Globalization, Quality Globalization, Quality of Public Life, Values of Public Life, Values Crisis & Education in Crisis & Education in

IndiaIndia

Dr. Ajay KumarDr. Ajay Kumar(Development Education)(Development Education)

Jawaharlal Nehru UniversityJawaharlal Nehru University New DelhiNew Delhi 110067 110067

International Conference, MSS Degree CollegeInternational Conference, MSS Degree CollegeAllahabad 23-24 October 2010Allahabad 23-24 October 2010

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Part 1Part 1

Globalization Globalization ParadoxParadox

&&Public LifePublic Life

The Paradox of Our Time

Despite spectacular advances in science and technology,

unprecedented economic progress

and improvement in the material quality of life…..

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The Paradox … Present era of globalization and Present era of globalization and

progress has benefited only rich progress has benefited only rich nations, communities & individuals nations, communities & individuals by disadvantaging & displacing by disadvantaging & displacing poorer people, groups & nations.poorer people, groups & nations.

It has created It has created new hierarchies ofnew hierarchies of nations, institutions, communities nations, institutions, communities & cultures, and & cultures, and more uncertaintiesmore uncertainties. .

Ulrich BeckUlrich Beck (1994 – (1994 – Risk SocietyRisk Society) – ) – Contemporary societies offer less Contemporary societies offer less security and more exposure to security and more exposure to different dangers for individuals different dangers for individuals than in the past.than in the past.

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The Paradox … Apart from structural problems like Apart from structural problems like

unemployment, poverty, destitution, unemployment, poverty, destitution, illness, homelessness, corruption, there illness, homelessness, corruption, there are institutional problems of are institutional problems of mismanagement, declining values and mismanagement, declining values and universal public apathy. universal public apathy.

Now education seems to have lost its Now education seems to have lost its philosophically humanistic, value based, philosophically humanistic, value based, and socially sensitive orientation to give and socially sensitive orientation to give way to an economically- driven, utilitarian, way to an economically- driven, utilitarian, profit- based orientation influenced by profit- based orientation influenced by forces of contemporary liberalization, forces of contemporary liberalization, privatization and globalization (LPG).privatization and globalization (LPG).

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The Paradox …If Majority Have No Dignity but If Majority Have No Dignity but only risks & insecurities, how & only risks & insecurities, how & why would they care for else’s why would they care for else’s

‘values’ ?‘values’ ? For example2/3rd of world population lives in

conditions of relative to complete deprivation. What values-choices do they have?

….1 billion without safe drinking water,

2.4 billion without access to basic sanitation, 1 billion illiterates…

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April 8, 2023April 8, 2023 88

Top 10 World’s Rich ListTop 10 World’s Rich List(Forbes 2008)(Forbes 2008)

1 Warren Buffett Investments $(bn) 1 Warren Buffett Investments $(bn) 62.062.0

2 Carlos Slim Helu Telecoms 60.02 Carlos Slim Helu Telecoms 60.0 3 Bill Gates Software 58.03 Bill Gates Software 58.0 4 Lakshmi Mittal Steel 45.04 Lakshmi Mittal Steel 45.0 5 Mukesh Ambani Petrochemicals 43.05 Mukesh Ambani Petrochemicals 43.0 6 Anil Ambani Diverse sources 42.06 Anil Ambani Diverse sources 42.0 7 Ingvar Kamprad Ikea stores 31.07 Ingvar Kamprad Ikea stores 31.0 8 KP Singh Property 30.08 KP Singh Property 30.0 9 Oleg Deripaska Aluminium 28.09 Oleg Deripaska Aluminium 28.0 10 Karl Albrecht Aldi stores 27.010 Karl Albrecht Aldi stores 27.0

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Rising InequalitiesRising Inequalities Inequality is rising within and Inequality is rising within and

between countriesbetween countries

Assets of world’s 3 richest people Assets of world’s 3 richest people exceed combined GDP of poorest 48 exceed combined GDP of poorest 48 countriescountries

