Steps in Implementing Universal Human Values in Education

Steps in ImplementingUniversal Human Values

inEducation

11

The Foundation Course in Universal Human Values

This module does not teach values – it encourages students to discover what they consider valuable. Accordingly, they should be able to discriminate between valuable and the superficial in real situations in their life

It sensitizes the students to the possibility of a humane society. A major portion of the course is focused on understanding of all dimensions and all levels of human existence

This course:a) Satisfies all the MHRD inspired guidelines

b) Can provide the clarity for human target and universal human order

c) Can facilitate human conduct which is required for the above (b)

d) Can provide the guidelines for Professional Ethics, which is a particular aspect of human conduct

12

Guidelines for Value Education

- Universal

Whatever is studied as value education needs to be universally applicable to all human beings and be true at all times and all places. It should not depend on sect, creed, nationality, race, gender, etc.

- Rational

It has to be amenable to logical reasoning.

It should not be based on blind beliefs.

- Verifiable

The student should be able to verify the values by checking with one's own experience, and is not asked to believe just because it is stated in the course.

- Leading to Harmony

Values have to enable us to live in peace and harmony within our own self as well as with others (human being and rest of nature).

13

The Foundation Course in Universal Human Values

The course is based on the natural laws, on reality, as it is – in a way that anyone can understand them in his/her own right and live with this understanding

Living according to this understanding enables one to live an informed, purposeful, happy and responsible life

In education, this input provides a universal basis for human values that supplements and provides direction to the current educational system

The ultimate goal is to work for the well being of all (sarv-shubh); for a happy, peaceful and prosperous society of families living in harmony at all levels – from individual, to family, to society and in nature/existence

27

Universities running Foundation Course in Human Values by 2011

2005 IIIT Hyderabad (AP) – an experiment

2009 GBTU & MTU (formerly UPTU, UP) – a large scale experiment

2011 PTU (Punjab) – a high speed, large scale experiment

28

Human Values Programme introduced at IIIT Hyderabad in 2005

Goal of IIIT: To contribute to transforming industry and society, by delivering research-led education, promoting innovation, and fostering human values

Human Values is as an essential part of the academic curriculum. The two courses are HV1 in 1st sem & HV2 in 4th sem Each week consists of 2 lectures of 1.5 hrs each Students do socially relevant humanities projects, detailed studies, reports or

participate in social activities as a part of this course Students meet every week in small groups along with 2 faculty mentors At the end of the course a 4-day workshop is conducted. Faculty, faculty

spouses and senior students take the responsibility for conducting it

Advanced courses include “Work & Life” & “Searching for a Humane Society”

Medium of instruction is students’ mother tongue/language preferred by the student (e.g. in 2010 six workshops were run in parallel – 1 in Telugu, 2 in Hindi and 3 in English)

Extension – AP 2030, Dr. Ramancharla Pradeep Kumar

30

Human Values Programme at UPTU (GBTU & MTU)

Introduced as an essential course in all affiliated professional colleges, after due process (AC, BoS) in 2009

Run as a regular audit course (2-0-2), i.e. 28 lecture-sessions and 14 tutorials (practice-sessions) spread across any one semester

8-day Teachers’ Orientation Program (TOP) to prepare teachers. 16 workshops have been conducted through which about 500 teachers from 350 colleges have attended

Course has been conducted in almost all affiliated colleges for about 75-80,000 students/year since the academic year starting in July 2009

Short (1 to 3-day) workshops have been conducted in every major city. Directors, members of management and administration from over 200 colleges have attended these workshops. They have been quite effective in creating awareness

Medium of instruction is English

32

Human Values Programme at PTU

Our vision for PTU has broadened: “to be one of the best technical universities in South Asia by 2015” by facilitating development of responsible and competent people for society

Introduced in 2011 as an essential credit course in affiliated professional colleges, after due process in Board of Studies in 2011

8-day Teachers’ Orientation Program (TOP) to prepare teachers. About 1000 teachers from 287 colleges & 65 PTU officers have attended

Run as a regular credit course in 1st year (3-0-0), i.e. 28 lecture-sessions and 14 tutorials (practice-sessions). The course has started in all professional colleges affiliated to PTU ~30,000 students/year

