Human Rights Essay Example
Human Rights Essay Example

Human Rights Essay Example

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Value Education – Human Rights Foundation Course –I (Part-IV) for Undergraduate Programmes Learning Material based on Syllabus (2008-2009) Bharathiar University Coimbatore BHARATHIAR UNIVERSITY : COIMBATORE 641 046.

Value Education – Human Rights (2 hours per week) (FOR THE UNDER GRADUATE STUDENTS OF AFFILIATED COLLEGES WITH EFFECT FROM 2008-2009)

UNIT – I: Concept of Human Values, Value Education Towards Personal Development

Aim of education and value education; Evolution of value oriented education; Concept of Human values; types of values; Components of value education. Personal Development: Self-analysis and introspection; sensitization towards gender equality, physically challenged, intellectually challenged. Respect to - age, experience, maturity, family members, neighbors, co-workers. Character Formation Towards Positive Personality: Truthfulness, Constructivity, Sacrifice, Sincerity, Self Control, Altruism,Tolerance,S cientific Vision.

UNIT – II: Value Education Towards National and Global Development

National and International Values: Constitutional or nationa

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l values - Democracy,socialism ,secularism,equality ,justice ,liberty,freedomand fraternity. Overall Description:

The text describes a course on Value Education - Human Rights at Bharathiar University in Coimbatore.The course is part of the undergraduate program starting from the 2008-2009 academic year.The material is based on the syllabus provided by the university.Unit I centers on the notion of human values and individual growth, encompassing subjects such as the purpose of education and value-based instruction. Additionally, it explores the evolution of value-oriented education and its different components. This unit also delves into self-analysis, introspection, and developing an awareness towards various aspects of personal development such as gender equality, confronting physical and intellectual challenges, as well as displaying respect for others.

Unit II examines value education within the framework of both national and global progress. It covers topics like constitutional or national values which include democracy, socialism, secularism, equality, justice,l¬ liberty,freedom,an

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fraternity.

Social Values - Pity and probity, self control, universal brotherhood. Professional Values - Knowledge thirst, sincerity in profession, regularity, punctuality and faith. Religious Values - Tolerance, wisdom, character. Aesthetic values - Love and appreciation of literature and fine arts and respect for the same. National Integration and international understanding. UNIT – III : Impact of Global Development on Ethics and Values Conflict of cross-cultural influences, mass media, cross-border education, materialistic values, professional challenges and compromise.

Modern challenges of adolescent emotions and behavior include sex and spirituality, comparison and competition, as well as positive and negative thoughts. Some specific issues faced by adolescents include arrogance, anger, sexual instability, selfishness, and defiance. In Unit IV, therapeutic measures are discussed to help control the mind. These measures include simplified physical exercise, meditation (with objectives, types, and effects on the body, mind, and soul), and yoga (with objectives and different types of asanas). Activities are also suggested such as moralization of desires, neutralization of anger, eradication of worries, and the benefits of blessings. In Unit V, the concept of human rights is explored from both Indian and international perspectives.

Evolution of Human Rights:
Definitions under Indian and International documents:
Broad classification of Human Rights and Relevant Constitutional Provisions:
a. Right to Life, Liberty and Dignity
b. Right to Equality
c. Right against Exploitation
d. Cultural and

Educational Rights
e. Economic Rights
f. Political Rights
g. Social Rights
Human Rights of Women and Children:
Social Practice and Constitutional Safeguards:
(i) Female Foeticide and Infanticide
(ii) Physical assault and harassment
(iii) Domestic violence
(iv) Conditions of Working Women
Institutions for Implementation:
a. Human Rights Commission
b.

Judiciary 5. Violations and Redressel

a. Violation by State

b. Violation by Individuals

c. Nuclear Weapons and terrorism

d. Safeguards Unit-I Concept of Human Values, Value Education Towards Personal Development

Man is a social animal in that whatever he needs and wants he gets from the labour and cooperation of the society. Similarly, whatever he produces materially and whatever the knowledge he acquires are spreading to all people of the world. To cope with the diverse modern environments everyone should have holistic education to sympathize and live in tolerance with the standards of his fellow beings.