1.2 billion people living on less than 1.2 billion people living on less than $1 a day and 2.8 billion on less than $1 a day and 2.8 billion on less than $2 a day $2 a day

It is income inequality within country It is income inequality within country which is most dangerouswhich is most dangerous

Areas growing faster are more prone Areas growing faster are more prone to violenceto violence

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Rising InequalitiesRising Inequalities

Distance bet. the richest and Distance bet. the richest and poorest countries increasing:poorest countries increasing:

3 to 1 in 18203 to 1 in 1820

11 to 1 in 191311 to 1 in 1913

35 to 1 in 195035 to 1 in 1950

44 to 1 in 197344 to 1 in 1973

72 to 1 in 199272 to 1 in 1992

Growing inequalitiesGrowing inequalities

Knowledge DivideKnowledge Divide

A troubled world

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Galloping ConsumptionGalloping Consumption

Depleting resourcesDepleting resources

A stressed planet

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Bangalore-2009

Poverty + Deprivation Strife + Conflict

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62% of Mumbai (1.43 Cr), 62% of Mumbai (1.43 Cr), about 9 million lives in about 9 million lives in

slumsslums

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Environmental Pollution/Degradation

Effluents of the Affluent

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The LPG based on neo-liberal model and new The LPG based on neo-liberal model and new consumption style have led to a series of crisis consumption style have led to a series of crisis - - iit reduces life qualityt reduces life quality, at least by , at least by three waysthree ways::

1.1. Economic inequality causes social resentment, Economic inequality causes social resentment, violence, people’s distrust; and as isolation violence, people’s distrust; and as isolation increases increases citizenship discontent growscitizenship discontent grows, there , there is a loss of is a loss of credibility in democracycredibility in democracy and crime and crime rises. rises.

2.2. Accumulation of capital favours production Accumulation of capital favours production strategies that strategies that contaminate soils, water and contaminate soils, water and foodfood affecting human life & other living affecting human life & other living creatures of the planet. creatures of the planet.

3.3. Expanding commercialization Expanding commercialization damages social damages social relations, and cohesionrelations, and cohesion (including family & (including family & marriage); it affects individual and collective marriage); it affects individual and collective mental health as well.mental health as well.

(Fanny Gomez: ‘Global Alliance for Development’ in Voice Rising, No. 241, Nov. 9, (Fanny Gomez: ‘Global Alliance for Development’ in Voice Rising, No. 241, Nov. 9, 2007)2007)

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Globalization, Media, Globalization, Media, Consumption & Social CrisesConsumption & Social Crises

Globalization with its new technologies for Globalization with its new technologies for mass production and mass consumption, mass production and mass consumption, particularly through the media (both particularly through the media (both electronic and print) and advertisements electronic and print) and advertisements generates a very powerful and seductive generates a very powerful and seductive image of a quixotic (dreamy, not practical) image of a quixotic (dreamy, not practical) life all over the world.life all over the world.

It creates entirely new It creates entirely new structures of desirestructures of desire, , initiating a postmodernist stratification of initiating a postmodernist stratification of the existing the existing social hierarchysocial hierarchy with a with a differential capacity for differential capacity for consumptionconsumption among among the rich and feelings of relative deprivation the rich and feelings of relative deprivation among the ordinary and the poor.among the ordinary and the poor.

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Paul CorriganPaul Corrigan argues that ‘ argues that ‘consumption and consumption and not productionnot production, is the central motor of , is the central motor of contemporary society’ [i]. contemporary society’ [i].

Gerald Ritzer & Jean Baudrillard:Gerald Ritzer & Jean Baudrillard: ConsumptionConsumption does not simply consist of does not simply consist of ‘enjoyment, satisfaction and fulfillment’ of ‘enjoyment, satisfaction and fulfillment’ of desires, it is also structurally linked to the desires, it is also structurally linked to the overall economic system, and is ‘external to overall economic system, and is ‘external to and coercive over individuals’ [ii]. and coercive over individuals’ [ii].

