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Line 136: − − ==== अपराविद्या विषयः ॥ Subject Matter of Apara Vidya ==== − Chaturdasha Vidyastanas which included the Vedas and their Vedangas were the chief subjects during the earliest times. Vidya (knowledge), pertaining to a single knowledge system (Brahmavidya etc) of the olden days gradually got absorbed into Vedanta system, a broader heading covering all such specialized topics. Gradually as studying vedas required more understanding, the study of Shad Vedangas became important. It is to be noted that the subjects explaining the Vedas themselves gained more significance and subsequently were studied independent of the Vedas themselves. Some of the Vedangas such as Shiksha, [[Vyakarana Vedanga (व्याकरणवेदाङ्गम्)|Vyakarana]], [[Vedanga Jyotisha (वेदाङ्गज्योतिषम्)|Jyotisha]], became highly specialized by themselves and needed years of study excluding the Vedic studies. − − Vidya (education) then came to represent concept based knowledge systems of Shastras of all kinds in the more recent millenia. The [[Shad Vedangas (षड्वेदाङ्गानि)|Shad Vedangas]], [[Shad Darshanas (षड्दर्शनानि)|Shad Darshanas]] and [[Upavedas (उपवेदाः)|Upavedas]] gave rise to many subjects such as Ganita (Mathematics), Nyaya (Judicial system) and Nyaya (Logic). [[Ayurveda (आयुर्वेदः)|Ayurveda]] ramified into specializations such as Shastrachikitsa (Surgery) and Kayachikitsa (General Medicine), Rasayana shastra dealt with chemistry, Bhoutika shastra included physics. The knowledge of alloys, metallurgy, geology, botany sciences, warfare, architecture, large scale constructions, all such topics developed over a period of time into professional subjects. − − In the following section we reflect on the how the Prachina Shikshana Vidhana or Ancient Education System evolved with defined goals and principles in line with Sanatana Dharma.
→वैदिकविद्या विषयः ॥ Subject Matter of Vaidika Vidya
* leads one on the path of infinite bliss
* leads one on the path of infinite bliss
Thus, purified and prepared a student according to his choice seeks attainment of knowledge of Self by the practice of Para Vidya. In the 10th Adhyaya of Bhagavadgita (10.32) Shri Krishna identifies Himself with Adhyatmavidya (the ultimate form of knowledge) as follows <blockquote>अध्यात्मविद्या विद्यानां । Vidyanam, among knowledges; I am the adhyatma-vidya<ref>Bhagavadgita ([https://www.gitasupersite.iitk.ac.in/srimad?language=dv&field_chapter_value=10&field_nsutra_value=32&choose=1 Adhyaya 10])</ref></blockquote>Knowledge of the Self, is the highest and ultimate knowledge because of its leading to Moksha.
Thus, purified and prepared a student according to his choice seeks attainment of knowledge of Self by the practice of Para Vidya. In the 10th Adhyaya of Bhagavadgita (10.32) Shri Krishna identifies Himself with Adhyatmavidya (the ultimate form of knowledge) as follows <blockquote>अध्यात्मविद्या विद्यानां । Vidyanam, among knowledges; I am the adhyatma-vidya<ref>Bhagavadgita ([https://www.gitasupersite.iitk.ac.in/srimad?language=dv&field_chapter_value=10&field_nsutra_value=32&choose=1 Adhyaya 10])</ref></blockquote>Knowledge of the Self, is the highest and ultimate knowledge because of its leading to Moksha.
With this significant background about the ancient education system of India, we now look into that unique Guru-shisya parampara maintained by the Gurukula system of education, which has shaped Bharat's young minds from ages and the need to continue the system even in the present day. In the following sections we discuss about the various aspects of the educational system.
With this significant background about the ancient education system of India, we now look into that unique Guru-shisya parampara maintained by the Gurukula system of education, which has shaped Bharat's young minds from ages and the need to continue the system even in the present day. In the following section we reflect on the how the Prachina Shikshana Vidhana or Ancient Education System evolved with defined goals and principles in line with Sanatana Dharma.