Short (1 to 3-day) workshops have been conducted for communication & awareness for chairpersons, directors, principals, teachers & staff

Medium of instruction is Punjabi, Hindi and English

33

Natural Expansion of Human Values in Education – 2013

2005 IIIT Hyderabad (AP) – an experiment

2006 IIT Kanpur (UP) – an experiment

2009 GBTU & MTU (formerly UPTU, UP) – a large scale experiment

2011 PTU (Punjab) – a high speed, large scale experiment

2012 HPTU, Hamirpur (HP)

2013 Royal University of Bhutan, Thimphu, Bhutan

2013 KL University, Guntur AP

2013 JNTU, Hyderabad (AP) Initially about 70 out of 460 colleges

2013 JNKVV, Jabalpur (MP)

2013 RVSKVV, Gwalior (MP)

37

Encouraging Impact

There is a sense of prosperity – ability to identify needs, to evaluate if I already have enough. It is my responsibility to ensure right utilization, maintenance/repair, sharing…

More attention toward relationship – with family, colleagues, students

etc. Students tend to be more responsible towards academics. Impact on

employability Clarity about direction and purpose of life. Resulting in increased self

discipline, sense of responsibility, reduced need for enforcement Significant commitment of faculty toward teaching More clarity and sense of gratitude for efforts by elders, culture, religion

38

4 Key Learnings

1. Human Values are Teachable – they can be communicated precisely and effectively

2. There is a Significant Impact of this Understanding

3. The 8-day Teachers’ Orientation Program (TOP) is effective in preparing teachers – to understand and to teach. There is a significant difference in effectiveness of teachers who have attended the TOP & those who have not

4. Process for implementation and scaling-up has evolved & can be further refined

39

3 Key Challenges

1. Management Involvement & Support – development of a conducive environment

2. Commitment and Preparation of Teachers

3. Communication with Students – that this is an essential core course, not an “extra” subject that will only increase their academic workload

40

Resources Developed for Self-study & for Teaching

1. Syllabus2. Teachers Manual (Lecture Plan 28 Lectures & 14 Practice Sessions)3. Text Book4. Posters5. Presentations, including Practice Sessions, Tutorials & Videos6. Video of Workshop Lectures (Lecture-by-Lecture)7. Weekly Meeting8. Web Site www.uhv.ac.in

9. 8-Day Teachers' Orientation Program10. How to Share Values11. Examination & Evaluation12. Social Projects & Social Internship

13. Process of Implementation (stage by stage)

Advanced Study1. PSL2 …

42

Self-Discipline, Self-Confidence Lovuq'kklu] vkRefo”okl

Imitate vuqlj.k (0-3)

Self Discipline (10…)

Lovuq'kkluSelf-confidence

vkRefo”okl

Follow vuqdj.k (3-6)

Obedience/Discipline

vkKkikyu@vuq'kklu (5-9)

Wrong

xyrRight

lghValidate

Tkkap

Home ?kj

School

fo|ky;

University

fo”ofo|ky;

Society

lekt

Relationship

laca?k

HumanEducation-sanskar

ekuoh;f”k{kk-laLdkj

Domination

'kklu

Arbitrariness euekuhOpposition nz®g (8-

12)Revolt fonz®g (13-

18) Struggle laÄ‘kZ (18-

30)War ;q) (30…)

Assuming

ekuuk

Knowing

tkuuk

43

Teacher

1.Feeling of Trust, Respect, Affection, Care & Guidance for the Student

2.Having Excellence /

Making effort for Excellence

3. Is a co-explorer

Excellence ¼Js’Brk½ Understanding Harmony &

Living in Harmony

Student

1.Feeling of Trust, Respect, Affection, Reverence, Glory & Gratitude for the Teacher

2.Inspired by the Teacher

3.Making effort for Excellence (explorer)

#1 Teacher has the Primary Responsibility

at all 4 levels1. In the Self, as an Individual2. In Family3. In Society4. In Nature/Existence

46

Human Values Course in Professional Education

HV is essential for all

It is introduced in professional education:

1.The students from professional colleges will step into society & start contributing soon. With an overview of human values, some of them will be able to participate it in the family and contribute to society in a more meaningful manner. Some of them will take the right understanding into education, as parents or teachers

