Chapter 1: Understanding Value Education

Flashcards covering the foundational concepts of Value Education, Skill Education, and human aspirations from Chapter 1.

Value

The participation of an entity in the larger order of which it is a part; for example, the value of a pen is its participation in the larger order of paper and human being by writing.

Value of a human being

The natural or expected participation of a human being in the larger order — at the level of the individual, at the level of family, at the level of society and ultimately, at the level of nature/existence.

Value Education

The part of education that deals with the understanding of one’s participation in the larger order, addressing the question of 'What to do?' to ensure a life of fulfilment.

Skill Education

The domain of education that addresses issues related to 'How to do?' by helping individuals learn skills, methods, and techniques to implement their goals.

Prosperity

The feeling of being able to have what is required in terms of physical facility, all the time.

Ethics

The expression of definite human conduct in one’s behaviour, work or participation in the larger order.

Ethical Competence

The capability developed through value education that reflects in a human being's pursuits as definite human conduct in various professions.

Belief

An assumption which an individual is not sure of, but holds and repeats because it has been reinforced over over again.

Understanding

Knowing without doubt what a thing actually is.

Holistic Perspective

A view characterized by clarity about the human being, the nature/existence of which we are an integral part, and our participation/role across all levels of living.

Universal (Guideline)

A guideline for value education stating it must be applicable to all human beings, true at all times and all places, regardless of sect, creed, nationality, or gender.

Rational (Guideline)

A guideline for value education stating it must be amenable to reasoning and not based on dogmas, blind beliefs, or a set of do’s and don’ts.

Natural and Verifiable (Guideline)

A guideline stating that value education should be naturally acceptable and verifiable by checking validity within oneself and observing the outcome of implementation in living.

All Encompassing (Guideline)

A guideline stating value education must cover all dimensions of being (thought, behaviour, work, and realization) and all levels of living (individual, family, society, and nature/existence).

Self-exploration

The process of value education involving self-reflection and self-discovery to investigate reality by taking every statement as a proposal.

Natural Acceptance

The innate response or internal acceptance for values (such as the feeling of relationship) that is already present in a human being and only needs to be uncovered.

Experiential Validation

The part of the self-exploration process that involves implementing values in living and observing the outcome to verify their validity.