ESSENCE OF INDIAN TRADITIONAL KNOWLEDGE

Unit-5 :
Education system in
India
 EDUCATION IN ANCIENT INDIA :
Vedic Period:
1. Learning in ancient India was imparted by the teachers called Gurus to the pupils
who gathered around them and came to live with them in their house as
members of the family. Such a place was called Gurukul.

2. The Gurukul functioned as a domestic school, an ashrama, where the

children’s learning was developed by the Guru who gave personal instruction
as well as attention to the students.

3. Education was normally imparted orally. It included memorization of texts like

Vedas. Later subjects like Grammar, Logic, and Metaphysics came to be taught and
studied.

Mauryan Period
1. Education of those times was primarily life skills based which is so different
from what education is today.

2. During the Mauryan and the post-Mauryan periods, the Indian society went through
a phase of intensive change.

3. Mauryan period became center of technical education and promoted

the knowledge of mining, metallurgy, carpentry, weaving and dyeing.

4. There were new formulations in building and architecture. With the

emergence of city life, new architectural forms evolved.

5. Knowledge of the medicinal properties of herbs and their usage reached a very
advanced stage. ‘Charaka’ became famous for medicine and ‘Sushruta’ for
surgery. ‘Charak Samhita’ written by Charaka was an authentic and exhaustive
work on medicines.

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 6. Subjects like astronomy were studied to help them in ocean navigation.

7. Chanakya, who was a renowned philosopher, scholar and teacher. His most famo

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work is ‘Arthashastra’.

8. Studies mentioned in the Arthashastra refer to Dhanurveda (ARCHERY) ,

Nitishastra ( MORAL VALUES) , Alekhya and Lekhya (Painting and writing),
Langhana (jumping) and Tairana (swimming).

Gupta Period
1. In the Gupta period, the Jain and Buddhist systems of education assumed
a different dimension. Buddhist monasteries admitted students for ten
years.

2. Learning began with the oral method. Later they shifted to the reading of
literary texts. The monasteries had libraries. Important manuscripts were copied
and stored.

3. The monasteries were normally maintained by grants from kings and the
rich mercantile class. They attracted scholars from far and near.

4. Besides Pataliputra, there were other centres of learning like Vanarasi, Mathura,
Ujjain and Nasik. Nalanda University was known all over Asia for its high
standards of scholarship.

5. Books in the Jain and Buddhist libraries were written on palm leaves that were
tied together and were known as “granthas”.

 EDUCATION IN ANCIENT INDIA :

1. With the establishment of the Delhi Sultanate, Islamic system of education
was introduced.

2. Scholars from countries like Samarqand, Bukhara and Iran looked up to the
Indian scholars for guidance. Amir Khusrau, an exemplary personality, not only
developed the skill of writing prose and poetry but also devised a new language,
which suited the local conditions.

3. The institutions that provided school education were known as ‘makhtabs’, while
those of higher learning were called ‘madrasas’. The ‘makhtabs’ were generally
run by public donations while ‘Madrasas’ were maintained by the rulers and
nobles.

4. The main feature of the Muslim educational system was that it was
traditional in spirit and theological in content. The curriculum was broadly
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 divided into two categories: the traditional (Manqulat) and the rational
(Maqulat) sciences.

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 ESSENCE OF INDIAN TRADITIONAL KNOWLEDGE
5. Traditions, law and history and literature came under the traditional sciences.
Logic, philosophy, medicine, mathematics and astronomy came under rational
sciences.

6. The Mughal rulers were great patrons of learning and literature. This period saw
the rise of Urdu as a language.

7. The Mughal Emperor Humayun introduced the study of mathematics,

astronomy and geography in the ‘madrasas’ in Delhi.

8. Akbar added subjects like accountancy, public administration, geometry and built
a workshop near his palace. He personally supervised the workshop.

 EDUCATION IN MODERN INDIA :

18th, 19th & beginning of 20th century
1. The first half of the nineteenth century can be called a period of
educational experiments.

2. The East India Company’s Charter Act of 1813 enabled the Company to set aside
one lakh rupees for “the reinforcement and improvement of literature and the
encouragement of learned natives of India and for the introduction and
promotion of a knowledge of sciences among the people of the British territories
in India”.

