| There is a profound Indian view about teaching which | | | | necessity of a greater scruple in prescribing the |
| declares that the first principle of teaching is that | | | | methods which can be considered to be distinctively |
| nothing can be taught. This paradoxical statement may | | | | appropriate to this field. |
| seem at first sight incomprehensible. But when we look | | | | One speciality of the domain of values is that it is more |
| closely into it, we find that it contains a significant | | | | centrally related to volition and affection, rather than to |
| guideline regarding the methodology of teaching. It does | | | | cognition. And yet, cognition too plays a great role in |
| not prohibit teaching, since it is stated to be the first | | | | the training of volition and affection. This point needs to |
| principle of teaching. It does, however, suggest that the | | | | be underlined because of two reasons. |
| methods of teaching should be such that the learner is | | | | Firstly, it is sometimes assumed that value-oriented |
| enabled to discover by means by his own growth and | | | | education should be exclusively or more or less |
| development all that is intended to be learnt. It points | | | | exclusively limited to certain prescribed acts of volition |
| out, in other words, that the role of the teacher should | | | | and that the value-oriented learning should be judged |
| be more of a helper and a guide rather than that of an | | | | by what a learner 'does' rather than what he knows. In |
| instructor. This would also mean that the teacher | | | | our view, this is too simplistic and exclusive, and we |
| should not impose his views on the learner, but he | | | | should avoid, the rigidity that flows from this kind of |
| should evoke within the learner the aspiration to learn | | | | gross exclusivism. |
| and to find -out the truth by his own free exercise of | | | | Secondly, and this is an opposite, view-it is sometimes |
| faculties. | | | | argued that learning is primarily a cognitive process |
| The truth behind this role of the teacher is brought out | | | | and, therefore, value-orientation learning should largely |
| by the contention that nothing can be taught to the | | | | or preponderantly be limited to those methods which |
| mind which is not already concealed as potential | | | | are appropriate to cognition. In our view this, too, is a |
| knowledge in the inmost being of the learner. One is | | | | gross exclusivism which should be avoided. We |
| reminded of the Socratic view that knowledge is | | | | recommend, therefore, that while methods appropriate |
| innate in our being but it is hidden. Socrates | | | | to, volition and affection should be more preponderant, |
| demonstrates in the Platonic dialogue, 'Meno', how a | | | | methods appropriate to cognition also should have a |
| good teacher can, without teaching, but by asking | | | | legitimate and even an indispensable place. This is |
| suitable questions, bring out to the surface the true | | | | reinforced by the fact that the striving towards values |
| knowledge which is already unconsciously present in | | | | stirs up the totality of the being and cognition no less |
| the learner. As we know, Socrates and Plato | | | | than volition and affection is or can be stimulated to its |
| distinguished between opinions, on the one hand, and | | | | highest maximum degree, provided that the |
| knowledge, on the other. They point out that whereas | | | | value-oriented learning is allowed its natural fullness. |
| opinions can be formed on the basis of questionable | | | | Instruction, example and influence are the three |
| sense-experiences, knowledge which consists of pure | | | | instruments of teaching. However, in our present |
| ideas is independent of sense-experience and can be | | | | system of education, instruction plays an |
| gained by some kind of experience which is akin to | | | | overwhelmingly important role, and often when we |
| remembrance. In other words, according to Socrates | | | | think of teaching we think only of instruction. It is this |
| and Plato, knowledge is"remembered" by a process of | | | | illegitimate identification that causes much confusion |
| uncovering. | | | | and avoidable controversies. If we examine the matter |
| Again, according to Socrates and Plato, virtue is | | | | carefully, we shall find that in an ideal system of |
| knowledge. Therefore, what is true of knowledge is | | | | teaching, instruction should play a much less important |
| also true of virtue. just as knowledge cannot be taught | | | | role than example and influence of the teacher. It is |
| but can only be uncovered even so virtue, too, cannot | | | | true that in the domain of learning where cognitive |
| be taught but can be uncovered. But, here again it | | | | activities play a more dominant part, instruction through |
| does not mean that there is no such thing as teaching | | | | lectures and discussions may have, under certain |
| or that the teacher has no role to play. It only means | | | | circumstances, a larger role. But in those domains of |
| that the teacher has to be cognizant of the fact the | | | | learning where volitional and affective activities play a |
| learner has in him a potentiality and that his role | | | | larger part, instruction through methods other than |
| consists of a delicate and skilful operation of | | | | lectures and discussions should play a larger role. |
| uncovering what is hidden or latent in the learner. | | | | In a system of education, where teaching and |
| There is, indeed, an opposite view, which is advocated | | | | instruction are almost identified, there is very little |
| mainly by behaviourists, who maintain that the learner | | | | flexibility where example and influence can play their |
| has no hidden potentialities except some rudimentary | | | | legitimate role. Moreover, our present system is a |
| capacities of reflex responses and that anything and | | | | continuous series of instruction punctuated by |
| everything can be taught to the learner by suit- able | | | | home-work and tests which accentuate the rigidity of |
| processes of conditioning which can be designed | | | | procedure and mechanical adherence to schedule of |
| According to the goals in view. Thus Watson claimed | | | | time-table syllabi and examinations. In this rigid and |
| that learners can be trained to become whatever you | | | | mechanical structure, the centre of attention is not the |
| design them to become. According to this view, | | | | child but the book, the teacher and the syllabus. The |
| everything can be taught, all virtues and values can be | | | | methods which are most conducive to the |
| taught and cultivated by suitable methods of | | | | development of the personality of the child such as the |
| conditioning. | | | | methods of self-learning, exercise of free will, |
| It is not our purpose to enter into a debate with | | | | individualised pace of progress, etc., do not have even |
| behaviourism. But it is a fact that even behaviourism | | | | an elbow room. Indeed, if this is the system of |
