Sanjeev Degree College Human Values and Professional Ethics

Unit – 1
Introduction to value education
Q. What is value education?

Value education can take place at home, schools, colleges, universities, voluntary youth
organisations. Some see it as a set of values come from societal or religious avtivities or cultural
ethics. And others see it as a type of Socratic dialogue where people are gradually brought to
their own realisation of what is good Behaviour for themselves and their community. Value
education so leads to success.

There are two main approaches to value education.

Explicit values education

Explicit values education is methods for programmes that teachers or educator's use in
order to create learning experiences for students.

Implicit values education

Implicit values education on the other hand covers the concept of hidden curriculum.
This discussion on implicit and explicit raises the problem of whether this unintentional action
can be called education.

Q. Explain the concepts of education and values?

Education

Education is the process of learning or the acquisition of knowledge skills, values,

beliefs, and habits. Educational methods include story telling, discussion, teaching and training.
Education frequently takes place under the guidance of educator's, but learners may also educate
themselves. Education can take place in formal or informal. Education commonly is divided
formally into stages such as preschool or kindergarten,primary school,secondary school and then
college or University. A right to education been recognised by some governments, including at
the global level article 13 of since 1966.In many regions education is compulsory up to a certain
age.

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Value

The concept value denotes the importance of something or action with the aim of
determining what actions are best to do. It may be described as treating actions themselves as
abstract objects, putting value to them. What makes an action valuable may in turn depend on
the ethical values of the objects it increases, decreases or alters.

Q. Define value education meaning and its objectives?

According to Puja Mondal, "Value education is a term used to name several things and
there is much academic controversy surrounding it. Some regard it as all aspects of the process
by which teachers transmit values to pupils".

According to Planet, J, Cullen "Value education is the process by which people give
value to others. It may be an activity that take place in any organisation during which people are
assisted by others, who may be older, in a position of authority or are more experienced".

Meaning of value education

Values education is a process of teaching and learning about the ideas that a society
deems important. While this learning can take place a number of forms, the underlying aim is for
students not only to understand the values, but also to reflect them in their attitudes, behaviour
and contribute to society through good citizenship and ethical practice.

Objectives of value education

Various objectives of value education are

1. To improve the integral growth of human being.

2. To create attitudes and improvement towards sustainable lifestyle.

3. To increase awareness about our national history, our cultural heritage, constitutional rights,
national integration, community development and environment.

4. To create develop awareness about the values and their significance and role.

5. To know about various living and non-living organisms and their interaction with
environment.

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Q. Describe briefly about concept of value education?

"The human values are the priceless treasure deposited from time in memorial in the
bottom of my heart".

There has been a rapid corrosion of ethical and moral values in Indian society. However,
before independence we had pride for our character but over a period of time we have lost the
ethical and moral values. For our independence, we had weapons alike truth and non-violence for
the noble cause. We thought that on the basis of our moral and spiritual strength after attaining
independence, the nation will make giant leaps in all fields, but in this process of progress we
lost our values. It is rightly said 'if wealth is lost, nothing is lost, if health is lost, something is
lost, but if character is lost, everything is lost.' This holds true not only for individuals but also
for the nation. Values are needed to guide the human beings on the right path, to inculcate the
concept of 'universal brotherhood'.

Teachers play a vital role in improving values among students in true spirit. The media
has a major role to play major role to play in the promotion of values. The prosperity of a
country depends neither on the abundance of its revenues nor on the beauty of its public
buildings but its civilized citizens, with the literacy and character. The society can overcome
most of the problems of 21st century by imparting life skills education with values as the most
important ingredient. Globalisation has influenced the every aspect of human life and relations.
The fact that all good education is a process if developing the human personality in all its
dimensions intellectual, physical, social, ethical and moral.

Values are inseparable from life of the individual. Since education is an essential
requirement and an point of education. Human development cannot be conceived in the absence
of values. The aim of education is growth or development both intellectual and moral. Values
form a significant aspect of all the areas of development. The phrase value education as used in
the area of school education refers to the study of development of essential values in pupils and
the practices suggested promotion of the same. Value education is essentially 'Man Making' and
'Character Building'.

Science and technology are leading to a change and India is a part of the change. India
has always led the way and it has the capability to absorb new ideas. Concern for value education
is increasing in recent years as a result of crisis of values that our society is currently
experiencing. The issue has been projected as one of the national priority in the nations
education. The National Education Policy 1986 declares that the growing concern over the
erosion of essential values and increasing in the society has brought to focus the need for
readjustment in the curriculum in order to make the education a forceful tool for the cultivation
of social and moral values. The national curriculum Framework for school education 2000

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(NCERT) observed that schools can and must strive to restore and sustain the universal and
external values oriented towards the unity and integration of people. Their moral and spiritual
growth enable them to realise the treasure within. The school curriculum has to contain
components that communicate essential values in their totality.

The recent term 'value education' is referred to the traditional approaches such as a moral
education, religious education, social and character education, moral and spiritual education. In
moral or value education is to be effectively undertaken, it must be firmly based on the
principles of value development. One of the distinguishing features of Indian philosophy is that
throughout its long history, it has continuously given the foremost place to values. Our aims of
value development and education are derived from this root. The content of communication
media serves as the source of values. Teachers and parents acts as a role models for children to
cultivate socially behavioural patterns.

The field of value education as broad as life itself and touches every aspect of human life,
personality and education. In many institutions, the curriculum of value education is formal and
direct, while in large majority of schools it is informal and indirect. The Pupil's learning of
values in the school is a continuation of their learning in their family. Community and through
mass media. The children in the schools and colleges should be told about the religious concepts
such as sin, faith and duty. The youth should be appraisal of their duties in order to inspire them
to contribute to the building of a modern and vibrant nation.

The entire school curriculum function is an important source of value education. Value
education in schools, therefore, is through is effected through direct, indirect, incidental methods.
Values get transmitted via both the implicit or hiddem and panned curriculum. The entire process
of value education is a highly comprehensive and complex one that involves a wide range and
variety of learning experiences.

Q. Explain the nature of value education?

Nature of value education

Nature of value education can be summarised as follows:

1. Human values

Preparation of textbooks and resource materials about environmental education can play
an important role in building positive attitudes about environment. The basic human value 'man
in nature' rather than 'nature for man's needs to be infused through the same.

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2. Social values

Love, compassion, tolerance and justice which are the basic teachings of most of all
religions need to be woven into environmental education. These are the values to be nurtured so
that all forms of life and the biodiversity of this earth is protected.

3. Cultural and religious values

These are the values come from Vedas such as 'you give me and one give you', this
emphasizes that man should not exploit nature without nurturing her. Our cultural customs and
rituals in many ways teachers us to perform such functions as would protect and nurture nature
and respect every aspect of nature like rivers, mountains and forests.

4. Ethical values

Environmental education should encompass the ethical values of earth centric rather than
human centric world view. The educational system should promote the earth citizenship
thinking. Instead of considering human being as supreme we have to think of the welfare of the
earth.

5. Global values

The concept of human civilization is a part of the planet as a whole and similarly nature
and various natural phenomena over the earth are interconnected and interlinked with special
bonds of harmony. If we disturb this harmony anywhere there will be an ecological imbalances.

6. Spiritual values

Principles of self resistant, self discipline, reduction of wants and freedom are some of
the finest elements in the traditional and religious fabric of our country. All these values promote
conservatism and transformation.

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Q. Explain how the values are classified?

Meaning of value and classifications of values

Values

Values reflected a person's sence of right and wrong or what 'ought' to be. "equal rights
for all", "people should be treated with respect and dignity" are representatives of values. Values
tend to influence attitudes and behaviour.

Classification of values

Values can be classified into following categories

1. Personal values

These are considered essentially principles on which we build our life and guide us to
relate with other people. They are usually a blend of family values and social cultural values,
together with our own individual ones, according to our experiences.

2. Family values

These are valued in a family and are considered either good or bad. These derive from the
fundamental beliefs of the parents, who use them to educate their children. They are basic
principles and guidelines of our initial behaviour in society and are conveyed through our
behaviours in the family, from the simplest to the most complex.

3. Social cultural values

These are the prevailing values of our society, which change with time and either
coincide or not with our family or personal values.

4. Material values

These values allow us to survive and are related to our basic needs as human beings, such
as food clothing and shelter. They are fundamental needs, created between personal, family and
social cultural values.

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5. Spiritual values

They refer to the importance we give to non material aspects in our lives. They are part of
our human needs and allow us to feel fulfilled. They add meaning and foundation to our life, as
do religious beliefs.

6. Moral values

This is the attitudes and behaviours that a society considers essential for coexistence
order and general well being.

Q. Briefly describe the need and importance of value education?

Values based education

Values based education is an approach to teaching that works with values. It creates a
strong learning environment that enhances academic achievement and develops students social
and relationship skills that last throughout their lives. The positive learning environment is
achieved through the positive value modelled by staff throughout the school. It quickly liberates
teachers and students from the stress of confrontational relationships, which frees up substantial
teaching and learning time. It also provides a social capacity to students, equipping them with
social and relationship skills, intelligences and attitudes to succeed at school and throughout their
lives.

Relationship between values and education

Values are generally long-term standards that are used to judge the worth of an idea or
action. They provide the criteria by which we decide whether something is good or bad, right or
wrong. They are not so deeply felt as values and quite often result of experience.

The Indian government currently promote value based education in schools. The
department of human resource has taken strong step to introduce values among schools and
teachers training centres. In India from the leadership of B Shaji Kumar, New Golden
Education Trust (NGET) values based education has been progressing throughout the country
among schools from 1st standard to 12th standard.

Promotion of moral education by a large number of teachers in Japanese primary and

junior high schools was reported in 1988 to be dangerous because of fears of relapsing into pre
war style moral education the subject meaning a controversial matter.

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Teacher training institutions in Singapore all have curricular for learning to teach civics
and moral education programmes, but students do not take this as seriously as they should due to
lack of assessment. The reason has been said to be the lack of innovative teaching approaches.

Value education is a part of Swedish schools. Whereas the formal curriculum is about
educating students to be competent democratic citizens by practicing student participativi,
qualitative studies have shown that in everyday school life, value education and school
democracy appeared to be reduced to traditional disciplines with high focus on rules and
regulations

In Thailand, values have traditionally been thought it in the context of Buddhist religious
education. Since 1982 there has been a revival of applied values as an extra curricular activity
suitable for Buddhist, Muslim and Christian students allike to prepare Thailand students for the
effects of globalisation.

Need for value education

Value education critically evaluate the different aims and ideals of education. They are
character building, man making, human development preparation for adult life, development of
citizenship, training for international living , achieving social and national integration , scientific
and technological development, education for all , equalising educational opportunities ,
strengthening democratic political order and human resource development.

Value education can take place at home, schools, colleges, universities, voluntary youth
organisations. Some see it as a set of values come from societal or religious avtivities or cultural
ethics. And others see it as a type of socratic dialogue where people are gradually brought to
their own realisation of what is good behaviour for themselves and their community. Value
education so leads to success.

Importance of value education

Education has lost its true meaning. It has become a means for examination, employment
instead of developing a person as a humble human being. It leads to material achievements. The
present education system is for money making rather than man making. It has become
instrumental in promoting negative qualities like jealousy, instead of improving kindness ,
compassion and honesty. So, what is the purpose of education? Is it to makr us rich, wise,
happier or better human being?

Swami Vivekananda points out; "Education is the manifestation of perfection already

exists in man". According to him that education is required by which character is formed,

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strength of mind is increased, intellect is expanded and by which one can stand on one's own
feet.

Education is the transmission of civilization. Education is the fundamental method of

social progress and the reform. through education society can formulate its own purposes, can
organise it own means and resources and thus shape itself and its economy in the direction in
which it wishes to move.

Today we are talking about value education, value based politics and value based society.
All of us feel that the values are falling and nobody is respecting them. In an enthusiasm to point
fingers at others we do not realize that we too have contributed to this fall. Two categories of
people who make maximum impact on the personality of an individual in the years of life which
remains all through the life are the parents and teachers.

Academics and co curricular activities both help in teaching values. Values based
education, self analysis help in improving our character. The suggestions and words spoken by
the parents and others affect the character and good conduct of a child.

Home is the first school for the child and parents are the first teachers. It is the parents
who with their contact and behaviour set an example for the children. parents at times show a lot
of concern for the children and instead of connecting them start to pamper even for their
improper behaviour. It is actually dangerous for the growth of the child. Such parents are so
possessive.

Some of the parents are too strict with their children. They try to overpower their wards.
They do not let the child to enjoy. They try to check them for whatever he/she does. Another
class consists of those parents who are not much concerned about their children either due to lack
of time or are not educated enough to guide their children. Whatever be the reason, A child
reflects the impressions gathered by him in the initial stages of his life. If children are not guided
properly may turn into problematic and complex individuals.

The society is becoming more materialistic and values appear to be pushed into the
background. Consider the vedic times when wise man or rishi was icon. In the period of
Mahabharata the role models had changed. The heroes of this era where the brave warriors.
Before independence of India, our role model were Gandhiji, Vallabhbhai Patel, Bhagat Singh,
Rajguru and other freedom fighters. After independence unfortunately, the icon of the society is
a rich man. The young generation desires to become rich without making efforts. This makes
them sacrifice anything, present society needs and an awakening. It is the moral responsibility of
the teacher to be torchbearer and show the right path to coming generations.

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Value system is the backbone of any society. Values may vary from one society to
another and from time to time. Although every society follows some values and those values are
identified as global values by all.

Q. What are the various contents of value education?

Content of Value education

Various contents of value education

1. A friendly classroom environment that is encouraging and motivating

One of the basic principles is creating a classroom environment, free from excessive
competition, it should be an emotional climate for students to express a sense or feeling of
personal worth trust and self confidence leading to self discipline. They are able to form teams
according to task assigned and work in cooperation with one another. This eliminates selfish
among students as individuals

2. Provide opportunities for students to express themselves

It involves allowing children to ask questions that help them to relate to what they are
learning in school and relate them to what is happening outside, the trick lies in children
answering in their own words and from their own experiences, rather than simply memorizing
and getting answers right in just on way. This will contribute greatly to the building of the
students self confidence and self worth. Open debates and discussions will allow students to have
a clear understanding about their own beliefs and assumptions question and modify them.

3. Rewarding creative approaches

The role of the teacher as a facilitator of learning, rather than a repository of knowledge
ensures that divergent thinking encouraged. The idea of tolerance and dignity may be thus
advocated through songs, theatre art or poetry are few approaches. It will assist in the
internalisation of values and content of lessons as well.

4. The ethical paradigm

Students must be able to relate values concepts to subject domains as well as to their life
ahead. School education is in its border interpretation preparing students for their adult life so
that they become balanced individuals, responsible citizens and are employed, this would be
incomplete without value education. Forecasting values like honesty, discipline, dignity of

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labour, respect for others, punctuality, commitment and dedication can prove critical to social
transformation and dealing with the removal of corruption and violent conflicts from gender and
religion.

5. The perspective of the lesson

Personal perspective is your basic attitude to life, it influences our thoughts, opinions,
choices, action and ability to make changes. The core focus of the lesson is not merely its content
but context too. Good teaching of a subject implies teaching it in such a way that the students
gain insight in to the nature of the subject, it's logical structure, and values associated with that
particular subject. The lesson which inspires, awakens positive feelings and expressions, create
self awareness, enchorages openness, explores, discovers by providing opportunities to put
knowledge of values into practice is meaningful.

Q. Explain the role of teachers, parents and mass media in value education with their
importance?

Role of teachers in value education

The teachers are required to evolve suitable method, strategy and skills to cultivate the
choice values. The tendency works around the teachers in the schools should teach the value
education to the students with the designed contents and curriculum. They should not prove as
hurdles in teaching and learning value education. Values can be developed, cultivated, imitated
and borrowed. It can be taught and learnt too. Students have to be prepared to practice the human
and spiritual values established by community and the parents.

