Vedic Institute at Alandi

Submitted in partial fulfilment

of the requirements of the degree of

Bachelor of Architecture
by

Meghana Tukaram Burud

Exam Roll No. 65

Research Supervisor:
Prof. Rekha Nair

University of Mumbai
Sir JJ College of Architecture
2022

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 Sir J J COLLEGE OF ARCHITECTURE

78/3, Dr. D.N. Road Fort, Mumbai - 400001

PROJECT REPORT ON

VEDIC INSTITUTE

SUBMITTED TO

MUMBAI UNIVERSITY

BY

MEGHANA TUKARAM BURUD

EXAM ROLL NO. 65

(FIFTH YEAR B ARCH)

2022-2023
Sir J J COLLEGE OF ARCHITECTURE

78/3, Dr. D.N. Road Fort, Mumbai – 400001

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 This is to certify that this design dissertation of VEDIC INSTITUTE is a bonafide work
of Meghana Burud, a Final Yr. student of Bachelor’s Degree of Architecture in Sir J. J
College of Architecture, Mumbai, under the University of Mumbai and has been
completed under my guidance and Supervision.

Seat No: Date of Submission:

Prof Rekha Nair

(Project Guide)

Principal

Date: ____25st November 2022_____ (College Seal)

Place : Mumbai

Jury Member Jury Member

Name and Signature Name and Signature

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 Declaration

I declare that this written submission represents my ideas in my own words and where others'
ideas or words have been included, I have adequately cited and referenced the original sources.
I also declare that I have adhered to all principles of academic honesty and integrity and have
not misrepresented or fabricated or falsified any idea/data/fact/source in my submission.
I understand that any violation of the above will be cause for disciplinary action by the Institute
and can also evoke penal action from the sources which have thus not been properly cited or
from whom proper permission has not been taken when needed.

-----------------------------------------

(Signature)

Name of Student : Burud Meghana Tukaram

Exam Roll No. 65

Date: 25-11-2022 Place:

Mumbai

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 VEDIC INSTITUTE

-MEGHANA BURUD

Sir JJ College of Architecture, Mumbai

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 ACKNOWLEDGEMENTS

This thesis has been completed with the help of many well-wishers. I would like to thank
my guide Professor Mrs. Rekha Nair, who provided the inspiration, valuable inputs from
time to time and overall guidance for the project. The benefit of their knowledge and
experience, which helped me in completion of my thesis. I am grateful and in debited to
them.

I would also like to thank My Parents who supported me during the process of designing,
and also for encouraging me always during my thesis.

And last but not the least, I would also like to thank my friends Shejal Awaghad, G
Jagadeesan without them my thesis on Vedic institute was incomplete they supported me
helped me for my thesis wor

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 SYNOPSIS

Hindusism is an old and major religion with over 900 million followers in India
and around the World. It’s origin can be traced to the Vedic civilization .The Vedic
civilization was very advanced in studies, not only of religion and spirituality, but also
of natural and material sciences, agriculture , physics mathematics etc. They undertook
of the knowledge gained in this period ,meant to be passed on with compiling the main
text of Hinduism ”The Vedas “, which was propagated by the rishis.

Vedas and Vedanta are the guiding principles of Hinduism.with passage of time,
Hindusim which was once resurrected (Breathing new life ) by Sankara again fell in into
disregard , and out of the 1131 Veda Shakhas ,only 12 are fully available Today,The
India , in the process of economical and social progress has turned his back on the
guardians of Vedic culture.The proof of this is in the fact that there are only 2000 Vedic
scholars in our country .It is essential that we learn the Vedas and preserve the available
Holy text for posterity .The Veda Gurukulam center for Vedic studies at Alandi is a small
step in the direction.

Alandi is situated on the banks of the Indrayani river. Indrayani river originates in
Kurvande village near Lonavala,in the Sahyadri mountains of Maharashtra , India. It
flows east and meet the Bhima river , which came from the Bhimashankar Jytotirlinga
montain , through the Hindu pilgrimage centers of Dehu and Alandi. The Vedic school
situated in Alandi , were students will study the Vedic Education and advanced and
modern education system .

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 TABLE OF CONTENTS

ACKNOWLEDGEMENT……………………………………………………………..i
SYNOPSIS…………………………………………………..…………………………ii

1. CHAPTER 1

INTRODUCTION .................................................................................................... 1

1.1 Importance of Vedic Study ......................................................................................... 4

1.2 The Vedic Civilization................................................................................................ 5

1.3 The Vedic Age ............................................................................................................ 8

2. CHAPTER 2
RESEARCH DESIGN............................................................................................ 20

2.1 Research Aim ........................................................................................................... 22

2.2 Research Questions .................................................................................................. 22

2.3 Research Objectives ................................................................................................. 22

2.4 Research Methodology ............................................................................................. 22

2.5 Applicability in terms of Architecture Design .............................................................. 24

3 CHAPTER 3

BACKGROUND STUDY ..................................................................................... 26

3.1 The Vedas…………………………………...……………………………..………27

3.2 Elements of Vedic thought and culture .................................................................... 29

3.3 History & Origin of Sanskrit ................................................................................... 30

3.4 Integral Psychology in Vedic Science ………………………………………… 32

3.5 Vedic Literature ....................................................................................................... 33

3.6 The Smritis .............................................................................................................. 37

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3.7 The Upavedas………………...……………………………………………………38

3.8 Vedangas ................................................................................................................. 40

3.9 Dharmashashtra ....................................................................................................... 42

3.10 The Ithihasas………………………………………………………...…………44

3.11 The Puranas…………………………………………………………...………..47

3.12 The Yoga History ............................................................................................... 49

3.13 Old Universities ................................................................................................. 52

3.14 The Mandala in Townplanning .......................................................................... 55

3.15 System of Education .......................................................................................... 60

4 CHAPTER 4
LITERATURE REVIEW ................................................................................ 64

4.1 Introduction .............................................................................................................. 66

4.2 Related Literature Review ........................................................................................ 66

4.3 Conclusions of Literature Review ............................................................................ 71

5 CHAPTER 5
CASE STUDIES ............................................................................................... 72

5.1 MIT Institute of Vedic Science, Solapur ................................................................. 74

5.2 Hindu University of America , Florida ..................................................................... 80

5.3 Chinmaya Vidhyala (CBSE School), Himachal Pradesh ......................................... 81

5.4 BAPS Swaminarayan School , Nagpur , India …………………….………………..84

6 CHAPTER 6
DESIGN INTENT ............................................................................................ 94

6.1 Approach .................................................................................................................. 96

6.2 Design Aim and Objectives ..................................................................................... 96

6.3 Inference ................................................................................................................... 97

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6.4 New Education Policy………………………………………………………….....99

7 CHAPTER 7
SITE ................................................................................................................. 114

7.1 Site .......................................................................................................................... 116

7.2 Site Selection .......................................................................................................... 118

7.3 Site Analysis ……………………………….................................................……..119

7.4 Climatic Analysis .................................................................................................. 120

7.4 Site Selection Criteria ……………… ………………………………………….122

7.5 Need of Vedic Science Education ........................................................................ 122

8 CHAPTER 8
DESIGN BRIEF.............................................................................................. 124

9 CHAPTER 9
BIBLIOGRAPHY ........................................................................................... 132

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 CHAPTER 1

INTRODUCTION
An overview of Vedic School &Institute and its need to the Modern
world and Current Education System.

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 INTRODUCTION
Since education has been linked with employment and not knowledge in present
society.The Vadic system is dying due to lack of employment potentials. Moral education
was a perennial aim of vedic education. The function of schools, were not only to make
the people knowledgeable but also to make them well cultured. However, with
industrialization, I personally feel that moral education has lost its roots. We are living
in an age of rapid scientific and technological change, we also do not deny that such
changes have varying impacts on different social groups within the same society and
across different societies.. We have ignored the ideals of truth in search of material life.
The principles of Vedic education have been a source of inspiration to all educational
system of the world. These days it has become a big problem for modern institutions that
how to tackle with the students and how to impart moral values,because due to
indiscipline educational environment has become so venomous.Their is no sense of
discipline among modern students.the technology which we can use for improving our
knowledge and skills but we have made it harmful by often using it for entertainment
purpose only.Modern students are not morally perfect and they behave irresponsible.we
can say that it is the influence of materialistic mode of life or it may be an effect of
improper care by parents or it may be an effect of change in the society and changing
family environment. Vedic ideals of education has tendency to change the minds of
people and their character .It has tendency to convert the bad into good. Because the
ultimate aim of Vedic education was development of personality and character. If modern
student want to achieve perfect mastery over senses then he has to follow the ideals of
vedic education. The ultimate aim of education should not be to full fill the desires of life
in this world, but for complete realization of self for liberation of soul. Moral education
motivates me to present the importance of Vedic education, because moral education
makes a man civilized, cultured.Without moral education a man can not be able to
differentiate good and bad.The root problem in modern era is the adaptation of a
materialistic mode of life.These days life has become totally full of show and
fashion.According to Vedas, the important aspects of education is to train the young to
be truthful because the Nobel soul who pursues the path of truth is never defeated. In
Vedic period teaching was considered a holy duty and it shows the world that how much
responsible was a Vedic teacher as compared to modern period.Here moral education
motivates me to present the importance of Vedic education and in my whole research

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proposal I will focus on this, because moral education makes a man civilized,
cultured.Without moral education a man can not be able to differentiate good and bad.
We lack in all disciplines, we have not understand our responsibilities. Now there is no
bond between teacher and student, curriculum is different. The primary aim of any
system of education should be development of a whole some personality. we can see all
such above statement fairly enough for a man to become as pious as possible but in our
modern world It seems impossible because everyone is trying to achieve material life.
Vedic period was totally a inspirational not only to our mother country but also to whole
world. The Vedas urge upon men to assemble on a common platform, to think together,
and to work together for achieving a common goal. Education alone is the panacea for
all social evils. .In vedic era education was must for everybody for becoming cultured,
not for making it a source of money.If we want better society, civilized people who are
ready to make contribution to the society according to their abilities,then it is necessary
to make moral education based on Vedic educational system available for ones reach.

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 1.1 IMPORTANCE OF VEDIC STUDY

From a very long time in India due to centuries of Foreign rules, India’s Vedic education
has been demoralized, fragmented and distorted. But now it’s time for total evolution of
objective and subjective sciences both approach of complete science. Now that all
subjective and objective approach of science have been separately and independently
unfold the field have been discovered in Vedic Literature.
Vedic literature is a daily part of our life. Vedic education is the core foundation of our
India’s cultural and rich heritage. No one is fully educated who cannot preserve and
expand his cultural heritage. The need of Vedic study is to maintain the discipline in the
educational institutes and create friendly relationship between teacher and students.
When people learn about the India’s ancient Vedas we discover that the tradition is about
5,000 years’ old which was guided by seers living in harmony with nature, chanting
mantras and performing mysterious fire rituals. In the modern age the image of Vedic in
the world appears to be fascinating but difficult to understand.
Education in India should be raised to the level of achievement where it is competent to
unfold the creative potential of consciousness, so that every student has the opportunity
to develop the full creative potential of the Vedas and Vedic literature within himself and
this will satisfy the Vedic tradition of education which is the Indian tradition of education.
The present system of education in India falls very much below this level, it is very
incomplete but it promotes more than knowledge
In prevailing system of education, every year a student gains some knowledge, but he
becomes aware of greater field of knowledge. In this way, present system of education
increase ignorance more than knowledge and in this sense it is only dangerous in contrast
to this Vedic system gives complete knowledge at every progressive step of gaining
knowledge year after year.
Let us not use our time in counting the in efficiencies of modern education because they
are countless. Let us not use our time to elaborate on the field of Total Knowledge.
The Shankaracharya of Kinch Pitham, Jayendra Saraswati says,” The quality of
education of children today will determine the quality of Life in India tomorrow.”

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 1.2 THE VEDIC CIVILIZATION

When the Indus Valley Civilization was on the path of its decline after defeating the
natural force, then a new civilization was knocking on the threshold of the northwestern
region of India, we know about this civilization, which has very different characteristics
from the Indus Valley Civilization, from the Vedas. That is why this civilization is called
Vedic civilization because the builders of this civilization were Aryans, this civilization
is also known as Aryan civilization.
The development of civilizations in ancient history has been somewhat reversed because
the land on which the people of the Indus civilization once lived the urban life in grand
cities and buildings, the people of the Vedic civilization were living rural life on the same
land from which the country and the country once lived. There used to be trade in foreign
countries, now only animal husbandry and farming were being done from the same land.

After the decline of the Indus valley civilization, the Vedic civilization established at that
place was much less developed than the Indus Valley Civilization. But today it has
become clear from the archaeological discoveries that by 1750 BC, the Indus Valley
civilization was almost completely finished and in this period the process of Aryans
coming to India had also started. Today all historians are agreed on considering the date
of the composition of Rigveda as 1500 BC, we can say with certainty that the Aryans
arrived in India between 1800 BC and 1500 BC, although there is peace in the Sapt
Sindhu region. And they must have struggled for a long time to put the system together
And only after that they would have got the opportunity to compose the Vedas. On the
basis of archaeological and literary evidence, the Vedic period is divided into two parts,
the Rig Vedic period and the later Vedic period. Till 1000 BC and the compilation of
information related to Samveda, Yajurveda and Atharvaveda is believed to be from 1000
BC to 600 BC.

Now the question is “Who were Aryans ?”. The word Arya means noble or noble. Root
word is an adjective used by the builders of Vedic civilization to address themselves. If
we describe the Aryans, they are in the form of fair complexion, Hhandsome, curly hair,
long nose and powerful shoulders. Mainly he used to ride horses, he was proficient in

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swordsmanship and arrow command ,they were masters at commanding bows and during
the wars battles they used various weapons Shield, Armor and were using horse chariots
.
Along with what they used to do, they were also skilled in agriculture and animal
husbandry. But they did not know the script, they used to pass their knowledge from one
generation to another through hearing and by hearting and that is why Vedic literature is
also called Shruti literature.
Daas and Dasyus: Aryans used to call people other than their loved ones as Das or
Dasyus, in Rigveda, Dasas or Dasyus are called Akarman who does not perform Vedic
actions, Ayajvan those who do not believe in Vedic deities and Mridhwaka those who
speak unfamiliar language etc. It has been described in the Rigveda that it is also called
Shishan Deva Linga worship.

“Where did Aryans Came from?” There is a lot of controversy among historians about
where the Aryans came from It is believed that the Aryans came to India from outside,
the most attested in this regard is considered to be Eurasia, located in the eastern part of
the Alps Mountains located in Eurasia .

At present, if we look at the descriptions made in the Rigveda, then there are 4 rivers of
Afghanistan in which Kubha Krumu Gomti and Suvastu are mentioned and 7 rivers of
Satya Sindhu region, which also get description of Sindhu Saraswati Shatudri Vipasa
Purushani Vitasta Askini. First of all, they would have settled in the northwestern region
of Afghanistan and Punjab and then later they would grow towards the east, the river
Ganga is mentioned only once and the Yamuna river is mentioned only three times in the
Rigveda.

It is clear from this that the geographical area of the Rig Vedic Aryans was limited from
Afghanistan in the west to the banks of the Ganges in the east and from the western
Himalayas in the north to the northern border of Rajasthan in the south, but after that the
Aryans in the later Vedic period Expanded in this area, the description of which we get
to see in the Shatapath Brahmin, he took control of Ganga Yamuna Doab and surrounding
areas and named it Brahma Arshrishi Desh. By taking control of the area between the
Himalayas and Vindhyachal, he named it Madhya Desh and later by taking control over

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the south-eastern regions of Bihar and Bengal, he brought the whole of North India under
his authority and named it Aryavarta.

In the long journey of 900 years from 1500 BC to 600 AD, the Aryans have made an
important contribution to the history of India, in the literary evidence of their contribution
is available through the Vedas, Puranas and Upanishads, and through excavation,
archaeological evidence is available, which is divided into more Vedic evidence and
post-Vedic evidence. Painted gray pottery is seen .

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 1.3 THE VEDIC AGE
After the decline of Indus Valley Civilization in 1500 BC, the origin of Vedic Age started
in 1500 BC – 500 BC. As per the theory of Max Muller (Indologist). Around this period,
the Aryans or Indo Aryans started migrating from southern Russia to the central India in
the north-west India from the Indo-Iranian region.

Fig 1. Migration of Aryans

The Aryans migrated to India in different groups through the northwestern mountains.
The early life of Aryans mainly doing Pastoralist (grazing of cattle, sheep, goat rearing),
agriculture. we get to know about Aryans from the Rig Veda. The name of Aryans is also
appeared in the Iran holy book Kassite inscriptions of 1600 BCE.
During the Early vedic or Rig vedic period the Aryans initially settled in the valley
ofnorth-west india and the plains of Punjab . In the Later vedic period the another group
of Aryans moved into the Indo –Gangetic plains . They had a nomadic life and were
mainly in search of pastures. After the 6th century BCE. The Aryans. Occupied the whole
north India. Occupied the whole north India also known as Aryavarta.
The Vedic period from 1500 BCE – 600 BCE is divided into two parts :
 The Early Vedic period known as Rig Vedic period from (1500BCE to 1000
BCE).
 The later Vedic period ( The Yajur Veda , Sama Veda , Atharva veda ) from (1000
BCE – 600 BCE).

Original Home of Aryans

As per the History, different scholars. have identified different regions as the original
home of Aryans.

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 Some historians or scholars say that the original home of Aryans was the Central
Asia.
 Some say that original home of Aryans was this southern Russia Near the Caspian
Sea migrated to European countries, Persia And India. However, the theory of
Southern Russia was widely accepted by the historians. Move from different parts of
Asia and Europe. They entered to India in 1500 BC. And was also known as Indo
Aryans. They used to spoke. Indo Aryan language Sanskrit.

Fig 2 . Aryans Migrating to European Countries

Tribal conflicts during end of Harappan civilization and start of vedic period
While migrating to the Central Asia, the first group of Aryans Fought against the
Dravidians. Also known as the people of Harappan civilization. And other habitants
home they defeated and was supposed to have been pushed towards the southern India.
The enemies of Aryans were also known as. Panis or Dasas. The dasas where the cattle
thieves and the dasas were denoted as slaves. Dasas were given less importance because
of their dark skin and flat facial behavior.

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 1.3.1 Early Vedic Period or Rig Vedic Age (1500BCE-1000BCE)

Fig 3. Region Aryans Established in Early Vedic Period

Rigvedic period of Indian history And there is a time
when the Aryans have been completely established on
the west-north region of the Indian subcontinent, at
this time various Shukuls used to build Supto according to their lineage tradition.
Mandals ranging from two to seven in the ten mandalas of Rigveda are mainly this order.
The most ancient part is the rest of the mandala, left at the end of the Rikvedic period,
most historians consider those ancient hymns of Rigvedha to be the OK period and finally
the period of Sahita creation between 15 BC to 1000 BC and that's what we see this entire
period as Rigvedic period, in ancient times there used to be different branches of
Rigveda. Out of which the five major branches are Shakal, Bashkal, Ashvalayana,
Shankhayan and Mandukayan, today only the Shakal branch is available, which has been
completely in its pure form of Indo-European language through the Vedic reading
tradition for the last three thousand years which has been completely in the pure form of
its Indo-European language through the Vedic reading tradition for the last 3000 years
and this is the reason that even today the recognition of the best of the request remains,
including the request, there are ten circles, which we can also do chapters. Whose 100028
suits have 100080 suits.

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Geographical Expansion of Aryans in Rigvedic period.
In the Rigveda, there is a mentioned the residence of Aryans, which means the region of
7 rivers, the ancient and modern names of these rivers are something like this, In Rigveda
Indus river was the most important river and after that most pure was the Saraswati River
, she is also called as Goddess and Mother . Altogether twenty-five rivers are mentioned
in the Rigveda, but in the names of rivers only 21 rivers are been mentioned .Rivers from
Afganisthan, Like Kubba ,Krumu , and Suvastu along with these rivers Ganga river is
mentioned only one time and Yamuna river mentioned is found thrice, a small mujwant
of the Himalayan mountain is also mentioned in the Rigveda, but the mention of the
Satpura mountain is not found in the request, on this basis the geographical area of the
Rigveda civilization is considered limited to the present-day Afghanistan, Pakistan and
the western north of India.

