EDUCATIONAL SYSTEM THEN AND NOW AND THE MAIMED BODY THOUGH THE LAZINESS
In ancient India, the Vedic education system was rooted in oral tradition
and primarily focused on the transmission of sacred knowledge. Education
primarily took place in gurukulam (teachers’ homes), where students,
typically boys of the Brahmin (priestly) class, lived with their guru
(teacher). The curriculum was primarily cantered around the Vedas,
including the Rigveda, Yajurveda, Samaveda, and Atharvaveda, as well as
other sacred texts and scriptures.Teaching was conducted orally, and
students learned by recitation and memorization. The educational process
emphasized discipline, respect for the guru, and adherence to strict codes
of conduct. The system was exclusive, and access to education was limited
to certain social classes. While the Vedic education system laid the
foundation for the transmission of religious and philosophical knowledge in
ancient India, it also contributed to the development of languages,
literature, and the preservation of a cultural and spiritual heritage that
still influences Indian society today.
Therefore, the education of these periods is studied in the Vedic
period. “Swadesh Pujyate Raja, Vidwan Sarvatra, Pujyate” This verse, widely
quoted in India, illustrates the importance of education in India. The
education system of the Vedic period has unique features and qualities that
were not found in the ancient education systems of any other country in the
world. In accordance with Dr. F. E. Key In order to achieve their goal, the
Brahmins not only developed a system of education that survived the events
of the collapse of empires and changes in society but also kept the torch
of higher learning burning for thousands of years. In the words of Dr. P.N.
Prabhu, “Education in ancient India was free from any external control,
such as the control of the state and government or any party politics. It
was the royal duty to see that the scholars learned, continued their
studies, and fulfilled their duty of imparting knowledge without
interference from any source.”
It was a student-centered education. No uniform method of
teaching was adopted, though recitation by the pupil, followed by
explanation by the teacher, was generally followed. In addition to Q&A,
discussion, and debate, narration was also accepted as needed. There was no
classroom teaching, but a monitoring system prevailed, and senior pupils
were appointed to teach the juniors. Travel was considered necessary to
supplement education, so the methods of teaching generally practiced during
the Vedic period were mainly mankind (oral), and other methods were handed
down to Clinton (thought and reflection). In the oral method, the students
were supposed to memorize the mantras (vedic hymns) and richayas (verses
from the Rigveda) so that they were not badly altered and remained in their
original form. As part of the oral methods, these prosodic texts were
thoroughly taught, on which the Richayas happened to be based. Special
emphasis was placed on the various lines of a particular verse, their
pronunciation, and their meanings. In this oral method, special emphasis
was placed on correct pronunciation. This teaching of grammar and
pronunciation was compulsory for everyone. Another part of the teaching
method was the thinking method. Due to this, an attempt was made to
preserve Vedic mantras (Vedic hymns) and richayas (Vedic verses). Manan was
a higher method of learning than thinking. Through Manana, the meanings of
the Vedic mantras were developed and preserved in one’s mind. This method
was used to encourage highly intelligent students by leading them to
research, just as in ancient times the Manan (reflection) method was
specially adapted for highly intelligent students.
he disciples lived in the guru’s house. The moral fitness and
integrity of the pupils were the main criteria for admission to the home
schools of the Gurus. Their way of life was strictly governed by prescribed
disciplinary rules. The teacher accepted a very limited number of students.
The students were very polite and submissive in their behavior, and we
respected them greatly. It was their duty to obey the teacher. The teacher
also had great sympathy and love for the students. The main goal of the
teacher was the all-round development of the personalities of the students.
The teacher also commanded great respect in society. He was honored and
respected everywhere. From kings and emperors to the most primitive hill
tribes, everyone paid great respect to the teacher. Therefore, in the past,
the relationship between teacher and student was very cordial and intimate.
The teacher was considered the main source of inspiration for the students.
He was a role model for the students. He was a symbol of purity. Even the
teacher was obliged to fulfill his duty towards the pupil. Not only did he
love the students like his own children, but he also devoted himself fully
to teaching. The teachers performed their duties and responsibilities
exclusively with selfless and single-minded devotion.
During the eighth century a huge number of Mohammadian invaded
India. Mahmud Ghaznavi captured India and set up a large number of schools
and libraries in the country by the looted wealth. Later Muslim leaders
established their permanent empire in India, they brought a new system of
education. The ancient education system was drastically changed. The Arabs
and the Turks bought some new cultures, traditions, and institutions in
India, in that the most remarkable change was the Islamic pattern of
education which was different from the Buddhist and Brahminic education
system. The medieval age, education system primarily focused on the Islamic
and Mughal System.. The purpose of the education system was to make people
religious minded. Emperor Akbar encouraged the students to focus more on
reading and writing and to reform the scripts. He wanted the education
system to be systematic and advised teachers to first teach students about
the knowledge of alphabets, then words-knowledge, and then sentence
formation. More emphasis was given on practical education. Mughal emperor
Humayun established many big institutions of astronomy and geography in
Delhi. He also introduced institutions where subjects like Arabic, Persian,
Grammar, Philosophy, and Astronomy was taught.
