ABSTRACT

To Study the Relationship Between

Personal Development and
Individual Instrumental Values,
We Use Several Indicators.
 UNIT-1: VALUES AND SELF-DEVELOPMENT

Values are beliefs linked inextricably to affect. When values are activated, they
become infused with feeling. People for whom independence is an important value
become aroused if their independence is threatened, despair when they are
helpless to protect it, and are happy when they can enjoy it.

Values refer to desirable goals that motivate action. People for whom social order,
justice, and helpfulness are important values are motivated to pursue these goals.

Values transcend specific actions and situations. Obedience and honesty values,
for example, may be relevant in the workplace or school, in business or politics,
with friends or strangers. This feature distinguishes values from norms and attitudes
that usually refer to specific actions, objects, or situations.

Values serve as standards or criteria. Values guide the selection or evaluation of

actions, policies, people, and events. People decide what is good or bad, justified
or illegitimate, worth doing or avoiding, based on possible consequences for their
cherished values. But the impact of values in everyday decisions is rarely
conscious. Values enter awareness when the actions or judgments one is
considering have conflicting implications for different values one cherishes.

Values are ordered by importance relative to one another. People’s values form
an ordered system of priorities that characterize them as individuals. Do they
attribute more importance to achievement or justice, to novelty or tradition? This
hierarchical feature also distinguishes values from norms and attitudes.

The relative importance of multiple values guides action. Any attitude or behaviour
typically has implications for more than one value. For example, attending church
might express and promote tradition and conformity values at the expense of
hedonism and stimulation values. The trade-off among relevant, competing values
guides attitudes and behaviours Values influence action when they are relevant in
the context (hence likely to be activated) and important to the actor.

Education is national responsibility which is to transform a state society into one

vibrant with a commitment to development and change.

Values are determinants of education Aims and in turn religion and culture are the
determinants of values.

It is clearly evident that values are the basic elements of educational aims.
Values involve 3 basic aspects, i.e., emotions, activities and cognition which are
directly related to the 3 domains cognitive, Psychomotor And effective of the
educational aspects as achieved through teaching.

Education has given much importance to ensure inculcation of values Like love,
self-realization, brotherhood, tolerance, freedom. Courage, self-realisation,
dignity of labour, honesty and truth and fearlessness.

Educational values are related to those activities which are good, useful and value
from the point of view of education.

As pointed by Adams, that education is a bipolar process which has 2 parts. That
is, the teacher and the child.

The teacher employees, various strategies and diplomacy to achieve the desired
behavioural change in the child and mould and adopt the behaviour of the child.
He performs all these activities because he thinks them as valuable for intended
purpose.

As the teacher provides an atmosphere of utility and value to the child in the same
approach, the child takes part only in those activities which he considers useful and
valuable to him.

Thus, the teacher and the child participate only in those activities which they
consider as educationally useful and valuable.

Education is as much about building “character”.

NEED FOR VALUE EDUCATION:

Values allow the individuals to interact harmoniously with others.

Values guide our behaviours. They are part of our identity as
individuals.
They show us how to behave and how not to behave when we are
faced with desires or impulses, whether we’re alone or with others.
They are like a compass that helps us behave consistently
regardless of the situation.
Values guide our actions and determine for us what’s good or bad.
It improves integral growth and sustainable lifestyle.
It allows us to know increasing awareness about National History
and environment.
CLASSIFICATION OF VALUES:

1. Aesthetic values 2. Cultural values

3. Citizenship values 4. Economic or material values
5. Emotional values 6. Ethical values
7. Humanistic values 8. National values
9. Physical values 10. Intellectual or mental values
11. Moral values 12. Religious values
13. Scientific values 14. Universal values
15. Spiritual values 16. Social or sociological values
17. Positive values and
negative values
SOURCES OF VALUE:
There are many sources of values. Important ones are.
 Sociological source of value.
 Religious and spiritual source of value.
 Psychological source of value.
 Biological source of value.

