| Values Education Program and Operational Mechanism for Strategic Educationists of the New Millennium | |
by Prof. Dr. Manzoor-ul-Haque INTRODUCTION Values are those
qualities that are regarded by a person or a group as important and desirable. The scale
of values helps to determine which of the two goods is the higher and which the lower.
Reason tells only about relative values.
Ethics cannot even give a definite answer to the question as to whether there are absolute
values and if so, how they can be known. It tends to define values in subjective terms,
only in relation to the particular experiencing individual. It amounts to a tacit denial
of an objective system of values, valid for all men at all times. Islam involves belief in
objective, absolute values as moral standard. These values are given in the Holy
Qur’an – the only source of our knowledge of the highest values on which the character development is based. Armed with
adequate knowledge of values, we can, if we want, give and act in full accord with the immutable moral order of the universe. The
knowledge does not only consist in merely the recognition of a value as a value but
involves a just estimate of the degree of worth possessed by it also, so that it may be
compared with other values. Confronted with a situation where we are called upon to choose
between two values, we can then promptly choose the higher and sacrifice the lower value
for the sake of the higher. Character is strengthened by our voluntary sacrifice of a
lower value to secure a higher one. When a man has to choose, for example, between life
and money, he does not hesitate to throw away money and save his life. Here instinct backs his choice; but the same man may be forced to choose
between life and honour. It is a cruel choice and the man may not reconcile himself to
the loss of either of the two extremely precious things. Choosing the higher and sacrificing the lower value
is the character development (Iqbal.1989). National reconstruction and character development are intrinsically linked with Values Education whether these be through democratic values, through our system of education and curriculum at all levels: primary, secondary and tertiary. According to the Holy Qur’an, the five principles, are the five fundamental facts which one has to accept in order to become a Momin: 1. Eiman
in Allah 2. Eiman
in the law of Mukafat (law of Requital) and the life hereafter 3. Eiman in Malaika, the heavenly forces 4. Eiman in the
revealed Books 5. Eiman in the Ambia –
To have Eiman
in Allah means to have conviction in His existence, to trust
His every word, to depend/trust
the laws given by Him and declare that one would obey those laws. –
To have Eiman
in the law of Mukafat means to have firm conviction in that
law: the natural consequences of actions, and to have faith in the continuity of life after death. –
To have Eiman
in the existence of Mala'ika means to believe that all the
heavenly forces are in operation in the universe to bring into reality the tasks/programs given to them by Allah and to have faith that all the
heavenly forces have bowed before man or have been ordered to come within his reach, or
man has been made capable of conquering them after doing research. –
To have Eiman
in Ambia means that man’s intellect alone cannot safely reach the destination –
this guidance has been provided in "Wahi”,
revelation, through the chosen people called Ambia and
whatever the Creator and Sustainer of this universe wished
to be given for the enrichment and growth of human personality were
communicated in their most perfect form through Rasool-Allah
Muhammad (peace be upon him). At present
man-made values are indirectly taught across the curriculum and directly as a subject of Islamiyat in the Muslim World. The uses of value-oriented
contexts commonly occur in the teaching and learning of Languages. Social Studies and
Science have components that either deal directly with such values or have components,
which imbibe these values to be introduced spontaneously. Extra-curricular activities like
clubs, societies, sports, games etc. too play roles in the inculcation of desirable
behaviours in terms of interaction with one another. The school culture, referring to the
total environment, physical and non-physical both, has an
influence for embedding values in the moral fibre of the student cartel. But the studies
during 90s bring this point to the view that the reason of
moral degeneration in national life is: actions are motivated by material gains, while
other values of life have been thrown overboard (Khattak, 1991). In one Study (1991) the parents and the teachers
projected the view: the character development issue is
choked with the fray fabric of the system of education in vogue .
