What Are The Objectives Of Value Education?


What Are The Objectives Of Value Education

Education is not merely acquisition of knowledge but to see the significance of life as a whole and work towards self-improvement throughout the life. It is an experience in itself which will enable student to live safe, healthy and fruitful life and become responsible citizens who make positive contributions to the society. It aims at promoting broader capabilities, attitudes and skills that matter not just in schools but also life beyond schools, making the world a better place not just for themselves but also for their family, friends, colleagues and others. It also prepares student for the world of work. The attitudes and values of hard work, discipline, cooperation, communication skills etc. enable them to develop healthy interpersonal relationships at home and in school which in turn facilitate their better adjustment on the job. At the individual level, fostering values in school students therefore needs to be seen as an investment in building the foundation for lifelong learning and promoting human excellence. In this sense education for values humanizes education. At the societal level, education for values aims at promoting social cohesion and national integration for transforming societies, nations and creating a better world. It can contribute to create the aspiration for transformation of the culture of war, violence and greed into a culture of peace.

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What are the aims and objectives of values education?

THE AIMS OF VALUES EDUCATION – This concept is about the educational process that instils moral standards to create more civil and democratic societies. Values education therefore promotes tolerance and understanding above and beyond our political, cultural and religious differences, putting special emphasis on the defence of human rights, the protection of ethnic minorities and the most vulnerable groups, and the conservation of the environment. Characteristics of values education.
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What are the objectives of ethics and value education?

The main aims of EVE are: to stimulate ethical reflection, awareness, responsibility, and compassion in children, provide children with insight into important ethical principles and values, and equip them with intellectual capacities for responsible moral judgment.
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What are the main educational objectives?

Objective of Education – Nurtures Growth Mindset In early childhood, the mind develops and it becomes a crucial time for a child to discover endless opportunities and nurture the mind. Education helps to create a growth mindset. It makes people understand that skills and qualities can be acquired.

Education in childhood helps a child to discover cognitive skills and problem-solving skills. Little kids are much attracted to solving puzzles and playing with blocks. These games are not just for fun-filled activities. Rather, it enhances a child’s analytical and critical skills and gives them a chance to discover their creativity and explore their interests.

Education broadens the viewpoints of people and this is a main objective of education. Improves Confidence Education not only gives knowledge related to the world. It gives one the desired level of confidence which helps people express their opinions in front of anyone.

Education builds confidence and gives one motivation and strength to take a stand in public and differentiate between right and wrong. Impairing confidence is one of the major objectives of education. Education also promotes character development. When a child is enrolled in a school, the school’s responsibility is not just to teach them the course.

Rather, it focuses on self-grooming and enhancing the child’s moral and ethical skills. School education shapes a child’s character and builds their ideology. Education plays a vital role in inculcating culture and values. Education enhances personal growth Education helps one to take risks in life and discover their interest and identify what excites them in life.

  • When you are a child, all you want is to become a pilot or a teacher.
  • However, as one progresses in life, one learns about different careers and their significance in real life.
  • Therefore, education makes you explore different career fields and urge you to take a risk and choose the right pathway which interests you in the future.

Betterment of society It goes without saying that education contributes to nation development. If you are well-educated, you analyze different situations in life and contribute towards the betterment of society. In the modern world where innovation and technology are essential, education nurtures the mind in a way that helps one express the right emotions and portray true values.

  1. If one is educated, one can differentiate between what is right or wrong.
  2. Therefore, it helps you to grow and makes you become a better leader who knows how to show empathy towards others.
  3. Having a good education makes you connect with people from different cultures and make you realize the importance of equality in the world.

Conclusion The main objective of education is development. From societal to individual, there are many facets to this. It helps people to see beyond differences and empowers individuals. The innovations, technological advancement, are all results of people being well educated.
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What are the main features of value education?

