Ethical values of students towards learning

Ethical values of students towards learning

Ethics, also known as moral philosophy, is a branch of philosophy that involves systematizing, defending and recommending concepts of right and wrong conduct, often addressing disputes of moral diversity.

The Cambridge Dictionary of Philosophy states that the word ethics is commonly used interchangeably with 'morality' ... and sometimes it is used more narrowly to mean the moral principles of a particular tradition, group or individual.

            Paul and Elder (1996), define [1]“ethics as a set of concepts and principles that guide us in determining what behavior helps or harms sentient creatures.”

The term comes from the Greek word ethos, which means "character". Ethics is a complement to Aesthetics in the philosophy field of Axiology. In philosophy, ethics studies the moral behavior in humans and how one should act. Ethics may be divided into four major areas of study:

Meta-ethics, about the theoretical meaning and reference of moral propositions and how their truth values (if any) may be determined;

Normative ethics, about the practical means of determining a moral course of action;

Applied ethics, about how moral outcomes can be achieved in specific situations;

Descriptive ethics, also known as comparative ethics, is the study of people's beliefs about morality;

Ethics seeks to resolve questions dealing with human morality concepts such as good and evil, right and wrong, virtue and vice, justice and crime.

The general meaning of ethics: rational, optimal and appropriate decision brought on the basis of common sense. This does not exclude the possibility of destruction if it is necessary and if it does not take place as the result of intentional malice. If, for example, there is the threat of physical conflict and one has no other solution, it is acceptable to cause the necessary extent of injury, out of self-defense. Thus ethics does not provide rules like morals but it can be used as a means to determine moral values (attitudes or behaviors giving priority to social values).

Meaning of Value according to different scholars

According to Hill (2004) says[2]“Values can be defined as broad preference concerning appropriate courses of action or outcomes. As such, values reflect a person's sense of right and wrong or what "ought" to be. "Equal rights for all", "Excellence deserves admiration", and "People should be treated with respect and dignity" are representative of values. Values tend to influenceattitudes andbehavior.”

TYPES OF VALUE

A personal value is absolute or relative and ethical value, the assumption of which can be the basis for ethical action. A value system is a set of consistent values and measures. A principle value is a foundation upon which other values and measures of integrity are based. As Hill says:-

[3]“Some values are physiologically determined and are normally considered objective, such as a desire to avoid physical pain or to seek pleasure. Other values are considered subjective, vary across individuals and cultures, and are in many ways aligned with belief and belief systems.” (Hill, 2004). Types of values include ethical/moral values, doctrinal/ideological (religious, political) values, social values, and aesthetic values. It is debated whether some values that are not clearly physiologically determined, such as altruism, are intrinsic, and whether some, such as acquisitiveness, should be classified as vices or virtues. Values have been studied in various disciplines: anthropology, behavioral economics, business ethics, corporate governance, moral philosophy, political sciences, social psychology, sociology and theology to name a few.

Personal values provide an internal reference for what is good, beneficial, important, useful, beautiful, desirable, and constructive.Values generate behavior and help solve common human problems for survival by comparative rankings of value, the results of which provide answers to questions of why people do what they do and in what order they choose to do them.

Over time the public expression of personal values that groups of people find important in their day-to-day lives, lay the foundations of law, custom and tradition. Personal values in this way exist in relation to cultural values, either in agreement with or divergent from prevailing norms. A culture is a social system that shares a set of common values, in which such values permit social expectations and collective understandings of the good, beautiful, constructive, etc. Without normative personal values, there would be no cultural reference against which to measure the virtue of individual values and so culture identity would disintegrate.

Lovat and Toomey (2007) points out that [4]“Criteria' are used to refer to 'the standards on which an evaluation is based'." Values relate then to what one wants and in what order one wants them; criteria can only refer to the evidences for achieving values and act as a comparative standard that one applies in order to evaluate whether goals have been met values satisfied.”

