Ancient Indian learning centres were renowned for their comprehensive teaching across all branches of knowledge. The universities of ancient Bharat boast a more illustrious history than their counterparts in the ancient Western world. Notably, Takshashila flourished for several centuries before the universities of Alexandria, Athens and Constantinople. Furthermore, the universities of ancient Bharat offered a more impressive teaching and research programme. The scholars who taught at the revered institutions of Takshashila, Nalanda and Vikramashila were highly esteemed and renowned. Moreover, the profound relationship between these teachers and their students were truly remarkable, setting a standard for the ideal teacher-student relationship unmatched in the annals of educational history.
The famed Takshashila
Many courses were offered at Takshashila in literary and scientific or technical subjects. The terms used to denote these two types of courses were the Vedas and the Silpas. There is no precise enumeration of what the 18 Silpas were, suggesting they referred to practical crafts or vocations as opposed to religious and literary subjects. According to one source, the Silpas, or crafts, included holy tradition and secular law, Sankhya, Nyaya (Logic), Vaiseshika (Atomic theory of creation), arithmetic, music, medicine, the four Vedas, Puranas (Antiquities), Itihasas (History), military art, poetry, and conveyancing. However, this list includes the Vedas and other subjects that cannot be termed crafts, indicating it was loosely given.
Various references show that the following crafts were taught at this university: conveyancing or law, mathematics, accountancy, agriculture, commerce, cattle breeding, smithy, carpentry, medicine and surgery, archery and allied military arts, astronomy, astrology, divination, magic, snake charming, the art of finding hidden treasures, music, dancing, and painting.
The number 18 needs not be taken literally. These courses must have remained unchanged throughout the university’s existence. There were certainly some additions made to the list of subjects taught whenever a need was felt for the same as a result of religious, political and social changes which came during its existence of about 1500 years.
The community was also conscious of its duty to promote education. The rich people often used to arrange the students’ food throughout their education courses.
Sometimes, kings of various places sent students to the university for education and made all the necessary arrangements for boarding and lodging for them at the State’s expense.
Even during the medieval period, the traditional education system continued. Education during the Maratha period encompassed military training, formal education, vocational training, and female education. Military training was informal, with physical exercises and weapons training conducted in village gymnasiums, akhadas, and wrestling bouts held during festivals. There was, of course, a break in higher education in certain parts because of the invasion.
Ramifications of Colonial Education
During the colonial period, especially after the Industrial Revolution, various stakeholders had their own designs and wanted to change the traditional knowledge system to suit their interests. The Industrial Revolution fostered a new cultural ethos that criticised the East India Company’s trade monopoly and valued modern Western culture over others. Evangelicals like Charles Grant and William Wilberforce believed in the superiority of Christian ideas and Western institutions. Thomas Babington Macaulay and other non-Evangelicals also promoted Western knowledge, advocating for education in English as policy in India. Utilitarian James Mill criticised Indian religion and culture, emphasising that education and legislative reforms were necessary for transformation. These groups, termed ‘Anglicists,’ viewed Western education as a remedy for Bharat’s perceived backwardness and supported the ‘filtration’ theory, which proposed educating a small elite who would then educate the masses. Meanwhile, Missionaries supported English education to facilitate societal access and promote conversions to Christianity.
Harming Traditional Knowledge System
Governor-General Auckland supported promoting English education in India and recommended establishing more English colleges in cities such as Dacca, Patna, Benares, Allahabad, Agra, Delhi, and Bareilly. In 1841, a Council of Education replaced the General Committee of Public Instruction. During this period, the Wood’s Despatch of 1854 was a significant development issued by Sir Charles Wood, president of the Board of Control.
This policy document emphasised, “The education that we desire to see extended in India is that which has for its object the diffusion of the improved arts, science, philosophy and literature of Europe, in short of European knowledge”.
Over time, the broad traditional approach narrowed, leading to a focus on specialisation within specific subjects. In the contemporary period, modern higher education often maintains rigid boundaries between disciplines, forcing students to choose a particular field and forgo exposure to other subjects. However, today’s job markets demand individuals with diverse skill sets rather than a narrow specialisation.
Multidisciplinary education is vital to develop more profound skills and broad perspectives to solve problems effectively. The National Education Policy (NEP) 2020 aims to revive the ancient Indian educational legacy by incorporating its holistic approach into a contemporary context.
The NEP 2020 is crucial in revolutionising the education system, focusing on skill development to prepare students for the 21st-century workforce. It emphasises the importance of skills such as problem-solving, critical thinking, creativity, and communication alongside academic knowledge. This ensures that students are well- rounded and capable of adapting to diverse societal and professional needs. By integrating these skills into the curriculum, the NEP nurtures students who can thrive in various environments and respond to complex challenges.
Transforming the System
One of the significant aspects of the NEP 2020 is its emphasis on vocational education and training. The policy aims to bridge the gap between education and employment by promoting vocational courses and internships. This approach provides students with practical skills and industry-specific knowledge, facilitating a smooth transition into the workforce. By focusing on vocational training, the NEP ensures students have the necessary skills for promising employment opportunities and entrepreneurship, contributing to the nation’s economic development.
The NEP 2020 benefits students, aiming to create a transformative and holistic learning environment. One of the primary benefits is the focus on holistic development. The policy encourages a multidisciplinary approach, allowing students to explore various subjects and disciplines. This fosters critical thinking, creativity, and problem-solving skills, essential for personal and professional growth. By promoting holistic development, the NEP helps students develop a well-rounded personality, preparing them to face modern world challenges and achieve their full potential.
Flexibility and choice are other significant benefits of the NEP 2020. The policy adopts a student-centric approach, enabling learners to choose subjects based on their interests, strengths, and career aspirations. This flexibility allows students to tailor their education to their needs, enhancing their learning experience and
motivation. The emphasis on skill development further complements this approach, integrating essential skills like problem-solving, critical thinking, communication, and digital literacy into the curriculum. This ensures that students are ready to meet the demands of the 21st-century job market.
Vocational training is a critical component of the NEP 2020, starting from the secondary level. The policy encourages students to engage in vocational courses and internships, providing them with practical skills and industry-specific knowledge. This integration of vocational training ensures that students are well- prepared for employment and entrepreneurship. By focusing on practical skills and real-world experiences, the NEP enhances students’ employability and entrepreneurial capabilities, contributing to the nation’s economic development.
In conclusion, the NEP 2020 aims to transform the Indian education system by reviving the ancient holistic approach to learning and making it relevant to contemporary needs. By emphasising skill development, vocational training, and a multidisciplinary approach, the policy prepares students to thrive in the modern workforce. The NEP 2020 provides numerous benefits, including holistic development, flexibility, and a focus on essential skills, ensuring that students are well-rounded and ready to face future challenges
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