Role of Teachers and Parents in Imparting Values

2110 words (8 pages) Essay

10th Apr 2018 Psychology Reference this

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Dr. Sandip Madhukar Mali

 

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Abstract

Now days everyone says that, today’s student’s behaviour is valueless. The prime aim of this paper is to identify the reason of this situation. Role of teacher and parent is important in imparting values in student. Values relate to the norms of a culture. Norms provide rules for behavior in specific situations, while values identify what should be judged as good or evil. While norms are standards, patterns, rules and guides of expected behavior, values are abstract concepts of what is important and worthwhile. Different cultures reflect values differently and to different levels of emphasis. “Over the last three decades, traditional-age college students have shown an increased interest in personal well-being and a decreased interest in the welfare of others. Values seemed to have changed, affecting the beliefs, and attitudes of the students. Student or child is looking the action of parent or teacher and did like this so, teacher and parents behavior is very ethical.

Key Words: Value, Value education, Imparting Values, Role of Teacher, Parents.

Introduction:

Today we are talking of value education, value based education and value based society. All of us feel that the values are falling and nobody is respecting them. In an enthusiasm to point fingers at others we do not realize that we too have contributed to this fall. Role of teacher and parent is important in inculcating values in student or a child. Values are not a process of teaching but are inculcating with one’s own behaviour. Value literally means something that has a price, something precious, dear and worthwhile. It is defined as a belief upon which man acts by preference. By a close examination of different sources of the meaning of values, we may say. We use the term value as ‘Literary value,’ ‘Democratic Value’, ‘Life Value’ and ‘Education value in our day to day speaking and writing. In life process man accepts good things and avoids bad things. It is not human living to act neutrally and in the light of witness only. Acceptable and non-acceptable, good and bad are the nature of values. Values are established and they are practicable.

Importance of Values:

  1. Values refer the norms of behavior or culture.
  2. Values guide the selection or evaluation of action, policies, people and events. That is, values serve as standards or criteria.
  3. Values guide our behaviour and give meaning to our existence.

d) Values assist us to take right decisions and make choices.

e) Values give direction and firmness to life and help us to be morally sound.

Type of Value and its areas:

  1. Human value- Human behaviour
  2. National or constitutional value- Constitutional rules
  3. Social value- Rules about society
  4. Vocational value- Ideals in various professions
  5. Religious value- Ideals related to religions
  6. Aesthetic value- Value in Arts and Literature

Human value is like an axle of a wheel and other types of value are around it. Therefore if an individual is educated in human values, learning of all other values become leaser. Following are human values: 1) Truthfulness (2) Constructivity (3) Sacrifice (4) Sincerity (5) Self control (6) altruism (7) Sientific vision

Value Development:

Value development is a continuous, cumulative and highly interdependent process touching all the aspects of personality. Value/ Moral development is the axis on which revolves ones personality and character.

Jean Piaget proposed a stage theory of moral development. Moral judgement is the basis of moral development. The earliest stage of child’s morality is Heterogeneous morality governed by adult constraints or restrictions imposed by adults. The child considers an act wrong because the act is likely to bring punishment or restrictions. As the age advances, the child reaches a stage of Autonomous morality. The growing individual regards the rules as sacred and unchangeable. He identifies justice with rules and regulations of authority.

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Sigmund Freud, the father of Psychoanalysis views moral development as an identification process. The young child identifies himself with parents and internalizes the adult rules which lead to the development of morality. He considers super Ego primarily responsible for developing a moral frame of reference. The psychoanalytic school emphasises parent-child relationship as the basis of moral development.

Albert Bandra, a Social learning theorist, is the exponent of observational learning. He studied the effect of modeling on learning of moral values. He considers imitation as the important determinant of morality. Televised aggenssion elicit aggressive behaviour while disciplined, restrained actions in visual media like TV elicit constructive behaviour. The content of communication media serves as the sources of values. Teachers and parents acts as a models for children to cultivate socially desirable behavioural patterns.

The implications of these theories of moral development to the field of education are many and varied. Value education should be developmental value education, not just and external activity. It should be noted unlike physical or intellectual development, value development does not depend on heredity. It is purely an acquired character. No person can acquire moral value without living in human society.

Value Education:

Value education is simply a matter of developing appropriate behaviour and habits involving inculcation of certain virtues and habits. Moral development of a child, according to some, results automatically from the social life of the school. The child as a member of the group imbibes the attitudes, values and general behaviour of the group and continually tries to mould himself according to the group norm. Such adjustment to life constitutes his moral development.

