Difference between Vedic and Buddhist System of Education.
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Use this insightful PowerPoint presentation to begin a scholarly investigation of the distinct domains of Vedic and Buddhist educational systems. Explore the age-old wisdom found in Vedic education, which is characterised by rituals, sacred texts, and an all-encompassing approach to learning. In contrast, explore the progressive spheres of Buddhist education, characterised by practical instruction, mindfulness, and an emphasis on reducing suffering. Discover the subtle distinctions between these two antiquated educational paradigms' philosophy, methods, and social effects. Ideal for teachers, history buffs, and anyone wishing to understand the complexities of India's rich educational and cultural legacy.
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The Vedic system of education had three main components:
1) Education was centered around gurukuls, residential schools where students lived with their teacher and learned directly from them. 2) The curriculum focused on rigorous study of the Vedas and subjects like philosophy, ethics and astronomy. 3) Both boys and girls were given equal access to education, studying under the same teachers in gurukuls. The system emphasized character development and preserving Indian culture.
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During the Muslim period from 1200-1757 CE:
- Education aimed to spread Islam and Muslim culture as well as impart morality and life skills. Knowledge was seen as a path to salvation.
- Primary education took place in maktabs, usually attached to mosques, teaching reading, writing, arithmetic, and memorizing the Quran.
- Higher education occurred in madrasas teaching both religious and secular subjects like literature, science, and philosophy. Education was patronized by rulers who built schools.
- Teaching methods emphasized memorization and oral transmission of knowledge. Educational opportunities increased during this period but were still limited for women and lower castes.
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The University Education Commission (1948-49) was the first education commission of independent India, chaired by Dr. S. Radhakrishnan. The commission studied problems in university education and suggested improvements, noting that reconstruction of universities was essential for India's socioeconomic development. The commission recommended that universities consider India's new sociopolitical scenario and train students for leadership, social efficiency, knowledge, and higher values. It also suggested reforms to improve teacher quality and professional education programs.
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First and foremost Commission of Indian Education emphasized on Women and primary education. Also established 3 universities in the London University modelled.
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Vedic education during the Vedic period was both narrow and extensive. Students received education initially at home and then attended gurukuls for further study. Education focused on religious texts like the Vedas as well as subjects like arts. Students lived a disciplined life at gurukuls under the guidance of gurus for many years depending on how many Vedas they studied. The education system was free from state control and aimed at spiritual and religious learning as well as the preservation of culture and development of knowledge and social duties. Medium of instruction was Sanskrit and teaching methods included memorization under the tutelage of gurus.
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The Kothari Commission of 1964-1966, also known as the Education Commission, was tasked with reviewing India's education system and providing recommendations. The Commission was chaired by Dr. D.S. Kothari and had 17 members including 5 foreign experts. It provided extensive recommendations on reforming curriculum, improving teacher quality, increasing access to education, and making education more relevant to India's needs for national development, social cohesion, and modernization. The Commission's report emphasized that education is the most powerful tool for national development and shaping India's future.
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1) The Act allotted Rs. 100,000 annually for education revival in India and allowed Christian missionaries, leading to expansion of schools.
2) It sparked debate between Orientalists, who favored traditional Indian education, and Anglicists, who advocated Western-style schools using English.
3) In 1835, the Anglicist view was accepted, and many schools adopting the Western model were established across India.
4) Other individuals and organizations also started schools, improving literacy though the medium of instruction remained controversial.
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This document discusses the development of education in India after independence. It covers:
1) Expansion of general education through initiatives like free and compulsory primary education, midday meals, and increased number of schools and universities. Literacy rates rose from 19.3% in 1951 to 65.4% in 2001.
2) Development of technical education through institutions like IITs, NITs, IIMs, and increased medical and dental colleges.
3) Focus on women's education through schemes to promote girls' enrollment and literacy.
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The document provides an overview of the history and development of education in India. It discusses how education originated in ancient India through the gurukula system and subjects taught included Vedic scriptures and philosophy. Education expanded in medieval times with the establishment of primary and secondary schools under Muslim rulers. In modern India, the government controls education and higher education has grown significantly since independence, with the number of universities increasing from 30 to over 500 and colleges from 695 to over 33,000 from 1950 to 2011.
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This presentation is very helpful for teachers and students. It consists of history, effects, objectives, importance and recommendations of Wood's Despatch 1854.