Individual cultures emphasize values which their members broadly share. One can often identify the values of a society by noting which people receive honor or respect. In the United States of America, for example, professional athletes at the top levels in some sports receive more honor (measured in terms of monetary payment) than university professors. Surveys show that voters in the United States would be reluctant to elect an atheist as president, suggesting that a belief in a God is a generally shared value. There is a difference between values clarification and cognitive moral education. Value clarification consists of "helping people clarify what their lives are for and what is worth working for. It encourages students to define their own values and to understand others' values." Cognitive moral education builds on the belief that students should learn to value things like democracy and justice as their moral reasoning develops. Educationist ChaveenDissanayake says personal and cultural values can vary according to the living standards of a person.

Values relate to the norms of a culture, but they are more global and abstract than norms. Norms provide rules for behavior in specific situations, while values identify what should be judged as good or evil. While norms are standards, patterns, rules and guides of expected behavior, values are abstract concepts of what is important and worthwhile. Flying the national flag on a holiday is a norm, but it reflects the value of patriotism. Wearing dark clothing and appearing solemn are normative behaviors to manifest respect at a funeral. Different cultures reflect values differently and to different levels of emphasis. "Over the last three decades, traditional-age college students have shown an increased interest in personal well-being and a decreased interest in the welfare of others." Values seemed to have changed, affecting the beliefs, and attitudes of the students.

Members take part in a culture even if each member's personal values do not entirely agree with some of the normative values sanctioned in the culture. This reflects an individual's ability to synthesize and extract aspects valuable to them from the multiple subcultures they belong to.

If a group member expresses a value that seriously conflicts with the group's norms, the group's authority may carry out various ways of encouraging conformity or stigmatizing the non-conforming behavior of that member. For example, imprisonment can result from conflict with social norms that the state has established as law.

Furthermore, institutions in the global economy can genuinely respect values which are of three kinds based on a "triangle of coherence". In the first instance, a value may come to expression within the World Trade Organization, as well as (in the second instance) within the United Nations - particularly in the Educational, Scientific and Cultural Organization providing a framework for global legitimacy through accountability. In the third instance, the expertise of member-driven international organizations and civil society depends on the incorporation of flexibility in the rules, to preserve the expression of identity in a globalized world.

Nonetheless, in a warlike economic competition, differing views may contradict each other, particularly in the field of culture. Thus audiences in Europe may regard a movie as an artistic creation and grant it benefits from special treatment, while audiences in the United States may see it as mere entertainment, whatever its artistic merits. EU policies based on the notion of "cultural exception" can become juxtaposed with the policy of "cultural specificity" on the liberal Anglo-Saxon side. Indeed, international law traditionally treats films as property and the content of television programs as a service.Consequently cultural interventionist policies get opposed to Anglo-Saxon liberal position, causing failures in international negotiations.

 TYPES OF ETHICS

Meta-ethics

Meta-ethics asks how we understand, know about, and what we mean when we talk about what is right and what is wrong. An ethical question fixed on some particular practical question such as, "Should I eat this particular piece of German chocolate cake?" Cannot be a meta-ethical question. A meta-ethical question is abstract and relates to a wide range of more specific practical questions.

Studies of how we know in ethics divide into cognitivism and non-cognitivism; this is similar to the contrast between descriptivists and non-descriptivists. Non-cognitivism is the claim that when we judge something as right or wrong, this is neither true nor false. We may for example be only expressing our emotional feelings about these things. Cognitivism can then be seen as the claim that when we talk about right and wrong, we are talking about matters of fact.

Normative ethics

Normative ethics is the study of ethical action. It is the branch of philosophical ethics that investigates the set of questions that arise when considering how one ought to act, morally speaking. Normative ethics is distinct from meta-ethics because it examines standards for the rightness and wrongness of actions, while meta-ethics studies the meaning of moral language and the metaphysics of moral facts. Normative ethics is also distinct from descriptive ethics, as the latter is an empirical investigation of people's moral beliefs. To put it another way, descriptive ethics would be concerned with determining what proportion of people believe that killing is always wrong, while normative ethics is concerned with whether it is correct to hold such a belief. Hence, normative ethics is sometimes called prescriptive, rather than descriptive. However, on certain versions of the meta-ethical view called moral realism, moral facts are both descriptive and prescriptive at the same time.