Role of parents in value education

The first school a child attends is his home and parents are the first teachers. With the
help of their conduct and behaviour they induce an influence on their children. They play a major
role inculcating values in their children. Values are essential for a sound character and
personality. But at times due to their negligence a child lacks morally and ethically accepted
values. While your child is at primary school you can play a large and important role in their
education. The best way to make sure that their time at school is successful is by playing an
active role in their schooling.

Research has shown that the greatest factor in determining a child's success at school is
the important they have at home.

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Role of media in value education

The present day world is facing two general problems " information explosion " and
"population explosion" information explosion means an explosion of knowledge. Today,
throughout the world, social and technological changes are taking place rapidly due to
expanding world of information. So there is explosion of knowledge.

On the other hand, with the explosion of knowledge there is also population explosion.
The student population is increasing year by year due to the growth of population and
democratisation of education with varying levels of motivation and aspiration. The problem of
"population explosion" is more serious in the developing countries than the developed one. India
is facing serious difficulties both from population as well as information explosion.

There are a good number of media for mass communication such as radio, television,
newspapers and films etc. Previously, the mass media in the form of illustrious were only put to
marginal and individualised use. The media of communication is the medium by which a piece
of information or knowledge is communicated to us. In fact, the mass media have become a well
of message around the world of today and have entered into all the structure of daily life, it can
be used and in fact is being used as a means of education. So the role of mass media in education
is gaining importance everyday.

"Education today, therefore has a far greater responsibility than it had never before. It has
to meet the demands of a dynamic world which change its character everyday. The role of the
various agencies of education like home, society, community etc. has consequently increased, so
has the role of the mass media like television, radio, cinema, newspapers increased.

So mass media are many and these are technically called passive agencies of education.
They influence the attitude and behaviour of the people indirectly. These agencies cover
entertainment, informatory, historical record, education and improvement of moral judgement
and moral tone of the people.

Importance of mass media

Importance of mass media can be summarised as follows:

1. Mass media provide information to the mass within a less time.

2. It takes a wide coverage of information regarding anything that is happening in any corner of
the world.

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3. It brings the entire world to the individual or to the classroom. Children spend hours together
sitting in front of the television and can visualise, hear and acquire knowledge about the world.

4. This media easily reach groups, allowed repeated use, gain more reality, influence attitudes,
show cause and effect relationship and ultimately motivate the audience.

5. It sends information to remote places and helps in distant learning.

6. It helps in modification of attitudes, inculcation of desirable values and acquaintance with

cultural heritage.

7. Mass media acts as an agency of social change.

8. Mass media are useful for reinforcing group dynamics and interpersonal communication.

9. Mass media as means of communication make ideas clear to children and help them to acquire
correct knowledge. They help in simplifying and in giving clarity for explanation.

10. Mass media make the instruction concrete and stimulate interest and excite curiosity in
things.

Important mass media in India

A) Radio

Radio acts the medium of mass communication. It is used mainly to broadcast events to
far and wide places of the world. It is also a very important source of entertainment. Everyday,
we listen various talks, discussions and debates from radio.

The radio has proved a valuable supplement to class teaching and learning Educational
broad casting is comparatively a new experiment and is catching on well. Through school
broadcasts, expert learning in such diverse fields of science, social studies, art, music,
languages, politics and other areas can provide information and enrichment for pupils and for the
teachers.

The educational programmes are expert teachers with effective methods which
demonstrate new ideas and approaches to classroom procedures. Programmes are especially
designed in collaboration with the experts for different age groups in the schools.

Following are the advantages of using radio as mass media in education

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1. Educational radio broadcast provide "listening participation" in current history:

In radio the emphasis is on sound, rather than on picture. So many programmes especially
for the purpose of teaching are broadcast over the radio and special events and occurrences in the
world are brought from the source immediately into the classroom. Through radio for the benefit
of the students. So important happenings, elections, inventions, political development in other
countries and other current topics may be here and discussed in the classroom.

2. Educational radio broadcasts are effective means of presenting music, drama and
appreciation

Radio is always a very important source of entertainment. Various talks, debates and
discussions held over the radio are extremely informative and useful. For the school children
different items of the school subjects can be presented in the form of dramatized programs.
Educational radio has excellence through dramatization, dialogue, musical features and other
creative programs which are not possible in day to day classroom teaching.

3. Educational radio broadcasts are team teaching demonstrations

The radio also provides opportunity for student participation in various programmes such
as quiz competitions, travel talks, stories development of lessons, projects, demonstrations. This
is being arranged by the specialists and some other subject experts. Subject content, curriculum
validity, suitability for age groups and teaching methods are all kept in mind while
accomplishing the program.

4. Educational radio broadcast enlist the participation of local teachers and students

Well planned radio broadcasts are presented in such a way as to engage the active
participation of the local teachers and students. So there should be preliminary study and
discussion on the topic before broadcast time. The class may be encouraged through broadcast
suggestions to carry on follow up discussion, projects or creative activities.

5. Educational radio broadcast helps in the long run, to make learning and open system

Educational radio can offer corrective programmes for self learning by the individuals. It
can reach the participants while at work, at play, at drawing room, all boundaries and constraints
of formal education. Being an expensive medium, it has reached villages and is now available in
very corner of the society. Education radio broadcasts are expected to play an important role
towards a system of open learning. All the programs towards a learning society where everybody

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can learn at any time at any place. Radio is at present not only one of the popular mass media,
but also a potentially tool in thr formal informal, informal and non-formal education.

The radio with its waste resources can organise a series of programs in order to bring
universalization of primary education and promote adult literacy. The programmes are being
related to their education, health, nutrition etc.

So, radio is an effective medium. It has occupied a significant place in communication.

b)Television

Today, television has become an extremely popular source of entertainment among

youngsters. We listen and see the instructions of the speaker from the television. So the whole
personality of the children is engaged in the task. Hence it has become the most important and
powerful agency of mass communication in television, news items are not only shown. As a
result of which not only problems are discussed but practical remedies and solutions are also
suggested.

So, educational television is the most recent audio visual media for class instruction.
Television can give you a very good idea of the history of the country through dances, short
films on historical places, museums etc. Thus television plays a vital role as a means of mass
media in educating the masses.

Advantages of educational television

It can use a variety of audio visual aids, motion pictures, filmstrips, slides, recordings,
drawings maps and other projected and non projected aids can be demonstrated through
television. Video tapes and recordings on television bring us the launching of space rockets or
political and social events.

• Educational television brings as a new kind of teaching team into existence.

• It can link the children with history and social life.

• It can motivate both children and adults, because not only it is educative but also
entertaining.

• National problems like those of population and poverty and illiteracy are often
highlighted and discussed over the television.

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Thus, television plays a vital role as a means of mass media in educating the masses. It is a
dynamic and powerful medium which influence education.

Development of educational television experiment in India

The development of educational television in India can be tracked back to the general
conference of UNESCO held in New Delhi in 1956. Thus the experimental television service
was started with the objectives of "experimentation, training and evaluation" as a part of
UNESCO project. During 1960-61 a series of social education programmes were telecast in
collaboration with UNESCO.

The nature as well as impact of these programmes was evaluated by the national
fundamental Education Centre and Indian adult education Association New Delhi. Regular TV
service was inaugurated in Delhi on the 15th August 1965. It was a landmark in the history of
television with launching of "Krishi Darshan" the programme for farmers.

The TV programmes related to education, agricultural, Health, Family planning, national

integration and soon. Rural population was selected as the target audience for this project.

c) The press

The press covers the entire printed matter. These printed matters her books, magazines,
newspapers. Reading matter has vast potentialities. It exerts good influence on the individuals. It
acts on the Intelligence and emotions of the individuals in shaping out attitudes and philosophies
of life.

An educated individual one who has an open mind, a general awareness and knowledge
of the world around him. Newspapers contribute largely in education for the above end. Press not
only gathers events they also present their own views on issues. So the reader gets an opportunity
to consider an issue from many angles. Press also contributes to the study of history,geography,
science etc.

It is possible to link certain topics with everyday life by means of the press through
newspapers and other journals. The child must be aware of what is happening in the world
around him. Saudi press is an important service that can render to important knowledge of
current affairs to children earthquakes cyclones and political changes may be brought to the
notice of the Students by the press

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d) The Motion Pictures

The motion pictures exercise a great influence on human mind very skillfully. They help
to create lasting values in the pupils. Educational films are coming into the field to meet the
challenges of commercial pictures, to supplement them and to explore new avenues of educating
children and adults. These films can give more reality, influence attitudes, show cause and effect
relation the students. There are many areas of learning which can be properly dealt with the help
of films. for example, in teaching of geography or science, we can use these motion pictures.
rivers of India, climate of India etc can also be taught effectively with the help of motion
pictures.

Advantages of Motion Pictures

• The educational films make the concept more clear, durable and and realistic.

• Motion Pictures arouse interested in children and satisfy their emotions.

• Motion Pictures bring the past, the distance to the classroom. It can bring the whole
world to the classroom.

• Events which occur over days can be made to appear in seconds. So motion pictures can
also be replayed many number of times when and where required.

• Motion Pictures can best be used for demonstration of skills and experiments.

Q What are the various principles of mass media and role of value education in education
settings?

Principles of using mass media

1. Organisation

Mass media should be organised as integral part of the educational programs. They
should not be separated from other curricular activities.

2. Selection

Mass media should be properly selected and coordinated by the teacher. An experienced
and trained teacher can select the mass media according to the needs of the students.

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3. Planning

Mass media should be available according to the need of the instructional program. The
teachers should possess skill in the use of mass media. They should have special training in their
preparation. So they should be properly planned.

4. Experience

Mass Media should be related to People's experience.

5. Preparation

There should be adequate preparation on the part of pupils. The teacher should prepare
himself before using it. He should know what the mass media teacher and where they fit into his
plan of teaching. Adequate preparation should be followed by proper preparation and an
adequate follow up.

6. Evaluation

Mass media should be evaluated at regular intervals in regards to their use, effect on
learning and their functions. Mass media have proved to help in classifying concepts, stimulating
group and individual activities, developing a collective critical awareness, changing attitudes
imposing a new structure or organisation on certain subjects and encouraging originality and
creativeness.

Role of value education in educational settings

UNESCO organised a 'values in education' conducted in 1998 to encourage schools to

review their curriculum in terms of value education. The fact that a world body like UNESCO
should stress on the need of teaching values in school system is in itself statement of the gravity
of the problems created by gradual disappearance of a civil society and the prevention of
democracy. Value education, both formal and informal, may courage students to:

a) Develop their own personal moral codes and have a concern for others.

b) Reflect on experiences and search for meaning and patterns in their experiences.

c) Have self respect and respect for commonly held values such as honesty, truthfulness and
Justice.

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d) Make socially responsible judgments and to be able to provide justification of decisions and
actions.

With regard to teachers

a) Teachers are predominant in theoretical, social, religious and economic values.

b) Gender, educational training and experience do not influence teachers values.

c) Teachers of urban schools have higher moral and economic values than the rural schools.
so, location of the school influences teachers values.

d) Teachers differ in their values because of the type of schools and as such it influences the
students values also.

e) The age influences the teachers aesthetic values.

f) Co-curricular activities provided and the practices followed in inculcating values

students influence students values.

g) Teaching values an experiment in education.

Education is a process that starts at the next moment of birth of every child. Education did
not just mean teaching the students how to read, write and get a job. It also included developing
the personality of the student to make him, an ideal citizen. So value education in values and
education towards the inculcation of values. Different aims of education can be listed as follows:

a) To impart the practical knowledge, necessary to level a useful life.

b) To preserve, transmit and enhance the values from one generation to another.

c) To create new values.

d) To boost self expression, self preservation and self confidence.

e) To help individual to adjust physically and mentally.

f) To enable individuals to control environment and fulfill responsibilities.

h) To develop problem solving abilities and positive approaches to life.

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i) To utilize imited resource effectively for better achievements.

Education should train the student to recognise moral values. Teachers, leaders and the
society should be samples before students and should join their hands in creating suitable
atmosphere for practicing moral qualities. Teacher should protect the students from the evil
influence the society.

Q. Explain the process and basic guidelines of value education with examples around
world?

Process of value education

I) Knowing

The learner must be made aware of the inherent values or ethical issues while going to a
particular topic.

ii) Making judgments

The learner must be provided with conflicting situations while teaching or learning to
enable him or her to evaluate the implications of the related values.

iii) Believing

Emphasis should be given to relevant points helpful in development of faith in these

related values.

iv) Action

The learner may be encouraged to practice these values in actual life situations as a result
of change in his or her behaviour brought about by relevant and meaningful experiences.

v) Internalization

Through constant emphasis on such relevant ideas, thoughts and actions, the learner
should be lead to stage where the practice of acquired values may be spontaneous and
immediate leading to acquired positive behavioural patterns and outcomes.

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Basic guidelines for value education

• Develop Gandhian values among the students.

• Perceive his role as an agent of change in the community.

• Act as a link between the school and the community.

• Process warm and positive attitude towards growing children and their academic, social
emotional and personal problems.

• The preservation of environmental resources and preservation of historical monuments

and other cultural heritage.

• Develop understanding of the objective school education in the Indian context and
awareness of the role of school in achieving the goals of building up a democratic secular
and socialist society.

• Develop understanding interests, attritudes and skills that would enable him to faster all-
round growth and development of the children under his care.

• Develop competence to teach on the basis of the accepted principles of teaching and
learning.

• The teacher should be a mediator in the encounter between the individual and the mass of
information.

Examples of values education from around the world

Taylor gives a thorough overview of value education in various countries.

Australia

The Australian government currently funds values education in its schools, with its won
publications and funding of school forums on value of education at all levels of education. It
also helps in becoming a better person. A conference on moral education and Australian values
was held in 2007 at Monash University.

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India

The Indian government currently promote value based education in schools. The
department of human resource has taken strong step to introduce values among schools and
teachers training centres. In India from the leadership of B Shaji Kumar, New Golden
Education Trust (NGET) values based education has been progressing throughout the country
among schools from 1st standard to 12th standard.

Indonesia

A Key feature of education in Indonesia is the five principle of pancasila.

Japan

Elementary school and middle school students from first to ninth grades will be taught
the importance of life, to listen to others with different opinions, to be fair, respect their country
and learn about foreign cultures.

Singapore

Teacher training institutions in Singapore all have curricular for learning to teach civics
and moral education programmes, but students do not take this as seriously as they should due to
lack of assessment. The reason has been said to be the lack of innovative teaching approaches.

Sweden

Value education is a part of Swedish schools. Whereas the formal curriculum is about
educating students to be competent democratic citizens by practicing student participativi,
qualitative studies have shown that in everyday school life, value education and school
democracy appeared to be reduced to traditional disciplines with high focus on rules and
regulations.

Thailand

In Thailand, values have traditionally been thought it in the context of Buddhist religious
education. Since 1982 there has been a revival of applied values as an extra curricular activity
suitable for Buddhist, Muslim and Christian students allike to prepare Thailand students for the
effects of globalisation.

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Q Explain self explanation as the means of value education?

Self explanation as a means of value education

Self explanation is a proven reading technique anyone can use to help tackle technical
text and other difficult material.

Good education is inconceivable if it fails to inculcate values essential to good life and
social well-being.

Values are inseparable from life of the individual. Since education is an essential
requirement and an point of education. Human development cannot be conceived in the absence
of values. The aim of education is growth or development both intellectual and moral. Values
form a significant aspect of all the areas of development. The phrase value education as used in
the area of school education refers to the study of development of essential values in pupils and
the practices suggested promotion of the same. Value education is essentially 'Man Making' and
'Character Building'.

Science and technology are leading to a change and India is a part of the change. India
has always led the way and it has the capability to absorb new ideas. Concern for value education
is increasing in recent years as a result of crisis of values that our society is currently
experiencing. The issue has been projected as one of the national priority in the nations
education. The National Education Policy 1986 declares that the growing concern over the
erosion of essential values and increasing in the society has brought to focus the need for
readjustment in the curriculum in order to make the education a forceful tool for the cultivation
of social and moral values. The national curriculum Framework for school education 2000
(NCERT) observed that schools can and must strive to restore and sustain the universal and
external values oriented towards the unity and integration of people. Their moral and spiritual
growth enable them to realise the treasure within. The school curriculum has to contain
components that communicate essential values in their totality.