Political life in Rig vedic period

In the Rig vedic period , the base of the state was the Family , The Head of the
Family was Kulap or Men also called Grahapati. Villagers were formed on the basis on
Kul , whose chief was the Villager or Gramin. Many Villagers together made a Vish
whose head was called Vispati , whose chief was called Janapati or a King , many people
together formed the Nation , whos head was called the emperor,.thus Aryans he
administrative unit was divided into 5 parts .Kul , Gram , Vish, Jana and Rashtra. In
which the total village, the people and the nation were included, along with the monarchy
in the Rig Vedic period, the existence of democracy is equally visible in the democratic
institutions, the assembly committee, vidat and gana were the main institutions, among
these was the oldest institution of law, in which the production of produce The division
of the part and the division of the looted goods after the battle were discussed on .
While the samiti represented the general public, the samiti had the right to appoint and
remove the king and to exercise control over him. In the Vedic period, the king's authority
is very limited. The king was neither the owner of the land nor had his own There was a
standing army, he had neither the right to interfere in judicial matters nor to demand sikar,
in such a situation, the subjects themselves had voluntarily given the tax to the king,
which was called Bali. Instead of sacrifice, the king used to take the responsibility of

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protecting the subjects. In the Rigveda, the king is said to be Gopta Janasya i.e. protector
of the clan and Purabhita means the conqueror of the cities.

War During Rig Vedic Period

In the Rigveda, a detailed description of the battle between King Sudas of the Bharata
dynasty and 10 other kings on the banks of the Parushni river is found, which is known
as the Dasaraja war which had established dominance.

Social Life in Rig Vedic Period

Rig Vedic society was a patriarchal society, the head of the smallest cow bridge in the
society was also called Kulap, but despite being a patriarchal society, women were given
due respect, during this period women used to participate in politics, committee and
electricity. The description of the active participation of women in the councils is found
in the Rigveda. Women could also participate in the sacrificial works with their husbands.
Child marriage, the purdah system and the practice of Sati was not prevalent in the Rig
Vedic period. Rather, women had the equal right for education.

In the Rigveda, there is a description of learned women like Gargi, Maitriyi ,Katyayani,
Lopamudra, Ghosha, Sikta, Apala and Vishwavara, along with this, widows were also
allowed to remarry. It was considered a sacred sacrament and there was no practice of
dowry in marriage.

We get to see the primary form of the varna system in the tenth mandala of Rigveda, in
which a person proficient in education, a Brahmin, a person skilled in war, a Kshatriya,
a person doing agriculture and business, a Vaishya, a person who served all these, used
to call the person Shudra in the Rig Vedic period. The system was implemented on the
basis of karma, not on the basis of birth or caste. Talking about food in the social life of
Rig Vedic period, we get the mention of both vegetarian and non-vegetarian food from
Rigveda.
Dice playing , dance, horse racing by these people for entertainment, we also get the
description of these activities in Rigveda.

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Economic Life in Rig Vedic Period

Rig Vedic period Aryans lived a rural and tribal life, animal husbandry was their primary
and agriculture was their secondary occupation, they considered the cow as the most
sacred animal. It was also used as a means of exchange. Horse was an important and
beloved animal . In the Rigveda, the horse has been mentioned many times in War .In
the fourth mandala of Rigveda, description of agricultural related works is also found,
but the work of Rig Vedic Aryans on agriculture and animal husbandry was more
emphasised. It was limited, no evidence of foreign trade was available in this period, due
to lack of currency, internal trade was done between people only through barter
exchange, cow ,horse were also used for the exchange of goods. Nishk may have been a
gold ornament or a piece of gold, in the Rigveda there is also a description about workers
like carpenters, chariots, weavers, tanners, potters etc.

Religious Life
Due to the Vedic civilization being mainly based on religious beliefs, we see the
importance of religious activities even in the Rig Vedic period. I do not find any mention
of idol worship, the purpose of their worship was to attain material pleasures and to
achieve this purpose, they used the method of Yagya as a medium.
In the Rig Vedic period, Dhos i.e. the god of the sky is considered to be the most
important deity and Indra is considered as the most important god, along with the war
leader. It is also said to be the destroyer .
Varuna, the third important deity of rigveda, is dedicated 30 suktas in rigveda to varuna
devta representing jalnidhi.

From all these descriptions received in Rigveda, it becomes clear that Rig Vedic society
was a nature worship society which had deep faith in God, whose influence was deeply
read on their political, economic and social life. That is why it is the responsibility of
every person who has faith in Sanatan culture to understand the pure nature of this
foundation and explain it to others as well. Today, whatever difference is seen between
Indian Sanatan culture and Vedic culture, the main reasons for this are seen in the post-
Vedic period.

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 1.3.2 Later Vedic Period (1000BCE-600BCE)

Fig 3. Expansion of Aryans in the Later Vedic Period

During the Later Vedic period ,The beginning of any iron discovery helped Aryans to
expand towards the central and eastern division of India, now the center of Arya
civilization has shifted from Sapta Sandhu region to Kurukshetra meaning Ganga named
as the Aryavarta(Northern India ), Madhya Desh(Central India )and Dekhinapa (The
Southern part of India ). In the story of Beyav of Shatapatha Brahmana, there is the
description of the further expansion of the river Sadanira is found, and expansion is
found, along with this, the Trikakud, Kronch, Mainak and other mountains studying in
the Eastern Himalayas is also found in the later Vedic literature.

In the Rig Vedic period, which was the largest administrative unit of the Aryans, in the
later Vedic period, it would grow to be called Janapada, as if the people of India and the
whole people together formed the Guru Janpad, similarly Panchal, who used to be the

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name of a poet in the beginning. After the name of a state, Panchal became the most
developed country of this period. In the Rig Vedic period, which was the largest
administrative unit of the Aryans, in the later Vedic period, it would grow to be called
Janapada, as if the people of India and the whole people together formed the Guru Janpad,
similarly Panchal, who used to be the name of a poet in the beginning. After the name of
a state, Panchal became the most developed country of this period.

Polity during Later Vedic Period/Iron Age

Due to the increase in size, the importance of the king, power and rights expanded greatly,
then the position of the king became completely hereditary, not being appointed as a
public, the importance of democratic institutions like assembly and committee decreased
in this period, now there is no trace of pain. The theory of the origin of this group of
kings is now first seen in the Aitareya Brahmin, due to the increase in the rights, the king
now came to be known by the names of Emperor Ek Raat and Adhiraj and various names
The number of officers who used to be gems to help the king has also increased
tremendously, 12 types of compositions are mentioned in the Shatapatha Brahmana. It
used to be that a regular tax had been done in the later Vedic period, its quantity used to
be 1 to 16 Ma, along with this there was an increase in the number of weapons suitable
for the king's army and vid, but the son army yet to expand

Social Life
The social life of the later Vedic period sees a lot of changes compared to the social life
of a Vedic period, although the society was still a patriarchal society, but the status of
women had declined drastically. Upanayana sanskar or ceremony for women’s was
banned.(Ritual of receiving a white sacred thread wearing it from left to right shoulder,
crossing from chest.)The women’s were not given the property of her Father .women’s
were denied to enter to the Yagya and sabha was strictly banned. In Aitareya Brahman
the Girl child was shown as pain of all reasons ,in comparison to the Rig Vedic Era the
Later Vedic Era the Decrease in Position and Dignity of Women can be seen .

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Caste System
The caste system in the Rig vedic period , which was based on karma, became based on
birth, by the time of the later Vedic period, the systems also became genetic, due to which
other categories emerged in the society and those categories started changing into
different castes. The importance and supremacy of the brahmins increased significantly
due to the increase in importance.
The Importance of Pooja and Yagya was increasing as per the caste system Bramhins
were called Sarwashreshta ,Second was Kshatriya’s ,Third Vaishya and Last Shudras
were pushed to the last and the junior position.
Brahman , Kshatriya and Vaishya has the right of doing Upanayana Sanskar , but Shudra
was disqualified from this right. Shudra was working in the service of all the three above
Varnas. The Brahmins and Kshatriyas were living on the revenue of Vaishyas.

New System
A new system appears in social life and that is the gotra system, in fact the place where
the formation of the entire clan was collected was called gotra but later the meaning of
the word was changed and it was associated with the Vansh(Generations). The gotra
became the main basis of the identity of the clan, in this sequence of changes in social
life, we see another system especially in the later Vedic period and that is the ashram
system, under this system the human.
Under the system of ashram system, human life
was divided into four parts: Brahmacharya,
Grihastha, Vanprastha and Sanyas. Chandogya
Upanishad gives details of three Ashrams and
Jalopanishad gives details of 4 Ashrams. Along
with this, we get 16 types of sacraments and 8
types of marriages. seen in this period

Fig .5 Caste system in Rig vedic period

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 Fig .6. Types of Ashram System
Agriculture
In the later Vedic period, instead of animal husbandry, agriculture became the main
occupation of the society and the main reason for this was the discovery of iron. and
commerce expanded.In Shatapad Brahman agriculture related Plowing , Sowing ,and
Harvesting is described in this.
In Rig Vedic Period the trade was through Goods or exchange of things . But during the
Later Vedic Period slowly the currency began to be described. Their were 4 types of
Mudras (Currency)- Nishk , Shatman , Krishnal , Fart .

Crafts
People of this period made different varities of Potteries. Black and colored pots, Red
and Black coloured pots ,Red colored pots , and Painted grey pots . Making these types
of pots the pottery industry was also done on a large scale. Except from copper and iron
, bronze , gold , silver and lead utensils were also used. The metal smelting industry had
also became an important industry of the later vedic period.

Nature of worship
The biggest change of Rig Vedic and Later Vedic period was that the people of Rig vedic
era were nature worshiping society. But in the Later vedic era the rituals , animal sacrifice
and human sacrifice were given more importance .Not only Yagya but many anushtan ,
Mantra vidhis and Pashu Balis and Nar Bali were prevailing .

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 Fig.7 Lord Indra Fig.8 Lord Agni

Lord Indra and Agni were the chief Gods in the Early or Rig Vedic Era .Their Importance
was diminishing in the Later Vedic period.Now Lord Prajapati(Bramha), Lord
Rudra(Shiva) , Lord Vishnu’s importance was started to began.

Fig.9 Lord Bramha Fig.10 Lord Shiva

Fig.11 Lord Vishnu

Due to the Strict Varna Vyawastha the Lord of Agriculture (Lord Indra) was only the
god of Shudras. During this period the Idol Worship of Gods was also taken place.
Ramayan and Jaysahita(Mahabhartha) both these great epics were also composed in this
time period .

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 Fig.12 Ramayan Fig.13 Mahabharata

Types Of Yagyas during the Later Vedic Period :

Due to economic prosperity in the later Vedic period, large yagyas were organized by
the kings and priests, in which the Rajasuya Yagya was related to the coronation of the
king.

Vajapeya yagya performed by the king to demonstrate his power.

Ashwamedha Yagya, which was the most important sacrifice, in which a horse was
released by the king to increase the extent of the empire. Other than this Agnishtom
Yagya , Sautramani Yagya(Animal Sacrifice) and Purushmedha Yagya(Human
Sacrifice) were done during this period.

Due to this increasing influence of the Bali or Sacrifice system, rituals have been severely
criticized in the Upanishads composed in the last phase of the later Vedic period.
The harsh varna system of the later Vedic period, the decline in the condition of women
and the increasing influence of rituals, resulted in the emergence of a second class
opposing these stereotypes in the soc

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 CHAPTER 2

RESEARCH DESIGN

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 2. RESEARCH DESIGN

2.1 Aim: The aim of this dessertation is to study about Vedic science, it's culture,
thoughts ,rituals and and education system and interpretating them into today's modern
education . Their culture, human values and aspirations ; personality development in
children,and to built their personalities in a multi dimensional manner with creating new
educational opportunities for them.

2.2 Questions:
1. What is the present condition of Vedic Education in India?
2. What are the living conditions of Vedic Gurus and Shishyas is it still the same in the
modern world?
3. What is the importance of Veda in education system ?
4. What does Vedic Literature contain?
5. What do the Vedas teach Hinduism .
6. How can we incorporate Vedic Education in the Modern Education system ?

2.3 Objectives:
 Preserving and spreading our Indian Culture and values to the next
generation.
 Focusing on Practical knowledge than theoretical knowledge
 Character formation in children , Respecting each an every individual .
 Have faith in god
 Obedience of civic duties and values
 To enable the student to apply the principles and techniques of vedic
educational psychology in developing the integrated personality.

2.4 Research Methodology:

This research is very site-specific & user-specific. Primarily divided in 2 parts: Collection of
Data and Analysis.

Collection Of Data:

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1. Primary Data:
Data obtained from the site visit, related live case studies of similar projects,
questionnaire, interviews.
2. Secondary Data:
Data obtained from the related literature study, books, articles, research papers, reports,
websites, etc.

Collection of Data covers following methods:

 Surveys and interviews to find out the existing condition of Vedic education in today’s
world.
 Interviews to understand the needs, perspectives of common people and Vedic Gurus and
their expectations of the project.
 Site visit to understand the situation on the site.
 Following the approach of existing successful Vedic +_Modern Education projects.
 Case studies of Institutions having Schools and collges interpretating Vedic Education and
knowledge .

Analysis:

Correlating the data collected from case studies and the background study.

This part will analyze data collected at both the stages to arrive at a suitable Design
Intervention

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2.5 Applicability in terms of Architecture Design:

After analyzing the collected data, the researcher has come up with an architectural
intervention including following spaces which cater to respective parameters:
Yoga and meditation Centre, Training & Exhibition Centre, Accommodation for trainees &
visitors, Primary and higher educational system with curriculum and co-curriculum activities
and other community gathering spaces.

The intended Design Intervention will be constructed using vernacular techniques & materials
employed in the region, fitting in harmony with the context.

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 CHAPTER 3

BACKGROUND STUDY

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 3.BACKGROUND STUDY

3.1 Vedas
Veda is the first scripture of the world. On the basis of this , other religions of the world
were born , who propagated the knowledge of Vedas in different languages in their own
way .Vedas are based on the knowledge narrated by God to the sages , that’s why it is
called Shruti.In common language Veda means knowledge.Vedas are the house of
ancient knowledge science . It has solution to every problem of human.
Vedas are full knowledge related to almost all subjects like Brahmna(God) , God ,
Universe , Astrology , Mathematics , Chemicals , Medicine , Nature , Astronomy ,
Geography , Religious rules , History , Customs etc. According to a book, the Vedas
originated from the four mouths of Brahma.The vedas are almost the oldest written
document of human civilization.
The Vedas have four divisions :
Rigveda , Yajurveda , Samaveda and Atharvaveda.
Rig – Status , Yaju – Transformation , Sama – Dynamic and Atharva – Root.
Rig is also called Dharma , Yajur is called Moksha , Sama is Kama , and Atharva is
Artha.

On the basis of these , Dharmashashtra , Arthashashtra , Kama Shashtra and Moksha

Shashtra were composed.Veda is derived from the root of Sanskrit word ‘Vid’, which
means
 To know God , soul nature and mind .
 To be one with God .
 To obtain Salvation.
 To consider various relationships.
 To feel oneless with God.
 To tell glories of God .
 To dwell into the Mysteries of Universe .
Vedas believe in that Universe is formed by God .It also believes in rebirth and
immortality of soul . Justice should be done to all creature and we should live in
peace and harmony. They believe in the Concept of One God and One world and

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 the ultimate aim of life is to obtain salvation (moksha) in union with God. They
also believed in the Law of Karma .

3.2 Elements of Vedic Thought and Culture

3.2.1 Vedic Thoughts

Our Indian thoughts are strongly and deeply influenced by our Hindu thoughts and these
Hindu thoughts are strongly influenced by the Vedas , as we know that the Vedas are
4000 years old . Vedic thoughts place a great value on the human mind . When we try to
to deep study on vedic thoughts , we realize that we have to do a mental archaelogy , in
doing deep study in the Vedic literature .
In the oldest Rig Samhita , the involvement of chanting mantras and the hymns of Rig
veda can be seen , which is even dated to 6000 BCE, long before the development of the
cities of Indus and Saraswati valleys .Vedic thought is also believed the most ancient
philosophy of the world , it is the origin of many religious and Idealogies. The vedas and
the Upanishads are the key sources of Vedic philosophy.
The second portion of the Vedas , Samhita involes the singing od mantras using melodies
.
The Third portion of the vedas , Yajur Samhita which is extended into Brahmana texts
which involves chanting during rituals called Yagna.
The forth portion of the vedas are the Aryanakas , which involves private contemplation
on mantras .The fifth portion of the Vedas are The Upanishads , they emerged from the
reality of nature as revealed by the Vedas .This later came to know as Vedas which begab
around 1000 CE.
The Sixth portion of the Vedas are the Tantas and Agamas which are the temple rituals
that incorporates the characters of the puranas , it started from around 500 CE.
The Eighth portion of the Vedas are the Bhakti kavya is a devotional literature which
began around 1000 CE and brought vedic ideas to the common man .
When the Britishers came to India for the first time they translated the Vedas for the first
time in English . It forced Hinduism to reframe and reimagine itself .

3.2.2 Vedic Culture

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India and its Vedic culture has contributed much to the world. The Vedic tradition or
Hinduism is more than a religion it’s a complete philosophy and way of life. It is based
on Universal spiritual truths which is applied to anyone any time . It’s also called
Sanatana –Dharma , the external nature of soul. The Vedic tradition recognizes that the
individual soul is external , beyond the limits of body and one soul .The Vedic path is
based on regaining our natural spiritual identity .It offers personal freedom for one to
make his own choice of how He /she wants to pursue their spiritual approach .
When it comes to the Vedic culture we mostly talk about Hinduism ,Hindusim does not
claim any one Prophet or Savior , it includes all aspects of Gods , it does not describe to
any one philosophy it includes various schools of thought and understanding spiritual
truth including the religious rites , it does not include any particular scripture that can
help person to understand more about God and spiritual Truth . Thus , Vedic Philosophy
is more of way of living and an outlook of life than a religion.because of this Vedic
culture includes a variety of customs , ideas and philosophies .it allows people to advance
and understand our spiritual identity and transcendental truth .It allows everyone to
question the scriptures to increase one’s understanding .This flexibility is one of the
reasons that Vedic culture has continued over so many thousands of years .
Many varitations of philosophical thought or schools of religion can be viewed as
branches or tributaries of the great river of Sanatana- Dharma , which is the universal
spiritual knowledge and practice which is the essential teaching of Vedic literature . this
spiritual knowledge can be recognized in many forms of relgion and their scripture.
Vedic culture Is not an organized relgion like Chrishtianlity a or Islam. It has no single
founder .It has no hierarchy , though people recognize particular spiritual gurus
.Hinduism and Judaism are the sources of all modern relgions in the world .Buddhism ,
Sikhism and other religions were the outgrowths from Hindusim .

3.3 History and Origin of Sanskrit

Sanskrit is an ancient Hindu language , used as a dialect by the old Indo- Aryans during
2000 BCE. Its also known as Vedic Sanskrit , because of its origin in the Vedic
period.Vedic period originated around 1500 BCE its also referred as Brahmanical period
later known as Hindusim.Hence, Sanskrit is a traditional language of Hinduism and
Brahminism .

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Sanskrit is the mother of all languages in Indian constitution. Importance of Sanskrit can
be recognized in the Vedas , The Upanishads , the Puranas and the Dharmashashtras .
These are the secular and regional literature which were written in Sanskrit .These
languages help us in understanding better and make us appreciate the diversity and
richness of our culture.
Sanskrit originated somewhere around 2000 BCE or may be lot before. Aryans
arrived in India I the later part of 2000 BCE called as Indo –Aryans. 1500BCE is also
regarded as the beginning of the Vedic period. Sanskrit belong to the linguistic ancestry
of Proto – Indo- Iranian or Proto –Indo –European.because before arriving to India and
before getting the name Indo-Aryan. The Aryan race belonged to the European and
western Asian heritage. During the later part of 2000 BCE, a vast majority of European
language speakers came and rapidly spread across India.

Fig.14 The Indo-European Migrations

As per the history of human habitation in India ,some evidences are the rock shelters at
Bhimbetka in Madhyapradesh , Sanhao caves in Pakistan and the Edakkal caves in Kerela
are the proof that people lives in nutshell in India long before the Aryans arrived.Thus ,
when Aryans arrived to India they must have been encountered local people , who came
into India long before them . were they Dravidians or Tamilians or the tribals Mundas
/Adivasis we have no idea. We come to a conclusion that the Proto-Indo –European
language became Vedic Sanskrit around 2000BCE . by mixing with local civilizations
near Indus river. And Vedic Sanskrit became classical Sanskrit around 1500 BCE .
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Sanskrit in India was the first embodied in the Rig veda .The Rid veda was composed
between roughly 1700-1100BCE . It was Saint maharshi Panini a grat grammarian and a
scholar of Hindusim who analysed Sanskrit and its word formation .He then wrote a text
called Ashtadhyayi which was full of lond descriptive Sanskrit grammer.
After the Vedas , Sanskrit was used in composing Upanishads around 800-200 BCE
.Ideas such as Dharma and Karma came through Upanishads and Buddhist literature .
All Buddhist scriptures are written in Sanskrit .The initial Buddhist writings have rich
literature of the Mahayana school and the Hinayana school.Later , Buddha opposed the
use of Sanskrit as asked his followers to se vernacular language which was Pali.Pali
sounds closely related to the old Indo-Aryan Vedic Sanskrit .Sanskrit perhaps is the only
language that kept evolving even beyond the barriers of regions and boundaries.

