and blinds many amongst

those whose duty is to set an example to others”.

Gurudev Rabindranath Tagore states – “Education must aim at the

development of moral, spiritual and ethical values and we should seek them in

our own heritage as well as in other cultures and civilizations it should be such

that Indians do not lose sight of their rich heritage – their thought must be

rooted to the ideals set forth in the great writings and works of our sages, poets

and philosophers, the noble goals and high values set forth in our precious

culture must be adhered to”.

194

Values in our education are a hotly debated subject now a days. This is

because of the chaotic conditions observed in almost all spheres of our life. It

is conjectured, not without reason, that this chaos is mainly due to lack of

values in the education being imparted in India. If contemporary education is

to be value-based, it can never be done without the teachers themselves

understanding, appreciating and upholding the life-sustaining moral values.

The teachers cannot have an excuse whatsoever. If one cannot practice these

values, one should not dream of teaching as a job. In fact, teaching is not a job.

It is a mission and vision for life and for prosperity.

The Indian culture is deeply rooted in spiritual values and unless these

values find their way into the life of students, education will lose its

significance and will not fulfil its function of endowing the students with a

vision to live by and with the ideals to work for. Therefore, in difference to the

cherished goals of democracy, socialism, humanism and secularism, it is very

essential that our education system should evolve a new positive morality,

which could effectively be built into the school curriculum.

It is essential that the teachers also should be exposed to the traditional

values and ethics of education through training programmes from time to time.

They should not confine to their job to a mere matter of completing syllabus

and following the curriculum. There should be a platform for teachers to

deliberate on any sensitive issues or topics as and when the need arises. They

should also expose the ideas of accepting modernization, globalization and

liberalization from the academic point of view. They should also learn while

imparting their duties for which they are meant. By creating a conductive

atmosphere for intellectual rigor and freedom of expression and thought, one

can practice values in education.

195

5.2 Restatement of the Problem:-

From the past, value oriented education is existing in India. It takes

diversified changes in the ancient, medieval and modern period. When India

freed from the Britishers in 1947 again various changes occurred in educational

area – Indian philosophers Vivekananda,Tagore, Gandhiji, Aurabindo had

immense role in imparting value based education after independence.

Moral judgement is a by-product of the child‟s general social

experience. Patterning of experience is necessary before the child is capable of

higher forms of moral judgement. The ability to make moral judgement plays

an important role in the moral development, as it is a process of defining a

happening in terms of moral justifiability.

Moral development cannot be studied in isolation from other aspects of

development, eg., physical, intellectual, emotional and social. There are

various studies to show the effect of these developments upon moral

development. A certain amount of intellectual maturity is necessary for moral

understanding and moral judgement, but that does not imply that the more

intelligent a person is he is not necessarily a more moral person. Again, the

emotionally affect less becomes a psychopath; but excessive emotions may also

lead to immoral behaviour. That is why we find wide differences among the

research findings in this area.

Though value oriented education is existing no empirical study has been

conducted on the attitudes of students, so far as such the present investigation is

intended to probe into this.

Hence the problem chosen for study was, “A study of moral judgement

of secondary school students in relation to some variables”.

5.3 Objectives of the Study:-

The following are the main objectives of the present study.

1. To see the significance of the difference between male and female

students towards their moral judgement.

2. To see the significance of the difference between 9th

class students

and 10th

class students towards their moral judgement.

196


class students

and Junior Intermediate students towards their moral judgement.


class and

Senior Intermediate students towards their moral judgement.


class and

Junior Intermediate students towards their moral judgement.


class and


7. To see the significance of the difference between Junior

Intermediate students and Senior Intermediate students towards

their moral judgement.

8. To see the significance of the difference between Urban students

and Rural students towards their moral judgement.

9. To see the significance of the difference between Urban students

and Semi Urban students towards their moral judgement.

10. To see the significance of the difference between Rural students

and Semi Urban students towards their moral judgement.

11. To see the significance of the difference between Science students

and Arts students towards their moral judgement.

12. To see the significance of the difference between M.P.C. students

and Bi.P.C students towards their moral judgement.

13. To see the significance of the difference between Bi.P.C students

and Arts students towards their moral judgement.

14. To see the significance of the difference between Arts students and

M.P.C students towards their moral judgement.

15. To see the significance of the difference between School students

and Junior College students towards their moral judgement.

197

16. To see the significance of the difference between the different age

groups of students towards their moral judgement.

17. To see the significance of the difference between the different

Family Size towards their moral judgement.

5.4 Hypotheses of the study:-

The following null hypotheses were formulated for the present

investigation based on the variables considered for the study.

1. There is no significant difference between male and female students

towards their moral judgement.

2. There is significant difference between 9th

class students and 10th

class students towards their moral judgement.


class students and Junior

Intermediate students towards their moral judgement.

4. There is no significant difference between 9th

class students and



class students and Junior



class students and Senior


7. There is no significant difference between Junior Intermediate

students and Senior Intermediate students towards their moral

judgement.

8. There is significant difference between Urban students and Rural


9. There is no significant difference between Urban students and Semi

Urban students towards their moral judgement.

198

10. There is no significant difference between Rural students and Semi

Urban students towards their moral judgement.

11. There is no significant difference between Science students and Arts


12. There is significant difference between M.P.C students and Bi.P.C


13. There is significant difference between Bi.P.C students and Arts


14. There is no significant difference between Arts students and M.P.C


15. There is no significant difference between School students and

Junior college students towards their moral judgement.

16. There is no significant difference between different age groups of


17. There is no significant difference between students having varied

family size towards their moral judgement.

5.5 Conclusions:-

On the basis of the findings of the study, the following conclusions can

be drawn.

1. There is no statistically significant difference between male and female

students. Hence it can be concluded that sex has no influence on moral

judgemen of students.

2. No statistically significant difference is observed between the students

regarding their moral judgement except ninth and Senior Intermediate

and Junior Intermediate and Senior Intermediate.

3. There is significant difference between rural and urban students

regarding their moral judgement. This indicates that the variable

locality has influence.

199

4. No significant difference is evident between Arts and Science students.

That indicates that the subject of study has no impact with their moral

judgement. Among all subgroups Arts students have more moral

standards.

5. Regarding the school and Junior college students, school children scored

more judgement and statistically significant difference is evident

between these students

6. With regard to age, as age advances moral judgement also increases.

Among the different age group students, significant difference in

observed between 13-14, 13-16, 14-16 and 15-16 years age group. This

shows that age is influencing factor of moral judgement.

7. Statistically Significant difference is observed when the size of the

family is taken into consideration between 3-4, 3-7, 4-5, 4-6 and 5-7

members. That means as the family size increases, moral judgement

decreases.

5.6 Educational Implications:

A number of psychologists like Piaget, Kohlberg, Loevinger, Peck and

Havighrust, Freud, Durkheim and others have studied extensively the problem

of moral judgement among children and hence the students‟ potential upholders

are already available to the teachers. But what is to be done is that the teachers

have to take up the responsibility of providing moral instructions to the

children, so that they can sharpen their sense of discrimination.

