THE ETERNAL SOURCE FOR VALUES IN

EDUCATION

THE BASIS OF MY PRESENTATION

Two decades of teaching kids in high income

group schools, middle and low income

groups schools, slums and villages.

Founding and running NEEV Vidyalaya for

past nine years

My spiritual journey

Knowledge from ancient Indian scriptures

like Vedas, Upanishads & Bhagavad Gita

Two decades of experience in social work

BASIC SECTIONS IN MY PRESENTATION

Basic Questions in Education

Excellence of Vedic System of Education

Why and how the Vedic System of Education

was changed?

What can Modern Education learn from

Vedic Education System?

Asato Ma Sadgamaya

Tamaso Ma

Jyotirgamaya

Mrityurma

Amritamgamaya

PHILOSOPHY OF EDUCATION

Lead us

From Unreality to

Reality

From Darkness to Light

From Death to Eternity

WE NEVER ASK BASIC QUESTIONS IN

EDUCATION

What is the basic purpose of life?

What is the basic purpose of education?

What role does education play in creating man and society?

Should society lead education or education lead society?

Is the basic purpose of education to get a job and make money in life?

What was our ancient system of education. Was it limited? Why did we change it?

THE FOUR AIMS OF LIFE

Dharma

• Virtue

• Right

Artha

• Security

• Money

Kama

• Pleasure

Moksha

• Liberation

• Truth

According to our Ancient Scriptures

THE ULTIMATE AIM OF EDUCATION

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

education that truth could be perceived & wisdom could be attained. Vedas

where the source of all knowledge and man could understand Vedas. The

person who does not have the light of education may be termed as blind.

Knowledge the third eye:- According to Vedas, education in knowledge. 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.

Agency of improvement:- The illumination as described will bring a complete

change in the person & this change is for the better education makes us

civilized, refined, polished & cultured. This transformation of a beast to cultured

human being occurs because education teaches us to be neat & clean.

Not merely book learning:- Illumination is them central concept of education. It

does not mean that it has always to come from books. Thus education is not

merely book learning.

WHAT ARE NOT THE ULTIMATE AIMS OF

EDUCATION

Artha (Security/Money) and Kama (Pleasure)

are not the main aims of education. They are

to be pursued along with Dharma (virtue and

morality) and Moksha (liberation from all

suffering)

Pursuing Artha and Kama alone without

pursuing Dharma and Moksha makes us into

radically insecure human beings.

THE DIFFERENCE BETWEEN SHIKSHA

AND VIDYA

Thus the ultimate aim of education is to primarily impart Vidya along with Shiksha

Guru is one who gives Vidya and ShikshaShikshak (Teacher) gives only shiksha.

Vidya teaches morality, values, difference between good and bad, real and unreal and the way to GodShiksha teaches subjects meaning Math, Sciences, Languages, and Social Sciences etc.

OUR CURRENT EDUCATION SYSTEM IS

BASED ON SHIKSHAKS NOT GURUS

Like everything in the world, education has

become a commercial enterprise, a

commodity.

Teachers base their decisions on joining and

leaving schools on the basis of salary, status

and position.

Does it mean that if teacher get’s paid a

higher salary he/she develops more concern

for the student?

EDUCATION SYSTEM BASED ON

GURU

“The old Indian system of the Guru

commanding by his knowledge and

sanctity, the implicit obedience,

perfect admiration, reverent

emulation of the student, was a far

superior method of moral discipline.

