The history of education in the Indian subcontinent began with teaching of traditional elements such as Indian religions, Indian mathematics, Indian logic at early Hindu and Buddhist centers of learning such as Taxila (in modern-day Pakistan) and Nalanda (in India) before the Islamic era. Islamic education became ingrained with the establishment of the Islamic empires in the Indian subcontinent in the middle ages while the coming of the Europeans later bought western education to colonial India

1. The
Philosophy
of Vedas

2. —SOMEONE FAMOUS
“This is a quote, words full
of wisdom that someone
important said and can
make the reader get
inspired.”
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3. 01
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4. INTRODUCTION
The history of education in the Indian subcontinent began with teaching of
traditional elements such as Indian religions, Indian mathematics, Indian
logic at early Hindu and Buddhist centers of learning such as Taxila (in
modern-day Pakistan) and Nalanda (in India) before the Islamic era. Islamic
education became ingrained with the establishment of the Islamic empires
in the Indian subcontinent in the middle ages while the coming of the
Europeans later bought western education to colonial India
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5. Education during the Vedic Period
The education system which was evolved first in ancient India is known as
the Vedic system of education. In other words, the ancient system of
education was based on the Vedas and therefore it was given the name of
Vedic Educational System. Vedas occupy a very important place in the
Indian life. The basis of Indian culture lies in the Vedas which are four in
number – Rigveda, Samaveda, Yajurveda, and Atharavanaveda. Some
scholars have sub-divided Vedic Educational period and into Rig Veda
period. Brahmani period, Upanishada period, Sutra (Hymn) period, Smriti
period, etc but all these period, due to predominance of the Vedas, there
was no change in the aims and ideals of educations
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6. The vedas, upanishads, puranas and epics are the sources to know the
ancient Indian philosophy and education. With a view to understand
the philosophy of vedas, it is very necessary to understand the
meaning of the word- Veda‘.
“Veda is derived from the root of sanskrit word – Vid”
• Vid means to :
To know {God, soul, nature & mind}
To be {one with God}
To obtain {salvation}
To consider {various relationships}
To feel {oneness with God}
To tell {glories of God}
To dwell {into the mysteries of universe}

7. Vedas Believe in:
There are three entities in this universe – God, Soul and Matter.
• Ultimate aim of life is to obtain salvation (moksha) in union with god
• Actions are followed by their results. The “Law of Karma” is an important
teaching of Vedas.
• This universe is formed by god.
• The theory of rebirth and immortality of soul
• Universe is real, universal fraternity should be promoted
• Knowledge of truth should be acquired and dissipated
• Justice should be done to all creatures and we should live in peace &
harmony.
• Vedas was the basic education during those days.
• Each Veda was divided into further three broad sections :
1. Mantras
2. Brahmans
3. Aryanakas

8. Sources of Vedic Education
1. Four Vedas
2. Six Vedangas
3. Four Upvedas
4. Four Brahmanas (Brahmana Ghantas)
5. One hundred and Eighty Upanishads
6. Six System of Philosophy
7. Bhagwad Gita
8. Three Smritis
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9. Aims and Objectives of Vedic Education
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The ultimate aim of education in ancient India was not knowledge as preparation for life in this
world or for life beyond, but for complete realization of self for liberation of the soul from the
chains of life both present and future.
1. Ultimate objective as moksha or self-realization – Ancient Indians believe that education
should prepare an individual in such a way as to prepare to attain the objective of liberation,
i.e to be one with the almighty one and to be free from the cycle of births and deaths
2. Infusion of Piety and Religiousness – Religion played a prominent part of the education and
aimed the infusion of it in the minds of the learners
3. Education for worldliness – Vocational aim – Happiness in the other world was given more
stress than the happiness in this world. This world according to them was unreal.
1. 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

10. Aims and Objectives of Vedic Education
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5. Holistic Development: Vedic education philosophy focuses on the holistic development of
individuals. It aims to nurture intellectual, emotional, physical, and spiritual aspects of students'
lives, promoting a balanced and harmonious growth.
6. Social Responsibility: Vedic education philosophy promotes a sense of social responsibility
and encourages students to contribute positively to society. It aims to develop individuals who
are compassionate, empathetic, and actively engaged in addressing social issues and serving
the community.
7. Practical Life Skills: Vedic education recognizes the importance of practical life skills. It aims
to equip students with essential skills, such as critical thinking, problem-solving, effective
communication, decision-making, time management, and interpersonal skills, which are
necessary for their personal and professional growth.
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
and heritage.