The findings of the present research have raised some important

questions related to the educational needs of the children with special reference

to their moral development.

1. The children have certain amount of moral stages namely good and

bad, and obedient and punishment before entering to the school age.

There seems to be an immediate need to develop other stages of

Kohlberg moral development, through certain specific programmes

to inculcate them among the students.

200

2. There is a need to develop specific curriculum for inculcation of

values for different grades of schooling, or within the school

subjects, it should be placed.

3. Certain specific theme training programmes were conducted to

teachers at both levels (Elementary and Secondary). So that teachers

can directly take-up responsibility in providing moral education to

their students.

4. The present study has shown that class of study in which the student

is studying appears to be the significant factor that determines the

capacity of moral judgement. Hence it is an essential to change the

moral atmosphere where the students have exhibited moral sense and

discrimination. Even the NPE – 1986 also emphasis the importance

of moral education as an integral part of the general educational

system.

5. At present the system of education, forget its main task in fostering

the development of whole some personality among students because

of a sense of insecurity among the students. Hence in every school

the guidance and counselling centers are opened to mould the

students‟ personality within the current techniques so that they can

have a stable mind.

6. The quality of the society is determined by the persons those are

having quality of intellectual and social values. The person who

sticks on to the values is regarded and acts as model to others. Value

less people are odourless flowers and ruin the society.

7. In the present investigation, intelligence has significant relation with

moral judgement. Hence, the teachers transmit the moral values

among the individuals the same may be preserve, conserve and

transmit for the future generation. On these lines the curriculum and

teaching learning process should be there in the schools.

201

8. The present study has shown that, there is no significant difference in

moral judgement of male and female students. This appears to be a

positive sign for the development of the society. Our education is

also over coming the gender bias in schools through revamping its

curriculum and its activities. The moral conduct in schools does not

show any gender difference.

9. It was found that Hindus, Muslims and Christian students do not

differ significantly in their moral judgement. Traditionally religion

has been the basis of morality. A glance at the history of mankind

reveals that religion has been the chief agent in promoting morality.

It is the standard by which the acts and attitudes of the larger whiles

are evaluated. In the early stages of society, religion promoted

morality by certain commands and prohibitions set-forth by some

divine personality. They served also a powerful source to lead to

moral conduct. All religions preach the universal values of worldly

peace and harmony. Hence, it is essential that students should be

made to understand these are principles of every religion. This helps

in developing secular values and this would contribute to global

peace.

In addition to this

- The syllabus should include moral stories, illustrations, Bibliographies

of great people.

- Literature from various religious and historical events related to our

own country, which leads to national integration, should be included in

curriculum.

- The teacher should attend the seminars, conferences, symposia,

workshop related to value education and value orientation

programmes.

- Teacher provides the student criteria for good thought.

202

- Developing study habits. Habit of self-evaluation and self–

participation.

- Importance should be given to yoga, social activities, NSS and NCC.

- Compulsory physical education should be given to all students.

- The teacher should have sound theoretical knowledge regarding values

and should apply in practical life and should be ideal teacher.

- Practical and develop the concept of unity, integration and

international brotherhood in students.

5.7 Limitations of the study: For any investigator, it is not easy to conduct

an exhaustive study. Due to time, money etc.

The present research study has the following limitations.

1. The study is limited to Chittoor District only.

2. The study is restricted to Telugu medium students of 9th

, 10th

and

Intermediate students studying in Telugu medium schools run by

Govt. of Andhra Pradesh.

3. The researcher included only 8 independent variables in the present

study. This has been purposefully alone to do in depth analysis of

these variables.

4. The present study is confined only to moral judgement of students at

secondary level.

5.8 Suggestions for further research:

1. By taking subjects from other regions and other states can be carried

out a similar study.

2. The study is confined to 9th

, 10th

and Intermediate students only. A

similar investigation may be conducted by taking higher classes also

namely students from graduate and postgraduate courses.

203

3. A similar study may be undertaken to cover the other age

groups/standard of children drawn from the population.

4. An analytical study of moral judgement can be undertaken as related

to the moral judgement of their parents and teachers.

5. Many social factors like modernization, atavism and so on may be

examined for their effect on moral judgement.

6. Many psychological factors like self-esteem, self-concept,

intelligence, interest, emotions, nationality and cognitive

development and so on may be examined for their effect on moral

judgement.

7. Other significant factors like parental attitude towards morality,

emotional morality, parental commitment, parental behaviour, child-

rearing practices, teachers behaviour, teacher‟s control, peer

influence etc. may be studied for their effect on moral judgement.

8. Experimental designs may be planned to examine the effective

methods of developing programmes and techniques of giving moral

instructions to children at various levels of schooling.

204

BIBLIOGRAPHY

Abdul kalam,(2007) “Abdul kalam‟s reflections on Education”. July,

Edutracks, vol 6, No: 11, pg. 5-6.

Ali.S.F and Karunanidhi,S (1998): “A Study of Religiosity and Values”,

Indian Education Abstract, 4, 43

Ambashit, N.K. & Ajit Singh (2001)):- Inculcation of values at Secondary

Stage, Journal of Value education – Vol (1) Jan-2001.

Anand Bhushan (1977): “Impact of Denominational and secular schools on

Attitudes of Adolescents” Quest in Education, XIV (3) PP 17-22.

Anantharaman,R.N (1981): “The effect of sex, social class and rural, urban

locality of values, Indian Psychological abstracts, 18(1), 51, Full article

in journal of psychological researches, 1680, 112-114.

Anderson, H. (1999): The measurement of domination and socially interactive

behaviour in teacher‟s contacts with children, child development Vol.10,

pp.73-89.

Annamma.A.D. (1984): Values, aspirations and adjustment of college students

in Kerala, Ph.D, Psychology, Kerala University.

Bandura, A. (1977): Influence of social reinforcement and the behaviour of

models in shaping children‟s moral judgement. Journal of Abnormal

and Social Psychology, 67, pp. 274-281.

Benniga, J. (Ed.) (1991): Moral character and Civil Education in the

Elementary School, New York, Teachers College Press.

Bhargava (1986): Development of Moral Judgement among children at

concrete and formal operational stages and its relationship with the

variable of Home and Educational Environment, Ph.D Education,

Punjab University.

205

Bhargavi (1990): Value Identification in IX standard English prose and value

orientation of IX standard students, M.Ed Dissertation, University of

Madras.

Boehm. L (1962): The development of conscience; A Comparison of

American Children of different menal and socio-economic levels. Child

development, 33, pp: 575-590(a).

Bull.N.J. (1969): Moral judgement from childhood to adolescence (Roultedge

& Kegan Paul)

Calra (1976): Curriculum based on values in a developing country with

special reference to India Ambala cantt; Indian Publication Bureau.

Cattle, R.B: (1965): The scientific Analysis of Personality, Pelican.

Chambers of 20th

Century Dictionary (1983) : Oxford Press, New York.

Choudhuri.U.S. (1974): A comparative study of values reflected in National

and state level Hindi textbooks, M.Ed dissertation, University of Indore.

