UNIT —5 EDUCATION SYSTEM IN INDIAwhich was used t0 present in Jaipur 51. Samrat yantra - This is a model of the Yantra pre conark ple of sun god in k in the te 52. Konark wheel - This is a small model of the wheel in th ad in stone hk, carve god temple in Kona 53. Sun temple of konark - This isa small model of sun god temp ie of sun god pr ynark Temple Ki ‘emp! sis the miniature stone sculpture of st oe relax while watching 56. Heritage video corner - This is a place for the visitors to sit and rela theHeritage video of India. $7. Gharat- This is a model showing the use of hydel power to grind the grains. px Noria and saquia (The art devices of Indian origin) - This is the model of a water ‘Pumpingsystem used in Egypt which was copied from India. teu Aiharat (Harnessing energy from nature) -This is a model showing the use of hydel power togrind the grains, : Fndiscncnt Indian elass -This exhibit tells us how the use of glass was used in ancient Indiasince the period of Ramayana, 2 Maier giillurey Heritage - This exhibit tells us the use of metals in various ways in ancient Indialike gold, copper, silver, zinc, brass, iron etc. Poona gts: Of cole making -This model tell us the method used in minting coins in - theolden periods,EDUCATION IN ANCIENT INDIA INTRODUCTION Which the knowledge, skills, Education in ity general sense is a form of leaning, values, betiefSand habits of a group of people are transferred from one generation to the next through storytelling, discussion, teaching, training, or research Education may also include informal transmission of such information from one human being to another, Education frequently takes place under the guidance of others, but leamers may also educate themselves which is known as autodidactic learning) Any ‘experience that has a formativeeffect on the way one thinks, feels, or acts may be ‘considered educational. + Education is commonly and formally di school, secondary school and then college, university or apprenti methodology of teaching iscalled pedagogy preschool, primary ship. The ‘ded into stages sucl EDUCATION OF ANCIENT INDIA The history of education in ancient India is fascinating and is recorded and can be tracked to theancient era. * Education in ancient India began around the Sed century B.C with elements of religious training andimpart of traditional knowledge ‘Sages and scholars imparted education orally .Palm leaves and barks of tees were used for vwriting. GURUKULA SYSTERM INTRODUCTION He who brings up the student (Sishya), brings him near unto himself, and unto the Supreme Self, who invests him with the sacred thread (the mark of the twice-born) and teaches him the Sacred Scriptures (Vedas) with its secret meaning and its practical working, he is the true Guru or dcarya, Gurukulam has existed since the Vedic age. + _India has been known as the land of Gurus and Gurukulas . Gurukulas were great centres of learning in the ancient India. In the Gurukula System of Education,students lived in the kula (family)of their Guru (teacher) and studied the Vedas (Sacred Scriptures) and other subjects. OBJECTIVES OF GURUKULS * Self Control ‘+ Development of character : * Social Awareness«Integral development of personality + Propagation of purity jon of knowledge and culture dininistration, ¢ iptures. . sae ERT HaS ANTS ‘and almost ca from the Brahmins(priestly class). : = A young boy, either from the Brahmins or Kshatiy (ruling class), was sent to 2 Guru at the age of 12 for about 9 to 12 years of rigorous qucation in one of these three areas administration orreligion. «Then the boy returned back renounced all ties with the world.” : ‘Those who belonged to the Vaisyas (merchant class) and the Sadrast ‘themselves under a skilled individual in their trade or craft. 3 to marry or he took the vows of Sannysa, “one who has fully (working class) apprenticed derivative meaning of a brahmachari is fs in Brahman(God) is a brahmachari . - the one who is great two meanings of the word brahmacharya. The i caratiti brahmacari ”.That means.one who liv “Brahman’ is derived from the verb “brihi’ , meaning ‘great’. Yes, s, brahmachari is one who comes to the Guru with the aspiration of becoming great. of Education, a student getting admitted to the Gurukula was not merely 0 aspires for knowledge)but brahmachari . This stage of life has been Brahmacharya Ashram. ukula were subjected to rigorous discipline. austere environment, observe complete celibacy, practice rhe supervision ofthe Guru and perform many menial jobs n is shram(labour) and tapas(austerity). rieSUBJECTS THAT WERE TAUGHT + Sikshii (Phonetics) — @) Vytikarana (Grammar) (2) * SyolishaAsionomy) C3) * Arthasastra (Heonomies) ¢ + Pharmasastra(hawsy — Ce) + Sastravidya(Art of Warfare) © © = Kali(ine Arts) 2) VEDAS + The Rigveda, containing hymns to be recited * The Yajurveda, containing formulas to be recited by the adhvaryu or off + The Samaveda, containing formula ating priest to be sung by the udgity + ‘The Atharvayeda, a collection of spells and incantations, apotropaie charms and speculative hymns. VEDAS RIGVEDA ATHARVEDA SAMVEDA YAJURVL DA GURUDAKSHINA Education was free, but students from well-to-do families paid “Gurudakshing,” a voluntary contributionafter the completion of their studies,DEVIAL PERIOD EDUCATION IN THE ME! To bein with the medieval age is detined a: aa bs A period in the Furapean history whieh was re ‘scaddemies of thelate fifteenth century + They were basically stating that the s0 clvilizedand advanced in many ways, thousand years, ‘© Iean also be deseribed asthe time in Europea! ‘and theRenaissanee, from the late 5th century 10 abot ferred by the Italian scho cow lived is significantly more n which they 1 the previous than that which had existed durin in history between classical antiquity at 1350. DEVIAL PERIOD? tiquity: Tis a broad term for a long period of cultural history. It is society flourished and wielded great influence throughout Europe, North A\ Bast. +The Renaissance : ‘tis period from the 14th to the 17th century, considered the bridge between the Middle Ages ‘and modern history. It started as a cultural movement in Italy in the Late Medieval period, later ‘spread to therest of Europe and finally ended in the Early Modern Age. Although on the other hand, the Islamic world was growing larger and more powerful. After the _prophetMuhammad’s death in 632 CE, Muslim armies conquered large parts of the Middle East, uniting them under the rule. At its height, the medieval Islamic world was more than three times bigger than all of Christendom. ‘TION IN THE MEDEVIAL INDIA jon in medieval India expressed a new perspective in the LIth century . s established elementary and secondary schools let to the commencement of uniyersities like Delhi, Luck now and Allahabad fresh interaction between Indian and Islamic traditions in the fields of the period in which Greek and Roman frica and the Middle p d urban education by building libraries and literary societies ols called maktabs were established and reading basi i ry schools called Madrasas taught advanced language skills . during the medieval period was prevalent. families studied at home and moreover, as Persian was the court Sea, Ujjain, & Vikramsh Nalanda, Takshi SS Subjects such as Art, Architecture, Painting, Logic ierature, Buddhism, Hinduism, Arthashastra (ce & ), Law, and Madlicine were taught + Takshila specialized in the study of medicine, while Ujjain laid emphasis on astronom: © Nalanda, being the biggest center, handled all branches of knowledge, and housed up to 10,000students at its peak. + TAKSHASHILA UNIVERSITY FIRST EDUCATION INSTITUES -The Calcutta Madrasa -Sanskrit College -Fort William MADRASA © Set up in/at: 178 |/ Calcutta + Set up by :Warner Hastings + Purpose : For the study of Muslim law and related subjects, Set up in/at : 1791 /Banaras + Set up by : Jonathan Duncan + Purpose * SANSKRIT COLLEGI For the purpose of Hindu Law and philosophy