The recent term 'value education' is referred to the traditional approaches such as a moral
education, religious education, social and character education, moral and spiritual education. In
moral or value education is to be effectively undertaken, it must be firmly based on the
principles of value development. One of the distinguishing features of Indian philosophy is that
throughout its long history, it has continuously given the foremost place to values. Our aims of
value development and education are derived from this root. The content of communication
media serves as the source of values. Teachers and parents acts as a role models for children to
cultivate socially behavioural patterns.

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The field of value education as broad as life itself and touches every aspect of human life,
personality and education. In many institutions, the curriculum of value education is formal and
direct, while in large majority of schools it is informal and indirect. The Pupil's learning of
values in the school is a continuation of their learning in their family. Community and through
mass media. The children in the schools and colleges should be told about the religious concepts
such as sin, faith and duty. The youth should be appraisal of their duties in order to inspire them
to contribute to the building of a modern and vibrant nation.

The entire school curriculum function is an important source of value education. Value
education in schools, therefore, is through is effected through direct, indirect, incidental methods.
Values get transmitted via both the implicit or hiddem and panned curriculum. The entire process
of value education is a highly comprehensive and complex one that involves a wide range and
variety of learning experiences.

Q. What is Happiness? And how we can promote happiness at work place in different
ways?

Meaning of happiness

Happiness refers to a psychological or existing state of well-being characterized by

positive or pleasant emotions ranging from containment to intense joy.

Definitions of happiness

According to Mahatma Gandhi, "Happiness is when what you think, what you say and
what you do are in harmony".

According to Wayne Dyer "Happiness is something that you are and it comes from the
way you think".

According to Aristotle "Happiness is the meaning and the purpose of life, the whole aim
and end of human existence".

Promote happiness

Promote happiness is the process of encouraging for mental or emotional state of well-
being ranging from contentment to powerful delight. A variety of biological, psychological,
religious and philosophical approaches have striven to define happiness and identify its sources.
Various research groups, including positive psychology, endeavor to apply the scientific method
to answer questions about what happiness is and how it might be attained.

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Utilitarianism is based on the greatest happiness principle which states that actions are
considered moral when they promote utility and immoral when they promote the reverse.

A person is considered moral when their actions tend to promote utility of the general
public in accordance with the greatest happiness principle. However, just an action increasing
utility does not necessarily imply a moral action. In order for the action to be moral it must be
the optimal choice in increasing utility and minimising pain. Since it is difficult to determine the
superior of two vastly different results.

Whichever is preferred by a majority is considered the action with a higher quality result
and thus would be more moral to perform than the action with a lower quality result. The
greatest happiness principle in general is good, but it has many flaws as any ethical systems do.
Due to our inability to perfectly predict the future according to our actions, the results we desire
are capable of and often do, fall short of what was intended.

If this happened to everyone in the entire world, then no man could be considered moral.
The greatest happiness principle also allows for us to cause pain to others as long as a majority of
the people becomes happier.

As long as the persons actions increases general utility, then it does not matter how many
laws are broken in the process.

Promote happiness at workplace

The majority of us are either indifferent about our work or feel negatively about it .
Since research shows that how we choose to think about something makes a big difference to
how we feel about it, this likely has a big impact on how happy we are over all. Further, since
people who are happy have been shown to be better at work. This could also be impacting how
we perform in our jobs, which can have a further knock on effects on our well-being.

Consciously choosing to find ways to be engaged is related to higher engagement. And

being more engaged is likely to contribute more to our happiness and well being, as well as
leading to higher performance and productivity.

Each of us is different and so we are our individual circumstances. But we can all find
ways to increase happiness at work our own and that of others, if only in seemingly small ways
small ways. Small ways can make a difference.

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A growing body of research is showing that there are plenty of actions we can take to
increase happiness. Given the sheer number of hours we spend working over a lifetime. It makes
sense to consider the ways in which we can make the most of the work that we do in terms of
increasing happiness and well-being our own and that of those are around as.

Many of the action for happiness keys to happier living and the actions that support
them, are routes to directly or indirectly satisfy our basic psychological needs and so our
happiness. This action is designed to get you thinking about how to these apply at work.

Ways to increase workplace happiness

In today's work environment, where we are constantly reminded that simply having a job
at all should be cause for gratitude, the concept of workplace happiness has been quietly making
a comeback. It is commonly believed that happy workers are better workers and that your happy
work team has tangible effects on an organisations bottomline.

While many executives and managers agree on the importance of workplace happiness,
the demands of daily productivity can often leaves happiness off the happiness level, but no
management strategy compares with the individuals power to take command of his or her own
emotional well being.

Make your happiness as priority

This is perhaps the most important step of them all. You can't wait for happiness to
evolve at its own pace. Happiness is a feeling to be chosen and hunted. Resist the familiar urge
to beat yourself up over failures and lost opportunities. Address problems as they arise, take
steps to ensure you are better protected against similar problems in the future, then let it go.

Make other people's happiness a Priority

Few things feel better than helping others. Conversely, it is difficult to attain genuine
happiness at the expense of others.

Look internally instead of externally

When you give the key to your happiness to another person, you have taken it away
from yourself. Happiness is an emotion, not a paycheck or a parking space. Find internal
methods to avoid negative perceptions. Avoid grudges and jealousy. Embrace the Journey, not
the destination. Because at the end of the day, that's what life is. Postponing happiness for the
sake of an end reward cuts out a lot of potential happy time and usually results in a less than

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result. Take satisfaction in the work you do, instead of the outcome. Find how your work relates
to your own values and happiness.

Stop spinning your wheels

Not only is it important to take personal quality time for yourself, but it is also important
to use the time you are working more effectively. Namely, stop multitasking. Prioritize the
activities, then complete your list in the order you have written them . Focus on one thing at a
time. Do it well. Take satisfaction in a job well done and then move on to the next item. The
multitaskers work is never finished.

Q. Expalin how happiness and Happiness and prosperity as parts of value education?

Happiness and prosperity as parts of value education

Desire is a sense of longing for a person object or hoping for an outcome. When a person
desires something or someone their sense of longing is executed by the enjoyment of the thought
of the item or person and then they want to take action to obtain their goal. Hobbies accepted that
human desire is the fundamental motivation of all human action.

According to Ayn Rand, "Happiness is that state of consciousness which proceeds from
the achievement of one's values. A morality that dares to tell you to find happiness in the
renunciation of your happiness to value the failure of your values is an insolent negation of
mortality. A doctrine that gives you,as an ideal, the role of a sacrificial animal seeking slaughter
on the alters of others, is giving you death as your standard. By the grace of reality and the
nature of life, man, every man is an end in himself, he exists for his own sake and the
achievement of his one happiness is his highest moral purpose.

Prosperity is the state of flourishing, success or good fortune. Prosperity often

encompasses wealth but also includes other factors which are independent of wealth to wearing
degrees, such as happiness and health prosperity is not moral for ethical, it can go to the ruthless.
It comes from organisation of power. It is not to be shutned. It reduces ignorance and illness and
provides and supports freedom. It issues from industry, responsibility, honesty organisation,
common sense and alertness in life. It is energy organized. It is indispensable for education and
happiness.

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Unit - 2
Harmony in the Human Being
Introduction

The basic foundation stone of human existence is human values. An individual can
neither sustain alone nor a meaningful group if people do not follow certain values. The other
side of the society is that whenever human existence is threatened it has been primary because of
violation of basic values.

The main source of learning human values is a family. Family works as it training centre
for the children to learn human values and it becomes a live laboratory for adults to test the
functionality and impact of values which they learnt earlier. It is not surprising that children who
grow up in happy families are more successful and well adjusted in life.

It goes without saying that creating a happy and harmonious atmosphere at home is of
vital importance. In today's world it is no easy task as families separated with different interests
undertaken by selfish needs petty interest for time to spend together.

Human being

Human being evolution is the evolutionary process that lead to the emergence
of anatomically modern humans. The topic typically focuses on the theory of the limits the
genus homo and the emergence of homeo sapienss as a distinct sis of the hominids rather than
studying the early history that led to the primates. Genetic studies show that primates diverged
from other mammals about 85 million years ago.

The earliest documented of the Genus homo is Homo habilis. Which evolved around 2.8
million years ago and is arguable the earliest species for which there is a positive evidence of the
use of the stone tools. The brains of these home Minions Where are about the same size as that
of an chimpanzee. During the next a process of rapid encephalization and with the arrival of
homo directors and homeo castor in fossil record, an increase in human brain size is equivalent
to each generation having 1,25,000 more neurones then their parents. It is believed that homo
erectus and homo ergaster first to use fire and complex tools and where the first of the feminine
lying to leave Africa spreading throughout Africa, Asia and between 1.3 to 1.8 million years ago.

One of the earliest defining human traits the ability to walk on two legs evolved over 4
million years ago. Other important human characteristics such as a large and complex brain the
ability to make and use tools and the capacity for language developed more recently. Many
advanced traits including Complex symbolic expression art and cultural diversity emerged
mainly during the past 1,00,000 years.

Humans are primates physically and genetic similarities show that the modern human
species, homo Sapiens has a very close relationship to another group of premate species.

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Humans are the great Apes of Africa and share a common ancestor that lived between 8 and 6
million years ago. Humans first in Africa and search of human evolution occurred on that
continent. The fossils of early humans you lived between 6 and 2 million years ago come
entirely from Africa.

Most scientists currently recognise some 15 to 20 different species of early humans.

Scientist do not all agree however about how these species are related or which ones simply died
out.

Early humans first migrated out of Africa into Asia probably between two to 1.8 million
years ago. They entered Europe some what later between 1.5 million and 1 million years ago.
Species of modern humans populated many parts of the world much later. For instance, people
first came to Australia probably within the past 60,000 years and to the America within the past
30,000 years or so. The beginning of agriculture and the rise of the first civilizations occurred
within the past 12,000 years.

Palaeoanthropology is the scientific study of human evolution. Paleoanthropologist

research for the roots of human physical traits and behaviour. For many people
paleoanthropology is an existing scientific field because it what's the origin, over millions of
years of the universe and traits of our species however some people find the concept of human
troubling because it can seem not to fit with religious and other traditional beliefs about how
people, other living things and the world came to be never the less many people have come to
Reconcile their beliefs with the scientific evidence.

Every human fossils and archaeological remains of the most important about this ancient
past. By studying fossilized bones, scientists learn about the Physics of earlier humans and how
it changed bone size, shape and how the size of their brains changed over a long time.
Archaeological evidence refers to earlier made and the places where scientists find them. By this
type of evidence at archaeologists can understand how early humans made and used tools and
lived in in their environment.

The process of human being evolution

The process of evolution involves a series of natural changes that cause species to arise,
adapt to the environment and become extinct. All species of organisms have three process of
biological evolution. Scientists classify each species with a unique two part scientific name. In
this part modern humans are called as homo Sapiens.

Evaluation occurs when there is a change in the genetic material the chemical molecule.
DNA which is inherited from the parents and especially in the proportions of different genes in a
population. Genes represent the segments of DNA that provide the chemical code for producing
proteins. Particular genes are expressed that the influence the body or behaviour of an organism.

Evaluation does not change any single individual. Adaptive genetic changes to their
offspring and ultimately the changes become common throughout the population. Over time
genetic change can alter a species overall way of life. Human evaluation took place as new

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genetic variations in ancestor populations every few abilities to adopt to environmental change
and so after the human way of life.

Harmony in the human being

Harmony is the source of manifestation the cause of its existence and the medium
between God and man. The peace for which every soul strives and which is the true nature of the
God and the at most goal of the man is but the outcome of harmony. The attainment of harmony
which is called heaven and it is the lack of it which is termed hell.

The Sufi gives great importance to the attainment of harmony, believing that light is for
angels and darkness for the devil but that harmony is necessary for a human being in order to
keep a balance in life.

There are three types of harmony : eternal, Universal and individual

Eternal harmony is the harmony of consciousness. As it is itself eternal all things and
beings live and move in it, yet it remains remote undisturbed and peaceful. Man is Drawn in two
opposite directions by the power of harmony towards the infinity and towards manifestation. It
being the essential spirit of all finally attracts all to self.

The existence of land and water, the land for the water and the water for the land the
attraction between the heavens and the earth, all demonstrate the universal harmony. The
attraction of the sun and the moon to each other the cosmic order of the stars and the planets
under related with each other, the night following the day and the day in its turn giving place to
the night, the dependence of one being on another, all prove the universal harmony.

The male and female, beast and bird, Rock and all classes of thing are all linked together
and attracted to each other with a crowd of harmony. Every being is born for a certain purpose
and the light of what purpose is kindled within his soul. All disasters such as storms, floods,
volcanic eruptions was under revolutions, however bad they may appear to man, are in reality for
the adjusting of this Universal harmony.

There are two aspects of individual harmony : the harmony between body and soul and
the harmony between individuals.

The soul rejoices in the comforts experienced by the self at man become so engrossed in
them and the souls true comfort is neglected. This keeps man dissatisfied to all the momentary
Comforts he may enjoy but not understanding this he attributes the cause of his dissatisfaction to
some and unsatisfied desire in his life. The true delight of the soul lies in love, harmony and
beauty, the outcome of which is visit I'm come and peace. The more constant they are the greater
is the satisfaction of the soul.

The next aspect of individual harmony is participated in one's contact with another. Every
being has an individual ego produced from his own illusion. This limits his view which is led in
the direction of his own interest and the judges of good and bad, right or wrong in relation to

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himself and others. Through his Limited view which is generally partial and imaginary rather
than through the darkness is caused by the sharing of this soul by the external self. Thus person
becomes blind to his own infirmities as well as to the of another and the right action of strong in
his eyes and the fault of the self seems right. This is the case with mankind in general and till the
Darkness is lifted from his eyes.

There are four different classes of man who harmonise with each other in accordance
with the different state of evaluation: angelic, human, animal and devilish.

The angelic seeks for heaven and the human being struggles along with the world, that
man with animal propensities revealed in his pleasures, while the devilish man is engaged in
creating mischief, thereby making a hell for himself and for others. Man after his human
evolution becomes angelic and through his development in arrives at the stage of devil.

There are 9 different aspects of feelings each of which has a certain mode of expression:
mirth, expressed in a lively tone, grief, in a pathetic tone, fear, in a broken voice, mercy, in a
tender voice, in and exclamatory voice, courage in an empathetic tone, attachment beep tone,
frivolity in a light tone, and in difference in the voice of silence.

An untrained person confuses these. He whispers the words which should be known and
speaks out loudly those which should be hidden. A certain subject must be spoken high pitch.
While another requires a low pitch. One should consider the place the space the number of
persons present the kind of people and their evolution and speak in accordance with the
understanding of others as it is speak to people in their own language. With a child one must
have childish talk with the anger only suitable words should be spoken with the old one speak in
accordance with their understanding. In the same way they should be a graduated expression of
our thought so that everybody may not be driven with the same wish it is consideration for others
which distinguishes man from the animals.

The interval of class, creed, caste, race, nation or religion as well as interval of age our
state of evolution or of varied and opposite interests show the law here distinctly. Wise men
likely to be in harmony with considers himself infallible. Again it is equally possible that a wise
man may be far from happy of the foolish and vice versa.

Sometimes the interval between the disconnected notes is filled by a middle not forming
a consonant chord. A foolish person is an employable note where as an intelligent person is
reliable. The former his ideas likes dislikes and weather right or wrong while the latter makes
them sharp are flat by raising or lowering the tone and picture harmonizing with the other
occasion demands.

He identifies himself with another he see himself so to speak in every other being. He
cares for neither blame nor praise during both as coming from himself. If a person where
heavyweight and ensure being hurt his own foot he would not blame his hand for having
dropping it releasing himself in both the hand and the foot. In like manner the Sufi is tolerant
when are made by another that the harm has come from himself alone. He uses counterpoint by
blending the table talk of your friend and making it into a fugue.

