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Value- Based Education: Education opens up our mind, but Value-Based Education (VBE) gives us purity of heart too; education provides us with skills, but VBE provides us sincerity too; education extends our relationship with the world, but VBE links us with our own family members too. Education makes our living better, but VBE makes our life better too; education teaches us to compete with others, but VBE encourages us to be complete too; education makes us a good professional, but VBE makes us a whole human too; education takes us to the top, but VBE takes the whole society to the top. Education gives us capacity of better learning, but VBE gives us the tool for a deeper understanding too; education gives us Anna but VBE provides us Ananda too; education may bring limitations but VBE is for liberation. After all right education means- "Sa Vidya Ya Vimuktaye”. It means that knowledge is what helps us to attain liberation. VBE Needed:

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Implement VBE: Talking about VBE is quite an easy job, but implementing it is a daunting task, which needs the strongest determination. Presently, Nepal’s education means just achieving around 80 % in academic exams and then going abroad in the name of further education. Actually, unless we can create a very healthy and pleasant educational environment, VBE cannot be implemented at academic institutions. First of all we should all fully agree that without VBE we cannot have a safe society, a developed country and a harmonious family environment. Therefore, we need to find out some practical ways to apply VBE, e.g. starting with junior classes, developing a strong commitment of all academic institutions, encouraging parents for their persistent support, producing more trained and dedicated teachers, establishing supportive administrative teams and the like. A well organized library equipped with relevant reference books and audio-visual cassettes of course helps as an additional and supportive means and resource to inculcate the value based education in the children. VBE Teaching and Learning Methods:

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Self Exploration: Self exploration is the process to find out what is valuable to me by investigating within myself, what is right for me, true for me, has to be judged within myself. Through self exploration we get the value of ourself. It is a process of focusing attention on ourself, our present beliefs and aspirations vis-à-vis what we really want to be (that is to say, what is naturally acceptable to us). If these two are the same, then there is no problem. If on investigation we find that these two are not the same, then it means we are living with this contradiction (of not being what we really want to be) and hence, we need to resolve this contradiction this conflict within us. It is a process of discovering that there is something innate, invariant and universal in all human beings. This enables us to look at our confusions and contradictions within and resolve them by becoming aware of our natural acceptance. self exploration we get the value of ourself. For self exploration we need two expects: 1. Natural acceptance: Natural acceptance implies unconditional and total acceptance of the self, people and environment. It also refers to the absence of any exception from others. Once we fully and truly commit ourself on the basis of natural acceptance, we feel a holistic sense of inner harmony, tranquillity and fulfilment.

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Introduction to the Values Theory: When we think of our values, we think of what is important to us in our lives (e.g., security, independence, wisdom, success, kindness, pleasure). Each of us holds numerous values with varying degrees of importance. A particular value may be very important to one person, but unimportant to another. Consensus regarding the most useful way to conceptualize basic values has emerged gradually since the 1950’s. We can summarize the main features of the conception of basic values implicit in the writings of many theorists and researchers² as follows: The Values Theory defines values as desirable, trans-situational goals, varying in importance, that serves as guiding principles in people’s lives. The five features above are common to all values. The crucial content aspect that distinguishes among values is the type of motivational goal they express. In order to coordinate with others in the pursuit of the goals that are important to them, groups and individuals represent these requirements cognitively (linguistically) as specific values about which they communicate. Ten motivationally distinct, broad and basic values are derived from three universal requirements of the human condition: needs of individuals as biological organisms, requisites of coordinated social interaction, and survival and welfare needs of groups. The ten basic values are intended to include all the core values recognized in cultures around the world. These ten values cover the distinct content categories found in earlier value theories, in value questionnaires from different cultures, and in religious and philosophical discussions of values. It is possible to classify virtually all the items found in lists of specific values from different cultures, into one of these ten motivationally distinct basic values. Schwartz [Schwartz, 1992, 2005a] details the derivations of the ten basic values. For example, a conformity value was derived from the prerequisites of interaction and of group survival. For interaction to proceed smoothly and for groups to maintain themselves, individuals must restrain impulses and inhibit actions that might hurt others. A self-direction value was derived from organismic needs for mastery and from the interaction requirements of autonomy and independence. Each of the ten basic values can be characterized by describing its central motivational goal: The comprehensiveness of any set of value orientations in covering the full range of motivational goals cannot be tested definitively. However, some evidence is consistent with the comprehensiveness of the ten basic values. Local researchers in 18 countries added to the survey value items of significance in their culture that they thought might be missing. These were assigned a priori to the existing basic values whose motivational goals they were expected to express. Analyses including the added value items revealed that these items correlated as expected with the core, marker items from the basic values to which they were assigned. They identified no additional basic values.

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Human Value: 1. Roketch: Value is defined as enduring belief, a specific mode of conduct or end state of existence along with continuum of importance. 2. Kluchhohn: Value is a conception of desirable and not something desired.