3. William Bentinck adopted English as the official language of the government.

Lord Hardinge in 1844, decided to grant employment to Indians who had received
English education.

4. Wood’s Despatch suggested that Universities should be set up in Bombay

(Mumbai), Madras (Chennai) and Calcutta (Kolkata). H e emphasized the
development of private enterprise, a system of grants-in-aid, training teachers in
the schools, women’s education and so on. In 1857, the Universities of Bombay,
Madras and Calcutta were established. The Universities of Punjab and Allahabad
were established in 1882 and 1887 respectively.

5. In 1904, the Indian Universities Act was passed that enabled the Universities
to assume teaching, inspection of colleges and undertake measures for
qualitative improvement in higher education.

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Impact of English Education

1. The British encouraged the teaching of English language in schools and colleges
as they needed people to work in the administrative offices either as clerks or
babus.

2. Christian missionaries who came to India started opening schools where

English was taught.

3. Teaching of English was encouraged by the British rulers to suit their own
interest but it proved to be useful for the Indians in a different way.

4. Fresh ideas from the west like freedom, democracy, equality and brotherhood
began to have its impact on the thinking of the English knowing Indians which
gave rise to national awareness.

EDUCATION IN POST-INDEPENDENCE INDIA

1. we got independence from British rule in 1947 and the responsibility of planning
for the education of our people fell on the Indian Government of free India.

2. In 1966, the Report of the Education Commission (1964- 66) (popularly known
as Kothari Commission) came into existence which said education is the main
instrument which can bring a social change.

3. The Constitutional Amendment of 1976 included education in the concurrent

list, that is, the centre and states both assume joint responsibility of education.

4. The National Policy on Education 1986 emphasized that aim of

elementary education is to

i) Universal access and enrolment.

ii) Universal retention of children up to fourteen years of age in the school.

iii) iii) Substantial improvement in the quality of education to enable all

children to achieve essential levels of learning.

5. Secondary Education covers children of age group 14-18 (classes 9th to 12th) the
central government is all set to achieve the goal of expanding secondary
education under the Rashtriya Madhyamik Shiksha Abhiyan.

6. Vocational education was a major objective of the reforms that was emphasized
in the First Education Policy adopted in 1968.

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7. According to the planning commission report for the 11th five year plan, there
are about 5114 Industrial Training Institutes (ITI’s) imparting training in 57
engineering and 50 non-engineering trades.

8. The literacy rate after independence in 1951 was 18.3% which increased in 2011 to
74.0 percent. The male literacy rate is 82.14% and female is 65.46%.

 Some developments in the field of education in

modern India

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SANSKRIT AS A
MAJOR
LANGUAGE

 SCIENTIST OF ANCIENT INDIA :

1. Science and Mathematics were highly developed during the ancient period in India.
2. Since ancient Indian mathematicians were not as good in documentation and
spreading as their counterparts in the modern western world, their
contributions did not find the place they deserved.
 Ancient Indian mathematicians.
1.Baudhayan
Baudhayan was the first one ever to arrive at several concepts in Mathematics,
which were later rediscovered by the western world. The value of pi was first
calculated by him. As you know, pi is useful in calculating the area and
circumference of a circle. What is known as Pythagoras theorem today is already
found in Baudhayan’s Sulva Sutra, which was written several years before the age
of Pythagoras.
2.Aryabhatta
Aryabhatta was a fifth century mathematician, astronomer, astrologer and physicist.
He was a pioneer in the field of mathematics. At the age of 23, he wrote
Aryabhattiya, which is a summary of mathematics of his time.
 There are four sections in this scholarly work. In the first section he
describes the method of denoting big decimal numbers by alphabets. In
the second section, we find difficult questions from topics of modern
day Mathematics such as number theory, geometry, trigonometry and
algebra. The remaining two sections are on astronomy.
 Discovery of zero enabled Aryabhatta to find out the exact distance