Applied ethics

Applied ethics is a discipline of philosophy that attempts to apply ethical theory to real-life situations. The discipline has many specialized fields, such as Engineering Ethics, bioethics, geoethics, public service ethics and business ethics.

Applied ethics is used in some aspects of determining public policy, as well as by individuals facing difficult decisions. The sort of questions addressed by applied ethics include: "Is getting an abortion immoral?" "Is euthanasia immoral?" "Is affirmative action right or wrong?" "What are human rights, and how do we determine them?" "Do animals have rights as well?" and "Do individuals have the right of self-determination?"

People in-general are more comfortable with dichotomies (two opposites). However, in ethics the issues are most often multifaceted and the best proposed actions address many different areas concurrently. In ethical decisions the answer is almost never a "yes or no", "right or wrong" statement. Many buttons are pushed so that the overall condition is improved and not to the benefit of any particular faction

Moral psychology

Moral psychology is a field of study that began as an issue in philosophy and that is now properly considered part of the discipline of psychology. Some use the term "moral psychology" relatively narrowly to refer to the study of moral development. However, others tend to use the term more broadly to include any topics at the intersection of ethics and psychology (and philosophy of mind). Such topics are ones that involve the mind and are relevant to moral issues. Some of the main topics of the field are moral responsibility, moral development, moral character (especially as related to virtue ethics), altruism, psychological egoism, moral luck, and moral disagreement

ETHICS IN EDUCATION

Ethical standards in education contain basic principles, procedures and behavior patterns based on commitment to core values that are deeply rooted in education. Ethical standards enable educators, students and administrators to maintain and promote quality education.

The principles of ethical conduct lie at the core of the teaching profession. The introduction of a set of ethical norms agreed by both the teaching profession and the public provides a collective understanding of educators' role.

Jeffrey and Vincent argued that[5]"With students daily observing a decline in moral behavior from individuals entrusted with leadership positions, measures to improve ethical conduct are needed more than ever in education. Ten recommendations for improving ethical conduct are provided in this discussion." Jeffrey and Vincent (1996).

When ethical conduct is integrated into teaching, then instruction can be performed properly, according to researchers. Teachers' ethical conduct at school can be improved by the introduction of clear standards and instructional strategies that properly target students' needs. The school administration can also help improve ethical standards at school by review of lesson plans and visit classes.

The Ontario College of Teachers has defined four ethical standards in education: care, respect, trust and integrity. Care stands for compassion, acceptance and efforts to develop students' potential. Respect is based on the honor of dignity, emotional wellness, cultural values and freedom. Trust embodies fairness and honesty, whereas integrity consists of honesty, reliability and moral action.

                   Goodman and Lesnick say[6] “certain responsibilities

are inherent to the teaching profession. The teacher

is expected to respect the students and to believe in

their dignity. In democratic countries, the educational

system has to ensure the freedom to learn and the equal

access to education regardless of one's race, color, creed,

sex, national origin, marital status, political or religious

beliefs, family, social or cultural background, or sexual orientation.”

The National Education Association (NEA) in the United States, formulated in 1975, has two major principles of ethical standards in education: commitment to the student and commitment to the profession. According to the NEA, the educator has to enable each student to develop his or her potential and help him or her find a place as a member of society. This will be ensured through the stimulation of acquisition of knowledge. In particular, the teacher has to encourage the student's independent action in pursuit of learning. The educator has to respect various points of view. He or she has to protect students from hazardous conditions, and cannot deliberately expose students to embarrassment and disparagement. Students cannot be unfairly excluded from programs. Teachers are also forbidden to use their position for personal advantage. Furthermore, they are obliged to keep confidential information that has been made known to them via the teaching process.

The teacher is also expected to promote certain ethical standards among students, teaching them to respect other people, to understand the diversity of values and beliefs and accept various opinions. The education should also prevent discriminatory behavior among students. Ethical issues can be integrated in the course of the regular discussion as well as in dedicated lectures. Teachers can also share personal reflections and insights with an ethical message.