Wood dispatch
The Wood Dispatch of 1854, sent by British politician Charles Wood, was the first comprehensive plan for expanding education in India. It tasked the government of India with assuming responsibility for educating the masses through an educational hierarchy consisting of vernacular primary schools, secondary schools teaching in English and Indian languages, and universities in major cities based on the model of London University. Some key recommendations included establishing education departments in each province, providing grants to private schools, and using local languages as the medium of instruction in primary schools.
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Elementary education refers to the first 8 years of a child's formal schooling, from ages 6 to 14. It aims to provide students with basic literacy and numeracy skills, as well as foster their social, physical, and emotional development. The objectives of elementary education are to ensure mastery of basic learning tools, promote harmonious growth, develop good citizenship and national identity, and instill scientific thinking. Elementary education is critical for developing an enlightened and productive populace, spreading literacy, integrating the nation, and driving the country's progress.
Indian Schools of Philosophy in Education
This document outlines the objectives and content of the Core Course I on Education in the Emerging Indian Society. The course aims to help student-teachers understand key concepts related to philosophy, education, sociology and the Indian education system. It covers 10 main objectives related to understanding the relationship between philosophy and education, different schools of philosophy and their implications for education, sociological factors influencing education, and challenges facing Indian society and education. The course content is divided into 10 units that will address these objectives, exploring topics like Indian and Western philosophy and education thinkers, the links between sociology and education, and issues in the Indian education system regarding access, equity and quality.
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Vedic education was centered around spiritual knowledge and development of character. There were four main Vedas - Rig, Sama, Yajur, and Atharva - that formed the basis of curriculum. Education was provided through the gurukul system and differed according to caste, with Brahmins focusing on language and rituals. The teacher-student relationship was authoritarian, with students serving their gurus. Overall, Vedic education aimed to develop a balanced personality and help students progress through different life stages to achieve moksha or self-realization.
Education commission 1964-66
The Kothari Commission of 1964-1966, chaired by Dr. D.S. Kothari, made recommendations to reform India's education system. It believed education was key to national development. The commission recommended a 10 year period of general education, improving teacher status, and making curriculum more relevant to students' lives and India's needs by emphasizing science, vocational subjects, and Indian culture/history. It aimed to develop skills for productivity, social cohesion, modernization, and democracy.
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The Buddhist system of education was developed by Buddhist monks and focused on spiritual development and knowledge attainment. Education was provided free of cost in monasteries and temples. The system included primary education from ages 6-12, higher education from 12-20, and specialized Bikshu education for those pursuing religious studies. Education emphasized moral development, social welfare, vocational skills, religion, and philosophy. Teaching methods included imitation, questioning, explanation, and debate. Students were disciplined according to the monastery's rules.
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The Sargent Report of 1944 proposed a comprehensive scheme for educational reform in India with the aims of reorganizing the entire education system, expanding education access to all areas of the country, and improving teacher training. It suggested eight stages of reforms over 40 years with a total budget of Rs. 313 crores. Key recommendations included compulsory primary education, expansion of secondary and vocational education, improved teacher salaries and training, and special schools for disabled students. However, critics argued it was not tailored to India's conditions and did not adequately address issues like women's education and rural access.
Vedic Education.pptx
The Vedic system of education had three main components:
1) Education was centered around gurukuls, residential schools where students lived with their teacher and learned directly from them. 2) The curriculum focused on rigorous study of the Vedas and subjects like philosophy, ethics and astronomy. 3) Both boys and girls were given equal access to education, studying under the same teachers in gurukuls. The system emphasized character development and preserving Indian culture.
Muslim education
During the Muslim period from 1200-1757 CE:
- Education aimed to spread Islam and Muslim culture as well as impart morality and life skills. Knowledge was seen as a path to salvation.
- Primary education took place in maktabs, usually attached to mosques, teaching reading, writing, arithmetic, and memorizing the Quran.
- Higher education occurred in madrasas teaching both religious and secular subjects like literature, science, and philosophy. Education was patronized by rulers who built schools.
- Teaching methods emphasized memorization and oral transmission of knowledge. Educational opportunities increased during this period but were still limited for women and lower castes.
The University Education Commission (1948-49)
The University Education Commission (1948-49) was the first education commission of independent India, chaired by Dr. S. Radhakrishnan. The commission studied problems in university education and suggested improvements, noting that reconstruction of universities was essential for India's socioeconomic development. The commission recommended that universities consider India's new sociopolitical scenario and train students for leadership, social efficiency, knowledge, and higher values. It also suggested reforms to improve teacher quality and professional education programs.