Since the dawn of culture and civilization in India, education, whether it is primary or higher, has always been a source of gradually cultivating wisdom by acquiring which a human being gets fitness for facing with the challenges of different stages of life and for dedicating to the welfare of humanity. In the process of our gradual journey from primary to higher education two sorts of major changes, relative to our attitude towards values, occur in our life. They are external or bodily and internal or self affirming. External changes in the sense that the students bag degrees by fair or foul means and on that basis get higher job positions. During the job, they collect more and more money, Cars, Bungalows and manage academic awards and all that by having which they may exploit themselves and the society with the disguised repute but they fears to face the deep hollowness of their disguised selves. They ruin self to the extent of dissatisfied and meaningless life. Money is value only when it is earned through honest and proper labour and distributed in proportion. One can realize money as value only through higher education. It earned by wrong means is thievery, the way of a rogue. Without realizing the values of and in higher education one cannot lead a meaningfully satisfied educated life.

Role of Parents in imparting values:

Childs first learning environment is a home and parents are the first teachers. Parents are demonstrate the appropriate behaviour by their actions because children’s are learn by observation and conditioning. Normally we come across three categories of parents.

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a) Caring parents: parents become highly concerned about these children, which is natural but they become over possessive, which is detrimental to the growth of the child. They would try to do everything for the child without allowing him to do or experiment something on his own. In this overflowing flood of concern, they pamper the child, overlook his omissions and start supporting him even when he needs correction.

b) Careless parent: parents are not much concerned about the child. It does not mean that they do not love the child. Either, they are illiterates or too busy persons. Some of them do not have the methods and tools to handle their children and some do not have the time to guide and manage the children.

c) Critical and strict parents: These parents desire to bring up their children under `total discipline’. They expect the child to be always immaculate and faultless in every action and situation. They cannot tolerate anything otherwise. They are very critical and keep on pointing the finger of accusation at the child. They take all decisions about the child and truly believe that the child cannot /should not take decisions.

The impressions that the child gets in the initial part of his life, remains with him. One can never escape the childhood experiences. What the parents did is more important than what they said, because, the child learns by observing and not just by listening. So child parenting rearing style is very crucial in imparting values.

Role of Teachers in imparting values:

The teacher has a powerful and enduring influence in the formation of the character of every future citizen. Teacher acts as a pivot for the transmission of intellectual and technical skills and cultural traditions from one generation to the other. Teaching is not a job; it is an attitude. Teacher is a source of information, a guide, a mentor, a surrogate parent, a motivator, all at the same time. Teaching is the only profession which always deals with the future. To be an ideal teacher, who can be a role model, some features of teacher:

Anyone who does not love his subject can never be a good teacher and cannot inspire his students. If one does not have the respect for his vocation; he can never have self-esteem of himself. Such teachers do not exude confidence and assurance. If anyone loves their students as intensely as their own children they become a great teacher. Affirmative and Holistic personality teacher is imparting values in student.

Conclusion:

The role of a parent and teacher in the changing social scenario is becoming very challenging. In the earlier times teacher was the only source of information and commanded respect on this count. Today, we have multiple information centers like books, coaching centres, the audio visual aids such as audio cassettes, video tapes, microfilms and internet services that provide information to those who need it. Thus teacher’s role as the only source of information is marginalized. The society is becoming more materialistic and values appear to be pushed into the background. So parent and teacher role is very crucial in developing values in their child.

References:

Banerji, Sanjay and Prasad, Rajiv (2012). Role of Teachers and Educational Institutions in Value Based Higher Education, Vol. V, No. I, March -August 2012.

Gulati, Sushma and Pant, Daya. (2002). Education for Values in Schools – A Framework Department of Educational Psychology and Foundations of Education National Council of Educational Research and Training, Sri Aurobindo Marg: New Delhi – 110016.

Gururaj, Karajagi. (2000). Role of Teachers and Parents in Imparting Values: Jain International Residential School, International Academy for Creative Teaching: Bangalore.

NCERT (2005). Journal of Value Education: January & July, 2005.

Seetharam, A. R. (2001). Concept and Objectives of Value Education. Ramakrishna Institute of Moral and Spiritual Education: Mysore.

Sridhar, Y. N. (2001). Value Development Ramakrishna Institute of Moral and Spiritual Education: Mysore.

Tiwari, D. N. (2005). Values in Higher Education: Department of Philosophy & Religion: Bhu.

http://hechingerreport.org/content/value-really-means-higher-education_15129/ March 27, 2014.

