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Bharat Journal of Science Technology and Humanities

Vol. 2, No. 1, 2016, pp 1-3
ISSN: 2454-6151 (Printed version)
URL: http://www.cvruresearch.org

Inculcating Values through Education

Dr. Shikha Banerjee1, Dr. Iti Banerjee2, Mrs. Pratibha Khandelwal3
1
Head of the Department, Education
2,3
Assistant Professor, Department of Education
Durga Mahavidyalaya Raipur (Chhattisgarh)

sbanerji14@gmail.com banerjeeiti26@gmail.com email4pratibha@gmail.com

Abstract— Today the society has become materialistic and regard it as essence and not existent. In fact it is quiet
there is an urgent and dire need of shifting our emphasis from impossible to give any universal definition of value.
career centered education to value centered education. This
According to Rokeach “values are beliefs about how one
paper begins with meaning and types of values like higher and
lower values, positive and negative values, intrinsic and ought or ought not to behave, or about some state of existence
instrumental values. Later it attempts to discuss inter- worth or not worth attaining. Values are abstract ideals,
relationship between culture, values and education. Attempt
positive or negative, that represent a person’s belief about
has also been made to point some of the major objectives of
value based education. The role of teacher, curriculum and ideal modes of conduct and ideal terminal goals.” But one
various co-curricular activities has been also dealt to inculcate thing is quiet clear that values occupy the most important
desirable positive values in students through education.
position in our lives, they are the one which guide us in
Index Terms—value based education, value clarification, difficulties, conflicts and which help us choose and determine
intrinsic and instrumental values
our line of action and aims of life. Values are the standards
through which we measure ourselves as well as others. Values
INTRODUCTION are of manifold types. They can be categorized as higher and
The ultimate aim of education is to bring about positive lower values, positive and negative values and also intrinsic
desirable changes in all the domains of human behavior. and instrumental values. In common usage intellectual, social,
However the present education system fails to achieve this moral, aesthetic, and religious values are treated as higher
aim. The instances of degrading standards of conduct, values while economic, recreational, political and bodily
increasing rate of violence, destructions and crime especially values are treated as lower ones. Positive values are one we
juvenile, loosening family bonds etc reflects the crisis of want to experience, we want to keep while negative values are
positive values in an individual. The present crisis of good the one which we don’t want to experience and we want to
moral character in individuals has led us to rethink and avoid them. Some values are instrumental in the sense they
reorganize present education system. lead us to other value experience while intrinsic values are one
which do not depend on other values for their own
MEANING AND TYPES OF VALUES
development and realization.

The term value is a verb which means to like or to appraise or

VALUES AND EDUCATION
something which one likes to keep. But it seems very difficult
to define value as it can be felt but not foreseen. Some Every society is unique, and has its own culture and there
philosophers believe that values are ‘ought’ and not ‘is’, some exists a very close and strong relationship between values and
 2

culture. Our values originate majorly from our culture. Since education commission 1964-1966 headed by Prof. Kothari has
culture differs from nation to nation, place to place and time to rightly observed:
time consequently values and morals also differ. However
“A serious defect in the school curriculum is the absence of
some values like truth, goodness and beauty are eternal and
provision for education in social, moral and spiritual values. In
are the major desirable values of every culture. They are
the life of the majority of Indians, religion is a great
considered as intrinsic values and are linked with intellect,
motivation force and is intimately bund up with the formation
will and feeling respectively. Every individual of every
of character and inculcation of ethical values. A national
society ought to have them. The foremost aim of any
system of education that is related to the life needs and
education system is inculcation of right values in its students.
aspirations of the people cannot afford to ignore this
The present education system is failing miserably in this. India
purposeful force. We recommend, therefore that conscious
has been a land of diverse culture yet there has been a unity in
and organized attempts be made for imparting education in
diversity. Today we are losing our identity and the reason is
social, moral and spiritual values with the help, wherever
degradation in our value system. In ancient India all the
possible, of the ethical teachings of great religions.”
activities of society had a base of strong positive values and
education system was not an exception to this. The ancient In May 1981, a seminar on moral education was held at
education system aimed at character building and cultivation Shimla. On the recommendations made, there is a move to
of high spiritual values in the minds of the pupils. Teachers form syllabus for value oriented education, yet due to
were morally strong and took their duty as a moral obligation. political, religious, economic and social constraints nothing
They were the living embodiment of strong character and thus has been finalized yet. The main aims of value based
through teacher pupil interaction values were not taught but education are:
caught. Today society itself has become materialistic,
education system emphasizes transfer of knowledge and has  To inculcate eternal values of truth, goodness and

become career oriented than value oriented and this had lead beauty in child.

to the alarming situation where we need to stop, rethink and  To enable students to chose, incorporate and cherish

reorganize our education system from career oriented to value right values in life.

oriented education because life without right moral values can  To inculcate positive instrumental values like
never take one to the right path. honesty, sincerity, justice, courage, equality, dignity
etc in child.
OBJECTIVES OF VALUE BASED EDUCATION
 To make pupil a good human being and a responsible
The need for value based education needs no emphasis in the citizen.
present era suffering from value crisis. According to Dr.  To make pupil an agent of positive social change and
J.E.Adamson, we have the educated treated in relation to three develop true leaders.
worlds that make up his complete environment- the natural  To make pupil self sufficient, self constraint, self
world, social world and the moral world. In our curriculum all responsible and selfless beings.
the science subjects deal with the first, humanities subjects  To enable pupil to participate and contribute towards
with the second and moral subjects to the third. Out of the national and global integration.
three worlds, moral world has been taken the least care of, in  To enable the pupil to move on the right path towards
fact many a times it has been neglected. Though we have self actualization.
awakened now yet not substantial efforts has been taken. The
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Now the question arises as to how to do this difficult task. career and knowledge oriented education to value based
Inculcation of values is a slow and life long process which education. Among the manifold types of values, eternal values
never stops. As the world changes, situation changes a value of truth, goodness and beauty needs to be developed
system of a person changes and one needs to reorganize one’s universally while other positive instrumental values should be
value system in order to live harmoniously with oneself and clarified to the students and they should be given freedom and
others in the world. Though inculcation of right values is a opportunity to choose the most appropriate value among other
lifelong process, the early years are very crucial because they choices, which they really want to incorporate in their actual
form the base for the further development. Thus it becomes behavior and cherish throughout their lives. As values are
very important to foster right values in students during their caught and not taught the role of teacher becomes very
school life. As values are caught and not taught, the role of important. Through his personality, behavior and using
teacher becomes primary. There is no need to teach values as a curricular and co-curricular activities creatively and by putting
separate subject, values can be inculcated through various some extra effort teachers can very responsibly and efficiently
formal and informal activities. However principle of fulfill this big responsibility of inculcating positive desirable
Individual differences needs to be followed while doing so values in students. There seems no need to teach values as
because no two individuals are same, neither is their nature separate subjects, all the subjects and activities can lead to
and nor the need. In this context value clarification becomes value inculcation. It just requires sincere effort from all the
very important. The responsibility of value clarification lies in members of the society, and especially from those associated
the shoulders of teachers. Teachers need to provide necessary with the system of education.
guidance and training to the students to make them able to
decide in what to believe. All our curricular and co curricular
activities should aim at value clarification and help students to REFERENCES
choose right values for them. No value is to be imposed. [1] Dubey, Satyanaraya, Mulay Shiksha, Sharda Pustak
Students should be exposed to variety of activities and real life Bhavan, Illahabad
experiences and must be led free to choose the right value [2] Gupta, N.L., (2002). Human Values in Education,
Concept Publishing Company, New Delhi
amongst other alternative values after long reflection, which
[3] Jain, Shraddhatma, Jain, Mamta, Mulay Shiksha aur
they really want to incorporate in actual behavior and cherish uska Shikshan, H.P.Bhargava Book House , Agra
throughout their lives. Students can be helped to choose and [4] Kaul, G.N., Value and Education in Independent
India
acquire right values through manifold formal and informal
[5] National Education Commission (Kothari
activities like dialogues, discussions, sports, games, cultural Commission), Government of India
activities, team tasks, literary activities etc. Teacher can do so [6] Report of the high level seminar on moral education,
by using creativity and putting efforts. Even subjects like Shimla, May 27-28

history, civics, languages, etc can be used efficiently to

inculcate desirable values in students.

CONCLUSION

Present Education system is failing miserably in inculcating

desirable positive values in students. The increasing instances
of violence, destruction and crime especially juvenile crime
has led us to a situation where we need to shift our focus from
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Bharat Journal of Science Technology and Humanities

Vol. 2, No. 1, 2016, pp 4-8
ISSN: 2454-6151 (Printed version)
URL: http://www.cvruresearch.org

Integral Education and Sustainable Development:

A Step towards Globalization
Sabina Bano
Research Schoolar, Department of Education
Dr. C.V. Raman University, Kota, Bilaspur (C.G.)

Abstract: Integrally-informed educational approaches have "Integral" means many things to many people, and the same is
much in common with progressive (including reform, true for "Integral Education". In one sense, integral has
alternative, holistic and transformative)approaches, and share
become a generic attractor for progressive (or reform or
many of the same values. One function of the integral
approach is to provide an overarching model within which to alternative) educational theories of all flavours. For
coordinate different progressive methods. Though integral educational practitioners and scholars, any particular School
adds much more than that, description of integral education
of educational thought may feel constraining and bound to a
sometimes sound like progressive educational principles recast
with new terminology. Integral as a type of consciousness or particular model or founder. The integral approach, on the
developmental level is elaborated upon as consisting of other had embraces (and support a critical evaluation of) most
construct-awareness, relational-awareness, and system
of the values and deep principles embodied in progressive
awareness, all important to the educational process. Finally,
challenges and support systems for realizing integral thought, and is thus not only compatible with them but offers a
education are discussed. generous and welcoming meta-container The integral model
situates progressive educational ideas within a larger trans
Sustainable development is the development that lasts-i.e., a
path along which the maximisation of human well-being for disciplinary web of ideas about culture, psychology,
today’s generation does not lead to declines in future well- philosophy, science, etc., and also cleans up some
being. Human well-being includes not only the satisfaction of
shortcomings.
economic needs, but also aspirations for clean and healthy
environment, and preferences in terms of social development.
Sustainable development therefore has three main component: Integral education attempts to discover how the many partial
environmental, social and economic. truths of educational philosophies and methods inform and
complement each other in a coherent way, while
KEYWORDS – Integral education and sustainable
development towards globalization. acknowledging that the whole truth is still evolving and can
never be completely captured. It includes approaches to
education from biological, neurological, societal, cultural,
INTRODUCTION psychological and spiritual fields of study.

Education is everything. We don’t need little changes, we

need gigantic revolutionary changes. Competition for the best INTEGRAL EDUCATION
teachers should be fierce. Education is a private matter
"Integral" can be seen as pointing to four things: a (meta-)
between the person and the world of knowledge and
model or framework (a system of concepts for interpreting the
experience, and has little to do with school or college.
world), a methodology (a set of injunctions or principles for
 5

inquiring about the world), a community (the embodied group

interface, and altered consumption patterns). Technology
or groups of people using integral models and methods),
change is also important. Globalization is a broader concept
and/or a set of skills or capacities (a developmental stage that
than economic growth - globalisation contributes to economic
points past modern and post-modern cultural perspectives, and
growth, but is only one of the contributors. Globalization also
past formal operational modes of thinking). In this article I
has both endogenous and exogenous. Globalization is also
will address each of these perspectives on what being integral
fuelled by exogenous policy decisions of government, such as
means, in the context of education.
trade and investment liberalisation.