3.4 Integral Psychology in Vedic Science

Integral psychology is a approach in understanding human behavior and experience .Its
main goal is to provide people better approaches in facing challenges in their individual
life. According to the scientific study , human behavior is of three conponents : actions ,
emoyions and cognitions .
Actions , emotions and cognitions are dependent with each other ,These 3 components
when work together allows a person to perceive the world soundly, Appropriately and
considerately .
It aims to draw a map to decipher the whole being of a person .It also aims to build a
bridge that a person can use towards concentional world. The benefits of Integral
Psychology :
Personal growth : this practice helps the person in a process of constant transformation.
Where you will get to know yourself better .
Expanding consciousness : it helps you to connect with the deepest part of yourself .It
also broadens your perspective .
Boosting Creativity : it helps you to comeup with the ideas to confront life’s problems ,
helps you to find the right way to oversome issues .
Finding resources to be healthy : helps in boosting awareness and spiritual connection
about your well being .

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 3.5 Vedic Literature
Vedic literature or Hindu scriptures are divided in 2 types: shruti and smriti .Shruti
Literature : The literature which was heard or communicated from the beginning , these
texts are authorless .Shruti consists of the four Vedas – the Rig, Sama, Yajur and Atharva.
According to scholars they were compiled between the seventeenth and fifth centuries
B.C.E.

Smriti Literature : In this the literature was remembered or created based on the
memory . These texts are written in Itihasas , Puranas , Dharma Shastra and other smriti
literature .The vedas are classified into shruti literature because the sages / rishis attended
this jana in the state of samadhi called shruti .

3.5.1 Vedh
Vedh is the book of Sanatan Dharma and world’s oldest bookThe Vedas are based on the
knowledge heard by the sages, that is why it is called Shruti. Veda is derived from the
Sanskrit word Vid which means knowledge. In which all the elements related to the world
and the hereafter are included. And the solution to the human problem is written in it,
Veda being the world's first book, as well as being a book on which no one has raised
any question till date, because the thing written in the Vedas proves to be correct from
both economic and scientific point of view by UNSCO. It has been called the first literary
document of human history, our sages have worked very hard to preserve the knowledge

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of Veda, that is why it is our duty to study Vedas when we get all the time and wipe its
importance to the world. Vedas are distributed into 4 types :Fig 15 Timeline of Vedas

Rigveda
The Rig Veda is the oldest among all the four Vedas and it is the earliest text of the Indo-
European languages. It is the oldest known Vedic-Sanskrit text. they were transmitted to
generations by rich oral literary traditions and they were put into writing during the first
millennium BCE. Rig means status knowledge Rig Veda is the first Veda, which is
completely pragmatic, There are 5 branches of Rigveda : Shakal, Vashakl , Ashwalayan
, Shankayan and Mandukayan, the geographical location and the invocation of the gods
are found, the Gayatri mantra is also mentioned in this mantra, in this information about
water, wind, solar mind and healing by Havan is also available.The Rig Veda consists of
the collection of prayers offered to various Gods such as Agni,Indra, Mitra, Varuna etc.,
by several sages and poets. About two-third of the hymns of Rig Veda, praises the gods
Agni and Indra. It comprises 10 books, also known as Mandalas which consists of 1028
hymns in about 10,600 verses. Out of the 10 books.
The various hymns of Rig Veda reveal the history of early vedic period.

Yajurveda
Yajur Veda is the second of four vedas and is known as the book of rituals. The Yajur
Veda was composed about one or two centuries after the compilation of the Rig Veda. It
dates back to 1000 to 800 BCE. It consists of recitations, mantras, chants and ritual
worship formulas which are involved directly in the worship services. This Veda contains
both prose and poetry. In this Veda, the rules of sacrifice and havan are mostly found,

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that is, how a man should use his acquired knowledge to attain salvation, apart from
Yagya, there is also a description of Tattva Gyan and Mystical Knowledge. The branches
are Shukla and Krishna Vesampayana Rishi is related to the sage Krishna has four
branches Yagyaval Rishi is related to Shukla also has two branches. It consists of 40
adhyayas and 1875 verses, most of which are developed from the verses of Rig Veda.

Samaveda
Samvedh means conversion and singing, it has the musical form of Rigveda's, this Veda
is considered to be the form of music scripture. And the ways of spiritual progress are
described, there are many blessing and calming prayers, which provide great help in
mental and spiritual development.Sama Veda is referred to as the Veda of chants and are
believed to be compiled during 1200 or 1000 BCE. It was compiled exclusively to serve
ritualistic purposes. The verses of Sama Veda are chanted during the ceremonies such as
soma sacrifice. It is the shortest of all the four Vedas and is closely connected to the Rig
Veda. It consists of 1549 verses, most of which taken from the Rig Veda (chiefly from
the 8th and 9th Mandalas). It is simply the reduced version of Rig Veda.
The three recensions( revised version of texts ) of Sama Veda are Kauthuma, Jaiminiya
and Ranayaniya. The Sama Veda samhita is divided into two parts – Gana and Archika.
The Gana part consists of the melody collections, whereas the Archika part consists of
verses corresponding to those melodies.
The Archika is subdivided into :
Purva Archika - It consists of 650 verses which are organised in the order of deities.
Uttar Archika - It consists of 1225 verses which are organised in the order of rituals
performed.
These verses of Sama Veda Samhita are addressed to three major gods – Agni, Indra and
Soma. These verses are sung in specific melodies and such songs are known as
Samagana.
The Gana part is further divided into
Gramageya - It consists of the melodies used for public recitation.
Aranyageya - It consists of the melodies used for personal meditative purposes.

Atharvaveda

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Atharva Veda is the fourth and final Veda and is widely referred as the Veda of magic
formulas. It dates back to 1000-800 BCE. Atharvaveda Atharva means Akampan
Atharvaveda is a combination of science and technical knowledge such as psychology,
sociology, economics, sage, Ayurveda, mathematics, astrology, chemical science, and
half of its Vedas are the most disturbed. This Veda is the purpose of Brahma knowledge.
and also tells the remedy of salvation, hence it is also called Brahma Veda.It consists of
730 hymns with 6000 mantras, which are divided into 20 books. Over 1200 verses in
Atharva Veda were derived from the early vedic text i.e, Rig Veda. About one-sixth of
the text is written in prose style and using Brahmanas language, whereas the rest are
written in poetic style. The Atharva Veda Samhita reflects the life of the Vedic people,
the society of its time and the geographical extension of the settlement of these people.
Out of the ten important Upanishads, 3 are part of the Atharva Veda. They are Mundaka
Upanishad, Prasna Upanishad and Mandukya Upanishad. Fig .16 4Vedas and Its Types.

The four Vedas are Rig Veda, Yajur Veda, Sama Veda and Atharva Veda. These four

Vedas are collectively known as Chaturveda.

Each of these four vedas are further classified into four divisions:

• The Samhitas:Mantras for recitation by brahmacharis (students).

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This text consists of a collection of mantras, hymns and prayers. They constitute the core
part of the Vedas.

• The Brahmanas:Rituals of worship for grihastas (householders).

It consists of the commentaries and interpretations of the mantras (Samhita). It is referred

to as the Karma Kanda part of the Vedas.

• The Aranyakas: Philosophical texts for vanaprashtas (retired life).

It is the third part of vedas and it discusses the philosophy behind the ritualistic
ceremonies and sacrifice. They are extracted from the Braahmanas.

• The Upanishads: Philosophical texts for sannyasis (renunciates).

These are the later vedic texts which form the foundations of Hindu religion. Here the
philosophical messages of the Vedas are discussed in the form of conversation between
the teacher and the student. They are derived from the Aranyakas.

3.5.2. The Smritis

He smriti shashtra is founded on the Sruti.The Smritis are based on the teachings of the
Vedas .The Smriti stands next to the sruti.It explains and develops Dharma.It lays down
the laws which regulate Hindu national, social , family and individual obligations.These
smiritis have varied from time to time.The smritis are related to the particular social
surroundings .Hindu society is founded on, and governed by, the laws made by these
three great sages. The Smritis are named after them. We have Manu Smriti or Manava
Dharma-Sastra (the Laws of Manu or the Institutes of Manu), Yajnavalkya Smriti and
Parasara Smriti. Manu is the greatest law-giver of the race. He is the oldest law-giver as
well. The Yajnavalkya Smriti follows the same general lines as the Manu Smriti and is
next in importance to it. Manu Smriti and Yajnavalkya Smriti are universally accepted at
the present time as authoritative works all over India. Yajnavalkya Smriti is chiefly
consulted in all matters of Hindu Law. Even the Government of India are applying some
of these laws.
The Sruti and the Smriti are the two authoritative sources of Hinduism. Sruti literally
means what is heard, and Smriti means what is remembered. Sruti is revelation and Smriti
is tradition. Upanishad is a Sruti. Bhagavad-Gita is a Smriti.

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Sruti is direct experience. Great Rishis heard the eternal truths of religion and left a record
of them for the benefit of posterity. These records constitute the Vedas. Hence, Sruti is
primary authority. Smriti is a recollection of that experience. Hence, it is secondary
authority. The Smritis or Dharma Sastras also are books written by sages, but they are
not the final authority. If there is anything in a Smriti which contradicts the Sruti, the
Smriti is to be rejected.

3.5.3 The Upavedas

Upavedas mean applied knowledge. Each Upaveda is associated with one Veda which is
the source of knowledge for that.
There are four Upavedas
Ayurveda
Ayurveda is the natural and ancient health
system of India .It is formed by linking the two
Sanskrit words Ayuh and Veda. Ayuh means
age or life and Veda means science or
knowledge.Ayurveda is the science of life and
knowledge of living and being in harminy with Fig .17 Ayurveda
ones external and internal environment. Ayurveda is a 5000 year old science coming
from the ancient Vedas of India .Ayurveda utilizes a wide variety of therapies to treat
diseases on the micro and macro level,internally,externally,emotionally and
spiritually.Ayurveda belives that the entire universe is composed of five elements
:Vayu(Air), Jala(Water),Aakash(Sapceor ether),Prithvi(Earth), and Teja (Fire).These 5
elements are also known as Pancha Mahabhoota in Ayurveda are believed to form the
three basic humors of human body .the 3 humors are the Vata dosha, Pitta dosha and
Kapha dosha togetherly known as “Tridoshas”.Their are 8 branches of Ayurveda :
1. Kaya chikitsa(Internal Medicine)
2. Baala Chikitsa(Pediatrics)
3. Graha Chikitsa(Demonology)
4. Urdhvanga Chikitsa ( Diseases of Head and Neck)
5. Shalya Chikitsa (Surgery)
6. VishaChikitsa (Toxicology)
7. JaraChikitsa (Rejuvenation)

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 8. Varsha Chikitsa (Aprodisiac Therapy)

Gandharvaveda
Gandharva veda is one of the four main Upavedas .Its the Upaveda of the “SamaVeda”.It
has the study of all art forms including music , dance and poetry.The vedic text contain
information about the laws and ways to practice music as well as how music works as a
therapy to heal the body and soul . Gandharva veda uses the music of nature to restore
balance of body and mind .It also gives insight on the association of different sounds and
rhythms with different species on Earth.Gandharvaveda is effectively used in meditation
helps the yogi transcend to the innermost level of the mind .it was written during the
period between 200 BCE to 200CE in India .

Dhanurveda
The word Dhanurveda in Sanskrit
means science (veda) of archery
(dhanus). Dhanurveda is one of the
traditional 18 branches if knowledge in
the Vishnupurana.Dhanurveda is the
upaveda of Yajurveda. Dhanurveda
describes the practices and uses of
Fig .18 Dhanurveda archery, bow and arrow making , military
training and rules of engagement.It also discuss about martial arrts in relation to the
training of warriors , charioteers ,cavalry ,elephant warriors ,infantry etc.The bow used
in the vedic period were called Danush,.the curve shape of the bow is called
arthaved.thebowstring was called jya and was strung only when needed. The arrow was
called Isu and quiver was called an Isudhi.

Sthapatyaveda
Sthapatyaveda, also called Shilpa Veda, is the Upa Veda (supplementary branch)
of Atharva Veda. Sthapatyaveda deals with planning, designing, and construction of
houses, villages, and cities. Vaastu Shastra, the Indian science of Architecture, has its
origin in Sthapatyaveda. Shri Vishvakarma is the source of the knowledge contained in
the Sthapatyaveda. The universe is created with the very same principles that he passed

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to Rishis and Maharishis thousands of years ago to utilize in designing homes, cities and
countries. This very universe is in precise order, moving with precise time throughout
many billions of years. ll people are influenced by the building in which they reside, work
and worship. According to the design of a structure, one feels either comfort or
discomfort. Building designed in accordance with laws of nature will produce a sense of
bliss, calmness and fulfillment. In incorrectly designed structures one feels anxious,
stressful and despondent. Poorly designed structures produce sickness and depression.

3.6 Vedangas
The vedangas are the last treatises of vedic literature.Their are 6 types of Vedangas:
1. Shiksha or phonetics or pronunciation – language teaching, rules on accents (there are
60 Shikshas, the most important originating from Panini and Manduki)
2. Kalpa or ritual –Ceremonies, rules of Ceremonial.
3. Vyakarana or grammar.
4. Nirukta or etymology – explanations of words, written by Yaskacharya.
5. Chhandas or meter –Chants, Verses.
6. Jyotisha or astronomy.
1. Shiksha
Shiksha means instruction.It focusses on letters of the Sanskrit alphabet, accent,
quantity, stress ,melody and rules of harmony during the Vedic period .It tends to
train students in art and science of articulation of words and syllabus so they can
chantthe Vedic hymns perfectly , producing the desired sound vibrations amd
maintain the ritual purity and efficacy of the ceremonies they perform.The function
of Shiksha is to fix the parameters of Vedic words.Phonetics is most important in
case of Vedic language , beacause we see that change in sound leads to change in
resukts and effect.Hence, Shiksha which is Vedic phonetics has been regarded as the
most important of the six angas (organs) of the veda purusha.
2. Kalpa
The second Vedanga is Kalpa means Ritualwhich is called arms of the Veda
Purusha.It is especially made for the proper application of the Vedic texts .The oldest
Kalpasutras are directly connected with the Breahmanas and Aranyakas.The kalpa
ritual was the chief content of the Brahmanas , which received systemati treatment in
the Manuaks called Kalpasutras.

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3. Vyakarana
The third Vedanga is the Vyakarana known as Grammer ,which Is necessary for the
understanding of the Vedas .It is called the mouth of Veda Purusha .The old
Vedangas-texts or Vyakarana are entirely lost today.In the Aranyakas , we find some
technical terms of grammer .The only representative of this Vedanga is the
Ashtadhyayi of Panini , which belongs to a Later Vedic period.It is the most
celebrated text-book of grammer .
The formation of the word is the main subject of grammer .It discusses about
root(Prakriti)and suffic (Pratyaya)of a word to study its meaning .The Panini
Vyakarana is in the form of sutras.They were Originated from the Nataraja’s(Lord
shiva) Damuru sound.They are considered the foundation of grammer.
4. Nirukta
Nirukta is the fourth Vedanga called the ears of the Veda purusha .”Niruka”means
the origin of words ,it explains the reason why a particular word has been used
.Niruka is very important for several reasons . Firstly, it represents the type of the
early classical style .Secondly,it is the oldest known attempt in the field of Vedic
Etymology.Importance of the etymology Yaska himself says that without it the precie
meanings of the Vedic stanzas cannot be understood.
5. Chandas
Chandas Vedanga is the feet of the Veda Purusha.The body of the Veda rests on the
Chandas which is the nature of feet.Each mantra of the veda has a special chandas ,
presiding In Devata.the term chandas derived from the root chad means to cover
.Meter is called Chandas because it covers the sense of Mantras.The Chandas are
designed for the purpose of securing proper reading and reciting of Vedic texts.
6. Jyotisha
The last vedanga is the Jyotisha is called the eye – the organ of sight , of the Veda
Purusha.The Jyotish Vedanga does not teach astronomy , but convey the knowledge
of the heavenly bodies necessary for fixing the days and hours of Vedic scrifices.It
gives some rules for calculating and fixing time for sacrifices.Maharshi Lagadha is
the author of Vedanga Jyotisha.This is very diificult text and is therefore not clear on
some several points to scholars even today .We find many treatises on astronomy and
mathematical calculations .Bhaskaracharya ,Varahamihira and Aryabhatta are known

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 ancient scholars conversent with these scientific subjects .The perinciples established
by them are in use in the modern world.

3.7 Dharmashashtra
Origin of Dharmashashtra
The Dharmashastras are based on ancient Dharmasutra manuscripts, which sprang from
the Vedic literary tradition which were written between the 2nd millennium BCE and the
early 1st millennium BCE. these Vedic branches separated into different additional
schools (shakhas).as per , location, specialisation, and disagreements. Each Veda is
further subdivided into the Sahit, which is a collection of mantra lines, and
the Brahmanas, which are prose books that explain the meaning of the Samhita verses.
The Brahmana layer of the Vedas contains the Vedic foundation of Dharma literature.

Dharmshastra is important book on ancient Indian political thought. Dharmashastra was

considered as embodiment of complete knowledge given to Manu by Lord Brahma. Thus
establishment of Dharma or cosmic order is primary goal. Powers and authority of king
is secondary.
1. Dhrti (patience)
2. Ks’ama (forgiveness)
3. Dhama (self-control)
4. Asteya (non-stealing)
5. Shaoca (cleanliness)
6. Indriyanigraha (control over organs)
7. Dhii (benevolent intellect)
8. Vidya’ (spiritual Knowledge)
9. Satyam (benevolent truthfulness)
10. Akrodha (non-anger)
The word 'dharma' implies one’s conduct and social obligations in cosmic order. The
cosmic order and social order established under Dharmashastra are ‘sacrosanct’ and
‘unalterable’. Thus, in order to control individual and social conduct and maintain cosmic
order, politics came into existence. Dharma is different from religion. Dharma means
duty morality or virtue of human being. Dharma donates essence or quality of any object.
Dharma of sun to give light. Religion is narrower term, which includes three, features

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a) Place of worship
b) Religious scripture
c) Faith in a metaphysical entity
The Vedas are the foundation of all Dharma in Hindu faiths.The Vedic rules, tradition,
virtuous conduct of individuals who study the Vedas, and approbation of one's
conscience (Atmasantushti, self-satisfaction) are all included as sources of Dharma in the
Dharmashastra scriptures.The Dharmashastra scriptures provide contradictory
statements about dharma's origins.The theological thesis there argues, without
elaboration, that Dharma, like the Vedas, is eternal and timeless, and that the former is
tied to the Vedas directly or indirectly.
However, these scriptures accept the importance of Smriti, polite knowledgeable
people's conventions, and one's conscience as sources of dharma.The historical reality
differs significantly from theological references to the Vedas, and the Dharmasastra's
dharma has nothing in common with the Vedas.These were the writers' habits, norms, or
declarations, which were most likely formed from growing regional ethical, ideological,
cultural, and legal practices.

3.7.1 Influence of Dharmashashtra

Dharmasastras played a significant part in colonial India's history during the modern era,
when they were employed as the basis for the law of the land for all non-Muslims
(Hindus, Jains, Buddhists, Sikhs).The early British of the East India Company operated
as Mughal emperor's agents in the 18th century.As the British colonial rulers assumed
control of India's political and administrative authorities, they were tasked with a variety
of state obligations, including legislative and judicial activities.The East India Company,
and subsequently the British Crown, sought earnings for its British stockholders through
commerce while also maintaining efficient political rule with minimum military
involvement.
Dharmasastra is a Sanskrit literary genus that refers to Hinduism's Dharma treatises
(shastras). The Hindu Dharmashastras are ancient Hindu law texts that propose moral
norms and principles for ardent duty and ethical behaviour for the faith's believers. In the
past, Hindu rulers enforced laws as part of their religious obligation, and they created the
parameters for their social and religious code of behaviour.

