book review dr. rano

8/12/2019 Book Review Dr. Rano

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Book review


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Education in Human values

Author: Somnath Saraf

BookReview Presented

by

Dr. Md. A taul Hasan

Roll no 22

13th Special FoundationTraining Program

BIAM/Dhaka


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About the Book

Title: Education in Human Values

Author: Somnath SarafPublisher: Vikash Publishing House

Pvt. New Delhi-110014

Distributor: UBS Publishers andDistributors Ltd. New

Delhi

Cover design: Ilaksha

Binding: Hard cover

Pages: 173 Pages


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About the author

Former VC of Deemed University, Andhra

Pradesh from 23rd Jan 1985 to 14th Jan 1991

Started his professional career in 1944 as a

teacher educator.

After retiring from Govt. service of India service in

Jan1982, Prof. Saraf worked as UNESCO-

UNDP advisor in educational policy and planning

with Govt. of Bhutan from Feb1982 to 1994.Now as Educational consultant to Apeejay

foundation, New Delhi since august 1994.

At least 65 years of experience as a teacher of

the teachers.Prof. Saraf currently working on the project:

Designing

Education for the First Quarter of the Twenty-

First Century-The Indian Perspective.


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Category of the book:

Book can be categorized in many ways. It

may be informative or descriptive. It may

be entertaining or charming. It may be

analytical or functional. This book isdescriptive, analytical and informative

rather than entertaining. The way the book

is written the reader can feel alone in a

charming script. Although the book is apiece of gem in teaching methodology it is

descriptive all through and does not

entertaining to the reader.


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Introduction:

"Education has two aspects; the first is

related to external and worldlyeducation, which is nothing but acquiring

bookish knowledge. In the modern

world, we find many well versed and

highly qualified in this aspect. The

second aspect known as educare isrelated to human values. The word

Educare means to bring out that which is

within. Human Values are latent in every

human being; one cannot acquire themfrom outside. They have to be elicited

from within. Educare means to bring out

the values.


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Theme of the book:

We reap what we saw; as is the desire, so is the fruit.

The wo r ld wi l l not p ay more for our w ares than the pr ice

We ourselves mark on them


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We reap what we saw; as is the desire, so is the fruit.

The wo r ld wi l l not pay more for our w ares than the pr ice

We ourselves mark on them

This book is an attempt to present briefly the total current

depressing global and national (Indian) scenario and what is

likely to emerge if nothing concrete is visualized to change the

situation through value oriented educational interaction.

The author also marked that there have been tremendousadvances in science and technologies and mans life has been

made comfortable but peace and happiness have become

distant.

This book not only stops to identify the problems but alsomade detailed guidelines about the implementation of the

programme of education in human values in terms of special

projects, activities and practices at the gross root level to

promote humanness in man.


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Chapter wise discussion

1. Developmental scenario-The Reality-

International and Indian aspect

The very first chapter presents a very

grim picture about widening

economic disparities, rapid populationgrowth, widespread environmental

degradation, armed conflict, political

turmoil, preventable death of millions

of children through no fault of theirs

and all of this is directly or indirectly

associated with total value

deterioration.


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Need for value orientation

This book admits that the world order now is merely a term carried to lend

respectability to human selfishness. There is a shift from serving the

society to serving the self. When airwaves become public property,

situation will turn tragic and beyond redemption.The world fragmented into the east and the west represented by the

developed and developing countries. The developed countries cover one

third of the earths land surface area but have less population when

compared to the developing countries. So they effectively possesearths

greater land surface area.The famous poet, T.S. Eliot like other persons with foresight has

graphically described the present dilemma in the following word:

Where is the wisdom that we have lost in know ledge?

Where is the know ledge we have lost in info rmation?

It is admitted that what counts now is intellectual property or in otherwords the power of human brain has to be used in such a manner that

human beings develop love and compassion. This is possible only when

we shift our emphasis from information to knowledge and ultimately to

wisdom.


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The sector of education, which is intimately

connected with human resource development,should be value oriented. As of present, man

making and nation building are relegated to

background and moneymaking and material

building are high on agenda. Value orientationis a must in this kind of scenario. The world is at

a turning point it is high time that we re-

evaluated our existing practices. Otherwise no

miracle can save the world from the catastrophethat is looming large on the horizon.


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2. Education in human values. -Need and identification-

Need for education in human values

In this chapter the author systematically describe andevaluate the 14(fourteen) different reports of various

education committee from pre-independence period of 1882

to 1994.

The author concluded the all committee accepted a

common thing that there is, therefore, a demand for the

replacement of present system of education by a more

constructive and human systems, which will be better,

integrated with the needs and ideals of national life, and

better able to meet its pressing demands.At the international level, the UNESCOs famous Faure

Commission there should be an integral approach in the

value oriented education programme.


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Relat ion o f educat ion and hum an values:

On the basis of comprehensive analysis of

the working of programmes, the core

group developed a working model, linking

educational objectives with facets ofhuman personality and universe human

values.

The author studied the suggestion of

various committees and commissions

regarding a large number of values, sub-

values, habits, modes of conduct, attitudesand behavior patterns and behavior

pattern and concluded:thecensus seems

to be clear and unambiguous that the five

universal values of truth, righteous

conduct, peace, love and non-violence are

acceptable values free from controversy,are the accumulation of the appreciation of

Experience of ancient ideals and are truly

secular in character, constituting the major

bed rock of all the religious of the world

and to blossoming of human personality


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Novodaya vidyalay: Experiments in human values

programmee-

The scheme of Navodaya Vidyalayas has been sponsored

by the govt. of India since 1984 as the pace settinginstitution to promote excellence coupled with equity and

national integration.

