FEATURES OF EDUCATION OF VEDIC PERIOD WHICH
NEEDS TO BE ADOPTED IN MODERN EDUCATION SYSTEM.
There
are several elements of ancient education which can be a guiding factor of modern
education both in theory and
practice.
Idealism: The
present world gives reverence to wealth, power and diplomacy whereas the
ancient Indian system relies on truth, non-violence and glory. Preference was
to character, spiritualism, philosophy and living an ideal life rather than
wealth, materialism and science.
Teacher – Pupil Relationship: In
ancient education system the discipline was the result of good teacher pupil
relationship based on trust mutual respect and care. The teachers acted as
surrogate parents till the student was in the gurukulam and the student also
revered their teachers on par with their parents and god.
Content: the
curriculum was enriched with the sense of peace, humanity, universal
brotherhood.
Teaching Methods: Multimodal
approaches such as Shravan or Listening, Manan or meditation, Nididhyaana or
realization and experience, question and answers, discourse, lecture discussion
and debate methods were prevalent as a part of teaching.
Life of Students : In
vedic age students lead a simple and sober life. Simple Living and High
Thinking‘ was the principle
Wholistic Development: The ancient education also gave importance to
physical development although the main
emphasis was given the intellectual and spiritual development. The gurukuls
were present in places which were peaceful, calm, clean, attractive and predominantly
in natural environment which was far away from town and villages.
Equality: The teacher was required to be democratic in
his approach and treat all students alike irrespective of their caste, creed,
colour. They were not discriminated based on their financial status or family
background. The education was accessible to all who sought it and students of all sections of the society
received education on an equal footing
Advocating Self-sufficiency:.
The gurukul was small integrated community by itself self sufficient in every
way. The students grew food products, tended cows, collected firewood‘s and
erected cottages themselves under the guidance of teacher there by taking care
of all their requirements by themselves.
Free education: Education was free. The fee, if any, was to
be paid, from the earnings of the students, in the form of Guru Dakshina‘after completing
his education. The boarding and lodging was free for almost all the students
till the completion of their education.
Characteristics of Vedic education:
Knowledge Acquisition: Knowledge which is also termed as a mans
third eye is obtained through proper education. The aim of Vedic education was
to inculcate knowledge which should lead to the opening inner eye or the
capacity to look beyond what is tangible and create the spiritual enlightenment , which is
the ultimate requirement the journey of
life. Vedic education, also catered to the development of every aspect of human
life and the acquisition Knowledge which can be the best protector of an
individual and inspires him to follow the path of good conduct, which in turn
leads to the attainment of realistic everlasting pleasure
Objective of Education: In Ancient Indian education knowledge was not
just preparation a person for living the life in this world and for life
beyond, which involves complete realization of self, but also for liberation of
the soul from the chains of life both present and future. Vedic education stressed on worshiping God,
religiousness, spirituality, character formation, personality development and
creating an aptitude for the development of culture, nation and society.
Teaching methods: The methods of teaching generally practiced during
Vedic period were Maukhik or oral learning
and Chintan, the approach of thinking or reflection of the content learnt. The
education was a pupil centered. Multiple methods of instruction was adopted,
which included recitation by the pupil followed by explanation by the teacher, question
answer, Debate and Discussion and Storytelling which was adopted according to need. Classroom teaching
was very limited and even the same occurred in natural environment. Monitorial
system in which and senior pupils were appointed to teach Juniors was also
prevalant. Travel was regarded as necessary part to give finishing touch to
education.
In
the oral method the students memorized the mantras (Vedic Hymns) and Richayas (Verses
of Rigveda) in order that was permanent and which remain preserved in their
original forms. Under the oral methods these poetic structures on which
Richayas were based, were thoroughly taught. Special emphasis was laid on the
various lines of the verse, their correct pronunciation and meanings. Thinking was
an integral part of the teaching method. Through this approach an attempt was
made to preserve the Veda mantras (vedic hymns) and Richayas (Vedic verses).
Manan was higher method of teaching than a
thinking specially adopted for highly intelligent students by which the
meanings of Vedic mantras were developed and preserved in one’s mind. By this method
the highly intelligent students were guided and encouraged to make research and
develop their own version of the understanding of vedas.
Alms
System: In the ancient indian system the student had to shoulder the
responsibility of feeding himself and his teacher. This was done through
begging for alms, which was not considered bad, since every parent knew that
his own son must be begging for alms in the same way at some other place. Begging
for alms was compulsory and unavoidable, even among the prosperous and this
practice was an integral essential part of studentship introduced with the
intention of inducing the quality of humility. The student were made to make
the student realize that both his education and subsequent earning of
livelihood were made possible only through service mindedness and sympathy of the
society
The Teacher: The teacher enjoyed a very high status. They
were respected and honored by everyone including kings. Teachers were regarded
on par with the deities Brahma Vishnu and Mahesha. Teachers on their part, functioned like parents
and the relationship was cordial, conducive filled with compassion towards the
students. The students lived in the abode of their guru the Gurukul, and was
required, to serve his teacher compulsorily. It was considered to be a sin to
violate Guru‘s instructions and could invoke stern punishment. The student’s
duties included procurement such daily necessities such as all the products
required to do the daily human or yagna including fire wood, flowers water etc.
for this guru. Equally it was the teachers responsibility to ensure that the
students are not be distracted from their studies because of performing such
duties. The vacations when the students returned home was the only period when
the students had break from these duties.