Teachers are also responsible for the physical development of students and the learning environment. They should ensure a safe and supportive physical environment.

The educator is also supposed to establish relationships with students' families.

On the other hand, the teacher is supposed to adhere to the highest ideals of the profession. The educator has to stick to and raise professional efforts and ensure a favorable learning climate.

Students are entitled to file complaints against teachers who break the code of conduct.  School boards can investigate complaints against educators. The board can also impose penalties if the teacher is found to be guilty of breach of the code of conduct. These sanctions can include disciplinary actions such as revocation of the teaching license.

ETHICAL VALUE OF STUDENTS TOWARDS LEARNING

           Every parent and teacher of a struggling student has looked in the mirror at one point or other and asked themselves. Many feel that there is an unconditional amount that adults should do since students are still learning how to be responsible for them.Dest postulate that:-

           “a student should be allowed to struggle without

being abandoned to his or her sole efforts. School

is a place of learning, after all. But students struggle

for all sorts of reasons, not the least of which is the fact

that their emotional and impetuous side of their brains

develop earlier than their logical, rational side. In other

words, they are wired to make poor decisions.”[7](Dest, 2005)

          

The use of proper language

           One of the main rules to students is to try to avoid the use of a word with a negative connotation. The word no is the clearest example of such a word. The same can be said about the word not. The meaning of the sentence is turns into the opposite with the use of the word not. This makes it harder for the receiver to understand the message. The receiver has to think twice. The message and the words recall one sort of meaning. The use of the word not turns the meaning of the sentence into the opposite of the meaning of the used words.

           “A negative word can recall a negative association to the word. When the sender of the communicated message wants to appeal to positive feelings and thoughts it is recommended to use positive words.”

Good behavior

           Good behavior is sitting still, doing what you’re told, and speaking when you are spoken to and generally following instructions. And that is great, except for the fact that students are in school to learn and behave. Behavior rules are only a means to an end; they enable us to teach. But if rules encourage unquestioning passivity, should we really be compelling students to follow them.

           Ever heard of Behavior for Learning, all it seems to mean is that students are being quiet and respectful so that the teacher is free to impart knowledge instead of wasting time trying to make them shut up and listen. Shutting up and listening is important, and anyone who’s ever had charge of a truly dysfunctional class knows how horrible an experience it can be. As Hill argues that:-

                            “List of classroom rules fastened to classroom walls.

They usually contain some variant of the following:

Show respect for school and personal property,

Listen when others are talking,Follow directions,

Keep hands, feet, and objects to yourself,

Work quietly and do not disturb others,

Work and play in a safe manner.[8](Hill, 2004)

These are great rules for instilling ‘good’ behavior. Students need to know that these things are important. What all of us have learned is that it is not important that our utterances satisfy the demands of the question or of reality, but that they satisfy the demands of the classroom environment. Teacher asks. Student answers. Have you ever heard of a student who replied to a question, ‘Does anyone know the answer to that question?’ or ‘I have been asked that question before and, frankly, I’ve never understood what it meant’? Such behavior would invariably result in some form of penalty and is, of course, scrupulously avoided, except by ‘wise guys’. Thus students learn not to value it. They get the message. And yet few teachers consciously articulate such a message. It is not part of the ‘content’ of their instruction.

Do not engage in drug abuse

           A drug is any chemical you take that affects the way your body works. Alcohol, caffeine, aspirin and nicotine are all drugs. A drug must be able to pass from your body into your brain. Once inside your brain, drugs can change the messages your brain cells are sending to each other, and to the rest of your body. They do this by interfering with your brain's own chemical signals: neurotransmitters that transfer signals across synapses. Lovat and Toomey argued that:-

“Teens today are having many problems dealing with drugs.

Teenagers get influence by ads in magazines, on TV,

people pressuring them, and from everyday life.

Drugs and Alcohol does not help anything in the world.

