Value Education and Environmental Education

5.1.1 Concept

The word value comes from the Latin valere, meaning "to be of worth". A value is an enduring belief that guides choices and judgements about what is desirable. Value education is the deliberate process of helping learners recognise, internalise and practise values such as truth, honesty, compassion, responsibility, tolerance and respect, so that knowledge is joined to character. It is concerned with the affective domain (attitudes, feelings, commitments) and not only with cognition. In India the ideal is the holistic development of the person; the hidden aim of education in every era from the gurukul to NEP 2020 has been to produce a good human being as well as a skilled worker.

Types of values. Intrinsic values are desirable for their own sake (truth, beauty, goodness). Instrumental (extrinsic) values are useful as means to something else (money, power, skills). Eduard Spranger classified human values into six types: theoretical, economic, aesthetic, social, political and religious. Another popular classification lists personal, social, moral, spiritual, aesthetic and democratic values. The Indian purusharthas are dharma, artha, kama and moksha. The five core human values promoted in value-education programmes are Truth, Right Conduct, Peace, Love and Non-violence. Gandhi's seven social sins include "wealth without work", "commerce without morality" and "science without humanity".

Constitutional values. The Preamble promises Justice, Liberty, Equality and Fraternity (fraternity assures dignity of the individual and the unity and integrity of the nation). Fundamental Duties (Article 51A) were added by the 42nd Amendment (1976), and the 86th Amendment (2002) added the eleventh duty (parents and guardians to provide opportunities for education to children aged 6 to 14). Value education in India is therefore tied to secularism, democracy, scientific temper, national integration and respect for diversity.

5.1.2 Theories to know

Approaches to value education. Inculcation (direct instruction and habit formation), moral reasoning (discussing dilemmas), values clarification, value analysis and action learning (community work, service). The hidden curriculum refers to values and norms transmitted informally through institutional culture, teacher behaviour, discipline and relationships. The most effective approach is generally teacher role modelling combined with participatory practice, not lecture alone.

5.1.3 Policy history

• Radhakrishnan Commission (1948 to 49) emphasised moral and spiritual education and suggested short meditation or reflection at the start of the day.

• Sri Prakasa Committee (1959) examined religious and moral instruction.

• Kothari Commission (1964 to 66) recommended education in social, moral and spiritual values.

• NPE 1986 treated value education as integral and defined a common core including scientific temper, national identity, constitutional obligations and the removal of social barriers; it spoke of the erosion of values.

• Ramamurti Review (1990) and Programme of Action (1992) continued the theme.

• NEP 2020 stresses ethics, constitutional values, service, Indian knowledge traditions, critical thinking and holistic development; AICTE promotes a course on Universal Human Values.

5.1.4 Role of values in higher education and society

In higher education. Values underpin academic integrity (honesty, avoiding fabrication, falsification and plagiarism, the three forms of research misconduct), fairness in assessment, respect for diversity and the freedom of inquiry. The UGC (Promotion of Academic Integrity and Prevention of Plagiarism in HEIs) Regulations, 2018 operationalise this. Values also shape campus climate: anti-ragging regulations (2009), equity and inclusion cells, protection against sexual harassment (the Vishaka guidelines 1997 and the POSH Act 2013), and transparency in governance.

In society. Graduates carry values into professions and civic life. Value-based education promotes social cohesion, responsible citizenship, ethical leadership, environmental care and resistance to corruption. Challenges include commercialisation of education, examination pressure, consumerism, media influence and the gap between professed and practised values.

5.2.1 Concept and aims

Environmental education (EE) develops awareness, knowledge, attitudes, skills and a sense of responsibility so that people can understand and protect the environment. Its five objectives, as stated at Belgrade (1975) and Tbilisi (1977), are awareness, knowledge, attitudes, skills and participation (evaluation ability is often added). EE is interdisciplinary and lifelong. A common formulation is education about the environment (knowledge), in the environment (experience) and for the environment (action and values). Approaches include the infusion approach (embedding EE in existing subjects), separate courses, projects and campus action. Education for Sustainable Development (ESD) extends EE to link environment with economy and society.

5.2.2 International milestones

Sustainable development (Brundtland) means development that meets present needs without compromising the ability of future generations to meet theirs.

5.2.3 India: constitution, law, courts, programmes

• Constitution. Article 48A (DPSP: protect and improve the environment; added by the 42nd Amendment, 1976) and Article 51A(g) (fundamental duty to protect the natural environment). Article 21 has been read to include the right to a healthy environment.

• Laws. Wildlife Protection Act 1972, Water Act 1974, Forest Conservation Act 1980, Air Act 1981, Environment (Protection) Act 1986, Biological Diversity Act 2002, National Green Tribunal Act 2010.

• Courts. In M. C. Mehta v. Union of India (1991) the Supreme Court directed environmental education in schools and colleges; in 2003 it ordered a compulsory environmental studies course at all levels, and UGC introduced a compulsory undergraduate Environmental Studies course.

• Policy and programmes. NPE 1986 and NCF 2005 emphasised environmental awareness; NEP 2020 includes environmental education and climate change. National Environment Awareness Campaign (1986), Centre for Environment Education (CEE, Ahmedabad, 1984), ENVIS, National Green Corps / Eco-clubs (2001 to 02), and Mission LiFE (2022).

• People's movements. Bishnoi sacrifice (1730, Khejarli; Amrita Devi), Chipko (1973; Sunderlal Bahuguna, Chandi Prasad Bhatt, Gaura Devi), Silent Valley (Kerala), Appiko (1983, Karnataka) and Narmada Bachao Andolan (Medha Patkar).

5.2.4 Environmental education in higher education institutions

Higher education contributes through (1) curriculum (environmental studies, sustainability, climate science across disciplines), (2) research on pollution, climate, biodiversity and energy, (3) campus practice (energy and water conservation, waste management, green audit, ISO 14001), and (4) community outreach (extension activities, eco-clubs). NAAC includes environmental consciousness and green campus initiatives within the criterion on institutional values and best practices. The ecological footprint measures human demand on nature relative to Earth's capacity; the 3Rs are reduce, reuse, recycle; India has four biodiversity hotspots (Himalaya, Indo-Burma, Western Ghats and Sri Lanka, and Nicobar Islands within Sundaland).

Boundary note. Detailed environmental science (pollution types, climate change, natural hazards, energy) belongs to Unit IX, People, Development and Environment. For Unit X, focus on environmental education: aims, conferences, laws, courts, institutions and campus practice.