Education For Values, Environment And Human Rights

Education For Values, Environment And Human Rights (Hardcover)

By J C Aggarwal 
Publisher: Shipra Publications
Edition: Hardcover
Language: English
ISBN: 8175412518
EAN: 9788175412514
No. of Pages: 340
Publish Date: 2008
Binding: Hardcover
Ships to India.


About the Book All the three themes of this book - the Values, the Environment and the Human Rights have acquired a special significance in the present trend of debasement of human values, degradation of environment and violation of human rights. In this context, this publication highlights the role of educational institutions to reverse this trend. It offers several workable suggestions. In the ultimate analysis, it is held that there is a paramount need for mass awaking and concerted action in this regard. The book draws its notion from the publications of UN and its various organisations and agencies also.

Rs 650
US$ 35

About the Author J.C. Aggarwal, a former Deputy Director of Education & Executive Director of the Delhi Bureau of Textbooks, Delhi Administration. He taught in a Post-graduate Teacher Training College. He has written extensively on education and contemporary issues.

Contents Part One: Education for Values
1. Values: Concept, Nature and Classification of Values
Meaning of the Concept 'Value' / 1; Origin of the Concept Values / 4; Values, Virtues, Morality and Ethics / 4; Nature of Values / 4; Philosophy of Values / 5; Confusion Over Meaning of Values / 5; Classification of Values / 6; Lists of Values Classified/Identified by Eminent Thinkers and Writers / 10; Value of Values / 16; Synthesis Between the Traditional Values and Modern Values / 18; Characteristics of Persons With Material Values and Spiritual Values / 19

2.Meaning and Need for Education of Human Values: Objectives of Education for Human Values
Meaning of Education for Human Values / 20; Chief Characteristics of Education for Human Values / 20; Role of the School in the Development of the Human Values / 20; Need for the Education of Human Values / 20; Values Needed to be Inculcated Among School Students / 22; Objectives of Education for Values: UNESCO Project / 24; Objectives of Ethical and Social Values? / 25; Objectives of Value-Oriented Education? / 25

3.Five Universal Values and Their Sub-values as Listed by Gokak Committee
Gokak's Classification of Values and Sub-Values / 27; Enunciation of Five Values / 28; Noble Sentiments About Truth and Philosophical Analysis of Truth / 35; Non-Violence and Truth With Special Reference to Gandhiji / 38; Non-Violence As Explained by Mahatma Gandhi / 40

4.Value Development and Education: Approaches and Strategies
NPE on the Role of Education in Value Development / 44; Conceptual Framework for Value Development / 44; Value-Development Strategy suggested by J.R. Fraenkel (1969) / 46; Psychology of Development of Values / 47; Process of Value-Orientation / 47; NCERT Approach to Value Education / 48; Strategies for Value-Orientation / 50; Value Clarification / 50; Role-Play Technique in Value Education / 51; Role Reversal in Value Development / 52; Kohlberg's Moral Development Stages / 52; Value Crisis and Role of Education / 53

5.Sources of Values
Important Sources of Values / 56; Culture as a Source of Value / 56; Relationship Between Culture and Education / 58; Cultural Heritage of India and Values / 59; Religio-Spiritual Source of Value / 60; Meaning and Definition of Religion / 60; Value-Oriented Education Thoughts from Religious Scriptures / 61; A Few Examples of Human Values as Contained in Various Religions / 62; Values as Shrined in the Indian Constitution / 64; Values of Socialism as Enshrined in the Indian Constitution / 65; Values of Social and Economic Equality / 65; Constitution as Source of Secular Values / 68; Constitution as Source of Democratic Values / 70

6. Methods of Teaching Human Values: Direct, Indirect, Integrating Values with Curricular and Co-curricular Activities
Methods of Teaching Human Value as Suggested by Kothari Commission or Education Commission (1964-1966) / 73; Values are Caught as well as Taught / 74; Broad Classification of Methods of Teaching Human Values / 74; Methods of Teaching Human Values/Instructional Methodologies / 74; Integrating Values With Co-curricular Programme / 76; Teaching Human Values: Module I. Programme suggested by the National Seminar held at Coimbatore by Ramakrishna Mission Vidyalaya, February, 1980 / 79; Module II: Suggestive Programme for the Teaching of Human Values in Schools: Objectives, Curriculum and Methods / 89; Role of the Teacher in Value Development / 92; Development of Values and Role of the Home / 94; Difficulties and Problems in Promoting Value Education / 94; Constraints in Human Value Education / 94; Evaluation of Human Values / 97

7. Overview of Human Value Education
Need for Value Education / 101; Meaning of the Term Values / 101; Kinds of Values or Classification of Values / 101; Education and Need for Inculcation of Values / 101; Four Most Important Human Values to be Developed in Students: 4 D's / 102; Role of the Environment in Value Development / 102; Value Education: Contents and Methods of Imparting Value Education / 102

