Ancient Indian Education | A Brief Overview of our "Third eye"

Ancient Indian Education | A Brief Overview of our "Third eye"

In ancient times, education was considered a process of self-improvement, continued from birth till death.

You will not find many books available, describing educational theories and practices of the ancient Indians till 17th century, even though they were there in practice for a long time. Some skeletal descriptions of main features of secondary and higher education are found in ancient scriptures in the form of Sutras and Smritis, but you will not find separate description of primary education. Perhaps, in ancient times, education was considered a process of self-improvement, continued from birth till death. At primary stage, it was an education of living life, learning to perform routine activities of day to day life, and hence, it might not have been thought as a separate stage of formal education. It was a preparatory to life. 

You can find from the ancient literature in our country that knowledge was considered the “Third eye,” giving insights in to all affairs of life *(1). Our ancestors held that the “correct insights developed by education, increase the intelligence”, which was considered as “power and efficiency” *(2), leading to all round progress, prosperity and freedom from miseries of life *(3). Education was considered as a root of all human happiness. It was believed to increase your efficiency, enabling you to acquire fame, respect and wealth. It was held that the wealth not only makes us happy, it also enables us to discharge effectively our religious, familial and social duties. This ultimately leads to our salvation – गुत्ती >I * (4). Bhartrihari in Nitishataka says “without education we are beasts” *(5). It was believed that education brings about great transformation in a number of ways in individual, as well as, in society. 

• (1) (Subhashitaratnasandoha, p.194) Knowledge is the third eye of an individual 
• (2) (Budhiaryasya balam tasya!) Education or knowledge is that which librates 
• (3) (Sa vidya ya vimuktaye!) Education brings humility 
• (4) (Vidya dadati vinayam, vinayadyati patratam! (Patratwadhanamapnoti, dhanadharmam tatah sukham!!) 
• (5) (Vidyavihinah pashuh! (Bhartruhari: Nitishataka, 16) Without education , one is no better than animal 

Education used to start with (Upanayan Sanskar)- both boys and girls were entitled for education. There are numerous examples of renowned scholarly women like Gargi , Atreyi , Kaushalya , Tara , Draupadi, etc. Lower level education was for every day mundane life activity and social interaction, with immediate objective of preparing individuals for family vocations to fulfill their immediate needs. Higher education was for scholarship study of Grammar, History, Mythology, Mathematics, Vedas, Logic, Polity, Sciences of War and Worship/Fine Arts, etc. 

Education was training of practical activities, through practice, for improved life. Performing duties as a son, a husband, and a father, efficiently, in four stages of life- (Brahmascharyashram) (learner observing celibacy), (Grihasthashram) (married life), (Vanaprasthashram) (retired life) and (Sanyasashram) (renunciation) was taught. A student was made to understand that he is a custodian and torch bearer of the culture of his race. He was taught and ordered during the convocation address about his social responsibilities, duties and their practice in life as a worthy and self-supporting productive member of the society (1. Altekar, 1951, pp 301-3). 

Therefore spirituality, character building, personality development, civic sense, promoting efficiency, preservation and propagation of culture were the set goals and aims of education. For achieving these objectives, different religious rituals and (Vratas), prayers, celebration of festivals, practicing moral behavior, purity of mind, thoughts and habits, controlling instincts, rules regarding etiquettes and manners towards seniors, equals and juniors/inferiors, teaching-learning practices etc were prescribed. The students were free to select subjects of their choice for study. Simplicity and self-discipline were part of student life. ‘Development of self-confidence’ and ‘learning of self restraint’ were important aspects of ancient Indian education. Discretion and judgment and other personality aspects were well developed in students studying the subjects like Logic, Philosophy, Law, Literature, etc. A student was trained to understand both the sides of the issue, and then defend the position he/she has taken in the scholarly debates. It imbibed democratic values and made an individual reasonable and considerate about others’ view point.

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Education became mechanical training of memory, only for the students who studied Vedas. They were required to preserve and transmit, for generations, the entire literary, cultural and professional heritage in its absolute purity and accurate form over the years, only by rote memory, as there were no means available for preservation of knowledge, like paper, printing, etc. 

In a nut shell, you will find, in those days, education was considered a ‘lifelong continuous process’ of self-improvement, a source for harmonious progressive development of physical, mental, intellectual, and spiritual capabilities of the students to live as a useful citizen and make progress in the present, as well as, in future life.