The Eternal Source for Values in Education

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 Shiksha
Shikshak (Teacher) gives only shiksha.
 Vidya teaches morality, values, difference between
good and bad, real and unreal and the way to God
Shiksha 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

FEATURESOFTHEVEDICSYSTEMOFEDUCATION–
REVEALEDWISDOM
 The origin of the history of education in India can be
traced to the Vedic Age, the age in which the sacred
scriptures such as Rgveda, Yajurveda, Samaveda,
Atharvaveda,
Brahmanas, Aranyakas and Upanisads revealed the
highest knowledge to mankind through our ancient
rsis. Our rsis who imparted the knowledge to seekers,
evolved methods by which this knowledge could be
acquired, conserved and transmitted to the posterity. And
from these methods was evolved a system of
education. As S. C. Ghosh observes: “The highly
developed state of civilization among the people of the
Indus Valley presupposes existence among them a
system of education”(Suresh Chandra Ghosh, The
History of Education in Ancient India 3000 BC to AD 1192,
New Delhi: Munshiram Manoharlal Publishers, 2001, p.1)

FEATURESOFTHEVEDICSYSTEMOFEDUCATION–
INTEGRALEDUCATION
 This ancient system of education was aimed at moulding
the young pupils into individuals capable of living a
perfect and full life – based on the principles of
Dharma. As Chidambara Kulkarni has briefly put it, “The
ancient Indian system of education was … a
comprehensive scheme of perfecting the individual
personality in all its facets – physical, moral, intellectual,
religious and spiritual”(Vedic Foundations of Indian
Culture, Bombay: Shri Dvaipayana Trust, 1973,
p.107). Knowledge in this system is not confined to the
intellect, it is actual realisation and it must reveal itself
through thought, word and deed. Brhadaranyaka
Upanisad prescribes three steps of learning ‘sravana’,
‘manana’, and ‘nididhyasana’:

FEATURESOFTHEVEDICSYSTEMOFEDUCATION–ULTIMATEAIMS
OFFREEDOM&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 ya
vimuktaye” (That is real education which liberates).

 The main emphasis was on Atmavidya because once it is mastered, all
other subjects can be mastered easily. The Vedic system of education
imparted knowledge at two levels or stages – one about the world of
senses – science, humanities, arts and crafts of the times; and two,
about Brahman – the eternal pure consciousness which is the higher
stage of education called para-vidya. Education was considered
complete only when both the stages were completed.
 The higher knowledge teaches that one universal soul permeates all
beings and that the individual soul is a part of this universal soul, and
hence the individual and the society are not separate entities but one
whole.
 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, Astronomy
and 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 and
practical skill in construction regarding symmetry, proposition and beauty.
 Physical Education: Meditation and salvation are possible only when one is
physically healthy. Hence intense physical education was also included in the
curriculum. 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 celibacy
upto a particular age to avoid premature old age and death. (Atharva Veda).
 Professional and technical subjects: Some professional and technical
subjects like medicine and surgery, astronomy, Astrology, Mathematics,
economics, were given the importance in the curriculum.
FEATURESOFTHEVEDICSYSTEM–DEVELOPMENTOFBODY-
MIND&SPIRITTHROUGHSUBJECTS

 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.
FEATURESOFTHEVEDICSYSTEM–DEVELOPMENTOFBODY-
MIND&SPIRITTHROUGHSUBJECTS

 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
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 sake
of gaining knowledge, leading an enlightened life. In his formative life he must lead an austere
and disciplined life. He had to strictly abide by the rules of conduct and behaviour stipulated by
the rsis. The Upanisads clearly describe the qualities required for a brahmacarin. A student had
to be calm, patient, self-restrained and self-denying. The student’s prayer included his longing
for 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’s
aims. In the gurukula system the teacher always instructed the pupils to speak the truth, and
practice virtue.
 As for the methods of teaching, recitation, dialogue and self-study were the three stages. The
pupils 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, free
from passions, full of universal affection, continuously self-educating and striving to reach the
highest goal. His rationalism, his attitude of universal love, his entire personality had their roots
in experience. His learning must reveal itself through his thought, word and deed. He must
cheerfully fulfil his obligations to his family, caste, village and country. He must be emotionally
alert to sacrifice his good for the good of all.
 (Chitambara Kulkarni, Vedic Foundations of Indian Culture, p.119)
FEATURESOFTHEVEDICSYSTEM–THEIDEALOFTHE
STUDENT–BRAHMACHARYA(SUBLIMATIONOF
INSTINCT)

