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Value Education And Spiritual Empowerment

ISBN : 9789385961212

Author(s) : Dr. Sushil Kumar Goel,s k goel

Year : 2017

Edition : 1st

Cover Type : Hard Cover

Size : 6 x 9

Weight : 530 gr./300P

Publisher : NPI

Subject : Education

Language : English

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GOEL, SUSHIL KUMAR: MA (Psy), MA (Phil), BSc, BLibSc, CPR (Distn), CTW (New York), PGDMIT (Distn), PhD (Psy) from Delhi University; Dean of Instructions (2009) Prof. & Head, (Deptt. of Education), Regional Institute of Education, Bhopal (2008-2009); Prof. & Head, (Deptt. of Extension Education), Regional Institute of Education, Bhopal (2007-2008); Prof. & Head (Humanities, Science & Education, PSSCIVE, Bhopal), Prof. of  Special Education in PSSCIVE, Bhopal (Sept. 2003-2007); Prof. &Head(Special Education Unit) (1998-2003); Reader Incharge (Special Education Unit) (1986-98) in Regional Institute of Education, Bhubaneshwar; Scientist in DRDO, New Delhi (1970-86); Psychologist (Head, Evaluation Division) in Vocational Rehabilitation Centre for Handicapped, New Delhi (1979-80); Guest Faculty Member in IPH, New Delhi (1975-1977); Honorary Consultant in Model School for Mentally Deficient Children, New Delhi; Section for Special Children in Lajpat Bhawan, New Delhi; Okhla Centre, New Delhi; Teaching Exp.: Taught the papers on Special Education and Educational Psychology in (i) M.Ed (1986-2003, 2007-2009), (ii) B.Ed (1986-2003, 2007-2009), (iii) B.Sc. B.Ed. (1986-2003), (iv) B.A. B.Ed (1986-1995), (v) M.Sc Ed. (1986-1995), (vi) MCT in Special Education (1989-1995), (vii) PG Diploma in G & C (2000-2003), IDGC (2009) in RIE, Bhubaneshwar & RIE, Bhopal; Publs: Mental Retardation and Learning (1984), Guidelines and Norms of Seguin Form Board Test (1984), Psycho-educational Researches in Mental Retardation (1985), Blindness and Visual Impairment (1985), Research on Personality Dimensions of the Visually Handicapped (1985), Growth and Development of Child (1985), Heredity and Environment (1985), Dictionary of Special Education and Rehabilitation Services (1999), An Abstract Database of Women’s Studies in India (1999), Problems and Potentials of Women Professionals: A Cross-Cultural Study (1999) (Collaborator), Family Oriented Services for Children with Mental Retardation (2000), Education and Rehabilitation of Persons with Disability in India (2001), An Orientation Guide for Promotion of Vocational Education and Training Among PWDs (2005),Mental Health & Job Satisfaction of School Teachers( 2011), Handbook of Learning Disability (2011), , Persons with Disabilities & Social Discrimination(2012), Vocational Rehabilitation for Persons with Locomotor  Disabilities(2012), Vocational Education, Training and Rehabilitation (2013), Guidance for Physically Challenged (2013), Children with Special Needs (2013), Differently Abled Children (2013), Special Education and Rehabilitation Services (2013), Empowerment of Special Children (2013), Readings in Education(Volumes  1-5 )(2014), Creativity, Environmental Deprivation &Exceptional Children(2015),Research on Psycho-Social