It comprises Principles,Epistemology, metaphysics, axiology of Vedanta. Also it included methods of teaching, role of teacher, role of students, discipline, school etc.
It includes Concept, Exponents, Metaphysics, Epistemology, Axiology, Fundamental Principles, Aims of Education, Curriculum, Methods of teaching
Role of teacher, Role of students, Discipline, School, Merits and Demerits of Jainism
It is a beautiful presentation on Buddhist Educational System- Buddhist Education- Pubbaja -Upasampada- Four noble Truths-Ashtanga Margas- Eight Fold Paths-Sangha Vihara- Buddhist Monks-
It comprises Principles,Epistemology, metaphysics, axiology of Vedanta. Also it included methods of teaching, role of teacher, role of students, discipline, school etc.
It includes Concept, Exponents, Metaphysics, Epistemology, Axiology, Fundamental Principles, Aims of Education, Curriculum, Methods of teaching
Role of teacher, Role of students, Discipline, School, Merits and Demerits of Jainism
It is a beautiful presentation on Buddhist Educational System- Buddhist Education- Pubbaja -Upasampada- Four noble Truths-Ashtanga Margas- Eight Fold Paths-Sangha Vihara- Buddhist Monks-
Relevance of Vedic education in 21st centuryKrishna Kalita
The presentation discusses about the relevance of ancient education at the present educational context. The discussion is on the basis of the characteristics of the ancient education system. the presentation will be helpful for the undergraduate as well as post graduate students.
Vedanta Philosophy
Chief Founder - Badarayana
Others Exponents - Sankara, Ballava, Nimbarka, Ramanuja etc.
Beginning Time - 1500 BCE
Focus - The essence of the Vedas
Type of School - Orthodox (Astika)
Source Book Badarayana’s- Vedanta Sutra
Sub schools of Vedanta- Advaita of Sankara, Visistadvaita of Ramanuja and Dvaita of Madhva and many more.
It is also known as Uttara Mimansa
Metaphysics of Vedanta
Vedata spoke of One Reality (ekam sat) which is spoken of in various ways by the sages.
It spoke of That One (tad ekam) that created the world. The Upanishads called it Brahman.
Brahman is the Reality of the reality. It is the cause of all created things
Brahman is the creator, preserver, and destroyer of the world.
All creatures spring out of Brahman. They live in Brahman and are reabsorbed in Brahman.
Brahman is the cosmic principle, atman is the psychic principle. It is the inner self in man
It implies that creation is self-expression and self communication of God to the creatures.
Creation is a moral act of willing and self-sacrifice of Brahman.
Epistemology of Vedanta
Vedanta Philosophy divided knowledge into two parts
-Apara (Temporal or practical): The knowledge of different phases of this material world and human life
-Para (spiritual): Ved, Brhmana, Aranayak And Metaphysics Of Geeta are Para knowledge.
To gain both of these knowledge Shankar has encouraged the method of
-Sharvana (Listening)
-Manan (Rumination)
-Nidhidyasana (Contemplation)
Axiology of Vedanta
Vedanta accepts the distinction made by the Kathopanishad between happiness (Preyas) and the highest good (Sreyas).
The highest Good is the realization of the eternal universal self in man. Vidya leads to self-realization.
Atman can be realized by one who does practice self-control, desirelessness, and concentration of mind.
Karma is not excluded from moral life.
Prescribed actions should be performed without any desire or motive.
Karma purifies the mind; however it is only a preliminary step to self-knowledge.
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. In Vedic era education had a very prominent place in society. It was being considered as pious and important for society. In the eyes of Aryans, education was the only means to acquire, prosperity in the field of physical, mental, spiritual and social developments. Education was must for everybody for becoming cultured. In absence of education people were considered as uncultured and animal like thing. Education was an instrument to show new paths and knowledge to us. Education opens our hidden qualities and helps people to attain Salvation. It can be regarded as ―Third Eye‘of human beings. Through education only a man gets rid from debt of Guru and so was the feeling of people at that time. In short by putting different logic, we can say that education was the most important aspect of human life of that period. Terms such as knowledge, awakening, humility, modesty etc. are often used to characterize education in the Vedic period.Educational Achievements of Vedic age were as follows:
1. Education emphasized the development of spirituality the ashram system was adopted for paying of the individual’s debt towards the Gods, his forefathers, his teacher and society.
2. The minds of the parents were first prepared to instill in them a desire for the education of their children. It has been said that those parents are the enemy of the child who do not teach their children.
3. Great attention was paid to the development of Childs character. Teachers laid stress on integral development of the individuals’ personality.
