Unit 8: Ancient Education System of India

Most travellers were attracted towards India because of the fame of Indian culture, its wealth, religions, philosophies, art, and architecture, along with its educational practices that had spread far and wide across the world. The Indian education system of ancient times was considered a rich source of knowledge, traditions and practices that helped in guiding and encouraging humanity as a whole. For travellers, India was a land of great wonder.

The different sources of the ancient system of education were the education imparted by the Vedas, Brahmanas, Upanishads and Dharmasutras. The writings of Aryabhata, Panini, Katyayana and Patanjali and the medical treatises of Charaka and Sushruta were also some of the rich sources of learning. Besides, the sources of learning were from various disciplines such as Itihas (history), Anviksiki (logic), Mimamsa (interpretation), Shilpashastra (architecture), Arthashastra (polity), Varta (agriculture, trade, commerce, animal husbandry) and Dhanurvidya (archery).

Some of the features of the education system in ancient India included the following:

1. Teaching and learning followed the tenets of Vedas and Upanishads fulfilling duties towards self, family and society, thus encompassing all aspects of life.
2. The education system focused both on learning and physical development.
3. The emphasis of education was on maintaining a healthy mind and healthy body.
4. Education in India has a heritage of being pragmatic, achievable and complementary to life.

In ancient times, the Gurus and their pupils worked conscientiously together to become proficient in all aspects of learning. Shastrartha (learned debates) were organized to assess pupils’ learning. Pupils at an advanced stage of learning guided younger pupils, just as we have peer groups to share knowledge among ourselves. During that period, the Gurus and their shishyas lived together and they would help each other in everyday life. The main objective was to have end-to-end learning, lead a disciplined life and realise a learner’s inner potential. Students would live away from their homes for many years until their goals were fully achieved. The gurukul was the place where the Guru-shishya relationship became stronger with time. While pursuing their education in different disciplines like history, the art of debate, law, medicine, etc., the emphasis was not just on the outer dimensions of the discipline. It also enriched the inner dimensions of the personality.