PLACE OF VALUE IN THE EDUCATIONAL SYSTEMS IN ANCIENT

INDIA:
Truth (Satya), right is conduct (Dharma), Peace (Shanti), love (Prem), and
nonviolence (Ahimsa) are the core universal values. They are the
foundations for the building of value-based education program.
These 5 values are correlated with 5 major objectives of education. That is
knowledge, skill, balance, vision and identities. Both values and education
go together.
Development of values in education institutions. Starting from early
education to higher education is essentially an integral part.
The end result of education is human development, which is based on
certain values which determine human in the society.
In this regard, we can say that “education is value enterprise”.

NATURE OF VALUE:

Subjective view: educational values are internal and subjective.

Objective view: educational values are external and objective
apart from the above 2 views, some educators and philosophers have a 3 rd
view,
relationship view: There is relationship between human and environment.

TYPES OF VALUE:

1. Moral or Ethical Value: -

It is also known as logical values.
 According to idealist, every person is able to do good which is an
intimate part of his nature and sensation, perception and thought.
They are obedience to universal moral laws, goodwill, Society of
ends and immorality.
  According to naturalists, the naturalists are concerned with the
life’s values and some general characters of value. They believe in
the value which people commonly enjoy, as well as others. The
highest good for naturalists is Pleasure. The choice of values is
based on pleasure.
 According to realists, the moral good. Can be defined as the
happiness of the highest good, which increases the power of moral
values. The realists have both spiritual nature and sensory desire.
 According to pragmatists, they try to find the answer to the
questions like where do values come from? and what is the root of
their existence? The values have their existence by virtue of the
relation with individual and social activities.

2. Religious Value: -
 Religious value is defined as in terms of faith in God, attempt to
understand the God, fear of divine wrath and acting according to
the ethical codes prescribed in the religious look.
 It is though much obvious that the most central of the ideas in the
religion is the idea of supreme soul. That is God almighty.

Specifications of religious value:

There are two values which are supreme.

 Experience of God in the self-consciousness

 Experience of love for God.
It encompasses such desires as the longing for spiritual self-
preservation, for ultimate judgment of life, for perpetual renewal of the
work of life, and for immorality.
It is essentially a simple urge towards God.
A person may feel that he has failed in the realizing. Of some good he
may even doubt if he or his generation shall ever succeed in his
achieving divinely intended ends at all.
At the end, a very common value of religion is that which is based on
reality, and it will certainly enhance all other human attachments.
3. Social Value: -
 Social value is defined in terms of charity, kindness, love and
sympathy for the people and efforts to serve God through the
service of mankind.
 According to idealism. Plate has considered. Is this value to be
the best for national and social development. The basis for this
value is social norms, social efficiency, and social adjustment.
Formulating and planning new principles are objectives of social
development.
 According to naturalism, more emphasis is given to weight, age
and nature than society. According to naturalism, there are no
social values according to realism. Person is a member of the
society. He or she influences the society. A person is a physical
and social unit. He or she have their own beliefs and realization.
 According to pragmatism, person and society is the central point
of this. Cool person is prepared for the society. The society is the
base of human life.
 Social adjustment is main process.

4. Aesthetic Value: -
 Aesthetic Value is characterized by appreciation of beauty from
proportion and harmony. Love for Fine Arts, drawing, painting,
music, dance. Etc.
 According to idealism, these types of values are behind the
perceptual world, artistic abilities and skills provide enjoyment.
 According to naturalism. It is also known as the experience
values the specific experiences provides pleasure and happiness.
It is human nature. It is a higher level of Perception. They do not
accept the value beyond nature and matter.
 According to realism. It is related to recreation. Beauty is
thinking of realization skills and artistic ability. It is related to
feeling and interest of a person. It is mainly related to emotional
aspect of a person and disease appreciation.
 According to pragmatism, evaluation of experience or season
acts aspect of aesthetic values, it depends on understanding. All
experiences have some specific values. Aesthetic values are
individual and social. Music has the right to highest aesthetic
value.
 5. Democratic Value: -
 It is also known as individual value. Democratic value is
characterized by respect for individuality, absence of
discrimination among persons on the basis of sex, language,
religion, caste, colour, etc.
 Beliefs related to democratic values.
 Freedom of an individual.
 Responsibilities of an individual.
 rights of an individual.