ConsumptionConsumption is above all else a is above all else a coded coded system of signs, messages and imagessystem of signs, messages and images through which one’s status is exhibited and through which one’s status is exhibited and communicated to others. Consumers are communicated to others. Consumers are also continually dissatisfied; they appear to also continually dissatisfied; they appear to be greedy, seeking new commodities and be greedy, seeking new commodities and objects to consume.objects to consume.

[i] Paul Corrigan (1997). The Sociology of Consumption, London: Sage, p.1[i] Paul Corrigan (1997). The Sociology of Consumption, London: Sage, p.1 [ii] See Gerald Ritzer (1998, original 1970)., ‘Introduction’ in Jean Baudrillard, [ii] See Gerald Ritzer (1998, original 1970)., ‘Introduction’ in Jean Baudrillard,

The Consumer Society: Myths and Structures, London: Sage, p.15The Consumer Society: Myths and Structures, London: Sage, p.15

Kind of Pictures that Media Kind of Pictures that Media DepictsDepicts

DrugsDrugs TroubleTrouble

RebelliousRebellious

Peer PressurePeer Pressure

SexSexCrimeCrime

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Some violence & crime Some violence & crime scenesscenes

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MEDIA IMAGES: FAR FROM HUMANMEDIA IMAGES: FAR FROM HUMAN In the field of sexual morality, many young In the field of sexual morality, many young

Westerners feel that ‘anything goes’. Westerners feel that ‘anything goes’. Sex is seen as being about pleasure and when Sex is seen as being about pleasure and when

pleasure is the highest good anything that pleasure is the highest good anything that brings pleasure is acceptable. brings pleasure is acceptable.

The front cover of the British edition of The front cover of the British edition of Cosmopolitan four weeks ago had the Cosmopolitan four weeks ago had the headline: headline: “Forty ways to orgasm – are you “Forty ways to orgasm – are you woman enough this weekend?”woman enough this weekend?”

Values education grounded in what it is to be Values education grounded in what it is to be human challenges this perspective. It is human challenges this perspective. It is grounded in the idea that there is something grounded in the idea that there is something called ‘Being Human’ and that acting in ways called ‘Being Human’ and that acting in ways which go against this common human nature which go against this common human nature diminishes us. diminishes us.

Sex, when it is seen as just being about Sex, when it is seen as just being about pleasure without being linked to intimacy and pleasure without being linked to intimacy and long term commitment can and will diminish long term commitment can and will diminish us.us.

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Quality of Public (Civic) Life:Quality of Public (Civic) Life:Images We Get from Our MediaImages We Get from Our Media

Eight topics that make 60% of Media News:Eight topics that make 60% of Media News:1.1. VictimizationVictimization

2.2. Accidents, road rageAccidents, road rage

3.3. Violent juvenile crimeViolent juvenile crime

4.4. Property crimes committed by youthProperty crimes committed by youth

5.5. Domestic violence/Sexual abuseDomestic violence/Sexual abuse

6.6. Alcohol / drug / sex fantasies & abuseAlcohol / drug / sex fantasies & abuse

7.7. Other at-risk behaviors (smoking, suicide)Other at-risk behaviors (smoking, suicide)

8.8. Individual health problemsIndividual health problems

9.9. Celebrity gossipsCelebrity gossips

10.10. Political gossips, sensationalisationPolitical gossips, sensationalisation

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Major Sins of our Time Major Sins of our Time (M. Gandhi – Ends & Means (M. Gandhi – Ends & Means

Principle)Principle) 1. Politics without principles (power 1. Politics without principles (power

greed)greed) 2. Wealth without work (corruption)2. Wealth without work (corruption) 3. Pleasure without conscience3. Pleasure without conscience 4. Information knowledge without 4. Information knowledge without

character character & holistic understanding& holistic understanding 5. Commerce & business without morality5. Commerce & business without morality 6. Worship without sacrifice, trust & 6. Worship without sacrifice, trust &

selflessnessselflessness 7. Science and technology without 7. Science and technology without

humanityhumanity

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The Globalization The Globalization Challenges/CrisesChallenges/Crises