Dimensions(2015),)Teaching Children with Communication & Hearing Disorders (2015).Teaching Children with Learning Disabilities(2015),Inclusive Education for Special Children(2015),Encyclopedic Dictionary of Special Education & Rehabilitation Technology (2015), Inclusive Education : Break Barriers & Open Doors (2015),Special Educational Needs(2015), Divine Life Education Series No 1(2015),  Building Inclusive Societies for Special Children(2015),        Encyclopedic Dictionary of Information & Communication Technology (Two Volumes)(2016), ICT Wave in Education : Challenges for Teachers of 21st Century(2016) ,Education and Empowerment(2016), Education and Enrichment(2016),Empowerment of Indian Women(2016),Status of Indian Women(2016), Education—Key to Development(2016), Education and Enlightenment(2017),  ; More than 100  book chapters (Two published in USA), more than 200 research papers/articles/abstracts published in various National/International Journals/Magazines/Conference Proceedings in Australia,Belgium,Czech Republic,Finland,Japan,UK,USA,etc; Twenty Four Programme Reports, one DPEP Research Project Report and Two Proceedings; supervised Forty Three M.Ed and Ph.D Research Dissertations; Editorial Exp.: Member of Editorial Board of “The Asian Journal of Psychology and Education”; Member of Advisory Board of “Disabilities and Impairments: An Interdisciplinary Research Journal”; Editor of “Popular Science and Technology”; Member of Editorial Board of Current Trends in Defence R & D; Member of the Editorial Board “Proceedings of National Conference on Scientific Information for Defence” organized by DESIDOC, DRDO at Vigyan Bhawan, New Delhi during Feb. 1986; Member of Editorial Board of “Professor (Mrs.) Anima Sen: A tribute”; Member of Advisory Board of “Psycholingua”; Consulting Editor of “Indian Journal of Psychometry and Education”; Member of Institute’s Magazine of RIE, Bhubaneshwar; Chief Editor of Eminent Personalities of 20th Century (2000); Member of Research Board of Advisors of  ABI (USA); Executive Editor of “Quarterly Bulletin on Vocational Education”; Member of Editorial Board of “Journal of  Gender Equality and Sensitivity.” Res., Dev., Trg. Prog. on Special Education: Conducted 33 Programmes-(i) Trg. Programmes for In-service personnel (Short term-22, Long term-11), Awards & Honours: Two Merit Certificates and Cash Prize in MA Psychology for standing first, Biography published in more than one dozen biographical directories of India;IBC,UK andABI, USA and many other awards,honours,gold medals and accolades from UK,USA &India; Major Areas of Interest: Vocational Education/Special Education and Rehabilitation/Educational Psychology/Women’s Studies/Information Science and Biographical Studies/Divine Education; Community Activities: Serving parents of children with special needs, conducting training programmes for them, providing information services to them; Creative Works: Developing Information and Research Tools in “Special Education & Rehabilitation Services”, “Women’s Studies”, “Vocational Education and Training”, “Early Childhood Care and Education”, “Food and Nutrition”, etc.


