UNIT - 1 PHILOSOPHY AND EDUCATION

UNIT - 1

PHILOSOPHY AND EDUCATION

MEANING OF PHILOSOPHY

Introduction:- Man is always curious to know: his

origin, his aim, his relationship with god, his destiny etc. &

this constant effort of man to understand reality may be termed as philosophy. It is an attempt to unfold life’s mysteries and find meaning in them. Hence it is called the Mother of all Arts and the Science of all Sciences.

Etymological meaning:-

Greek origin: -        “Philos‟ + “Sophia‟

(Love)     (Wisdom

i.e. Philosophy = love for wisdom.
Sanskrit origin: - “drish‟ to see‟

i.e. Darshan = knowledge of reality.
DEFINITIONS

INDIAN PHILOSOPHERS:

Dr. Radhakrishnan - Philosophy is a logical inquiry into the nature of reality. Dr. Baldev upadhyaya - Methodical training or „Sadhana‟.
Humayun Kabir - Philosophy seeks to give knowledge of the whole.
WESTERN PHILOSOPHERS:

Raymant : An unceasing effort to discover the general truth that lies behind the particular
facts.

John Dewey: Critical reviewing of the familiar things.

Alexander: It is metaphysics & also an attempt to study comprehensive topics like reality and universe.

NATURE OF PHILOSOPHY:

1) Philosophy is systematic enquiry about the ultimate reality of the universe.

2) Philosophy is study of general principles & understanding of all that      comes in the range of human experience.

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VARIOUS BRANCHES OF PHILOSOPHY

METAPHYSICS: Metaphysics is the branch of philosophy that goes beyond the realms of science. It is concerned with answering the questions about identity and the world. The name is derived from the Greek words, Meta which means beyond or after, and Physika which means physics. Aristotle, one of the most well-known philosophers, acknowledged Thales as the first known Meta physician. The main branches of metaphysics are ontology, natural theology and universal science.

EPISTEMOLOGY: It deals with the definition of knowledge and its scope and limitations. It
translates  from  Greek  to  mean  'theory  of  knowledge'.  It  questions  the  meaning  of
knowledge, how we obtain knowledge, how much do we know and how do we have this
knowledge? Some of the famous epistemologists are Descartes, Kant and Hume.
AESTHETICS: Aesthetics deals with sense, perception and appreciation of beauty. It broadly
includes everything to do with appreciating of art, culture and nature. It also examines how
the perception of beauty is determined by taste and aesthetic judgment. The practice of
defining, criticizing and appreciating art and art forms is based on aesthetics.
ETHICS: It is concerned with questions on morality and values and how they apply to various
situations. It can be divided into the branches of meta-ethics, normative and applied ethics.
Ethics seeks to understand the basis of morals, how they develop and how they are and
should be followed. Famous works on ethics are by philosophers as early as Plato, Aristotle,
Kant and Nietzsche.

LOGIC: Among the branches of philosophy, logic is concerned with the various forms of reasoning and arriving at genuine conclusions. It includes the system of statements and arguments. It is now divided into mathematical logic and philosophical logic. It tries to avoid the imaginary or assumptions without real logical proof.

POLITICAL PHILOSOPHY: It is concerned with all the things to do with government and the relationships and obligations of people in a state and their communities. It also includes things like citizens' rights, laws, and justice systems. Plato, Hobbes, Locke and J.S. Mill have defining works in this area.

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PHILOSOPHY OF MIND: It is, as the name suggests, that tries to understand and explain everything that there is to do with the mind. It is divided into two major schools of thought, namely dualism which states that the mind and body are two distinct entities and monism, which states that the mind and body are not distinct. It has inspired work in many modernday sciences including computer science, neurosciences and evolutionary biology. It has helped research on the topics of artificial intelligence and understanding the human brain and how it affects us.

PHILOSOPHY OF LANGUAGE: It includes study on topics such as how language originated,
its nature and usage. Here, philosophers first try to understand the nature of language,
secondly, how it helps in communication, thirdly how it relates to the minds of the people
communicating and how it relates to the truth in the world and how it affects our thoughts.
Prominent philosophers in this category are Plato, Wittgenstein and Locke.
PHILOSOPHY OF EDUCATION: It deals with the study of education and ways in which it can
be improved. It tries to find the best ways to impart instruction. It tries to understand and
explain the nature and need of education, methods in which it can be done, and what its
ideals should be. The philosophy of education overlaps in the area of study of both, the
various branches of philosophy and of education. This has been a topic of interest for
philosophers the world over, and still generates a lot of debate and interest.
PHILOSOPHY OF RELIGION: This branch is associated with religion and God. It tries to
understand and rationalize the relations between value systems and the entity of God
among other things. It is designed to be different from religious philosophy so that it is not
biased by certain faiths and beliefs, but looks at religion as a whole.