It is impossible to restore the ancient

system; but it is not impossible to

substitute the wise friend, guide and

helper for the hired Instructor or the

benevolent Policeman which is all

that the European System (of

education) makes of the pedagogue

(teacher)”

- Sri Aurobindo

VEDIC SYSTEM OF EDUCATION

FEATURES OF THE VEDICSYSTEMOFEDUCATION –

REVEALED WISDOM

The origin of the history of education in India can betraced to the Vedic Age, the age in which the sacredscriptures such as Rgveda, Yajurveda, Samaveda,Atharvaveda,Brahmanas, Aranyakas and Upanisads revealed thehighest knowledge to mankind through our ancientrsis. Our rsis who imparted the knowledge to seekers,evolved methods by which this knowledge could beacquired, conserved and transmitted to the posterity. Andfrom these methods was evolved a system ofeducation. As S. C. Ghosh observes: “The highlydeveloped state of civilization among the people of theIndus Valley presupposes existence among them asystem of education”(Suresh Chandra Ghosh, TheHistory of Education in Ancient India 3000 BC to AD 1192,New Delhi: Munshiram Manoharlal Publishers, 2001, p.1)

FEATURES OF THE VEDICSYSTEMOFEDUCATION –

INTEGRAL EDUCATION

This ancient system of education was aimed at mouldingthe young pupils into individuals capable of living aperfect and full life – based on the principles ofDharma. As Chidambara Kulkarni has briefly put it, “Theancient Indian system of education was … acomprehensive scheme of perfecting the individualpersonality in all its facets – physical, moral, intellectual,religious and spiritual”(Vedic Foundations of IndianCulture, Bombay: Shri Dvaipayana Trust, 1973,p.107). Knowledge in this system is not confined to theintellect, it is actual realisation and it must reveal itselfthrough thought, word and deed. BrhadaranyakaUpanisad prescribes three steps of learning ‘sravana’,‘manana’, and ‘nididhyasana’:

FEATURES OF THE VEDIC SYSTEM OF EDUCATION –ULTIMATE AIMS

OF FREEDOM & PERFECTION

Atma va are drastavyah srotavyo mantavyo nididhyasitavyo maitreyi atmano va are darsanena sravanena matya vijnanenedam sarvam viditam. (II 4.5)

O Mythreyi, it is the Self that should be seen, heard of, reflected on, and meditated upon. Verily by the seeing of, by the hearing of, by the thinking of, by the understanding of the Self, all this is known.

The following verse too pertains the means for acquiring knowledge:

Tameva dhiro vijnaya prajnam kurvita brahmanah.

Nanudhyayadbhahunchabdan, vaco viglapanam hi tat iti.

(Brhadaranyaka Upanisad, IV. 4. 21.)

Let a wise Brahmana after knowing him alone practise (the means to) wisdom. Let him not reflect on many words, for that is mere weariness of speech.

Thus the Vedic education aims at perfection and freedom. And this is the import of the well-known sruti “Sa vidya yavimuktaye” (That is real education which liberates).

The main emphasis was on Atmavidya because once it is mastered, allother subjects can be mastered easily. The Vedic system of educationimparted knowledge at two levels or stages – one about the world ofsenses – science, humanities, arts and crafts of the times; and two,about Brahman – the eternal pure consciousness which is the higherstage of education called para-vidya. Education was consideredcomplete only when both the stages were completed.

The higher knowledge teaches that one universal soul permeates allbeings and that the individual soul is a part of this universal soul, andhence the individual and the society are not separate entities but onewhole.

Subsidiary subjects such as Siksa, Kalpa, Vyakarana, Nirukta, Chanda,and Jyotisa were also taught as they are aids to the study of the Vedas –Vedangas. Other subjects developed in the Vedic age were Philosophy,Yoga, Physiology, Arithmetic, Geometry, Algebra, Astrology, Astronomyand Music, because these had significance in the life of the age.

FEATURES OF THE VEDIC SYSTEM–

VIDYA AND SHIKSHA

Vedangas: It includes the study of siksha, Kalpa, Nirukta, Chandas, Jyotisha,Vyakearna grammer.

Logic: It develops the reasoning faculities.

Scheme of Arts and Crafts (silpa-vidya): It develops aesthetic sense andpractical skill in construction regarding symmetry, proposition and beauty.