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Human Education: Over the past decades since the inception of our modern school and collegiate system, educators, parents and students have realized there is an area of insufficiency in the system we have instituted. Although academic subjects may be thoughtfully planned and courses have been structured for the maximal suitability and benefit of our youth for career purposes, the topic of personal behavior and attitudes has not been given due importance or emphasis in the educational curriculum. The assumption has been that children imbibe all the values and ethics they need from their home lives, and that it is not the purview of the educational system to discuss these at all, especially since it was felt that such discussion may lead us into controversies among various communities. However, as a nation we now realize the error in this assumption and there is widespread recognition of the need to talk about values in our educational system as they pertain to every sphere of life. We can all acknowledge that there is no need to worry about cultural sensitivities or controversy if the most basic values are taught to our youth, as there are many values, which are admitted to be universal. Certain community or culturally based values may be relative, but there are attitudes and behaviors based in universal values that unquestionably contribute to the health, happiness and wealth of each person and the society as a whole.The evidence is all round us that the lack of such education results in selfishness and an uncaring attitude toward one’s fellowmen; at worst it results in violence, exploitation and utter disregard for life that no society can afford or it will forfeit its prosperity and peace, and be liable to descend into anarchy or fascism. Our wonderful country, simultaneously blessed and burdened with its extreme density of population and diversity of communal and religious sentiments, can only survive with a majority that is mentally and physically healthy, tolerant and liberal in outlook, as only such citizens will be able to care for and work for the prosperity of all. Aims of Education:

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Human Aspirations: Our basic aspirations are happiness (mutual fulfilment) and prosperity (mutual prosperity). Happiness is ensured by the relationships with other human beings and prosperity is ensured by working on physical facilities.

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Evolution of Value-Oriented Education: Formation of character through education had its important place in Indian education system right from the Vedic period. Till at the end of Sixteenth century, the place of character formation through education was unquestionable. The medium of character formation through education was religious and therefore religious institutions tried to educate persons in character building during their period and sphere. Inclusively after the arrival of Britishers in India, the aim of Indian education was changed. The aim of education to them was thus very limited. Some functional literacy including knowledge of subjects was introduced. In the Education Commission of 1882 only, moral education was recommended. In pre-independence and after independence, several commissions and committees recommended character education, religious education and moral education. According to National Education policy of 1986, moral and religious education were broadly defined and coined into value education. Distinction Between Value Education and Moral Education:

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Living Harmony: Whatever may be the job or profession one should have conducive environment and working atmosphere to do his job and carry out his responsibilities? There should not be any tension or over pressure, unnecessary interference or disturbance from others though they are superiors/seniors. One cannot function effectively under a knife all the while hanging over his head. The workers should have peaceful atmosphere at office as well as at home. The rules and regulations must also be to a limited extent in order to make the atmosphere peaceful. For that, the layout of the business/ industries, security of the job and environment with safety are also required for any professionals to live peacefully. If the people are not carrying out their duties in a peaceful atmosphere, the unwarranted behaviors will naturally come into force. Following are the basic Living Harmony which are given as: Jcaring:

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Background Variables Influence Value Priorities: Typically, people adapt their values to their life circumstances. They upgrade the importance they attribute to values they can readily attain and downgrade the importance of values whose pursuit is blocked [Schwartz & Bardi, 97]. For example, people in jobs that afford freedom of choice increase the importance of self-direction values at the expense of conformity values [Kohn & Schooler, 1983]. Upgrading attainable values and downgrading thwarted values applies to most, but not to all values. The reverse occurs with values that concern material well-being (power) and security. When such values are blocked, their importance increases; when they are easily attained their importance drops. For example, people who suffer economic hardship and social upheaval attribute more importance to power and security values than those who live in relative comfort and safety [Inglehart, 1997]. People’s age, education, gender, and other characteristics largely determine the life circumstances to which they are exposed. These include their socialization and learning experiences, the social roles they play, the expectations and sanctions they encounter, and the abilities they develop. Thus, differences in background characteristics represent differences in the life circumstances that affect value priorities. Age Influences Values:

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Process of Self Exploration: Self exploration is the process to find out what is valuable to me by investigating within myself, what is right for me, true for me, has to be judged within myself. Through self exploration we get the value of ourself. The process of self exploration is a follows: First of all we have to keep in mind that: Whatever is being presented is a PROPOSAL. Therefore, it is essential to carefully ponder over these on your own right. Neither accept these as true immediately nor reject them prematurely without proper exploration. Don’t just accept / reject these only on the basis of the following:

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Happiness and Prosperity: 1. Happiness: Happiness may be defined as being in harmony/synergy in the state/ situation that I live in. “A state or situation in which I live, if there is harmony in it then I like to be in that state / situation. The state of liking is happiness.” Happiness is a state of mind or feeling characterized by contentment, love, satisfaction, pleasure or joy. Happiness may be described as consisting of positive emotions and positive activities. There may be three kinds of happiness: pleasure, engagement, and meaning. In other words, freedom from want and distress, consciousness of the good order of things, assurance of one’s place in the universe or society, inner peace and so forth. Happiness is the state of mind, where we feel good in most of the walk of life.

