ancient education of india

ancient education of india

t talks about how travellers saw India as a land of wonder and how India’s culture, religions, philosophies and architecture became famous.

Salient Features of Ancient Education System

It talks about how the education system focused on all aspects of life and aimed at raising a healthy individual who is not only knowledgeable but also physically fit. The teachings were based on the Vedas as well as Upanishads. Moreover, the education system has a heritage of being practical, accessible and in sync with life.

Sources of Education

It talks about all the teachings and works of famous personalities that were used in learning. Education in those times was not only focused on imparting knowledge but it also included Physical education. They were taught how to train their mind and body. Both Gurus and their students used to work efficiently towards growth and development of children. Evaluation used to take place in the form of learned debates. Peer learning was also famous back then.

Ancient Education System in India- A Way of Life

It talks about both formal and informal education systems. Education took place in temples, pathshalas and gurukuls as well as Buddhist monasteries and universities. Gurukuls, or ashrams were named after sages and they were situated in peaceful environments such as a forest. Women too, had access to education and the names of few famous women Vedic scholars are Gargi, Maitreyi, Lopamudra and many more.

Students used to live with their Gurus and stay away from their homes for years till they achieved their goals. They excelled in various subjects and were also taught ways to strengthen the inner self. During their time t

Role of the Teacher

Back then, teachers enjoyed complete freedom in selecting their students, designing their course, ascertaining the syllabus and the duration of the session. The course would conclude when they were satisfied with their students’ performances. Debates and discussions were the primary methods of teaching.

Nalanda University

It talks about the written accounts of Nalanda University given by Chinese Scholars I-Qing and Xuan Zang. Xuan Zang enrolled himself in the university to pursue yogashastra and he has described the Chancellor of Nalanda as the highest living authority in yoga. It was a place for higher learning in various subjects and attracted numerous scholars from all over the country and even the world. Nalanda University offered a wide range of courses covering every bit of knowledge available back then.

Role of Community

Community played a major role in making education accessible. During those days, knowledge was known to be sacred and therefore, the students were not required to pay any fees. Rich merchants, wealthy parents and society took care of financial assistance whereas the universities also received gifts of buildings and lands. Some of the other sources of learning also

The early system of education was based on the teachings of Vedas, Brahmanas, Upanishads and Dharmasutras. It also included the works and findings of Aryabhata, Panini, Katyayana and Patanjali as well the medical work of Charaka and Sushruta. A clear distinction between the learned disciplines and fiction literature was drawn or in other words, children were taught both Shastras as well as Kavyas and how they are separate from each other. Different disciplines were taught so as to impart the knowledge of history, logic and interpretation, architecture, polity, agriculture, trade, commerce, animal husbandry and archery. Thus, all these subjects are being taught since ancient times. All of these subjects helped students learn and enhance their knowledge in various fields.

Not only this, proper care was taken to improve their physical efficiency as well. Physical education was an important aspect and it motivated kids to participate in games and recreational activities like archery for enhancing martial skills. They were made to do physical exercises and training of the mind along with the body was considered extremely crucial. Not only children, but their teachers or Gurus played a major role in ensuring dedicated learning and development.

In the form of tests, debate competitions were held and the students who have achieved a certain level of learning also helped younger children. Peer learning, as we call it today, or the situation where peers help each other in the learning process has been continuing since those times.

Ancient Education System in India- A Way of Life

During the early days, education took place both formally and informally.

Initially, education took place at homes, temples, pathshalas, tols, chatuspadis and gurukuls. People at home, villages and temples introduced children to the idea of religions. Even temples during those times participated in spreading knowledge. For higher education, children used to go to Buddhist monasteries and universities. Most of the teaching was done orally and students used to meditate to memorise and retain the knowledge.

Students used to stay in Gurukuls or ashrams as they learned there. They promoted the type of education where the students lived near or with their Gurus. Most of these ashrams were named after rishis or sages and were situated in areas surrounded with nature such as the forest which provided a peaceful environment for learning and development.

Even women were provided the opportunity to learn and grow. Maitreyi, Vishwambhara, Apala, Gargi and Lopamudra are the names of some of the famous women Vedic scholars.

During that period, the gurus and their shishyas lived together helping each other in day-to-day life. The main objective was to have complete learning, leading a disciplined life and realising one's inner potential. Students lived away from their homes for years together till they achieved their goals. The gurukul was also the place where the relationship of the guru and shishya strengthened with time. While pursuing their education in different disciplines like history, art of debate, law, medicine, etc., the emphasis was not only on the outer dimensions of the discipline