Physical Education: Meditation and salvation are possible only when one isphysically healthy. Hence intense physical education was also included in thecurriculum. It built stamina students had to learn riding, wrestling, hunting,swimming, running, jumping, etc. for developing physical and mental strength,early marriage was not in practice in Vedic age. They strictly observed celibacyupto a particular age to avoid premature old age and death. (Atharva Veda).

Professional and technical subjects: Some professional and technicalsubjects like medicine and surgery, astronomy, Astrology, Mathematics,economics, were given the importance in the curriculum.

FEATURES OF THE VEDICSYSTEM –DEVELOPMENT OF BODY-

MIND & SPIRIT THROUGH SUBJECTS

Dharma: It was also the part and parcel of

curriculum.

Meditation: It was also included. Hymns of

Vedas were composed by Rishis as an

expression of the inner light for the benefit of

mankind. As said earlier this was in fact the

main object of Vedic education. The education

of Vedic period was the education of the

complete man.

FEATURES OF THE VEDIC SYSTEM –DEVELOPMENT OF BODY -

MIND & SPIRIT THROUGH SUBJECTS

Dharma is always mentioned first whenever the scriptures talk about the four purusharthas

- Dharma, Artha, Kama & Moksha. This is because of its all-round & far reaching benefits

to help bring about an ideal disposition which facilitates attainment of all other

purusharthas. The word Dharma has wide implications, and no english word does full

justice to it, yet in the context of our discussion we can say that Dharma implies a

conscientious, orderly & holistic living. Man is a social being, he lives amongst his own

kind, in group, and every person has to attain his or her purusharthas of artha & kama.

This being the case it is necessary to frame some ground rules in the spirit of live & let live.

That's the spirit behind Dharma. It makes us sensitive to others, makes us care for others,

it brings necessary magnanimity to look at others as part of one whole. It helps us to

expand our family, brings about a holistic vision. The moment we see the whole world as

one great whole, we also become sensitive to a supreme intelligence, who has not only

created this beautiful world & cosmos, but is also running the show. As no effect is

possible without a cause, we infer the existence of a creator when we see this beautiful

creation. If creation is so beautiful, how will the creator be. Dharma thus wakes us up to

the existence of God. Dharma does not make us afraid of God, but rather shows that

he is someone who deserves our greatest love & reverence. We are his creation, act

as per his dictates, will live as long as he likes and will leave when he so wishes. We

cannot influence his wishes but should know his ways & means and live accordingly, in a

spirit of surrender & love.

FEATURES OF THE VEDIC SYSTEM –

DEVELOPMENT OF DHARMA

The student in the Vedic school was called brahmacarin. He had to dedicate his life for the sakeof gaining knowledge, leading an enlightened life. In his formative life he must lead an austereand disciplined life. He had to strictly abide by the rules of conduct and behaviour stipulated bythe rsis. The Upanisads clearly describe the qualities required for a brahmacarin. A student hadto be calm, patient, self-restrained and self-denying. The student’s prayer included his longingfor the realization of a full life. Sayana prescribes four processes – sauca (purity), santosa(contentment), tapas (penance) and swadhyaya (self-study) for the realization of a student’saims. In the gurukula system the teacher always instructed the pupils to speak the truth, andpractice virtue.

As for the methods of teaching, recitation, dialogue and self-study were the three stages. Thepupils were taught to consider pursuit of knowledge as the highest yajna in their life.

Thus the main aim of the Vedic educational system was to produce a rational individual, freefrom passions, full of universal affection, continuously self-educating and striving to reach thehighest goal. His rationalism, his attitude of universal love, his entire personality had their rootsin experience. His learning must reveal itself through his thought, word and deed. He mustcheerfully fulfil his obligations to his family, caste, village and country. He must be emotionallyalert to sacrifice his good for the good of all.

