It is a challenge, in the present time, to develop virtues such as honesty, respect, humility, courage and generosity in our children. Over the years, parents are asking us how to help their children develop good human values like empathy, responsibility and gratitude.
The point of contention is- Can teachers redesign education to enable our children to hold themselves back when everyone else is mindlessly running in an undeclared race, introspect, think, own the concerns, empathise, analyse, express and take action.
Practical Approach
Preaching and nagging are out of question as they won’t serve any purpose. Children need to not only connect with this reconstructed educational design but also own and propagate it amongst their peers. So it has to be child-friendly, relevant in a contemporary way, ‘cool’ and interesting.
This ‘different’ kind of concept in education emerges from the premise that values cannot be taught, but they may be thoughtfully woven in the entire curriculum and the climate of the school so that children may grasp the values in action all around them and acquire a purposeful vision. Each curricular aspect of this moral construct must lead has to be interlinked – which may range from every morning in school beginning with motivational songs, inspirational audio-visual sessions followed by reflection, integration of values in curriculum, values interspersed in academic concepts, meaningful films, role play activities, gender sensitivity programme, inspiring personality project, positively stimulating class presentations, music, dance, drama, open house, self discipline through class discussions, school activities, community singing, regular counselling, peer educators, group leaders, community outreach programme, practicum in simplicity and minimalistic approach and responsibility towards environment. After all, children learn the most valuable lessons of life beyond textbooks and classrooms.
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