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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 21^st 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://ithihas.wordpress.com

https://www.academia.edu //History of Education in India

http://www.watchknowlearn.org  (for videos)

http://www.vediceducation.edu.in

www.jainworld.com

www.culturalindia.com

www.wikipedia.org

www.allabouthinduism.com

 

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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Note on inflibnet and Presentation soft ware, Teaching of current affairs in social science classroom, Human Rights Education : syllabus based note

 This is brief notes on certain commonly used terminologies. The content is just some points on the concepts. The titles or not in order. Aim of this script is to provided idea on certain syllabus based contents on unit 3 of B Ed 4 sem. CU; 

Organisations that promote educational developments in India:

there are any governmental organisations those function to promote education in India.Some of them areL

UGC - University Grant Commission

NAAC - National Assessment and Accreditation Council 

NCERT - National Council of Educational Research and Training

CBSE - Central Board of Secondary Education 

SCERT - State Council of Educational Research and Training (in all states)

ICSSR - Indian Council of Social Science Research

ICPR - Indian Council of Philosophical Research

CSIR - Council of Scientific and Industrial Research 

the list is not complete. See their functions/roles 

Some Online Method Used in Classroom 

There have many online methods to be used for formal teaching. The methods are rejuvanated day by day. There are number of online aaps that can be used for teaching pupose. Google Classroom, Edmodo, Gnomio, Blackboard are examples. 

There are traditional methods also using for teaching process. Teleconference, Video conference are examples. 

Teleconferencing 

A meeting through telecommunication media is teleconferencing. Any telecommunication device can be utilized for this purpose. Audio conference and video conference are coming under this title.  If it is through telephone only, it is termed as tele conference. If the meeting is through video medium, it is video conference. The modern aaps like Zoom, Skype, google meet and etc are providing platform for tele conferences. 

A tele or video conference can be Point to Point conference,Multiple point conference, Individual to Mass meeting and so on. Point to point and multiple point conference are the  popular types. 

The conferences provide effective online face to face communication. It increase knowledge productivity, reduce the formal arrangements and expenses, save time and learner and instructor can be engaged at any time. 

Edubuntu 

Edubuntu is associated with ubuntu operating system. The edubuntu is formerly known as Ubuntu Education Edition. It is official derivative of the Ubuntu designed for use in classroom teaching, for self learning and interactive e learning. Edubuntu provide information to learners and teachers on various topics on school subjects and academic disciplines. 

What is meant by the techno pedagogic content analyses? 

Techno pedagogic content analyses indicate analysis of the learning content and learning objects in the techno pedagogic perspective. 

The process of analysis is to identify terms, acts, concepts, specific objects, suitable strategies, teaching experiences, aids and appropriate evaluation. Techno pedagogic analyses focused to refer the ICT integrated strategies, e-content, e resources, ICT tools and aaps suitable to teach the selected topic to teach. 

INFLIBNET

INFLIBNET is the information library net work. The inflibnet functions in India with the aim of organizing educational resources and references under one roof. It provides reliable access to document collections from any library in the country, which is associated with INFLIBNET. It felicitates academic communication among scientists, academics, teachers, research scholars, and students. It aimed to promote research and development in academic areas. Inflibent is a platform to collaborate with institutions, libraries and information centers. Shodganga, an online channel of INFLIBNET provides direct access to all research theses from Indian Universities. 

Presentation Software for classroom teaching. 

Presentation software, or a presentation program, is a desktop- or cloud-based application that allows the user to present information to an audience using a sequence of multimedia formats, such as images, video, audio and text. This visual presentation can be used to accompany a live talk or speech or as a standalone slide deck.

The first and most well-known presentation software that any of us has ever used is Microsoft PowerPoint. Along with its competition, Apple’s Keynote, these two are still widely used. 

Some other presentation soft wares are;

Prezi

Vynod

Zoho Show

Google Slides

Custom Show

Slidedog

vist : www.vyond.com for further information 

Importance of Current Affairs in Social Science Classroom

Social studies/sciences include subject matter and activities that enable the child to acquire:

·       -            understanding of human relationships
·     -              knowledge of the environment
·       -             dedication to the principles and social life
·          -        values of society
·      -             relationship of human being with his social and physical environment
·       -         commitment to participate in the process through which society is maintained and improved,                 and so on.

 To fulfil all these requirements, social science classroom should be active with discussions on contemporary social issues. Current affaires should be subject matter in social science classroom because knowledge on current affaires is necessary to assure learners’ commitment towards society and to perform the social responsibilities. To be clear, knowledge on current affaires is necessary to know the society better.

 Benefits of Learning Current Affairs

1. Classroom teaching of social science subject cannot be separated from real life situations that abound in the society we live in.
2. Discussions on current social issues have direct connection with students’ understanding and perception of the society. Current social issues need to be made a part of the teaching–learning process in order to provide the learners an important skill of sifting individual experiences and knowledge to the society. It will support the effective reciprocal contact between individual and society.
3. The factual learning of current issues will help him to critically evaluate today’s ubiquitous and biased media.
4. The social science classroom is the rightful agency to introduce the basic principles of civil society and encourage the principles and values that society collectively cherishes.

5.     The knowledge on current affairs, social aspects and on the emerging areas like consumer education or child right education assure democratic participation and interaction of students in the classroom for learning to be complete and meaningful.

6. Real life connections are essential for learning to be made relevant.
7. Linking incidents/events taking place in the world around us to the social science classroom is essential for proper understanding and perception of the social and cultural life in which he learner is living. The social cohesion, social values, cultural values, social mobility and etc can to a great extent be achieved through integrating current affairs into everyday classroom transaction.  
8. To be briefed, social science classroom is to be essentially active with the discussion on current affairs. Best method of teaching current affairs is discussion method. The Juries Prudential Inquiry Training Model is a suitable Model of teaching current affairs. The student cantered discussions on such current issues will promote democratic thinking, value acquisition and proper social accommodation of the learners.

