This document discusses beliefs, values, and attitudes. It defines them as follows: - A belief is an internal feeling that something is true, even if unproven or irrational. - A value is a measure of importance attached to something, often reflected in how one lives. - An attitude is how one expresses beliefs and values through words and behavior. It then discusses how attitudes are learned tendencies to evaluate things in positive or negative ways. Attitudes can be explicit and conscious or implicit and unconscious. Attitudes form from direct experiences, observation, social roles, and social norms. They have cognitive, emotional, and behavioral components. Finally, it discusses how attitudes can change through learning theories, persuasion theories

1. A belief is an internal feeling that something is true, even
though that belief may be unproven or irrational
I believe that there is life after death.
A value is a measure of the worth or importance a person
attaches to something; our values are often reflected in the
way we live our lives.
I value freedom of speech, or I value my family.
An attitude is the way a person expresses or applies their
beliefs and values, and is expressed through words and
behaviour.
I hate school.

2. Believes, Values and Attitude...
need of present society

3. Attitudes as a learned tendency to evaluate things in a
certain way.
This can include evaluations of people, issues, objects or
events.
Such evaluations are often positive or negative, but they
can also be uncertain at times.

4. Explicit attitudes are conscious beliefs that
can guide decisions and behaviour.
Implicit attitudes are unconscious beliefs that
can still influence decisions and behaviour.

5. How Do Attitudes Form?
Attitudes form directly as a result of experiences.
They may emerge due to direct personal experience, or they
may result from observation.
Social roles and social norms can have a strong influence on
attitudes.
Social roles relate to how people are expected to behave in a
particular role or context.
Social norms involve society's rules for what behaviours are
considered appropriate.

6. Cognitive
Emotional
Behavioural

7. Cognitive
Your thoughts and beliefs about the subject.
Attitudes can be Based on Beliefs
Emotional
How the object, person, issue or event makes you feel.
Attitudes Based on Feelings
Behavioural
How the attitude influences your behaviour.
Attitudes Based on Behaviour
Video

8. How do one learn attitudes?

9. Classical conditioning
Influences your attitude toward a particular
product. In a television commercial, you see
young, beautiful people having fun in on a
tropical beach while enjoying a sport drink.
This attractive and appealing imagery causes
you to develop a positive association with this.

10. Operant conditioning
Imagine a young man who has just started
smoking. Whenever he lights up a cigarette,
people complain and ask him to leave their
vicinity. This negative feedback from those
around him eventually causes him to develop
an unfavourable opinion of smoking and he
decides to give up the habit.

11. observing the people around
When someone you admire greatly espouses a
particular attitude, you are more likely to
develop the same beliefs.
Children spend a great deal of time observing
the attitudes of their parents and usually
begin to demonstrate similar outlooks.

12. Attitude Change be changed
1. Learning Theory of Attitude Change
2.Elaboration Likelihood Theory of Attitude Change
3. Dissonance Theory of Attitude Change

13. 1. Learning Theory of Attitude Change:
Classical conditioning can be used to create positive
emotional reactions to an object, person or event by
associating positive feelings with the target object.
Operant conditioning can be used to strengthen
desirable attitudes and weaken undesirable ones.
People can also change their attitudes after observing
the behaviour of others.

14. 2.Elaboration Likelihood Theory of
Attitude Change:
This theory of persuasion suggests that people can
alter their attitudes in two ways.
1. They can be motivated to listen and think about the
message, thus leading to an attitude shift.
2.They might be influenced by characteristics of the
speaker, leading to a temporary or surface shift in
attitude.

15. 3. Dissonance Theory of Attitude Change:
People can also change their attitudes
when they have conflicting beliefs
about a topic.
In order to reduce the tension created
by these incompatible beliefs, people
often shift their attitudes.

16. Messages that are thought-provoking
and that appeal to logic are more
likely to lead to permanent changes in
attitudes.

