CHAPTER - 1
CONCEPT OF EDUCATION
1.1. Introduction-
1.1.1. Significance of the Research -
Once upon a time ߥryabhnjmi BhƗratavar‫܈‬a was so prominent in her position
where she was preaching the knowledge of Dharma and Spirituality to the whole
Universe. Because of this, India
was considered as ViĞvaguru. Due to the
significance of the culture and noble thoughts of Indian, the fame and name of
India widen over the entire Mid-Asia and also to the Western countries, in
modern time. Critics used to give opinion it was only possible because of her
traditional education system. It is remembered that in Ancient India each and
every activities of Individual being i.e. attitude , Behaviour, thoughts were all
included within the limitation of Dharma. No such activities were made, where
Dharma was not included in. Therefore it is clear that traditional education system
and the religion (Dharma) were grown up in the soil of India simultaneously.
Traditional education system made the soul, body and mind of the Indians, pure,
healthy and fertile respectively. Scholar like Thomas F.W.1 says - “There has been
no country . Where the love of learning had so early an origin or has
exercised so lasting and powerful an influence. From the simple poets of
Vedic age to Bengali Philosopher of the present day. There have been
uninterrupted successions of teachers and scholars.” From the ancient Vedic
period, till today the role and efforts of the philosophers, teachers and the wise
men have been continuously continuing for the propagation and the
establishment of education system in a better way. Even though time and
again, the invaders attacked to ruin the rich culture and education system of
India, but they failed. The strong bond between the Indian culture and
education system made India stronger time to time. A continuation flow of both
of them till today, we Indians are enjoying the best result of it.
Scholars opined that from the beginning of the Indus-civilization up to
the birth of Budha is named as Vedic age 2. In Vedic age education was an
eternal tradition, which existed in India. Such education was having a practical
link with the scientific approach. The creator Brahma classified four different
castes3 and four different ߥĞrama-s 4 to maintain the Universe stable. Each and
 


every ߥĞrama-s were properly designed for the betterment of the individual
being . Thereafter a systematic life style was maintained by an individual being
through a proper guidance and at the end, such life turned towards Mok‫܈‬a i.e.
salvation. In this juncture a systematic procedure of learning took place in
India and later it named as ancient education system.
Education system in ancient India had a great impact for the upliftment
and the advancement of the society and over all round development of the
students. It helped the students to develop self control, social awareness,
personality, self- responsibility, awareness for truth and preservation of
knowledge and culture. The sole responsible of the ancient education system
was to make a man perfect in his nature in connection to Vedic Dharma.
During the Vedic period Veda took the prominent place to provide
knowledge about the education system and the society. In ancient period, such
provision was meant for a child to learn various subjects and attained mastery
over these subjects . In ChƗndogyopani‫܈‬ad 5 we may come across with the
advice of the Sage NƗrada to SanatkumƗr for studying all subjects.
The specific aim of education was to learn religion and religious
activities particularly in Vedic period. The foundation of education was Vedic
related activities. The life of individual being was inspired by religion. There after
religion became a part of the life. The education system of Vedic period was
concentrating the following features 6 -
1. It emphasized the physical and mental development of the children.
2. It insisted the character development of the children.
3. Frequent contact between the students and society was prevented as the
Gurukula-s were in isolated area.
4. Students were enjoying the love and affections from their teacher as they
stayed in the teacher’s family.
5. The teachers imparted knowledge to all without any discrimination.
6. There was a strong and close contact between the teacher and students.
7. Emphasis was given more for discipline among the students.
8. Individual attention was maximum as the pupil teacher ratio was small.
9. Respect was given for children’s personality.
10. Steps were taken for all round development of the children.
 


From the above said discussion the education system of India

particularly in the Vedic age was so remarkable. Such a study particularly on
educational elements in Vedas can never be under estimated.
1.1.2. Survey of the previous Research :-
We may have some parts of rare works related to Vedic education
system particularly the educational elements are concerned, which are carried
out by some modern scholars like C. Kunhan Raja, Nathulal Gupta, Lokamanya
Mishra, Radha Kumud Mookerji, Mukhopadhyaya, A.S. Altekar etc. so far the
present research is concerned. There are few works partly found in form of
articles and journals dealing with the whole education system. But the
educational elements particularly in Veda-s are not properly or systematically
presented at one place. Educational elements are not properly discussed with
analytical and critical outlook. Therefore a comprehensive, analytical and critical
observation related to the particular research topic is highly necessary. That’s why an
attempt has been made in this research to fulfill the unsatisfied need.
1.1.3. Scope and Limitation of the present Research:-
As we know the ancient education system is so vast in its nature. One
cannot put his attention to the whole concept of the same. While analyzing the
educational elements and Vedas, we may restrict our research area by gathering
the references and evidences starting from the Vedas to Snjtra and Sm‫܀‬ti
period. Within the limit of Veda-s and Vedic literature we may try to find out
the educational elements i.e. the background of Vedic education,
UpanayanasamskƗra of a child, Institution of Vedic age, Role of the teacher,
Role of the student in Gurukula-s. Methodology, Curriculum, Tenure of the
learning, Examination and Degrees etc. through deep observation.
1.1.4. Methodology adopted in present Research:
The prime aim of the research is the study the Vedic education system by
analyzing each and every educational elements, which is responsible for
education system of Vedic age. The methodology for the present research is
essentially analytical, comprehensive and critical in the line of Veda-s and
Vedic related texts. Pedagogy of Vedic education, Value education in Vedas,
Cognitive growth in Vedic Gurukula-s, Vocational education, Educational
institutions along with other elements are explained in a systematic manner.
 


1.1.5. Chapterization:-
The present Research is categorically divided into five chapters by including
introduction and conclusion. The first chapter of the thesis concentrates about
the history and background of ancient Indian education, it covers the Concept
of education 7, Derivation of the term education, Synonyms of education, Indian
and western concept of education 8, function and scope of education etc. with
proper justification.
The second chapter deals with a brief introduction to Veda-s and Vedic
literature9.It focuses four Veda-s including SamhitƗ, BrƗhma۬a, ߥra۬yaka and
Upani‫܈‬ad portions, four Upaveda-s i.e. ߥyurveda, Dhanurveda, GƗndharvaveda,
ArthaĞƗstra and StƗpathyaveda, Six VedƗ۬ga-s i,e Sik‫܈‬Ɨ, Nirukta, VyƗkara۬a,
Chhanda, Jyoti‫܈‬a, Kalpa, Sm‫܀‬tiĞƗstra-s like Manusm‫܀‬ti, ParƗĞarasm‫܀‬ti,
YƗjñabalkya sm‫܀‬ti and NƗradasm‫܀‬ti etc.
The third chapter is an outlook of educational elements of Ancient
Education System 10. It explains about the sixteen SamskƗra-s in connection to the
human life, Rituals connected with Education, Teacher in Ancient Age, Qualification
for admission, Relation between the teacher and student, Student’s life in Ancient
Education System, the methodology adopted in Education, Aim of ancient
education, educational institutions along with other components such as teacher
(Guru), student (ĝi‫܈‬ya), code of conduct, curriculum, food habit, daily routine of
Gurukula-s, educational tenure, degree awarding ceremony etc. in a very brief
manner.
The fourth chapter is the core of the thesis, which deals with educational
elements and Veda. Here a deep analysis has made to highlight the educational
elements in Veda. It elaborates the background of Vedic education
UpanayanasamkƗra11 of a child before entering to Gurukula-s, Institutions and
its categories i.e. Gurukula-s ( Baudhayana Dharmasnjtra 1.2.24), ‫܈ۿ‬ikula-s
(ChƗndogyopani‫܈‬ad 4.9.1), ߥĞrama-s (MahƗbhƗrata-Sabha-2.17), Teacher of Vedic
age (Manusm‫܀‬ti -2.140 & 2.142), Role of the students (Mu۬‫ڲ‬akopani‫܈‬ad 1.2.3),
Teacher - Student relationship (Atharvaveda 11.5.17 & Kathopani‫܈‬ad ĝƗntipatha),
Methodology (ĝvetaĞvetaropani‫܈‬ad 5.6 & Kathopani‫܈‬ad 1.5) , Curriculum of Vedic
age (Mu۬‫ڲ‬akopani‫܈‬ad 1.1.4), Tenure of learning (ChƗndogyopani‫܈‬ad 6.1.2),
Examination (ChƗndogyopani‫܈‬ad 5.3.1) and Education for women in Vedic
period (‫ۿ‬gveda -10.25.26) in a very comprehensive way.
 


