विद्यां
ददाति विनयं, विनयाद् याति पात्रताम्।
पात्रत्वात्
धनमाप्नोति, धनात् धर्मं ततः सुखम्॥
The above sloka, traced back to
Hitopadesa, says- vidhya or real knowledge generates humility and
gives bearer discipline and from discipline comes worthiness, from worthiness
one gets wealth, from wealth (one does) good deeds, from that (comes) real joy.
From eons Bharat believed that the betterment of a person would ultimately
lead to the collective good of the society. Knowledge acquisition in Bharat was
always held in high esteem. Indeed, the knowledge of Brahman and Atman for
self-realisation through Jnana yoga was prescribed to the practitioner. The
other two being -Bhakti and Karma yoga to attain the ultimate salvation.
Education thus enjoyed an exalted status in the Indian society and became an
integral aspect of our civilisation. Gaining knowledge and eschewing ignorance
was regarded the foremost duty of a person. Whetting intellectual pursuits,
knowledge acquisition or learning was thus considered as a sacred duty.
Catering to an immense curiosity of ancient Indians yearning to gain
perspectives of physical and spiritual world, the Rishis and Acharyas
developed a robust education ecosystem. Unlike the modern system, that prepared
the students for a career, the ancient system of education prepared them for
life. Embedded in the quintessential ingredients of “character-building and
man-making training”, as the cornerstone of education, ancient educational
system produced intellectuals who plumbed the depths of science, medicine,
mathematics, astronomy, physics, and theology.
A holistic and inter-disciplinary learning has thus been the hallmark of
Indian pedagogy. In her book, Sahana Singh’s “Revisiting the Educational
Heritage of India”, the author expertly encapsulates the various facets of
ancient Indian education system and the defining attributes of Bharat’s
educational heritage that can be incorporated into the modern education system.
An ideal education system should satiate the inner curiosity of an
individual, hone skills to help them to stand on their feet. Unfortunately, the
current education system is turning out to be a miserable failure rolling out
thousands of unemployables every year. The falling standards, the disconnect
between the training provided and the need of the industry, and absence of
vocational learning are turning to be bane on students of the modern Indian
education. It is in this context that it becomes all the more pertinent to
delve into ancient educational system whose foundations were rooted in
imparting skills and enhancing the entrepreneurial acumen. Practical training
has always been an integral part of the ancient education system.
Well-structured ancient learning had a system in place that ensured
proliferation of a talent pool. Akin to the current day competitive exams,
students were evaluated for their critical mental, cognitive and analytical
faculties. Meritorious students were offered admission in the universities of
higher learning while others were encouraged to practice vocational courses
based on their interest and ability. This kind of compartmentalisation at an
early stage ensured that highest standards are maintained both in industrial
and vocational training and generation of a vast pool of custodians of higher
knowledge. The cluster pool with practical skills as their forte exuded the
spirit of entrepreneurship, and these have been instrumental in making ancient
India a manufacturing hub of a variety of products. Alongside, the pioneering
contributions of India’s intellectual giants made it a natural magnet for
knowledge seekers and even spread scholarship in the neighbouring countries.
While it has been well documented that people from far and wide came to
Bharat to study in our universities, what is less known is that Indian scholars
often travelled to different countries and opened up opportunities for
learning. Buddhist scholars like Kasyapa Matanga, Dharmaratna and others mostly
from Kashmir- Buddhayasas, Dharmayasas, Dharmaksema, Buddhajiva and Dharmamitra
moved to China carrying several manuscripts. Presence of huge collection of
rare Sanskrit manuscripts in China and Tibet attests to this fact.
India has been knowledge powerhouse of the World. Sahana Singh’s books
reflects her efforts to meticulously collates various sources of information
such as manuscripts, inscriptions, oral history, travelogues, and various forms
of literature that survived centuries of onslaught. Throughout her narration,
the author refers to various recorded instances from the past that clearly
reflects how Bharat and its rulers spread knowledge and dharma.
To illustrate the flow of knowledge from India to other countries, the
author has compiled a chart that chronologically depicted the knowledge
transfer from India. From 100 BCE onwards China began receiving Buddhist texts,
knowledge of Ayurveda, Ophthalmology, Gynaecology, Obstetrics, Paediatrics,
Psychology, Mathematics, Astronomy, Martial Arts from India. Pallava Prince
Boddhidharma also known as Damo, known to be founder of Zen (Dhyana) who
reached China began teaching physical drill which has become basis for the
Shaolin Kungfu.
Xuanzang wrote that India was called Yin-Tu by Chinese which means
moon. As it was the only country which illuminated the darkness into which
the world had fallen after the passing of Buddha by providing a succession of
learned sages. Chinese philosopher and former ambassador to the US, Hu Shih
said that India has “conquered and dominated China culturally for 20
centuries without ever having to send a single soldier across her border”.
He added-
“Never before had China seen a religion so rich in imagery, so beautiful
and captivating in ritualism and so bold in cosmological halting before a
magnificent storehouse of precious stones of dazzling brilliancy and splendour,
China was overwhelmed, baffled and overjoyed. She begged and borrowed freely
from this munificent giver…. China’s indebtedness to India can never be fully
told.”