6. Economic Value: -
 Economic value stands for desire for money and material gains.
 These values are measured in the terms of expression, as “how
much” of one desirable condition or commodity, will or would be
given up in substitute for some other much-loved condition of
commodity.
 It is impossible to conclude, of any given mass of acquired
wealth, merely by the fact of its existence, whether it signifies
good or evil, to the motion in the midst of which it exists.
 Its real value depends on the moral sign attached to it. Just as
strictly as that of a mathematical quantity depends on the
algebraic sign attached to it.

WORK ETHICS: -

Ethics - is the word that refers to morals, values, and beliefs of the
individuals family or the society.
Work ethics – is defined as a set of attitudes concerned with the value of
work, which forms the motivational orientation.
 The work ethic is aimed at ensuring the economy
productivity. Safety, health and hygiene, privacy, security
against contractual, pension and retirement, cultural and
social development, welfare, environment and offer
opportunities for all according to their abilities, but without
discrimination.

Many Complex Social Problems Exist in the Industrial Business scenario

because,

1. The people desire to be recognized as individuals and treated with

dignity as living human beings.
2. Economic independence,
3. As well as the place of work should in Commensurate with expertise
requirement acquired and utilized in the persons.
4. Privacy of the employee, including Woman, is to be protected.
5. Security during job and upon retirement.
6. Recognition to non-work activities such as Leisure, paid holidays on the
day of visit of a dignitary, social service and other developmental
activities.
7. Hard work and productivity are very essential for the success of an
industry.
8. Employee alienation.
9. A different view of work ethics.
10. As for the Protestant work ethics, the financial success is a sign that is
favoured by God.
11. The work is not for monetary considerations only.
12. Human beings believe that it is good to work. Work is good for the body
and mind.
13. It promotes self-respect, self-esteem, good for the family, and obligation
to the society and allow the world to prosper.
14. Workplace a moral and meaningful foundation of life. That is why work
ethics affirms that the work per second is worth the admirable and value
at personal and social levels.
15. It improves the quality of life and makes life purposeful, successful and
happy.
16. My work ethics duties to the Self, Family, Society and nation are fulfilled.
Indian version of humanism
 Very old philosophy.
 It is derived from the great minds and works in Eastern and
Western history and literature
 It does not find its origin in experimental sciences and
mathematical statistics.
 It is movement to gain for man, a prosper recognition in the
universe.
 It is concerned with the restoration of lost values.
  Humanism thought - man is an end and not a means.
 Humaniores – means study of human body and surrounding
nature.
 According to Lamon, humanism is a. Process of Joyous
service prodigy Greater good of humanity in this natural
world and according to the methods of raisins and
democracy.
 According to Encyclopaedia, Humanism is the attitude of
mind which attaches primary importance to man and to his
faculties, affairs, temporal aspirations and well-being.
 Humanism is based on two principles.
 First, values upheld by a nation affect history
 second, Great literature stresses values.
 Humanism means religious freedom.
 Humanism is a proper adjustment in life.
 Humanism is a philosophy asset that man is the centre and
measure of all activities in the world.
 It means to express feeling about all human happenings.
 The purpose of humanism is to create interest in all spheres
of life.

Ques. What were the principles of Humanism?