. . ,
(and) the type of religious education the pupils get, do not enable to harness the heavenly forces for the development of their personality (Bureau of Curriculum &
Extension Wing Sindh, Pakistan, 1991). The result is that the educated youth does neither
conform through their character to the expected norms nor to the humanitarian aspects of
the prevalent educational enterprise. The major process of
educational renovation for ideological orientations has remained secular in character all
over the world and the concept of permanent values as embedded by our Holy Prophet Muhammed (PBUH) in the teaching
learning process has not been imbibed in the curriculum
process in Pakistan (Manzoor, 1993). This is only possible through a system of
education based on the permanent values. Such a system has been symbolized as Values
Education and demands a program to be chalked out and launched for the new generation. This paper deals with the description of such a Values
Education program in the Muslim World and puts forth the
guidelines for the development
of operational mechanism for
strategic educationists of the year 2000 and beyond as a
brave enterprise. VALUES
EDUCATION PROGRAM Values act as a
powerful leaven in the life of people – the life which today is fraught with
conflict-and-dissension-ridden situation in which the hearts are stricken by the canker of
greed, corruption and incompetence; and its remedy, under the existing conditions, is in
noose; the more it tugs, the more it chokes. It is because no system of human organization
that is false in its very principle, in its very foundations, can save itself by any
amount of cleverness and efficiency in the means by which that falsehood is carried out
and maintained by any amount of superficial adjustment and tinkering. Only and only the
education based on permanent values can withstand the test of time. The broad objectives
of this Values Education for the primary and secondary schools, to begin with, is the
development of an individual who recognizes, accepts and internalizes his/her role as a
responsible decision maker in accordance with these permanent values in a democratic
society to the extent that his/her actions are governed within the boundary walls of these
values. GENERAL DESCRIPTION OF CONTENTS OF VALUES EDUCATION PROGRAM: MODUS VIVENDI The Curriculum for Values Education would consist of values drawn from the Holy Quran like the ones reflected through the Holy Prophet’s Quranic teaching process. The values would be essential to ensure the healthy interaction between the individual and his/her family, peers and society. The reflection of
these values through the student’s behaviour would be the end product of
teaching-learning process and would be seen in the widening relationship being projected
between his/her family, peers and school/university and this would ultimately be expanded
to national and inter-national levels in the days of their lives to come. For reinforcement, consolidation and inculcation, these values would be repeatedly taught at every level of teaching. Though the values taught would be the same, the scope and emphasis would differ according to the depth and complexity of the issues treated. The scope of discussion for every value would also widen to keep at par with the maturity level of the students. These values would not be listed in any particular hierarchy of importance, but would be instilled in the personality of students suited to their genius during any lesson of the subject being studied. This would be necessary because the focus of Values Education would be based on the vicissitudes of their life during the teaching and learning process. LIST OF
PERMANENT VALUES The following values would form the underpinning of the curricula of Values Education at various levels: 1. Human
Personality, the Divine Energy -
Its development
is the ultimate goal of life on this earth 2. Respect for the Human Beings -
All human
beings are equal by birth and are worthy of respect 3. Status
according to the Actions -
Criterion of
respect is according to the man’s personal qualities 4. Justice -
Equality to
each human beings by virtue of his/her birth -
Uniform
opportunities for development of his/her potential -
Status with
respect to her/his actions -
Reward
corresponding to his/her efforts -
Not suppressing
what is due to him/her -
Deciding all
matters on all human beings, even to the enemy 5. Punishment -
To the nature
of crime committed 6. Personal
Responsibility -
Shoulder it
first to claim for right (shouldering of responsibility accrues right alone) 7. Zulm -
Wrong not and
not be wronged 8. Ehsan -
Maintain
proportion among the disproportioned as a matter of right 9. Freedom -
Maintain
freedom for every individual and pay respect to freedom 10. Subservience -
To Allah’s
revealed laws alone 11. Law of Requital
(Law of Mukafat) -
Establishment
of Natural Consequences of Actions, overt or covert 12. Social Justice -
Not confounding
truth with falsehood -
Nor knowingly
conceal the truth what-so-ever be the reason: favouritism, greed, envy, enmity, victimization,
self-interest. -
Not hiding
testimony -
Not pleading
the cause of the perfidious, the dishonest, the distrust or the treacherous. 13. Obey and Ordain
to Obey the Recognized Laws for the Establishment of Society -
Enjoin right
conduct and forbid indecency for the establishment of a society 14. Avoid Anarchy, Rebelliousness and Lawlessness as