  1. Two Certificates of Merit and Cash Prize for Standing First in MA (Previous) and MA (Final) Psychology
  2. Biodata Published in      (a)    Asia’s Who’s Who (Vol. 5, P 352), 1989

(b)     Biography International (Vol. 5, P 660), 1994

(c)     Indo-American Who’s Who (Vol. 1, P 222), 1994

(d)    Indo-European Who’s Who (Vol. 1, P 230), 1996

(e)     Indo- Arab Who’s Who (Vol. 1, P 185), 1996

(f)     International Directory of Distinguished Leadership (6th Edition, P 75-76, ABI, USA), 1997

(g)     Five Hundred Leaders of Influence (6th Edition, P 97-98, ABI, USA), 1997

(h)     International Who’s Who of Intellectuals (12th Edition, P 141-142, IBC, England), 1997

(i)      Who’s Who in Australasia and the Pacific Nations (3rd Edition, P 155, IBC, England), 1997

(j)      Asia/ Pacific Who’s Who (Vol.1, P 420), 1998

(k)     World’s Who’s of Men & Women of Distinction, 1998

(l)      Asian- American Who’s Who (Vol. 1, P 274), 1999

  • Twentieth Century Admirable Achievers (Distinguished Who’s Who), P 251, 1999
  • Eminent Personalities of 20th Century (2000).
  • Honoured Best Citizens of India
  • Asian Admirable Achievers (Volume IV), 2009, P129
  1. Hony Deputy Director General (IBC, UK)
  2. Hony Advisor (ABI, RBA, USA)
  3. Hony Research Fellow commemorative Gold and Silver Medals (ABI, USA)
  4. Man of the Year 1996 Commemorative Gold Medal (ABI, USA)
  5. Man of the Year 1997 Commemorative Gold Medal (ABI, USA)
  6. Man of the Year 1998 Commemorative Gold Medal (ABI, USA)
  7. International Man of the Year 1996-97 (IBC, England)
  8. Distinguished Leadership Award, 1996 (ABI, USA)
  9. The 20th Century Award for Achievement 1997 (IBC, England)
  10. Twentieth Century Achievement Award, 1997 (ABI, USA)
  11. Life Time Achievement Award (V.J.V., International University of Oriental Studies, India) (2003)

14 Life Time Achievement Award (Maharshi Bhrigu Samman, Sant Rama Krishna   Mission & HIBS,  India, 2009)

 15 Best Educationist Award 2011(Indian Psychometric & Educational Research Association-Ram Lall Rakheja Memorial Award)



  1. Mental Retardation and Learning
  2. Guidelines and Norms of Seguin Form Board Test
  3. Psycho-educational Researches in Mental Retardation
  4. Blindness and Visual Impairment
  5. Research on Personality Dimensions of the Visually Handicapped
  6. Growth and Development of Child
  7. Heredity and Environment
  8. Dictionary of Special Education and Rehabilitation Services
  9. An Abstract Database of Women’s Studies in India
  10. Problems and Potentials of Women Professionals: A Cross-Cultural Study (Collaborator)
  11. Family Oriented Services for Children with Mental Retardation
  12. Eminent Personalities of 20th Century (Chief Editor)
  13. Education and Rehabilitation of Persons with Disability in India
  14. An Orientation Guide for Promotion of Vocational Education and Training Among PWDs (Editor)
  15. Mental Health & Job Satisfaction of School Teachers
  16. Handbook of Learning Disability
  17. Persons with Disabilities & Social Discrimination
  18. Vocational Rehabilitation for Persons with Locomotor Disabilities
  19. Vocational Education, Training and Rehabilitation Services for PWDs
  20. Guidance for Physically Challenged
  21. Children with Special Needs
  22. Differently Abled Children
  23. Special Education and Rehabilitation Services
  24. Empowerment of Special Children
  25. Readings in Education (Vol. I to V)(Editor)
  26. Creativity, Environmental Deprivation and Exceptional Children
  27. Research on Psycho-Social Dimensions

28       Teaching Children with Communication and Hearing Disorders(Editor)

29        Teaching Children with Learning Disabilities (Editor)

30         Encyclopedic Dictionary of Special Education &Rehabilitation Technology (two   Vols)

31         Inclusive Education for Special Children

32        Inclusive Education: Break Barriers & Open Doors

33        Special Educational Needs

34        Aadhyatmik Shiksha Ka Adhar

35        Divine Life Education Series

36      Building Inclusive Societies for Special Children

37       Encyclopedic Dictionary of Information & Communication Technology (Two Volumes) (Chief           Editor)

 38       ICT Wave in Education: Challenges for Teachers of 21st Century (Chief Editor)

39      Education and Empowerment

40      Education and Enrichment

41 Empowerment of Indian Women

42 Status of Indian Women

43 Education and Enlightenment

44 Education—Key to Development

Value education means a positive effort for bringing about a synthesis of physical, intellectual, emotional, aesthetic, moral and spiritual values in a human being. The entire point and purpose of value education revolves around the questions: What is our vision of the good life and the good society? What kind of life do we want our children to live? How shall we shape the school as an instrument of realization of the good life for the individual and society? It is against such vision that we need to address the questions of the ‘what’, ‘why’ and ‘how’ of value education.

