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1. HETERODOX SYSTEM OF
CARUVAKA

2. CARUVAKA
In its most generic sense, "Indian Materialism" refers to the school of
thought within Indian philosophy that rejects supernaturalism. It is
regarded as the most radical of the Indian philosophical systems. It rejects
the existence of other worldly entities such an immaterial soul or god and
the after-life. Its primary philosophical import comes by way of a
scientific and naturalistic approach to metaphysics. Thus, it rejects ethical
systems that are grounded in super naturalistic cosmologies. The good,
for the Indian materialist, is strictly associated with pleasure and the only
ethical obligation forwarded by the system is the maximization of one's
own pleasure.

3. Basic tenets of caruvaka philosophy

4. Metaphysics
• Since none of the means of knowing were found to be worthy to
establish the invariable connection between middle term and
predicate, Charvakas concluded that the inference could not be used to
ascertain metaphysical truths. Thus, to Charvakas, the step which the
mind takes from the knowledge of something to infer the knowledge
of something else could be accounted for by its being based on a
former perception or by its being in error. Cases where inference was
justified by the result were seen only to be mere coincidences.
• Therefore, Charvakas denied metaphysical concepts like reincarnation,
extracorporeal soul, efficacy of religious rites, other worlds (heaven
and hell), fate and accumulation of merit or demerit through the
performance of certain actions. Charvakas also rejected the use of
supernatural causes to describe natural phenomena. To them all natural
phenomena was produced spontaneously from the inherent nature of
things

5. Epistemology
• The Charvaka epistemology holds perception as the primary and
proper source of knowledge, while inference is held as prone to being
either right or wrong and therefore conditional or invalid.Perception
are of two types, for Charvaka, external and internal. External
perception is described as that arising from the interaction of five
senses and worldly objects, while internal perception is described by
this school as that of inner sense, the mind. Inference is described as
deriving a new conclusion and truth from one or more observations
and previous truths. To Charvakas, inference is useful but prone to
error, as inferred truths can never be without doubt. Inference is good
and helpful, it is the validity of inference that is suspect – sometimes
in certain cases and often in others. To the Charvakas there were no
reliable means by which the efficacy of inference as a means of
knowledge could be established.

6. • Charvaka's epistemological argument can be explained with
the example of fire and smoke. Kamal states, that when there
is smoke (middle term), one's tendency may be to leap to the
conclusion that it must be caused by fire (major term in
logic).While this is often true, it need not be universally true,
everywhere or all the times, stated the Charvaka scholars.
Smoke can have other causes.

7. Ethics
The most common view among scholars regarding the ethic of
Indian Materialism is that it generally forwards Egoism. In other
words, it adopts the perspective that an individual's ends take
priority over the ends of others. Materialists are critical of other
ethical systems for being tied to notions of duty or virtue that are
derived from false, supernaturalist cosmologies. Indian Materialism
regards pleasure in itself and for itself as the only good and thus
promotes hedonistic practices. Furthermore, it rejects a utilitarian
approach to pleasure. Utilitarianism regards pleasure (both higher
and lower) as the ultimate good and therefore promotes the
maximization of the good (pleasure) on a collective level. Indian
Materialism rejects this move away from pure egoism. The doctrine
suggests that individuals have no obligation to promote the welfare
of society and would only tend to do so if it were to ultimately
benefit them as well.

8. Education implication
1. Aims of Education
Moral and religious training has no place in education
enjoyable education
2. Curriculum
 Direct experince of materials
 Ephasised on perceptual learing
 Experienical knowledge
3. Methods
 Direct methods
 Activi