Wood's despatch 1854
First and foremost Commission of Indian Education emphasized on Women and primary education. Also established 3 universities in the London University modelled.
Vedic period
Vedic education during the Vedic period was both narrow and extensive. Students received education initially at home and then attended gurukuls for further study. Education focused on religious texts like the Vedas as well as subjects like arts. Students lived a disciplined life at gurukuls under the guidance of gurus for many years depending on how many Vedas they studied. The education system was free from state control and aimed at spiritual and religious learning as well as the preservation of culture and development of knowledge and social duties. Medium of instruction was Sanskrit and teaching methods included memorization under the tutelage of gurus.
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The Kothari Commission of 1964-1966, also known as the Education Commission, was tasked with reviewing India's education system and providing recommendations. The Commission was chaired by Dr. D.S. Kothari and had 17 members including 5 foreign experts. It provided extensive recommendations on reforming curriculum, improving teacher quality, increasing access to education, and making education more relevant to India's needs for national development, social cohesion, and modernization. The Commission's report emphasized that education is the most powerful tool for national development and shaping India's future.
1813 a turnig point in indian education
The document discusses the development of the education system in India following the Charter Act of 1813. Some key points:
1) The Act allotted Rs. 100,000 annually for education revival in India and allowed Christian missionaries, leading to expansion of schools.
2) It sparked debate between Orientalists, who favored traditional Indian education, and Anglicists, who advocated Western-style schools using English.
3) In 1835, the Anglicist view was accepted, and many schools adopting the Western model were established across India.
4) Other individuals and organizations also started schools, improving literacy though the medium of instruction remained controversial.
Secondary Education Commission / Mudaliar Commission
It narrates the major recommendations of Secondary Education Commission / Mudaliar Commission 1952-53
University Education Commission (Radhakrishnan Commission)-1948 1949
University Education Commission (Radhakrishnan Commission)-1948 1949.
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This document discusses the development of education in India after independence. It covers:
1) Expansion of general education through initiatives like free and compulsory primary education, midday meals, and increased number of schools and universities. Literacy rates rose from 19.3% in 1951 to 65.4% in 2001.
2) Development of technical education through institutions like IITs, NITs, IIMs, and increased medical and dental colleges.
3) Focus on women's education through schemes to promote girls' enrollment and literacy.
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The document provides an overview of the history and development of education in India. It discusses how education originated in ancient India through the gurukula system and subjects taught included Vedic scriptures and philosophy. Education expanded in medieval times with the establishment of primary and secondary schools under Muslim rulers. In modern India, the government controls education and higher education has grown significantly since independence, with the number of universities increasing from 30 to over 500 and colleges from 695 to over 33,000 from 1950 to 2011.
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- Teachers had high social status and lived with students. Education was based on memorization, reflection, and discussion.
- Subjects included religious texts, languages, mathematics, sciences, and vocational skills. Education was available to all sections of society, including women.
- Schools were residential and funded through donations. Teachers provided free education out of a sense of duty. The student-teacher relationship was like a family.
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Unit 5 buddhist period dr.c.thanavathi
- During the Buddhist period in India from around 600 BC to 600 AD, education was centered around monasteries known as viharas. Only Buddhist monks could receive religious and other types of education within these institutions.
- The aims of Buddhist education included the all-round development of students' personalities through physical, mental, moral and intellectual development. A strong emphasis was placed on character formation and religious education through the teachings of Buddhism. Education also aimed to prepare students for everyday life.
- Teaching methods included verbal instruction, discussion, the use of logic, tours to propagate Buddhism, conferences, and solitary meditation. Students had close relationships with their teachers, who were responsible for their care, education and potential expulsion
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The document discusses the history and evolution of women's education in India from ancient to modern times. It notes that while women initially had equal rights to education in the Vedic period, later periods saw restrictions imposed. The document outlines key committees and policies that aimed to promote greater equality and remove discrimination, including the National Education Policy of 1986 which mandated equal education for boys and girls. However, some state governments still impose variations, such as making home science compulsory for girls at secondary level, violating the core national curriculum. There remains debate around ensuring truly equal curricula at all levels.
Contemporary India and Education book
This document outlines the syllabus for the course "Contemporary India and Education" from the Tamil Nadu Teachers Education University.
