Dr Mukul Chandra Bora
(The writer is Director, Dibrugarh University Institute of Engineering & Technology. He can be reached at drmukulcbora@gmail.com)
India was a rich nation in the areas of Education, Wealth, Culture and Humanity and could be the richest country in the world today. Education in ancient India can be a source of inspiration for education in modern times as it was aimed at the inclusive and all-around development of a student. Due to so many reasons we have forgotten our glorious past and adopted the system of Education which is not suitable for us in terms of culture, heritage and psychology and habits of livelihood. Indian Education was one of the best educations in the world during the Vedic Period but due to the destruction of the Nalanda Viswavidyalaya and the subsequent destruction of the books and literary resources Indian became the victim of materialistic education rather than its value-based education system of the ancient days. It is worth mentioning that the whole education system in ancient India was originated from the Vedas and we have been taught to regard the Veda as eternal and reevaluated to the Sages or Rishis. The entire Vedic Educational period may be subdivided into Rig-Veda period, Brahmani period, Upanishada period, Sutra (Hymn)period, Smriti period etc. but all these periods, due to the predominance of the Vedas, there was no change in the aims and ideals of education and is considered as Vedic Education System. Education in ancient India is of high esteem and stated as "Swadesh Pujyate Raja, Vidwan Sarvatra Pujyate" and is widely quoted in India and established the significance of education in India. The education system of the Vedic period has unique characteristics and qualities which were not found in any ancient education system throughout the world. According to Dr F. E. Key, "To achieve their aim not only did Brahmans develop a system of education which, survived even in the events of the crumbling of empires and the changes of society, but they, also through all those thousands of years, kept a glow of torch of higher learning"
Philosophy of Life in Ancient India
The outstanding characteristics of the ancient philosophy of life in India are that while no great significance is attached to the physical existence in the world, yet the importance of action in this material world is not overlooked. The doctrine of action (Karma) occupies a very significant place in the Indian system of life and of education and Karma should not be for the redemption of mankind. The material world is the lab of the human soul where the individual has to receive systematic education for bringing about self-development. The ancient Aryan culture of India lays the greatest emphasis on simple living and high thinking as the moral basis of education for self-development.
Materialistic education embodies various aspects of the knowledge of physical sciences. It is for a student that the developed social structure exists. The student engaged in the pursuit of material knowledge has consequently been treated as the fulcrum or the axis of the social structure, for in his development lies the wellbeing of the society. The ancient Indian system of education is pervaded with the desire for bringing about salvation and final beatitude (supreme blessedness) along with the full physical development of the individual in the same manner as the philosophy of life is shot through by the spirit of religion and hence the Indian system of education caters both physical and spiritual solitariness.
Veda and ancient education:
As the ancient Education system was primarily based on the Vedas and hence it was also known as Vedic Education and all four Vedas constitute a vast compilation of knowledge and philosophy and present an interesting approach on the part of Vyasa. The Vedas are regarded as the oldest literature of the world and are the sources of the philosophy of life in ancient India and its study enable us to get in-depth knowledge not only in the philosophy of life but also help us to understand the whole fabric of the culture of ancient Indian.
The Rig Veda is established as the earliest literary work not only in India but also entire world and humanity. It is the foundation of all ancient Indian Civilization and has been building up through the ages and is based on the principle of simple livelihood in the real sense. The Rig Veda is comprised, as its name indicates, of Riks or hymns, of which there are 10028, not counting 11 supplementary hymns, spread over 10 Books called Mandalas, a name that is also applied to the stellar constellations. These are hymns of adoration of several deities personifying the physical powers of Nature, and yet at the same time, symbolizing the spiritual links that bind the human and the divine, and maintaining and sustaining all that exists as part of a single Reality. The sacrifices and the hymns that accompany them thus carry an appeal as much to the common man as to the initiate.
