Ancient Education System of India CLASS VIII by Vungngaihlian (TGT English).pptx

A brief compilation of class VIII ,Chapter 11 by Vungngaihlian .(JNV Chandel)

1. Ancient Education System of India CLASS VIII SUPPLEMENTARY READER IN ENGLISH Compiled by – Vungngaihlian (TGT English) JNV Chandel CHAPTER - 11

2. Education is the process of imparting or acquiring knowledge and of developing the powers of reasoning and judgement . *The most important contribution of ancient India not only for India but also for the world is in the field of education. What is education? origin LATIN LATIN Educare ENGLISH Educatio Educate Education Mid 16 th century

3. INTRODUCTION The history of education in India is fascinating and is recorded and can be tracked to the ancient era.In India, education started as early as 3 rd century BC.You must have heard or read that travellers from various regions having different climates and cultures began to visit parts of India from early times.To them,India was a land of wonder!The fame of Indian culture,wealth , religions, philosophies, art, architecture,as well as its educational practices had spread far and wide.The education system of ancient India was regarded as a source for the knowledge,traditions and practices that guided and encouraged humanity. PART 1

4. From the time of Rigveda onwards,our ancient education system evolved over the period and focused on the holistic development of the individual by taking care of both the inner and the outer self. Let us list down the main features of ancient education system- The system focused on the holistic development of the individual. It focused on the moral,physical,spiritual and intellectual aspects of life. It emphasised values such as humility, truthfullness , discipline, self-reliance and respect for all creations. It followed the tenets of the Vedas and the Upanishads encompassing all aspects of life. The process of learning was blended with nature. It also focused both on learning and physical development. Thus,we can find that the main focus of ancient education system was on healthy mind and healthy body. SALIENT FEATURES OF ANCIENT EDUCATION SYSTEM

5. The Vedas,Brahmanas , Upanishads and Dharmasutras . Writings of Aryabhata , Panini, Katyayana and Patanjali and medical treatises of Charaka and Sushruta . Itihas (history), Anviksiki (logic), Mimamsa (interpretation), Shilpashastra (architecture), Arthashastra (polity), Varta ( agriculture,trade , commerce, animal husbandry) and Dhanurvidya (archery). Physical education- Krida (games, recreational activities), vyayamaprakara (exercises), dhanurvidya (archery) for acquiring martial skills, and yogasadhana (training the mind and body) among others. Shastrartha (learned debates) were organised for assessment of pupil’s learning. Advanced pupil’s guided younger pupils. Peer learning(group/peer work). SOURCES OF EDUCATION

6. Metrics ( chandas ) Grammar ( vyakarana ) Phonetics ( Shiksha ) Ritual ( Kalpa ) Etymology ( nirukta ) Astronomy ( Jyotisha ) Vedangas (in sutra form) DISCIPLINES ENCOMPASSED IN THE VEDAS * Clear distinction was made between Shastras (learned disciplines) and Kavyas (Imaginative and creative literature)

7. ANCIENT EDUCATION SYSTEM OF INDIA – A WAY OF LIFE Existence of both formal as well as informal education. Indigenous education was imparted at home,in temples, pathshalas , tols , chatuspadis and gurukuls . Young children were also guided by elders to develop pious ways of life. Temples were the centres of learning. Students went to viharas and universities for higher knowledge. Teaching was done orally. Hundreds of students used to learn together in Gurukuls (ashrams).Many of these were named after the sages. Women too had access to education during the early Vedic period.( Maitreyi , Viswambhara , Apala,Gargiu , and Lopamudra,etc ) The gurus and their shishyas lived together.The main objective was to have complete learning,leading a disciplined life and realising one’s inner potential. Emphasis of the gurukul system was not only on the outer dimensions of the discipline but also on enriching inner dimensions of the personality.