11. Main Features of the Vedic Education
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Free Education in Ancient India – In ancient India teaching was considered to be holy duty
which a Brahman was bound to discharge irrespective of the fee. Teacher were expected to
devote their lives to the cause of teaching in the missionary spirit of self-sacrifice, and the society
laid down the principal that both the public and the state should help the learned teachers &
educational institutions very liberally.
No state control on education – Rulers of the country had very little or no direct control with
education. It was a private affairs of the people managed entirely by the Brahmans.
High Status of Teachers – Teachers were highly honored.
Teachers as Parents – Teachers behaved as a parent to their pupils and pupils behaved as
members of the teachers family. The attitude of the learner was to be on complete
submissiveness.
Residential Schools – Teachers and learners lived together to identify themselves from one
another.

12. CURRICULUM
According to Kathoupanishad, the subjects fell into two categories:
Para-vidya or (spiritual learning)
Apara-vidya or (worldly learning)
PARAVIDYA: Into this study fell the essential study of 4 vedas. Also included
vedangas, upanishads, puranas, Pitrya (rules for sacrifices for ancestors),
vakovakya (logic),Ekayana (ethics), Devavidya (etymology), Brahmavidya
etc.
APARA-VIDYA : This included subjects like History, Ayurveda, Economics,
Astrology, Physics, zoology, chemistry, science, kalpavidya, the rashi
(science of numbers), bhutvidya (sci. of demons).

13. EDUCATIONAL SYSTEM
• PRIMARY: Education was first provided at home then a ceremony
(vidya Arambha Sanskar) before beginning education was performed.
Education period was up to age of five years.
• Child was made to pronounce vedic mantras, knowledge of sandhis
(connective rules), elementary grammar, elementary airthmetic.
• After primary education children were sent to Gurukulas and ashramas for
higher education.
• HIGHER EDUCATION:
Entry age varied between 8 to 12 for different varnas and completed by the
25th year of age. Upanayan ceremony was performed to enable the child to
enter into studentship

14. METHODS OF TEACHING
Two methods of Teaching were being practiced during vedic period.
The first method was Maukhik (oral) and second was based on chintan (
thinking or reflection). In the oral method students were to memorize the
mantras (vedic hymns) and Richayas (verses of Rigveda).
The process of education passed through three stages of
comprehension i.e Shravan (Hearing), Manan ( meditation) and
Nidhi-dhyasan ( realization and experience).
Methods of teaching was based on apprenticeship and was psychologically
sound. Teaching followed some strategies such as simple to complex, activity
and skill oriented procedures. Question- Answer technique and illustration . Self-
study ( Swnadhyaya) was considered more important.

15. DISCIPLINE
• Rules for conduct of both teachers and pupils were listed
down.
• Rules also for respect due from pupils to teacher were
framed.
• Rigid rules were laid for conduct of pupils
• Code of dress was observed
• Observation of Brahmacharya or celibacy was compulsory
for all pupils

16. TEACHERS
During Vedic period the teacher occupied very important place in the
scheme of education. He was the center of education and without him no
education could be conceived of. He was called Guru or Acharya and he was
respected as a god by the student as well as the society. Even the king did
not enjoy so much respect as the teacher enjoyed.

17. WEAKNESSES OF THE VEDIC ECUATION
1.Limited Access: The Vedic education system was primarily reserved for
the upper castes and privileged sections of society. It was not accessible to
everyone, and individuals from lower castes, women, and marginalized
groups often did not have the opportunity to receive education.
2.Lack of Inclusivity: The Vedic education system was predominantly
focused on Brahmanical teachings and religious rituals. It placed a heavy
emphasis on memorization and recitation of scriptures, which limited the
scope of education to religious and philosophical subjects. This narrow focus
excluded other areas of knowledge, such as science, mathematics, and
practical skills.

18. 3. Rigid Structure: The Gurukula system followed a strict hierarchical
structure, with the guru (teacher) holding absolute authority over the
students. This hierarchy created a rigid and authoritarian environment,
which discouraged critical thinking, independent inquiry, and creativity.
Students were expected to conform to the teachings of the guru
without questioning or challenging them.
4. Lack of Specialization: The Vedic education system did not offer
specialization in specific fields of study. Students received a general
education covering various subjects, but there was no provision for in-
depth learning in a particular discipline. This lack of specialization
limited the development of expertise in specific areas of knowledge.

19. 5. Limited Scope for Social Mobility: The Vedic system of
education perpetuated social inequalities and rigid caste divisions.
Education was primarily hereditary, and individuals were expected
to follow the occupation of their caste. This limited social mobility
and prevented individuals from pursuing professions or careers
outside their predetermined social roles.
6. Inadequate Focus on Practical Skills: The Vedic education
system emphasized theoretical knowledge and spiritual
development but paid little attention to practical skills needed for
livelihood and vocational pursuits. As a result, graduates of the
Vedic system often lacked the necessary skills to engage in
practical professions or contribute to economic development.

20. Thank You for
Listening 
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