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Unit 1: Education in India During Ancient Period : Vedic and Buddhist Education

III. Primary Education: There is sufficient evidence to show that popular reducation was Notes
widespread when Buddhist monasteries flourished. Even those who did not intend joining the
Buddhist Sangha, attended the school up to the age of twelve and received instruction in 4 R’s
(reading, writing, arithmetic and religion). It is evident that Buddhist monastery played an
important part in supplying popular elementary education.
IV. The Curriculum: The curriculum was primarily religious and philosophical as it was chiefly
meant for monks and nuns. They were not taught secular sciences like poetics, literature and
astrology. After his admission the novice was taught Pali and Sanskrit for ten years and then the
study of Tripataken was undertaken. After this, works on Buddhist religion and philosophy were
mastered. They also studied Hindu system of religion, logic and philosophy in order to carry on
disputations and discussions with Hindu theologians.
V. Educational Institutions: Buddhist education was centred round a monastery. There were some
private teachers who took ten to fifteen children and taught them in their houses. The rise of the
organised educational institutions may be attributed to the influence of Buddhism.
VI. High Code of the Teaching Profession: According to Millanda-panha, the teacher was required to
teach everything he knew to his disciple; he could withhold nothing under the apprehension that
the disciple may one day outshine him in his profession. How generous and large-hearted teachers
usually were in this connection can be judged from the conduct and exclamation of Alara Kalama,
when the father Bhikshu had finished his education under him: “Happy friend are we in that we
look upon such a venerable one, such a fellow ascetic as you. The doctrine which I know, you too
know, and the doctrine which you know, I too know. As I am, so you are. As you are, so am I.
Pray, let us be joint wardens of this company.”

What are the basic principles of the phiosophy of education as based on the philosophy
of Buddism?

1.5 Educational Implications of Buddhist Philosophy

The entire teachings of Buddhism provide directions to develop good conduct which is also the
essence of a sound system of education. To be a moral being, one must follow the noble path.
Eight-fold path as preached by Buddha provides guidance for moral education and peace.
Observance of purity is more important than the observance of rituals.
The curriculum was primarily religious and philosophical. The Vedas were not the basis of
Buddhist education. Buddhist literature replaced them as the source of wisdom and morality. The
teacher and the student were united together by mutual affection and confidence. Buddha did not
want that his teachings and the teachings of others should be followed blindly. He greatly
emphasised that all aspects of a phenomena should be reflected upon and pros and cons taken
into account. He was in fact a fore-runner of scientific tendencies in education. Reason should be
the basis of our belief.
1.5.1 Admission in a Monastery
As we have said above, monasteries were the centres for imparting education during the Budhist
period. So one had to be admitted into a monastery, if he wanted to receive the Vedic period. For
admission the student had to present himself before the teacher and request him for giving
education. The teacher was fully responsive to the instructions received form the teacher. The
student was not at all accountable to any other Bhikshuk in the and the Taught as during the
Vedic period.
1.5.2 Pabbajja Ceremony (First Ordination)
Pabbajja was an accepted ceremony of the Buddhist monasteries. Pabbajja means ‘going out.

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