The Sama Veda has 1875 verses, only 75 of the new, but the rest taken from the Rig Veda. The Sama Veda is set to music and the chanting of its verses is done by specially trained priests. The Yajur Veda has 1975 verses spread over 40 Chapters and brings new deities like Prajapati, The Atharva Veda lies possibly at the end of the Vedic chronology. It has 5977 verses, about one-fifth of them being derived from the Rig Veda. It deals with cures, charms and spells intended to alleviate distress and disease. The foregoing facts of course establish that Rig Veda is the oldest and also the source of much of the content of the other Vedas. Indeed, all the scriptural texts of later times recognize and proclaim all the Vedas as the ultimate source and infallible authority on which their authority rests. It does seem amusing that modern scholars presume to question their authority or to pass judgment on their intent, content or value.
Evolution of Education in the Rigveda
The Rig-Veda, in the form in which we have it now, is a compilation out of old material, a collection and selection of 1,017 hymns out of the vast literature of hymns, which have been accumulating for a long period. When the Rigvedic texts were thus fixed and appropriated for purposes of the Samhita, its editors had to think out the principles on which the hymns could be best arranged. These show considerable literary skill, originality of design, and insight into religious needs. Rishis were chosen, who were seers of truth and their works were utilized to constitute six different Mandalas. These Rishis are Gritsamada, Visvamitra, Vamadeva, April, Bharadvaja, and Vasistha.
Fundamentals of Ancient Indian Education
The ancient education system was the best Education System throughout the world and was a source of inspiration to all educationists and are not prevailing in our present system where the predominant features of our ancient system related to admission (Upnayan), monitoring, lower teacher-student ratio, healthy teaching surroundings, free schooling and higher education, sympathetic treatment, the role of punishment in discipline, regulation governing the student life.
Ancient Indian Education had been evolved on the foundations of Indian knowledge and philosophical theories. The entire educational tradition originated in these principles and the Indian sages devoted themselves to the study of a supra-sensible world and spiritual powers and moulded their life accordingly. The ultimate aim of education emerged as the Chitta Vritti Nirodhah (the control of mental activities connected with the so-called colourful world). However, education did not neglect the all-around development of the pupil's powers.
1. Knowledge related to life: During the ancient times in India, the pupil away from the haunts of din and distractions of the material world, amidst beautiful natural surroundings, sitting at the feet of his teacher, would comprehend all the intricate problems of life through listening and meditation.
2. Development in social work: Another important characteristic of the ancient Indian educational system was that the same was wedded to the practical ends of life. The pupil's residence at his teacher's house would make it possible for him to develop social contacts as it was his sacred duty to collect fuel-wood, supply water and do other household odd jobs for the teacher. In this way, not only would he receive instructions related to domestic life, but also learn the concrete lesson of the dignity of labour and social service.
3. Vocational training: Students were given training in occupations of animal husbandry, agriculture and dairy farming etc., by tending his teacher's cows and serving him in diverse ways. The ancient Indian education was not merely theoretical but was related to the realities of life. The modern concept of Learning by Doing as understood in the West today was the very core and essence of education in ancient India. Life served as the laboratory for educational experimentation from where many noble traditions were developed. Similarly, begging alms by the pupils for their subsistence and service of the Guru fostered in them humanitarian virtues.
4. Personality development: The basic aim of any education system should be the overall development of personality and the Brahmanical system of education stood firmly on this ground as its primary aim was aimed at personality development and character building of the students. The building of moral strength and moral excellence was of great importance and are lacking in present days of education and the moral stature of our educated people is miserably low and leads to this present state of development. The moral values are at stake and the old values which act as a bond in society to bind the people together are disappearing which in turn gives rise to an irresponsible society.
5. Imparting responsible education: Teaching and learning of education were as sacred as anything can be and were visible in the starting and ending of education through the process of Upnayan and Samaritan. The disciple was to devote himself wholeheartedly to the cause of learning while he remained with his teacher in Gurukul. In the informal education system in ancient India, there was a custom to get an education at the hands of his father or parents and not found in our country now. The ancient education system gave equal importance to informal as well as formal education. The concept of informal education of ancient India is visible in Open University but without the real sense as it becomes a coaching type rather than self-study or learning from parents and maybe the need of the hour.