Promotes collaboration to find global solutions to problems and defend the collective good. Deepens knowledge of world problems, and of values such as justice, equality and dignity. Encourages empathy, communication skills, teamwork and interaction with different people.
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What are the objective of value education in environmental education?

Objectives of Value Education: –

To improve the integral growth of human begins. To create attitudes and improvement towards a sustainable lifestyle. To increase awareness about our national history our cultural heritage, constitutional rights, national integration, community development and environment. To create and develop awareness about the values and their significance and role. To know about various living and non-living organisms and their interaction with the environment

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What is the concept of value education?

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Morals are constantly present and embedded in everyday school life. Values are expressed and mediated by school rules and how teachers uphold them and respond to transgressions but also by the ways teachers organize classes and by all kinds of social interactions that take place between teachers and students and among the students themselves.

  • Values education refers to the aspect of the educational practice which entails that moral or political values as well as norms, dispositions and skills grounded in those values are mediated to or developed among students.
  • Values education can be referred to as explicit or implicit.
  • Whereas explicit values education refers to schools’ official curriculum of what and how to teach values and morality, including teachers’ explicit intentions and practices of values education, implicit values education is associated with a hidden curriculum and implicit values influence, embedded in school and classroom practices.

Teaching is inevitably a moral activity in which teachers have to consider the ethical complexity of teaching and the moral impact they have on their students. We are particularly interested in examining values and moral influence in everyday school life, teachers’ main concerns and definitions of their practices of values education, teacher ethics, the morality of school rules, and how children and adolescents reason, act, and interact in moral terms.
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What are the five objective of ethics?

Five Ethical Principles in Student Life Student development theory reflects the typical developmental tasks commonly engaged by young adults during the point in their lives when most students decide to pursue higher education. Most are making decisions and investing in relationships that will impact them for years to come.

Student development theory provides a framework for empowering students in these life tasks. The five ethical principles that inform our work as student life professionals are 1) Autonomy, 2) Prevent Harm, 3) Do Good, 4) Justice, and 5) Fidelity. In the goal of autonomy, we recognize the need for students to become increasingly independent.

With a clearer sense of self, students develop an increased sense of confidence and self-direction. Students must answer the question, “What does it mean to become independent and responsible? Secondly, within this increased sense of autonomy, we must prevent harm.

  1. Safety policies (e.g.
  2. Community Standards) are designed to prevent harm to individuals and groups; safety plans (e.g.
  3. Fire drills) are in place to respond to harmful situations should they occur.
  4. However, avoiding harm is not an end in itself; we want to provide the opportunity to do good.
  5. Student Life promotes positive modeling, direction and leadership opportunities.

Student groups, clubs, and events provide opportunities for students to contribute to a life-giving campus life. Interacting within a campus context, we treat each other with equity. Student Life professionals value justice ; recognizing that individuals are different, we retain objectivity in our perception of each other.

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We also understand that trust is critical for developing relationships. Fidelity is reflected in our commitment to confidentiality, professionalism and knowledge of our abilities and limitations. To be most meaningful, trust and confidentiality is embraced by both faculty and students when engaging sensitive issues.

: Five Ethical Principles in Student Life
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What are the three types of educational objectives?

Home Page – Writing Instructional Objectives – STE – CEBS – WKU | Western Kentucky University

  • Objectives can be classified into three domains of learning:
  • 1. Cognitive
  • 2. Psychomotor
  • 3. Attitudes
  • Common types of learning objectives


  • deal with what a student should know, understand or comprehend.
  • emphasize remembering or reproducing something which has presumably been learned.
  • solving some intellective task for which the individual has to determine the essential problem.
  • reorder given material or combine it with ideas, methods, or procedures previously learned.
  • vary from simple recall of material learned to highly original and creative ways of combining and synthesizing new ideas and materials.
  • should encourage higher order thinking using Bloom’s Taxonomy as a guide (See section 5 for further information.)


