Eduvation system during Buddhism , Jainism , Islam and Christianity

1. PRESENTED BY
NEHA MERCY PRASHAD
ID. NO. - 19MED006
Topic :
Education system during Buddhism,
Jainism , Islam and Christianity

2. EDUCATION SYSTEM DURING BUDDHISM, JAINISM ,
ISLAM AND CHRISTIANITY

3. BUDDHISM EDUCATION
SYSTEM
600BC – 1200AD
• The teaching profession was no longer the privilege of
brahmins
• Importance of teacher education was recognized till this
period
• Any person from any caste may get the status of teacher
after a particular training
• The formal system of teachers training emerged during this
period
• Students use to take admission in monasteries for the
education and trained teachers were known as monks
• Females were not allowed to take admission in monasteries

4. TEACHINGS OF LORD BUDDHA
FOUR TRUTHS
• World Is Full Of Sufferings
• Cause Of Suffering
• Cessation Of Sufferings
• Path Of Liberation
8 FOLDS OF PATH TO
LIBERATION
• Right Speech
• Right Resolve
• Right Concentration
• Right View
• Right Conduct
• Right Livelihood
• Right Mindfullness
• Right Effort

5. MAIN AIMS
AND
OBJECTIVES
Liberation from all suffering
Follow 8 folds
Self determination
Understand principle of karma
To be more practical and realistic in deeds
Save humanity
 Character formation
 Religious education
 Overall development
 Preparation for life
To spread the spirit of Buddhist religion

6. CURRICULUM AND METHODS
• CollectionOf Literature –
Triptikas-
1. Vinay pitaks 2.Sutta pitaks 3.Abhidamma pitaks
PhilosphicalPrincliples Of Buddhism
1. Pratitya 2. Samutpada 3. Kasanikavada 4. Arthkriyakaritva 5. Anantmavada
Five Skand Or Tatvas
1. Rupa Skanda 2. Vedant Skanda 3. Sangya Skanda 4. Samskara Skanda
5. Vigyan
• METHODS
1. Direct Method 2. Imitation 3. Recitation 3. Nirvana 4. Practical Experince

7. EDUCATION
SYSTEM DURING
JAINISM
•In the field of knowledge Jaina philosophy is pluralist and relativist.
Consciousness is the essence of the soul or Jiva.
•Knowledge according to Jaina system is of two kinds: Pramana and Nyya (or
judgment about a particular thing.
•Pramana is again of two kinds i.e., Indirect and direct.
Pramana both direct and indirect enlighten themselves as well as others.
• Direct knowledge is gained by the means of the sense organs. Direct is valid in
its own right. Direct knowledge is either practical or other worldly.
•Practical knowledge is achieved through mind and senses.
•Direct practical knowledge is of two kinds: Mati and Sruta. Mati is the result
of senses, qualities, certainty and impression of full knowledge about the object.
•On the other hand Sruta is the authoritative books of great sages or
Tirthankars.

8.  THREE RATNA
1. RIGHT FAITH – Samyag Dasans
2. RIGHT KNOWLEDGE – Samyag Jnans
3. RIGHT ACTION – Samyag-carita
 HOLY BOOK OF JANISM – ANGAS
 THE FOLLOWERS ARE DIVIDED INTO 2 GROUPS
1. SVETAMBARS
2. DIGAMBARS
 5 VOWS Of Attainment Of Salvation ( Moksha) :-
1. AHISMA – non violence
2. SATHYAM- truth
3. ASTEYAM- non stealing
4. BRAHMRCHARYS - bachelor
5. APARI GRAHS - non attachment of wealth

9. AIMS AND OBJECTIVES
• To adopt 3 ratna
• To attain good health
• To make self reliant and self restraint
• 5 vows are to be adopted
• Liberation in education should be attained
• To attain liberation in bondage i.e, to overcome anger, pride, infatuation, greed etc.

10. CURRICULUM AND METHODS
1. Preaching of jain Thisthankaras /saint
2. Religiouis knowlede of jain
3. Triratnas
4. Knowledge regarding world, spirit and matter
Methods
1. Imitation
2. Recitation
3. Practical /empirical method
4. Adoption of 5 vows
5. Individual practices

11. ISLAMIC EDUCATIONAL SYSTEM AND
IMPLICATION
• Time Period- 1200AD- 1700AD
• Educational Institution Was MADARSAH
• Religious Education Was Available , Mainly Teaching Of “Quran” Was Imparted.
• Molvies Were Teachers.

12. AIMS AND OBJECTIVES
• During Akbar- Harmonize The Pattern Of Political, Religion And Social Aspect And
Organising A New Nation
• During Auranzeb- Spreading Islamic Education And Cultures Distroying Hindu
Culture
• Role Of Teachers- Teachers Were Held In High Esteem

13. CURRICULUM
 Elementry Stage
1. Reading 2.Writing 3.Arthematic 4.Religious Education
 Higher Stage
1. Astronomy 2. Physics 3.Medicine 4. Algebra 5. Geometry 6. Law
7. History 8. Economics Etc.
 Hindus Were Allowed To Taught Their Own Religious Books Were Allowed To Go
Madaras
 Science And Art/Craft Was Getting More Importance
 Theological Curriculum, Dare-E-Nizami

14. METHODS OF TEACHING
• Oral
• Recitation
• Menitorial
• Akbar stressed on effective teaching by writing letters
• No women education due to pardah system
• Examinated system
• No annual exam
• Evalution was a centinuous process
• Promotion was based on assessment by the teachers
The most important degrees
1. Fazil 2. Atim 3. Qubil

15. EDUCATIONAL IMPLICATION OF
BHAGWADGITA
• Time period- 2500 BC to 500 BC.
• Bhramins were trainers
• No training in any institute
• Methods of teaching were simple

16. AIMS
• Development of vitreous knowledge
• Development of personality and its refinement
• Harmony between individual and social aim
• The importance of doing ones duty
• Development of inner consciousness
• Development of intellectual and reasoning ability

17. CURRICULUM
• Apara vidhya- knowlede of art, science, medicines, commerce and engineering
• Para vidhya – knowledge of soul, bhramins, living beings and the universe