8.Documents on Human Values Education
Recommendations of the Religious Committee Appointed by the Central Advisory Board of Education (1946) / 104; Recommendations of the University Education Commission (1948-49) / 105; Recommendations of the Secondary Education Commission (1952-53) on Human Values Education / 107; Recommendations of the Committee on Religious and Moral Education (1959) / 108; Recommendations of the Education Commission (1964-66) / 111; National Policy on Education (1986 and as Amended in 1992) on Human Values Education / 113; Recommendations of the Eighty-First Report on Value-Based Education (1999) Department Related Parliamentary Standing Committee on Human Resource Development, Popularly Known as Chavan (S.B.) Committee / 113

Part Two: Education for Environment

9.Meaning of Environment and Environmental Concerns
Connectivity with the Environment Quotable Quotes / 115; Meaning of Environment / 116; Components of the Environment / 117; Chief Characteristics and Elements of Environment / 118; Impact of Environment in Its Totality: Natural Environment and Human Environment / 118; Human Interaction with Environment / 119; Significant Statements on Environment Conservation and Protection / 119; Environmental Disequilibrium (Imbalance) and Environmental concerns and Problems / 123; State of Environment in the World: A Comparative Study (Last Decade of the 20th Century) / 124; Teaching-Learning Strategy for Explaining the Human Interaction with Environment / 126; Brief History of Environment Planning (Preservation and Protection) in India / 127; Chipko Movement / 130; Firsts in Environment Issues in India (Acts and Policies) / 131; Environment Institutes and Their Locations in India / 131; Some Prominent Ecologists and Conservationalists / 131; Some Biosphere Reserves, National Parks and Wildlife Sanctuaries in the country / 132; Tentative Value of a Tree having a Long-life / 133; International Environmental Initiatives / 133

10. Meaning, Aims, Objectives, Scope and Principles of Environmental Education
Meaning and Definition of Environmental Education / 138; Characteristics of Environmental Education / 140; Aims of Environmental Education / 140; Tbilisi Conference (1977)-A Landmark in Environmental Conference / 141; Role of Environmental Education / 142; Objectives of Environmental Education / 142; Principles of Environmental Education / 142; Scope of Environmental Education / 146; Pattern of Environmental Education Curriculum / 148; Conceptual Model of Environmental Education Curriculum Based on the 'Goal Levels' / 150; Unified Approach to the Teaching of Environmental Education / 151; Teaching Methods / 153

11. Objectives and Curriculum of Environmental Education (EE) at the School Stage
Primary Stage (Classes I to V) / 156; Course Content, Teaching-Learning Material and Teaching-Learning Strategies / 158; Environmental Education in Classes VI to VIII / 159; Course content and objectives of Environment Education in Social Sciences (Classes IX, X) / 163; Course Content of Environmental Education at the Higher Secondary Stage (Classes XI and XII) / 164; Objectives of Environmental Education at various Levels of School Stage / 165; Instructional Objectives of Environmental Studies/Education at the Primary Stage / 166

12. Environmental Pollution: Types, Causes and Remedies
Meaning of Environmental Pollution and Pollutants / 170; Types of Pollution / 171; Natural and Artificial sources of pollution / 172; Causes of Pollution / 173; Air Pollution: Meaning, Causes, Sources, Effects, Prevention and Control / 174; Water pollution: Sources, Causes, Effects and Controls / 182; Land Pollution: Causes, Sources, Effects and Control / 187; Soil Erosion / 189; Noise pollution-Meaning, Causes, Sources, Effects and Control / 192; Radioactive Pollution: Meaning, Causes, Sources, Effects and Control / 195; Summary: Important Points / 198

13. Environmental Hazards: Global and Local Causes and Effects
Meaning of Global Environmental Hazards / 200; The Greenhouse Effect and Global Warming / 200; Global warming / 203; Relative Contribution of Different Greenhouse Gases to Global Warming / 207; Effects of Abundance of Greenhouse Gases / 207; Possible Effects of Global Warming / 208; Strategies to Reduce Global Warming / 210; Depletion of Ozone / 211; Stratosphere Ozone Depletion / 211; Cause of Ozone Depletion / 212; Protecting the Atmosphere / 214; Rising of Sea Level / 214; Acid Rain / 219; Polar Melting at Antarctica / 221; Report of the Working Group of the Intergovernmental Panel on Climatic Change (IPCC, 2001) / 221; International Initiatives for Mitigating Global Change / 222; Local Environmental Hazards / 222; Important Points / 222; Key Terms / 224

14. Role of School in Environmental Conservation and Sustainable Development
Supreme Court Directive on the Compulsory Teaching of Environment / 227; National Policy on Education-NPE (1986 and as amended in 1992) on Environment / 227; Inter-relationship of Population, Environment and Development / 227; Environment and Sustainable Development / 228; Conservation and Protection of Environment / 229; Practices that Help in Conservation and Protection of Environment / 229; Role of the School in Environmental Conservation and Development / 229

