BCA-CTIS

Session: 2023-24

(CC/MCC/MDC/CC-M/DSEC/VOC/DSE/PC/AEC/VAC)

VAC

301.1.                       the Need, Content and Process for Value Education.

301.2.                       the Human Values and Ethics

301.3.                       the theories of Integrated Personality and Well-being

301.4.                       the Professional Ethics and Global Citizenship

Internal Assessment Marks:-15End Term Exam Marks:–35

The paper-setter is requested to set Nine questions in all i.e., One Compulsory Objective Type Question (7×1) without any choice, equitably distributed over the whole syllabi and Two Questions from Each Unit equitably spread over the concerned unit. The examinees will have to attempt Five questions in all, selecting one question from each unit. All questions carry equalmarks.

·         Understanding the need, content and process for Value Education. (Students should be aware of the difference among skills, values and ethics and their respective needsin life.)

·         Classification of Value Education: understanding Personal Values, Social Values,

·         Moral Values & Spiritual Values; Understanding the difference between ideology andvalues.

·         Understanding Harmony with self, Society and Nature.

·         Practical: Debate and discussion on the need and nature of value education;

·         Students should be encouraged to find and analyze suitable case studies to

·         Understand various types of values.

·         Meaning and nature of human values; Significance of human values in life;

·         Relation between values and ethics.

·         Relevance of Human values: Integrity Empathy, Loksangrah, Brahmvihara.

·         Theory of Naya (Jainism), Deontology, Virtue Ethics, Utilitarianism

·         Practical: Students should be divided in small groups and should be motivated to reflect upon their values. Teacher should make an environment to make them realizethat everyone has a set of values arisen from their family, social, cultural, religious, and political contexts, some of which correspond to more “human” and “universal” frameworks. This exercise is to encourage students to articulate their values and put them into conversation with values from other contexts.

·       Understanding the relationship among: Self, Identity and Personality.

·       Understanding Integrated Personality – with the three gunas theory of Sankhya, thefour

·       Antah-karanas (inner instruments) in Yoga, and Panchkosha (five sheaths) in Upanishad.

·       Approaching comprehensive understanding of well-being and its relation to Happiness.

·       Practical: Bhrumadhya Dhyan, Chakra Dhyan, Preksha Dhyan, Sakshi Bhava Dhyan, Vipassana, Yog Nidra, Partipakshabhava (yogic way of cognitive restructuring)

·                   Nature, characteristics and scope of professional ethics; Types of Professional Ethics

·                   Professional Values: Trusteeship, Inclusiveness, Commitment, Sustainability, Accountability, Transparency, Impartiality.

·                   Values for Global Citizenship: Equality, Justice, and Human Dignity.

·                   Nature and need of competency based education; Types of Competencies, Core

·                   Competencies: communication, teamwork, planing and achieving goals, Functional

·                   Competencies: analytical thinking, knowledge sharing and learning, decision making, partnership building.

➢     Theory

·                      Class Participation: 4

·                      Seminar/presentation/assignment/quiz/class test etc.:4

·                      Mid-Term Exam: 7

➢     Practicum

·                      Class Participation:

·                      Seminar/Demonstration/Viva-voce/Lab records etc.:

·                      Mid-Term Exam:

35

Part C-Learning Resources

1.  R. R. Gaur R Sangal G P Bagaria (2009): A Foundation Course in Human Values and Professional Ethics,Excel Books.

2.  D.R. Kiran (2014) Professional Ethics and Human Values, McGraw Hill Education (India).

3.  Happiness and Well-Being, NIOS Module V ( Health and well-being)

4.  Kiran Kumar K. Salagame (2016): Meaning and Well-Being: Indian Perspectives, Journal of Constructivist Psychology

5.  Dan P. McAdams, Kali Trzesniewski, Jennifer Lilgendahl, Veronica Benet-Martinez, Richard W. Robins (2021) Self and Identity in Personality Psychology, Personality Science, 2021, Vol. 2, Article e6035, https://doi.org/10.5964/ps.603

6.  S. K. Kiran Kumar (2003): An Indian conception of well being, in Henry, J. (Ed) European PositivePsychology Proceedings 2002. Leicester, UK: British Psychological Society.

7.  Vivian L Vignoles (2017): Identity: Personal and Social, Chapter to appear in Oxford Handbook of Personality and Social Psychology (2nd ed.), edited by Kay Deaux and Mark Snyder.

8.  Wong, S.-C. (2020). Competency Definitions, Development and Assessment: A Brief Review.International Journal of Academic Research in Progressive Education and Development, 9(3), 95–114.