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between the earth and the moon. The discovery of zero also opened up a
new dimension of negative numerals.
 Disregarding the popular view that our planet earth is ‘Achala’
(immovable), Aryabhatta stated his theory that ‘earth is round and
rotates on its own axis’
 He also gave a scientific explanation for solar and lunar eclipse
clarifying that the eclipse were not because of Rahhu and/or Ketu.
3.Brahmgupta
In 7th century, Brahmgupta took mathematics to heights far beyond others. In his
methods of multiplication, he used place value in almost the same way as it is used
today. He introduced negative numbers and operations on zero into mathematics.
4.Bhaskaracharya
Bhaskaracharya was the leading light of 12th Century. He was born at Bijapur,
Karnataka. He is famous for his book Siddanta Shiromani. It is divided into four
sections: Lilavati (Arithmetic), Beejaganit (Algebra), Goladhyaya (Sphere) and
Grahaganit (mathematics of planets). Bhaskara introduced Chakrawat Method or
the Cyclic Method to solve algebraic equations. This method was rediscovered six
centuries later by European mathematicians, who called it inverse cycle.
5.Mahaviracharya
There is an elaborate description of mathematics in Jain literature (500 B.C -100
B.C). Jain gurus knew how to solve quadratic equations. They have also described
fractions, algebraic equations, series, set theory, logarithms and exponents in a very
interesting manner. Jain Guru Mahaviracharya wrote Ganit Sara Sangraha in
850A.D., which is the first textbook on arithmetic in present day form.

SCIENCE
1.Kanad
Kanad was a sixth century scientist. According to Kanad, material universe is made up
of kanas, (anu/atom) which cannot be seen through any human organ. These cannot
be further subdivided. Thus, they are indivisible and indestructible.

2.Varahamihira
Varahamihira was another well known scientist of the ancient period in India. He lived
in the Gupta period. Varahamihira made great contributions in the fields of hydrology,
geology and ecology.
 He was one of the first scientists to claim that termites and plants could be
the indicators of the presence of underground water.
 Another theory, which has attracted the world of science is the earthquake
cloud theory .
 Another field where Varahamihira’s contribution is worth mentioning is Jyotish or
Rehana Sultana ,Asst prof , SHM - DCETPage 8
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Astrology. It was presented scientifically in a systematic form by Aryabhatta
and Varahmihira.
 Varahamihira’s predictions were so accurate that king Vikramaditya gave him
the title of ‘Varaha’.
3.Nagarjuna
Nagarjuna was a tenth century scientist. The main aim of his experiments was
to transform base elements into gold, like the alchemists in the western world.
Even though he was not successful in his goal, he succeeded in making an
element with gold-like shine. Till date, this technology is used in making
imitation jewellery.
MEDICAL SCIENCE IN ANCIENT INDIA (AYURVEDA &
YOGA)
1. This ancient Indian system of medicine not only helps in treatment of diseases
but also in finding the causes and symptoms of diseases. It is a guide for the
healthy as well as the sick.
2. While treating a disease with the help of herbal medicines, it aims at removing the
cause of disease by striking at the roots. The main aim of Ayurveda has been
health and longevity .
3. It is the oldest medical system of our planet. A treatise on Ayurveda, Atreya
Samhita, is the oldest medical book of the world.
4. Charak is called the father of ayurvedic medicine and Susruta the father of
surgery.
 Susruta
1. Susruta was a pioneer in the field of surgery.
2. He considered surgery as “the highest division of the healing arts and least
liable to fallacy”.
3. He studied human anatomy with the help of a dead body.
4. In Susruta Samhita, over 1100 diseases are mentioned including fevers of twenty
-six kinds, jaundice of eight kinds and urinary complaints of twenty kinds.
5. Over 760 plants are described. All parts, roots, bark, juice, resin, flowers etc.
were used. Cinnamon, sesame, peppers, cardamom, ginger are household
remedies even today.
6. Susruta’s greatest contribution was in the fields of Rhinoplasty (plastic
surgery) and Ophthalmic surgery (removal of cataracts).
7. In those days, cutting of nose and/or ears was a common punishment.
Restoration of these or limbs lost in wars was a great blessing. In Susruta
Samhita, there is a very accurate step-by-step description of these
operations.