"Holistic education" does not pertain to specific sciences chosen according to personal preferences. Instead, it encompasses a thorough understanding of the various aspects of human existence, encompassing the evolving human values. In earlier

times, humans resided in small communities and developed unique ways of life due to their climate, resources, and abilities. These groups had limited chances for growth, interaction with other cultures or adoption of their cultural values.

With the advancements in transportation, communication, and international education, the limitations that once existed have been eliminated. The social landscape has undergone a complete transformation. In order to take full advantage of the current prospects for improvement, it is imperative to reform and realign the contemporary educational system. This is the essence of holistic education, which is urgently needed. The absence of this type of education has resulted in a vast majority of individuals in society living in ignorance and adhering to outdated and futile ideologies.

The reality is that the world is unified; the sea supplies water for all through vapor, clouds, and rain, while the air we breathe is one. None of these four essential resources have been created by man. Every person is born, grows, lives, and dies. Throughout their lifetime, individuals benefit from the labor and technical knowledge of all people. In return, their production and services contribute to the entire society. So, why do enmity, hatred, exploitation, and wars still exist in human society? In every war, one group kills another. What can be the ultimate outcome?

Only murderers will survive in this world. Any person with average intelligence can grasp that war brings no benefits to human society. War persists only due to conditioned thinking and the motivation of those who profit from selling war materials. Despite the existence of the human race for thousands of years, an individual's life is experienced only

once. So, why should its enjoyment be sacrificed due to ignorance? Individuals who are absorbed in sensory engagement are incapable of understanding the harmful consequences of their actions.

It is the duty of elders and enlightened individuals to learn and understand the best way to live and then share that knowledge through various media. This planned way of life should be integrated into all institutions as a comprehensive form of education to truly civilize all individuals, regardless of their other areas of study. Holistic education would enable individuals to comprehend the significance of human life, how to show respect towards others, how to be mindful and avoid causing harm, and also be prepared to assist others in any possible way. These values represent the culmination of our innate sixth sense, and their implementation is the ultimate purpose of human existence.

It is important for individuals to have a holistic understanding of themselves, covering aspects such as their physical and mental well-being, knowledge, consciousness, genetic center, and brain function. This includes acquiring knowledge about how life experiences are stored and released. Education in the science of living should begin with essential information on human physiology, growth and development. It is crucial to understand the importance of personal hygiene, reproductive health, effective utilization and preservation of physical and mental energy, disease prevention, healthy eating habits, as well as basic first-aid and self-care using natural remedies.

The next level of education focuses on understanding the importance and value of relationships, such as those with parents, teachers, friends, colleagues, future life partners, and children. It is crucial to teach concepts like morality,; ethics,; duty,; honesty,; sincerity,; kindness,; and compassion. Each individual should

learn how to adapt to others and be willing to sacrifice their own desires for the benefit of the group or family in order to prevent conflicts;and live harmoniously.

There are five categories of education: cultural education,; social education,p roductive education,s cience and technology education,and spiritual education.

All these forms of education are essential for individuals in order to meet the demands of modern society.;Cultural education involves learning about life from parents outside of school. This type of education naturally evolves based on the time period , location ,and environment in which people live.;;;;;;;p;

Social educations entails learning how to lead a virtuous life by practicing morality,f ulfilling responsibilities,and engaging in charitable acts.This form of educations plays an important role in protecting and assisting others,d istributing resources and facilities as well as fostering peaceful coexistence among fellow human beings . The basic necessitiesof humanity include food ,shelter,a nd clothing.

Learning the process of producing various goods and acquiring skills in these industries is considered productive education. Additionally, scientists and technicians continuously discover new and convenient ways of living, leading to the education of science and technology. Moreover, understanding the three hidden truths related to the Unified Force, life force, and universal and bio-magnetic forces, while ensuring physical and mental well-being for oneself and society, is considered spiritual education.

