1.To analyze the concept of human values from three different viewpoints: 1. Philosophical 2. Psychological 3. Sociological 2.To study and trace out the ways human values have been imparted in the Bhagawad Gita 3. To analyze the method used by Sri Krishna in value clarification for Arjuna in the Gita 4. To devise a practically sound and feasible plan for imparting human values to our young minds in the light of this study 5. To draw educational implications of these strategies of development of human values for the present education system in India.
Entire 700 verses of the Gita comprised the population of the study and educationally relevant verses were selected as sample. This being a qualitative study, subjective biases could not be avoided altogether despite the best possible efforts of the researcher and the supervisor.
Not applicable as this has been a philosophical study.
In-depth and reflective study of the Gita in the light of the objectives 1. Consulting major relevant commentaries and interpretations of the Gita 2. Correlating the main teachings of the Gita with pedagogical aspects of value education.
Content Analysis of the verses of the Bhagavad-Gita vis-a-vis values in human life.
Human values present a continuum of interconnected attributes and tendencies, which largely guide our behaviour individually as well as collectively Philosphically, values are the essence of ‘the Being’, the true nature (Swabhava), but are the end result of the process of Becoming. Psychologically, values are related with emotions, interpretation and evaluation and are further linked to the will and aspiration of the individual learner. Value education-the process of cultivation, refinement and sophistication of human emotions, will and aspirations so as to channelize these towards excellence. Sociologically, Human Values indicate the arena of human relationships, The Gita indicates human values as the bye-product of ‘Samvada’ (‘dialogue plus’ to use the terminology of Dewal, 2002) and investigation of the issues concerning the challenges of day to day life, Unique method of value education in the Gita- 1. It makes the disciple value oriented in the very process of interaction 2. It launches him on the path of righteousness-the royal road to value internalization. 3. The teacher has the patience to ‘educe’ values by making the disciple aware of his ‘Swabhava’ and his ‘Swadharma’. Pedagogy of value education suggested on the basis of this study has the following steps- a) Establishing a high degree of rapport b) Making the student face the reality in the appropriate way c) Relevant constructive dialogue d) Helping the students develop a balanced approach among the mental, emotional and spiritual aspects of their personality within the particular context. e) Leading the student by empathy, scientific spirit of enquiry and compassion to their goals of life f) Developing the dialogue in the right spirit with non-judgmental approach. g) Creating a state of receptivity for higher consciousness h) Providing creative space for thinking and freedom of choice to the student i) Showing the path of complete surrender to the Self. j) Ensuring the growth of the disciple in the trinity of action, contemplation and devotion on the path of righteousness k) Making the student grow towards self-directedness for righteous actions in life.
The present education system can benefit immensely by using this method for proper value acquisition and development among the students, for this method pre-supposes the goodness of the individual and is highly optimistic about the glorious future of mankind as a result of value integration in life through nurturing of the true nature (Swabhava) and directedness (self-initiated and self-sustained orientation) for Swadharma by means of right kind of educational inputs (endeavors of infusing values). For this, it advocates the identification and nurturing of the Swabhava of the learners and making them realize and actualize their Swadharma through education.
Keyword(s): Philosophy of Education