4. Social skill was evolved through training in fulfillment of duties
5. Efforts were made for the preservation and propagation of the national culture.
6. Education was free. Its expenses were borne by the society and the king
7. While living in Gurukul the child imbibed education in a favourable environment
8. A student was compelled to obey the ideals of the Gurukul. He had to shoulder the burden of existence through begging for alms. This practice developed humility and tolerance in the student
9. In developing the students character attention was paid to his nature, early experiences upbringing and circumstance
10. Self study (Swadhyaya) was considered more important
11. The medium of education was divine pronouncement
12. The examination was oral one. The student was required to give oral answers in a congregation of scholars. It he satisfied them, he was given a degree or little. The consensus of the scholars’ opinion was essential for obtaining such a title.
It includes Concept, Exponents, Metaphysics, Epistemology, Axiology, Fundamental Principles, Aims of Education, Curriculum, Methods of teaching, Role of Teacher, Role of students, Discipline, School, Merits and Demerits of Buddhism.
Madan mohan malviya and his contribution and philosophy by ar. akash dixitAkash Dixit
it contains the contribution of madan mohan malviya ji in education and various sectors and his philosophy, works etc
regards
Ar.akash dixit
B.arch, M.arch, PGDUPDL
Relevance of Vedic education in 21st centuryKrishna Kalita
The presentation discusses about the relevance of ancient education at the present educational context. The discussion is on the basis of the characteristics of the ancient education system. the presentation will be helpful for the undergraduate as well as post graduate students.
Vedanta Philosophy
Chief Founder - Badarayana
Others Exponents - Sankara, Ballava, Nimbarka, Ramanuja etc.
Beginning Time - 1500 BCE
Focus - The essence of the Vedas
Type of School - Orthodox (Astika)
Source Book Badarayana’s- Vedanta Sutra
Sub schools of Vedanta- Advaita of Sankara, Visistadvaita of Ramanuja and Dvaita of Madhva and many more.
It is also known as Uttara Mimansa
Metaphysics of Vedanta
Vedata spoke of One Reality (ekam sat) which is spoken of in various ways by the sages.
It spoke of That One (tad ekam) that created the world. The Upanishads called it Brahman.
Brahman is the Reality of the reality. It is the cause of all created things
Brahman is the creator, preserver, and destroyer of the world.
All creatures spring out of Brahman. They live in Brahman and are reabsorbed in Brahman.
Brahman is the cosmic principle, atman is the psychic principle. It is the inner self in man
It implies that creation is self-expression and self communication of God to the creatures.
Creation is a moral act of willing and self-sacrifice of Brahman.
Epistemology of Vedanta
Vedanta Philosophy divided knowledge into two parts
-Apara (Temporal or practical): The knowledge of different phases of this material world and human life
-Para (spiritual): Ved, Brhmana, Aranayak And Metaphysics Of Geeta are Para knowledge.
To gain both of these knowledge Shankar has encouraged the method of
-Sharvana (Listening)
-Manan (Rumination)
-Nidhidyasana (Contemplation)
Axiology of Vedanta
Vedanta accepts the distinction made by the Kathopanishad between happiness (Preyas) and the highest good (Sreyas).
The highest Good is the realization of the eternal universal self in man. Vidya leads to self-realization.
Atman can be realized by one who does practice self-control, desirelessness, and concentration of mind.
Karma is not excluded from moral life.
Prescribed actions should be performed without any desire or motive.
Karma purifies the mind; however it is only a preliminary step to self-knowledge.
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. In Vedic era education had a very prominent place in society. It was being considered as pious and important for society. In the eyes of Aryans, education was the only means to acquire, prosperity in the field of physical, mental, spiritual and social developments. Education was must for everybody for becoming cultured. In absence of education people were considered as uncultured and animal like thing. Education was an instrument to show new paths and knowledge to us. Education opens our hidden qualities and helps people to attain Salvation. It can be regarded as ―Third Eye‘of human beings. Through education only a man gets rid from debt of Guru and so was the feeling of people at that time. In short by putting different logic, we can say that education was the most important aspect of human life of that period. Terms such as knowledge, awakening, humility, modesty etc. are often used to characterize education in the Vedic period.Educational Achievements of Vedic age were as follows:
1. Education emphasized the development of spirituality the ashram system was adopted for paying of the individual’s debt towards the Gods, his forefathers, his teacher and society.
2. The minds of the parents were first prepared to instill in them a desire for the education of their children. It has been said that those parents are the enemy of the child who do not teach their children.
3. Great attention was paid to the development of Childs character. Teachers laid stress on integral development of the individuals’ personality.
