MAJOR FEATURES OF THE VEDIC SYSTEM OF
EDUCATION IN ANCIENT INDIA
CONTENTS
v Introduction
v
Salient
Features Of Vedic Education In Ancient India
v
Forms
Of Educational Institutions In Vedic Period
v Role
Of Teacher And Students
v Conclusion
INTRODUCTION
The education system which was evolved first
in ancient India is known as the Vedic system of education. In other words, the
ancient system of education were based on the Vedas and therefore it was given
the name of Vedic Educational System. Vedas occupy a very important place in
the Indian life. The basis of Indian culture lies in the Vedas which are four
in number – Rigveda, Samveda, Yajurveda, and Atharavaveda. Some scholars have sub divided Vedic Educational
period into Rig
Veda
period, Brahmani period, Upanishada period, Sutra (Hymn) period, Smriti period
etc but all these period, due to predominance of the Vedas, there was no change
in the aims and ideals of educations. That is why, the education of these
periods, is studied under Vedic period.
This verse widely quoted in India illustrates
the significance of education in India. The education system of Vedic period
has unique characteristics and qualities which were not found in the ancient
education system of any other country of the world.
According to Dr. F. E. Key, “To achieve their
aim not only did Brahmans develop a system of education which, survived even in
the events of the crumbling of empires and the changes of society, but they,
also through all those thousands of years, kept a glow of torch of higher
learning.”
In the words of Dr. P. N. Prabhu, “Education
in ancient India was free from any external control like that of the state and
government or any party politics. It was the kings duties to see that learned
Pundits, pursued their studies and performed their duty of imparting knowledge
without interference from any source what so ever.”
The
education system that prevailed during the Vedic times had some unique characteristics.
Education was confined to the upper castes, and to those who were BRAHMACHARIS.
In Indian tradition, a person’s life cycle is divided into four stages of which
BRAHMACHARI is the second phase. This is the time set aside for learning and
acquiring skills. During Vedic period, most of the upper castes, which were
either Brahmins or Kshatriyas had their education in a unique system called GURUKULAM.
Students had their education by living with their preceptors in forests far
removed from cities, towns or villages. The life of students who were called
SHISYAS was very rigorous and demanding. Those who failed to live up to these
high standards would simply fall by the wayside. There were legendary acharyas
like Sanandeepani and Dronacharya who taught epic heroes like Krishna and
Arjuna martial skills, but what makes the Vedic period unique is the existence
of sages like Gautama and Jaimini who were founder of different schools of
Indian philosophy like Nyaya and Purva Mimamsa.
This was a period of intense intellectual activity and speculation, which we
hardly find even now. While Nyaya and Vaisheshika
were theistic philosophies, Sankhya was atheistic.
There
were of two types of BRAHMACHARIS who attended such GURUKULAMS, they were: UPAKURVANA
BRAHMACHARI who remains a student for a limited time period after which he
marries and becomes a householder and NAISHTHIKA BRAHMACHARI who remains
a student and celibate throughout life dedicated to the pursuit of learning.
SALIENT FEATURES OF VEDIC EDUCATION IN ANCIENT INDIA
1.
Infusion of Spiritual
& Religious Values:
The
primary aim of ancient education was instilling into the minds, of pupils a
spirit of being pious and religious for glory of God and good of man. The
pursuit of knowledge was a pursuit of religious values. Education without
religions instructions was not education at all. It was believed that a keener
appreciation of spiritual values could be fostered only through a strict
observance if religious rites.
2.
Character
Formation and Personality Development
In
no period of the History of India, was so much stress laid on character
building as in the Vedic period. Wisdom consisted in the practice of moral
values. Control of senses and practice of virtues made one a man of character.
Moral excellence could come only through practising moral values. The teacher
and the taught were ideals of morality, for both practiced it all through their
lives. The Guru in the ancient times
realized that the development of personality is the sole aim of education. The
qualities of self-esteem, self confidence, self restraint and self respect were
the personality traits that the educator tried to inoculate in his pupils
through example.
3.
Development of Civic
Responsibilities and Social Values
The
inculcation of civic virtues and social values was an equally important
objective of education in India. The Brahmachari after his education in the
Gurukulas went back to the society to serve the rich and the poor, to relieve
the diseased and the distressed. He was required to be hospitable to the guests
and charitable to the needy. After a certain period of studies he was required
to become a householder and to perpetuate his race and transmit his culture to
his own off springs.
4.
Knowledge:
Education
is knowledge. It is mans third eye. This aphorism means that knowledge opens
mans inner eye, flooding him with spiritual and divine light, which forms the
provision for man‘s journey through life.
5.
