Education in India during Vedic Period

The most important contribution of ancient India not only for India but also for
the world is in the field of education. It may also be remembered that education
is not an abstract term. It is manifested in the cultural economic, individual,
philosophical, scientific, social and spiritual advancement. In other words,
education is the means for developing the mind for the betterment of the
individual and society. Seen from this perspective, it is worthwhile, to have a look
regarding the views of great scholars like:

Albert Einstein:-

“We owe a lot to the Indians who taught us how to count without which no
worthwhile scientific discovery could have made.”

Shankaracharya: -

“Education is that which leads to salvation.”

Mahatma Gandhi:-

“By Education I mean an all-round drawing out of the best in child, man,
body, mind and spirit.”

Aristotle:-

“Education is the creation of a sound mind in a sound body.”

John Dewey:-

“Education is development of all those capacities in the individual which

enable him to control his environment and fulfil his possibilities.”

A) VEDIC EDUCATION
In ancient India, during the Vedic period from about 1500 BC to 600 BC, most
education was based on Vedas (hymns, formulas and incantations, recited or
chanted by priests of a pre Hindu traditions) and later Hindu texts and scriptures.

Vedic Education included proper pronunciation and recitation of the Vedas, the
rules of sacrifice, grammar and derivation, composition, verification and
understanding of secrets of nature, reasoning including logic, the sciences and the
skills necessary for an occupation.

The term ‘Veda’ is derived from the word ‘Vid’ which means ‘to know’. ‘Veda’ is the
knowledge of the ways and means of achieving spiritual progress in life. Vedas are
composed in versus but a portion of those is written in prose as well. The subject
matter of Veda is Dharma and Brahma. While Dharma is something which makes
our welfare, Brahma is considered as the cause of creation.

B) SALIENT FEATURES OF VEDIC EDUCATION

1. Source of light: In Vedic period, education was considered as a source of light
of illumination which enlightens an individual in all walks of life. It was only
through education that truth could be perceived and wisdom could be attained.

2.Knowledge, the third eye: According to Vedas, education is knowledge.

According to Vedas the ideal of education is liberation. It is the man’s third eye. It
means that knowledge opens inner eye, flooding him with spiritual and divine life,
which forms the provision for man’s journey through life. Knowledge protects an
individual like a mother, inspires him to follow the path of good conduct as a father
does. In the spiritual sphere it leads to our salvation. The illumination given by
education shatters the illusions, removes the difficulties and enables to realize the
true values of life.

3. Emphasis on Character Building: Vedic education emphasized that students

should learn good habits from their early life which could ensure peaceful and
happy future. Well-regulated daily societies were considered essential for
cultivation of good habits. They had to get up early in the morning, perform daily
rituals, speak the truth, live simply and behave properly with everyone.

4. Prominence of Religion: Vedic education was dominated by religion. The

courses of the study were mostly related to religion aiming at inculcation of
kindness, forgiveness, perseverance, nobleness, honesty etc. Teachers (Gurus)
taught

5. Verbal and Meditative: Vedic education was both meditative and/oral or verbal.
Both the teacher and taught were its source. Students could put forward their doubts to
the teachers and teachers tried to remove these doubts well. At the same time, students
were also encouraged for self-study and meditation. ‘Samvartan’ ritual was performed
at completion of education. It was like modern concept of convocations in the
Universities and institutions of higher learning

6. Gurukul System: Gurukul system was an important feature of Vedic education. This
system of education necessitated the stay of the students away from home, in the home
of the teachers or in boarding houses of established reputation. These gurukulas were
located outside the cities. In gurukulas, the primary duty of the student was to serve the
guru and his family. Disciples were like sons of the gurus. After joining Gurukul
students were to lead the life of chastity and purity.

7. Age for admission: In Vedic age, the education was started at the suitable age i.e.
from 8 to 12 years for the people of different castes. The student was required to obtain
education up to the age of 24, after which he was expected to enter domestic life.

8. Upanayana Ceremony: Student life in Vedic society was marked by a ritual called
upanayana which literally means going near i.e. when the person is to go near his Guru/
Acharya or teacher. Only after this initiation ceremony the person was entitled to be
called a Brahmachari, a new and changed individual both externally and internally.

9. Celibacy: (Brahmcharya) : Every student was required to observe celibacy in his

specific path of life. Only the unmarried could become student in Gurukul. On entering
student life, the student was, made to wear a special girdle called ‘mekhla’, a moonj
grass for Brahmins, ‘taanta for Kshatriya and wood for Vaishyas. The students were not
allowed to make use of fragrant, cosmetic or intoxicating things.