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He overlooks the faults of others, considering that they know No better. He hides the
faults of others and suppresses any facts that would cause disharmony. By crushing this man
gains mastery over himself, this wins for him mastery over the whole universe, because the wall
standing between the self and the almighty has been broken down. Gentleness, mildness, respect,
humility consciousness, tolerance and forgiveness are considered by the Sufi as three attributes
which produce harmony with in ones own soul as well as with that of another.

For the time being it shows its satisfaction at having its demands but soon after it
demands still more until life becomes a burden. The voice detect this enemy as the instigator of
all Mischief but everybody else blames another for his misfortunes in his life.

Human being is more than just the body

There is the similar shape and structure of human being that is immediately tu aisa and
we imagine with similar human body like features. But in addition to the body there is also the
aliveness of the person. This aliveness is called Jeevana. This Jeevan self as I. Thus we say I am
so and so or I feel tired aur I am happy and not my body is happy. This I or self is called
consciousness and is the sentient constitute of the human being.

The human being is the sum total of sentiments and physical aspect. The self (I) and the
and exchange of information between the two i.e, I and body together and are related there is a
flow of information from I to the body body to I. We make this distinction between the self and
the body in three ways in terms of needs activities and type of these two entities.

All the needs of I say respect, trust etc, can be called as happiness. while the needs of
body are physically facilities like food that two things are qualitatively different. There is no
relevance of quantity for the needs of I as it is qualitative well the needs of body are quantitative
and they are limited in quantity.

The activities of I aa activities like Desire, thinking, selection, while the activities of the
body are activities like eating, breathing etc

The mode of interaction I includes knowing, assuming, recognising and fulfillment. The
fulfilment and depends on definition depends Honours emissions and assumptions depend on not
knowing. If assuming is based on knowledge then recognition will be correct and fulfilment will
be corrected if resuming is not based on the knowledge then things may go wrong.

To conclude we can say that the human being can be understood in terms of a coexistence
of two entirely distinct entries, namely sentient I and material body. This needs and activities are
quite different and have to be understood accordingly but these two constituent of human being
are to act in close Synergy with each other.

Physical body allows us to move around and interact with things tell world. They are
likely virtual reality suits that convert we touch see near taste or smell.

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The etheric body aur body largely determines our Physical health and well-being. Just as
blood circulates through our physical body energy body is the template around which the
physical body grows so treating the cause in the energy body can be more effective than treating
the symptoms physical body.

The emotional body is the home of our emotions and desires and it's aura allows us to
subjectively sense our environment.

The mental body is the home of the intellectual and rational mind. Thoughts like
emotions are objects which our mental bodies create and transmit into the environment or receive
and interpret from others. The physical brain is not the power intellect it is nearly the organ that
allows the intellect to operate through the physical body.

Casual body performs four main functions in human beings:

• It is the true home of the human self where the man sleep between incarnations.

• It is our personal store house of experiences and memories from all our incarnations.

• It is the source of our abstract conceptual and intellectual thoughts.

• It constructs a link between our personality and soul.

In simple terms, a piece of the casual body detaches itself from the men casual body and nets
into a personality and a physical body in order to experience life as a human being.

Harmony of the self (I) with the body

The self has the responsibility for nuturing, protection and right utilisation of the body. For
the self has to follow some programs. We need to work to understand the self organisation of the
body and ensure health of the body.

Nurturing of the body

Proper food, air, water etc.:

In this process of selecting food for the body, I need to make out the elements which
make a complete food so that it gives required nutrients and energy to the body. On the basis of
understanding of the harmony of the self with the body it can be said that the food needs to be
eaten only when we feel hungry.

Protection of the body

The second issue is the protection of the body. The right amount of exposure of the body
to the near water and sun is required to ensure its proper functioning. To ensure the health of the
body we need to take care of the following.

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Proper unkeep (Vihar) of the body:

When we work, the body gets tired when we take rest, the body becomes fit to work. We
also need to ensure proper time posture and waste to work and to rest. We need to hygienic
conditions for proper functioning of the body these issues are included in the unkeep of the
body.

Labour:

Labour is another requirement. It means employing the body physically for production
and maintenance of physical facilities. The Labour we do helps each part of the body to function
properly.

Physical exercises:

We are aware of physical exercises. While doing labour some parts of the body may get
stressed much while others may not get employed to the extent. With exercises, we can employ
all the parts of the body in the desired way.

Asan - Pranayam:

This is another way to keep the body function properly. In Asanas, we give the body
proper posters by sitting or laying and in Pranayam, we ensure regulation of the breathing.

Treatment of the body:

When the body gets hurt for is in this order by either misuse cause of the advertisers of
the environment etc., there is a natural tendency of the body to heal and come back to its desired
state of health. We only need to facilitate this process and not suppress it.

Hear one thing to understand is that the system of the body works in a self organised way
and I only need to facilitate the self-organization of the body by arranging real things. One thing
to take care about is that while curing the body of one problem, we need to choose waist which
do not to another problems.

Right utilisation of the body (sadupyog):

Right utilisation of body as an meant necessities and standing the purpose for which this
instrument is to be used. Normally we tend to believe that the body is an instrument for
enjoyment which is not correct. It is important understanding and its actualization in life. This is
an important issue. I need to ensure that I use my body for right behaviour and work. On the
other hand if I used it for acting in opposition human being on nature, it has adverse effects on
the body. I also need to arrange for equipments for right utilisation of the body. They increase
the efficiency and capacity of the body.

Understanding myself as co-existence of the self and the body.

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The human being is equally existence of I and the body and there is exchange of
information between the two i.e., I and body exist together and are related. This distinction
between the self and the body in three ways in terms of the needs, activities and types of these
two entities. All the needs of I share respect trust etc can be called as happiness while the needs
of the body are physical facilities like food. The two things are qualitatively different. There is
no relevance of quantity for the needs of I as it is qualitative, while the needs of the body are
quantitative and they are limited in quantity.

The activities of I are like design thinking selection while the activities of body are
eating breathing etc.

To conclude we can say that the human being can be understood in terms of a coexistence
of two entirely distinct entries namely and material body. Their needs and activities are quite
different and have to be understood accordingly.

Self Enjoys the activities of the body

There is a relation between the self and the body that body act as an instrument of self
things body performs it physically. Body does not decide itself. We can verify this by the
following discussion.

I am this seer :

When we are reading a book or listening, someone is explaining something to us, when
we are watching a scenery or when we are thinking - we are engaged in the activities of seeing or
understanding. For Example I can see that I am getting angry. I understand or know or am aware
that I am getting angry. When I see outside the body works as an instrument.

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I am the doer:

Once I have seen/understood something, I am the one who decides what to do or not to
do. I am the doer. For example when I see the scenery I am the one who decide to take a picture
of the scenery. I use my hands to pick camera and click a picture. The hands in the body are used
as an instrument.

I am the enjoyer

I saw this entry and I took the picture. I am the seer and doer so far. When I see the
picture I like it. I am the one that enjoys it. Thus there is a continuity of being the seer,doer and
enjoyer.

Various activities in the self I

Self is conscious in nature really body is physicochemical in nature. The interaction

between the I and the body is in the form of exchange of information so the focus of attention is
categories of attributes of the self, namely the powers of the self and the corresponding activities
as the manifest outcomes of these powers.

Power:

This means the basic capacity in the self I. They are desires, thoughts and expectations

Activities:

The activities are imaging, analysing and selecting. The activity of analysing means
breaking down the image into various parts or to open it up. Selecting is with the expectation of
fulfilling our desires with the Expectations of happiness. The activity of selecting is the basic
level via which the self interacts with the body.

A simple example to understand these activities is as follows:

* We may have desire to have respect by being the owner of a big house. This is in the form of
imaging we have an image in us of fulfillment of this need for respect via a house.

* Based on this desire, we start working out the details of the house. Example number of rooms,
which floor. The image of wanting respect from the house split into many parts this is called
analysing. The activity of analysing means breaking down the image into various parts.

* Now that we have worked out the details of the house, we go about choosing the size, colour
etc of the room. This is called selecting.

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Right utilisation of the body

Normally we tend to believe that the body is an instrument for sensory enjoyment, which
is not correct. We also happen to ready to exploit other human beings are rest of the nature,
which is also not right utilisation. Body is the instrument of the self and the body needs to be
given protection and utilise it to work as an affair effective tool for the right purpose.

Programs for ensuring the health of the body

• To understand and live with Sanyama.

• To understand the self organisation of the body and ensure health of the body.

To understand and live with Sanyama

Sanyama implies that the self takes the responsibility for proper right utilisation of the
body. For this it is essential to understand the functioning of the body instrument. It is also
essential to understand that this instrument has a limited lifespan and undergoes a pattern of
growth. The interaction of the shelf with the body has to be in consonance with the above
objectives which are achieved through sanyama.

To Understand the self organisation of the body and ensure health of the body

Nurturing of the body

Proper food, air, water etc.:

In this process of selecting food for the body, I need to make out the elements which
make a complete food so that it gives required nutrients and energy to the body. On the basis of

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understanding of the harmony of the self with the body it can be said that the food needs to be
eaten only when we feel hungry.

Protection of the body

The second issue is the protection of the body. The right amount of exposure of the body
to the near water and sun is required to ensure its proper functioning.

Right utilisation of the body (sadupyog):

Right utilisation of body as an meant necessities and standing the purpose for which this
instrument is to be used. Normally we tend to believe that the body is an instrument for
enjoyment which is not correct. It is important understanding and its actualization in life. This is
an important issue. I need to ensure that I use my body for right behaviour and work. On the
other hand if I used it for acting in opposition human being on nature, it has adverse effects on
the body. I also need to arrange for equipments for right utilisation of the body. They increase
the efficiency and capacity of the body.

Understanding needs of self and needs of the body

A traditional list of immediate basic needs his food shelter and clothing. Many modern
list emphasize the minimum level of consumption of basic needs of not just food, water, clothing
and shelter but also sanitation education and healthcare. Human needs can be classified as the
needs of the body and the needs of the self I.

Need of body

Needs of the body are materialistic in nature which received by our senses. Then need of
the body are physical facilities which are not continuous i.e., we require them for a limited
period of time.

Needs of self I

The needs of self I are continuous and qualitative in nature. For example, the sense of the
seeking appreciation after doing a good job can be called as a need of self I. This needs of I can
be fulfilled by right understanding and right feeling. We are often mistaken and try to fulfil the
needs of I which are non materialistic in nature prove accumulation of physical facilities.

Differentiate between The needs of self and needs of body

The human being is the existence of I and the body and there is exchange of information
between the two. we can make this distinction between the self and the body in terms of the
needs as shown in the table below:

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I Body
Needs Needs are …. Trust, Respect…. Food, Clothing…
Happiness (sukh) Physical Facilities (suvidha)
In time needs are… Continuous Temporary
In quantity, needs Qualitative Quantitative (limited in
are... quantity)
Needs are fulfilled Right understanding and right Food, clothing, etc.
by….. Feelings

Need are

The needs of the body like food, clothes and shelter are called physical facilities where
the need of I is essentially to live in a state of continuous happiness.

In Time needs are

The needs of IV continuous in time and like the need of the body which is temporary in
time we want happiness continuously. we also want the feeling of respect continuously and so
also acceptance in relationship.

In quality needs are

Physical facilities are needed for the body in a limited quantity when we try and exceed
this limits it becomes troublesome after sometime where as the needs of i r qualitative so want
them continuously our feelings are qualitative they are or they are not feeling is not naturally
except with want to even for a single movement if acceptable we want it continuously.

Needs are fulfilled by

The need of the self I for happiness is ensured by right understanding and right feelings
while the need of the body for physical facilities is ensured by appropriate physicochemical
things.

Maslow's need hierarchy theory

This theory was developed by Maslow and eminent psychologist and has received from
managers than any other theory of motivation. Industry he has pointed out and explain that how
needs influence human behaviour human motivation for self actualization.

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Psychological needs

These are the most basic needs including food shelter and clothing these needs are most
powerful motivators as individuals cannot survive without them and psychological needs must be
satisfied to some level or the should be partially satisfied before the individual moves to satisfy
other higher category needs Maslow observe that man lives by bread alone when there is no
bread.

Safety needs

After the satisfaction of physical needs to a relative extent, one feels concerned about
safety from future uncertainty, These are essential needs of self preservation. Employees
needs sufficient wage to do feed, to take shelter to protect them and their families and a safe
working environment before attempting to satisfy other needs of the higher order.

Social needs

After having secured satisfaction for physical needs and protection for future one focus
next on satisfying needs of love and affection which are known as social needs social needs
include the need of love and beloved. As with the first two levels of needs, relative satisfaction
of social needs give rise to next higher level need.

Esteem needs

Employees in the organisation who perceive themselves as worthwhile are said to have
esteem needs. Self respect is a key to such needs. But esteem needs will emerge only when other
lower category of needs are satisfied to a relative extent. Esteem needs include need for self
respect and appreciation from others, status and Prestige in the society.

Self actualization
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At the top Maslow’s hierarchy of need, there needs 20 lies the need of self actualization.
It is an open ended need because it relates to the need to become more and more what one is
to become everything that one is capable of becoming. On the relative of this need an individual
becomes growth oriented, self-directed and creative. However the creative of an individual in
producing new and practical ideas in bringing about productivity and innovation and in reducing
the cost that might satisfy some of the needs of self actualization.

Assumptions of Maslow's need theory

• Man is a wanting animal motivated by needs

• Only dissatisfied needs motivate an individual

• Once needs are satisfied it ceases to be a Motivator

• Needs are arranged in a particular order or hierarchy

• The higher an individual moves in the need hierarchy the greater will be the additions to
his personality

Positive evaluations

• The theory was the first to recognise the needs of an individual as the main reason for
motivation

• The theory gave explanation to the question as to why do people were not motivated by
the same incentives

• The theory was dynamic and understood different phases of the motivational levels of
individuals

• The theory was simple common and intuitive

Negative evaluations

• The theory ignore the coexistence of needs

• The theory is impartial as it is difficult to estimate at what level hierarchy each individual
is

• Some people are satisfied at lower level needs and cannot be motivated through need
hierarchy

• This theory is more of a general motivational theory rather than work motivational theory

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Understanding the activities in the self and activities in the body

Once, one has understood his or her values in life he/she can examine and control the
various choices makes in his life. Value education enables us to understand our needs and
visualise our goals correctly and also help to remove our confusions and bring harmony at all
levels and enable us to rightly utilise the technological innovations

Our basic assumptions are happiness and prosperity. Happiness is insured by the
relationships with other human beings and prosperity is ensured by working on physical
facilities.

Right understanding

This refers to higher order human skills the need to learn and utilise our intelligence most
effectively.

Good relationships

This refers to the interpersonal relationships that a person builds in our life. At home at
the workplace and in society.

Physical facilities

This includes the physiological needs of individuals and indicates the necessities as well
as the Comforts of life. It means that feeling of having or being able to have more physical
facilities then is needed.

In order to resolve the issue in human relationships we need to understand them first and
this would come from right understanding of relationship. The right understanding will enable us
to work out our requirements for physical facilities and hence correctly distinguish the difference
between wealth and prosperity.

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If we look at the rate of activities that we are engaged in commonly we can put them
in three categories

• Activities that are going on in the self.

• Activities that are going on in the body

• Activities involving both the self and the body

Knowing, assuming, recognising and fulfilling are the activities involving both the self and the
body.