There are a lot of other different divisions of philosophy according to the subject
including, philosophy of science, mathematics, law, history, psychology and anthropology. It
is a widely studied subject and philosophers from different parts of the world, have come up
with their own unique ideas and theories. It can thus be further divided into the western
and eastern schools of philosophy. This subject has deeply affected our way of life and
modern culture and values, our government systems and even technology. Philosophy as a
subject will continue to exist as long as man continues to think and ask questions.

EDUCATIONAL IMPLICATIONS

1) Purpose of schooling:

Promotes spiritual & intellectual development; Produce competent & self-actualized adults who become useful citizens of the state.

2)  Curriculum:

Stresses the eternal ideas of the past (great works of literature, philosophy, politics, history & the art) Preferred methods of instruction: lecture, discussion, reflection & the Socratic Method (dialogue)

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3)   Nature of Learner: Every student has a mind, soul, and spirit capable of emulating the Absolute Mind, absorbing ideas from books & teachers.

4)  Role of teacher:

Role model with logical thinking & reasoning;

Authority with extensive knowledge about the great books.

RELATIONSHIP BETWEEN PHILOSOPHY AND EDUCATION

There is a wide and close relationship between education and philosophy. Both
philosophy and education are integrally and independently related to each other.
The following are a few viewpoints that establish the relationship between philosophy and
education:

View of Ross: “Philosophy and education are the two sides of the same coin; the former is the contemplative while the latter is the active side”.

View  of  John  Dewey:  John  Dewey  endorses  the  viewpoint  of  Ross  when  he  says, “Philosophy is the theory of education in its most general phase”.

Fichte’s  view:     “The  art  of  education  will  never  attain  complete  clearness  without

philosophy”.

Spencer’s view: “True education is practicable to true philosophers”.

Gentile’s view:  “Education without philosophy would mean a failure to understand the precise nature of education”.

EDUCATION IS DEPENDENT ON PHILOSOPHY DUE TO FOLLOWING REASONS:

Philosophy  determines  the  real  destination  towards  which  education  has  to  go: Philosophy has always inspired educational theory as well as practice. It determines the real destination towards which education has to go.

In the words of Dewey: “Education is laboratory in which philosophic distinctions become concrete, and are tested”.

Philosophy is wisdom; education transmits that wisdom from one generation to the other. Philosophy represents a system of thought; education embraces that thought in the content of instruction. Philosophy embodies a way of life; education is the preparation for life. Philosophy is the knowledge obtained by natural reason; education is the development of that reason and other powers of mind.

PHILOSOPHY  DETERMINES  THE  VARIOUS  ASPECTS  OF  EDUCATION:  Every  aspect  of education has a philosophical base. There is no aspect of education - aims, curriculum, methods, text books, discipline, teacher etc. which is not influenced and determined by philosophy. Height and breadth of education is probed by philosophy. It is philosophy which provides aims to education and these aims determine the curriculum, the methods of teaching, the text books, the role of the teacher and the school discipline.

GREAT PHILOSOPHERS HAVE BEEN GREAT EDUCATIONISTS ALSO: Great Philosophers have
been great educationists in the East as well in the West. We can find the clearest examples

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of the dependence of education on philosophy in the lives and teachings of all the great philosophers from Yajnavalka down to Gandhi in the East and from Socrates down to John Dewey in the West. Philosophers like Gandhi, Tagore, Radhakrishnan, Aurobindo Gosh, Plato, Socrates, Locke, Comenius, Rousseau, Froebel and Dewey have been great educators. They reflected their philosophical views in their educational schemes. Socrates have given the world his “Socratic method” (Method of questioning & cross-questioning) of teaching; Plato, the Republic, the first educational classic. Rousseau, the great French philosopher, held that education should “follow nature”. John Dewey of America took keen interest in solving the educational problems of his country. Gandhi ji is the father of Basic Education. In the words of Ross “If further agreement is needed to establish the fundamental dependence of  education  on  philosophy,  it  may  be  found  in  the  fact  that  on  the  whole  great philosophers have been great educationists”.

PHILOSOPHY IS DEPENDENT ON EDUCATION DUE TO FOLLOWING REASONS:

Education is the dynamic side of philosophy: Education can be defined as the strongest instrument for the achievement of the ideals of life and civilized attempt to bring about the balanced and proper development of human personality. The plant of education draws its nourishment from the soil of philosophy.