It begins with course objectives focused on understanding social diversity, contemporary issues in India, educational policies over time, and language policies. The syllabus then lists 5 units that will be covered: the constitutional context of education in India, understanding social diversity, educational demands of individuals and communities, language policy, and implications of equality in educational opportunities. Suggested activities and textbooks are also provided. The document concludes with intended course outcomes.
Education System of Pakistan.pdf
Objectives:
To know the history of education before and after the birth of Pakistan.
To understand the Muslim outlook towards education;
To be aware of the efforts of the various governments for bringing change in education in quality and quantity as envisaged in its educational policies.
Identify the contemporary trends in education
To understand the impact of policies on education
To know the strengths & drawbacks of the system of education in Pakistan
Unit 1: Introduction
Definition and concept of education
Significance and importance of education
Functions of education
Unit 2: Islam and Education
Relationship between Islam and Education
Role of Muslim scholars for promotion of education in Pakistan
Role of Muslim leaders in education
Unit 3: National Educational Conference 1947
Quaid-e- Azam Message
Fazal ur Rehman three dimensions of Education
Aims of the Education Conference
Recommendations of the conference
Unit 4: National Education Commission 1959
Background
Objectives of the commission
Salient features of the commission
Implementation Policy Regarding Education Commission 1959
Unit 5: Educational Policies of Pakistan
New Educational policy 1970
Educational policy 1972
Educational policy 1979
Educational policy 1992
Educational policy 1998-2010
Educational policy 2009
Unit 6: Provision of Education in Five Years Plans
Objectives
Teachers’ training
Educational research
Elementary and Secondary Education
Colleges and Universities
Adult education
Role of private sector in education
Unit No7: Provincial Departments of Education
Level of Education at Provincial Level
Provincial Directorates of Education
Directorate of Elementary & Secondary Education
Directorate of Colleges & Archives
Directorate of Technical education
Curriculum Bureaus
Text Book Boards
Unit 8: Educational Institutions in Pakistan
Early childhood education
Elementary education
Secondary education
Colleges and universities
Teachers’ education institutions
Unit 9: Examination System of Pakistan
Concept, importance and objectives of examination
Semester System (Meaning, Nature, Merits and Demerits)
Terminal System ((Meaning, Nature, Merits and Demerits)
Terminal System ((Meaning, Nature, Merits and Demerits)
Unit No 10: New Trends in Pakistani Education
Education Sector Reforms (ESR)
Human Resource Development (HRM)
Technological Development & Education
Non-Formal (Distance Education)
Special Education
Problems & Issues in the Education System of Pakistan
Recommended Books
Hayes Lousis (1987)The Crisis of Education in Pakistan Vanguard
Coombs. Philip H. The world Crisis in Education Ibid
Dave R.H. (1976)Foundation of Life Long Education UNESCO Institute of Education Pergaman Oxford UK
Crophey, AJ (1977). Life Long Education Psychological Analysis Pergaman Oxford UK
Govt. of PakistanNational Bureau of Curriculum & Text book, Islamabad July -1999
Ibrahim, Imran Educationa
Education in india
The document provides a history of education in India from ancient to modern times. It discusses:
- Education beginning under gurus with no formal classrooms or labs.
- The national education policy being framed in 1986 and amended in 1992, and the 2009 scheme to improve access and quality of education.
- Drawbacks of the current system including an over-emphasis on memorization and theoretical learning over practical skills.
- Areas for improvement like investing in infrastructure, encouraging creative and logical thinking in students, and making physical education a priority on par with other subjects.
The document traces the development of education across different historical periods in India and highlights both successes and limitations of the country's education system.
Education System of India
This presentation aims to elaborate the current prevailing education system and its emergence in India.
Anshika Singh, Masters in Corporate Communication Management 3rd Semester, 2016-18, Banaras Hindu University.
The Indian school education system is one of the largest and most complex in the world. The complexity of the system stems from India’s need to maintain standard and uniformity while giving scope for its diverse culture and heritage to grow and flourish across the length and breadth of the country. After independence, India has worked hard to provide access to almost all its young people, but it has only just begun to focus on aspects of quality and seek to improve learning outcomes.
Present Education System :
The present system of education was introduced and founded by the British in the 20th century, by the recommendations of Macaulay.
It has a western style and content.
The British Govt. did not recognize the traditional structures and so they have declined.
