2. HISTORY OF INDIAN EDUCATION
The development of Indian education can be divided into the following era.
1. VEDIC ERA(3000 B.C.-500B.C.)
2. BUDDHIST ERA (500 B.C.-1200 A.D)
3. MUSLIM /MEDIAVAL ERA (1200 A.D-1800 A.D)
4. BRITISH ERA (1800 A.D-1947)
5. POST INDEPENDENCE ERA (1947 to till date)
3. INTRODUCTION TO VEDIC EDUCATION
The Vedas, meaning knowledge in Sanskrit, are the oldest known Sanskrit scriptures. They are a
body of texts attributed to ancient sages or rishis. In the epic Mahabharata, their creation is said
to be the work of Brahma (the god of creation).
The Vedas were usually taught at gurukuls. Gurukul was a residential schooling system popular
in ancient India. At the gurukul, all were considered equal. The guru (teacher) and shishya
(students) lived in the same house or near each other. This relationship was considered sacred
and no fee was taken from the students. Students typically attended the gurukul from age of 8
into their early twenties. At the end of their education, each student offered a gurudakshina, a
token or mark of respect to the teacher. It was usually money or a special task that the teacher
required. The gurukul was otherwise supported by public donations.
Before the British rule, gurukuls were the preferred form of education in India. During colonial
times, the British imported their centralized system of industrial-era education while
systematically de-emphasizing Vedic education. However, lately this ancient form of education
is seeing renewed interest.
4. FEATURES
1.Education emphasized the development of spirituality the ashram system was adopted for
paying of the individual’s debt towards the Gods, his forefathers, his teacher and society.
2. The minds of the parents were first prepared to instill in them a desire for the education of their
children. It has been said that those parents are the enemy of the child who do not teach their
children.
3. Great attention was paid to the development of Childs character. Teachers laid stress on integral
development of the individuals’ personality.
4. Social skill was evolved through training in fulfillment of duties
5. Efforts were made for the preservation and propagation of the national culture.
6. Education was free. Its expenses were borne by the society and the king.
7. While living in Gurukul the child imbibed education in a favorable environment
5. 8.A student was compelled to obey the ideals of the Gurukul. He had to shoulder the burden of
existence through begging for alms. This practice developed humility and tolerance in the student
9. In developing the students character attention was paid to his nature, early experiences
upbringing and circumstance
10. Self study (Swadhyaya) was considered more important
11. The medium of education was divine pronouncement
12. The examination was oral one. The student was required to give oral answers in a
congregation of scholars. IF he satisfied them, he was given a degree or little. The consensus of
the scholars’ opinion was essential for obtaining such a title.
6. VEDAS (The mirror of all the education and Indian philosophy)
1. RIG VEDA (Prayers, a huge collection of hymns, poems and shlokas)
2. SAM VEDA (Chants and Music, melodies)
3. YAJUR VEDA (Rituals and sacrifices, contains the rituals of the Yagna)
4. ATHARVA VEDA (The "Atharva Veda" is dedicated to prolonging life and healing illnesses, seeking cures from
herbs, gaining a lover or partner, or world peace and the nature of good and evil. The Vedas are the oldest Hindu
sacred texts.)
7. Oldest centre of learning in the world -Nalanda University
5TH century to 1200 A.D. Bihar, India.
8. Education System
The system of education during the vedic period was totally different from Today's education
system. The student life in vedic period was began with Upanayana ceremony. This was
performed for 3 days. And the students go to this chosen teacher, called as Acharya.
The place of learning was called Gurukul and after the Upanayana ceremony the pupils was called
as Brahmachari.
The home of the teacher or Acharya was the centre of learning, which was situated in natural
surrounding. The age limit of upanayan was 8 years, 11 years and 12 years respectively for
Brahmins, Kshatriya and Vaishyas.
But the learning process was almost dominated by the Brahmins. At the time passed the other two
castes Katriya and Vaishyas entered to receive education but the Shudra castle's people were
denied to study the holy scripture.
9. GURUKUL-The center of learning
Simple living and smart thinking.
The Gurukul system was the native system of Ancient India, used for centuries in the sense of
educational institutions in India. The word Gurukula or Gurukulam is a combination of two words
“guru” meaning teacher & “kula” meaning family or home. Gurukul is a system in which
the shishya (students) resides with the acharya or guru who would give food to him, teaches him,
and treats him with the family. The shishya (student) would help the guru in his day-to-day work
and learns from his behavior as well. This was the approach to learning education for everyone
during the Vedic period and the Mahabharata period progressed well up to the 18th century.