Cole.W.G. (1987): The Restless Quest of Modern Man in the Relevance of

value education today. Value Education Today‟s challenge, Nirmala

Convent, Mysore pp.3p

Crittenden B. (1972): Content in moral education Toronto; Ontario Institute

for Studies in Education.

Dahler Alfred (1985): Schooling as socio-civic development: A value

framework for education in the 1980‟s and beyond, Ed.D University of

Gorgia.

Daniel Callahan: Director of the Institute of Society, Ethics and life sciences,

New York.

Dass. R.C. (1998): Teacher preparation for Education in values, The Indian

Journal for Teacher Education, vol. 1, No. 1, P.68

206

Daya Pant (2001):- Conceptual Aspects of Value education – Journal of Value

education Vol (1) Jan. 2001.

De Souza (1973): Sociological study of public schools in India, Ph.D

Education, Delhi University.

De. D.K. (1974): A study on values of High school Boys of some schools in

West Bengal, Ph.D Education, Calcutta University.

Dewey (1989): Journal of Indian Education Vol.XII no: (4) Nov.1989

Education in values-R.C.Das.

Durkheim, E. (1925) : Moral education, New York, The Free Press of Glencoe

Inc.

Dutt. N.K. (1986): Values: The foundation of meaningful life. In Ruhela, S.P.

Human values and Education. Sterling publisher private Ltd, New Delhi,

1986.

Encyclopaedia of Values and Morality, (1998) : MacMillan Publishers. Inc,

USA, pp.220-225.

Evans and Terry (1976): Journal of Education and Psychology vol: 49 No: 1-

2 Apr-Jul 1991.

Eysenck, H.J. (1976) : The biology of morality. In Lickona, T. (Ed.) Moral

Development and behaviour Theory, Research and Social Issues, New

York, Holt, Rinehart and Winston.

Fraenkel, J.R. (1988) : How to teach about values : An analytical approach,

NJ : Prentice – Hall, Englewood Cliffs.

Gandhi.K.L (1993) Value Education: A study of public opinion, New Delhi:

Gyan Publishing House.

Garg R.R. (1983) Children‟s perception of parental Disciplinary practice and

its relation to the development of personality needs, Ph.D psychology,

Agra University.

207

Gayatri,A (2008) : “A Study of attitudes towards values and their practices in

relation to certain personality factors among B.Ed students in Andhra

Pradesh. Unpublished thesis in Education, S.V.University, Tirupati.

Gewirth, A. (1994) : Cultural Pluralism relevant to moral knowledge. Social

Philosophy and Policy, 11 (1), pp.22-43.

Ghosh, N.G (1977): Distribution of four Social values among certain selected

strata of youth and prediction of Good citizenship with the help of the

values 1978-83, 3rd

survey published by National Council of

Educational Research and Training, New Delhi.

Giri, S.V. (2001): Value based Education: Content and Practice Journal of

Value education Vol. (1) No.(1), Jan. 2001, PP (1-9).

Goldsmith S.P.N. (1929): Personality, ego-development and moral reasoning

differences between feminists and non-feminists. Dissertation abstracts

International 39, 6096-6097B.

Goswami (1983) A Study of value orientation of post Basic schools in Gujarat,

Ph.D Education Sardar Patel University.

Gupta, N.L. (1986): “Value Education: Theory and Practices”, Krishna

Brothers, Ajmeer.

Gupta.K.M. (1988): Training-cum-Research Project in value orientation,

value Analysis Model, New Delhi, NCERT, Dept. of Teacher

Education.

Gururaja, (1978) : Development of moral concepts in Indian Children,

Accepted for presentation at International conference of Cross – Culture,

Psychology – Munich.

Haq.E. (1973): Educational and political Modernisation „An analysis of school

Text books in Delhi” NIE Journal Vol.7 (5) PP 19-25

Harding (1994): “A value type generalization test, Journal of Social

psychology, Vol. (19), PP 53-79.

208

Haseen Taj(1998): Contemporary significance of value education, Journal of

social psychology, vol.(2),pp:4-7

Henderson and Bernstein (1969): Moral and values in Education Editor

Dr..S.R.Sarma.

Hoffman, S. (1977): Intelligence and the development of moral judgement in

children. Journal of Genetic Psychology, 130, pp.27-34.

Hoffman.M.L (1963): Child rearing practices and Moral development.

Generalisation from Empirical Research in child development No-34.

Holstein(1969): The values we teach in school.Grade Teacher

Vol.87(1)Sep.1969.

Hurlock Elizabeth (1974): A Study of the correlates of value system of

college students Experiments Vol. XXII (8).

Indrani .K.S. (1981): Moral Education in a secular society. A conceptual

Analysis, M.Ed dissertation, Mysore University

Johnson, R.C. (1962): Early studies of children‟s moral judgement, Child

development, 33, pp.603-605.

Jyothi Joshi and Leena Poornachand,J (1994): “Moral values among

adolescents belonging to joint and nuclear families”, Journal of Indian

Education, vol.19, No:4-5, PP: 85-87.

Joshi Kireet (1984): Can values be taught? New Delhi, NCERT.

Kamal Dwivedi (1979): Education, Sex and cultural back ground as correlates

of values, Aesthetic and social Journal of Educational Psychology Vol.

30(4).

Kapoor.K (1986): A study of Saraswathi Shishu Mandirs and public schools

with reference to some psycho social characteristics of their students.

Ph.D Education, Meerut University.

209

Kar. N.N (1996): Traditional Indian and Modern classes of values in value

education: A philosophical study. The Associated publishers, Ambala

Cantt, India.

Keasey, C.B. (1973) : Experimentally induced change in moral opinions and

reasoning. Journal of Personality and Social Psychology, Vol.26, pp.30-

38.

Khandelwal, B.P. (2001): Values for Human Excellence – Journal of value

education. Vol. (1) No.(1) Jan. 2001.

Khanna (1993) “Value oriented Education”, Journal of Indian Education, vol.

18, No.5, Pg No.6.

Kohlberg.L: The child as a philosopher psychology Today-.Sep1968

(Journal).

Kohn.M.L. (1959): Social class and parental values in American sociological

Review Vol .XXIV.

Kulshresta (1972): An Impact of Teachers Training on Democratic values:

Haryana Journal of Education, Chandigarh.

Lalitha, P.R. (2001) : Value inculcation in the context of science – Journal of

Value Education Vol.(1) No.1 Jan. 2001.

Lechy (1945): Values and Adjustments among college students –Journal of

Education and psychology Vol-50 No: 1-2 Apr-July 1992

Lewis(1984): Academic and socio cultural influences on Development of

values among students in two year colleges, Ed.D, George Peabody

College for Teachers,Vanderbilt University.

Loevinger, J., & Wechsler, R (1970) : Measuring Ego Development : Volume

I San Francisco : Jossey Bass Inc.

Longstreth, L.E (1997): Values in the social studies: Implicit, Explicit or

Ignored. Social Education vol. 35, No.4, P. 422.