Before entering to the Gurukula for learning, UpanayanasamskƗra used

to perform to a child in Vedic age. It differs from caste to caste. Baudhayana
Dharmasnjtra says that, To a BrƗmha۬a, it is in the age of eight. To a K‫܈‬atriya,
it is in the age of eleven and to a VaiĞya it is in the age of twelve from
the GarbhƗdhƗna12. This particular SamskƗra used to take place in different
seasons. In this respect ߥpasthamba Dharmasnjtra declares the appropriate time for
UpanayanasamskƗra. For a BrƗhma۬a in spring season (VƗsanta) , for a K‫܈‬atriya
in summer (GrƯ‫܈‬ma) and for VaiĞya in Autumn (ĝarata) are ideal to perform13.
Again this UpanayanasamskƗra is considered as the second birth to a child14.
After Upanayana , a child can be called as Dvija and is eligible to know Veda
Mantras by which he is purified.
While analyzing the concept of Vedic Educational Institutions, in Gurukula
the manner of the student is explained by Baudhayan Dharmasnjtra. It is said about
the salutation of students to the teacher as “ a student should touch the right
feet of teacher in his right hand and left feet of the teacher in his left hand”
15
. The regard and respect as it was given to the teacher by the students, the
same regard and respect was also given to the son and wife of teacher by the
students. There was a great significance in Vedic education system. The house of
the teacher was considered as a place of Yajña for the students. 16
To explain the definition of the teacher scriptures say that, the term Guru
denotes the similar name as ĝik‫܈‬aka or teacher. In very ancient India the term Guru
was used. The term Guru conveys the meaning that who destroys the darkness
of ignorance through his noble advice (girati ajñanadhakƗran iti Guru‫ ۊ‬or grunƗti
Upadisati iti Guru‫)ۊ‬. It is also observed the Guru who himself performed the
SamskƗra-s like GarbhƗdhƗnam, NƗmakara۬am, VedƗrambha etc. for his students
and also provided food and shelter for them17. By teaching Veda-s and VedƗnga-s
to the students for the maintenance of the life of a teacher particularly to a BrƗhma۬a,
the great law-maker Manu designates him as an epithet of UpƗdhyƗya. 18
Again the role of the teacher and the student, relation between teacher and
students, methodology and curriculum, tenure of learning at Gurukula, examination,
degree award ceremony and women education in Vedic period are vividly elaborated
in this chapter.
The fifth chapter is the concluding chapter of the thesis. It hints about the findings
of the whole research. It shows the merits and positive aspects of Vedic
 


education which at present system of education is not available. Even though

the demerits are also observed in Vedic education system but they are
negligible and avoidable.
1.2. Meaning of Education-
Education is an excellent invention of human race. It is more important than
his all invention what he made like tools, machines, space craft, medicines, weapons
and even of language, because language too was the product of his Education. Man
without Education is just like an animal19. It is Education, which transforms man from
a mere ‘two-legged animal’ into perfect human being.
Education to the man does not begin at school, it begins at birth. It ends, not
when he graduates from any Educational institutions like Colleges and Universities,
but at his death. Hence Education is a lifelong process. As W.H. Kalpatrick says “Any
modification brought about in the Behaviour of an individual as a result of his
interaction with the environment constitutes learning.’’20
The concept of Education is self-motivated. It has passed through many ages
or stages in the process of evolution and at every age it had a different meaning
according to the then existing social term and conditions. The concept of Education is
still in the process of evolution and this process will never come to an end. Every time
and sitution will always demand a revision of the prevailing Educational ideals.
1.3. Derivation and Origin of the term’ Education’
Etymologically, the term ‘Education’ is traced to different sources of
derivation. It is said that, the Education originated from the Latin word ‘Educare’
which means ‘to bring up’ or ‘to nourish’. In the other words, it means that the child
is to be brought up according to certain aims and ends in view. There is another
derivation from the Latin word ‘Educere’ –‘E’ means ‘out’ and ‘ducere’ means ‘to
lead’ which means to ‘draw out’or ‘to lead out’. There is yet another view according
to which the term ’Education’ comes from the Latin word ‘educatum’ which means
‘the act of teaching’ or training.
So we have noticed that, according to Latin words ‘educare’ and ‘educatum’
Education is something external which is imposed from outside. But according to the
term ‘educere’ it is a growth from within. It is fact that, most of modern Educationists
use and imply the term’ Education’ in this sense. It should however be noted clearly
that nothing can be drawn, unless something is put in beforehand. Therefore it is
 


better that, before we expect to draw out best in the child, we have to give him proper
knowledge and experience.
According to Ross James S21. “The whole of Education– intellectual, moral
and physical consisted in leading out the innate knowledge ,virtue and the powers of
the child making the potential actual.”
Thus, Education means both the acquisition of knowledge and experience as
well as the development of skills, habits and attitudes which help to a person to lead a
full and worthwhile life in this world. In fact, it is a process of training and Individual
through various experiences of life draws out the best within him.
1.4. Synonyms of Education
We may get a number of synonyms of the word Education. The word
pedagogy is sometimes used for Education. This word can be splited as ‘paides’
means boy and ’a’ means to lead. When a systematic study is attached to this concept
it termed as Science. Thus pedagogy is the science of instruction for leading the
pupils. The most common word ĝik‫܈‬Ɨ is derived from the Sanskrit verbal root ĝƗs
which means to descipline, to control, to instruct or to teach. Similarly the word VidyƗ
is derived from the Sanskrit verbal root Vid which means to know. VidyƗ is thus the
subject matter of knowledge. This shows that disciplining the mind and imparting
knowledge were the foremost considerations in India. When we review so many
synonyms of the word ‘Education’, we find that Education is a complex idea. The
scope of Education has not been expressed through one single term. There have been,
definitely, variations in the concept of Education. Eastern Western concepts have
differed to some extent from Indian concept of Education22.
1.5. Indian concept of Education
Education being an important social activity, its meanings have been changing
through the ages, due to change in social and physical conditions. Different
Educationists interpreted in differently, at different times. Some of the most popular
definitions, given by Educational thinkers, are given below:-
1. ৙gveda denotes “Education is something which makes a man self-reliant
and self-less.” 23
2. Upaniৢad says “Education is that which is meant for salvation.” 24 (SƗ
VidyƗ YƗ Vimuktaye)
 