Activities of recognising and fulfilling in the body

Apart from the activities of breathing Heartbeat digestion etc the activities of body can
also be understood as recognition and fulfilment. For example when we are thirsty and drink
water the body absorbs the water, to the extent needed and uses for the nourishment of the
various organs. Here body recognises its relation with water and fulfils it

Recognising fulfilling

Activities of knowing, assuming recognising and fulfilling in the self I

When it comes to self conscious entity in addition to recognising and fulfilling their is
also the activity of assuming and that of knowing. In fact recognising and fulfilling in case of
human beings will depend upon knowing or assuming.

a) We assume

We all make assumptions and our response is dependent on the assumption. For example if I
see a snake and assumes that it to be a rope, I shall respond differently to it, then if I take to be a
snake itself, we call this activity assuming.

b) We Recognise

We all recognise things today we recognise a variety of things. Like we recognise water, our
parents, friends etc. We call this activity recognising. The recognising in I depends on assuming.

c) We fulfil

The response that follows reorganization is called the activity of fulfilling. The fulfilment
depends on the recognition. For example once we recognise water we take it.

Assuming recognising fulfilling

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There is another activity that exists in us. This activity is called ‘knowing’. Knowing
means we have the right understanding the understanding of the harmony at all levels of our
living. When we have the right understanding we have the knowledge of reality, it is and then
resuming becomes according to the knowing. Until then it is subjected to beliefs and
assumptions and this keeps changing.

I Body
Activities Activities are ….. Desiring, thinking etc. Breathing, heart-beat, etc.
Knowing, assuming, Recognizing, fulfilling
recognizing, fulfilling

Human is a coexistence of self, I and the body. And self is the consciousness of polluted
self and true self. And we humans are driven by self. Every space is filled with provided it is not
blended with body for we cannot see.

True self is being oneself true. Every good acts and thoughts are the results of the true
self it is nothing but the real human instinct. When a child is born He have nothing but a real
true self.

The moment they started growing in the hand of polluted self or dear parents the get
polluted in the power of hatred and partiality. Mean the polluted self started growing on them
and ultimately they are mixture of the true and polluted and self. And this is what you are. And at
times you are true self and polluted self. If you are good human being, polluted self will not rule
you. If not everything will be subsided and buried under polluted self and you will face difficulty
in getting up.

Happiness comes from true self. Unhappiness comes from polluted self. You be good
human knowing the values of the survival. Understand the ultimate misery see before you act.
The result will be always something that you can cherish and smile.

Dharma tells to erase self. It is not telling and teaching us to erase true self. It only
stresses to rub and make invisible your polluted self. And try to build to self.

You believe in the Karmic connection of rebirth. It will be you who will be reborn if and
only if you are bound by only true self. Survival of you now with it is intimately bound up with
the reborn of you in the next life to human.

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Unit – 3
Harmony in the Family, Society and Nature
Introduction

The time of infancy to death people belong to a family. That family may change over the
years, going from your mother and father to husband and children but nonetheless everyone
belongs to a family. In the past, families were regarded as a private thing with private
occurrences but that has now changed. As we begin to understand our relationships in the family
and live harmoniously in these relationships, we become aware of our relatedness to all human
beings. Family is the first place to understand our relationships, recognize the feelings in and
attain mutual happiness.

Harmony in the family

Healthy families have harmonious relationships. We can take further into this chain of
social dependency and find that there is still a bigger web of independency. So, starting from our
family and including our teachers, friends and all the different social relationships, each one of
us is born and lives in such relationships. The society is an extension of family and it is possible
to live in harmony with every human being, thus laying the foundation for an undivided human
race, from family order to world family order.

Family as a basic unit of human interaction and values in relationships

Human relationships with human interaction

Recognizing relationships based on only the body we are unable to see ourselves as
coexistence of self and the body. As a result, we see ourselves as a body and we also see the
other as a body and we subsequently reduce our relationships and feelings in the relationship to
of our body. We tend to assume that we have relationship with our blood related family
members only.

Our ability to see relationships with other human beings depends on whether we are able
to see the relationship at the level of I. At this level, slowly you will find that nobody is a
stranger. The feelings in relationship are the same with every human being, only that we are not
aware of them. We have reduced our expectations in relationships to the mere fulfillment of
physical facilities. We evaluate all our relationships in terms of material things like money,
property etc. We feel that working for physical facilities alone is enough that as long as we are
accumulating physical facilities and providing the same to the other, the relationship is

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automatically fulfilled. To be assured of the other at all times is the feeling of trust in
relationship. This is the foundation of relationship. It is important to be able to differentiate
between the intention and the competence. The intention of the other is always to make us
happy, just like we always have the intention of wanting the happiness of the other. A
relationship without trust results in opposition. Lack of trust is what ultimately leads to extreme
situations like war. Trust is thus called the foundation value.

Human relationships in values

Trust is the foundational value in relationship. The feeling of trust in relationship is

defined as "to be assured that each human being inherently wants oneself and the other to be
happy and prosperous. When we are assured that the other is for my happiness and prosperity, I
have trust in the other. When this is doubted, I lack the trust and it becomes the source of fear.
Then you become choosy and tend to say that there are a few whom I want to make happy and I
am not concerned about the rest. Or you may also say that I want to make some people unhappy
or, you may say that I want to make only those happy from whom I derived happiness and other
such things.

The basics of respect

Respected is a positive feeling of admiration. Respect can be a specific feeling of regard

for the actual qualities of the one respected. e.g., "I have great respect for her judgment". It can
also be in conduct with a specific ethic of respect.

Respect can be both given and/or received. Depending on an individual’s cultural

reference frame respect can be something that is earned. Respect is often thought of as end or
built our time. Often, continued caring interactions are required to maintain or increase feelings
of respect among individuals.

Language

Respect is shown in many different love languages by following certain grammatically

conversations, especially in referring the individuals. An honorific is a word or expression that
conveys respect when used in addressing or referring to a person.

Physical gestures

In many Indian communities respect can be signified by touching the foot. In some areas
of India it is customary that, out of the respect, when a person’s foot accidentally touches a book
or any written material or another person's leg, it will be followed by an apology in the form of a

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hand gesture with the right hand, where the offending person first touches the object with the
finger tips and then forehead or chest.

Affection, care, guidance, reverence, Glory gratitude, and love

Harmony in the family is the building block for harmony in the society harmony in
society leads to an undivided society. We are able to see that we are related to every unit in the to
ensure mutual fulfillment in that relationship. The foundational unit of ordinary living half
human society is the family and The Final Destination is the world family.

Affection

Affection is popularly used to denote a feeling a type of love amounting to more than
Goodwill or friendship. Affection can be communicated by words gestures or touches.
Expressions of affection can be pose implied threats to one's well-being. It has been proposed
that positive sentiment increases the propensity of people to interact through affection. The need
for affection in human beings is unique in the sense that we are a social species who require a
certain degree of contact other human beings. Therefore need for affection is carried across
geographical and cultural boundaries and every country has their own special system of
expressing various emotions.

Affection is more than just an emotion it can be considered by some as a requirement in

healthy relationships. It can be easy to assume that a function is a type of emotion. Affection
much like emotion is a connection between two people. We can have a need for affection with
just about anyone or anything. You feel affection for a family for your parents. You also feel
affection towards friends.

Care

Provision of what is necessary for the health, welfare, maintenance of someone or

something. Providing care for a family member is an act of kindness, love and loyalty. There are
many different types of families’ caregiver situations. You may be taking care of an aging
parent. Perhaps you are caring for a child physical or mental illness. Regardless of your
particular circumstances you are facing a challenging new role.

If you are like most family Caregivers, you are not trained for the responsibilities you
know face. Help and support you can be an effective loving caregiver without having to
sacrifice yourself in the process. Learn as much as you can about your family members illness or
disability and about how to be a caregiver. You know the lesson anxiety you will feel about your
new role and the more effective you will be.

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Know your limits. Be realistic and about how much of your time and yourself you can
give. Set clear limits and communicate those limits to doctor’s family members and other people
involved.

Guidance

Guidance is the advice or information aimed at resolving a problem or difficulty

especially as given by someone in authority. Parents are the key to helping children closely with
parents that progress in achieved and maintained.

Parent Guidance

Setting is not always an easy job visa experience movements of uncertainty about how to
balance the needs of our various family members teacher our kids the skills they need provide a
consistent discipline and manage our children's moods. Individual consultation and are available
to parents and home visits are possible.

Parent education

Parenting is a long term proposition and we must grow as parents alongside our children.
Parenting courses are offered regularly for parents who want to learn about ways to communicate
children's self esteem and develop positive and effective discipline skills.

Seminars and workshops on specific parenting topics are also offered from time to time. topics
include adolescent attitude, sibling rivalry, meeting with homework, self esteem etc.

Reverence

Reverence is a feeling or attitude of deep respect tinged with awe, veneration. The word
reverence in the modern day is often used in relationship with religion. Because religion often
stimulates the emotions through recognition of God the Supernatural and ineffable. Reverence
involves a coming of the self in respectful recognition of something to be greater than the self.
Thus religion is commonly a place where reverence is felt. However similar to awe, reverence is
an emotion in its own right and can be felt outside of the realm of religion. Whereas awe be
characterized as an overwhelming sensitivity to greatness reverence is seen more as
acknowledging subjective response to something excellent in a personal way but qualitatively
above oneself.

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Maslow's states that such motions as wonder reverence humility surrender and even
greatness of the experience are often reported. Reverence therefore is a key ingredient in the
peak experiences that make life worth living and make mankind feel full human.

Glory

Glory is the high renown or honor won by notable achievements.

Gratitude

Gratitude is a feeling or attitude in acknowledgement of a benefit that one has received or

will receive. the study of gratitude with in psychology has focused on the understanding of the
short-term experience of the emotion of gratitude, mutual differences in how frequently people
feel gratitude and the relationship between these two aspects.

Gratitude is not the same as indebtedness. While both emotions occur following help,
indebtedness occurs when a person perceives that they are under an obligation to make some
repayment of compensation for the aid.

People, who think about, talk about or write about gratitude daily are more likely to
repeat having help someone with a personal problem or offered emotional support to another
person. those with a disposition towards gratitude are found to place less importance on material
goods, are less likely to judge their own or others success in terms of possessions accumulated,
are less envious of wealthy people and are more likely to share their possessions with others.

Love

Love is a variety of different feelings states and attitudes that ranges from personal
affection to pleasure. It can refer to an emotion of a strong attraction and personal attachment.
The answer official oil and benevolent concern for the good of another. Time also describe
compassionate and affectionate actions towards other humans, one’s self or animals.

Non Western traditions have also distinguished parents are Symbiosis of these States.
This diversity of uses and meanings combined with the complexity of the feelings involved
makes love and you difficult to consistently define compared to other emotional States.

Love may be understood as a function to keep human beings together against sensors and
to facilitate the continuation of the species. Love, a kind of emotion is a psychological e
Revolutionary adoption emotions anger and curiosity when we were young our parents should
faster as with almost all material and collaboratively and most importantly unconditionally and

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selflessly. Otherwise as infants hardly can be served because of the longer period of
development.

Today's crisis

Today we are generally trying to achieve happiness and prosperity by maximizing

accumulation and consumption of physical facilities. This effort is giving rise to many problems
manifest today at the level of individual family society and the nature these problems are

At the level of individual

Rising problems of depression anxiety suicide stress in security increasing health

problems lack of confidence and conviction etc.

At the level of family

Breaking up of joint families. mistrust and disharmony in relationships generation gap,

dowry deaths, neglect of old people etc.

At the level of society

Growing differences of terrorism violence communalism, racial and ethnic struggle,

corruption, adulteration, sex crimes exploitation, war between Nations etc.

At the level of nature

Global warming, weather in balances definition of mineral and energy resources

deforestation soil degradation etc

All the problems are a direct outcome of an incorrect understanding, our wrong notion
about happiness and prosperity and their continuity.

Human goal

Human goal is a desired result that a person or a system envisions, plans and commits to
achieve. Personal organizational decide and point in some sort of assumed Development. many
people Endeavour to reach goals within a night time by setting deadlines. it is roughly similar to
purpose or aim, the anticipated result which guides reaction or Ananda an object either a
physical object or an abstract objective that has intrinsic value.

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Goal settings may involve establishing specific measurable achievable relevant under
time bounded objectives but not all researchers agree that these criteria are necessary.

Goals can be long term intermediate or short term the primary difference is the time
required to achieve them.

Short term goals expect accomplishment in a short period of time, such as trying to get a
bill paid in the next few days. the definition of a short term goal need not related to any specific
length of time in other words h u a short term goal in a day week month year etc usually define
short term goals in relation to long term goals.

Individuals can set personal goals a student in a set a goal of a High Mark in an exam.
Traveler my try to reach a destination City within 3 hours. Or you common example to save for
retirement or to save for a purchase?

Goal settings and planning promotes long-term vision and shorter motivation it focuses
intention Dzire acquisition of knowledge and helps to organize resources. By setting clearly
find girls one can subsequently measure and take pride in the accomplishment of those goals one
can see progress in what might have seemed a long perhaps difficult.

Achieving Complex and difficult goals requires for long-term delegates and efforts.
success in any field required for going excuses and justifications for poor performance or lack of
adequate planning success requires emotional maturity. The measure of belief that people have
in their ability to achieve a personal goal also affects that achievement. Long term achievements
relay on short term achievements.

There has been a lot of research conducted looking at the link between achieving desired
goals, changes to self efficiency and integrity and ultimately changes to subjective well-being.
efficiency refers to how likely and individual East succeed in achieving their goal.

Multiple studies have shown the link between long term goals and changes in subjective well-
being, most research shows that achieving goals that hold personal meaning to an individual
increases feelings of subjective well-being.

Comprehensive human goal

Having understood the comprehensive human goal, we are able to be in harmony not
only human being but also with the rest of nature. We are able to see that we are related to every
unit in the nature and ensure mutual fulfillment in the relationship. Working on the five
dimensions of human Endeavour in the light of right understanding we are able to work for an

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orderly living of the human society, foundational unity is the family and The Final Destination
is the world family. Thus, Indian number of villages integrated to large clusters of human
society expanding in this sequence finally to a Universal human order on this planet. living in
this order, able to plan for the need of physical facilities, the availability of natural resources
and the role of human beings in ensuring the need at the level if planet. Rebel 2 work for
inculcation of universally accepted in human values through education, plan systems to ensure
justice for all human beings, make policies for the wellbeing of all.

Society is our Third Level of living understanding of values in relationship helps us to

extend our harmonious living with people in the society. comprehensive human goal is right
understanding in every individual, prosperity in every family, Indian society and coexistence in
nature. lack of understanding of harmony has led Astra Tower programs and proper fulfillment
of comprehensive human goal today. the programs to fulfill the human goals are required to
include in the essential five dimensions of the society that are education right living, health self
regulation, justice preservation, production work, Exchange storage.

Loss of biodiversity desertification climate change and the distribution of a number of

natural among the costs of power disregard for nature and the security of its ecosystems and life
supporting as recent scientific work suggests a number of planetary boundaries are being
transgressed and others are at risk being so in business world. Since the industrial revolution,
nature has been treated as a commodity that exists largely for the benefit of people and
environmental problems have been considered as solvable true job Technology. In order to meet
the basic needs of a growing population within the limits of Earth finite resources. There is a
need to device a more sustainable model for production consumption and the economy as a
whole.

Reversing a new world will require a new relationship with the earth and with humankind
one existence. Since 2009 the main aim of the general assembly it's a 5 resolution of harmony
with nature has been to define this newly found relationship based on a non anthropocentric
relationship with nature. Resolutions contain different perspective regarding the construction of
your new anthropocentric Paradigm in which the fundamental basis for right and wrong action
concerning the environment is grounded in human concerns. Step in this direction was further
reaffirmed India outcome document of the science conference on Sustainable Development 2012
and titled the future we want.

We recognize that Earth and its ecosystems are our home and that Mother Earth is a
common expression in a number of countries and regions and we know that some countries
recognize the rights of nature in the context of the promotion of sustainable development.

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It is right to say that we naturally accept human values in light of our understanding of
your harmony and coexistence. Every human being naturally expects to be purposeful and
successful. wisdom is it true source for realizing these expectations. This source could never be
obliterated expects goodness to happen. We all are waiting for goodness to happen. the place
where goodness would be realized will naturally be in our relationships with other entities in
existence. recognition of a relationship in existence is essential in recognizing of its net purpose
or value. this is a study in existence. commitment in a relationship is a natural outcome of this
recognition. perfection naturally results in fruitfulness or success.

