ii

VEDIC INSTITUTE
 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

iv
VEDIC INSTITUTE
 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

vi
VEDIC INSTITUTE
 viii
VEDIC INSTITUTE
 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 .

ii
VEDIC INSTITUTE
3.7 The Upavedas………………...……………………………………………………37

3.8 Vedangas ............................................................................................................ 39

3.9 Dharmashashtra ................................................................................................... 41

3.10 The Ithihasas………………………………………………………...…………43

3.11 The Puranas…………………………………………………………...………..46

3.12 The Yoga History ........................................................................................... 48

3.13 Old Universities ............................................................................................ 51

3.14 The Mandala in Townplanning ....................................................................... 54

3.15 System of Education ...................................................................................... 59

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 ........................................................................................ 93

6.1 Approach ............................................................................................................. 95

6.2 Design Aim and Objectives ................................................................................. 95

6.3 Inference .............................................................................................................. 96

iv
VEDIC INSTITUTE
 CHAPTER 1
INTRODUCTION
An overview of Vedic School &Institute and its need to the Modern world and Current
Education System.

1
VEDIC INSTITUTE
 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

3
VEDIC INSTITUTE
 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.”

4
VEDIC INSTITUTE
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

6
VEDIC INSTITUTE
 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.

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.

8
VEDIC INSTITUTE
 1.3.1 Early Vedic Period or Rig Vedic Age (1500BCE-1000BCE)

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,

10
VEDIC INSTITUTE
which was called Bali. Instead of sacrifice, the king used to take the responsibility of
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.

Economic Life in Rig Vedic Period

12
VEDIC INSTITUTE
 1.3.2 Later Vedic Period (1000BCE-600BCE)

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
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

14
VEDIC INSTITUTE
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

16
VEDIC INSTITUTE
 Lord Indra 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.

Lord Bramha Lord Shiva 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 .

Ramayan 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.

18
VEDIC INSTITUTE
 CHAPTER 2
RESEARCH DESIGN

20
VEDIC INSTITUTE
 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:

22
VEDIC INSTITUTE
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.

24
VEDIC INSTITUTE
 26
VEDIC INSTITUTE
 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

28
VEDIC INSTITUTE
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.

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 .

30
VEDIC INSTITUTE
 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

32
VEDIC INSTITUTE
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

34
VEDIC INSTITUTE
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.

36
VEDIC INSTITUTE
 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
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

38
VEDIC INSTITUTE
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

40
VEDIC INSTITUTE
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.

42
VEDIC INSTITUTE
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

44
VEDIC INSTITUTE
 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:

46
VEDIC INSTITUTE
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

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.

48
VEDIC INSTITUTE
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.

50
VEDIC INSTITUTE
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

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
Ancient universities of India. Takshashila was an early center of learning in the 5th

52
VEDIC INSTITUTE
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

54
VEDIC INSTITUTE
  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

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,
including Brahma to pin down the Vastu Purusha, flat with his face down onto the

56
VEDIC INSTITUTE
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

58
VEDIC INSTITUTE
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

60
VEDIC INSTITUTE
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.

Sanskars(Ceremonies or Rituals)

62
VEDIC INSTITUTE
 CHAPTER 4
LITERATURE REVIEW

64
VEDIC INSTITUTE
 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

66
VEDIC INSTITUTE
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
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.

68
VEDIC INSTITUTE
12. Samvatta-kotta, a fortified place for refuge

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.

70
VEDIC INSTITUTE
 CHAPTER 5
CASE STUDIES

72
VEDIC INSTITUTE
 5. CASE STUDIES

5.1 MIT SCHOOL OF VEDIC SCIENCE

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.”)

74
VEDIC INSTITUTE
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.

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: -

76
VEDIC INSTITUTE
  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

78
VEDIC INSTITUTE
  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

80
VEDIC INSTITUTE
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 :

82
VEDIC INSTITUTE
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

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

BACKGROUND
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

84
VEDIC INSTITUTE
 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
 Facilitate a culture of lifelong learning

86
VEDIC INSTITUTE
 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,
decision making and lifelong learning, inculcate values and foster, cultural learning and
international understanding in an interdependent society; acquire the ability to utilize

88
VEDIC INSTITUTE
  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

90
VEDIC INSTITUTE
  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.

92
VEDIC INSTITUTE
 94
VEDIC INSTITUTE
 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

96
VEDIC INSTITUTE
 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.

98
VEDIC INSTITUTE
  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

100
VEDIC INSTITUTE
  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 .

102
VEDIC INSTITUTE
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

104
VEDIC INSTITUTE
 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-

106
VEDIC INSTITUTE
● 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.

108
VEDIC INSTITUTE
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
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

110
VEDIC INSTITUTE
 CHAPTER 7
SITE SELECTION AND ANALYSIS

112
VEDIC INSTITUTE
 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.

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.

114
VEDIC INSTITUTE
7.2 SITE SELECTION
Location : Alandi Pune
Accessibility: By Road, Railway Station – Loni Station

DP plan of Alandi, Pune

116
VEDIC INSTITUTE
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 .

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

118
VEDIC INSTITUTE
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

120
VEDIC INSTITUTE
 CHAPTER 8
DESIGN BRIEF

122
VEDIC INSTITUTE
 124
VEDIC INSTITUTE
 126
VEDIC INSTITUTE
 128
VEDIC INSTITUTE
 130
VEDIC INSTITUTE
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/

132
VEDIC INSTITUTE
 134
VEDIC INSTITUTE