== Aspects of Educational System ==
== Aspects of Educational System ==
During the vedic era naturally study of vedas formed the main topic of study. Stress was given on pronunciation and intonation of mantras, which required the student to hear and repeat what was said. Learning principles of chandas were encouraged so as to develop the powers of uttering the mantras. Those who took up priestly activities (paurohitya) had to study and commit to memory details of the various rituals and associated mantras. To prepare yajnavedis they had to learn rudimentary geometry at least. To find the appropriate muhuratas, planetary placement, seasons etc they had to learn Astronomy. Grammar was not given high importance, thus we find Vaidika Bhasha vyakarana was lot more flexible than the present day Laukika bhasha vyakarana.<ref name=":0" />
During the vedic era naturally study of vedas formed the main topic of study. Stress was given on pronunciation and intonation of mantras, which required the student to hear and repeat what was said. Learning principles of chandas were encouraged so as to develop the powers of uttering the mantras. Those who took up priestly activities (paurohitya) had to study and commit to memory details of the various rituals and associated mantras. To prepare yajnavedis they had to learn rudimentary geometry at least. To find the appropriate muhuratas, planetary placement, seasons etc they had to learn Astronomy. Grammar was not given high importance, thus we find Vaidika Bhasha vyakarana was lot more flexible than the present day Laukika bhasha vyakarana.<ref name=":0" />
In the later vedic period, with the Brahmana literature becoming extensive and explanatory in nature, new subjects started developing. Vedic language and mantras were being differentiated and to preserve the pristine form of the mantras, scholars insisted that vedic mantras should be committed to memory in their precise traditional intonation and accents. Students were not at liberty to change a difficult archaic word for a simpler newer word. Thus we see that Vedanga Kalpa literature diversified and were included in the curriculum.
In the later vedic period, with the Brahmana literature becoming extensive and explanatory in nature, new subjects started developing. Vedic language and mantras were being differentiated and to preserve the pristine form of the mantras, scholars insisted that vedic mantras should be committed to memory in their precise traditional intonation and accents. Students were not at liberty to change a difficult archaic word for a simpler newer word. Education which mainly included the study of vedas gradually expanded to include the explanatory sciences also.
==== अपराविद्या विषयः ॥ Subject Matter of Apara Vidya ====
Chaturdasha Vidyastanas which included the Vedas and their Vedangas were the chief subjects after the Vedic period for a long time. Vidya (knowledge), pertaining to a single knowledge system (Brahmavidya etc) of the olden days gradually got absorbed into Vedanta system, a broader heading covering all such specialized topics. Gradually as studying vedas required more understanding, the study of Shad Vedangas became important. It is to be noted that the subjects explaining the Vedas themselves gained more significance and subsequently were studied independent of the Vedas themselves. Some of the Vedangas such as Shiksha, [[Vyakarana Vedanga (व्याकरणवेदाङ्गम्)|Vyakarana]], [[Vedanga Jyotisha (वेदाङ्गज्योतिषम्)|Jyotisha]], became highly specialized by themselves and needed years of study excluding the Vedic studies.
Vidya (education) then came to represent concept based knowledge systems of Shastras of all kinds in the more recent millenia. The [[Shad Vedangas (षड्वेदाङ्गानि)|Shad Vedangas]], [[Shad Darshanas (षड्दर्शनानि)|Shad Darshanas]] and [[Upavedas (उपवेदाः)|Upavedas]] gave rise to many subjects such as Ganita (Mathematics), Nyaya (Judicial system) and Nyaya (Logic). [[Ayurveda (आयुर्वेदः)|Ayurveda]] ramified into specializations such as Shastrachikitsa (Surgery) and Kayachikitsa (General Medicine), Rasayana shastra dealt with chemistry, Bhoutika shastra included physics. The knowledge of alloys, metallurgy, geology, botany sciences, warfare, architecture, large scale constructions, all such topics developed over a period of time into professional subjects.
==== वेदान्तविद्या विषयः ॥ Subject Matter of Vedanta Vidya ====
==== वेदान्तविद्या विषयः ॥ Subject Matter of Vedanta Vidya ====
* [[Srimannyasa Vidya]]}}
* [[Srimannyasa Vidya]]}}
Udgita and Purushavidya (पुरुषविद्या) are two others that have been described.
Udgita and Purushavidya (पुरुषविद्या) are two others that have been described.
=== Terms Related to Study ===
=== Terms Related to Study ===
Vidya involves the study of the subject matter by the student. If the subject matter is Vedic study it is specifically called Svadhyaya (स्वाध्यायम्), while study of any subject in general is termed as Adhyayana. Reading is Pathana (पठनम्) and repeating a mantra is termed as Japa (जपम्). Japa particularly relates to mantras and does not apply to subject matter.
Vidya involves the study of the subject matter by the student. If the subject matter is Vedic study it is specifically called Svadhyaya (स्वाध्यायम्), while study of any subject in general is termed as Adhyayana. Reading is Pathana (पठनम्) and repeating a mantra is termed as Japa (जपम्). Japa particularly relates to mantras and does not apply to subject matter.