3. Bhagavatg૖tƗ says – “Nothing is more purifying on earth than

knowledge.” 25 ( Na hi jñƗnena sad‫܀‬Ğam pavitramiha VidyƗte)
4. YƗjñavalkya, the famous Indian legislator says – “Education is that which
makes a man of good character and useful to the society.” 26
5. Yajurveda and Manusm৚ti say “Education by which man enjoys the fruit
of immortality.” 27
6. િdi SankarƗchƗrya opines that “Education in the realization of self.” 28
7. PƗ৆ini, the famous grammarian says, “Human Education means the
training which one gets from nature.” 29
8. Kautilya, the eminent diplomat says, “Education means training for the
country and love for the nation.” 30
9. Ka৆Ɨda, the great philosopher says, “Education means development of
self contentment.” 31
10. Guru Nanaka says “ Education is self-realization and service of the
people”. 32 ( VidyƗ vicƗri te paropakƗri)
11. VivekƗnanda says “Education means the manifestation of the divine
perfection, already existing in man.” 33
12. Tagore remarks, “Education means enabling the mind to find out that
ultimate truth which emanicipates us frome the bondage of the dust and
gives us the wealth, not of things but of inner light, not of power but of
love , making this truth its own and giving expression to it.’’ 34
13. By Education, GƗndhiji says, “I mean an all round drawing out of the best
in the child and man – body, mind and spirit.” 35
14. Sri Aurobindo thinks of Education as “helping the growing soul to draw
out that is in itself.” 36 Again he means that “which will offer the tools
whereby one can live for the divine, for the country, for oneself and for
others and this must be ideal in every school which call itself national” 37
15. Zakir Hussain According to him ,” Education is the process of the
individual mind getting to its full possible development , it’s a long school
which lasts a life- time.” 38
The Indian concept of Education is well- summerised by the University
Education commission. It is rightly said -
“Education, according to Indian tradition ,is not merely a means to earning a
living; nor it is only nursery of thought or a school for citizenship. It is initiation into




the life of spirit, a training of human souls in the pursuit of truth and the Practice of
virtue. It is a second birth ‘dvitiyam janma.” 39
Indian Education Commission (1964-66) states that Education ought to be
related to the life , needs and inspirations of the people so as to be a powerful
instrument of social, economic and cultural transformation. 40
1.6. Western Concept of Education
Some of the famous western Educational thinkers interpret the term Education as
per their understanding. Biranchi Narayana Dash, a noted Educationist has
summerised the different opinion of western scholars on Education. 41
1. Socrates :- Education means the bringing out of the ideas of universal validity
which are latent in the mind of everyman. 42
2. Plato :- “Education is the capacity to feel pleasure and pain at the right
moment. It develops in the body and in the soul of the pupil all the beauty and
all the perfection which he is capable of.’’ 43
3. Aristotle:-“Education is the creation of a sound mind in a sound body. It
develops man’s faculty especially his mind, so that he may be able to enjoy
the contemplation of supreme truth, goodness and beauty of which perfect
happiness essentially consists.” 44
4. Rousseau :-“ Education of man commences at his birth before he can speak,
before he can understand he is already instructed, Experience is the fore-
runner of precept” 45
5. Comenious:- “All those who are born as human beings need Education
because they are destined to be real man , not wild beats , dull animals and
clumps of wood.” 46
6. Pestalozzi :- “Education is natural harmonious and progressive development
of man’s innate powers”. 47
7. William Froeble:- “Education is unfoldment of what is already enfolded in
the germ . It is the process which the child makes internal, external”. 48
8. Herbart Spenser:- “Education is complete living .” 49
9. Thompson:-“Education is the influence of the environment upon the
individual to produce a permanent change in his habits, Behaviour of thought
and of attitude,” 50




8. Adams:-“Education is a conscious and deliberate process in which one

personality acts upon another in order to modify the development of that other by
the communication and manipulation of knowledge.” 51
9. T.P. Nunn:-“Education is the complete development of the individuality of the
child so that he can make an original contribution to human life according to the
best of his capacity.” 52
10. T.Raymont:- “Education is a process of development from infancy to
maturity, the process by which he adopts himself gradually in various ways of his
physical, social and spiritual environment.” 53
11. Ross :-“The aim of Education is the development of valuable personality and
spiritual individuality.” 54
12. John Dewey:- “Education is the process of living through a continuous
reconstruction of experiences. It is the development of all those capacities in the
individual which will enable him to control his environment and fulfil his
possibilities.” 55
13. Milton :- “I call, therefore, complete and general Education that which fits a
man to perform just by , skillfully and magnanimously all the offices, both private
and public of peace and war”. 56
14. Ulich Robert :- “It (Education) is the constant instruction among people and
between people and the subjective world”. 57

Thus we find that definitions and interpretations of the term “ Education” have
differed from age to age and from person to person according to differences in social
conditions, physical environments and lives of the person who expressed those views .
Some of the scholars have emphasized one aspect of Education while others have
emphasized the other aspect, according to their own outlook on life. These different
views are there because of complexity of human environment, different philosophies
of life and different Educational theories and practices. These reasons are jointly or
separately responsible for difference in interpretation of the term ‘Education’. It is
really very difficult to give one precise and complete meaning of Education.
1.7. Nature of Education-
If we understand the besic functions of the Education, at first we must know
the nature of Education and in which way it is connected to the life of an individual





being. The following points may help us to know What Education is ? In this respect
B. N. Dash categorically explains the function of Education in his book Principles of
Education and Education in the emerging Indian society58 as follows -
1.7.1. Education as a process:-
Education of man does not begin at school, it begins at birth. It ends, not when
he graduate from the University, but at his death. Hence Education is a life long
process. As Kalpatrik says in his Book Philosophy of Education says59 ,“ Any
modification brought about in the Behaviour of an individual as a result of his
interaction with the environment constituted learning.” The child learns through the
experience. It goes on forever without any break of barrier. Thus Education becomes
an active and dynamic process .It is much more than schooling, memorizing or
learning a prescribed syllabus. Therefore J.S. Makenzie rightly says, “Education is a
process that goes on thought out life and is promoted by almost every experience in
life.” When the learner comes in contact with real situation, he utilized all his past
experiences that are relavant to it and gains new experiences. Thus the child goes on
reconstructing experiences throughout the whole life. Therefore, Education is
considered by the Educationists as an active and dynamic process.
1.7.2. Education as a product:-
Education may also be considered as a product. A person is said to be
educated, when he acquires knowledge, skills, attitudes etc. which are the product of
group life at a great cost of time and suffering. Education becomes a product only
when it is used “as assimilation of the culture of any society and its transmission from
one generation to another”. As such, it perpetuates and gives continuity to the society.
Since culture is dynamic in nature, Education fosters to the people, the values, which
are universally accepted as valuable at a particular point of time. For example, in the
present day world, scientific attitude spirit of inquiry of habit of co-operation are
accepted as desirable values. Therefore, Education should inculcate these values in
the minds of the people.
1.7.3. Education- Not a preparation for future life:-
According to Dewey the school is a society in a miniature. In his book
“pedagogic creed,” he declared, “The school is primarily a social institution .
Education being a social process, the school is simple that form of community life in
which all those agencies are concentrated that will be most effective of the race in




