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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 instruction arrangement which was evolved outset inwards ancient Bharat is known as the Vedic arrangement of education. In other words, the ancient arrangement of instruction were based on the Vedas as well as hence it was given the cite of Vedic Educational System. Vedas occupy a really of import house inwards the Indian life. The footing of Indian civilisation lies inwards the Vedas which are iv inwards break – Rigveda, Samveda, Yajurveda, as well as Atharavaveda. Some scholars receive got sub divided Vedic Educational catamenia into Rig
Veda period, Brahmani period, Upanishada period, Sutra (Hymn) period, Smriti catamenia etc but all these period, due to predominance of the Vedas, in that location was no alter inwards the aims as well as ideals of educations. That is why, the instruction of these periods, is studied nether Vedic period.
“Swadesh Pujyate Raja, Vidwan Sarvatra Pujyate”
This poesy widely quoted inwards Bharat illustrates the significance of instruction inwards India. The instruction arrangement of Vedic catamenia has unique characteristics as well as qualities which were non works life inwards the ancient instruction arrangement of whatever other province of the world.
According to medico F. E. Key, “To accomplish their aim non alone did Brahmans develop a arrangement of instruction which, survived fifty-fifty inwards the events of the crumbling of empires as well as 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 medico P. N. Prabhu, “Education inwards ancient Bharat was gratuitous from whatever external command similar that of the province as well as authorities or whatever political party politics. It was the kings duties to come across that learned Pundits, pursued their studies as well as performed their duty of imparting cognition without interference from whatever source what as well as then ever.”
The instruction arrangement that prevailed during the Vedic times had some unique characteristics. Education was confined to the upper castes, as well as to those who were BRAHMACHARIS. In Indian tradition, a person’s life cycle is divided into iv stages of which BRAHMACHARI is the instant phase. This is the fourth dimension set aside for learning as well as acquiring skills. During Vedic period, near of the upper castes, which were either Brahmins or Kshatriyas had their instruction inwards a unique arrangement called GURUKULAM. Students had their instruction past times living with their preceptors inwards forests far removed from cities, towns or villages. The life of students who were called SHISYAS was really rigorous as well as demanding. Those who failed to alive upward to these high standards would exactly autumn past times the wayside. There were legendary acharyas similar Sanandeepani as well as Dronacharya who taught epic heroes similar Krishna as well as Arjuna martial skills, but what makes the Vedic catamenia unique is the existence of sages similar Gautama as well as Jaimini who were founder of dissimilar schools of Indian philosophy similar Nyaya and Purva Mimamsa. This was a catamenia of intense intellectual action as well as speculation, which nosotros hardly discover fifty-fifty now. While Nyaya as well as Vaisheshika were theistic philosophies, Sankhya was atheistic.
There were of 2 types of BRAHMACHARIS who attended such GURUKULAMS, they were: UPAKURVANA BRAHMACHARI who remains a pupil for a express fourth dimension catamenia afterward which he marries as well as becomes a householder as well as NAISHTHIKA BRAHMACHARI who remains a pupil as well as 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 instruction was instilling into the minds, of pupils a spirit of existence pious as well as religious for glory of God as well as expert of man. The pursuit of cognition was a pursuit of religious values. Education without religions instructions was non instruction at all. It was believed that a keener appreciation of spiritual values could live fostered alone through a strict observance if religious rites.
2. Character Formation as well as Personality Development
In no catamenia of the History of India, was as well as then much stress set on grapheme edifice as inwards the Vedic period. Wisdom consisted inwards the exercise of moral values. Control of senses as well as exercise of virtues made ane a homo of character. Moral excellence could come upward alone through practising moral values. The instructor as well as the taught were ideals of morality, for both practiced it all through their lives. The Guru inwards the ancient times realized that the evolution of personality is the sole aim of education. The qualities of self-esteem, self confidence, self restraint as well as self abide by were the personality traits that the educator tried to inoculate inwards his pupils through example.
3. Development of Civic Responsibilities as well as Social Values
The inculcation of civic virtues as well as social values was an as of import objective of instruction inwards India. The Brahmachari afterward his instruction inwards the Gurukulas went dorsum to the guild to serve the rich as well as the poor, to salve the diseased as well as the distressed. He was required to live hospitable to the guests as well as charitable to the needy. After a certainly catamenia of studies he was required to acquire a householder as well as to perpetuate his race as well as transmit his civilisation to his ain off springs.
4. Knowledge:
Education is knowledge. It is mans 3rd eye. This aphorism way that cognition opens mans inner eye, flooding him with spiritual as well as divine light, which forms the provision for man‘s journeying through life.
5. Aims of Education:
The ultimate aim of instruction inwards ancient Indian was non cognition as preparation for life inwards this soil or for life beyond, but for consummate realization of self for liberation of the soul from the chains of life both introduce as well as future.