 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 in worldly as well as religious
matter. Education was imported in the open
and pranayam and Surya-namaskar were it's
regular features. A student has to remain
Bramhachari upto the age of twenty five. All
through this period he had to lead to a very
regular hard and disciplined life.
FEATURESOFTHEVEDICSYSTEM–PHYSICAL
DEVELOPMENT

 Besides physical and intellectual development,
education, must develop moral and spiritual
faculties. Religion has play a dominant role in
the life of Indians. Education must make the
students religious minded. They must also have
a sense of piety. A spiritual atmosphere
prevailed in the centre of education because of
the presence of selfless, humble, religious
minded, but talented teachers. During this
period many hypothesis concerning spiritually
took birth knowledge come to be seen as the
instrument of salvation.
FEATURESOFTHEVEDICSYSTEM–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.
FEATURESOFTHEVEDICSYSTEM–EMPHASISON
KNOWLEDGE &EXPERIENCERATHERTHANDEGREES

 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.
FEATURESOFTHEVEDICSYSTEM–THEIDEALOFTHE
STUDENT–PRESERVATIONANDSPREADOFCULTURE

 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.
FEATURESOFTHEVEDICSYSTEM–PROMOTIONOF
SOCIALEFFICIENCY &HAPPINESS

 Development of character and personality was
another aim of Vedic Indian education. It was
achieved through an appropriate environment,
lessens on right conduct and teachings based
on the life, character and ideals of great
persons. Education aimed at developing the
virtues of self-control, self-confidence, self-
discipline, obedience, love, sympathy, co-
operation, logical Judgment, fulfilment of social
responsibilities and earning a livelihood.
FEATURESOFTHEVEDICSYSTEM–DEVELOPMENTOF
CHARACTER&PERSONALITY

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

 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.
FEATURESOFTHEVEDICSYSTEM–EQUALITY
OFOPPORTUNITY

 The ancient schools followed the principle of
education for self sufficiency. The school was small
integrated community self sufficient in every way. The
students used to grow their food products, tended
cows, collected firewood‘s and erected cottages
themselves under the guidance of teacher. Modern
education also lays stress upon preparing students to
prepare themselves for their future life. Vocational
subjects have been included in the curriculum in
order to vocationalize education but much is needed
to the done in this direction in order to achieve the
desired aim.
FEATURES OF THE VEDIC SYSTEM –
EDUCATION FOR SELF SUFFICIENCY

 Education was free and universal. The fee, if any, was to
be paid, after attaining education from the earnings of the
young man who got education, in the form of ‘Guru
Dakshina’. During education the boarding and lodging
was free for almost all these students. After independence
our constitution framers made it clear that it is the duty of
all government to provide free education to every child of
0-14 yrs age group. Many programme for this 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 Modern age.
FEATURESOFTHEVEDICSYSTEM–FREE
UNIVERSALEDUCATION

 Education system in the Vedic era was very standard and
comprehensive. It was fully capable of development of physical and
intellectual and character development, development of civics, social,
moral and spiritual values, social efficiency and happiness, preservation
and spread of culture, infusion of piety, and religiousness and
development of best type of personality.
 The ancient Indian education system was successful in preserving end
spreading its culture and literature even without the help of art of writing.
It was only because of the destruction of temples and monasteries by
invaders that the literature was lost. The cultural unity that exists even
today in the vast sub-continent is due to successful preservation and
spread of culture. The education system infused a sense of
responsibilities and social values. The ancient education system
achieved its aims to the fullest extent. Ancient education emerged from
Vedas. The basis of Indian culture lies in the Vedas.
FEATURESOFTHEVEDICSYSTEM–
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 of
India and I have not seen one person who is a
beggar, who is a thief. Such wealth I have seen in
this country, such high moral values, people of such
calibre, that I do not think we would ever conquer
this country, unless we break the very backbone of
this nation, which is her spiritual and cultural
heritage, and, therefore, I propose that we replace
her old and ancient education system, her culture,
for if the Indians think that all that is foreign and
English is good and greater than their own, they will
lose their self-esteem, their native self-culture and
they will become what we want them, a truly
dominated nation."
"We must at present do our best to form a class who
may be interpreters between us and the millions
whom we govern; a class of persons, Indian in blood
and colour, but English in taste, in opinions, in
morals, and in intellect".