bringing the child to share in the inherited resources of the race and to use his own
powers for social ends.
Education, therefore, is a process of living and not a preparation for future
living . “ Whatever experience the child has in the school must be as real and vital to
him or the neighbourhood , Since the school is a reflection of the larger society
outside its walls, in which life can be learned by living, it must be purified, simplified
and better balanced. Throughout his philosophy, Dewey objects any separation of life
into discrete parts. So in Education he objects to a division between life and
Education.”Life is a by product of activities and Education is born out of these
activities.” Hence Education is life itself”. 60
1.7.8. Education as Growth:-
For Deway Education must be based on and applied to experience. “ If life
implies growth and if Education is necessary to the full and continued growth of
human beings, then Education can not be simply a prelude to adult life or the
attainment of some narrow vocation”. Education in the good sense as well as the bad,
continues for an entire life time. Therefore , the problem for any theory of Education
is not how it will be brought to a conclusion , but how it may better serve and
continue to serve all the process of living that contribute to their widest possible
growth, growth is unlimited and inevitable.This growth must wise and economical
and directed towards desirable end. It is not directed towards any predetermined goal
or end. “The end of growth is more growth and the end of Education is more
Education.” In the case of tree the more it grows the more power it gets for further
growth.”61 The same is true with Education, what the child learns in the class is
growing . In the words of Dewey , “the process of Education is a continuous process
of adjustment, having as its aim at every stage an added capacity of growth.”Thus the
purpose of educational effort is the continuous growth of the person in the fullest
possible sense. The duty of the teacher is to provide the opportunities for proper
growth by arousing the instincts and capacities of the child .The teacher should also
provide problems to the child and solution of a problem will enable the child to think.
When the power of thinking grows , mind also grows and consequently the child
develops more capacity for further thoughts. An individual, according to Dewey is a
charging and growing personality. The purpose of Education is to facilitate the
process of his growth.




As Dewey reasoned “since growth is the characteristics of life , Education is

all one with growing , it has no end beyond itself . The criterion of the value of school
Education is the extent in which it creates a desire for continued growth and supplies
means for making the desire effective in fact.”
1.7.9. Education as Direction : -
A child is born with a number of unlearned responses, natural tendencies,
impulses, urges and drives. These natural impulses, if left unchecked and
uncontrolled, would lead to barbarian way of life. His life will be unsystematic,
purposeless and disorganized. Life becomes systematic, purposeful and principles
only when it is subject to control. It is Education , which can give direction for the
refinement of the primitive impulses of the child.
Direction has two distinct steps ( i) Control and(ii) Guidance.
i) Control:-
Control is a process by which a child is impressed upon to subordinate his
natural impulses to group interest . In the words of Dewey , “Because the activities of
children today are controlled by selected charged stimuli, children are able to
transverse in a short time what the race needed slow, tortured ages to attain.” 62
ii) Guidance:-
The act of carrying children towards predetermined goals after their natural
impulses are controlled is called guidance. Therefore direction includes both control
and guidance. But what kind of direction is Education? In the words of Phenix
“Education is the process whereby persons intentionally guide development of
persons”. This definition may be explained in the following manner.
(a) Persons guide Persons:- In this sense , Education is a bio-polar process. It
is a person- to - person relation between the educator (stimulus) and the
educand (response).
(b) Education as a process:- In this sense, Education is not confined to any
limited period of life, but it is a continuous activity.
(c) The result of this process is development.
(d) In this process, guidance is not mechanical and blind but intentional ,
deliberate and purposive.
1.7.10. Education as a social science:-
While physical sciences are making a headway in physical domains ,social
sciences are equally cutting the ice in social discoveries and inventions . New




concepts are creeping in and new interpretations are being fixed. History, Economics,
Politics, Sociology, Anthropology, Enthology and Axiology ,etc. have entrenched
themselves as a social sciences and lately Education is not lagging behind in fast
acclaiming itself a unique place in the long hierarchy of social sciences. Education is
no more synonymous with intellectual acrobats picking up a few religious dogmas to
cramming and reciting well-toned up sacred verses from a holy book. It is no more the
3R’s that can be called Education. It is a designed or undersigned social processes
where by the state, society and the home , etc, exert influences on the growing ,
developing and young mind with a view to prepare the child for a full-fledged social
life. The young child is the new material which is to be moulded and modified for a
particularly patterned out social niche. Education consists in a modification on natural
developments which as a result of Education is other than it would have been without
it.
Education is a social concept, philosophically evolved, phychological
developed and socially based. It is no more mere instructions, communication of
knowledge on the acquisition of useful skills. Education is as old as the human race
itself. Parents, teachers, politicians, reformers, social workers and religious leaders,
etc. all are equally interested in it. Education has been regarded as sin qua non of all
human societies.
Education as a social science is thus new interpretations and is revolutionizing
the entire structure of the Educational process .Education has become more
Educational now - a-days. It has shed away its dogmatic charecter and has brought to
bear new means and new ends. It concerns itself now with the whole man rather than
a fragment of him. The varied changes it aims at are a part and parcel of its goal to
lead the individual from ignorance to knowledge, from capacities to abilities and from
mere wayword impulses to set ideals. Education has taken dynamic and progressive
outlook more liberal more concentrated and its implications are far-reaching.
Before taking up the educative process, therefore ,it will not be out of the
place to throw more light on its widened meanings and significance.
1.7.11. Education as Developing Faculties:-
John Locke, an English philosopher of 16th century conceived of the mind as a
function of several faculties , such as memory ,imagination ,thinking etc. The school
of Philosophy , which advocates this concept is called as faculty psychology .
However , the mind at the time of birth of the child will be like a clean state. He




believed that the different facilities of the mind grow as a result of respective and
successive stimulation from the surrounding world. Therefore, mental development
means the development of these different faculties. Childrens mind is just like plastic
and it is pliable. It is just like a twing. It will grow in the direction you bend it
.Therefore, Education means the training of different faculties of the mind. One can
develop thinking through the teaching of geometry, memory can be developed
through the teaching of history.
1.7.12. Education as continuous Reconstruction of experience:-
The Educational ideas and ideals of John Dewey, through revolutionary
character , were founded on sound logic. Life according to him is a continuous whole.
It can not be separated into preparation of life and actual life. Any kind of separation
into the life of the child and life of the adult is artificial. Adult life is a continuous
with child life. Life is nothing but aggregate of experiences. Education is a
reconstruction of experiences. One experience leads to another and then to many
others. Thus, the horizon of knowledge of the child is widened gradually. The
Behaviour pattern of the child gets modified by these experiences. This process of
reconstruction of experiences is a continuous process. It helps for the proper
development and adjustment of the personality of an individual. In the words of John
Dewey, “Education is a process of living through a continuous reconstruction of
experiences. It is the development of all those capacities in the individual which will
enable to control his environment and fulfil his philosophy.’’
1.7.13. Education as Initiation:-
Education involves essentially process which intentionally transmit. What is
valuable in an intelligible and voluntary manner and which creates the learner a desire
to achieve it. In the teaching learning situation, We come in contact with terms like
”training”, “ instruction “and teaching which are too specific . But Education can
occur without these specific terms. The term inition on other hand is general term,
which emphasizes that people should be initiated gradually into the procedures
defining a discipline as well as a mastery of the established content that people should
learn to think. Thus Education implies standards. It consists initiating others into
activities, modes of conduct and though, which have standards. Such initiation can
develop the quality of life of the pupils. The great teacher is he who can convey this
sense of quality to another, so that he can become successful in making others believe
in what he believes and making others believe in what he believes and making others




