INDIAN SCHOOLS OF

PHILOSOPHY AND

EDUCATION By

M.VIJAYALAKSHMIAssistant Professor

EDUCATION IN THE EMERGING INDIAN SOCIETY

By

M.VIJAYALAKSHMI

UNIT-I

INDIAN SCHOOLS OF

PHILOSOPHY AND

EDUCATION

UNIT I : Indian Schools of Philosophy and Education

(a) Education: Concept, Meaning, Definition, Purpose and Nature – Levels of Education: Pre-primary, Primary, Secondary and Higher Education.

(b) Philosophy: Concept, Meaning, and Definition. Focal areas of philosophy: Metaphysics, Epistemology and Auxiology.

(c) Relationship between Philosophy and Education.(d) Indian Schools of Philosophy and Education:

Educational implications of Vedanta, Buddhism and Jainism.

MEANING OF PHILOSOPHY‘ Philos’ (love of ) and ‘ Sophia’

(wisdom) and as such etymologically it means “ love of knowledge or wisdom”

‘philosophy’ means ‘fundamental beliefs and convictions’

Philosophy is derived form the ‘Greek words’

TITUS (1964) - FIVE APPROACHES

Personal attitude towards life and universe.

Method of reflective thinking and reasoned inquiry.

Attempt to gain a view of the whole.Logical analysis of language and the

clarification.A group of problems as well as

theories about the solution of these problems.

DEFINITION OF ‘PHILOSOPHY’

In the words of Alfred Weber , “ Philosophy is a search for comprehensive view of nature , an attempt at a universal explanations of nature of things”

DEFINITIONS• Philosophy is “love of wisdom” – Derivative meaning• Science which investigates the nature of being – Aristotle• Logical enquiry into the nature of reality – Radha Krishnan• Science of knowledge – Fichte• Science and criticism of cognition – Kant• Knowledge of the eternal nature of things – Plato• Vision of life – Indian approach• Attempt to present a systematic view of life – Henderson• Persistent effort to make life intelligible and meaning –

Bramold• Science of all sciences; art of all arts

Nature of Philosophy

• Man and the Nature of Philosophy• Human Experience and the Nature of

Philosophy• Syntheses as the nature of Philosophy• Analysis as the nature of Philosophy• Philosophy is a way of life

THREE BRANCHES OF PHILOSOPHY

Metaphysics or the discussion about the nature of ultimate reality and the cosmos.

Epistemology or the theory of knowledge.

Axiology or General theory of values . It has the following two subdivisions:

a)Ethics or the theory of morality.b)Aesthetics or inquiry into the nature of beauty.

TASKS OF PHILOSOPHY

i) Speculation (employed in metaphysical inquiries).

ii) Description and analysis (used in epistemological theories).

iii)Prescription (made use of in axiology).

Philosophy

Field of Enquiry

Metaphysics Epistemology Axiology

Ultimate reality

Nature of Knowledge

Nature of Values

Prescription of Standards

AestheticsEthics

Description and Analysis

SpeculationMethods Employed

Scope of Philosophy

Philosophy

Metaphysics(Nature of Reality)

SpiritualismMaterialism

Epistemology(Theory of Knowledge)

Sources of Knowledge

Types of Knowledge

Axiology(Theory of Values)

EthicsAesthetics

Types of Knowledge

Revealed Knowledge

Intuitive Knowledge

Empirical Knowledge

Rational Knowledge

Authoritative Knowledge

CONCEPT OF EDUCATIONThe term ‘ Education ’ is traced to different sources of derivation.

According to one view , ‘ Education ’ originated from the Latin word ‘ educare ’ which means ‘to bring up ’ or ‘ to nourish ’.

The term Latin ‘ Education ’ is derived from the Latin word ‘ educatum ’ which means ‘the act of teaching or training’.

According to Latin word ‘ educare ’ and educatum ‘ education is something external which is imposed from outside ’ or ‘ education means growth from within ’.

The main aim of education is ‘ to draw out ’ rather than ‘ put in ’.

INDESPENSIBILITY OF EDUCATION

Man is a social animal with his superior intelligence from other living being . Other creature could only be trained ; but man alone be educated.

Man alone is unique and intelligence and investigate everything around him . Education capability to control and modify his environment.

At he time of birth, the human child is highly helpless and dependent on others.

By Education the child acquires Knowledge , Skills , Healthy habits and other virtues to become a complete man.