Financial/economicFinancial/economic

Ecological/ environmentalEcological/ environmental

Socio-culturalSocio-cultural

Identity/ spiritualIdentity/ spiritual

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The Global The Global Challenges/CrisesChallenges/Crises

Globally we have the lowest level of Globally we have the lowest level of trust, with the highest level of cynicismtrust, with the highest level of cynicism

Values are blurred, always just empty Values are blurred, always just empty slogansslogans

Personal success is often defined by Personal success is often defined by power & wealth that one holdspower & wealth that one holds

Economic growth exists side by side Economic growth exists side by side with social injustice and all sorts of with social injustice and all sorts of social problems like drugs, divorce, social problems like drugs, divorce, abortion, suicides, isolations, etc.abortion, suicides, isolations, etc.

Decreasing moral standard, pollution, Decreasing moral standard, pollution, corruption, fraud, discriminations, etc.corruption, fraud, discriminations, etc.

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Part 2Part 2

Education and Its Education and Its ProblemsProblems

The Economic / Human The Economic / Human Capital / Utilitarian Approach Capital / Utilitarian Approach

to Educationto Education Views people as primarily motivated by self-Views people as primarily motivated by self-

interest manifest in wealth & statusinterest manifest in wealth & status Dichotomizes mental & physical labor, Dichotomizes mental & physical labor,

individual & society, culture & civilization individual & society, culture & civilization Believes that profit making is best for Believes that profit making is best for

individuals, corporations and the societyindividuals, corporations and the society Sees competition better than cooperation, Sees competition better than cooperation,

hence better education & training for the hence better education & training for the privileged few; not for plumbers & driversprivileged few; not for plumbers & drivers

Promotes ever-increasing levels of Promotes ever-increasing levels of consumer spending – based on ‘supply’ side consumer spending – based on ‘supply’ side than on ‘demand’ – need is created, it than on ‘demand’ – need is created, it doesn’t existdoesn’t exist

Lop-sidedness of Economic Lop-sidedness of Economic Perspective w.r.t. IndiaPerspective w.r.t. India

India has large numbers of highly trained India has large numbers of highly trained engineers & MBA’s at very high costengineers & MBA’s at very high cost

But it has no trained or educated But it has no trained or educated carpenters, plumbers, drivers, repairman carpenters, plumbers, drivers, repairman and other skilled personnel as per and other skilled personnel as per international standardsinternational standards

Out of about 700 million workforce in India, Out of about 700 million workforce in India, 93% work is in the ‘unorganized’ sector; 93% work is in the ‘unorganized’ sector; only about 7% in the organized sectoronly about 7% in the organized sector

600 million ‘illiterates’ in India (based on the 600 million ‘illiterates’ in India (based on the international definition of 3Rs, reading, international definition of 3Rs, reading, writing, & arithmetic skills up to primary writing, & arithmetic skills up to primary level); although govt. claims 65% literacy level); although govt. claims 65% literacy raterate

Critique of the Economic Critique of the Economic PerspectivePerspective

People are not blank slates or purely selfish; social and public values affect them deeply

Adam Smith’s economic view more popular that each entrepreneur acts and must act selfishly

Smith’s moral position forgotten: that this is possible & sustainable only against a common background of shared community values and mutual trust

Without that, said Smith, wealth might grow but so would violence and anti-social behaviour.

During last 15-16 years, Indian public life has become nastier; the income gap increased; as a result civil wars, crime, delinquency, youth and farmers’ suicide have increased enormously

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Problems of Today’s Problems of Today’s EducationEducation

Knowledge does not always Knowledge does not always give people give people real power, real power,

because:because:

Real powerReal power consists of being consists of being able to make choice between able to make choice between right & wrong, good & evil, right & wrong, good & evil, life & death, love & hate, wait life & death, love & hate, wait or act, etc. or act, etc.

