Describe sny five features of ancient indian education?
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1. Each stage of life was marked and sanctified by an appropriate religious ceremony which in course of time became a part and parcel of the social life of the people.
2. Education at that time was-free and accessible to all (universal) except the Sudras. But the rule of begging was prevalent. The society had an obligation to provide alms. The system of education was intimately connected with the social structure.
3. Kings and rulers of the country had nothing to do with education directly. It was a private affair of the people managed entirely by Brahmana teachers.
4. The teachers depended for their support on the goodwill and charity of the people. It was the duty of the people to give alms.
5. Teachers were a highly honoured class. They were more honoured than kings who were honoured only in their own countries whereas the learned men were respected everywhere.
6. Teachers behaved as parents to their pupils and the pupils also in their turn behaved as members (sons) of the teacher’s family. The house of the teacher was the school. Teachers and pupils lived together and their relation was very cordial.
7. Knowledge imparted in those days was of two types:
(a) Para Vidya and
(b)Apara Vidya.
Para Vidya means Supreme or highest knowledge for self- realization or knowledge of the Supreme self.
Apara Vidya means the lowest knowledge of the four Vedas and six Vedangas etc.
8. The ultimate aim of education was the complete realization of the self. It was neither a preparation for this worldly life nor for life beyond. Education aimed at freedom from bondage and knowledge or illumination makes one free from this bondage and helps to unite with the Supreme self.
9. The immediate or proximate aim of education was to prepare the different castes of people for their actual needs of life.
10. The subjects of instruction varied according to the needs of the different castes. These included the Vedas and Vedangas in the case of the Brahmanas, the art of warfare in the case of the Kshatriyas, the art of agriculture, arts and crafts in the case of the Vaisyas. Ancient Indian Education was thus caste dominated.
11. Pupils were taught individually. No class instruction was provided. Sometimes senior students acted as teachers of junior ones. This was known as the monitorial system. Ancient Indian Education was individualised and not institutionalised.
12. The method of teaching was mainly oral through debates and discussions which received due attention.
13. The method of study consisted in:
1. Sravana—listening to the teacher,
2. Manana—reflection on what was listened to,
3. Nidhidhyasana—constant repetition of the subject of study.
14. Travelling was regarded as necessary to complete the education.
15. In ancient India, education was for education’s sake, and not for examination or for getting a job. Education was all-round, i.e., complete or total development of personality—intellectual, physical, moral and social.
16. The place of education was generally the forest which was far from the madding crowd and ignoble strife. The ancient Rishis established the earliest schools in hermitages or Ashramas in the forest. The system of Guru-Kula was then in vogue. The home of the teacher was also regarded as a school.
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2. Education at that time was-free and accessible to all (universal) except the Sudras. But the rule of begging was prevalent. The society had an obligation to provide alms. The system of education was intimately connected with the social structure.
3. Kings and rulers of the country had nothing to do with education directly. It was a private affair of the people managed entirely by Brahmana teachers.
4. The teachers depended for their support on the goodwill and charity of the people. It was the duty of the people to give alms.
5. Teachers were a highly honoured class. They were more honoured than kings who were honoured only in their own countries whereas the learned men were respected everywhere.
6. Teachers behaved as parents to their pupils and the pupils also in their turn behaved as members (sons) of the teacher’s family. The house of the teacher was the school. Teachers and pupils lived together and their relation was very cordial.
7. Knowledge imparted in those days was of two types:
(a) Para Vidya and
(b)Apara Vidya.
Para Vidya means Supreme or highest knowledge for self- realization or knowledge of the Supreme self.
Apara Vidya means the lowest knowledge of the four Vedas and six Vedangas etc.
8. The ultimate aim of education was the complete realization of the self. It was neither a preparation for this worldly life nor for life beyond. Education aimed at freedom from bondage and knowledge or illumination makes one free from this bondage and helps to unite with the Supreme self.
9. The immediate or proximate aim of education was to prepare the different castes of people for their actual needs of life.
10. The subjects of instruction varied according to the needs of the different castes. These included the Vedas and Vedangas in the case of the Brahmanas, the art of warfare in the case of the Kshatriyas, the art of agriculture, arts and crafts in the case of the Vaisyas. Ancient Indian Education was thus caste dominated.
11. Pupils were taught individually. No class instruction was provided. Sometimes senior students acted as teachers of junior ones. This was known as the monitorial system. Ancient Indian Education was individualised and not institutionalised.
12. The method of teaching was mainly oral through debates and discussions which received due attention.
13. The method of study consisted in:
1. Sravana—listening to the teacher,
2. Manana—reflection on what was listened to,
3. Nidhidhyasana—constant repetition of the subject of study.
14. Travelling was regarded as necessary to complete the education.
15. In ancient India, education was for education’s sake, and not for examination or for getting a job. Education was all-round, i.e., complete or total development of personality—intellectual, physical, moral and social.
16. The place of education was generally the forest which was far from the madding crowd and ignoble strife. The ancient Rishis established the earliest schools in hermitages or Ashramas in the forest. The system of Guru-Kula was then in vogue. The home of the teacher was also regarded as a school.
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The anicent education system was based known as the indian system of education. It was based on astrology and basic knowledge. The sons of the kings and priest were only allowed to study. Girls were mainly forbidden to attain education.
The schooling were held outside rather than in a building and gurukuls were there where all the students are treated equally as tribals,and because of this, they had to cut woods from the forests and do such work for themselves.
The students were made to do cramming to learn what they are reading, rather than writing it.
This type of system was believed extremely strange and inferior by the Britishers, and hence, they changed the system of education.
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