He is endowed with superior intelligence and capacity for learning, he could learn fast anything and everything.

He is curious to know new ideas and facts, new ways of doing things so as to make his life more comfortable and enjoyable.

As T . Raymond's puts it, ‘‘ Education is a process to develop the potentials of man so as to differentiate him from other living beings’’.

Through education ,he gets better adjustment in behavior with his Physical , Social and Spiritual Environment.

DEFINITIONS OF EDUCATION Education being a most important social

activity, its meanings have been changing through the agers due to changes in social and physical conditions as well as philosophical outlook of people towards life. Different educationists, therefore, interpreted if differently, at different times. Some of the most popular definitions , given by our ancient educational thinkers are given below:

1)Vivekananda : “ Education is the manifestation of divine perfection , already existing in man ”.

2)Aurobindo Ghosh : “ Education is helping the growing soul to draw out that is in itself ”.

3)Mahatma Gandhi : “ Education is the all-round drawing out of the best in child and man-body , mind and sprit ”.

AIM OF EDUCATION

AIM OF EDUCATIONThe basis for all the element

involved in the educative process.Aims indicate the goals and

achieved in a short period of time are termed as ‘objectives’.

Types of aims:General Aims.Specific Aims.General aims of education are those

which apply in their generality to thewhole of mankind.

Specific aims of education are relative to the conditions available at a particular time .

They change with the changing needs.General aims may be classified as

‘individual’ and ‘social’ aims of education.Specific aims of education are:i) The knowledge aim.ii) Vocational aim.iii) Moral aim .iv) Complete living aim v) Harmonious development of personality

aim.vi) Aim for spending the leisure time

usefully etc.

1. INDIVIDUAL AIM Education is the training given for

individuals so to develop the characteristic potentials inherent in each one of them.

SIR PERCY NUNN advocate that the chief aim of education is the unfoldment of individual personality.

ADAMS also states tat education is the endeavour to help one for self-realisation.

Development of individuality is dased on freedom. Freedom is not the licence for uncontrolled and unruly behaviour.Students should know their responsibilities too, along with their freedom.

2. SOCIAL AIM• Prof.Bagley and John Dewey advocate

that aim of education is to produce socially efficient individuals.

• The goals of social aims of education are:i)Good health and vitality.ii)Vocational efficiency iii)Simple skills required for a good life.iv)Cooperation with other members of the family.v)Good parenthood.vi)Good citizenship.vii)Spending usefully one’s leisure-time.

3.KNOWLEDGE AIM

• Education gives more emphasis for the congnitive development of human personality.

• It is believed that knowledge sharpens our mind and empowers it to investigate anything and everything

• Knowledge removes ignorance, dust and darkness and leads an individual to success.

4. VOCATIONAL AIM

• Some educationists think that education must enable the child to take up some vocation in order to earn his livelihood.

• Vocational aim flourishes in a country which is industrialised.

5. MORAL AIM

• According to HERBART, “ Formation of character should be regarded as the highest aim and the teachers should develop strength of will and purity of character”.

• Education consists in the conquest of the lower impulses by high ideals.

• Morality consists of purity of thought, word and deed.

6.THE COMPLETE LIVING AIMHerbart Spencer is the sponsor of

this aim . According to him, Education should enable us to treat the body , mind and soul in the right manner.

John Dewey says that instead of imparting knowledge to pupils we should develop the ability to solve problem encountered in life.

HARMONIUS DEVELOPMENT OF PERSONALITY

• The development of all power and capacities of an individual-physical, intellectual, emotional, moral , aesthetic , social and spiritual.

• It is not desirable to develop one power of an individual at the cost of his other capacities and potentials.

• It is also not possible to develop all the potentials of an individual equality.

• Harmonious development aim in education requires the development of all inherent potentials in individuals to blossom fully.

LEISURE AIM Education should help a person to

spend his leisure time usefully.Leisure is neither to be spent idlely

nor for recreation only.As HORNE points out “ no single

educational aim could be identified as the best . That educational aim system which gives equal importance for and integrates all aim of education is undoubtedly the best. ”

NATIONAL OBJECTIVES OF EDUCATION IN INDIAIndian Education Commission headed by

Dr.D.C.Kothari , in its report (1966) has pointed out the following as our national objectives :

i. Relating education to productivity.ii. Strengthening social and national

integration iii. Consolidating democracy as a form of

government and helping the country to adopt it as a way of life.

iv. Accelarating the process of modernisation

v. Building character by cultivating social , moral and spiritual.