think what he thinks. Man is not born with virtues . The teacher imprints virtues in the
minds of the pupils and initiates them to avoid animal enjoyment and to accept a good
quality of living.
1.7.14. Education as Acquisition of Knowledge and Skill
Education is defined as acquisition of knowledge in relation to a definition of
philosophy as love of knowledge . The famous Greek philosopher had said that ,
“knowledge is virtue “ and he who is knowledgeable is virtuous and just. Francis
Bacon had said that “ knowledge is power” and knowledge of the universe around is
instrumental for the progress of a society. Even in the BhagavadgƯƗta Sri Krishna has
set knowledge as one of the qualification of a Sthitaprajña , a person of equanimity,
poise and mental balance. Hence the concept of Education as acquisition of
knowledge was prevalent since the beginning of history of Education till recent times.
Even now such a meaning prevails in the minds of the lay public. This view of
Education has been very well reflected in the opening pages of Charles Dickens’
“Hard Times”. Children must be stuffed with as much knowledge as possible, because
character and sound Education are associated with it. Even now, one of the popular
beliefs in Education is that knowledge leads to wisdom.
1.7.15. Education as Kalpav৚kৢa
According to the Hindu scriptures, Kalpav‫܀‬k‫܈‬a is the name of a devine tree,
which fulfills all the desires of an individual who completely surrenders himself to it.
Since it fulfils human desires, when someone asks it for something. Education may be
compared to a Kalpav‫܀‬k‫܈‬a as it fulfils human desires. It sharpens the intelligence of a
person, makes our speech truthful increases our fame and keeps us away from sin,
delights us and spreads our name in all direction. This can be proved through the
Sanskrit line as what is not possible through Education.63

1.7.16. Education as Profession :-
With the progress of civilization, centralization in all lines of social activities and
specialization in all lines of work has become an important feature of society. Now a
tendency to specialization is revealed in all professions including teaching. Teaching
has been recognized as a vocation and as a profession with higher and more definitely
recognized standards. This recognition depends upon two important conditions. They
are:-
(i) The demand for higher qualification by those who employ teachers.




(ii) The incorporation of instruction in Education and of training in teaching into

the professional work and cultural investigations of higher Education.
This growing specialization in teaching demands centralization in school
administration and the more through and specific supervision .Therefore, Education at
present is considered as a Profession.
1.7.17. Education as Modification of Behaviour:-
Some educators in the past explained Education as the art of “ leading out” .
Their explanation was proved by the derivation of the term ‘Education’. The term
Education has been derived from two different sources-
i) ‘Education’, which means the act of teaching or training.
ii) the other way of explaining the term ‘Education’ is, in Latin, ‘E’
means “out of” and ‘duco’ means “ I lead” thus Education may be
interpreted to mean “to lead forth”.
Instead of the first, the modern tendency is to accept the second interpretation
of the meaning of Education. Education is regarded as a process akin to growth and
development. From the cradle to the grave, at human individual undergoes continuous
changes in physique , intellect and emotion. Such changes may be attributed to two
factors -
(a) Innate changes which comes from within and are more or less independent
of the environment,
(b) Changes resulting from reaction against environment. The former are
designated as growth and development and the latter as Education.
A human being lives in and through his environment, for the satisfaction of the
needs, he is to be in constant interaction with his environment. Because of the
plasticity of human nature , such interactions result in the modification of human
Behaviour. Education may thus be described as the Modification of Human
Behaviour, resulting from interaction with environment based upon the plasticity of
human nature.
The basis assumption in this description is that human nature is plastic- it is
more pliable than the environment in which it develops. The human infant is
adoptable and could learn to behave in almost any way but the human beings who
form the most important part of his environment, behave in comparatively fixed and
highly standardized ways. For example , a human infant has no food tastes, he could
as well learn to like meat, fish or vegetable, but the persons in whose midst he is born




and with whom he will live, have very limited and stable food habits. Since he is plain
and his environment is rigid, the human being adjust itself to his environment through
the years of his infancy, childhood and youth and this is Education. When viewed as
such Education becomes co-extensive with life. Every experience in life, big or small,
is educative. It affects our personality and modifies our Behaviour. Consciously or
unconsciously we are being educated in every walk of life. Life thus becomes a long
process of Education and Education becomes synonymous with the act of living.
Education therefore, need not necessarily be connected only with schools and
colleges.
1.7.18. Education as Transmission of Culture:-
Like almost words, “Education” is used to refer to a great number of rather
desperate matters. “Education” may include all learning processes. Since we learn
many things, in many ways and on manifold occasions, this definition is too broad to
be distinctive and useful. Another definition would describe as Education only the
learning of socially approved Behaviour. Finally the narrowest definition , which we
shall adopt for our present purposes , identifies Education with schooling; the
transmission of culture , particularly knowledge , from generation to generation,
within a specialized organization, the school.
Whenever there are human groups , there is culture ,a man made part of the
environment and learned patterns of Behaviour . People follow the established
(through not unchangeable) customs which limit and focus the range of their
individual choices, in dressing procreating, associating in families and group,
performing rituals, eating valuing(approving or disapproving of things), in creating
art, in speculating about the world and in believing.(philosophy and religion), in
division of labour , the distribution and valuation of products, etc. These customs also
influence our Behaviour in three distinct way: they influence our valuation of matters
of regard to their desirability; custom also influences the opportunity of obtaining
what we desire ; and finally , custom determines what means can legitimately be used
to obtain what we desire .These customs as a whole form the culture of a society.
Wherever there is culture , it is diffused and transmitted to succeeding
generations by Education. Since human being live in group, we might say that
wherever there is human being, there is culture and thus Education is both the first
and second meaning of the term. Yet schooling Education is the narrow (third) sense
is limited mainly to literate cultures. Schooling emphasizes the transmission of a part





of culture: systematized knowledge. When it exists in non- literature cultures, it plays

a much smaller part than in literature one.
Culture is, of course, seldom, if ever, transmitted in as uniform and unchanged
way. Each person is located at a particular point in his society and culture. Each
person’s view point is to some extent colored by his location. Teachers and students,
therefore, have attitudes, ideas and view points which, thought part of the general
culture, are individual views and constructions of it. These view points in the process
of transmission (Education) are brought into contact with each other and this leads to
a new, more or successfully integrated synthesis. With all this, the greater part of
teaching, particularly on the more elementary levels, consists in the simple
transmission of received notions.
1.8. Aim of Education –
Education is not a single aimed activity. It has multiplicity of aims. Some
Schlors say, that the information of character is the aim of Education when others say
that the preparation for a full life is the aim of Education.Again someone says that,
Education aims at the formation of a sound mind in a sound body. Apart from this ,
scholars are also in opinion that the aim of Education is Adjustment,acquisition of
ablity for livelihood and the making of good citizens are the aim of Education. All
these views are appear to be logical as to the aim of Education but after a closer look
it will have lots of demerits and defects. All the views fail to answer completely to the
questions, relating to the components or ingredients of good character, fullness of life
and sound mind. Education is closely connected to life of human being. The aim of
Education must touch the whole philosophy of life of man, but it not so. The aim of
Education may different in time, condition, indivual and society. Here we may discuss
the four-fold aim of the national Education as Raghunatha Safaya64 describes are as
follows-
1. Vocational Aim - Artha
2. Cultural Aim - KƗma
3. Moral Aim -Dharma
4. Spititual Aim - Mokৢa
1.8.1. Vocational Aim –
In the past, social life was very simple. The son usually adopted the profession of
his father and therefore, there was seldom any need of specialized training, outside
 