The five dimensions of human Endeavour

The centre for harmonious coexistence supplies the Framework for the following five
dimensions of societal systems which can be provide all the programs functions and activities
necessary for Universal human order, thus ensuring achievement of the comprehensive goals of
human living. coexistence provides a humanistic constitution as the foundation for all family
order by which the world can be completely free from corruption exploitation crime and war etc.
it provides the policy Framework principles and guidelines for Universal human order.

Coexistence proposes the following five dimensions of societal systems which can
programs functions and activities necessary for Universal human order, thus ensuring
achievement of the goals of human living.

The dimensions of human Endeavour are

Education right living

Education right living is made up of towards education and right living 10th of is the
understanding of harmony at all the four levels of our existence from me to the entire existence
right living refers to the ability to live in harmony get all the levels of Living. We have to ensure
the availability and continuity of education to ensure right understanding and right feelings
individual and insurance that succeeding generations have both the content and the environment
available to work towards achieving their goal of continuous happiness and prosperity this is
the goal and objective of education.

Health self regulation

Health refers to a feeling of responsibility neutering protecting and rightly utilizing the
body when the body is Lit to act needs of the self where is harmony among the parts of the body,
is referred to as so self regulation which is the basis of health

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Justice preservation

Justice harmony in the relationship between human beings while preservation refers to
harmony in the relationship between human being and the rest of the nature justice is human
relation fulfillment evaluation mutual happiness. reservation is human rest of nature ration
recognition fulfilment evaluation leads to mutual prosperity.

Production work

Work refers to the physical efforts by humans on the rest of nature while production
refers to the output or physical produce that is obtained through these efforts. when we talk of
production work there are two important points to discuss what to produce and how to produce.
the discussion of what to produce depends on the right identification of needs.

Exchange storage

The exchange of physical facilities is between the members of society while storage
refers to the storage of physical facilities that is left after fulfilling the needs of the family. it is
important to note that exchange and storage is done for mutual fulfillment and not for madness of
profit or exploitation. Each family has the capacity to produce more than what it needs for itself.
say if family produces wheat it can produce for 10 families together can similarly produce cotton
for its entire neighborhood. All the needs in the society the families are capable to produce more
than the need. And then we can exchange things. Sex change can take place in the form of
commodities themselves or through currency wherever required. It is meant for mutual
fulfillment did not to exploit the Other not with a madness of profit.

Harmony in nature the four orders in nature

Our world today may be described as an age of confusion and tensions both within and
outside of us. a beautiful life is one that is in harmony with the situations in life. In fact
harmony is a precious treasure of human life. real success satisfaction and happiness at different
factors of harmony. if one is to enjoy the benefit of life to the fullest, it is necessary to develop
and maintain harmony. natural harmony is necessary to solve the problem of global warming
and all problems like reduction of wind velocity energy saving doing companion planting
development of an eco subsystem in terms of establishing a forest Garden reduction of building
heat it is possible to achieve natural harmony in the establishment maintenance and management
of educational institution like schools colleges and Universities.

However he has come to believe that patterns themselves are not enough and that one
needs a morphogenetic understanding of the formation of the environment

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The four orders in nature are

Material order

The big land mass of the continents, gigantic water bodies like ocean and seas mountains
and rivers the atmosphere above the heaps of metals and mineral below the dense gases and
fossil fuels deep below the surface of the earth all fall into the material order. if we look around
beyond the earth the material order is visible even in the form of stars planets moons and several
astronomical bodies.

Pranic order

Our land mass is covered with grass and small curves and they form the lining of entire
soil. Shrubs’, plants and trees form use forest along with the flora in the ocean. All of this is the
plant or by order it is the next Big order of our planet.

Animal order

Animals and birds from the third largest order and we call them the animal order. Real
again we see that the plants or by order is for Greater in quantity than the animal order.

Human order

Human are the smallest order and they are referred to as human order. animals are for
Greater in quantity as compared to the human order.

The holistic perception of harmony in existence

Holistic perception is a spontaneous reaction which has survival value for the organism in
changing environmental conditions. Exemplifying the law of natural economy Holistic
perception allows mobilization of the mental energy and effort for purposes of adaptation and
survival. perception which is holistic enables the organism to make immediate evaluations of
new situations and experiences. the immediate evaluation is an approximation of reality which
only later becomes conscious and concrete understanding after contemplation or meditation.

India is the land of varied religion living together in harmony the cultural and spiritual
heritage of India is both waste as well as rich but there is nothing regional about it. it is so
Universal in its appeal and so Catholic in its approach that is belongs to the whole world is not
doubt Indian but its content is such as to cover all aspects of human life irrespective of

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geographical units and expressions. And as such appeals to Peoples of all ages all countries. the
civilization of India had enclose Chin with nature. Is concerned is projected through doctrine of
Dharma, preached by every religious School that floured friend. Hindu dishes of the Vedic era
value of maintaining a harmonious relationship between the needs of man and spectacular
diversity of the universe to them, nature was not only the mother that sustained their life, it was
the about off divinity.

Man in Hindu culture was instructed to maintain harmony with nature and to show
reverence to the presence of divinity in nature.

As Man occupied the highest and the noblest place among the animals in the same way
trees is regarded as the highest and noblest after vegetable Kingdom. The trees and their Grand
year as forests and their mysterious forms suggest that they are the of existing agencies of the
creator under fighter components in the beauty of a landscape. Preoccupied venerable place in
Buddhism. After long days penace attended entertainment under a bodhtree . Buddha described
forests as a Peninsula organism of unlimited that makes no demands for and extends sleep the
products of its life activity affords protection to all beings and offering Shady went to X-Men
who destroys it Jainism also Lays stress upon the indisputable cultural environment that one
should refrain from the easilyx self or to others. Sikh religion philosophy here also deeply related
to nature. Hindi Mool Mantra while discussing the basic attributes of God Gurunanak calls him
Karta Brook. he perceives him as Vienna self of all living beings.

Successful environmental policies require many things the most vital being the support of
the common masses and that happens only if there is an ethical environmental values and the
moral Passion realize them that are lacking in large sections of human populations. Since
effective policies required that the Civil Society be so to speak the question is what kind of ethic
will suffix for them.

Collision is the idea that systems should be viewed as holes collections of parts. this
often includes the view that systems function as holes and that their functioning cannot be fully
understood solely in terms of their component parts.

Imager whole East Movement in the early 20th century was Gestalt philosophy. the
climb was that perception is not an egg atomic sensor data but a field in which there is a figure
and a ground. background has all Stick effects on the perceived figure.

Holistic concepts are strongly represented within the thoughts present within logos. in
logically anthology which belongs to theology and not to Anthropology holism is the that body
soul and spirit are not separate components of a person but rather facets of United whole.

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Unit – 4
Social Ethics
Introduction

Social ethics are the philosophical or moral principles that, in one way or another, represent the
collective experience of people and cultures. This sort of ethics often acts as a sort of “code of
conduct” that governs what is and is not acceptable, as well as providing a framework for
ensuring that all members of the community are cared for. Standard ethics are typically driven by
individual morals that determine right or wrong. Within a society, the focus is usually more on
what may be considered appropriate behaviour for people as a whole. People perceive things
differently , however and various cultures share often wildly opposing beliefs; as such, what is
deemed “right” for one group may not necessarily be consistent universally and defining social
ethics as an absolute is often very difficult.

In most places, companies also abide by guiding social ethics principles. This can come
in the form of eco-conscious or “green” sourcing and packaging, for example Local
responsibility may also play a role corporate leaders often feel compelled by ethical norms to
donate a percentage of annual profits to local charities, for instance or to encourage employees to
get involved with community service or volunteer opportunities in the nearby area. Many see this
as a way for a company to "give back" to the communities that allow them to be successful in the
first place.

Part of the problem with universally defining social ethics is that there are many different
elements that contribute to them. Language , race , gender and culture all come into the
equation.; religion and education also play a role.

In order for societal standards to work in the face of such differences, most societies
operate under a "majority rule" system where what is best for the most people become standard.
The rights and interests of the majority can only be enforced to the extent that others are not
harmed or disenfranchised, however . Majority based social ethics usually includes sharing with
others , doing good deeds and acknowledging different viewpoints. Social ethics also typically
involves acceptance and tolerance of differences.

The role of social ethics is to provide members of society a framework for approaching
controversial or sensitive issues so that everyone can peacefully coexist.

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Social ethics

Social ethics is a rule that is applied in order to club relationship with others so that good
communication can be established and familiar. So is social ethics rules adopted by a social order
is the result of human creation are created with the aim to maintain a good community relations
and harmony.

Social ethics is applicable in a community and sometimes have a life of its own. Trait that
appears depends on the cultural and customs applicable in areas where a community or a
community residence. Then the culture is still influenced more by the mindset of the local
community as well as the location and geographical conditions in which communities live.

Examples of Social ethics

In the area of Java we have to bow when passing by or walking in front of others,
especially older ones. Social ethics is valid for the purpose as a symbol of respect.

When going into someone else house, we had to knock on the door and greet or ask for
permission. The goal of course to respect the privacy and existence of the host.

A visit should not be at night. The goal of course so as not to disturb those who are
resting at night.

Burping while eating. This is an example of ethics as opposed to Indonesian culture. In

Korea if any relative or friends who invited us to eat together then burp, then this is a form of
homage. Saltpeter in the country is a symbol of happiness, respect and gratitude for having
invited to eat together.

But in regions of Europe when we do a burp in the time or after a meal is very impolite.
The reason is that it can interfere with mood and appetite because it eliminates the noise
generated can bring a sense of disgust.

Another example of social ethics opposite is in Java. People who are getting advice or
warming from the parents should be lowered face. Because if the parents are considered
challenging stare and not respected.

But in Europe, when there are people who speak have looked at his face, as a form of
attention at the talks that are underway.

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Ethical culture or the process of purification

The very root and core of all moral discipline is mental purification through refraining
from all evil action and the active practice in virtue. Do well at all times. Ahimsa, Satya and
Brahmacharya symbolise the three processes of avoiding sin, sticking to virtue self purification.

All harm arises out of man's egoism. the ego manifests itself as ambition Desire and lust.
influence man integers in hatred love flattery Pride hypocrisy delusion.

To eradicate egoism arising out of body or idea constantly think constantly on the
foulness and perishability of the body and the pains arising out of the senses. Reject them as evil
and mentally rice about them.

Improper action thoughtless action without discrimination gives rise to all misery. To get
freedom from misery, the noble path of virtue sadachara is to be followed.

In every sphere , the individual should strive to adhere to these qualities and to manifest
them. Thus, this idea is to be practised between parents and children, elders and youngsters,
teacher and pupil and friend, guru, leader and follower subject and ruler and nation and nation.

You must proceed along the path of virtue. Be determined never to swerve even an inch
from Dharma. The mind has to be carefully trained and the will should be developed and
strengthened.

Philosophy of right and wrong

Everybody speaks: "This is right, that is wrong, you are right, he is wrong" but he cannot
tell you exactly what he means by 'right and wrong'.

What is the criterion by which we judge an action to be right or wrong and good or bad?
"Right and wrong" and "good and bad" are relative terms. Right and wrong refer to the moral
standard, as law. Good and bad refer to it, as end. You will have refer to adjust your contact
according to this moral standard. That which is in accordance with a rule is right. That which is
worthy achievement is good. Religion gives us the ultimate data upon which ethical Science may
be built.

Relative nature of right and wrong

Right and wrong dharma and adharma are relative terms. It is very difficult to define
these terms precisely. Even sages are bewildered sometimes in finding out what is right and what

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is wrong in some special circumstances. That is the reason why Lord Krishna says in the Gita;
"what is action? what is in inaction? Even the wise are here in preplexed. Therefore I will
declare to thee the action by knowing which is thou shalt be liberated from evil. It is needful to
discriminate action, to discriminate unlawful action and to discriminate inaction; mysterious is
the path of action. He who seeth inaction in action and action inaction, he is wise among men, he
is harmonious, even while performing all actions.

Human conduct

Human conduct refers to the array of every physical action and observable emotion
associated with individuals, as well as the human race as a whole.

The conduct of humans falls within a range with some conduct being common, some u
unusual, some acceptable and some outside acceptable limits. In Sociology, behaviour is
generally includes actions having no meaning, being not directed at other people and thus all
basic actions. Behavior in this general sense should not be mistaken with social behaviour, which
is more advanced social action, specifically directed at other people. The acceptability of
behaviour depends heavily upon social norms and is regulated by various means of social
control. Human behaviour is studied by the specialized academic disciplines of psychiatry,
psychology, social work, sociology, economics and anthropology.

Human contact is experienced throughout an individuals entire lifetime. It includes the

way they act based on different factors such as genetics, social norms, core faith and attitude.
Behaviors is impacted by certain traits each individual has. The traits vary from person to person
and can produce different actions or behavior from each person. Social norms also impact
behavior. Due to the inherently conformist nature of human society in general, humans are
pressured into following certain rules and displaying certain conducts in society, which
conditions the way people behave. Different conducts are deemed to be either acceptable or
unacceptable in different societies and cultures. Core faith can be perceived through the religion
and philosophy of that individual. It shapes the way a person thinks and this in turn results in
different human conducts. Attitude can be defined as "the degree to which the person has a
favourable or unfavourable evaluation of the behaviour in question". One's attitude is essentially
a reflection of the behaviour he or she will portray in specific situation. Thus, human behaviour
is greatly influenced by the attitudes we use on a daily basis.

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Factors of human conduct

Various factors of human conduct are

1.Genetics

Long before Charles Darwin published his book on the Origin of species in 1859, animal
breeders knew that patterns of behaviour are somehow influenced by inheritance from parents.
Studies of identical twins as compared to less closely related human beings and children brought
up in adaptive homes, have help scientists understand the influence of genetics on human
behaviour. The study of human behavioural genetics is still developing steadily with new
methods such as genome wide association studies.

2.Social norms

Social norms, the often unspoken rules of a group, shape not just our behaviours but also
our attitudes. An individual behaviour varies depending on the group they are a part of, a
characteristic of society that allows to norms society that allows to norms heavily impact society.
Without social norms, human society would not function as it currently does, humans would
have to be more abstract in their behaviours, as there would not be a pre-tested normal
standardized lifestyle and individuals would have to make many more choices for themselves.
Depending on their nature and upon once perspective, norms can be impact different sections of
society but positively and negatively.

3.Creativity

Creativity is assumed to be present within every individual. Without creative minds, we

would not live in a modern world like today. Creativity pushes people past their comfort zone.
For example, the Wright Brother's invention of the first practical fixed wing aircraft the aircraft.
The aircraft first took flight in 1903 and fifty years later the first passenger jet airliner was
introduced. Creativity is what defines human beings. Creativity has kept people alive during
harsh conditions and it has also made certain individuals wealthy. We are creativity in our daily
lives as well as, such as finding a shortcut to a destination.

4.Core faith and culture

Another important aspect of human behaviour is their "core faith". This faith can be
manifested in the forms of religion, philosophy, culture or personal belief and often affects the
way a person can behave. Emotions connected to morals including shame, pride and discomfort
and these can change the way a person acts. Most importantly, shame and guilt have a large

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impact on behaviour. Lastly, culture highly affects human behaviour. These differences are able
to alter the way different cultures and areas of the world interact and act.

5.Attitude

An attitude is an expression of favour or disfavour toward a person, place, thing or event.

The interesting thing about an attitude and human being is that it alters between each individual.
Everyone has a different attitude towards different things. A main factor that determines attitude
is likes and dislikes. When one does not like something, one is more likely to get defensive and
shutdown. An example of how onc's attitude affects one's human behaviour could be as simple
as taking a child to the park or to the doctor. Children know they have fun at the park so their
attitude becomes willing and positive but when a doctor is mentioned, they shutdown and
become upset with the thought of pain. Attitudes have a lot to do with the mind which highly
relates to human behaviour. Positive attitudes are better than negative ones as negativity can
bring on negative emotions that most of the time can be avoided. This can be done by assessing
their attitudes and properly presenting them in society.