  1. A. The junior high school student, in section II,
  2. B. will label clouds as being cirrus, stratus, cumulus, or nimbus,
  3. C. when shown actual clouds or pictures of them

D. with 80 percent accuracy. Since being able to identify different kinds of clouds requires the student to understand or comprehend the categories indicated, this is a cognitive objective. PSYCHOMOTOR LEARNING DOMAIN OBJECTIVES

  • are concerned with how a student controls or moves his body.
  • emphasize some muscular or motor skill such as use of precision instruments or tools,
  • encourage actions which evidence gross motor skills such as the use of the body in dance or athletic performance,
  • Include examples like typing 25 words per minute, printing letters correctly, painting a picture, or dribbling a basketball.
  • A. Third grade students, beginning a unit on handwriting,
  • B. will write
  • C. the letters d, b, g, and p using cursive style handwriting

D. forming each letter correctly and with a single smooth stroke. Since being able to write cursive style requires the student to manipulate an object, a pencil or pen, to produce a product, the written letters, this is a psychomotor objective.3. AFFECTIVE LEARNING DOMAIN OBJECTIVES

  • deal with how a student should feel about something
  • emphasize a feeling tone, an emotion, a degree of acceptance or rejection, attitudes, appreciations, or relationships,
  • vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience.
  • include examples like listening attentively, enjoying music, or appreciating literature.
  2. C. Given the opportunity to work in a team with several people of different races,
  3. A. the student
  4. B. will demonstrate a positive increase in attitude towards non-discrimination of race,

D. as measured by a checklist utilized/completed by non-team members. The objective suggests that a student will come to feel more positive about working with diverse populations. Because increased interest and attitude and not knowledge of the subject is the behavior involved, this is an affective objective. In summary,

  • Cognitive objectives emphasize THINKING,
  • Affective objectives emphasize FEELING and
  • Psychomotor objectives emphasize ACTING,

NOTE : Objectives can overlap into more than one learning domain. Look at the primary emphasis of the objective. Ask yourself what type of student behavior is most emphasized in the objective. Is it one of thinking, feeling or acting? : Home Page – Writing Instructional Objectives – STE – CEBS – WKU | Western Kentucky University
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What are aims goals and objectives?

What’s the Difference Between Goals, Aims and Objectives? SMART Goals | By Duncan Haughey | Read time minutes What Are The Objectives Of Value Education In any endeavour, being able to distinguish between your goals, aims and objectives is crucial to your success. What’s the difference between the three? In simple terms, a goal is long term, so it’s something you work towards. Your goals may thus be some way off in the future and thus take time to achieve, even years in some cases! An aim is a single statement of your purpose.
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What are the three objectives of environmental education?

Untitled Document

Environmental Education in school Curriculum an overall perspective
G.V.Gopal and V.V. Anand, Regional institute of education, Mysore-6


  • The National Curriculum framework ( NCF) 2005 and its overall perspective of environmental education a resume – and its treatment in different levels of school textbooks of different states and CBSE boards were analyzed an overall view and strategies of implementation are presented in this paper. NCF envisages a structure that articulates required experiences and address some basic questions like
  • (a) What educational purposes should the schools seek to achieve?
  • (b) What educational experiences in EE can be provided that help to achieve these goals?
  • (c) How these educational experiences can be meaningfully organised to achieve the objectives.
  • (d) How do we ensure that these educational purposes are indeed being accomplished?
  • Status of environmental education in school education
  • The education system in India had incorporated certain aspects of environment in school curricula as early as 1930. The Kothari commission (1964-66) also suggested that basic education had to offer EE and relate it to the life needs and aspirations of the people and the nation.

    At the primary stage, the report recommended that ” the aims of teaching science in the primary schools should be to develop proper understanding of the main facts, concepts, principles and processes in physical and biological environment” Environmental education at primary, secondary, higher secondary levels was treated in a different way.

    Environmental education is an essential part of every pupil’s learning. It helps to encourage awareness of the environment, leading to informed concern for active participation in resolving environmental problems. It was introduced without any delay from class –1 as EVS, as a subject so that right from their childhood, the right attitudes towards environment will be nurtured in the young minds.

