Unit 5 policy frameworks in education - pre independent india

UNIT V
POLICY FRAMEWORKS ON
EDUCATION:
PRE INDEPENDENT INDIA
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

Education in India during Vedic
Period: Introduction
• Vedic system of education
• advancement of time, knowledge, art and skills, its
curriculum and teaching methods underwent a change
• ancient India not only for India but also for the world is
in the field of education
• Not an abstract term
• manifested in the cultural economic, individual,
philosophical, scientific, social and spiritual
advancement
• education is the means for developing the mind for the
betterment of the individual and society
Dr.C.Thanavathi

ேவத கால தி இ தியாவ
க வ : அறி க
• ேவத க வ ைற
• ேநர , அறி , கைல ம திற கள
ேன ற , அத பாட தி"ட ம க ப த
ைறக# ஒ% மா ற தி & உ"ப"டன
• ப(ைடய இ தியா இ தியா )& ம"*ம ல,
உலகி & க வ +ைறய உ#ள+
• ஒ% ,%)கமான ெசா அ ல
• கலா/சார ெபா%ளாதார, தன நப0, த +வ, அறிவ ய ,
ச1க ம ஆ ம3க ேன ற தி
ெவள 4ப*கிற+
• க வ எ ப+ தன நப6 ம ச1க தி
ேன ற தி காக மனைத வள04பத கான
வழி ைறயா&
Dr.C.Thanavathi

Definition
Albert Einstein:-
“We owe a lot to the Indians who taught us how to
count without which no worthwhile scientific discovery could
have made.”
Mark Twain, an American Writer:-
“India is the cradle of the human race. Most valuable
and the most instructive materials in the history of man are
treasured up in India only.”
Lancelot Hagen, in his publication Mathematics for the
Millions:-
“There has been no more revolutionary contribution
than the one which the Hindus made when they invented
zero.”
Dr.C.Thanavathi

வைரயைற
ஆ ப ஐ :-
• "எ4ப9 எ(:வ+ எ எ;க<)&) க ப த
இ திய0க<)& நா;க# கட ப"9%)கிேறா , அ+
இ லாம எ தெவா% பய=#ள வ >ஞான க(*ப 94@
ெசAய4படவ ைல."
மா ைவ , ஒ அெம க எ தாள : -
• “இ தியா மன த இன தி ெதா"9 . மன தன
வரலா றி மிக மதி4@மி)க ம மிக fw;gpj;jy;
ெபா%"க# இ தியாவ ம"*ேம ெபா)கிஷமாக உ#ளன.”
லா சேலா ேஹக , தன# கண%த தி'கான கண%த(: -
• "FGஜிய ைத க(*ப 9 தேபா+ இ +)க# ெசAத
ப;கள 4ைப வ ட @ர"சிகர ப;கள 4@ எ+ இ ைல."
Dr.C.Thanavathi

Sources of the Vedic Age Education:
Vedic Literature
1. Four Vedas
2. Six Vedangas
3. Four Upvedas
4. Four Brahmanas
5. One hundred and eighty Upanishads
6. Six systems of philosophy
7. Bhagwad Gita
8. Three Smritis
Dr.C.Thanavathi

ேவத வய+ க வ ய
ஆதார;க#: ேவத இல)கிய
1. நா & ேவத;க#
2. ஆ ேவத;க;க#
3. நா & உgேவத;க#
4. நா & ப ராமண0க#
5. O எ(ப+ உபநிடத;க#
6. த +வ தி ஆ அைம4@க#
7. பகவ கீைத
8. 1 Tமி%திக#
Dr.C.Thanavathi

Administration and Finance of Education
க வ% நி வாக( ம'*( நிதி
• i. Free education in Ancient India
• ii. Sources of Income: Donation, Dan, Guru
Dakshina
• iii. No state control on education
• i. ப(ைடய இ தியாவ இலவச க வ
• ii. வ%மான ஆதார;க#: ந ெகாைட,
jhdk;, &% த"சிணா
• iii. க வ ய மாநில க"*4பா* இ ைல
Dr.C.Thanavathi