2.In professional education, the system is active - there are students, teachers, curriculum, classes, exams take place and taken quite seriously. Only the content and process of education needs to be updated. So there is a possibility for right (human) education to start from here

3.The curriculum and syllabus of school education is formulated on the basis of, or largely influenced by, the curriculum and syllabus of professional education

47

Teachers Development Program: Self-study, Self-exploration

1. Understanding & Living the content (Understanding = Living) PSL1, PSL2… PhD Weekly Meeting Sharing along with an experienced faculty Sharing with small group on your own Doing social projects/ social internship

2. Sharing the content Teaching foundation course Conducting short workshops Conducting full workshops Social Projects, social internship

3. Guiding the student onward

4. Living accordingly & reaching out to the commiunity

48

Royal University of Bhutan estd. 2003. Constituent Colleges

1. College of Natural Resources (CNR), Lobesa, Wangduephodrang.

2. College of Science and Technology (CST), Rinchending, Phuentsholing, Chukha.

3. Gaeddu College of Business Studies (GCBS), Gedu, Chukha.

4. Institute of Language and Culture Studies (ILCS), Taktse, Trongsa.

5. Jigme Namgyel Polytechnic (JNP), Dewathang, Samdrup Jongkhar.

6. National Institute of Traditional Medicine (NITM)*, Thimphu.

7. Paro College of Education (PCE), Paro.

8. Royal Institute of Health Sciences (RIHS), Thimphu.

9. Samtse College of Education (SCE), Samtse.

10. Sherubtse College (SC), Kanglung, Trashigang.

Affiliated College

1. Royal Thimphu College (RTC), Thimphu

49

Gaeddu College of Business Studies (GCBS), Gedu, Chukha

50

51

Survey 2013: 650 students & staff from GCBS & CST

Methodology : Through Questionnaire and Feedbacks (survey instrument of 42 items was used to collect data )

Sampling Process: Deliberate Sampling known as purposive or non-probability sampling method is adopted to collect data from the students and faculty members who attended course on Universal Human Values Education at Gaeddu College of Business Studies and College of Science and Technology

Impact analysis is based on 650 samples which represents 91.55 % of estimated sample size.

Target population for the study was estimated 100% sample size

195 out of 230 from CST responded

480 out of 570 from GCBS responded

52

Survey 2013: Key Conclusions

1. Can human values be taught?73% Yes

2. Is it possible to implement value education (can values be practiced)? 94% Yes (from Q 10)

3. Is Universal Human Values & Ethics (UHVE) conducive to Gross National

Happiness (GNH) concept? Could UHVE be a means to attain GNH in the country? Is the syllabus of UHVE in accordance with the overall development approach based on Gross National Happiness?87% Yes (from Q17)

4. What is the impact of value education on the university students? Is UHVE

able to create impact on the university students to understand and live with the feeling of peace, prosperity, and happiness?67% Agree (from Q13, 78% Agree from Q12)


53


“I have reduced my shopping and now, I only buy what I require. For example, I haven’t bought a single nail polish in this semester because I realise that applying nail polish does not nurture my nail and instead poisonous if swallowed with food” – A female student

“I might have demanded my family for extra pocket money but eight day workshop made me stop doing that” – A student respondent

Another student wrote “After this workshop, I have started calling my brother, mother and father regularly. Before, I use to call them when I need money” – A student respondent

“I stopped drinking and smoking because it does not nurture my body, thanks to human value workshop” - Student, CST, December 2013.

“After Value Education course, I stopped playing Dota games and gave more importance to studies. Time management has improved and also became friendlier with colleagues” - A student respondent

54

UHV Teaching is Highly Complementary to GNH

1. Preservation & Promotion of Culture: Understanding happiness, human-being, human-human relationship and society

2. Preservation of Environmental Heritage: Understanding prosperity, the role of physical facility, human-nature relationship, mutual fulfillment in nature and co-existence in existence

3. Equitable Socio-economic Development: Understanding relationship in family and society, prosperity, the role of physical facility, sustainable production-work related systems in society

4. Good Governance: Understanding human goal as a society, the dimensions of human order, particularly fearlessness (Trust) in society and its scope

UHV can provide the base and details for GNH

55

Survey 2013: Key Recommendations

1. UHV is highly complementary to GNH. UHV can provide the base and details for GNH

2. UHV can be communicated, taught in the classroom and it can be practiced, in the educational institution and in the society – it can be part of education, particularly for facilitating GNH

3. Preparation of teachers must be intensified in all colleges, in particular, the teacher training colleges. UHV can be introduced in schools and in informal education once teacher development and readiness is ensured

4. The syllabus of higher education (at least) needs to be revised to align the education to GNH. Currently education is aligned to GDP. The basic work on this can start in progressive colleges which have the commitment and initial competence to do this

56

Bhutan – Development Paradigm is Gross National Happiness

Bhutan has focused on GNH as its development philosophy since 1972.