10. Duties of pupils: Students were assigned the following duties to perform:-

(i) Begging alms

(ii) Tending the sacred fires.

(iii) Service to the teacher.

(iv) Simple living and chaste and regulated life.

11. Women Education: Women’s education also received attention during Vedic
period with the result many women became Rishikas. Girls were skilled in house duties
and were taught for home. They also composed hymns. They also took part in religious
rituals.

C) AIMS AND OBJECTIVES OF VEDIC EDUCATION

1. Physical and Intellectual development: People in Vedic India believed that
strong mind could only be in a strong body. So, a strong body was considered to be
absolutely necessary both in worldly and religious matters. A student has to
remain Bramchari up to the age of twenty five and lead a very regular, hard and
disciplined life. The physical development was followed by intellectual
development. A person who did not possess knowledge of four Vedas (Rig Veda,
Sam Veda, Yajur Veda and Atharva Veda) was considered to be blind intellectually.
2. Religious and Spiritually: Education must make the student religious minded.
They must also have a sense of piety. In Vedic period education was seen as the
instrument of salvation.

3. Emphasis upon knowledge and experience: The Gurukuls laid emphasis

upon knowledge obtained by experience. During this period, the practice of
distributing degrees did not exist. Students exhibited the knowledge obtained
through discourses and discussion conducted in a hall of scholars.

4. Preservation and spread of culture: Vedic education also aimed at preserving

and transmitting the best tradition of thought and actions, manners and vocations
of the past. Knowledge and skills were transmitted to the succeeding generation
through gurukulas.

5. Promotion of social efficiency and happiness: Proper training was given to

the rising generation in different branches of knowledge, professions and
industries. Every individual was trained for the vocation; he has expected to follow
so that he might became a socially efficient and useful person capable of earning
his livelihood.

6. Development of Character and Personality: Development of Character and

Personality was another aim of Vedic Indian education. Education aimed at
developing the values of self-restraint, self-confidence, discipline, cooperation,
love, sympathy, judgement, fulfilment of social responsibilities and earning a
livelihood.

7. Immediate and Ultimate aim: The immediate aim of Vedic education was to
prepare the different castes of people for their actual needs of life. The ultimate
aim was preparation for life in this world or life beyond.

D) CURRICULUM
In Vedic system of education the subject of teaching were philosophy, grammar,
astrology and logic. In the teaching of languages, emphasis was laid on proper
articulation, derivatives and grammar. Along with theoretical aspect of the
curriculum the practical was also given due place and importance. On the basis of
above discussion, the important characteristics of Vedic curriculum were as
under:

1. Professional and technical subjects: like medicine and surgery (Ayurved or

Chikitsa Vidya), astronomy, astrology, mathematics, economy etc, were given due
importance in the curriculum.

2. Theology (Mimamsa) and Puranas (History and Mythology) were also included
in the curriculum.
3. Dharma: Dharma (rules of Conduct) was also a part and parcel of curriculum.

4. Meditation: Meditation was also included. Hymns of Vedas were composed by the
Rishis as an expression of the inner light, for the benefit of mankind.

5. Vedas and Vedic Literature: The curriculum was dominated by the study of the
Vedas and Vedic literature, spiritual and moral lesson. Knowledge of four Vedas was
given to the students.

(a) The Rig-Veda: Its 1,028 hymns are divided into 10, 522 verses. It is divided into
books (mandalas) subdivided into 85subsections.

(b) The Yajurveda: It is the Veda of prose, formulas or mantras, prayers and sacrifices
that were uttered by the priests.

(c) The Samveda: It is the Veda of chants, which is a collection of verses with musical
notations to aid the performance of the sacred song.

(d) The Atharvaveda: The Atharvaveda is a book of magic spells used against hostile
diseases, animals, foes, wizards and demons.

6. Vedangas: There are six vedangas which are regarded as treatises on science. The
vedangas consists of grammar, astrology, medicine, geometry, laws and customs etc.
Vedangas are in the form of Sutras. The following are formally known vedangas.

(1) Shiksha:- Shiksha as a vedanga means the science of pronunciation.

(2) Kalpa:- The science of ritualism.

(3) Vyakarana: Grammar

(4) Nirukta

(5) Chhandas:- Prosody

(6) Jyotish:- Astronomy

E) METHODS OF TEACHING :-
Individualized or psychological method of teaching was emphasized. Teachers (Guru)
generally delivered lectures orally. The student listened the lesson and memorized it
accurately with understanding which implies:

(i) Attention

(ii) Use of Sutras(formulae)

(iii) Repetition

(iv) Recall

(v) Intuition(Abhigyana)

(vi) Association of ideas and

(vii) Recollection.