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Problems of Today’s Problems of Today’s EducationEducation

Focuses too much on isolated research Focuses too much on isolated research overlooking dialogical teaching / overlooking dialogical teaching / learninglearning

Teachers having insufficient interaction Teachers having insufficient interaction with students outside classroomswith students outside classrooms

Too narrow curriculumToo narrow curriculum

Disciplinary fragmentation & academic Disciplinary fragmentation & academic separations; political neutralityseparations; political neutrality

Emphasizes too much on science & Emphasizes too much on science & technology overlooking humanitytechnology overlooking humanity

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Problems of Today’s Problems of Today’s EducationEducation

Many universities today act more like Many universities today act more like business corporations focusing on business corporations focusing on figures, size, resources, reputations, figures, size, resources, reputations, rankings, etcrankings, etc

A degree is often viewed as exit route A degree is often viewed as exit route to a better life style rather than the to a better life style rather than the beginning of a life journey to know and beginning of a life journey to know and to serveto serve

Encourages individual isolation lacking Encourages individual isolation lacking inter-personal connectionsinter-personal connections

Universities lack a sense of ‘learning Universities lack a sense of ‘learning community’community’

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The Old Cultural The Old Cultural Contradictions of Higher Contradictions of Higher

Education (HEdn)Education (HEdn) Freedom Vs solitude (loneliness)Freedom Vs solitude (loneliness)

Cosmopolitanism Vs nationalismCosmopolitanism Vs nationalism

Universalism Vs particularismUniversalism Vs particularism

Innovation/critique Vs Innovation/critique Vs affirmationaffirmation

Producer Vs reproducerProducer Vs reproducer

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The New Cultural The New Cultural Contradictions of HEdnContradictions of HEdn

Teaching Vs researchTeaching Vs research

Efficiency Vs scholarshipEfficiency Vs scholarship

Massification Vs Massification Vs democratizationdemocratization

Management Vs leadershipManagement Vs leadership

Opinion Vs knowledgeOpinion Vs knowledge

Science Vs technologyScience Vs technology

De-regulation Vs De-regulation Vs hierarchy/centralizationhierarchy/centralization

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Part 3Part 3

Values-based Values-based EducationEducation

A philosophy, a lifestyle,a way of thinking about the world

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What’s missing?What’s missing?

ValuesBeliefs

SensibilitiesPolitical

awareness and commitment

“Policy, not charity, will determine whether new technologies become

a tool for human development everywhere” …. and for all

There is enough on this earth for everyone’s needs but not for everyone’s greed

- Mahatma Gandhi

“Policy, not charity,

• Education for Human Need, Not for Human Greed

• Based on Universal Truth, Not Sectional or Partial Truths

• Based On Love, Dialogue, Non- violence, not on dominance & oppression (domestication)

• Synergy Between Action/Work & Thought/Theory

- Mahatma Gandhi

Broaden Yourself

Respect for the dignity of allINDIA in World

Getting toKnow Others e.g.

PersonalEnrichment

Poor children

Life becoming very Complex and Alienated

Education not for jobs only; where both job seekers & professionals are on the run

SchoolsBasics, Values and Cultural Communication

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Globalization and EducationGlobalization and Education “…“…English education policy English education policy

plays an active role in plays an active role in supporting and affirming… supporting and affirming… racist / casteist /urban / racist / casteist /urban / elitist inequities and elitist inequities and structures of oppression…” structures of oppression…” Gillborn (2005)Gillborn (2005)

“ “ represents a new synthesis represents a new synthesis of the of the technocratic/industrial technocratic/industrial model of education” model of education” (Luke, (Luke, 2004)2004)

The Need of 21The Need of 21stst Century Century

Bring Education into the 21st Century

The Indian education as a product of colonial system has always been narrow undermining indigenous values & social practices. It also remains very urban, middle class values- & aspiration- based.

