Dr. G. A. Ghanshyam



Dr. G. A. Ghanshyam (b. 18 March 1966) is Asst. Professor of English at Govt. Arts College, Seepat, Bilaspur (Chhatisgarh). He did his Ph. D on the novels of Arun Joshi specializing in Indian Writing in English. He has to his credit a number of publications including research papers presented at various International conferences. He is member of large number of academic, linguistics and literary organisations. He is supervising Ph. D. scholars.
Contact Address: 
Dr. G.A. Ghanshyam, Lakshmi Sadan, Seepat Road, Ashok Nagar, Bilaspur (C.G.) India 495006, Phone No.  : 07752-266233, 94255-36525(M) 



by Dr. G.A. Ghanshyam 

What we are is a gift of God
What we become is a gift to God

            It is an effort in the direction of developing the personality to the fullest.    It is that branch of science which deals historically and contemporarily with the principles and practices of teaching and learning. It can be said as the transmission of values and accumulated knowledge of a society. The central purpose of education is to help individuals to make necessary adjustments towards a constant changing environment. To live is the natural right of human beings but to live with dignity is also equally important. Federico Mayor, Director General of UNESCO has said, “There cannot be sustainable peace without sustainable development. There cannot be development without life-long education. There cannot be development without democracy, without a more equitable sharing of resources, without the elimination of disparities which separate the most advanced countries from the least developed ones.” The basic education must be based on the four pillars of knowledge: “learning to know”, “learning to do”, “learning to live together” and “learning to be”.
          To deepen the establishment of an integrated educational system on the vital issues of peace, human rights and democracy, it becomes essential and mandatory to train the teachers in value education. Education in general and value education in particular occupies a prestigious place in the modern context of the high tech society of ours. The worldwide resurgence of interest in value education has been explained as the natural response of the modern industrialized societies to the serious erosion of moral values in all aspects of life and the crisis of values experienced in modern times. Sweeping changes in the economical, political and social have overtaken human civilization during the past few centuries and are responsible for the predicament of the modern man. Other than the technological development, personal greed, meanness, selfishness, indifference to others’ interest and laziness are some important factors that have brought about large scale corruption in almost all spheres of life- personal and public, economic and political, moral and religious.
        A tremendous value crisis is being witnessed throughout the world. As the vitality of human belief in values is dying out in every land, the younger generation has started to      pooh-pooh the unique religious epics and religious institutions giving room for erosion of spiritual and moral values of mind. As a result the mind of man has been laciniated into small fractions and fragments which make the value content of human life a diminishing factor in modern times. Various barbaric qualities and other destructive forces give clear indication of the process of degeneration of human society. There is an immediate need for a great effort to revive and reform the values of human life and to rejuvenate the foundation of civilization. Unfortunately our education system has become materialistic and the value traditions are being given up. In this highly competitive scenario, the modern Indian after being graduated run after money, power, and comforts without caring for any values. The present education system is reflecting borrowed ideologies and philosophies and the national values are being relegated to the background. I am sorry to say that our teacher educators and teachers are not being clearly oriented to the national values, ideas and ideologies which they have to inculcate in the students. Even our curriculum does not reflect human values and value system because of which our schools, colleges have become examination centres and not value centres.
Rigorous effort and continued dependence on good books and institution will impart in students qualities like concentration, love, peace, justice, honesty, purity, wisdom, faithfulness, humility, forgiveness, mercy, respect for others, obedience, sincerity and a lot of other virtues which are vital to build the equipment of life. The value education has to address to this in personal and public life. The changing context, global market, industrialization and various other factors recommend the importance of value education in the educational institutions. Now it’s the high time to redesign our system of education at all levels to stress the importance of human values in human relations as well as in social development. Though schools, colleges and universities are the important centres for the preservation of spiritual and moral culture, but they themselves cannot bring about a moral and spiritual revolution. We strongly need a moral revolution which can help us to overcome the crisis. According to Prof. Arun Nigavekar, “We need a value imparting education which not only gives a shape to one’s own personality or character but also imparts a certain amount of zeal and real joy to life and work. There are many evils in the form of inefficiency, corruption, favouritism, riots and merciless killing of innocents that are throttling the progress of the nation.” India has been regarded as the real source of spiritual and moral regeneration of human kind by various countries of the world.
        Though we have made tremendous progress in the field of Information Technology, Science, Engineering, Medicine etc. but the public life which affects the fundamentals of our society has fallen on evil days which is leading to a sense of frustration among the people. Values are described as the socially defined desires and goals that are internalized through the process of conditioning, learning and socialization. Values are not limited to possession of things. They extend to what we want to become, what we desire to be and become the guiding principles of all our activities and activities are valued in terms of how far they are conducive to the goal. Values are goals set for achievements and they motivate, define and colour all our activities-cognitive, affective and co native. To acquire values we have to educate our soul.      It must come from the society which is a silent teacher of all that we value in life. It should be possible to create and sustain a sense of values amongst students capable of responding to all aspects of mental life by presenting them with ideas that shape the inner life of society, ideas which illumine our existence by bringing out its meaning. Human values give human life its poetry. Human values are concerned with the inner life. Values reflect different philosophical positions. The concept of values is closely associated with the concept of man. Values are classified in different ways as:
·         The biological values
·         The intrinsic values
·         The instrumental values
·         The health values
·         The recreational values
·         The aesthetic values
·         The spiritual values
Another classification may be:
·         The spiritual values
·         The material values
·         The intellectual values
·         The social values
·         The moral values
·         The political values
·         The economic values
·         The cultural values
      Our culture is rooted deeply in spiritual values and unless these values find their way
into the life of students, education will lose its significance and will not fulfill its function of endowing the students with a vision to live by and with ideals to work for. Therefore in deference to the cherished goals of democracy, socialism, humanism and secularism, it is very essential that our education system should evolve a new positive morality which could effectively be built into the curriculum. Our values show what we tend to show, what we tend to do with our limited time and energy. Values grow from a person’s experiences, so it may not be static if one’s relationships to one’s world is not static. As guides to behaviour, values evolve and mature as experiences evolve and mature. Therefore one cannot be certain what values, what style of life, would be most suitable for any person. According to J.S. Rajput, “Values cannot be forced, even if conveyed with good intentions. No real integration or internalization of a value can be achieved unless the learner agrees with it. Communication is the key in this. This is one tradition we lack in India, but it can be developed with the cooperation of all. In value education, more than in the academics, educators will never be able to impose their values. Rather, they must circulate in the community of the learner and pass on, through discipline, the fine humanism of respecting others in the same manner that one expects to be respected in return. As this climate of respect surrounds the learners, they automatically imbibe an attitude of tolerance towards their fellow men.”
      There is a great need to understand the attitudes, emotions, feelings, values and motives of pupils. Therefore new activities for achieving personal understanding need to be built in the curriculum. Values can best be transmitted through practice rather than precepts, through example in action rather than mere instruction. This calls for a radical restructuring of our entire educational endeavour.