Civilisation Education And School In Ancient And Medieval India 1550 B C 1757 A D

This book investigates how the Indian education system in the form of Vedic Schools and Buddhist Viharas has emerged out of the Hindu religious scriptures - Vedas, Brahmanas, Aranyakas and Upanishads as well as the Buddhist scriptures - Vinaya, Sutta and Abhidamma and how it changed in response to the changing conditions in the contemporary society and how it contributed to the development of a glorious civilisation that has now become the proud Indian heritage. In the second part it examines how the establishment of Muslim rule in India led to its transformation with Persian overtones through introduction of a new system of education consisting of Maktabs, Madrashas, Mosques and Khanqahs. Based on Hindu and Buddhist religious scriptures as well as on contemporary Persian sources as available in English translations, the book highlights education as the creator and transformer of the civilisation in Ancient and Medieval India.

This book investigates how the Indian education system in the form of Vedic Schools and Buddhist Viharas has emerged out of the Hindu religious scriptures -- Vedas, Brahmanas, Aranyakas and Upanishads as well as the Buddhist scriptures -- Vinaya, Sutta and Abhidamma and how it changed in response to the changing conditions in the contemporary society and how it contributed to the development of a glorious civilisation that has now become the proud Indian heritage. In the second part it examines how the establishment of Muslim rule in India led to its transformation with Persian overtones through introduction of a new system of education consisting of Maktabs, Madrashas, Mosques and Khanqahs. Based on Hindu and Buddhist religious scriptures as well as on contemporary Persian sources as available in English translations, the book highlights education as the creator and transformer of the civilisation in Ancient and Medieval India.

Curriculum Studies in India examines Indian scholars in dialogue regarding their intellectual life histories and subjective investments in their field. With chapter introductions by William Pinar, scholars explore their intellectual history and present circumstances of curriculum studies in India, emphasized by their own engagement and research. These works demonstrate the rapidity and scale of economic growth today, and how it creates conflict, dislocation, inequality, and "echoes" of a colonial past now present in globalization. Pinar and his contributors conclude that historical (dis)continuities, cultural conflict, economic globalization, and political tension characterize the present circumstances of curriculum studies in India.

This is the first book fully dedicated to Indian philosophical doxography. It examines the function such dialectical texts were intended to serve in the intellectual and religious life of their public. It looks at Indian doxography both as a witness of inter- and intra-sectarian dialogues and as a religious phenomenon. It argues that doxographies represent dialectical exercises, indicative of a peculiar religious attitude to plurality, and locate these ‘exercises’ within a known form of ‘yoga’ dedicated to the cultivation of ‘knowledge’ or ‘gnosis’ (jñāna). Concretely, the book presents a critical examination of three Sanskrit doxographies: the Madhyamakahṛdayakārikā of the Buddhist Bhāviveka, the Ṣaḍdarśanasamuccaya of the Jain Haribhadra, and the Sarvasiddhāntasaṅgraha attributed to the Advaitin Śaṅkara, focusing on each of their respective presentation of the Mīmāṃsā view. It is the first time that the genre of doxography is considered beyond its literary format to ponder its performative dimension, as a spiritual exercise. Theoretically broad, the book reaches out to academics in religious studies, Indian philosophy, Indology, and classical studies.

Description: In Ancient India education was religion and religion as education. However, we have very little idea till now about how our education system in Ancient India had emerged out of our religious scriptures, how it had changed in response to the changing conditions in our past society and how it had contributed to the development of a prosperous and glosrious civilisation which has now become our proud heritage. Based on a critical study of our religious scriptures, Vedic, Buddhist and Jaina, as available in English, German and French translations, this book attempts to delineate these developments. Written largely for a non-specialist audience in India and abroad, this book will be useful not only for the students of history but also for those interested in our Ancient Indian history and culture.

This book highlights the captivating characteristics of education as it was prevalent during the ancient and medieval periods of Indian history. The first part deals with the system of education as it existed in the Vedic, post-Vedic, and Buddhist period. Since education is always related with life, adequate light has been thrown on the philosophy of life as adhered to be our forefathers. The chief trends of primary education have been indicated along with the nature of vocational education and the contents, methods and style of functioning of the higher seats of learning. The system of education as it then existed has also been evaluated in order to show to what extent the same met with the aspirations of the people concerned. The second part of the book explains the general nature of education during the Muslim period along with the particular characteristics of education under the respective regimes of Sultan and Mughal kings in the country. A critique of the entire system of education of the period has also been presented to highlight the suitability or otherwise of the same. This volume has been particularly prepared to cater to the curricular demands of students of "History of Indian Education" of the graduate and post-graduate classes of our colleges and universities.

"The work traces the genesis and the growth of education in India through various socio-economic and political changes over a period of 5,000 years from 3000 B.C. to 1999 A.D. In ancient India, education, which emerged out of the Indian religious scriptures, contributed most to the development of a prosperous civilization and culture in the sub-continent. In medieval times the Muslim rulers replaced the existing systems of education by introducing their own education to meet the growing needs of a Muslim administration and of a Muslim community. And, when the British replaced the Muslims as rulers, they also instituted their own system of education to meet imperial requirements. The Hindu learning, which survived in the bordering Hindu kingdoms in medieval India, almost perished under the impact of Western learning. However, the Western education gave birth to a group of enlightened Indians who were able to free India from alien rule and since 1947 began to administer the country with the educational ideas and institutions left by the British, and despite occasional attempts by them to adjust the colonial system of education to Indian conditions, the hopes and aspirations of the nascent Indian nation remained unfulfilled and became further aggravated by the globalization of the Indian market in the last decade of twentieth century. Based on a careful and meticulous use of religious scriptures in ancient India to contemporary Persian work in medieval India, and of archival sources and private papers in modern India, the book is deemed to be the first authentic and comprehensive account of history of education in India."