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 3.8 The Ithihasas
The Itihasas give us beautiful stories of absorbing interest and importance, through which
all the fundamental teachings of Hinduism are indelibly impressed on one's mind. The
laws of Smritis and the principles of the Vedas are stamped firmly on the minds of the
Hindus through the noble and marvellous deeds of their great national heroes. We get a
clear idea of Hinduism from these sublime stories.
The two well-known Itihasas (histories) are the epics (Mahakavyas), Ramayana and
Mahabharata. They are two very popular and useful Sastras of the Hindus. The Ramayana
was written by the sage Valmiki, and the Mahabharata by Vyasa.

3.8.1 The Ramayana

The Ramayana, the Adi-Kavya or the first epic poem, relates the story of Sri Rama, the
ideal man. It is the history of the family of the solar race descended from Ikshvaku, in
which was born Sri Ramachandra, the Avatara of Lord Vishnu, and his three brothers.
The ideal characters like Rama, Sita, Lakshmana, Bharata and Sri Hanuman that we find
in Ramayana firmly establish Hindu Dharma in our minds. The story of the birth of Rama
and his brothers, their education and marriages, the exile of Sri Rama, the carrying off
and recovery of Sita, his wife, the destruction of Ravana, the Rakshasa King of Lanka,
and the reign of Sri Rama, are described in detail in Ramayana. How a man should behave
towards his superiors, equals and inferiors, how a king ought to rule his kingdom, how a
man should lead his life in this world, how he can obtain his release, freedom and
perfection, may be learnt from this excellent epic. The Ramayana gives a vivid picture
of Indian life. Even today our domestic, social and national ideals are copied from the
noble characters in the Ramayana and the Mahabharata. The great national heroes stand
even today as beacon-lights to guide and inspire the people of the whole world. The lives
of Rama, Bharata and Lakshmana provide a model of fraternal affection and mutual
service. Sri Hanuman stands as an ideal unique Karma Yogin. The life of Sita is regarded
as the most perfect example of womanly fidelity, chastity and sweetness. The Ramayana
is written in twenty-four thousand verses by Sri Valmiki.

3.8.2 The Mahabharata

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The Mahabharata is the history of the Pandavas and the Kauravas. It gives a description
of the great war, the Battle of Kurukshetra, which broke out between the Kauravas and
the Pandavas who were cousins and descendants of the lunar race. The Mahabharata is
an encyclopaedia of Hindu Dharma. It is rightly called the fifth Veda. There is really no
theme in religion, philosophy, mysticism and polity which this great epic does not touch
and expound. It contains very noble moral teachings, useful lessons of all kinds, many
beautiful stories and episodes, discourses, sermons, parables and dialogues which set
forth the principles of morals and metaphysics. The Pandavas obtained victory through
the grace of Lord Krishna. The Mahabharata is written in one hundred thousand verses
by Sri Krishnadvaipayana Vyasa.

3.8.3 The Bhagvad-Gita

The most important part of the Mahabharata is the Bhagavad-Gita. It is a marvellous
dialogue between Lord Krishna and Arjuna on the battle-field, before the
commencement of the great war. Bhagavan Sri Krishna became the charioteer of
Arjuna. Sri Krishna explained the essentials of Hindu religion to Arjuna. Just as the
Upanishads contain the cream of the Vedas, so does the Gita contain the cream of the
Upanishads. The Upanishads are the cows. Lord Krishna is the cowherd. Arjuna is the
calf. The Gita is the milk. The wise men are those who drink the milk of the Gita.

The Gita is the most precious jewel of Hindu literature. It is a universal gospel. The
Gita teaches the Yoga of Synthesis. It ranks high in the religious literature of the world.

Arjuna saw before him his dear relatives and teachers in the battle-field. He fainted and
refused to fight against them. Then Lord Krishna imparted knowledge of the Self to
Arjuna and convinced him that it was his duty to fight regardless of consequences.
Afterwards Arjuna gave up his Moha, or delusion. All his doubts were cleared. He
fought against the Kauravas and achieved victory.

Knowledge of Ancient Indian History and Culture

The Mahabharata contains also the immortal discourse of Bhishma on Dharma, which he
gave to Yudhishthira, when he was lying on the bed of arrows. The whole Mahabharata
forms an encyclopaedia of history, morals and religion unsurpassed by any other epic in

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theworld.
The Ramayana and the Mahabharata speak to us clearly about the ancient India, about
her people, her customs, her ways of living, her arts, her civilisation and culture, her
manufactures, etc. If you read these two books, you will come to know how great India
once was, and you will be inspired to make her great once more. No other country has
produced so many great men, great teachers, great Yogins, great Rishis, great prophets,
great Acharyas, great kings, great heroes, great statesmen, great patriots and great
benefactors, as India. The more you know of India and Hinduism, the more you will
honour and love it and the more thankful to the Lord you will be that you were born in
India as a Hindu. Glory to India! Glory to Hinduism! Glory to the seers of the
Upanishads! Glory, glory to Lord Krishna, the author of the Song Divine!
Things we learn from Ramayana and Mahabharata
1. Welcome All Challenges In Life
2. Focus On Solutions Not The Problems
3. Forgiving Is The Greatest Virtue
4. You Need To Be Gentle While Choosing Words
5. Stay Out Of Bad Company
6. Don’t Take Loyalty & Support Of Your Dear Ones For Granted
7. You Need To Be Master In Doing Household Chores Too
8. You Need To Stand For Yourself
9. You Must Have A Well Planned Strategy To Win
10. Half Knowledge Can Prove Dangerous

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 3.9 The Puranas
The Puranas were written to popularise the religion of the Vedas. They contain the
essence of the Vedas. The aim of the Puranas is to impress on the minds of the masses
the teachings of the Vedas and to generate in them devotion to God, through concrete
examples, myths, stories, legends, lives of saints, kings and great men, allegories and
chronicles of great historical events. The sages made use of these things to illustrate the
eternal principles of religion. The Puranas were meant, not for the scholars, but for the
ordinary people who could not understand high philosophy and who could not study the
Vedas.

3.9.1 The Eighteen Puranas

There are eighteen main Puranas and an equal number of subsidiary Puranas or Upa-
Puranas. The main Puranas are: Vishnu Purana, Naradiya Purana, Srimad Bhagavata
Purana, Garuda (Suparna) Purana, Padma Purana, Varaha Purana, Brahma Purana,
Brahmanda Purana, Brahma Vaivarta Purana, Markandeya Purana, Bhavishya Purana,
Vamana Purana, Matsya Purana, Kurma Purana, Linga Purana, Siva Purana, Skanda
Purana and Agni Purana. Of these, six are Sattvic Puranas and glorify Vishnu; six are
Rajasic and glorify Brahma; six are Tamasic and they glorify Siva.
In Siva Purana, Lord Siva is highly eulogised and an inferior position is given to Lord
Vishnu. Sometimes Vishnu is belittled. In Vishnu Purana, Lord Hari is highly eulogised
and an inferior status is given to Lord Siva. Sometimes Lord Siva is belittled. This is only
to increase the faith of the devotees in their particular Ishta- The best among the Puranas
are the Srimad Bhagavata and the Vishnu Purana. The most popular is the Srimad
Bhagavata Purana. Next comes Vishnu Purana. A portion of the Markandeya Purana is
well known to all Hindus as Chandi, or Devimahatmya. Worship of God as the Divine
Mother is its theme. Chandi is read widely by the Hindus on sacred days and Navaratri
(Durga Puja) days. Devata. Lord Siva and Lord Vishnu are one.

3.9.2 The srimad Bhagavata Purana and the Ten Avataras

The Srimad Bhagavata Purana is a chronicle of the various Avataras of Lord Vishnu.
There are ten Avataras of Vishnu. The aim of every Avatara is to save the world from
some great danger, to destroy the wicked and protect the virtuous. The ten Avataras are:

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Matsya (The Fish), Kurma (The Tortoise), Varaha (The Boar), Narasimha (The Man-
Lion), Vamana (The Dwarf), Parasurama (Rama with the axe, the destroyer of the
Kshatriya race), Ramachandra (The hero of Ramayana-the son of Dasaratha), who
destroyed Ravana, Sri Krishna, The teacher of the Gita, Buddha (The prince-ascetic,
founder of Buddhism) and Kalki (The hero riding on a white horse, who is to come at the
end of the Kali-Yuga).

The object of the Matsya Avatara was to save Vaivasvata Manu from destruction by a
deluge. The object of Kurma Avatara was to enable the world to recover some precious
things which were lost in the deluge. The Kurma gave its back for keeping the churning
rod when the Gods and the Asuras churned the ocean of milk. The purpose of Varaha
Avatara was to rescue, from the waters, the earth which had been dragged down by a
demon named Hiranyaksha. The purpose of Narasimha Avatara, half-lion and half-man,
was to free the world from the oppression of Hiranyakasipu, a demon, the father of
Bhakta Prahlada. The object of Vamana Avatara was to restore the power of the gods
which had been eclipsed by the penance and devotion of King Bali. The object of
Parasurama Avatara was to deliver the country from the oppression of the Kshatriya
rulers. Parasurama destroyed the Kshatriya race twenty-one times. The object of Rama
was to destroy the wicked Ravana. The object of Sri Krishna Avatara was to destroy
Kamsa and other demons, to deliver His wonderful message of the Gita in the
Mahabharata war, and to become the centre of the Bhakti schools of India. The object of
Buddha Avatara was to prohibit animal sacrifices and teach piety. The object of the Kalki
Avatara is the destruction of the wicked and the re-establishment of virtue.

3.9.3 The Tamil Puranas

Lord Siva incarnated himself in the form of Dakshinamurti to impart knowledge to the
four Kumaras. He took human form to initiate Sambandhar, Manikkavasagar,
Pattinathar. He appeared in flesh and blood to help his devotees and relieve their
sufferings. The divine Lilas of Lord Siva are recorded in the Tamil Puranas like Siva
Purana, Periya Purana, Siva Parakramam and Tiruvilayadal Purana.

3.9.4 The Upa-Puranas

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The eighteen Upa-Puranas are: Sanatkumara, Narasimha, Brihannaradiya, Sivarahasya,
Durvasa, Kapila, Vamana, Bhargava, Varuna, Kalika, Samba, Nandi, Surya, Parasara,
Vasishtha, Devi-Bhagavata, Ganesa and Hamsa.

3.10 The Yoga History

Fig.19 Yoga in Vedic Period

Yoga is more than 10,000 years old. Nobody knows the exact time when yoga started
as there is no written proof on yoga.
Excavations from Indus valley civilisation gives evidence that yoga did exists during this
period. Many seals of this civilisation depict various asana posture. From this it can be
said that yoga did exists during Indus valley civilisation. Yoga can be judged as a spiritual
practice to attain peace in mind, body and soul.
The actual date is difficult to mention but the origin of yoga in India must be in BC. The
main sources through which one can get the information about yoga are 1) Vedas 2)
Upanishads 3) teachings of Buddhism and Jainism 4) sutras of sage patanjali.

3.10.1 Yoga in Vedic Period

The word yoga is mentioned in the rigveda. Vedas are collection of songs, hymns,
mantras which are practised even today by priests. There is a mention of the word yoga
in Rigveda. Veda is a spiritual wisdom and yoga is the application of this spiritual
wisdom. The lessons that are written and taught in these Vedas are considered as the
yoga. These hymns or Vedic mantras when practised loudly keep one’s mind strong and
stress free.

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These Vedic mantras were also used for Yagnas by rishi’s and sages using these yogic
mantras for the well fare of the people and society. Yoga just does not mean asanas, these
mantras, hymns or the ‘OM’ gives vibrations from the inner self which is the mental yoga
for the people. There are four texts that compose Vedas they are rig Veda, yajur Veda,
sama veda and atharavana Veda. In rigveda the famous gayatri mantra is taught which is
still recited by all for strong mind power. The ascetic practises such as doing tapas mainly
controlled the body and mind. All other Vedic books do mention of some asanas
especially the vratya as mentioned in atharavana Veda.

3.10.2 Yoga during Upanishads

Yoga in Vedic period was more of theoretical and was written in songs and hymns, but
Upanishads made these hymns and mantras of yoga more practical. The word yoga first
appeared in katha Upanishads during fifth and third century BC. Composed in several
volumes these Upanishads reflect the mystical states and the spiritual powers these sages
experienced over the years on practicing.
According to the tradition and custom there were around 108 Upanishads and each one
contains path to wisdom and pitch on yoga. The early Upanishads do explain the
difference between body and soul. It says that body is perishable while soul remains
forever. The yoga Upanishads mainly explains how to get control on mind. The reference
of yoga in Upanishads can mainly be found in Katha, Svetasvatara and maître Upanishad.
The yoga Upanishads has a detailed discussion on different kinds of yoga like breathing
exercises, dhyana, nada, kundalini. However some of the above topics may not be
covered in Bhagavad-Gita.
According to Katha Upanishads the soul or self exists through meditation an important
part of yoga.
In Svetasvatara Upanishad the posture of doing meditation is described to attain calmness
in mind. It explains how and which place is better to do meditation. Upanishads also
states that to practice yoga one has to choose an ideal place where there is no disturbance
and is wholly into the nature. Maitri Upanishad further goes in depth by describing the 6
steps of yoga- Pranayama, Prathyahara, Dhayana, Dharana, tharkha, Samadhi. It further
elaborates that if one practice these steps long with meditation then one can achieve
calmness in mind and can have control over the body and soul.
The presence of yoga can also be found in Bhagvadgita, Buddhists texts and Jainism.

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The yoga sutras of patanjali are the most translated and used in the modern India and
worldwide. These yoga sutras consist of various traditions like eight limb yoga or
ashtanga yoga and action yoga or kriya yoga. These sutras were not in written form.
Vyasa wrote on these sutras a Sanskrit commentary called as yoga Bhashya during 5th
century.
Sage Patanajali wrote the basic sutras of yoga around 400 BC. This is the first systematic
representation of yoga. Written around 2nd century BC, it contains 8 sutras which shows
ways and paths for obtaining Samadhi or enlightment.
Before yoga sutras got prominence, yoga from Bhagvadgita, Yoga Vasistha texts from
Yagnavalkya and Hiranyagarbha and even literatures of Hatha yoga, tantric yoga and
pashupatha yoga were dominated. It was only and swami Vivekananda efforts yoga
sutras got prominence around 20th century. Patanjali divided its sutras into four books
called as Samadhi pada, sadhana pada, Vibhuti pada, Kaivalya pada. These books
consists of the 8 aspects that are practised even today.

Yoga in this broader sense as spiritual practice has five basic types.
1) Jnana Yoga, the Yoga of Knowledge, using meditation for Self-realization
2) Bhakti Yoga, the Yoga of Devotion, seeking union with God as the Divine Father
or Divine Mother
3) Karma Yoga, the Yoga of Service, emphasizing ritual worship of the Divine and
service to living beings
4) Raja Yoga, the Royal Yoga of higher techniques and methods, mainly of mantra
and meditation.
5) Hatha Yoga, the Yoga of Effort or of lower techniques and methods, mainly asana
and pranayama.

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 3.11 Old Universities
In the Ancient Times India was the center of higher learning as it is one of the oldest
civilization in the world.Hence, Historical Universities and Libraries were a big part of
Indus –Valley Civilization. The two famous ancient universities of India and the Oldest
universities in the world are the Takshashila and The Nalanda University.
3.11.1 Nalanda University

Fig .20 Nalanda University In Ancient India

Nalanda university is the well known university of our Ancient India.Nalanda is located
in the Indian state of Bihar , about 55 miles south-east of Patna . It was a Buddhist center
of learning from 427 to 1197 BE. It was also known as one of the first greatest universities
in the history.It is a large Buddhist monastery in the ancient kingdom of
Magadha(Modern –Day Bihar)in India.The university attracted scholars and students
from not only India but also students of other countries like China,Greece, and Persia.
As per the Archaeological evidence the Shailendra Dynasty of Indonesia, One of the king
built the monastery in the complex.However, it was later sacked by Turkic Muslim
invaders under Bakhtiyar Khalji in 1193 , a milestone in the decline of Buddhism in
India.

Nalanda University was established by Shakraditya of Gupta Dynashty in modern Bihar

during the early 5th century and it was flourished for 600 years till the 12th century .The
library of the Nalanda University was the largest library in the Ancient world , it has
thousands of volumes of manuscripts of Various subjects like grammar ,logic ,literature
astrology, astronomy and medicine. The complex of the library was called Dharmaganja
and had three large building called the Ratnasagara, the Ratnaranjaka and The

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Ratnadadhi . They were 9 stories tall and store the most sacred manuscripts including the
Prajnaparamita sutra and the Samajguhya.
In 2010, the parliament of India passed a bill approving the plans to restore the ancient
Nalanda University as a modern Nalanda International University dedicated for post-
graduate research. Many East Asian countries including China, Singapore, and Japan
have come forward to fund the construction of this revived Nalanda University.
According to the Kevatta Sutta, in the Buddha's time, Nalanda was already an influential
and prosperous town, thickly populated, though it was not until later that it became the
center of learning for which it afterward became famous. Mahavira is several times
mentioned as staying at Nalanda, which was evidently a center of activity of the Jains.

Nalanda was very likely ransacked and destroyed by an army of the Mamluk Dynasty of
the Muslim Delhi Sultanate under Bakhtiyar Khilji in c. 1200 CE. [20] While some
sources note that the Mahavihara continued to function in a makeshift fashion for a while
longer, it was eventually abandoned and forgotten until the 19th century when the site
was surveyed and preliminary excavations were conducted by the Archaeological Survey
of India. Systematic excavations commenced in 1915 which unearthed eleven
monasteries and six brick temples neatly arranged on grounds 12 hectares (30 acres) in
the area. A trove of sculptures, coins, seals, and inscriptions have also been discovered
in the ruins many of which are on display in the Nalanda Archaeological Museum
situated nearby. Nalanda is now a notable tourist destination and a part of the Buddhist
tourism circuit.

3.11.2 Takshashila University

Fig .21 Takshashila University

Takshashila was an ancient capital city of the Buddhist kingdom of Gandhara and a
center of learning, which is now North-Western Pakistan. It is one of the most known

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Ancient universities of India. Takshashila was an early center of learning in the 5th
century BCE. It is considered a place of religious and historical sanctity by Hindus and
Buddhists and was the seat of Vedic learning where the emperor Chandragupta Maurya
was taken there by Chanakya to learn in the institution. The institution is very significant
in Buddhist tradition since it is believed that the Mahayana sect of Buddhism took shape
there.

Takshashila University is known from references in Indian and Greco-Roman literary

sources and from the accounts of two Chinese Buddhist pilgrims, Faxian and Xuanzang.
According to the Indian epic Ramayana, by Bharata, younger brother of Rama, an
incarnation of the Hindu god Vishnu. The city was named for Bharata's son Taksha, its
first ruler. Buddhist literature, especially the Jatakas, mentions it as the capital of the
kingdom of Gandhara and as a great center of learning. Greek historians accompanying
the Macedonian conqueror described Takshashila as "wealthy, prosperous, and well
governed."

Takshashila was situated at the pivotal junction of South Asia and Central Asia. Its origin
as a city goes back to c. 1000 BCE. Some ruins about Takshashila during the time of the
Achaemenid Empire in the 6th century BCE followed successively by Mauryan, Indo-
Greek, Indo-Scythian, and Kushan periods. Owing to its strategic location, Takshashila
had changed hands many times over the centuries, with many empires vying for its
control. When the great ancient trade routes connecting these regions ceased to be
important, the city sank into insignificance and was finally destroyed by the nomadic
Hunas in the 5th century. The archaeologist Alexander Cunningham rediscovered the
ruins of Takshashila in the mid19th century.
Some scholars date Takshashila's existence back to the 6th century BCE or 7th century
BCE.It was the center of learning at least several centuries before Christ and continued
to attract students from around the old world until the destruction of the city in the 5th
century CE. Takshashila is perhaps best known because of its association with Chanakya.
The famous treatise Arthashastra (Sanskrit for The knowledge of Economics by
Chanakya, is said to have been composed in Takshashila itself. Chanakya or Kautilya the
Maurya Emperor Chandragupta and the Ayurvedic healer Charaka studied at Taxila.

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Generally, a student entered Takshashila at the age of sixteen. The Vedas and the
Eighteen Arts, which included skills such as archery, hunting, and elephant lore, were
taught, in addition to its law school, medical school, and school of military science.

