a) Integrity - Honesty, Discipline, Good Manners, Purity and Cleanliness 3 m.
b) Devotion - Sincerity in Bhajans, Meditation etc. 3 m.
c) Service - Initiative & Enthusiasm in doing Service Activities, Service-minded, co-operative, consideration for
                   fellow-students, teachers and others 3 m.
d) Promptness In Academic Work - 1 m. Personality Development Total = 3+3+3+1=10 M.

ATTITUDE FORMATION :

ATTITUDE is a person’s opinion of his / her ownself and what the person thinks about others and life in general. Attitude or an individual’s settled opinions are based on sentiments, emotions, feelings and beliefs. These are brought over from past lives, and picked up or imbibed from parents, home, school, neighbourhood, society, the media etc.

Attitude and opinions are reflected in the individual’s day-to-day behaviour, inter-actions with people and the environment.

ATTITUDE FORMATION : Teachers should make use of every opportunity to convey and inculcate Positive Values in students. Group discussions, competitions, elocution, essay writing, role play, drama, posters, school display boards, celebration of festivals, School Annual Day etc all should be geared to develop Positive Human Values in students. Elders have to remember: Children learn by example. Example is better than precept, ‘Practise what you preach’. Constant exposure to healthy attitudes through various means is necessary to reinforce positive Moral, Ethical and Spiritual Values in students.

EVALUATION OF VALUES IMBIBED : Teachers have to assess how far students have imbibed and internalised the values. This is on the basis of their daily behaviour and commitment to practise of values. Evaluation is to help students introspect, improve and evolve to higher levels.

EDUCATIONAL OBJECTIVES : The Aim of Education must be Integrated Personality Development. For a better understanding of this statement, please read the following:- [ Also Pl. see HVSS Book 9 Unit 1].

A series of conferences were held in USA from 1949 to 1953, to improve communication between educators for the design of curricula, evaluation and examinations. The outcome of the deliberations were published in 1956 in a ‘Handbook’ titled Taxonomy of Educational Objectives-The Classification of Educational Goals, Editor Benjamin S. Bloom, University of Chicago, USA. It contained a classification of the different objectives (learning objectives) that educators set for students. Bloom's Taxonomy divided educational objectives into three "domains": Cognitive mental skills (Knowledge), Affective growth in feelings or emotional areas (Attitude), and Psychomotor manual or physical skills (Skills). In each domain, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. Bloom's Taxonomy thus motivated educators to focus on all three domains, Cognitive, Affective, and Psychomotor to create a more holistic form of education.

Blooms Classification explored the Cognitive and Affective domains in details, [The Psychomotor domain was analysed in detail, later by others]. The details that were explained are briefly given below, starting from the simplest to the most complex, in increasing degrees of difficulties. Normally the first ones must be mastered before the next ones can take place.

A. COGNITIVE DOMAIN: Mental skills:- 1. Knowledge 2. Comprehension 3. Application 4. Analysis
5. Synthesis 6. Evaluation. This was revised in the mid-nineties, by Lorin Anderson, a former student of Bloom,
as:- 1. Remembering 2. Understanding 3. Applying 4. Analysing 5. Evaluating 6. Creating. This revised taxonomy [mainly changing nouns to verb] is considered a more active and accurate form of thinking.

B. AFFECTIVE DOMAIN :- ATTITUDE- Growth in feelings or emotional areas 1. Receiving Phenomena: Awareness, willingness to hear 2. Responding to Phenomena: Active participation RESPONDING 3. Valuing: The worth or value that a person attaches to a particular object, phenomenon, or behavior. Values are expressed or seen in the learner's overt behavior and are often identifiable. 4. Organization: Organising values into priorities by contrasting different values, resolving conflicts between them and creating a unique value system.
5. Internalizing Values: having a value system that controls behavior, which is pervasive, consistent, predictable, and most importantly, characteristic of the learner at personal, social, emotional levels. Eg:  Self-reliance when working independently, co-operation in teamwork; in society and in duty- having commitment, ethical behavior and valuing others.

[These correspond to the 3 steps:- 1. Shravanam-Listening, 2. Mananam responding-reflecting and
3. Nidhidhyasana- Putting into Practise what is learnt, that is in the Psychomotor Domain. [ Pl. see HVSS Book 4 Unit 7 Worksheet ].

