FUNDAMENTALS OF ANCIENT INDIAN EDUCATION
The ancient Indian education system has been a
source of inspiration to most of the educational systems of the world. The components
which are essential for the overall development of a person, which is lacking
in our present system, were the predominant aspects of our ancient system. This
includes the admission policies followed (upnayan), monitoring methods, the teacher
pupil ratio, healthy surroundings in which the teaching was done, free
education, the students being treated in a sympathetic manner, the nature and
intensity of punishment and its role in developing discipline in students, and
the rules and regulations which govern student life.
SALIENT
FEATURES OF ANCIENT INDIAN EDUCATION
Developing wholistic personality: The primary aim of the educational system was
the development of a healthy personality. Moral strength and moral excellence was
the primary focus. The development of personality was the sole aim of
education. Developing the personality traits of self-esteem, self-confidence,
self-restraint, and self-respect was what the guru tried to inculcate in his
students while he educated them.
Formal and Informal learning:
Imparting and receiving of education was believed to be sacred. Education
started with certain prescribed religious rituals like upnayan and ended with
the ritual samvartan. The disciple had to devote himself wholeheartedly to the
cause of learning till such time he was with his teacher. Studentship was not
required for everyone. There was also a custom in which education was imparted
by the child’s father.
Commencing of education: In most cases, the child went to a teacher for the studentship. The age of entry into school differed according to castes. The period
of schooling was long, with nearly 12years spent in learning one Veda. The
commencing of the academic session happened with a ceremony upkarman usually on
the Guru Purnima day (Full moon day in the month Shravana) and it ended on
Rohini (Fullmoon day in the month of pausha) with utsarjan the exit ritual‘.
The whole session was scheduled with holidays especially on the new moon and full
moon days of the month.
School Hours: The
school hours lasted for 7 to 8 hours in a day. In good weather, classes were
held in the open under shady groves. In the rainy season, schools ran in a set
of apartments primarily temples. Colleges which operated in the temples had been
famous for having spacious buildings for the classroom, hostels and residential
quarters for teachers.
Teacher-student relationship: The teacher was the spiritual father, he was is to nurse, when the pupil fell sick,
he was to feed, provide clothing and teach his student as he fed, clothed, and
taught his son. The student also respected and related to their teachers as
they respected and related to their his parents, king & god.
Discipline: The
Students had to observe strict regulations. Teaching was important, even more
importance was given to discipline which was rooted to morality and discipline
inculcated through strict obedience to laws and regulations of student life.
Teacher pupil Ratio: The
Teacher pupil ratio was very low in most of the schools and colleges.
Individual attention was provided to the maximum extent. The number of students
in a schools were in small numbers. But whenever the enrolment increased, the
teacher used the services of senior boys who were advanced in learning and
appointed them monitors (Pittiacharya).
Respecting individuality:
Punishment had very limited place in the school system. The teachers were very
sympathetic, and their personality and individuality was respected. Teachers
were required to handle students in a gentle and fair manner.
Free Education:
Education was free. There was no need for the student to pay anything in lieu
of the education he received in a Gurukul or Ashram. Access to a good education was
decided on the basis of talents rather than the wealth of the individual. The student
if desired could offer a field, cow, horse, or even vegetables to his teacher as
guru Dakshina according to his financial position in the society but it was
never compulsion.
Value Infusion: The
ancient education aimed at instilling into the spirit of being pious and
religious, and work for the goodness of mankind. The pursuit of knowledge was done
on par with the pursuit of religious values. It was believed that a dedicated appreciation
of spiritual values could be fostered only through a strict observance if
religious rites.
Character Development: The
result of education is good character and good behavior. Wisdom was identified in the practice of
moral values. Control of senses and practice of virtues made a person a man of
character. Moral excellence could come only through criticizing moral values.
Civic Responsibilities and Social Values
Augmentation: the other important objective of ancient
Indian education was to install civic virtues and social values. The
Brahmachari after his education in the Gurukulas had to go back to the society
to serve everyone, especially the diseased and distressed irrespective of
whether they are rich or poor to relive them of their problems. They were required
to be hospitable to the guests and involve in charitable activities. .
PURPOSE OF STUDYING VEDAS:
Indian
culture has its roots in the four vedas. The Rigveda, Samveda, Yajurveda, and
Atharavaveda
Rigveda:The
primary knowledge imparted by Rigveda was on tapping the energies of the nature.
It contains 1017 hymns (poems) which explains the qualities of five prime
ingredients of nature, the earth, fire, water, air and ether (Sky) and praise
the gods who represented the nature.
Yajurveda:
Yajur veda is the composition of various rituals and sacrifices that are done
with the intention to pacify gods who represented the nature. It was believed
that the power of the nature and the gods representing them are enhanced when
the Hymns or mantras are recited in a rhythmic manner which in turn gives
purposeful returns to the human kind. To make the rituals more effective
certain types of offerings such as flower herbs etc are also done to the
concerned god.
Sama veda: Samaveda
contains verses which needs to be sung. These verses are built on the basis of
7 notes, Sa, Re, Ga, Ma, Pa, Dha, Ni. These notes continue to be the roots of
classical music existing in India. These notes were believed to stimulate the
energy centers (chakras) in the human
body which can aid in the process of self-realization through both Bhakthi yoga
and Raja yoga.
Atharvaveda:
Atharvaveda contains rituals that helps in attain worldly happiness. It also contains
description of diseases, methods to cure them, methods of removing the effects of
sin and means of acquiring wealth. Athavarveda deals with different subjects
like science, Medicine, Mathematics, Engineering, Technology etc.
Vedas
have their own characteristics features. They enable us to know about the
culture, civilization, lifestyles and philosophy of people in ancient India.
Vedas symbolize the chief objective of human life which has been reflected from
his world of truths and deaths. This objective has always been unchangeable.
The Indian philosophy emphasized that
life is purposeful. The thoughts related to liberation soul from the
attachment to materialistic world has been the chief objective of indian
philosophy of life.
The
contents of the Veda may be categorized under the following three heads:
·
The jnana‘ or knowledge and Wisdom
·
The karma‘ which denotes actions or code of
conduct
·
The upasana‘ or dedication and devotion to
God
The vedas were intended to serve a different
purpose. They had to be memorized understanding the correct way of pronouncing
the Mantra. This was done by listening to the way the Mantras was chanted by
the guru or (teacher). The veda mantra thus learnt had to become the guide in
our daily life based on which the Karma-aanushtaana, Tapas, Isvara aaradhana
etc are done. The prime purpose of veda was to propagate the transcendental knowledge
of the absolute truth.
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