Ans. Integrity, Truthfulness, Honesty, Responsibility

Fundamental postulates of Humanism

 Man is a rational Being
 Realization of spiritual ideals
 Human perfection
 Conquest and control of man
 Human freedom
 Welfare of the whole of the community
Fundamentals principles of humanism
 Values are not relative but absolute
 The values held by people affect history
 The values themselves are inexpressible
 The humanist emphasizes Literature
 Human nature does not change
 Human Freedom – reality
 The concept of mind – Function
 The concept of man – creation of this world
Humanism and Democracy: - it should be assimilated in human life that
it affects his philosophical, Educational, Religious, Social and Economic
Spheres.
Humanism and Teacher: -
 Should have qualities of head and heart.
 Have the ability to understand, to direct, to stimulate, and to
guide the child.
 Should be endowed. With insight and. Imagination, intuition
and sympathy, clarity, wisdom, and well-rounded and balanced
personality.
 Help the students in attaining happiness and human perfection.
 Service to humanity should be encouraged.
Education Implications: -
 Respect for ancient cultures.
 Respect for intellectuals and Literary and Literary Scholarship.
 Respect for language
Educational Implications of Humanism: -
 Respect for intellectuals and Literary Scholarship
 Coordination between humanities and sciences subjects. With
respect to ancient cultures.
 Inculcation of ethics of humanism in the curriculum and
development of thinking power.
 Preparation of democratic principles.
 Freedom of expression.
Moral and Non-moral standards and principles:
Morality may refer to the standards that a person or a group has about what
is right and wrong or good and evil. Accordingly, moral standards are
those concerned with or relating to human behaviour.

Moral standards:
Involves the rules. People have about the kinds of actions they believe are
morally right and. Wrong as well as the values they place on the kinds of
objects they believe are morally good and morally bad. Some ethicists
equate moral standards with moral values and moral principles.

Non moral standards:

Refers to rules that are unrelated to moral or ethical considerations. Either
these standards are more not necessarily linked to morality or by nature
lack ethical sense. Basic examples of non-moral standards include rules of
etiquette. Fashion standards rules in games and various house rules.
Technically, religious rules. Some traditions and legal status are non-moral
principles, though they can be ethically relevant, depends on some factors
in contexts.

The following six characteristics of moral standards further

differentiate from non-moral standards:
1. Moral standards involve serious wrongs or significant benefits.
2. Moral standards ought to be preferred to other values.
3. Moral standards are not established by authority figures.
4. Moral standards have their rate of universalizability.
5. Moral standards are based on impartial considerations.
6. Moral standards are associated with special emotions and
vocabulary.
Moral standards involve serious wrongs or significant benefits:
Moral standards deal with matters which can seriously impact that is
injured or benefit human beings. It is not the case with many non-moral
standards.

Moral standards ought to be preferred to other values:

Moral standards have overriding character or hegemonic authority. If a
moral standard states that a person has the moral obligation to do
something, then he or she is supposed to do that, even if it conflicts with
other non-moral standards and even with self and. Trust. Moral standards
are not the only rules or principles in society, but they take precedence
over other considerations, including aesthetic, prudential and legal ones.
There is a general moral duty to obey the law. Last, there may come a time
when the injustice of an evil law is unbearable and thus calls for illegal but
moral non-cooperation.

Moral standards are not established by authority figures:

Moral standards are not invented, formed, or generated by authoritative
bodies or persons, such as nations, legislative bodies.
Instead, ideally these values ought to be considered in the process
of making laws. In principle, therefore, moral standards cannot be
changed nor nullified by the decisions of particular order. Iterative body.
One thing about these standards, nonetheless, is that its validity lies on the
soundness or adequacy of the reasons that are considered to support and
justify them.

Moral standards have the trait of universalizability:

Simply put, it means that everyone should live up to moral standards to be
more accurate, however, it entails those moral principles must apply to all
who are in the relevantly similar situation. If one judges that act A is
morally right for a certain person P. Then it is morally right for anybody
relevantly similar to P.
Universalizability is an extension fault. The principle of consistency, that is
one ought to be consistent about one’s value judgments.
Moral standards are based on impartial considerations:
moral standards do not evaluate standards on the basis of interests of a
certain person or group, but one that goes beyond personal interests to
a universal standpoint, in which each person’s interests are impartially
counted as equal.
Impartiality is usually depicted as being free of bias or prejudice.
Impartiality in morality requires that we give equal and adequate
consideration to interests of all concerned parties.
Moral standards are associated with special emotions and
vocabulary:
Prescriptive it indicates the practical or action guiding nature of moral
standards
These moral standards are generally put forth as induction or
impressive, such as don’t do not kill, do no necessary harm and love
your neighbour These principles are proposed for you to advise and to
influence to action. Retroactively, this feature is used to evaluate
behaviour to SN price and blame and to produce feelings of the
satisfaction or of guilt.
If a person bye. If a person violates a moral standard by telling a lie
event to fulfil a special purpose, it is not surprising if he or she starts
feeling guilty or being a shamed of his behaviour afterwards. On the
country, know much guilt is felt if one goes against the current fashion.
Trend [example. Refusing to wear tattered jeans].

