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Values Education Programme and Education for strategic operational mechanism of the new millennium

INTRODUCTION

The man is a moral being, the freedom to choose either good or bad, right or wrong. The basic questions are: "What is good? What is wrong? What good is good? Why evil is evil?". These questions are the subject of ethics in which " whereby laws should happen "are discussed. In this way ethics is related more to feelings than with the concrete world and incorporates the instinctive behavior in the field of mechanistic theory of life becomes hedonismic in nature, seek pleasure and happiness lies in the selfishness and paving the way toward selfishness, stoicism and mysticism and then from another aspect a significant utility value in theoretical garb greatest good for the greatest number, and when is corroborated by the survival of the fittest under the theory of evolution, the emphasis is on adaptability to the environment and includes evolutionary ethics, then moves to naturalism or humanism slight change in the canopy of anthropology and sociology, customs projects and cores of the society that the patterns of culture where success becomes the other name of ethics and then invariably involves the concept of rationality and then, under cover of intuitionism giving becomes intrinsic potence in consciousness, where one's actions are accepted / approved on the basis of "a priori" having one or objective of the subjective school of thought in its approach, offers a new framework concept of moral sense and leads to consciousness where conflicts arise between reason v / s passions, emotions, instincts, impulses, impulses, feelings and reason etc. tends to be exhibited as a mere instrument of desire engineering and then the emotion comes into play as the bad terms intellectual and moral good / evil, and finally through the concept of practical reason appears the concept of values.

Values are those qualities that are considered by a person or a group as important and desirable. The scale of values helps to determine which of the two goods is the highest and lowest. Reason says only relative values on. Ethics can not even give a definitive answer to the question whether there are absolute values and if so, how can you know. It tends to define the values in subjective terms, only in relation to the particular individual experiencing. It amounts to a tacit denial of an objective system of values, valid for all men at all times. Islam involves the belief in objective, absolute moral norm. These values are given in the Quran - the only source our knowledge of the highest values on which the development based on the character.

Armed with knowledge appropriate values, we can, if we want to give and to act in full accord with the immutable moral order of the universe. Knowledge is not only just recognition of a value as a value but involves a fair estimate of the degree of value that has also, so that it can be compared with other values. In a situation in which they are called to choose between two values, then we can choose the next highest and lowest sacrifice for the good of the highest. Character is strengthened by our voluntary sacrifice of a child to ensure greater value. When a man has to choose, for example, between life and money, he does not hesitate to shoot and save money his life. Here instinct back to his election, but the same man may be forced to choose between life and honor. It is a choice cruel man can not resign themselves to the loss of either of the two very precious things. The choice of sacrificing the highest and lowest value is the development of the characters (Iqbal.1989).

National Reconstruction and character development are intrinsically related to education values whether through democratic values, through our education system and curriculum at all levels: primary, secondary and tertiary education.

According to the Koran, the five principles, are the five fundamental facts that one must accept in order to become a Momin:

1. Eiman in Allah
2. Eiman Mukafat's law (law of retribution) and beyond
3. Eiman in Malaika, heavenly forces
4. Eiman in the revealed Books
5. Eiman in Ambia

When-like;

- To Eiman in Allah means to have belief in their existence, to trust their words, to depend / rely on the laws given by him and state that one could obey those laws.

- To Eiman Mukafat's law means have a firm belief in the law: the natural consequences of actions, and have faith in the continuity of life after death.

- To Eiman in the existence of Mala'ika means believing that all celestial forces are at work in the universe to bring the reality of the tasks and programs that are given by Allah and faith that all celestial forces have given way to the man or have been ordered to come to it, or the man has been able to conquer them after doing the research.

- To take Eiman Ambia means that man's intellect alone can not reach your destination safely - this guidance is provided in "Wahi" revelation, through the elected people called Ambia and whatever the Creator and sustainer of this universe you want to be for the enrichment and growth of personality human were reported in its most perfect form through Muhammad Rasul-Allah (peace be upon him).

