In the first part of this article published in Issue No. 17 Syed Tanveer Ahmed conceptualises internalisation of values and devises a module for understanding and teaching of moral values in schools while in the second part published in Issue No. 18, he opines that the process of character-building requires a favourable ecosystem. In this concluding part of the article, he unveils the methodology of adopting the process of teaching moral values in schools.
In the previous parts of the article, we have mentioned different levels to carry out the character-building process. We have also suggested the method of selection of values through various levels. We will now briefly describe some ways of adopting the process of imbibing values or character-building:
Apart from the material world, morality is also related to the spiritual and the supernatural world. That is, morals are closely related to beliefs. Therefore, in the stage of awakening consciousness, ethics should be linked with beliefs.
Adopting certain values in this worldly life does not seem to have material benefits, but the individual will get the reward of these values in the world, which we call the Hereafter. Ethics is deeply related to the concept of knowledge of the unseen. Unless values are linked with a sense of accountability in the Hereafter, character development in the individual is incomplete or the individual changes his character according to circumstances and interests.
After beliefs and creeds, we must also define values regarding current times. The positive and negative effects of morals on the individual and society, the effects on the psychological and social life of the individual, as well as the material benefits of these values should also be mentioned.
After instilling these values in their consciousness, they must be realised in the lives of children through practical activities. That is why we have described the six levels above. From the second level to the sixth level, various projects that require individual and collective efforts should be organised. (The author’s handbook ‘101 Character Building Projects’ is presently being drafted. This handbook can be used to help prepare these projects)
CASE STUDY
Many events occur in society. These events are rooted in values. Make these events the subject of discussion among the students and try to inculcate those values in their consciousness. For example, if a person has an accident by violating a traffic signal, a study can be done to find out what values were violated that caused the accident. It should be noted that the objectives of the values (that were violated) could be defined and explained here.
Another example is if a student is making fun of another student or if a student harms another student, this incident should be discussed in the class and the teacher should help the students and discuss the possible reasons behind this incident. An important reason was the absence of moral values, which resulted in the incident.
In this way, the accidents that happen in society should be judged on the criterion of morality. Through this, it should be ingrained in the minds of the students that one of the reasons for the rise and fall of nations is their moral character.
CULTURAL PROGRAMMES
Today, cultural programmes in general and the programmes that express and develop the aesthetic sense of human beings are based less on moral values, and more on absurdity, comedy, and uncultured behaviour. These programmes are not value-centred but pleasure-centred. Students should be trained to relate aesthetic expression with ethics. Otherwise, students start to derive pleasure and satisfaction, an important necessity of life, through unethical methods.
This challenge is a critical test for ethics. Therefore, we must devise innovative programmes, events, sports, and recreational activities that discharge the process of purification and character-building in the students.
We have mentioned a few projects above. Different projects can be created to promote a single value at different levels.
METHOD OF TESTING
The debate as to why moral education is not included in children’s (academic) report card is an old one. A case was filed in the Supreme Court a few years ago. The plaintiff had appealed to the Supreme Court to direct the Central Board of Secondary Education (CBSE) to give equal importance to moral education with other subjects in the schools run by it. The marks of this subject (moral education) should also be included in the final marks obtained by the students.
If a student is morally weak, he should be barred from going to the next level. Otherwise, we will produce educated but immoral citizens. The Supreme Court responded positively to the appeal, but the decision on the case was left for the CBSE to decide.
There is no scale or standard to evaluate and measure moral education. Morality cannot be measured by marks, which is called summative assessment. The National Education Policy 2020, in its recommendations, does not encourage this method of assessment but instead recommends formative assessment. Students are evaluated to check how well they can adapt the knowledge taught to them to their lives. Moral education should also be evaluated through the same formative assessment process.
For this, we suggest the following methods by which the personality of a student can be assessed:
- The student’s opinion, understanding, and awareness about the value that has been taught should be explored. This can be done by talking to the child verbally and holding meetings for discussion.
- How much the student has adopted this particular value can be assessed by observing his personal life. A few questions may be posed to the student for this assessment. A few may be posed to his/her friends and a few to his/her family members.
- The level or standard of character-development process in the student can be judged and one can evaluate it as incomplete, inadequate or at a satisfactory level, excellent, or top-notch by evaluating the student’s interests, practical activities, and participation in the projects that are adopted for the inculcation or assimilation of values.
In this way, the measurement process of character-building can be adopted. (concluded)
[The writer is Director, Markazi Taleemi Board, Jamaat-e-Islami Hind. He may be contacted at [email protected] or 9844158731]