Levels of Education: Pre-primary, Primary,

Secondary and Higher Education.

DIFFERENT LEVELS IN EDUCATION

PRE-PRIMARY SCHOOL LEVEL(AGE 3 TO 5)

PRIMARY SCHOOL LEVEL (AGE 5 TO 11)

MIDDLE SCHOOL LEVEL(AGE 11 TO 14)

HIGH SCHOOL LEVEL (AGE 14 TO 16)

HIGHERSECONDARY LEVEL (AGE 16 TO 18)

PRE-PRIMARY or NURSERY LEVEL• Desirable learning experiences provided before the child

starts going to a regular school.• Between the ages of 2 ½ and 5 years• Highly formative• Promote physical health in children• Provide sufficient opportunities to develop desirable

social traits and intellectual abilities • Fulfill the various psychological, social and emotional

needs• Variously known as Nursery schools, Kindergarten,

Montessori Schools, etc.,• Not yet become compulsory in any of the countries

IMPORTANCE OF PRE-PRIMARY EDUCATION

Physical Growth

Social Development

Intellectual Development

Emotional DevelopmentFulfillment of

Psychological Needs

OBJECTIVES OF PRE-PRIMARY EDUCATION• Development of good health habits and basic

skills• Development of desirable social attitude and

habits• Development of aesthetic sense• Development of emotional maturity• Development and stimulation of intellectual

curiosity• Provision of ample opportunity• Provision of opportunity for self-expression

PRIMARY EDUCATION AND ITS OBJECTIVES

• Enrolling all 5 year old children in class I and complete education successfully

• Providing essential infra-structural and educational facilities through Sarva Siksha Abiyan Scheme (SSA)

• Appointing trained woman teachers• Free noon meal, uniform and text books • Activity Based Learning (ABL)• Mother tongue, Environmental Science,

Mathematics and Social Science

SECONDARY EDUCATION

• The constituents of Secondary education viz. standards VI, VII, VII, IX and X - High schools and Higher Secondary Schools

• Middle Schools – Stds. VI, VII and VIII in addition to the five standards of primary education

• VI, VII and VIII Stds. of Middle Schools - form a part of Secondary Education – by the name Lower Secondary Classes

IMPORTANCE OF SECONDARY EDUCATION• Primary Education ends – Secondary Education

begins• 3 R’s - major objectives of primary Education• Pupils potentialities are developed during and

after 13 to 14 years• Character are shaped• Appropriate education should be provided to

adolescents • After Secondary Education, adolescents enter

life knowledgeably and mentally alert

• Teachers for primary schools – completed secondary education and also 2 year diploma course in teacher education

• Secondary education establishes the link between primary and higher education

• Effective terminal behaviour resulting from secondary education help for higher education or choose a job

• Future economy of the nation depends on the secondary education

OBJECTIVES OF SECONDARY EDUCATION

• Encourage pupils to continue their education• Facilitate to learn more in depth and breadth the

subjects• Train them in citizenship• Prepare them for higher education• Impart them vocational skills• Arrange for learning a third language• Focus on improving the standard of general

education

• To learn the mother tongue, English, third language, Mathematics, General science, Social Science, Physical Education, Creative Work related to Fine Arts and Work experience.

• Provide transports and textbooks• Establish separate schools for girls• Establish a pace-setting school (Navodaya

School) in each district

SECONDARY EDUCATION COMMISSION REPORT

• Creative citizen• Functionally efficient and

progressive leaders• Balanced personalities

HIGHER SECONDARY EDUCATION

• Meaning10 + 2 + 3+2 level – Higher Secondary stage of EducationKarnataka, Kerala, etc., - Junior CollegesTwo Streams – (i) Academic Stream and (ii) Vocational Stream

AIMS OF HIGHER SECONDARY EDUCATION

• Preparation for higher education and professional education

• Strengthen the vocational stream of education• Development of social and national integration

and consolidation of democratic way of life• Striving to build character by cultivating social,

moral and spiritual values• Training in citizenship and rational thinking

HIGHER EDUCATION

• MEANINGAfter completing 12 years of school education

– students join Degree Colleges or University Departments

Postgraduate courses – 2 yearsResearch courses – M.Phil., Ph.D., D.Lit., etc.,Higher Education or University Education