When teens are having problems, some of them do drugs

or even drink alcohol to get rid of their problems,

but that would not do any good it just causes

more problems.”[9](Lovat and Toomey, 2007)

           There are many types of drugs that teens can use. For example, Marijuana, Ecstasy, Cocaine, Heroin, LSD, Speed, Morphine, Nicotine, and Tobacco. These are the most known drugs that Teenagers use.Using drugs is that it just causes more problems to your life. Teens do not know that drugs would not solve any problems they have, it just messes it up more. Some of them do not even have problems; they just do it to be cool. Teenagers say that when you try it once, you just get hooked and can not seem to stop. Teenagers know that  it is bad for them but they do it anyways, some teens are smart and know that being a "Pot-Head" is not a good idea. It's bad for your health and for your life; it will only bring more problems.

Responsibility

            The student is responsible for his/her own success in the learning process. He/she should
be actively involved in the learning process and should behave appropriately for a learning
environment.Elich listed student  responsibilities as follows:-

• The student is responsible for attending class every day.
• The student is responsible for arriving in class on time.
• The student is responsible for remaining quiet and on task during class time so as not
to disrupt the learning of other students.
• The student is responsible for bringing to class all necessary materials (book, paper,
pen, pencil, and calculator.)
• The student is responsible for taking proper care of his/her book and returning it at the
end of the course.
• The student is responsible for completing all assignments, including quizzes and tests,
and for handing them in to the facilitator (remote sites) or teacher (local site).
• The student is responsible for participating in all class discussions and question-and answer
sessions.
• The student is responsible for arranging to take make-up quizzes and tests and for
arriving at the math department make-up session at the appropriate time.
• The student is responsible for communicating any concerns to the facilitator and/or
teacher.[10](Elich, 2001)

CODE OF STUDENT ETHICS

     Offenses are very serious violations of the Code of Student Ethics. The school takes a zero tolerance approach to students who violate these standards. Violating the standards of conduct in this area, as a first offense, will result in a sanction of either suspension or permanent expulsion from the school.

 Assault, Harassment, and Fighting:

Students are subject to disciplinary action for harassing, threatening -including any terrorist acts-, intimidating, coercing, or using physical force in a manner which causes another person of the University community or a guest of the University to be reasonably apprehensive or which endangers the health or safety of oneself or another person. Harassing, assaulting, stalking, intimidating, threatening, or abusing another person by written, electronic, pictorial or oral communication or suggestions is prohibited. Students are further prohibited from violating the provisions and intent of applicable University policies on Sexual Harassment (Sexual Assault & Misconduct), Affirmative Action, the Americans with Disabilities Act or on the basis of race, national or ethnic origin, creed, age, sex, sexual orientation, disability, political affiliation or other ideologies.

Theft:

Students are subject to disciplinary action for taking or attempting to take, sell or keep in one’s possession, including but not exclusively, items of University property, or items belonging to students, faculty, staff, student groups, visitors or to others within the larger community whether on or off campus.

 Criminal Conduct:

Students are subject to disciplinary action for violating local, state, or federal law, on-campus, at events sponsored by the University, or at other locations whereby the misconduct clearly contravenes the University’s interests and purposes. The University does not condone the violation or attempted violation of criminal laws. Alleged violations that constitute serious misdemeanor or felonies will be referred to appropriate authorities

 Damage to Property:

Students are subject to disciplinary action for damaging, destructing, or defacing University property, including library materials, or property of any person as a result of deliberate action or as a result of reckless or imprudent behavior.

 Disorderly Conduct:

Students are subject to disciplinary action for engaging in conduct that is disorderly, rowdy, lewd, or indecent. Furthermore, students may be subject to disciplinary action for engaging in breach of peace or aiding, abetting, or procuring another to do the same on University property or University sponsored events.

Joint Responsibility for Violations:

Students are subject to disciplinary action for knowingly acting in concert with others to violate University regulations.Students are subject to disciplinary action for being aware of the existence of a violation of University regulations and failing to take reasonable action to report the violation in a timely manner.Students are responsible for violations of University regulations that occur in on-campus residential facility rooms and are to report such violations in a timely manner.