It is crucial for everyone to receive education in their early years in order to promote prosperity, happiness, and peace in society. When such essential educational systems are lacking, poverty, crime, conflicts, life problems, and wars arise. The absence of proper education leads to the suffering of mankind and hampers the development of consciousness, resulting in the loss of life's purpose. Since

the establishment of our modern school and collegiate system, educators, parents, and students have recognized a deficiency in the system we have implemented.

Despite careful planning and structuring of academic subjects for the benefit of our youth's careers, personal behavior and attitudes have not been adequately addressed in the educational curriculum. It has been assumed that children learn values and ethics at home, and that the educational system should not discuss these topics to avoid controversies among communities.

In hindsight, our nation acknowledges the mistake in assuming that values need not be discussed in our educational system.

There is now widespread recognition that values should be addressed in all aspects of life, leading to discussions about cultural sensitivities and controversies. However, teaching our youth the most fundamental values can alleviate these concerns, as there are many universally accepted values.

Certain community or culturally based values may vary, but there are certain attitudes and behaviors rooted in universal values that undeniably enhance the wellbeing, contentment, and prosperity of individuals and society as a whole. The proof of this is evident in the absence of such education resulting in self-centeredness and apathy towards others; in extreme cases, it leads to violence, exploitation, and a complete disregard for life, which no society can sustain without sacrificing its prosperity, tranquility, and risking descent into chaos or authoritarianism.

Our country relies on a majority of mentally and physically healthy, tolerant, and liberal citizens in order to thrive, given its high population density and diverse communal and religious sentiments. Education plays a crucial role in achieving the all-round development of individuals, encompassing intellectual, mental, and functional growth. However, the current educational system fails to adequately address

the affective domain.

The lack of a national attitude and social consciousness among students is the reason for the scarcity. If moral, social, and spiritual values are conveyed through subject content, emotional development can be easily achieved. The main aims of education are knowledge, understanding, application, skill, interest and aptitude, appreciation, and inculcation of human values. The National Education Policy (NEP) of 1986 developed a curriculum based on values and established specific values and objectives for teaching particular units. The purpose of a virtuous life is questioned, and what makes life virtuous is examined. Socrates believed that "virtue is knowledge" and that all knowledge should lead to virtuous living. Our ancestors focused on leading a virtuous life. According to Socrates and Aristotle, the greatest good for humanity lies in virtues such as courage, friendship, and love.

What is important is not to live long but to live well. ” Concept of value: Although the meaning of value is originally related to economic value, philosophers such as Rudaullah Lotse and Albrace Richel in the nineteenth century attached a more extensive meaning to value. In this broad sense, we now use the term value as 'Literary value,' 'Democratic Value,' 'Life Value,' and 'Education value' in our day-to-day speaking and writing. In the process of life, humans accept good things and avoid bad things. It is not human nature to act neutrally and solely based on observation. Acceptable and non-acceptable, good and bad are the nature of values.

According to Chilana (1987), Indian culture is rooted in values such as kindheartedness, self-control, universal brotherhood, honesty, respect for others, and faith. However, the deterioration of these values has led to the emergence

of new ones such as indiscipline and a destructive mentality. Chilana suggests including these values in the curriculum, referring to it as a value-based curriculum. Dr. Gawande (1994) proposes four criteria for determining values. The criteria for fixing values have not yet been specified.

It is challenging to determine if a specific human behavior is based on values since human behavior can be influenced by individual factors or the situation. One's personal preferences may not be appreciated by others. To eliminate subjectivity, human behavior should be evaluated based on four criteria: 1. Individual progress should result from expected behavior. 2. Expected behavior should benefit society. 3. Expected behavior should benefit the nation. 4. Expected behavior should be accepted internationally.

