Changes

Svadhyaya here, refers to the study of [[Vedas (वेदाः)|Vedas]].

Svadhyaya here, refers to the study of [[Vedas (वेदाः)|Vedas]].

==Imparting Dharmika Principles==

==Imparting Dharmika Principles==

Life in ancient Bharat was rooted in Dharma and associated activities. Activities or jivana vidhana involved being in constant communion with the Self and thus many preceptors, the rshis lived simple lives. The procedures of yajnas performed for the welfare of all beings in the world, vratas, nityakarmas ([[Agnihotra (अग्निहोत्रम्)|agnihotra]], prayer to [[Surya (सूर्यः)|Surya]] etc) - all were to inculcate piousness and compassion in the young student, the bearer of the future generations. He is trained to control his senses and the rigorous spiritual background imbibed is expected to restrain the student from temptations of life. The setting was the ashram, the very atmosphere impresses upon him that through the body (a product of nature) the higher spiritual realms are to be achieved by his inner Self (along with buddhi and manas are to be directed towards Paramatma). To achieve this, the [[Guru (गुरुः)|Guru]] imparts those laws which govern the conduct thereby moulding his character for life.<ref name=":0">Altekar, A. S. (1944) ''Education in Ancient India.'' Benares : Nand Kishore and Bros.,</ref>

Life in ancient Bharat was rooted in Dharma and associated activities. Activities or jivana vidhana involved being in constant communion with the Self and thus many preceptors, the rshis lived simple lives. The procedures of yajnas performed for the welfare of all beings in the world, vratas, nityakarmas ([[Agnihotra (अग्निहोत्रम्)|agnihotra]], prayer to [[Surya (सूर्यः)|Surya]] etc) - all were to inculcate piousness and compassion in the young student, the bearer of the future generations. He is trained to control his senses and the rigorous adhyatmik background imbibed is expected to restrain the student from temptations of life. The setting was the ashram, the very atmosphere impresses upon him that through the body (a product of nature) the higher adhyatmik realms are to be achieved by his inner Self (along with buddhi and manas are to be directed towards Paramatma). To achieve this, the [[Guru (गुरुः)|Guru]] imparts those laws which govern the conduct thereby moulding his character for life.<ref name=":0">Altekar, A. S. (1944) ''Education in Ancient India.'' Benares : Nand Kishore and Bros.,</ref>

====Limitations on Spiritual Practices====

====Limitations on Spiritual Practices====

Although the gurukula system provided the dharmika and paramatmika jnana, the aim was not to induce the student immediately into a path for search of [[Brahman (ब्रह्मन्)|Brahman]] and turn him into a sanyasi. It is well known that maharshis had huge following of students involved in Vedic studies yet only a miniscule number of them pursued the spiritual journey (remaining as brahmacharis) while vast majority of them became grhasthas and spread the yajnika practices in the society. Thus role of Gurus was two fold - create new preceptors who spread the dharmika procedures in society and guide those students on the spiritual quest.

Although the gurukula system provided the dharmika and paramatmika jnana, the aim was not to induce the student immediately into a path for search of [[Brahman (ब्रह्मन्)|Brahman]] and turn him into a sanyasi. It is well known that maharshis had huge following of students involved in Vedic studies yet only a miniscule number of them pursued the adhyatmik journey (remaining as brahmacharis) while vast majority of them became grhasthas and spread the yajnika practices in the society. Thus role of Gurus was two fold - create new preceptors who spread the dharmika procedures in society and guide those students on the adhyatmik quest.