4. Social skill was evolved through training in fulfillment of duties
5. Efforts were made for the preservation and propagation of the national culture.
6. Education was free. Its expenses were borne by the society and the king
7. While living in Gurukul the child imbibed education in a favourable environment
8. A student was compelled to obey the ideals of the Gurukul. He had to shoulder the burden of existence through begging for alms. This practice developed humility and tolerance in the student
9. In developing the students character attention was paid to his nature, early experiences upbringing and circumstance
10. Self study (Swadhyaya) was considered more important
11. The medium of education was divine pronouncement
12. The examination was oral one. The student was required to give oral answers in a congregation of scholars. It he satisfied them, he was given a degree or little. The consensus of the scholars’ opinion was essential for obtaining such a title.
It includes Concept, Exponents, Metaphysics, Epistemology, Axiology, Fundamental Principles, Aims of Education, Curriculum, Methods of teaching, Role of Teacher, Role of students, Discipline, School, Merits and Demerits of Buddhism.
Madan mohan malviya and his contribution and philosophy by ar. akash dixitAkash Dixit
it contains the contribution of madan mohan malviya ji in education and various sectors and his philosophy, works etc
regards
Ar.akash dixit
B.arch, M.arch, PGDUPDL
நூல் ஆசிரியர் : P.ஜைனுல் ஆபிதீன்
பி.ஜே. அவர்களின் புத்தகங்கள் மற்றும் திருக்குர்ஆன் தமிழாக்கம் வாங்க பின் வரும் முகவரியைத் தொடர்பு கொள்ளவும்.
Moon Publication
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Phone No: 004 65690810, Mobile No: 9444276341, 9976223885
Unit 5 Education system in Buddhist period-Dr.C.Thanavathi
1. UNIT V
POLICY FRAMEWORKS ON
EDUCATION:
PRE INDEPENDENT INDIA
BUDDHIST PERIOD
Dr.C.Thanavathi
Assistant Professor of History
V.O.C.College of Education
Thoothukudi - 628008
Tamil Nadu. India.
thanavathic@thanavathi-edu.in
http://thanavathi-edu.in/index.html
3. EDUCATION DURING BUDHIST
PERIOD - Introduction
• Gautam Buddha who was an Indian prince of Sakya Dynasty of Kshatriyas.
• The monasteries were the centres of education during the Buddhist period.
• Besides monasteries, there were no other organizations for imparting education.
• Only the Buddhist could receive religious and other types of education.
• Other persons were deprived of this facility. There was no place for Yajna in the
Buddhist system.
• Buddhist period in Indian education roughly starts from 600 B.C and last for
about 1200 years till 600A.D.
• During Vedic period education was mostly individualistic effort whereas during
Buddhist period institutional organization is one of the chief characteristics of
education.
• Buddhist education was based on the teaching of Gautam Buddha.
• These teachings were so important that they remained a source of inspiration for
individual as well as social development in India.
• The influence of Buddhist teachings can not be undermined even during later
period.
Dr.C.Thanavathi
4. த கால தி க வ - அறி க
• தி ய கள சா ய வ ச தி இ திய இளவரசராக இ த
nfhsத த .
• மட க த கால தி க வ ைமய களாக இ தன.
• மட கைள தவ ர, க வ வழ க ேவ அைம க இ ைல.
• த களா ம ேம மத ம ப ற வைகயான க வ ைய
ெபற . ம ற நப க இ த வசதிைய இழ தன .
• த அைம ப ய ஞ தி இடமி ைல.இ திய க வ ய
த கால ேதாராயமாக 600 ப .சி. த ெதாட கி மா 1200
ஆ க வைர 600 fpgp.
• ேவத கால தி க வ ெப பா தன ப ட ய சியாக
இ த , த கால தி நி வன அைம க வ ய கிய
ப கள ஒ றா .
• த க வ nfhsத த ேபாதைனைய அ பைடயாக
ெகா ட .
• இ த ேபாதைனக மிக கிய வ வா தைவ, அைவ
இ தியாவ தன நப ம ச க வள சி உ ேவக
அள தன.
• த ேபாதைனகள ெச வா ைக ப கால தி ட
ைறமதி ப உ ப த யா .