Main Features of Vedic Education
i. High status of Teachers:-
ii. Residential Schools:-
iii. Immediate aim:-
iv. Individual teaching:-
v. Method of study:-
vi. Role of Travel in Education:-
vii. Sanskrit as the Medium of Instruction:-
viii. Self-control and Self–Discipline:-
ix. Wide spread education of women:-
x. Ultimate aim of education-self-Realization
Dr.C.Thanavathi

ேவத) க வ ய )கிய
அ ச;க#
i. ஆசி6ய0கள உய0 நிைல: -
ii. &9ய %4@ ப#ள க#: -
iii. உடன9 ேநா)க : -
iv. தன 4ப"ட க ப த : -
v. ஆA ைற: -
vi. க வ ய பயண தி ப;&: -
vii. க ப த ஊடகமாக சமTகி%த : -
viii. ,ய க"*4பா* ம ,ய ஒW)க :
x. ெப(கள பரவலான க வ :
x. க வ -,ய-உண0தலி இ தி ேநா)க
Dr.C.Thanavathi

Curriculum
i. Material Curriculum
It included language, grammar, numerology,
agriculture, cattle rearing, arts(music and dance), skills
(weaving, dying, woodwork, metal work, craft),
economics, politics, geology, physiology, snake science,
logic, astrology, medical science, military science,
exercise, exercise, gurukal organization.
ii. Spiritual Curriculum
It included education of Vedic literature, theology
and ethics and training in activities like control of sense
organs, religion based conduct, mode of worship, evening
prayers etc.
Dr.C.Thanavathi

fiy தி ட(
i. ெபா - fiy தி ட(
அதி ெமாழி, இல)கண , எ( கண த , வ வசாய ,
கா நைட வள04@, கைல (இைச ம நடன ), திற க#
(ெநச , இற4@, மரேவைல, உேலாக ேவைல, ைகவ ைன),
ெபா%ளாதார , அரசிய , @வ ய ய , உடலிய , பா @
அறிவ ய , த0)க , ேஜாதிட , ம% +வ அறிவ ய ,
இரா:வ அறிவ ய , உட பய சி, உட பய சி, &%க
அைம4@.
ii. ஆ ம.க fiy தி ட(
இதி ேவத இல)கிய , இைறய ய ம ெநறி ைறகள
க வ ம உண0 உ 4@கள க"*4பா*, மத சா0 த
நட ைத, வழிபா"* ைற, மாைல ெதாWைக ேபா ற
ெசய கள பய சி ஆகியைவ அட;& .
Dr.C.Thanavathi

Methods of Teaching
க'ப% த /ைறக-
i. Oral Method :
ii. Thinking Method:
iii. Manas (reflection) method:
i. வாAவழி ைற:
ii. சி தி)& ைற:
iii. மனT (ப ரதிபலி4@) ைற:
Dr.C.Thanavathi

Aims, Ideals and Objectives of Vedic
Education
i. Ultimate objective as moksha or self-realisation:-
ii. Infusion of Piety and Religiousness:-
iii. Education for worldliness:-
iv. Character formation:-
v. Development of all round personality:-
vi. Stress on Social duties:-
vii. Promotion of Social Efficiency and Welfare:-
viii. Preservation and promotion of culture:-
Dr.C.Thanavathi

ேவத) க வ ய ேநா)க;க#,
இல"சிய;க# ம &றி)ேகா#க#
i. ேமாZா அ ல+ ,ய-உண0த இ தி
ேநா)க : -
ii. ப)தி ம மத தி உ"ெச[ +த : -
iii. உலக தி கான க வ : -
iv. எW + உ%வா)க : -
v. அைன + , ஆ<ைமய வள0/சி: -
vi. ச1க கடைமகள அW த : -
vii. ச1க திற ம நலைன
ேம ப* +த : -
viii. கலா/சார ைத பா+கா த ம
ேம ப* +த : -
Dr.C.Thanavathi