3.12 Vedic in Town planning

3.12.1 Vastushastra- Ancient Indian Science of town planning and technology

 Vedic culture is an evolutionary process to establish the man in relation to the

universe- the Worlds in the space and time, where both space and time are
synonyms of the mind by the art of the consciousness
 Vedic approach considers the orientation, symmetry, proportions and the system
of doors and windows, helping in the harmonization of energy fields in a given
architectural space, to be in consonance with the minds, material and bodies of
dwellers.
 Refined assembly of architectural morphology of forms and patterns,
construction and visual details
 Vastushastra has its roots in all Upveda and in Vedas, Vedanganas, Upanishads
which
developed over a period of 4000 years since the time of Rig Veda.
 The Shrities, the Sutras, the Smrities, the Epics, Agamas, Jatak Katha, literature
of Kalidas, Arthashastra, Kautilya and Bhrugu samhita and Varah Mihar- earlier
sources dating from the period 3000 B.C.-6A.D.

3.12.2 Vedic Philosophy and the foundation of Indian Civilization

 Very humble and modest shelters were made of leaves, branches, reeds, bamboo; mud
and straw conditioned by the climate and the material themselves were fabricated into

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 the simples forms .Stone, brick and wood were used to attain permanency, dominancy
and importance for temples, palaces and forts.
 Dwellings-rectangular or square or round in shape-resting on a hard leveled platform
had sloping roof as covering material.
 The five social grades partly based upon race and partly upon occupation, where the
four recognized VARNAS, known as the ‘pure classes’- the Brahmins, Kshatriyas,
Vaishyas and shudras and a fifth class comprising the offspring of inter marriages not
recognized by the Aryan law.
 These Five people of the Aryan community represented the five elements of the
universe and each had a part of the village assigned to it symbolizing a small division
of that universe, making the complex whole.

3.12.3 Fundamental Canons of Architecture

Stapathya Veda
 Includes climate, available materials, building methods of the period, geographical
conditions and prevailing styles and also includes detail knowledge of both the
human physiology and the cosmos.
 Dynamic system of architecture that ever changes to precisely match the current
cosmic conditions
 Timeless architecture
 It is living designed in harmony with the cosmos.
 Vedic architect known as “sthapati” finds the relationship between the owner and
the cosmos and will try to reflect that relationship by choosing the right orientation,
proportion and placement of functions with ancient formulas.
 Vastu Shastra finds its origin in the Stapathya Veda, a part of the Atharva Veda,
one of the
four main tenets of ancient Indian society.
 Result oriented field to assure harmony with the universal rhythm of creation,
resulting in health, wealth, prosperity and wisdom and much more to members of
society.
 Legend has it that Lord Brahma passed on this knowledge to Lord Shiva, who in
turn passed it on to Sage Viswakarma and there onwards, it has been carried down
to the generations. Vastushastra in the Vedas

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  Based purely on the effect of sunrays during different times of the day.
 Proofs of Vastushastra can be found during the time of Ramayana and
Mahabharata. Since the science goes far back to the times of Lord Rama and Lord
Krishna there are many interesting mythological stories concerning the origin of
Vastupurush (the deity).

3.12.4 Vastu Purusha Mandala

Fig 22. Vastu Purush Mandal Fig.23 Vastu Directions

As per Hindu mythology, the supreme creator of the universe is Brahma. He created a
cosmic man while experimenting to create life in the universe. This was the ‘vastu
purusha’ and he was no ordinary man. He had an insatiable appetite and thus began to
devour anything and everything his eyes set upon.

In no time, he grew so big that his shadow casted a permanent eclipse upon the earth.
This ever-growing vastu purusha trigged panic upon the gods too and lord Shiva and
Vishnu urged Brahma to intervene before this creature caused ultimate destruction of the
universe.

By this time, Brahma too realized the same and sought help from the Ashta Dikapalakas
(these are the god and guardians of the 8 cardinal directions). In total it took 45 gods,
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including Brahma to pin down the Vastu Purusha, flat with his face down onto the
ground. Brahma held him in the middle and rest of the god caught hold of its limbs, hands
and other body parts. His head lies towards the north east and legs towards the south
west.

At this point, the vastu Purusha began to cry and solicited to Brahma. He pointed out, as
he was created by Brahma; every attribute of him is in fact given by Brahma itself; so
why is he being punished for it. Brahma agreed with him, and decided to give him a
compensation for this arrangement.

Brahma made Vastu Purusha an immortal being and inseparable entity of Earth. He
blessed that vastu purusha will be worshipped by mortals who build any sort of structure
on Earth, throughout the ages.

And those who refuse to acknowledge the same can be teased by vastu purusha, to his
heart’s content. Thus, Vastu Purusha Mandala was formed.

Significance of Vastu Purusha Mandala

It is the complete guide of understanding energy core and distribution in the vastu. It is
an inseparable part of vastu shastra and holds a prime significance while conducting vastu
analysis for residential and commercial properties.

The floor plan of any building, particularly its main gate must be done in accordance
with Vastu Purusha Mandala. If done so, it brings ample prosperity for its occupants.

Usually Vastu Purusha Mandala is often depicted in square charts to represent the
usually shape of the plot. But for better understanding, however, it is drawn in 360 degree
chart format, which is universally more popular.

3.12.5 Vastu square grid

For the construction of town, village or fort, vastu purush is worshiped on 64 squares
(pada) grid
For the construction of the house, 81 square (pada) grid of vastu purush is

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worshipped
For temple, 100 Square (pada) grid is worshipped

In Vastu purush mandala, the square grid (pada) are associated with certain deities

• North – Ruled by lord of wealth (Money)

• South – Ruled by lord of death (Death)
• East – Ruled by the solar deity- (Prosperity)
• West – Ruled by lord of water (Physical)
• North-East – Ruled by Shiva (Divine)
• South-East – Ruled by the fire deity (Energy)
• North-West -Ruled Lord of Air (Travelling)
• South-West – Ruled by Nairuti & ancestors (ancestors blessing)
• Center – Rules by the creator of the universe (balancing)

3.12.6The 45 Gods in Vastu Purusha Mandal:

The diagram shown above is the Vastu Purusha Mandala, it is a metaphysical square plan
that illustrates how the Vastu Purusha was pinned down by Brahma and 44 Gods – face
down , with his head to the North-east and his feet towards the south –west.

The diagram is divided into 9x9 =81 parts .the position of the 45 gods (32in the external
enclosures and 13 in the internal enclosure) who are holding down the Vastu Purusha are
shown.These symbolic Gods rule various aspects of life and have certain inherent
qualities.the function of the rooms placed in each area of the house was according to the
nature of the daily ruling that particular area.

According to Vastu Shashtra, if the house is designed as per Vastu Purusha Mandal, a
perfectbalance environment which ensures enhanced health, wealth and happiness is
created , because the ancient vasstu pundits figured out that when the different rooms
were placed according to the Vastu Mandala, good disposition to the Sun , proper
ventilation and lighting and privacy would be ensured .

3.12.7 Science behind Vashtu Shashtra

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Vastu is a science of direction that combines the 5 elements of nature and cosmos , balancing
with man and material.This Mysterious science unifying the five elements called
“Panchbhootas “ - Earth, Fire , Water , Sky , and air .

Air : Air controls enjoyment, happiness, and fun. It encourages the spirit to
experiment, and power of intuition. It rules the eastern direction.
Earth: It gives you stability and balance. It remains at the centre of the house.
Water: It signifies new ideas, the flow of new opportunities and good health. It rules
the North direction. It leads to clarity of thoughts, spirituality, and goodness in
mankind.
Fire: Fire exists in the southern direction of a house and represents light and heat.
Fire gives health, wealth and fame. It provides confidence, enthusiasm, optimism,
and strength.
Sky: It helps in getting new opportunities and understanding new creative ideas.

3.13 System of Education

3.13.1 Education System in the Vedic Period

The Vedic Literature represents the most important and intrinsic part of life of the Indian
people.The Vedic Literature consists of
 Four Vedas
 Six Vedangas
 Four Upvedas
 Four Brahmanas
 One hundred and Eighty Upanishads
 Six systems of philosophy
 Bhagwad Gita
 Three Smritis

3.13.2 Aim and Objectives of Vedic Education

1. Ultimate objective as moksha or self-realisation:- Ancient Indians believed that
education should prepare and individual in such a way as to prepare him to attain the

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objective of liberation, i.e. to be one with the almighty and to be free from the cycle of
births & deaths.
2. Infusion of Piety & Religiousness:- In ancient India religion played a prominent part.
Education aimed at the infusion of piety and religiousness in the minds of the pupils.
3. Education for worldliness:- Vocational aim :- Happiness in other world was given
more stress than the happiness in this world. This world according to them, was unreal
& full of fetters.
4. Character formation:- Morality or the right behavior was the higher "Dharma".
Education was regarded as a means of inculcating values such as strict obedience to
elders, truthfulness, honesty and temperance.
5. Development of all round personality:- Ancient Indians believed that personality
should be developed through education. Personality was developed through the
following methods:
(a) Self-restraint
(b) Self-confidence
(c) Self-respect
(d) Discrimination and judgement
6. Stress on Social duties:- A student was not to lead self-centered life. He was to
perform his duties as a son, as a husband, as a father & many other capacities in the
society. His wealth was not for his own sake as for his family, he must be hospitable and
charitable. All professions laid stress on civil responsibilities.
7. Promotion of Social Efficiency and Welfare:- The promotion of social efficiency &
welfare was an equally important aim of education. Society had accepted the theory of
division of work which was later on governed by the principle of heredity. Each family
trained its children in its own profession. The purpose was to make each individual
society efficient.
8. Preservation and promotion of culture:- the preservation and promotion of national
culture and heritage was also stressed. Every person had to learn at least a portion of his
sacred literacy heritage. A section of Brahman as had to devote the whole of their life to
the cause of learning to commit the Vedas to memory in order to ensure preservation.

3.13.3 Main features of Vedic Education

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Free education in Ancient India:- In ancient India teaching was considered to be holy
duty which a Brahman was bound to discharge irrespective of consideration of the fee.
Teacher were expected to devote their lives to the cause of teaching in the missionary
spirit of self-sacrifice, and the society laid down the principal that both the public and
state should help the learned teachers & educational institutions very liberally.
No state control on education:- Rulers of the country had very little directly to do with
education. It was a private affairs of the people managed entirely by Brahmans.
High status of Teachers:- Teachers were a highly honoured class-honoured by even by
kings. Kings rose from thrones to receive great teachers such as Narada, Vashishtha and
Vishwamitra.
Teachers as Parents: - Teachers behaved as parent to their pupils and pupils behaved as
members of the teachers' family. The attitude of the pupil was to be one of complete,
submission.
Residential Schools:- Teachers and pupils lived together and so identified themselves
with one another.
Immediate aim:- Vocational: The immediate aim of education, however, was to prepare
the different casts of people for their actual needs of life.

3.13.4 Methods of Instruction:

There were three steps in instruction:

1. Sravana 2. Manana 3. Nididhyasana.

Sravana is listening to words texts as they uttered by the teacher.

Manana is the process of deliberation or reflection of the topic taught.

Nididhyasana represents the highest stage.

Individual teaching:- Pupils were taught individually not in masses by the class method.

Role of Travel in Education:- Travel was regarded as necessary to give a finish tough
to education.
Medium of Instruction:- The medium of instruction was Sanskrit.
Self-control & Self-Discipline:- It was considered to be the best discipline. However
Corporal punishment was not altogether ruled out.

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Wide spread education of women:- In the earlier Vedic, and Upanishad times, girls
were free to go through the “Upanayana' ceremony , live a life of celibacy, studied Vedas,
vedangas and other subjects along with their brother pupils.

3.13.5. Teachers as Spiritual as well as Intellectual Guide

Teacher occupied a pivotal position in the Vedic System of education. The teacher was
a parent surrogate (Parent Substitute), a facilitator of learning, exemplar and inspirer,
confident, detector friend and philosopher moral educator, reformer, evaluator, character
and personality builder, importer if knowledge & wisdom and above all a guru, religious
& spiritual guide. The relationship between the teachers and pupil was regarded as filial
in character. Teacher was the spiritual father of his pupils. In addition to imparting
intellectual, knowledge to them, he was also morally responsible. He was always to keep
a guard over the conduct of his pupils. He must instruct them as how to sleep and as to
what food they may take and what they may reject.

3.13.6. Curriculum
According to recent researches, following disciplines were included in the curriculum in
the graded forms in accordance with the stages of education,
 Anthropology
 Astronomy
 Economics
 Epistemology
 Eschatology
 Ethnology
 Geology
 Human eugenics
 Mathematics
 Military Science
The system of education was well-organized. It was suited to the needs of the society
education was considered as the greatest gift in ancient India. It was aimed at the
development of personality of an individual to his maximum extent.

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 CHAPTER 4

LITERATURE REVIEW

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 4. LITERATURE REVIEW

4.1 INTRODUCTION :
This chapter attempts to present a brief review of many important studies related to Vedic
Literature. The main purpose of this review study is to get a comprehensive and broad
knowledge of the study on Vedic civilization and Shrutis and Smritis which will surely
help to pave a solid foundation for the further construction of the chapters of the thesis.
This review also will help the researcher to get an extensive understanding of the
contributions of thoughts and ideas of the previous scholars who studied and wrote the
history of Ancient India. The Vedic knowledge not only represents the past but also the
future of India. This thesis is therefore intended to examine and promote simultaneous
and harmonious development. Humans are social beings, Vedic education not only
emphasized social duties but also promoted social happiness.

Reviewing literature on Ancient Indian Civilizations there are a number of studies on

Vedic Age, Aryans, Vedas, and Connection of Indus valley civilization with the Vedic
civilization. The present Review of Literature provides a thoughtful peep into the
researches carried on Aryan’s History from where the migrated and start and end of
Vedic civilization, education system, livelihood, economics etc. The literature review
includes pre-reviewed articles, relevant chapters, and books, articles from recognized
sources, a review of the important research, and authors.

4.2 Related Literature Review

4.2.1 THE ORIGIN OF FOUR PRIMARY VEDAS

The Vedas compiled by Rishi Vyasa are the oldest holy books in Hinduism (Sanatana
Dharma). The Vedas are a large body of vast knowledge and text, the religious and
spiritual teachings of all aspects of life. the Vedas originated in the Indian Sub-
continent. Its written form origin dates back to 1500 BCE. The Rig Veda, the oldest of
4 Vedas, was authored in and around 1500 BCE. There are four Vedas: Rig Veda,
Yajur Veda, Sama Veda, and Atharva Veda, and all of them together are attributed as
‘Chaturveda.’ The Rig Veda serves as the one principal and all three, but the Arthaveda
agree in form, language, and content.[SASHI][2018]

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4.2.2 THIRTY-THREE MILLION GODS
The four primary Vedas represent the accomplishment of a highly developed religious
system and encourage satisfaction of material desires through worship of the demigods.
They contain many directions for increasing one’s power and position, or for reaching
the heavens in one’s future by properly performing particular sacrifices in worship to
the devas (demigods), and so on. in the Vedic literature it is explained that there are
33 Vedic gods, or even as many as thirty-three million. The 33 gods are calculated as
being eight Vasus, eleven Rudras (forms of Shiva), twelveAdityas, along with Indra and
Prajapati (Brahma). in the Vedic literature it is explained that there are 33 Vedic gods, or
even as many as thirty-three million. The 33 gods are calculated as being eight Vasus,
eleven Rudras (forms of Shiva), twelveAdityas, along with Indra and Prajapati
(Brahma).
[STEPHEN KNAPP][2016]

4.2.3 THE SMRITIS

The Smritis or secondary scriptures are the ancient sacred law-codes of the Hindus
dealing with the Sanatana-Varnasrama-Dharma. They supplement and explain the
ritualistic injunctions called Vidhis in the Vedas. The Smriti Sastra is founded on the
Sruti. The Smritis are based on the teachings of the Vedas. The Smriti stands next in
authority to the Sruti. It explains and develops Dharma.[SWAMI SIVANANDA]
2.3.4 MAHABHARATA AND RAMAYANA
Sri. Aurabindo (1948) in his edition titled Mahabharatha and Ramayana showed that the
Ramayana embodied the Indian imagination to its highest and tenderest human ideals of
character, made strength courage gentleness; purity fidelity and self-sacrifice familiar to
it in the most harmonious forms colored, so as to attract the emotion and the aesthetic
sense. [SRI.AURABINDO ,1948]

4.2.5 SOCIO-ECONOMIC SCENARIO IN VEDIC PERIOD

Caste system as an institution was not as yet a feature of the early Vedic period. The Rig
Veda did not mention this strict stratification as a social system except for in one

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reference in the ninetieth hymn of the tenth book, the Purusha-Shukta which in words of
scholars had been included later on the late Vedic era (Ragozin, 1895)

The Brahmans were priestly classes, ranked highest in the strata. The Kshatriyas (were
the warriors. Vaisyas were the working classes their professions being farmers, craftsmen
and traders. Sudras were the menial class. The separating lines among the ranks are deep
and straight and rather harshly set which is unprecedented in any other place in the world.
The first three castes are allowed to learn the Vedas, an event where they consider
themselves to be reborn, hence came the term twice-born The Sudras, being non-Aryans,
were not only not expected, they were forbidden from many aspects some of which we
consider as basic human rights in today’s world. The non-Aryan people possibly
belonged to the Dravidian or Kolarian races, who dwelled in the subcontinent from the
prehistoric period long before the Aryan invasion (Ragozin, 1895).

Different currencies for Mahajapadas and Janapadas were in use (Rahman, 2012). The
economy in this period was village oriented. The villages had arable lands beyond their
boundary. The proprietorship of the lands were separated from one another by channels
used for cooperative irrigation. Rural economy was based on peasant proprietorship
where the farmer or his family cultivated the lands of their own. Also, landless laborers
could be employed for cultivation on wages. Taxes were applicable on agrarian products.
Beyond the arable lands of the villages, laid the common grazing grounds for pasturing
the cattle. After that existed suburban groves. The village ended in the forests, which was
the source of firewood and wild animals (Sen, 1999).

The Jataka mentions different kinds of arts and crafts and relevant professionals that
prevailed in this era. Among these the noteworthy are the carpenters, the painters, the
leather-dressers, the smiths, the stone-workers, the ivory-workers, the weavers, the
potters, the bakers, the jewelers and the garland makers. Occupations like tanning,
fishing, hunting, dancing, acting, snake-charming etc. were considered hina-sippas or
despised callings. Some villages or areas used to become prominent for being specialized
in a particular craft.

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Trade was both foreign and inland; riverine and sea-borne. Towns and cities were the
center of trade and commerce. Literary sources provides evidences of trade connections
between Champa and Suvanrnabhumi Myanmar), Pataliputra (Patna), Tamralipti and
Ceylon via river and sea routes. Inland trades were carried on by carts and caravans (Sen,
1999). India at that period was had an extensive foreign trade with Arab, Turkey and
Persia and through them with Europe through the famous silk route (Dutt, 1925).

4.2.6 THE INDO-ARYANVILLAGE

The ancient Indian cities as consciously and unconsciously evolved (Dutt, 1925). He
argued that, some cities had grown as due to deliberate efforts to improve or expand and
some had developed rather organically over the course of time. A city could either be
laid out by a certain king or it could be grown from a single patriarchal family. The family
grew into a village; the village, being developed into a market-center, evolved into a city
(Dutt, 1925). Different literary sources provide different classifications of settlements.