The term integral is often combined with others such as Sustainable development contains four key elements -----
approach consciousness, culture paradigm, philosophy,
society, theory and worldwide. The following four quadrants 1) Make wider use of markets - There is significant scope
are as follows- for expanded use of market based approaches to provide
signals to internalise environmental and social
Interior individual accounts (upper-left externalities in an efficient manner.
quadrant) include Freudian psychoanalysis, which 2) Strengthen decision-making process - Better policy co-
interprets people's interior experiences and focuses on "I" ordination at all levels of government could improve the
efficiency and effectiveness of policy interventions.
 Interior plural accounts (lower-left) include Gadamer's 3) Harness science and technology – Scientific progress and
philosophical hermeneutics which seeks to interpret technological development are major forces underlying
the collective consciousness of a society, or plurality of rising productivity and living standards.
people and focuses on "We" 4) Manage links to the global economy – Global economy
 Exterior individual accounts (upper-right) include B. embodies two policy areas of particular concerns for
F. Skinner's behaviourism, which limits itself to the sustainable development. a) international trade and
observation of the behaviour of organisms and treats the investment flows b) particulars needs of developing
internal experience, decision making or volition of the countries as participants in global economic activity.
subject as a black box, and which with the fourth
perspective emphasizes the subject as a specimen to VALUE BASED EDUCATION

examine, or "It".
Value based education is an approach to teaching that works
 Exterior plural accounts (lower-right) include Marxist
with values. It creates a strong learning environment that
economic theory which focuses upon the behaviour of a
enhances academic achievement, and develop students social
society (i.e. a plurality of people) as functional entities
and relationship skills that lasts throughout their lives. This
seen from outside.
system inculcates among young students values that they need

GLOBALIZATION AND SUSTAINABLE to imbibe and embalm within them. Value based
education imparts social, moral, integrity, character,
DEVELOPMENT
spirituality and many more. It builds the qualities of humility,
Globalization implies a wide range of underlying structural strength and honesty in a person. They become better citizens
reforms (e.g., business organization, the public-private of a country. People with high ethical values will never cheat
 6

others. People are taught to co-operate with each other. They Mother is the first teacher for her child. Value based
make their life happier and work hard to make others happy. teachings and education are the fields, the first teacher in
which is the mother. It is the mother who tends to lend the first
Value Based Education is the only means which can give to lessons and it is on her that rests the foundation-laying
our young the right direction. There is need for Value based responsibility. What is right, what is wrong, what is true, what
Education System in India. is false, what is respectable and noble and what is not – it is
the mother who imparts these lessons.
There is need for imparting proper values among the
children. A child learns a lot from the people around him. If Values Education need to be taught through mutual
the social environment is not good, then it becomes very interaction and inter-communion. There need not be any
difficult for him to display ethics and values in his behaviour. special classroom lectures on Moral Values Based Education.
We hear it all around, that children in India are going astray. It is never needed to identify any particular religion or faith.
Newspapers report how a fifteen year old boy has been the God is one and we are all children of the same God. That is
leader of a gang of auto-thieves. And all these auto-thieves the basic lesson that needs to be given.
belong to the so- called high families. To get rich quick has
been their ambition—not hard work, not sustained pursuits of Value Based Education, therefore, is a part of the Educational
high order but just anything that can get them quick returns in programme which cannot be shelved or done away with. It has
the form of good money—that has led them to these nefarious to be a part of life and life is a constant education and the
ways. Ethics and values need to be imbibed among students. process of living is a process of learning.

Values Education need to be taught through mutual LEADERSHIP SKILLS

interaction and inter-communion. There need not be any
special classroom lectures on Moral Values Based Education. In every good school, there are teachers whose vision extends

It is never needed to identify any particular religion or faith. beyond their own classrooms—even beyond their own teams

God is one and we are all children of the same God. That is or departments. Such teachers recognize that students' school

the basic lesson that needs to be given. experiences depend not only on interaction with individual
teachers, but also on the complex systems in place throughout
Our country very much needs a value-oriented educational the school and district. This awareness prompts these teachers
system. It is only at the level of the primary education that to want to influence change. They experience professional
such lessons need to begin. If the impressionable mind once restlessness—what some have called the “leadership itch.”
gets set to noble goals difficult would it is to lead him astray. Sometimes on their own initiative and sometimes within a
It is not merely talking about great men that the child would more formal structure, these professionals find a variety of
get oriented to values; the teacher has to play a major and a ways to exercise teacher leadership.
decisive role in giving this lesson by precept as well as by
Today more than ever, a number of interconnected factors
example. It is the intellectual, the physical, the emotional, the
argue for the necessity of teacher leadership in schools.
psychological parts of the child’s personality which would
Teaching is a flat profession. In most professions, as the
need to be moulded and modelled.
practitioner gains experience, he or she has the opportunity to
 7

exercise greater responsibility and assume more significant

The Indigenous curriculum links are designed to assist
challenges. This is not true of teaching. The 20-year veteran's
teachers to create a context that will generate interest,
responsibilities are essentially the same as those of the newly
discussion and exploration of Indigenous perspectives that
licensed novice. In many settings, the only way for a teacher
enhance the learning outcomes in Primary Connections units.
to extend his or her influence is to become an administrator.
Linking with local Indigenous people to establish
Many teachers recognize that this is not the right avenue for
contextualised, relevant Indigenous perspectives is important
them. The job of an administrator entails work that does not
and recommended in the Indigenous perspective framework.
interest them, but they still have the urge to exercise wider
Six key concept areas underpin the Primary Connections
influence in their schools and in the profession. This desire for
framework – information and resources for each are available
greater responsibility, if left unfulfilled, can lead to frustration
on the Primary Connections website.
and even cynicism.

Establish genuine and effective relationships based on mutual

What do teacher leaders do?
respect and trust between teachers, students, their families and
Three main areas of school life benefit from the involvement communities. Be fair, consistent and supportive. Genuine
of teacher leaders (see “Where Teacher Leaders Extend Their partnerships based on intercultural respect between
Reach”). In each area, this involvement may take place within individuals, schools and communities provide greater
the teacher leader's own department or team, across the opportunities to improve the educational outcomes of
school, or beyond the school. No setting is more “advanced” Indigenous students.
than another; each has its own requirements and calls on its
own particular skills and inclinations.
Cultural perspective is two words combined. The first word is
defined roughly as the beliefs, practices, artifacts of a cohesive
INDIGENOUS, ETHNIC AND CULTURAL
group. The second word is about your angle of viewing. So
PERSPECTIVES
cultural perspective can be about how a group perceives

The Primary Connections Indigenous perspective framework information coming or leaving their boundary.

is based on national research findings and collaboration with Cultural perspective refers to the way in which individuals are

Aboriginal and Torres Strait Islander groups, cultural shaped from their surroundings. Whenever I think about this
word "culture", a lot of chaos come into mind.
consultants, Indigenous education and linguistic experts and
other stakeholders. The term ‘Indigenous’ refers to the
A cultural perspective is also the point of view from which
Aboriginal and Torres Strait Islander people of Australia.
each individual person sees the same situation - when culture
The framework includes: a teaching and learning guide; is layered on top of point of view it means that someone is
curriculum unit links to relevant Indigenous perspectives and a seeing a situation based upon their beliefs, values, experiences
professional learning module to support teachers’ that are commonly found in their own culture.
development and implementation of relevant, contextualised
curriculum with embedded Indigenous perspectives. The
CONCLUSION
professional learning module is included in the Making
Connections –a guide for facilitators professional learning In the domain of education, the integral approach is not just a
resource and available on the Primary Connections website. new set of beliefs about teaching and learning, it also indicates
 8

new ways of being in the classroom and making meaning of

the educational process. In this sense, it is not a theory to be
taught but a pointer to a naturally occurring next wave of
human capacities. These capacities are desperately needed to
meet the complex and urgent problems of the times. For many
educators then, what is of ultimate concern is helping learners,
global citizens and future citizens, move vibrantly toward
developing these capacities.

REFERENCES

[1]. http:/www.Integraleducation.info.in
[2]. http:/www.importantindia.com/valuebasededucation.in
[3]. http:/sustainable development.info.in
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Bharat Journal of Science Technology and Humanities

Vol. 2, No. 1, 2016, pp 9-15
ISSN: 2454-6151 (Printed version)
URL: http://www.cvruresearch.org

Building Life Skills through Swami Vivekanand’s

Education
Rima Dutta
Research Scholar
Bilaspur Vishwavidyalaya
Bilaspur

Abstract: The educational philosophy of Swami Vivekananda man for social service and develops his character. He has
is the philosophy of man-making and character building. In his emphasized that an education which develops character,
own words, education is the manifestation of perfection
mental powers, and intelligence gives self-confidence and
already in man. In the process of achieving this perfection
man has to use many skills to develop his innate powers. self-reliance among the individuals. Swami Vivekananda
These skills are the tools by which a person can develop ‘the stressed education for democracy and national development.
self’. It is a journey within.
Education was a powerful instrument to achieve these
INTRODUCTION developmental qualities in the people. He wants to make the
individual by giving recognising of his cultural heritage and to
According to Swami Vivekananda, education does not mean
the mass of information which is inserted by force into the struggle throughout his life, so that he emphasised education is
the right choice to upcoming of human beings.
mind of a child. In his own words, education is the
manifestation of perfection already reached man. Indian The philosophy of Swamiji is relevant in all ages. The concept
nationalism and spiritualism were the basic foundations for his
of life skills are presented in his teachings hundred years ago.
philosophy of education and the philosophy of Vedant and Let’s try to find out the elements of life skills in his teaching.
Upanishads. He was against the system of contemporary
educational system; it turned men into slaves, capable of According to WHO Life skills are abilities for adaptive and
slavery and nothing else. He emphasized that the aim of positive behavior that enable individuals to deal effectively
education to be life-building, man-making and character- with the demands and challenges of everyday life. Life skills
making and also he said that knowledge without culture was are abilities that facilitate the physical, mental and emotional
only skin-deep. The mind is crammed with facts before it well being of an individual.
knows how to think. Self-development, fulfilment of
The following are some life skills:
Swadharma, freedom of growth and character formation are
the aims of education according to him. For him education  Self Awareness:
means the process by which character is formed, strength of Self awareness includes recognition of ‘self’. Our

mind is increased and intellect is sharpened, as a result of character, our strengths and weaknesses, desires and

which one can stand on one’s own feet. Real education is that dislikes. Developing self-awareness can help us to

which prepares a man for struggle of existence. It prepares recognize when we are stressed or feel under
 10

pressure. It is often a prerequisite to effective Handling Emotions :-

communication and interpersonal relations as well as
Empathy
for developing empathy with others.
Empathy is the ability to understand what life is like for
Mental Skills :- another person even in a situation that we may not be familiar
with Empathy can help us to accept others, who may be very
 Critical Thinking:
different from ourselves. This can improve social interactions,
Critical thinking is an ability to analyze information
especially, in situations of ethnic or cultural diversity.
and experiences in an objective manner. Critical
Empathy can also help to encourage nurturing behaviour
thinking can contribute to health by helping us to
towards people in need of care and assistance or tolerance as
recognize and assess the factors that influence
is the case with AIDS sufferers or people with mental
altitudes and behavior, such as values, peer pressure
disorders who may be stigmatized and ostracized by the very
and the media.
people they depend upon for support.
 Problem Solving:
 Coping with stress:
Problem solving helps us to deal constructively
Coping with stress means recognizing the sources
with problems in our lives. Significant problems
of stress in our lives recognizing hour this affects us
that are left unresolved can cause mental stress and
and acting in ways that help us control our levels of
give rise to accompanying physical strain.
stress by changing our environment or lifestyle and
 Creative Thinking: learning how to relax.
Creative thinking contributes to both decision
 Coping with emotions:
making and problem solving by enabling us to
Coping with emotions means involving recognizing
explore the available alternatives and various
emotions within us and others being aware of how
consequences of our actions or non-action. It helps
emotions influence being able to respond to
us to look beyond our direct experience and even if
emotions appropriately. Intense emotions like anger
no problem is defined or no decision is to be made,
or sadness can have negative effects on our health if
creative thinking can help us to respond adaptively
we do not respond appropriately.
and with flexibility to the situations of our daily
lives. Intrapersonal & Interpersonal Skills :-

 Decision Making:  Planning and goal setting skills:

Decision making helps us to deal constructively These skills require visioning and assessment of
with decisions about our lives. This can have own resources and opportunities for achieving goals.
consequences for health. It can teach people how to
actively make decisions about their actions in Interpersonal Relationship:

relation to healthy assessment of different options Interpersonal relationship skills help us to relate in

and what effects these different decisions are likely positive ways with the people we interact with. This

to have. may mean being able to make and keep friendly

relationships which can be of great importance to
our mental and social well-being. It may mean
 11

keeping good relations with family members which of a lion. For getting degree is not an education, the proper
are an important source of social support. It may education must be viewed on the basis of character, mental
also mean being able to end relationships powers, intelligence and inculcates. Self-confidence and self-
constructively. reliance in the individuals. Swamiji has emphasized that all
the knowledge which we gets from worldly or spiritual lies
 Co-operation and team work:
embedded in the human mind. It was covered with a veil of
Co-operation and team work include expressing
darkness and ignorance. Education is a tool to open from the
respect for other’s contribution and different styles
darkness and ignorance, after getting of education, the
assessing one’s own abilities and contributing to the
knowledge will shines out dazzlingly. The teaching and
group.
learning are the one way of process. The teacher only guides,