Dr.C.Thanavathi
5. Aims of Education
i. Development of education:-.
ii. Formation of character:-.
iii. Religious education:-
iv. Preparation for life:-
v. Physical Development
vi. Development of knowledge
vii. Education of social behaviour
viii. Preservation and Development of human culture
ix. Formation of Values
x. Vocational Development
xi. Education of Buddhist religion
Dr.C.Thanavathi
6. க வ ய ேநா க க
i. க வ ய வள சி: -.
ii. பz;G உ வா க : -.
iii. மத க வ :-
iv. வா ைக கான தயா : -
v. உட வள சி
vi. அறிவ வள சி
vii. ச க நட ைத ப றிய க வ
viii. மன த கலா சார தி பா கா ம ேம பா
ix. kjpg;G உ வா க
x. ெதாழி வள சி
xi. த மத தி க வ
Dr.C.Thanavathi
7. Principle or Four noble truths of
Buddhism
Buddha was primarily an ethical teacher and
reformer, not a metaphysician. The message of his
enlightenment points to man the way of life that
leads beyond suffering. The four noble truths are:-
• (1) There is suffering.
• (2) There is cause of suffering
(Dukhasamaudaya).
• (3) There is cessation of suffering
(Dukhanirodha).
• (4) There is a way leading to the cessation of
suffering (Dukhanirodh- marg).
Dr.C.Thanavathi
8. த தி ெகா ைக அ ல
நா உ னத உ ைமக
• த த ைமயாக ஒ ெநறி ைற
ஆசி ய ம சீ தி தவாதி, ஒ
மேனாத வ நி ண அ ல.
• அவர அறிெவாள ய ெச தி மன தைன
ப தி அ பா ப ட வா ைக
ைறைய கா கிற .
நா உ னத உ ைமக : -
• (1) ப இ கிற .
• (2) ப தி காரண இ கிற
( காசமடயா).
• (3) ப நி த ப கிற ( கான ேராதா).
• (4) ப ைத நி வத ஒ வழி உ ள
( கான ேரா -மா ).
Dr.C.Thanavathi
9. Pabbaja Ceremony
Pabbaja was an accepted ceremony of the Buddhist monasteries.
Pabbaja means going out. Age 8.
According to this ceremony the students after being admitted to a
monastery had to renounce all his worldly and family relationship.
An individual belonging to any caste could be admitted to a
monastery and after being admitted he did not belong to any caste.
For pabbaja ceremony the individual had to get his head fully shaved
and put on yellow clothes.
In this shape he was presented before the presiding Bhikshu.
On presentation this individual would pray for admission to the
monastery.
On his prayer the head Bikshu would administer three basic advices:
• (1) I take refuse with Budha.
• (2) I take refuge with religion.
• (3) I take refuge with the order.
• The aspirant for admission used to pronounce these advices very
distinctly. Then his admission was permitted. On being admitted
the individual was called a Sharman.
Dr.C.Thanavathi
10. ப பாஜா வ ழா
• ப பாஜா த மட கள ஏ ெகா ள ப ட வ ழா. ப பாஜா
எ றா ெவள ேய ெச வ எ ெபா .
• இ த வ ழாவ ப , ஒ மட தி அ மதி க ப ட ப ன
மாணவ க அவர உலக ம ப உற க அைன ைத
ைகவ ட ேவ ய த .
• எ தெவா சாதிைய ேச த ஒ நபைர ஒ மட தி அ மதி க
, அ மதி க ப ட ப ன அவ எ த சாதிைய ேச தவ
அ ல.
• ப பாஜா வ ழாவ தன நப தைலைய ைமயாக ெமா ைடய
ம ச ஆைடகைள அண ய ேவ ய த .
• இ த epiyapy; அவ தைலைம ப ு ைவ க ப டா .
வ ள க கா சிய இ த நப மட தி அ மதி க ப ரா தைன
ெச வா .
• அவர ப ரா தைனய தைல ப ு அ பைட
ஆேலாசைனகைள வழ வா :
• (1) நா தாit ம கிேற .
• (2) நா மத jpy; அைட கல ெப கிேற .
• (3) நா உ தர ட த ச அைடகிேற .
• ேச ைக கான ஆ வல இ த ஆேலாசைனகைள மிக ெதள வாக
உ ச க பய ப கிறா . ப ன அவர ேச ைக
அ மதி க ப ட . அ மதி க ப ட ட அ த நப ஷ ம எ
அைழ க ப டா .