Today, the world is looking toward Bhutan to offer a new development paradigm, as it is increasingly clear that the GDP model is incomplete. In July 2011, the General Assembly of the United Nations added Bhutan's model of Gross National Happiness (GNH) on its agenda to see whether it can be used as a holistic development indicator. The next discussion is later this year in the UN...

GNH consists of 4 pillars:1. Culture (Relationship, Happiness)

2. Sustainable Environment (Co-existence)

3. Economic Well Being (Prosperity)

4. Good Governance (Order in Society)

57

Bhutan – Education for GNH

We realize that education is at the core of developing the people to build such a sustainable society. If the education is right, the resulting society will be harmonious and fearless, a GNH society; otherwise it is just a crowd or even a battlefield where man’s greatest fear is the inhuman conduct of man.

“I have been actively looking for how to do this for the last 12 years. This human values teaching can create a harmonious society.

I am convinced that this has to become the basis/core of education in the Royal University of Bhutan.

I am assured that this is within reach and it can be done. This course is structured so well, we can put it forward to our students. It has to be continuously pursued”

- Dasho Pema Thinley, Vice Chancellor Royal University of Bhutan at the self-evaluation session of a Universal Human Values workshop on 26th April 2013 at Gedu, Bhutan

58

Royal University of Bhutan & Governance – Program 2013

Bhutan is adopting Universal Human Values in Education: Universal Human Values have been endorsed in the September 2012 Academic Board meeting. This course can provide the foundation/necessary background to Gross National Happiness (GNH) concepts and can be a base for higher courses on GNH. We will offer this foundation course in every college affiliated to Royal University of Bhutan from July 2013.

Bhutan is considering Universal Human Value Based Governance: The Gross National Happiness Centre will take this learning as the base module for all learning of 9 domains and teach this foundation course to all walks of life (GNHC is directly associated with the Prime Minister’s Office).

Other agencies like the Royal Institute of Management, the Royal Civil Services Commission and the Anti Corruption Commission of Bhutan all are working toward incorporating this teaching in their core activities...

59

Status of Universal Human Values in Higher Education – June 2014

2005 IIIT Hyderabad (AP) – an experiment2006 IIT Kanpur (UP) – an experiment2009 GBTU & MTU (now UPTU) – large scale experiment [ 700 C]2011 PTU (Punjab) – a high speed, large scale experiment [ 325 C]

Encouraging results

2012 HPTU, Hamirpur (HP) [ 46 C]2013 JNKVV, Jabalpur (MP) [ 6 C]2013 RVSKVV, Gwalior (MP) [ 2 C]2013 JNTU, Hyderabad (AP) [ 462 C]2013 Collegiate Education, Andhra Pradesh [2500 C]2013 Galgotias University, Greater Noida [ 3 C]

4000+ Colleges in 30 Universities in 6 states in India

2013 Royal University of Bhutan [ 10 C]All Colleges of Higher Education in Bhutan

60

Date Started University / Institution

Scope Comments

August 2005 International Institute of Information Technology (IIIT), Hyderabad

Students, teachers, staff, families & community (now also reaching out into the community at large internationally)

The two courses are HV1 in 1st sem & HV2 in 4th sem with practical assignments. At the end of the sem, a 4-day workshop is conducted in Telugu, Hindi & English. Advanced courses also offeredTeacher training is essential5 Faculty/Senior Students/Faculty Spouses now running full 8-day workshops

November 2006

Indian Institute of Technology (IIT), Kanpur

Students, faculty & staff of IITK

Formalized in 2011 as an activity of NSSAttended by students, faculty & staff members. Open to collaborating Universities/Colleges