AIMS OF UNIVERSITY EDUCATION• To seek and cultivate new knowledge• To engage vigorously and fearlessly in the pursuit

of truth• To interpret old knowledge and beliefs in the light

of new needs and discoveries• To provide the right kind of leadership in all walks

of life• To identify gifted youth and help them develop

their potentials• To provide society with competent men and

women

• To promote equality and social justice• To reduce social and cultural difference

through diffusion of education• To develop research attitude and enquiry spirit

among the intellectuals• To help to spread adult education• To develop values needed for good life in

individuals and society

PROBLEMS IN HIGHER EDUCATION

• Physical facilities in universities were not really increased, ill-equipped and under staffed

• Universities function in isolation, cutoff from the socio-economic life of the people

• Educational and research standard very low• Problem of unemployment

IMPROVING THE QUALITY OF HIGHER EDUCATION

• Participate in projects of national importance• UGC should develop MAJOR UNIVERSITIES• AUTONOMOUS STATUS• Centres of Advanced Study• New Courses• Infrastructural, laboratory and library facilities are to be

increased• Teachers -0rientation Course, Refresher Courses• Credit Based Learning• Scheme of Scholarships and fellowships• Regional Languages – media of education

RELATIONSHIP BETWEEN PHILOSPHY AND EDUCATION

‘ Philosophy ’ is speculative while ‘ education ’ is practical .

Philosophy determines the supreme aim of life and sets standards and values that should guide and direct man’s educational efforts to achieve them.

i) PHILOSOPHY POINTS OUT THE WAY TO BE FOLLOWED BY EDUCATION

Education means modification of the child’s native behavior.

Modification should be carried out & what should be the standards & values , to strive for.

This problem is solved by philosophy i.e. education is the dynamic side of philosophy or philosophy is the theory of education.

ii) EDUCATION IS THE BEST MEANS FOR THE PROPAGATION OF PHILOSOPHY

The philosopher arrives at the truth and lays down certain aims, ideals and values.

As ROSS points out that “Philosophy sets the goal of life , and education provides the means for its achievement” 2 sides of the same coin ; the former is the contemplative while the latter is the active

iii) ALL GREAT PHILOSOPHERS OF THE WORLDS HAVE ALSO BEEN GREAT

EDUCATORS • The great philosophers of all times from

O upto the present day have been TAGORE educators .

• In modern times GANDHIJI , the great think and philosophers of India , and

• JOHN DEWEY of America , took keen interest in the educational problems of their respective countries and evolved new system of education based on their own ideals.

iv) PHILOSOPHY DETERMINE ALL THE BORAD ASPECT EDUCATION

These aim in turn determine the curriculum , the method teaching , school discipline and the role of the teacher in the educational process.

As we need aims of education , based in the ultimate goal of life , philosophy will continue influencing and determine the matter and the method of education.

Curriculum Method of teaching Discipline

Aims of education

Goals of life

Philosophy

Role of teacher

MEANING OF EDUCATIONAL PHILOSOPHY According to NEWSOME , educational

philosophy could be viewed in the following three ways :

1. Educational Philosophy as a related branch of Philosophy .

2. Educational Philosophy as a broad outlook to understand educational problems .

3. Educational Philosophy as a general theory of education .

Among these three views , the first one seems to be more fundamental.

• A.S. Broudy in his book “ Building a Philosophy of Education ” defines Educational Philosophy as “ that discipline which analyses the problems encountered in education in term of Metaphysics , Epistemology and Axiology, either separately or jointly , to arrive at appropriate decisions ” .

INFULENCE OF PHILOSOPHY ON DIFFERENT ASPECTS OF EDUCATION

Philosophy determine the supreme aim of life and sets standards and values that should guide and direct man’s educational efforts to achieve them .

Philosophy and Aims of Education Every educational system must have some

goals , aims or objectives . It is the philosophy of the time which

determines whether the aim of education should be moral , vocational spiritual or liberal .

In the words of RUSK , “ every education system of education must have an aim and then aim of education is relative to the aim of life ”.

Philosophy formulates what should be the end of life while education offers suggestions how this is to be achieved.

Philosophy and Curriculum • Curriculum is the means through which we

realize the aims of education.• But aims of education , in turn are determine

by philosophy . • The philosophy and curriculum are inter –

related.• Curriculum differs with different scholars of

philosophy.• According to the present needs , interests and

activities of the child(child – centred curriculum).

