Question

Summary of chapter 11 ancient education system of india class 8

Answer 1

Answer:

in india the education system where westarn education and many more

Answer 2

The lesson describes India's old system of education. It discusses that the source of the information and its proof in inscriptions on stones, metals and palm-leaf records are scattered throughout the country. This speaks about cultural heritage and schools. The education system concentrated on the full advancement of learning through students and skills.

Explanation:

• Various visitors to different places, environments, and cultures in India have reported their visit. They discussed at length India's rich culture and education system. The holistic development of a child with an emphasis on moral values was the key feature of the Indian education system. It also highlighted human-nature harmony
• The Upanishads and Vedas teach to perform their duties towards themselves and society  Through Vedas, Brahmanas, Upanishads and Dharmasutras the old system of education has evolved. The sources of learning were the scientific sources treatises on Charaka and Sushruta.
• The distinctions between different subjects are rich and wide-ranging in the ancient times. Some of the few disciplines taught with honesty and devotion were Shastras, Kavyas, Itihas, Anviksiki, Mimamsa, Shilpashastra, Arthashatra, Varta, Dhanurvidiya, Krida, Yoga Sadhana
• Discussions have been held for evaluation. Therefore, peer-learning and community instruction were an important part of education. In a formal and informal way, various institutions provided education. The primary institutions were temples, colleges and pathshalas. There were universities for higher education, too. Gurukuls have been the surrounding residential schools.
• There were women Vedic scholars in that era. The focus was laid on personality development and oral learning. During the times of Buddha, Viharas were set up for monks and nuns. The educational centers were set up for higher learning having students of various countries
• As scholars and histories (as in the Jatak tales) show, kings and society used to encourage discipline. During that time, universities such as Takshashila and Nalanda etc. developed. Discussions and debates  have been an essential part of higher education.
• Kings arranged conferences of different academics, discussions and exchanges of views. UNESCO named these universities as heritage sites. Takshashila was a religious Buddhist learning center where students from different countries were drawn.
• The curriculum was composed of Scripture, law, medicine, mathematics, the armed forces, education, arts, etc. From there were also taught the legendary Panini, Jivaka, Chanakya, expert in their fields. Teachers had been assisted by advanced students in curriculum development and were able to take independent decisions about their students ' abilities. Oral learning was the priority.
• Nalanda was one of the most prestigious higher education institutions. I-Qing, Xuan Zang, famous of Chinese scholars gave vivid details of the same . The curriculum included Vedas fine arts, medicine, mathematics, astronomy, etc.
• A financial support given to the institutions was primarily on donations from such merchants, parents, and society. In the south of India, Agra has served as a bigger educational institution that Ghatika and Brahmapuri.
• Mastabas-madrassas operated as educational establishments during the medieval period. Society funded educational institutions. Teachers were privileged to choose the teaching and curriculum method. Training was largely about the child's holistic development.