The basics for ethical human conduct

The right understanding gained through self exploration also enables us to identify the
definitiveness of human conduct which may also be called the ethical human conduct. Each one
of us wants to have a definite conduct but presently we may not be able to ensure that. This is
because we are presently living on the basis of our pre conditioning or assumptions which are not
in consonance with the truth or the right understanding. But, this situation neither give
satisfaction to us nor to others. We also see people debating endlessly about what they consider
to be ethical. But unless we have the right understanding, we are not able to identify the
definitiveness of ethical human conduct. Values are a part of our ethical conduct. They are the
outcome of realisation and understanding, which are always definite. The basics for ethical
human conduct can be summarised as follows:

i) Welfare implies material well being, as well as the conservation of productive ecosystem and
relates to fisheries as a provision of food and livelihood.

ii) Freedom or human self deteremanation, relates to assess to fishing resources, fishers self-
control and other life options related to fisheries.

iii) Justice relates to the distribution of the benefits of fishing and to the ownership of scarce
resources.

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iv) Human dignity, human rights and Justice, which refers to the duty to promote universal
respect for the human person. In the context of fisheries, this principle relates, for example, to
fishers self-determination, asses to fishing resourses and the right to food.

v) Beneficence, which concerns human welfare, reducing the harms and optimising the benefits
of social practices. In the context of fisheries, this principle needs to be observed when the
effects of policies and practices upon the livelihoods of fishing communities are evaluated. This
principle invites an ethical approach to fisheries that its consequences to general welfare infocus.

vi) Cultural diversity, and tolerance which relates to the need to take different value systems into
account limits of other moral principles. The pressing moral issues in fisheries take different
shapes across different cultures.

vii) Solidarity, equity and cooperation, which refers to the importance of collaborative action,
sharing scientific and other forms of knowledge and non-discrimination. In the context of
fisheries, this principal underpins the moral imperative to eradicate poverty in developing
countries and ensure equity within fisheries and between sectors.

viii) Responsibility for the biosphere, which concerns interconnections of all life forms and the
protection of biodiversity. This principle combines ethical reasoning based on rights and on
consequences for human welfare, as well as on individual virtues and duties to respect the
environment.

Human consciousness a developing stage

The journey towards right understanding in fact a transformation in the human being
from 'animal consciousness' to 'human consciousness'. Having gone through the self exploration,
we can see how it helps us to initiate the development process of our consciousness.
Accordingly it affects a change in one's goals, priorities and selection criteria. In 'animal
consciousness' we give all the weight age to physical facilities, to the maximization of sensory
pleasures, to accumulation of wealth. Our criteria of evaluation are primarly body centric,
targeted towards maximization of comforts and sensory pleasures.

As indicated earlier, this prosperity proves to be a mystery trap for human being causing
multifarious problems within us as well as in outside world as we are experiencing now a days.
As we transform to the human consciousness, we are able to base our thoughts and activities on
right understanding, give relationship a higher priority than physical facilities, identifying our
physical needs and ensure it through production, enriching rest of the nature as well.

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Defects in ethical human conduct

Ethical issues in human research generally arise in relation to population groups,

experiments stand out in there disregard for the wellbeing of human subjects.

1.The Goodness of human freedom

Strictly speaking, the appeal to human freedom is not so much a defense of cloning itself
as it is of the right to practice it, asserted against those who seek to prohibit it. No one was a
suspect, would say that he wanted to clone himself or anyone else in order to be free or to
vindicate the goodness of liberty. Nevertheless, human freedom is a defence often heard in
support of a "right" to clone.

Those who defend cloning to produce children on the grounds of human freedom make
two kinds of arguments. The first is that because individuals in pluralistic societies have different
definitions of the good life and of right and wrong, society must protect individual freedom to
choose against the possible tyranny of the majority. This means securing and even expanding
the rights of individuals to make choices so long as their choices do not directly influence on the
rights of other rights bearing citizens.

A second defense of human cloning on the grounds of freedom is the claim that human
existence is by its very nature "open ended", "indeterminate" and "unpredictable". Human beings
are always remaking themselves, their values and their ways of interacting with one another.
New technologies are central to this open ended idea of human life and to shut down such
technologies simply because they change the "traditional" ways of doing things is unjustificable.

2.The goodness of existence

Like the appeal to freedom, the appeal to the goodness of existence is not an argument for
cloning but an argument against opponents who speak up in the name of protecting the cloned
child to be against the harms connected with its risky and strange origins as a clone. This
argument asserts that attempts to produce children through cloning, like any attempt to produce a
child, will directly the cloned child to be since without the act of cloning the child in question
would not exist. There is also serious corollary about how, in the absence of a principle that
values existence as such, we will and should regard and treat people born with disabilities or
deformities opponents of cloning might appear in a position of intolerance of saying to cloned
individuals, "Better For us had you never existed".

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3.The goodness of wellbeing

The third moral argument for cloning to produce children is that it would contribute in
certain cases to the fulfillment of human goods that are widely honoured and deeply rooted in
modern democratic society. These human goods include the health of newborn and existing
children, reproductive possibilities for infertile couples and the possibility of having a
biologically related child. In all these circumstances human cloning could relieve existing and
sorrow or prevent them in the future.
It also provides a new means for gaining knowledge about the age old question of nature versus
nurture in contributing to human achievement and human flourishing and to see how clones of
great measure up against the "originals".

2.To Produce biologically related children

Human cloning would allow individuals or couples with fertility problems to have
biologically related children. For example, if a man could not produce sperm, cloning would
allow him to have a child who is "biologically related" to him. In addition, it would allow
married couples with fertility problems to avoid using donor gametes and therefore avoid raising
children with genetic inheritances from outside the marriage.

5.To avoid genetic disease

Human cloning could allow couples at risk of generating children with genetic disease to
have healthy children. For example, if both parents carried one copy of a recessive gene for the
same heritable disorder, cloning might allow them to ensure that their child does not inherit the
known genetic disease.

6.To obtain rejection proof transplants

Human cloning could produce ideal transplant donors for people who are sick or dying.
For example, if no genetic match could be found for a sick child needing a kidney or bone
marrow transplant and the parents had planned to have another child, cloning could potentially
serve the human goods of beginning in your life and saving an existing one.

7.To replicate a loved one

Human cloning would allow parents to replicate a dead or dying child or relative. For
example, one can imagine a case in which a family mother, father and child is involved in a
terrible accident in which the father dies instantly and the child is critically injured. The mother,
told that her child will soon die, decides that the best way to redeem the tragedy is to clone her

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dying child. This would allow her to preserve a connection with both her dead husband and hair
dying child, to create new life as a partial human answer to the grievous misfortune of her child's
untimely death and to continue the name and biological lineage of her decreased husband.

8.To reproduce individuals of great genius, talent or beauty

Human cloning would allow families or society to reproduce individuals of great genius,
talent or beauty, where these traits are persumed to be based on the individuals desirable or
superior genetic makeup. For example, cloning of cattle is being promoted as a means of
perpetuating champion milk, so cloning to produce children has been touted as a means of
perpetuating certain "superior" human exemplars.

The purposes or reasons for cloning to produce children are, as they are stated, clearly
intelligible on their face. When challenged, the defenders of these purposes often appeal to larger
moral and political goods. The typically fall within the following three categories: human
freedom, existence and well-being.

Holistic alternative and universal order

The human values integrated learning concept obtained through intuition, has gained
wide acceptance around the world. The students and teachers have benefited greatly from this
unique method of teaching and learning experiences. The nation needs heroes who can bring
their country to greater heights. What we witness today is that, current approaches to education
only address at most one or two aspects of personality in the teachings. These techniques are not
adequate in bringing out the potential talent in each child. In most education system, individuals
are treated merely as action agents unable to bring out the divine potential within a child. By
adopting the human values approach with the right techniques, it has been proven that it is
possible to create a balanced individual and society. A good education system with the education
in human values can make it a reality.

Harmony in the family is the building block for harmony in the society. Harmony in the
society leads to an undivided society. Having understood the comprehensive human goal, we are
able to be in harmony not only with human beings but also with the rest of nature. We are able to
see that we are related to every unit in the nature and ensure mutual fulfillment that relationship.
To facilitate the fulfillment of the basic aspirations of all human beings in the society the
comprehensive human goal needed to be understood are right understanding in every individual,
prosperity in every family, trust and fearlessness in society and their coexistence with nature i.e
a relationship and complementarities among all the entities in nature. It will be necessary to
develop appropriate systems and programs to cater to the five silent dimensions of human
endeavour that are to be shaped and implemented in society. The foundational unit of orderly

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living of human society is the family and the final destination is the world family. Living in this
order, we are able to plan for the need of physical facilities, the availability of natural resources
and the role of human beings in ensuring the need at the level of planet.

Universal human order and ethical conduct

The Universal Declaration of Human Rights is a declaration adopted by the United

Nations Nations General Assembly on 10 December 1948.

The declaration consists of thirty articles which have been elaborated in subsequent
international treaties, economic transfers, regional human rights instruments, national
constitutions and other laws. In 1966 the general assembly adopted the two detailed covenants
which completed the International Bill of Human Rights. In 1976, after the covenants had been
ratified by a sufficient number of individual nations, the bill on the force of international law.

During World War II the alias adopted the four freedoms, freedom of speech, freedom of
religion, freedom from fear and freedom from want as their basic war aims. The United Nations
charter reaffirmed rate in fundamental human rights and dignity and worth of the human person
and committed all member states to promote "universal respect for observance of human rights
and fundamental freedoms for all without distinction as to race, sex, language or religion.

In June 1946, the UN Economic and Social Council established commission of Human
Rights m, which consisted of 18 members from various nationalities and political backgrounds.
The Commission on Human Rights, a standing body of the United Nations, was constituted to
undertake the work of preparing what was initially conceived as an International Bill of Rights.

Once the committee finished its work in May 1948, the draft was further discussed by the
commission of Human Rights, the economic and social Council, the third committee of the
general assembly before being put to vote in December 1948. During these discussions many
amendments and proportions were made by UN member states.

British representatives were extremely frustrated that the proposal had moral but no legal
obligation.

The content of right understanding, discovering the innate harmony at various levels of
existence right from the human being to the whole of existence. This included a correct
appraisal of the needs, characteristics and activities of the self and the body. This manifests in
the form harmonious interaction of units with each other being in coexistence with the all
providing space. This reality space is no activity, transparent, equilibrium energy and the units
of nature are submerged in space. Being in space they ate energized self organised and fulfill the

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definite relationship with each other leading to the complete extensional order. All the above
investigations were carried out through a process of self exploration and studying the things
around as. We can start looking at the significant implications of such an understanding in our
life and provision. Such an understanding enables the human being to achieve harmony in
oneself harmony with other human beings and harmony with rest of nature. There is harmony at
the levels of human living and based on this understanding of harmony, when we participate in
the larger order, this participation at different level is our value. The identification of values
starts from the participation of the activities of the self in the form of definite conduct of the
human being based on realisation and understanding. We studied about the values pertaining to
behaviour as the nine values in relationship viz, trust, respect, affection, career, guidance,
reverence, glory and love. The participation of human being in ensuring the role of physical
facility helps and preserve its utility. For example, the utility value of a pen is that it needs aids
in writing. This provides a means of the body. Provide a cap to the pen so that the ink does not
spill, a proper design for holding of the pen while writing etc preserve the utility of the pen. The
values are nothing but the participation of the human being in different dimensions of living.

The right understanding Universal Values

There is an innate harmony and orderliness in the existence. The human beings only
need to understand it and not to create it. The universal human urge for happiness and prosperity
is actually the quest for understanding this harmony and being in tune with it. The universal
human values are the parameters which designate this harmony at various levels and highlight
the universal purpose in terms of understanding this harmony. Thus, the universal human values
are nothing but manifestation of the truth of existence in various dimensions of human
interaction in terms of the participation in universal order. These are naturally acceptable to all
human beings and conducive to human happiness. Only our ignorance, our wrong
preconditioning, out illusion about ourselves, about the existence, about the nature of sensory
interactions and about our relationships with things around us, leads to all the difficulties and
confusions in appreciating and inculcating these universal values. Continuous self observation
and self exploration into entire existence enables us to realise the truth. We are able to
appreciate the universality and the innateness of human being. On our own right, we can
experience how such a realisation leads to fulfillment at all levels. Once we are able to get rid of
of our false preconditioning and anchor ourselves to our natural acceptance, the inculcation of
human values becomes spontaneous. And this is true for all human beings and for all times.
This is what all of us really cherish and as human beings we also have the requisite potential and
wherewithal to realise it. This understanding is thus a source of great solace, great relief and
great confidence to the whole human race. The universal values are the trusts of existence and
are always there. It is for us to discover these through self exploration and learn to live in
accordance with these in order to be happy. The values are not to be enforced through fear. The
values are not to be enforced through greed. The values not to be enforced through, blind faith

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or belief. The values are naturally acceptable as we have seen and hence there is no need for
imposition or enforcement. Only right understanding through the process of self exploration will
lead to harmony in the society or organisation. This gives a very strong base to ensure value
based living among human beings. Any attempt to inculcate values through fear, greed or a false
belief will not be conducive to sustainable harmony in the society or organisation. Only the
process of understanding through self exploration will work in the long run.

Human rights

Human rights are rights inherent to all human beings irrespective of a person's
nationality, place of Residence, sex, national or ethical origin, colour, religion, language or any
other status. Everybody is equally entitled to human rights without discrimination. These rights
are all interrelated, interdependent and indivisible.

In India, there are multiple ways of protecting human rights. The Parliament and the
executive are entrusted with the creation and implementation of the law of the land, while the
judiciary protects its execution.

Besides these basic Institutions there are other bodies which strengthen and enhance the
existing mechanisms. Dedicated government agencies, socially inclined non government
organisations, local community groups and international cooperation agencies in fact provide the
support of Human Rights protection across the globe.

Meaning of human rights

Humans rights are the fundamental rights that humans have by the fact of being human
and that are neither created nor can be abrogated by any government. Human rights are rights
inherent to all human beings, whatever nationality, place residence, sex, national or ethical
origin, colour, religion, language or any other status.

Scope of human rights

It is been typically understood that individuals and certain groups are bearers of Human
Rights, while the state is prime organ that can protect the Human Rights. The political sociology
of Human Rights argues that historical strugglers by oppressed groups have yielded a greater
degree of protection for large sets of individuals and groups whose rights have not always been
guaranteed while the state itself, in attempt to construct a national identity and fortify its capacity
to govern, has extended various rights protections to increasingly latge sectors of society.

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The scope of Human Rights can be considered for the following areas.

i) Civil and political rights

Civil and political rights uphold the sanctity of the individual before the law and
guarantee his or her ability to participate freely in civil, economic, and political society. Civil
rights include such right as the right to life, liberty and personal security, the right to equality
before the law, the right to protect from arbitrary arrest, the right to the due process of law, the
right to a fair trial and the right to religious freedom and worship

Political rights include such rights as the right to speech and expression, the rights to
assembly and association and the right to vote and political participation. Political rights thus
guarantee individual rights to involvement in public affairs and the affairs of the state.

ii) Economical social and cultural rights

Social and economic right include such rights as the right to your family, the right to
education, the right to health and well-being, the right to work and fair remuneration the right to
form trade unions and free associations, the right to leisure time, and the right to social security.
When protected these rights help or promote individual social and economic development and
self esteem.

Cultural rights are meant to maintain and promote sub national cultural applications and
collective identities and protect minority communities against the incursions of national
assimilations and national project building.

iii) Solitary rights

Solidarity rights, which include rights to public goods such as development and the
environment, seek guarantee that all individuals and groups have the right to share in the benefits
of the earths natural resources, as well as those goods and products that are made through
processes of economic growth, expansion and innovation.