Human values are behaviors that meet certain criteria. If a behavior only satisfies one or two of these criteria, it cannot be considered a human value. To be classified as a human value, a behavior must satisfy all four criteria. There are different definitions of human value:
a) Roketch defines value as a lasting belief, a specific way of behaving, or an end state of existence with varying degrees of importance.
b) Kluchhohn sees value as a concept of what is desirable rather than something that is desired.
c) Shaver states that values are standards and principles used to assess worth.
d) Gawande describes human value as adjusted behavior that contributes to personal development, societal progress, national growth, and international understanding.

Furthermore, education plays a crucial role in promoting human values and progress at various levels (individuals, society, nation, and international understanding). The aim of education is the comprehensive development of individuals by addressing their cognitive (knowledge-based), conative (skill-based), and affective (emotion-based)

domains. Cognitive development can be achieved through the exchange of subject information while the conative domain involves applying skills for establishing and preserving human values.

Emotional feelings are necessary for achieving wisdom, a crucial aspect often overlooked in education. Therefore, value education is essential for emotional growth, allowing us to shape individuals with character, responsibility, and sensitivity. Individuals possessing these qualities fulfill both their rights and duties. Dr. Eknath Gawande (1994) defines value education as the use of curriculum to instill human values aiming at developing individuals, societies, and promoting national and international understanding at cognitive, affective, and psychomotor levels. This form of education covers a broad spectrum in shaping behavior and guiding appropriate actions in daily life. It transcends boundaries of nation, religion, climate or philosophy and has a universal nature as it relates to the well-being of human beings globally.

According to Socrates, knowledge leading to the development of virtues is crucial. Knowledge that lacks virtue is not only unhelpful but also harmful to society. Martin Luther King also believed that the greatness of a nation depends on educated and enlightened individuals with character, rather than wealth, fortifications, or public buildings. Among the different goals of value education, prioritizing the cultivation of men of character is essential.

The key features of characterization are honesty, adventure, pleasantness, and a controlled and sensitive nature. Individuals with strong character have confidence in their abilities, which leads them to work at a faster pace. According to Chilan (1987), Indian culture is considered superior due to its foundation on compassion, self-control, honesty, honor, faith, and universal brotherhood. By incorporating these values into the curriculum, emotional growth can be fostered. Dr. Kothari

(1964-66) emphasized the importance of values such as democracy, socialism, and equality among all religions.

He attached great importance to acquiring skills through science and technology, as well as promoting a harmonious development of human values. The National Education Policy (1986) examined the diverse religious landscape of India and concluded that religious education would not be feasible in such a multifaceted country. Therefore, the N.E.P. (1986) proposed the idea of value education, which placed considerable emphasis on moral education. This policy also aimed to enhance cognitive, conative, and affective domains. The implementation of conscious efforts to bring about changes through the formal educational system is crucial.

The curriculum media plays a crucial role in the growth of students' knowledge, skill, and emotion. This growth has the potential to shape their attitudes, interests, and preferences. Ultimately, these changes become an essential aspect of their personality development and contribute to the formation of a value-based character. The purpose of value-based education is to deepen our comprehension and appreciation for values while fostering mental maturity. It is solely through value-based education that young individuals can cultivate empathy and maintain a continuous consciousness to prevent any harm or offense towards others through their words and actions.

Education is a continuous journey of enhancing knowledge, exploring, and comprehending, and it should equip our youth to tackle present and future obstacles. In the words of H.G. Wells, "The history of humankind is increasingly a race between education and catastrophe." Without strengthening the essence and significance of education while fostering genuine care for human welfare, we will be incapable of averting disastrous occurrences. The vast majority of individuals currently in positions of authority within national

and international governments and institutions were once students in educational establishments like schools, colleges, or universities.

Their performance today is clearly a reflection of their education. If their education had given them everything they need, their performance would meet our standards. US President Theodore Roosevelt once said, "To educate a man in mind and not in morals is to educate a menace to society." Similarly, our own Nehruji stated, "If all is well with colleges and universities, all is well with the nation." Only an education rooted in values can instill in our youth a selfless and kind sense of living for others. As Swami Vivekananda put it, "They alone live who live for others."