Women Education
• The Vedas give a very honorable and respectable
status to women. They were eligible for higher
education for the study of the Vedas and the
performance of administrative and other
important jobs mostly performed by men even
today. Boys should go to the schools meant for
boys and girls should go to the schools where
there are women teachers. The women should
have opportunity to attain knowledge of the
Vedas from all the four concerns.
Dr.C.Thanavathi

ெப(க# க வ
• ேவத;க# ெப(க<)& மிக க orable
ரவமான ம ம6யாைத)&6ய
அ தTைத அள )கி றன. ேவத;கள
ப94@ ம நி0வாக ம ப ற )கிய
ேவைலகள ெசய திற ஆகியவ றி காக
அவ0க# உய0 க வ )& த&தி ெப றன0.
சி வ0க# சி வ0க<)கான ப#ள க<)&/
ெச ல ேவ(* , ெப(க# ெப(க#
ஆசி6ய0க# இ%)& ப#ள க<)&/ ெச ல
ேவ(* . நா & கவைலகள லி% +
ெப(க<)& ேவத;கைள4 ப றிய
அறிைவ4 ெபற வாA4@ இ%)க ேவ(* .
Dr.C.Thanavathi

Role of Teachers
• During Vedic period, very scholarly, self-studious, religious and
persons of good character could become teachers. Besides being
scholarly they used to have extreme self-control. They occupied the
highest place in the society and were established as gods.
Duties of teachers towards students:
• To make arrangement for student’s lodging, food and clothing etc.
• To look after the health of the students and arrange treatment in
case of falling ill.
• To compulsorily impart education in language, religion and ethics.
• To teach students good conduct and build their character.
• To inspire students towards activities work doing and prevent them
from undesirable activities.
Dr.C.Thanavathi

Role of Students
During Vedic period only unmarried students were
admitted in gurugulas. The students were called Brahmachari.
They had to observe celibacy, eat simple and pure food, wear
simple clothes and to abstain from intoxications.
Students’ Duties towards teachers
• To look after the cleanliness of gurugal and its complete
arrangements.
• To clean the teachers residence and arrange for teacher’s
worship.
• To seek alms for teacher and other residents of the gurukul.
• To massage the feet of the teacher before going to bed.
• To abide by the orders of the teacher with devotion.
Dr.C.Thanavathi

Teacher – Student Relationship
During Vedic period the teachers and
students enjoyed a cordial relationship. The
teachers considered the students as their son
and the students regarded teachers as their
father. Affection flowed from above and
devotion steamed from below.
• Teachers as Spiritual as well as Intellectual
Guide
Dr.C.Thanavathi

Process of Instruction
There were three steps in instruction:
• 1. Sravana 2. Manana 3. Nididhyasana.
• Sravana is listening to words texts as they
uttered by the teacher.
• Manana is the process of deliberation or
reflection of the topic taught.
• Nididhyasana represents the highest stage.
Dr.C.Thanavathi

Admission and Evaluation System
There seems to be no direct reference available to spell
out the methodology followed by the Acharya to judge
the adequacy of knowledge of his pupils. Yaskas and
Sayana, famous commentators on the Vedas, have
inferred from the Rig Veda hymn that the students were
given three grades as under:
• 1. Maha Prazanan grade:- Students of very high
ability.
• 2. Madhyama Prazanan grade:- Students of high
ability.
• 3. Alpa Prazanan grade:- Students of low ability.
Dr.C.Thanavathi

Autonomy of Educational Institutions
• Teachers in the Vedic period were
autonomous in their work and they followed
various methods of admission and
assessment. A teacher was the sole pedagogic
authority to decide whether the student was
fit for admission and also to decide whether
he had completed his studies.
Dr.C.Thanavathi

Studentship
• There is a long hymn in the ‘Atharva Veda’ describing the
ceremony pertaining to studentship. The initiation
ceremony was called Upanayana which lasted three days. It
laid down the foundation of a planned life. The pupil owed
his first birth-physical to his parents and the second birth
spiritual to his teacher. The rite of Upanayana was meant to
purify body and mind and to make one fit for receiving
education.
• After ‘Upanayana’ the pupil entered into a state of
‘Brahmacharya’ indicating that it was a mode of life, and a
system of education. The ‘Brahmachari’ as the aspirant for
education was now called lived according to prescribed
regulations, i.e., physical discipline as well as spiritual
discipline.
Dr.C.Thanavathi

