4TH INTERNATIONAL CONFERENCE
ON
HUMAN VALUES IN HIGHER
EDUCATION
GAEDDU COLLEGE OF BUSINESS
STUDIES,
ROYAL UNIVERSITY OF BHUTAN
27-29 MARCH 2015
Observations, Summary, and
Recommendations
Preface
“This conference is not
designed as a debate or paper presentations”.
It is not “about human values”
– ingestion of theoretical garbage, but about understanding the nature of self,
investigating into the self, becoming a better person, and living in harmony
with nature and creating a society that is harmonious and sustainable.
What I shave sensed:
1.
Motivation/Inspiration/the Wisdom behind??? – Sustainable wellbeing and
happiness
2.
What are the fundamental principles that guide/underpin UHVE experiments? - Universal,
Rational, Verifiable, Leading to harmony, Humanistic (conducive to the good of
humanity), and All encompassing (touching all aspects of human life)
3.
What is the Goal??? - Building a humane society. A society is composed
of families living in harmony and having a common goal: resolution, prosperity,
fearlessness, and co-existence
4.
What is the methodology??? -
Holistic/comprehensive, grounded, bottom-up, empowering, process-oriented and
impact-led. Self-exploratory … The lifestyle and institute culture reflects
Value Based Living – right understanding and right feeling, behavior
and work. Not about preaching
– self exploration/investigation, developing “right understanding”.
5.
What is the impact/evidence of change?? Visible on students, faculty
members and their families, Deans, Vice Chancellors, members of the government,
political leaders, and others members of the wider community……
6. Who are the change
makers? - Passionate, inspired and committed human beings who have
reflected deeply on as well as critically examined the nature of higher
education today and how we could do education differently to create a humane
society.
7. What about the
sustainability of the initiative? The 7 models: i) the commercial model;
ii) the amusement model; iii) the passive-course model; iv) the
scholar-practice disconnect model; v) the researcher-practice disconnect model;
vi) the silent-but-powerful model; vii) and the holistic/comprehensive/sustainable
model and at minimum costs!!
This
conference --
It
is a gathering of distinguished individuals from 10 countries* working in
various fields – academia, government, civil society, foundations, and many
others. The participants include Chancellors, current Vice Chancellors, former
Vice Chancellors, Pro-Vice Chancellors, Heads of University Grants Commissions,
Institute Directors, Champions and leaders of human values education, heads of
government and non-government agencies, leaders in the justice system,
professors, research scholars, thought leaders, students, and many others.
* Bangladesh, Bhutan, India,
Nepal, Pakistan, Sri Lanka, Germany, Japan, Thiland, Norway
The dominant paradigm in higher
education – information and skill, intellectual training, competition, profit,
success … Current educational paradigm misses out on these:
Right
understanding in the self of every child – is missing
The
capacity to live in relationship with other human beings – is missing
The capacity to identify the
need for physical facility – is missing
Hence, Anger, depression,
despair, disillusionment, hopelessness, violence, aggression, psychological
loneliness, sense of failure and hopelessness, violence, aggression, and
suicide, are increasing.
An alternative higher
educational model
Education models in South Asia
can provide an alternative model to the world.
A society is
composed of families living in harmony and having a common goal: resolution,
prosperity, fearlessness, and co-existence – to build a humane
society.
Summary and observations Day
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Themes/Issues
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Summary
and observations
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Day 1
Friday 27 Mar
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The Inauguration
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Her Majesty blessed the event
and said that it was “significant” as coincides with Bhutan and the Bhutanese
people’s quiet and calm observance of the 60th birth anniversary of His
Majesty the 4th King, the person who pronounced that national
development must be underpinned by the sustainable and wellbeing of the
people. Her majesty endorsed GCBS’s initiative to promote human values. She
said that we must “Do everything we can to propagate universal human values
education” in higher education and that the motivation should be “Service to
Others”, and “Greater Common Good”. The event all the people who’ve
participated in the event are extremely fortunate indeed.
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Transforming the way
education is done – curricula, pedagogies, research, projects, community
service, relationships
Role of leadership in
higher education institutions:
moral leadership; influence, not authority; modeling of values by leaders and
promoting it among the staff. If it is to be sustainable and enduring, the
approach should be bottom-up, not top down.
Start from the family for great impact on others; sharing within the
family; improvement in the family spreads to the extended family and others
in the community; “Equanimity, equality, sovereignty” (mindfulness, being in
charge of the mind). Need for holistic approaches to human problems/ issues
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Day 2
Sat 28 Mar
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Implementing universal
Human Values in Indian Universities: Outcomes, experiences, and challenges
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Genesis: 2005 - 4 years of experimentation at IIIT gave other HE
institutions the confidence to try it out at a larger scale; 2006 - IIT
Kanpur; 2009 - UP Technical University (large sale experiment = + 580
Colleges); 2011 - Punjab Technical University; 2012: Himachal Pradesh
Technical University, (HP); 2013: JNKVV, Jabalpur (MP); 2013: Collegiate
Education, Andhra Pradesh; 2013: Galgotias University, Greater Noida; 2014:
IIT (BHU), Varanasi
2014: Atmiya group of
Institutions
Current status: 4000+ Colleges in 33 Universities in 6 states in
India
The seminal books:
“Human Values and
Professional Ethics”, and “Human Values and Professional Ethics” – the Teacher’s
Manual” by Professor RR Gaur, Professor Rajeev Sanghal, and Professor
GP Bagaria
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The Bhutan experience
2013: The Royal University of Bhutan experiment – all
colleges experimented within the overall framework of GNH
Inclusion of human values
will be a reality in the Indian higher education system.