home, in ordinary occupations and callings of life. In modern times; however, with
great advancements in the fileds of technology and industrialization, the simple social
structure of the past has no place. Parents are so busy in offices, fields or factories that
they seldom find any time to impart the necessary education and training to their own
children in the vocation, they are themselves engaged in. The result is that educational
institutions have to perform his function also, alongwith imparting general education.
Some educationists are of the opinion that education should have a utilitarian
aim. It means that it should help an individual to earn his own livelihood. They stress
that education should be useful rather than ornamental. Certain critics, however, have
contemptuously called it the “bread and butter aim” but there is nothing mean about
this aim. Earning one’s own livelihood is an essential function of human life. It,
therefore, cannot be ignored if we are to impart education for life. More than seventy-
five per cent of parents send their children to school, only with the aim that they may
be able to stand on their own feet rather than be drags on others. John Dewey says,
“To find out what one is fitted to do and to secure an opportunity to do it, is the key to
happiness.”
1.8.2. Cultural Aim -
Cultural means something cultivated and ripened as against the raw, crude and
unrefined nature of man. E.B. Taylor, the English anthropologist, defined culture as,
“that complete whole which includes knowledge, belief, art, morals, law, custom and
any other capabilities and habits, acquired by man as a member of society.” The
earlier scholars emphasized the material aspect of culture and thus gave a historical
account of the various cultural esochs, viz nomadic pastoral, agrarian and industrial.
But the material aspect is represented by the word ‘civilization’. The present trend is
to emphasise the non-material aspects like moral habits, art, language, literature and
religion, which add dignity and grace to life. So education for culture aims at giving
such knowledge and characteristics to man as may add beauty and grace to his life. It
is knowledge which leads to culture. Worthwhile experiences of the race are
assimilated in such a way in the mind that it becomes polished and cultured.
1.8.3. Moral Aim -
Some educationists advocate that moral or character-building aim should be
kept in the fore-front and all other aims be subordinated to it. Mahatma Gandhi, the
embodiment of morality, says, “Education of heart or moral education is the prime
most function of education to provide, if it is to be worthy of its name…. .. If we
 



succeed in building the character of the individual, society will take care of itself. ”
Herbert, the great educator of nineteenth century, declares, “The one and the whole
work of education, which is a long and complex training, may be summed up in the
concept ‘morality’.” Russel also emphasizes that the formation of proper character is
the chief aim of education. The idealists also support the moral aim as the ultimate
aim of education. They say that education must lead the youth to things that are true,
honest, just, pure, lovely and good. Character-building is also an ancient aim of
Greek and Indian education. Plato remarks, “Nothing should be admitted in
education which doses not conduce to the promotion of virtue.” The ancient Indian
Guru taught his pupil to show respect to all that is noble and to strive after truth and
purity of thought, word and deed. The English system also claims that elementary
education should aim at the training of character.
1.8.4. Spiritual Aim -
The idealists proclaim that the only aim of the education is to develop the
spiritual side of an individual. Along with “Education for vocation.” “Education for
citizenship ”, “Education for social efficiency”, and “Education for Democracy”, a
slogan like Education for Spiritualism” may appear to be the lasted fad to be-wilder
the poor teacher. But, in fact, it is the oldestprinciple underlying all educational
endeavours in our country, which had gone into oblivion due to vicissitudes of time
and the impact of alien civilization. Ancient India educators defined education as a
means for salvation. Dr. Radhakrishnan, the great educator of modern India says,
“The aim of education is neither national efficiency nor world solidarity but making
the individual feel that he has within himself something deeper than intellect, call it
spirit, if you like. ”
1.9. Scope of Education –
Scope refers to the breadth, range, extent, comprehensiveness and variety of
extent or range of view , out look, application ,effectiveness and operation. From this
point of view, Education is concerned with the “whole man”, the entire life of an
individual come under the perview of Education . Education is life itself. Hence its
scope is very wide. It is as wide as the whole world and as long as the history of
mankind, the following matter may be included under the scope of Education as per
the remark given by B.N.Dash in his book. 65
 


1.9.1. Philosophy of Education -

As Dupis defines , “Philosophy of Education is one of the oldest , yet one of
the newest disciplines.”It is one of the oldest since Plato - the philosopher of par
excellence of ancient times devoted considerable attention to the nature , purposes and
content of Education. It is one of the newest since philosophy of Education began to
emerge as a separate discipline only in twentieth century. Now it is realized that
philosophy of Education are related like flower and fragrance. Philosophy determines
all the aspect of Education –nature of Education , curriculum, method of teaching,
nature of text-book, nature of discipline, evaluation role of the teacher , school
organization etc. and Education make them practical.
1.9.2. Sociology of Education-
Prof. Offaway opines , “Education can be studied from many different point
of view. What is here called the sociology, of Education is fairly a new name for an
aspect of Education which has always been the concern of the educator in some form
or another.” Education is an activity which goes on in the society. Hence its aims and
methods depend on the nature of the society in which it functions. Sociology of
Education may be defined briefly as a study of relations between Education and
society. From this definition it appears that sociology of Education is a social science.
This branch of study deals with aims of Education, methods of teaching,
administration and supervision, curriculum, only in relation to the socio-political,
economic, cultural and religious forces of the society in which they take place.
1.9.3. Educational Psychology –
Modern age is the age science and technology. In this age of science and
technology , Psychology has been considered as one of the youngest , yet one of the
most influenced Education in many different ways and practically given a new turn, a
psychological turn to the human mind. For a skillful teacher of the present day society
knowledge of the child has been considered to be more important than the knowledge
of the subject matter. There fore, teachers at present should be equipped with those
psychological skills and compitencies which are badly necessary for the successful
guidance of learning adjustment and the growth of the child.
1.9.4. History of Education.-
History of Education also comes under the scope of Education. By the help of
this, we understand the gradual development of Education during different periods of
 


history. Besides this it also helps us to find out suitable system of Education
according to the changing needs of the society.
1.9.5. Comparative Education-
Comparative Education helps us to modify reform, reorient and improve our
own Education system in the light of the system followed in other countries. It is the
study of cross cultural comparision of the structure, operation, methods, aims and
achievements of various Educational system and practices of different countries of the
world.
1.9.6. Problems and Issues of Education –
Students of Educational problems and issues and find out the methods of
solving these problems are quite natural. Some of the important problems of
Education are vocationalization of Education, problem of population Education, non-
formal Education, religious and moral Education, national integration, medium of
instruction etc. Education can not achieve progress unless it studies the problems and
find out their solutions.
1.9.7. Educational Administration and Supervision-
Administrative functions are concerned primarily with the material facilities
and the operation of the schools and supervisory functions are concerned with
improving the learning situation. A student of Education should know how these
activities are going on in our schools.
1.9.8. Techniques of teaching.-
The minds of the pupils are growing organism. Filling the minds of the pupils
with alian ideas is not right Education. To make the food of Education palatables we
follow different techniques of teaching. The techniques of teaching have been based
wheather upon the nature of the subject matter or psychology of the learning process
or merely because it has been observed that certain ways of presenting the lesson is
essential, to develop the interest and attention of the students. The students of
Education should get themselves familarised with different techiniques of teaching.
1.9.9. Other fields of Study-
Since Education plays a dynamic role in the dynamic society, many new
subjects of studies are coming under the jurisdiction of Education. Some such subjects
are :
(i)Education in the Emerging Indian Society
(ii)Non formal Education
 


(iii)Professional and technical Education

(iv) Library Education
(v)Education and vocational guidance
(vi)Audio –visual Education
(vii)Basic Education
(viii)Socially useful productive work
(ix)Measurements, Evaluation and statistics
(x)Fundamental of Teaching practice
(xi)Content- cum Method of teaching different school subjects
(xii)Health Education.