Defined in the Holy Qur’an 15. Permanent
Values as a Boundary line for Human Actions -
Be within the
boundaries of the permanent values and consult others for deciding partial matters 16. Render back the
Trusts -
Trust to those
alone who deserve and never to the undeserved 17. Subsistence -
Keep the
sources of production open to the benefit of the humanity as a whole 18. Intellectual
and Physiological Nourishment of Others Strengths One’s Own Personality -
Reflect this
value in behavioural activities: overt and covert 19. Chastity -
Put safe-guards
for the preservation of chastity 20. Universal
Brotherhood -
Develop
brotherhood-panism 21. The Survival
of the Constructive -
Be beneficial
to the humanity in terms of those affairs which are constructive and are based on
permanent values and not in those affairs which are destructive and unlawful 22. Co-operation,
Corroboration -
Co-operate one
another unto righteousness alone 23. Reflect the
Attributes of Allah in Behaviour -
Project facets
of Allah in behavioural activities, overt and covert both, so far tenable within the human
parameters 24. Security -
Provide
security so that every one is dealt within the permanent values 25. Slavery -
No human being
shall be a slave or a subject to his/her fellow beings 26. Limitations to
Human Actions -
Follow that
which is sent down to you from your Nourisher and follow not any other protector beside
Him LIST OF
RELATIVE VALUES If there is no clash or tie between the values given below
and some of the permanent values listed above, these values will be incorporated in
behaviour. In case of tie, only the permanent values will be strengthened even at the cost
of one’s own life: 1. Life-partner’s
and Offspring’s Love 2. Lust
for Wealth 3. Security
of Life 4. Safety
of the Haven, the Hearth and the Crops 5. Contract CURRICULA AND TEXTBOOKS Personality is
the kernel, the core, the hub or the nucleus of the proposed Values Education which either
integrates or disintegrates it. The whole model of this Values Education metaphorically
draws upon it “that hard kernel of gaiety
that never breaks” (Manzoor.1993). The ideological and socio-economical
foundations of this model on the basis of which the curricula of all the disciplines,
social or physical sciences or the professional pursuits like the Medical, Engineering,
Computer or Teacher Education, would be worked out at the State level. The ideological
basis would provide the foundations for the cognitive inputs as well as all kinds of
outputs of the entire social and physical sciences. The economic foundations would promote
economic development as well as stability in the personality and the social foundations
would provide underpinnings to be embedded in the curriculum fabric so that the students
may bring these values forth through their overt and / or covert behaviour. However, the
textbooks upto intermediate level classes, to begin with, would be prepared and published
by the State as it may determine. TEXTBOOKS,
TEACHERS’ GUIDE BOOKS AND TEACHING KITS The Bureaux of
Curriculum and Extension Wing and Curriculum Research and Development
Centres, (CRDCs),
under the guiding principles of the Federal Ministry of Education would prepare textbooks
and teachers’ guide books according to each grade. Each guide book would contain: (i) objectives of Values Education; (ii) detailed
analysis of the inbuilt values; (iii) learning objectives; (iv) teaching and
learning strategies; and (v) suggested activities. The teaching kits, in addition to charts, flash cards,
scientific and mathematical equipments, would also provide serial pictures and booklets on
short stories at the primary level. For the secondary
school teachers, the curriculum development agencies would provide (i) objectives;
(ii) each value to be imbedded in personality fibre; (iii) teaching and learning
objectives; and (iv) suggested issues and situations that could be used to relate/reflect
the values. The training kit
would also be developed for the purpose of conducting in-house training programs for the
teachers. This training kit material would be related to (i) roles of school administrators, and the conducive school culture, (ii) values
across the curriculum, and (iii) video & audio-video cassettes and CDs on the
teaching and learning of each subject taught in the school curriculum. These kits may also
pertain to Virtual Real Technology in Cyberspace. TEACHER
TRAINING PROGRAMS: APPROACHES AND STRATEGIES The present
teaching model does not include the development of the personality area of the students. Pedagogy would be designed to incorporate: (i)
objectives of Values Education; (ii) detailed analysis of the values to be imbibed
in the students behaviours; (iii) learning objectives; (iv) teaching and learning
strategies; (v) suggested activities; and (vi) personality development. This would provide
means of helping students to develop positive attitudes that are important in the
enrichment of a society. Therefore, the approaches devised and strategies employed would
provide students with the opportunities to see and relate issues and problems from a moral
perspective. TEACHING
APPROACHES Pre-service and
in-service courses would be conducted for trainees and trained teachers. The several
approaches, they would be exposed to, would include: (a) values analysis; (b) values
clarification; (c) values inculcation; (d) social action; and (e) cognitive development.