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Happiness and Prosperity Correctly: Happiness may be defined as being in harmony / synergy in the state / situation that I live in. “A state or situation in which I live, if there is harmony in it then I like to be in that state / situation. The state of liking is happiness.” Whereas, prosperity is the “feeling of having or making available more than required physical facilities”. In the current scenario, we are generally trying to achieve happiness and prosperity by maximizing accumulation and consumption of physical facilities. This is an attempt to achieve happiness through pleasant sensory interactions. The physical facilities are not seen in terms of fulfilling bodily needs but as a means of maximizing happiness. This has resulted in wrong assessment of wants for physical facilities as being unlimited. But this pursuit is self-defeating. Neither can we hope to achieve continuous happiness through sensory interactions nor can we have prosperity, as it amounts to trying to fulfil unlimited wants through limited resources. This effort is engendering problems at all the levels. It is becoming anti-ecological and anti-people, and threatening the human survival itself. Some of the consequences of such a trend are summarised below: 1. At the level of the individual – Rising problems of depression, psychological disorders, suicides, stress, insecurity, psycho-somatic diseases, loneliness etc.

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Right understanding and Relationship: Our basic aspirations are happiness (mutual fulfillment) and prosperity (mutual prosperity). Happiness is ensured by the relationships with other human beings and prosperity is ensured by working on physical facilities. Relationship refers to the interpersonal relationships that a person builds in his/her life – at home, at the workplace and in society. Physical Facilities includes the physiological needs of individuals and indicates the necessities as well as the comforts of life. It means the feeling of having or being able to have more physical facilities than is needed. Today we are unable to have fulfilling relationships all the time: in family, outside family, and as a society – in the world at large. If there is a problem in relationship, we feel uneasy, it bothers us. Even if we are interacting with someone, and something we said or did offends them, it makes us uneasy; i.e. we want mutual fulfilment in relationship. Similarly, we want to feel prosperous, but end up working only for accumulation of wealth. We want to enrich nature, but are exploiting it, destroying it. But our natural acceptance is that we want to live in harmony with nature. The reason behind these problems is that we have to focus on one more aspect, i.e. right understanding. Right Understanding refers to higher order human skills – the need to learn and utilize our intelligence most effectively. In order to resolve the issues in human relationships, we need to understand them first, and this would come from ‘right understanding of relationship’. Similarly in order to be prosperous and to enrich nature, we need to have the ‘right understanding’. The ‘right understanding’ will enable us to work out our requirements for physical facilities and hence correctly distinguish the difference between wealth and prosperity. With nature as well, we need to understand the harmony in nature, and how we can complement this harmony.

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Natural Acceptance and Experiential Validation: 1 Natural Acceptance: Natural acceptance implies unconditional and total acceptance of the self, people and environment. It also refers to the absence of any exception from others. Once we fully and truly commit ourself on the basis of natural acceptance, we feel a holistic sense of inner harmony, tranquillity and fulfilment. Actually natural acceptance is way to accept the good things naturally. Learn everything that is good from others, but bring it in, and in our own way absorb it; do not become others. We can easily verify proposals in the basis of characteristics of natural acceptance mentioned below:

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Social Values: On account of radical changes brought about by technical, scientific and technological advancements, our society has been undergoing rapid changes in every walk of life. The basic objective of socialism is to establish a new social and economic order on the basis of equality of opportunity and on the social, political and economic justice. Individuals constitute society which has certain ideals, models and norms in respect of social behaviour, duties and responsibilities towards one another. Social values refer to those values which are oriented towards social amicability and coherence. They necessitate the interaction of two or more persons. Social values are always practised in relation to our neighbours, community, society, nation and the world. Social Values:

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Professional Values: Many professions are in existence and each profession has got its own independent values. Irrespective of the specific nature of profession, the following are the common values of all the professions: Professional Value A few of the professional values may be explained as follows.

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Moral Values and Aesthetic Values: Moral Values: Moral values are acquired as a part of cultural evolution. Individual’s morals are derived from society and government. In due course the moral values may change as laws. When society moves into the modern era the earlier system of laws may vanish. Faith, loyalty, nonviolence, obedience, purity, truthfulness are examples of moral values. Inculcation of Moral Values:

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Value Education towards National and Global Development: Introduction: Value literally means something that has a price, something precious, dear and worthwhile. It is defined as a belief upon which man acts by preference. By a close examination of different sources of the meaning of values, we may say:

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Role of Education: Education is the potential instrument to bring about purposeful behavioural changes in the individual. It helps to achieve social integration by alleviating social prejudices and by creating a strong desire for a rational social order.Education should aim at achieving personal integration by developing integrated personality of the individual and by inculcating right values, scientific temper of mind, right attitudes, productive imagination and creative intelligence. Education should develop cultural awakening, cultural understanding and appreciation, so as to transmit cultural values for promotion of cultural integration. Education should inculcate national ideals and true patriotic outlook to pave way for the promotion of emotional integration. In order to achieve the above mentioned national integration goals, the following changes and activities have to be carried out: Programs For Ensuring the Health of the Body:

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Constitutional Values: Introduction: India became an Independent country on August 15, 1947 and a democratic constitution was established on January 26, 1950. The Indian society upholds a set of values namely, democracy, socialism and secularism, which guide the life of the individuals and group functioning. These three basic values are stressed in the preamble of the Constitution of India as “We, the people of India, have solemnly resolved to constitute India into a Sovereign, Socialist, Secular, Democratic Republic” and to provide security to all its citizens.