The scope of Education is very wide. Therefore it is not possible on the part of
an individual to become perfect in all the fields of Education. Students will have to
specialize themselves in different fields of Education only.
1.10. Education – A Triangular Process-
According to a number of thinkers education is a bipolar process. It combines
the educand with the educator, the immature with the mature, the learner with learned
or the pupil with the teacher. The personality of the educator modifies the personality
of the educand. A beautiful quotation from Taittiriyopanis‫܈‬d 66explains process:
“In the bipolar process of education, the teacher is the former pole, the pupil is
the opposite pole, knowledge emanating from the teacher to the pupil, connects the
two and the instrument is the mutual discussion.” This view till recently was upheld
by all the educationists. But recently a new factor,viz.., sociological factor (in addition
to the above psychological factors ) has come to be recognized. John Dewey lays
stress rather on the sociological side of this process when he remarks, “All education
proceeds by the participation of the individual in the social consciousness of the race.”
All education takes place in and through the society. Thus the three vertices of the
triangle of education are-
(i) pupil who receives education
(ii) the teacher who imparts it
(iii) the social milieu or the social environment in which all education is
imparted.
The same view is held by redden, as expressed in the above definition.
 


Education, thus conceived, becomes a Triangular process. It involves the inter-

play of the educator, the educand and the social forces. The educator tries to modify
the personality of the child in the light of the needs of the society to which the child
belongs. But it is possible only when the child is an active participant in the
educational activities. The education is only to direct the activities and experiences of
children through which they learn. In a democratic society, these activities must arise
and develop out of the real needs of the community. In an educative situation the
pupils also react upon the educator resulting in the modification of this behaviour. In
this way teaching and learning become simultaneous processes.
“Thus education may be defined as planned inter-action within an institution,
devised specially for the purpose, based upon the belief in the plasticity of human
nature and resulting in the desired modification of behaviour of the individuals
involved.”
1.11. Importance of Education –
Education is as old as the human race. Its importance has been realized since
times immemorial and it continues right upon this day. It has been accepted as one of
the primary needs of every civilized person. This is the only reason why philosophers
and leaders of human thought, have, so eloquently sung its praises in all ages. Plato
says, “Man cannot propose a higher or holier object for his study then education and
all that pertains to education.” Aristotle writes, “Educated men are as much superior
to uneducated as the living are to the dead.” Diogenese is of the opinion that,
“Education is a controlling grace to the young, consolation to the old, wealth to the
poor and ornament to the rich.” According to the ‫ۿ‬g Veda “Education is something
which makes a man self-reliant and self-less” Again in KƗvyƗdarĞa67 it is said
“Education is the source of all illumination.” Yajurveda68 says, “Throughout
education one enjoys the fruit of immortality.” BhagavadgƯtƗ69 also says, “Nothing is
more purifying on earth than knowledge.” In modern times, also, education is a great
irresistible force which has taken the entire world in its fold. In every country, huge
sums of money are spent every year upon the education of therising generation with a
view to equip children fully for taking their rightful place in the civilized world of
today.
 


The ‘why’of education has been explained on rational and scientific basis by a
number of scientists, philosophers and educators. They present the following cogent
arguments in favour of education as an essential factor of human development.70

1.11.1. Biological importance-:

Education is a biological necessity for man. In the case of animals, there is no
special need for training. Animals, when born, learn all that is necessary for their
future life just instinctively. A calf, not long after its birt, runs and jumps. A monkey
very soon imitates his parents and goes through the whole round of activites. A kitten
very soon learns how to catch mice. But this is not the case with human child. A
human child would die at birth if not properly looked after. It is utterly helpless at
birth, and learns to gather and to protect himself from harm only with other’s help.
His period of incubation, in comparison to that of animals, is sufficiently long.
Without proper instruction and training, he will remain motionless, speechless, and
will not make any struggle for existence; Modern researches in experimental
psychology testify that a human child, if neglected, dos not develop the faculties that
are required to be developed. Children, isolated from society, like Akbar’s group of
children, put under the charge of a dumb nurse, will remain dumb and mute. Their
instinct will not be developed. For the simplest needs of human life and for protecting
it from harm human child required assistance. His instincts are indeterminate and
there are only few reflexes to help him. The younger the child, the greater is the need
of education, for he is unacquainted with the world around him as well as his own
powers, and it is through education that he becomes acquainted with his powers and
the environment. Child’s mind bring more plastic than that of adult, his education
cannot be neglected during early years, otherwise such habits may be formed which
cannot be cradicated in latter life. Again, the instincts of a human being are
modifiable. The lower animals with a finished psychological structure cannot be
educated as their instincts cannot be modified.
1.11.2. Social importance-:
Animals have to learn just a few tasks from their parents and they become self-
sufficient. But this is not the case with human child. Besides instinctive behaviour
human child has to assimilate a vast treasure of cultural heritage. This cultural
heritage is not transmitted to the child biologically, but is to be imparted to him
deliberately for a long period- the incubation period. The things learnt by one
 


generalation donot automatically pass on to another generation. So it is necessary that

each genearation educates the next, lest through neglect of education of a single
generation, human race should lapse to barbarism. Thus the non transmission of the
acquired traits (such as knowledge, skill, attitude, character, aesthetic sense, moral
sense, creativity) by the humanity makes education a social necessity for preservation,
protection and promotion of culture. Then there is a striking parallel between the
development of education and the advancement of civilization. In fact the history of
civilization is essentially a history of education. If justice, well-being, peace and
progress are the main characteristics of modern civilization, there is sufficient reason
to belive that demands upon education will now be greater than they have been in the
past.
1.11.3. Human capacity for learning :-
Man possesses a unique capacity for learning, which is absent in animals. A
human child possesses potentialities for speech, thinking reflection, judgement,
scientific curiosity and many other traits which are absent in animals. But these
potentialities need to be developed through a long period training and education. In
the absence of such training these capacities will remain dormant, unused and
undeveloped like those of Ramu, the wolf-boy. The child learns through play
activities those very things which he has to do in later life. His long period of play is
not only recapitulatory but also anticipatory. Education makes the best use of this
period.
1.11.4. Impressionability of the child :-
Experience could have beer acquired by the human being his adult life. But we attach
importance to the early life for imparting education, because child’s mind is more
plastic and impressionable during the errlier years, habit adulthood. In the absence of
proper training in the early years, habit formation in the adult becomes a problem. The
younger the child, the easier the habit formation. The first impression is the best,
hence the importance of right education during childhood.
Thus, for the development of innate faculties and transmission of culture,
education is a necessity. Education not only preserves but also promotes culture and
creates conditions for better world and a better civilization. It is now rightly felt that
the new world of peace, freedom, justice and safety for all can be achieved only by
those who are moved by the great moral and spiritual ideals which true education
uphols and propagats. True education, in fact, is the only way of living a corporate,
  


useful and meaningful life in the present day rapidly changing and amazingly
complex world.
It is education which enables man to form a proper attitude to life. Our life is
full of struggles and produced education shows us the ways to solve those problems.
Thus the great contribution of education is to make our life happy, progressive and
civilized.
Emphasising the importance of Education, the Kothari Commission Report on
India Eduaction (1964-66) says, “In a world based on science and technology, it is
education that determines the level of prosperity, welfare and security of the people.
On the quality and number of persons coming out of our schools and colleges will
depend on our success in the great enterprise of national reconstruction whose
principal objective is to raise the standard of living of our people.”
Here in this chapter the Significance of the research, Survey of the previous
research, Scope and limition of the research, Methodology adopted in the research, a
brief sketch on chapterization, Concept of Education, Derivation of the term
Education, Synonyms of Education, Indian and western concept of Education, Nature
of Education, Aim of Education,Function and scope of Education, importance of
Education are discuss in a systematic manner to understand the back ground of Indian
Education system.