 Charak
1. Charak is considered the father of ancient Indian science of medicine.
2. He was the Raj Vaidya (royal doctor) in the court of Kanishka.
3. His Charak Samhita is a remarkable book on medicine.
4. It has the description of a large number of diseases and gives methods of
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5. He was the first to talk about digestion, metabolism and immunity as important
for health and so medical scienc.
6. In Charak Samhita, more stress has been laid on removing the cause of
disease rather than simply treating the illness.
7. Charak also knew the fundamentals of Genetics.

 Yoga
1. The science of Yoga was developed in ancient India as an allied science of
Ayurveda for healing without medicine at the physical and mental level. The
term Yoga has been derived from the Sanskrit work Yoktra.
2. Like all other sciences, it has its roots in the Vedas. It defines chitta i.e.
dissolving thoughts, emotions and desires of a person’s consciousness and
achieving a state of equilibrium.
3. Generally, it aims at removing a disease and restoring healthy condition to the
body.

 SCIENTIST OF MEDIEVAL INDIA :

 SCIENCES IN MEDIEVAL PERIOD:
1. The medieval period marks the coming of Muslims in India.
2. The pattern of education as prevalent in Arab countries was gradually
adopted during this period.
3. Muslim rulers attempted to reform the curriculum of primary schools. Some
important subjects like Arithmetic, Mensuration, Geometry, Astronomy,
Accountancy, Public Administration and Agriculture were included in the courses
of studies for primary education.
4. Large workshops called karkhanas were maintained to supply provision, stores and
equipments to royal household and government departments. The karkhanas
trained and turned out artisans and craftspersons in different branches, who later
on set up their own independent karkhanas.
5. Jahangir, in his work - Tuzuk-ijahangiri - recorded his observations and
experiments on breeding and hybridization. . He described about 36 species of
animals.
6. In the medieval period, use of paper had begun. Kashmir, Sialkot, Zafarabad,
Patna, Murshidabad, Ahmedabad, Aurangabad and Mysore became well known
centres of paper production.
7. The Mughals knew the technique of production of gunpowder and its use in
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 ESSENCE OF INDIAN TRADITIONAL KNOWLEDGE
8. The work Ain –I-akbari speaks of the regulation of the Perfume office of Akbar.
The attar (perfume) of roses was a popular perfume, which is supposed to have
been discovered by Nurjehan.
9. The Unani Tibb system of medicine flourished in India during the medieval period.
Ali
-binRabban summarized the whole system of Greek medicine as well as the Indian
medical knowledge in the book, Firdausu-Hikmat.
Name of the scientist Field His contribution

Narayana Pandit Arithmetic and algebra

Gangadhara rules for

trigonometrical terms
like sine, cosine tangent
Maths and cotangent
Nilakantha rules of
trigonometrical
functions.
Hamsadeva Biology compiled a work in the
field of Biology entitled
Mrga-paksi-sastra in the
thirteenth century. This
gives a general, though not
always scientific, account
of some animals and birds
of hunting.

 SCIENTIST OF MODERN INDIA :

SRINIVAS RAMANUJAN (1887-1920)
1. Srinivasa Aiyangar Ramanujan (FRS) better known as Srinivasa Iyengar
Ramanujan, one of India’s greatest mathematical genius.
2. Ramanujan studied at the Town Hall School in Kumbakonam, where he
proved himself to be an able all-rounder.
3. In school itself at the age of thirteen, he came across a book called Synopsis
of Elementary Results in Pure Mathemetics
4. Though outdated, this book introduced him to the world of mathematics. He
started working and developing his own ideas in mathematics. He used to write
his ideas and results and make notes on his findings.
5. Three of his research note books are available to us. They are called
Ramanujan’s Frayed Notebooks.

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6. He found a book ‘Orders of Infinity’ written by G. H. Hardy. He wrote a letter to him
in which he mentioned 120 theorems and formulae. Hardy was quick to recognise
his genius and he responded by arranging for him a passage to London.
7. Despite his lack of required qualification he was allowed to enroll at Trinity
College from where he got his Bachelor of Science degree in less than two
years.
8. He formed a wonderful team with Hardy and J.E. Littlewood and made amazing
contributions to the field of mathematics. He published many papers in London.
He was the second Indian to be elected Fellow of the Royal Society of London
and the first Indian to be elected Fellow of Trinity College.

