Page 16 - DEDU501_DEVELOPMENT_OF_EDUCATION_SYSTEM_ENGLISH

Development of Education System

Notes • Aims, ideals and objectives of education are always with relation to the ideals of society.
• Following were the main objectives of education: 1. Ultimate objective as moksha or self-
realisation; 2. Infusion of Piety & Religiousness; 3. Education for worldliness; 4. Character
formation; 5. Stress on Social duties.
• Gurukul System of Education: (1) Education System; (2) Teacher-taught Relationship;
(3) Curriculum; (4) Method of Teaching; (5) Discipline; (6) Women’s Education and (7) Social
System.
• In Vedic education, meaningless outwardly knowledge has been condemned.
• The student had to get up early in the morning and had to touch the feet of teacher before
sunrise in the last watch of the night.
• There were three steps in instruction: 1. Sravana; 2. Manana; 3. Nididhyasana.
• The monasteries were the centers of education during the Buddhist period.
• Only the Buddhist could receive religious and other types of education.
• Buddhist period in Indian education roughly starts from 600 B.C and last for about 1200
years till 600A.D.
• The chief aims of Buddhist education had been the following:
(i) Development of education: The chief aim of Buddhist education was all round development
of child's personality. This included his physical, mental, moral and intellectual
development.
• The following Buddhist literature provides information on Buddhist education:
1. Pitakas,
The ‘Pitakas’’ have the following three divisions:
(i) ‘Sutta* or Tales.
(ii) Vinnay’ or Discipline.
(iii) Abhidammd’ or Doctrine.
2. The ‘Milinda Panha’ (Question of King Malinda)
3. The ‘Jatakas’
• The teachings of Buddha is the Buddhist philosophy. Its main tenets are:
1. Four Noble Truths.
2. Eight-fold Path for Attainment of ‘Nirvana’ (Salvation).
3. Moral Code: Importance of Good Deeds in Life.
4. Middle Path: Avoidance of Extreme Form of Austerity and Luxury.
5. Equality—No Caste System.
• Following were the main aims of education: 1. Development of moral character; 2.
Religious and spiritual development; 3. Promotion of social efficiency; 4. Promotion of
Culture.
• Associated with Education. Among the important ceremonies, following deserve special
mention. 1. Phahajja Ceremony or Ordination or Initiation Ceremony; 2. 'Upasampada’
Ceremony.
• There is sufficient evidence to show that popular reducation was widespread when Buddhist
monasteries flourished.
• 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.

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