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International Understanding: The world today has undergone radical changes. Globalization, the advent of technology in communication network, transport system and life styles, have erased the margin of distance and time. There is a greater awareness for the necessity of establishing lasting peace among the nations of the world after the impact of international wars. In recent years, the concept of one World of one Community has assumed greater significance. After the World War II, the concepts of unity in diversity and the interdependence of nations for the sustained economic growth and political safety have assumed greater significance. As pointed out by Dr.S.Radhakrishnan, the former President of India and the great philosopher, “The World once divided by oceans and continents today is united physically, but there are still suspicions and misunderstandings. It is essential for us not to live apart but to live together, understanding each other, knowing one another’s fears and anxieties, aspirations and thought. That is what we are expected to do”.

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Environmental Ethical Values: The earth is unique among all the planets in our solar system. It is with plentiful resources and providing sustenance for the survival of human beings. But today everywhere in the world, environmental degradation is escalating. The air, land and water are increasingly becoming polluted. The atmosphere is becoming warmer because of the increase in its carbon dioxide content. Marine life is losing its ecological balance because of toxic wastes being dumped into the sea. Hence we are all confronted with multifarious environmental issues like air pollution, water and land pollution, noise pollution, deforestation, energy crisis, misuse and mismanagement of natural resources. The world is virtually sitting on an environmental time bomb that is ticking away without the consciousness of many of us. Unless we diffuse it soon, our life on the planet earth will be destroyed. Hence there arises an urgent need to inculcate among our people sensitivity towards environmental degradation by fostering environmental ethical values. Ethics attempts to define what is right and what is wrong regardless of cultural differences. We have a fundamental responsibility to respect nature and to care for the earth, protecting the life-support systems, biodiversity and sustainable development. As pointed out by Mahatma Gandhiji, “There is enough for our needs but not for our greeds”. Environmental Ethical Values:

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National Values: 1. Justice: The justice is built upon affirmative and collective relations and dependent on collective interests of individual groups and society. It includes social justice, economic justice and political justice.

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National Integration: India is a vast country having diversified cultures, religions, customs, languages, habits and even ways of thinking. Even though there existed a solid political unity during the period of Independence struggle, soon after, India became independent in the year 1947. The strength of fundamental unity has slowly eroded. With the emergence of the Democratic Republic, the general feeling of Indianness and the unity in diversity which organized all the groups together as the people of India, has slowly eroded giving rise to fissiparous tendencies, regional loyalties and linguistic fanaticism, shaking the very foundation of national solidarity. Today we are facing new challenges to our integrity. The political parties for their electoral success have exploited the communal, sectarian, and parochial tendencies. Meaning of National Integration:

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Change in Attitudes, Interest and Interpersonal Relationships: The adolescence brings a change in the habitual pattern of behavior, attitude and personality. There are marked changes in the adolescent’s social interest. Adolescents use new set of values in selection of friends and social grouping. The choice of friends depends more on similar interests and values. The peer group influences the attitudes, values and behavior more than the child’s own family. Interest in world affairs, politics and government often develops during this period. Some of the recreational interests during adolescence are sports and games, scholastic and extracurricular activities. There is genuine desire to help others and engaging in benevolent activities like collecting funds for a cause, arranging charity show etc. This also helps the adolescent to learn to adjust in variety of situations. It must be noted that along with these changes adolescence also brings in negative syndrome like being self-centered, showing off, emotional immaturity, stubbornness, irritability, unsatisfactory relationship with the family and other unattractive personality traits. Many adolescents are frequently confronted with a wide range of negative emotions that interfere with their ability to function effectively in academic, vocational and social settings. Emotions such as anger, depression and anxiety can vary in intensity from mild to severe and can be triggered by both acute and chronic factors. As adolescents struggle to cope with the challenges of identity development, learning to effectively respond to the emotional demands they encounter from day to day is essential to their success in school, work and social settings “Students can learn how and when to use rational processes to override their emotions, or to hold them in check Since adolescence is marked not only with sexual developments but emotional also, psychologists suggest that individuals going through this stage must be given proper care and education. Another feature is psychological weaning which reflects in their desire for independence from parents. There is development of specific abilities according to interests. They choose an idol for themselves and hero worship is common. Idols are selected which appeal them most such as a sports-person. With puberty, powerful increase in instinctual demands, impulsiveness and sexual arousal can be witnessed. Daydreaming helps them to actualize all wishes. They develop an interest towards natural beauty, arts, music, poetry, literature etc. It would not be wrong if we say that an adolescent is selfish for love as he is ready and willing to sacrifice every thing for the person whom he loves. It is mostly seen why teenage girls leave their family for sake of lover. It is not entirely their fault but this age is characterized by complete inclination. Pressure from outside may lead them to seclusion when they want to spend time all alone. Since they oscillate between extremes – on one side they have spirit of independence and on the other want of emotional security.