 CHANDRASEKHARA V. RAMAN (1888-1970)

1. Chandrasekhara V. Raman, popularly known as C.V. Raman, was not only a great
scientist but also believed in the promotion of human well being and human
dignity.
2. C.V. Raman was born on 7 November 1888 in Tiruchirapalli, in Tamil Nadu.
3. He grew up in an environment of Sanskrit literature, music and science. Nature
had gifted him with great power of concentration, intelligence and spirit of
inquiry.
4. He stood first in the Indian Audit and Accounts (IAAS) Examination and was
appointed as Assistant Accountant General in the Finance Department in Calcutta
at the age of nineteen.
5. On his journey to England, he was greatly attracted by the blue colour of the sea.
He was curious to know why it remained blue even when big waves rolled up.
6. He conducted many experiments and prepared a long paper on molecular
scattering of light and sent it to the Royal Society of London. The world of
science was dumb struck at the brilliance of his mind.
7. He was quite famous for his experiment Raman effect.

 JAGDISH CHANDRA BOSE 1858-1937

1. J.C. Bose another great scientist of modem India brought glory and respect for
the country.
2. He was born on 30 November, 1858 at Mymensingh, now in Bangladesh.
3. He made an apparatus to study the properties of electric waves.
4. For his paper on “The Electromagnetic Radiation and Polarization of Electric
Ray”, he was made a Knight in 1917 and Fellow of the Royal Society of London in
1920. He was the first Indian scientist in Physics to receive this honour.
5. Dr. Bose is famous all over the world as the inventor of Crescograph that can
record even the millionth part of a millimeter of plant growth and movement.
6. He was the first to invent a wireless coherer (radio signal detector) and
an instrument for indicating the refraction of electric waves

 HOMI JEHANGIR BHABHA (1909-1966)

1. Dr. Homi Jehangir Bhabha was a great scientist. He led India into atomic age.
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 He is called the father of Indian Nuclear Science.

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2. Dr. Bhabha joined the Indian Institute of Sciences at Bangalore as a Reader at
the request of Dr. C.V. Raman. Soon he became a Professor of Physics.
3. It was here that he got the idea of building a research institute for some of the
new areas of Physics. He took a very bold decision and wrote a letter to Sir
Dorab Ji Tata suggesting that an institution should be established which would
lay the foundation of India as a world nuclear power.
4. As a result, Tata Institute of Fundamental Research (TIFR) was started in 1945, at
Dr. Bhabha’s ancestral home.
5. India’s first atomic research centre now called Bhabha Atomic Research
Centre (BARC) was established at Trombay.
6. India’s First atomic reactor, Apsara was also established under his expert guidance.
Bhabha became the first chairman of the Atomic Energy Commission set up in
1948.

 DR. VIKRAM AMBALAL SARABHAI (1919-1970)

1. Dr. Vikram Ambalal Sarabhai is another great genius of modem India. He was
the main personality behind the launching of India’s first satellite Aryabhatta.
2. He studied cosmic rays under the guidance of Dr. C.V. Raman and received his
Ph.D. degree from Cambridge University.
3. He was a great industrialist. Today, there are many industries founded by him
such as Sarabhai Chemicals, Sarabhai Glass, Sarabhai Geigy Ltd., Sara Bhai
Merck Ltd. and many others.
4. He also helped in saving crores of rupees for India by starting the mission of
manufacturing military hardware and producing antibiotics and penicillin in
India which were being imported from abroad.
5. Dr. Vikram Ambalal Sarabhai established many institutes which are of
international repute. Most notable among them are Indian Institutes of
Management (IIMS) which are considered world class for their management
studies.
6. He was the Chairman of the Indian National Commission for Space Research
(INCOSPAR) and of the Atomic Energy Commission. He directed the setting up
of Thumba Equatorial Rocket Launching Station (TERLS).