 Effective Communication: suggests, points out and helps the student. Self learning and

Effective communication means that we are able to self getting knowledge is the real education. The teacher only

express ourselves both verbally and non-verbally in motivates and encourages the students to find out the hidden

ways that are appropriate to our cultures and treasure of knowledge that lies dormant within him. He

situations. This means being able to express condemned and refused the bookish learning and rote memory

opinions and desires and also needs and fears. And education. Condemning the theoretical and academic

it may mean being able to ask for advice and help in education, he spoke emphatically for practical and

a time of need. experimental education. He warned his countrymen saying

“you will have to be practical in all spheres of work. The
 Refusal Skills: whole country has been ruined by mass theories.”
Refusal skills include saying ‘no’ to family and peer
pressure based on rational thinking and effective Mental Skills :-

communication.
(Critical Thinking, Problem Solving, Creative Thinking,
Decision Making)
 Advocacy:
Advocacy skills include influencing skills, Developing scientific attitude & problem solving:-
persuasion and networking. Swamiji said “We want that education by which character is
formed, strength of mind is increased, the intellect is expanded
These skills work in combination and help us to handle
and by which one can stand on one’s own feet. What we need
the various situations of our life.
is to study, independent of foreign control, different branches
Swamiji’s education and life skills : of the knowledge that is our own and with it the English
language and Western science; we need technical education
Self Awareness
and all else that will develop industries. The end of all
Self Awareness :- Knowing The Self education, all training, should be man-making. The end and
aim of all training is to make the man grow. The training, by
The real education according to Swami Vivekananda is that
which the current and expression of will are brought under
which prepares the individual for struggle for existence.
control and become fruitful, is called education. What our
Education prepares a man for social service, to develop his
country now wants are muscles of iron and a nerve of steel,
character and finally iambuses him with the spirit and courage
 12

gigantic wills which nothing can resists, which can penetrate Controlling mental powers for achieving success
into the mysteries and secrets of the universe and will
According to Swamiji, the mind of the students has to be
accomplish their purpose in any fashion, even if it means
controlled and trained through meditation, concentration and
going down to the bottom of the ocean, meeting death face to
practice of ethical purity. All success in any line of work, he
face. It is a man-making religion that we want. It is man-
emphasizes, is the result of the power of concentration.
making theories that we want. It is man-making education all
Concentration, which necessarily implies detachment from
round that we want.”
other things, constitutes a part of Brahmacharya, which is one
Unfolding the power within:- of the guiding mottos of his scheme of education.
Brahmacharya, in a nutshell, stands for the practice of self-
According to Vivekananda, education is a process in which
control for securing harmony of the impulses. By his
the young minds, will receive strength, energy and vigorous
philosophy of education, Swamiji thus brings it home that
character. By the way of getting this process, the individual
education is not a mere accumulation of information but a
will mould themselves of their life. “All knowledge and all
comprehensive training for life.
powers are within. What we call power; secrets of nature and
force are all within. All knowledge comes from the human
Concentration:- The tool to develop mental powers
soul. Man manifests knowledge, discovers it with himself,
which is pre-existing through eternity.” Education is a man- Concentration, according to ancient Indian thought, is the key
making and nation-making process. It is the process which to true knowledge. Therefore, Vivekananda has placed much
awakens the sleeping soul to self-conscious activity. It will emphasis upon focusing of attention. The educands should be
become a powerful instrument to achieve the developmental distinguished according to their abilities; every one of them
qualities among the people. The prime aim of education is to has to develop concentration. Hence the education must
achieve the full perfection already present in a child. organize his teaching in such a way that it must be helpful to
each educand separately. He should attend to every ones
Offering opportunities for mental developmet
difficulties and try to solve them as much as possible. Thus,
The ideal of all education or training is to make the mind Vivekananda supported the ancient Indian means of achieving
grow. Knowledge exists in the mind, like fire in a piece of concentration.
flint. Friction brings it out. Swami Vivekananda believed that
Handling Emotions :-
“Education is the manifestation of the perfection already in
man”, therefore, a teacher’s job is only to remove obstruction (Empathy, Coping with stress, Coping with emotions)
from the pupil’s path. What we call learning is actually
Developing universal brotherhood & Empathy
‘unfolding’ or ‘unveiling’. Each of us is naturally growing and
developing according to our own nature. The children teach Swamiji always tried to promote universal brotherhood. He
themselves. They grow by themselves like plants from with. believed that an ideal system of education is one which
Our duty is to offer them opportunity and remove obstacles; imparts universal brotherhood. Students should inculcate a
that is, if we provide conductive environment the rest will spirit of self surrender, sacrifice and renunciation of material
happen by itself. pleasures for the good of others. Swamiji believes that without
shraddha, spirit of renunciation and faith in God, an individual
can not proceed further. So the aim of education must be
 13

develop shraddha and spirit of renunciation among the discovery, self-perfection, self-awareness and self-
students. manifestation.
Serving mankind
Upliftment of common people
Another important aim of education is serving the God in
man. It is the God in the sick, the poor, the miserable, the To Swami, education has no meaning if it died not uplift the

ignorant and the down trodden, what we should worship. common mans of people. "So long as the millions, live in
hunger & ignorance I hold every man a trailer who, having
Means of education:- Love been educated at the expenses. Ray not the leant head to them.
I consider that the great national sin in the neglect of the
The best means of education, according to Vivekananda is
masses & that is me the courses of our downfall.
love. Education should be based upon love. Love is best
inspiration in character building. The child should be thought Intrapersonal & Interpersonal Skills :-
through love. The only motive in importing education should
be love for educand, for the man in him. That is why (Planning and goal setting skills, Interpersonal

Vivekananda‟s philosophy of education is known as Relationship, Co-operation and team work, Effective
Communication, Refusal Skills, Advocacy)
education for man making. The teacher‟s aim should be
neither money making nor attainment of fame but only Be Practical & Self Dependent
bestowing human love. Love is this which makes the educator
to take the educand from untruth to truth, darkness to light, Education is a tool to open from the darkness and ignorance,

and death to immortality. after getting of education, the knowledge will shines out
dazzlingly. The teaching and learning are the one way of
process. The teacher only guides, suggests, points out and
Strengthening character to withstand all situations
Love and character building are the best means for education. helps the student. Self learning and self getting knowledge is

Love is the best inspiration in character building. Love in the the real education. The teacher only motivates and encourages

minds of the educator is the real source of his influence upon the students to find out the hidden treasure of knowledge that

the educated. The true education, gives the growth and lies dormant within him. He condemned and refused the

expansion of personality. He wanted that the education for bookish learning and rote memory education. Condemning the

total human development was the main vision. “Character, theoretical and academic education, he spoke emphatically for

efficiency and humanism should be the aim of all education. practical and experimental education. He warned his

Vivekananda strongly pleaded that development of character countrymen saying “you will have to be practical in all
spheres of work. The whole country has been ruined by mass
through the service of his fellowmen, the utilization of his
talents for ensuring the happiness and welfare of the millions theories.”

of his less fortunate fellow-citizens should be the aim of the Perfection:- The Goal of Life

education.”3 The child should be taught through by love, it Swamiji attempts to establish, through his words and deeds,
makes fellow feelings and love for human beings. Education
that the end of all education is man making. He prepares the
must help the individual to recognise his cultural heritage and
scheme of this man-making education in the light of his over-
to use it in his struggle of life. Education is a life-long process
all philosophy of Vedanta. According to Vedanta, the essence
towards the fullest development of human personality, self-
of man lies in his soul, which he possesses in addition to his
 14

body and mind. In true with this philosophy, Swamiji defines the purpose. In such systems, the students can have the ideal
education as ‘the manifestation of the perfection already in character of the teacher constantly before them, which serves
man.’ The aim of education is to manifest in our lives the as the role model to follow. "Swami showed how important
perfection, which is the very nature of our inner self. This was it to select the right type of environment for the child. 'If
perfection is the realization of the infinite power which resides good impression prevail the character becomes good, if bad, it
in everything and every-where-existence, consciousness and becomes bad, If a man continuously hears bad words, thinks
bliss (satchidananda). After understanding the essential nature bad, thoughts, does not actions, his mind will be full of bad
of this perfection, we should identify it with our inner self. For impressions, & then will influence his thought & work without
achieving this, one will have to eliminate one’s ego, ignorance his being conscious of the fact. He becomes helpless like an
and all other false identification, which stand in the way. impoverished that lay him & good him to bad actions. But
Meditation, fortified by moral purity and passion for truth, when a man is under the instant influence of good work &
helps man to leave behind the body, the senses, the ego and all good thoughts, there gores in him an irresistible tendency to
other non-self elements, which are perishable. He thus realizes be good, ' in spite of himself .'
his immortal divine self, which is of the nature of infinite
existence, infinite knowledge and infinite bliss. Practicing theory:- The most important thing

'Do not teach two many subjects & what you teach, teach
Identifying Self with the Universal Self toughly'. It was almost similar to what swami said, “If you
When man becomes aware of his self as identical with all have assimilated five ideas & make them your life &
other selves of the universe, he discovered that different selves character, you have more education than anyman who has not
are manifestations of the same self. Hence education, in got by heart library.'
Vivekananda’s sense, enables one to comprehend one’s self
within as the self everywhere. The essential unity of the entire Swamiji’s education is a true embodiment of all the life skills
universe is realized through education. Accordingly, man we want to inculcate in our students. Each and every human
making for Swamiji stands for rousing mans to the awareness being is getting inspired by the blazing thoughts of the Swami.
of his true self. However, education thus signified does not His highly positive thoughts will always guide us through the
point towards the development of the soul in isolation from darkest alleys of our lives. He paid equal importance to
body and mind. We have to remember that basis of Swamiji’s physical and mental health. He believed that for the
philosophy is Advaita which preaches unity in diversity. development of ‘the self’ all round development is required.
Therefor, man making for him means a harmonious Perfection can only be achieved by unfolding the powers
development of the body, mind and soul. within.
REFERENCES
Affect of environment
[1] Biswan A. & Aggraval J.C; Seven Indian Educators
(1977) New Delhi; National Solidarity
Swamiji lays a lot of emphasis on the environment at home
(publication)Press.
and school for the proper growth of the child. The parents as
[2] Chakrabarti Mohit; Pioneers in philosophy of
well as the teachers should inspire the child by the way they
education (1995) New Delhi; Concept publishing
live their lives. Swamiji recommends the old institution of
company.
gurukula (living with the preceptor) and similar systems for
 15

[3] Chandra, S.S. and Rajendra K. Sharma, Philosophy

of Education,( 2004) New Delhi: Atlantic Publishers
and Distributors (p) LTD.
[4] Nair V.S. Sukumaran; Swami Vivekananda The
Educators (1987) New Delhi; Sterling Publisher (P)
LTD.
[5] Pandy R.S.; Philosophising Education (2005) New
Delhi; Kanishka Publishers; Distributors.
[6] Siddiqui, M.H., Philosophical and Sociological
Perspectives in Education, (2009) New Delhi: A.P.H.
Publishing Corporation.
[7] Srivastava Kamal S. Srivastava Sangeeta; Great
Philosophers & Thinkers on Education (2011) New
Delhi; A.P.H.Publishing Corporation.
C
 16

Bharat Journal of Science Technology and Humanities

Vol. 2, No. 1, 2016, pp 16-20
ISSN: 2454-6151 (Printed version)
URL: http://www.cvruresearch.org

Role of Higher Education in Sustainable

Development
Dr. Pragya Yadav1, Mrs. Meenakshi Chandrawanshi2
1,2
Assistant Professor, Department of Education
Dr. C.V. Raman University, Kargi Road, Kota,
Bilaspur (C.G.).

