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MODULE ON E-CONTENT SUBMITTED TO HRDC
PONDICHERRY UNIVERSITY
For the Refresher Course in MOOC and e-content
Development
17-30 November, 2020
Submitted by
Dr. Sankaranarayanan
Paleeri
Reg. No.
HRDC/RCM/2020/35
E- Content module on Vedic Education
-------------------------------------------------------------------------------------------------------------------
VEDIC
EDUCATION IN ANCIENT INDIA
Organization of the e- module
· Objectives
· Module
Content
· PPT
for supporting the content
· Objective
Type Questions with Answer Key (Answers are marked in red colour)
· E-resources
· Reference
OBJECTIVES
Ancient Indian Education was very structured and motivated for
taking education a social necessity: and premier in the world in its kind. The
Vedic education system is deep rooted in Vedic philosophy. Knowledge on the
enormous and rich contributions of Vedic period education system is helpful to
promote the pride of any citizens. Following are the specific objectives of the
module:
· To
acquaint the learners with the ancient educational tradition and culture of
India
· To
make the learners aware about the philosophy of ancient Indian education
· To
provide the learners an overall understanding of distinct features of Vedic
Education
· To
develop learners’ procedural and conceptual awareness on the notions like
Upanayan, Ashram, Sammelan, Gurukul and so on.
· To
develop learners’ understanding on the
features of teaching – learning methods, role of teachers and curriculum
during Vedic period
· To
critically evaluate the contributions of Vedic Education
VEDIC EDUCATION
Education in
India has a very long history. It is rooted in prehistoric period. The most
ancient Indian education system is known as Vedic education. It is nomenclature
so because it is rooted with Vedic period.
Historically, It is difficult to state the
exact period of the emerging of Vedic Education system. Some historians say
that Vedic education existed from 3500 BC to 600 BC. Other view supports its
existence from 1600 BC to 600 BC. The Vedic education system continued up to
300/400 AD with gradual changes.
Philosophy
of Ancient Indian Education
Ancient Indian
education is emerged from the Vedic Philosophy. Ultimate aim of Vedic Education was liberation. Education should
make man out of all bondages. The mind
or ‘chitha’ is the cause of both liberation and bondage. Control of mind is the
path way for liberation. It is called education is a way for ‘citha vrithi nirodh’.
In the Vedic
period learning did not mean ‘read and write’. Learning was equal to
realization; education was a process of self- realization and self-
actualization. The Vedic epistemology believed on true knowledge and knowledge
that emancipate the human nature. Knowledge of the self was considered as
highest form of knowledge. In other word it is called Atma Jnan or Brahma Jnan.
The axiology of
the Vedic era did not distinguish social values and personal values. Both
personal and social values were part of universal eternal values: Satyam, Sivam
and Sundaram (Truth, Goodness and Beauty).
The Vedic
philosophy treated reality a divine perfection. Vedas were considered holy
scripts. The theory of Metaphysics was revealed based on the learning of and
through Vedas. Oral instructions are preferred.
The concept of reality developed up on the Vedas and Upanishads. They were
monistic in character. It is followed the method of the Sravan (hearing), Manan
(Meditation) and Nididhyasan (Realization).
Characteristics of Vedic Education
Vedic education developed by years of refinement. The Vedic
education had almost all attributes that a modern education system prevails.
Some of the specific features of Vedic Education are given below:
· Vedic
education was developed with Gurukul system
· Education
in Gurukul extended from six to fourteen years.
· It was fully and compulsorily residential.
· The induction ceremony in Vedic education was known as
“Upanayana"
· Students observed Celibacy (Brahmacharya) during the period of
education.
· Since the Gurukul system was residential, teacher (Guru) paid full
attention to the psychological make-up of their students.
· Most encouraged method of discipline was self-discipline.
· Students were sent to accept alms (Biksha) from the public. (All
students, irrespective of their socio-familial status, must have to accept
alms. It was a very powerful step to eradicate all arrogance from the learner’s
mind)
· There were three types of educational institutions in ancient
India: (a) Gurukul (b) Parishad (3) Sammelan
· Syllabus in the Vedic
education included proper pronunciation and recitation of the Veda, the rules
of sacrifice, grammar, composition, versification and rhythm, understanding of
secrets of nature, reasoning logic, the Vedic mathematics, the sciences, and
the skills necessary for an occupation.
