Living Values Education: An Inter-generational Transition

Abstract

This qualitative study explores the perception and experiences of living values within an intergenerational context, focusing on individuals from six families spanning three distinct age groups: 13-19, 20-59, and 60 plus. Guided by theories of need, Social Integration, Hybridization, Construction, and Deconstruction, the research aims to investigate the general understanding and perception of living values within the community. Utilizing an intergenerational lens, the study examines how different age groups within the community perceive and embody living values. The research question revolves around the intergenerational dynamics shaping the reality of relational transitions within the community. The study adopts a qualitative approach, and the findings are derived from participants' practical life stories, providing insight into their perceived living values. Children, representing the 13-19 age group, are characterized as being in a passive and innocent state, influenced by the changing dynamics of modernization. Youth, aged 20-59, are described as more artificial in comparison to children, positioning themselves towards the future. The elderly, aged 60 and above, are oriented towards the past, reflecting on their earlier activities. The study also delves into the influence of education on living values within the current Nepalese education system. Through these diverse perspectives, the research aims to contribute to a nuanced understanding of the interplay between age, education, and living values in the community. Keywords: Intergenerational, Transition, living values, Selfnarrating, Teenager, Perception