    It is important that we capture this enthusiasm and that no opportunity is lost to develop knowledge, understanding and concern for the environment through school education. The curricular, cross-curricular attempt of environmental education also should be a joy for the learner. In this direction, NCERT has published in collaboration with the Centre for Environmental Education, Ahemadabad a book titled “Joy of learning” with lot of environmental activities, a handbook for teachers.

    Similarly, several workshops were conducted to orient school teachers and educational functionaries of the state boards on various aspects of environmental education. Strategies for successful implementation of EE in schools were discussed in detail in these interactions.

    1. A curricular framework of environmental education:-
    2. • It envisages the place of EE in the school curriculum.
    3. • Place of EE vis-à-vis other subjects of study.
    4. • Mode and strategy of inclusion of chapters at different levels.
    5. • EE in terms of time and allocation of marks.
    6. • Development of syllabi and instructional material for dissemination at different levels of school education.

    In order to supplement the analysis of individual and institutional consultations it was decided to organise two face-to-face National Consultations on Environmental Education in Schools. The First Consultation on the academic aspects of Environmental Education (EE) in schools was organised by NCERT on 13-14 February 2004 in New Delhi,

    Seventy participants comprising eminent scientists, environmentalists, officials of central and state govt. departments dealing with environment, senior academicians attached to Departments/Centres of environmental studies, environmental science, environmental ecology, botany, regional development, geography, marine biology, etc.

    of different universities, teacher educators, principals of teacher training colleges, prominent Non-Governmental Organisations (NGOs) and NCERT faculty took part in deliberations. The second consultation on the implementation of EE in schools was held on 13th March 2004,

    Seventy-two officials comprising Presidents/Chairpersons of Boards/Councils of school education, Directors of State Councils of Educational Research and Training (SCERTs), Directors of Education in the states, eminent scientists, environmentalists and NCERT faculty participated. The initial draft prepared by NCERT faculty presented in the First Consultation was revised as per the suggestions received.

    This revised version was presented in the Second Consultation and suggestions for further improvement were received. Various issues were deliberated in these Consultations through plenary presentation, open house discussion, interaction in groups and consolidation of recommendations.

    • Aims & Objectives of environmental education:-
    • The objectives of environmental education is to increase public awareness about environmental issues, explore possible solutions, and to lay the foundations for a fully informed and active participation of individual in the protection of environment and the prudent and rational use of natural resources. The resolutions provide the following guiding principles for environmental education:
    • • The environment as a common heritage of mankind.
    • • The common duty of maintaining, protecting & improving the quality of environment, as a contribution to the protection of human health and safeguarding the ecological balance;
    • • The need for a prudent and rational utilisation of resources;
    • • The way in which each individual can, by his own behavior and action, contribute to the protection of environment;
    • • The long-term aims of environmental education are to improve management of environment and provide satisfactory solutions to environmental issues.
    • • Provide opportunities to acquire the knowledge, values, attitudes, commitment and skills needed to protect and improve the environment.
    • • Encourage pupils to examine and interpret the environment from a variety of perspectives-physical, geographical, biological, sociological, economic, political, technological, historical, esthetic and ethical.
    • • Arouse pupil’s awareness and curiosity about the environment and encourage active participation in resolving environmental problems.
    • • Environmental education is closely linked to the other cross circular themes of other subject areas.
    • For effective transaction of environmental education following objectives related to knowledge, skill, and attitudes are essential:
    • Knowledge :-
    • As a basis for making informed judgments about the environment people should develop knowledge and understanding of
    • • The natural processes which take place in the environment.
    • • The impact of human activities on the environment.
    • • The comparison between different environments both in the past and present.
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    • Environmental issues such as: (i) The greenhouse effect. (ii) Acid rain and (iii) Air pollution.