March 2009 Uttar Pradesh Technical University (UPTU), Lucknow

All colleges affiliated to UPTU (about 500 colleges)

Introduced as an essential audit course in any one semester of studyTeaching & Examinations in EnglishTeacher training recommended and essential

Academic Year 2010-11

Gautam Budh Technical University (GBTU), Lucknow

All colleges affiliated to GBTU (about 300 colleges)

UPTU split into GBTU & MTUEssential audit course 2-0-2Teaching & Examinations in EnglishTeacher training recommended and essential

61


Mahamaya Technical University (MTU), Noida

All colleges affiliated to MTU (about 325 colleges)

UPTU split into GBTU & MTUEssential audit course 2-0-2Teaching & Examinations in EnglishTeacher training recommended and essentialVE Cell formed in 2011 giving boost to teacher training in 2012


Punjab Technical University (PTU), Jalandhar

All colleges affiliated to PTU (about 320 colleges)

Essential credit course 3-0-0Teaching & Examinations in Punjabi, Hindi and EnglishTeacher Training is prerequisite to teaching this course. More than 1000 teachers prepared


Himachal Pradesh Technical University (HPTU), Hamirpur

All colleges under HPTU (about 46 colleges)

To be introduced for all 2nd year students – all prerequisite formalities completed. VC has done TOP with family. Directors & teachers have started attending workshops. Full scale teacher training started in Jan 2013


Royal University of Bhutan

All colleges under RUB (10 colleges) + 1 private college

GNH values endorsed by Academic Board in September 2012. To be formally introduced in all Colleges as a foundation module in July-August 2013. 6 out of 10 colleges have run pilots

62

Academic Year 2013-14 (expected)

Jawaharlal Technical University (JNTU), Hyderabad

All colleges under JNTU (about 460 colleges)

Directors’ workshops have started in Dec 2011. Plan to first start in about 70 colleges


Commissioner of Higher Education, Government of Andhra Pradesh

All 2500 colleges 75 Master Trainers selected. Training started 20-25 May. Commissioner & her son attendedVE Cell formed district-wise. Connected through APSWAN video conferencing from AP Secretariat


Jawaharlal Nehru Krishi Vishwa Vidyalaya, Jabalpur

6 Agricultural Colleges

Teacher training started


Rajmata Vijayaraje Scindia Krishi Vishwa Vidyalaya Gwalior

2 Agricultural Colleges

Teacher training started

Academic Year 2013-14 (expected)

Rajeev Gandhi Prodyogic Vishwavidyalaya (RGPV), Bhopal

All colleges under RGPV (about 300 colleges)

Interactions have started with core team in Jan 2013

65

Initial Steps in Implementation

1. Understand the Content, Possibility & Responsibility – Participate in workshops, discuss with people who have worked toward universal human values [VC, Heads of Institution…]

2. Form a Value Education Cell at the University level, consisting of committed decision-makers & people who will take responsibilty & can follow things through [VC]

3. Create Awareness & Support [University VE Cell]

4. Complete the formalities for introducing the Foundation Course [University VE Cell]

5. Select & Prepare Teachers [Heads of Institution]

6. Communicate with the Students [College VE Cell]

7. Launch the Foundation Course [University VE Cell]

73

Further Activities

The foundation course has to be followed up with other suitable inputs in the form of elective courses, projects, practical training, self study and practice to move towards a comprehensive EHV package

It takes some time (typically 1-3 years) to establish the foundation. Once it is established, then further supportive activity can be fruitful

1. Social Projects & Socially Relevant Final Year Projects

2. Social Internship

3. Higher Level Courses e.g. "Professional Ethics for Managers"

4. Advanced Study (PhD etc.) e.g. "Management by Relationship"

5. Living the Values in all the dimensions

74

Social Projects, Internship & Socially Relevant Final Year Projects

The teachers & students can develop a ‘holistic perspective’ where they are able to visualize a life of social-participation and connectedness with the family, society as well as environment/nature (a shift from self-centeredness & opposition).

Through projects & internship, they can experience people who are making effort in this direction; are living-examples, particularly in their family, in their village and in the state.

Relevant data can be collected, collated and understood; and a wholesome way of living can become clear; this would be another step toward a humane society.

Facilitating teachers & students to develop their understanding is the focus of these projects and activities.

