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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.