We need to shift the economic perspective in education to make it more socially-nationally-culturally diverse, critical, humanistic, innovative, cosmopolitan & global citizenship-based.

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New Approach to Values Education

Need for a major rethink at pedagogic & curricular level

Imaginative synergy with all other knowledge streams

Rekindle interest in indigenous & alternative systems

Restore the inspirational role of teacher-motivator & mentor

Advocacy for equitable & sustainable development

Values education as a dialogical & participatory process - not imposed, not overtly didactic, neither esoteric, nor prosaic

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Value of Value-based Education

Strengthening values education at all levels is an enabling requirement, especially for developing

nations, for a self-standing national-cultural

base.

Values-based EducationValues-based Education Accepts diversity, difference; is capable

of handling ambiguity; is cognizant of our interdependence and connections with human beings and the mother earth

Is based on a more inclusive world view allowing for collaboration & cooperation between people, communities & nations beyond our self-interests

Is based on democratic idea of individual worth and dignity;

Is based on unifying idea of a common belief in the transcendent value of personal freedom, tailored neither for individualism nor conformity

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Values-based Education & Values-based Education & DemocracyDemocracy

Democracy is a way of life, where Democracy is a way of life, where dissent is an act of faith, criticism is dissent is an act of faith, criticism is more than a right, it is a more than a right, it is a responsibility.responsibility.

To criticize one’s country is to do it a To criticize one’s country is to do it a service; national identity and national service; national identity and national culture are built on value of consensus culture are built on value of consensus & dialogue arising out of contestation & dialogue arising out of contestation & negotiation& negotiation

GANDHIGANDHI – True SWARAJ depends on – True SWARAJ depends on the people’s ability, not to usurp the people’s ability, not to usurp authority, but to resist authority when authority, but to resist authority when it is abused.it is abused.

A “new” role for Education Formal Education

Other knowledge Sustainable & equitable

Streams development

Existing Education needs to shed its economistic paradigm in which nature and weaker people

exist to be exploited

Universal Values

Education – Must be rEducation – Must be responsible, critical & creative esponsible, critical & creative for for overall development of individualoverall development of individual

Society – Society – Must participate in the making of national Must participate in the making of national culture and values that make for healthy and dynamic culture and values that make for healthy and dynamic citizenship.citizenship.

S Education Society

Values Acceptability Methods/Processes Equity Products Sustenance

Cohabitation

benefits

supports

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BUILDING ON TEACHERS’ BUILDING ON TEACHERS’ VALUES AND CONCERNSVALUES AND CONCERNS

A sense of missionA sense of mission

Solidarity with, and Solidarity with, and empathy for, empathy for, studentsstudents

The courage to The courage to question question mainstream mainstream knowledge and knowledge and conventional conventional wisdomwisdom

ImprovisationImprovisation

A passion for social A passion for social justicejustice

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The courage to challenge mainstream knowledge and

conventional wisdom“Critical education has to integrate the students and the teachers into a mutual creation and re-creation of knowledge”

Ira Shor (1987)

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Socially critical environmental Socially critical environmental education: rethinking nature & education: rethinking nature &

environmentenvironment

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‘‘A pedagogy of the popular A pedagogy of the popular and profane’ – countering the and profane’ – countering the

mediamediaYoung people need to Young people need to be given be given opportunities to look opportunities to look ‘behind the scenes’ ‘behind the scenes’ of consumer-media of consumer-media culture to consider culture to consider how they use it as a how they use it as a resource in identity resource in identity building while at the building while at the same time being same time being used by it.used by it.