Realistic approach: The
focus was not just on the intellectual dimension of education. The practical
side was also given equal importance and along with importance to art,
literature and philosophy. The students got a working knowledge of animal
husbandry, agriculture and other professions of life. In addition Knowledge
related to medicine was also imparted. The purpose of education was not just to
provide basic wide spectrum of knowledge about a variety of subjects, but to
produce specialists of the best kind in various spheres.
Individual directed:
The nature of education was much more individualistic rather than joint in
groups. Wholistic development of the personality of the student was the one of
the prime objectives. The teacher believed himself to be an integral part of
the development of each student and aimed at both the physical and intellectual
development of his students. Maximum attention was devoted to the development
of individuality in every student. But one of the drawbacks was that, there was
no provision for the educating children who were identified to be incapable and
the handicapped, especially those who were lacking in mental and moral
qualities and those who were known for extreme immorality and wickedness
Duration: Normally
in the Gurukul, the student was required to obtain education up to the age of
24, after which he was expected to enter domestic life. students were divided
into three categories:
·
Students obtaining education up to the age of
24 – Vasu
·
Students obtaining education up to the age of
36 – Rudra
·
Students obtaining education up to the age of
48. - Auditya.
Curriculum: Historical
study, stories of heroic lives and discourses on the puranas formed a part of
the syllabus even though the learning was dominated by the study of Vedic
Literature, Acquiring knowledge related to metrics was considered important and
it was also supplemented by the knowledge of geometry. Students acquired knowledge
of four Vedas – Rigveda, Yajurveda, Samaveda and Atharvaveda. The syllabus covered
a range of subjects which included Vedas, Vedic grammar, arithmetic, knowledge
of gods, knowledge of the absolute, knowledge of ghosts, astronomy, logic
philosophy ethics, conduct etc, aimed at inculcated the spiritual as well as
materialistic knowledge
Autonomy: the students enjoyed the academic freedom to
think on their own and meditate which enhanced originality in them.
Prominence to culture: Indian culture, dominant with religious and
spiritual approach was given high reverence in the field of education
Knowledge in mathematics and Commerce : Commerce
and Mathematics was also one of the chief features of the education in the Vedic
period. The scope and nature of commercial education has been dealt extensively
in Manusmrithi. Knowledge of Commercial geography, needs of the people of
various localities, exchange value and quality of articles, language spoken at
different trade centers were considered necessary part of learning commerce.
Theory of banking and managing savings to handle contingencies were also
included. Though there were no organized educational institutional training,
the knowledge was usually imparted in the family.
As far as Mathematics education is concerned,
ancient Indian system evolved the simple system of geometry at a very early
age. Shulva sutra is the oldest mathematical works which came into existence between 400 BC and 200 A. D. Aryabhata who lived 476 BC is the first great scholar in
Indian Mathematics who brought in the concept of Zero.
Woman Education
During
the Vedic age women were treated on par with men in all context. For girls also
the Upanayan the ceremony marking the initiation of education was performed before
they started their education began. Just like men they also had to remain
unmarried during the tenure of their education. They studied Vedas and other
sctiptures related to religion and philisophy. They had the freedom to participate in religious and philosophical
discourses. Many chapters of Rigveda
were composed by women. There was no distinction between the male and female
students in the way they were treated in gurukula.
The
women also learned the basic education from home. Home was an important center
of learning for females where got educated and trained in skills reaatled to
household duties, the work and the
responsibilities related to the home and family. While the rich family employed
teachers to teach their daughter at home, the process of teaching girls was
completed by the family Purohits or by the educated elders. Provisions for studying
staying in girls hostels where worthy lady teachers took care of their
education was also available. Even though co-education was not encouraged, it
was not totally prohibited. Women were educated in religion, literature and
along with training in dance, music and other fine arts. Women were honored and
respected in society and women education
was at its peak during the Vedic period. It was believed that Women were a
great source of power, satisfaction and knowledge for men without whom, men
cannot progress. Women were believed to posses excellent memory, intelligence
and other mental abilities. There were some differences in the nature of
education provided to men and women because the vedic period believed that
woman education should help a woman to realize and fulfill her womanhood and later
the motherhood.
SWADHYAYA OR SELF LEARNING :
Shikshavali
is the scripture which deals with the discipline and methods to be adhered to
in relation to Shiksha or Learning. Shikshavali deals with the study of
phonetics and pronunciation etc. It is the first of the six vedangas, the
auxiliaries of the Vedas. It consists of Twelve Anuraka. The Ninth Anuraka is
the one which emphasizes on how Learning, studying and teaching (Swadhyaya and
Pravacharna) should be carried out. It proclaims that Learning, studying and teaching should be a
continuous affair and has to be carried out all through the life of an
individual.
Swadhyaya
literally means study of self by self. The main practice is the study of the
yogic scriptures. It also interludes Japa (mantra repetition). There is no yoga
or spiritual book that provides a proper material of Swadhyaya. Swadhyaya is
the study of the self through the power concentration by maintaining focus on
the sacred text chanting and reciting them.
Swadhyay
teaches us three basic things.
1. Self
identity (Swa-swaroop) : This divine identity enlighten us with new wisdom
2. Self
power (Swa-shakti) : The powerful feeling of being strong, winning the battle
of life, and not feeling inferior to anyone based on the belief that god
resides in all of us. These feelings funtions as the guiding factor to every
success in our lives, materialistic or spiritual
3. Self
duty (Swa-kartavya) : Realizing that our duty and our lives will get a new
meaning
Swadhyay helps in generating positive thoughts
which keeps a person’s intellect clean of the negative and disruptive thoughts which
in turn can help in increasing the self-esteem and to live a meaningful life
which is truly successful.
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