75

Example of a Study Project in dimension 3-production-work

Find out the quantity of food-grain (rice, wheat, corn, jowar etc.) that your family consumes annually. Taking this as the base, find out the total requirement of food-grain for your country. Find out the total production of food-grain in your country. Is the production sufficient? Articulate your conclusions.

Total Population = 113 crore

Total Production = 23000 crore kg

If Total Requirement is 100 kg/year/person, then the total requirement is 11300 crore kg/year (which is an over-estimate)

Conclusions: Food-grain available in India is more than 2 times the need

Production, over-population? X

Wrong mindset, wrong assumptions? √

Lack of feeling of relationship? √

Lack of right understanding? √ Need for humane education

The full report is 30-pages

76

Example of a Study Project in dimension 3-production-work

Study the Solar Powered Harvester

IIIT Hyderabad

77

Example of a Prototype Project in dimension 3-production-work

78

Vegetable Garden Model

Aim: To understand Avartansheel process & experience it by growing vegetables (used for Hall 8 residents)

Vegetable farming was started in Hall 8 in the month of September, 2010 as a Hall activity owned by the Hall Environment Committee (HEC)

...Approx. one quintal each of bhindi and beans was harvested every week along with brinjals, tomato, cabbage… in April 2011

79


This is an example of using bullocks to power farm implements in UP

All requirements of ploughing, irrigation and threshing for 5-6 acres can be met by 2 bullocks working 6-8 hours/day

Examples in this case study: Pumping Water Cutting Fodder

80


This is an example of Rain Water Harvesting in slopy land. Using coconut shell filled rock & mud micro-dams, rain water that used to run out has been stored in a shallow lake. Collected water slowly recharges the underground water.

81

Example of a Study Project in dimension 4-justice-suraksha

Assignment Experience by Wadhwa Shashank Lekhraj

As a part of our human values assignment we were asked to clean one of our friends' room in the presence of one of the housekeeping staff members to guide the exercise. The motive of the task was to learn to empathize with the housekeeping members, but there was lot more to learn in this task which I would like to share with all….

To conclude, this task was truly an eye opener. Some of the many things I got to learn after finishing were to respect every person, to not discriminate people by the work they do, to treat everyone alike and last but not the least I got to learn how to sweep my room.

Wadhwa is a student of IIIT-Hyderabad.

This article appeared in the student magazine 'Ping' in 2010

82

Example of a Prototype Project in dimension 4-justice-suraksha

Ragging No Ragging Red Carpet Welcome

83

Social Internship

Some possible centers for up-to one month Social Internship in Punjab – for Teachers and Students are (Sample List):

1. Kheti Virasat, Shri Anandpur Sahib2. Riarki College, Guruhargobindpur3. Pingalwara Trust, Sri Amritsar Sahib4. Nirmal Kutia, Sultanpur Lodhi5. Women Action for Ecology

The idea of internship is similar to projects, to observe what is and to share the observations in the form of a brief report

84

Social Projects, Internship & Socially Relevant Final Year Projects

The teachers & students can develop a ‘holistic perspective’ where they are able to visualize a life of social-participation and connectedness with the family, society as well as environment/nature (a shift from self-centeredness & opposition).

Through projects & internship, they can experience people who are making effort in this direction; are living-examples, particularly in their family, in their village and in the state.

Relevant data can be collected, collated and understood; and a wholesome way of living can become clear; this would be another step toward a humane society.

Facilitating teachers & students to develop their understanding is the focus of these projects and activities.

85

Practical & Socially Relevant Projects / Internship

Human science & technology is one that facilitates clarity on human goal & fulfillment of human goal in one or more of the 5 dimensions:1. Education–Sanskar

2. Health–Sanyam

3. Production–Work

4. Justice–Suraksha

5. Exchange–Storage

And one can see directly the connectedness to one or more of the human goals:1. Right Understanding in every human being

2. Prosperity in every family

3. Fearlessness (Trust) in society and

4. Co-existence with Nature/in Existence

86

Indicators of Progress toward Human Goals

1. Index of Understanding: % of Population with Right Understandinge.g. % individuals who live with solution & response (who facilitate right understanding & relationship in others) vs problem & reaction (who are mostly talking about problems, get irritated, angry or quarrel)