VALUE JUDGEMENTS
1. The value judgement computes the cost, benefit and expected pay
off of beans
2. It assigns value to object events and situations
3. It decides what is important or tribal, rewarding and punishing, and
what degree of confidence assign to enter in the world model.
4. It evaluates board the observed state of the world and the predicted
results of the hypothesized plans by computing their cost risk and
benefits.
 5. It computes the probability of correctness and assigns believability
and uncertainty parameters to state variables
6. Provides the basis of decision making or choosing one action instead
of another.
7. Without value judgment any biological creature would soon be
destroyed and any artificial intelligence system would soon be
disabled by its own inappropriate actions.

Functional Relationship of Value Judgement with Other Modules of

Reciprocal Category System (RCS)

VALUE JUDGEMENTS

Results of planning

Situation

Evaluation

Updates Plans
Sensory World model Behaviour
processing database generation

Predicted States
inputs
 Why do we need value judgment?
1. Since intelligent systems are goal oriented, their functioning requires
them to know, every step, what is better and what is worse.
2. We will try to determine how these concepts can fit into a more general
paradigm of intelligent system.
3. To fulfil above requirements of an artificial intelligent system value
judgement module is included in its architecture.

Working of value judgment:

1. Value judgment module produce evaluation that can be represented as
value state variables.
2. These can be assigned to the attribute list in entity frames of the objects,
persons, events, situations and reasons of space
3. They can also be assigned to the attribute list of plans and actions in task
frames.
4. Hence, value judgement provides criteria for decisions about which
course of action to take.

Value state variables

1. Value state variables are used to label entities, tasks and plans as good
or bad, costly or inexpensive, as important or trival, as reliable or
uncertain.
2. These variables can also be used by the BG modules for both planning
and executing actions.
 Examples of value state variables:

1. Emotions 8. Priorities
2. Drives 9. Goodness and badness
3. Confidence 10. Pleasure and pain
4 Success observed 11. Success expected
5. Hope and frustration 12. Comfort
6. Fear 13. Joy
7. Uncertainty 14. Despair

Commercial Representation of Value State variable:

Real non negative numerical scalar value.

If e = “goodness” and

Then e =10 is the “best” evaluation possible.

Value state variables can be grouped as conjugate pairs

For conjugate pairs a positive real value means the amount of good
value and a negative real value means the bad value

For example:

e = “goodness” – badness and

e = “pleasure” - pain
 Mathematical model of value judgment.

Values for the state variables are computed by value judgment functions
residing in the module
Inputs to VJ: describe entities, events, situations in state
VJ function compute: measures of cost come risk and benefit
VJ output: are values. State variables
The VJ mechanism can be defined as a mathematical or logical function of
the form E = V(S)
E = V(S)
Where,
E is an output vector of value state variables
V is a value judgment function that computes east given S
S is an input state vector defining conditions.

With Time dependency: E(t+dt) = V[S(t)] If time dependency is

included.
This may be computed by set of equation of the form.
Type
e (j, t+dt) = (𝑘 +1) ∑ equation here.
𝑠(𝑖, 𝑡) 𝑤(𝑖. , 𝑗)

Where e(j,t) is the value of the 𝑗 value state variable in the vector E at
time t.
S(i,j) is the value of the 𝑖 input variable at the
W (i, j) is a coefficient, or wait, that defines the contribution of s(i) to e(j).

The factors (K.d/dt + 1) indicates that a value judgment is typically

dependent on the temporal derivative of its input variable as well as on
their steady State value
The following examples describe how a value judgment (VJ)function
might compute the value state variable “happiness”.

Happiness = (K.d/dt + 1) (success-expectation+hope-frustation+love-

hate+comfort-fear+joy-despair)