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Consumer-media culture Consumer-media culture delights and bitesdelights and bites

Feelings of Feelings of connectednessconnectedness

GratificationGratification

PleasurePleasure

ExcitementExcitement

PassionPassion

Sense of Sense of inadequacyinadequacy

AnxietyAnxiety

Shame Shame

YearningYearning

Contempt for the Contempt for the self or theself or the otherother

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Universities have Knowledge as Universities have Knowledge as Power & Moral Authority to Power & Moral Authority to

ChangeChange Universities create, keep and Universities create, keep and

disseminate knowledge disseminate knowledge

Universities act as gateways to Universities act as gateways to power, significantly affecting the power, significantly affecting the quality of socio-economic quality of socio-economic throughout the world. throughout the world.

Thus Universities have moral Thus Universities have moral responsibilities to maintain the responsibilities to maintain the well-being of a society.well-being of a society.

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Four Ideas of the Modern Four Ideas of the Modern UniversityUniversity

The Enlightenment vision - the unity The Enlightenment vision - the unity of reason (von Humboldt and Kant) of reason (von Humboldt and Kant)

The liberal vision - transmission of The liberal vision - transmission of heritage (Newman, Eliot, Jaspers )heritage (Newman, Eliot, Jaspers )

The functionalist vision, University as The functionalist vision, University as an integrative institution (Parsons)an integrative institution (Parsons)

The radical idea - HEdn as a The radical idea - HEdn as a transformative project (Habermas, transformative project (Habermas, Gouldner, Dewey, M Gandhi )Gouldner, Dewey, M Gandhi )

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The University and the Four The University and the Four (4) Projects of Modernity(4) Projects of Modernity

1.1. Nation-state Nation-state

2.2. SecularizationSecularization

3.3. Industrialization /knowledge Industrialization /knowledge societysociety

4.4. Public culture/ civil society/ Public culture/ civil society/ citizenship educationcitizenship education

Value-based education relates Value-based education relates equally to all the four equally to all the four modernist projects.modernist projects.

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Three (3) Types of Three (3) Types of knowledgesknowledges

1.1. Knowledge as scienceKnowledge as science

2.2. Knowledge as action/praxisKnowledge as action/praxis

3.3. Knowledge as Knowledge as creativity/reflexivitycreativity/reflexivity

Value-based education Value-based education largely relates to all the largely relates to all the three.three.

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Reflective KnowledgeReflective Knowledge The University has been constitutive of The University has been constitutive of

socio-cultural evolutionsocio-cultural evolution

Provided a means of cognitive evolution Provided a means of cognitive evolution for societyfor society

Articulated the basic values of modern Articulated the basic values of modern society (secularization, self, knowledge)society (secularization, self, knowledge)

Facilitated key societal learning Facilitated key societal learning processesprocesses

Modernity evolved through cognitive Modernity evolved through cognitive shiftsshifts

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Role of Higher Education Role of Higher Education in Re-stalling Core Valuesin Re-stalling Core Values

Higher education needs to recognize Higher education needs to recognize and re-build the core values of a and re-build the core values of a modern free society through all the modern free society through all the three types of knowledge.three types of knowledge.

University education is to train a University education is to train a responsible, satisfying & soulful responsible, satisfying & soulful person; not a smarter person; not a smarter manager/professional who can just manager/professional who can just make more money & move upwards make more money & move upwards in the hierarchy.in the hierarchy.

Reflexive & praxis- based universities Reflexive & praxis- based universities are about teaching of hope, dialogue, are about teaching of hope, dialogue, trust & transformation.trust & transformation.

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Universities & the Common Universities & the Common Denominator of LearningDenominator of Learning

There is currently lack of a sense of There is currently lack of a sense of ‘community’, ‘connectedness’, ‘community’, ‘connectedness’, ‘shared values’ and ‘mutual ‘shared values’ and ‘mutual responsibilities’ that give direction responsibilities’ that give direction and purposeand purpose

University strategic planning should University strategic planning should emphasize the ‘common denominator emphasize the ‘common denominator of learning’ as the institutionalization of learning’ as the institutionalization of an environment which addresses of an environment which addresses concern for foundational values and concern for foundational values and ethics in higher education.ethics in higher education.