Ultimately, it is the interplay of school climate, positive relationships, modeling of the desirable values by adults, transaction of subjects as well as other curricular activities in schools which result in a healthy amalgam of education in values. Education for values has the potential to set in motion the process of growth and change of mindsets likely to result in improved school practices. The challenges entailed in the RTE Act particularly related to the consideration for all round development of the child, making the child free from fear, trauma and anxiety, teaching and learning in friendly and child-centered manner, the development of physical and mental abilities to the fullest, conformity to values enshrined in the Constitution, etc. can best be met with the whole school approach to education for values. Education for values needs to be pursued with will, commitment and the hope for transformation and change.

The book on “Value Education and Spiritual Empowerment” contains 16 chapters relating to various conceptual and qualitative issues on value education and spirituality. This book is very informative, intellectually stimulating and interesting. This book describes various important issues in the field of value education. The new and innovative teaching methods have been described by various authors. This book is the product of many minds- it is in fact a collective wisdom of many educationists. It is a team effort all the way through, and I hope the readers will be conscious of that and bestow credit where it is due.

Chapter 1 is on “Value Education & Spirituality: An   Introduction” by Sushil Kumar Goel. Brief definitions and explanations of Values, Value Education, Correlation between human rights education and value education, Core values in NCERT Framework, Spiritual Knowledge, etc are given. The author finally concludes that  values and spiritual education aim at attaining excellence and positive change in life.

In Chapter 2, Sushil Kumar Goel and G.S. Hati suggest some ways to develop love for values in students: Beautification of school campus, Organizing workshops, Giving Approval and Incentives , Events/Stories , Biography /autobiography of great men, Audio-visual aids, Value Games, etc. The authors conclude, “Careful planning as well as a sense of dedication on the part of teachers will surely bring out the desirable changes in students to love and practise values in life and at the end give a brief lesson plan.”

Chapter 3 is on “Inculcating Self-regulation among Children” by Shailendra Gupta. Self-regulation’ is one of the most important milestones of life. Without it, we would have a very hard time functioning, learning lessons in school, playing with friends, or getting along with people in general. Children with poor self-regulation are very disruptive, impulsive, inattentive and physically hyper active. They also tend to over react to minor challenges, transitions and other life stressors. Ten Tips for Parents and Teachers are given for inculcating self-regulation among children. The author finally advocates, “Let us become good role model to children to help them have better self-regulation”.

In Chapter 4, Sushil Kumar Goel and G.S. Hati discuss how school environment can be improved for value development by (a) Beautifying the school campus and keeping it clean,(b) Conducting morning assembly efficiently,(c) Organising co-curricular activities with special emphasis on values,(d) Practising values both by teachers and students, (e)             By introducing value oriented programmes in the school and (f) Integrating values in class room teaching. In the end ,a brief lesson plan is given by the authors.

Chapter 5 is on “Promoting Values through Children’s Literature” by  G. Ravindra & Sushil K. Goel. Education and literature should evoke divine qualities in the minds of children and should emerge as effective forum for renewal of the fast deteriorating values of Indian culture particularly the human values. Hence the children's literature is required for fulfilling the various mental needs, more particularly, moulding their character based on a genuine and faithful commitment to human values. These values can be inculcated through moral stories, poetry, children’s songs, children’s plays, biographies and autobiographies. Value oriented children’s literature should also have entertainment value so that it may at least attract the attention of the child. The authors suggest that there should be statutory regulation for provision of adequate value based children's literature in all the libraries.