 During the time of the East India Company and later,
in the British rule, there seem to have been two
motives working in the minds of the rulers: plundering
the wealth of this land and the 'white man's burden '
of civilizing the natives (the term used by them to
refer to all Indians). We shall see, how in order to
achieve these ends, the British so cleverly played
their cards that even after about seventy years of
independence we still continue to exist in a state of
stupor, unable (and even unwilling!) to extricate
ourselves from one of the greatest hypnoses woven
over a whole nation.
THE ADVENT OF BRITISH EDUCATION
IN INDIA – REASONS

 In India 35% to 50% of village lands were revenue free and that revenue
was utilised for running schools, conducting temple festivals, producing
medicines, feeding pilgrims, improving irrigation etc. The British in their
greed brought down the revenue free lands down to 5%. When there
was a protest they assured Indians that the government would create an
irrigation department to take care of irrigation, an educational board to
take care of education. etc. The initiative of the people was destroyed.
But the rulers found to their chagrin, that though they had conquered this
nation, it was still strongly rooted in its own culture. They found that as
long 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 that
system had to be made ineffective for their purposes. Now, most of us
are taught to believe that the education was in the hands of the
Brahmins and in Sanskrit medium and that the other castes had no
education. But here are the facts about how the British destroyed the
Indian educational system and made one of the most literate nations
illiterate.
THEADVENTOFBRITISHEDUCATIONININDIA–
DESTROYINGTHEPRIDEOFINDIANSINSTILLEDBY
EDUCATION

 In the Round- table conference in 1931, Mahatma Gandhi in one of his
speeches 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 you
must take back your statement and apologise or prove it." Gandhiji said he
would prove it. But the debate did not continue for lack of time. Later one of his
followers, Shri Dharampal, went to the British museum and examined the reports
and archives. He published a book "The Beautiful Tree" where this matter has
been discussed in great detail. By 1820, the British had already destroyed the
financial resources that supported our educational system- a destruction that
they had been carrying out for nearly twenty years. But still the Indians persisted
in continuing with their system of education. So, the British decided to find out
the intricacies of this system. Therefore a survey was ordered in 1822 and was
conducted by the British district collectors. In the survey it was found that the
Bengal presidency had 1 lakh village schools, in Madras there was not a single
village without a school, in Bombay, if the village population was near 100, the
village had a school. Teachers as well as students of all castes were in these
schools. The Brahmins accounted 7% to 48% of the teachers, and the rest of the
teachers in any district, came from other castes. Further all children had their
education in their mother tongue.
DESTROYINGTHEBEAUTIFULTREEOFINDIAN
EDUCATION

 Foreign Christian missionaries even resented the nominal amount of
one lakh rupees kept aside for the education of Indians. The British
cut down the financial resources and brought in several regulations
one after the other- regulations like "there has to be a 'pucca' building
etc. That was not the end. They invited T.B. Macaulay to decide how
to divert the money, what should be the medium of instruction and
the mode of educating the Indian. He made English the medium of
instruction and diverted the money for English education.
G.D.Trevelyan writes in "Life of Lord Macaulay"(vol 1 pg164) "A new
India was born in 1835". What Alexander, Ashoka and the western
missionaries had failed to do was accomplished by Macualay's
educational minutes, decreeing that India was to receive through
English education, the language of the West. "The very foundations
of her ancient civilization began to rock and sway. Pillar after pillar in
the edifice came crashing down."
THEADVENTOFBRITISHEDUCATIONININDIA
–MACAULAY’SROLE

 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
DOWNWARDFILTRATIONMETHODOFMACAULAY

 The story goes that once when he was in Ooty, in his residence, he saw
an Indian officer coming and touching the feet of a peon sitting outside
his 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't
know, this Indian society is a peculiar one. Here the Brahmins are
respected and the peon belongs to that caste." The changes that
Macaulay brought after this are well documented and authenticated in
books. The downward filtration method was formulated according to
which the forward caste (even this was much later) was given
preference in schools. To put it in his own words," But it is impossible
for us with our limited means to educate all in English. We must at
present do our best to form a class of persons Indian in blood and
colour but English in tastes, in opinion, in morals, and in intellect.'
To gauge how much he succeeded in his mission, we only need to look
into the history of the Indian educated classes since that time onwards.
The fact is that we have not tackled the Macaulayian issue even after
Independence, and graver still, few realise that the problem exists at all.
The system of giving preference to Brahmins in the govt. and missionary
run schools went on for nearly hundred yrs.
INSTITUTIONALIZINGSUPREMACYOFCASTES

 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.
THEADVENTOFBRITISHEDUCATIONININDIA–THE
ENDOFTHETRUEBRAHMIN(KNOWEROFBRAHMAN)