Abstract: Sustainable development is the main topic of economically sustainable development and socially
discussion among almost all national and international sustainable development. Three new pillars
forums and organizations at present. Higher Education is
being looked upon as the main tool to ensure sustainable have been added by Åhlberg (2005 and 2006): culturally,
development. In this paper, ways, role of universities,
programmes, barriers and suggestions for sustainable health related and politically sustainable development. From
development through higher education have been discussed. viewpoint of biology there is the following difference
between biological development and cultural development.
Keywords: Sustainable Development, Higher Education.
Biological (genetic) development is based on changes in
INTRODUCTION genes and in DNA. Cultural development is based on
learning. In this sense, culturally sustainable development is
Humans are biopsychosocial beings characterised by
the most pivotal aspect of sustainable development. All of
culture, communities and societies, economy and politics.
the pillars have their roots in ethical and moral thinking
Education, and especially education for sustainable
related to values and other knowledge of the world.
development, is an essential part of human development.
According to the much quoted definition of sustainable Sustainable Development;
development given in the Brundtland Report (WCED 1987),
Sustainable development is development that meets the
sustainable development is development that will satisfy the
needs of the present without compromising the ability of
needs of the present and future generations. After over two
future generations to meet their own
decades of working in this field, Mauri Åhlberg has come
needs.(Brundtland,1987)
up with the following conclusion: From biological
viewpoint all organisms have real needs. If they are Education for Sustainable Development :
optimally satisfied, then the organisms flourish, they have
good environment and good life. Intellectuals worldwide firmly believe that education is the
only way to promote sustainable development hence ,it
The definition contains two pivotal concepts: real needs and becomes the responsibility of the institutions providing
their optimal satisfaction. This is the core of sustainable higher education to promote sustainable development
development. The traditional pillars of sustainable through their curriculum, research and training.
development are ecologically sustainable development,
 17

As per UNESCO, Education for sustainable development biosphere and translation of understanding to
means enabling students to develop the knowledge and action.
understanding, skills and attributes needed to work and live  Develop interdisciplinary curricula: subjects
in a way that safeguards environmental, social and studied should show a link to the environment to
economic wellbeing, both in the present and for future help students become more environmentally
generations. literate.
 Encourage sustainable research: encourage
The goal of education for sustainable development is to
research that contributes to local, regional and
make students more ethical and responsible. This is
global sustainability.
expected to make learners proactive and to develop among
 Partnership with government, non-
them skills to plan for and find solutions to challenges for
governmental organisations (NGOs) and
sustainable development.
industry: this is an encouragement for

According to UNESCO (2005), ESD is a new vision of coordination of efforts since the university cannot

education that seeks to empower people of all ages to create social change on its own (at various levels).
assume responsibility for creating and enjoying a  Inter university cooperation: this will facilitate

sustainable future. ESD is thus a lifelong learning process sharing of information and cooperation in pursuit

geared towards ensuring a conscious acceptance of the inter- of practical solutions to the sustainability problem.

connectedness of human beings and ecosystem. In order to perform their role in promoting
sustainable development effectively, universities
The Role of University in Education for Sustainable should carry out following activities:
Development:
Introduction of various Courses:
Universities can play a vital role in promoting sustainable
development in the following ways: Master of Science in Sustainability Management,
International Master in Sustainable Development and
 Moral obligation: universities should be morally Corporate Responsibility, Master of Arts in Sustainability
bound to create change through preparing Studies, Masters Programme in Environmental Management
graduates to deal with environmental problems. and Sustainable Development, Joint International Masters
 Public outreach: universities should apply their Programme in Sustainable Development, Master of
knowledge in solving the problems of society in Sustainability Science, Master of Sustainability Science: the
the communities in which they reside. Graduate Program in Sustainability Science, Masters in
 Sustainable physical operations: greening the Sustainable Enterprising.
campus is considered a key component in
Staff Development programmes :
becoming more sustainable.
 Ecological literacy: there is need for universities Professional Training, Work Teams, Mobility Programme,
to aid the development of an environmentally other Staff Development opportunities.
literate people to help in understanding the
functions of world, human impacts on the
 18

Monitoring Research Programmes : initiatives by staff members.. The AIU can include
this in its Leadership Development Workshops.
Guiding ,publication ,presentation and documentation(of
research journal) Staff orientation/awareness

Non-formal/informal Sustainable Development  Staff orientation, awareness, and exchange

Programmes/Activities and the target Audience : programmes in sustainable development can help
equip university employees in sustainability issues.
Pedagogical Resource/Materials, Advocacy/Training, Not all university employees have the knowledge
Workshops, Advertising, Best Practices, Event Campaign and understanding of sustainable development.
Media, print, radio, film, etc.), Policy Research, There is need for initiatives that develop
Assessment/EvaluationBARRIERS : sustainability awareness among employees, for
example, orientation programmes for new staff
There are certain barriers which may prevent universities
members, staff awareness campaigns and
from playing their role effectively in promoting sustainable
establishing staff exchange programmes in
development. They are:
sustainable development, among others. This may
 National policies perhaps be one of the areas the UGC can focus on.
 University policies
Policies, vision and mission strategies
 Lack of human resources
 Lack of funding  Mainstreaming the goal of sustainable development
 Lack of awareness and information in university formal written statements like
 Lack of infrastructure policies, vision and mission strategies help to show
 Logistics institutional commitment to sustainable practices.
 No interest It may be necessary to develop sustainable
 No market demand development policies or to re-orient the existing
 Competition with other universities ones so that the objective of sustainable
 Others development becomes more explicit. Policies like
that do encourage members of the university to be
SUGGESTIONS
involved in sustainability initiatives.
One of the aims of this study is to come up with suggestions
Establishment of sustainable development structures
to inform the future of sustainability practices in
universities. Some suggestions can be made to inform future  Not all HEIs have stand-alone sustainable
sustainability practices. developments strategies and
structures/positions/committees to support ESD. As
Higher Authorities of universities
universities have the primary goal of producing

 Sustainable development in universities should graduates in various disciplines, the goals of

start by targeting higher authorities of universities sustainability may be treated as marginal if there

as they have the authority to positively influence are no positions which are specifically established

policies and the adoption of sustainability to promote ESD. Therefore, establishment of

sustainable development structures (e.g. a
 19

coordinating unit or task force)is suggested. The Staff development and incentives for sustainability
unit/task force will be responsible for coordinating research
all sustainable development concerns at the
 Encouraging and supporting staff (financially or in
university including communication strategies on
other ways) who undertake to train in the
sustainable development, developing research
sustainable development field and supporting
agendas on sustainable development for the
student researches in sustainable development
university, drafting annual budgets for sustainable
through incentives like research grants can
development activities, coordinating curriculum
encourage involvement of members of the
integration workshops, promoting outreach
university in sustainability initiatives. This will
programmes, organising seminars, debates,
also help to improve research outputs in sustainable
lectures, environment days, and clean up
development. Grants for masters and doctoral
campaigns, and other activities on sustainability.
studies can end up encouraging students to
Sustainability assessments undertake studies in sustainable development and
therefore influence a career path in the sustainable
 A database/Portal that documents higher education
development field.
experiences with ESD needs to be created for
sharing with other institutions and organizations Outreach programmes in sustainable development
interested in ESD worldwide.
 Staff and students need to be encouraged to
Training programmes participate in outreach programmes in sustainable
development. They can also undertake applied
 Training programmes can be run for faculty on
sustainable development research intended to solve
how to mainstream sustainability in their work
local community challenges as part of outreach and
contexts. The focus of such programmes can be on
community programmes. This goes a long way in
different work environments, for example campus
promoting the relevance of the university in the
environmental management, teaching, research,
local community in which it is situated.
community engagement etc.
Encouraging private for-profit institutions to get
Learning methods
involved in sustainable development initiatives
 Pedagogical reforms are necessary in higher
 There is also need to reach out to private
education so as to re-orient current knowledge
universities, especially for-profit institutions, to
systems towards multi- and interdisciplinary
encourage them to be involved in sustainable
programmes. This will guarantee the quality and
development. These institutions may neglect ESD
relevance of programmes. This process needs to be
in favour of programmes which generate higher
supported by exposing students to holistic and
financial returns.
systems thinking approaches which may help them
to recognise the connections that exist between Conferences and awards
various disciplines and the environment.
 Conferences and awards are one way of
encouraging staff and students in engaging in
 20

sustainable development. UGC,AIU and NACC [5] Case, M. (2006). Climate change impacts on East
should continue to organise annual conferences for Africa: A review of the scientific literature. Gland:
university and other higher education institutions World Wide Fund for Nature, Retrieved December
16, 2008.
where good practices on sustainable development
can be shared. To make these conferences relevant,
award schemes can be instituted for best practices
in environmental management or campus greening,
for instance. Institutions that excel in promoting
sustainable development can be assisted with
financial and material resources to become Centres
of Excellence in their countries or sub-region.

CONCLUSION

Higher education can serve as the best way to

ensure sustainable development. It should be the
common responsibility of the stakeholders,
teaching professionals as well as the government to
impart knowledge and awareness concerning
sustainable development among students pursuing
higher education.

REFRENCES

[1] Ghanchi, D.A. (2013). Sustainable Development

through designated research : An innovative
mission for India Higher Education System,
University News, 51, 89-97.
[2] Panth, P. The scope and Target of Education for
sustainable Development. Available from
http://www.cecindia.org/esf/download/paper
43.pdf
[3] Cleveland, C.J. and Kubiszewski, I. (2007), United
Nations conference on environment and
Development (UNCED), Rio de Janiero, Brazil,
2007, Encyclopedia of Earth.
[4] Arvidsson, K. (2004). Environmental management
at Swedish Universities. International Journal of
Sustainability in Higher Education, 5(1), 91-99.
 21

Bharat Journal of Science Technology and Humanities

Vol. 2, No. 1, 2016, pp 21-24
ISSN: 2454-6151 (Printed version)
URL: http://www.cvruresearch.org

Value Based Education -A Remedy for Decreasing

Crime Rate
Dr.Smriti Kiran Saimons1,Dr.Snehlata Nirmalkar2,Ms. Ragini Shukla3
1,2
Assistant Professor,Department of Education,
3
Assistant Professor,Department of Infromation Technology
Dr.C.V.Raman University,Kargi Road Kota Bilaspur

Abstract-“The increase in the crime rate amongst the There is a new genre of crime with the focus shifting from
educated folk is due to the lack or Value education in the poor to the rich, from the common man to people with
curriculum. Value education which is so important for
power, from grown-ups to the young and from the
developing our young children into ideal citizens
finds no place in our system of education. If we want to oppressed to those possessing apparently everything in life.
decrease the crime rate amongst the Educated folk, we Equally frightening is the change in the earlier notion that
should impart them value-based education in schools and
crime never pays.
colleges .Our academicians and educationists to frame
such type of syllabus that should be based on both moral
building and money -making .” However, money and corruption are two factors, which
breed crime. Today's society characterized by the 'money

INTRODUCTION could buy anything' attitude has washed away the

ethical or moral value system. Values, which have
Criminalization is a social phenomenon, which has shaped gradually diluted through the generations, are now
and continues to be shaped by the society. Emergence of a irrelevant. While old values have become obsolete, new
society divided on the basis of class, caste and education has values have not even been shaped.The National Crime
made crime an acceptable way of getting pelf and power by Records Bureau in one of its-reports has stated that people
a growing number of individuals. under the age group of 16-25 have been responsible for 56
per cent of crimes committed in the country.
This has made our democratic and constitutionally bound
society, into an increasingly crime-prone zone. Nefarious What then is the solution? The solution lies in changing
activities like rape, robbery kidnapping, and dacoity have the fabric of the society and the government. The
become means to make quick money, display of power or government needs to step up the battle against
revolt against the system. Worse still are the crimes Criminalization. More money needs to be poured into
committed without fear of conviction under the auspices of education and towards creating more opportunities for
money and power, merely for the sake of experience, or the poor and the young. And most of all, education and
perhaps, as an impulsive action.
 22

responsibility need to be drilled into the new generation Additionally, strict hard punishments oblige the offenders to
by the parent. think about the punishments before committing a crime.

Everyone need to discover all over again values like

Value Based Education Decrease the Crime Rate:
kindness, respect for another and tolerance. These may
Education without values, as useful as it is, seems rather
repetitive, even mundane in today's context. But these
to make man a more clever devil.” ― C.S. Lewis
are the only ingredients of peace and survival.