2. Index of Prosperity: % of Prosperous Familiese.g. families that have recognised their need for physical facility and produce/have more than their need

3. Index of Fearlessness, Complimentarity (Trust): % of People who have Trust on Intention – Unconditionally, Continuously

4. Index of Sustainability (Co-existence): Enrichment of Naturee.g. Air Quality, Water Table, Water Quality, Average Annual Improvement of Soil Quality, Definiteness in Weather

87

HE President Dr. APJ Abdul Kalam’s Message to the Nation – 2006

Dr. Kalam, the then President of India, had 4 personal discussions about this, recognized its potential and spoke about the effort in his address to the nation on the eve of Independence Day in Aug 2006

“… being practiced by Prof Ganesh Bagaria, … Prof Rajeev Sangal… and their teams … [it] is a ‘teachable human value based skill’… This process of imparting self-knowledge would promote a learning atmosphere, where this whole movement of inquiry into knowledge, into oneself, into the possibility of something beyond knowledge would bring about naturally a psychological revolution.. From this comes inevitably a totally different order in human relationship and therefore society as a whole. The intelligent understanding of this process itself can bring about a profound change in the consciousness of mankind…”

Source: http://www.indianembassy.ru/docs-htm/en/en_hp_win_official_direct_t075.htm

88

Future Possibilities – Human Values Based Education

Lopen Lungtaen Gyatso, director of Institute of Language & Culture Studies, Bhutan at the closure of a workshop on 20th October 2012 “…we can see the bigger light at the end of the tunnel… If this is doable here it can be doable elsewhere also. So we can imagine if we extend this space further, how beautiful our society, our world can become…”

“naitik kadran keematan de bina saddi padhai adhoori ai, maadi, kroor drishti dain vali ai… ais vidya de prasaar vaste desh di har university vich prayas kita jana chaida ai… aide naal aap da, parivar da, samaj da bhala ho sakda ai, desh da vikaas ho sakda ai”, Sant Balbir Singh Seechewal-ji, National Seminar, Jalandhar Oct 2010

“That was a most rewarding visit. Though my participation in the *Shivir* was somewhat truncated, I could yet grasp and savour of its civilisational value and destiny”, Shri MN Venkatachaliah, Ex Chief Justice of Supreme Court of India and Chairman, Human Right Commission of India. At JV Workshop IIIT Hyderabad Dec 2008

89

Sum Up: Initial Steps in Implementation

1. Understand the Content, Possibility & Responsibility – Participate in workshops, discuss with people who have worked toward universal human values [VC, Heads of Institution…]

2. Form a Value Education Cell at the University level, consisting of committed decision-makers & people who will take responsibilty & can follow things through [VC]

3. Create Awareness & Support [University VE Cell]

4. Complete the formalities for introducing the Foundation Course [University VE Cell]

5. Select & Prepare Teachers [Heads of Institution]

6. Communicate with the Students [College VE Cell]

7. Launch the Foundation Course [University VE Cell]

91

Contacts

IIIT Hyderabad Ramancharla Pradeep Kumar 93911 31199, [email protected] Surya Bhagawan 99480 10253, [email protected] Bhanu Pratap Singh 98894 98839, [email protected] Jagmeet Bawa 94780 98071, [email protected] Jitender Narula 94780 98082, [email protected] (Bhutan) CG Lhato Jamba +975 1764 5167, [email protected] Parminder Singh Gill 94184 54496, [email protected] Univ

Kumar Sambhav 83758 43108, [email protected]

Rajul Asthana 98490 94285, [email protected] Kumar 94503 42998, [email protected]

92

Teacher’s Orientation Program (8-Day Workshop)

13-20 April GCBS Gedu, Bhutan (RUB) English

3-10 Jun IIT Kanpur (MTU & GBTU) Hindi

22-29 Jun IIIT Hyderabad JV English

18-25 July Sundernagar (HPTU & PTU) Hindi

29 July - 5 Aug Lucknow (MTU & GBTU) Hindi

11-18 Dec IIT Kanpur (MTU & GBTU) Hindi [TBD]

21-28 Dec IIIT Hyderabad JV English

16-23 Jan 2014 IIT Kanpur (MTU & GBTU) English [TBD]

Documents

Steps in Implementing Universal Human Values in Education