Gurukulam International School (Ancient Education System of India)
Comprehension check page no. 92
1. Why were travellers attracted towards India?
Ans. Travellers from various regions having different climates and cultures began to visit parts of India from early
times. To them, India was a land of wonder. Apart from this, the fame of Indian culture, wealth, religions,
philosophies, art, architecture, as well as its educational practices had spread far and wide.
2. What were the sources of the ancient education system?
Ans. The ancient system of education was the education of the Vedas, Brahmanas, Upanishads and
Dharmasutras. Some of the findings and writings of Aryabhata, Panini, Katyayana and Patanjali, Charaka and
Sushruta were also some of the sources of learning. Sources of learning were also drawn from various
disciplines such as Itihas (history), Anviksiki (logic), Mimamsa (interpretation) Shilpashastra (architecture),
Arthashastra (polity), Varta (agriculture, trade, commerce, animal husbandry) and Dhanurvidya (archery).
3. What were the features of the education system in ancient India?
Ans. The features of education system in ancient India are enumerated as-
i. The education system in ancient India focused on the holistic development of the individual by taking
care of both the inner and the outer self.
ii. The system focused on the moral, physical, spiritual and intellectual aspects of life. It emphasised on
values such as humility, truthfulness, discipline, self-reliance and respect for all creations. Students were
taught to appreciate the balance between human beings and nature.
iii. Teaching and learning followed the tenets of Vedas and Upanishads fulfilling duties towards self, family
and society, thus encompassing all aspects of life.
iv. Education system focused both on learning and physical development. In other words, the emphasis was
on a healthy mind and healthy body.
v. Education in India has a heritage of being pragmatic, achievable and complementary to life.Apart from
the religious teachings and learning from the works of famous scholars, physical education was also
considered extremely crucial.
vi. The Gurus and their pupils worked conscientiously together to become proficient in all aspects of
learning
vii. In order to assess pupils’ learning, shastrartha (learned debates) were organised.
viii. Pupils at an advanced stage of learning guided younger pupils. There also existed the system of peer
learning, like you have group/peer work.
ix. Teaching was largely oral and students remembered and meditated upon what was taught in the class.
x. During that period, the gurus and their shishyas lived together helping each other in day-to-day life. The
main objective was to have complete learning, leading a disciplined life and realising one’s inner
potential.
4. What was the role of the guru in pupils’ lives?
Ans. The Gurus and their pupils worked conscientiously together to become proficient in all aspects of
learning. During that period, the gurus and their shishyas lived together helping each other in day-to-
day life. The main objective was to have complete learning, leading a disciplined life and realising one’s
inner potential. The gurukul was also the place where the relationship of the guru and shishya
strengthened with time. Thus, their emphasis was not only on the outer dimensions of discipline but
also on enriching inner dimensions of the personality.
Comprehension check page no. 97
1. Where did nuns and monks receive their education?
Ans. Many monasteries/viharas were set up for monks and nuns to meditate, debate and discuss with the
learned for their quest for knowledge.
Comprehension check page no. 92
1. Why were travellers attracted towards India?
Ans. Travellers from various regions having different climates and cultures began to visit parts of India from early
times. To them, India was a land of wonder. Apart from this, the fame of Indian culture, wealth, religions,
philosophies, art, architecture, as well as its educational practices had spread far and wide.
2. What were the sources of the ancient education system?
Ans. The ancient system of education was the education of the Vedas, Brahmanas, Upanishads and
Dharmasutras. Some of the findings and writings of Aryabhata, Panini, Katyayana and Patanjali, Charaka and
Sushruta were also some of the sources of learning. Sources of learning were also drawn from various
disciplines such as Itihas (history), Anviksiki (logic), Mimamsa (interpretation) Shilpashastra (architecture),
Arthashastra (polity), Varta (agriculture, trade, commerce, animal husbandry) and Dhanurvidya (archery).
3. What were the features of the education system in ancient India?
Ans. The features of education system in ancient India are enumerated as-
i. The education system in ancient India focused on the holistic development of the individual by taking
care of both the inner and the outer self.
ii. The system focused on the moral, physical, spiritual and intellectual aspects of life. It emphasised on
values such as humility, truthfulness, discipline, self-reliance and respect for all creations. Students were
taught to appreciate the balance between human beings and nature.
iii. Teaching and learning followed the tenets of Vedas and Upanishads fulfilling duties towards self, family
and society, thus encompassing all aspects of life.
iv. Education system focused both on learning and physical development. In other words, the emphasis was
on a healthy mind and healthy body.
v. Education in India has a heritage of being pragmatic, achievable and complementary to life.Apart from
the religious teachings and learning from the works of famous scholars, physical education was also
considered extremely crucial.
vi. The Gurus and their pupils worked conscientiously together to become proficient in all aspects of
learning
vii. In order to assess pupils’ learning, shastrartha (learned debates) were organised.
viii. Pupils at an advanced stage of learning guided younger pupils. There also existed the system of peer
learning, like you have group/peer work.
ix. Teaching was largely oral and students remembered and meditated upon what was taught in the class.
x. During that period, the gurus and their shishyas lived together helping each other in day-to-day life. The
main objective was to have complete learning, leading a disciplined life and realising one’s inner
potential.
4. What was the role of the guru in pupils’ lives?
Ans. The Gurus and their pupils worked conscientiously together to become proficient in all aspects of
learning. During that period, the gurus and their shishyas lived together helping each other in day-to-
day life. The main objective was to have complete learning, leading a disciplined life and realising one’s
inner potential. The gurukul was also the place where the relationship of the guru and shishya
strengthened with time. Thus, their emphasis was not only on the outer dimensions of discipline but
also on enriching inner dimensions of the personality.
Comprehension check page no. 97
1. Where did nuns and monks receive their education?
Ans. Many monasteries/viharas were set up for monks and nuns to meditate, debate and discuss with the
learned for their quest for knowledge.