Panel: Extreme forms of wealth accumulation; lack of
understanding of the need for balanced values for improving the quality of
life is a concern; Technology can be used to destroy each other (e.g.
cybercrime) ; engineering courses (compulsory or audit) should therefore be
deeply imbued with human values)
Values can be taught – but
who teaches is important as the teacher is the living embodiment of the
values being taught in a higher education institutions.
Courses, refresher
programmes, teacher development, workshops, social internships, socially
relevant projects, development of nodal centres.
PTU: Impact on students –
quit drugs, alcohol, started to read Rig Veda, Bhagavat Gita, secular values,
etc. – Two revolutions – Green revolution, and Values Education. Newspapers
wrote that the Punjab government was of the view that PTU Vice Chancellor was
cutting down government revenues!!
Change in the university –
Galgotias University.
PhD courses aimed to explore
human values education more deeply and improve the process.
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Implementing GNH value
Education at the Royal University of Bhutan
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Affirming what is valuable –
whatever brings peace and harmony in self and others is valuable. The need to
prioritize and do that which is ‘valuable’ at the right time, and postpone
the superficial.
RUB Colleges: Lots of excitement initially but slower now.
Students are able to things they hadn’t imagined previously. Students: Personal
transformation is tangible – reduction in personal expenditures and
minimizing the pressure on parents. Gaining more knowledge and greater
self-knowledge and understanding clearly the purpose of life.
Even the faculty members
demonstrate lots of enthusiasm initially but now the pace has slowed. Hence,
the need to sustain the interest and the initiatives. Human values
education as a course in engineering. Workshops are being run for the
students. Stakeholders have found the students strong at team work. Students
have reported that the human values course has helped them to understand
their inner self. Relationships and disciplinary culture have improved in the
colleges
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The college environment is
changing. Faculty staffs are also engaging in positive initiatives such as
organic farming, waste management, community service. There is introspection,
inner journeys and are in better control of themselves, of their own minds.
Faculty training is crucial. Once
faculty staffs have internalized the values, then it is easier to teach it to
the students.
Building a core group of
people (champions) in each college is important will move the ideas forward
as well as influence others and proliferate from institution to institution.
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Orienting Higher Education
for Balanced Societal Development with Personal and Family Development
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It is important to
resuscitate traditional and older ways of living, which are already there in
the cultures of South Asian countries, instead of creating something new.
Human values should be taught in universities since the graduates will be the
agents of societal wellbeing on an international scale.
The world is facing
hyper-complex problems because it doesn’t know what the consequences are
going to be for the future; it is hyper-complex because of cultural
complexities; it is so because of the need for transformation – personal,
societal and political. The need to reorient education and research from
science for society to science with society. In curricula, include four
elements: Cultivate courage, creativity, and passion for life.
Higher education efforts
should be to develop morally responsible human beings who are working for
human wellbeing.
Human values education can
promote professional ethics through developing knowledge, skills, attitude,
communication, the psychological environment, and human relationships.
In the human values education
programme, put students from different countries, cultures, religions,
disciplines and engage them in experiential learning.
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Human Education for a
Human Society
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Self Exploration – verify it
on your own right on the basis of one’s natural acceptance. It is a process
of dialogue.
The concept of development –
the perception of development need to be clarified. Is development about
‘competition’, is it about accumulation of physical facility? So, there is
accumulation of physical facilities in a few individuals and these few are
considered important, others are not important.
Right understanding and human
relationship are not identified as basic needs. Instead, gross
misunderstanding today:
1. Money is everything – in
every individual
2. Accumulation by any means
– in few individuals
3. Domination, exploitation,
fear – in society – terrorism, war
4. Mastery and exploitation –
over nature – resource depletion, pollution. All these are lead to a 3 forms
of madness:
Madness for consumption
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6
Madness for profit
Madness for sensual pleasure
Universal human order:
Right understanding and right
feelings - in every individual
Prosperity – in every family
Fearlessness – in society
Co-existence - in
nature/existence
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Day 3
Sunday 29 Mar
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Implementing Universal
Human Values at Indian Universities
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There should be no disconnect
between HE leadership (e.g. VCs and Deans) and people who develop curricula,
teach HVE courses, run training programmmes, promote human values education,
and do research on human values. Everybody engaged in this initiative should
affirm its values, go through its process, and work as members of a team for
a common good. Very visible impact on student – understanding of self and
anger management, academic concentration, relationship with peers, family and
community, “requirement analysis”, gratitude towards parents, personal
consumptions
Conflict-centric approach to
harmony-centric approach in higher education
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Process and steps for
Implementing Human Values in Higher Education
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Integration of science,
technology and human values is the most important challenge of our times!!
Core components of EHV:
Self-exploration as the pedagogical process for EHV.
A comprehensive human
values package:
Process of mentoring, self
study, refreshing doses (workshops, conferences) -- advanced courses (short
term strategy) -- revamp the whole education system (education is currently
influenced by superficial aspects of life such as accumulation of physical
facility, information and skill, competition).
Need for R&D in HVE
experiments and creation of centres of excellence as well as nodal training
centres for development of models, methodologies, and resources. But we need
to approach research differently so that HVE initiatives are not owned
through IP generation, copyright ownerships, commercialization. Research, if
pursued, must be done with the aim to assess the process and impact on
individuals, communities, institutions, and not for IP ownership and
self-aggrandizement of talented researchers.
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Commitments: Future plans for implementing Universal Human Values
in Higher Education
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Panelists have acknowledged
the deep impact the conference has had on their own understandings of life.
Values free of religious dogma and formulations inspired them to implement it
in their own lives and in their own institutions. Personal commitments,
institutional commitments in terms of continuing the discourse on UHVE,
training staff, introducing human values education, seminar talks… use of
social media, work at the grassroots level, introduction of UHVE into
existing courses, promoting it among conferences and seminars, influencing
university leaders, conducting research, etc
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