Dr. Sandip Madhukar Mali

 

—————————————————————————————————————-

Abstract

Now days everyone says that, today’s student’s behaviour is valueless. The prime aim of this paper is to identify the reason of this situation. Role of teacher and parent is important in imparting values in student. Values relate to the norms of a culture. Norms provide rules for behavior in specific situations, while values identify what should be judged as good or evil. While norms are standards, patterns, rules and guides of expected behavior, values are abstract concepts of what is important and worthwhile. Different cultures reflect values differently and to different levels of emphasis. “Over the last three decades, traditional-age college students have shown an increased interest in personal well-being and a decreased interest in the welfare of others. Values seemed to have changed, affecting the beliefs, and attitudes of the students. Student or child is looking the action of parent or teacher and did like this so, teacher and parents behavior is very ethical.

Key Words: Value, Value education, Imparting Values, Role of Teacher, Parents.

Introduction:

Today we are talking of value education, value based education and value based society. All of us feel that the values are falling and nobody is respecting them. In an enthusiasm to point fingers at others we do not realize that we too have contributed to this fall. Role of teacher and parent is important in inculcating values in student or a child. Values are not a process of teaching but are inculcating with one’s own behaviour. Value literally means something that has a price, something precious, dear and worthwhile. It is defined as a belief upon which man acts by preference. By a close examination of different sources of the meaning of values, we may say. We use the term value as ‘Literary value,’ ‘Democratic Value’, ‘Life Value’ and ‘Education value in our day to day speaking and writing. In life process man accepts good things and avoids bad things. It is not human living to act neutrally and in the light of witness only. Acceptable and non-acceptable, good and bad are the nature of values. Values are established and they are practicable.

Importance of Values:

  1. Values refer the norms of behavior or culture.
  2. Values guide the selection or evaluation of action, policies, people and events. That is, values serve as standards or criteria.
  3. Values guide our behaviour and give meaning to our existence.

d) Values assist us to take right decisions and make choices.

e) Values give direction and firmness to life and help us to be morally sound.

Type of Value and its areas:

  1. Human value- Human behaviour
  2. National or constitutional value- Constitutional rules
  3. Social value- Rules about society
  4. Vocational value- Ideals in various professions
  5. Religious value- Ideals related to religions
  6. Aesthetic value- Value in Arts and Literature

Human value is like an axle of a wheel and other types of value are around it. Therefore if an individual is educated in human values, learning of all other values become leaser. Following are human values: 1) Truthfulness (2) Constructivity (3) Sacrifice (4) Sincerity (5) Self control (6) altruism (7) Sientific vision

Value Development:

Value development is a continuous, cumulative and highly interdependent process touching all the aspects of personality. Value/ Moral development is the axis on which revolves ones personality and character.

Jean Piaget proposed a stage theory of moral development. Moral judgement is the basis of moral development. The earliest stage of child’s morality is Heterogeneous morality governed by adult constraints or restrictions imposed by adults. The child considers an act wrong because the act is likely to bring punishment or restrictions. As the age advances, the child reaches a stage of Autonomous morality. The growing individual regards the rules as sacred and unchangeable. He identifies justice with rules and regulations of authority.

Sigmund Freud, the father of Psychoanalysis views moral development as an identification process. The young child identifies himself with parents and internalizes the adult rules which lead to the development of morality. He considers super Ego primarily responsible for developing a moral frame of reference. The psychoanalytic school emphasises parent-child relationship as the basis of moral development.

Albert Bandra, a Social learning theorist, is the exponent of observational learning. He studied the effect of modeling on learning of moral values. He considers imitation as the important determinant of morality. Televised aggenssion elicit aggressive behaviour while disciplined, restrained actions in visual media like TV elicit constructive behaviour. The content of communication media serves as the sources of values. Teachers and parents acts as a models for children to cultivate socially desirable behavioural patterns.

The implications of these theories of moral development to the field of education are many and varied. Value education should be developmental value education, not just and external activity. It should be noted unlike physical or intellectual development, value development does not depend on heredity. It is purely an acquired character. No person can acquire moral value without living in human society.

Value Education:

Value education is simply a matter of developing appropriate behaviour and habits involving inculcation of certain virtues and habits. Moral development of a child, according to some, results automatically from the social life of the school. The child as a member of the group imbibes the attitudes, values and general behaviour of the group and continually tries to mould himself according to the group norm. Such adjustment to life constitutes his moral development.

