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Value-based Education: Character education Objectives

Character education is generally used to describe the teaching of children in a manner to help them develop as personal and social beings. To define"personal and social being" concepts under this term include social and emotional learning, moral reasoning/cognitive development, life skills education, health education, conflict resolution/eschewing violence, critical thinking, ethical reasoning and mediation. To list these concepts

  1. An explicit philosophy of character in the form of the "Five Words": Courage, Integrity, Leadership, Curiosity and Concern.
  2. Dynamic student peer culture;
  3. Dedicated faculty that work to help kids and families connect with their unique potentials;
  4. The opportunity for family and primary teachers to participate and gain individual and collective strength.

A major objective of the programme is to build resilience, promote adaptive coping skills, and inculcate ability to overcome challenges. A major goal of the study is to promote optimistic thinking to help children and adolescents respond to daily issues encountered during the middle and high school years.

It is necessary to expose children to group and community interaction as part of the growth process. Thus, NR emphasis is placed on performing arts, community service and a sport, for all of which participation is mandatory. Competitive sports are played the year round.

Since societies are becoming more heterogeneous than ever before with respect to sex, religion, caste, class belief and more secular to stem the resulting moral relativism, ‘Values’ education is a more ethnically correct way to teach spiritual, moral, social and cultural development than to be nurtured within any particular religious tradition.

‘Values’- Education as Moral Education

Morals inculcate socio-legal-religious norms which are supposed to help people behave responsibly. However, not all morals lead to responsible behaviour.‘Values’ education helps clarify which morals are ‘bad’and which are ‘good’ and, how we come to such a conclusion.

Value Education is the process that gives young people an initiation into values, a knowledge of the rules which function in relating to other people and to seek to develop in the student a grasp of the underlying principles and the ability to apply these rules intelligently. The concept of ‘values education’ includes moral education and citizenship of which, many issues overlap. These include character education, moral development, religious education, spiritual development, citizenship education, personal,social and cultural development.

Objectives of ‘Values’ Education
The objectives for ‘Values’ education in India varyies from society to society dependent on religious priorities or, as in the case of modern societies and populist organisations, mob driven, who are governed by religious/socialist/capitalist dominated issues. The deciding factor however, remains.

Naya Rasta concepts of ‘Values’ education is to help people behave responsibly.

‘Values’ education is not about inculcating or imparting a pre-determined set of values but through discourse and discussion to elucidate values which rise beyond religious, social or, mob-driven perspectives.

As societies in India become more openand heterogeneous covering every social aspect, ‘Values’ education is a more effective and acceptable way to correct and promote inclusiveness beyond sex, religion, disability; promoting spiritual, moral, social and cultural development beyond any particular religious tradition.To establish ‘Values’

  1. ‘Values’ education as moral education, morals as socio-legal-religious norms which are supposed to help people behave responsibly. However not all morals lead to responsible behaviour. ‘Values’ education interprets through discourse and discussionWhich, What or Why?a specific behaviour is unacceptable or, ‘bad’ and vice-versa.
  2. ‘Values’ education as religious teaching. Religions ask their congregations to follow specific sets of values. If you adhere to the values you are a good person, if not, you are a bad person.‘Values’ education asks people to start with a completely open mind and evaluate which religious values are really helpful and which are not.
  3. ‘Values’ education asks people to start with an open mind and evaluate which religious values are really helpful and which are not. 
  4. ‘Values’ education as citizenship education helps individuals to decide for themselves the legal and procedural rules of citizenship but this is usually not enough to help people act responsibly. 
  5. Values’ education as health education.  Health education overlaps with sex education and alcohol education –and all of this revertsto a matter of values.
  6. ‘Values’ Education as Sex Education - there are claims that knowing how to use a condom and other kinds of contraception does not stop teenagers getting pregnant or experiencing the emotional pain of early sexual relationships. Values shape what we do and values education strives to get young people to refrain from early sexual activity– pleasurable or otherwise or,
  7. Experiences for all people to show respect for partners, not because they have been told to but because they see it as the right thing to do.
  8. ‘Values’ education as drugs education, knowledge of what various drugs look like, how they are manufactured and the effects they have on the mind and body is not enough, some say, to help youngsters resist peer pressure and help adults resist the temptation to escape a humdrum existence.


There is evidence that traditional drugs education encourages more drug taking. ‘Values’ education as alcohol education, helps one to know about the different kinds of alcohol, how it is made, how many units one should drink and how it damages one's body, but this will not be enough to help people drink responsibly.

‘Values’ education as multicultural education - Multicultural education strives to get people to behave responsibly towards others of a different culture to one’s own. We have laws to prevent, prosecute and punish sex or caste-based discrimination, caste-based abuse and crimes because a few people choose to ignore human values of decency and respect for others' cultures. Values education facilitates an open and honest discussion and brings people to their own realisation as to what behaviour is necessary for necessary discourse with our fellow human-beings regardless of status, religion, sex, caste, class, complexion or, of being differently abled.

A project of worldwide reach initiated by Brahma Kumaris’ incorporates twenty two ‘Values’ (quality, unity, peace, happiness, hope, patience, caring, humility, simplicity, trust, freedom, co-operation, understanding, honesty, appreciation, courage, love, friendship, thoughtfulness, tolerance, responsibility and respect).

This forms the basis of the entire ethos/belief/character/attitude/code of conduct approach in schools. ‘Values’ education programmes are undertaken in over 54 countries.

Initiated by Sathya Sai Baba the Satya Sai Education in Human Values (SSEHV) currently known as ‘Educare’,uses five key values (Truth (Sathya), Right Conduct (Dharma), Peace (Shantih), Love (Prema) and Non-violence (Ahimsa)for projects in more than thirty-three countries.


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