Learning takes place through experiential lesson plans

based upon:

There is no formal curriculum for the implementation ofvalue education, but the academic curriculum has in built

system to promote value education in day-to-day activities.

Stories - about life, identity & relationships.

Quotations, poems and thoughts for the day.

Songs and music.

Silent Sitting - exercises leading to inner calm and peace.

Activities e.g. drama, discussion, games, role play,

community service, etc


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3. Education in human values

This chapter divided into eight major sections, which spell out in

detail, various methodologies and strategies, which if implemented

methodically can promote value orientation of education. These are

only indicative and there is sufficient scope for innovation.

The author not stopped only naming the programmes, which should

be implemented but also, means the way

How the programmes should be done?

What are the activities?

In which age group should be involved?How to develop a programme?

Which organization should be involved?

How to evaluate the objectives?

There is a popular saying Morality is caught and not taught.

Therefore there is a need for promotion such methods, the schoolassembly, the curriculum, the co-curriculum, extra curriculum

activities, the celebration of various festivals and international dates,

work experiences, team games and sports, subject clubs, social

service programmes explained separately.


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4. Teacher: The Kingpin

Who shapes the destiny? It is not the chalk and

talk, book and birch, the building, thelaboratories, the equipment. This chapter

introduces the man who takes the responsibilities

of that aforementioned programme. The teacher

with a vision, who has realized his self and loves

the students and his subjects.The author defines and mentions the role of the

right teacher. A teacher, like the sun, causes the

lotus buds to bloom and spread fragrance. A

good teacher can assume his challenging role

only when he knows his pupils better than theirmothers do and cares even more.


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Role of teacher:

Sri Sathya Sai Baba comparing a

teacher to a sculptor observes:

The sculptor, by subjecting auseless stone to different

processes, through careful

chiseling, transformed into a

beautiful idol, which becomes

worthy of worship when it is

installed in a temple.

Teacher and human values


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Teacher and human values

The author explains why do we stress human value in education?

Teachersintervention changes Latentinto Talent. Teachers should

not be ignorant of basic human values. In fact, they should be the

living embodiment of all the human values, both preaching andpracticing, more the latter than the former. A teacher may be a

mother, may be a father or the formal teacher itself.

5. Parent-Teacher cooperation--The anchor

Good education is impossible unless school becomes home and

home becomes school. It is to be realized that home is the first and

most important school for character building other educative

agencies- the home; the neighborhood, the community and the

state- should have a common outlook and agreed ideas absent

promoting value development. A coordinated association between

parents and teachers should not be limited to rare and special

occasion and to the sharing of mutual complaints and grievances butshould result in better understanding between them. It should

reconciling their ideas and values so that as far as possible the same

kind of motives, methods and impulse play a important and positive

role in the formation of students character at home as in the school.


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6. Multimedia-the transformation-

The role of multimedia as a source ofinformation, communication, entertainment

and even education. The advent of

satellite T.V. and cable networks on the

scene posing a serious threat. Theadverse impact of technology like

television is being impact. It has to be

emphasized that media should be

assigned a complementary role rather

than a competing one. This is indeed a

challenge and has to be accepted.


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7. List of annexure

Annexure I Five core human values

Annexure ii Psychology implicit in valueeducation

Annexure iii Persons of eminence

Annexure iv Story telling

Annexure v Prayers and Group-singing

Annexure vi Evaluation

Annexure vii Education in human values

Annexure viii Ramakrishna institute of moraleducation.

Annexure ix An open door between

home and school


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Why You Need This Book?

This book offers time-tested wisdom and attributes that you

need to maximize your potential and live the life of your

dreams and your dream will come true through your

perception of values in education.

After reading this book you will learn about:

Concept of value based education.Current development scenario about devaluation of education.

Need and importance of value based education in modern

age.

Meaning, scope and organization of values in education.Method and techniques of teaching human values.

Evaluation in human value.

The pivotal role of the teacher.


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Who will be helpful?

There has been a growing demand among a large

number of persons running educational institutionthroughout the country and committed to pursuit of

promoting human excellence, to have a working

document which explain in-depth the techniques and

methodology for developing programme of education in

human values.Educational institutes.

Teacher training institutes.

Teachers.

Parents.Students of relatively higher groups.

Education policy maker.

Government.


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Comparative study:

Fortunately I read some books on teaching

methodology. One of the best is NaiTalim(Basic

education) written by Satya Paul.

All of those books written about the name and

implementation of various programmes and

methods of educational institute. Other books

simply focused on curricular and academicactivities.

But no one likes Prof. Saraf. This book is a great

tribute to teaching methodology. He neatly

composed various topics in one book and explainsmany whys. Despite a lot of book in this topic, we

should extremely grateful to this author for having

undertaken this challenging mission of preparing

this invaluable book on his priority.


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Conclusion

"Education has two aspects; the first is related to external

and worldly education, which is nothing but acquiring

bookish knowledge. In the modern world, we find manywell versed and highly qualified in this aspect. The

second aspect known as educare is related to human

values. The word Educare means to bring out that which

is within. Human Values are latent in every human being;

one cannot acquire them from outside. They have to be

elicited from within. Educare means to bring out the

values.

We may conclude by saying that education in human

values will result in quicker blossoming of humanexcellence when home and school have an open door

between them and parents are Teacher and teachers

are Parentsas well.

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