 DR. A.P.J. ABDUL KALAM

1. Dr. A.P.J .Abdul Kalam, the eleventh President of India was born on 15 October,
1931, in the island town of Rameshwaram, in Tamil Nadu.
2. He was awarded the Bharat Ratna, India’s highest civilian honour in 1997 for
his contributions in the field of science and engineering.
3. Dr. Kalam served in Indian Space Research Organisation (ISRO) from 1963 to 1982.
At Vikram Sarabhai Space Centre, he developed the Satellite Launch Vehicle (SLV
3), which put the satellite Rohini into orbit.
4. In 1982, as Director, Defence Research Development Organisation (DRDO), he
was given the responsibility of Integrated Guided Missile Development
Programme (IGMDP)

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5. He developed five projects for defence services - Prithvi, Trishul, Akash,Nag and
Agni. He led India into an era of self-dependence. Agni, which is a surface to
surface missile, is a unique achievement. Its successful launch made India a
member of the club of highly developed countries.

 The Role Of Gurukulas in Education System

1. It was a residential schooling system whose origin dates back to around 5000 BC
in the Indian subcontinent.
2. It was more prevalent during the Vedic age where students were taught
various subjects and about how to live a cultured and disciplined life. 3.
3. Gurukul was actually the home of teacher or Acharya and was the centre of
learning where pupils resided till their education got complete.
4. All were considered equal at the Gurukul and guru(teacher) as well
as shisya (student) resided in the same house or lived near to each other.
5. This relationship between guru and shishya was so sacred that no fee was
taken from the students. However, the student had to offer a gurudakshina
which was a token of respect paid to the teacher.
6. It was mainly in the form of money or a special task that the student had to
perform for the teacher.
7. The main focus of Gurukuls was on imparting learning to the students in a
natural surrounding where the shisyas lived with each other with brotherhood,
humanity, love, and discipline.
8. The essential teachings were in subjects like language, science, mathematics
through group discussions, self-learning etc. Not only this, but the focus was
also given on arts, sports, crafts, singing that developed their intelligence and
critical thinking.
9. Activities such as yoga, meditation, mantra chanting etc generated positivity
and peace of mind and made them fit.
10.It was also mandatory to do daily chores on own with a motive to impart
practical skills in them. All these helped in the personality development and
increased there confidence, sense of discipline, intellect and mindfulness which
is necessary even today to face the world that lay ahead.
11.Unfortunately, the above concept has disappeared and the modern system
of education brought to India
12.There is a total absence of personality development, creation of moral
conscience and ethical training
13.One of the biggest flaws about this education is that it is more commercial in
nature rather than an institutional concept that should impart holistic learning
to the students.
14.The Gurukul system focussed on applied knowledge that prepared the students in
all fields of life.
15.The application of the Gurukul system instead can work on a value-based
system where focus can be given on the uniqueness of child so that they can
excel in their area of interest. This will also build a good character which is far
away from fierce

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competition and increased stress levels that usually leads to depression.

 Value based education

1. Values-based Education is an approach to teaching that works

with values.

2. It creates a strong learning environment that enhances academic

attainment, and develops students' social and relationship skills that
last throughout their lives.

3. The positive learning environment is achieved through the positive

values, creates a better learning environment, in which students are
able to attain better academic results.

4. It provides students with the self-esteem and confidence to explore

and develop their full potential. It leaves no student behind,
irrespective of his or her background.

5. In the present time, our education system lays emphasis on

memorization, and not on the values, here is mere rote learning of
factual information and a person’s out of box thinking doesn’t develop
here.

6. Today, the crisis of moral values in modern society can be easily seen
in every sphere of our life, for example, increasing cases of young
children committing crimes where our educational institutions may be
producing intelligent and smarter students, but they have failed to give
right values, in them, to become a better human.

7. Education is not limited to the classroom only. It’s a lifelong process for
optimum development of an individual’s personality. In practical life, it is
translated into qualities of truthfulness, self-confidence, purity in
personal life, love & compassion towards all human beings and an
integration of mind, body and intellect.

8. To summarize, value education has the capacity to transform the

diseased mind into a very young, innocent, healthy, natural, fresh
and attentive mind.

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