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How to Respond Culture and Conflict:

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Ethics: Ethics involves learning what is right or wrong, and then doing the right thing -- but "the right thing" is not nearly as straightforward as conveyed. We may consider ethics to be the "Science of Conduct.” Ethics includes the fundamental ground rules by which we live our lives. Philosophers such as Socrates and Plato have given guidelines for ethical behaviour. Many ethicists consider emerging ethical beliefs to be legal principles, i.e., what becomes an ethical guideline today is made into to a law, regulation or rule. Therefore following law of the land is one of the basic virtues of ethics. Values, which guide how we ought to behave, are moral values, e.g., values such as respect, honesty, fairness, responsibility, etc. Statements around how these values are applied are sometime called moral or ethical principles. Definition of Ethics:

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Sex Interest and Sex Behavior: To master the important developmental tasks of forming new and more mature relationships with members of the opposite sex and of playing the approved role for one’s sex, the young adolescent must acquire more complete and more mature concepts of sex than he had as a child. The motivation to do so comes partly from his interest in sex. With the development of the sexual capacities at the time of puberty comes a change in the form of interest that adolescents take in members of the opposite sex. No longer are boys and girls primarily interested in physical differences, although this interest never completely vanishes. The new interest that develops during the early part of adolescence is romantic in nature. This is accompanied by a strong desire to win the approval of members of the opposite sex. Knowledge about sex is acquired as a result of the curiosity the individual has about sex. This curiosity, which became pronounced at puberty, provided the individual has been able to get the information he wishes to satisfy his curiosity. There is still, however, a lively interest in sex, though this is not likely to preoccupy the time and interest of young adolescents as much as it did earlier, during the puberty period. Pattern of Sex Interests: Interest in members of the opposite sex heterosexuality – follows a predictable pattern, with variations in ages at which the adolescent reaches different stages in this pattern partly because of differences in age of sexual maturing and partly because of differences in opportunities to develop this interest. Interest in members of the opposite sex is also markedly influenced by patterns of interest among the adolescent’s friends. Studies of large groups of adolescents have shown what the predictable pattern of heterosexuality is. In the transition from aversion toward members of the opposite sex, characteristic of puberty, to falling in love with members of the opposite sex, it is quite usual for both boys and girls to center their affections first on a member of their own sex, older than they, who has qualities they admire, and then, later, on a member of the opposite sex who is distinctly older then they. When the attachment is for a person whom the adolescent knows and has personal contacts with, it is usually called a “crush”, when the attachment is for a person not known personally but admired from afar, it is generally referred to as “here worshiping”. However, this distinction is worshiping”. However, this distinction is not always made, and the latter attachment is then also called a “crush”. The object of the adolescent’s crush is a person who embodies the qualities the adolescent admires. This person becomes the focal point of the adolescent’s admiration and love. Whether it is a teacher, a camp counselor, a sports star, an actor or actress, a crooner, or even an older relative or friend of the family, there is a strong desire on the adolescent’s part to imitate this individual. If the object of affection is a person known to the adolescent, there is added to the desire to imitate a strong desire to be with the loved person, to do everything possible to win the favor and attention of that person, and to be constantly thinking and talking about the loved one. Crushes and hero-worshiping generally reach their peak around fourteen years of age, after which there is a rapid decline in interest in these love objects. There is no evidence that crushes are a barrier to later heterosexual adjustments. On the other hand, there is evidence that crushes may prove to be a healthy learning experience for the young adolescent. As Rybak has explained, “The main function of the adult in the crush or hero-worship relationship is to help the young person to learn from this experience and then to gradually grow away from it into a more mature relationship”. Approved Sex Roles:

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Negative Thoughts: Imagine a strong sun radiating a powerful light. Use this mental sunshine to kill your negative, undesirable thoughts, emotions and images as and when these are detected. Take this sun as a mighty weapon which is always on the alert and which automatically chases any negative thought and kills it with a flash and then withdraws. Don't forget to imagine that this sun is your faithful friend and is extremely kind to you. Personal Growth Keep a note of how many times you need to call the sun for its services. There will be a gradual increase, followed by a drastic fall. This is so because initially the number of times you call on your mental sunshine increases gradually as your awareness of your thoughts grows. The drastic fall is because what we do not use (the negative thoughts, in this case), we tend to lose. Replace with Positive Thoughts:

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Adolescence and Emotions: The term “ adolescence” is used today, it has a broader meaning and includes mental, emotional, and social as well as physical maturity. Adolescence is a time when the individual is expected to prepare for adulthood by replacing childish attitudes and behaviour patterns with those of an adult type. Early adolescence begins when the individual become sexually mature. For average girl of today, early adolescence begins at thirteen years and, for boys, approximately a later. The dividing line between early and late adolescence is placed around seventeen years. The young adolescence status in our society is vague and confused. At one time, he is treated as a child, and when acts like a child, he is reproved and told to act his age. When he attempts to act like an adult, he is often accused of being “ too big for his britches”. This ambiguous status presents a dilemma for the young teenagers. Late adolescence, which is part of the adolescent period, is recognized as beginning around seventeen years of age. There are certain attitudes and patterns of behavior, which are normally found among older adolescents that make them different from young adolescents- the “ teen-agers”. These characteristics are increased stability, changes in methods of meeting problems, knowledge of decreased adult concern, increased emotional calm, increased realism, and interest in symbols of maturity. Normally the generally heightened emotionality of early adolescence should wane as the adolescent is given more independence and is less protected by adults. In its place then comes emotional calm. While not all the moodiness, temper outbursts, and irrational worries and anxieties of early adolescence will automatically end when the individual is less restricted, they should be replaced gradually by less predisposition to become emotionally disturbed and by greater control over the overt expressions of the emotions. Storm and Stress:

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Common Emotional Patterns: The most important emotional patterns of the early, adolescent years include Anger, Fear, Worry, Jealousy, Envy, Affection, Jjoy, and Curiosity are given as: Anger:

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Steps to Creating Positive Thought: 1. Be aware of your thoughts and what you tell yourself each day. Keep track of the negative on a piece of paper for several days. Notice how many times you put yourself down through your thoughts. 2. Use a piece of paper folded long ways down the middle. On one side, write down each negative thought. On the right side, write down a positive thought to replace it. Be as specific as possible. You might write down a correction to the thought, as well as a goal. For example, if you wrote down "I can't believe I lost my keys again, I am so stupid" as a negative thought, your positive side might include such phrases as "I am fine just the way I am" and "I lost my keys today, I am going to start hanging my keys on the hook each day so I know where they are." Your list should now include the most common negative thoughts you tell yourself each day.

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Cognitive Development: Very noticeable changes in intellectual development take place during adolescence. The adolescent becomes able to think in more abstract and logical terms. The quality of thinking in terms of great ideals also emerges during the period. They can now understand abstract concepts and think in terms of probabilities as well. They develop the capacity to think both inductively and deductively. They can also reflect, analyze, judge, hypothesize and discuss various points of views. Adolescents' own opinion about an issue becomes very important to them. This often gets the adolescents into hot arguments with parents, teachers and friends. Adolescents begin to question every thing like an experimenter. They draw conclusions only when they are convinced. They also tend to defend their point of view very rigidly. There is a noticeable increment in their vocabulary. Adolescents can attend to several intellectual tasks simultaneously making this a very promising stage of intellectual development. The three main characteristics of adolescent thought are as follows:

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Cognitive Behavioral Skills: The following nine steps will help the adolescent to effectively manage difficult emotions such as anger, depression and anxiety, as well as low self-esteem. 1. Recognize triggers

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The Concept of Human Rights: Human beings are rational beings. They by virtue of their being human possess certain basic and inalienable rights, which are commonly known as human rights. Since these rights belong to them because of their very existence, they become operative with their birth. Human rights, being the birthrights are therefore, inherent in all the individuals irrespective of their caste, creed, religion, sex and nationality. These rights are essential for all the individuals as they are consonant with their freedom and dignity and are conductive to physical, moral, social and spiritual welfare. They are also necessary, as they provide suitable conditions for the material and moral uplift of the people. Because of their immense significance to human beings, human rights are also sometimes referred to fundamental rights, basic rights, inherent rights, natural rights and birthrights. It is difficult to define the expression human rights, mainly because of differences in cultural background, legal systems, ideology and economic and social and political conditions of different societies or states. However it can be said that the ideal of human rights is bound up with the ideal of human dignity. Thus, all those rights, which are essential for the maintenance of human dignity, may be called human rights. The world conference on Human rights held in 1993 in Vienna stated in the Declaration that all human rights derive from the dignity and worth inherent in the human person, and the human person is the central subject of human rights and fundamental freedoms. D.K.Basu defines human rights as those minimum rights, which every individual must have against the state or other public authority by virtue of his being a member of human family irrespective of any other consideration. Human rights are, therefore based on elementary human needs as imperatives. Some of these human needs are elemental for sheer physical survival and health. Others are elemental for psychic's survival and health. Thus, the human rights can be perceived and enumerated. Rights being immunities denote that there is a guarantee that certain things cannot or ought not to be done to a person against his will. According to this concept, human beings, by virtue of their humanity, ought to be protected against unjust and degrading treatment. In other words, human rights are exemptions from the operation of arbitrary power. An individual can seek human rights only in an organized community. i.e, a state or in other words, where the civil social order exists. No one can imagine to invoke them in a state of anarchy where there is hardly any just power to which a citizen can appeal against the violations of rights. Thus the principle of the protection of human rights is derived from the concept of man as a person and his relationship with an organized society which cannot be separated from universal human nature. Human rights being essential for all-round development of the personality of the individuals in the society, be necessarily protected and be made available to all the individuals. The need for the protection has arisen because of inevitable increase in the control over men's action by the Governments which by no means can be regarded as derivable. The consciousness on the part of the human beings as to their rights has also necessitated the protection by the states. It has been realized that the functions of all the laws whether they are the rules of municipal law or that of international law should be to protect them in the interest of the humanity.