Aims of Education:
The
ultimate aim of education in ancient Indian was not knowledge as preparation
for life in this world or for life beyond, but for complete realization of self
for liberation of the soul from the chains of life both present and future.
6.
Methods of Instruction
It
was a pupil centered education. No single method of instruction was adopted,
though recitation by the pupil followed by explanation by the teacher, was
generally followed. Besides question – Answer, Debate and Discussion, Story
telling was also adopted according to need. There was no classroom teaching.
However monitorial system was prevalent and senior pupils were appointed to
teach Juniors. Travel was regarded as necessary to give finishing touch to
education so the methods of teaching generally practiced during vedic period
were mainly Maukhik (oral and other method was based on Chintan (thinking or
reflection) In the oral method the students were to memorize the mantras (Vedic
Hyms) and Richayas (Verses of Rigveda) in order that there might not be changed
wrongly and they might remain preserved in their original forms.
7.
Medium of Instruction
As
these educational institutions were managed and organized by Brahmans and all
the books written in Sanskrit, therefore the medium of instruction was
Sanskrit.
8.
The ‘Upnayana’ Ritual
The
word ‗upnayana ‗means to take close to, or to being in touch with. A ceremony
called the upnayana ceremony was performed before the child was taken to his
teacher. This ceremony was performed at the ages of 8,11 and 12 for the
Brahmins, Kshatriyas and Vaishyas, respectively. The ceremony signaled the
childs transition from infancy to childhood and his initiation into educational
life. In this context, the term ‗upanayana‘ means putting the students in touch
with his teacher.
9.
Celibacy or Brahamacharya
Every
student was required to observe celibacy in his specific path of life. Purity
of conduct was regarded as of supreme importance. Only the unmarried could
become students in a Gurukul. On entering student life, the student was made to
wear a special girdle called a ‗makhla‘. Its quality depended on the caste of
the student. The students were not allowed to make use of fragrant, cosmetic or
intoxicating things.
10.
Alms System
The
student had to bear the responsibility of feeding both himself and his teacher,
this was done through begging for alms, which was not considered bad. Since
every domestic knew that his own son must be begging for alms in the same way
at some other place. The reason behind the introduction of such a practice was
that accepting alms induces humility. The student realized that both education
and subsequent earning of livelihood were made possible for him only through
society‘s service and its sympathy. For the poor students, Begging for alms was
compulsory and unavoidable, but even among the prosperous, it was generally accepted
practice.
11.
Practicability
Apart
from intellectual aspect of education its practical side was not lost sight of
and along with art, literature and philosophy, students got a working knowledge
of animal husbandry, agriculture and other professions of life. In addition
education in medicine was also imported.
12.
Duration of Education
In
the house of the teacher, 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:
a) These obtaining education up to the age of 24 –
Vasu
b) These obtaining education up to the age of 36 –
Rudra
c) These obtaining education up to the age of 48.-
Auditya.
13.
Curriculum
Although
the education of this period was dominated by the study of Vedic Literature,
historical study, stories of heroic lives and discourses on the puranas also
formed a part of the syllabus. Students had necessarily to obtain knowledge of
metrics. Arithmetic was supplemented by the knowledge of geometry. Students
were given knowledge of four Vedas – Rigveda, Yajurveda, Samaveda and
Atharvaveda. The syllabus took with in its compass such subjects as spiritual
as well as materialistic knowledge, Vedas, Vedic grammar, arithmetic knowledge
of gods, knowledge of the absolute, knowledge of ghosts, astronomy, logic
philosophy ethics, conduct etc. The richness of the syllabus was responsible of
the creation of Brahman literature in this period.
14.
Plain Living and High Thinking
The
education institutions were residential in the form of Gurukulas situated in
forest, where teachers and pupils lived together. Education imparted was in the
pure, colm and charming atmosphere of the Gurukulas and Ashramas and emphasis
was laid on the development of character through ‗Plain Living and High
Thinking‘.
15.
Academic Freedom
Due
to academic freedom students remained busy in thinking and meditation. It
enhanced originality among them
16.
High place to Indian culture
Indian
culture was full of religious feelings and it was assigned a very high place in
the field of education. Vedic culture was kept intact and transmitted through
word of mouth to succeeding generations. The ancient Indian education system
was also successful in Preserving and spreading its culture and literature even
without the help of art of writing, it was only because of the destruction of
temples and monasteries by invaders that literature was lost. The cultural
unity that exists even today in the vast- sub continent in due to the
successful preservation and spread of culture and the credit goes to Ancient
Education System.
17.
