Ancient education system in india pdf

In that period it was a system in which Gurus taught their disciples and the worthy ones in their turn taught their fellow disciples. Teaching was a hereditary profession in Brahmin families.

Aims, ideals and objectives of Vedic Education:- Aims, ideals and objectives of education are always with relation to the ideals of the society. The following were the main aims of education during the Vedic period. Varna show that they wanted man to prepare for present life. The Vedic system of education was well organized.

It was suited to the needs of the society. Education was considered as the gift in ancient India. It was aimed at the development of the personality of an individual to its maximum extent.

It was freely available to all those who wanted. The relations between teacher and pupil were based on love and affection. They were cordial and intimate. Curriculum was comprehensive. Though mainly religious yet it provided for vocational training. Evaluation was a continuous and comprehensive process. Education was considered as a lifelong process. The rigidities of Vedic rituals and sacrifices and the dominance of the Brahmins over the lower caste became responsible for the disenchantment of the masses with the system.

Gautam Buddha, the great religious leader as well as social reformer preached non-violence and social equality. As a result the social discrimination in the field of education that was prevalent in the Vedic period was challenged during this period. It was the first attempt towards providing education to the masses. During the Buddhist period education was institutionalized. The Gurukuls and Ashrams of the Vedic age were substituted by the institutionalized Sanghas and Monasteries.

The Buddhist educational institutions had a wide perspective and were open to all sections of the society. Dharma and religion were the main curricular components at the monasteries. The curriculum included components such as theology, philosophy, literature, astronomy, etc.

Professional studies like medicine, surgery, etc. Buddhist education was also more or less similar to the education in Vedic period. Aims of education, curriculum, place of teacher, evaluation were same as of Vedic education. The Buddhist monastery played an important part in delivering the education. Buddhist literature replaced Vedas in curriculum as the source of wisdom and morality. The entire teachings of Buddhism provide directions to develop good conduct which is also the essence of sound system of education.

Eight — fold path as preached by Buddha provides guidance for moral and spiritual education. Buddhist promoted mother tongue as the medium of instruction of education. Though Sanskrit was the chief language, but for the first time in education system, mother tongue was used as the medium of instruction.

During this period, the monks of the monasteries were in charge of imparting education, just as Brahmins were in charge in the Vedic period. The monks were celibates and spent their time in prayer and meditation and studies. Education started from Pabbaja ceremony and ended with Upasampada. At eight years of age, one could go to any sangha according to his own will. With head shaved and yellow cloth in hand he went to the principal monk and requested him for admission in sangha.

The importance of teacher education was recognized and it got an expansion. The profession of teaching was no longer the privilege of only Brahmins. A formal system of teacher training emerged during this period. Teachers were trained for the purpose of propagating Buddhism. They were monks spreading the spirit of Buddhist religion to the people. To get status of a teacher, one was kept under the supervision of the teachers from whom he learned the elements of morality, proper conduct and training in Dharma.

When the supervisors were satisfied, they gave a certificate, that one is fit for the profession of teaching. The method of training teachers monks during the period was based on a system which was later on recognized and named as monitorial system.

The expert eye of the preceptor used to detect the few talented scholars who were senior in intellect and bent on pursuit of knowledge. This small group got some impetus from their teachers who would detain them in school for a longer period of time and make them competent to take over the charge of the younger pupils. This batch of monitors gradually gained maturity and knowledge, acquired ability to teach younger colleague and this brought an element of teacher training for the first time in the history of teacher education.

This inexpensive system of teacher education existed since immemorial. Thus teaching was considered as the noblest profession during Buddhist period. TO A. This period can be traced back to about the twelfth century AD. Muslim invaders repeatedly invaded during this period and it resulted in Islam taking firm roots in India.

Political instability due to repeated invasions and aggressions adversely affected the existing educational system. During this period the education system underwent many changes. Madrasas and Maktabas were opened to impart education. In maktabas children were made to remember the Ayats of Quran. These were the Muslim elementary schools that made the students competent to read the religious texts.

They were also imparted the education of reading, writing and primary arithmetic. After completing the primary education, the children were sent to madarsas to receive higher education. The madrasas, which in Arabic meansschools, were the institutions of higher learning. They function even today as theological seminaries and Islamic law schools. The curriculum would be centred on the study of the Quran, hadith, Arabian grammar, logic, languages etc.

There were separate teachers for different subjects. Special emphases were given to the education of religious as well as secular subjects.

The religious education included the study of Quran, Islamic laws, Islamic history, etc. The secular education included the study of Arabic literature, Grammar, History, Philosophy, Geography, Astrology, etc.

Skip to search form Skip to main content Skip to account menu You are currently offline. Some features of the site may not work correctly. Gurukul ashram was a type of school in ancient India, residential in nature, with pupils living in proximity to the teacher guru. In a gurukul, stu dents would reside together as equals, irrespective of their so cial standing, learnt from the guru and distribute work in themselves to help the guru in his day-to-day life. At… Expand.

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