Vedic Education System : The Need of Modern World’s Education

With its vast resources in money, culture, education, and humanity, India has the potential to become the world’s richest country in the modern era.

In the past, India flourished as a prosperous country in wealth, culture, humanity, and education. Currently, it has the potential to become the richest nation on earth. Because they were created to support students’ real growth while embracing inclusion, the educational practises of ancient India are a great source of inspiration for contemporary society. But for various reasons, we have lost sight of this illustrious legacy and opted for an educational system that needs to align with our rich culture, tradition, psychology, and livelihood patterns.

The Indian educational system was among the best in the world during the Vedic Period. Unfortunately, India became a victim of a materialistic educational system that diverged from the value-based education of ancient times with the demolition of institutions like Nalanda Viswavidyalaya and the subsequent loss of books and literary resources. We were taught to think of the Vedas as timeless knowledge passed down by the revered sages or Rishis, and it is important to remember that the entire educational system in ancient India was based on the Vedas.

The Rig-Veda period, the Brahmani era, the Upanishads period, the Sutra (Hymn) period, and the Smriti period are some of the different phases of the Vedic Educational period. The Vedas’ dominance throughout these periods ensured that educational goals and values were consistently pursued, creating what is now known as the Vedic Education System. As seen by the frequently repeated proverb “Swadesh Pujyate Raja, Vidwan Sarvatra Pujyate,” emphasizing the value of education which had a great reputation in ancient India.

The Vedic period’s educational system had special traits and attributes unmatched by any other pre-Columbian educational system. Dr F. E. Key noted that the Brahman elite created a strong educational system and succeeded in maintaining it during periods of collapsing empires and societal changes, thereby preserving the flame of higher education.

With its rich history, diverse culture, and high values ingrained in the Vedic Education System, India has historically excelled in education and is at the cusp of immense potential. We can recover our educational heritage and open the door to a better future for India and the rest of the globe by appreciating and embracing the knowledge of our forefathers.

Ancient Indian Philosophy of Life

The ancient Indian concept of life stood out for emphasizing the importance of activity in the physical world while depreciating purely physical existence. The idea of action, known as Karma, which played a large role in Indian culture and education, served as the foundation for this philosophy. Karma, however, was not only meant for humanity’s atonement. Instead, it guided people to pursue methodical education and encouraged self-development in the context of the material world. The values of higher thinking and simplicity in daily life were highly valued by India’s ancient Aryan civilization as the moral cornerstones for self-development in education.

The numerous facets of knowledge relevant to the physical sciences are included in materialistic education. A student’s education shapes the social structure that already exists. 

The student is viewed as the focal point or the central axis of the social fabric since they actively seek out knowledge. This is because their personal development and advancement are essential to the health of society. As opposed to this, the traditional Indian educational system attempts to promote people’s overall growth, including their physical well-being, salvation, and spirituality. Similar to how the philosophy of life has a spiritual underpinning, the Indian educational system considers both the physical and spiritual components of isolation.

Learning from the past and the Vedas

Due to its strong foundation in the Vedas, the old educational system was sometimes called Vedic Education. These holy writings of Vyasa are a vast body of wisdom and philosophy. 

The Vedas are the foundational texts of ancient Indian philosophy and are recognized as the world’s oldest literary works. Their research offers us a powerful understanding of the philosophical facets of life and a thorough comprehension of the rich tapestry of ancient Indian culture.

The Rig Veda is a remarkable example of early human evolution because it is the world’s and India’s oldest extant literary work. It served as the crux of prehistoric Indian culture and, as it developed, came to represent the essence of a straightforward and purposeful way of life. There are 1028 hymns, in the Rig Veda, along with 11 more songs, and they are distributed throughout 10 Books called Mandalas. The constellations in the sky are also referred to as “Mandalas” as well.

These hymns show reverence for many deities who represent the elements of nature. They represent the spiritual ties that bind people and the divine, maintaining all existence within a single reality. The ceremonies and accompanying hymns appeal to both the initiated and the general public, bridging the divide between them.

Only 75   of the 1549 poems in the Sama Veda are original creations; the remaining verses are taken from the Rig Veda. The Sama Veda verses, chanted while music is played, are spoken by specially trained priests. The Yajur Veda has new deities like Prajapati and has 1975 verses spread throughout 40 Chapters. The Atharva Veda is considered the final in the line of Vedic literature, if not the last. The Atharva Veda is a collection of 6000 verses, around one-fifth of which is borrowed from the Rig Veda, and it focuses on cures, incantations, and spells meant to lessen suffering and disease.

These findings unequivocally prove that the Rig Veda is the earliest Veda and the main source of much information in the other Vedas. It is significant to notice that all succeeding works of scripture affirm and declare the Vedas to be the definitive authority source and infallible foundation for all other scripture texts. It is comical that contemporary academics would dare to doubt the Vedas’ legitimacy or evaluate their purpose, content, or worth.