• Thus philosophy not only influences the curriculum , but also determines the subjects of study that meet its requirements.

Philosophy and Methods of Teaching • Methods of teaching are the procedures that are used to put

the curriculum into action so as to realize the aims of education.

• Different schools of philosophy have laid down their methods of teaching .

• The naturalists advocate activity-centred methods like play , field trip , etc….,

• Pragmatists advocate that teaching is possible only in a social medium.

• So they recommend project and problem solving methods in teaching.

• The methods of teaching have been the result of one philosophy or the other .

Philosophy and Discipline In ancient India , the chief aim of

education , the stress was on strict discipline , In Medieval Ages when despotic system of government was established.

“ Spare the rod and spoil the child ” .In the present age of democracy , we

insist on self government of students and free discipline .

Different schools of philosophy also differ in their concept of discipline

Philosophy and the Teacher

Teacher is the back –bone of the entire in their process of education .

According to Pragmatists , the teacher is not to impose anything on the pupils. He is simply to provide opportunity to his pupils for activity and learning.

Pupils should be inspired by his personality.

To be a successful teacher , he must know his subject , his pupil , the society and the philosophy of education.

Indian Philosophies and Ancient Methods of Education

Indian Philosophies and Ancient Methods of Education

INTRODUCATION:• This lesson attempts to throw light on the

important features of “ Traditional Indian School of Philosophical Thought ” and their educational implications.

• According to Indian Schools of Philosophy are Dharma , Artha , Kama and Moksha .

• The aim of Indian Philosophy is not seeking the ultimate limit of knowledge but to attain salvation from the cycle of birth and death .

Traditional Indian Schools of Philosophy The Indian Schools of Philosophy may be

classified into two – ORTHODOX and HETERODOX

While Orthodox Schools accept the authority of Vedas, Heterodox Schools reject the Vedas.

The authority of Vedas , there are two sub-divisions namely ,

1. Directly ( accept the Vedic texts and others). 2. Independent Grounds( which accept the Vedic texts but base themselves)

Schools of Traditional Indian Philosophy

Asthika or Orthodox(Accept the vedas)

Schools directly based on

Vedic Texts

Emphasising the ritualistic aspect of

the Vedas (MIMAMSA

Emphasising the speculative aspect

of the Vedas (VEDANTHA)

Schools based on Independent

grounds

Nasthika or Hetrerodox (Reject the vedas)

The Vedantha philosophy

Vedas

The term “ Veda ” means knowledge or wisdom.

Veda are know as “ SRUTHI ”Sruthi means those which are directly

heared and they are divine revelations.Other texts and classic including

Ramayana and Mahabharata are “ Smruthis ”.Smruthis means those which were

remembered and passed on to posterity.

Basic Vedas are four in number and together they contain 20,389 hymns

1. Rig Veda : Oldest and largest of all the four Vedas ; Contains 10,552 hymns.

2. Yahur Veda : Collection of verses dealing with Yagas, rituals and sacrifices.

3. Sama Veda : Divine verses blended with musical notes.

4. Atharvana Veda : Deals with weaponery , medicines, allegaries etc.

Constituents of Vedas • Veda consists of four parts1. Collection of ‘Mantras’ or hymns(called

‘Smahitha’).2. Brahmanas(prose texts)3. Aranyakas and 4. Upanishads.

Mantras: are verses of prayer (hymns) , directed to different Gods. It was thought prayers towards different Gods help to get their blessings and bliss.

Brahmanas: Are prose texts dealing with rituals and yagas . Conducting yagas and yagnas are considered as the best means of satisfying Gods .

Aranyakas : where philosophy speculation has its beginning . And Brahmanas also called as Aranyakas . The concluding portions of the Aranyakas are called “Upanishads”. And the cream of Vedic philosophy know as Upanishads.

The Three Vedic “ Cantos ” are :i. Karma Kanda : Pertaining of codes of conduct .ii. Upasana kanda : Pertaining to contemplation .iii. Gnana Kanda : Pertaining to knowledge and

wisdom.

Mantras and Brahamanas form the Karma Kanda Aranyakas belong to Upsana kanda and Upanishads constitute the Gnana Kanda.

Upanishads : the word “ Upanishad ” means sitting down of the disciple near the teacher in a devote manner to receive instruction about Higher reality which dispels all doubts and destroys all ignorance.

The Upanishads are the sources of Indian Philosophy. And Bhagawad Gita could be compared to the milk extracted from Upanishad the sacred cow.