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Human Relationships: Justice is the recognition of values (the definite feelings) in relationship, their fulfilment, the right evaluation of the fulfilment resulting in mutual happiness. Justice concerns itself with the proper ordering of things and people within a society. There are four elements: Recognition of values, fulfilment, evaluation and mutual happiness ensured. When all the four are ensured, justice is ensured. Mutual fulfilment is the hallmark of justice. And justice is essential in all relationships. Justice starts from family and slowly expands to the world family. The child gets the understanding of justice in the family. With this understanding, he goes out in the society and interacts with people. If the understanding of justice is ensured in the family, there will be justice in all the interactions we have in the world at large. If we do not understand the values in relationships, we are governed by our petty prejudices and conditionings. We may treat people as high or low based on their body (particular caste, or sex or race or tribe), on the basis of wealth one possesses or the belief systems that one follows. All this is source of injustice and leads to fragmented society while our natural acceptance is for an undivided society and universal human order. Having explored the harmony in the human beings, we are able to explore the harmony in the family. This enables us to understand the harmony at the level of society and nature/existence. And this is the way, the harmony in our living grows. We slowly get the competence to live in harmony with all human beings.

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Status of Women in India: India has given equal status to women. Women in India enjoy right to equality. Constitutional Safeguards:

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Human Rights as to Children: The Universal Declaration of Human Rights had stipulated under Art.25 (2) that childhood is entitled to special care and assistance. Following the same, the convention on the rights of the child was adopted by the General Assembly by consensus, on the 30^th Anniversary of the Declaration on Nov 20, 1989 which came into force on Sep 2, 1990. Who is a child:

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Human Rights of Women and Children: The advancement of women has been a focus of the work of the United Nations since its creation. The General Assembly of the United Nations on November 7, 1967 adopted a Declaration on the Elimination of Discrimination Against Women, and in order to implement the principles set forth in the Declaration, a convention on the Elimination of All forms of Discrimination Against Women was adopted by the General Assembly on December 18, 1979. Discrimination Against Women: Although the International Bill of Human Rights laid down a comprehensive set of rights to which all persons, including women are entitled, additional means for protecting the human rights of women were seen as necessary because the mere fact of their ' humanity ' has not been sufficient to guarantee women the protection of their rights. The convention under Art. 1 defines the term discrimination against women as any distinction, exclusion or restriction made on the basis of sex which has the effect or purpose of impairing or nullifying the recognition, enjoyment or exercise by women, irrespective or their marital status, on a basis of equality of men & women of human rights & fundamental freedoms in the political, economic, social, cultural, civil or any other field. The fields were steps that are to be taken to eliminate discrimination against women are:

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Trust and Human Interaction: Define Trust: Trust or vishwas is the foundational value in relationship. “To be assured that each human being inherently wants oneself and the other to be happy and prosperous” is known as trust. Mutual trust is a shared belief that we can depend on each other to achieve a common purpose. Trust is the expectation of people that they can rely on our word. It is built through integrity and consistency in relationships. There are two aspects in trust:

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Physical Assault and Harassment of Women: Gender equality is also a basic human right. It could be effectively safeguarded at work places specifically if at all there are said principles and laws for the enforcement of those principles. The Indian Supreme Court has formulated the guidelines to guarantee the effective implementation of the rights of women against sexual exploitation at work places; in the case Vishaka & others Vs State of Rajasthan; it is observed that: (i) Each incident of sexual harassment of women at work places results in violation of fundamental rights of “ Gender Equality” and the “Right to life and liberty”.

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Human Rights and Constitutional Provisions: Right to Life and Liberty: Art.21 lays down that no person shall be deprived of his life or personal liberty except according to ‘procedure established by law’ which means in a simple way that, a person could not be deprived of his life or personal liberty merely by an executive fiat without there being a valid law to support it. The basic principles of this right are that personal liberty makes for the worth of the human person.

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Enumeration of Rights in the Declaration: The Universal Declaration enumerated the basic postulates and principles of human rights in a most comprehensive manner. It dealt not only with civil or political rights, but with social and economic rights as well. Civil and Political Rights as per the Declaration:

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Institutions for Implementation of Human Rights: National Human Rights Commission: Constitution: The Constitution of Human Rights commission is dealt with under section 3 of the protection of Human Rights Act. It provides that the commission be constituted by the Central Government as under:

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Counter- Clockwise Rotation: Repeat as above in the counter - clockwise direction 5 times.

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Hand Exercises: Practical Exercises: The simplified exercises begin with hand exercises. Posture 1:

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Massage: Posture 1: Lie down facing upward. Keep the whole body relaxed. Keep your right palm above the navel. Massage around navel clockwise 3 times. Do the same anti- clockwise 3 times.

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Need and Benefit of Exercise and Meditation for Students: Man is a harmonious and marvelous combination of body, life force and mind that has evolved over countless millennia to a high level of efficiency. Although the acquisition of knowledge and skills for living are the objective in student life, this is possible only if the physical body is maintained in a healthy condition. Also, one must have some degree of knowledge about the structure and working of the body and practice appropriate physical exercise daily, so as to remain healthy and alert. A meaningful education should include meditation as a component. It is an historical fact that the great saints and sages attained their revelations only through deep and sustained meditation. Through the practice of meditation the mind becomes subtle, penetrating and creative. Meditation should not be thought of as exotic and difficult; it is similar to other skills in life by which one can enjoy many benefits with regular practice. It helps to convert tension to peace, illness to health, dullness to sharpness and restores energy to a sluggish mind and body. Group meditations are useful for mutual motivation and to benefit from group energy, but essentially, first and last, meditation is a ‘solo inward journey’. Meditation is a tool for mental subtlety and in order to be fruitful it must be supplemented with self-introspection methods whereby one critically analyses his own character and deeds. Through the detachment and awareness one gets by meditation, it is possible to plan and effect the necessary corrections in one’s life and thoughts. After all, an individual’s progress in life is nothing but a series of modifications and corrections. Meditation frees one from unthinking, automatic behavior and the compulsion to follow only the temptations of habit and the senses, disregarding consequential results. Physical Exercise:

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Simplified Physical Exercises: To maintain the body healthily one has to do some simple exercises. The great Philosopher VETHATHRI MAHARISHI has devised an easy method of exercises under the name SIMPILIFIED PHYSICAL EXERCISES. This has nine types which are given as: 1. Hand exercises

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Six Roots for Thoughts: Introduction: Only when an individual examines himself and sincerely works to remove the impurities in his personality can he have good physical and mental health and lead a successful life. Such examination is called ‘introspection’ or ‘self analysis’. Every night before going to bed it is a good practice to review and analyze the day’s events and ponder the lessons to be learnt from the experiences. These together form ‘introspection’. If there was a mistake made, make a strong auto-suggestion not to repeat it; if an action was done well, that should be recollected to imprint it strongly in the mind, to be repeated when possible. In order to streamline the mind and thoughts there must be a method to differentiate thoughts for scrutiny or critical assessment. By understating the reasons for the arising of different thoughts, we can arrive at a method of approving or rejecting them as deemed appropriate. The forces giving rise to thoughts can be divided into six categories. A thought may arise:

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Meditation: Feeling 'the divine force': Man's life is a journey towards 'self realization', a realization towards the secrets of the Universe and existence of God. The optimum use of one's sixth sense will enable him to achieve this goal.

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Posture 5: Keep the right foot on the left thigh. Massage the toes, sole and heel by the hands step by step and slowly. Rotate the right foot using the left hand, by holding the ankle by the right hand. Rotate clockwise five times, anti-clockwise five times. Do not press any point too much if you feel there is any pain or tenderness in any part of the foot.

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Neuro-Muscular Breathing Exercise: Practical Exercises: In the simplified exercises, breathing exercises are the third kind. Sit on a mat in Vajrasana with the right big toe over the left toe. Rest your bottom comfortably on the heels. Join the index finger and thumb of each hand, the other fingers remaining stretched. Fix the joined fingers in the joint between the thighs and the abdomen. Inhale slowly and deeply. Now, exhaling slowly, bend forward as much as possible without any strain. The spinal cord, neck and head should be in a straight position. Keep the left foot on the right thigh. Massage the toes, sole and heel by the hands step by step and slowly. Rotate the left foot using the right hand, by holding the ankle by the left hand. Rotate clockwise five times, anti-clockwise five times.

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Moralization of Desires: Desire: In ‘introspection’ moralization of desire is the second part Desire is a liking towards something. Desire is to experience something. Desire is attachment. Desire is love; desire is eagerness to acquire something. Desire is lust. Basically desire comes out of a need.

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Training to Moralise the character: Every one has some important desires and along with them some subsidiaries one has to analyse them thoroughly. 1. Is this desire required?

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Neutralization of Anger: Anger: In the Introspection training ‘Neutralizing Anger’ is the third part. When there are objections and obstructions to exhibiting undesirable desire a person turns emotional and expresses it in the form of anger. Anger is the most dreaded one. So it should be avoided.The thought of keeping the anger at a distance is very important for mankind. Thinking deeply about something continuously for sometime a person will begin to understand the various characteristic features of that something. So it will be easy for him to act accordingly.

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Yoga: Saint Pathanjali, who lived five thousand year ago, gave a shape to this ‘yoga art’, which is time immemorial. The mankind owes to saint Pathanjali for whatever knowledge one has now in yoga culture. Saint Pathanjali is the father of yoga arts. The Sanskrit word ‘Yoga’ means concentration and coordination. The coordination between body and soul; soul and mind and everything to merge with the divine force. With the clear understanding of the Divinity leaving a serene life in consonance with the Law of Naturethe divine force – is called yoga. Asana helps succeed in achieving the life described above. Saint Pathanjali divided the Yoga art into eight disciplines as: 1. Iyamam 2. Niayamam

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Relaxation: Lie down on the back. Keep the legs relaxed, about one-and-a half feet apart. Now start relaxing your body from the feet upwards. Think of your feet and start relaxing them. While relaxing, give this autosuggestion “I am relaxing my feet. Blood-circulation is good. I am getting sufficient strength in my feet. Now I have given rest to my feet”.

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Acu-Pressure: 1. Lie down flat on the back and bend your left arm at the elbowjoint diagonally so that the first three fingers of the left hand touch and press the spine in the upper back. This position shown in the illustration should be retained throughout the Acu-Pressure exercise. 2. With the tip of the first finger (index finger) of the right hand, lightly press the point one inch directly below the chest-cavity. Thus pressing, meditate on this point for 30 seconds.