Chapter 6 is on “Promoting Values and Implications for Curriculum and Material Development ”by G. Ravindra & Sushil K. Goel. The National Curriculum Framework for School Education (2005) has emphasized the need to include inculcation of basic values and the awareness of all major religions of the country as one of the central components. It further emphasizes that a comprehensive programme of value inculcation must start at the very earliest stage of school education. UNESCO'S Delor’s report based on the Vision of 21st Century Education lays greater stress on the 4 pillars of education, namely ‘Learning to know’, ‘Learning to do’, ‘Learning to be’ and ‘learning to live together’. It motivates the child to learn and acquire the desired knowledge, skills and desirable way of living in society. The Ramayana, the Mahabharat, Upanishads, Puranas, etc are embedded with gems of wisdom and divine knowledge and contain stories of lasting interest and Values. The authors finally conclude that faith in the Divinity as the core of one’s own self enables the students to tread the path of self-confidence, self-satisfaction, self-sacrifice and in due course to reach self-realisation.

In Chapter 7, Sushil Kumar Goel describes Significant Contribution of Rabindra Nath Tagore. His system of education emphasizes the intellectual, physical, social, moral, economic and spiritual aspects of human life by which a man can develop an integrated personality. Aims of education and goals of Visva-Bharati as a global cultural centre are given in details. The author finally summarizes the immense contributions of Tagore as one of the earliest educators to think in terms of the global village, his educational model has a unique sensitivity and aptness for education within multi-racial, multi-lingual and multi-cultural situations, amidst conditions of acknowledged economic discrepancy and political imbalance.

In Chapter 8, Sushil Kumar Goel describes the Significant Contribution of Mohandas Karamchand Gandhi (1869–1948) in Education. Basic Education (Nai Talim ), Self-supporting Education, Vocational Education, All­ Round Development, Value Education, Women’s Education, Peace Education, Non-participation in Politics, Swaraj ,Swadeshi, Sarvodaya & Satyagrahaare the major highlights of this chapter.

In Chapter 9, K.K. Khare & Sushil Kumar Goel discuss the Curricular Concerns in Health and Physical Education(HPE). Global Mission, Objectives of HPE, Curriculum for HPE, Guidelines for Developing Curriculum, Teacher Preparation in HPE, Methodology, Evaluation and Prospects for Vocational Training are the main highlights of this chapter.

Chapter 10 is on “Education for Peace” by Kalpana Vengopal. Concept of peace, peace according to different religions, views of great thinkers, peace education and education for peace, etc are the main features of this chapter. The author concludes with a positive note, “The school atmosphere, curriculum, pedagogical strategies, teacher-pupil relationships, the social ethos of classrooms should reflect peace and harmony at the individual level and also at the universal level”.

Chapter 11 is on “Creating Capabilities and Values in the Knowledge Age –Role of Science and Spirituality” by P.B. Sharma. This paper delves upon India’s profound wisdom as contained in the Vedic literature and discovers its relevance in the knowledge age, now that the power of mind and the power of knowledge has been recognized as far superior to anything else and the role of the ethics and professional morality is being increasingly becoming important to create a fair and just human society. The author finally concludes, “The future of mankind lies in discovering the vital harmony between Science and Spirituality, so that the modern scientific man could go beyond jnana to the horizons of prajyana.” 

In Chapter 12, P.B. Sharma has explained the role of spirituality in strengthening ethical and moral foundation in university education. We need to ensure that the university education system produces people of capabilities having a strong moral and ethical foundation to create a better tomorrow for themselves and to the humanity at large. Educated people are supposed to be constantly engaged in discovering the Truth, the true knowledge of creation and thus pave the way for raising the man to the level of divinity.

In Chapter 13, Raj Kumar describes “Peace in Indian and Global Panorama.Awareness in respect of Dharm conveyed by the article will, therefore, steadily increase the number of “men of quality” on this earth and this will bring much more of peace and tranquility all around. The author concludes with the following dictum as a proverb for its peaceful living:“WITH DHARM EVER PEACE, WITHOUT DHARM NEVER PEACE”.