In the middle of the medieval age, the British invaded
India and started to capture it. The modern education was introduced during
the British empire. In the 1830s Lord Thomas Babington Macaulay introduced
the English language. The subjects and the syllabus were limited to some
extent, the main aim of modern education of the British was to spread
Christianity. As time passed education started to develop and entered into
the modern era that is in the twenty-first century, the era of science,
technology, and innovations. And the demand and the need for education
stills remain the same as it was in ancient and medieval times. In the
modern era of science and technology, the industrial sector is increasing
day by day. As demand increases our education sector also needs to change
and adapt to that environment
The whole curriculum of a student is divided into three sections
primary, secondary, and graduation. Primary education is from 1st to 10th
standard, Secondary education is 11th and 12th, and in Graduation, students
were given the choice to choose a field for further studies example
computer, electrical, civil, etc. But after secondary education students
also have choices to choose their career path. In primary education,
students are taught subjects like history, geography, mathematics, science,
Hindi, and Marathi. The languages may differ from state to state. At the
early stages, students were taught alphabets, poem recitation, word
formation, etc. Different prayers, the National Anthem is also in the
schools. Along with studies different sports and extracurricular activities
are also conducted in schools to keep the students fit and for their
all-round development. The pupils are assessed based on the term exams
conducted at frequent intervals. In secondary education, students are given
choices to choose from science and commerce. According to the student’s
choice, they were given an education. Secondary education is an advanced
version of primary education. Pupils were assessed based on term
examination. After secondary education, students were given entry to the
universities through some entrance examination, according to their marks
scored in entrance examination they are admitted to the universities.
Pupils were assessed based on semester exams or in-sem exams. In modern
education along with studies, the emphasis is given on extracurricular
activities and sports for all-round development of students.
Schools: Schools are the educational institutes where children
are sent for their primary education. There are many private and government
schools situated in India, primary education means education from Nursery
to 10th standard. Children at their early ages are sent to schools to learn
poems, grammar, prayers, alphabets, etc. besides this, the other subjects
taught in the schools are English, mathematics, science, history,
geography, and other regional languages. Schools are situated inside the
city, also there are many cultural programs and sports events conducted in
schools for the students to develop their interpersonal and physical
skills. Private schools are run by organizations and the principal manages
the academics and cultural activities in schools.
Colleges: After completing primary education from schools,
students are sent to colleges for secondary education. After primary
education, students are required to give entrance exams to take entry into
colleges and according to the marks scored in entrance exams students are
allotted colleges. In some states, during college, they are advised to
choose a stream from science and commerce and then further carry on their
secondary education. College education consists of 11th and 12th standard.
Different subjects taught in secondary education according to their streams
are physics, chemistry, geometry, algebra, accounts, and many other
regional languages.
University: After the secondary education, students are required
to give the entrance exams like Joint Engineering Entrance (JEE) and other
state-level exams to take admissions in universities. Students are given
choices to choose a stream like a computer, electronics, civil, and
Mechanical and then start their career in it. The University provides
undergraduate and postgraduate course comprising of course duration of 4
and 3 years, different universities in India are Savitribai Phule Pune
University, Mumbai University, and many other aided non-aided and private
universities. There are many cultural and sports events conducted in
universities for giving students some time to joy and relax from studies.
Indian Institute of Technology: It is one of the greatest
universities in India for higher education like undergraduate,
postgraduation, and many more streams. There is a total of 23 IIT colleges
in India, every year lakhs of students compete to take admissions in these
IIT’s. JEE-Mains and JEE-Advance are the two entrance examinations to take
admission in these IIT’s, according to the All-India Rank (AIR) and marks
students are allotted IIT’s. Due to its high level of educational teaching
and curriculum, IIT is famous all around the world. The other top
universities are Birla Institute of Technology and Science (BITS), National
Institute of Technology (NIT), Indian Institute of Science (IISC). Many
programs and missions have started to increase the employment of India. Top
class universities and colleges with good infrastructure and environment.
Interference of government in education, management, and syllabus. Lack of
quality teaching as well as the environment in government schools and
colleges. Increase in fees of schools and colleges of private institutes.
Lack of practical knowledge orientation.