According to the Sailendranath Sen, the literary sources from Vedic period mentions the
following categories of settlements in ascending order (Sen, 1999):
1. Griha or house was the unit of settlement
2. Grama consisted of a group of houses
3. Palli a settlement of wild tribes
4. Kheta a place fortified by a mud wall or by river or hill surrounding it
5. Kharvata a poor town surrounded by a low wall, while according to Kautilya, it was
the center of a union of 200 villages
6. Dronamukha a town with a harbor like Bhrigukachcha or Tamralipti, Kautilya
describes it as the center of a union of 400 villages
7. Pattana a large town or a center of trade while according to another version, a mart
for precious metals or a mining center.
8. Matamba an open town associated with a cluster of 10,000 villages; according to
another interpretation, it was a fortified place in which the product from the field was
deposited for safe custody
9. Nagara a town exempted from paying any of the 18 taxes levied on a village.
10. Rajadhani capital of a kingdom
11. Nigama settlement of merchants and
12. Samvatta-kotta, a fortified place for refuge

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4.2.7 ANCIENT INDIA
The book “Ancient India “gives vulnerable information about The History of India
starting from The Stone Age era to The Indus Valley Civilization, Vedic Civilization till
The Post Gupta Period. In chapter 3, Vedic Age, the writer has analysed The origin of
Aryans how they migrated to India. The Tribal Conflicts a story of the famous war (The
Dasrajan War) battle held in the Rig Veda Era. The battle held between King Sudas and
Ten 10 kings and in the end Sudas won the battle. The 5 were Aryan tribes and Other 5
were Non Aryan tribes. Further we studied about the Vedic literature and the 4 types of
Vedas and how the Vedic age was divided into Early and later Vedic civilization. the
political, economic, social and regional conditions and their nature of worship. [Drishti
Nibandh Drishti Dr. Vikas Divyakirti,Nishant Jain ]

4.2.8 ORIGIN OF VEDIC CIVILIZATION

The book “Origins of Vedic Civilization “covers the details of The Vedas, meaning
“knowledge,” are the oldest texts of Hinduism. They are derived from the ancient Indo-
Aryan culture of the Indian Subcontinent and began as an oral tradition that was passed
down through generations before finally being written in Vedic Sanskrit between 1500
and 500 BCE (Before Common Era) [Kenneth Chandler, Ph.D

4.2.9 HIDDEN AGENDA BEHIND THE PROPOSED VEDIC EDUCATION?

The recent announcement about the proposed establishment of the Bharatiya Shiksha
Board in order to revitalise and teach Vedic education has had its usual share of
supporters and sceptics. This initiative is considered as a step towards getting students to
learn about Vedic culture, as well as the canonical texts and practices of Hinduism.
Keeping ideological issues aside, we can ask specific questions about the teachers who
are going to teach, the expectations from the students, as well as the implications of
teaching religious studies in schools and colleges. [ NARENDRA DABHOLKAR]

First, if the Vedas are to be taught as part of our education system, the teachers
presumably would be those who are well versed withand allowed to studythe Vedas.
Since there is a proscription on studying the Vedas, will this create an exclusive class

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among the twice-born who will teach this course? After all, Vedic pathshalas exist in
many places in the country and they have an essential caste aspect to the instruction in
that almost exclusively only boys and men from the privileged groups at the top of the
social hierarchy are allowed to learn the Vedas. And, these privileged typically are also
the ones who strictly follow caste practices and the vocation of priests. This is important
to emphasise since, unlike the non-priestly Brahmin community, the priestly class has to
follow a large number of rituals through the course of the day. [ NARENDRA
DABHOLKAR]

One reason for introducing this proposal seems to be based on the belief that our
education system is somehow biased against Hinduism and that a course correction is
needed. This would imply that our education system is as much biased against other
religions too. Is it that the so-called secular education does not know how to deal with
cultural and religious aspects of a society? If so, then it is a problem that needs to be fixed
by taking the disciplines of religious and cultural studies more seriously. It is ironic that
we do not have well-established religious studies departments in any of our modern
educational institutions. It is ironic that these departments when situated outside India
produce most of the scholarship about these religions, at least in the medium of English.
We need to produce a scholarly and critical approach to frame meaningful syllabuses in
Vedic studies too, otherwise we will end up depending too much on the religious leaders
themselves for interpreting these religions. [ NARENDRA DABHOLKAR]
2.3.0

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 CHAPTER 5

CASE STUDIES

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 5. CASE STUDIES

5.1 MIT SCHOOL OF VEDIC SCIENCE

Fig.24 MIT Vedic Institute

Location: MIT – ADT University Campus, Loni Kalbhor, Pune – Solapur Highway.
Total Plot Area:
Total Build-up Area: 1020 SQM

BACKGROUND: -
The MIT school of Vedic Science was established in year 2016.The Founder of MIT
School of Vedic Science was Professor, Dr. Vishwanath D. Karad. He is a ardent
follower and believer in Philosophy by Saints, sages, like Saint Sri Dnyaneshwara,
Swami Vivekananda, and modern scientists like Dr. Albert Einstein. He is having rich
knowledge and wisdom in understanding the role of science and spirituality along with
philosophy of religions in the world. He firmly believes that the Science and spirituality
are the two sides of coin.
So, He wanted to preserve the religious values, Culture and Old tradition of India and
wanted to forward to the next generation.
-Professor, Dr, Vishwanath D. Karad (“The union of science and spirituality alone, will
help bring harmony and peace to mankind.”)

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LOCATION AND ACCESSIBILITY: -

The school is located near Pune – Solapur highway at 850 m in Loni Kalbhor Village.
The site is situated away from Township. The Main campus of MIT –ADT university
was owned by the Shri. Raj Kapoor’s family which was bought by MIT group of
Institutions at Year 2022. Raj Kapoor’s dream was that this land should be developed as
a large educational campus which would be close to nature, peace.
The Raj Campus or MIT –ADT campus spreads over 125 acres of land with a lots of
vegetation and greenery all over the campus on the bank of river of MulaMutha river
based on the elements of Sapta Rishi, Sapta Rang and SaptaSwar.

Fig.25 MulaMutha River Fig.26 MIY Campus

AIM AND OBJECTIVES: -
 Aim is to Impart or Transfer knowledge of the judicious blend of Indian Vedic
tradition and the contemporary knowledge to the next generation.
 To prepare the next generation of who can study and articulate the Indic scientific
tradition of India and to fill the gap between Indian and Modern scientific study.
 Instead of focusing on the shaastras the school has designed its curriculum and
programs to educate modern students with the methods used in Vedic science and
provide sufficient knowledge and interpretative skills to enable practical study
and research.

ARCHITECTURAL CHARACTER: -

The exterior building façade is constructed with the Sand lime brick masonry it helps the
absorb the heat to reduce the solar heat effect. to maintain lower temperature in hot and
dry climate of pune – Solapur.

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The college had a pleasant campus with various under construction structures. The
structures prominently consisted of dome, and good architectural aesthetic giving it a
look of Mughal structural work.
The Main Dome structure will be used as a prayer hall of MIT university campus, the
main central dome shaped building is surrounded by four pillars from four sides named
as the Vishwa shanti bhavan the structure rests on 24 big pillars having 160ft diameter.
The prayer hall accommodates about 3500 people once at a time.

Fig.27 Construction of Dome MIT House of Library

It was a construction of the largest dome. Its diameter was 50 feet; it was totally supported
by the scaffolding. 6 workers were able to work on the top. Centering plates and ring
beams were used for concreting. The cement water ratio was 0.5.
The column base was 9 inches and top was 7 inch. The height of column was 10.6ft. The
load transfer was done from round columns to ground. The columns used M30 grade
concrete and the slab had M35 with 7-inch thickness.
The dome is also a house of library named “World Peace Library “which will have wide
variety of books. The prayer hall will also have 54 statues of eminent personalities of
Saint Maharaja’s Shri Nyaneshwar, Shri Saint Tukaram to Albert Einstein, Newton,
Vivekananda, Mahatma Gandhi and the Philosophers of the world many more eminent
personalities. They all are the makers of the world’s history.
PHOTOS: -

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COURSES: -

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  B.sc Integral Psychology
 M.A. in Sanskrit
 M.Sc. in Vedic Sciences
 Master’s Certificate Program in Vedic science
 Ph.D. in Vedic Sciences
 Certificate courses –
a. Grantha – Kovida: Textual Immersion Course
b. Short – term Research program in Vedic science
c. Vedic Science Essentials – Bundled Program
d. Undergraduate Diploma in Vedic Sciences

1. VEDIC PSYCHOLOGY – 3 Years (6 semesters) Course Focuses on

 Study of psychology – Modern and Vedic approaches

 Significance to svaanubhava, jnaana in Vedic Culture / world view
 Vedic Psychology of the inner world
 Vedic Psychology of the body-mind
 Vedic Psychology of language, art and beauty
 Epics and psychology
 Yoga as a theory (science) and practice (technology/ engineering) of mind

2. SANSKRIT – 2 3 4 Years Course Focuses on

 Introduction to Vedas
 Vedic Science Foundations
 Vyakarana
 Sahitya
 Nyaaya-vaisheshika
 Miimaamsa
 Vedanta
 Veda streams: Rig, Yajur, Sama and Atharva Veda
 Shastra streams

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 3. VEDIC SCIENCE – M.Sc. –
Math and Computing

a. Concept map creation of an Indic Text

i. Brihat Samhita
ii. Charak Samhita
iii. Tarka Sangraha
iv. Artha Shaastra
v. Naatya Shaastra

b. Leveraging earlier context to disambiguate Vaakya-bodha

c. Generating meaningful sentences in various Indian languages based on
Akaankshaa (legitimate linkages between verbs and nouns), and
Yogyataa (combinability – compatibility)

Psychology

d. Yoga, Ayurveda, Upanishads

e. Applicability of Yoga principles to treat specific psychological disorders
Efficacy of an Ayurveda drug on psychiatry patients
f. Dreams as basis for physical diagnosis in Ayurveda
g. Survey of Ayurveda texts (in comparison with Allopathy) to describe the
relation of

i. Ethics and health

ii. Seasons and diet/health

Aesthetics

h. Extending the concepts of poetics to other fields of beauty (applying to

drawing, painting, design, music, theatre, dance)

4. Ph.D. IN VEDIC SCIENCE – 3 to 5 Years course

 Research Methodology

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  Indic methods of systematized inquiry and thesis writing – Flavours of shaastric
research
 Application of research components – Use of appropriate shaastric and textual
structures – Customized research methodology – Conceptual mapping to make
the portion more interpretable

REMARK: -
1. Toilet and bathroom are insufficient in number and are mismanaged.
2. No proper amount of sunlight for the administration staff.

5.2. HINDU UNIVERSITY OF AMERICA

Location: Florida, America
Total Plot Area: 9.7 acres (39,000 sqm)
Total Build-up Area:

BACKGROUND: -
The Hindu university of America was established in 1989 and was authorized in 1993
to provide students with a unique academic environment to explore the knowledge
systems rooted in and emerging from Vedic thought i.e. the philosophies, traditions,
culture, and civilization that has come to be called Hinduism in the popular imagination.
LOCATION AND ACCESSIBILITY: -
The Hindu University of America is a Non – profit educational institution in U.S in
Orlando, Florida. The university acquires area about 9.7 acres (39,000 sqm ) campus
property with 2 buildings in year 2000.

COURSES: -

The university offers undergraduate and graduate level courses in

 Sanskrit
 Hindu Philosophy

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  Yoga
 Ayurveda
 Jyotish
 Medicinal chemistry
AIM AND OBJECTIVES: -
To provide students with a unique academic environment to explore the knowledge in
and emerging from Vedic thought like the philosophies, traditions, culture, and
civilization of India that has come to be called Hinduism in the popular imagination.

5.3 CHINMAYA VIDYALAYA (CBSE)

Fig.28 Chimnaya Vidhyala , Himachal Pradesh

Location: Shivalik Hills , Salon , Himachal Pradesh
Total Plot Area: 11 Acres
Total Build-up Area:
Chinmaya is situated in the lap of Shivalik Hills in a beautiful valley, Nauni in the state
of Himachal Pradesh (2 hours drive from Chandigarh airport). It is considered amongst
the best International Boarding Schools in India. The pollution free atmosphere, peaceful
surroundings and rich flora and fauna are ideal for a child’s early years of life. Chinmaya
is an English medium, Senior Secondary, Co-educational (for both boys and girls)
boarding school. beautifully integrate CBSE curriculum with Vedic Mind Training. They
have small classroom size of around 20-25 students per class to ensure personal attention
on each and every child.
BACKGROUND: -
Chinmaya Vidhyalaya was founded in 1951 by Pujya Gurudev Swami Chinmayananda
to continue his legacy of spreading Vedantic message of peace and happiness to the
Modern world.Swami Chinmayananda worked over 4 decades as a great ascetic of
contemporary India. He has 77 Chinmaya Vidhyalayas and 8 Chinmaya collges , these

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institutions operate as per the vision program formed by Swami Chinmayananda. His
idea behind this education program was to let the children face a true vision of life and
prepare them to face challenges with positive and dynamic outlook.Including their
personalities with Physical ,Mental , Intellectual and Spiritual things. Chinamaya
Institutions have educated over million students in last 40 years.

Visson and Mission: -

 Swami Chinmayananda wanted to continue his legacy of spreading Vedantic
message of peace and happiness to the modern world.
 Idea behind the program was to let children face true vision of life and prepare
themselves to face every challenge with positive and dynamic outlook.
 The word “Chinmaya “means “true Knowledge” which offers children a value
based holistic education which paves the way for development of Physical,
Mental, Intellectual and spiritual aspects of personality.
 Incorporating key components of Vedic Education into the school curriculam by
providing an enriching experience to both the learner and the facilitator.

Curriculam: -

CBSE curriculam for class 1 to class 10 : with subjects like Mathematics , physics ,
chemistry , biology , hindi , Sanskrit , English .
Extra Subjects : Music , Art , Sports

CBSE curriculam for class 11th and 12th :

Medical : Physics, Chemistry , Biology , English , I.T /Physical Education
Nonmedical : Physics , Chemistry , Mathematics , English ,I.T/ Physical Education
Commerce : Accountancy, Business Studies , Economics , English , I.T/Physical
Education
Humanities : Political Science , History , Geography /Psychology , English ,
I.T/Physical Education

Co –curriculam Activities :

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As per the belives of Swami Chinamayananda the school integrated the Vedic Wisdom
with the CBSE Curriculum by creating a combination of academics and co-curricular
activities, such as Vedic literature Studies, Music, Art, Yoga, Community service,
Culinary art, cricket, volleyball, hockey, lawn tennis , badminton, table tennis , basket
ball , football and atheletics.
Vedic Yagyas:

Fig.29 Yagya Area Fig.30 Temple of Chinmaya Vidhyalaya

 The morning starts with purifying the environment and making it rich and full of
energy to make the students ready to internalize knowledge.
 Yagyas were a part of the daily routine of people in ancient India, having
numerous benefits.
 The fire purified the environment, the herbs used in the yagyas had a powerful
effect in improving the physical and mental health, the Sanskrit chanting
strengthened the nervous system.
 Children are made to perform Agnihotra everyday. This purifies and cleanses the
space element from the negative vibrations.
 It brings clarity of thought, increases the energy level and improves overall
health.
 It is the process of purification of the atmosphere through the agency of fire tuned
to the specific biorhythm of sunrise/sunset.
 It comes from the ancient-most Vedic sciences of Bio-energy, Medicine,
Agriculture and Climate Engineering

Yoga and Meditation: Yoga and meditation have several benefits in ensuring physical,
mental and emotional health. Regular practice of yoga from a young age makes a person
intuitive and innovative.

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Aurvedic Wisdom: Ayurveda is one of the oldest sciences and systems of medicine
available to mankind. It emphasizes on good health and prevention and treatment of
illnesses through lifestyle practices (such as massage, meditation, yoga, and food) and
the knowledge of natural plants and herbs as remedies.
Character Building: This subject teaches moral values and makes one dyamic. It makes
you calm and relaxed by mind. It gives one the ability to resolve complicated problems
in simplest ways and solutions of modern day.

5.4 BAPS SWAMINARAYAN SCHOOL, NAGPUR ,INDIA

Fig.31 BAPS Swaminarayan School, Nagpur

Location:
Total plot area :- 95,00 sq ft
Total buildup area :- 45,000 sq ft

BACKGROUND

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 The Swaminarayan School, Nagpur was inaugurated by His Holiness Pramukh Swami
Maharaj on April 1997. Pramukh Swami Maharaj's wish is to shape these young minds
into good listeners, good thinkers, good writers and good creators. The school was
affiliated with CBSE in the year 2004.

Students are groomed in the sciences and the commerce as well as encouraged in extra-
curricular activities, towards developing an all-round personality and becoming value-
centered, educated citizens of the world.

LOCATION AND ACCESSIBILITY

The school ia located the East Wardhaman Nagpr society , in Nagpur .

Transport Facilities: A fleet of well equipped Buses for transportation of Day scholars
from within the circumference of 10 kms.

AIMS AND OBJECTIVES

The Swaminarayan School, Nagpur , fully believe that all-round education comprises
academic excellence, blended with ethics, virtuous character and noble values.

The Swaminarayan School, Nagpur's vision is to provide students with Quality

Education embedded with Sanskar, with the help of a highly efficient and dedicated
team of Educators.

To create a society of progressive thinking individual , who will contribute to the

intellectual development of the global community by initiating positive changes in the
social fabric , technology.
The aim is to help a child realize his own unique potential. Intend to provide excellent
education to develop the child’s physical , emotional , intellectual and spiritual
personality .This will result in providing satisfaction and success in individual life as
well as in community , national and international living.

AIDING EACH CHILD TO ACHIEVE SELF KNOWLEDGE

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 Believe that future belongs to the youth. Our world is changing and developing very
fast and Youth’s are the new engines of our modern society. We seek to create a world
of truth , courage and justice , and becoming brave , frank , clear hearted , courageous
and aspiring youths are the foundations on which the future of the nation can be built .

The school instills in each child the DESIRE TO LEARN by:

 Letting him/her progress at his/her own rate by using positive reinforcement

 Emphasizing how to work with one another and to appreciate each other's talents
 Stressing development of critical thinking and curiosity rather than rote learning
 Avoiding competitive, racist mindsets
 Making school work a challenge, not a frustration
 Giving him/her and the Educators the opportunity to set goals, develop projects, and
evaluate them jointly
 Stressing that with freedom comes responsibility, both to oneself and to others.
 The school also involves the student's parents to participate in the school activities and
in the daily running of the school.

The School works to PROMOTE SELF-KNOWLEDGE AND GROWTH by aiding each

student to

 Respect oneself and others, both in language and behavior

 Be cooperative rather than competitive
 Learn self-discipline and take responsibility for one's own actions
 Develop a spirit of service-mindedness by helping others and being patient
 Learn to concentrate to plan, focus, and follow through
 Listen to and also understand what others say and feel
 Learn to focus on one's personal needs, feelings and goals
 Learn to show feelings in appropriate ways
 Respect property and treat the environment with care
 Witness the importance of family involvement in his/her education
 Create opportunities for learning basic life skills such as self-dependency, critical
thinking and decision making
 Prepare for global challenges while maintaining the rich Indian culture, morals and
values
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  Facilitate a culture of lifelong learning

CURRICULUM

Pre-Primary: Nursery, Junior K.G and Senior K.G: A three years pre-schooling
curriculum is prepared by highly experienced teachers.(Foundation stage of NEP)
PRE-PRIMARY CURRICULUM: (Foundational Stage of NEP)

 This is intended for Nursery, KG 1 & KG 2, Grade 1 and Grade 2.

 We focus on multilevel, play/activity-based learning which enhances the motor
skills of a child.
 We aim to stimulate the innate curiosity of children through innovative,
conceptual learning methods. Blending knowledge with practical experiences.
 Focus on areas such as literacy, numeracy and environmental awareness.
 NURTURING AND STIMULATING CURIOSITY
o

Primary: Classes I to V: Based on NCERT and the course components prescribed by

CBSE.(Preparatory stage and Middle stage of NEP)

PRIMARY CURRICULUM: (Preparatory stage & middle stage of NEP)

 The Primary school has its own set of workbooks to supplement the learning
process. Each lesson is planned in advance and evaluated later, so within a very
flexible framework there is a structured and graded progress.
 We aim to empower students by strengthening their conceptual understanding.
 The areas we stress are English reading comprehension, language development,
Mathematics and Environmental Science.
 Focus on areas such as creative writing, problem-solving, logical reasoning and
analytical skills. Play, discovery, interactive classroom and activity-based
learning.

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  STRENGTHENING THE FUNDAMENTALS

Secondary: Classes VI & X:Based on NCERT and the course components prescribed
by CBSE.
Higher Secondary: Classes XI & XII (Science & Commerce): Based on NCERT and
the course components prescribed by CBSE.

SECONDARY & HIGHER SECONDARY CURRICULUM (Secondary Stage of

NEP)

 In the senior school, the curriculum lays emphasis on the teaching of a subject that is
not merely the course work for each subject as prescribed by the C.B.S.E. So the
students actually learn much beyond what is required for the board examination. Thus
the additional part of the curriculum gears up the student for the C.B.S.E. and a system
of monthly tests, additional examinations and classes on handling of examinations. The
non-academic subject in both senior and junior school are taught according to a pre-set
syllabus. We have International Standards for teaching, assessments and lesson plans.
We provide ample scope for physical, intellectual and social development of students.
 Enlist general and specific teaching and assessment objectives.
 Uphold constitutional values such as socialism, secularism, democracy, republican
character, justice, liberty, equality, fraternity, human dignity and the unity and integrity
of the Nation by encouraging value-based learning activities.
 Nurture life-skills by prescribing curricular and co-curricular activities to help improve
self-esteem, empathy towards others and different cultures, etc.
 Integrate innovations in pedagogy, knowledge and application, such as human sciences
with technological innovations to keep pace with the global trends in various disciplines.
 Promote inclusive education by providing equal opportunities to all students.
 Integrate environmental education in various disciplines from classes I to XII.
 Equally emphasize co-scholastic areas of art, education and health and physical
education.
 The curriculum aims to achieve cognitive, affective and psychomotor excellence,
enhance self-awareness and explore innate potential, promote life skills, goal setting,

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 decision making and lifelong learning, inculcate values and foster, cultural learning and
international understanding in an interdependent society; acquire the ability to utilize
technology and information for the betterment of humankind, strengthen knowledge and
attitude related to livelihood skills, develop the ability to appreciate art and showcase
talents, promote physical fitness, health and well-being.