==Character Building==

==Character Building==

The illumination and power, which men and women received from education, was primarily intended to transform and ennoble their nature. Although Vedas and spiritual quest was regarded highly, maharshis, the educationalists, unhesitatingly declared that a person of good character with minimal knowledge of the Vedas is to be preferred to a scholar, who though well versed in the Vedas, led an impure life of lowly thoughts and habits. Importance of character has been stressed in many ancient texts<blockquote>सावित्रीमात्रसारोऽपि वरं विप्रः सुयन्त्रितः । नायन्त्रितस्त्रिवेदोऽपि सर्वाशी सर्वविक्रयी । । २.११८ । ।</blockquote><blockquote>sāvitrīmātrasāro'pi varaṁ vipraḥ suyantritaḥ । nāyantritastrivedo'pi sarvāśī sarvavikrayī । । 2.118 । । (Manu. Smri. 2.118)<ref name=":3">Manusmriti ([https://sa.wikisource.org/wiki/%E0%A4%AE%E0%A4%A8%E0%A5%81%E0%A4%B8%E0%A5%8D%E0%A4%AE%E0%A5%83%E0%A4%A4%E0%A4%BF%E0%A4%83/%E0%A4%A6%E0%A5%8D%E0%A4%B5%E0%A4%BF%E0%A4%A4%E0%A5%80%E0%A4%AF%E0%A5%8B%E0%A4%A7%E0%A5%8D%E0%A4%AF%E0%A4%BE%E0%A4%AF%E0%A4%83 Adhyaya 2])</ref></blockquote><blockquote>धर्म हि यो वर्धयते स पण्डितः । dharma hi yo vardhayate sa paṇḍitaḥ । (Maha. Shan. Parv. 12.321.78)</blockquote>He alone is learned (jnani) who contributes to growth of dharma.

The illumination and power, which men and women received from education, was primarily intended to transform and ennoble their nature. Although Vedas and adhyatmik quest was regarded highly, maharshis, the educationalists, unhesitatingly declared that a person of good character with minimal knowledge of the Vedas is to be preferred to a scholar, who though well versed in the Vedas, led an impure life of lowly thoughts and habits. Importance of character has been stressed in many ancient texts<blockquote>सावित्रीमात्रसारोऽपि वरं विप्रः सुयन्त्रितः । नायन्त्रितस्त्रिवेदोऽपि सर्वाशी सर्वविक्रयी । । २.११८ । ।</blockquote><blockquote>sāvitrīmātrasāro'pi varaṁ vipraḥ suyantritaḥ । nāyantritastrivedo'pi sarvāśī sarvavikrayī । । 2.118 । । (Manu. Smri. 2.118)<ref name=":3">Manusmriti ([https://sa.wikisource.org/wiki/%E0%A4%AE%E0%A4%A8%E0%A5%81%E0%A4%B8%E0%A5%8D%E0%A4%AE%E0%A5%83%E0%A4%A4%E0%A4%BF%E0%A4%83/%E0%A4%A6%E0%A5%8D%E0%A4%B5%E0%A4%BF%E0%A4%A4%E0%A5%80%E0%A4%AF%E0%A5%8B%E0%A4%A7%E0%A5%8D%E0%A4%AF%E0%A4%BE%E0%A4%AF%E0%A4%83 Adhyaya 2])</ref></blockquote><blockquote>धर्म हि यो वर्धयते स पण्डितः । dharma hi yo vardhayate sa paṇḍitaḥ । (Maha. Shan. Parv. 12.321.78)</blockquote>He alone is learned (jnani) who contributes to growth of dharma.

Maharshis were well aware that power without virtue and intellect without moral and spiritual disciplining led to disastrous consequences, hence emphasis was on learning along with building character.<blockquote>''The tree of education ought to flower in wisdom as well as in virtue, in knowledge as well as in manners.''<ref name=":0" /></blockquote>Gurukulas had the conducive methods to shape a student's character which included

Maharshis were well aware that power without virtue and intellect without moral and adhyatmik disciplining led to disastrous consequences, hence emphasis was on learning along with building character.<blockquote>''The tree of education ought to flower in wisdom as well as in virtue, in knowledge as well as in manners.''<ref name=":0" /></blockquote>Gurukulas had the conducive methods to shape a student's character which included

*right natural surroundings

*right natural surroundings

*direct instructions of vidhis (injunctions)

*direct instructions of vidhis (injunctions)

The development of personality was one of the important aims of the education system. He was instilled with self-confidence, self-respect by inculcating the virtue of self-restraint and by fostering the powers of discrimination and judgement. The student was always reminded to be the custodian and torch bearer of the culture of the race and its welfare depended upon his proper conduct of his duties. Supporting a poor student was the sacred duty of the society. Students were given utmost importance in society for they were the future custodians of the society.

