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EARLY EDUCATION SYSTEM IN INDIA
In ancient India, during the Vedic period from about 1500 BC to 600 BC, most education was based on the Veda (hymns, formulas, and incantations, recited or chanted by priests of a pre-Hindu tradition) and later Hindu texts and scriptures.
Vedic education included: proper pronunciation and recitation of the Veda, the rules of sacrifice, grammar and derivation, composition, versification and meter, understanding of secrets of nature, reasoning including logic, the sciences, and the skills necessary for an occupation. Some medical knowledge existed and was taught. There is mention in the Veda of herbal medicines for various conditions or diseases, including fever, cough, baldness, snake bite and others.
Education, at first freely available in Vedic society, became over time more discriminatory as the caste system, originally based on occupation, evolved, with the brahman (priests) being the most privileged of the castes.
The oldest of the Upanishads - another part of Hindu scriptures - date from around 500 BC. These texts encouraged an exploratory learning process where teachers and students were co-travellers in a search for truth. The teaching methods used reasoning and questioning. Nothing was labeled as the final answer.
The Gurukul system of education supported traditional Hindu residential schools of learning; typically the teacher's house or a monastery. Education was free, but students from well-to-do families paid "Gurudakshina," a voluntary contribution after the completion of their studies. At the Gurukuls, the teacher imparted knowledge of Religion, Scriptures, Philosophy, Literature, Warfare, Statecraft, Medicine, Astrology and History. The corpus of Sanskrit literature encompasses a rich tradition of poetry and drama as well as technical scientific, philosophical and generally Hindu religious texts.
An early center of learning in India dating back to the 5th century BC was Taxila (also known as Takshashila), which taught the three Vedas and the eighteen accomplishments.[28] It was an important Vedic/Hindu and Buddhist centre of learning from the 6th century BC[31] to the 5th century AD.
The first millennium and the few centuries preceding it saw the flourishing of higher education at Nalanda, Takshashila University, Ujjain, & Vikramshila Universities. Amongst the subjects taught were Art, Architecture, Painting, Logic, mathematics, Grammar, Philosophy, Astronomy, Literature, Buddhism, Hinduism, Arthashastra (Economics & Politics), Law, and Medicine. Each university specialized in a particular field of study. Takshila specialized in the study of medicine, while Ujjain laid emphasis on astronomy. Nalanda, being the biggest centre, handled all branches of knowledge, and housed up to 10,000 students at its peak.
Nalanda was a Buddhist center of learning founded in Bihar, India around the 5th century AD and conferred academic degree titles to its graduates, while also offering post-graduate courses. It has been called "one of the first great universities in recorded history."[63]
Vikramaśīla University, another important center of Buddhist learning in India, was established by King Dharmapala (783 to 820) in response to a supposed decline in the quality of scholarship at Nālandā.
British records show that indigenous education was widespread in India in the 18th century, with a school for every temple, mosque or village in most regions of the country. The subjects taught included Reading, Writing, Arithmetic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science and Religion. The schools were attended by students representative of all classes of society.
Education was widespread in the 18th century, with a schools in most regions of the country. The subjects taught included Reading, Writing, Arithmetic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science and Religion.
The current system of education, with its western style and content, was introduced and founded by the British during the British Raj, following recommendations by Lord Macaulay. Traditional structures were not recognized by the British government and have been on the decline since. Gandhi, in a speech in London on October 20, 1931, described the traditional educational system as a beautiful tree that was destroyed during the British rule.
EDUCATION IN PRE HISTORY
With the development of writing, it became possible for stories, poetry, knowledge, beliefs, and customs to be recorded and passed on more accurately to people out of earshot and to future generations. In many societies, the spread of literacy was slow; orality and illiteracy remained predominant for much of the population for centuries and even millennia.[7] Literacy in preindustrial societies was associated with civil administration, law, long distance trade or commerce, and religion.[8] A formal schooling in literacy was often only available to a small part of the population, either at religious institutions or for the wealthy who could afford to pay for their tutors. The earliest Most of human history lies in prehistory, the period before the use of writing, and before written history. Throughout pre-history, most education was achieved orally and through observation and imitation.