Notes and References-

1.
The History and prospects of British education in India - Thomas F.W - p.1
2. PurƗtaniĞikৢƗ- Lokamanya Mishra - p.8

3. !"#$%&' ()*(!+,-., /!0 1!23' 45 -67

89 -:&' ';<='6 >?!@ ABC$%2!'-77 ৙gveda-Puruৢasnjkta - 10.80.12

4.DEF!1 GH(!6 "D!1,-I5J&K-F!LM&K->N1O!24!677 VaĞiৢ৬a Dharamasnjtra 7.1

5.ChƗndogyopaniৢad - 7.1.1
6.ĝikৢƗĞƗstriya Nibandha – Nathulal Gupta – pp 23-33
7.Philosophy of Education – Kalpatrick W.H. –p 22
8.Development of Educational theory and practice - Raghunath Safaya - pp2-3
9.Peeps into the realms of Sanskrit literature and science -A. Kuppuswami –pp 1-84
10. Education in Ancient India- A.S.Altekar- pp117-158
 



11. Ancient Indian Education –Radha Kumud Mookerji-pp 209-211

12. IP!QR:+@S'!F#!QL!@ -:T(UV) !"#()>L',-7
W'XY4U V) 1!23'(.7 -&(!:U4!XY4U V) F<='(.7 BaudhƗyana Dharmasnjtra 1.2.7

13.F+3-U !"#()>L',-, Z,[(U 1!23'(., A1R: F<='(.7 િpastamba Dharmasnjtra 1.1.19

14.--. X;-,'@ 23(7 Gautama Dharamasnjtra 1.10

15.:X\#@ :X\#UL +E'@ +E'UL D$>+@I5J#,'!-. :,]Q(!')6 &FI^ I_`U-.7 BaudhƗyana
Dharmasnjtra 1.2.24
16.ab'!>L@ "'c67 Manusm৚ti 3.70
17.Manusm৚ti 2.142
18.Manusm৚ti 2.11

19. a) 'UV!@dLdXFe!dLd->$dLd:!L(.ddc!L@dLdA,f@dLdI)#$dLdY(Q6d7d
ddddddddd-Ud(E'Qf$4U dP)XFdP!1PB-!6d(L)['g>U#d(5I!h1X3-d77NitiĞataka of Bhart৚hari - 13d

b)dXFe!dL!(dL1&'dg>(XY4@ dM_`iI)j@dYL@dd
dddddddddXFe!dP$I41,d'A&+)*41,dXFe!dI)9#!@dI)967d

dddddddddXFe!d/3Y)2L$dXF:UAI(LUdXFe!d>1!d:UF-!dd

dddddddddXFe!d1!2+)d>BX2-!dLd-)dYL@dXFe!XFJ,L6d>A)6d77 NitiĞataka of Bhart৚hari – 20d

c) GJ!1XLC!P'(<K)L@dDd+!(!3'(U-E>A)XPLQ1!#!(.d7d

dddddddddY(kdXJd-UV!(XY4$dXFAUV$dY(l#dJ,L!6d>A)XP6d+(!L!6d77HitopadeĞa

20. Philosophy of Education – Kalpatrick W.H. p -22

21. Ground work of Educational theory – Ross James S. p- 16
22. Principle of Education and Education in the Emerging Indian Society – B.N.
Dash. pp 2-3
23. Development of Educational theory and practice – Raghunath Safaya p.3
24. +!dXFe!d'!dXF()m'Ud7dSamihitopaniৢad
25. LdXJdc!LULd+:5A@d>XFnX(JdXFe-Ud7ddGƯtƗ – 4.38
26. Development of Educational theory and practice - Raghunath Safaya-p.3
27. a) aXFe'!d(5E')@d-,EF!QdXFe'!(5-(o)-Ud7ddYajurveda -40.1
 


b) ->+!d4XpFV@dJX3-dXFe'!(5-(o)-Ud7ddManusm৚ti – 12.104
28. GE(+!\!E4!16d7d
29. Principle of Education and Education in Emerging Indian society – B.N. Dash p.5
30. Ibid – p .5.
31. Development of Educational theory and practice - Raghunath Safaya-p.3
32. XFe!dXFD!1,d-Ud>1$>41,d7dd
33. Principle of Education and Education in Emerging Indian society – B.N. Dash p.5
34. Development of Educational theory and practice - Raghunath Safaya-p.4
35. Ibid –p -4
36. Ibid –p -4
37. Principle of Education and Education in Emerging Indian society – B.N. Dash p.5
38. Development of Educational theory and practice - Raghunath Safaya-p.4
39. Ibid – p – 4
40. Ibid – p – 4
41. Principle of Education and Education in Emerging Indian society-B.N.Dashpp.7-8
42. Ibid – p – 7
43. Development of Educational theory and practice - Raghunath Safaya-p.4
44. Ibid – p.4
45. Principle of Education and Education in Emerging Indian society – B.N. Dash p.8
46. Development of Educational theory and practice - Raghunath Safaya-p .5
47. Ibid – p –5
48. Ibid – p – 5
49. Ibid – p – 5
50. Principle of Education and Education in Emerging Indian society – B.N. Dash p.8
51. Ibid – p – 8
52. Development of Educational theory and practice - Raghunath Safaya-p . 5
53. Ibid – p –5
 



54. Ibid – p –5
55. Ibid – p –5
56. Principle of Education and Education in Emerging Indian society – B.N. Dash p.8
57. Ibid – p – 8
58. Principle of Education and Education in Emerging Indian society-B.N.Dash pp.8-
17
59. Philosophy of Education – Kalpatrick W.H. p -22
60. My Pedagogic creed – Deway – p.56
61. Ibid – p –6
62. Democracy and Education – p. 37
63. q4dq4dLd+!Y'X-d4p>f-UFdXFe!d7dd
64. Development of Educational theory and practice - Raghunath Safaya-pp. 42-52
65. Principle of Education and Education in Emerging Indian society – B.N. Dash pp.
33-34
66. GD!'Q6d >BFQg>(.d 7d a3-UF!&')r1g>(.d 7d XFe!d +X3Y6d 7d MFDL@d +3Y!L(.d 7d
Taittiriyopaniৢad – ĝikৢƗvalli
d
67.ds:@da3Y-(6d45 Etd2!'U-dP)FLn'(.d7dd
dddddd'R:dAu:!vF'@dw'$X-1!+@+!1@ dLd:,x'-Ud77dKƗvyƗdarĞa – I. 14

68. XFe'!(5-(o)-Udyd Yajurveda – 40

69. BhagavatgƯtƗ – 4.38
70. Development of Educational theory and practice - Raghunath Safaya-pp.8-10