The rationale, application, and output(s) of each are outlined below: The values
analysis approach would facilitate students to: -
use logical
thinking and cause-effect relationship for solving character conflicts related to
personal, social and political issues -
use analytical
processes in inter-relating and conceptualizing the values The values
clarification approach would help the students to: -
become aware of
and identify their own values and those of others -
communicate
openly and honestly -
use both
national needs and emotional awareness to evaluate personal feelings, values and behaviour
patterns The values
inculcation approach would enable the students to: -
imbibe values
in the behavior in a balanced way -
justify why
these values have to be internalized and practiced The social
action approach focuses on training students to: -
act as living
models of these values -
make judgements
in accordance with the values when faced with conflicting situations or moral dilemma
related to self or other’s vested interests The cognitive
development approach would facilitate students to: -
develop more
complex reasoning patterns based on combined set of values -
act according
to the permanent and the relative values -
make wise
choices of values for reflection in their behaviour, overt or/and covert TEACHING
STRATEGIES STUDENTS
EVALUATION IN VALUES EDUCATION The Values
Education emphasizes on the cognitive and affective domains. In order to have an objective
evaluation, fair and just of each student two things would be required: (a) school-based
assessment and (b) public examinations. School-based assessment would be for primary level
and would be done through observation, written work and oral tests. Observation would
focus continuously on the learning and behaviour aspects of a student for a long period of
time. Assessment on written work would include, marking and evaluating work done and would
include daily exercises such as essays and reports and written tests. The written tests
may be set in the objective and/or subjective forms. Oral tests would be carried out
through interaction between the teacher and the taught and among the taught. This would be
only to validate students’ behaviours evaluated through observation and feedback from
the society. The same too for the higher education. Public
examinations would be for secondary and tertiary level students and would be done through
tests on their knowledge of values and their projection through reasoning skills in
answering questions. These questions would be set to (a) evaluate knowledge of the values;
(b) evaluate understanding of the considerations leading to the values; where the students
would be required to respond to the stimuli given by written answer in the spaces
provided; these stimuli would be set in the form of moral situations of dilemma; short
questions would be designed and answers would have to be given in the form of views and
opinions and marks would be awarded on knowledge and maturity of thought; the questions
would be structurally set and (c) evaluate the students’ ability to apply the gained
knowledge; where students would be required to use their ability to analyze moral problems
and issues posed in the questions and make appropriate decisions; where the students would
not only have to give their views and opinions but also would need to reason out their
responses. COMMUNITY
PROGRAM AND THE MEDIA Community
programs related to education, culture and recreation would be useful because these
programs would enable the youth and adults to interact with each other while experiencing
and practicing these values. These programs would be organized by government agencies such
as the Ministry of Youth and Sports, the Ministry of Information and Broad Casting,
Voluntary Organizations etc. The mass-media would also participate in the promotion of
Value Education activities. The electronic media such as television, radio and Internet
would telecast educational programs which would embed values as desired through the
curriculum. The print media such as newspapers and magazines would also publicize articles
based on the Values Education. IMPLEMENTATION
PROBLEMS OF VALUES EDUCATION The major
problems would fall in the areas of (a) teaching
learning phase because the teachers would have to teach the same values from year to
year where means and ways would have to be found to
create an interesting environment and effective teaching strategy; (b) evaluation of students’ moral behaviour
because it would be difficulty to know precisely what are the true thoughts and values
which the students uphold internally; the consistency of the values observed over time and
across situations would still not be certain; in the contradictory-and-dissension-ridden
society the values taught in institutes would be contradictory to what is happening at
home; and (c) controlling the types of materials
produced by mass-media. The implementation of this program would depend on all groups
of the population from the institutes and the community. OPERATIONAL MECHANISM FOR STRATEGIC
EDUCATIONISTS The operational
mechanism for revamping the system of Values Education would be four-pronged: (a)
incorporation of the Law of Requital; (b) resurrection of the present system of education