    1. • Local, national and international legislative controls to protect and manage the environment;
    2. • How policies and decisions are made about the environment.
    3. • How human life and livelihood are dependent on the environment.
    4. • The conflicts, which can arise about environmental issues like river water sharing.
    5. • How the environment has been effected owing to past decisions and actions.
    6. • The importance of planning and design and an esthetic consideration.
    7. • The importance of effective action to protect and manage the environment.
    8. Skills:-
    9. Six crosses curricular skills have been identified which are necessary for environmental education.
    10. They are:-
    11. • Communication skills.
    12. • Numerical skills.
    13. • Study skills.
    14. • Problem solving skills.
    15. • Personal skills.
    16. • Social skills & information technology skills.
    17. Attitudes:-
    18. Promoting positive attitudes towards the environment is essential if pupils/students are to value it and understand their role in safeguarding it for the future.
    19. Encouraging the development of attitudes in personal qualities listed below will contribute to the process.
    20. • Appreciations of care and concern for environment.
    21. • Concern for other living things on earth.
    22. • Independent thought on environmental issues.
    23. • Respect for others opinion.
    24. • Respect for rational argument and evidence.
    25. • Tolerance to face others views.
    26. Environmental education can be thought of as comprising three linked components:
    27. • Education about the environments (Knowledge).
    28. • Education for the environment (Values, Attitudes & Positive actions).
    29. • Education through the environment (A Resource).

    Environmental education is a process that aims at the development of environmentally literate citizens who can compete in global economy, who have the skills and knowledge and inclinations to make well informed choices concerning the environment, and who exercise the rights and responsibilities of the members of a community.

    1. Environmental knowledge contributes to an understanding and appreciation of the society, technology and productivity and conservation of natural and cultural resources of their own environment.
    2. Environmental education has an ability to solve the societal needs, the needs of a community problem and their solutions and workforce for tackling cooperative minds.

    We need the school children to share and develop the motivation from school about various environmental issues, which are the challenges of today and prepare them for the future. Environmental education must become a vehicle for engaging young minds in the excitement of first hand observation of the nature and understanding the patterns and processes in the natural and social worlds in order to take care of the habitat and its surroundings which becomes a major part of EE in both primary and upper primary stages of school education.

    • In the secondary and senior secondary stages also some of the major issues such as environmental protection, management and conservation are to be dealt in more detail.
    • Primary stage :- EE is imparted as EVS, which forms a common component of syllabus, prescribed by the States and CBSE.
    • In Karnataka textbooks and workbooks from classes I to IV, environmental studies are in use.

    The textbooks for environmental studies which are prepared by N.C.E.R.T has taken cross curricular approach to teaching environmental concepts through language, mathematics about the environment. In classes I and II there is no separate EVS book. For classes III and IV, EVS textbooks are available.

    • The contents and concepts covered in these books are as follows:
    • • Familiarisation with one’s own body;
    • • Awareness about immediate surroundings;
    • • Need for food, water, air, shelter, clothing and recreation;
    • • Importance of trees and plants;
    • • Familiarisation with local birds, animals and other objects;
    • • Interdependence of living and non-living things;
    • • Importance of cleanliness and sanitation;
    • • Importance of celebration of festivals and national days;
    • • Awareness of sunlight, rain and wind;
    • • Caring for pet animals;
    • • Awareness about air, water, soil and noise pollution;
    • • Need for the protection of environment;
    • • Knowledge about the source of energy;
    • • Importance of the conservation of water resources and forests and
    • • Indigenous and traditional knowledge about the protection of environment.

    The textbooks lay emphasis on raising awareness levels and sensitising children about environmental concerns. Emphasis has also been laid on the need to organise learning in local specific contexts, which will provide more meaningful experiences to children.