Dress Code Violation:

Students are subject to disciplinary action for:

Failure to adhere to University’s “Dress Code Policy” which states: “A student’s attire while on campus and in public should never be lewd, indecent, or distracting to the educational environment. (Examples: Inappropriate dress may include, but is not limited to, halter tops, shorts or skirts revealing any portion of the buttocks or genitals, shirts with obscene language or words undergarments and clothing which allows undergarments to be visually observed such as pants for men and women intended to reveal those undergarments including, sagging pants and extreme low riders”.

Six Types of Human Values

According to Rokeach, (1973) Postulated that[11]“Human beings need different things to live in this world. However, nothing in this world is available free of cost. Everything has a price and one has to pay the right price to get ones need satisfied. However, we value the things based on our needs and the needs depends on the basis of our value system.

First, there are basic necessities like food, water, air, shelter, and clothing without which survival of the body itself is not possible. However, once these necessities are satisfied, man moves to satisfy his higher needs like the social needs, security needs or the need of self-actualization.

However, every person does not follow the same path as his path would depend on the inherent values of the person. These inherent values are acquired by the man by virtue of his nature and also by his nurture. The effect of the family, society, nation and individual makes every person unique as he develops a unique set of values. These values decide the priority and lifestyle of the person. The values make the personality of the person and decide the growth of the individual, family, society, nation and the humanity.

Individualistic Values

The most inherent value of a person is individualistic which means valuing the self over anything else in the world. This is also the most natural value which is inherent in every animal of the world. The animals live for themselves without much bothering about the other animals. The only exception would be the mother animal which takes care of her child animal till the child grows up sufficiently to support itself.

The modern world has been moving more and more towards individualistic values where the interest of the individual is considered to be the most "right" and needs to be protected over everything else. The individualistic value support freedom as it believes that every person has the right to decide what is good for him.

Every child starts with individualistic values and he wants everything in the world for the self and wants everyone to serve him. When the need of the child is not satisfied, he cries and do everything to get the need satisfied.

Family Values

The human species may be the most powerful specie in the earth but it is also true that human species is also the weakest specie. A human child does not learn to even walk for one year. If the child of the man is allowed to survive of its own, it just can not survive. The support of family is must for the growth of every human child. It is for this reason that human specieover the year has invented the concept of family that lives like one unit and supports a new born child till it becomes strong enough to support itself.

The concept of family has given rise to the family value where a family is considered to be the basic unit of the society instead of the individual. The family has right and power to control the other member of the family. In a family system, the members of the family divide their work in a way that all members perform complementary functions rather than performing same functions. For example, father earns the livelihood and protects the family being the strongest member of the family. The mother takes care of the family by cooking food, cleaning house and rearing children. The children on their part get these benefits free of cost from their parents but they have the family obligation to provide the same benefits to their children. Thus the family ensures the continuity of the value and tradition of the family.

In the family system, the interest of each member of the family is protected through an unwritten law as love and trust alone govern the management of a family. The parents do not seek any personal benefit when they give something to their children. The children to recognize the contributions made by the parents in building their lives and they not only pass on the same benefits to their own children but also take care of their parents when they grow old.

The entire system of family value is maintained by tradition and trust.

However, when family values are strong, it results in the reduction of individual freedom and decline in the individual values. Every person has to think for the family first and the self as secondary. This often kills the creativity of the man as he is never free to think as an individual.

Professional Values

A society is made of not only families which are natural but also by origination which are artificially created to fulfill a specific requirement of the society. The government is one of the most important organizations which had been created to bring order in the society. The government is further divided into different departments like police, revenue, and defense which are needed to keep the country united and protect it from external aggression. There are many other organizations which are run by private persons or bodies which produce goods and provide service to the people of the nation and the world.

Every person has to join an origination to earn his livelihood and to contribute to the society. These organizations are designed to serve a specialized function of the society and thus need a set of value to keep all members of the organization motivated and united.

Thus man develops a set of values due to his profession. The values of a police official are different than the values of a judge or a politician. Each profession has its own set of values which often contradict the values of another profession. Yet these values are necessary to keep the professionals united and deliver what is expected from them.