(Chitambara Kulkarni, Vedic Foundations of Indian Culture, p.119)

FEATURES OF THE VEDICSYSTEM –THE IDEAL OF THE

STUDENT –BRAHMACHARYA(SUBLIMATION OF

INSTINCT)

People in Vedic India believed that strongmind could only be in a strong body. So, astrong body was considered to be absolutelynecessary in worldly as well as religiousmatter. Education was imported in the openand pranayam and Surya-namaskar were it'sregular features. A student has to remainBramhachari upto the age of twenty five. Allthrough this period he had to lead to a veryregular hard and disciplined life.

FEATURES OF THE VEDICSYSTEM –PHYSICAL

DEVELOPMENT

Besides physical and intellectual development,education, must develop moral and spiritualfaculties. Religion has play a dominant role inthe life of Indians. Education must make thestudents religious minded. They must also havea sense of piety. A spiritual atmosphereprevailed in the centre of education because ofthe presence of selfless, humble, religiousminded, but talented teachers. During thisperiod many hypothesis concerning spirituallytook birth knowledge come to be seen as theinstrument of salvation.

FEATURES OF THE VEDICSYSTEM –SPIRITUAL

DEVELOPMENT

The Gurkul's laid emphasis upon knowledge

obtained from experiences. During this

period, the practice of distributing degrees

did not exist. Students exhibited the

knowledge obtained through discourses and

discussions conducted in a concourse of

scholars.

FEATURES OF THE VEDICSYSTEM –EMPHASIS ON

KNOWLEDGE & EXPERIENCE RATHER THAN DEGREES

Vedic education also aimed at preserving

and transmitting the best traditions of thought

and actions, manners and vocations of the

past. Not only preservation of best traditions

but also preventing and eradication of ill

tradition and practices was also taught in

Vedic education.

FEATURES OF THE VEDICSYSTEM –THE IDEAL OF THE

STUDENT –PRESERVATION AND SPREAD OF CULTURE

Proper training was given to the rising

generation in different branches of

knowledge, professions and industries. Every

individual was trained for the vocation, he

was expected to follow so that he might

became a socially efficient and useful

person.

FEATURES OF THE VEDICSYSTEM –PROMOTION OF

SOCIAL EFFICIENCY & HAPPINESS

Development of character and personality wasanother aim of Vedic Indian education. It wasachieved through an appropriate environment,lessens on right conduct and teachings basedon the life, character and ideals of greatpersons. Education aimed at developing thevirtues of self-control, self-confidence, self-discipline, obedience, love, sympathy, co-operation, logical Judgment, fulfilment of socialresponsibilities and earning a livelihood.

FEATURES OF THE VEDICSYSTEM –DEVELOPMENT OF

CHARACTER & PERSONALITY

During the Vedic age women were given full status withmen. For girls also, the Upanayan (initiation ceremony)was performed and after that their education began. Theywere also required to lead a life of celibacy duringeducation. They used to study the Vedas and otherreligious and philosophy books, they were free toparticipate in religious and philosophical discourses.Many ‘Sanhitas’ of Rigveda were composed by women.In Gurukulas the gurus treated male and female pupilsalike and made no distinction what-so-ever, as the resultof which many learned ladies like Ghosha, Sikta, Apala,Lopamudra etc obtained Vedic Education.

FEATURES OF THE VEDICSYSTEM –

EDUCATION OF FEMALES

The educator was democratic in hisapproach in the field of education. Allstudents rich or poor, prince and commonwere treated alike. In modern Indian too, theconstitution has adopted the principle ofEquality in the field of education. However, inalmost all public schools, and professionalinstitutions this principle is practically ignoredand neglected.

FEATURES OF THE VEDICSYSTEM –EQUALITY

OF OPPORTUNITY

The ancient schools followed the principle ofeducation for self sufficiency. The school was smallintegrated community self sufficient in every way. Thestudents used to grow their food products, tendedcows, collected firewood‘s and erected cottagesthemselves under the guidance of teacher. Moderneducation also lays stress upon preparing students toprepare themselves for their future life. Vocationalsubjects have been included in the curriculum inorder to vocationalize education but much is neededto the done in this direction in order to achieve thedesired aim.