8. The ancient education system continued to flourish and many monasteries/ viharas were set up for monks and nuns to meditate, debate and discuss with the learned for their quest for knowledge during this period.Many educational centres developed around these viharas which attracted students from China, Korea, Tibet, Burma, Ceylon, Java, Nepal and other distant countries. * Kings and society took active interest in promoting education in ancient India.(Sourced from the Jataka tales,accounts given by Xuan Zang and I-Qing who are Chinese scholars) PART II

9. Many universities developed in connection with the viharas of which the most notable ones are situated at Takshashila , Nalanda , Valabhi , Vikramshila , Odantapuri and Jagaddala . Those at Benaras,Navadeep and Kanchi developed in connection with temples and became centres of community life. These institututions catered to the needs of advanced level students.Mutual discussions and debates with renowned scholars helped in developing their knowledge. Scholars of various viharas and universities are occasionally summoned by the kings in gatherings to meet,debate and exchange their views. VIHARAS AND UNIVERSITIES

10. Let us list down some important features of Takshashila as follows- Taxshashila was an ancient Indian city which is now in north-western Pakistan.Its fame rested on the University where Chanakya is said to have composed his Arthashastra . It was a noted centre of learning in ancient times.It continued to attract students from around the world for several centuries until its destruction in the 5 th century CE. Known for its higher education,the curriculum comprised the study of ancient scriptures,law,medicine , astronomy, military science and the eighteen silpas or arts. It became famous due to its teachers’ expertise. The most notable pupils of Taxila includes-Panini(legendary Indian Grammarian who wrote Ashtadhyayi ), Jivaka (one of the most renowned physicians in ancient India),and Chanakya also known as Kautilya (a skilled exponent of statecraft).There were students coming from Kashi,Kosala,Magadha and other countries also. It is an important archaelogical site and the UNESCO declared it to be a World Heritage Site in 1980.Archaeologist Alexander Cunningham discovered its ruins in the mid 19 th century. TAKSHASHILA OR TAXILA

11. The teacher had complete autonomy in all aspects. The course concluded when the teacher was satisfied with the performance of the students. The teachers would admit as many students as he liked and taught what his students were keen to learn. Debates and discussions were the primary methods of teaching. Teachers were assisted by their advanced level students. ROLE OF THE TEACHER

12. Nalanda was called Nala when Xuan Zang visited it and was a centre of higher learning in various subjects. Like Taxila,it attracted scholars from different parts of the country as well as the world. The Chinese scholars I-Qing and Xuan Zang visited Nalanda in the 7 th century CE and Xuan Zang himself bacame a student to study yogashastra . In their accounts, they have noted that as many as one hundred discourses happened on a daily basis in a variety of disciplines through the methods of debate and discussions. The Chancellor of Nalanda,Shilabandra , was the highest living authority in yoga. The coursesof study offered by Nalanda University covered almost the entire circle of knowledge then available. Students studied the Vedas and were also trained in fine arts, medicine, mathematics, astronomy, politics and the art of warfare. NALANDA UNIVERSITY( Centre of learning from the 5 th century CE TO 12 TH CENTURY CE) Located in present day Rajgir , Bihar ,India, Nalanda was one of the oldest universities of the world and UNESCO declared the ruins of Nalanda Mahavihara,a world heritage site.The new Nalanda is envisaged as a center of inter- civilisational dialogue.

13. Let us study the role played by the community in the field of education in ancient India- Free education. Contributions towards education were considered the highest form of donation. Contributions were made by all members of the society in different forms. Financial support came from rich merchants, wealthy parents and society. Universities received gifts in the form of buildings and lands. In South India, agraharas served as centres of learning and teaching and cultural institutions such as Ghatika and Brahmapuri were also present.These were also maintained by generous donations from the society. Temples,Mathas , Jain Basadis and Buddhist Viharas also existed as other sources of learning during this period. ROLE OF COMMUNITY

14. The Indian education system continued in the form of ashrams,in temples and as indigenous schools. Maktabas and Madrassas became part of the education system in the Medieval period. Indigenous education flourished in the pre-colonial period which was mostly religious and spiritual in nature. Tols in Bengal, pathshalas in western India, chatuspadis in Bihar, and similar schools existed in parts of India. Local resources via donations supported education. References in texts and memoirs also tells us that villagers also supported education in southern India. CONTINUATION OF INDIAN EDUCATION SYSTEM

15. The ancient education system of India focused on the holistic development of the students, both inner and outer self,thus preparing them for life. Education was free of cost and its foundations were laid in the rich cultural traditions of India thereby helping in the development of the physical, intellectual,spiritual and artistic aspects of life. Thus, our present day education system has a lot to learn from the ancient education system of India. Therefore, the stress is being laid on connecting learning to the world outside the school,connecting the ancient and the traditional knowledge with contemporary learning.The process of learning itself aims to be learner centered to cater to the needs of the learners holistically. CONCLUSION