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Common Denominator of Common Denominator of LearningLearning

Curriculum addressing social concernsCurriculum addressing social concerns

Addressing diversity among students in Addressing diversity among students in terms of age, race, religion, martial terms of age, race, religion, martial status, & admission criteria, etc.status, & admission criteria, etc.

Help resolve the gap between Help resolve the gap between science/technology and humanityscience/technology and humanity

Help resolve the tension between Help resolve the tension between research, teaching, and student research, teaching, and student mentoring mentoring

Concept of ‘Residential colleges’ gives Concept of ‘Residential colleges’ gives direction to students and anchors their direction to students and anchors their learning experience in an intellectual learning experience in an intellectual way.way.

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Some Core Values of a Modern Some Core Values of a Modern SocietySociety

Freedom & critical questioning, search Freedom & critical questioning, search for (partial) truths, ‘satyagrah’for (partial) truths, ‘satyagrah’

Credibility/IntegrityCredibility/Integrity Justice/FairnessJustice/Fairness Trust/Respect Trust/Respect Open communication, dialogue & Open communication, dialogue &

equalityequality Embrace of diversity/differenceEmbrace of diversity/difference Tolerance based on agonistic & non-Tolerance based on agonistic & non-

violent politicsviolent politics Hope, Love and DreamsHope, Love and Dreams Social Citizenship & responsibilitySocial Citizenship & responsibility Harmony/unityHarmony/unity Human dignity for everyoneHuman dignity for everyone

Values Education is Values Education is about …about …

1. Real quality education opportunities for people, not based on market requirements and international mandates alone

2. Education based on human needs, values and experiences, not factual knowledge

3. Updating ‘holistic’ education for today’s world, not adding a new ‘top-down’ priority

4. Defeating stereotypes and respecting cultures, not only language, geography, race or caste

Values Education is about …Values Education is about …5. Preparing for a globally interdependent

economy but with a broader vision than mere economic progress for the ‘top’ layer

6. Questioning the nature of global interdependence and dominance, and slowly replacing it with dialogical & agonistic relationship

7. A positive vision of the future of the nation, not based on crisis or fear but on dialogue, which is inclusive & participatory

8. International interdependence and collaboration, but not dependency and corporate domination

Do’s and Don’ts in Values Do’s and Don’ts in Values EducationEducationDon’ts

Make values education appear a separate area of study

Use language and geography as proxies

Talk about adding courses to curriculum

Make self-interest the primary reason to engage in the world through competition

Do’s Align values

education with what people want from schools

Inspire curiosity for competing values

Give more meaning to cross-cultural dialogical learning

Improve quality of teaching and faculty development to infuse values learning

Active & cooperative global/national citizenship

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Re-Imagining the University Re-Imagining the University as Value-basedas Value-based

The university as a zone of reflective The university as a zone of reflective mediation between knowledge as mediation between knowledge as science and knowledge as praxisscience and knowledge as praxis

Develop a communicative & Develop a communicative & dialogical conception of the dialogical conception of the university for the 21university for the 21stst C C

The idea of interconnectednessThe idea of interconnectedness

University as the site where culture, University as the site where culture, knowledge and society interactknowledge and society interact

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Cosmopolitan Citizenship, Human Cosmopolitan Citizenship, Human Development & Agonistic Development & Agonistic Democracy – three pillars of Democracy – three pillars of Values EducationValues Education Cosmopolitanism and immanent Cosmopolitanism and immanent

transcendencetranscendence

Cosmopolitan citizenshipCosmopolitan citizenship

The cultural and social dimensions of The cultural and social dimensions of citizenshipcitizenship

Technological citizenshipTechnological citizenship

Universities and human developmentUniversities and human development

Universities and democratizationUniversities and democratization

Make Values Education vivid in Make Values Education vivid in terms of National Imaginationterms of National Imagination

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THANK YOUTHANK YOU