6. Starting of academic sessions: Ancient Education system the pupils went to a teacher for studentship and learning and the maximum age of entrance into Gurukul was different for different castes and communities. The period of schooling in Vedic Ancient education was long and was at least 12 years for one Veda and the academic sessions started with a special ceremony called "Upkarman" on the Guru Purnima (Full moon of Shravana) and as solemnly closed on Rohini (Full moon month of Pausha) with "Uutsarjan". The whole academic session was punctuated with holidays especially on new moon full moon days of the Indian calendar month.
7. Adjusting school hours: The school duration in the Ancient Education System was lasted for 7 to 8 hours a day and were held in the under shady groves in fair weather conditions and inside covered houses during rainy seasons. Mandir or Temple run colleges are of great importance due to the presence of spacious buildings for the classroom, hostels and residential quarters for teachers. The ancient Gurukul's and Ashrams were generally situated on the river banks or the lake due to which the whole atmosphere was quiet, calm and peaceful. It must be noted that the educational institutes in ancient India were not kept away from human habitation and pupils were grown in a natural environment free from any sort of disturbances which in turn increases their concentration levels in their studies.
8. Close contact: Due to the residential nature of educational Institutes of ancient India there was close contact between the Guru (teacher) and the Sishya (pupils) and was not found in any history of education throughout the world. The teacher was the educationist, a spiritual father, who was to nurse when the pupil fell sick, to feed, clothe and teach his student as he fed, clothed and taught him like his son. The residence of the pupil at the house of the teacher accompanied by a sense of devoted service had been a unique tradition in ancient India.
9. Discipline: Discipline makes a successful human and was very much core in the ancient education system and the student had to observe strict regulations. Teachings were important and discipline was most significant than educational instructions. The discipline was inculcated through strict obedience to laws and regulations of student life and was rooted in morality and religion. A student has to give up lust, anger, greed, vanity, conceit and overjoy and was ordered by Guru's not to gamble, gossip, lie, backbite, hurt feelings of others, look or talk or touch the other sex and kill animals. In Gurukul, every student should lead a simple life irrespective of their financial status and can be termed as Universalization of Education in present days of context and the best example of the right to education.
10. Low Teacher-Student Ratio: In all Gurukul's of ancient India the teacher-student ratio was between 1:3 to 1:5 and it gives personalized care of the students for the better teaching-learning process and could excel in their education. The number of students admitted was kept very low and if due to unavoidable circumstances it increases the teacher used to seek the co-operation of more advanced and senior boys who were appointed as monitors (Pittiacharya) and the entire work was entrusted to those in the absence of the teacher.
11. Respecting Child Personality: Respect to each other i.e., the Teacher and Student was the core of the Gurukul system of ancient Indian education and the punishment had practically no place in the education. The students used to get very sympathetic treatment from their teachers and to respect their personality the teachers were required to use sweet and gentle speech in dealing with the pupil.
12. Providing free education: All education was free in ancient India and was the king's responsibility to make everyone educated. It was free because no student was required to pay any fees and no outside agency could interfere in the matters of education and was in real autonomy. In ancient Gurukul, no external authority or external beneficiary or no politics was permitted to enter and the student had to pay nothing in return for education. Access to the best education was not dependent on wealth but the talent of the students.
It is observed that ancient Indian Education was in excellence and at per with the modern best Universities of the world of present days and it indicates the rich cultural and educational heritage of India. Time has come to revive our glorious past so that our country can become a leader in terms of wealth, education and culture and establish in every sphere of human life including sustainable development. Now all the educationist throughout the globe has accepted all the concept of ancient India's education system with very few modifications as per the need of the 21st century. The concept of pupil centric education (to explore the different talents) is now accepted globally and also a part of the National Education Policy 2020 (NEP 2020) of the Government of India. Thus, the ancient Indian educational system was developed in terms of the needs of the individual and that of the society and therefore, its efflorescence was natural. It had a definite ideal and a definite mission. The ancient educational centres, situated amidst fauna and flora and beauties of nature were the perennial and inexhaustible fountainheads of Indian civilization and culture. The ancient Indian teachers evolved a special form of education whereby harmony was established between materialism and spiritualism, and human life thus headed towards greater perfection.