Adapt the appropriate approaches and techniques for sustainable development.
Module Contents
Unit 1 Technical Teachers as Professionals
This unit details out the basic features of Professionals and distinguishes the professions from other occupations. It also focuses on the minimum requirements in technical teachers for becoming good professionals. Further, it also describes, what teachers need to do to acquire these attributes so that they may excel as professionals and may rejuvenate the 'Guru-Shisya Parampara’ (गुरु शिष्य परंपरा) in the modern education system. For transforming from teacher to guru, a teacher has to also work as mentor and counsellor. Therefore, the approaches for mentoring and counselling are explained. In last lesson of the unit it is emphasized that professionals are also required to feel responsible for social concerns related to their field and also work for mitigating these concerns. Detailed description is provided in
following lessons.
L 1. Professions and Professionalism
L 2. Technical Teacher as a Professional: 'Guru-Shisya Parampara' (गुरु शिष्य परंपरा)
L 3. Professional Excellence
L 4. Mentoring and Counselling of University Students
L 5. Social Responsibility.
Unit 2 Human Realities and Essentialities of Values and Skills for Professionals
Everyone wants to be prosperous and happy in life and so is true for professionals including teachers. It is more important for professionals to remain happy since for their effectiveness, peace of mind is utmost necessary. However, it is difficult for most of the people to be in a perpetual state of happiness as nearly all people have spells of unhappiness in their lives due to some problematic circumstances. But with efforts a mind can be trained to remain happy in most of the situations. Developing this state of mind requires, developing harmony within self and with family, society and nature. Moreover, to avoid the negative emotions such as greed, envy, revenge and fear to creep into the mind, professionals are
required to imbibe in themselves the concept of co-existence, as it is beneficial for all, ‘to live and let live’. In other words, if everyone tries for happiness not only for self, but also, for others, it will be easier to achieve the state of perpetual happiness for every individual. All are interdependent on each other and that is the philosophy of ‘Sarve Bhavantu Sukhina’ (सर्वेभर्वन्तुसुखिनः) which is discussed in this unit. Detailed description is provided in following lessons.
L 6. Human Aspirations: Sustainable Happiness and Prosperity
L 7. Harmony with Oneself
L 8. Harmony with Family, Society and Nature for Co-existence: ‘Sarve Bhavantu Sukhinah’ (सर्वेभर्वन्तु सुखिनः)
Unit 3 Development of Professional Values, Attitudes and Ethics
This unit explains the meaning of values, attitudes and ethics, and techniques for developing values. Importance of self-exploration for developing a good value system is also discussed. Professional values and ethics for technical teachers are emphasized. Most professionals face ethical conflict in their lives, approaches for resolving such conflicts are explained with the help of case studies. Academic ethics and
code of conduct for higher education teachers are described in brief. In last lesson of this unit role of professional societies in ensuring the ethical behaviour by their fellows is explained. Detailed description
is provided in following lessons.
L 9. Understanding of Values, Attitudes and Ethics
L 10. Value Education: Need for Self-Exploration
L 11. Professional Values and Ethics for Technical Teachers
L 12. Ethical Conflict: Case studies of Professionals
L 13. Code of Conduct: Academic Ethics and its Implementation
L 14. Role of Professional Societies.
Unit 4 Sustainable Development
Large scale development is essential for poverty alleviation, especially in developing countries such as India. However, development has its impact on all the five elements of nature i.e. Earth, Water, Air, Fire (Energy) and Space. This impact is visible in form of pollution or/and scarcity of all these ‘Panch- Tatvas’ (पंच-तत्व), depletion of natural resources and climate change. In this scenario, the concept of sustainable
development can only fulfil to some extent both of the conflicting aspirations of 'poverty alleviation' and 'environment protection'. This unit discusses all these issues in brief so that the teachers are sensitized towards these issues and they in turn can sensitize UG students who would be the professionals of tomorrow. Detailed description is provided in following lessons.
L 15. Development and Poverty Alleviation
L 16. Impact of Development on Ecosystem: Panch-tatva (पंच-तत्व)’
L 17. Sustainable Development: Concept and Environmental Ethics
Unit 5 Approaches for Sustainable Development
Scientists and Engineers are developing energy and environment friendly materials and processes for manufacturing different goods and providing variety of services. These methods, machines and materials being developed are discipline specific, which teachers might have learnt in their UG and PG programmes. In addition to these, some special approaches for design, manufacturing and use of goods are required for sustainable development; these approaches are discussed in this unit. Cradle to cradle approach for designing goods is most pertinent approach in this regard. In addition to this, the concept of ‘5Rs’ i.e. Refuse, Reduce, Reuse, Repair, Recycle, is very effective concept which needs to be
implemented in everyone’s personal and professional lives and hence it is elaborated in this unit. Last, but not least, last lesson of this unit explains the need of establishing a special kind of institutional culture required for development of professional values and ethics and concern for sustainability in the UG students. Detailed description is provided in following lessons.
L 18. Sustainability: Cradle to Cradle Approach.
L 19. Role of 5Rs for Sustainable Development.
L 20. Development of Organisation Culture for Sustainable Development.
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swayam@nitttrc.edu.in, swayam@nitttrc.ac.in
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