“A little knowledge that acts is worth more than much knowledge that is inactive. … Knowledge, the object of knowledge and application of the knowledge – all the three are equally important for motivating to take a wise action.”
In India, illiteracy of a large number of people has turned the visions of ‘Education for All’ into empty dreams. Especially, population explosion has put a heavy pressure on its available infra-structure. Only 64.84% people are literate and 35.16% still illiterate according to 2001 census, (Males – 75.26% and Females – 53.67%). In absolute number, the figure of illiterates is alarming. No nation can afford to have a large number of its population to remain illiterate, ignorant and unskilled.
Education and the masses
In ancient India, education was confined within a very small section of Indian society. It was not so much that common people were debarred or denied access to education because of discrimination, as it was
Method to educate - In the past, because of the method of education, education remained confined within a very small section of the society. In absence of any written material, priestly schools in India had devised a most remarkable and effective system of transferring knowledge to succeeding generations in form of hymns. They restricted it only to those, who possessed brilliant feats of memory and capability to keep its extreme sanctity. Masses remained away from formal education, even when everything was put together in the epics – ‘Vedas’, ‘Smritis’, ’Sutras’, and ‘Upnishads’, because of the medium being Sanskrit. Masses were busy in their hereditary/traditional occupations. Skills were learnt more on job under the training and guidance of people already on the job/occupation. For attaining more skills or furthering their future prospects masses did not depend on formal education, certificates/degrees/diplomas or on formal centres of education and training i.e. schools/colleges. The manner, in which hereditary occupational knowledge and skills were transferred, was through practice and experience; not through formal classroom lectures, which often kills originality and verve of people. The system led society to have more production, economic efficiency and specialization in various areas of activities like spinning, weaving, pottery making, bead making, seal making, terra-cotta, handicrafts, brick-laying, metal work etc. But still, illiterate masses got the benefit of the knowledge of learned sages and munies. On the basis of their scholarly researches and experiences, the sages prescribed certain guidelines in the form of rituals to be followed by common men.
Education in Ancient India
Knowledge was passed on orally from one generation to another in ancient India. Education involved three basic processes, one, which included ‘Sravana’ (stage of acquiring knowledge of ‘Shrutis’ by listening). Two, ‘Manana’ (meaning pupils to think, analyse themselves about what they heard, assimilate the lessons taught by their teacher and make their own inferences,) and three ‘Nidhyasana (meaning comprehension of truth and and apply/use it into real life).
Education and women
In ancient India women were given equal right to education and teaching. Women seers like ‘Gayetri’ or ‘Maitreyi’ were prominent participants in educational debates and proceedings of ‘Parishads’ (Assemblies). It was mostly the Brahmins followed by Kshatriyas that received education at the gurukuls, while boys from the lower castes learnt their family trade from their fathers.
Educational institutions of repute
Few of most important universities of ancient India were Taxila (being the first university of world...
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