In the words of Adams: “Education is the dynamic side of philosophy. It is the active aspect of philosophical belief, the practical means of realizing the ideals of life”.
            Philosophy is the theory of education while education is practical thereof. Education
is the best means for the propagation of philosophy.

Education is the means to achieve the goal: Philosophy deals with the ends and education is the means to achieve those ends. Philosophy gives ideals, values and principles; education works out those ideals, values and principles.

In  the  words  of  Herbert,  “Education  has  no  time  to  make  holiday  till  all  the philosophical questions are once for all cleared up”.

Functions of education in the present context: Education by its very nature looks to the future and prepares for it. The role of education is to contribute to the efforts of man and society as they move towards the future. Therefore its main function is to build the society as per man’s aspirations and to develop the kind of manpower that the society needs. Philosophy is a guide to educational practice, education as field of investigation yields certain data as a basis for philosophical judgment.

MEANING OF EDUCATION

Etymological Meaning:

Education has been derived from the Latin word: “Educare”- to raise up or nourish

“Educere” to draw out

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“Educatum” the act of teaching or training

SANSKRIT ORIGIN:

Skis shah:- To discipline

Vidhya :- “vidh” - To know
What is not education?

Becoming only literate is not education
      1. Getting a degree is not education

2.   Gaining knowledge

3.     Learning new skills

INDIAN CONCEPT OF EDUCATION

Rig Veda - Education is that which makes a man self-reliant & selfless. Upnishads - Education is that whose end product is salvation.

Tagore - Enabling the mind to find out the ultimate truth which emancipates us    from the bondage of dust.

Gandhiji-   All round development and drawing out the best in the child mind, body and spirit.

WESTERN CONCEPT OF EDUCATION

Aristotle - Creation of a sound mind in a sound body.

John Dewey - The development of all the activities in the individual enabling him to control his environment.

G.S.Thompson: Influence of the environment on the individual to bring a permanent change in habits and behaviour.

Meaning of Education - Manifestation, Acquisition & Transaction

The definition of education largely depends upon some set of prior philosophic
convictions- about nature & human nature and between man & society. As there is a
multiplicity of philosophic view points, there is no one single agreed upon definition of
education.

Let us analyze them as under:

Education as manifestation: Education is the process of making manifest what is
latent in child. It is the teaching-gardening process where the teacher plays the role of a
gardener to bring out unseen capacities through appropriate method. Just as the gardener
sows the seed, gives the right amount of water, sunlight & nourishment, depending on the
type  of  plant  or tree  that  he  expects  the  seed  to grow, similarly  the  teacher has  to
understand the potential hidden in each child  & nurture the abilities to bloom into a
beautiful human being. Herein lays the task of education where individual differences are
met and what is latent in every individual is made manifest through the varied experiences.

Education is acquisition: Here education lays emphasis on the ability of man to
acquire information by inquiry into the nature of the external world - taking in what exists

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outside the learner. The brain of the child is like a sponge absorbing what it finds significant
in the external environment. Just as the sponge absorbs any liquid and gives out what it
absorbs, the child grasps all the images in the environment exposed to it. If the sponge is
dipped into elixir, it gives out elixir. Similarly if the child is brought up in a congenial
environment, the child will grow into a useful member of the society. The task of the
teacher is to ensure that the child is given the right kind of environment and education has
to provide varied learning experiences according to the abilities of the child.

Education as transaction: Education is a give and take process between man and his environment. Just as the sculptor chisels the rock which is shapeless into a beautiful form, the teacher has to mould the child which is like clay to bring out the hidden and inherent potentialities in it by two-way process. The Eskimos of Baffin Bay are known to be good sculptors that communicate with the given material and give it a  beautiful form. The teachers are like sculptors who have to chisel out what is best in each child. The teachingsculpting process results in transformation of human material from something dull and rough to something smooth and polished.

CHARACTERISTICS OF EDUCATION:

a)  a tripolar  process

b)  a bipolar process

c)  a continuous & life long process

d)  a process of individual development

e)  a deliberate process

f)   a dynamic process

g)  Preserver & transmitter of heritage

h)  a science as well as an art

i)    It is progressive

CONCLUSION:

Thus, education is a dynamic process, which involves the interplay of the educator,
educand and the social forces to make an individual socially adjustable and responsible.

b) INDIAN SCHOOLS OF PHILOSOPHY AND EDUCATION

Eastern philosophies are concerned with all aspects of life. Indian philosophies both orthodox  and  heterodox  are  more  concerned  with  the  perennial  problems  of  life.  So philosophy is  ―TaƩva Darshan or vision of life. Let us outline, now, briefly the salient features of the Indian philosophical tradition.