Essence of Upanishads I. Brahman : It is the ultimate source from which everything

is born and end up at finally . It is all pervading and omnipresent.

II. Atman : It is innerself of man , called soul .III. Brahman and Atman are complementary . The subjective

side is Atman and the objective side is ‘Brahman’ . The Brahman is the Absolute. It is called Satchitananda – Pre existence , pure knowledge and pure blies .

IV. Moksha takes place when the ‘Atman’ self – discovers that it is nothing but Brahaman .

V. Those who attain salvation(Moksha) are unaffected by joy and sorrow; freed from the cycle of births and deaths; enjoy the eternal bliss.

Vedanthic Education 1. AIMS OF EDUCATION

>> The spiritual personality is the central core of the Vedantha Philosophy.>> In education we have to ‘Respect the individual personality’ as the object of transformation.>> Education should help pupils for their self-realisation .

2. Curriculum • It consisted of the learning of Vedas , Upanishads,

Siksha , Kalpa , Vyakarna , Nikratha , Chanda and Jyothisha.

• In the later periods, study of classics like Ramayana and Mahabaratha .

• As well as other text like Panchakavya , Artha , Sastra , Dharma Sastra, Smauthis , Dhanur Sastra etc. were also include in the curriculum .

• Nature of education to be offered was left to the discretion of the teacher.

3. Gurukula System of Education

Children had to spend their student days , called ‘Brahmacharya’ at the residence of the “GURU” , called ‘Ashram’ or ‘Barnasalai’ which were generally located on the outskirts of towns.

At the age 7 , after the initiation ceremony called ‘Upanayana’ was conducted.

• 3 kinds of people studied Gurukula Education• They are Kshatriyas, Vaisyas and Bhramins• Age limit for Kshatriyas – 8 yrs, Vaisyas – 11 yrs

and Bhramins - 12 yrs• Starts with ‘Gayathri Mantram’• No social status variation• Duration of Gurukula Education is 12 – 16 yrs• No specific time • Learn Vedas (Among 4, any one), Science of

numbers, Ayur veda• Under the tree (Education Tree)• Vegetarian food and 2 times a day

• Dress code different for different people• Self controlled, follow simple life, respect and

help guru, no punishment, no fees• Only Guru Dhatchna• Kshatriyas – Military Education, Vaisyas –

Commerce & trade and Bhramins – Prohit• Teaches not only the physical development &

also spiritual development

4. METHODS OF TEACHING

METHODS OF TEACHING

Oral explanations , recitation , memorization and demonstration were the predominant teaching – learning techniques.

Sanskrit was the medium of instruction.Students used ‘Sravana’(hearing) , ‘Manana’

(Reflection) and ‘Nididyasara’ (Medidation) as the methods to master knowledge.

Students’ knowledge and skills were testified in ‘Sadas’ where discussions and debates were held.

5. TEACHER

According to Upanishad , introspection , teacher’s ‘Diksha’(Guidance), devotion to God and the teacher are the requisites for one’s self-realization.

Guru must know Philosophy, grammar, astrology, general knowledge, posses all subject of knowledge.

Mahabharatham - Gita

FAMOUS QUOTES FROM BHAGWAT GITA:

"yada yada hi dharmasya

glanir bhavati bharataabhyutthanam adharmasyatadatmanam srjamy aham"

(Bhagwat Gita: Chapter Four verse 7) 

"Sri Krishna said: Whenever and wherever there is a decline in virtue/religious practice, O Arjuna, and a predominant rise of irreligion—at that time I descend Myself, i.e. I manifest Myself as an embodied being"

Bhagavad Gita

This literally means the ‘The lord’s Songs’.It is called the ‘Gospel of Humanity’.In size , the Gita is a little book of 700 verses ,

divided into 18 chapters.The setting of the dialogue is highly dramatic.Shri Krishna , who is acting as his charioteer urges

him to fight for his right cause.Krishna succeeds in persuading Arjuna who

ultimately wins the struggle.

Essence of GITA The Gita is a philosophy of ‘Karma Yoga’ is the

gift Gita . ‘Nishkamaya Karma’ is the path of blending

action, devotion and knowledge . The ultimate aim of education is the exaltation of

human personality by achieving self-realisation .

