From Ancient India to Modern Day: A Comparative Study of Education Systems

For generations, stories and legends have been passed down and have had a significant impact on our society and collective mindset. They have served as a moral compass, guiding individuals towards proper behavior and offering lessons to be learned. Despite their importance, it has been uncommon for individuals to question these ancient stories. This can be attributed, in part, to their origins in Hindu mythology, which has long been a subject of fascination. As someone who is intrigued by this mythology, I find that with every new piece of information I uncover, my curiosity is only further ignited.

Mythology and history have long been the focus of my intellectual pursuits, leading me to delve into the origins of civilization itself. India boasts the second-largest education system in the world, and its development has been a complex and dynamic process spanning centuries. From the ancient practice of Gurukul to the modern-day international schools and IIMs, this vast system has weathered its fair share of challenges and triumphs. Throughout its history, the education system has been instrumental in the upliftment and advancement of Indian society. India is a nation with a rich tradition of learning and knowledge, dating back to the earliest days of its civilization. References to the educational practices of ancient societies, such as those found in the Vedas, provide insight into the functioning of education systems in the past. Excavations in the Indus Valley civilization have yielded evidence of written scriptures, suggesting that the people of that time possessed a wealth of knowledge that played a significant role in shaping their lives.

The evolution of education systems across the globe has been largely influenced by cultural and societal changes. While developmental factors have also played a significant role in shaping modern education, advancements in technology and teaching strategies have been integrated into the system. Despite this progress, there are some who argue that education has remained stagnant, failing to see any significant advancements since the days of Gurukul. India, with its rich traditions and heritage of learning and education, has been at the forefront of this debate. As such, I am compelled to explore the role of education in early Hinduism, as outlined in the sacred scriptures. Through this investigation, I aim to compare and contrast the traditional education system with the modern system, analyzing their respective views on development and progress.

Ancient Indian Education System:

The diversity of India, encompassing its physical, religious, and racial aspects, is a significant factor in its evolution into modern-day India. Religion and culture hold great importance in the Indian society, shaping daily life practices, including education and politics. These elements are deeply ingrained in the lives of the populace and continue to play a central role in the country's history and development.

The significance of education has been deeply ingrained in the Indian society since ancient times, exemplified by the establishment of the world's oldest university, the Nalanda University, in India. The traditional system of education in ancient India involved sending children to gurukuls, which were residential schools where students would live and study during their education period. Unlike the modern education system, the traditional system had a specialization-based approach, where students were provided with knowledge relevant to the tasks they would perform as adults. The ancient Indian society was divided into four classes - Brahmins, Kshatriya, Vaishya, and Shudras, with each caste having its own set of duties and responsibilities. The education system in ancient India was based strictly on the caste system, where students were taught according to their caste. For instance, Brahmin students were taught about religion, philosophy, and Vedas, while Kshatriyas were taught various concepts of warfare and skills like archery and fencing. Vaishyas learned various techniques and values needed to run a successful business, while the shudras, the labor class, were not allowed the right to education. Vedas were the only common subject that all the three higher castes went through. This caste-based education system played a significant role in shaping the society and its people during ancient times in India.

During ancient times, education was limited to a small section of Indian society. Access to education was not necessarily denied to common people, but the prevailing method of education was such that discrimination did exist. Due to the lack of written scriptures, priestly schools in India had devised a remarkable and effective system of transferring knowledge to succeeding generations through hymns. However, this system restricted education to only those who possessed exceptional memory and sanctity. The masses were primarily occupied with their hereditary or traditional occupations, and skills were learned more through on-the-job training and guidance from experienced individuals. The transfer of hereditary occupational knowledge and skills was achieved through practice and experience, as opposed to formal classroom lectures that may have hindered originality and creativity. This system led to increased productivity, economic efficiency, and specialisation in various areas such as spinning, weaving, pottery making, bead making, and seal making.

India has a long-standing tradition of learning and education, evident from its Shastra’s and Sutra’s and Vedas, which provide detailed instructions on the duties of both teachers and students. The ancient education system in India was different from the contemporary learning model, as it focused on creating a complete individual rather than one for mere survival. Education was regarded as the medium for self-realization and the means to the highest end of life, second only to Mukti or Emancipation. Such education provided a clear direction of vision and a sense of perspective and proportion in which the material and the moral, the physical and the spiritual, the perishable and permanent interests and values of life were differentiated. While it is true that the ancient education system had class-based divisions, it must be noted that the goal of creating a complete individual transcended class boundaries. Access to knowledge was not limited to reading up from scriptures; instead, it was believed that knowledge could be gained through hands-on experience from the environment. According to the ancient Indian theory of education, the training of the mind and the process of thinking were essential for the acquisition of knowledge. The pupil was mainly responsible for their own education and mental growth. The education system of ancient India was an outcome of the Indian theory of knowledge, which emphasized aspects of life, values, and morality. Education was seen as a means of aiding self-fulfillment rather than the mere acquisition of objective knowledge.