 

Curtsy: www.progressiveteacher.in

Importance of Current Affairs in Social Science Classroom

Social studies/sciences include subject matter and activities that enable the child to acquire:

• understanding of human relationships 

• knowledge of the environment 

• dedication to the principles and social life

• values of society 

• relationship of human being with his social and physical environment

• commitment to participate in the process through which society is maintained and improved, and so on. 

To fulfill all these requirements, social science classroom should be active with discussions on contemporary social issues. Current affairs should be subject matter in social science classroom because knowledge on current affairs is necessary to assure learners’ commitment towards society and to perform the social responsibilities. To be clear, knowledge on current affairs is necessary to know the society better. 

Benefits of Learning Current Affairs 

1. Classroom teaching of social science subject cannot be separated from real life situations that abound in the society we live in. 

2. Discussions on current social issues have direct connection with students’ understanding and perception of the society. Current social issues need to be made a part of the teaching–learning process in order to provide the learners an important skill of sifting individual experiences and knowledge to the society. It will support the effective reciprocal contact between individual and society. 

3. The factual learning of current issues will help him to critically evaluate today’s ubiquitous and biased media.

4. The social science classroom is the rightful agency to introduce the basic principles of civil society and encourage the principles and values that society collectively cherishes.

5. The knowledge on current affairs, social aspects and on the emerging areas like consumer education or child right education assure democratic participation and interaction of students in the classroom for learning to be complete and meaningful. 

6. Real life connections are essential for learning to be made relevant. 

7. Linking incidents/events taking place in the world around us to the social science classroom is essential for proper understanding and perception of the social and cultural life in which he learner is living. The social cohesion, social values, cultural values, social mobility and etc can to a great extent be achieved through integrating current affairs into everyday classroom transaction.  

To be briefed, social science classroom is to be essentially active with the discussion on current affairs. Best method of teaching current affaires is discussion method. The Juries Prudential Enquiring Training Model is a suitable Model of teaching current affairs. The student cantered discussions on such current issues will promote democratic thinking, value acquisition and proper social accommodation of the learners. 

Curtsy: www.progressiveteacher.in

Human Rights Education

Human Rights Education (HRE) is learning that develops the KNOWLEDGE, SKILLS, and VALUES of human rights. It has the broad goal of building a universal human rights culture.  

Human rights education transacts awareness of human rights issues, concerned by the issues, and makes the students capable of standing up for human rights. It will move students from understanding human rights concepts to examining their experiences from a human rights perspective. It is also incorporating the human right concepts into their personal values and decision-making processes.

Knowledge in Human Rights

HRE aims to provide knowledge in human rights to students. Knowledge has different perspectives. Some of them are: 

• Promote awareness and understanding of human rights issues so that people recognize violations of human rights.

• The belief that every human is born with the indisputable human rights listed in the UDHR (Universal Declaration of Human Rights- UN).

Link: https://www.un.org/en/udhrbook/pdf/udhr_booklet_en_web.pdf 

 • Get knowledge of the key concepts such as: freedom, justice, equality, human dignity, non-discrimination, democracy, sustainability, poverty, universality, rights, responsibilities, interdependence, solidarity, and peace.

• To get the idea that human rights provide a framework for negotiating and agreeing on standards of behaviour in the family, school, community, and the world.

• To know the interdependence of civil/political rights and economic/social/ cultural rights of Human Being.

• Understand human rights terms and concepts according to age/ grade level and recognize the root causes of human rights issues/concerns.

Skills Regarding Human Rights Education

HRE aimed to develop the skills and abilities necessary for the defence of human rights. The ‘skills’ regarding human rights education may include: 

• Skill of active listening and communication: being able to listen to different points of view, to advocate one's own rights and those of other people

• Skill of critical thinking: finding relevant information, appraising evidence critically, being aware of preconceptions and biases, recognizing forms of manipulation, and making decisions on the basis of reasoned judgement

• The skill or ability to work cooperatively and to address conflict positively;

• The skill or ability to participate in and organize social groups and acting to promote and safeguard human rights both locally and globally

Values regarding Human Rights Education

HRE aims to develop certain values among all learners. The acquisitions of these values are essential for sooth existence of humanity. The values that are to be developed in learners are:

• Develop attitudes of respect for human rights, so people do not violate the rights of others.

• A sense of responsibility for one's own actions, a commitment to personal development and social change 

• Curiosity, open mindedness and an appreciation of diversity

• Empathy and solidarity and sympathy with others and a commitment to support those whose human rights are under threat

• A sense of human dignity, of self-worth and of others' worth, irrespective of social, cultural, linguistic or religious differences

• A sense of justice, the desire to work towards the ideals of freedom, equality and respect for diversity.

HRE in Teaching Learning Processes 

HRE provides a common framework through which different subject matters may be taught in relation to one another. The concepts of human rights transacted through different subjects and topic, may not be under the specific title ‘human right’. The topics of globalization, the environment, peace, citizenship, gender equality, democracy, poverty, and intercultural relations all address human rights issues and attempt to build a culture that respects human rights. Rather than teaching about these subject matters in isolation, using a HRE framework provides educators and students with a shared value system through which all subjects intersect.

Human rights education framework

Humen Rights Education has a wide frame work. It is progressively implemented through integration with other subjects or school topics. A diagram of frame work is given below;

 Curtsy: www.theadvocatesforhumanrights.org