National Values

The world today is divided into a number of countries and each country is sovereign and independent. However, in recent years the countries have started behaving like family members as the independence is gradually being replaced by interdependence in the globalize economies. If China is emerging as the manufacturing hub of the world, India has become the outsourcing and out-shoring hub of the world from where the different services are being provided to the world. Arab world is producing oil for the world and USA has taken the leadership role in creation of the knowledge and the Information Technology for the world. Each country is gradually becoming specialist in some specific task and getting the rest of the requirements fulfilled from the other countries of the world.

Thus, just like individuals and families have to compete with and complement each other for their survival in a society, each nation has to compete with and complement with the other countries of the world. In order to make the nation stronger, certain types of values need to be cultivated in their citizen who makes the country not made of millions or billions of individuals or families but like one family.

By virtue of independence, every country develops certain values which keep on evolving with time. The values of a nation represent its tradition, history and experiences of its people since its creation. The values of India and China are many thousands of years old while the values of the newly created nations like USA, Israel, Australia, and Pakistan are quite new.

The national values are often codified in their laws that seek to grant equality and justice to all its citizens. There, is wide diversity in these laws as the requirement of each country is different. The violation of national values is treated criminal acts which are punished by the State. Thus the countries with strong national values enforce their laws very severely as they keep the interest of the country over the interest of the individual.

Moral Values

While the legal values of a country or society is documented and enforced, these are insufficient for the smooth functioning of the state. The ideal state is one where the State does not have to enforce any law as the citizens voluntarily follow the laws of the land. However, this rarely happens since all the State laws are drafted by the people who are in power or those who have influence on powerful people. These powerful people ensure that laws are drafted in their favour of few rather than in the favors of the masses. Thus over a period of time, the enforcement of laws creates a class of people who are extremely powerful and rich while the majority population live the life of haplessness and poverty.

However, the disparity and injustice created by law is largely reduced due to the prevalence of the moral values in the society which need not to be codified in the statute books. Yet the moral values are passed on from one generation to another by tradition. For example, the sanctity of the institution of marriage in India has kept the divorce rate to the minimum despite having the provision of divorce in the law books like any other western country. The moral laws are enforced jointly by the society. As every man desires to be loved and respected by thesociety, the moral values are often more powerful to keep the man on the right path than the legal enforcement.

Spiritual Values

All values adopted by men create exclusivity in human beings as these values are different for every society and indeed for every man. The values are thus the source of conflicts in the world as every person or nation believes strongly in their values as right. Yet all these values are non-permanent and transient which changes with time and space. The values of the present generation are not same as the value of the previous generation.

Yet there is some ingredient in all values that never changes. It has remained same in long years of human evolution. These values are eternal as they never change. Therefore, often people call such values as spiritual or divine as it never dies and its origin too is not known.

These are the spiritual values.

The spiritual values are often attributed to God and called divine. The spiritual values include love, compassion, justice, truth etc. It is the nature of the man to imbibe these values irrespective of his religion, race, culture or nationality. These values are so universal that all human beings seem to understand it without being taught.

The spiritual values unite all human beings on this world. It is due to these spiritual values that we want justice and cannot see injustice in this world. The feelings of love and compassion cut across all barriers of religion, race and nationalities. The spiritual values can not be eliminated from man and these are universal

                              REFERENCES

Dest, (2005), National Framework for values education.Oxford university press;Oxford.

Elich,G (2001), Deviant behavior, Hamitton printing company. USA.

Goodman,R.F and Lesnick,J (2001), The moral stake in education: Contested and practices:   .   ..                                               New York USA.

Hill,B (2004), Values education in school, Longman, New York.

Jeffrey, O and Vincent, B (1996), Applying Ethics. Thomson publisher inc: Mexco.

Lovat,T and Toomey (2007), Values education and quality teaching, the double helix effect;     .            .                                   Australia.

Paul, R and Elder.M (1996), Understanding ethics, Annandale, Australia; the federation press.

Rokeach, M. (1973).The Nature of Human Values.judge coronel The Free Press:New York.

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