Since the dawn of culture and civilization in India, education, whether it is primary or higher, has always been a source of gradually cultivating wisdom by acquiring which a human being gets fitness for facing with the challenges of different stages of life and for dedicating to the welfare of humanity. In the process of our gradual journey from primary to higher education two sorts of major changes, relative to our attitude towards values, occur in our life. They are external or bodily and internal or self affirming. External changes in the sense that the students bag degrees by fair or foul means and on that basis get higher job positions. During the job, they collect more and more money, Cars, Bungalows and manage academic awards and all that by having which they may exploit themselves and the society with the disguised repute but they fears to face the deep hollowness of their disguised selves. They ruin self to the extent of dissatisfied and meaningless life. Money is value only when it is earned through honest and proper labour and distributed in proportion. One can realize money as value only through higher education. It earned by wrong means is thievery, the way of a rogue. Without realizing the values of and in higher education one cannot lead a meaningfully satisfied educated life.

Role of Parents in imparting values:

Childs first learning environment is a home and parents are the first teachers. Parents are demonstrate the appropriate behaviour by their actions because children’s are learn by observation and conditioning. Normally we come across three categories of parents.

a) Caring parents: parents become highly concerned about these children, which is natural but they become over possessive, which is detrimental to the growth of the child. They would try to do everything for the child without allowing him to do or experiment something on his own. In this overflowing flood of concern, they pamper the child, overlook his omissions and start supporting him even when he needs correction.

b) Careless parent: parents are not much concerned about the child. It does not mean that they do not love the child. Either, they are illiterates or too busy persons. Some of them do not have the methods and tools to handle their children and some do not have the time to guide and manage the children.

c) Critical and strict parents: These parents desire to bring up their children under `total discipline’. They expect the child to be always immaculate and faultless in every action and situation. They cannot tolerate anything otherwise. They are very critical and keep on pointing the finger of accusation at the child. They take all decisions about the child and truly believe that the child cannot /should not take decisions.

The impressions that the child gets in the initial part of his life, remains with him. One can never escape the childhood experiences. What the parents did is more important than what they said, because, the child learns by observing and not just by listening. So child parenting rearing style is very crucial in imparting values.

Role of Teachers in imparting values:

The teacher has a powerful and enduring influence in the formation of the character of every future citizen. Teacher acts as a pivot for the transmission of intellectual and technical skills and cultural traditions from one generation to the other. Teaching is not a job; it is an attitude. Teacher is a source of information, a guide, a mentor, a surrogate parent, a motivator, all at the same time. Teaching is the only profession which always deals with the future. To be an ideal teacher, who can be a role model, some features of teacher:

Anyone who does not love his subject can never be a good teacher and cannot inspire his students. If one does not have the respect for his vocation; he can never have self-esteem of himself. Such teachers do not exude confidence and assurance. If anyone loves their students as intensely as their own children they become a great teacher. Affirmative and Holistic personality teacher is imparting values in student.

Conclusion:

The role of a parent and teacher in the changing social scenario is becoming very challenging. In the earlier times teacher was the only source of information and commanded respect on this count. Today, we have multiple information centers like books, coaching centres, the audio visual aids such as audio cassettes, video tapes, microfilms and internet services that provide information to those who need it. Thus teacher’s role as the only source of information is marginalized. The society is becoming more materialistic and values appear to be pushed into the background. So parent and teacher role is very crucial in developing values in their child.

References:

Banerji, Sanjay and Prasad, Rajiv (2012). Role of Teachers and Educational Institutions in Value Based Higher Education, Vol. V, No. I, March -August 2012.

Gulati, Sushma and Pant, Daya. (2002). Education for Values in Schools – A Framework Department of Educational Psychology and Foundations of Education National Council of Educational Research and Training, Sri Aurobindo Marg: New Delhi – 110016.

Gururaj, Karajagi. (2000). Role of Teachers and Parents in Imparting Values: Jain International Residential School, International Academy for Creative Teaching: Bangalore.

NCERT (2005). Journal of Value Education: January & July, 2005.

Seetharam, A. R. (2001). Concept and Objectives of Value Education. Ramakrishna Institute of Moral and Spiritual Education: Mysore.

Sridhar, Y. N. (2001). Value Development Ramakrishna Institute of Moral and Spiritual Education: Mysore.

Tiwari, D. N. (2005). Values in Higher Education: Department of Philosophy & Religion: Bhu.

http://hechingerreport.org/content/value-really-means-higher-education_15129/ March 27, 2014.

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