1. The Indian philosophical schools have developed more a synthetic outlook. There is no
separate treatment of ontology (Theory of Reality), Epistemology (Theory of Knowledge), or
Ethics and Aesthetics as distinct branches of philosophy. These questions are approached

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generally and relatively, some schools stressing more the metaphysical point and some the logical approach to knowledge.

2. Indian philosophical tradition is indifferent to History. Every attempt is made to go into
contribution and content of each school by clear exposition and sequential arrangement of
things.

3. The underlying spiritual and moral basis is uniform to all the schools generally, except perhaps the philosophy of charvaka or the materialistic philosophy.

4. Philosophy is a practical necessity for understanding how life can be used. The broad human ends (Purusharthas) are Dharma, Arhta, Kama and Moksha. These are far different from mere intellectual pursuits.

5. Indian philosophy starts with a pessimistic note but builds up a positive approach to realize one‘s values in life.

6. The doctrine of Karma or a doctrine of action finds a firm faith. The doctrine of births and deaths is common to Vedic Buddhist and Jain tradition.

7. There is a reference to the universal stage outside the individual self. The content of ―Para-  Brahma‖  is  the  external  universal  transcendental  edition  of  the  spiritual development of the individual.

8. The terms ‘bondage’ and liberation are used in the sense that the former means the cycle of births and deaths and latter means release from the process.

9. Self- control and concentration are needed to remove passions and develop techniques of yoga and contemplation

10. The highest aim of life is’ Moksha‘or’Nirvane‘which means liberation positively as the Eternal Bliss and negatively as destruction of all sufferings.

PHILOSOPHY OF VEDAS

The Vedas, Upanishads, Puranas and epics are the sources to know the ancient Indian philosophy and education. With a view to understand the philosophy of Vedas, it is very necessary to understand the meaning of the word ’Veda‘. Veda is derived from the root of Sanskrit word ’Vid‘.

• Vid means to:

To know {God, soul, nature & mind}
To be {one with God}

To obtain {salvation}

To consider {various relationships}
To feel {oneness with God}
To tell {glories of God}

To dwell {into the mysteries of universe} Vedas believe in:

• The concept of one God and one world

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• God is one & only one (omniscient, omnipotent and ever present)

• There are three entities in this universe - God, Soul and Matter.

• Ultimate aim of life is to obtain salvation (Moksha) in union with god

• Actions are followed by their results. The Law of Karma is an important teaching of Vedas.

• This universe is formed by god.

• The theory of rebirth and immortality of soul

• Universe is real, universal fraternity should be promoted

• Knowledge of truth should be acquired and dissipated

• Justice should be done to all creatures and we should live in peace & harmony.

• Vedas was the basic education during those days.

• Each Veda was divided into further three broad sections:

Mantras

Brahmans
Aryanakas

Mantras (Hymns of God) it contains expressions of wonderments, joy at the visions of beauty in nature around. The dignity of mountains, the majesty of sunrise, the beauty of Moon  and  such  phenomenal  powers  were  worshipped  through  Mantras.  Brahamans: (Prose, Rituals, prayers) It contains detailed scientific description of method of various ritualistic  performances  and  secret  methods  to  invoke  the  mighty  powers.  (Aryanakas (Appendages of Brahamans) Aryana means forest. Aryanakas were studied and composed only  in  the  quiet  Himalayan  valley.  This  section  is  also  known  as  Upanishads.  The Upanishads are also known as “The Ved anta” as it comes at the end of Vedas. The word Upanishad is derived from the root ‘sad ‘which means to:

Sit down

To loose
To destroy

• Upa‘means nearby

• Ni‘means devotedly

The word Upanishads therefore means sitting down of the disciple near his teacher in a devoted manner to receive instruction about the highest Reality which loosens all doubts  and  destroys  all  ignorance  of  the  disciple.  There  are  as  many  as  1180  Vedic literature, each school has Upanishad. Of about 280 Upanishad unearthed so far 108 have been generally accepted as authentic texts. All Upanishads have one goal which is Liberation and prescribe techniques of achieving this goal Vedic literature comprising ’shruti‘ & ‘smriti‘ literature is storehouse of knowledge which throws light on the intellectual, economic, political, religious, social and spiritual life.