6. Methods of Instruction
It was a pupil centered education. No single method of instruction was adopted, though recitation past times the pupil followed past times explanation past times the teacher, was to a greater extent than ofttimes than non followed. Besides inquiry – Answer, Debate as well as Discussion, Story telling was also adopted according to need. There was no classroom teaching. However monitorial arrangement was prevalent as well as senior pupils were appointed to learn Juniors. Travel was regarded as necessary to give finishing touching on to instruction as well as then the methods of teaching to a greater extent than ofttimes than non practiced during vedic catamenia were mainly Maukhik (oral as well as other method was based on Chintan (thinking or reflection) In the oral method the students were to memorize the mantras (Vedic Hyms) as well as Richayas (Verses of Rigveda) inwards monastic enjoin that in that location mightiness non live changed wrongly as well as they mightiness remain preserved inwards their master copy forms.
7. Medium of Instruction
As these educational institutions were managed as well as organized past times Brahmans as well as all the books written inwards Sanskrit, hence the medium of instruction was Sanskrit.
8. The ‘Upnayana’ Ritual
The news ‗upnayana ‗means to bring unopen to, or to existence inwards touching on with. H5N1 ceremony called the upnayana ceremony was performed earlier the kid was taken to his teacher. This ceremony was performed at the ages of 8,11 as well as 12 for the Brahmins, Kshatriyas as well as Vaishyas, respectively. The ceremony signaled the childs transition from infancy to childhood as well as his initiation into educational life. In this context, the term ‗upanayana‘ way putting the students inwards touching on with his teacher.
9. Celibacy or Brahamacharya
Every pupil was required to discover celibacy inwards his specific path of life. Purity of behaviour was regarded as of supreme importance. Only the single could acquire students inwards a Gurukul. On entering pupil life, the pupil was made to vesture a particular girdle called a ‗makhla‘. Its character depended on the caste of the student. The students were non allowed to brand usage of fragrant, cosmetic or intoxicating things.
10. Alms System
The pupil had to acquit the responsibleness of feeding both himself as well as his teacher, this was done through begging for alms, which was non considered bad. Since every domestic knew that his ain boy must live begging for alms inwards the same way at another place. The argue behind the introduction of such a exercise was that accepting alms induces humility. The pupil realized that both instruction as well as subsequent earning of livelihood were made possible for him alone through society‘s service as well as its sympathy. For the pitiable students, Begging for alms was compulsory as well as unavoidable, but fifty-fifty with the prosperous, it was to a greater extent than ofttimes than non accepted practice.
11. Practicability
Apart from intellectual expression of instruction its practical side was non lost sight of as well as along with art, literature as well as philosophy, students got a working cognition of creature husbandry, agriculture as well as other professions of life. In add-on instruction inwards medicine was also imported.
12. Duration of Education
In the draw solid of the teacher, the pupil was required to obtain instruction upward to the historic catamenia of 24, afterward which he was expected to acquire inwards domestic life students were divided into 3 categories:
a) These obtaining instruction upward to the historic catamenia of 24 – Vasu
b) These obtaining instruction upward to the historic catamenia of 36 – Rudra
c) These obtaining instruction upward to the historic catamenia of 48.- Auditya.
13. Curriculum
Although the instruction of this catamenia was dominated past times the report of Vedic Literature, historical study, stories of heroic lives as well as discourses on the puranas also formed a business office of the syllabus. Students had necessarily to obtain cognition of metrics. Arithmetic was supplemented past times the cognition of geometry. Students were given cognition of iv Vedas – Rigveda, Yajurveda, Samaveda as well as Atharvaveda. The syllabus took with inwards its compass such subjects as spiritual as good as materialistic knowledge, Vedas, Vedic grammar, arithmetics cognition of gods, cognition of the absolute, cognition of ghosts, astronomy, logic philosophy ethics, behaviour etc. The richness of the syllabus was responsible of the creation of Brahman literature inwards this period.
14. Plain Living as well as High Thinking
The instruction institutions were residential inwards the shape of Gurukulas situated inwards forest, where teachers as well as pupils lived together. Education imparted was inwards the pure, colm as well as charming atmosphere of the Gurukulas as well as Ashramas as well as emphasis was set on the evolution of grapheme through ‗Plain Living as well as High Thinking‘.
15. Academic Freedom
Due to academic liberty students remained busy inwards thinking as well as meditation. It enhanced originality with them
16. High house to Indian civilisation
Indian civilisation was total of religious feelings as well as it was assigned a really high house inwards the champaign of education. Vedic civilisation was kept intact as well as transmitted through news of rima oris to succeeding generations. The ancient Indian instruction arrangement was also successful inwards Preserving as well as spreading its civilisation as well as literature fifty-fifty without the aid of fine art of writing, it was alone because of the devastation of temples as well as monasteries past times invaders that literature was lost. The cultural unity that exists fifty-fifty today inwards the vast- sub continent inwards due to the successful preservation as well as spread of civilisation as well as the credit goes to Ancient Education System.