    1. Aspects of indigenous knowledge have also been introduced.
    2. There are references and suggestions for conducting activities in and outside the classroom.
    3. The NCERT textbooks for environmental studies generally take a comprehensive view of the natural, physical, social and cultural environment.
    4. It is evident that the textbooks represent relevant ideas commensurate with the age and developmental level of children so as to provide them the necessary understanding about their immediate environment.

    However, there is a scope for inclusion of more activities to enable children to translate awareness into effective behavioral action. Upper Primary stage:- The contents of textbooks present an extension and elaboration of the concepts introduced at the primary stage.

    • The textbooks in Rajasthan and Madhya Pradesh (Classes VI-VIII) and in Karnataka (Classes V-VII) contain environmental concepts by and large in the textbooks of science and social science.
    • The textbooks of Karnataka for class V in the subjects of science, social science and language have environmental ideas infused with these subjects.

    The State of Orissa, deals with the environmental concepts and concerns in its textbooks for science and geography. These are also included in a single textbook of history and civics. The NCERT textbooks of ‘Science’ and ‘Social Science’ have incorporated such concepts in the textbooks,

    1. The major concepts dealt with in these textbooks are:
    2. • Adaptation of living beings in environment;
    3. • Natural resources;
    4. • Water cycle;
    5. • Food chain;
    6. • Importance of plants and trees in keeping the environment clean;
    7. • Classification of plants;
    8. • Role of plants and animals in environmental balance and soil conservation;
    9. • Ecosystems;
    10. • Necessity of clean air for healthy living;
    11. • Animals and their characteristics;
    12. • Effects of environmental pollution and the consequences of air pollution-(i) Greenhouse effect, (ii) Ozone layer depletion and, (iii) increase in carbon dioxide;
    13. • Role of microorganisms in the environment;
    14. • Dependence of the community on the environment;
    15. • Basic knowledge about the Earth and its atmosphere;
    16. • Physical features of the country;
    17. • Population and environment;
    18. • Care and protection of livestock;
    19. • Necessity of wildlife protection;
    20. • Impact of deforestation;
    21. • Impact of industrialisation on environment; and
    22. • Role of civic society in protection of the environment, personal and public property including monuments.

    While most of the areas of EE have generally been covered, there is a need for the inclusion of more individual and group activities and project work in order to promote both the effective and cognitive domains of learning. Co-scholastic activities including organisation of plays, cultural programs, debates, mock parliament, discussions and community activities may help further in achieving the objective.

    Secondary stage : The concepts of EE have been provided in the textbooks of science and social sciences in the states of Rajasthan and Madhya Pradesh. In Orissa, there are textbooks, namely science part-I (physical science), Science part-II (biological sciences) and geography. The environmental concepts both are at concrete and abstract levels.

    The concepts covered are:

    • • Biosphere;
    • • Greenhouse effect;
    • • Ozone layer depletion;
    • • Use of fertilisers and pesticides;
    • • Wildlife protection;
    • • Soil chemistry;
    • • Management of domestic and industrial waste;
    • • Pollution of noise, air, water ad soil and control measures;
    • • Ecosystem;
    • • Management of non-degradable substances;
    • • Edible and ornamental plants;
    • • Sewage disposal and cleaning of rivers;
    • • Nuclear energy;
    • • Radiation hazards;
    • • Gas leak;
    • • Wind power;
    • • Bio-energy; and
    • • Environmental laws and acts.
    • • Environmental concepts also extend to subject areas like languages and social sciences, which reinforce learning and internalization of all such concepts.
    • Higher Secondary stage :-

    Ths is the stage of diversification. Students opt for either the academic stream or the vocational stream. The treatment of concepts becomes deeper and more discipline oriented since the content caters to the demands of the concerned subject, as an independent discipline a comprehensive view about EE is not available in the textbooks.