From the origin of our species, thought by many anthropologists to have been around 20,000 years ago in the African savannah, until about 10,000 BC, most humans lived as hunter-gatherers. Some were settled in a given locale/region and others exhibited a nomadic lifestyle across a large territory.
These bands or tribes had traditions, beliefs, values, practices and local knowledge which was passed orally for generations from person to person. The young learned informally from their parents, extended family and kin. At later stages of their lives, they received instruction of a more structured and formal nature, imparted by people not necessarily related, in the context of initiation, religion or ritual.[4][5][6]
Some forms of traditional knowledge were expressed through stories, legends, folklore, rituals, and songs, without the need for a writing system. Tools to aid this process include poetic devices such as rhyme and alliteration. These methods are illustrative of orality. The stories thus preserved are also referred to as part of an oral tradition.
The advent of agriculture prompted the Neolithic Revolution, when access to food surplus led to the formation of permanent human settlements, the domestication of some animals and the use of metal tools.
Settlement, agriculture and metalwork brought new knowledge and skills to be learned and taught by each generation. As communities grew larger, there was more opportunity for some members to specialize in one skill or activity or another, becoming priests, artisans, traders, builders or labourers. Many skills would have been learned from an experienced person on the job.
The increased size of communities also brought changes to methods Education in prehistory
Most of human history lies in prehistory, the period before the use of writing, and before written history. Throughout pre-history, most education was achieved orally and through observation and imitation.[citation needed]
From the origin of our species, thought by many anthropologists to have been around 20,000 years ago in the African savannah, until about 10,000 BC, most humans lived as hunter-gatherers. Some were settled in a given locale/region and others exhibited a nomadic lifestyle across a large territory.
These bands or tribes had traditions, beliefs, values, practices and local knowledge which was passed orally for generations from person to person. The young learned informally from their parents, extended family and kin. At later stages of their lives, they received instruction of a more structured and formal nature, imparted by people not necessarily related, in the context of initiation, religion or ritual.[4][5][6]
Some forms of traditional knowledge were expressed through stories, legends, folklore, rituals, and songs, without the need for a writing system. Tools to aid this process include poetic devices such as rhyme and alliteration. These methods are illustrative of orality. The stories thus preserved are also referred to as part of an oral tradition.
The advent of agriculture prompted the Neolithic Revolution, when access to food surplus led to the formation of permanent human settlements, the domestication of some animals and the use of metal tools.
Settlement, agriculture and metalwork brought new knowledge and skills to be learned and taught by each generation. As communities grew larger, there was more opportunity for some members to specialize in one skill or activity or another, becoming priests, artisans, traders, builders or labourers. Many skills would have been learned from an experienced person on the job.
The increased size of communities also brought changes to methods Education in prehistory
Most of human history lies in prehistory, the period before the use of writing, and before written history. Throughout pre-history, most education was achieved orally and through observation and imitation
From the origin of our species, thought by many anthropologists to have been around 20,000 years ago in the African savannah, until about 10,000 BC, most humans lived as hunter-gatherers. Some were settled in a given locale/region and others exhibited a nomadic lifestyle across a large territory.
These bands or tribes had traditions, beliefs, values, practices and local knowledge which was passed orally for generations from person to person. The young learned informally from their parents, extended family and kin. At later stages of their lives, they received instruction of a more structured and formal nature, imparted by people not necessarily related, in the context of initiation, religion or ritual.
Some forms of traditional knowledge were expressed through stories, legends, folklore, rituals, and songs, without the need for a writing system. Tools to aid this process include poetic devices such as rhyme and alliteration. These methods are illustrative of orality. The stories thus preserved are also referred to as part of an oral tradition.
The advent of agriculture prompted the Neolithic Revolution, when access to food surplus led to the formation of permanent human settlements, the domestication of some animals and the use of metal tools.
Settlement, agriculture and metalwork brought new knowledge and skills to be learned and taught by each generation. As communities grew larger, there was more opportunity for some members to specialize in one skill or activity or another, becoming priests, artisans, traders, builders or labourers. Many skills would have been learned from an experienced person on the job.
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