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THE VEDIC LITERATURE CONSISTS OF:

1)  Four  Vedas: Rig-Veda  (consisting  of  1028  hymns), Yajurveda  (lays  down  the procedure of sacrifices), Samveda (history of Indian music), Atharvaveda (deals with medical sciences). 2) The Vedanta’s are sort of help books to pronounce and understand correctly the words contained in the Vedas.

i. Shiksha (science of phonetics)
ii. Chandas or metres

iii. Vyakarna

iv. Nirukta or Etymology

v. Jyotish or astronomy vi. Kalpa or rituals 3) The Upvedas: There are four Upvedas each deal with four subjects viz

i. Ayurveda (deals with medicine)
ii. Dhanurveda (Military science)
iii. Gandharvavea (Music)

iv. Shilpaveda (Architecture & Arts)

VEDANTA IN EDUCATION

Education during Vedic period was the third eye, the eye of insight and source of illumination. The system of education generally advocated emanated from the Vedas and was called Vedic system of education, which insisted on code of conduct both for the student and the teacher and placed the child under the care and direction of the teacher. Aims of Education during Vedic age

1. Citta-Vritti- Nirodh: Education must aim at self- fulfillment and provide freedom from material desires and attachment.

2. Education of Mind: Education must provide knowledge for creativity and pursuit of culture and civilization.

3. Make living worthy: Education should make life worthwhile, purposeful and relevant.

4. Tamso-ma-Jyotirgamaya: Knowledge should dispel doubts, dogmas and darkness.

5. Religion centered: Religion dominated every aspect of life all national, personal, social
and educative procedures and practices, hence education should be wedded to religion.

6. Individual- Centered: Education was for individual which was its chief concern. Education should therefore aim at overall development of an individual.

7.  Nature-  Oriented:  The  centers  of  education  were  located  from  the  populated  and crowded areas, more in natural and sylvan surroundings. Education should make man one with nature.

EDUCATIONAL SYSTEM

• Primary:

Education was first provided at home then a ceremony  (vidya Arambha Sanskar)
before beginning education was performed. Education period was up to age of five years.

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• Child was made to pronounce Vedic mantras, knowledge of sandhis (connective rules), elementary grammar, elementary arithmetic.

• After primary education children were sent to Gurukulas and ashramas for higher education.

• Higher education:

Entry age varied between 8 and 12 for different varnas and completed by the 25th
year  of  age.  Upanayan  ceremony  was  performed  to  enable  the  child  to  enter  into
studentship Curriculum According to Kathoupanishad, the subjects fell into two categories:
Para-vidya or (spiritual learning) Apara-vidya or (worldly learning) Paravidya: Into this study
fell the essential study of  4 Vedas   also included vedangas, Upanishads, Puranas, Pitrya
(rules  for  sacrifices  for  ancestors),  vakovakya (logic),  Ekayana (ethics),  Devavidya

(etymology), Brahmavidya etc. Apara-vidya : This included subjects like History, Ayurveda, Economics, Astrology, Physics, zoology, chemistry, science, kalpavidya, the rashi (science of numbers), bhutvidya (sci. of demons).

METHODS OF TEACHING

Two  methods  of  Teaching  were  being  practiced  during  Vedic  period.  The  first method was Maukhik (oral) and second was based on chintan (thinking or reflection). In the oral method students were to memorize the mantras (Vedic hymns) and Richayas (verses of Rig-Veda). The process of education passed through three stages of comprehension i.e. Shravan  (Hearing), Manan  (meditation) and Nidhi-dhyasan  (realization and experience). Methods  of  teaching  were  based  on  apprenticeship  and  were  psychologically  sound. Teaching followed some strategies such as simple to complex, activity and skill oriented procedures.  Question-  Answer  technique  and  illustration.  Self-study  (Swnadhyaya)  was considered more important. Discipline

• Rules for conduct of both teachers and pupils were listed down.

• Rules also for respect due from pupils to teacher were framed.

• Rigid rules were laid for conduct of pupils

• Code of dress was observed

• Observation of Brahmacharya or celibacy was compulsory for all pupils.

ROLE OF TEACHER

Teacher during  Vedic  period  the  teacher occupied  very  important  place  in  the
scheme of education. He was the centre of education and without him no education could
be conceived of. He was called Guru or Acharya and he was respected as a god by the
student as well as the society. Even the king did not enjoy so much respect as the teacher
enjoyed.

EDUCATIONAL IMPLICATIONS

1) Pride in civilization and culture we are living in modern age, but we feel proud of the
civilization  and  culture  of  our ancestors  inherited  to us.  We  give  more  preference  to

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character, spiritualism philosophy rather than wealth, power, violence and diplomacy. We wish to lead an ideal life. Educational aims of Vedic age are accepted in principle as aims of modern education to build character and make life worth living for our young ones.  2. Discipline and pupil teacher relationship:

The sense of discipline and cordial relation between teacher and pupil of Vedic age is
well known to the world. Today‘s scenario can be revived back by taking efforts to adopt the
ideal relationship between teacher and pupil.  3. Subject of studies: Vedic  literature  is
enriched by the sense of peace, humanity, universal brotherhood which is also vital part of
our curriculum. 4. Teaching Methods: As discussed above, some methods of teaching are
still used fruitfully in our classrooms.  5. All round development of child: The nature of
education was much more individualistic rather than joint in groups. All round development
of a Child’s personality was the chief aim of education. Same aim is kept in view in modern
education also. 6. Equality of opportunity: There was no discrimination on the basis of caste,
creed, colour etc and the students of all strata of society received education on an equal
footing. In modern too, the constitution has adopted the principle of equality in the field of
education. 7. Education for self- sufficiency: Apart from intellectual aspect of education its
practical side was not lost sight of and along with art, literature and philosophy, students
got a working knowledge of agriculture and other vocations of life. Modern education also
lays stress upon preparing students to prepare themselves for their future life. Vocational
subjects are included in the curriculum. 9. Commercial education and Vedic mathematics:
Commercial education and Mathematics Education is one of the chief features of Vedic
period. The ideas of the scope and nature of commercial geography, needs of the people of
various localities, exchange value and quality of articles and language spoken at different
trade centers were considered necessary. Vedic mathematics has become more popular
now. More and more parents are aware about the significance of Vedic mathematics and
are taking keen interest to offer the opportunities to their child to learn Vedic mathematics.

BUDDHIST PHILOSOPHY

Buddhist education system  (200B.C to  200 A.D) was founded by Lord Gautama
Buddha.  Gautama  Buddha  was  primarily  an  ethical  teacher  and  reformer  and  not  a
philosopher. He was concerned mainly with the problems of life. He avoided the discussion
of metaphysical question because they are ethically useless and intellectually uncertain. He
always discussed the most important questions of suffering, its cessation and the path
leading to its cessation. Thus Buddha‘s enlightenment which he tried to share with all
fellow-beings has come to be known as the four Noble Truths. Four Noble truths are:

v  There is suffering

v  There is cause of suffering

v  There is cessation of suffering

v  There is a way to cessation of suffering

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• Buddhists philosophy of life to get ‘Nirvana‘from suffering is based on the following eight principles:

Ø  Right Faith (Samyak Dristi)

Ø  Right Resolve (Samyak Sankalpa)

Ø  Right Speech (Samyak Vakya)

Ø  Right Action (Samyak Karmanta)

Ø  Right Living ( Samyak Ajiva)

Ø  Right Thought (Samyak Smriti)

Ø  Right concentration (Samyak Samadhi)
                  Ø  Right Effort (Samyak Vyayama)
 AIMS OF EDUCATION

The Buddhist educational aims were comprehensive based on knowledge, social development, vocational development, religious development, character development aims which were as follows:

o   To follow the moral values of Buddhist religion o   To adopt good conduct and violence
o   To achieve the final goal of Nirvana
o   To propagate Buddhism

o   To eradicate Vedic karmakanda or ritualism o   To give up caste system

o   To take the teachings of Buddhism to the masses.

o   To leave yajna and sacrifices for achieving knowledge
o   To provide education in the language of masses i.e Pali

o   To emphasize the progress and development of the society rather than the
      individual

o   To provide education through the new system this was stated by Buddha. PRINCIPLES OF EDUCATION

Ø  Avidya that is ignorance must be removed through education as it is the root
      cause of sufferings.

Ø  Education  should  be  provided  in  peaceful  surroundings  in  Buddhists
      monasteries,  viharas  and  organized  educational  institutions  instead  of
      Gurukulas.

Ø  Pupils should be educated in a democratic atmosphere. Ø  Things of luxury must be prohibited for students.

Ø  Framed few commandments for the Suddhvi, Harika  (new entrant) at the
      time of Pabajja‘ceremony. A ritual called as ―pabajja ritual was necessary for

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admission to a monastery for education. Educational period for this phase was 12 years.

Ø  After 20 years of age Upsampada ritual was performed to gain an entry into
      higher education. Rules for second ceremony Upasampada were also laid
      down.

EDUCATION SYSTEM

Two tier system:

1)  Popular Elementary Education 2) Higher Education Elementary Education: Popular
      Elementary education was religious in nature, included worldly education; up to the
      age of  12 years, pupils received instructions in reading, writing, arithmetic and
      religion.

CURRICULUM OF ELEMENTARY EDUCATION:

Curriculum  included  secular  as  well  as  religious  subjects.  Thorough  learning  of
Grammar, Hetu vidya  (Logic), Nyaya  (science of reasoning), Adyatma vidya  (philosophy),
shilpa sthan (arts & crafts) & chikitsya vidya (medicine) Higher education: Well organized,
carried out at Buddhist monasteries & Buddhist universities. Higher education was given to
only those students who intended to be monks or nuns. Emphasized both theoretical and
practical aspects. Following subjects were included in the syllabus of higher education:
Buddhism,  Hinduism,  Jainism,  Theology,  Philosophy,  Metaphysics,  Logic,  Sanskrit,  Pali,
Astronomy, Astrology, Medicine, Law, Politics, Administration and Tantrik philosophy.