At present the values of human origin is taught indirectly across the curriculum and directly as a subject of Islamiyat in the Muslim world. The value-oriented uses are common in contexts of teaching and language learning. Social Studies and Science have components that either deal directly with those values or components, drink these values to be introduced spontaneously. Activities extra-curricular activities, such as clubs, societies, sports, games, etc also play a role in the inculcation of desirable behaviors in terms of interaction with others. School culture, referring to the whole environment, both physical and nonphysical, has an influence to embed values of the moral fiber of the cartel of students. But studies in the 90s to this point to the view that the reason for the moral degeneration in national life is this: actions are motivated by material gains, while other values of life have been thrown overboard (Khattak, 1991). In a study (1991) parents and teachers provides the light: the question Character development is stifled by the tissue of the battle system of education in vogue. . . (Y) the type of religious education for students not able to utilize celestial forces for the development of his personality (Office of Curriculum and Extension Wing Sindh, Pakistan, 1991). The result is that no educated youth are formed by nature to expected standards or humanitarian aspects of the educational enterprise prevalent. The important process of renewal of education the ideological orientations has remained secular in character throughout the world and the concept of permanent values as embedded by our Holy Prophet Muhammad (PBUH) in the teaching-learning process has not been absorbed in the process of curriculum in Pakistan (Manzoor, 1993). This is only possible through an educational system based on permanent values. Such a system has been symbolized as education of values and demands of a program to be chalked out and implemented for the new generation.

This article is about the description of a values education program in the Muslim world and proposes guidelines for the development of operational mechanisms Strategic educator in 2000 and later as a courageous undertaking.

VALUES EDUCATION PROGRAM

Values act as a powerful leaven in the life of the people - life today is full of conflict and discord-poor when hearts are affected by chancre of greed, corruption and incompetence, and its remedy, in current conditions, is in rope, the more you pull, the more it chokes. This is because any system of human organization that is false in its very principle, in its very foundations, can be saved by any amount of intelligence and efficiency in the means by which takes that falsehood out and maintained by a surface adjustment amount and DIY. Only education and only on the basis of permanent values can withstand the test of time. The general objectives of this values education for primary and secondary education, for starters, is the development of an individual who recognizes, accepts and internalizes its role as a responsible decision maker, according to these enduring values in a democratic society to the extent that their actions are governed within the outer walls of these values.

CONTENTS OVERVIEW OF VALUES EDUCATION PROGRAM: MODUS VIVENDI

Educational Curriculum Values would be drawn from the values in the Quran as reflected by the Holy Prophet Quran process teaching. The values would be essential to ensure the healthy interaction between the individual and their family, peers and society.

The reflection of these values through the student's behavior would be the end product of teaching-learning process and will be in the growing relationship between his family projects, peers and school / university and this will ultimately be extended to national and international level in the days of their lives to come.

For reinforcement, consolidation and inculcation these values are taught repeatedly at all levels of education. Although the values taught would be the same, the scope and emphasis differ according the depth and complexity of the issues. The scope of discussion for all values also would be expanded to keep pace with the maturity level of students.

These values would not be listed in any particular hierarchy of importance, but that is instilled in the personality of the students adapted to his genius in any the lessons of the subject under study. This would be necessary because the focus of Values Education is based on the vicissitudes of his life during the teaching / learning process.

STANDING LIST OF VALUES

The following values are the foundation of education programs in different settings levels:

1. Human personality, the Divine Energy

- The development is the ultimate goal of life on this earth

1. Respect for Human Beings

- All human beings are equal by birth and are worthy respect

1. Status according to the actions

- Criterion of respect is in accordance with man's personal qualities

1. Justice

- The equality of human beings by virtue of his birth

- Opportunity to uniform development of their potential

- State with respect to her / actions

- Prize for their efforts

- Do not delete what is due him / her

- To decide on all matters to all human beings, even enemies

1. Punishment

- For the nature of the crime committed

1. Personal Responsibility

- Shoulder first to claim the right (weight of responsibility right builds only)

1. Zulm

- Mal, no and no wronged

1. Ehsan

- Maintain the ratio of the disproportionate as a matter of law

1. Freedom

- Maintain the freedom of each individual and will follow freedom

10. Submission

- For the revealed laws of Allah is the only

11. Compensation Act (Act Mukafat)

- Establishment Natural consequences of actions, overt or covert

12. Social Justice

- Do not confuse truth with falsehood

- Not knowingly conceal the truth, what-so-ever the reason: favoritism, greed, envy, enmity, victimization, self-interest.

