A Comparative Study of Adoption of Values In Youth Life

Each period of man’s life has its own specialties. Childhood is known for its innocence, adolescence for spurt in growth and for high dreams and recrudescence of enthusiasm and youth is known for its characteristic exuberance of energy, pugnacity, the will to fight and surmount difficulties and to take bold initiatives. Implementing values in youth life is a noteworthy task as they can be frequently attacked by anti values. It is the period of life when man’s zest and enthusiasm are in great ferment and man has active and vigorous cooperation of the body to fulfill its dreams, good and bad. It is the period when man’s faculties of innovations, ingenuity and its inventive and creative tendencies are at their crest. It is during this period that man can learn new arts, languages and sciences because his faculties of memory and his learning capacity are now at their best. A man in his youth can bring to bear his energy on the toughest problems of life and find keys to their solutions. This period of man’s life is of unspeakable significance. Therefore it is important to cultivate values in youth life. Values and spirituality are central to the moral philosophy of human civilization and its legal instructions. Values and spirituality are considered traditionally to be the prerogatives of the religions and they are viewed as being embodied in the family unit. For the last 25 centuries yet the great and the little known civilizations have been struggling with the issues of human frailty. Moreover our lives are fraught with temptations, illusions and negative experiences that make us to face a crisis of values. Conventional education in the present economic frame work has become oriented toward acquiring specialized skills and knowledge for the purpose of 1 obtaining remunerative work. Competition has become so intense that higher education has either chosen or been forced to compromise on education about life, values, culture, integrity, and other skills and dimensions of under standing that make you a better man or woman who can qualitatively contribute to a civilized world. When we find adults emerge from their educational Alma matter, it is important that they have qualifications to facilitate financially rewarding employment. Many other elements, however, are essential as a preparation to meet social challenges and the stresses and expectations of life in the family, the community and the workplace. If an individual has not had the opportunity to develop character, inner strength and the powers of good judgment and discrimination, they are at a disadvantage in any social and professional environment. Unless individuals take the time to think about their values, to form an ethical policy for themselves, and to determine their priorities, they remain ill equipped to deal with the tests they will face as the years go by. Value education aims at supplementing conventional education, supplying important information and teaching skills without which our chances of experiencing success in our physical, emotional, social and spiritual life are diminished. This project is secular although many of the ideas and recommendation presented are recognized as truths. According to Rajyogini BK Dadi Janki, Chief of Brahma kumaris, “Values are the treasures of life, making us wealthy and rich. Values are our friends having happiness. A life filled with values is a life of self-respect and dignity. The soul is able to come closer to GOD and life becomes real and meaningful. Value brings independence and freedom, expand your capacity to be self-sufficient and protect us from external influences. ”