Commercial Education and Mathematics Education
Commercial
education and Mathematics education is also one of the chief features of vedic
period. The ideas of the scope and nature of commercial education can be held
from manu. Knowledge of Commercial geography, needs of the people of various
localities, exchange value and quality of articles and language spoken at
different trade centre were considered necessary. Theory of banking was also
included in the course. Though there were no organized educational
institutional training was usually imparted in the family. As far as
Mathematics education is concerned, ancient Indian quite early evolved simple
system of geometry. Shulva sutra are the oldest mathematical works probably
compased between 400 BC and 200 A. D. Aryabhata (476.52 BC) is the first great
name in Indian Mathematics. The concept of Zero also belonged to this period.
18. Female Education
During
the Vedic age women were given full status with men. For girls also the
Upanayan (initiation ceremony) was performed and after that their education
began. They were also required to lead a life of celibacy during education.
They used to study the Vedas and other religious and philosophy books, they
were free to participate in religious and philosophical discourses. Many ‘Sanhitas’
of Rigveda were composed by women. In Gurukulas the gurus treated male and
female pupils alike and made no distinction what-so-ever.
FORMS OF
EDUCATIONAL INSTITUTIONS IN VEDIC PERIOD
1.
Gurukulas
Gurukulas
were the dwelling houses of gurus situated in natural surroundings away from
noise and bustle of cities. Parents sent their wards at the age of five years
to nine years according to their castes after celebrating their Upanayan
Sanskar. Pupils lived under the roof of their guru called ‘antevasin’ under the
direct supervision of their Guru.
Gurukula
as the name indicates was the family of the teacher and his residence where the
students used to stay during the period of study. Gradually, the Gurukula were
extended to include a number of buildings. However the institution was built up
around the family of teacher. The primary duty of the student was to serve the
teacher and his family. The students were like sons of the teacher and the
whole institution lived like family.
2.
Parishads
Parishads
were bigger educational institutions where several teachers used to teach
different subjects. This may be compared to a college parishad in Upanishads,
has been used for a conference of learned men, assembled for deliberations upon
philosophical problems. Later on the ‘Parishads’ were set up at the places
where learned men lived in good number and gradually these institutions became
permanent centres of imparting knowledge. In the words of Dr. R. K. Mukherjee Parishad
correspondences to University of students belonging to different colleges.
3.
Sammelan
Sammelan
literally means getting together for a particular purpose. In this type of
educational institutions scholars gathered at one place for learned discussions
and competitions generally on the invitation of the king. Scholars were
appropriately rewarded.
ROLE OF TEACHER AND STUDENTS
In
Bhartiya Darshan ‘Guru‘has significant place. It consists of two words, Gu-ru.
The word ‘Gu’ indicated darkness and ‘ru’ means controller. It means to avoid
darkness or ignorance. In Vedas the term achariya is used for guru. Guru is
considered greatest treasure of knowledge.
In educative process teacher and students are
the two components; a teacher provides physical, materialistic and spiritual
knowledge to his students. The educative process is teacher centred. Guru
satisfies the curiosity and needs of his students. Guru was the spiritual
father of his pupils. Gurus were taking care of their pupil in same manner as a
father takes care of his son.
When
a student was to become a pupil of any Guru, the recognized way of making
application to him was to approach him with fuel in his hands as a sign that he
wished to serve him and help to maintain his sacred fire. With ‘Upanayan’
ceremony the disciple (shishya) gained the generous shelter and patronage of
his gurus. The term ‘shishya’ indicates the following qualities.
a) He is to be administered guru
b) He is able to obey his guru
c) He may be punished by his guru
d) He is be wished by his guru
e) He is to be Preached by his guru
f) He is to be treated equality
g)
He is devoted committed to acquired wisdom
In
the Dharam Sutra, there are rules laid down for the conduct of both teachers
and pupils. The pupil was subjected to a rigid discipline and was under certain
obligations towards his teacher. He should remain with his teacher as long as
his course lasted and not live with anybody else.
CONCLUSION
In
Vedic era education had the prominent place in society. It was considered as
pious and important for society. Education was must for everybody for becoming
cultured. Relationship between Guru and pupils were very cordial during vedic
and post- vedic period. By means of education efforts were being made to infuse
―Satyam Shivam and Sundaram‖ inside the students. A great importance was
attached to veda in education system, self study Swadhyaya was considered more
important during that period. The vedic period favored women education.
The
ancient Indian education system was successful in preserving end spreading its
culture and literature even without the help of art of writing. It was only
because of the destruction of temples and monasteries by invaders that the
literature was lost. The cultural unity that exists even today in the vast
sub-continent is due to successful preservation & spread of culture. The
education system infused a sense of responsibilities and social values. The
ancient education system achieved its aims to the fullest extent.
Ancient education emerged from Vedas. The
basis of Indian culture lies in the Vedas.
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