Merits & Demerits of Vedic Education MERITS DEMRITS

1. Free for all eligible leaners. Education was provides only Brahmins, Kshatriyas and Vaisyas and denied to Sudhras

2. Teaching – learning process took place in natural Surroundings.

Not importance for WOMEN education.

3. Teachers commanded high respect & dignity from all the sections of the society.

Medium of instruction was SANSKRIT and not the language of the masses.

4. Intimate relationship between the teacher and student

Vedas were given undue importance in the curriculum

JAINISM

• The word Jainism finds its root ‘Jina’ which means ‘Conquerer’ (Conquered the senses)

• Word ‘Jain’ has come into being from ‘Jin’• 14 Kulkars or Manus were born• Because of their contribution to the social factors – Kulkars• Jain literature mentions 14 Kulkars or Manus • Nadhiray – last Kulkar• His son Rishabh Dev – 1st Pravartak or founder• Revealed by Jin or Tirthankar – Path Finders• Jainism – collection of 24 such Tirthankaras• Lord Rishabh Dev – 1st Tirthankar & Lord Mahavira – last

Tirthankar• Rishbhadeva – 1st, Mahavira – last Prophet (24th Tirthankara)

Lord Mahavira (599-527 B.C)• Jainism is popularly ascribed to Mahavira (599-

527 B.C)• Born – village Kundagram 600 BC• Father – Siddhartha; Mother – Trishala• Disinterested in the worldly life & Renounced

the palace, property and the family• Undertook hard penance (Tapasya) for 12 years• Preached religion for 30 years• Achieved final emancipation at the age of 72

years

• Like Buddhism, Jainism also repudiates Vedic authority, refuses to believe in God and advocates that human life is full of miseries

• Differs from Buddhism – believes in the existence of some immortal souls

• Supports the concept of “Brahman”• Considered as a midway between Vedic

religion and Buddhism

Jain LiteratureDigambara literature

Swetambara literature

Important Philosophical Thoughts of Jainism

• Universe – Jiva and Ajiva. Jiva can be compared to Athman. Ajiva could be categorized into Kala (time),

Akasa (sky), Dharma, Ahara (space) and other inanimate things

• Reality is of many (Anekanthavada) and not confined to a single entity

• Reality is unity in difference and difference in unity Jainism emphasizes the partial views called “Syathvada”

• Ignorance is the cause of bondage. Right knowledge leads to Liberation or

Nirvana. Along with, ‘Right Knowledge’ ‘Right Faith’ and ‘Right Conduct’ constitute the 3 jewels – Tri-rathna or Three Gems of Jainism

• ‘Right Conduct’ implies 5 abstinences . Non – stealing (Astaya)Non – utterance of lies (Satya)Not to hurt any living being (Ahimsa)Celibacy (Tyag)Renunciation (Bhramcharya) SaintsPuritySatisfaction Laymen

• The final aim is the full development of personality. Individual and social aspects of personality are equality emphasized .

• Jainism is a religion of self-help . It denies the existence of a separate God. But considers every liberated soul as God.

• Jainism gives total freedom of expression to man. It states that nothing meditates between one’s action and its results .

Educational Implications of Jainism • Development of the personality (Self)• Knowledge is relative. By knowing the different parts one

many hope to get about one, relatively• Many sidedness of personality• Moral aspect – Right Conduct• The Spiritual aspect , was stressed• Curriculum was based on the three Rathna- Right faith ,

Right knowledge and Right conduct • Mother tongue was the Medium of instruction• Text book – ‘Prakrit’ language. 14 purvas, 12 parts - angas • Debate & discussion – Methods of instruction• Residential living of the pupils - stressed

BUDDHISM

BUDDHISM

Like Islam and Christianity which are world religions , Buddhism , the religion founded by Lord Buddha, who was born in India in the 6th Century B.C is also a world religion having followers all over the globe .

Lord Buddha – Founder of Buddhism Born on Full Moon Day of May, 623 BC Born in Lumbini at Kapilavasthu Father – King Suddhodana Mother – Queen Maha Maya Named – Siddhartha and his family name Gautam Predicted – give up wordly pleasures and follow a simple life Saw first time – suffering, pain and death Wife – Yashodhara; Son – Rahul 30 years – left palace Blessed with divine light – Bodhi treee in Bodhgaya (Bihar) Known as ‘Buddha’ or the ‘Enlightened one’ Preached 8-fold path, The four noble truth, etc., Died in 483 BC – 80 years - at Pabapuri

