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Line 2: − + − + − However, one may note that education consisted of imparting Chaturdasha Vidyas (and Astadasha Vidyas) dealt in our [[Vaidika Vangmaya (वैदिकवाङ्मयम्)|Vaidika Vangmaya]] by Gurus to students before giving them the ultimate specialized knowledge, exemplified by many examples of Vedic preceptors even in the more recent millennium.+ + + + + − + + + + + + + +
→Subjects of Education
Thus we see that the goal of education is attainment of Self knowledge. Thus people of different varnas irrespective of their gender, social and financial status, received at least the rudiment of literary and religious education, until the first millennium of the Christian era when conducting upanayanas decreased among the varnas and girls were married at the age of 10 owing to several causes.<ref name=":0">Altekar, A. S. (1944) ''Education in Ancient India.'' Benares : Nand Kishore and Bros.,</ref>
Thus we see that the goal of education is attainment of Self knowledge. Thus people of different varnas irrespective of their gender, social and financial status, received at least the rudiment of literary and religious education, until the first millennium of the Christian era when conducting upanayanas decreased among the varnas and girls were married at the age of 10 owing to several causes.<ref name=":0">Altekar, A. S. (1944) ''Education in Ancient India.'' Benares : Nand Kishore and Bros.,</ref>
==Subjects of Education==
==परिचयः ॥ Introduction==
The word Vidya (विद्या), which again devoid of an English equivalent, deals with that procedural knowledge essential for understanding the philosophical and theological aspects of Sanatana Dharma. Ancient seers had holistic perspective as to why a student should be given the knowledge of Atmavidya in different forms such as [[Brahmavidya (ब्रह्मविद्या)|Brahmavidya]], [[Bhumavidya (भूमविद्या)|Bhumavidya]], [[Panchagnividya (पञ्चाग्निविद्या)|Panchagnividya]], each of which was one way to achieve the common goal of Moksha. It may appear that preceptors of the ancient ages have focused only on the ultimate spiritual goal of Atmavidya (attainment of the knowledge of the the Self) which is more a personal goal for the student.
The word Vidya (विद्या), which again devoid of an English equivalent and loosely translated as Education, deals with that procedural knowledge essential for understanding the social, philosophical and theological aspects of Sanatana Dharma. Ancient seers had holistic perspective as to why a student should be given the higher knowledge of Atmavidya in different forms such as [[Brahmavidya (ब्रह्मविद्या)|Brahmavidya]], [[Bhumavidya (भूमविद्या)|Bhumavidya]], [[Panchagnividya (पञ्चाग्निविद्या)|Panchagnividya]], each of which was one way to achieve the common goal of Moksha. It may appear that preceptors of the ancient ages have focused only on the ultimate spiritual goal of Atmavidya (attainment of the knowledge of the the Self) which is more a personal goal for the student.
It may be emphasized that education consisted of imparting Chaturdasha Vidyas (and Astadasha Vidyas) dealt in our [[Vaidika Vangmaya (वैदिकवाङ्मयम्)|Vaidika Vangmaya]] by Gurus to students before giving them the ultimate specialized knowledge, exemplified by many examples of Vedic preceptors even in the more recent millennium.