210

Mahmood Ali, (1998): “Study attempts to develop a view of prediction about

the children on the basis of their personal values”. Fifth survey of

Educational Research in Education, NCERT, New Delhi.

Mahmood Kaisar (1974): Study of provision of Moral Instruction in the

secondary schools, M.Ed Dissertation, Mysore University.

Mallaradhya.B.K. (1975): Study of Moral and Religious Instruction in the

Higher Primary Schools in Mysore city, Dissertation, Mysore.

Mathur(1985):Values in Education and strategies for their inculcation in

Indian Education in the emerging society, New Delhi:Streling

Publishers Private Ltd.,1982.

Mc Dougall, W (1908) : An Introduction to Social Psychology : London :

Methuen University Paper Backs.

Misra, G. (2000). Perspectives on value Education in the Indian context, Some

Reflections, Report to seminar on value Education, Bhopal, PSSC 4 E,

P. 5.

Morril Richard.L (1980): Teaching values in college, San Francisco,

Washington, Jossey-Bass Publishers.

Morris, J.F (1958): The development of adolescent Value Judgement, British

Journal of Educational Psychology, Vol. (28) Part – I, PP : 1-44.

Muzumdar, H.B. (1983): “A Quest for Values in Education”, Journal of

Indian Education, Vol. 8 (5).

Nagaraju (2002):- Abstract promoting values among secondary students

through the school, Quest in Education, Educational Review, vol. No.

26, No. 3, Pg. No.2.

Nagarjuna Rao (1968) Manual of directions and Norms for the socio-

economic status Rating Scale, Rupa Psychological Centre, Bhelpura,

Varanasi – 221001, India.

211

Narasimhaiah H. Committee (1986): Manava Shikshana.

NCERT (1985): National curriculum for primary and secondary Education: A

Frame work, New Delhi, NCERT.

NCERT (1987): Resource Material part-I In service Training of school

Teachers.

NCERT, 2000 National Curriculum Framework for School Education New

Delhi.

New Education Policy Document: Journal of Education and psychology

Vol.XXXXV (4) Jan 1988.

Nigal, S.G. (2001): Education – Management and Values – Journal of Value

Education Vol (1) No.(1) Jan. 2001.

Oad.L.K. (1986) Humanistic Trends, Value crisis, and contemporary Indian

Education- Ruhela (Ed) Human values and Education. PP-113-125.

Ormell, C. (1980) Values in Education, New York, Harper and Row.

Pauchuri and Varma (1980): “Effects of intensities of punishment on moral

judgement in children” unpublished Manuscript, University of

Allahabad, Allahabad.

Padmanaban. T(1992), “A study of the certain selection variables” Fifth

survey of Educational Research in Education, NCERT, New

Delhi(1992).

Page, R.A. (1981): Longitudinal evidence for the sequentiality of Kohlberg‟s

stages of moral judgement in adolescent males. Journal of Genetic

Psychology, 139, pp.3-9.

Pandey J.L. (1999). Value Education: Challenges for the Future,

Mimeographed, New Delhi, NCERT PP-5-9.

Pandya.R.C (1959): Assessment of Modern Education values From Different

view points Ph.D Education, University of Bombay.

212

Pani.R.N. (1969): Evaluation of co-curricular activities in secondary schools

of Orissa and their relationship with personal development of pupils

Ph.D.Education, Utkal University.

Parikh,B.(1980): “Development of moral judgement and its relation to family

environmental factors in Indian and American families, child

development, 51, 1030-1039.

Patel.K.M. (1981): A study of value orientation in the Educational Institutions

Run by Sathya Sai organization, Ph.D. Education, Sardar Patel

University.

Peck and Havighrust (1964): Moral Education- William Kay. Chapter: 5.

Pepper (1958): The sources of Values, Berkeley: University of California,

1958.

Peters.J (1961): The growth of morality and value is complex psycho-social

phenomenon.

Philip May (1971): Moral Education in the cross River state: Teacher‟s Role –

Sylvester E. Essein- Journal of Indian Education-Vol XIV (3) Sep.

1988.

Pillai.N.T. (1976): An analytical study of the Religious values imbedded in the

prescribed Tamil and English Text books for standard IX in Tamil

Nadu, M.Ed Dissertation, Annamalai University.

Prahallada. N.N. (1982): Contemporary significance of value Education-

value education in India –selections from University News.

Premsingh, G.J (2004): Towards value based education, University News, 42

(45): 11-12

Rabindranath Reddy,C (2006): “Sri Sathya Sai System of Education. A

model to Follow” Value oriented education edited by V.Dayakara

Reddy and D.Bhaskara Rao, Discovery Publishing House, P.356-377.

213

Rajagopal.T. (1989) Identification of values in XII standard Tamil Text books

and value orientation of XII standard students, M.Phil Education,

Alagappa University.

Ramachandra Reddy and Manchala (2006): “Values and Teacher Education

system: Value –oriented education, edited by V.Dayakara Reddy and

D.Bhaskara Rao, Discovery Publishing House, P:244-252.

Rama Rao.K. (1986): Moral Education: A practical approach. Mysore: Rama

Krishna Institute of Moral and Spiritual Education.

Rangaswamy,G.(2007): “A Study on Moral Judgement in relation to certain

psycho sociological factors”, Unpublished Thesis, S.V.University,

Tirupati.

Rani. M (1968): Moral development in children. Ph.D Psychology, Allahabad

University.

Rao, A.C. (1992): Accountability in education, New Delhi: APH Publishing

Corporation.

Rest (1979): “Relations between level of moral judgement of others,” Journal

of personality.

Robert Hall and John Davis (1975): Moral Education in the Cross River

State: Teacher‟s Role- Sylvester E.Essein-Journal of Indian Education,

Sep1988.

Rorty, A.O. (1988): Three myths of moral theory in mind and in action.

Boston, MA: Beacon.

Rosebrough (1976): Moral Values of school students in relation to different

personal values-Dr.Gopal Chandra Padhan - Experiments in Education-

Vol XXII, (8) Aug1994 pp 173-179.

Rothneiy (1976): Evaluative attitudes and Academic success, Journal of

Educational Psychology, Vol. 27, PP 292-398.

214

Roy Choudhury.N. (1979)-Ph.D Education, Bombay University.

Roy.D.K (1980): A study of some factors and processes involved in the

development of values: Ph.D Education, Kalyanai University.

Santhosh Arora (2003) “Modernization and Human values,” The Educational

Review, vol.46, (8), Pg.155.

Sarangi (1994): Moral Education in schools- Bases and Implications. New

Delhi, Deep and Deep publications.

Saraswat.RC (1982): “A study of self-concept in relating to adjustment,

values, academic achievement, socio-economic status and sex of high

school students of Delhi, Ph.D (Social Sciences) IIT, New Delhi, In

M.B.Buch (Ed) Fourth Survey of research in Education, P: 427,

NCERT, New Delhi.

Seetharam.A.R. (1990): An evaluative study of the objectives, content and

methodology of Direct Moral Education followed in the secondary

schools of Karnataka State, Ph.D Education, Mysore University.