- Do not conceal testimony

- Do not defend the cause of perfidy, the dishonest, the distrust and betrayal.

13. To obey and order to obey law is recognized by the constitution of society

- Prescribe the proper conduct and forbid indecency establishment of a company

14. Avoid the anarchy, rebellion and anarchy as defined in the Quran

15. Standing as the limit values line of human actions

- Be within the limits of the enduring values and consult others to decide partial issues

16. Render back Trusts

- Trust for that alone they deserve and never undeserved

17. Subsistence

- Keep open sources of production for the benefit of mankind as a whole

18. Intellectual physiologic Food others their own personal strengths

- To reflect this value in the activities of behavior: overt and covert

19. Chastity

- Set security guards for the preservation of chastity  

20. Universal Brotherhood

- Develop the fraternity-PAN

21. The survival of the constructive

- To be beneficial to mankind in terms of those issues that are constructive and based on enduring values and not on matters which are destructive and illegal

22. Cooperation, corroboration

- Cooperate with each other until only justice

23. Reflecting the attributes of Allah in behavior

- Draft Allah facets of behavioral activities, both overt and covert, to the extent within the parameters of sustainable human

24. Security

- Provide security for each one is divided into permanent values

25. Slavery

- No being human is a slave or an object of similar

26. Limitations on human actions

- Follow that which is sent to you by nurturing and do not follow any protector beside Him

List of relative values

If there is a crash or a draw between the values mentioned below, some of the enduring values listed above, these values are incorporated into the behavior. In case of tie, only permanently values will be strengthened at the cost of his life:

1. Life-partner and the love of Offspring
2. Lust for wealth
3. Security Life
4. Shelter Security, Home & Crops
5. Contract

CURRICULA AND TEXTBOOKS

Personality is the core, the core, the hub or core of the proposed values education that either integrates or disintegrates. The complete model this metaphorical values education is based on "the core of the joy that never breaks" (Manzoor.1993). The ideological and socio-economic foundations of this model based on the curricula of all disciplines, social or physical sciences or professional occupations such as Medicine, Engineering, Computer Science or teacher training, worked out at the state level.

The ideological basis which form the basis of cognitive inputs, and all output of all the social sciences and physics. The economic foundations that promote economic development and stability in personality and social bases bases would be integrated into the fabric curriculum so that students can bring these values to another through their manifestos and / or covert behavior. Without But the textbooks until the intermediate classes to begin with, which is prepared and published by the State to be determined.

TEXTBOOKS, teacher guides and learning materials

The Bureaux of Curriculum and Extension Wing and Curriculum Research and Development Centers (CRDCs) under the guiding principles of the Federal Ministry of Education prepared textbooks and teachers guide according to each grade. Each guide should include: (i) goals of Education in Values, (ii) detailed analysis of the values incorporated, (iii) learning objectives, (iv) the teaching and learning strategies, and (v) the suggested activities.

Teaching kits, plus cards, flash cards, scientific and mathematical equipment, also provide Serial images and brochures on short stories at the primary level. A secondary school teachers, curriculum development agencies provide (I) objectives, (Ii) each value to be embedded in the fiber of personality, (iii) teaching and learning objectives, and (iv) suggested topics and situations that could be used to relate / reflect values.

The training kit, also developed in order to conduct internal training programs for teachers. This training kit material would be related to (i) the roles of school administrators and school culture favorable, (ii) the values across the curriculum, and (iii) video and audio-video cassettes and CDs on teaching and learning in each subject taught in the school curriculum. These kits may also refer to Virtual Real Technology in cyberspace.

TEACHER TRAINING PROGRAMS: Approaches and strategies

The current education model does not include the development of the area of the personality of students. Education would be designed to incorporate: (i) the objectives of Education in Values, (ii) detailed analysis of the values embedded in the behaviors of students, (iii) the learning objectives, (iv) teaching and learning strategies, (v) the proposed activities, and (vi) development of personality. This would provide the means to help students develop positive attitudes that are important in enriching of a society. Therefore, the approaches and strategies employed would be designed to provide students the opportunity to see and relate the themes and issues from a moral.