Dr.C.Thanavathi
11. Upasampada Ceremony
உபச பதா வ ழா
• After receiving education
• Age 20 years
• Present himself in front of
all monks
• Monks voted in favour of
him
• Full-fledge member
• க வ ெப ற ப ற
• 20 வய
• அைன
றவ கள
னா த ைன
ைவ க
• றவ க அவ
ஆதரவாக
வா கள தன
• அளவ லான
உ ப ன
Dr.C.Thanavathi
12. Education
க வ
• Primary Education
• Higher Education
• Bhikshu Education
• த நிைல
க வ
• ேம ப
• ப ு க வ
Dr.C.Thanavathi
13. Curriculum of Primary Education
ெதாட க க வ ய பாட தி ட
• Duration is 6 years
• Reading, writing,
• Five different sciences
– Morphology,
Astronomy, Medicine,
Logic and Spirituality
• கால 6 ஆ க
• ப த , எ த ,
• ஐ ெவ ேவ
அறிவ ய
- உ வவ ய ,
வான ய ,
ம வ , த க
ம ஆ மக
Dr.C.Thanavathi
14. Curriculum of Higher Education
• Duration is 12 years
• General knowledge of grammar, religion,
astrology, ayurved and philosophy
• Special education included Pali, Prakit and
Sanskrit languages along with grammar and
literature
• Astrophysics, cosmology, jurisprudence, political
science, economics, arts, skills, vocations,
architecture, Buddhist, Jain and Vedic religions,
theology, logic.
Dr.C.Thanavathi
15. உய க வ ய fiy தி ட
• கால 12 ஆ க
• இல கண , மத , ேஜாதிட , ஆ ேவத
ம த வ ப றிய ெபா அறி
• சிற க வ ய பாலி, ப ரகி ம
சம கி த ெமாழிக ட இல கண
ம இல கிய க அட
• வான ய ப ய , அ டவ ய , நதி ைற,
அரசிய அறிவ ய , ெபா ளாதார ,
கைல, திற க , ெதாழி க ,
க ட கைல, த, சமண ம ேவத
மத க , இைறய ய , த க .
Dr.C.Thanavathi
16. Curriculum of Bhikshu Education
ப ு க வ ய பாட தி ட
• Duration is 8 years
• Worldly curriculum –
Reading, writing,
mathematics, arts, skills, and
vocational education
• Religious curriculum –
Buddhist literature: Tripitak,
Sulta, Vinay and Avidhamma
pitak
• கால 8 ஆ க
• உலக பாட தி ட -
ப த , எ த ,
கண த , கைல,
திற க ம
ெதாழி க வ
• மத பாட தி ட -
த இல கிய :
தி ப ட , தா,
வ ன ம
அவ த மா ப ட
Dr.C.Thanavathi
17. Method of Teaching
க ப த ைற
• Verbal education
• Discussion
• Prominence of logic
• Tours
• Conference
• Meditation
• வா ெமாழி க வ
• கல ைரயாட
• த க தி
கிய வ
• பயண க
• மாநா
• தியான
Dr.C.Thanavathi
18. Assembly of Learned People
க றவ கள ட
• Beginning and close of every
month
• Compulsory
• Purpose: to maintain the
moral standards
• Due to illness held near his
residence
• ஒ ெவா மாத
ெதாட கி ட ப
• க டாய
• ேநா க : தா மக
தர கைள பராம க
• ேநா காரணமாக
அவர இ ல தி
அ கி நைடெப
Dr.C.Thanavathi
19. • Mass Education (Group
Teaching)
• Women Education (500
women along with step
mother)
• Vocational Education
• ெவ ஜன க வ
( க ப த )
• ெப க க வ
(வள தா ட
500 ெப க )
• ெதாழி க வ
Dr.C.Thanavathi
20. Role of Teacher
ஆசி ய ப
• Intellectual and
spiritual helper and
guide
• Father and son
• Not accept any fees
• Arrangement of
boarding
• அறி சா ம
ஆ மக உதவ யாள
ம வழிகா
• த ைத மக
• எ த
க டண ைத
ஏ கவ ைல
• jq;Fk; trjp ஏ பா
Dr.C.Thanavathi
21. Role of Students
மாணவ கள ப
• Get up early in the
morning
• Make arrangement
• manual service
• Devotion
• prepare himself
• அதிகாைலய
எ தி
• ஏ பா ெச க
• ைகேய ேசைவ
• ப தி
• த ைன
தயா ப க
Dr.C.Thanavathi
22. Conclusion
ைர
In retrospect we may say that the foundation of modern Indian
system of education was laid down in Vedic system of
education but the complete structure that is central
administration, school education, group teaching, was laid in
the Buddhist system of education.
நவன இ திய க வ ைறய அ தள
ேவத க வ ைறைமய
அைம க ப டதாக ப ேனா கி
பா தா , ஆனா ம திய நி வாக ,
ப ள க வ , க ப த ேபா ற
ைமயான க டைம த க வ
ைறைமய அைம க ப ட .
Dr.C.Thanavathi