17. Role of teacher in Promotion of attitudes and
values for well being
Education contribute to the well-being of individuals
and society by promoting the attitudes and values .

18. Promotion of attitudes and values for well being
1. Role Model
2.Self Identity
3. Life skill Education
4. Health and physical education
5. Group Guidance
6. Value Education

19. A belief is an internal feeling that something is true, even
though that belief may be unproven or irrational
I believe that there is life after death.
A value is a measure of the worth or importance a person
attaches to something; our values are often reflected in the
way we live our lives.
I value freedom of speech, or I value my family.
An attitude is the way a person expresses or applies their
beliefs and values, and is expressed through words and
behaviour.
I hate school.

21. Beliefs
Values
Attitudes
Skills
Behaviours

22. What are values?
Values are the guiding principles of life that
contribute to the all round development of an
Individual.

23. Values are the deeply held beliefs.
Values are the deeply held beliefs about what is
good, right, and appropriate. Individual’s values
may be derived from the society, religion, or self.

24. Values promote self development
Any human activity, thought or idea, feeling,
sentiment or emotion, which promotes self
development of an individual, constitutes a value.

25. The five human values
can be found in all cultures, all societies and in all
religions.
Truth is what we speak,
Right Conduct is what we practise,
Love is what we live,
Peace is what we give,
Non-violence is the fruit.

27. The need of values:
1. To guide the human beings in the right path,
to inculcate the concept of ‘universal
brotherhood’ and to achieve the absolute
values of Truth, Goodness and Beauty.

28. The need of values:
2. To give direction and firmness to life and
bring joy, satisfaction and peace, of life, to
preserve our culture and heritage and to
develop morality and character.

29. The need of values:
3. To bring the behavioural changes
towards positivism.

30. The need of values:
4. To promote the peace and harmony in the
individuals and in the society.

31. The need of values:
5. To bring quality of life and sustainable
development in the society

32. Value Education -- The Need of the
Hour
Education is a powerful and
pervasive agent for all round
development and social
transformation. This alone can
sustain culture and civilization.

33. Radhakrishnan Commission (1949)
held the view that in addition to the
search for truth through scientific
and scholarly pursuits an important
task of education is a concern with
values.

34. Kothari Commission (1964-66)
with its emphasis on education’s role in
national development includes among the
functions of higher education cultivation
of right interest, Attitudes, moral and
intellectual values.

35. The National Policy on Education (1986)
observes, “The growing concern over
the erosion of essential values in the
society has brought to focus the need for
readjustments in the curriculum in order
to make education a forceful tool for the
cultivation of social and moral values”.

36. NCF-2005 page-61
Education for peace seeks to nurture ethical
development, inculcating the values, attitudes
and skills required for living in harmony with
oneself and with others, including nature. It
embodies the joy of living and personality
development with the qualities of love.

37. How to develop values in School?

38. 1.The text books prescribed for the
students should contain stories with
certain moral lessons.

39. 2. Prizes may be given to the deserving students
for showing honesty, bravery, gallantry,
truth etc. The award of prizes be given to the
students in social gathering or functions.

40. 3. National service scheme (N.S.S),N.C.C ,Scout
& Guide need to be popularized and its
programme of activities be organized.

41. 4. Declamation contest may be organized in the
institution on themes related to values of
life. Participation in the contest by
way of speakers and also by way of audience
will have a good deal of impact.

42. Elocution Competition can be
conducted for participants on following topics
1.The 2020 dream – A Healthy India
2.Role of Media today-in nurturing healthy Indians
3.Celebrating elements of life– the dimensions of health, spirituality.
4.To win one should have talent and desire but desire is first.
5. ‘Every true genius is at first a fool’ – A healthy idea!
6.Absolute Power corrupts absolutely and bankrupts personal
wellbeing.
7.Healthy Schools – Healthy India – A dream to realize.
8.Celebrate the nation with empowerment of the girl child.
9.Media – the double edged sword for our times – A question of
wellbeing

43. Thank you