Habit of independent study was developed among students. Deliberation method was
used to encourage the highly intelligent students. Oral methods were meant for the
students of average intelligence. Special emphasis was placed upon correct
pronunciation. The dialectical method is one of the most widely used methods of the
Upanishads. In this method, the philosophers assembled at some place and dramatically
discussed different problems among themselves. Project method was also emphasized
during the Vedic period. Discussion method was used by the gurus. In order to clear
doubts and to sharpen the intellect of students, teachers involved students in discussion.
Question answer method was also used to improve the power of reasoning among
students.

F) DISCIPLINE
The Vedic system of education emphasized the importance of discipline in the
attainment of knowledge. It was self-discipline. It was based on self-control which
was to be realized by adhering to the rules of gurukulas. The rules and regulations
were laid down by scriptures and there was hardly any need of insisting upon
rules. No one questioned the command of the scriptures concerning discipline.
This discipline was self-imposed.

G) ROLE OF TEACHER
During Vedic period the teacher enjoyed a dignified place in the scheme of
education. During the Vedic period, his place was second to that of God only. He
was more respected than the king in society. He was called Guru or Acharya. The
Guru- Ashram was known as the Gurukul. He was given a significant place in the
society. The attainment of salvation was not possible without the help of the Guru.
He was the centre of education and without him no education could be conceived
of.

The Teacher- Taught Relationship: During the post Vedic period the teacher taught
relationship was of ideal nature. The teacher was the protector of the student in all
circumstances. He was very much respected by the student. He occupied a more
dignified place than the father. The student was like a son for the teacher who
consistently thought and endeavoured for his development. It was sacred duty of the
student to render service to the teacher.
H) MERITS OF THE VEDIC SYSTEM OF EDUCATION
The system of education was well- organized. It was suited to the needs of the society.
Education was considered as the greatest gift in ancient India. It was aimed at the
development of personality of an individual to its maximum extent. Education helped
in the realization of spiritual and moral values, besides preparing for worldly pursuits.
There was no system of paying fees as we find it today. The relations between teachers
and the pupils were based on love and affection.

• Curriculum was quite comprehensive.

• Evaluation was continuous as well as comprehensive. Education was a lifelong
process.

I) DEMERITS OF THE VEDIC SYSTEM OF EDUCATION

1) There was rigidity in instruction.

2) Discipline was very strict.

3) It did not adequately encourage self-expression of the pupils.

4) Instruction primarily depended on verbal instructions; It required repetition and

encouraged rote learning.

5) System of education was dominated by religious considerations.

J) Conclusion
To conclude, the system of education was well-organized. It was suited to the needs of
the society education was considered as the greatest gift in ancient India. It was aimed
at the development of personality of an individual to his maximum extent. Education
helped in the realization of spiritual & moral values, besides preparing for worldly
pursuits. It was freely available to all those who wanted the relations between teachers
and the pupils were based on love and affection. They were very cordial and intimate.
 Education in India during Medieval
Period
A) INTRODUCTION
Education system discussed in this lesson covers the Muslim system of education. India
was invaded by a large number of mohammedan invaders in the beginning of the eighth
century A.D. After the defeat of Prithviraj Chouhan by Mohammad Ghori, the
foundations of Muslim rule were laid in India. Various rulers, including Slaves, Khiljis,
Tuglaks, Sayyads, Lodhis and Mughals established many educational institutions in
India.

This education too had its roots in religion like education in Vedic and Buddhist period.
The Muslim rulers, who came from outside, had an altogether different culture, a
different philosophy, a different religion and a different language. The intermingling of
different culture, religions, philosophies, etc. produced major changes. In the seventh
century, Prophet Mohammad propounded in Arabia a new religion which he called
Islam. Islam is a religion of equality, liberty and fraternity. Quran is a Holy book of
Islam. Islam means submission to the Supreme Being and compliance with laws which
constitute nature, which includes man himself. In Islam knowledge is based on the
highest and purest source namely ‘wah-yi’ or Revelation down to fikr (self-thinking).

B) SALIENT FEATURES OF MUSLIM EDUCATION

The Muslims attached great importance to education. They considered education as the
greatest of all gifts. Education was considered better than the possession of money. It is
written in the holy Quran, “It is better to educate one’s child than to give gold in
charity.”