Perceiving India as a major threat
to its dominance while Xi’s hegemonistic China brazenly flexes its muscles and
indulges in grey zone tactics, the Middle Kingdom considered India as
intellectual giant of nonpareil
Similarly, the language Sanskrit has become forerunner for the Shittan
script in Japan used to write mantras. Sanskrit was the language of
administration in Cambodia and the Ta Prohm temple in Siem Reap used to be
centre of learning. Even now several Sanskrit inscriptions are found in Champa
(current day Vietnam), Kambuja (Cambodia). Hindu Kings of Java have developed
language from Sanskrit called Kawi used to transmit Vedas, smritis and puranas.
Similarly, medicine, Panchatantra, Astronomy, Arithmetic, Trigonometry, Algebra
travelled to Persia and West Asia from 600 BCE.
The chapter titled- “Translations that powered a knowledge revolution”
comprises of numerous instances of knowledge transfer from India and their
subsequent adoption in different countries. Indeed, famous Greek thinkers
-Euclid, Hipparchus, Theon, Archimedes, Hypatia are said to have used the
sources of library of Alexandria in Egypt that had a rare collection of Indian
manuscript.
From Egypt and West Asia, the translated versions of Indian works reached
Europe. India’s scientific prowess and intellectual contributions has propelled
a knowledge revolution or the Renaissance which has powered the World. While
the Arabs acknowledged India as the source of the knowledge Europeans
stealthily plagiarised the Indian works and brazenly belittled the original
thinkers.
While the whole World benefitted India’s scholarship and pioneering
advancements in various fields, unending trail of Islamic invasions inflicted a
devastating blow on the knowledge ecosystem of India. Besides plundering the
wealth of India, they grudgingly burnt the libraries and famed universities.
Attacking pedagogues and forcibly seizing manuscripts the invaders destroyed
the traditional local learning networks. Some invaders, carried back
manuscripts got them translated and benefitted from them.
The over two century old British colonisation has completely destroyed the
backbone of the Indian educational ecosystem with introduction of English and
their system of education decrepit of vocational and industrial training.
Disavowing to resurrect the Indian system of education even after independence,
Indians miserably lost an opportunity to reclaim its position as knowledge
leader of the World. Denuded of values and holistic approach, the western
education system has been churning millions of deracinated, self-doubting
Indians who abhor anything Indian. Devoid of innovation and original thinking,
Indians are now reduced to work horses.
Further, selective interpretation of history, whitewashing of tyrants,
distortion of facts to appease a section of society has irretrievably damaged
the very foundation of critical and objective learning. Failing to infuse a
sense of pride in their civilisation roots, the Indian education system has
successfully produced a battalion of politically correct self-acclaimed
intellectuals who have lost a direction and purpose in life. Indian education
system must be salvaged from these ills.
To address this situation, it is important to re-examine the educational
heritage of India and seek insights from the system that has positioned India
as a knowledge fount. A relook at the educational traditions of ancient India
will definitely help in devising a new methodology. Certainly, there is a dire
need to infuse a civilisational pride and dharmic rootedness. Sahana Singh’s
book ticks both these boxes.
In her book, Singh has succinctly laid out the attributes of India’s educational
system that catapulted Bharat to the pinnacles of excellence. At a time when
there is palpable enthusiasm towards reclaiming our civilisation, Singh through
her diligent research has impeccably brought to fore the defining aspects of
the knowledge edifice of ancient India. Underpinning the importance of
practical training, need for competition and collaboration and
institutionalization of education, she reflected on the rise and progress of
learning ecosystem.
Accentuating on the nuances of the learning with memory training as an
essential element, she demolishes the fallacy of equating it to rote learning.
Celibacy or leading a disciplined life exercising control on aspects like
food, sleep and thoughts is considered to be an essential prerequisite for
devoted learning. Aspirants of higher learning were mandated to practice law of
continence which not only encapsulated the Hindu way of life but prevented
people from going astray. Broaching on various features and dispelling the
distorted narratives about Women’s education, Singh presents the overarching
feature of ancient Indian learning.
For decades, half-brained intellectuals peddled lies and mocked the
traditional knowledge wealth of India and malevolently showed Bharat in poor
light. At odds with this false narrative the exhaustive repertoire of extracts
in the book (backed by sources) enumerates the spread of India’s knowledge to
distant lands. Be it Fibonacci numbers or the Pythagoras theorem or the decimal
system or the Mendeleev’s periodic table or the Panini’s Ashtadhyayi as the
source of higher machine language, rhinoplasty and several other contributions
are all rooted to Indic knowledge system.
Unraveling and eloquently presenting the trail of Indic knowledge
transmission and its export to Greece, Europe and West Asia, the author has
instilled an admiration and veneration towards the pedagogy of our ancestors.
Ideally this book should be an essential accompaniment to the regular academic
curriculum to understand, reflect and conserve the traditional educational
practices.
Humbled and motivated, now it is bounden duty as the proud inheritors of
this exalted civilisation to seek answers from our ancient structured education
system as we attempt to reconnect with past and overhaul our education system.
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