IKS

Module 1: Unit 4: Ancient Indian Education System

Q.1 Explain the role of the home as a center of education in ancient India.

Answer: In ancient India, homes served as a place of learning, especially in the early years of
life of the children. In those days, education in general began at home. The parents and other
family members were the first teachers of the child. The home was the first school where the
children learned the basic values of life, religious practices, moral duties (dharma), customs,
traditions, and basic skills. For those born into priestly or scholarly families, home education
also included the study of sacred texts like the Vedas and Upanishads. Homes education
established the foundations for more formal education later at the Gurukuls. Women often were
not imparted education through the gurukul education and were, in most cases, given sufficient
education at home in the areas of household duties, music, arts, and subservient education to
become efficient in living life as the members of the family and of the society in general. Thus,
in ancient India, home was an important center of education,

Q 2. Write short notes on the following:

(a) Gurukul system of Indian education

(b) Pathshala system of Indian education
(c) Nalanda University
(d) Takshashila University

Answer:

(a) Gurukul system of Indian education:

In ancient India, Gurukuls were an important centre of education, with a residential boarding
set-up for the students (shishas) and teachers (gurus), which existed in an ashram environment.
While academic, spiritual, and practical knowledge were combined in holistic education,
subjects taught included the Vedas, philosophy, mathematics, astronomy, arts, and physical
education including yoga and martial arts. The guru-disciple relationship formed the crux of
this type of learning; respect, dedication, and personal mentorship built this relationship. Apart
from academics, core values transferred to students included character development, discipline,
humility, and self-reliance. Each student received an individualized course of instruction

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according to their specific abilities and interests. The Gurukuls helped create an intellectual
and ethical base in ancient India when knowledge and moral and spiritual growth were
intertwined, enabling all-encompassing personality development.

(b) Pathshala system of Indian education:

Pathshala was a community-based model of elementary school education in India, existing

before the colonial British rule. Pathshalas were held outside, usually in the temples or
residence of the teacher, where the education tended to be adjusted to local needs. Basic
literacy, numeracy, and skills related to practical living features were part of the curriculum.
Almost always, reading, writing, and arithmetic were taught through local vernaculars with
tools such as chalk, slate, or even sand on which letters could be traced easily with fingers. The
curriculum included literature from religious texts, and a stress on moral education learned
through efficacious memorization process. The teacher's individuality was monumentally
emphasized, with such matters as different ages, abilities, and even orientations borne in mind
by the guru (teacher) in the individualized treatment that he offered to the students. Pathshalas
were inseparable from community life, thus extending access to education to children from
many social and economic backgrounds, especially in the villages.

(c) Nalanda University:

Nalanda University was one of the several ancient centers of learning where it had both glory
and knowledge from the 5th to 12th century CE, in ancient India's Magadha region (the present-
day Bihar). Established in the Gupta period, Nalanda had become a vast educational complex
housing approximately 10,000 students and 2,000 teachers. The university offered an extremely
varied curriculum, ranging from Buddhist philosophy and Vedic studies to mathematics,
astronomy, medicine, logic, and fine arts. It housed an immense library named "Dharma Gunj"
which earned a good name for its large number of scholarly texts. Learners from many parts of
Asia, including China, Korea, and Tibet, came to study at Nalanda.

Though focusing primarily on Mahayana Buddhism, the university also became a meeting
ground for other schools of thought, hence serving as an important center of intellectual debate
and a nucleus of learning. In the 12th century, Nalanda was destroyed by the Turkic invader
Bakhtiyar Khilji, prompting its decline. Nevertheless, its remnants still stand as a monumental
testament to ancient India's tradition of learning and scholarship.

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(d) Takshashila University:

Takshashila University (located in modern-day Pakistan) was one of the earliest and most
eminent centers of learning in ancient India, flourishing from the 6th century BCE to the 5th
century CE. Positioned with great foresight along the major trade routes, it attracted students
from across the Indian subcontinent and beyond. In its curriculum, Vedic literature, philosophy,
mathematics, medicine, astronomy, and sometimes military sciences were taught. Takshashila
produced prominent scholars, such as Chanakya (Kautilya), who authored the Arthashastra,
and Panini, a celebrated grammarian who codified Sanskrit grammar. However, its decline
began in the 5th century CE due to invasions, particularly by the Huns, and the rise of other
educational centers like Nalanda. Nonetheless, Takshashila with its great strides in different
fields laid down the orientation of classical thought to remain as a mark of ancient India's
allegiance towards education and scholarship.

Q 3. Give an account of the major universities of ancient India.

Answer: The ancient Indian universities were amongst the earliest and most dignified in the
world and attracted many students from Asia and beyond. Takshashila (Taxila), situated in
present-day Pakistan, was noted for having produced Chanakya, Panini, and Charaka. Here,
various subjects were taught, including the Vedas, medicine, laws, military science, and arts,
amid an urban center with several schools and specialized teaching. In Bihar, Nalanda
University vied for international fame from the 5th to the 12th century CE for attracting
students from Tibet, China, Korea, and beyond. Its vast curriculum spanned Mahayana
Buddhism, logic, grammar, medicine, and the fine arts and boasted a great library and boarding
facilities. Vikramashila University in Bihar flourished from the 8th to the 12th centuries and
emphasized Tantric Buddhism and Vajrayana traditions, with a systematic arrangement of
colleges and specialized teachers. Meanwhile, Valabhi University in Gujarat was in operation
from the 6th to the 12th centuries, concentrating on law, economics, politics, and Buddhist
studies, attracting students from all over India, as it has been said to have been one of the most
important centers of learning in Western India. Together, these universities made significant
contributions to the intellectual heritage of ancient India.

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