FEATURES OF THE VEDIC SYSTEM –

EDUCATION FOR SELF SUFFICIENCY

Education was free and universal. The fee, if any, was tobe paid, after attaining education from the earnings of theyoung man who got education, in the form of ‘GuruDakshina’. During education the boarding and lodgingwas free for almost all these students. After independenceour constitution framers made it clear that it is the duty ofall government to provide free education to every child of0-14 yrs age group. Many programme for this cause hasbeen adopted but still desired objective has not beenachieved. Thus we can say that the education of Vedicage has its significance in Modern age.

FEATURES OF THE VEDICSYSTEM –FREE

UNIVERSAL EDUCATION

Education system in the Vedic era was very standard andcomprehensive. It was fully capable of development of physical andintellectual and character development, development of civics, social,moral and spiritual values, social efficiency and happiness, preservationand spread of culture, infusion of piety, and religiousness anddevelopment of best type of personality.

The ancient Indian education system was successful in preserving endspreading its culture and literature even without the help of art of writing.It was only because of the destruction of temples and monasteries byinvaders that the literature was lost. The cultural unity that exists eventoday in the vast sub-continent is due to successful preservation andspread of culture. The education system infused a sense ofresponsibilities and social values. The ancient education systemachieved its aims to the fullest extent. Ancient education emerged fromVedas. The basis of Indian culture lies in the Vedas.

FEATURES OF THE VEDICSYSTEM –

CONCLUSION

The Advent of British Education System in India

WHY DID WE LOSE THE VEDIC EDUCATION

SYSTEM

THE ADVENT OF BRITISH EDUCATION

"I have travelled across the length and breadth ofIndia and I have not seen one person who is abeggar, who is a thief. Such wealth I have seen inthis country, such high moral values, people of suchcalibre, that I do not think we would ever conquerthis country, unless we break the very backbone ofthis nation, which is her spiritual and culturalheritage, and, therefore, I propose that we replaceher old and ancient education system, her culture,for if the Indians think that all that is foreign andEnglish is good and greater than their own, they willlose their self-esteem, their native self-culture andthey will become what we want them, a trulydominated nation."

"We must at present do our best to form a class whomay be interpreters between us and the millionswhom we govern; a class of persons, Indian in bloodand colour, but English in taste, in opinions, inmorals, and in intellect".

During the time of the East India Company and later,in the British rule, there seem to have been twomotives working in the minds of the rulers: plunderingthe wealth of this land and the 'white man's burden 'of civilizing the natives (the term used by them torefer to all Indians). We shall see, how in order toachieve these ends, the British so cleverly playedtheir cards that even after about seventy years ofindependence we still continue to exist in a state ofstupor, unable (and even unwilling!) to extricateourselves from one of the greatest hypnoses wovenover a whole nation.

THE ADVENT OF BRITISH EDUCATION

IN INDIA – REASONS

In India 35% to 50% of village lands were revenue free and that revenuewas utilised for running schools, conducting temple festivals, producingmedicines, feeding pilgrims, improving irrigation etc. The British in theirgreed brought down the revenue free lands down to 5%. When therewas a protest they assured Indians that the government would create anirrigation department to take care of irrigation, an educational board totake care of education. etc. The initiative of the people was destroyed.But the rulers found to their chagrin, that though they had conquered thisnation, it was still strongly rooted in its own culture. They found that aslong as the nation was aware and even proud of its traditions, their'white man's burden' remained as 'heavy and cumbersome as ever'!India had, at that time, a very well spread system of education and thatsystem had to be made ineffective for their purposes. Now, most of usare taught to believe that the education was in the hands of theBrahmins and in Sanskrit medium and that the other castes had noeducation. But here are the facts about how the British destroyed theIndian educational system and made one of the most literate nationsilliterate.