Sen. I (1983): Educational and Traditional Values in India: The challenge of

today and tomorrow; The Education Quarterly Vol. 35 (1).

Seshadri (1992): Education in values-A Source Book, New Delhi, NCERT.

Shanthi (1992): as quoted in venkataiah, N and Sandhya, N (2008) “Research

in Value education”, A.P.H.Publishing Corporation, 4435-3617, Ansari

Road, Darya Ganj, New Delhi, P.18.

Sharma (1990) Value Education- A philosophical perspective-Journal of

Indian Education- Sep, pp: 7-10.

Sharma,M & Shukla,P. (1999): A study of moral judgement in relation to

SES and school background. The educational review, 1, 9-13.

Sharma, A.P. (1982): Values and adjustments among college students- S.K.

Srivastava. Journal of Education and Psychology Vol: 50 (1-2) Apr-Jul

1992.

215

Sharma.A.P. (1995): “Values are permeated, University News Dec pp: 7-9.

Sharma.A.P. (1995): Can Teachers inculcate Values, University News, May

15. 1995pp: 1-3.Sharma.S.I.: Role of Education in India‟s Development.

Shukla. R.P (1984): Environment: what is wrong with our Education. School

Education, vol. x. (111) 1984.

Sibia, Sukhvinder (1990): “Value pattern of children at Piagetian concrete

and formal stages of development, Ph.D (Ed) Punjab University.

Sieber, J.E. (1980): A Social Learning theory approach to morality. In

Windmiller, M. Lambert, N., & Turiel, E. (eds.), Moral development

and socialization. Boston : Allyn and Bacon. Inc.

Sigmund Freud.S (1908): Introductory Lectures to Psychoanalysis.

Singh and Singh (1986): Effectiveness of value classification strategies in

value orientation of B.Ed students “Report of ERIC Funded Research

Project, NCERT.

Sinha, D., & Verma, M. (1972) : Knowledge of moral values in Children.

Psychological studies, Vol.17, pp.1-6.

Smith, J.E (1958): Values Conviction and Higher Education New Haven II,

The Edward W.Hazer Foundation, 1958.

Sona Thakur and Tej Preet Kaur Knag (2005): Edutracks Mar 2006 Vol.5

(7) pp: 34-37.

Sportsman (1983): “ The relationship of values, perceptions and goals in

education in public and non public schools in cansas city”. Unpublished

Ph.D thesis, University of Missouri, Missouri.

Sri Prakasa Committee (1959) on Religious and Moral Instruction Report.

Sporel and Tiden (1952): Edutracks Mar 2006 Vol: 5 (7) pp: 34-37.

Sri Vastava. N.K (1981): A psychological study of the Development of Moral

ideas among university students, Ph.D Psychology, Kashi Vidyapeth

216

Sridhar and Arani (2003) “Status of value education in Iran and India – A

critical Analysis”, Edutracks, vol.3, (1), PP.22-27.

Subramanyam. (1990): Value Education (socio-spiritual) Madhurai Ramana

publications.

Sullivan, E.V. (1977): A study of Kohlberg‟s Structural Theory of Moral

Development: A Critique of Liberal Social Science ideology. Human

Development, Vol.20, pp.352-376.

Taj.H (1998): “ Personal values of Hindu and Non-Hindu students in relation

to their social class and modernization. Perspectives in Education 14

(4), P.P: 245-248.

Thapan.M. (1984) Education of Ideology. The school as a socio- culture

system, Ph.D Sociology, Delhi University.

The central Advisory Board of Education (1946): Report of the Religious

Education Committee,Govt. of India,1946.

The Department of state Educational Research and Training, Karnataka

(1987): a textbook cum reference book- curriculum of Moral Education

in schools.

The Education Commission (1964-66) report: Ministry of Education,

Government of India, New Delhi.

The Hartog Committee (1929) Report. Govt. of India, New Delhi.

The National policy on Education (1986): Ministry of Human Resource

Development. Govt. of India, New Delhi.

The Secondary Education Commission Report (1953): Govt. of India, New

Delhi.

Thompson, J.W. (1958): A Factorial Studies of the Values and attitudes of

graduate teachers, British Journal of Educational Psychology, Vol.28 PP

182-183.

217

Tripathi,D.K & Misra.G (1979) : Development of moral judgement in Indian

children Psuchologia : An International journal of psychology in the

Orient, 22, 164-169.

Trivers (1971): An experimental test of the sequentiality of developmental

stages in the child‟s moral judgements,Journal of Personality and Social

Psychology Vol (3) pp:611-618.

Turiel. E (1966): An Experimental test of the Sequentiality of Developmental

Stages in Child‟s Moral Judgement. Journal of Personality and Social

Psychology, Pp.611-618.

UNESCO Report (1972): „Learning To Be‟. Report of the International

commission on Development of Education, UNESCO, 1972.

Usha Sri (1995): Preparing the B.Ed trainees for value education. The progress

of Education Vol IXX (4) pp: 84-86.

Usha Sri (1995): Restructuring Teacher Education for value orientation

Journal of Higher Education Vol 16(4) pp: 601-609.

Usha Sri (1996): Internalisation of values- unpublished article.

Vijayalakshmi,G(2006): Prioritization of school children‟s values by the

teachers.Recent Researches in Education and Psychology,Vol.11(3&4)

pp:60-65.

Vijayalakshmi.G(2006):Prioritization of secondary school children‟s values

by their parents and teachers, Edutracks,Vol.5(7),March,pp:34-37.

Varma B.P and Rammurthi (1998), “The study attempted to reveal the cause

of deprivation on values and other related matters among higher

secondary students.” Fifth survey of Educational Research in Education,

NCERT, New Delhi(1998).

Vedprakash (1994): “Moral Development in children”, unpublished Ph.D

thesis, University of Illahabad.

218

Virginia Floresca-Cawagas (1988) - Evaluating values Education

programmes- concepts and principles WCCI Forum Vol II (1) pp: 64-

71.

Webster’s New World Dictionary. (1996): Oxford Press, New Delhi.

Webster’s Universal Dictionary (1997): Oxford Press, New Delhi.

William Kay (1975): Moral and values in Education Editor: S.R.Sarma.

William. (1985): Ethics and the limits of Philosophy, London: Fontana.

Wilson. (1998): Moral Thinking, New York, Routledge.

Yadav,S.K (1999): “A study of personal values among science students”.

Bharatiya Adhunika Shiksha, 17(1), P.P:32-39.

219

PERSONAL INFORMATION

Name of the Student :

Class :

Name of the Institution :

Place :

Locality : Urban/Semi Urban/Rural

Sex : M/F

Religion :

Caste :

Age :

No. of Family Members :

Group in Intermediate :

Profession you want to choose :

Educational Qualifications :

a) Mother :

b) Father :

220

Dear Students,

I, R.Sucharitha, doing Research on “A Study of Moral Judgement of

Secondary School Students in relation to some selected Variables” in

Department of Education, Sri Padmavati Mahila Visvavidyalayam, Tirupati.