 There was a conference of missionaries in India in 1882. They sat
together and discussed the effects of their education on the Brahmins.
They found that though to an extent they were successful in taking away
the Brahmins from their ideals, their conversion had not taken place. A
decision to slowly target the other castes and tribals in their educational
institutions, was taken. Till the British started ruling India most of the
castes were educated and prosperous but the delicate policies of the
British are responsible for their later condition. The Brahmins who were
supposed to set the standards of behaviour in the society were targeted,
and when they strayed away from their path they were blamed for the
condition of the other castes. The point to note here is that they are
responsible not because they kept all the education to themselves, as is
generally believed, but because they allowed themselves to be
intellectually corrupted by the British and because they entered into all
the professions practiced by other castes. They also took on government
jobs thus paving the way for competition and hatred among castes in the
society. Today they stand discredited in general, and are no longer
considered to be the examples to be followed.
THEADVENTOFBRITISHEDUCATIONININDIA–THE
ENDOFTHETRUEBRAHMIN(KNOWEROFBRAHMAN)

 But as the poison induced by Macaulay continues to weaken this
nation, we hardly even care to know about "Indian thinking",
Indian problems and Indian models and solutions to these
problems. The best brains and the best energies are
concentrated on evolving and applying western models and
solutions. We seem to know less and less about our own nation.
After all how does a nation die? One way is by physical
destruction as the Europeans who settled in America destroyed
whole civilizations there. Another is that people lose faith in their
own way of life, their philosophies, their principles, their thought
currents etc., and the nation is destroyed. Take for example, the
Greek and Roman civilizations. What great civilizations they were!
But there came a time when the intelligentsia lost faith in their
own way of life, in their own wisdom. They adopted a totally
different philosophy in their lives and where are these nations and
their civilizations now? In a sense, in the museums and
THEADVENTOFBRITISHEDUCATIONININDIA
–THE DEATHOFANATION

Building a Society and World of Values
RECLAIMING OUR EDUCATION SYSTEM

 A nation gets weakened when the ignorance of the people about
their own roots increases, or when they become ashamed of
themselves or of their forefathers. Actually that is where real
regression of a nation starts. A nation which wants to forget about
itself and imitate other nations cannot redeem itself but is on the
path of self-destruction. The regression is there in our nation at
present. And if we truly do not want to weaken ourselves as a
nation, we need to extricate our educational system out of its
Macaulayian traits, and obtain a fresh and untainted
understanding of our ideals; for these have held us together as a
nation for nearly ten thousand years. Then put them up for
renewed enquiry before the younger generations so that if at all
they are imbibed, they are expressed with feelings that become
stronger, 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 limited
to our families, friends, relations etc as community welfare is never our main
aim/motto of life- Vedas aim at building Social Capital of the followers of Vedic
‘Sanatan’ Dharma. Vedas therefore, guide us to community welfare/Universal
Brotherhood/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 a
large number of hymns that matter has consciousness so even matter has to be
respected, not exploited.
 Idealism - We are living in modern age but we feel proud of the civilization and
culture of our ancestors inherited to us. Even now we give importance to
religion, god and desireless deeds. The present world should give more
preference to character, spiritualism, philosophy rather than wealth, materialism
and science. The present world gives reverence to wealth, power violence and
diplomacy whereas the Vedas rely on truth, non-violence and mortification. We
should 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 the
cordial relation between teacher and pupil of vedic age is well known. Today we
see the educational environment has become so venomous due to indiscipline
that is has become an uncountable problem. The sense of discipline can be
developed if we adopt the ideal relationship between teacher and pupil, that is of
Guru and Sishya
 Teaching Method - In ancient period Shravan or Listening. Manan or meditation
and Nididhyaana or realization and experience, question and answers,
discourse, lecture discussion and debate methods were prevalent. These
methods can be still used in our classrooms faithfully.
 Simple Life of Students - In vedic age, students used to lead a simple life and
sober life. Nowadays the life style of our young generation has altogether
changed 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’ and
adopted its reverse principle i.e. High Living and Simple Thinking. The whole
balance of the life is disturbed. In order to make their life healthy and smooth
they, should be made to realize the importance of ancient style of life, in an
appropriate and logical manner.
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.
VEDIC EDUCATION

 Education for Self sufficiency - The ancient schools followed the principle of
education for self sufficiency. The school was small integrated community self
sufficient in every way. The students used to grow their food products, tended
cows, collected firewood‘s and erected cottages themselves under the guidance
of teacher. Modern education also lays stress upon preparing students to
prepare themselves for their future life. Vocational subjects have been included
in the curriculum in order to vocationalize education but much is needed to the
done in this direction in order to achieve the desired aim.
 Free and Universal Education - Education was free and universal. The fee, if
any, was to be paid, after attaining education from the earnings of the young
man who got education, in the form of ‘Guru Dakshina’. During education the
boarding and lodging was free for almost all these students. After independence
our constitution framers made it clear that it is the duty of all government to
provide free education to every child of 0-14 yrs age group. Many programme for
this 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 Modern
age.
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

The Eternal Source for Values in Education

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The Eternal Source for Values in Education