THE ADVENT OF BRITISH EDUCATION IN INDIA –

DESTROYING THE PRIDE OF INDIANS INSTILLED BY

EDUCATION

In the Round- table conference in 1931, Mahatma Gandhi in one of hisspeeches said, "The beautiful tree of education was cut down by you British.Therefore Today India is far more illiterate than it was 100 years ago."Immediately, Philip Hartog, who was a parliamentarian stood up and said,"Mr.Gandhi, it is we who have educated the masses of India. And therefore youmust take back your statement and apologise or prove it." Gandhiji said hewould prove it. But the debate did not continue for lack of time. Later one of hisfollowers, Shri Dharampal, went to the British museum and examined the reportsand archives. He published a book "The Beautiful Tree" where this matter hasbeen discussed in great detail. By 1820, the British had already destroyed thefinancial resources that supported our educational system- a destruction thatthey had been carrying out for nearly twenty years. But still the Indians persistedin continuing with their system of education. So, the British decided to find outthe intricacies of this system. Therefore a survey was ordered in 1822 and wasconducted by the British district collectors. In the survey it was found that theBengal presidency had 1 lakh village schools, in Madras there was not a singlevillage without a school, in Bombay, if the village population was near 100, thevillage had a school. Teachers as well as students of all castes were in theseschools. The Brahmins accounted 7% to 48% of the teachers, and the rest of theteachers in any district, came from other castes. Further all children had theireducation in their mother tongue.

THE ADVENT OF BRITISH EDUCATION IN INDIA–

DESTROYING THE BEAUTIFUL TREE OF INDIAN

EDUCATION

Foreign Christian missionaries even resented the nominal amount ofone lakh rupees kept aside for the education of Indians. The Britishcut down the financial resources and brought in several regulationsone after the other- regulations like "there has to be a 'pucca' buildingetc. That was not the end. They invited T.B. Macaulay to decide howto divert the money, what should be the medium of instruction andthe mode of educating the Indian. He made English the medium ofinstruction and diverted the money for English education.G.D.Trevelyan writes in "Life of Lord Macaulay"(vol 1 pg164) "A newIndia was born in 1835". What Alexander, Ashoka and the westernmissionaries had failed to do was accomplished by Macualay'seducational minutes, decreeing that India was to receive throughEnglish education, the language of the West. "The very foundationsof her ancient civilization began to rock and sway. Pillar after pillar inthe edifice came crashing down."

THE ADVENT OF BRITISH EDUCATION IN INDIA

–MACAULAY’S ROLE

But Macaulay did a more harmful thing,

which is not generally known. He adopted

the "downward filtration method“ for

educating the Indians. What is this method?

The problem facing Macaulay was that

Indians were numerous and The British were

a handful. How were they going to educate

the Indians? How could this nation be

weakened so that in self-forgetfulness it

would support the British Raj?

THE ADVENT OF BRITISH EDUCATION IN INDIA–

DOWNWARD FILTRATION METHOD OF MACAULAY

The story goes that once when he was in Ooty, in his residence, he sawan Indian officer coming and touching the feet of a peon sitting outsidehis office (which was near his residence.) and was obviously surprised.Why was an officer touching the feet of a peon? He was told, "You don'tknow, this Indian society is a peculiar one. Here the Brahmins arerespected and the peon belongs to that caste." The changes thatMacaulay brought after this are well documented and authenticated inbooks. The downward filtration method was formulated according towhich the forward caste (even this was much later) was givenpreference in schools. To put it in his own words," But it is impossiblefor us with our limited means to educate all in English. We must atpresent do our best to form a class of persons Indian in blood andcolour but English in tastes, in opinion, in morals, and in intellect.'To gauge how much he succeeded in his mission, we only need to lookinto the history of the Indian educated classes since that time onwards.The fact is that we have not tackled the Macaulayian issue even afterIndependence, and graver still, few realise that the problem exists at all.The system of giving preference to Brahmins in the govt. and missionaryrun schools went on for nearly hundred yrs.