In the modern era, industries and technology are increasing
day by day. Every industry sector is looking for a person who best suits
their industry. With the ever-increasing demand for industrial sectors, our
current education system also needs to be upgraded. In universities,
students are learning just for competing with each other to come first, no
practical knowledge is gained. There is a lot of pressure and burden of
work and studies on them, due to this student are committing suicide. Our
education system needs to learn from ancient and medieval education system
regarding the implementation of practical knowledge, student-teacher
relations, ways of life student lived in that age, the contribution of
kings towards the education, there was no stress laid on students and much
more. The future of industries and commercial sectors will be very tough
and ever demanding, so our government has to provide such an education
system which will bring all-round development in student
Now if the system were to change in education, what kind
of knowledge would need to be administered, relevant, uniform, and
prospective to all the populations? Aranyaka know-how? Religious?
scientific? Technology? Needed values of the present-day system? Without
touching any of them, to save nature and build parks, why would one get
educated? How would we take education, without the interference of the
politicians or executives or the Judiciary, whims and fancies quoted by
rules, votes and laws? Four decades back, to back up the brahmins who were
set outside the horizon, I suggested, that eminent Brahmins shall start
institutions as charities, get donations from all levels every year as part
of a kind of sacrifice, place Brahmin teachers with curriculum parallel
with the Vedas outside creating internal examinations; Only for the
brahmins; if forced, by any Govt, select by whims, a few others by
filtering methods, that would appear as a justice; Justice of the Judiciary
is not Dharmic; so too, dharmic judgement is also may not appear as justice
but as a class, no more violations could be caused. Where the examination
entry is denied, write privately and securely. The knowledge may not be
denied an opportunity even within India, even if by the Govt; and by
foreign nations. But 3% did not bother; if so, how do you expect the 51% at
least to change? Panagal, park is Gone; T Nagar Brahmins are spectators
apart from Park lovers generally. Only DMK got elected even for a MP. If at
all anything were to be achieved, WE NEED ONLY A CHANAKYA, STABBING AT THE
BACK THE ROOTS, WHICH IS IMPOSSIBLE BY LAW AND THE SILENCE OF LAMBS.
K RAJARAM IRS 22624
On Fri, 21 Jun 2024 at 20:29, Markendeya Yeddanapudi <
[email protected]> wrote:
>
>
> --
> *Mar*Reviving Your Maimed Macro Body via Laziness
>
>
>
> Universities today are the kitchens where the students are cooked for the
> economy. Getting cooked is made into the meaning and purpose of life to
> every student. Every student must make himself /herself the most tastily
> cooked item for the economy. The students are shut from nature, and kept to
> the furnace, consisting of books, computers etc, converting the economic
> destination the paradigmatic objective. They shall be made into the
> ‘Economic Man’, mutate or change from being the Homosapien.
>
> Imagine what will happen to nature, if every student is super cooked and
> fit to perform some economic task. They all organize themselves, and do the
> economic tasks. They kill nature very fast. They get the certificate of
> merit on the basis of the tricks they devise to convert nature into the
> dead marketable matter, called output. We find in many cities gigantic
> mountains of wastes, many carcinogenic, highly polluting, creating bigger
> and bigger markets for the drugs and pharmaceutical companies by sprouting
> or evolutioning new and new diseases. We do not see the natural flora and
> fauna with the green vegetations, with singing birds, buzzing bees, the
> romance of pollination, with the wonderful bees of many colors on the
> flowers, continuously increasing the love of plants for the bees. The
> romance once everywhere has been destroyed or made extinct by the cement
> and concrete roads, big buildings, the hot air belched by the AC rooms,
> street dogs roasted to death by the hot roads which change into furnaces in
> summer, house cats unable to enter the meshed windows, birds finding their
> habitats gone, bees finding the pollination extinct as there is no scope
> for even a blade of grass to sprout, the economists are the only happy
> people as the econometrics indicate the economic growth.
>
> Today we find the stonewall of belief that economics and the destruction
> of nature is simply unavoidable. It reminds me of the belief which Aztecs
> held that unless they through the most beautiful boy and girl to death to
> satisfy the Gods that crops will fail. It was a big revolution then to
> convince that crops can be grown without the sacrifice.
>
> The simple solution to start free nature parks without human tampering
> shall be tried to know what we have lost as macro beings, is ignored
> because of the present economic frenzy.
>
> As a macro being, which makes me equal to every organism, it is a big
> catastrophe for me today, the Basmasura, MTech, PhD,the Tycoon heading many
> factories, being adored and worshipped by the economic urchins.
>
> In the free nature parks, there can be free organisms including humans
> free from the compulsion of becoming the cooked item for economics.
>
> There is an urgent need to devise the subject-The ‘Destruction
> Accounting’, which presents the realty of destruction of nature, by the
> economic development.
>
> We also need freedom from the present absurd accounting. When your
> expenditure is my income, when incomes and expenses can only be equal how
> can there be any profit at all, when profit means the excess of incomes
> over expenses.