CENTRES OF LEARNING

Universities atTaxilaNalandaBallabhiVikramshilaOdantpuriNaidaJagdalla

Main characteristics

Abilities of the student• Began at the age of 12 – remained in a state of

Sharmana• At the age 20 - qualified to become a monk• Education – Medium of Pali

BUDDHIST LITERATURE

• Lord Buddha compiled his Preachings by the names of Tripitakas

Vinayapitaka Suktapitaka Adhidhemmapitaka

The Teaching of Buddha

The Four Noble Truths i ) Suffering. ii ) Cause of suffering. iii ) Cessation of suffering iv ) Leading to cessation of suffering

(NIRVANA)

The Eightfold Path to Nirvana 1) Right Faith. 2) Right Resolve. 3) Right Speech. 4) Right Action. 5) Right Living.6) Right Effort .7) Right Thought.8) Right Concentration.

Dependent Origination All phenomenal things hang between ‘Reality’ and

‘Nothingness’.Ignorance is bondage ; Knowledge is liberationAccording to the “Theory of Momentariness” ,

everything is conditional, dependent and relative.

Two schools of thought of Buddhism

MAHAYANA (Welfare of all)

HEENAYANA (Personal welfare)

Buddhist System Of Education • Buddhist system of education emerged as a protest

against Vedic education.• In Buddhist system of education no importance

was given for Vedas and rituals ; but good conduct and simple life , sacrificing all worldly comfort were given primary importance .

• Study of subjects – medicine, astronomy, mathematics and languages

• Hermits (called Buddha Bikshus) living in monasteries were the teachers .

PABABJA RITUAL• Head - Shaved of all hair• Dressed himself in yellow clothes• Placed at the feet of the monks living in the monastry• Sat cross-legged on the floor to repeat the following

words three – I take Refuge to Buddha I take Refuge to Dharma I take Refuge to Sangha• Obey ten rules• After performing this ritual, called Shramana

UPSAMPADA RITUAL

• At the age of 20 years – Upsampada• Occasion – presence of ten monks• After this, Male monks – Bhikshu; Female monks - Bhikshuni • Rules – living under a tree, eating food obtained in their begging bowls, wearing clothes begged from others and drinking the urine of a cow as a medicine, etc.,

• Duration of educationTotal period – 22 years; 12 yrs-pababja, 10 yrs-

upsampada• Student-teacher relationshipFather – son or paternal relationshipMutual respect, faith and love• Women educationPosition inferior to menSeparate monastriesSanghamitra went to Ceylon for propogation

• Vocational EducationWriting AgricultureCommerceCottage industriesAnimal husbandry Elephant love Archery Magic Knowledge of reviving the dead Knowledge of animal cries and soundsMedicine, etc.,

• Syllabus – divided into religions and material or world• Religions – vedas and Buddhist literature• Material or world – writing, arithmetic, argumentation,

spinning and weaving, printing, dyeing, knitting, stitching, sculpture, art, music, agriculture, animal husbandry

Art Handicrafts Military science The science of taming and training animals Archery Geology Script writing Arithmetic and religious discussion

Educational Implications of Buddhist Philosophy

• Buddhist philosophy is positivistic and has a careful logical systematization of ideas

• It is Pragmatic. Change is the rule of the Universe• It believes in the integration of personality by

developing the various aspects of the individual which are inter linked

• It is ethical . The eightfold path to Nirvana makes a universal appeal

• It is democratic as it believed in the freedom of enquiry• Belief in Karma

Merits • Students were admitted for education without any

discrimination of sex and caste • Vedas and rituals were denied • Subjects of human utility like medicine, painting,

sculpture, mathematics and astronomy were given importance

• People’s language of ‘Pali’ was employed as medium of instruction

• Universities were established for higher education • Buddha Bikshus were the teachers • Righteous conduct and pure life were stressed

Comparison of Vedic and Bhuddhist System of Education

Vedic Education Buddhist Education

1. Imparted in the ASHRAM , & the residences of teachers

Imparted in Buddhist Monasteries and Universities.

2. Importance in Curriculum for the study of Vedas

Subjects of utility in practical life like medicine , astronomy ………

3. Medium of instruction was Sanskrit.

People’s language of Pali was employed as medium of instructions.

4. Women’s education did not receive importance.

Student’s were admitted without the discrimination of sex.

5. Mostly Brahmins served as teacher’s.

Buddhist monks living in Monasteries served as Teachers .

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