Admission Process (Std.XI Science & Commerce)

TECHNOLOGY AND CURRICULUM

 Respect oneself and others, both in language and behavior

 The school constantly adopts cutting edge technology, both in terms of the latest
pedagogical methods and also in the use of computers and information technology for
teaching.
 Several programmes in the school integrate the latest developments and technology into
the curriculum.
 Classes are conducted by utilizing Smart Classroom technology. Additionally, students
have exclusive use of state-of-the-art micro-computer laboratory which is provisioned
with advanced hardware and software.
 We ensure extensive use of virtualization technology to extend the capabilities of lab
resources and provide a diverse learning environment utilizing a variety of operating
systems.

SCHOOL SAFETY

 To ensure safety for and improve protection of students and staff we have systems that
integrate video surveillance, access control, and intrusion detection (CCTV) system and
have taken all actions to ensure necessary security measures.
 All the campuses are under regular CCTV surveillance
 School is well equipped with fire fighting system.

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  Different committees safeguard the rights of children.
 Counselling sessions are also conducted from time to time to dissolve mind blocks in
children.
 We conduct periodic emergency drills and background checks on every staff

IMPORTANCE GIVEN TO SAFETY

INFRASTRUCTURE

 World-class infrastructure is directly proportional to efficiency in learning.

 We have incorporated Smart boards, Science labs and Maths lab, where each child can
develop and explore ideas about various subjects.
 We also have a well-equipped library, skating hall, basketball courts, playgrounds, and
music rooms, effectively bridging the gap between academics and extracurricular
activities.

CO-CURRICULAM ACTIVITES

PHYSICAL EDUCATION

Physical education is an integral part of TSS. The physical education programme is structured
to develop skills , stamina and sportsmanship in accordance with the particular age groups.

VARIOUS SPORTS ACTIVITIES

Karate , Basketball , Skating , Yoga , Thai-Boxing , Hockey , Volley Ball , Cricket ,

Gymnastics , Chess

VARIOUS CO-CURRICULAR ACTIVITES

To improve the learning experience of students , help them identify their inner talents like
creative and public speaking skills , leadership qualities . Different co-curricular activities :

DANCE , Music , Speech and Drama , Drawing and Painting , English Club , Maths Club ,
Science Club , SST Club

OTHER ACTIVITIES

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Apart from the general routine, there is always something happening at TSS. Competitions,
quizzes, parenting seminars, career counselling, festival celebrations, talks by eminent
personalities, and of course, examinations are planned at the beginning of the year as part of
the curriculum and judiciously timed so as to reinforce the concepts that are currently being
learnt in class.

Children are frequently taken out within and outside the city to places that help them relate what
they are learning in the classroom to the real world.

There are also many major annual events to look forward to - The Founder's Day Celebration,
Drama Festival, Interschool Debate, Competitions, Interhouse Competitions and Matches and
an Athletic Meet.

 Prayer Hall: A huge Prayer hall for assembly and gatherings.

 Library: A beautifully designed room with relevant children’s books provides ample
opportunities to enhance reading habits. Both the libraries are equipped with varieties
of books. Library activities to develop interest among children are monitored by a
qualified Librarian.
 Infirmary: An equipped room with first aid to provide temporary relief to ailing
children. Every child undergoing any physical problem gets proper care in the infirmary
and with the consent of the parent given further treatment by the qualified Doctors.
 Multipurpose Hall: A huge Hall for Scholastic and Co-Scholastic activities has been
equipped with adequate lighting and ventilation in which around 500 children can be
accommodated at a time to witness any programme at short intervals. Multipurpose Hall
is a seed bed to hone the latent talent of every child at BAPS.
 Play Grounds: Hockey Ground, Cricket Ground, Basket Ball ground, Skating Ring,
Green Belt, Large Play Grounds provide learners a large scope to grow healthy and
attached to nature.
 Equipped Science Laboratories: Laboratories to perform Science practical tests in
Physics Chemistry and Biology are supported by qualified Laboratory Demonstrator.
'Do You Know' and 'Tell me why' are the two basic principles of learning science. But
unless the scientific hypothesis is experimented the learning remains incomplete.
Laboratories at The Swaminarayan school are the highly coveted corners for every
child.
 Activities Room: Language Lab, Music Room, Performing Art Room, Art and Craft
Room provide wide range of learning skills.
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  School Campus: The Swaminarayan School, Nagpur encompasses a beautiful
infrastructure to accommodate 1700 students and groom them holistically such that each
and every alumni of the school develops into a stalwart of society contributing in the
multifaceted growth of our nation and the world. The campus is situated amidst nature
and the greenery around adds beauty to its serene atmosphere. Large Class Rooms with
proper ventilation and ample space ensure comforts for children and facilitates teaching
learning process in the right spirit.
 Smart Classes: Highly updated educational components projected on screen help
learners in acquiring knowledge quickly and retain the same for longer hours. Classes
are oriented towards real life learning and the children enjoy the screen display of every
concept woven precisely for every subject. The subject materials are updated regularly
in order to equip learners with the latest knowledge.
 Audio Visual Rooms: This room facilitates teaching and learning process the provision
of audio visual support system develops interest for the subjects among learners. It is
evident that children learn and acquire things in a better way when are exposed to Audio
Visual presentation.

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COMPARITIVE CASESTUDY

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 CHAPTER 6

DESIGN INTENTS

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 6.DESIGN INTENTS

6.1 DESIGN APPROACH

The proposed vedic institute consists of two parts, the institute and the research centre.
There are three main transitional spaces provided around which the structures revolve.
The division was made depending on the functions and the types of visitors each caters
to.
The first transitional space surrounds exhibition gallery, museum, administration
and publication apartment with seminar hall, which are all public functions.
The second transitional space surrounds classrooms, theatre, hobby classes,
which is further surrounded by research departments and library on one side, which are
semi-public functions.
The third transitional space is the one around the temple, temple complex, with
prayer hall and yoga Kendra at two sides and a meditation hall in basement. The temple
complex leads to the sangam, the junction of two rivers, Godavari and nasardi.
There is a major central axis, a 10-metre-wide corridor which links all the three
transitional spaces and ultimately ends into a temple, vedmandir.
The internal feeling of space is given importance with climatic considerations. It
has a range of structural systems ranging from flat slab, vaults, funicular shell etc. shell
and vaults roofing systems are used because they use les quantity of cement and steel.
The only factor which discourages the use of these systems is the cost of the shuttering
which makes these systems uneconomical.

6.2 AIMS AND OBJECTIVES

1. To make people aware of Indian cultural tradition and literature.
2. To teach Vedas, Vedanta and Shastra with upvedas, upangas and kaipa
tradition.
3. Teaching of various subjects, which are fading away and are essential in
today’s life.
4. To preserve the tradition of oral recitation, audio-visual recording of Vedas.
5. To have in depth voice of reciters voice i.e. volume, intensity, frequency,
timber and pitch, more experiments of different mantras are to be carried out.

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 6. To do research for studying and applying effect of oral recitations of mantras
on human beings.
7. To do research in different branches of knowledge hidden in Vedas.
8. To do research in Ramayana and Mahabharata.
9. To do research for setting up the meaning of vedic chants and applications of
vedic knowledge to today’s life.
10. Sangeet academy for Samaveda students.
11. Extensive state of the art and yagyna documentation and research facilitites.
12. Regular seminars will be conducted here, so that scholars could meet often to
share their thoughts and studies.
13. Ancient texts and other materials pertaining to Sanskrit would be housed and
regularly displayed for public.
14. Teaching includes oral studies through writing in Marathi, Sanskrit and
English.
15. Modern Indian and foreign languages will be taught with computers.

6.3 INFERENCE
Activities of the proposed institute:
The activities of the institute have been divided into many two parts.
1. Vedic College for UG &PG courses .
2. CBSE School from 6th Std to 10 th Std with Vedic morals.
3. 11th and 12th Junior College with CBSE system.
1. Vedic College :
We have forgotten our splendid sciences in past history. In order to revive the values and
fundamentals of Indian culture, to revive the knowledge hidden in Vedas and developed
sciences in historic period, a provision of an institute should be made. Attention of people
should be diverted to our own learning system and unthinkable without the learning
centre. The institute shall offer the teaching of all Vedic Literature with Modern
Education Techniques .
The institute should also have the following facilities:
1) Exhibition gallery: An impartial and non-selling showroom for the extensive state
of the art documentation, a place where research students and vedic students can

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 see and compare their work and knowledge. The centre is an integral part of the
sales and marketing functions of the yagniya goods and ritualistic materials.
The product exhibited should be brought together into product groups and
functional units which make it easier for the visitor to make comparisons. In
specific setting comparisons of vedic culture with other religious cultures can also
be studied.
2) Museum: It housed a rare manuscript collection and rare book collection on vedic
literature.
Yagniya goods will also be displayed to give the complete idea of sacrificial
institute and vedic culture.
2. Secondary CBSE School :
Curriculum will be affiliated with CBSE books of NCERT as per the New
Education Policy.The main aim is to help the child realize his own Unique
potential . with providing excellent education to develop the child’s physical ,
emotional , intellectual and critical thinking method and success in individual life
.With Making children a friendly environment while teaching and learning .

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 6.4 NEW EDUCATION POLICY

The Union Cabinet has recently approved the New Education Policy (NEP) 2020, on the 29th
July 2020.This policy in principle has replaced the Education Policy of 1986 and also the
Education Policy of 1968.
This policy has introduced certain unique elements which are the need of the hour and on the
other it has tried to revive the ancient value system of India, ignored by the earlier education
policies.Incorporation of those ancient wisdom, core values and ideas in the education system
of India is quite necessary today.
The NEP 2020 has the goal of making India as a self-reliant nation as well as a global
superpower of knowledge. It also wants to revive the lost glory of Indian culture and value
system.
The foundational pillars of NEP are excess, equity, equality, affordability and accountability.
So, this education policy aims to create a vibrant knowledge society and global knowledge
superpower by making both school and college education more holistic, flexible and multi-
disciplinary. It is in the context of this background; the NEP comes into existence to achieve
the higher goals of holistic education.

Key words: NEP, Education, India, Examination

GOAL OF MODERN EDUCATION POLICY WITH VEDIC PRINCIPLES OF

EDUCATION
Our ancient Indian education system was a kind of non-formal education system. The students
were going to the teachers’ place and the system was known as the Gurukul system. There
was no fixed curriculum and students or disciples who were staying with the Gurus and
learning education through their daily life experiences along with academic discourse.
Education was a part of their social life. Also, the three methods of instructions were
Shravana, Manana and Niddhyasana.
Sravana meansto listen the words uttered by the Guru.So that is how through hear say the
knowledge was transmitted from one generation to another.
Manana means remembrance and when the guru was delivering his thoughts or knowledge,
the disciple was supposed to remember those things after the teaching.
The third method was Niddhyasana that is practical examples and reflections of the teaching.

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It was this ancient value system that made the ancient universities or centers of learning of
India, Nalanda, Takshshila the world-famous education hub and students from various parts
of world used to come for education to India.
The fundamental principles of the NEP 2020 are as:
 Identify the unique capabilities of each student by sensitizing teachers as well as
parents to promote each student’s holistic development in both academic and
nonacademic spheres;
 Foundational Literacy and Numeracy by all students by Grade 3;
 Flexibility for choosing their own paths in life according to their talents and
interests;
 No hard separations between arts and sciences, between curricular and extracurricular
activities, between vocational and academic streams, etc.;
 Emphasis on conceptual understanding rather than rote learning and learning-
forexams;
 Creativity and Critical thinking to encourage logical decision-making and innovation
along with Life Skills and Civic Virtues like FRs and FDs;
 Promoting multilingualism and the power of language in teaching and learning;
 Focus on regular formative assessment for learning rather than the summative
assessment that encourages today’s ‘coaching culture’;
 Extensive use of technology in teaching and learning, increasing access for Divyang
students, and educational planning and management;
 Local context in all curriculum, pedagogy, and policy, always keeping in mind that
education is a concurrent subject;
 Teachers and faculty as the heart of the learning process - their recruitment,
continuous professional development, positive working environments and service
conditions;
 A ‘light but tight’ regulatory framework to ensure integrity, transparency, and
resource efficiency of the educational system through audit and public disclosure
while encouraging innovation and out-of-the-box ideas through autonomy, good
governance, and empowerment;
 Outstanding research as a co-requisite for outstanding education and development;
 Continuous review of progress based on sustained research and regular assessment by
educational experts;

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  Inclusion of the rich, diverse, ancient and modern culture and knowledge systems and
traditions;
 Access to quality education must be considered a basic right of every child;
 Substantial investment in a strong, vibrant public education system as well as the
encouragement and facilitation of true philanthropic private and community
participation.

MAJOR CHANGES AT SCHOOL LEVEL

The NEP is all out for restructuring the entire School Curriculum and pedagogy in a new
design of 5 + 3 + 3 + 4. The earlier pattern was 10+2 for the school system.

MHRD (Ministry of Human Resource ) Renamed as Education Ministry

New changes on :
 5+3+3+4 = New Format of Education
 Teacher Education
 Language
 Inclusivity

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 Fig.31 NEP Curriculum 2020
In the previous education policy 10 +2 = 12 years , The goverment used to keep watch on
students till 12 years . The child used to go to school at 6 yrs of Age.

As per the New education policy 5+3+3+4 = 15 Years , The goverment will keep watch on
the students till 15 years.
 The starting year of the Study will be from 3 years of Age .
A. Foundation Stage (3+2 =5 years ) No Exam :- where a child will go to school at 3
years of age , and making school environment playful and Friendly . So that they will enjoy
going to school . Here , Teachers will be given the training of Guardian .
3 years (Play ) + 2 years ( Class 1 & Class 2 ) A stage where children should love coming
to school .
B. Preparatory Stage (3years) Exam Start :- For Class 3 , 4 &5 . Here students will
learn various activities and Get introduced to studies , Give them poems to learn and
make him connected to studies. Here the student will learn in his own regional
language till std 5th .Their is no mandatory rule that the child should only have to
learn in his regional language , He/She can also learn in English .
Positive thing : Child will learn and grassp things easily.
Loss: That the child will distance from english language . In future it will be a great
loss .
C.Middle Stage (Class 6 ,7, 8) :- Here student will be teached Computer coding or computer
languages or computer knowledge. Vocational courses will also be added .and Other subjects
like Maths , Science , Arts (Social Science ),Here you also have to learn any Indian Language
like Sanskrit , Maithili or any other language .
D. Secondary Stage (Class 9,10 ,11 &12th ) 4years :- Here the exam will be given semester
wise after every 6 months .Total 8 semesters exams should be given .
In this their is no stream , the Streams like science , commerce , biology has been removed ,
student can choose his own subjects as her his choice and in which he /she is interested
.Multiple subjects have been added . Their will be critical thinking method .as per NCERT .
They can also learn foreign language .

E. Graduation (4years ) :- Earlier their were different types of graduations like

B.A/B.Sc/B.com etc . Now you will called as graduate because there will be no stream .

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  If you pass 1st Year :- You will get Graduate Certificate
 If you pass 2nd Year:- You will get Graduate Diploma Certificate .
 If you pass 3rd Year :- You will get Graduate Degree certificate .(Alligible for Job)
 If you pass 4th Year :- Graduation in Research Certificate .
 Re-entry :- Here the student will learn from where he stopped his studies .
F. Post Graduation (1 AND 2 YEARS ):- The student who has done 4years of course he
will do 1 year of PG. and The student who has done 3 Years of course he /she will do 2years
of Graduation course.

 Positive things :-
1. G.D.P OF 6 PERCENT.
2. School Fee:- For Private school they will have maximum limited fee structure ,
not more than that and not less than that .
3. Vocational :- Practical Knowledge of how things are made , whats its purpose
etc.
4. Result :-
 Marks: Subject marks
 Self: How much marks you give to yourself.
 Friend: How much friendly he /she is with his friends and classmates.
 Teacher: Is the student good or not.
5.Foreign University: 50 foreign Famous Universities (Top Level) will open their branches in
India . Their will also be a competition in the Universities .
6. Four Different Departments :-
 Making of syllabus which student will be taught what subject .
 Where they will see which school how teachers are teaching , Infrastructure , Making
change in student .
 Department who will give salary to the teachers , and scholarship to the students .
 Other department who will make results .
7. Teachers training Programme for 4 years :- To make students interested in studies .

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  Negative things :- English is given less importance . The central body will make
decisions for students education and Teachers programme and they have to
compulsorily follow that programme.

A new National Curriculum Framework for school education will be developed by NCERT.
Early Childhood Care and Development (ECCD) will also be developed by NCERT. It also
finds a focus in the Education Policy of 1986. The NEP also focuses on Foundational Literacy
and Numeracy. It means that every individual must be literate to the extent that numerology
should be known to him or her. The minimum writing and reading skill every individual must
have. These are the urgent and necessary prerequisites for learning not only for a child but for
every individual. “The new National Education Policy (NEP) focuses on learning instead of
studying and goes beyond curriculum to focus on critical thinking ...”12

CONCLUSION
India has to make its presence felt worldwide and to make a global reach can only be ensured
through achieving the targets on priority basis. There are over hundred action points with
timelines proposed by this NEP. So how to ensure this timeline is also a major challenge.
Linkage of education with industry and research are also a major challenge. One region is
developed, another region is not developed which is also called lopsided development. So,
keeping in view the regional diversity we cannot have the same kind of operating
environment throughout the country. Modifying the education system according to regional
gap is also a challenge. The kind of poverty we have in India is a major stumbling block
before this education system because the poor people feel that earning is a priority than going
to school. We have to motivate people to change this mindset. The focus on achieving the
goal for standard ofNalanda and Takshila is another challenge. The incorporation of the
values of our Vedas and Puranas in the new curriculum is also a challenging task. These are to
be revived. The 20-year targeted journey will prove the success of NEP and the road do not
appears to be so smooth.

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EDUCATION THEN AND NOW
An Education system is the knowledge delivery system for a civilization. Education is a vehicle,
a Vahana for Knowledge, Jnana. An effective education should deliver comprehensive
knowledge, comprising of
 Dhi – Intelligence
 Dharma- Values
 Daksha – Skills.
Dhi – to gain intelligence by learning to see, understand and analyze everything correctly.
Dharma – to develop values of Universal order, so that one can discern the right thing to do.
Daksha – to acquire dexterity in body and mind, to do that right thing in the right manner.

Soft Skills and Hard Skills

The difference between the Ancient and Modern system of education is in the timing,
handling and imparting of Hard Skills and Soft Skills.
When we look at the difference between the English system and the traditional Gurukula
system of education, the difference is telling.What we need is a blend of the Traditional
Indian Concepts, Methods, Techniques of Teaching and Modern Technology and Information.

Modern Education in India

The Indian education system has its deep roots in ancient oral learning as well as the Gurukul
education system which later was transformed as per formal education by the British. Here are
the salient features of modern education in India:
● Modern education in India was brought by the British colonisers in the 1830s along with
the English language which is credited to have been introduced in India by Lord Thomas
Babington Macaulay.
● While metaphysics and philosophy were earlier studied at Nalanda University, the new
modern education system brought by the British focused on academic disciplines like Science
and Mathematics.
● As India became free from British, basic education was made compulsory especially for 6-
14 years of age with schools constructed all across the country.
● The modern-age education system of India in the 21st century is constituted of a new
approach to learning from online education to skill-development courses, digital learning

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platforms, grading system as well as the use of educational technology in the classrooms and
a newly introduced New Education Policy!

THINGS WE CAN LEARN FROM VEDIC EDUCATION IN THE 21ST CENTURY.

GURUKUL SYSTEM OF MODERN SYSTEM OF EDUCATION

EDUCATION

Gurukal system is the ancient vedic Modern education system is been influenced by the
learning method. western system .

The shishyas used to reside with their An educational center is build like schools ,
gurus and simultaneously learned and colleges to give education to students .
gained knowledge.

