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ETHICS AND VALUES IN HIGHER EDUCATION - INDIAN
THOUGHT AND CURRENT SCENARIO
I. V. SUBBA RAO' and M.V. SHANTARAM'
We often quote the Father of our Nation, Mahatma Gandhi whenever we discuss issues related to education in India. Tlie Gandhian philosophy of education emphasises humanization of education through the development of "head, heart and liand". Extending this thought fijxther culiiiinates in to an integral system of education involving wisdom, compassion and service. Yet, another great thinker from our country, Swami Vivekananda, simplified the concept of education as t|ie "manifestation of perfection already in man".
In recent times several intellectuals have emphasised the need for redefining ethics.
Sinha (1998)'' elaborating the Gandhian thought and Vivekananda's perception states that
"Education should aim at balanced growth of the individual and insist on both knowledge and wisdom,.It should train not only the intellect but bring grace and love in to the heart of man and wisdom is gained by constant assimilation of knowledge".
Professional ethics has once again been a topic of discussion in several fora. Some of the professions are bound by fairly well defined, though artificial, code of conduct and they are written laws. The professions such as legal and medical, including veterinary are bound by such codes of conduct. But, when it comes to the wide arena of the teaching profession such defined codes of conduct do not exist. Nevertheless, the society expects the teaching profession to be role models and, thus, expect tliem to adhere to 'Professional' ethics and codes of conduct. This expectation is not without reason. The Society's expectations fi-om the institutions of higher learning are highland are far beyond the normally accepted norms of behaviour. The teachers and other faculty, and those concerned with administering the institutions of higher learning have obUgations to the society. These obligations are incomparable to those of people in other professions. The society, to put in brief, expects those involved with institutions of higher learning to be role models. The high expectations are justified because, as a group, the institutions of higher learning directly deal with vital human resource, tlie student.s. They are highly impressionable and prone to exploitation by
Paper presented at the International Conference of University Presidents held at Suwon Campus of Kyung
Hee University. Seoul, Korea on October 10-13, 1999 under the theme "The Role nnd Mission of the
J University for the Beginning of the Next Millenium".
Vice-Chancellor and Dean of Post-Graduate Studies. Acharya N.G. Ranga Agricultural University,
Hyderabad 500 030, Andhra Pradesh, India.
Simha, S.N.P. (1998) Kducalion for Fxcelience. University News. Vol, 36(17) Association of Indian
Universities, New Delhi
^>inna ^ivvfif eiaooraung inc uancmian tnougnt ana Vivekananda's perception states that
"Education .should aim at balanced growth of the individual and insist on both knowledge and wisdom., It should train not only the intellect but bring grace and love in to the heart of man and wisdom is gained by constant assimilation of knowledge".
Professional ethics has once again been a topic of discussion in several fora. Some of the professions are bound by fairly well defined, though artificial, code of conduct and they are written laws. The professions such as legal and medical, including veterinary are bound by such codes of conduct. But, when it comes to the wide arena of the teaching profession such defined codes of conduct do not exist. Nevertheless, the society expects the teaching profession to be role models and, thus, expect them to adhere to 'Professional' ethics and codes of conduct. This expectation is not without reason. The Society's expectations fi*om the institutions of higher learning are highland are far beyond the normally accepted norms of behaviour. The teachers and other faculty, and those concerned with administering the institutions of higher learning have obligations to the society. These obligations are incomparable to tho-se of people in other professions. The society, to put in brief, expects those involved with institutions of higher learning to be role models. The high expectations are justified because, a.s a group, the institutions of higher learning

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