Reason Behind Increase Crime Rate: To begin with, there In most countries, prison is the most common solution when
are so many reasons behind the increased crime rate. To people commit a crime. However, if they were to receive
tackle the ever-increasing crime rate, it is essential to better education, it could prevent them from becoming
identify the root cause and treat it.First and foremost reason criminals. Prisons are places where offenders are treated.
is unemployment and poverty. Everyone of us should have a The increasing number of criminals behind the bars raises
job to reach our goals and fulfill our life. Population the question whether we can reduce the number of them by
explosion also made difficulties to find jobs for each proper education or not.
individual. Jobless person may find hard to make both ends Value education is rooted in Indian philosophy and culture
meet and develop frustration among themselves. This at last and ingrained in every tradition of Indian culture.
end up in to antisocial or criminal activities where they get Educational institutions play a significant role in the
easy money. promotion of value. The Vedas and Upanishads form the
source of inspiration for value education. In the Vedic

Another main reason is broken families or single period, In Ashram education, the Guru insists his sishya to

parenthood. Here children will not get any attention neither follow certain values throughout his life. Socialist, Secular,

from the family nor from the society; feels alone and makes Democratic, Justice, Liberty Equality, Fraternity, Dignity of

them engage in crimes. For instance , Children those have the individuals and integrity of the nation are the ideal

unpleasant past experiences would be rebellious to society. conditions in the Constitution. Our values in life must draw

Medias like internet, porn movies and detective novels also their inspiration from these ideals. University education

plays a tangible role in making them worse. commission 1948-49 mentioned the various aspects of
morality as: loyalty, courage, discipline, self-sacrifice and
spirituality. The Secondary Education Commission 1952-53
How to Reduce Crime Rate: To reduce the surging crime
laid special emphasis on the following values in the
rates, moral education is pivotal. Education through
formation of character of the students:
curriculum and media are encouraged. A society, which is
based on values will respect the rights of others and help to
reduce the crime rates. Children should be learned to live Efficiency Good Temper Cooperation Integrity Discipline

with contentment, without crazy for costly unwanted items Need for Value Education Moral awareness should be

from their early childhood itself. Undoubtedly, strict rules endorsed to orient the progress in science & technology

and regulations will decrease the anti-social activities and towards the welfare of mankind. Common values should be

mafias. Police force should be increased, empowered and re-discovered to unite human beings with the general

their continuous patrolling will help to trim down offences. decline of traditional values.
 23

Teachers pass values to the students both consciously and (d) Parents must know the friends of their children, how
unconsciously through their conduct in and out of class they are behaving outside home and must give affection and
rooms. Therefore the need for a consciously planned value attention. They should guide their children and bring them
education program is obvious to establish a formal learning. up with good moral values. Parents should be good role
The students might face more complicated decision making models for their children, as 'deeds speak louder than
situations about issues involving values. They should be words.
helped in developing the ability to make proper choices in
such situations through value education. Increase in Juvenile
SUGGESTIONS
delinquency is a crisis to youth who under goes the process The interrelationship of values and crime is complex.
of personal growth. In such situation value education However, in an initial way, the following three suggestions
assumes a special significance. Value Education awakens may prove helpful.
curiosity, development of proper interests, attitudes, values
and capacity to think and judge about oneself. Value
 More research is needed on the long-term
Education helps in Promoting Social and Natural
preventative effects of values education. While there
Integration. Aims and Objectives of Value Education Value
is some evidence that it can help young offenders (the
education should aim at the development of values of the
curative effect) we do not know if values education in
following type. Scientific temper of mind. Large
schools prevents youngsters becoming involved in
heartedness. Co-operation. Tolerance Respect for the culture
crime after they leave school.
of other groups.

 Even though evidence is sparse, educators in

Other Causes of Crime and Solutions
schools, community centres, youth organisations and
(a) Apparently, poverty and unemployment are other
churches, for example, should be assisted to
important causes of crimes. Proper practical education,
undertake values education. Since absolute answers
vocational training centers and supports to initiate more
about being human will never be found, the need for
industries will helps to originate more job opportunities and
further research is not an excuse for not doing values
reduce unemployment.
education. There are very sound theoretical reasons
from psychology and philosophy why values
(b) As peoples' living standard improves, they will move education should work. In addition, there is evidence
away from involving crimes. Apart from this, poor people from the USA that values education can help with
who are living below poverty line should be given other social problems such as truancy, substance
considerations by various governmental policies to uplift abuse, carrying of weapons, violence in schools,
their lives. vandalism and racism, which might lead to crime.

(C) Furthermore, drug addiction is a cancer, which affects  Values education requires teachers to be skilled

today's society. These people to be treated in de-addiction facilitators (not instructors). This means that

centers and family supports and psychiatric counselling educators will need support and encouragement to

should be ensured. implement it, especially under conditions of financial

hardship and curriculum overload. It is important that
 24

committed educators and educationists throughout

the UK begin to document and share, even more
actively, their excellent work in values education.

CONCLUSION

To conclude, though crime rates are increasing, day by day,

we can reduce it by strong rules, and moral education,
parental guidance, and so on. We should use all possible
measures to minimize the increasing crime rates. It strongly
believe that, through proper education and guidance from
childhood itself we can mold the mindset of an individual.
This may helps to block the shooting crime rates.

REFERENCES

[1] http://www.gktoday.in/blog/importance-and-need-
of-value-education/
[2] http://www.gktoday.in/analysis-category/general-
studies-paper-4/
[3] http://www.valueseducation.co.uk/articles/youth-
crime-education.html
[4] http://anushamuggulla.blogspot.com/2013/10/value
-based-education-remedy-for.html
 25

Bharat Journal of Science Technology and Humanities

Vol. 2, No. 1, 2016, pp 25-28
ISSN: 2454-6151 (Printed version)
URL: http://www.cvruresearch.org

Need of Value Based Education in 21st Century

Atindra Nath Dutta1 Vinay Khankar2
1,2
Assistant Professor, Department of Education
Dr.C.V.Raman University, Kota, Bilaspur

Abstract- Education is modern India’s greatest leveller. It is child. Education tries to develop three aspects: physique,
the tide that lifts every boat. We are all prisoners of birth, mentality and character. Even though physique and
but education has the power to snap the meanest bonds of
mentality are important, they are menaces without the third
economic and social enslavement. It is the route out of the
caste ghetto, the path out of the slum, the road to the high because character is the greatest of these. Education plays a
table. There is no doubt that education has been made huge role in precisely this area.
compulsory up to secondary level but value based education
still remains a distant dream. What is Value Based Value based education is a tool which not only provides us a
Education? Character oriented education that instills basic
profession which we can pursue but also a purpose in life.
values and ethnic values in ones psyche is called Value
based Education. But the prevalent system of education is The purpose of our life is undoubtedly to know oneself and
not character-oriented but information-oriented. India is be ourselves. We cannot do it unless we learn to identify
badly in need of Value Based Education and Teaching
ourselves with all that lives.
System which inculcates among the young students values
that they need to imbibe and embalm within them. It is very aptly said that:

“’Know thyself’ was written over the portals of the

INTRODUCTION
antique world. Over the portal of the new world, ‘Be
Education is the vehicle of knowledge, self-preservation
thyself’ shall be written”.
and success. Education not only gives us a platform to
succeed, but also the knowledge of social conduct, strength, Education gives us this very knowledge, the most supreme
character and self respect. The greatest gift education gives knowledge of knowing oneself, which helps us to make our
us is the knowledge of unconditional love and a set of life better and purposeful.
values.
Value based education imparts social, moral, integrity,
These values include the simple difference between right character, spirituality and many more. It builds the qualities
and wrong, a belief in God, the importance of hard work of humility, strength and honesty in a person. They become
and self respect. Education is a continuous learning better citizens of a country. People with high ethical values
experience, learning from people, learning from success and will never cheat others. People are taught to co-operate with
failures, learning from leaders and followers and then each other. They make their life happier and works hard to
growing up to be the person we are meant to be. make others happy.

Value based education is a threefold development of any

Our history and mythology taught us of excellent values
individual of any gender and age, but most importantly of a
education. We, the Indians, talk loud of our cultural
 26

heritage, we talk a lot of the characters of Ram, Krishna, difficult for him to display ethics and values in his
Raja Harish Chandra, Sita, Savitri and for that matter many behaviour. We hear it all around, that children in India are
more, Buddha, Mahavir, Kabir, Raidas, Chaitanya, going astray. Newspapers report how a fifteen year old boy
Ramakrishna, Vivekananda, Ramanujan. Good that India has been the leader of a gang of auto-thieves. And all these
have these great men—god heads and godly as a part of our auto-thieves belong to the so- called high families. To get
heritage. We have not to go out anywhere to seek for ideals. rich quick has been their ambition—not hard work, not
We have them all in our mythology and history. But what is sustained pursuits of high order but just anything that can
needed is that they be not decorations on our walls but get them quick returns in the form of good money—that has
should be a source of enlightenment within. And how would led them to these nefarious ways. Ethics and values need to
that enlightenment come—from where and in what form? be imbibed among students.

Value Based Education is the only means which can give to Our country very much needs a value-oriented
our young the right direction. There is need for Value based educational system. It is only at the level of the primary
Education System in India. education that such lessons need to begin. If the
impressionable mind once gets set to noble goals difficult
would it is to lead him astray. It is not merely talking about
We all discuss about high values and integrity, but it is
the time for value based action. Anyone who stands on a great men that the child would get oriented to values; the

pulpit to speak to the audience is found to talk of high teacher has to play a major and a decisive role in giving this

principles, or moral conduct, of spiritual and cultural lesson by precept as well as by example. It is the

heritage of our country. Good that they do it but in actuality intellectual, the physical, the emotional, the psychological

we are coming across so many scams which smear the face parts of the child’s personality which would need to be

of the nation black. And it is our leaders—those who were moulded and modelled.

given or were invested with the charge of governing the

nation have been found to be involved in these scams, are in There have been efforts to define the role of education in
and out of jail, released on bail and again sent back behind national life. The Radha Krishnan Commission; the Kothari
the bars. What ideal are they—the leaders— presenting to Commission; National Policy on Education; Ramamurthy
countries—corning-up generation the young minds—a very Committee; Central Advisory Board of Education
distressing a spectacle. What right has such people to Committee on Policy; Planning Commission Core Group on
govern us, what right has they to be leaders, when their own Value Orientation of Education, all have gone deep into the
steps are going astray? In such a grim and graceless role that education plays and can play in designing and
situation we are obliged to give a deep thought how and in developing the national characters.
what manner the nascent are and growing generation of the
nation to be guided and oriented. The programmes and policies have remained just on paper,
just due to lack of coordination between the different
There is need for imparting proper values among the implementing agencies.
children. A child learns a lot from the people around him. If
the social environment is not good, then it becomes very
 27

The values inculcated among young generation would sense of pride in our national flag. Students learn moral
remain with them permanently. It may just be that the values at school. Along with these the child shall be given
young boy or girl of today is better informed than what their lessons in dignity of labour. No work is mean or low. Self-
parents had been at their age. He or she may sound smarter dependence, respect for the elders, concern for those who
with new knowledge but this is due to the modern are handicapped or under-privileged.
techniques to which he/she stands exposed and of which he
or she has the advantage. T.V., internet, computer, etc.
The feeling of unity and communal harmony helps build
These were not available to the parents. Computers and the values in a student. In a vast nation like India with so many
information received from them or the data fed by them may sections in the society, so many sects, so many religions, so
become outdated but values once inculcated would remain a many regions, and so many languages the child has to be
permanent acquisition for all life. Swami Vivekananda once taught the lesson in ‘unity in diversity’. The daily morning
said, “If education is identical with information, libraries prayer of the school should contain this lesson of national
are the greatest sages of the world and encyclopedias are oneness. This should not only be repeated every morning
`Rishis’.” There is something very much more than mere but its import and meaning to be explained by the Principal
information that has to be imparted to the young mind. or a teacher. Students be asked to come prepared with a
short-speech on this oneness of the nation. They should be
Mother is the first teacher for her child. Value based allowed to speak on any of its aspects and speak out to the
teachings and education are the fields, the first teacher in whole congregation after the prayer. Similar speeches
which is the mother. It is the mother who tends to lend the everyday on different moral values should be the first lesson
first lessons and it is on her that rests the foundation-laying given, not by any teacher but by students themselves, one
responsibility. What is right, what is wrong, what is each day. Community lunch, when all would sit together
true, what is false, what is respectable and noble and what is and eat even sharing one another’s lunch packet would give
not – it is the mother who imparts these lessons. It is the to them a sense of oneness, irrespective of class, caste or
mother who taught her child remain honest. She encourages religion.
her child to always speak up the truth. She should ensure
that her children never tell a lie. The mother should make
Values Education need to be taught through mutual
the child learn that she would never scold him if her child interaction and inter-communion. There need not be any
tells the truth even if the child had done some wrong. special classroom lectures on Moral Values Based
‘Admit the wrong done and you would be a nice child’ – let Education. It is never needed to identify any particular
the child develop this faith and he would never fall a victim religion or faith. God is one and we are all children of the
to falsehood. This is how slowly and gradually, step by step same God. That is the basic lesson that needs to be given.
the lessons in morality can be taught.