Discipline
• 1. Anthropology
• 2. Astronomy
• 3. Economics
• 4. Epistemology
• 5. Eschatology
• 6. Ethnology
• 7. Geology
• 8. Human eugenics
• 9. Mathematics
• 10. Military Science
Dr.C.Thanavathi

Conclusion
• In retrospect it may be said that the Vedic
system of education was the best system of
education in contemporary world but from
the point of view of the present Indian society
some of its aspects are worth adopting, while
some are to be given up.
Dr.C.Thanavathi

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

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. Character formation
• x. Vocational Development
• xi. Education of Buddhist religion
Dr.C.Thanavathi

Principle or Four noble truths of
Buddhisim
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

Pabbaja Ceremony
Pabbaja was an accepted ceremony of the Buddhist monasteries.
Pabbaja means going out.
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

Upasampada Ceremony
• After receiving education
• Age 20 years
• Present himself in front of all monks
• Monks voted in favour of him
• Full-fledge member
Dr.C.Thanavathi

Education
• Primary Education
• Higher Education
• Bhikshu Education
Dr.C.Thanavathi

Curriculum of Primary Education
• Duration is 6 years
• Reading, writing,
• Five different sciences – Morphology,
Astronomy, Medicine, Logic and Spirituality
Dr.C.Thanavathi

Curriculum of Higher Education
• 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

Curriculum of Bhikshu Education
• Worldly curriculum – Reading, writing,
mathematics, arts, skills, and vocational
education
• Religious curriculum – Buddhist literature:
Tripitak, Sulta, Vinay and Avidhamma pitak
Dr.C.Thanavathi

Method of Teaching
• Verbal education
• Discussion
• Prominence of logic
• Tours
• Conference
• Meditation
Dr.C.Thanavathi

Assembly of Learned People
• Beginning and close of every month
• Compulsory
• Purpose: to maintain the moral standards
• Due to illness held near his residence
Dr.C.Thanavathi

• Mass Education (Group Teaching)
• Women Education (500 women along with
step mother)
• Vocational Education
Dr.C.Thanavathi

Role of Teacher
• Intellectual and spiritual helper and guide
• Father and son
• Not accept any fees
• Arrangement of boarding
Dr.C.Thanavathi

Role of Students
• Get up early in the morning
• Make arrangement
• manual service
• Devotion
• prepare himself
Dr.C.Thanavathi

Conclusion
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.
Dr.C.Thanavathi

AIM
• Liberation
• Should think different angle
• Non-violence
• Should not hurt others by speech
• Efforts, conduct
Dr.C.Thanavathi

Five Principles
• Non-violence
• Truth
• Non stealing
• Brahmacharya
• Giving away of wealth
Dr.C.Thanavathi

• Karma – ones deed decides his life
• Work oriented
• Faith in work than fact
• Mukti
• System stresses social, economic, moral,
spiritual
Dr.C.Thanavathi

Curriculum
• Activity centered
• Penance
• Moral conduct
• Control over mind, body and speech
• Self development
• Attain salvation detached pleasure
• Avoid unhealthy desire
• Faith in doing good
• Co-curricular and cultural activities
• Man power
Dr.C.Thanavathi

Method of Teaching
• Practical activities
• Own experience
• Experimental learning by doing
• Discussion
• Project (Group)
• Self control
• Responsibility
• Work oriented
• Work experience
• Co-ordination
Dr.C.Thanavathi

Implication
• Aim of education
• Liberation
• Development of character
• Simple life
• Analytic approach
• Broadmindedness
• Self- enlighten
• Value education
Dr.C.Thanavathi

EDUCATION
• PRIMARY LEVEL
• HIGHER LEVEL
Dr.C.Thanavathi

Curriculum at Primary
• Knowledge of Alphabets
• 30th section of Quran, reading, writing,
mathematics, letter and application of writing
• Way of conversation
• Practice in pronunciation
• handwriting
Dr.C.Thanavathi