10. AIMS OF EDUCATION
The aim of Vedic education was to realize the supreme and achieve the supreme
consciousness.
Inculcation of spirit of piety and righteousness was the aim of education.
Preservation and spread of ancient culture was the aim of ancient education system.
The Chief aim was To unfold The Spiritual and moral power of the individual during
Vedic period.
The objective of education were perfection of physical mental and intellectual
personality of the student.
Formation of good and moral character was also another aim of Vedic education.
Inculcation of social and civil duties was one of the Aims in vedic period which was
necessary for a better future life.
For the development of Vocational efficiency healthy positive attitude and dignity of
labour were fostered in pupils during Vedic period.
11. ADMISSION SYSTEM (No Online form )
Eligibility was not based on gender in Vedic times. Men and women alike
studied the Vedas. There are records of several scholarly women and
even women sages (rishikas). There is some evidence that the Shudra
caste (untouchables) was not allowed to study. While teachers were
usually of the Brahmin caste, students could be Brahmin, Kshatriya or
Vaishya.
Students were eligible once they underwent the upanayana or sacred
thread ceremony. The child underwent this ceremony between the ages of
8 to 12. Studies usually went on for 12 years.
12. CURRICULUM
The curriculum during Vedic period was dominated by the teaching of Vedas and Vedic
literature, spiritual and moral lessons. The other subject like philosophy, astrology, logic,
language, grammar were teaching during Vedic period.
Also physical education was included in the curriculum student were learned archery, wrestling,
hunting, dancing, etc. Some professional and Technical Education like astronomy, chikisha,
Ayurveda, arthasastra were the student learned in the curriculum.
13. METHODS OF TEACHING
• There were mainly three steps of learning according to Vedic system. Sravana is the first step. It
means listening towards the text as uttered by the teacher. By this method of education,
knowledge was conserved and transmitted to the on coming generation. The second step
was Manana . It means to internalize or to assimilate what was given to the pupils. It is the
process of deliberation and Reflection on the topic. The third step was Nididhyasana (
Meditation ) by who is truth is realized and attended. It was considered in indispensable for the
realization of Supreme reality.
• The ancient system of teaching was listening (Shruti) . Perception was direct method of
learning, lecture, dialogue, debate, discussion, question-answer,etc were adopted as method of
teaching.
14. DISCIPLINE
Vedic student always followed the principle of simple living and high thinking but modern
generation has adopted its reverse, simple thinking and high living. Vedic student regard his
teacher as his father. In vedic period there was very good kind of mutual understanding between
teacher and student.
15. EXAMINATION SYSTEM
During the Vedic period, the questions-answer method and discussion were common. The Pupil
asked questions and Guru then explains. Through this method, the students have to learn their
subjects.
The examination was oral one. The student was required to give oral answers in a congregation of
scholars. It he satisfied them, he was given a degree or little. The consensus of the scholars'
opinion was essential for obtaining such a title.
16. ROLE OF THE TEACHER
Teachers had complete autonomy in all aspects from selection of students to designing their syllabi. When the teacher
was satisfied with the performance of the students, the course concluded. He would admit as many students as he
liked and taught what his students were keen to learn. Debate and discussions were the primary methods of teaching.
Teachers were assisted by their advanced level students.There existed small schools run by the teacher himself. The
pupils were residing in the house of the Gurus. The moral fitness and unimpeachable conduct of the pupils were main
criteria for admission in the domestic schools of the Gurus. Their mode of living was strictly guided by the prescribed
disciplinary rules. The teacher was accepting very limited number of students. students were very polite and
submissive in their behavior and held in high esteem. To obey the teacher was their duty the teach had also
tremendous sympathy and love for the students. The chief aim of the teacher was all round development of the
personality of the students. The teacher was also commanding great respect in the society. He was honored and
respect at all places. Starting from the kings and emperors to the most primitive tribes in the hills, all were paying
great tribute to the teacher. Therefore, in the past the teacher-taught relationship was very cordial and intimate. The
teacher was regarded as the main source of inspiration for the student. He was a model before the students. He was
the symbol of purity. The teacher was also under obligation to fulfill his duty towards the pupil. Not only he loved the
pupils as his own children but also he was giving full attention on the teaching. The teachers were discharging their
duties and responsibilities exclusively with selfless and single-minded devotion.