Development of Education in The Rigveda

The Rig-Veda, as we know it today, is a selection of 1,028  hymns drawn from a sizable hymnal that had been amassed over a protracted period. The editors of the Rigvedic texts had to carefully consider the best manner to organise the hymns when they decided to assemble the Samhita. This approach needed a high literary talent, inventive design, and sensitivity to religious demands. Six distinct Mandalas were made using the works of six well-known Rishis, or seers of truth. These revered Rishis include Gautama, Gritsamada, Visvamitra, Vamadeva, Atri, Bharadwaja Angira, and Vasistha.

Primary Concepts of Education in Ancient India

The age-old educational system distinguished itself as the world’s best educational framework, inspiring all educators. Unfortunately, several important components that made our previous system unique are unavailable in our current system. These included admission procedures (Upnayan), watchful observation, a reduced teacher-to-student ratio, supportive learning environments, accessible education and higher learning, kind treatment, and the function of discipline through suitable punishment. Additionally, rules governing student life were in place to provide a well-rounded educational experience.

The knowledge and philosophical views of the ancient Indians served as the backbone of their education system. As Indian sages devoted themselves to researching the world of transcendent and spiritual powers and moulding their lives appropriately, these concepts served as the prop of the entire educational heritage. Chitta Vritti Nirodhah, or managing one’s mental processes concerning the exciting and vivid universe, was the overarching purpose of education. However, schooling also placed a lot of focus on encouraging the kids’ ability to develop holistically.

• Knowledge essential for life

Wisdom-seekers in ancient India sought refuge from the chaos and temptations of the outside world. In peaceful natural surroundings, they would assemble around their beloved teacher to listen intently and reflect on his or her profound life lessons. This serene setting encouraged a profound grasp of life’s complex problems.

• The evolution towards social work

It’s important to remember that the old educational system greatly emphasised practicality. The students staying at their teacher’s house had two purposes: it promoted social contact while imparting crucial life skills. The students would carry out numerous household chores for the teacher as part of their sacred duty, including collecting firewood and fetching water. The kid learned important lessons about the value of work and community service through these activities and receiving domestic life education.

• Vocational Schooling

Students in ancient India received hands-on training in a variety of professions, including agriculture, dairy farming, and animal husbandry. They would serve their tutor in a variety of capacities while caring for his cows. The educational system at the time was closely woven into everyday life and went much beyond merely imparting theoretical information. The basis of ancient Indian education was the fundamental idea of learning by doing, which is now generally accepted in the West. The emergence of numerous great traditions was facilitated by the use of life itself as a laboratory for educational experimentation. Students would also support themselves by begging for alms and working for their Guru, instilling in them compassion and empathy as principles.

• Personality Development

The core goal of every educational system should be the comprehensive development of a person’s character. This idea was heavily upheld by the Brahmanical educational system, which gave pupils’ character development and personality growth a lot of attention. The development of moral excellence and strength was of utmost importance, yet it is depressing to see that these moral attributes are sorely lacking in today’s educational system. Our educated people’s moral standing has alarmingly declined, contributing to the current stage of society’s development. The fundamental principles that formerly united people and functioned as a unifying force are now eroding, creating a culture of irresponsibility.

• Delivering responsible education

Similar to holy practises, the teaching and learning of education were of utmost importance. The rituals of the Upnayan and Samaritan, which marked the start and finish of one’s academic journey, were clear examples of this regard. Disciples were supposed to devote their whole time at the Gurukul, under the direction of their professors, to the pursuit of knowledge. While this practice is not common in our society now, in ancient India, the informal education system included a tradition where children would learn from their own parents.

• Beginning of the academic year 

In the ancient educational system, students went to teachers for instruction. The length of the Vedic Ancient education was at least 12 years for one Veda, and the academic sessions was formally opened on Guru Purnima (full moon in Shravana) with a ceremony called “Upkarman” and solemnly terminated on Rohini (full moon in Pausha) with “Uutsarjan”. Holidays were taken during the academic term, notably on a new moon and full moon days of the Indian calendar month.

• Modified Schooling hours

The average school day in the ancient educational system lasted between seven and eight hours. When the weather was clear, classes were held outside in shaded groves; when it rained, they were moved inside to covered houses. Mandir or Temple-run colleges were important since they had large facilities that housed classrooms, dormitories, and teacher housing.

Ancient Gurukuls and Ashrams were typically built on rivers or lakes’ banks, creating a serene and tranquil environment. It is important to remember that educational institutions were not separate from habitations in ancient India. Instead, they were incorporated into natural settings, which allowed pupils to study quietly. The students’ focus levels were increased due to this favourable environment.