1. Organization of Education:

Education was organised in “Maktabs” and “Madarasas”. Primary education was given
in “Maktabs” and higher education was given in “Madarasas”. In Maktabs children were
made to memorise the ‘Ayats’ of ‘Quran’. They were given education of reading,
writing and arithmetic. In Madarasas, there were separate teachers for different subjects.
Special emphasis was given on education of religious as well as secular subjects. The
religious education included study of ‘Quran’, Mohammad Saheb and his preaching,
Islamic laws and Islamic history etc.

The secular education included study of Arabic literature, Grammar, History,

Philosophy, Mathematics, Geography, Politics, Economics, Greek language, Astrology
and Agriculture etc. Khanqah’s of the saint also at same places served as centres of
education. Several learned men also taught students at their residence.

(2) Financing of the Maktabs: Most of the maktabs were either patronized by rulers
or had endowments. They depended on the charity of the philanthropists. Muslim rulers
patronized many scholars and established many maktabs and madrasas. They also
provided scholarships to the students.

(3) Management of the Maktabs: The ‘maktabs’ were run under the guidance of the
learned ‘Maulvis’ .They were supposed to be very pious.

(4) Fees: There were several village schools where the students were required to pay
for their instruction, not in cash but in kind.

(5) Orphanages: The state set up some orphanages where the children received
education free of charge. Vast endowments were made for these orphanages.

(6) Age of admission: At the age of four years, four months and four days, ‘Maktab’
ceremony or ‘Bismillah’ was performed to indicate the beginning of education of the
child. This was considered as an auspicious moment for initiation or starting education.
Good wishes were offered to the child.

Surah-i-Iqra’ a chapter from the holy Quran was recited on this occasion.

The ceremony in case of girls was slightly different. It included a written blessing on a
coloured paper called ‘Zarifshani’. The word ‘Zarifshani’ means sprinkling of gold.
This ceremony was carried out in a colorful manner.

(7) Relationship between the Teacher and the students: There were cordial relations
between the teacher and the students.

(8) Assessment: There was no system of examination as we find in modern period. It

depended on the will of the teachers to send the pupils to the higher class. Assessment
by the teacher was final.

(9) Degrees: The degree of ‘Fazil’ was awarded to a student who specialized in logic
and philosophy (ii) the degree of ‘Alim’ was awarded to those who specialized in the
theology (iii) those who specialized in literature, received the degree of ‘abil.’ Degrees
were awarded at a ceremony.

(10) Status of teacher: Teaching profession was considered a dignified profession and
teachers were highly respected.

(11) Education of Women: Despite the prevalence of Pardah system during the
Muslim period, education of women was not opposed by Islam. The girls were entitled
to receive education equal to the boys up to a definite age and after that their education
was stopped. Nonetheless the girls of higher classes used to continue their studies at
home.

(12) Types of institution: Most of the educational institutions were funded and run by
private individuals. There were also state aided and state sponsored educational
institutions. Huge endowments were made to the educational institutions for their
maintenance.

(13) Technical and vocational education: Technical education was encouraged by

several Muslim rulers like Ala-U-din Khilji, Firozshah Tughlaq and Sher Shah. Akbar
and Jahangir took special interest in the promotion of technical education.

C) AIMS OR OBJECTIVES OF MUSLIM EDUCATION

1. Aims of Education: Following were the main aims or objectives of Muslim

education in India:

(i) Developing love for Muslim culture and religion.

(ii) Enabling the Individual for Islamic life.

(iii) Preparing the students for the next world i.e. achieving salvation.

(iv) Equipping the students for a vocation.

(v) Preparing individual for running administration.

(vi) Preparing persons for high posts and especially for the interpretation of Islamic law.

2. Propagation of Islam: The very first aim of Islamic education was to spread and
propagate Islam .The spread of Islam was regarded as a religious and sacred duty. One
who propagated Islam was called Ghazi or Martyr. Therefore, Islam was spread in India
through education on large scale. Maktabs were established with mosques. The Quran
was imparted in the Maktabs.

3. Spread of Knowledge: Another important aim of Islamic education was to spread

the light of Knowledge among the followers of Mohammedanism. The followers of
Islam accepted education as the medium of “Nijat” because it is only through education
that one is able to make distinction between religious and non- religious, between good
and bad. According to Prophet Mohammad, Knowledge is nectar and salvation is
impossible without it.