Teaching approaches

courses pre-service and in-service would be held for students and teachers trained. The various approaches that are being exposed, include: (a) analysis of securities, (b) clarification of values, (c) developing values, (d) social action and (e) cognitive development. The rationale, implementation, and output (s) of each are listed below:

The analysis approach of the values that make it easier for students to:

- Use logical thinking and cause-effect relationship to resolve conflicts personal matters, social and political

- Use of analytical processes interrelate and the concept of values  

The clarification of values approach to help students:

- Understand and identify their own values and those of other

- Communicate openly and honestly

- Use both national needs and emotional awareness to assess personal feelings, values and behavior patterns  

Values inculcation This would enable students to:

- Values of drinking balanced behavior

- Justify that these values must be internalized and practiced

The approach to social action focuses on training students to:

- Act as role models for those values

- Make judgments in accordance with the values as before conflicts or moral dilemma regarding self or other vested interests  

Cognitive development approach would facilitate students to:

- Develop more complex reasoning patterns based on the values matched

- Act in accordance with the permanent and the relative values

- Take the right decisions for the reflection of the values in their behavior, overt or / and concealed

STRATEGIES TEACHING

Teachers would be encouraged to use a combination of sets of strategies to make every lesson more meaningful, effective and motivating for students. To this end the suggested strategies are: (i) problem solving, (ii) the discussion, (iii) the project work (Iv) storytelling, (v) acting, (vi) singing, (vii) teleconferencing systems, (viii) Focus VRT, and (ix) simulation games. In primary, to impart knowledge, absorbing the values to shape their behavior, more effective teaching strategies would be (i) storytelling, (ii) quality, (iii) the song and (iv) CDs, while the secondary and tertiary levels, to strengthen the practice and internalization of values, for teaching and training students to think creatively and rational decision making, the most appropriate teaching strategies would be (i) group discussion, (Ii) the resolution of problems, (iii) the work of the project, (iv) teleconferencing systems, and (v) Real Virtual Technology (VRT) based in cyberspace.

EDUCATION STUDENTS IN ASSESSMENT VALUES

Values education emphasizes the cognitive and affective. To have an objective, fair and equitable for each student two things are required: (a) an assessment of the school and (b) public examinations. evaluation based on the school would be for the primary level and would be done through observation, written assignments and oral tests. The observation will focus on learning continuous and behavioral aspects of a student for a long period of time. Assessment will include written work, marking and assessing the activity and include daily exercise, such as essays and reports and written examinations. The written tests can be set on the target and / or subjective forms. Take oral evidence place through the interaction between teacher and teaching and between the taught. This would be only to validate the behavior of students tested through observation and feedback from society. The same also for higher education.

public examinations would be for students secondary and tertiary level would be done through testing their knowledge of values and its projection through reasoning skills to answer questions. These questions stated in (a) assess the knowledge of values, (b) assess the comprehension of the considerations that lead to values, where students would required to respond to stimuli given by the written response in the spaces provided, these stimuli would be established as a moral dilemma situations, questions short answers would be designed and would have to be in the form of views and opinions and would be awarded marks in knowledge and maturity of thought, questions would be structurally established and (c) assess the ability of students to apply the acquired knowledge, where students have to use their ability to analyze moral problems and issues raised in the questions and making appropriate decisions, in which students not only have to give their views and opinions, but also have to reason their responses.

PROGRAM OF THE COMMUNITY AND THE MEDIA

Community programs dealing with education, culture and recreation be useful because these programs allow young people and adults to interact with each other while experiencing and practice of these values. These programs would be organized by government agencies like the Ministry of Youth and Sports, Ministry of Information and General Casting, Organizations Voluntary media etc would also participate in the promotion of value education activities. The electronic media such as television, Internet radio and television transmission would have educational programs that integrate the values as desired across the curriculum. The print media, as newspapers and magazines also known items based on values education.

PROBLEMS OF IMPLEMENTATION OF THE VALUE OF EDUCATION

The main problems would fall into the areas of (a teaching learning phase) because the teachers have to teach same values from year to year in ways and means should be found to create an interesting environment and effective teaching strategy, (b) assessment the morale of student conduct, as it would be difficult to know precisely what the true beliefs and values that students maintain internally; the consistency of the values observed in the time and still not be certain situations in society-and-contradictory discord-ridden the values taught in the institutes would be contradictory to what happens at home, and (c) control of the types of materials produced by the media. Application of this program depends on all population groups and community institutions.