C. PSYCHOMOTOR DOMAIN : [Simpson 1972] :- Manual or physical skills (Skills) 1. Perception To be able to differentiate, distinguish, identify, select etc. 2. Set: Readiness to act. It includes mental, physical, and emotional mindset or motivation. This is closely related with the “Responding to Phenomena” subdivision of the Affective domain.
3. Guided Response: The early stages in learning a skill includes imitation and trial and error. Skill is achieved by constant PRACTISE 4. Mechanism: This is the intermediate stage in learning a complex skill, when learned responses become habitual 5. Complex Overt Response: Skillful performance indicated by quick, accurate, and highly coordinated performance, requiring a minimum of energy.  This includes performing without hesitation, automatically. Same as Mechanism, but with adverbs or adjectives that indicate that the performance is quicker, better, more accurate etc.
6. Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements, examples:  Responding effectively to unexpected experiences:  adapting, re-arranging, re-organising etc.
7. Origination: Creating new patterns to fit a particular situation or specific problem.

Dave’s 1975 [5 points] :- Manual or physical skills (Skills) 1. Imitation: Observing and patterning behavior after someone else - Role Model. 2. Manipulation - Being able to perform certain actions by following instructions and practising them 3. Precision - Refining, becoming more exact. 4. Articulation - Coordinating a series of actions, with harmony and internal consistency. 5. Naturalization - High level performance becomes natural, without the need to think much about it.

Harrow's (1972):- Manual or physical skills (Skills) 1. Reflex movements -Reactions that are not learned.
2. Fundamental movements - Basic movements such as walking, or grasping. 3. Perception - Response to stimuli such as visual, auditory, kinesthetic, or tactile discrimination. 4. Physical abilities - Stamina that must be developed for further development such as strength and agility. 5. Skilled movements - Advanced learned movements as one would find in sports or acting. 6. No discursive communication - Effective body language, such as gestures and facial expressions.

Understanding Bloom's Taxonomy of Educational Objectives will be found useful and helpful for planning learning situations and instructions for inculcating Values and for Evaluating Values imbibed [ INTEGRATED PERSONALITY DEVELOPMENT ].

When developing instructional objectives, providing instruction, and evaluating student performance, different levels and outcomes of learning should be kept in mind ie focus on different levels. Example, a teacher may teach a great amount of factual information to students, but then should also teach students to apply and synthesize the information in real life situations, and then evaluate whether they are able to apply and synthesize or not. The teacher also has to remember that higher level thinking skills require the prior learning of basic skills, or skills of lower levels.

To test higher order of thinking skills, tests should not be given that require only lower level skills. Skills of different levels have to be taught and tested.

The Cognitive, Affective, and Psychomotor Domains correspond to the 3 H’s:- i) head / knowing, ii) heart / feeling and iii) hand / doing. In other words these 3 correspond to the three aspects of the human personality – intellect, mind and body or BMI. As explained in Basic Concept-1, each of these three aspects [ BMI ] receives its power or illumination from the Divine Source - the Supreme Storehouse or Fountainhead of Consciousness and Energy. All are children, sparks, of the Divine Parents- Consciousness & Energy. All Knowledge, skill, balance and insight, as well as the 5 Human Values [Truth, Right Conduct, Peace, Love and Non-violence ] and also Bliss are within. It stands to reason:- the higher the level of the Consciousness the better and brighter are the functions of the three domains Cognitive, Affective, and Psychomotor.

The 3 Paths Gnyaana, Bhakti and Karma Yoga of Head, heart and hands respectively, were explained by Lord Krishna to Arjuna in the Bhagawad Gita. They are the means to tap the Divine Source or to raise the Consciousness to higher levels. Side by side with secular educational inputs, raising the level of students’ Consciousness would greatly benefit all aspects of the personality, contributing to all-round personality development. Spiritual input (Methodology) raises the human Consciousness to higher levels. Awakening the dormant Soul Power, ie with the Blossoming of the Soul, more light is shed all around, thus improving performance of all domains of the human personality. This is precisely what the course Human Values Spiritual Science aims to achieve. As stated in the very beginning: Spiritual Science is the Theory and Human Values Practicals. Basing on theories understood and imbibed, human beings implement or perform in the Laboratory of Life.