4. Expansion of Islamic kingdom by hook or crook: Muslim rulers felt the necessity
of expansion of their language, caste and religion either through diplomacy as was
practiced by Akbar or by adopting other ways.
5. Development of Morality: Morality was given an important place in education
during the medieval period. The aim of Islamic education was to develop a particular
type of morality based on Islamic doctrines.

6. Development of Character: Development of character was considered as very

important aim in Muslim education. According to Islamic tenets, a man with a poor
character will be burnt in the fire of hell. Therefore teaching of human values must be
propagated.

D) CURRICULUM
The curriculum that was to be imparted to the students was divided into three stages:-

(i) At the primary stage

(ii) At the secondary stage

(iii) At the higher secondary stage

(A) Curriculum at the primary stage consisted of the following:

(i) 3R’si.e.reading,writingandarithmetic

(ii) The study of Urdu

(iii) Providing religious instructions and recitation of Quran

(iv) Appropriate mode of conversation and good pronunciation.

(v) Study of Persian books

(B) At the secondary stage:

Following subjects were recommended to be studied at the secondary stage:

(i) Natural sciences, liberal arts, history, astronomy and metaphysics.

(ii) Grammar, especially Persian grammar and certain poetic works.

(iii) Provision for military education to maintain their supremacy over the Hindu kings.

(C) Curriculum at the higher secondary stage can be placed under two categories

(i) Religious curriculum

(ii) Secular curriculum

Religious curriculum: included the study of Quran, Islamic laws, Islamic history,
Islamic literature and Sufi philosophy.

Secular Curriculum: included the study of Arabic literature, grammar, poetry, history,
philosophy, politics, mathematics, geography, law, economics, astrology, architecture,
science and medicine, logic, rules of government, etc.

The knowledge of these subjects was graded and was to be gradually acquired.

E) METHODS OF TEACHING:-
(i) Oral Method: Oral education and memorization of the assigned lessons were the
main teaching methods during Muslim period. Muslim students were required to
memorize certain verses of holy Quran. As the method of teaching was oral, the main
task of teacher was to give the lectures and students used to listen to him passively.

(ii) The Quran: After alphabets, words were taught to students. The teacher dictated
these words from the Quran. Memorization was insisted upon. The students normally
did not understand the meaning.

(iii) Stress on Calligraphy: Beautiful and fine handwriting was an important element
of instruction. The teacher demonstrated the mode of writing and the students were
asked to imitate the same. Wooden boards (Taktis) were used for writing letters of the
alphabet. Duster was also used for this purpose.

(iv) Teaching of Grammar: Grammar was taught as it was considered very valuable
in teaching the languages.

(v) Religious Instruction: Instruction imparted in the ‘Maktabs’ was religious through
and through.

(vi) Books other than Quran: After the Quran, the ‘Gulistan’ and the ‘Bostan’ poems
of poet Firdausi were taken up. At some places Persian books like, ‘Karima’ by Scholar
Sadi and ‘Pandnama’ by Attar were studied.

(vii) ‘Paharas’: Students also learned ‘paharas’ (multiple of numbers). Students

memorized these while uttering collectively in a loud voice.

F) ROLE OF TEACHER
During the Muslim period the same respect was given to the teacher as during the
Brahamnic or Buddhist period. In this period, a teacher was honoured not only by the
students, but also by the society and the people believed that true knowledge could not
be attained without the teacher.
The teacher loved the student as his own son and treated him as a member of his family.
The teachers were always men of ability and learning and this fact greatly influenced
the students who by rendering service to the teacher learnt to respect the learned. The
teacher was also responsible for the functioning of Maktabs and Madarsas. In some
places the students went to the residence of the teacher and in this way the teacher was
also an educational administrator. During this period the teacher lived a wordly life like
all other citizens. However, he was sincere and devoted to his duties. Though he was
not highly paid, he was keen to impart the best of instructions. Following were the
functions of a teacher in achieving the aims of education:

(i) To propagate Islam.

(ii) To develop a particular type of morality based on Islamic doctrines.

(iii) To make the students learn by heart the poems that were full of moral values.

(iv) To spread the light of knowledge especially among the followers of Prophet
Mohammed.

(v) To teach human values.

(vi) To develop character of the pupils.

(viii) Topreparethestudentsforpracticallifeandachievementofmaterialgains.

G) MERITS OF MUSLIM EDUCATION

(i) Emphasis on Education: The prophet Mohammad has said, “To seek knowledge is
a duty for every Muslim.” Education was considered as a remover of the barrier between
an individual and god.

(ii) Personal contact between the teacher and the taught.

(iii) Individual attention: Individual attention was paid to each student.