conforming to the recognition of Allah as the Rabb, the Nourisher; (c) organization for
the course of self development; and (d) strategic pedagogy for content base on the
empirical theory of knowledge. Strategic measures for each of the four prongs would have
to be worked out to keep balance between the changing socio-economic conditions of the
time and permanence of human personality. The main points
of the strategic measures for judging the end-product of this Values Education would be: 1. Students
engaged in understanding and controlling the forces of nature and shaping their lives
according to these permanent values. They would be judged whether they are becoming the
real MOMINS and MUTTAQIS in the days to come and are becoming
worthy of enjoying happiness in this world and the same in the next stage of life; 2. Those
students who really achieve the conquest of nature but use their power so acquired for
purposes opposed to the permanent values. They would be judged whether they are being
worthy to be rewarded with success in this world for the time being but would have nothing
to hope for in the future; 3. Those
students who turn away from nature and make no attempt to understand and conquer it. They
would be judged whether they would (a) attain human strature, (b) live a life of hardship
and misery in this world and (c) inherently find the way to progress blocked in the life
hereafter. It is, therefore,
desired to base this operational strategy: (a) on the pristine ideological pursuits rooted
in the permanent values; (b) execute these pursuits with the constructive potential in
accordance with the Divine Law given in the Holy Qur’an: “Only the
Tyyab Ideology sublimes to Him and the Saleh acts take to Its culmination (prescribed by)
Him alone”(The Holy Qur’an 35:10). To judge the
success of the Values Education, the end product would be to help the student (a)
understand and control the forces of nature, (b) shape their lives according to the
permanent values, and (c) enjoy happiness in this world and the world hereafter as MOMINS
and MUTTAQEES. The following example would make this process
clear: TYPE OF VALUES
AND OBJECTIVES: AN EXAMPLE Some of the
values and objectives for inculcation in behaviour are given as VALUES
OBJECTIVES -
Makes efforts
for developing own personality with a balance among its potentials, talents and traits
having a choice of adequate selection -
Accepts it as a
ledger of total records making it integrative or disintegrative -
Is
self-supporting -
Is aware to
make decisions and solve problems Justice
- Accords equality to all the
human beings
by virtue of its
birth -
Provides
uniform opportunities for the development of human being’s potential -
Determines the
status corresponding to his/her actions -
Works with
dedication Justice In Court
of Law
- Not pleading the
cause of perfidious -
Conceals not
the truth what-so-ever be the reason -
Confounds not
the truth with falsehood -
Makes efficient
time management The Survival of
the Constructive
-
Is
beneficial to the humanity in those affairs
which are constructive
and based on
permanent
values -
Assists others
who are in need -
Takes
initiatives for willingness to forgive Limitations to
Human Actions
- Follows
that which is sent down from the
Rabb, the Nourisher -
Manifests
feeling of tolerance towards others -
Executes
co-operation -
Develops
operational skills Render Back the Trusts
- Returns the deposits and the reigns of power
to those who
deserve -
Is disciplined,
honest and industrious -
Accomplishes
fulfillment of work goals -
Accelerates
organizational effectiveness Respect for
Humanity
- Knows
that all human beings
are equal by birth and are worthy
of respect without discrimination of colour, creed,
cast and sex -
Develops work
habits that are healthy -
Initiates
respect for all Deserve for
What you Strive for
- Gets the fruit of own struggle
alone -
Works hard to
deserve -
Puts interest
towards work -
Applies honesty
and positive attitudes towards work and responsibilities These permanent
values inbuilt compassion (i.e. the feeling of tolerance towards others), self-reliance,
self-supporting, diligence (i.e. self-development), co-operation (i. e. team work) etc. Researches prove
that affective skills are needed to ensure success and development of positive attitudes.
Therefore, the teachers would have to be (i) equipped with necessary skills and knowledge to perform their roles effectively in
inculcating values in their students; (ii) skillful in the various teaching
approaches and strategies to be able to apply properly and effectively; (iii) able to
resolve the students problems through their participation; (iv) competent in the knowledge
of humanistic and cultural dimensions; and (v) role models to their students all the time. CONCLUSION The Values
Education regulates as a motive-valence for living peacefully on this biosphere on the
doctrine of mutual respect; for the development of human self; for disciplining life
within the boundary walls of the permanent values embodied in the Holy Qur’an, the
only code of life on this earth. This would make as if the Nourisher, on the return of the
human beings to Him, welcomes:
But ah; thou
soul at peace! Return unto thy
Nourisher, Content in His
good pleasure. Enter thou
among My bondmen; Enter thou My
Heaven; (The Holy
Qur’an 89: 27-30) |
|