Discipline is still a great lesson that has to be imparted. It

The role of schools and teachers are very is the teacher who himself or herself should be an example
important. Then, when the child enters the school at the of discipline and children would be the automatic learners.
age now of four or five, the schools and the teachers there These are values which do not need to be the part of any
have to give him lessons in universal brotherhood, respect curriculum—they have to be the part of the behaviour.
for all religions, and feeling of honour for our great man, a
 28

Being any part of the curriculum can give rise to The young should learn what is moral and what is
controversies; but general behaviours showing respect to all immoral. It has yet not been finally thought off how and in
religions, celebrating all festivals together, would by itself what manner sex-education is imparted to the young. But at
be a lesson in national integrity. least let them be made aware about AIDs/HIV etc, and why
and how people catch these fatal diseases would

Proper training of teachers should be arranged, so that automatically be explained. That is also a part of morality in

the teachers acknowledged of their responsibilities. It is society. That is a necessary part of value based education. It

necessary that in the Teacher’s Training Programme, Value need not be any part of the curriculum but it is a lesson that

Oriented Education Programme, need to be highlighted so they must learn through discussions and discourses.

that the teachers are trained up to know their mission and

method. CONCLUSION
Value Based Education, therefore, is a part of the

Attempts should be made to eliminate Language issues. Educational programme which cannot be shelved or done

Language controversies are also a great point of conflict. away with. It has to be a part of life and life is a constant
education and the process of living is a process of learning.

Television can become an important medium for values

based education. Television, which is a craze for the young REFERENCE

of today, should also be used to present value-based http://www.meritnation.com/ask answer/question/i-need-

programmes through skits, cartoon scripts and such other some-points-to-write-an-essay-on-the-topic-the-

means. need/english/9201559

[1] http://www.importantindia.com/847/value-based-
Value education should be included in higher education education-need-for-value-based-education/
levels. NCC, boy scouts and guides programmes are also a [2] http://ijshresearch.com/july/8.pdf
helpful means of creating a consciousness in discipline and [3] http://www.freeessays123.com/essay22469/value-
co-working. The Indian Education System should adopt based-education.html
value based education at all levels. The value-oriented [4] http://www.freeessays123.com/termpaper22469/va
educational programme should not be led only during the lue-based-education.html
school level, but should be carried on further up to the level [5] http://www.importantindia.com/category/national-
of higher education too, as it is from there that the nation’s issues-of-india/page/3/
political leaders, bureaucrats and army personnel would
emerge.
 29

Bharat Journal of Science Technology and Humanities

Vol. 2, No. 1, 2016, pp 29-30
ISSN: 2454-6151 (Printed version)
URL: http://www.cvruresearch.org

Cultural Consideration In School Teaching – A

Quality Education
Meheboob Hassan
M.Ed. (Previous)
Dr. C. V. Raman University, Kota, Bilaspur (C.G.)

Abstract:-Cultural consideration in teachers’ perception of generation in a particular society. The education maintance the
student class room behaviour and achievement . The study primary function of culture and also transmite from generation
examines teachers’ perceptions of class room motivation and
to the next generation. The role of formal education in this
achievement among students displaying culture based class
room behaviours. Teachers’ then relent towards student process has been significant throughout the course of man’s
motivations and achievement as if they are in their class room. history. The educational process of every country is based on
Motivation and achievement are significant role for students
the foundation of cultures. So the culture is bound to influence
displaying competitive and individualistic class room
behaviours. Teachers should teach the students with the the education with the result that grade of correlationship is
considering their cultural point of view. established between culture and educational process.

Keywords:- Culture, behaviour, quality teaching, values, In the pre-independent period our education has been
ethnic, traditional norms, formal education curriculum and
influenced by foreign culture. India has been under foreign
community.
rule for hundreds of years. With result that our present western
INTRODUCTION education has denationalized us and we are starving culturally.
By birth we are Indian but thought in English, dress, dance,
Non-biological behaviour of man is call culture. The
music, behaviour and culture. We are intend to accept the
anthropologists and ethnographers who describes and explains
western culture and avoided our indigenous culture. The
the life ways of divers group of people , culture includes all of
education much more practical in nature having connection
the rules for appropriate behaviour, which are learned by
with day to day needs of life. We should have to look present
people as a result of being member of same group or
education should be completely Indianised with considering
community and also the values and beliefs which underlie
our cultures.
over behaviours of themselves share products of group
membership. The need of culture which belive must be
CULTURES INFLUENCES ON LEARNING AND
understood , accepted and accounted of quality teaching.
TEACHING

IMPORTANCE / NEEDS Teachers should have to know the areas of the

Culture has play a massive role in education any society. It curriculum and how to relates to what has already been
also influences on education of ethnic groups. Culture learned. The learning of culture like the learning of language,
includes the values, beliefs, conventions and traditional norms, begins with a child’s first experiences with the family into
etc. which have been passed down from generation to which he is born, the community to which he/she belongs and
 30

environment in which he/she lives. The children learn formal

educations at pre primary stage, they have already internalized
many of the basic values and beliefs of their native culture.
They learn rules of behaviour which are considered
appropriate for their role in the community. So teachers look
into the matter of cultural background of students for
betterment of learning process.

CONCLUSION
As we know that the students from various ethnic and culture
backgrounds, prospective teaching must recognized the facts.
Teachers must accept the valuable aspect of cultures while
teaching in class room. Academic achievement and school can
be made more meaningful when teachers understand and
appreciate the richness of the culture and heritage their
students bring to schools. Quality of teaching depends on
through the investigations of cultural backgrounds of students.

REFERENCE
[1] Kabir, H. , The Indian Heritage, London
Asia publishing house, 1962.
[2] Mukherjee, K.C., Underdevelopment, Education
Policy and Planning, Bombay and New York , Asia
Publishing house, 1967.
[3] Munshi, K. M., Foundation of Indian culture,
Bombay, Bhartiya vidya Bhawan, 1962.
[4] Sharma, R. N., Philosophy of Eduation, Delhi,
Atlantic, 1996.
 31

Bharat Journal of Science Technology and Humanities

Vol. 2, No. 1, 2016, pp 31-33
ISSN: 2454-6151 (Printed version)
URL: http://www.cvruresearch.org

Integral Education: A Tool of Self Devalopment

Sonali B. Wadettiwar

Research Scholar,
MATS University Aarang, Raipur

Abstract: Integral education regards the child as a growing both student and teachers. It is about engaging the mind to
soul and helps him to bring out all that is best, most powerful, explore the leading edge in science, art and philosophy,
most innate and living in this nature .Integral education is the
opening the heart to compassion for the spirit in and between
one of the part of education for hold the student in different
manner. Integral education is the vision of Shri. Aurobindo humans and aspiring to greater embodiment of spirit in
who first put his views on this topic in various newspaper and ourselves. Integral education is an approach to education that
magazines in between 1904-08. In the most profound way,
provides a powerful foundation for living life and preparing
integral education is the sibling of integral medicine. Both are
founded on a holistic conception of life (David 2015).In this people to live in a complex and ever changing world. From a
Article, the broad definition of integral education implies that very early age, young people learn to relate to the world with
such programs specially develop and integrate the physical,
an integral worldviews. Provide a simple, quick and
emotional, mental and spiritual intelligence throughout the
curriculum from preschool to high school. Integral education effectively way to understand how well you currently perform
is guided by the insight that humans are born with a unique against the education standards. Regarding education, research
biological, social and spiritual identity that humans both to date arising from the trans-disciplinary field of futures
unfold from the dynamic an on-going interaction between
nature and nurture. So integral education begins with the root studies includes three majors’ areas:
meaning of the latter word-educere, to draw forth from within.
 Research with young people (mostly in school
Keyword: Integral education, Tool, Self development setting) which explores their views and visions of the

INTRODUCTION future.
 The teaching of future concept, tools and processes in
“Integral education is emerging in response to growing desire school setting.
for learning that integrates cognitive, emotional, social,  Speculative research into transformative educational
creative spiritual aspect of the person”. Integral education also models and approaches, thinking’s fascinated by
called as a holistic or whole-child education. The focus and futures.
emphasis in integral education is not just in formation and
skills acquisition but also self-development, triggered from Self-development: Self growth is as much about actual
within the child and supported and nourished by teacher and improvement and developments. Self-development it is a one
parents. of the most important aspect of each person .There are some
keen tool for self-development and growth. Self-development
Today, students are actively seeking real need for
is a literacy process .It is a way for people to assess their aims
meaning, wholeness, fulfilment and purpose .Integral
education is about meeting these needs of the whole person-In
 32

in life and se goals in order to realise and maximise their 4. Promote the benefits of technologies and support
potential. learner in their use of new technology.
5. Evaluate and challenge your own practice values and
1] Through Self-assessment benefits.
Need to take a through and honest self -assessment, with a 6. Build positive and collaborative relationships with
focus on identifying your flaws and working out how to solve colleagues and learners.
them. 7. Equity and capacity building for student learning.
2] A simple plan for achieving your goals. 8. Focus on developing local capacity through
It is easy to make a simple journey too complicated, but it’s incentives and support.
very simple difficult to simplify a crowded and difficult 9. Evaluate our practice with others and assess its
journey .In self-development, need to make sure you take the impact on learning.
direct, simple approaches. 10. Construct comprehensive and coherent systems of
3] Honest outlook needed. state and local assessment of student learning that
Need to be 100% honesty with our to see any real growth in work together to support instruction educational
self. Trust in your own judgment and make sure you are 100% improvement and accountability.
honest with yourself on your improvement, flaws and 11. Provide tools for states and districts to self-evaluate
strengths. and improve the coherence and effectiveness of their
Some steps can be taken to enhance self-development local comprehensiveness assessment system.
(keen tool). 12. Each and every teacher educator need to design,
 Organizing your time construction and assessment system use to self-
 Undertaking a skill appraisal development.
 Looking at your transferable skills. 13. Collaborating learning is most important tool for
 Overcoming barriers to learning new skills. enhancement.
 Enhance the qualities.
CONCLUSION
 Using innovative techniques.
 Keen tool for development. The education thought of shri Aurbindo Ghosh exhibits a
 Upgrade profile. positive impact on the relevance of the contemporary
 Paradigm shift in education. (learning style ) education system as Shri Aurobindo supported a nationalist
 Built the skill according to situation. scheme of education .A learner educated under the principles
of integral education would be found to be useful not only to
SUGGESTION
himself but also to the society. Each and every person should
1. Develop everyone own judgement of what work and use the keen tool for self-development. Self -development
does not work in our teaching. means the person enter the work place you will probably need
2. Deep and critically informed knowledge and to take more personal responsibility for managing the on-
understanding in theory and practice. going development than we have done to date.
3. Maintain and develop expertise and skills to ensure
the best outcomes for learners.
 33

REFERENCE

[1] Adams, A. (2006).Education: From conception to

graduation-A systemic integral approach, Retrieved
May
1,2010from:http://www.wisdompage.com/Adams2011a
.pdf
[2] Akhter R (2014).Aurobindo Ghosh:Pioneer of integral
education.International Journal of education in
Research and development Vol.3(6),pp.092-095,august
2014.
[3] Aurobindo S (1990).On Education reprient,Shri
Aurobindo “Ashram” Pandicherry.p15.
[4] Pani R (1997).Integral Education Thought and Practice,
A.P.H.Publishing cooperation, New Dehli, p22.
[5] Bear, H.,and slaughter,R.(1993).Education for the
Twenty First Century.London:Routledge.
[6] Bjerstedt,A.(1982).Future consciousness and the
school.Malmo,Sweden:Schoolof Education.University
of lund.
[7] Linn,R.(2006).Toward a more effective definition of
adequate yearly progress.http://www.low.berkeely.edu/
centers/ewi/research/K12 equity/linn.htm.
 34

Bharat Journal of Science Technology and Humanities

Vol. 2, No. 1, 2016, pp 34-38
ISSN: 2454-6151 (Printed version)
URL: http://www.cvruresearch.org

Translation of Speech from Speech: A Review

Amrita Verma
Assistant professor
Depaertment of Computer Science Engg.
Dr. C.V. Raman University, Kota Bilaspur(C.G.)