==विद्यास्थानानि ॥ Vidyasthanas==
Chaturdasha vidyas (चतुर्दशविद्याः) are called the Vidyasthanas (विद्यास्थानानि)<ref>https://docs.wixstatic.com/ugd/843c92_f50e98e77cd64367905b97f1156025af.pdf</ref> as they give comprehensive knowledge of the four Purusharthas namely, Dharma, Artha, Kama and Moksha. These include the [[The Four Vedas (चतुर्वेदाः)|Chaturvedas]] (Rigveda, Yajurveda, Samaveda and Atharvanaveda), Shad(ved)angas (Shiksha, Kalpa, Vyakarana, Nirukta, Chandas and Jyotish), and 4 Upangas (Puranas, Nyaya shastra (and Vaiseshika), Mimamsa and Dharmashastra) of Vedas.<ref name=":02222">Venkateswara Rao. Potturi (2010) ''Paaramaathika Padakosam'' Hyderabad: Msko Books</ref>
===चतुर्दशविद्याः ॥ Chaturdasha vidyas===
According to Vachaspatya, '''Nandi Purana''' gives the 14 vidyasthanas as follows<blockquote>वेदादिषु चतुर्दशसु विद्यासु। ताश्च “विद्याश्चतुर्दश प्रोक्ताः क्रमेण तु यथास्थिति। षडङ्गमिश्रितावेदा धर्म्मशास्त्रं पुराणकम्। मीमांमातर्कमपि च एता विद्याश्चतुर्दश | नन्दि पु०।<ref name=":22222">Vachaspatyam ([https://sa.wikisource.org/wiki/%E0%A4%B5%E0%A4%BE%E0%A4%9A%E0%A4%B8%E0%A5%8D%E0%A4%AA%E0%A4%A4%E0%A5%8D%E0%A4%AF%E0%A4%AE%E0%A5%8D/%E0%A4%9A%E0%A4%95%E0%A5%8D%E0%A4%B0%E0%A4%B5%E0%A5%8D%E0%A4%AF%E0%A5%82%E0%A4%B9 Chaturdashavidyas])</ref></blockquote><blockquote>vedādiṣu caturdaśasu vidyāsu। tāśca "vidyāścaturdaśa proktāḥ krameṇa tu yathāsthiti। ṣaḍaṅgamiśritāvedā dharmmaśāstraṃ purāṇakam। mīmāṃmātarkamapi ca etā vidyāścaturdaśa"| nandi pu।</blockquote>Meaning : Fourteen vidyas are given as - vedas with their 6 angas (अङ्ग-s), dharmashastra, purana, mimamsa (मीमांसा) with tarka (तर्कः).
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, the subjects explaining the Vedas themselves gained more significance. Some of the Vedangas such as Shiksha, Vyakarana, Jyotisha, became highly specialized themselves and needed years of study. Vidya (education) came to represent concept based knowledge systems of Shastras of all kinds. 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 ramified into minor specialisations with Shastrachikitsa and Kayachikitsa, 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.
According to '''Vachaspatya''',<blockquote>पुराणन्यायमीमांसाधर्म्मशास्त्राङ्गमिश्रिताः। वेदाः स्थानानि विद्यानां धर्म्मस्य च चतुर्दश” या० स्मृतौ विद्यास्थानत्वोक्तेस्तासां तथात्वम्।<ref name=":22222" /> (Yagn. Smri. 1.3)</blockquote><blockquote>purāṇanyāyamīmāṃsādharmmaśāstrāṅgamiśritāḥ। vedāḥ sthānāni vidyānāṃ dharmmasya ca caturdaśa" yā. smṛtau vidyāsthānatvoktestāsāṃ tathātvam। (Yagn. Smri. 1.3)</blockquote>Summary: Purana, Nyaya, Mimamsa, Dharmashastras combined with vedangas, and vedas form the 14 vidyastanas as given in '''Yagnavalkya Smriti'''.