The students received education The education system has incorporated

through oral tradition but listening technologies like ebooks , video lectures , practical
and byhearting . knowledge , distance learning through online
lectures , and demonstrations , and reading and
writing through books .etc

The subject of the study included the The modern education includes various subjects
four vedas . ithihasas , puranans , and teaching methods are continuously upgrade as
grammar ,logic , ethics , astrology , per advanced research and developments .
maths and military science .

The students were trained to lead a In the modern education students are not only
disciplined life . teached theoretical part but also practical part.

In Ancient and Medieval India, In the Western World and present day India,
the focus was on greater life. the focus is on apparent life.

In the Gurukula system of while in the present day education system, it

education, Soft skills were given is Hard Skills that take precedence.

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 importance in the early days of
education

Gurukul training : Brain training , Training in modern system :Mind training ,

technical data , hard skills Aptitude , Soft skills

One way transfer of knowledge Multi way transfer of knowledge

Therotical Conceptual and Practical

Passive and Limited Interactive and Engaging

Specific subject knowledge Subject specific and skill based knowledge

Teaching styles have changed significantly over the years. The traditional way of
imparting education primarily employs recitation and memorization techniques
whereas modern education involves interactive methods for effective learning.
Traditional Education: Tried and Tested
The conventional education method focuses more on teaching and passing on information and
knowledge to learners. It focuses more on recitation than on anything else. For example,
students are made to sit in silence while one student after another would take in turn to recite a
lesson until each one had been called upon. The teacher will listen to each student’s recitation
who are expected to learn and memorise the assignments to the word. Traditional education
methods rely heavily on replication-based assessment in practical and written exams as well.
However, the way in which traditional teaching methods were utilized more than ensured that
students were rewarded for their efforts, used class periods efficiently and exercised clear rules
to manage student behaviour. Traditional methods are based on established customs that had
been used successfully in schools over many years.

Modern Education: A Welcome Change

Why is modern education important? Modern education significantly differs from the
traditional methods of teaching and is widely practised in schools today emphasising more on
science and technology. Progressive modern education focuses more on the student’s needs
rather than assuming that all students are at the same level of understanding. It is activity-
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based comprising of questioning, explaining, demonstration and collaboration techniques.
Embodied in the BEd Syllabus, this form of education teaches imaginative, creative thinking
and visualization.

Smart Education: The Advent of Online Learning

Amongst the core features of Modern Education, Online Education has become a
quintessential part of the learning process and pedagogy in the contemporary age. Offering an
immense scope of learning anything, anytime and anywhere, the Internet has become a vast
pool of knowledge welcoming people of all ages to furnish their skills and expand their
expertise in different fields of study. Further, online learning is just a constituent of Smart
Education which utilised technology to facilitate an interactive process of teaching and
learning. The importance of technology in education is imperative today and you can learn
anything and anywhere just with the help of a functioning network connection and a
smartphone, tablet or computer.

Modern Education: A Sample Study

Modern education comprises of various learning and teaching methods including the popular
‘space learning’ wherein students are encouraged to quickly switch through activities. It is a
learning method in which the condensed learning content is provided with a 10-minutes break
for physical activities. For example, students would be provided with 15 minutes of
powerpoint presentation and then allotted 10 minutes of sport. The aim of this method is to
improve their learning abilities. It is claimed that physical exercises help brain cells to create a
connection that they need to remember the course. Furthermore, it has the additional benefit
of allowing people to relax. Modern education is aided with a variety of computer
technologies, internet, projector presentations to make studies interesting and interactive for
students. It encourages students to engage with the real world, analyse everything that
happens in different life spheres. Students are taken to respective sectors and industries where
they witness practical application of concepts they learned learned theoretically. These
methods helps improve the quality of education and improve the engagement of students
effectively.

Benefits of Modern Education

In particular, the advantages of modern education can be summarised as:

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● Modern education is a dynamic way of learning enabling students to learn a lot faster. The
interaction between student and teacher helps students understand better.
● Enabling students to participate in physical activities in order to improve their efficiency is
another advantage. Modern education allows students to do a lot more than just learning and
help them become more social and interactive.
● Cocurricular activities, recreational activities, drama and art in education help students to
become creative, industrious as well as patient. This is one of the factors that make students
look forward to schooling.
● Modern education comprises screening classes and lectures which are scheduled at specific
timings, this helps to make students punctual and consistent.

Disadvantages of the Modern Education System

Lack of interpersonal interaction: Courses taken online are self-paced. It is challenging for
the students to build relationships with their peers. little to no face-to-face interaction and
little social engagement.
The likelihood of becoming distracted: The likelihood of becoming distracted is quite high
for students who are less focused and lack motivation. The students wander off course and
end up doing something different.
Learners get isolated: since they don’t engage with the outside world, which increases the
likelihood that they may feel lonely and alone.
Challenges Faced By Modern Education System
1. Conformity:
Employees are required to abide by a set of rules to accomplish corporate goals or targets,
which may limit their freedom and creativity.
2. Loss of Responsibility:
The people feel less accountable for the general expansion of the business as a result of the
development in the specialisation. Even though their employees are not receiving the required
training and development, it has been observed that firms frequently blame “globalisation” for
all of their problems.
3. Lack Of Proper Communication:
There is frequently poor communication between various sectors and teams as a result of
overcomplication and shortened deadlines, which has a detrimental effect on the company’s
overall performance.

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Importance of Pedagogy
Pedagogy plays an important role in designing an effective learning approaches and methods.
Glance through the imperative benefits of pedagogy which are as follows:

 It helps improve the quality of teaching and learning.

 It assists both students and teachers in gaining an in-depth understanding of
fundamental material.
 Effective teaching can help students achieve deeper learning.
 Pedagogy also enhances the student-teacher relationship.

Fig.32 Learning Pyramid

Importing Vedic education to Students in the Modern education

society
The aim of education was self-realization or the realization of Brahma or the Absolute.so
we can use various aspects of vedic education to bring out certain changes in our modern
society,
1.Moral Education:
It has become big question for modern institution that how to face with different types of
behavioral problems among the students. In-fact institutions are not fully aware how and

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when moral values should be teaching to the students.Man is a social animal and he has
to learn different social habits like respecting elders and teachers,helping the
poor,respecting the women.There should be separate department of moral education in
the modern institutions. Vedic education was totally based on moral values and strong
emphasis was given to moral education.If we really want better society,pious people then
moral education should be made prime weapon for changing the nature of students.

2. Discipline:
Vedic student always followed the principle of simple living and high thinking but modern
generation has adopted its reverse, simple thinking and high living. Vedic student regard his
teacher as his father.In vedic period there was very good kind of mutual understanding between
teacher and student.The sense of discipline and the cordial relation between teacher and pupil of
vedic age is well known to the world.Today we see the educational atmosphere has become so
venomous due to indiscipline. The sense of discipline can be developed if teacher pupil
relationship can be made to adopt the ideal relationship between teacher and pupil.

3. Curriculum: We need to make vedic education available for ones reach. In vedic period
education was not only for acquisition of knowledge but its main aim was formation of
character.Provision was made for the student, he was not prepared for this world, but for
the eternal happiness in the other world. Curriculum of modern institutions is totally
different.The ultimate aim of modern education is to prepare the student for the world.
Education is something, which makes a man self-reliant and self-less(Rigveda)

4. Life of Students:-
In vedic age students were bellowed to lead a simple life. Nowadays the life style of our
young generation has altogether changed they like to lead a life with full of fashion and
show. They have given up the principle of ‗Simple Living and High Thinking‗ and
adopted its reverse principle i.e. High Living and Simple Thinking. The whole balance
of the life is disturbed. In order to make their life healthy and smooth they. Should be
made to realize the importance of ancient style of life.

5. Education for Self sufficiency:

Education is that whose end product is salvation (Upanishads). Education according to
Indian tradition is not merely a means of earning a living; nor it is only a nursery of

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thought or a school for citizenship. It is initiation into human souls in the pursuit of truth
and the practice of virtue. The ancient schools followed the principle of education for
self sufficiency. Modern education lays stress upon preparing students to prepare
themselves for their future life. Vocational subjects have been included in the curriculum
in order to vocational education but much is needed to the done in this direction in order
to achieve the desired aim.

Result -
Students will be able to learn different social habits like helping the people, gentleness,
respect the elders and teachers and so many.These good habits make them good social
creatures and they will be known good human beings.Students will be able to realize that
the should not engage themselves to criticize others because Vedas warns us those who
defame others ultimately cause injurious themselves.Institutions will easily induce moral
feelings among students.Relationship between teacher and student will be cordial and
most vital thing is formation of character.We will able to realize how to respect
women,how to get rid from social evils as we all know vedic ideals of education are the
solution to all social evils.Materialism should not be our aim of life because Vedas advise
us to become a man of values than success.In every aspect of life we have to be remain
truthful because Vedas asserts; truth never dies.

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 CHAPTER 7

SITE SELECTION AND ANALYSIS

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 7.SITE

7.1 Alandi, Pune

Pune district is one of the most popular district in the state of Maharashtra, having total
population about 6,987,077. It is India’s Fourth most popular district among the 650
districts in India. Alandi is a popular sacred place and resting place of Marathi Saint
Dyaneshwar, in the 13th Century.
Alandi is situated near Pune city The temple in Alandi is situated near the bank of
Indrayani
River. He was known for his devotional writings in Marathi
Language, his commentary on Bhagwat geeta was also
known As Dnyaneshwari. Alandi is situated in 2
kilometers distance from the Pune Airport and 10
kilometers away from the railway station. Alandi is the
Municipal council of the pune district, it is located on
The bank of Indrayani River ,18.8 km and 577 meters
Above sea Level.

Fig.32 Saint Dyaneshwar

History
Alandi is a historical place where Samadhi Temple of saint
Shri. Maharaj Dnyaneshwar Maharaj is build. He was born in 1275. Saint Dnyaneshwar
lived in the 13th century. The temple was made during the Maratha Empire during the
Peshwas.
The temple of saint Dnyaneshwar (Devachi Alandi) has the marvelous architectural
design and deep religious values. Some famous temples of Alandi are the Omkareshwar
Temple, Kasbapeth Ganapati, Neelkanteshwar Temple, Shreemant Dagadusheth Halwai
Ganapati Temple, Datta mandir pune and many other famous temples.

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There are 2 famous Shiv Jyotirlinga’s near Alandi Pune.

Trimbakeshwar Jyotirlinga near Nashik.

The shiv linga has three faces which makes
it self a unique feature of this temple. The
three famous are the faces of the three main
gods of hindu Mythology – Brahma,
Vishnu, Mahesh. River Godavari originated
Fig.33 Trimbakeshwar Temple from here. The entire temple is made of Black
stone. Devotees believe that while visiting the Trimbakeshwar Temple will was away
their sins. It has the famous Pilgrimage festival called as the Kumbh Mela, once every
12 years.

Bhimashankar Jyotirlinga Temple, Pune. this

temple is situated in the sahyadri hills.
Bhimashankar temple is located near the village
Bhorgiri 50 km Khed Taluka, near Pune.
Bhimashankar is famous for its tremendous wild
life sanctuary, it is the part of western Ghats
Fig.34 Bhimashankar Temple Bhimashankar originated from Bhīma river also
known as Chandrabhaga in Pandharpur. The temple is the mixture of both old and new
structures, it’s the Nagara style of architecture .it shows the ancient Vishwakarma
Sculptor’s. Mahashivratri is the famous festival celebrated in Bhimashankar which is
organized for 5 days.

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7.2 SITE SELECTION
Location : Alandi Pune
Accessibility: By Road, Railway Station – Loni Station

Fig.35 Site at Alandi .

Fig.35 DP Plan of Alandi

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 Fig. 36 Plan of Alandi
7.3 SITE ANALYSIS

Fig.37 Regional Level Transportation System of Alandi

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Fig.38
7.4 CLIMATE ANAYLISIS
Alandi has Semi hot and arid climate all over the year having average temperature
ranging from 19 degree Celsius to 33 degree Celsius .

Fig.39 Average Temperature of Alandi

Average temperature of Alandi
The summer season last for 2.5 months from March to May. The hottest month of the
year in Alandi is

May. The winter season lasts for 3 months

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 Fig.40 Average High and Low temperature of Alandi

Fig.41 Precipitation: A wet day is one with at least 0.04 inches of liquid or liquid-
equivalent precipitation. The chance of wet days in Alandi varies very significantly
throughout the year.

Fig.42 Solar Elevation and Azimuth in Alandi Fig.43 The Growing Season in Alandi

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7.5 Site Selection Criteria

1. Proximity - Proximity to the local community is a decisive factor, the closer the better. 0 –
5 kilometers proximity is ideal; however, specialty concepts may not find enough real estate
within the said proximity. It is desirable for the school land to be close to the civic amenities
including hospitals, utility stores, industries, workplaces, etc.
2. Accessibility - Must be very well connected by road, rail and/or Air. Approach road leading
to the school should not be discounted either.
3. Distance vs Travel Time - Irrespective of the distance, the time required to commute to
the school must not exceed 10 to 30 minutes. In the case of a boarding school, busy parents
should be able to easily pull out time for school visits.
4. Neighborhood — The target community must have the optimum density of school going
children and parents could afford and appreciate education in your school. Performance and
accomplishments of other schools in the neighborhood have an implicit effect on the new
school.
5. Size of the Land – Land required to scale infrastructure to meet the projected enrollments
must be factored in. Ease of construction/development is desired.
6. Modifiable — In the case of a building it must be open to alterations, customizations and
must be fit structurally. Those looking to convert engineering colleges into a K-12 school
must keep in mind that the desired customizations are affordable.
7. Safety & Security - The location must not have the reputation that would compromise
child’s safety and security. It must not close to a geographical fault line
8. Historical profile - The land might have had other constructions on it in the past. A look
into the history must not be missed.
9. Vaastu – Those who believe in Vaastu should make sure that the one you choose is Vaastu
compliant. Seek the proper guidance of a Vaastu consultant. Wastage of land in the form of
setbacks for Vaastu compliance should be minimized.

7.6 Conclusion : Need of Vedic Science Education

Vedic Education is the core foundation of our Indian culture and our rich heritage. No
one can be called educated who cannot preserve and expand his cultural heritage. The
need of Vedic study or education is to maintain discipline in the modern educational
system in institutes and have a friendly relation and a good bonding between the Teacher
and the Student. The study of Vedic can convince the modern generation how to control

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your mind, erect the ideal of truth, liberty, peace and equality. The Vedic education is
the solution to all the problems which we find in today’s world. The main aim of Vedic
education is to promote simultaneous and harmonies development, Vedic education not
only emphasised social duties but also promoted social happiness.

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 CHAPTER 8

DESIGN BRIEF

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 8.DESIGN BRIEF

Primary school with UG and PG instituition programme will include following:

 Workshops for:
1. New Lab techniques
2. Carpentry
3. Pottery
4. Painting
5. Social duties
 Library
 Seminar Hall/lecture Halls
 Multi-purpose Hall

1. Accommodation

 Hostels for the students .

 Quarters for the staff
 Guest Houses for the vising faculty and visiting people.

2. Mess

 Dining hall with a capacity of 150 in-house people at a time with indoor seating.
 Hand-washing & dish-washing area next to the dining hall.
 Kitchen with serving, washing and storage areas.
 Use of solar techniques for cooking.

3. Administration

An administration department consisting of:Separate cabins for Principal & Vice principal ,
HM.and accounts deparment. For both school and institute.
 Office Spaces for approximately 5 people each
 Reception lobby
 Small waiting area
 Conference room for all faculties

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 CHAPTER 9

BIBLIOGRAPHY

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 9.BIBLIOGRAPHY

1. “Origin of Vedic Civilization “- By Kenneth Chandler, Ph.D.

2. “Ancient India – Vedic Civilization”
3. “The Religion of Veda “– By MAURICE BLOOMFIELD, Ph.D. LL. D
4. “India Through Ages “– By G. Kuppuram
5. “The Indus Valley Civilization “– By B.B.LAL
6. “India a World in Transition “
7. The Secret of Veda – By Sri Aurobindo Ashram (2003 )
https://www.pdfdrive.com/the-secret-of-the-veda-sri-aurobindo-
ashrame4386452.html
8. Ancient India – Drishti UPSC Syllabus
https://www.drishtiias.com/prelims/prelims-subject-wise-compilation-gspaper-
1/ancient-history-and-art-culture

9. Who are Aryans? Aryan’s Invasion theory explained - By Mohak Mangal

https://youtu.be/Pa3BV50PcLw

10. https://www.vedascenter.com/scriptures/

11. How were 4 Vedas created – By Hindu Janjagruti Samiti

https://www.hindujagruti.org/hinduism/knowledge/article/how-were-four-vedas-
created.html

12. What You Need to Know About the Vedas--India's Most Sacred
Textshttps://www.learnreligions.com/what-are-vedas-1769572

13. What You Need to Know About the Vedas--India's Most Sacred Texts – By Swami
Sunishthananda
https://www.esamskriti.com/e/Spirituality/Education/Vedic-concept-of-Education-
1.aspx

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14. Vedas And Their Connection To Modern Life – By Debasmita Bhattacharya

https://yehaindia.com/vedas-and-their-connection-to-modern-life/

15. Development of Education during Vedic Period in India- Article by Disha

https://www.yourarticlelibrary.com/education/development-of-education-during-
vedic-period-in-india/44815

16. Importance of Vedic knowledge in modern times – By Pankaj Jagannath Jayswal

https://timesofindia.indiatimes.com/readersblog/youth2020/importance-of-vedic-
knowledge-in-modern-times-27937/

17.What is vedic Education – By Vedic pathshala Nashik

https://vedaeducation.in/what-is-vedic-education/

18.Education during vedic period in India - Article by Nikita Iyer

https://www.yourarticlelibrary.com/education/education-during-vedic-period-in-india/84831

19.Vedic Period of Education – By Manisha INFO

https://www.slideshare.net/ManishaINFO/vedic-period-of-education

20.Women Education in vedic period - By Pramodhini Panda

https://bharatiyavidya.com/product/women-education-in-vedic-period/

21. The Vedic yoga and Yoga as a whole – By Vanadev Shashtri , fountainhead of yoga

https://www.hinduhistory.info/the-vedic-yoga-and-yoga-as-a-
whole/#:~:text=The%20Vedic%20Yoga%20and%20Yoga%20as%20a%20Whole,meth
ods%2C%20mainly%20of%20mantra%20and%20meditation.%20More%20items
22. Vedic Heritage by Ministry of culture Government of India
https://vedicheritage.gov.in/vedangas/

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23. The smritis and The ithihasas by Swami Sivananda , The divine life Society
https://www.sivanandaonline.org/?cmd=displaysection&section_id=1055&format=htm
l
24. History of Yoga- The Vedic period of Modern Yoga By Martin
https://www.yogadharma.co.uk/teacher-training/history-of-yoga/
25. Vedangas – The Heritage Portal By Dr. Niresh Jah
https://vedicheritage.gov.in/vedangas/
26. Upa Veda – Ayurveda , Gandharva Veda , Dhanurveda and Sthpatya Veda By Hindu
Online http://hinduonline.co/Scriptures/Upaveda.html
27. Vedic Town planning concepts
https://www.scribd.com/presentation/338192066/146044935-Vedic-Town-Planning-
Concepts-ppt
28. Vastu Shastra
https://www.gardenvisit.com/history_theory/garden_landscape_design_articles/south_a
sia/vastu_shastra_landscape
29. Dharmashahstra by M.n Datta https://archive.org/details/The.Dharma.Shastra-
Hindu.Religious.Codes-by.M.N.Datta-Volume.5
30.History and Origin of Sanskrit by Amit Sengupta UPSC studies http://www.amit-
sengupta.com/history-origin-sanskrit-art-history-literature-notes-upsc-ias/
31. Origin Hindu Sanskrit Dharma by Rama Nath Dutta
https://www.sanskritimagazine.com/history/history-origin-hindu-sanskrit-drama/
32. Vedic Culture by Stephen https://www.stephen-
knapp.com/vedic_culture_hinduism_a_short_introduction.htm
33. What is Vedic science https://popularvedicscience.com/yoga/philosophy/what-is-
vedic-science/
34. Vedic Education Impact on Modern Instructional Teaching by Dr. Aniket Srivastava
https://www.linkedin.com/pulse/vedic-education-impact-modern-instructional-
teaching-srivastava
35. Relevance of Ancient Indian education in 21st century by Sentinelassam
https://www.sentinelassam.com/editorial/relevance-of-ancient-indian-education-in-
21st-century-562648

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