(iv) Vocational aspect: The system of education was planned in a manner that students
were prepared for vocational pursuits also.

(v) Free education: students were not required to pay any fee.

H) DEMERITS OF MUSLIM EDUCATION

(i) Mother tongue was not the medium of instruction.

(ii) Much emphasis has on religious scriptures.

(iii) Less facility for higher education.

(iv) Defective method of teaching, writing and reading.

(v) Neglect of women education.

I) CONCLUSION:-
During Muslim period, education was considered as an instrument of propagation of
religion and knowledge. In this period, a teacher was not only honoured by the students,
but also by the society. Individual attention was paid to each student. There was not
much scope of self-study and originality in the Muslim education. The education was
provided in Maktabs and Madrasas. There was no place for all round development of
personality. There was no encouragement to students to develop their power of
reasoning. Nevertheless, the educational system during this period also helped the
expansion of Indian culture to Europe and Central Asia.
 Education in India during Buddhist
Period
A) INTRODUCTION
Buddhist system of education emerged as a revolt against the Brahminic system.
Buddhism came into being when several ills had crept into Vedic/Brahmanical thought
or Hinduism. Ritualism had increased and the rigid classification according to Varnas
dominated the scene. Mahatma Buddha’s Philosophy of Buddhism is very simple. He
laid great emphasis on leading a pure life. He avoided reference to meta physics which
he considered to be superfluous. Buddhism is either silent or does not give importance
to Philosophical thinking on matters like God and Transmigration of soul, etc.
Buddhism does not accept the ‘Divinity’ of the Vedas. Mahatma Buddha Practised
several type of penances for finding out the truth.

B) PHILOSOPHY OF BUDDHISM AND TEACHINGS OF

BUDDHA
The teachings of Buddha is the Buddhist philosophy. Its main tenets are.

1. Four noble truths.

2. Eight - Fold path for attainment of ‘Nirvana’ (Salvation).
3. Moral code: Importance of Good deeds in life.
4. Middle path: Avoidance of Extreme form of Austerity and luxury.
5. Equality: No caste system.
6. ‘Ahimsa’: (Non – violence).
7. Silence over the existence of God.
8. No belief in rituals.
9. Belief in Rebirth and ‘Karma’.

Four – Noble Truths:

1. All existence involves suffering.
2. Suffering is caused by desire, especially the desire for the continuance of existence.
3. The suppression of desire leads to the extinction of suffering.
4. The deliverance can be affected by the eight-fold path.

EIGHT – FOLD PATH

1. Right view or Belief: - (‘Samma Dithi’). It includes the Knowledge of misery,

the origin of misery, the cessation of misery and the path leading to the cessation
of misery.
2. The Right Resolve :- (‘Samma Sankalap’). To renounce sexual pleasure, to have
malice towards none, to be harsh to no one.
 3. Right Speech :- (‘Samma Vacha’). To abstain from falsehood, back biting, harsh
language and frivolous talk.
4. Right Behaviour: - (‘Samma Kamant’). To abstain from taking that which is
not given and from immorality.
5. Right Occupation : - (‘Samma Aieet’). Livelihood which does not involve
ostensible evil.
6. Right Effect :- (‘Samma vyayam’). To abandon existing evil qualities and to
follow good qualities.
7. Right Contemplation :- (‘Samma sati’). Clear observation.
8. Right Concentration :- (‘Samma Samadhi’). Control of senses and mind.

C) SOURCES OF INFORMATION ABOUT BUDDHIST

EDUCATION
The Following Buddhist literature provides information on Buddhist education:

1. ‘Pitakas’ :- The three ‘ Pitakas’ (meaning the baskets containing Written palm leaves
on the Philosophy of Buddhism ) were given their final shape .The Pitakas are in Pali
language- the language of the common man .

The ‘Pitakas’ have the following three divisions:-

(i) ‘Sutta’or Tales
(ii) ‘Vinnay’ or Discipline
(iii) ‘Abhidamma’ or Doctrine

2. The ‘Milinda panna’ (Question of king Malinda). It is a dialogue between the

Buddhist scholar and teacher Nagarsena and the great king Mendander (125- 95 B.C),
who ruled in some parts of India - North -Western Frontier Province, Sindh and Punjab
.

3. The ‘Jatakas’:- The Jatakas are a collection of 551 legends, riddles and stories on
the life of Buddha. In each story, Buddha appears in one of his previous incarnation.
Each story depicting his various birth in various forms - priest, prince, deva, slave,
woman, animal and bird etc.