For this I am gathering information from students on values – Judgement.

We face confusion in our day – today life in taking right decisions in

many situations. I have given you 20 such situations here. For each situation,

five alternatives were given. Please read all the situations carefully, understand

it properly and give „( ) „mark on the opposite of the correct alternative.

There is no „right‟ or „wrong‟ answer for this. You please choose the answer,

which you think, is right decision making.

This information is mainly intended for research purpose only. So

please give the correct information and help us in carrying out the research.

Thank you for your co-operation.

R.SUCHARITHA

221

1. Venu’s dilemma

Siva ram was sentenced for ten years imprisonment for a crime. After

two years, he escaped from the prison and reached a remote village. Nobody

knew about Sivaram‟s past life. He worked hard and earned money and he also

helped the poor whenever they are in need. He got a very good name and

respect in that village.

One day Mr. Venu came to the village, who completely knew about

Sivaram‟s past life. He also knew that police are searching for him and also

offered a reward of Rs.10000/-if anybody inform about Sivaram. Under these

circumstances Venu would inform the police or not.

Considerations:

1. He would inform because if not informed he would be

encouraging more crime in the society.

( )

2. He would inform because he would get the reward of

Rs.10000/- from the Govt.

( )

3. Venu would not inform to the police because he was afraid

that villagers might abuse him.

( )

4. He would not inform because the criminal was changed into

a good man.

( )

5. He would not inform because it was not going to do any

good

( )

222

2. Doctor’s Dilemma

Raghuram had been suffering from unbearable pain, on account of

cancer. The doctor had been giving some tablets to him for temporary relief

from the pain. The tablets would give him relief for an hour or two Thereafter

he would continue to suffer from intolerable pain .Again he has to take the

tablets and so on.

There was also an injection to give temporary relief from the pain. But

an excess dosage of this injection was given, the patient would die. Both the

patient and the doctor were aware of this fact. The patient was experiencing

very acute pain, as the days passed. He would not bear the pain anymore and

requested the doctor to give him an extra dose of the injection and kill him.

Under these circumstances, whether the doctor would give an extra dose or not

Considerations:

1. Doctor would not give the injection because it was against the

rules. If he caught by the police, he would be sent to jail.

( )

2. The doctor would not give him injection because doctors

were supposed to save the lives.

( )

3. Doctor would not give the injection because, if he caught, he

would lose his job.

( )

4. The doctor would give the injection because; he was helping

the patient to get rid of his pain.

( )

5. The doctor would give the injection on getting legal

permission.

( )

223

3. Radha’s dilemma

Rani and Radha were good friends. They were studying X standard in

the same school. At the time of annual examinations, Rani fell sick and unable

prepare for the examinations, if she fails in the exam, she will lose one valuable

year .So Rani‟s parents requested Radha to allow Rani to copy from her paper.

Under these circumstances, Radha allowed to copy or not

Considerations:

1. Radha would not help because as a responsible student

she would like to uphold school‟s rules and regulations.

( )

2. Radha would not help because if caught in the

examinations, her parents would punish her.

( )

3. Radha would not give her paper but would not object

Rani if she copies from her paper.

( )

4. Radha would help Rani because if not helped she might

lose her friendship.

( )

5. Radha would help Rani on sympathetic grounds. ( )

224

4. Principal’s Dilemma

Chandra was a poor Engineering student. He was very intelligent in

studies. He always gets first rank in his studies. He lost his father .His mother

was sick and can‟t do any work. Chandra studied with his Principal‟s help.

Before the Final examinations he was selected in a reputed company. He has to

join in the company after the final semester. At the time of the last exam, the

Principal got the news that Chandra‟s mother has died .If the Principal sends

Chandra, he would lose one exam as well as job. Under these circumstances,

the Principal sends him or not.

Considerations:

1. Principal would intimate Chandra as it is his duty to

intimate.

( )

2. Principal would intimate him on sentimental reasons. ( )

3. Principal would not intimate because if he lose one exam,

he would lose one year and job also.

( )

4. Principal would not intimate because if sends him now all

the hard work that he has been doing would be in vain.

( )

5. He would not inform because, Chandra is a poor student,

he now got the opportunity to stand on his own legs.

( )

225

5. Prabhu’s dilemma

Prabhu was a retired employee. He got one lakh rupees as pension. He

has one son and one daughter. His son was an unemployed and had been

searching for a job for a long time. His daughter is of 25 years old and she has

to be married. Prabhu wanted to spend his pension on the marriage of his

daughter. Meanwhile his son got a good job in a company. but they asked to

deposit one lakh rupees for that. So he asked his father to give him the required

money. Under these circumstances, Prabhu agrees to give him money or not.

Considerations:

1. Prabhu would not give him money because if he spends that

money, he could not do his daughter‟s marriage.

( )

2. Prabhu would not give him money because he may get

another job.

( )

3. Prabhu would not give him money because for him the

daughter‟s marriage was more important.

( )

4. Prabhu would give him money because his son might help

him after he gets a job.

( )

5. Prabhu would give him money because, after a long time,

his son got a job.

( )

226

6. Raghu’s dilemma

Raghu was an honest man .He drives auto and earns for his living His

wife had a heart problem and the doctors advised him to get operated as soon

as possible, otherwise her life might be at risk. It costs Rs.50000/-for the

operation. But he can‟t offer such a big amount. One day, a man traveled in his

auto with a suitcase, while getting down, he forget to take his suitcase. Raghu

found Rs.50000/-in that suitcase. Under these circumstances, he returns the

suitcase or gets his wife operated.

Considerations:

1. Raghu would return his suitcase because it was against to

his policy

( )

2. Raghu would return the suitcase because he has no right to

spend others money

( )

3. Raghu would return the suitcase because he was afraid that

the man might complain to the police

( )

4. Raghu would not return the suitcase because he can get his

wife operated with this money

( )

5. Raghu would not return the suitcase because he has no other

source to get money

( )

227

7. Sridhar’s Dilemma

RajaRao‟s was a rich businessman. His son Sridhar was studying

Engineering. His college principal arranged an educational tour to Singapore

and asked the students to be ready with Rs.50000/-.RajaRao gave his son the

amount he required. Next week they had to start for the tour. Meanwhile,

RajaRao‟s companies got sudden loss and he lost his property. But he did not

intimate the matter to his son. However, Sridhar came to know about this

incident. Under these circumstances, Sridhar returns the money or goes to the

tour

Considerations:

1. As a responsible son, he does not go to the tour; he returns

the money to support his father.

( )

2. Sridhar would return the money, as it would help his father

at this moment.

( )

3. As his father did not inform this matter to him, he also

would remain unknowingly

( )

4. He would not return the money as it is a compulsory

educational tour.

( )

5. Once the money was taken to go for tour, feeling guilty to

return at last decided to go for tour.

( )

228

8. Gateman’s Dilemma

A group of twenty children was playing near by rail track. There are

two rail tracks, one is in use where as the other is not in use .These twenty

children were playing on the useful track, and where as one wise child was

playing on the useless track.