In Chapter 14, Shirish Kumar Goel has given elaborate details of “Environmental Education for Sustainable Development”. Interaction between Education and Environment, Objectives of Environmental Education, Environmental Values, Ecological Balance, Environmental Pollution and Health Hazard, Prevention from Environmental Pollution, Environmental Degradation , Traditional Forest Management System, Education For Sustainable Living, Training of Teachers for Education for Sustainable Development, Environmental Education, Role of Mass Media, etc are the salient features of this chapter. The author finally concludes, “The biggest threat in front of mankind is environmental pollution. To conserve environment from all kinds of pollutions, this can only be possible through education. This information should be included in teacher training programme for the benefit of the future generation.”

Chapter 15 is on “The Role of Culture in Modern Education” by Kenneth D. Keith. The author has discussed with elaborate details some concepts and procedures that may help us to improve cultural sensitivity in teaching. Definitions of culture, importance of culture, ethnocentrism, cultural dimensions, universality, classroom culture, cultural competence, language and communication, acculturation, conceptual views of teaching and learning, etc are the important highlights of this chapter. The author finally summed up by quoting Ryan & Louie, 2007 that we must do our best to develop a broad cultural awareness, and to try to meet the needs of students of all cultural backgrounds, while avoiding marginalizing cultural viewpoints.

In Chapter 16, Shirish Kumar Goel, Sushil K Goel & Priyambada Pattnaik have emphasized that Indian Culture is the Source of Human Values. Origin of Culture, Elements of Culture, Cultural Challenges, five cardinal values, etc are the salient features of this chapter. The great educators speak of five cardinal values in man such as ‘Satya’ (Truth), ‘Dharma’ (Righteous conduct), ‘Shanti’(Peace), ‘Prema’ (Love) and ‘Ahimsa’ (Non-violence). Man should make a conscious effort to manifest these values in his life to make life worthy and meaningful. The five values when manifest completely make a man complete. The authors conclude that the Indian culture is sublime, splendorous, sacred, and divine. It can fulfill all your high desires and quench your deepest thirst.

           The significant features of this book are the inclusion of glossary and Solved Paper on Education for UGC-NET/JRF Examination . In preparing this volume, the chief editor is highly grateful to the various contributors of the chapters to give the shape to this important treatise of education. I also assure an enjoyable, thought-provoking and exciting reading to each reader. I am grateful to my younger brother Shri Anil Kumar Goyal , Advocate for providing help from time to time. The significant contribution made by Mr. J Bapu Reddy, Ms. Arti Srivastava, Mr. T S Nagaraja Shetty, Dr. SR Rohidekar & Dr. K Dorasamy is gratefully acknowledged. Finally, I would like to express appreciation to my family for kind understanding and continuous encouragement during the sometimes trying moments of the final draft of the manuscript. My wife Mrs. Kalpana Goel, my son Master Shirish Kumar Goel and my daughter Shivali Goel are editors who assisted me day and night to check the proofs several times and I am personally indebted to them for their cooperation and whole-hearted support with unfailing cheerfulness. I request the readers to share with me the excitement, interest and challenge that this publication brings for making further improvements. The suggestions/ observations/ comments would go a long way to bring out a revised document in a better form.

Professor Sushil Kumar Goel


List of Contributors


Value Education & Spirituality: An Introduction

Developing Love for Values in Students

Inculcating Self-regulation among Children

Improving School Environment for Value Development

Promoting Values through Children’s Literature

Promoting Values and Implications for Curriculum and   Material Development

Significant Contribution of  Rabindranath Tagore (1861-1941) in Education

Significant Contribution of Mohandas Karamchand Gandhi (1869–1948) in Education

Curricular Concerns in Health and Physical Education

Education for Peace

Creating Capabilities and Values in the Knowledge Age –Role of Science and Spirituality

Strengthening Ethical and Moral Foundation in University Education –Role of Spirituality

Peace in Indian and Global Panorama

Environmental Education for Sustainable Development

The Role of Culture in Modern Education

Indian Culture - The Source of Human Values


Solved paper on education for ugc-net/jrf examination

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