| acknowledges that conditioning presupposes innate | | | | education and if we are to remain content with this |
| reflexes, and that the process of conditioning is | | | | system of education, most important elements of |
| dependent upon a reward-punishment system which, | | | | learning will for ever remain outside this system, and |
| whether acknowledged or not, can be explained only if | | | | we cannot confidently recommend any effective |
| the learner has within him an innate drive towards | | | | system of learning, much less any effective |
| some kind of goal seeking and fulfilment. In other | | | | programme of value-education. |
| words, even if we admit that external stimulation and | | | | We envisage, however, that sooner rather than later, |
| conditioning are effective instruments of learning, it | | | | our system of education will change in the right |
| does not mean that stimulation and conditioning could | | | | direction. We believe that an increasing number of |
| work upon a subject that would be devoid of an | | | | educationalists and teachers will come forward to |
| innate capacity or drive to respond. | | | | break the rigidities of our educational system. We think |
| Moreover, the claims of behaviourism have been | | | | that it is possible to make our system more and more |
| questioned by several rival theories of psychology. The | | | | flexible. And we maintain that with the right type of |
| school of mathematical logic, for example, rejects | | | | training imparted to teachers, a more healthy system |
| behaviourism and prescribes that the aim in teaching | | | | of education will eventually be introduced and will |
| should be more limited and that the claims as to what | | | | become effective. While on this subject, we would like |
| can be taught should be more modest. It maintains that | | | | to make comment on our present system of |
| the aim of teaching should be to teach procedures and | | | | examinations. Apart from a number of undesirable |
| not solutions and that the methods should be so | | | | aspects of our examination system, the one which is |
| employed that the mental processes are taken in the | | | | particularly conducive to what may be called |
| direction of mathematical logic. The Gestalt psychology | | | | "anti-value" is the tendency which promotes the idea |
| maintains that there are in the learner basic perceptual | | | | that passing of an examination and earning of degree |
| structures and schemes of behaviour which constitute | | | | is the aim of education. We recommend that radical |
| some kind of basic unity. It underlines, therefore, the | | | | measures should be adopted to combat this idea and |
| presence of an innate intuition in the learner and it | | | | to introduce such changes in our examination system |
| prescribes intuitive methods based on perception, | | | | whereby the educational process can remain |
| which are found largely in audio-visual pedagogy. | | | | unalterably fixed on the right aims of education. |
| Psychoanalysis has discovered an unimaginable large | | | | We recommend a radical change in the examination |
| field of innate drives of which our active | | | | system as a necessary condition of any meaningful |
| consciousness is normally unconscious. But Freudian | | | | value-oriented education. |
| form of psychoanalysis, which posited eros and than | | | | It is sometimes argued that values can best be taught |
| as the two ultimate but conflicting innate drives in man, | | | | through the instrumentality of a number of subjects |
| has been largely over-passed by Adler, Jung and | | | | rather than through any specific or special subject, |
| others. Modern psychic research is discovering in the | | | | whether we may call it by the name of "moral |
| sub-conscious a deeper layer which can properly be | | | | education" or "ethics", or "value-education". We feel |
| termed as subliminal, since it is found to be the seat of | | | | that there is a great force behind this contention and |
| innate capacities of telepathy, clairvoyance, etc. As | | | | we readily recommend that a well-conceived |
| psychology is advancing, we seem to be discovering | | | | programme of studies of various subjects naturally |
| more and more of what is innate in the learner. At the | | | | provide, both in their content and thrust, the requisite |
| same time, we, are becoming more and more | | | | materials for value-education. |
| conscious of the necessity to be increasingly vigilant | | | | The question, however, is whether our current |
| about the methods which we should employ in dealing | | | | programmes of studies have been so carefully |
| with the learner. It is, however, sometimes argued that | | | | devised as to emphasise those aspects which can |
| there is a valid distinction between knowledge and | | | | readily provide to teachers and students the required |
| values and that while knowledge can be taught values | | | | opportunities, conditions and materials for value- |
| cannot be taught. But when we examine this view | | | | education. We feel that much work remains to be |
| more closely,we find that what is meant is that the | | | | done before we can give a confident answer in the |
| methods which are valid and appropriate in the field of | | | | affirmative. But even if our programmes of studies are |
| learning in regard to knowledge are not applicable to | | | | revised, there will still remain the specific area of value |
| the field of learning in regard to values. We may readily | | | | education which, in our view, should receive a special, |
| accept this contention, and we may insist on the | | | | although not exclusive, attention and treatment. In other |
| necessity of recognising the fact that corresponding to | | | | words, we feel that there should be in the totality of |
| each domain of learning there are valid and | | | | educational programmes a core programme of |
| appropriate methods and that the effectivity of | | | | value-education. This core programme should be so |
| learning will depend upon an ever-vigilant discovery of | | | | carefully devised that various threads of this |
| more and more appropriate methods in each domain | | | | programme are woven into the complex totality of all |
| of learning. It is clear, for example, that while philosophy | | | | the other programmes of studies. And yet, the central |
| can be learnt by a process of discussion, swimming | | | | theme of value education would not form a mere |
| cannot be learnt by discussion. In order to learn to | | | | appendage of all other subjects but would stand out |
| swim one has to plunge into water and swim. Similarly, | | | | as the over-arching and the supervening subject of |
| the methods of learning music or painting have to be | | | | basic importance. |
| quite different from those by which we learn | | | | We further recommend that a suitable study of this |
| mathematics or physics. And indeed, when we come | | | | core programme should form an important part of |
| to the realm of values, we must recognise the | | | | teachers' training programmes in our country. |