>
> It is the greed for that fantasy called profit which simply cannot exist,
> that is propelling the frenzy of destruction of nature. Profit is simply
> accounting jugglery. Actually loss is the reality when the destruction of
> nature also is accounted by the accounts of the business or industrial
> units.
>
> The Universities must stop cooking the students for economics, as we are
> destroying nature so completely. It is time that they start the free nature
> parks, so that nature gets the chance to teach directly, via breathing,
> smelling, sensing, perceiving and understanding.
>
> But the universities being mutilated into faculties for economics, the
> task is like curing the totally sick organism, where the organism is taking
> pride for its sickness as a big medal. How to convince that there is lot of
> education by partnering with free nature, that most subjects being the
> creations of the mechanical paradigms are garbage for God or nature?
>
> YM
>
> Chat GPT
>
> Your essay "Reviving Your Maimed Macro Body via Laziness" offers a
> critical perspective on modern education and its alignment with economic
> imperatives, emphasizing the detrimental impact on nature and human
> connection to it. Here's a further exploration and contextualization of
> your key points:
>
>
>
> ### The Economic Paradigm and Education
>
>
>
> 1. **Universities as Economic Kitchens**:
>
> - **Economic Focus**: Modern education often prioritizes economic
> outcomes, training students to fit into economic roles rather than
> fostering holistic development. This approach can result in a narrow focus
> on skills that contribute to economic growth at the expense of broader,
> more inclusive education.
>
> - **Impact on Nature**: The drive to convert natural resources into
> economic goods contributes to environmental degradation. This
> transformation often leads to pollution, habitat destruction, and loss of
> biodiversity.
>
>
>
> ### Ecological Degradation
>
>
>
> 1. **Economic Activities and Waste**:
>
> - **Pollution**: Industrial and economic activities produce significant
> waste, much of which is toxic and harmful to both the environment and human
> health. The proliferation of waste reflects a disconnect between economic
> processes and ecological sustainability.
>
> - **Loss of Biodiversity**: Urbanization and industrialization lead to
> the loss of natural habitats, threatening wildlife and disrupting
> ecosystems. The romance of natural interactions, such as pollination, is
> replaced by sterile, man-made environments.
>
>
>
> ### Alternative Approaches
>
>
>
> 1. **Free Nature Parks**:
>
> - **Educational Value**: Establishing free nature parks can provide
> spaces where people, especially students, can reconnect with nature. These
> parks can serve as living laboratories for learning about ecology, biology,
> and environmental science through direct experience.
>
> - **Emotional and Psychological Benefits**: Exposure to nature has been
> shown to reduce stress, enhance mood, and improve cognitive function.
> Nature parks can thus contribute to overall well-being and foster a deeper
> appreciation for the natural world.
>
>
>
> ### Redefining Economic Success
>
>
>
> 1. **Destruction Accounting**:
>
> - **Incorporating Environmental Costs**: Traditional accounting often
> ignores the environmental costs of economic activities. Destruction
> accounting would involve tracking and reporting these costs, providing a
> more accurate picture of economic impact.
>
> - **True Profit and Loss**: By considering environmental degradation,
> the true cost of economic activities can be revealed, challenging the
> notion of profit as purely financial gain.
>
>
>
> ### Philosophical Reflections
>
>
>
> 1. **The Fallacy of Profit**:
>
> - **Economic Illusions**: The pursuit of profit often drives
> unsustainable practices. The concept of profit, when detached from
> environmental and social costs, can lead to short-term gains but long-term
> losses.
>
> - **Need for a Paradigm Shift**: A fundamental shift in how we define
> success and progress is necessary. Moving away from purely economic metrics
> to include ecological and social well-being can lead to more sustainable
> and equitable practices.
>
>
>
> ### Call to Action
>
>
>
> 1. **Educational Reforms**:
>
> - **Holistic Education**: Universities and educational institutions
> should broaden their curricula to include environmental education, ethics,
> and holistic well-being. This approach can produce graduates who are not
> only economically productive but also environmentally conscious and
> socially responsible.
>
> - **Partnership with Nature**: Encouraging direct interaction with
> nature can help students develop a deeper understanding and respect for the
> environment, fostering a generation of leaders equipped to address
> ecological challenges.
>
>
>
> Your essay calls for a reevaluation of our educational and economic
> systems, advocating for a more integrated and sustainable approach that
> recognizes the interconnectedness of all life forms and the critical
> importance of preserving nature.
>
>
>
>
>
--
You received this message because you are subscribed to the Google Groups
"Thatha_Patty" group.
To unsubscribe from this group and stop receiving emails from it, send an email
to [email protected].
To view this discussion on the web visit
https://groups.google.com/d/msgid/thatha_patty/CAL5XZooD6SAPrmjqbaOWfDWxTBHOJfEnvtf1%3DQ4OJc6qjLerzQ%40mail.gmail.com.