THE ADVENT OF BRITISH EDUCATION IN INDIA –

INSTITUTIONALIZING SUPREMACY OF CASTES

The systematic destruction of the Indian system of

education deprived certain castes of education.

Thus over a hundred years these castes had

become impoverished and ignorant and the

Brahmins who were supposed to lead the society

became distorted in their understanding of things,

due to foreign education.

THE ADVENT OF BRITISH EDUCATION IN INDIA–THE

END OF THE TRUE BRAHMIN(KNOWER OF BRAHMAN)

There was a conference of missionaries in India in 1882. They sattogether and discussed the effects of their education on the Brahmins.They found that though to an extent they were successful in taking awaythe Brahmins from their ideals, their conversion had not taken place. Adecision to slowly target the other castes and tribals in their educationalinstitutions, was taken. Till the British started ruling India most of thecastes were educated and prosperous but the delicate policies of theBritish are responsible for their later condition. The Brahmins who weresupposed to set the standards of behaviour in the society were targeted,and when they strayed away from their path they were blamed for thecondition of the other castes. The point to note here is that they areresponsible not because they kept all the education to themselves, as isgenerally believed, but because they allowed themselves to beintellectually corrupted by the British and because they entered into allthe professions practiced by other castes. They also took on governmentjobs thus paving the way for competition and hatred among castes in thesociety. Today they stand discredited in general, and are no longerconsidered to be the examples to be followed.

THE ADVENT OF BRITISH EDUCATION IN INDIA–THE

END OF THE TRUE BRAHMIN(KNOWER OF BRAHMAN)

But as the poison induced by Macaulay continues to weaken thisnation, we hardly even care to know about "Indian thinking",Indian problems and Indian models and solutions to theseproblems. The best brains and the best energies areconcentrated on evolving and applying western models andsolutions. We seem to know less and less about our own nation.After all how does a nation die? One way is by physicaldestruction as the Europeans who settled in America destroyedwhole civilizations there. Another is that people lose faith in theirown way of life, their philosophies, their principles, their thoughtcurrents etc., and the nation is destroyed. Take for example, theGreek and Roman civilizations. What great civilizations they were!But there came a time when the intelligentsia lost faith in theirown way of life, in their own wisdom. They adopted a totallydifferent philosophy in their lives and where are these nations andtheir civilizations now? In a sense, in the museums andmonuments!

THE ADVENT OF BRITISH EDUCATION IN INDIA

–THE DEATH OF A NATION

Building a Society and World of Values

RECLAIMING OUR EDUCATION SYSTEM

A nation gets weakened when the ignorance of the people abouttheir own roots increases, or when they become ashamed ofthemselves or of their forefathers. Actually that is where realregression of a nation starts. A nation which wants to forget aboutitself and imitate other nations cannot redeem itself but is on thepath of self-destruction. The regression is there in our nation atpresent. And if we truly do not want to weaken ourselves as anation, we need to extricate our educational system out of itsMacaulayian traits, and obtain a fresh and untaintedunderstanding of our ideals; for these have held us together as anation for nearly ten thousand years. Then put them up forrenewed enquiry before the younger generations so that if at allthey are imbibed, they are expressed with feelings that becomestronger, nobler and grander with time.

GETTING BACK TO OUR ROOTS

WHAT WE CAN ADOPT FROM VEDIC EDUCATION

SYSTEM

Universal Brotherhood - Lately we all find that our social interaction is limitedto our families, friends, relations etc as community welfare is never our mainaim/motto of life- Vedas aim at building Social Capital of the followers of Vedic‘Sanatan’ Dharma. Vedas therefore, guide us to community welfare/UniversalBrotherhood/One Global Family i.e. Viswa Bandhutva and Vasudhaiva-Kutumbkam.