D) FEATURES OF BUDDHIST EDUCATION

1. Pabbajja ceremony or Ordination or Initiation ceremony: - The injunction of
Buddha that every novice should be trained in discipline and doctrine of religion
resulted in making Buddhist monasteries centers of learning. An entrant, if he was less
than eight, had to perform the ‘Pabbajja’ (going forth) ceremony. It was similar to the
Upanayana Ceremony. For entry, the permission of parents was essential. The novice
got his hair cut and then went to the monastery of his choice. He had a robe of yellow
clothes with him and approached the elder of monastery for initiation. The novice had
to take an oath, “i take refuge with Buddha, i take refuge with the religion, i take refuge
with the order” He was also administered ten commandments:
• Not taking life
• Taking what is given
• Abstaining from impure practices
• Not telling a lie
• Not drinking
• Not eating out of time
• Not dancing, singing and seeing shows
• Not using garlands, scents, ornaments etc
• Not using high or large couch
• Not receiving gold & silver

The novitiate period was of twelve year duration. The life of a novice was like that of a
‘Brahmachari ’of Brahmanical order. He had to beg his daily food and had to do all
manual and menial work connected with monastic life of cleaning clothes and utensils
, bringing water , supervision of stores etc.

2.Upasampada Ceremony: The second ceremony called the Upasampada was

performed after the end of the novitiate period and the student at that time had to be not
less than twenty years old. After this ceremony he used to become a full fledged ‘Monk’
or ‘Bhikshu’.

He was taught to:

1. Beg his food.
2. Wear robes made of rags.
3. Lodge at the foot of a tree.
4. Use cows urine as a medicine.

The period of ‘upasampada’ was ten years and then he became an Acharya who could
himself receive pupils.

3. Medium of Instruction: The medium of Buddhist education was the common

language of the people i.e. Pali or Prakrit. Lord Buddha himself gave his teachings in
local languages at different places.

4. Opposed to Caste System: Buddhist system of education insisted that the student
may be admitted on his personal merit and not on the basis of his family or caste.
Buddhist teachers came from all the castes.

5. Logic: The importance of discussion encouraged logic during Buddhist period.

Controversial matters could not be decided without logical arguments. Logic was useful
in development of the mental power and knowledge.

6. Minimum age of Initiation: In Buddhist system of education, minimum age for

initiation in education was eight years. The period for studentship was considered
twelve years.
7. Going Out of Home for Education: Buddhist system of education agreed with the
rule of earlier systems that student should leave home and reside with the teacher to
receive education. This was known as Pabbajja according to Buddhism.

8.Service of the Teacher:

Buddhist system insisted upon the duty of the student to serve his teacher by all
means. The teacher admitted only as many students as he could easily cope with.

9. Education of Women: Lord Buddha allowed the women to join his Sangha. This
resulted in the emancipation of women. Women of aristocratic and commercial
communities began to pursue eternal truths of religion and philosophy. Some of them
led a life of celibacy and went outside India to preach Buddhism Up to 4th century A.D.,
extensive educational opportunities were provided for girls.

10. Vocational Education: Vocational education was not neglected at that time and it
had an important place in the scheme of education. Even the monks had to learn sewing,
spinning and knitting etc. so that they could satisfy their needs with regard to their
clothes.

E) AIMS OF EDUCATION
1. Spiritual Development: The main aim of Buddhist education was spiritual
development. Monks spent their lives in search of truth and nirvana. After gaining
spiritual knowledge they became ascetics. They lived in lonely places of Himalayas.
Sometimes they lived near the populated places in some forest areas.

2. Equal opportunities to all: Buddhist education was provided to all irrespective of

caste, colour, creed and sex etc. All students lived a similar simple life. No students
could have any personal money. All had similar types of food, clothes, lodging and
education.

3. Religious Development: Buddhist education aimed at providing education of

religion or dharma. Education was imparted by monks.

4. Vocational Development: In Buddhist system of education, besides providing

religious education, occupational education was also imparted in writing, agriculture,
commerce, cottage industries, animal husbandry, archery, magic, medicine, spinning
etc. This enabled the students to earn their livelihood after receiving education.

5. Development of Reasoning and Intellect: Buddhist education aimed at

development of reasoning and intellect. This was with the help of logic. Logic found a
place in the education during this period. Many controversial matters were decided on
the basis of logical arguments.