'''Manusmriti''' also refers to these abodes of knowledge as 14 vidyas as does the '''Mahabharata''' (12.122.31).<blockquote>अङ्गानि वेदाश्चत्वारो मीमांसा न्यायविस्तरः । पुराणं धमर्शास्त्रं च विद्या ह्येताश्चतुदर्श ॥</blockquote><blockquote>aṅgāni vedāścatvāro mīmāṃsā nyāyavistaraḥ । purāṇaṃ dhamarśāstraṃ ca vidyā hyetāścatudarśa ॥</blockquote>
===अष्टादशविद्याः ॥ Ashtadasha vidyas===
However, Vishnupurana<ref name=":12">Vishnupurana ([https://sa.wikisource.org/wiki/%E0%A4%B6%E0%A5%8D%E0%A4%B0%E0%A5%80%E0%A4%B5%E0%A4%BF%E0%A4%B7%E0%A5%8D%E0%A4%A3%E0%A5%81%E0%A4%AA%E0%A5%81%E0%A4%B0%E0%A4%BE%E0%A4%A3%E0%A4%AE%E0%A5%8D-%E0%A4%A4%E0%A5%83%E0%A4%A4%E0%A5%80%E0%A4%AF%E0%A4%BE%E0%A4%82%E0%A4%B6%E0%A4%83/%E0%A4%85%E0%A4%A7%E0%A5%8D%E0%A4%AF%E0%A4%BE%E0%A4%AF%E0%A4%83_%E0%A5%AC Amsha 3 Adhyaya 6])</ref> enumerates the existence of 18 vidyasthanas by adding Ayurveda (आयुर्वेदः), Dhanurveda (धनुर्वेदः), Gandharvaveda (गान्धर्ववेदः) and [[Arthashastra]] (अर्थशास्त्रम्) (four Upavedas) to the previously explained 14 vidyasthanas as given in the following shlokas.<blockquote>अङ्गानि वेदाश्चत्वारो मीमांसा न्यायविस्तरः। पुराणं धर्मशास्त्रं च विद्या ह्येताश्चतुर्दश ॥ २८ ॥ (Vish. Pura. 3.6.28)</blockquote><blockquote>aṅgāni vedāścatvāro mīmāṃsā nyāyavistaraḥ। purāṇaṃ dharmaśāstraṃ ca vidyā hyetāścaturdaśa ॥ 28 ॥ (Vish. Pura. 3.6.28)</blockquote><blockquote>आयुर्वेदो धनुर्वेदो गान्धर्वश्चेत्यनुक्रमात् । अर्थशास्त्रं परं तस्मात् विद्या ह्यष्टादश स्मृताः ।। २९ ।। (Vish. Pura. 3.6.29)</blockquote><blockquote>āyurvedo dhanurvedo gāndharvaścetyanukramāt । arthaśāstraṃ paraṃ tasmāt vidyā hyaṣṭādaśa smṛtāḥ ।। 29 ।। (Vish. Pura. 3.6.29)</blockquote>'''Shivamahapurana''' also describes the 14 Vidyas and 18 vidyas as given above. (5.7) <ref name=":022">[http://www.vcscsd.org/content/balabhavan/18-Puranas.pdf 18 Puranas - English Translation] by Dharmic Scriptures Team</ref>
== विद्याविषयाः ॥ Subject matter of Vidya ==
Chaturdasha Vidyastanas () 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, the subjects explaining the Vedas themselves gained more significance. Some of the Vedangas such as Shiksha, Vyakarana, Jyotisha, became highly specialized themselves and needed years of study. Vidya (education) came to represent concept based knowledge systems of Shastras of all kinds. 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 ramified into minor specialisations with Shastrachikitsa and Kayachikitsa, 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.
==Goals of Education==
==Goals of Education==
We see in the cultures of ancient Greece and Europe that the ideal of personal culture loomed large in the educational system. Ancient Indian system, however, focused on the fact that an individual exists more for society than otherwise. From a very young age, a child is groomed into the socio-cultural fabric of the society with less emphasis on personal subjects such as music, painting and fine arts which were not taken as general education topics. Education was also not dominated by the military ideal hence it was not part of the mainstream topics.
We see in the cultures of ancient Greece and Europe that the ideal of personal culture loomed large in the educational system. Ancient Indian system, however, focused on the fact that an individual exists more for society than otherwise. From a very young age, a child is groomed into the socio-cultural fabric of the society with less emphasis on personal subjects such as music, painting and fine arts which were not taken as general education topics. Education was also not dominated by the military ideal hence it was not part of the mainstream topics.