It is said that even Gandhi described the traditional educational system as a beautiful tree which was destroyed during the British rule.
EDUCATION FOR ALL:
Sarva Shiksha Abhiyan (SSA) is Government of India's flagship programme for achievement of Universalization of Elementary Education (UEE) in a time bound manner, as mandated by 86th amendment to the Constitution of India making free and compulsory Education as a Fundamental Right.
Right to education:
The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), is an Act of the Parliament of India enacted on 4 August 2009, which describes the modalities of the importance of free and compulsory education for children between 6 and 14 in India under Article 21a of the Indian Constitution. India became one of 135 countries to make education a fundamental right of every child when the Act came into force on 1 April 2010.
History of Primary and Secondary Education Five Year Plans in Pakistan: A Rev...
ABSTRACT : The quality education is an indispensable and inevitable agent for change aseducation is a
process of civilization and development. The issue of deterioration of qualityin education in Pakistan, especially
decline in quality of secondary education was the sloganof the day. The major purpose of the research is to
compare and analyze the quality of education throughout history by understanding the Five-Year Plans initiated
by the Government of Pakistan inpublic and private schools of Punjab. It was discovered that while the plans were
detailed in theory, in terms of practical application much was left to be desired. It was understood that while
students attended the schools at both primary and secondary levels, they were not given the quality of education
promised. As a result the quality of education in primary and secondary schools in Punjab suffered greatly. It is
recommended that the next Five Year Plan initiated by the Government of Pakistan be implemented in letter and
spirit so that the students of primary and secondary schools in Punjab could benefit greatly from it.
KEYWORDS: Education, Pakistan, Secondary, Primary, Punjab.
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Forms of knowledge
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This document discusses motivation and Maslow's hierarchy of needs. It defines motivation as the process of encouraging subordinates to do their best work. Intrinsic and extrinsic motivation are described as internal and external factors that move someone to act. Various techniques for motivating students are outlined, including reward/punishment, praise/blame, emphasizing both success and failure, competition/cooperation, and maintaining novelty. Maslow's hierarchy proposes that basic physiological needs must be met before higher-level needs for safety, love, esteem and self-actualization can be pursued. The theory is described as involving five or potentially eight stages of human needs.
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- 1. Difference between Vedic and Buddhist system of education Administration and finance of education Vedic Period 1. Free from state control 2. Free education 3. Sources of income Buddhist Period 1.Control of Buddhist Sanghas over Education 2.Patronized by Kings 3.Free Primary Education
- 2. Structure and organisation of education Vedic Period 1.Primary education --- Starts at the age of 5 yrs 2.Higher education --- Organised in the gurukuls . At age of 8 for brahmin . At age of 10 for kshatriya . At age of 12 for vaishya Buddhist Period 1.Primary education --- At age 6-12 2.Higher education --- At age 12-20/25 3.Bhikshu education --- for another 8 yrs after higher education
- 3. Aims of Education Vedic Period 1.Presevation and Enhancement of health 2. Development of Knowledge 3. Preservation and Development of culture 4.Moral and character Development 5.Education of livelihood , Art and Skills
- 4. Buddhist Period 1. Physical Devlopment 2. Devlopment of knowledge 3 . Character formation 4. Education of Buddhist Religion 5. Preservation and Devlopment of Human Culture
- 5. CURRICULUM Vedic Period 1. Primary Education --- Language , Grammer , Simple Calculation and Religious Activity ( Sanskrit Language) 2. Higher Education -- .General -- Religion ,Ethics ,Physical Exercise , Astrology ,Military Science ,Craft . Specific --History , Purans ,Economy , Astronomy
- 6. Buddhist Period 1.Primary Education --- 49 alphabets of Pali language The 5 different sciences ---- morphology , masonry,medicine , Logic and sprituality General principles of Buddhist religion , art and skills 2. Higher Education --- Knowledge of grammer , religion , philosophy , ayurveda Political science ,accountancy, painting,printing of the cloth 3. Bhikshuk Education --- Buddhist religion comperative study of diffrent religion vedic religion touring
- 7. Methods of Teaching Vedic Period 1.Explanation and Illustration Method 2.Question - Answer , Discussion and Debate method 3. Shravan , Manan ,Nididhyasan ( Listening , Learning and Practicing) 4.Story telling method
- 8. Buddhist Period 1. Question - Answer Method 2. Explanation method 3.Debate and Logic method 4. Lecture Method 5. Self-study method