Abstract: This paper reviews the technology used in Speech- (a) Basic model for Speech-to-Speech Translation
to-Speech Translation that is the phrases spoken in one The high-tech in Speech-to-Speech Translation system that
language are immediately spoken in another language by the
enable such multi-lingual communications is supporting a
device. Speech-to-Speech Translation is a three step software
process which includes Automatic speech Recognition, pipelined architecture of automatic speech recognition,
Machine Translation and voice synthesis.This paper includes machine translation system and speech synthesis or text-to-
the major speech translation projects using different
speech which primarily relies on lexical information and
approaches for speech recognition, translation and text to
speech synthesis highlighting the major pros and cons for the ignoring the other rich information which is present in speech
approach being used. and spoken discourse such as noise and human utterances.

Keywords : Automatic Speech Recognition (ASR), Machine There is negligible interaction between the basic components
Translations (MT), Text-To-Speech synthesis (TTS). ahead of the pipeline and also there is no involvement of
humans in the loop for automatic learning, adapting and
collectively managing the interaction. To overcome these
INTRODUCTION
elemental precincts requires mounting robustness at all the
Speech translation is a process that takes the conversational stages of the pipeline.
speech phrase in one language as an input and translated
speech phrases in another language as the output. The three
components of Speech-to-Speech Translation are connected in
a sequential order. ASR is responsible for converting the
spoken phrases of source language to the text in the same
language followed by machine translation which translates the
source language next to target language text and finally the
speech synthesizer is responsible for text to speech conversion Fig 1: Overall Speech –Speech translation system
of target language. The basis for the system is that it should utilize the rich
context that is away from the dictated words, while being
The following sections include the tools and methodologies of
aware of and working with the different cultured humans for
two projects: IBM’s MASTOR and Verbmobil.
improving information transfer, communication efficiency and
social co-presence for enabling successful multi-lingual
interactions. In this paper different projects are capturing that
 35

model and transferring highly related information that is the probability of various word sequences. A huge amount of
conveyed for the speech prosody, discourse and the user state corpus data is needed for N-gram LM’s for the representation
behaviour to support robust translation and significant of domain word usage distribution. Three approaches are used
synthesis of the target language [6]. for generating LM’s, first one is to obtain additional training
material automatically second is to interpolate domain-specific
IBM’s MASTOR
LM’s with other LMs and the third approach is to improve the

The IBM MASTOR shorthand for Multilingual Automatic distribution estimation for the robustness and accuracy with

Speech-to-Speech Translator is developed for the DARPA limited resources.

CAST and its mission is to develop technologies that facilitate
(b) Translation methodology used
rapid deployment of real-time Speech-to-Speech Translation
of low-resource languages on mobile devices [1]. In NLU/NLG-based Speech Translation for statistical machine
translation methods a sentence T in one language that is
The general structure of MASTOR system has the components
translated into a sentence A which is in the another language
of ASR, MT and TTS. This pipelining approach allows system
by using statistical model which is estimating the conditional
for the deployment of the existing speech and language
probability of A when T is given, i.e. P(A|T). Typically,
handing out techniques, while taking care of unique problems
P(A|T) is optimized on a set of two sentences that are
in Speech-to-Speech Translation.
translations of each another. Let C denotes the source

(a) Methodology used for automatic speech language concepts and S denotes the target language concepts,

recognition then the statistical concept-based algorithm is going to select a

word sequence A’ as
Grapheme based acoustic models are used to overcome the
problem of absence of short vowels [7]. Grapheme based A’ = arg max P(A|T)
acoustic model lead to unambiguous pronunciation of lexicons
= arg max {∑∑P(C| T) P(S| C,T) P(A| S,C,T)
and hence facilitates the model training and decoding. Also,
depending on its context the same grapheme may yield Where the conditional probabilities P(C|W) is estimated by
different phonetic sound and lead to less accurate acoustic Natural Language Understanding (NLU), P(S| C,T) is
models. For this reason two different approaches come into estimated by Natural Concept Generation (NCG) and P(A|
existence. The first one is to use short vowels known as full S,C,T) is estimated by the Natural Word Generation (NWG)
phonetic approach and the second one uses the context- procedures, A decision-tree based statistical semantic parser is
sensitive graphemes in which two different phonemes are estimating P(C|T) and P(S| C,T) and P(A| S,C,T) are estimated
generated for the letter “A” (Alif) depending on its position in by the maximization function for conditional entropy [5].
the word. The IBM ViaVoice product engine is a highly
(c)Text-to-Speech Synthesizer
robust and efficient framework which is used for acoustic
modelling by using rank based acoustic scores that are derived A text-to-speech engine synthesizes the translated utterance
from tree-clustered context reliant Gaussian Models for both generated from the NLG module. As there are limited
the desktop systems and hand-held systems. resources available for a mobile device such as memory space
battery backup etc., the IBM’s TTS system is based on IBM’s
Another concept for high performance ASR for open ended
formant TTS technology. An unlimited number of voice can
communication system is Language Modelling (LM) which is
 36

be synthesized using the formant based TTS system which automatic segmentation, segmentation of word, prosodic
allows elastic customizations by modifying choral segmentation, dialog acts, noise, superimposed speech,
characteristics of a speech such as gender, pitch, volume and syntactic grouping, word type, syntactic function, and the
speed. Unlimited vocabularies are supported by this system. prosodic boundaries [2]. For the monolingual data, the multi-
Also, the TTS software can pronounce any text which is given language Verbmobil corpus incorporates two way dialogs
to it. More importantly, formant based TTS system has a small delivery for in person dialogs with human interpreters, or the
footprint that requires less memory (only about 3 MB for dialogs are interpreted by the various versions of Verbmobil
every language), which is appropriate for deployment of the that are aligned to bilingual transliterations. Three tree-banks
software in embedded applications. for German, English and Japanese have been developed with
interpretation on three stratums: phrase structure, morpho-
VERBMOBIL
syntax and predicate-argument structure, 3 tree-banks are

Verbmobil is a two way Speech-to-Speech Translation system created for English, Japanese and German to train neural nets,

which does not depend on the speaker. It is used for Hidden Markov Models, parsers, probabilistic automata,
translation of spontaneous dialogs in mobile situations. It translation methods, rule-based systems, and plan recognizers

firstly identifies the input and further analyses and translates different machine learning methods were used. The

it, and finally delivers the final translation. This is a continuous evaluation for coverage, accuracy and robustness
multilingual system which handles dialogs delivery in three- of a speech translation system for dialogs which aren’t

business-oriented domains where the translation depends on structures correctly majorly depends on the quality and

the context between three languages (German, English and quantity of the training corpora.

Japanese) [2].
(b) Methodology used for speech translation
This system deals with the spontaneous dialogs. In this case it
The Verbmobil is using a multiengine approach in its
doesn’t mean just continuous speech like in the current
translation module. Five synchronized translation engines are
dictation systems, but here rational disfluencies and repairing
used by it: case-based translation approach, substring-based
phenomena such as changing mid word, ums and arr, and
translation approach, dialog-act based translation approach,
some short words that are accidently left out in rapid speech
sematic transfer approach and statistical translation approach
are also included in the speech. For example, Verbmobil
[3].
corpus has the chance that 20% of all dialog turns having at
least one auto-correction and 3% also include false starts. A The statistical translation module starts with the hypothesis
combined approach for deep and shallow analysis methods is of the single best sentence of speech recognizer and other
used by this system to find out the slips in the speech and then prosodic information about phrase margins and sentence
translate it in accordance to what the person tried to say rather form are utilized by its statistical translation module. This
than what was actually said by him. module yields a string of words in the target language
along with a confidence measure used by the selection
(a) Methodology Used For Speech Recognition
module for the final choices of the translation output. It
The format used for the Verbmobil speech corpora writes out includes two components for translation based on the case.
fifteen strata of interpretation: these are two transliteration (1) This method of substring-based translation is used for
variants, lexical orthography, canonical form of pronunciation, incremental synchronous interpretation. This method is
manual phonological segmentation, phonological based
 37

primarily based on machine learning methods that are that are provided by the previous processing stages. It
applied to a sentence-aligned bilingual corpus. The basic provides concept-to-speech synthesis and for the deep
processing units of the system are those substrings whose processing stream, whereas it operates more likely to
contiguous piece of translation can be found in the text traditional text-to-speech system that results in a lower
corpus. In the incremental translation algorithm for the quality of the output for the shallow translation threads.
speech sequence of input segments, we use the methods of
CONCLUSION
combining the pairs of substring with patterns for word
order switching and word cluster information. (2) In this paper methods and technologies used in building two
Sentence-aligned corpus is another component for case- independent software; one is IBM MASTOR and the other
based translation which is based on 30000 translation Verbmobil has been studied. Both have one common thing
templates. In a dialog-act based translation, the main that these are the Speech-to-Speech Translation systems but
propositional content of an utterance has been extracted by different in many aspects such as languages, robustness of
19 dialog acts and a cascade of around 300 finite-state the system and technologies used for the pipeline structure of
transducers. The statistical dialog classifier is dependent on Speech-to-Speech Translation system. Through this paper we
N-grams and the process is self-learning that takes previous tried to check the insights of two systems and for the future
dialogs into account. The topic, propositional content and aspect we can study some more software to design an
recognized dialog act are represented by a simple frame efficient, accurate and robust translator using integrating
register including 49 nested objects with 95 possible approaches for translation system.
attributes for covering the appointment scheduling and
TABLE 1. Comparison for Ibm’s Mastor and Verbmobil
planning travel tasks. To transform the inter-lingual terms

VARIOUS
into the analogous target language a template based IBM MASTOR VERBMOBIL
DOMAINS
approach is used. The shallow inter-lingual representations ENGLISH-
of an utterance is stored along with a deep semantic MANDARIN GERMAN-
LANGUAGES CHINESE AND ENGLISH-
representation encoded in the dialog memory as well as ENGLISH- JAPANESE
ARABIC
focus information and topic for further processing by the
context and dialog evaluation component. IBM’S TRANSCRIBES
METHODOLOGY
VIAVOICE FOR FIFTEEN
FOR SPEECH
ACOUSTIC STRATA OF
( c) Methodology Used For Speech Synthesizer RECOGNITION
MODELLING ANNOTATIONS

The speech synthesizer for German and American English USES FIVE
NLU/NLG
METHODOLOGY SYNCHRONISED
BASED
follows a parallel approach based on large corpus of FOR TRANSLATION
SPEECH
TRANSLATION ENGINE
annotate speech data. The basic unit of concatenation is a TRANSLATION
APPROACH
Word, so that if a word is not found in the database then
only sub-word units are used [2]. A graph based unit
selection procedure is applied to the synthesizer and the
best existing synthesis segments matching the prosodic and
segmental constraints of the input and the synthesizer
exploit the syntactic, discourse and prosodic information
 38

CONCATENATIV
E APPROACH [9] . "Multilingual Speech-to-Speech Translation system for
WITH A GRAPH-
METHODOLOG IBM’S BASED UNIT mobile consumer devices." Consumer Electronics, IEEE
Y FOR FORMANT TTS SELECTION Transactions on 60.3 (2014): 508-516.
SYNTHESIS TECHNOLOGY PROCEDURE

ERROR RATE
(FOR ENGLISH
11.06% 7.3%
LANGUAGE
RECOGNITION)