6. Character Building: Buddhist education aimed at purity of character. It aimed at

training for moral character. One had to attain the stage of Boddhisattva.
F) CURRICULUM
The curriculum was primarily religious and philosophical as it was chiefly meant for
monks and nuns. They were not taught secular sciences like poetics, literature and
Astrology. After his admission the novice was taught Pali and Sanskrit for ten years.
Curriculum was expanded by the followers of Buddhism. In Buddhist monasteries
teaching- learning of the following types of Knowledge can be found:

i. Word Knowledge: It includes an integration of word formation, etymology and

knowledge of grammar.

ii. Knowledge of different types of crafts and industries like spinning, weaving,
painting, printing, dyeing, knitting, stitching, sculpture, agriculture and animal
husbandry etc.

iii. Medical Education: includes knowledge of medicine, surgery and physiology.

iv. Study of Buddhist literature.

v. Complete knowledge and understanding of four noble truths.

vi. Other subjects: Subjects like commerce, elephant lore, archery, magic, knowledge
of animal cries and sounds, bodily gestures, science of taming and training animals,
geology, arithmetic and religious discussions were included.

G) METHODS OF TEACHING
1. Oral instruction: The teacher gave lessons to the students who learnt them by heart.
Thereafter he put questions to them.

2. Discussion: For the promotion of Buddhism, it was essential to impress the general
public. Therefore, the power of discussion was developed. Students need to satisfy
critics and opposing groups and to establish their own culture. Rules for discussion were
framed and followed strictly. The teacher gave lesson to his students in such a way that
he did not pass over any fact without giving its full explanation. The teaching, learning
process was far from being mere cramming of texts. Reasoning and analysis formed on
important part.

3. Teaching in small groups: In order to pay individual attention, the teacher used to
impart instructions to a small group of 5 to 8 students at a time.

4. Direct Method: In Buddhist education, direct method was adopted.

5. The use of interpretation method: Here learning material was presented in form of
‘Sutras’ or formulae and was interpreted by the teacher. The students could raise their
doubts in between and the teacher used to remove their doubts.
6. The use of extension lecture method and inductive method was also made.

7. Education through Tours: The students were encouraged to gain the practical and
real form of the theoretical knowledge gained by them by undertaking long trips.

8. Meditation Method: This method was adopted by certain Buddhist monks who
dwelt in the solitude of forests and realised supreme knowledge through meditation. But
this method was not suitable for ordinary students.

9. Conferences: Conferences were organised on every full moon and first day of the
month. The monks of different Sanghas assembled and put forward their doubts freely.
Attendance of every monk was compulsory in such conferences. Buddhist system of
education emphasized upon morality.

H) ROLE OF TEACHER
The Buddhist teacher was a man of qualities. The teacher used to teach disciples
nobleness and morality. He trained students for Nirvana and preaching of religion. He
was pious, religious, generous and spiritual. He followed the Buddhist’s eight fold path.
The teachers were not only ideal men of character but also men of great learning. They
lived a simple and rigorous life.

An excerpt from eight fold path read as, “The teacher supervises pupil’s moral conduct
and warns him of defects and transgressions”, whenever he finds his pupils fault he
makes him seek remedies and repent”.

Following were the important duties of a teacher:

i) First, the teacher must give the pupil under his charge all possible intellectual and
spiritual guidance by teaching, by putting questions to him, by exhortation and by
instruction.

ii) Second, where the pupil did not had necessary articles such as an alms bowl or a
robe, the teacher would supply that out of his own belongings.

iii) Third, if the pupil falls ill, the teacher must nurse him.

The following duties were prescribed for the pupil :-

1. To rise early from bed and to give his teacher teeth cleaner and water to rinse his
mouth.

2. To prepare a seat for the teacher, serving him rice-milk in rinsed jug and after his
drinking it, wash the vessel and sweep the place.

3. To equip the teacher for his begging round by giving him fresh undergarments, girdle,
his two upper garments and his alms-bowl rinsed and filled with water.
4. Not to interrupt his teacher while he speaks, even if he makes a mistake.
5. To sweep the vihara where his teacher dwells.
6. Not to give or receive anything without his teacher’s permission.
7. Not to enter the village without his teacher’s permission.
8. To nurse the teacher when he is sick.

I) CONCLUSION:-
Buddhist education was reaction to the social ills of preceding Vedic period and
Brahamnic period. Buddhist education also insisted on salvation or nirvana. Education
of this period was provided in sanghas and viharas. The students studied variety of
subjects. The teacher held a very important place in the society. The organization of the
Nalanda and Vallabhi Universities was so advanced that it continues to influence the
organization and structuring of universities till today.