·
Subjects
of Study included four
Vedas, six Vedangas (phonetics, ritualistic knowledge, grammar, metrics and
astronomy), the Upanishads, the darshans (philosophies) like nyaya, vaiseshika,
samkya, yoga, mimamsa and vedanta, epics, puranas (history), tarka shastra (logic),
etc.
· Higher learning on
certain specific disciplines was also existed in the period included medical
knowledge, Danur vidya (martial arts and weaponry) and Jyothi Sastra (astro-physics)
and Ayur Veda.
Upanayana or Upanayan
Upanayana was the
induction ceremony in Vedic Education. Education of a
child commenced before five years of age with a ceremony called Vidyarambh. It
was marked by learning the alphabet for the first time and offering worship to
Goddess Saraswathi. But it was only after the ceremony called Upanayana that a
child used to leave his parent’s home and go to stay in the house of his
teacher to start his schooling. After ‘Upanayana’ a child offers himself to the
Guru to have education. It was considered a sacred ceremony.
Upanayana was open to all during early Vedic period,
but in later Vedic or Brahminic period it was become a ceremony only for upper
caste pupils. By the upanayana learner left his family to join with Gurukul.
Learner must assure the Guru that he will obey all the rules and regulations of
the Gurukul or Ashram and will live as a family member there.
Education in Gurukul or Guru’s Ashram
Details of the
learners’ life in Gurukul are available from Manu Smriti (smruthi) and Yjnavalkya Smriti.
A student in Guru’s Ashrama had to partake in all house hold activities
with Guru. Child had to care the cattle in Ashram, beg for food, and look after
the sacred fire and etc. The resident student must follow certain principles
like respecting the family members of Guru,
bath every day, speak the truth only, participating the prayer sessions,
abstain from mundane passions and blaming others. Life at Gurkul was the
journey to attain the truth.
The system of
education was mostly teacher centered. The educational center was well known by
the name of the Guru.
Was caste system
existed in Vedic Education?
Here have two different views by experts. It is
saying that caste system was not a feature of Vedic Education ant early stage.
All were allowed to admit for education. But in later Vedic or Brahminical
period, educational opportunities of lower caste people were denied. Some
historians view that caste system was not a character of Vedic Education system
both at early and later period. Later, along with the emerging of Brahminical
education the caste system began to affect.
Aims of
Vedic Education:
There were no preplanned
mundane aims or material objectives of education in ancient India. It was the
process of man making education oriented to develop a man “a man of
responsibilities and divinities”.
At the same time, the aims of education during
Vedic period can be considered were to provide training to youngsters in the
performance of their social, political, economic and religious duties. It also
aimed preservation and transformation of culture, character and personality
development and inculcation of moral ideals.
Methods of Learning in Vedic Education
In ancient India close relationship existed
between the pupil and the teacher. The teacher used to pay individual attention
on his students and used to teach them according to their aptitude and
capability. Knowledge was imparted orally and the different methods of learning
were-
- Memorization– The preliminary stage of learning was learning by heart the
sacred text through indefinite repletion and rehearsal by both the teacher
and the taught.
- Critical Analysis– Analysis was made on
existing knowledge by experts.
- Introspection– Sravana (listening), Manana (contemplation) and Nididhyasana
(concentrated contemplation) of the truth so as to realize it was another
method to study Brahma Vidya (Vedanta).
- Story telling– The teacher used
stories and parables to explain. This was the most popular method of that
time.
- Question and Answer method– In this
method the pupils used to ask questions and the teacher used to discuss at
length on the topics and clear their doubts. It is same as the modern
Socratic Method.
- Seminars– The students gained and expressed knowledge thought talks,
elocutions, debates and discussions which were held at frequent intervals.
Period of Study
It took 12 years to
master in Veda. Hence depending upon the wish of the student to learn as many
subjects, the period of study varied from 6 to 12 years or more. A graduate was
called Snataka and the graduation ceremony was called Samavartana.
Types of Teachers:
- Upadhyayaka was the one who adopted teaching as a profession to earn his
livelihood
- Charakas are scholars who taught
at various centers. They were wandering
scholars toured throughout in teaching and seeking of higher knowledge.
- Guru was the one who used to lead a family life and earn his
livelihood after imparting education to his disciples and maintain his
family.
- Acharya was a type of teacher who taught his pupil without charging fee
from the pupils.
- Sikshaka was
a teacher who gave
instruction in arts like fine arts, music and dancing.