Part Three: Education for Human Rights

15. Human Rights: Concept, Universal Declaration of Human Rights
Essence of Human Rights / 234; Concept and Foundation of Human Rights / 235; Historical Background of Human Rights / 235; Immediate Circumstances Leading to the Declaration of Human Rights / 236; Extracts from Bill of Rights (1689), Declaration of Independence (1776) and Declaration of the Rights of Man and of the Citizen (1789) / 237; Drafting the Universal Declaration of Human Rights (December 10, 1948) / 240; Broad Classification of Human Rights / 246; Significance of Human Rights / 247; The Universal Declaration of Human Rights At a Glance / 248; Brief Analysis and Review of Declaration of Human Rights / 249; UN and Dissemination of the Knowledge of the Human Rights / 250; Promotion and Protection of Human Rights by UN / 251; UN Organisations for Promotion of Human Rights / 252; UN Covenants and Conference on Human Rights / 253; UN Conferences on Human Rights / 253; UN Contribution in Promoting Human Rights / 254; Human Rights for Different Sections / 255; Overview of the Impact of the Universal Declaration of Human Rights / 257; Strengthening the Human Rights Machinery: United Nations High Commissioner for Human Rights / 258; United Nations Landmarks in Human Rights: A Brief Chronology / 259

16.Educational Implications of Human Rights
Education in the Declaration of Human Rights / 263; Universalising Education / 263; Key Treaty Provisions on Free and Compulsory Education / 263; Length of Years of Free and Compulsory Education / 264; Parental Freedom of Choice of Educating Their Children / 265; 4A Structure or Scheme of Education / 267; Global Human Rights Standards on Language, Minority and Indigenous Rights / 268; Human Rights Requirements and Contents (Curriculum) of Education / 269

17.Human Rights and Indian Constitutional Provisions
Declaration Human Rights and Fundamental Rights / 271; Meaning of Fundamental Rights / 271; Significance and Need for Fundamental Rights as Included in Our Constitution (Part III Articles 14 to 32) / 271; Origin and Development of the Concept of Fundamental Rights / 273; Nature and Main Features of Fundamental Rights / 273; Classification of Fundamental Rights and Their Description / 273; Fundamental Rights with Provisions at a Glance / 282; Constitution of India and Human Rights / 283; Fundamental Rights in the Indian Constitution-Parallel to UN Declaration of Human Rights / 283

18. Human Rights Education at Secondary Level: Curriculum and Activities
Significance and Meaning of Promoting Human Rights Education / 284; Important Aspects of Human Rights Education / 285; Brief History of Human Rights Education / 285; The Three dimensions of Human Rights Education / 285; Aims and Objectives of Human Rights and Education / 288; Curriculum of Human Rights Education / 291; Main Entries on Curriculum in the 'Encyclopedia of Human Rights' (1989) / 293; Human Rights Education as the Core of the School Curriculum / 294; Textbooks on Human Rights Research / 295; General Methods and Activities of Teaching Human Rights / 295; Special Methods and Activities of Teaching Human Rights / 296; : Obstacles to Human Rights Education / 296; United Nations Decade for Human Rights Education (1995-2004) / 297; Suggestions for Strengthening Programmes for Human Rights Education / 298

19.Enforcement of Human Rights
Concern and Necessity for Enforcement of Human Rights / 303; Historical Background for Violation of Human Rights / 303; UN and Enforcing Human Rights / 303; The United Nations Human Rights Machinery / 305; Principal Human Rights Treaties and the Number of State Parties to Them / 306; Expansion of Human Rights Law / 306; Investigating Human Rights Abuses and Protecting Human Rights / 306; Preventing Abuses Human Rights Through Technical Assistance / 307; United Nations Human Rights Monitoring Mechanisms / 307; Conventions Relating to Racial Discrimination, Torture, Women and Children / 308; United Nations Agencies Having Special Implementation Procedures for the Protection of Human Rights within Their Own Fields of Competence / 309; International Human Rights Instruments / 310

20. Mechanism in Schools for the Protection of Human Rights: NGOs, Press and Media
The Best Interests of Each Child / 315; Legal Prohibition of Corporal Punishment in the World / 315; Protection of Rights of the Tribal Students / 316; Core Human Rights Obligations in Education: Mechanism of Protection of Human Rights / 316; Creation of Proper Environment in School for the Development of Knowledge, Attitudes and Skills About Human Rights / 317; National Human Rights Commission (NHRC) / 318; State Human Rights Commission / 319; Human Rights Courts / 320; NGO's and Human Rights / 320; Protection of Human Rights in India: The Protection of Human Rights Act, 1993 and as Amended in 2000 / 321; Role of Press and Media in Human Rights / 322

21. Quiz on Human Rights Education (With Answers)
Answers / 325

Review Questions: Essay Type, Short Answer Type and Objective Type Questions

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Title: Education For Values, Environment And Human Rights
Publisher: Shipra Publications
Author: J C Aggarwal
Edition: Hardcover
Language: English
ISBN: 8175412518
EAN: 9788175412514
No. of Pages: 340
Publish Date: 2008
Binding: Hardcover


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