METHODS OF TEACHING

v  Mostly verbal.

v  Question, answer, discussion and debates. v  Agra shishya pranali (Monitorial system) v  Travelling and Nature study method
v  Book method.

v  Preaching and conference method

v  Medium of instruction was Pali and also importance to vernacular dialects
      was given.

v  Teacher Taught Relationship

v  Close , Pure, good and affectionate

v  Teacher besides being a scholar of repute must have in himself inspiring
      ideals.

v  Like his students the teacher also used to spend life in simplicity, constant
      study, celibacy, following ideals and strength of character.

v  Both  teacher  and  student  were  required  the  authority  of  reason  and
      experience.

v  Students were required to maintain the freedom of thought

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v  Disciplined in matter of morals and conduct v  Maintain self restrained life

EDUCATIONAL IMPLICATION OF BUDDHIST PHILOSOPHY

o Cosmopolitan: Buddhist  education  was  free  from  communal narrowness;
      there was no favouritism on the basis of caste, creed in the centers.
o Total development of personality: Buddhist education laid much emphasis on
      the physical, mental and spiritual development of the novice, even today the
      aim of education is integration of personality that can develop the various
      aspects of the individual which are interlinked.

o No corporal punishment: corporal punishments were absolutely forbidden

which is also very true in the present scenario of education.

o Positivism:  Buddhist  philosophy  is  positivistic  and  has  a  careful  logical

systematization of ideas

o Ethical: it is ethical; the eightfold path to Nirvana makes a universal appeal.
o Democratic: it is democratic as it believed in freedom of enquiry. Democratic
      and  republican  procedures  were  followed  while  running  the  educational
      institutions.

o Development of good conduct: the entire techniques of Buddhism provide
      directions to develop good conduct and which is also the essence of a sound
      system of education. Also its belief in Karma lays stress on the necessity to be
      constantly on the vigil to maintain one‘s conduct in the present life.
 o Moral Discipline: The Buddha Bhikku (monk) took the vows of chastity and of
      poverty. Character was the basis of moral discipline.

o Emphasis on Manual skills: Training of manual skills like spinning and weaving
      was emphasized to enable men to earn for living.

o Pragmatic:  It  is  pragmatic;  everything  is  in  a  state  of  flux  as  it  is  only

momentary. Change is the rule of the universe. It does not believe in the
      absolutism. It is witnessed in the present era of globalization.
 o International impact: Buddhist education helped India to gain international
      importance. It also developed cultural exchange between India and other
      countries of the world. International exchange of scholars attracted students
      and scholars from far off lands.

o Value education & Character development: To be moral being one must
      follow noble path, the eightfold path as preached in Buddhism provides
      guidance for moral education and peace. The entire techniques of Buddhism
      provide directions to develop good conduct which is also the essence of
      sound system of education.

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Organization and Structure of Universities: Universities established during this period are still serving as a guiding force. The organization of Nallanda and Ballabhi University was advanced that it continues to influence the organization and structure of university till present day. The system of determining minimum ages for higher education, providing a set of rule and taking a test for admission are even today guiding the educational structure.
Education as a social Institution:

Education as a social institution got its existence as a result of Buddhist system of education.

Imparting education in practical subjects:

An important contribution of this period is the imparting of education in various practical subjects, a tradition which has come down to the present day also.
Collective Teaching Methodology:

It was in this period that the method of collective teaching and the presence of numerous teachers in single institution were evolved.

JAINISM

Jainism is independent of Buddhism yet it resembles it in several aspects, such as in its repudiation of the authority of the Vedas, its pessimistic outlook on life, and its refusal to believe in supreme God. But the differences it exhibits are equally noticeable, such as its recognition of permanent entities like the self (jiva) and matter. Derived from the word jina‘with root in ji‘it means victor‘i.e, the one who has successfully subdued his passions and obtained mastery over himself.

The origin of Jain philosophy traces back to the pre-historic time. It is said  24 tirthankars or liberated persons preached this truth which was handed over one by one in course of time. The last of them was Vardhamana also called Mahavira, a contemporary of Gautama Buddha. Jainism  is the smallest of the major world religion, but  in India  its influence  is  much  more.  Jain  philosophy  and  culture  have  been  a  major  cultural and philosophical, social and political force since dawn of civilization in Asia. Metaphysically, Jainism believes in plurality of souls and not in the existence of God. It holds that there are as many souls as there are living beings. They also accept the existence of souls even in animals and plants, with degrees of difference in the level of consciousness. They believe that every soul is capable of attaining infinite consciousness, power and happiness by removing all Karmas‘or bondages.

