Vedic Education

1. WELCOME

2. EDU -06 : EDUCATION IN INDIAN SOCIETY
TOPIC: VEDIC EDUCATION
SUBMITTED TO
DR. GEROGE VARGHESE
ASSISTANT PROFESSOR
MOUNT TABOR TRAINING
COLEGE PATHANAPURAM

3. GROUP MEMBERS
1. Athira B.R
2. Jayalekshmi S.S
3. Lekshmy T.L
4. Sini Daniel
5. Soniya Sam
Option: Social Science

4. VEDIC
EDUCATION
The education system which was
evolved first in ancient India is
known as the Vedic system of
education.
Vedas means “knowledge”.
Education was considered as a
means of emancipation from life
bondages.
Education was divided into two-
‘Worldly & other worldly’

5. SALIENT FEATURES
Infusion of Spiritual & Religious
Values
Character Formation and Personality
Development
Methods of Instruction
The ‘Upnayana’ Ritual
Celibacy or Brahamacharya

6. Alms System
 Curriculum
 High place to Indian culture
Female Education

7. FORMS OF EDUCATIONAL INSTITUTIONS
1.Gurukulas
 Gurukuls were the dwelling houses of gurus situated in
natural surroundings away from noise and bustle of
cities.
2. Parishads
 Parishads were bigger educational institutions where
several teachers used to teach different subjects.
3. Sammelan
 Sammelan literally means getting together for a
particular purpose.

8. Aims of Vedic Education
Personality Development
Character Formation
Performance of Civic and Social Duties
Practical Education
Preservation and Spread of Culture
Achieving Enlightenment

9. Learning Process

10. Eligibility and
Admission
Eligibility was not based
on gender in Vedic times.
Students were eligible once
they underwent the
upanayana or sacred thread
ceremony

11. CURRICULUM
THE VEDAS
THE ARANYAKAS
AND
BRAHMANAS
UPANISHADS VEDANGAS

12. METHODS OF TEACHING
Sravana
Manana Nididhyasana

13. Teacher-PupilRelationship
 Small domestic schools run by the teacher
himself. The pupils were residing in the house of
the Gurus.
 The teacher had also tremendous sympathy and
love for the students.
 The chief aim of the teacher was the all round
development of the personality of the students.
 The teacher was also commanding great respect
in the society. He was honored and respected at
all places.

14. Their mode of living was strictly guided by
the prescribed disciplinary rules.
The teacher- taught relationship was very
cordial and intimate. The teacher was
regarded as the main source of inspiration
for the student.
The teacher was giving full attention in the
teaching. He was discharging his duties and
responsibilities exclusively with selfless
and single- minded devotion.

15. MERITS
 Focused on all round development.
 Development of spirituality.
 Development of child's character.
 Development of social skills.
 Preservation and propagation of national culture.
 Education in favorable condition.

16. DE-MERITS
 More emphasis on teacher.
 Students had a protected life at Gurukul.
 Inequality on the basis of caste and gender.
 Religious teachings were given more
prominence.
 Students left their house at young age.
 Hatred for new religion.
 Neglect for worldly life.

17. REFERENCE
 https://educational-system.blogspot.com/2013/07/vedic-education.html
 https://blog.firstcrayon.com/the-essential-guide-to-vedic-education-in-india-
cedc2eeee0ea
 http://vediceducationgmu.blogspot.com/2017/11/vedic-education-aims-
salient-features.html