IndianEducation System after British Government:

Following the arrival of the East India Company, the education system in India underwent significant changes. The new approach was aimed at introducing European attitudes to the Indian domain. The emphasis on British English took precedence over native Indian languages, and the textbook culture was introduced by the British Empire. This brought with it the pros and cons of imparting only new knowledge and treating students as passive recipients of information. However, the introduction of textbooks also facilitated structured learning and the practice of record-keeping. Another significant change introduced by the British was the degradation of the teachers' status in the Indian education system. Teachers were instructed to follow the curriculum of the textbooks and not impart any extra knowledge. This not only resulted in teachers losing the drive for self-initiative, but also introduced rote learning into the system. Studies indicate that the assigned teachers had previously been trained in a different system and were not adaptable to the new one, which further contributed to their loss of interest. The introduction of written examinations was another significant change, designed to establish centralized control of the Indian education system. This resulted in the knowledge area becoming increasingly narrow, and students were only taught what was deemed necessary to cover in the examination. The exam system led to the serious problem of cramming and rote learning, with students memorizing information without necessarily understanding it. While the examination system served as a record of students' learning progress and helped them grow from their mistakes, it also led to the proliferation of western culture among Indian children, with textbooks providing information only about British history, culture, and struggles. The idea of introducing examinations was also a means of discouraging higher education, as failing in exams resulted in many students dropping out of studies. The British government feared that an increase in educated people in India would result in a higher likelihood of revolution.

The rationale behind the changes made by the British Government in the education system of India can be discerned from Lord Macaulay’s Address to the British Parliament on February 2nd, 1835. In his address, he asserted that he had traversed the length and breadth of India and had not encountered a single person who was a beggar or a thief. He had observed tremendous wealth and high moral values among the people of India, and recognized that conquering the country would be impossible unless the very foundation of the nation, its spiritual and cultural heritage, was dismantled. Accordingly, he proposed that the ancient education system and culture of India be supplanted with English education and foreign culture, as this would cause Indians to view foreign ideals and practices as superior to their own, thereby undermining their self-esteem and native culture, and rendering them submissive to British domination.

Present Indian Education System:

The contemporary Indian education system is under the control of both the public and private sectors, with the Central and State Governments playing pivotal roles. The Constitution of India has recognized education as a fundamental right. The Indian education system has various levels of education, starting from primary education to higher education.

Education is the process of imparting knowledge through teaching or learning, which takes place in schools or other educational institutions. The history of education dates back to the earliest times when knowledge was shared about providing shelter, gathering food, hunting, and making weapons. Subsequently, education evolved to include learning languages, acquiring value systems, understanding public behavior, and religious practices specific to a given culture.

In the context of modern education, technology has become an integral part, encompassing various tools such as computers, projectors, and the Internet. This has led to the diversification of knowledge and the simplification of complex subjects. Science has permeated every aspect of life, offering a vast array of learning opportunities. The Internet, in particular, has become an immense repository of knowledge, providing access to a wealth of information. In this era, individuals have the ability to learn about any topic of interest, as subjects have developed into comprehensive fields of study.

However, amidst the positive advancements, there are also certain drawbacks in our education system. It has evolved into a process that primarily revolves around formal schooling, leading to a phenomenon of spoon-feeding, where students are passively provided with facts and knowledge. The early stages of education, such as pre-primary or preschool education, should ideally focus on fulfilling a child's needs for fun, enjoyment, freedom, choice, belongingness, respect, and love. These needs serve as the foundation for healthy development and lifelong learning. Ironically, some aspects of our education system have remained unchanged since the colonial era.

One concerning aspect is the prevalent belief that education, unless it is self-driven, it is inadequate. Presently, children are often immediately enrolled in private tutoring after school, which raises questions about the effectiveness of regular classroom instruction. This practice suggests that students are being conditioned to believe that they are incapable of independent learning and therefore require additional support through tuition classes and homework tutorials. It is evident that our current education system possesses numerous loopholes. It tends to guide students along a predetermined path, which ultimately leads to specialization and professionalism. However, this leaves little time for individuals to pursue a well-rounded education that extends beyond their chosen field.

Upon examining the evolution of the Indian education system, it becomes evident that despite limited investment, infrastructure, and advanced technology, the system has managed to maintain its functionality and organization. However, during its early stages, the system was marred by the dominance of the caste system, which hindered equal access to education for all individuals. With the arrival of the British and their subsequent control over the education system, significant changes were implemented to serve their own interests. Regrettably, not much progress has been made in our education system since the end of colonial rule. We continue to adhere to a regressive curriculum, and though we strive for merit-based selection and reasonable tuition fees, there is still much room for improvement.

As we move forward, it is crucial to remain mindful of the need to provide equal opportunities for all individuals, regardless of their background or circumstances. With collective efforts and a commitment to improvement, we can envision a future where education becomes a powerful catalyst for societal progress.