PRACTICAL TEACHINGS OF JAINISM

1. Triratna or three gems of its teaching were considered three precious principles of
life.

2. Five vows (vrata) or abstinences to indicate general character.

3. Ahimsa (Non-violence) is the foremost virtue in Indian thought but in Jainism it
requires distinct meaning and depth; it is non-violence in word, thought and deed.

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4. Emphasizing the individualistic aspect, Jainism emphasizes on the development of personality as the final aim. Jaina teachings are social and tolerant and believe in happiness of all.

5. There are two levels of discipline depending on the severity of the vows which are different for the monks and of lay life.

6. The aim of life is to get oneself disentangled from karma. Jainism believes in transmigration of soul. Soul united with karma is called a soul in bondage, and is to be redeemed and liberated.

7. Moksha means dissolution of partnership between soul and matter, restoring the ideal character of the jiva.

8. Jainism rejects God as the creator of this world, as a need to create the world would be inconsistent with his necessary perfection, Jainism looks upon man himself as God when his inherent powers are fully in bloom.

9.  Jaina views are both relativistic and pluralistic as it recognizes jivas and the material objects.

10.  The  primary  aim  of  Jainism  is  the  perfection  of  the  soul,  rather  than  the interpretation  of  the  universe;  hence  it  fails  to  find  ultimate  solutions  of  the metaphysical problem.

AIMS OF EDUCATION

Truth is relativistic and pluralist, in a state of may be‘. Knowledge therefore may be viewed differently. Nothing fixed.

Self-realization as jiva is divine. Education must focus on his divinity and remove the material bond of soul.

Education should lead to self-enlightenment and restore the full powers of jiva. Development of personality as an individual. Hence, more stress on individual aims.
            Teaching should give necessary jnana and penance to help jiva

Cessation of Karma would disassociate jiva from it and regain its power and glory. Teaching must help train one for it.

Believes in transmigration of soul, hence education may partly be the preparation for the next world.

CURRICULUM:

‘Punya ‘and ’paap ‘are the two principles of the nine categories. Hence, education should develop sense of discrimination.

Education  should  include  provision  for  attainment  of  Tri-Ratnas,  the  precious principles of life that bring happiness, success and love here and now.
            Education should inculcate non-violence as a virtue, practiced and not only aspired
for, that would be socially desirable.

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Teaching  of  nine  principles  called  as  nine  categories  of  Jainism  to dissolve  the partnership between soul and matter.

METHODS OF TEACHING

Knowledge is through senses and meditation. Teaching must develop these faculties.
Teaching should be social and tolerant, and should bring happiness to all.
Jiva is essentially karmic, therefore education must be action based and ideally
oriented.

DISCIPLINE:

Emphasis on self discipline and hard work.

Practical discipline (of a lower order meant for ordinary house-holders) is essential for release from the bondage.

Happiness and bliss through action. Man is a free moral agent, responsible for all his deliberate action.

EDUCATIONAL IMPLICATIONS

• Major Contributions: Jainism has made important contribution to art, architecture and literature. Jain philosophy and culture have been a major cultural and philosophical, social and political force since dawn of civilization in Asia.

• Strong emphasis on Non-Violence: The distinguishing feature of Jain philosophy is
its strong emphasis on non-violence, accent on multiple facets of truth, morality and ethics.

•  Integrated: the contribution  of Jain  philosophy  in  the  development  of  Indian
philosophy has been significant. Jain philosophy concepts like Ahimsa, Karma, Moksha, and
Sansara  and  like  has  been  assimilated  into  philosophies  of  other  Indian  religions  like
Hinduism  and  Buddhism.  It  is  impossible  to  separate  Indian  religion,  philosophy  and
education.

• Concept of Compassion: Sense of sympathy extends to all living beings even to animals as stated in both Jainism & Buddhism.

• Contribution to a strain of Pacifism: Absolute respect for living beings is stressed, best way to resist evil is through non-violence, and it is successfully used in Jainism & Buddhism.

• Law of Karma (cause and effect): universe is ruled by moral law which punishes all sins and rewards good deeds, belief that our character creates its own heaven and hell is significant in nearly all schools of philosophy.

• Highest state of knowledge: The highest state of knowledge is intuition through which  man  achieves  a  realization  of  oneness  of  the  universe.  Most  of  the  Indian philosophies essence lies in this aspect.