    1. The coverage of EE concepts in the textbooks of various subjects includes:
    2. • Environment and sustainable development;
    3. • Atmospheric pollution- global warming,
    4. • Greenhouse effect,
    5. • Acid rain,
    6. • Ozone layer depletion;
    7. • Water pollution- international standards of drinking water,
    8. • Importance of dissolved oxygen in water,
    9. • Bio-chemical oxygen demand,
    10. • Chemical oxygen demand,
    11. • Land pollution,
    12. • Pesticides,
    13. • Ecology.
    14. Some of the activities pertaining to EE from Primary, Upper Primary, and Secondary & Higher Secondary classes on a sample basis a few have been give here.
    15. Methods
    16. Upper Primary & Secondary Education concepts & Activities discussed :
    17. ACTIVITY 1: – All Organisms need an Environment to live
    18. Materials : A note book and pencil.
    19. Target Group : Class IV – VI
    20. The Task: Critically observe over a week the various activities of a bird or a domestic animal such as a cow/sheep/goat/buffalo or a pet animal such as a dog/ cat. Specific answers for the following questions must be obtained:
    21. • Where does it live?
    22. • What does it eat?
    23. • What does it drink?
    24. • What does it wear?
    25. • When and how does it sleep?
    26. • Can it live only on natural things?
    27. • Does it use man-made things?
    28. • What are its activities during daytime?
    29. • What are its activities during nights?
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    • Does it make any noise? Does it disturb us? The Teacher: The teacher opens a discussion about the observations made by children and summarises that all organisms need a ‘home’ and environment is the home for most of the organisms. We must care not only for the organism but also for the environment because a good environment means a good home for all the orgnisms.

    • ACTIVITY 2: Human beings obtain several materials from the environment.
    • Materials : Notebook, Pencil
    • Target groups : IV to VIII

    The Task: Ask children to make a list of all the people living in their house. Let them also list all the things (at least fifteen) which they use/need daily. Help them to categorise them into naturally available things and man-made things and arrange them in a table as shown below:

    Man made things Naturally occurring things
    Tooth paste Water
    , .

    The Teacher: Analyse the items in the table and emphasise that all the naturally occurring things come from the environment. Unless we care for the environment and use these materials carefully, some materials will get depleted gradually and get exhausted one fine day!

    1. ACTIVITY 3 : Environment consists of both living and non-living things.
    2. Materials : Notebook, pencil
    3. Target Groups : VI to IX

    The Task : Take children to a garden/park or to an open area within the school premises. Divide them into groups of 4-5 children. Critically observe the surrounding environment air, water, and soil. Dig the soil a little and observe the soil below the surface; list as many things.

    Care must be taken to classify only things that are naturally available and not man made. The Teacher: Teacher examines the list and leads the discussion to conclude that environment consists of both living and non-living things. Non-living things should not be construed, as things are not necessary or less important.

    Emphasse that everything in nature has some use or the other.

    Living things Non-living things
    Bird Water
    , .


  • ACTIVITY 4: Biodegradable and Non-Biodegradable materials.
  • Materials : Dry leaves, flowers, fruits, a few plastic covers, used refills, buttons, mumty, water.
  • Target Group : VIII to X & XI to XII
  • The task : Dig 2 Shallow pits at a distance of a foot from each other. The pits should be approximately
  • 6″ X 6″ X 6″. Into pit 1, put the dry leaves, flower, and fruits and into pit 2 put the plastic covers and refills. Cover both pits with mud such that the materials are completely buried. Water the pits every day. After 15 days, dig up the pits and carefully observe the materials.

    1. • Have the materials undergone any change?
    2. • What changes do you observe?
    3. • Is there a change in colour?
    4. • Is there a change in shape?
    5. • Are the materials intact?
    6. • Is the plastic torn?
    7. • Has the plastic changed colour?
    8. • Has it crumpled into small bits?
    9. • Does the plastic smell?
    10. • Do the materials in pit 1 smell foul?
    11. • What causes the smell?
    12. • What happens to materials in pit A ultimately?
    13. • What happens to material B ultimately?
    14. Activities related to Primary classes III & IV are given below:

    What Are The Objectives Of Value Education Conclusion Tough there has been a long history of EE component in our school curriculum; it has always been treated as secondary to other scholastic areas like sciences, social-sciences, mathematics, etc. The first aggressive thrust for EE at school level came in NCF 1986 and the document, Plan of Action, 1992.

