VEDIC
EDUCATION
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.
“Swadesh Pujyate Raja, Vidwan Sarvatra Pujyate”
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.