The development of personality was one of the important aims of the education system. He was instilled with self-confidence, self-respect by inculcating the virtue of self-restraint and by fostering the powers of discrimination and judgement. The student was always reminded to be the custodian and torch bearer of the culture of the race and its welfare depended upon his proper conduct of his duties. Supporting a poor student was the sacred duty of the society. Students were given utmost importance in society for they were the future custodians of the society.

====Influence of Self-confidence====

====Influence of Self-confidence====

The [[Upanayana (उपनयनम्)|Upanayana]] ritual used to foster self-confidence by pointing out that divine powers would cooperate and support a student if he did his duty well. Poverty was not a limiting factor, for people respected and were morally obligated to support the ideal students who subsisted by begging his daily food. Gurukula system also supported the students who resided with the Guru's family and actively participated in household chores and service to Guru. Willingness to perform activities according to his capacity developed self-reliance and identify his expertise areas. Self-reliance is the mother of self-confidence and the ancient educational system sought to develop it in a variety of ways. Educational system was such that problems such as uncertainty of the future prospects, overcrowding in a particular discipline of study, cut-throat competition in professions were unknown and did not dampen  the self confidence of the students.<ref name=":0" />

The [[Upanayana (उपनयनम्)|Upanayana]] ritual used to foster self-confidence by pointing out that divine powers would cooperate and support a student if he did his duty well. Poverty was not a limiting factor, for people respected and were morally obligated to support the ideal students who subsisted by begging his daily food. Gurukula system also supported the students who resided with the Guru's family and actively participated in household chores and seva (सेवा | selfless service) to Guru. Willingness to perform activities according to his capacity developed self-reliance and identify his expertise areas. Self-reliance is the mother of self-confidence and the ancient educational system sought to develop it in a variety of ways. Educational system was such that problems such as uncertainty of the future prospects, overcrowding in a particular discipline of study, cut-throat competition in professions were unknown and did not dampen  the self confidence of the students.<ref name=":0" />

====Influence of Self-restraint====

====Influence of Self-restraint====

The element of self-restraint, primarily inculcated by the system, arose from simplicity in life and habits. The values of essential needs of food, clothing and shelter were significantly emphasized on. A brahmachari was to have one simple full meal (either through Bhiksha or provided by the Guru's family), and appropriate sufficient clothing (floppishness, flamboyant or grandness were not allowed). All his student life a brahmachari was taught to engage in learning skills to enable him to be an efficient and healthy grhastha in his upcoming [[Grhasthashrama (गृहस्थाश्रमः)|grhasthashrama]]. A brahmachari was allowed to have recreations that were not to be frivolous and lead a life of perfect chastity. Thus educationalists aimed at promotion of self-restraint through development of proper habits, understanding through reasoning and value of simple lifestyle dispelling self-repression. Neither was this self-restraint enforced by correction and punishment nor by force. A brahmachari would be educated that in his next [[Ashrama Dharma (आश्रमधर्मः)|ashrama]] (grhastha) he would have a different set of rules to enjoy the pleasures of life, experience the bounties of food, clothing, wealth etc and so he is trained to discharge his duties carefully.<ref name=":0" />

The element of self-restraint, primarily inculcated by the system, arose from simplicity in life and habits. The values of essential needs of food, clothing and shelter were significantly emphasized on. A brahmachari was to have one simple full meal (either through Bhiksha or provided by the Guru's family), and appropriate sufficient clothing (floppishness, flamboyant or grandness were not allowed). All his student life a brahmachari was taught to engage in learning skills to enable him to be an efficient and healthy grhastha in his upcoming [[Grhasthashrama (गृहस्थाश्रमः)|grhasthashrama]]. A brahmachari was allowed to have recreations that were not to be frivolous and lead a life of perfect chastity. Thus educationalists aimed at promotion of self-restraint through development of proper habits, understanding through reasoning and value of simple lifestyle dispelling self-repression. Neither was this self-restraint enforced by correction and punishment nor by force. A brahmachari would be educated that in his next [[Ashrama Dharma (आश्रमधर्मः)|ashrama]] (grhastha) he would have a different set of rules to enjoy the pleasures of life, experience the bounties of food, clothing, wealth etc and so he is trained to discharge his duties carefully.<ref name=":0" />