Many of these rights are transnational in that they make claims against wealthy nations
to redistribute wealth to poor nations, cancel or reduce International death obligations, pay
compensation for past imperial and clonical advantages, reduce environmental degradation, and
help promote policies for sustainable development.

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Development of human rights

All human rights are invisible, whether they are civil and political rights, such as the right
to life, equality before the law and freedom of expression, economic social and cultural rights,
such as the rights to work, social security and education, or collective rights, such as the rights to
development and self determination are invisible, interrelated and interdependent. The
improvement of one right facilitates advancement of the others. Likewise the deprivation of one
right adversely affects the others.

When the interrelationship between human rights and Development Corporation was
established in the 1970s the linkage between the two concepts was often connected with debates
about the discontinuation of assistance to country whose government grossly violated human
rights and the punitive aspect of the linkage appeared to prevail in public opinion.

In the course of 1980s the relationship between human rights and development
cooperation began to take on a different form. The use of Development corporation to promote
Human Rights through e.g, additional support to democratic democratizing governments, support
to human rights NGOs or seed operation received increasing attention. Gradually Human Rights
became part of the dialogue between donors and recipients.

And important achievement in establishing the relationship between human and

development where the so called Millennium Development Goals. At the UN Millennium
Summit 2000, world leaders agreed upon a set of time bond and measurable goals and targets
for combating poverty, hungry, disease, illiteracy, environmental degradation and discrimination
against women. These goals am to achieving measurable progress in a number of specific fields
which are considered essential for human development and several lead to increased enjoyment
of Human Rights such as primary education.

The MGDs have led to increased emphasis on human rights based approaches to
development and poverty reduction. A human rights based approach deals with the sustance of
the development support initiatives but,focuses on the way in which development is being
approached. Human Rights instruments, such as the Universal Declaration of Human Rights
provide a coherent framework cover practical at the international and domestic levels to reduce
poverty . The human rights based approach to poverty reduction unholds the principles of
university and invisibility, empowerment and transparency, accountability and participation

The United Nations development program plays a central role within the UN in realising
the Human Rights based approach to development. It focuses its policy,programming and
capacity development support to this approach.

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i) Encourages all actors to adopt a human rights based approach in tailoring and customising the
MDG targets to the local context.

ii) Focuses on the capacities of duty holders to meet their obligations to respect protect and fulfill
rights, as well as the capacities of rights barriers to claim their rights.

iii) Engages in the work of UN treaty bodies, particularly strives to incorporate selected and
relevant recommendations that result from periodic reviews into its programme development.

iv) Promotes and supports participatory assessment methodologies that link rights, obstacles and
strengths around which poor people can secure their livelihood.

v) Build in-house capacity to undertake multi-disciplinary review and analysis that maximize
meaningful participation of the poor.

The Human Rights based approach is a perspective and process that can lead more
directly to increased enjoyment of human rights. Development processes traditionally technical
and economically oriented are becoming increasingly focused on enjoyment of rights and
promotion of values. One of the most important aspects of this approach is the increased
recognition of poverty as one of the greatest barriers to the universal enjoyment of human rights.

Millennium development goals to be achieved by 2015

● Divide extreme poverty and hunger.

●
● Achieve Universal primary education.
●
● Empower women and promote equality between women and men.
●
● Reduce under five mortality by two thirds.
●
● Reduce maternal mortality by three quarters.
●
● Reverse the spread of killer diseases, especially HIV/AIDS and malaria.
●
● Ensure environmental sustainability.
●
● Create a global partnership for development, with targets for aid, trade and debt relief.

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Human Rights violation and social disparities

Human rights are rights inherent to all human beings, whatever our nationality, place of
residence, sex, national or ethnic origin, colour, religion, language or any other status. We are
equally entitled to our human rights without discrimination. These rights are interrelated,
interdependent and indivisible.

Universal human rights are often expressed and guaranteed by law, in the form of
treaties, customary International Law, general principles and other sources of international law.

The 1993 Vienna World Conference on Human Rights, for example, noted that it is duty
of states to promote and protect all human rights and fundamental freedoms, regardless of their
political, economic and cultural systems.

All States have ratified at least one and 80% of the states have ratified four or more of the
core human rights traits, reflecting consent of states which creates legal obligations for them and
giving concrete expression to universality.

Human rights are inalienable. They should not be taken away, except in specific
situations and according to due process. for example, the right to liberty may be restricted is a
person is found guilty of a crime by a court of law.

All human rights are indivisible, whether they are civil and political rights, such as the
right to life, equality before the law and freedom of expression, economic, social and cultural
rights, such as the rights to work, social security and education.

Non-discrimination is a cross cutting principle in international human rights law. The

principle applies to everyone in relation to all human rights and freedoms and it prohibits
discrimination on the basis of a list of non exhaustive categories such as sex, race, colour and so
on.

Human rights entail both rights and obligations. States assume obligations and duties
under International law to respect, to protect and to fulfill human rights. The obligation to respect
means that States must refrain from interfering with or curtailing the enjoyment of human rights.

Sexual violence

India is the home to the largest number of sexually abused children in the world. About
53% of children have been subjected to some form of sexual abuse. In 2012 India introduced the
Protection of Children from Sexual Offences Act to deal with cases of child sexual abuse.

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However, it took two years to record the first cases under the law and there are huge gaps in its
implementation with the conviction rate under the act being only 2.4%.

Forced labour

India has the highest number of people living in conditions of slavery,18.3 million three
times more than the next highest nation.

Death Bondage

Most of those in India living in slavery are in bonded labour, where a person pledges
himself or herself against a loan. Debt bondage can be passed on generation to generation, with
children required to pay off their parents debt.

Child labour

India has the largest number of child labourers under the age of 14 in the world with an
estimated 12.6 billion children engaged in hazardous occupations.

Human trafficking

Human trafficking is a 8 million dollar illegal business in India. Around 10,000 Nepali
women are brought to India annually for commercial sexual exploitation. Every year 20,000 to
25,000 women and children are trafficked from Bangladesh.

Religious violence

Communal conflicts between religious groups have been prevalent in India since around
the time of its independence from British rule. communal riots took place during the partition of
India between Hindu/Sikhs and Muslim where large numbers of people were killed in large scale
violence.

In 1984 anti Sikh riots was a fourth day period during which Sikhs were massacred by
members of the secular centrist congress party of India, some estimates state that more than
2,000 were killed. Other incidents include the 1987 Hashimpura massarce during communal riots
in Meeru, 1992 Bombay Riots.

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Caste related issues

According to a report of Human Rights Watch "Dalits and indigenous peoples continue to
face discrimination, exclusion and acts of communal violence. Laws and policies adopted by the
Indian government provide a strong basis for protection but are not faithfully being faithfully
implemented by local authorities.

Freedom of expression

According to the estimates of reporters without borders, India ranks 122nd worldwide in
2010 on the press freedom index.

The Indian constitution, while not mentioning word "press" provides for "the right to
freedom of speech and expression". However this right is subject to restrictions under sub-clause,
whereby this freedom can be restricted for reasons of "sovereignty and integrity of India, the
security of the state and friendly relations with foreign States, public order, preserving decency,
preserving morality, in relation to contempt of court, defamation or incitement to an offence".
Laws such as the Official Secrets Act and Prevention of Terrorism act as been used to limit press
freedom.

For the first half century of Independence, media control by the state was the major
constraint on press freedom. Indira Gandhi famously stated in 1975 that All India Radio is a
"government organ, it is going to remain a government organisation". With the liberalisation
starting in the 1990s, private control of media has increased, leading to increasing Independence
and greater scrutiny of government. In addition, laws like Prasar Bharati act passed in recent
years contribute significantly to reducing the control of the press by the government.

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Unit - 5
Professional ethics
Introduction

Personal ethics is a category of viewpoint that determine what an individual believes

about morality and right and wrong. This is usually distinguished from business ethics are legal
ethics. These branches of ethics come from outside organisation or governments,not the
individuals conscience. These branches of ethics occasionally overlap. Personal ethics can
affect all areas of life, including family, finances and relationships.

The purpose of personal ethics is often debated. Ideas can range from pleasing a personal
spirit to creating a thriving community to learning the best way to please oneself. Religion
inspired a large portion of ethics. Many devoted followers are willing to adhere to a specific
morality system on faith alone.

Personal ethics are the basic principles and values that govern interactions among
individuals. Sound personal ethics are typically those that positively impact the experience of
others when used to govern an individual's social or business related behaviour and at the very
least, such ethics should not have a negative impact on others.

Meaning of personal ethics

A personal refers to the statement which is a point of view based on certain ethics or
morals. These statements are not objective and reflect an individual's personal views or feelings
on a certain subject.

The Roles of value based life and production

Values exist, whether you recognise them or not. Life can be much easier when you
acknowledge your values and when you make plans and decisions that honour them. If you
value family, but you have to work 70 hour weeks in your job, will you feel internal stress and
conflict? And if you don't value competition and you work in a highly competitive sales
environment, are you likely to be satisfied with your job.?

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In this types of situations, understanding your values can really help. When you know
your own values, you can use them to make decisions about how to live your life, and you can
answer questions like these:

• What job should I pursue?

• Should I accept this promotion?

• Should I start my own business?

• Should I compromise, or be firm with my position?

• Should I follow tradition, or travel down a new path?

So take the time to understand the real priorities in your life, and you will be able to
determine the best direction for you and your life goals add to my personal learning plan.

Values are usually fairly stable, yet they don't have strict limits or boundaries. Also, as you
move through life, your values may change. For example, when you career, success measured
by money and status might be a top priority. But after you have your family, work life balance
may be what you value more.

When you define your personal values, you discover what's truly important to you. A good
way of starting to do this is to look back on your life to identify when you felt really good, and
really confident that you were making good choices.

Activities related to value based life and profession

Step 1 Identify the times when you were happiest

Find examples from both your career and personal life. This will ensure some balance in
your answers.

• What were you doing?

• Were you with other people? who?

• What other factors contributed to your happiness?

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Step 2 Identify the times when you were most proud

Use examples from your career and personal life

• Why were you proud?

• Did other people share your Pride ? Who?

• What other factors contributed to your feelings of pride?

• Finding this article useful?

• You can learn about 48 decision making skills, like this, by joining the mind tools club.

Step 3 Identify the times when you were most fulfilled and satisfied

Again, use both work and personal examples.

• What need or desire was fulfilled?

• How and why did the experience give your life meaning?

• What other factors contributed to your feelings of fulfillment?

Step 4 Determine your top values, based on your experiences of happiness, pride and
fulfillment.

Why is each experience truly important and memorable? Use the following list of
common personal values to help you get started and aim for about top 10 values. As you work
through, you may find that some of these naturally combine. For instance, if you value
community and generosity you might say that service to others is one of your top values.

Professional ethics and right understanding

1. Professional ethics concerns the moral issues that arise because of the specialist knowledge
that professionals attained and the way this knowledge should be used when providing a service
to the public.

2. Every profession has its own unique body of organised knowledge because of which
professionals acquire a kind of authority over those who seek their professional services.

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3. A profession is a calling in which the special knowledge and skills are used on a distinctly
intellectual plane in the service of mankind.

4. The concept of professional ethics is partly comprised of what a professional should or should
not do in the workplace.

5. In a profession, to acquire knowledge and expertise is to acquire power, and no one should be
allowed to yield such power without learning to use it ethically, and in a manner that is socially
responsible.

6. The sense of public service embedded in the professional ethics plays a leadership role on
professionals.

Competence in professional ethics.

The principle of professional competence and due care imposes the following obligations
on all professional accountants.

a) To maintain professional knowledge and skill at the level required to ensure that clients
or employers receive competent professional service.

b) To act diligently in accordance with applicable technical and professional standards when
performing professional activities or providing professional services.

Competent professional service requires the exercise of sound judgement in applying

professional knowledge and skill in the performance of such service. professional competence
may be divided into two separate phrases.

a) Attainment of professional competence

b) Maintenance of professional competence

The maintenance of professional competence requires a continuing awareness and an

understanding of relevant technical, professional and business developments. Continuing
professional development enables a professional accountant to develop and maintain the
capabilities to perform competently within the professional environment.

Diligence encompasses the responsibility to act in accordance with the requirements of an

assignment, carefully, thoroughly and on a timely basis.

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A professional accountant shall take responsible steps to ensure that those working under the
professional accountants authority in a professional capacity have appropriate training and
supervision.

Where appropriate, a professional accountant shall make clients, employers or other users of
the Accountants professional services or activities aware of the limitations inherent in the
services or activities.

Issues in professional ethics the current scenario

From time to time , the board of ethics determines that members and certificate holders
can benefit from additional analysis and instruction concerning a specific issue of ethical
conduct. Issues in ethical statements are intended to heighten sensitive and increase awareness.
They are illustrative of the code of ethics and intended to promote thoughtful consideration of
ethical issues. They may assist members and certificate holders in engaging in self-guided
ethical decision making. These statements do not absolutely prohibit to require specified
activity. The facts and circumstances surrounding a matter of concern will determine whether
the activity is ethical.

The board of ethics defines "conflict of interest" as a situation in which personal and are
financial considerations have the potential to influence or compromise professional judgment in
clinical service, research, consultation, instruction, administration or any other professional
activity.

It is important to notice that it is not necessary for such influence or compromise to have
occurred before a situation can be identified as a conflict of interest. It is sufficient for the
situation to appear to provide the potential for professional judgment to be compromised.

Unfortunately, situations arise in which it can become unusually hard for a professional
to maintain the separation of personal interest from professional service. These situations often
involve professionally related commercial enterprises or financial arrangements in which the
professional is involved and from which the professional personally benefits. Some studies have
shown, for example that physician who are part owners of imaging practices are some what
more likely than other physicians to refer patients for imaging. But conflicts of interest can also
arise in situations in which clients, relatives of clients, or contractors offer gifts that may
predispose the professional to favour them at the expense of others. Even being involved in the
professional assessment of someone who is a friend can constituted a conflict of interest.

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And individuals belief that his or her professional judgment or objectivity is unaffected
by gifts, other economic benefits of significant value, or personal ties is not, in and of itself,
sufficient protection against conflict of interest. The person affected maybe totally unaware of
the way in which his or her judgement has been biased. But it is also because even the
appearance of a conflict of interest can be damaging to professional relationships and to the
public perception of the profession as a whole.

Conflicts of interest can occur in teaching, in research and in clinical practice. They may
be obvious or extremely subtle. No code of ethics or belief 'issues in ethics" statement can be
framed that will specifically identify all of the forms such conflicts can take. This issues in ethics
statement attempts to do two things in a fairly general way.

1. Give some guidance in identifying conflicts of interest.

2. Suggest what should be a done when new conflict is identified.

Since many conflicts of interest involved commercial interests or financial arrangements, all
business practices, even commonly occurring business practices, should be evaluated to be sure
that they will not introduce biases or preferences into the professional clinical judgements for
research interests.

Vision for Holistic Technologies.

Holistic technology is an approach to IT management that is concerned with viewing and

treating a complex computer system as a single entity. Just as a holistic approach to medicine
treats each patient as an integrated system and considers how the mind affects the body, a
holistic approach to technology focuses on the independence of system components.

Holistic Technology includes

1. Systems thinking

This is a holistic approach to analysis that focuses on the way that is systems constituent
parts interrelate, how systems work over time and how they work within the context of even
larger systems.

2. Process centric BPM

A holistic approach to BPM that centers on business processes themselves, rather than
individual elements such as documents, workflow for people.

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3. Information governance

A holistic approach to managing corporate information by implementing processes,

roles, controls and metrics that treat information as a valuable business asset.

4.The new plat form economy

Expanding on a product focused business supply chain sustainability a holistic perspective

of supply chain processes and technologies that go beyond the focus of delivery, inventory and
traditional views of cost.

5. Enterprise risk management

A Holistic approach to planning, organizing, leading and controlling an organistation

activities in order to minimize the effects of risk on capital and earnings.

S K V S L Narasimha Raju Page 82