Meanwhile, the train is coming. The children did not listen to the

whistle of the train. The gateman also shouted at the children, but the children

could not listen. Since the train is running fast, it would become useless to

show the danger signal by the gateman. The Gateman thought to divert the train

towards the useless track to save the lives of majority of children. If so the

innocent child who is aware of danger will die.

Under these circumstances, what would the Gateman do

Considerations:

1. The Gateman would divert the train towards the useless

track because twenty lives are more important than one life.

( )

2. The Gateman would divert the train towards the useless

track, as he was responsible to save the majority of lives.

( )

3. The Gateman would not divert the train because the boy

who was aware of danger has no right to take away the

innocent boy‟s life.

( )

4. The Gateman would not divert the train because it may lead

to accident if the train would pass by the useless track.

( )

5. Because it is the duty to divert the train on the right track,it

is necessary to divert the train on the track which is in use.

( )

229

9. Ramya’s Dilemma

Suresh and Ramya is a newly married couple. Suresh joins as a

scientist in Bangalore. Ramya works as a teacher in a Govt school at

Hyderabad. They have one son. Ramya faces many difficulties to look after his

son as she has to go for the job.

Meanwhile, Suresh got promotion with more salary .He asked his

wife to resign her job and shift to Bangalore and their salary will be sufficient

for them to live happily.

Under these circumstances, Ramya resigns her job or continues

Considerations:

1. Ramya would resign her job, as the family relationships are

more important than job.

( )

2. Not only providing good education to the child with the

money earned if both work, but also with the intention that

it is more secured, Ramya should not resign.

( )

3. Ramya would not resign because women should have job to

stand on their own legs

( )

4. Ramya would resign her job obeying her husband. ( )

5. Ramya would not resign her job as it is difficult to get a

Govt job

( )

230

10. Company’s Dilemma

One reputed company advertises for Manager Post in their company.

Nearly hundred people have applied for the job. They conducted a written test

and two of them were selected in the written test with equal marks. So they

decided to conduct an another test for both of them .The two young men were

given two boxes wrapped with a costly material .They were asked to open the

boxes with in five minutes .The first man carefully cut the costly material and

preserved it and so he was late by two minutes. The second man opened the

box with in the time not considering the packing material.

Under these circumstances who would be selected by the company.

Considerations:

1. The company would select the first man thinking that he

would save the properties of the company carefully.

( )

2. The company would select the first man because he was

careful in doing his job.

( )

3. The company would not select the second person because

he would not save the properties of the company when

compared to first man.

( )

4. The company would select the second person thinking that

he would take quick decisions when time needs.

( )

5. The company would select the second man because he has

done his duty in time.

( )

231

11. Ramana’s Dilemma

Mr.Ramana was working as a clerk in an office. He had two daughters

and one son. His monthly income was the only source to meet the minimum

necessities of the family. He has to look after his mother and father who were

aged. His elder son was studying X standard. He did not work hard and often

did not go to school also. His father always scolds him to study well, but he

does not listen to him. One day Mr.Ramana told his son that he would buy a

bicycle if he would get a first class in annual exams. His son worked hard and

got first class in the exams. He remained his father for the cycle, but Ramana

had no money to buy the cycle .Under these circumstances what would

Ramana do.

Considerations:

1. Ramana would buy the bicycle if not his son would not

value his words in future.

( )

2. Ramana would not buy the cycle, as he has no money. ( )

3. Ramana would not buy the bicycle as he has many

responsibilities to look after.

( )

4. Ramana would convince his son of his financial position. ( )

5. Ramana would buy the bicycle even by borrowing money. ( )

232

12. Mukund’s dilemma

Dr. Mukund was very busy in the wedding of his only daughter. He

was busy in inviting guests and in dinner arrangements. Meanwhile, he

received a phone call from the hospital where he was working that one person

was brought to the hospital that was severely injured in an accident and he was

bleeding severely. The patient‟s relatives tried for other doctors but nobody

was available at that time. They requested to attend the patient, otherwise he

would lose his life. Under these circumstances what would Dr.Mukund do?

Considerations:

1. Dr.Mukund would go because as a doctor it was his duty to

save one‟s life.

( )

2. Dr.Mukund would go because life is more important than

marriage.

( )

3. Dr.Mukund would not go and he would try for other

doctors.

( )

4. Dr.Mukund would suggest other doctors of the hospital, as

it was the responsibility of all of them.

( )

5. Dr.Mukund would not go as it was his only daughter‟s

marriage.

( )

233

13. Ranga’s dilemma

Sudhir and Ranga were good friends. Ranga was poor but very

intelligent. Sudhir was an average student. Sudhir‟s father was an employee

and earns well .Ranga‟s father was drunkard and always beats his mother. He

spends all his money in drinking. He did not even pay fee for his son. It was

Sudhir‟s father who helped Ranga for his studies. One night Sudhir wanted to

take notebook from Ranga. So he took his father to Ranga‟s house. There he

saw Ranga‟s father beating his wife and son severely. Sudhir‟s father wanted to

stop this and he throws him aside. He falls on a stone and lost his life. Ranga

was shocked. On hearing the crying of his wife, people gathered there. Some

one called the police. Under these circumstances what would Ranga do?

Considerations:

1. Ranga would inform the police about what had happened. ( )

2. Ranga would reveal the police that Sudhir‟s father had

killed his father.

( )

3. Ranga would not reveal the truth because Sudhir‟s father

helped him in his studies.

( )

4. Ranga would not tell the truth because Sudhir‟s father did

not wantedly kill him ,it so happened accidentally

( )

5. Ranga would not tell the truth because even if his father was

alive he was not helpful to his family

( )

234

14. Kishan Lal’s Dilemma

Ramlal was a trader who had risen from poverty to riches. When he was

about to take his last breath, he called his son Kishanlal aside and said that he

had a wish that an orphanage be built for the benefit of orphans. He gives all

his wealth and asks his son to spend half of his wealth towards constructing the

orphanage .Soon afterwards, Ramlal died.

Kishanlal was about to start the work. But his wife advised him not to start the

work immediately. She advised to invest the entire money on business first;

later with the profits, he would begin the construction. Under these

circumstances, what would Kishanlal do?

Considerations:

1. Kishanlal would not follow the advice of his wife, because

it was his responsibility to construct the orphanage with his

father‟s money.

( )

2. Kishanlal would not follow the advice of his wife because

his wife was greedy.

( )

3. Kishanlal would not follow the advice of his wife because;

it has no guarantee of getting profits in the business.

( )

4. Kishanlal would follow the advice of his wife, as it would

increase his business as well as he would construct the

orphanage.

( )

5. Kishanlal would follow the advice of his wife, as it was

correct.

( )

235

15. Sudha’s dilemma

Sudha and Suresh are wife and husband. Suresh works as a Software

Engineer in U.S.A. Sudha works as a lecturer in a Govt. Degree college in

Hyderabad and she lives with her six year old son. One day, her husband comes

to Hyderabad with out prior intimation. Later, she came to know that her

husband will be going to donate his liver to his father who was seriously ill

from some days. If this transplantation did not taken place he would not

survive. But Sudha does not accept for this transplantation as it would affect

the health of his husband .But Suresh would not hear the words of his wife. But

Sudha was very serious about this matter and even she wants to go to the court

on this account. Under these circumstances what would Suresh do?