Helping others is advantageous for both them and ourselves, whereas harming others will ultimately lead to our own suffering, and impeding others' advancement will also have unfavorable outcomes for us. It is crucial to contemplate the moral ramifications of our actions when accumulating wealth; otherwise, the riches we acquire may be perceived as dishonestly obtained. Although ill-gotten wealth can purchase tangible items such as beds or books, it cannot offer authentic rest or wisdom. Similarly, it can procure houses but not homes, medicine but not health, and rings but not marriages.

Using ethical means is crucial for achieving desired outcomes because resorting to unethical methods can lead to loss and disappointment. As former US President Woodrow Wilson once stated, "I would rather fail in a cause that will ultimately succeed than succeed in a cause that will ultimately fail." In society, taking something without deserving it is viewed as a sin, similarly to manipulating circumstances to obtain more than deserved. Moreover, causing harm

to others or the system for personal financial or egoistic gain is considered sinful.

According to Mahatma Gandhi, engaging in immoral acts such as acquiring wealth without effort, indulging in pleasure without a conscience, pursuing knowledge without character, practicing commerce without morality, practicing science without humanity, following religion without sacrifice, and participating in politics without principle will result in sinful actions that disrupt peace and happiness. Ultimately, achieving success through unethical means is a certain path to failure when it comes to finding joy and contentment in life. As individuals who are connected to the legacy of our parents', it is crucial for us to remember this advice. Both parents and teachers, along with our fellow students, all contribute to shaping our lives.

When we analyze our growth and the influential figures who have shaped us, it is clear that our parents and teachers have played essential roles. The mother takes on the crucial responsibility of nurturing the child's physical and mental well-being, enduring various hardships and discomforts. It is vital to consistently show respect and gratitude towards the mother for her invaluable support and care throughout the years. Likewise, the father invests his time, effort, wisdom, and concentration over a prolonged period to shape his child into an extraordinary individual.

It is crucial to remember the saying, "There is no temple greater than mother and there is no mantra greater than the words of father." Therefore, it is essential to demonstrate respect towards parents and foster positive relationships with them. Our capacity to read, write, think, and act is made possible by the education imparted by teachers throughout several years. These teachers have selflessly devoted their time

and shared their wisdom and experiences to educate us on diverse subjects. It is thanks to their patient endeavors that we are able to comprehend and acquire knowledge effortlessly.

Every individual must always express gratitude and respect towards their teachers. One issue frequently encountered by new students in our educational institutions is the act of "ragging" carried out by older students. This merciless torment inflicted on the freshmen by their seniors brings no advantages, only leaving negative memories for all involved. Both the perpetrators and victims of this torture lose their peace of mind, leading to a decline in the quality of education. The impact of these distressing experiences remains deeply ingrained, influencing one's relationships throughout life.

Creating a positive environment for students during college years is crucial as it can significantly influence their careers, opportunities, and mental well-being. Developing strong relationships among students at this stage can result in lasting loyalty and friendships. To tackle this matter and foster a harmonious and joyful studying atmosphere, the collaboration of parents, school authorities, government, and students is vital. Through such cooperation, students can attain success in life, benefiting not only themselves but also society at large. We all hold value as members of society.

The foundation of societal harmony is rooted in the inner tranquility and happiness individuals discover within themselves. To promote the overall welfare, each person must embrace specific responsibilities and duties. Since one person's actions inevitably impact others within the community, it is crucial to impose self-imposed discipline and regulation over these behaviors. When someone expects certain behavior from others and encourages them to abstain from certain actions, they must also adhere to these same principles.

These principles then form the moral values that guide society as a unified entity.

The cultural level of society is determined by the values that individuals respect and consider as the standard of goodness. These ethical values are crucial in determining whether a society becomes good or bad, as they provide strength to society.

However, it is an ironic situation when someone studies law but behaves lawlessly, studies civics but lacks social sense, or studies the sciences but fails to develop a scientific perspective and disposition. This kind of education does not foster dynamic ideas, forceful character, a rich personality, or effectiveness in life and action.

