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ABESIT College of Pharmacy has developed a Values Education Cell for inculcation of value education in students.
Objective:
The Human Values Education Cell tries to achieve two goals:
First to help develop the critical ability to distinguish between essence and form or between what is of value and what is superficial, in life. This ability is to be developed not for a narrow area or field of study, but for everyday situations in life. It covers the widest possible canvas.
The second goal of the course is to draw attention to the fact that discrimination leads to commitment. It is not sufficient to develop the discrimination ability, it is important to act on such discrimination in a given situation. Therefore, experiments or practical’s are important. The difference is that the laboratory is everyday life, and practicals are how you behave and work in it. One of the foci in the course is or needs to be on observations which are mainly on the self, the other and relationships. Such observations and their analysis would be shared and discussed in the group discussions. Faculty member’s role is in pointing to essential elements to help in sorting them out from the surface elements (in pointing to the basic principles under which incidents take place, so that different incidents can be understood and explained). The group discussions would also provide support to a student in performing actions commensurate to his / her preferences born out of his/ her understanding. Hopefully, this would lead to development of “commitment” for behaving and working based on one’s values.
The cell help students develop sensitivity and awareness: leading to commitment and courage to act on their own belief. It is not sufficient to develop the discrimination ability, it is important to act on such discrimination in a given situation. Knowing or unknowingly, our education system has focused on the skill aspect (learning and doing). It concentrated on providing to its students the skills to do things. In other words, it concentrates on providing “How to do” things. The aspects of understanding “What to do” or “Why something should be done” is assumed. No significant cogent material on understanding is included as a part of the curriculum. A result of this the production of graduates who tend to join into a blind race of wealth that breeds chaos in family, problem in society, and imbalance in nature.
This cell is an effort to fulfill our responsibility to provide our students this significant input about understanding. Cell encourages students to discover what they consider valuable. Accordingly, they should be able to discriminate between valuable and the superficial in real situation in their life. It has been experimented at IITH, IITK and UPTU on a large scale with significant result.
Composition of Value Education Cell:
| S.No. | Name of Faculty | Designation |
|---|---|---|
| 1 | Mr. Kaushal Gupta | Assistant Professor |
| 2 | Dr. Neeti Srivastav | Associate Professor |
| 3 | Ms. Pallavi Rajput | Assistant Professor |
Why Human Value & Professional Ethics?
Education is the key determinant of how the student utilizes the skills imparted for self-centered purposes or also for broader societal & environmental good. Human education facilitates human conduct and the development of humane society, otherwise education results in inhuman conduct and degradation of society and environment. We are witness to the conduct exhibited by the students, not only here, but world-wide. Due to lack of right understanding we have reached a point where we can clearly see the results of our collective education system problems such as pollution, resource depletion, and extinction of animals, global warming, terrorism and even threats to the human race on earth.
This need for value-based education has been repeatedly highlighted by various commissions and expert committees on education (Dr. Radhakrishnan, Dr. Kothari, UNESCO declaration on service to society and so on).
The scope of education is to understand ones purposefulness or goal, both as an individual, as well as a society. Education should facilitate students to have the understanding, commitment, competence and the practice of living with definite Human conduct and to participate in the development of a humane society.
Education must be clearly about understanding (what to do?), learning skills (how to do?) and practicing the understanding & skills, leading to fulfillment of human purpose. Understanding of what to do, what is valuable is required and learning how to do is also required. Both are required.
Human education must enable the student to (in order of priority):
Over a period of time, such value-based education can contribute to the development of a humane society. The department will contribute, through Value Education, to the world view that is required for a humane society.