Curriculum in Vedic Education
According to
recent researches, it is found out that following disciplines were included in
the curriculum in the graded forms in accordance with the stages of education.
1. Anthropology, 2. Astronomy,
3. Economics
4. Epistemology,
5. Eschatology 6. Ethnology
7. Geology 8. Humanities 9. Mathematics
10. Military
Science 11. Medical Knowledge and
herbal plants
Critical Evaluation
The
Vedic Education was not a system of education carried out in Schools or such
like formal educational institutions; it held in teacher’s residence or
specially designed Ashramas. Scopes of students to have various life
experiences were limited. It was too literary, importance on memorizing rather
than meaningful learning and teacher centered rather than student centeredness.
The system of education was need based and rigid. According to P V Kane “the
defects of the ancient Indian system of education were that it was too
literary, there was too much memorizing, boys it had hardly any instruction in
usual manual arts and crafts, the studies were not brought in contact with
practical life”
The
Vedic education slowly lost its educational credibility by caste system. The
metamorphosis of Vedic system to Brahminic system paved the way for invasion of
caste to educational practices and so a big part of the society marginalized
and abstained from the educational opportunities.
We cannot compare
the ancient education system with the
21st century system. The education has a pattern totally bounded
with moral practices at that time. Knowledge acquisition was both mean and end
of ancient system of education.
The presentation of the content is available with link:
https://www.slideshare.net/paleeri/ppt-for-e-contet-on-vedic-education-239350691
Multiple Choice Questions
(Answer of each question is given in red colour)
1.
The most ancient system of education
existed in India was ------------
a. Brahminic
System
b. Vedic System
c. Budhist
system
d. Islamic
system
2.
Which of the following was considered
eternal value by Vedic philosophies?
a. Sivam
b. Ahimsa
c. Kama
d. Moksha
3.
Most preferred method of instruction
during Vedic period education was-----------
a. Field
trips
b. Activity
centered
c. Demonstration
d. Oral Instruction
4.
‘Upanayana’ as an initial ceremony of
education belongs to ------
a. Islamic
education
b. Vedic education
c. Budhist education
d. Janism
education
5.
‘Parishad and Sammelan ‘ during Vedic
era stood for ------------
a. Certificate
b. Group of teacher
c. Institution for
education
d. Organizations
6.
“life at Gurukul was a journey to attain
truth”, the statement substantiate -----
a. Individual life at Gurukul
b. Guru’s knowledge
c. Development of education at Gurukul period
d. Aims and practice of
education at Vedic period
7. ‘Sravan,
Manan and Nididhyasa’ in learning can be combined most suitably with,
a.
Introspection of learning and learnt matters
b. Technological approach in learning
c. Method of
teaching
d. None of these
8. The
teacher who gave instruction in fine arts, music and dance in early education
system in India was known as;
a.
Acharya
b. Sikshka
c. Manava
d.
Charaka
9. What
was considered as ultimate aim of education in Vedic period?
a. Sayoojya
b. Sravana
c. Rachana
d. Moksha
10. The
most ancient spiritual - literary script in the world:
a. Rig Veda
b. Yajur
Veda
c. Ramayana
d.
Mahabaratha
E- Resources
https://www.academia.edu
//History of Education in India
http://www.watchknowlearn.org
(for videos)
http://www.vediceducation.edu.in
Reference
Anand C L & et.al. (1983) The teacher Education in the Emerging Indian
Society. New Delhi, NCERT
Arjun,
N K. (2009) Philosophicaland Sociological
Bases of Education in India. Palakkad, Yuga Publications.
Pride of India: A
Glimpse to India’s Scientific Heritage (2006). Compiled by Bharatiya Bouddhik Sampada, New Delhi, Samskrita
Bharati
Dash B N. (2002) Teacher and Education in the Emerging Indian
Society (2 volumes) Hyderabad, Neelkamal Publications
Mookerji,
Radha Kumud (1998) [First published in 1951]. Ancient Indian
Education: Brahmanical and Buddhist (2 ed.). Motilal Banarsidass
Publications
Radakrishnan, S (1999) Indian
Philosophy vo.1- New Delhi: Oxford University Press – India
Rai BC (2001). History of Indian Education. Lucknow: Prakashan Kendra
Scharfe,
Hartmut (2002). Education in Ancient India.: Handbook of Oriental Studies. ISBN 9789004125568
retrieved on 11 August, 2015 from google books
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