17. Commercial Education as well as Mathematics Education
Commercial instruction as well as Mathematics instruction is also ane of the primary features of vedic period. The ideas of the reach as well as nature of commercial instruction tin live held from manu. Knowledge of Commercial geography, needs of the people of diverse localities, central value as well as character of articles as well as linguistic communication spoken at dissimilar merchandise centre were considered necessary. Theory of banking was also included inwards the course. Though in that location were no organized educational institutional grooming was commonly imparted inwards the family. As far as Mathematics instruction is concerned, ancient Indian quite early on evolved elementary arrangement of geometry. Shulva sutra are the oldest mathematical works in all likelihood compased betwixt 400 BC as well as 200 A. D. Aryabhata (476.52 BC) is the outset bully cite inwards Indian Mathematics. The concept of Zero also belonged to this period.
18. Female Education
During the Vedic historic catamenia women were given total condition with men. For girls also the Upanayan (initiation ceremony) was performed as well as afterward that their instruction began. They were also required to atomic number 82 a life of celibacy during education. They used to report the Vedas as well as other religious as well as philosophy books, they were gratuitous to participate inwards religious as well as philosophical discourses. Many ‘Sanhitas’ of Rigveda were composed past times women. In Gurukulas the gurus treated manful someone as well as woman someone pupils alike as well as made no distinction what-so-ever.
FORMS OF EDUCATIONAL INSTITUTIONS IN VEDIC PERIOD
1. Gurukulas
Gurukulas were the habitation houses of gurus situated inwards natural environs away from dissonance as well as bustle of cities. Parents sent their wards at the historic catamenia of v years to nine years according to their castes afterward celebrating their Upanayan Sanskar. Pupils lived nether the roof of their guru called ‘antevasin’ nether the straight supervision of their Guru.
Gurukula as the cite indicates was the household unit of measurement of the instructor as well as his residence where the students used to remain during the catamenia of study. Gradually, the Gurukula were extended to include a break of buildings. However the establishment was built upward or as well as then the household unit of measurement of teacher. The primary duty of the pupil was to serve the instructor as well as his family. The students were similar sons of the instructor as well as the whole establishment lived similar family.
2. Parishads
Parishads were bigger educational institutions where several teachers used to learn dissimilar subjects. This may live compared to a college parishad inwards Upanishads, has been used for a conference of learned men, assembled for deliberations upon philosophical problems. Later on the ‘Parishads’ were ready at the places where learned men lived inwards expert break as well as gradually these institutions became permanent centres of imparting knowledge. In the words of medico R. K. Mukherjee Parishad correspondences to University of students belonging to dissimilar colleges.
3. Sammelan
Sammelan literally way getting together for a detail purpose. In this type of educational institutions scholars gathered at ane house for learned discussions as well as competitions to a greater extent than ofttimes than non on the invitation of the king. Scholars were appropriately rewarded.
ROLE OF TEACHER AND STUDENTS
In Bhartiya Darshan ‘Guru‘has meaning place. It consists of 2 words, Gu-ru. The news ‘Gu’ indicated darkness as well as ‘ru’ way controller. It way to avoid darkness or ignorance. In Vedas the term achariya is used for guru. Guru is considered greatest treasure of knowledge.
In educative procedure instructor as well as students are the 2 components; a instructor provides physical, materialistic as well as spiritual cognition to his students. The educative procedure is instructor centred. Guru satisfies the curiosity as well as needs of his students. Guru was the spiritual begetter of his pupils. Gurus were taking aid of their pupil inwards same way as a begetter takes aid of his son.
When a pupil was to acquire a pupil of whatever Guru, the recognized way of making application to him was to approach him with fuel inwards his hands as a sign that he wished to serve him as well as aid to keep his sacred fire. With ‘Upanayan’ ceremony the disciple (shishya) gained the generous shelter as well as patronage of his gurus. The term ‘shishya’ indicates the next qualities.
a) He is to live administered guru
b) He is able to obey his guru
c) He may live punished past times his guru
d) He is live wished past times his guru
e) He is to live Preached past times his guru
f) He is to live treated equality
g) He is devoted committed to acquired wisdom
In the Dharam Sutra, in that location are rules set downward for the behaviour of both teachers as well as pupils. The pupil was subjected to a stiff bailiwick as well as was nether certainly obligations towards his teacher. He should remain with his instructor as long as his class lasted as well as non alive with anybody else.
CONCLUSION
In Vedic era instruction had the prominent house inwards society. It was considered as pious as well as of import for society. Education was must for everybody for becoming cultured. Relationship betwixt Guru as well as pupils were really cordial during vedic as well as post- vedic period. By way of instruction efforts were existence made to infuse ―Satyam Shivam as well as Sundaram‖ within the students. H5N1 bully importance was attached to veda inwards instruction system, self report Swadhyaya was considered to a greater extent than of import during that period. The vedic catamenia favored women education.
The ancient Indian instruction arrangement was successful inwards preserving cease spreading its civilisation as well as literature fifty-fifty without the aid of fine art of writing. It was alone because of the devastation of temples as well as monasteries past times invaders that the literature was lost. The cultural unity that exists fifty-fifty today inwards the vast sub-continent is due to successful preservation & spread of culture. The instruction arrangement infused a sense of responsibilities as well as social values. The ancient instruction arrangement achieved its aims to the fullest extent.
Ancient instruction emerged from Vedas. The footing of Indian civilisation lies inwards the Vedas.
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