Respect of all Life/ Matter - Vedas do not consider matter as inert and explain in alarge number of hymns that matter has consciousness so even matter has to berespected, not exploited.

Idealism - We are living in modern age but we feel proud of the civilization andculture of our ancestors inherited to us. Even now we give importance toreligion, god and desireless deeds. The present world should give morepreference to character, spiritualism, philosophy rather than wealth, materialismand science. The present world gives reverence to wealth, power violence anddiplomacy whereas the Vedas rely on truth, non-violence and mortification. Weshould believe in idealism and wish to lead an ideal life.

FEATURES WE CAN ADOPT FROM

VEDIC EDUCATION

Discipline and Teacher -Pupil Relationship - The sense of discipline and thecordial relation between teacher and pupil of vedic age is well known. Today wesee the educational environment has become so venomous due to indisciplinethat is has become an uncountable problem. The sense of discipline can bedeveloped if we adopt the ideal relationship between teacher and pupil, that is ofGuru and Sishya

Teaching Method - In ancient period Shravan or Listening. Manan or meditationand Nididhyaana or realization and experience, question and answers,discourse, lecture discussion and debate methods were prevalent. Thesemethods can be still used in our classrooms faithfully.

Simple Life of Students - In vedic age, students used to lead a simple life andsober life. Nowadays the life style of our young generation has altogetherchanged they like to lead luxurious and majestic’s life, full of fashion and show.They have given up the principle of ‘Simple Living and High Thinking’ andadopted its reverse principle i.e. High Living and Simple Thinking. The wholebalance of the life is disturbed. In order to make their life healthy and smooththey, should be made to realize the importance of ancient style of life, in anappropriate and logical manner.

FEATURES WE CAN ADOPT FROM

VEDIC EDUCATION

All Round Development of Child - The main aim was integral and all round

development in ancient Indian. The same aim is kept in view in modern

education. The ancient education never neglected physical development

although the main emphasis was given the intellectual and spiritual

development. For this a peaceful, calm, clean, attractive and natural

environment far away from town and villages was provided to students.

Although, we profess to look after physical, moral spiritual emotional and

intellectual development of pupil in modern schools yet it is only bookish

knowledge which gets the most of an attention. This idea of all round

development of child must be adhered to practically.

Equality of Opportunity - The educator was democratic in his approach in the

field of education. All students rich or poor, prince and common were treated

alike. In modern Indian too, the constitution has adopted the principle of Equality

in the field of education. However, in almost all public schools, and professional

institutions this principle is practically ignored and neglected.

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VEDIC EDUCATION

Education for Self sufficiency - The ancient schools followed the principle ofeducation for self sufficiency. The school was small integrated community selfsufficient in every way. The students used to grow their food products, tendedcows, collected firewood‘s and erected cottages themselves under the guidanceof teacher. Modern education also lays stress upon preparing students toprepare themselves for their future life. Vocational subjects have been includedin the curriculum in order to vocationalize education but much is needed to thedone in this direction in order to achieve the desired aim.

Free and Universal Education - Education was free and universal. The fee, ifany, was to be paid, after attaining education from the earnings of the youngman who got education, in the form of ‘Guru Dakshina’. During education theboarding and lodging was free for almost all these students. After independenceour constitution framers made it clear that it is the duty of all government toprovide free education to every child of 0-14 yrs age group. Many programme forthis cause has been adopted but still desired objective has not been achieved.Thus we can say that the education of vedic age has its significance in Modernage.

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VEDIC EDUCATION

‘THE RECOVERY OF THE PERFECT TRUTH OF THE

VEDAS IS NOT MERELY A DESIDERATUM OF OUR

MODERN INTELLECTUAL CURIOSITY BUT A

PRACTICAL NECESSITY FOR THE FUTURE OF THE

HUMAN RACE.’

- SRI AUROBINDO