    • Environmental issues, environmental concerns and conservation were identified as core areas in the curriculum.
    • Although, many state boards and CBSE emphasised the need to educate children about our environment, there was very little perceptible change in our approach to EE transaction.
    • NCF-2000 & NCF 2005 has laid enormous emphasis on EE to the extent that it is projected as of grave concern in school curriculum that is as important as other school subjects.

    There has been an eternal debate on the mode of EE treatment in schools. While a few curriculum planners advocate an infusion model others insist on transaction EE as a separate subject in the schools. There are arguments and counter arguments with regard to both schools of thought.

    • What is of greater importance is how EE is taught? What are the transactional strategies that have to be followed to make it effective so that it sensitises and motivates desirable action by the students.
    • In this direction, orienting teachers, designing suitable, pragmatic activities that are regional and local specific are the urgent need.

    In this exercise, NCERT has initiated several levels of interaction with various educational functionaries such as administrators, curriculum planners, teacher educators and teachers. A national level core team and regional level teams are conducting orientation programs, preparation of training manuals in EE collaborating with state boards to promote in the respective states.

    These efforts have to be vastly enhanced in order to bring about a level of awareness and action that will help conserving and improving the quality of our environment. The attainment targets and programs and activities of study for science present opportunities for learning about environment through science, geography, civics, and social environmental aspects can be understood to a great extent.

    For example, energy sources, the process of life and the effect of human activity on the environment. The following attainment targets are particularly relevant in class III to XII science & social science curriculum of NCF-2005.

    • They can be listed as:
    • • Exploration of Science
    • • The variety of life.
    • • Process of life
    • • Human influence on Earth
    • • Types and uses of materials
    • • Explaining how materials behave
    • • Earth & atmosphere
    • • Energy

    • The natural resources & conservation. Education for the EE is concerned with children persecutes like: Children should study aspects of their local environment, which have been affected by human activity. These may include, for example, farming, industry, and sewage disposal, mining or quarrying.

    • Where ever possible this should be by first-hand observation, but secondary school, curriculum has some of the significant activities related to it, where highlighted.
    • The range and origin of any raw materials, waste disposal procedures are some of the practical solutions to keep the environment clean, the theoretical inputs and solutions should have an appreciation so that when they become citizens they can use specific design and technology Collins 1980, required to keep the “Environments” i.e., related to the outside world.

    These are home, school, parks, community places, business places and so on. History as a core curricular theme also can explain about details of contributions to environmental education. History helps pupils to appreciate how the environment has been shaped by human activity as well as natural change.

    1. Chapman, H.D and Pratt.P.F.1961. Methods of analysis of Soils, Plants and Waters, University of California,
    2. J. D Collins 1980, Mathematics and Environmental Education ed. World wild life fund (WWF) for nature.
    3. NCERT 1986, National Policy on Education, Aurobindo Marg, New Delhi,
    4. NCCI 1990. National Curriculum Council, Environmental Education 7 (Seven) Curriculum guidance book 1SBN-18772676251 NCC, Albion, Wharf,25.SK eldergate, yorky012xl.
    5. NCERT 1992, Plan of Action, Aurobindo Marg, and New Delhi,
    6. Ramachandra T.V., Rajasekhar Murthy. C and Ahalya. N 2002. Restoration of Lakes and Wetlands, Allied Publishers (P) limited.
    7. NCERT 2005, National Curriculum Frame work, NCERT edition, Aurobindo Marg, New Delhi,

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    What are objective values in ethics examples?

    Something has objective value, in this sense, if it gives everyone reason to respond to it in the same way, regardless of his or her relation to it. For example, human suffering gives everyone reason to do what he or she can to alleviate it.
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