Considerations:

1. Suresh would take his wife to the doctor and seek their

advice.

( )

2. Suresh would not hear the words of his wife as he thought

that his father‟s life was more important for him.

( )

3. Suresh would convince his wife that nothing would happen

to his life.

( )

4. Suresh would hear the words of his wife. ( )

5. Suresh would hear the words of his wife and drops the idea

of donation.

( )

236

16. The children’s dilemma

Raju and Anil are brothers. One day they are coming from school to

home. On the way a scooterist was passing by. He is driving fastly and a bag

dropped on the way. The scooterist did not notice it. He drove fastly and went

off. The two children found a lot of money in that bag. They were afraid to give

that bag to the police station.

So, they decided to give it to their parents and ask them to hand over it

to the police station. But their parents did not want to hand over the bag to the

police station. They want to spend the money on their own. But these children

did not like this. But their parents threatened them not to reveal this matter

anywhere under these circumstances, what did the children do?

Considerations:

1. The children reveal the fact and make their parents to accept

and protect the law.

( )

2. The children would inform to the police about the fact by

themselves.

( )

3. Because the children would understand the nature of their

parents, they will take care not to happen such things.

( )

4. The children would not reveal it to any body as it would be

shame on the part of their parents.

( )

5. The children would not reveal this matter to any body

because they are afraid of their parents.

( )

237

17. Father’s Dilemma

Once there lived a farmer, who had two sons. The elder son was a hard

working young man, but the younger one was impatient, restless and

discontented boy. He did not help with the work on the farm but spent the time

dreaming. He wanted to travel and see the world.

One day the younger son asked his father for the share of the property. He

wanted to travel over the world and seek his fortune. The farmer was sad, but

he gave his son the money.

The son took the money and set off happily. He traveled to distant cities

and saw many wonderful things. He made a lot of friends and spent money

lavishly on them. He enjoyed himself and gave no thought to his future.

As the time passed by, he had no money and also friends. He had to sell

his belongings to get food. Afterwards, he began to beg for food. He now

realized his mistake and repented for what he had done. One day, his father

happened to see the son begging. Under these circumstances, what would his

father do?

Considerations:

1. The father would allow his son to join with him as his son

repents for his mistake.

( )

2. The father would allow his son, as he could not see his son

begging and starving for food.

( )

3. The father would not allow his son as he has given his share

of property.

( )

4. The father would not allow his son, as he was lazy. ( )

5. The father would not allow him as his elder son would not

accept him

( )

238

18. Sudhir’s Dilemma

Sudhir was studying X standard. The previous day of Maths

examination, he had prepared himself well. He had learnt all important

principles and sums. He was determined to achieve his goal of securing a place

in the first three places.

Fifteen minutes before the exam, all children were hurriedly going

through their notes, before entering the hall. But Sudhir stood silent,

recollecting what he had read. After entering into the room and receiving the

question paper, he felt that the paper was tough and almost all questions are

twisted. He gathered confidence and started answering each question. When

Sudhir completed answering all questions there were still thirty minutes time

left. Pavan who stood first in previous exams also completed his exam was

sitting beside Sudhir. Sudhir wanted to check his ans wers with that of Pavan.

As he was checking, he found different answers from that of Pavan. Pavan

asked him to change the answers, as he was correct. Under these circumstances

what would Sudhir do?

Considerations:

1. Sudhir would not change his answers, as Pavan may be

wrong.

( )

2. Sudhir would not change his answers, as there was only

thirty minutes time.

( )

3. Sudhir would not change his answers, as he was confident

of his answers.

( )

4. Sudhir would change his answers as Pavan intelligent and

stood first in previous exam

( )

5. Sudhir would change his answers, as he was not sure that

his own answers were correct.

( )

239

19. Ramayya’s Dilemma

Ramayya and Rayanna are neighbors in the village of Ramapuram.Their

two houses are alone and far from the rest of the village.Ramayya is a farmer.

He works in his fields for his living. Early in the morning he goes out with his

axe to work in the fields and returns home in the evening with firewood around

his fields and bring it along with him in the evening. He was much attached to

his axe which was very much helpful.

Rayanna has a grocery shop. He sells household necessities and makes a

living on the profits he gets. Though Ramayya and Rayanna are neighbors

some how Ramayya is jealous of Rayanna.

One day before starting for work, Ramayya looked for his axe in the

usual place, but could not find it. He searched everywhere, inside and outside

his house but invain.He suspected Rayanna as he remembered Rayanna coming

along the way, where he usually kept his axe. A suspicion crossed Ramayya‟s

mind. He directly went near Rayanna and quarreled for his axe.Rayanna said

that he does not know about the axe, but Ramayya did not leave him. He

demanded to pay for his axe.Rayanna that was sensitive paid the amount,

though he was innocent.

Next morning, Ramayya came out to go to work. Casually, he looked at

the firewood bundle he had brought the other evening and he was surprised to

see his axe there tucked into the bundle. He was ashamed of his behaviour.

Under these circumstances, he would ask for an excuse or not?

240

Considerations:

1. Ramayya would ask for an excuse because he has done a

mistake.

( )

2. Ramayya would ask for an excuse because he was rude with

Rayanna.

( )

3. Ramayya would ask for an excuse because, if Rayanna

happened to see the axe, then he would quarrel with him.

( )

4. Ramayya would not let him know about his axe as Rayanna

would abuse him.

( )

5. Ramayya would not ask for an excuse because he was

jealous of him.

( )

241

20. Raju’s Dilemma

Once there lived two friends called Bhanu and Raju. Bhanu hailed from a

good family whereas Raju‟s family was not so good. Bhanu‟s parents taught

him to behave well, where as Raju never bothered with values and morals.

Daily they used to go to tuition to their class teacher‟s house. One day, Raju

stole money for his expenses from the teacher‟s purse, which was kept in the

cup board.Bhanu, noticed it and told Raju to return the money. But Raju

rejected his advice. He warned Raju saying that he would inform the teacher.

Bhanu told him to accept his request with in three days. But from that day

onwards Raju refused to talk to Bhanu.Meanwhile the teacher came to know

that she had lost money and she tried to enquire about it. Bhanu on the second

day went to the teacher and told her that he had taken the money. On next day,

the teacher told about the incident in the class and wanted to punish Bhanu. On

hearing this what would Raju do?

Considerations:

1. Raju would repent for what he has done and reveal the truth. ( )

2. Raju would give the money to Bhanu and ssasks him to give

the money to the Teacher.

( )

3. Raju would not accept his mistake because it would make

Bhanu a hero of the class.

( )

4. Raju would not accept his mistake because of the fear of his

teacher.

( )

5. Raju would not accept his mistake as it would be an insult

and shame before others.

( )

Documents

a study of moral judgement of secondary school students in relation to some selected variables