STRATEGIC operational mechanism for educators

The operating mechanism for renewing the system of values education would be four points: (a) the incorporation of the Compensation Act, (b) the resurrection the current system of education under the recognition of God as the Rabb, the nurturing, (c) organization of self-development course, and (d) strategic pedagogy for the base of empirical content of the theory of knowledge. strategic actions for each of the four corners would have to be resolved to maintain the balance between changing socioeconomic conditions of the time and the permanence of the human personality.

The main points of policy measures to judge the product end of this education in values would be:

1. Students participate in understanding and controlling the forces of nature and shape their lives according to these enduring values. They will be judged if they are becoming real and MUTTAQIS MOMINS coming days and are becoming worthy to enjoy happiness in this world and the same in the next stage of life;
2. Students who are really the conquest of nature, but the use of purchase power at cross purposes to the permanent values. They will be judged if they are still worthy of being rewarded with success in this world at the moment, but would have nothing to hope in the future;

It is, therefore, want to base this operational strategy: (a) in the pristine ideological activities rooted in the enduring values, (B) run these activities with the potential construction in accordance with the Divine Law contained in the Quran:

"Only the sublime ideology Tyyab Saleh Him and bring to a head acts (prescribed by) the alone "(The Holy Quran 35:10).

Judging the success of education in values, the final product would be to help students (to understand) and control of the forces of nature, (b) shape their lives according to the permanent values, and (c) enjoy happiness in this world and the world beyond as MOMINS and MUTTAQEES. The following example that this process is clear:

TYPE OF VALUES AND GOALS: AN EXAMPLE

Some of the values and objectives to instill in behavior are given as
in:

Target value
Human personality - is aware own potentialities

- Make efforts to develop its own personality with a balance between their potentials, talents and traits of choice proper selection

- Accept as a book of records in total and it is integrative or disintegrative

- Is self

- It aware of making decisions and solving problems

Justice - Agreements of the equality of all human beings

by virtue of his birth

- Provides uniform opportunities for the development of human potential

- Determine the state for their actions

- Works dedicated  

Justice in the Courts of Law - not the cause of the evil

- Hide not the truth what-so-ever be the reason

- Do not confuse truth with falsehood

- Some time ago an efficient management  

The survival of the constructive - Is it beneficial for mankind in the affairs

that are constructive and based on

values permanent

- Help others in need

- Take initiatives for the willingness to forgive  

Limitations on human actions - Follow what is sent from the

Rabb, the nurturing

- Sense of tolerance Manifestos to others

- Run cooperation

- Develop operational skills  

Return Render Trusts - Return on deposits and the reins of power

those who deserve

- Is disciplined, honest and hardworking

- Complies with the performance of work goals

- Accelerate organizational effectiveness

Respect for Humanity - know that all human beings are created equal

birth and are worthy of respect, without

discrimination of color, creed, sex distribution and

- Develop habits unhealthy working

- Start the respect of all  

Deserve what you strive for - Gets the result of the struggle itself alone

- Works hard to deserve

- Places of interest in work

- Applies the honesty and positive attitude toward work and responsibilities

These permanent values compassion built (ie, the feeling of tolerance towards others), self-sufficiency, self-support, diligence (ie, self-development), cooperation (ie teamwork), etc.

Research shows that emotional skills are necessary to ensure the success and development of positive attitudes. Therefore, teachers should (i) be equipped with skills and knowledge necessary to perform its functions effectively in instilling values in their students, (ii) skilled in teaching approaches and diverse strategies to apply correctly and effectiveness, (iii) capable of solving the problems of students through their participation, (iv) competent knowledge of humanistic and cultural dimensions and (V) a model to his students all the time.  

CONCLUSION

The regulated as Values Education valence reason to live in peace in this biosphere in the doctrine of mutual respect, the development of the human self, to discipline the life within the walls of the permanent border values set forth in the Quran, the only code of life on this earth. This would as if the nurturing, on the return of human beings to him, welcomes Welcomes:

But, ah, thou soul at peace!

Return to your nutritional,

Content goodwill.

Enter among My servants;

Log in to My Heaven

(The Holy Quran 89: 27-30)

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