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ANNE XURE
Course Code
Course Title MC-UHV-||
Universal Human Values II:
Semester Understanding
3or 4
Harmony
Number of Credits
3(L:3, T: 0, P: 0)
Course Category Mandatory Course
Continuous Assessment (C.A.) 25
End Semester Assessment (E.S.A.) 75
Course Outcomes (CO)
CO1 Devclopment of a holistic perspective based on self-exploration about
themselves (human being),family, society and naturelexistence.
> CO 2 Understanding (or developing clarity) of the harmony in the human
being, family, society and nature/existence.
> CO 3 Strengthening of self-reflection
> CO4 Development of commitment and courage to act.
Module 1: Course Introduction - Need, Basic Guidelines, Content andProcess for
ValueEducation
1.Purpose and motivation for the course, recapitulation from Universal Human Values-I
2. Self-Exploration-what is it? -Its content and process; Natural Acceptance' and
Experiential Validation- as the process for self-exploration
3. Continuous Happiness and Prosperity- Alook at basic Human Aspirations
4. Right understanding, Relationship and Physical Facility- the basic requirements for
fulfilment ofaspirations of every human being with their correct priority
5. Understanding Happiness and Prosperity correctly- A critical appraisal of the curent
Scenario
6. Method to fulfil the above human aspirations: understanding and living in
harmony at variouslevels.
Include practice sessions to discuss natural acceptance in human being as the innate
acceptance for living with responsibility (living in relationship, harmony and co-existence)
rather than as arbitrarinessin choice based on liking-disliking
Module 2: Understanding Harmony in the Human Being - Harmony in Myself!
7. Understanding human being as a co-existence of the sentient '1' and the material Body'
8. Understanding the needs of Self () and 'Body' - happiness and physical facility
9.Undersianding the Body as an instrument of I' (T being the doer, seer and enjoyer)
10. Understanding the characteristics and activities of "' and harmony in '
11. Understandingthe harmony ofTwith the Body: Sanyam and Health: correet
appraisal of Physical needs, meaning of Prosperity in detail
Health.
12. Programs to ensure Sanyam and
Include practicesessions to discuss the role others have played in making material goods
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available tome. Identifying from one's own life.
accumulation. Discuss program for ensuring healthDifferentiate between prosperity and
vs dealing with disease.
Module 3: Understanding Harmony in the
Family and Society- Harmony in
Human-HumanRelationship
13. Understanding values in
human-human relationship; meaning of Justice (nine
universal values in relationships) and program for its
happines; Trust and Respect as the foundational values offulfilment to ensure mutual
14. Understanding the meaning of Trust; relationship
15. Understanding the meaning of Difference between intention and competence
Respect, Difference between respect and
differentiation: the othersalient values in relationship
16. Understanding the harmony in the society
(society being an
Resolution. Prosperity, fearlessness (trust) and co-existenceextension of family):
as comprehensive
Human Goals
17. Visualizing a universal harmonious order in society-
Undivided Society, Universal
Order- fromfamily to world family.
Include practice sessions to reflect on relationships in family, hostel and
institute as
extended family, real life examples, teacher-student relationship, goal of education etc.
Gratitude as a universal value in relationships. Discuss with scenarios. Elicit
from students' lives examples
Module 4: Understanding Harmony in the Nature and Existence - Whole
existence as
Coexistence
18. Understanding the harmony in the Nature
19. Interconnectedness and mutual fulfilment among the four
orders of nature
recyclability and self-regulation in nature
20. Understanding Existence as Co-existence of mutually interacting units in
space
all-pervasive
21. Holistic perception of harmony at all levels ofexistence.
Include practice sessions to discuss human being as cause of imbalance in nature (film
Home" canbe used), pollution, depletion of resources and role of technology etc.
Module 5: Implications of the above Holistic Understanding of Harmony on
ProfessionalEthics
22. Natural acceptance of human values
23. Definitiveness of Ethical Human Conduct
24. Basis for Humanistic Education, Humanistic Constitution and Humanistic Universal
Order
25. Competence in professional ethics: a. Ability to utilize the professional competence
for augmenting universal human order b. Ability to identify the scope and
characteristics of people- friendly and eco-friendly production systems, c. Ability to
identify and develop appropriate technologies and management patterns for above
production systems.
26. Case studies of typical holistic
27. Strategy for transition from thetechnologies, management models and production systems
present state to Universal Human Order: a. At the
level of individual: as socially and
and managers b. At the level of ecologically responsible engineers, technologists
society: as mutually enriching institutions
organizations and
28. Sum up.
Include practice exercises and case studies in practice
sessions e.g. to discuss the
conduct as an engineer or scientist etc.
READINGS:
Text Book
1. Human Values and Professional Ethics by RR Gaur, R Sangal, G P Bagaria, Excel
Books,New Delhi, 2010
Reference Books
1. Jeevan Vidya:Ek Parichaya, ANagaraj, Jeevan Vidya Prakashan, Amarkantak, 1999.
2. Human Values, A.N. Tripathi, New Age Intl. Publishers, New Delhi, 2004.
3. The Story of Stuff (Book).
4. The Story of My Experiments with Truth -by Mohandas Karamchand Gandhi
5. Small is Beautiful - E. F Schumacher.
6. Slow is Beautiful - Cecile Andrews
7. Economy of Permanence - JCKumarappa
8. Bharat Mein Angreji Raj -Pandit Sunderlal
9. Rediscovering India -by Dharampal
10. Hind Swaraj or Indian Home Rule - by Mohandas K. Gandhi
11.India Wins Freedom -Maulana Abdul Kalam Azad
12. Vivekananda - Romain Rolland (English)
13. Gandhi - Romain Rolland (English)
MODE OF CONDUCT
Lecture hours are to be used for lecture/practice sessions.
Lectures hours are to be used for interactive discussion, placing the proposals about the
topics at handand motivating students to reflect, explore and verify them.
Practice hours are to be used for practice sessions.
While analysing and discussing the topic, the faculty mentor's role is in pointing to
essential elementsto help in sorting them out from the surface elements. In other words
help the students explore the important or critical elements.
In the discussions, particularly during practice sessions, the mentor encourages the
student to connect with one's own self and do self-observation, self-reflection and self
exploration. Scenarios may be used to initiate discussion. The student is encouraged tn
take up" ordinary" situations rather than" extra-ordinary situations. Such observatione
boir analvses are shared and discussed with other students and faculty mentor, in a
group siting.
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Practice experiments are important for the course. The
everyday life, and practical are how you behave and work difference is that the laboratory is
in real life. Depending on the
nature of topics, worksheets, home assignment and/or
sessions would also provide support to a student in
activity are included. The practice
his/her beliefs. It is intended that this would lead to performing actions commensurate to
behaving and working based onbasic human values.
development of commitment, namely
It isrecommended that this content be placed before the student as it is, in the form of a
basic foundation course, without including anything else or
excluding any part of this
content. Additional content may be offered in separate, higher courses.
This course is to be taught by faculty from every teaching
department, including HSS
faculty. Teacher preparation with a minimum exposure to at least one 8-day FDP on
Universal Human Values is deemed essential.
ASSESSMENT:
This is a compulsory credit course. The assessment is to provide a fair
state of
development of the student, so participation in classroom discussions, self-assessment.,
peer assessment etc. will be used in evaluation.
Example:
Assessment by
faculty nmentor: 5 marks
Self-assessment: 5 marks
Assessment by peers: 5 mnarks
Socially relevant project/Group Activities/Assignments: 10 marks
Semester End Examination: 75 marks
The overall pass percentage is 40%. In case the student fails,
he/she must repeat the course.