• Close knitted Teacher Student Relationship

The firm relationship between the Guru (teacher) and the Sishya (pupils), which was unmatched in the history of education globally, was a defining characteristic of educational institutes in ancient India. The instructor took on the responsibilities of an educator and a spiritual father, looking out for and encouraging the pupils. When a student became ill, the teacher took care of them till they recovered, and just like a parent, the instructor gave their students food, clothing, and education as if they were their own children. A noteworthy custom in ancient India was the custom of the pupil staying in the teacher’s home and a deep sense of devoted duty.

• Discipline

The traditional educational system emphasised discipline as a crucial element in developing successful people. Students were expected to follow tight rules since they were more important than just receiving academic education. This discipline was fostered by strict adherence to the regulations controlling student life based on moral and religious precepts. It was required of the students to let go of vices like desire, anger, greed, vanity, arrogance, and extreme delight. The Gurus, or teachers, outright forbade gambling, lying, backbiting, hurting other people’s feelings, having inappropriate relationships with people of the opposite sex, and killing animals. Every student in the Gurukul was urged to live simply, regardless of their financial situation. This feature is a prime example of the right to education and can be considered a forerunner to the modern idea of universal education.

•  A balanced student-teacher ratio

The teacher-student ratio at the old Indian Gurukuls was between 1:3 and 1:5, 

which allowed for individualized instruction and promoted the best teaching-learning environment so students could succeed in their studies. 

To guarantee high-quality instruction, enrollment numbers were purposefully kept low. However, the teacher would request the assistance of more capable and senior pupils designated as monitors in the rare instances where circumstances called for an increase in the number of students (Pittiacharya). In the teacher’s absence, these monitors would assume responsibility for overseeing the entire process.

• Honouring Children’s Individuality

The Gurukul method of education in ancient India was based on the core idea of respect between the teacher and the student, with punishment having little to no impact on the learning process. Teachers showed sympathy to their students and were supposed to speak to them gently and courteously to respect their individuality. The goal was to create a peaceful environment where each student’s personality could flourish.

• Free Education

All people in ancient India had the right to education, and it was the king’s responsibility to ensure everyone could access it. There was no cost associated with education because there were no fees for students to pay. No outside entity had the right to interfere with educational concerns, so the educational system’s independence was maintained. Students were not required to offer any payment in exchange for their education because the Gurukul was a sacred space where no outside influence, whether political or otherwise, was permitted. The emphasis was on developing each student’s unique talents and abilities rather than their income or status, giving them equal opportunities to acquire the best education possible.

Different types of educational institutions existed during the Vedic era, each with a specific function:

Gurukulas were the gurus’ residences tucked away in serene natural settings far from the bustle of towns. Parents would send their children, between the ages of five and nine, to these Gurukulas after celebrating their Upanayana Sanskar. The students lived in the teacher’s family and were directly supervised by their Guru, known as “antevasin.” The Gurukula grew to include other structures, but its roots were always in the teacher’s family. Because they were seen as the teacher’s sons in a sense, the students’ main duty was to serve him and his family. The institution as a whole ran like a close-knit family.

Parishads: Parishads were larger educational establishments where a variety of disciplines were taught by numerous teachers. These can be compared to the Upanishads’ collegiate assemblies. The term “Parishad” referred to gatherings of knowledgeable people to discuss philosophical issues. As they drew a sizable number of knowledgeable people who lived in a particular area, these gatherings eventually evolved into long-lasting centres for information distribution. Dr R. K. Mukherjee claimed that Parishads served as a university for students from various colleges.

Sammelan: Sammelan, literally translates to “gathering,” signified educational institutes where academics gathered for competitions and discussions at certain locations. These gatherings were frequently convened at the invitation of kings or other royal patrons, who gave the participating intellectuals proper compensation for their services.

Conclusion

Comparable to the best colleges in the modern world, the ancient Indian educational system was a model of excellence. This is a monument to India’s rich cultural and educational heritage, and it calls for a revival of our illustrious past, enabling us to lead the world in riches, education, culture, and all facets of human life, including sustainable development. With only slight adjustments to meet the needs of the 21st century, educators around the world are now embracing the principles of ancient Indian education. The Government of India has adopted the pupil-centric approach, which aims to cultivate a variety of abilities into the National Education Policy 2020 (NEP 2020) due to its increasing international recognition.

The flourishing educational system of the ancient Indian was a natural result of its intricate development to meet the individual’s and society’s demands. A permanent and unending source of Indian civilization and culture, the ancient educational institutions served a clear goal and purpose while being tucked away in the beauty of nature’s flora and wildlife. Ancient Indian educators created a unique educational system that balanced materialism and spiritualism while directing people towards higher perfection.