Value Education is the much debated and discussed subject in the plethora of education in India. Of course it is true that the main purpose of any a course in miracles will go with Value orientation. More concentration on Value education has been given at the primary and secondary level of school education than in higher education in India.

Values could be effectively impart to the young minds rather than to the matured ones. It may be the important reason for this prime importance give at the school level. There are so many modules design with the help of agencies like NCERT and others for effectively imparting the value education to the school students. In this context, many innovative educational practices are being identify by the experts. Good number of experiments and studies are being conduct in the recent days on the effectiveness of teaching value education at school level. Some schools have very innovative and radical course designs to impart the values.

Effective teaching practices in imparting value education ranges from story telling, exhibitions, skits, one act play and group discussions to various other formats. New methods have been evolve by educationists to create an effective learning sphere. The usage of electronic gadgets also gains importance in the teaching-learning practices of value education. But at the higher education level, due to various reasons, the importance give to value education is not as much as it is give at the school level. The curriculum and the teaching methods also could be subject to scrutiny. It is true that colleges are mean for a kind of specialization in some field of education.

But in the Indian social context, the youth require direction and counseling at this stage. They have been expose to various challenges at this stage which demands the intervention of educationists for his/her betterment. His/her character building also strengthens at this juncture. Students’ perception on various life factors and events are getting shape at this stage. On the whole they evolve their own philosophy of life. Their sensitivity and knowledge are getting direction at this stage.

Hence, an effective value orientation becomes inevitable to the students of colleges. Keeping this requirement in mind, States like Tamilnadu introduced a compulsory paper/course on value education to undergraduate students of all colleges in the State under the choice based credit system. Though this kind of effort is made with the good intention of imparting values to the youth, many limitations in bringing out the expect outcome could be identify.

The problem mainly begins with the definition of values. Defining the term ‘value’ poses a challenge to all scholars. The term value is load with varieties of meaning. Each meaning reflects its own philosophical position. Generally the term value is spontaneously associate with religious values. It is believe by many Indians that values are nothing but the religious and spiritual guiding principles of life. Hence, it is suppose that the path is already been laid for the life journey. But in the context of modernity and modernism there rises a fundamental question of whether value a course in miracles is require at all in a modern state. There are those who argue that modern life is based on science and technology, and both are value neutral.

They view that the values are bugbear hold out by people living in the past, glue to outdate religious principles that have no relevance to the 21st century. At this point, there is also another group of modernist who propagate the necessity of value a course in miracles. At learning centres in order to safe guard the democratic state and its values. The values they wish to cultivate are modern secular values such as honesty, respect to other. Equality, collectivity, democracy, respecting the human rights, sharing equal space in the public sphere and so on. These values are consider as the products of enlightenment period. Hence, four positions could be arrive at on the basis of the above understanding.

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