The assimilation of character-molding ideas is similar to the assimilation of nutrients for physical strength and efficiency. If food is not prepared to be digestible, it can become a poison to the body. Similarly, knowledge consumed without ethics becomes poisonous to oneself and society. Vanity, cunningness, egotism, miserliness, anger, and greed are the toxic outcomes of impure knowledge. According to Swami Vivekananda, education is not simply filling the brain with undigested information.

We must assimilate ideas that build life, make us better individuals, and shape our character. If we internalize and embrace five ideas, making them a part of our lives and character, we gain more education than someone who memorizes an entire library. These values that have endured throughout time and across different societies are known as "eternal values." An example of such a value is the famous Golden Rule: "Treat others as you would like to be treated." When we live by these values, our lives become successful and filled with joy.

Our wisdom is shown through our comprehension of these values,

and our maturity is decided by how effectively we follow them. The Indian education system has long acknowledged the importance of education centered around values and shaping one's character. This spotlight on character development through education was uncontested until the late 16th century when religious institutions assumed responsibility for teaching individuals about character formation at specific times and places.

After the arrival of the British in India, the aim of Indian education was significantly altered. Initially, the focus of education was limited, with only functional literacy and basic subject knowledge being introduced. However, in the 1882 Education Commission, moral education was recommended. This recommendation continued in various commissions and committees both before and after India gained independence, with character education, religious education, and moral education being emphasized. The 1986 National Education Policy broadened the scope of moral and religious education by coining it as value education. It is important to note that value education encompasses moral education, but it is a more extensive concept. Value education is developmental and based on expected values, while moral education is static and based on societal ideals. Value education considers the all-round development of individuals, while moral education focuses on the ideals of individuals in relation to society. Although value education is scientifically grounded, it is unclear whether moral education can be definitively considered scientifically based.

Customs, faiths, and traditions have a significant role in moral education as they are nurtured and often reflect religious beliefs. Value education covers different aspects including individuals, society, nation, environment, and universe; whereas moral education mainly concentrates on the individual-society relationship. Each society establishes its own set of ideals for moral education and it is

their duty to uphold these ideals. Consequently, individuals' behavior is shaped by both themselves and society. Religion has a strong influence on society which consequently affects the behavior of individuals.

We preserve customs and culture in the name of tradition. However, in value education, we study the changes in human behavior from a new perspective and promote them through various media. Generally, value education has a progressive outlook. Society often holds onto customs, which are sometimes considered part of the culture. Many customs and traditions have religious roots, as religion is influenced by the prevailing circumstances. While the idea of emancipation is similar in many religions, the methods vary.

Individual behavior and resulting cultures vary among different religions as people strive to uphold their cultural practices, known as culture, which include traditions passed down through generations called sanskars that represent societal ideals. With a wide range of religions and sects, individuals have the freedom to define their desired behavior within their religion and specific sect. However, promoting religious and moral education in a secular country like India can potentially lead to conflicts arising from differences in religion and culture.

In a country where one religion dominates, religious and moral education can occur. The values produced in the political, economic, and social spheres are susceptible to alteration due to the constantly evolving nature of society. These values are absorbed by individuals and society collectively, establishing a dynamic societal atmosphere. In the present era characterized by scientific progress, society must embrace behaviors and ideologies that conform to this scientific age.

Consequently, it is expected that individuals conform to these accepted standards. For example, rather than being regarded as a divine entity,

the moon is recognized as a planet.

We have presented scientific evidence to substantiate this assertion. This conduct is advantageous for the progress of science as well as individual and societal advancement. We characterize this type of conduct as value-oriented behavior, exemplified by acknowledging that smallpox is a malady with medical origins rather than attributing it to divine wrath. By seeking medical intervention, patients can recuperate and resume their normal lives. Consequently, it is crucial for society to take preventive measures and consult medical professionals at the onset of illness symptoms. This conduct aligns with a scientific perspective and brings benefits to a nati

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