SELF
DESIGNED
TOOLS COMBINATIONA
SPEAKER L APPROACHES
ADVANTAGES INDEPENDENT USED HIGHLY
LEAD TO ROBUST REAL
RAPID TIME SYSTEM
DEVELOPMEN
T OF SYSTEMS

REFERENCES

[1] Gao, Yuqing, et al. "IBM MASTOR: Multilingual automatic

speech-to-speech translator." Acoustics, Speech and Signal
Processing, 2006. ICASSP 2006 Proceedings. 2006 IEEE
International Conference on. Vol. 5. IEEE, 2006.
[2] Wahlster, Wolfgang. "Mobile Speech-to-Speech Translation
of spontaneous dialogs: an overview of the final Verbmobil
system." Verbmobil: Foundations of Speech-to-Speech
Translation. Springer Berlin Heidelberg, 2000. 3-21.
[3] Zhang, Ying. "Survey of current speech translation
research." Found on Web: http://projectile. is. cs. cmu.
edu/research/public/tal ks/speechTranslation /sst-survey-joy.
pdf (2003).
[4] Boitet, Christian, et al. "Evolution of MT with the Web."
Proceedings of the Conference” Machine Translation 25
Years On. 2009.
[5] Gu, Liang, et al. "Concept-based Speech-to-Speech
Translation using maximum entropy models for statistical
natural concept generation." Audio, Speech, and Language
Processing, IEEE Transactions on 14.2 (2006): 377-392.
[6] Chelba, Ciprian, et al. "Large scale language modeling in
automatic speech recognition." arXiv preprint
arXiv:1210.8440 (2012).
[7] Narayanan, Shrikanth, et al. "Speech recognition engineering
issues in speech to speech translation system design for low
resource languages and domains."Acoustics, Speech and
Signal Processing, 2006. ICASSP 2006 Proceedings. 2006
IEEE.
[8] Yun, Seung, Young-Jik Lee, and Sang-Hun Kim rnational
Conference on. Vol. 5. IEEE, 2006.
 39

Bharat Journal of Science Technology

logy and Humanities
Vol. 2, No. 1, 2016, pp 39-43
ISSN: 2454-6151 (Printed version)
URL: http://www.cvruresearch.org

Study of Dengue Patient in Chhattisgarh

Sanjay Thakur1 K.R.Sahu2
1
Research Scholar, Department of Zoology
Dr. C.V. Raman University , Kota, Bilaspur (C.G.)
2
Assistant Professor, Govt. E.R.R (P.G) Sc.College Bilaspur,(C.G.)
Sanjaythakur45@yahoo.co.in , krsahuseri@gmail.com

Abstract: Dengue fever is the commonest arboviral infection found mostly in Chhattisgarh (Figure 1). The list of patients
in human. The global incidence of the DF dengue suffer from dengue in Chhattisgarh is increasing rapidly.
haemorrhagic fever (DHF) has increased dramatically in
recent decades In India, epidemics are becoming more
frequent and are straining the limited resources of the public
health system (WHO-1997). Thought this is test only dengue
cases were conformed in hospitals where the data has been
collected for the present study. Laboratory diagnosis is based
upon main methods is Detection of virus test for detection of
IgM and IgG, In Chhattisgarh Self reported ethnicity was
available for patients as per the obtained data i.e. total cases :
154 patients during 2014 and 2015 from korea, Bilaspur,
Korba. Raigarh, Balodabazar, Surajpur, Raipur. Sarguja. And
Bemetera. Highest number of cases was reported is Korea
area.

Keywords: Dengue, Dengue hemorrhagic fever, Area,

Chhattisgarh, research

INTRODUCTION
Figure 1: Map of Chhattisgarh (State of India)
Worldwide, 50 to 100 million cases of dengue
infection occur each year. Many more cases likely go Older children and adults may have either a mild febrile
unreported because some health care providers do not syndrome or the classic incapacitating disease with high fever
recognize the disease. During the last part of the 20th century, of abrupt onset, sometimes with 2 peaks
p (saddle-
many tropical regions of the world saw an
n increase in dengue backed),severe headache, pain behind the eyes, muscle and
cases. Epidemics also occurred more frequently and with more bond or joint pains, nausea and vomiting, and rash. Skin
severity. In addition to typical dengue, dengue hemorrhagic haematocytopenia are uncommon. Leukopenia is usually seen
fever (DHF) and dengue shock syndrome also have increased and thrombocytopenia may be observed.
in many parts of the world. Globally, there are an estim
estimated
several hundred thousand cases of DHF per year. The dengue
fever symptoms in Chhattisgarh are easily identified but for
the confirmation people check their blood. The dengue viral is
 40

dengue in children, and adults in the same population and

highlights age-related
related differences in dengue severity.

MATERIAL & METHODS

Case definition:

A doctor or other health care worker can diagnose

dengue fever by doing a blood test. The test can show
whether the blood sample contains dengue virus or
Figure :2 Aedes aegypti Mosquito antibodies to the virus. In epidemics, dengue is often
clinically diagnosed by typical signs and symptoms.
sympt
Identified confirmed cases of dengue infection in various
hospitals mainly Apollo Hospitals Bilaspur during to study
period and detailed area(State) of Chhattisgarh and clinical
history, physical examination and laboratory values were
recorded for presentation.
sentation. These patient with stratified based
on the presence or absence of complications like shock and
haemorrhage. The frequency of various signs and symptoms
and the value of laboratory tests were compared between the
children with and without complication.
ation.
Figure :3 Aedes aegypti Larva

Intensive care is required for severely ill patients, including RESULTS

intravenous fluids, blood or plasma transfusion and medicines,
Retrospective data of dengue patients was collected from
and adults can miss work in order to attend to their children’s
Hospitals. The collected data was analyzed to attribute
.Aedes aegypti mosquito (=Stegomyia
Stegomyia aegypti,
aegypti =Aedes
demographic area. As per gender in year 2014 patients 64 out
(Stegomyia) aegypti), is a mosquito(Figure:2) that can spread
of 38 Male 26 Female patients (Table 1). Out of 32 patients 15
Figure :3
the dengue fever, The mosquito larva (Figure :3) has a well-
were
re males and 17 were Females from Korea area, out of 14
developed
ped head with mouth brushes used for feeding, a large
patients 10 Males and 11 Females from Bilaspur area. Out of 5
thorax with no legs, and a segmented abdomen
abdomen. Favoured
patients 3 Males and 2 Females from Raigarh area. Only 1
breeding places Desert coolers, Drums, Jars, Pots, Buckets,
patient female from Janjgir Champa.
Flower vases, Plant saucers, Tanks, Cisterns, Bottles, Tins,
Tyres, Roof gutters, Refrigerator drip pans, Cement blocks,
Similarly 2015, total number of patients 90
Cemetery urns, Bamboo stumps, Coconut shells, Tree holes
and many more places where rainwater collects or is stored.

A temperature of 24°C or over is required for the

multiplication of the virus in the mosquito. This represents one
of the few comprehensive studies to analyze characteristics of
 41

Table 1 : Data of Dengue Patients for year 2014

S/N Area Ma Fem Tot % Mortal % 60

S/
o. Area Mle Fem ale To al % Mortaity %
No ale ale tal lity
1.
. 18. 2 2.2 50
Korba 11 6 17 21. 88 0 0 2
2. Balodaba
Bilaspur 10 4 14 87 1.1 1 1.1 40
1. zar 1 0 1 9.3 1 0 0 1
3. Korba 5 1 6 7 10 0 0
30
2. Balodab
Korea 6 3 9 3.1 0 0
4. azar 2 0 2 2 57. 2 2.2
2014
3. Bilaspur 33 19 52 50 77 2 3. 2 20
5. Korea 15 17 32 2.2 1 12 1.1 2015
4. Janjgir-
Janjgir- 1.5 2 0 0 1
Champa 10
Champa 00 1 2 1 2 6
6.
5. 7.8 3.3 0 0 0 0
Raigarh
Raigarh 33 2 0 5 3 1 3 0

Surajpur
Balodabazar
7. 3.1 0 0 0 0 0

Raipur
Korba
Bilaspur

Sarguja
Raigarh
Koriya
Janjgir champa

Bemetara
6.
Surajpur
Raipur 20 0 0 2 0 2
7.
8. Sarguja 0 0 0 0 3.3 0 0 0 0
8. Bemetar 0 3 0 0
Surajpur 3 0 3
a 0 0 0
9. 2.2 0 0
9. 3.1 0 0
Sarguja 2
Raipur 12 1 0 2 2 2
10. 1.1 0 0
Bemetara 1 0 1 1 Graph 1: Comparative study of no. of Patients for the year
2014-15

Table 2: Data of Dengue for the year 2015 DISCUSSION

ISCUSSION

Out of 60 Male 30 Female patients (Table 2). Out of 17

We reviewed the clinical and demographic features
patients 11 were males and 6 were Females from Korba area,
of 154 dengue-confirmed
confirmed patients from a DEN-1
DEN epidemic
only 1 patient from Balodabazar, only 1 patient from
in Chhattisgarh during year 2014 and 2015. This epidemic
Bemetera, out of 9 patients 6 Males and 3 Females from
followed the reintroduction of this serotype into the
Korea area. Out of 52 patients 33 Males and 19 Females from
Chhattisgarh. Most cases occurred in the most densely
Bilaspur area. 3 male patients from Surajpur. 2 male patients
populated area of Korea (32 patient) in 2014 and Bilaspur
from Sarguja and 2 female patients from Janjgir-- Champa.
(52 patient) in 2015. There was a slight predominance of
males and the infection occurred in all age groups.
Gastrointestinal symptoms were the most common clinical
manifestations at presentation.
resentation. Hemorrhagic
manifestations, when present, also commonly involved
GIT. However, the154 patient available records closely
reflected the distribution of patients from hospitals.
 42

Y efforts to combat with the total dengue diseases incidence in

Mo J F M A M J J A S O N D e Chhattisgarh state.The population of fluctuates with rainfall
nt a e a p a u u u e c o e a
and water storage. Its lifespan is influenced by temperature
h n b r r y n l g p t v c r
and humidity. It survives best between 16 C and 30 C and a
2 2 3 3 2 2 2 2 2 2 3 relative humidity of 60–80%. Altitude is also a limiting factor
3 6 6 3 5 9 9 9 9 6 3 0.
Av . . 3 . 9. . . . . . . . 2 for the distribution and is restricted to between sea level and
era 5 9 2 9 5 5 7 3 8 4 5 7 3 1000 ft above sea level. Is highly anthropophilic and rests in
ge
cool shady places.
hig - - - - - - - - - - -
h 7 8 - 9 1 9 8 8 8 8 7 7 -
°C 4 0 8 8 0 5 5 4 5 4 9 4 8 CONCLUSION
(°F . . 9. . 3. . . . . . . . 6.
) 3 4 6 4 1 9 5 7 6 9 7 7 4 The annual temperature profile for Chhattisgarh specially
Korea, Korba and Bilaspur, based on an analysis of 20 years
1 2 2 2 2 2 1 1 1
8 1 1 0 2 4 3 2 2 8 2 8 7. of daily temperature recordings, is presented in Figure 1. The
Av . . 5. . 4. . . . . . . . 7 mean temperature during the cool-dry season, November
era 7 4 7 9 7 8 2 9 1 1 2 5 7 through February, ranged from 25.5 to 28.0°C, with a mean
ge
lo - - - - - - - - - - minimum of 23.0 to 25.O”C and a mean maximum of 26.5”C.
w 4 5 - 6 - 7 7 7 7 6 4 6 The hot-dry and rainy season (March through October) mean
°C 7 2 6 9 7 6 3 3 1 4 - 7 3.
temperature ranged from 26.0 to 30.0°C, and the mean
(°F . . 0. . 6. . . . . . 5 . 9
) 7 5 3 6 5 6 8 2 8 6 4 3 9 minimum and mean maximum ranged from 26.0°C, and 30C,
respectively(Table:3). The environment and the temperature
Table:3 Climate data for Korea
found very suitable from growth of dengue larva.

The majority of cases in Korea (50%) in 2014 and

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 43

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[7] https://en.wikipedia.org/wiki/Koriyaand Korba

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[8] https://en.wikipedia.org/wiki/Mosquito#Larva.

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44