Curriculum at higher
• Worldly curriculum
• Religious curriculum
Dr.C.Thanavathi

Worldly Curriculum
• Arabic and persian languages and their
literature
• Mathematics, geometry, history, geography,
economics, political science, astrology, islamic
law, unani medicine and arts, skills and
vocations
Dr.C.Thanavathi

Religious curriculum
• Quran
• Islamic history
• Islamic literature
• Sufi literature
• Islamic law
Dr.C.Thanavathi

language
• Arabic and persian
• Compulsory
• Wooden books (taktis)
Dr.C.Thanavathi

Maktab
• Age 4 years 4 months, and 4 days
• Maktab ceremony or Bismillah
• Surah-i-Iqra
• At least one maktab in village
• Several in town and cities
• Attached with mosque
• Rulers help to their financing
• Under the guidance of learned ‘Maulavis’
Dr.C.Thanavathi

Madrasahs or Madrasas
• Secondary or higher education
• Attached to mosques
• Term derived from arabic word ‘dars’ (a
lecture)
• Private supported by state grands
• Period from 10 to 12 years
• Free boarding and lodging
Dr.C.Thanavathi

Method of Teaching
• Primary level - Imitation, practice and
memorization
• Higher level – Speech, Lecture and
explanation, logic, self study method
• Demonstration, experiment and practice
method
Dr.C.Thanavathi

Teachers
• Called – USTAD
• High salary
• High status
Dr.C.Thanavathi

Students
• Called – SHAGIRD
• Strict control
• Highly authoritative and oppressive condition
• Sophisticated life in the hostel
• Respected their teachers and obeyed
Dr.C.Thanavathi

CONCLUSION
In retrospect one may say that Muslim
education was an exotic plant in India. It failed
to benefit the Indian to the extent to which an
education system of a society should have
been some of the good aspects like free
education, state patronage, and regular
financial aid to educational institution have
been practiced in the modern system of
education.
Dr.C.Thanavathi

INITIAL EDUCAITONAL WORK OF
THE EUROPEAN CHRISTIAN
MISSIONARIES

• Portuguese Christian Missionaries
– Sea route
– Printing press
– Propagation of Christianity, culture and education
institutions
– Saints Francis Xavier and Robert-de-nobli
– Portuguese, latin and local language
Dr.C.Thanavathi

• Dutch Christian missionaries
– Educate Dutch and Indian citizens working in
Dutch factories
– Dutch, local languages, religious education
Dr.C.Thanavathi

• French Christian missionaries
– Established schools near factories
– French and local languages
Dr.C.Thanavathi

• Danish Christian missionaries
– Local language
– Christianity compulsory
– Translated bible into Tamil
– In 1716, established a Teacher Training College in
Travancore
– Medium was multi-lingual
Dr.C.Thanavathi

British Christian Missionaries
• Modern system of English Education
• Two methods: education, service to the poor
• Charity based schools
• Two type of schools: English and Local
languages
• In 1731, primary schools in Bengal, Bombay
and Madras
Dr.C.Thanavathi

1. Charter Act of 1813
2. Macaulay Minute (1835)
3. William Bentick Resolution
4. Wood’s Despatch (1854)
5. Hunter’s Commission (1882)
Dr.C.Thanavathi

CONCLUSION
• As we had discussed from the beginning all these
Christian missionaries landed in India with an aim of
proclaiming the Word of God and they remarkably
contributed a lot to the field of education.
• They designed a system of education in India.
• They fixed the curriculum, prepared textbook, method
of teaching and published them.
• They introduced time-table, class system and
examination system for class promotion.
• East India Company had two ideas in this context 1.
Propagate Christianity 2. Educate Indians. When they
established themselves ruler of the country they
executed their plan and accomplished it till 1857.
Dr.C.Thanavathi

THANK YOU
Dr.C.Thanavathi
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

Unit 5 policy frameworks in education - pre independent india

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