| | Toto duction +0 iss N(Wthar ts Knowledge System, Characteristics and-Fearuxe 2 | Knowledge System.) car oe \allny tks, (Macautays education polity and it's impacr ,need BL revisiting , Ancient (ndian +xadition ) Scope 5} \Ks (he Universerility of (ks from. enicxo +o enacrd, development From_eartiest times to 18" Century ) pe iradition BL ks (Ancient (Indian education System, home, Gumikul, Pathshala, Universities and ancient educational centre's) Relevant Sites in Hoe ven vicinity of “the institute Z Cwlhat ous enanagement System at Kanheri,-temple de anagement of Ambexnath) a (io tier ERie 2s 1 | Medicine (Ayurveda) Alchern\ Mathematics ee { Logie fae Art O{_qovexnence CAxthashatra ) _ silt eeseS fare ts Moour€ +3 ae ___-_| Aestheties (Love 0} beauty) atin “Town planata: asc Strategic Stu ly ———— Krishi. Shashtxa —— Ny atx Phones Natya Shashtra Ancient Sports - Ashonomy i a23 Moga and \lett= being ae 1 ie gy aes Axchitecture a, aie [seine —__\2. Taxation a Seine a AS. Banking rest: \u. Trade Bt Commerce fi 1h rp PP He Pb Ie be bP= | An_ancienr language. -that has Contributed Significantly Aalhar is Indian Knowledge Systern 1 |The tndian Knowledge System nt-fexs cto the +raditiona) _ and indigeneous Systems of Knowledge —that have tewolve evolved Ln “the Indian Sub- continent over tood B_yeoxs ‘it Tnetudes Various clisciptine guch ax philosophy , Spirtuatity , Medicine , cnathematics , ast onpmy and architecture. Some Bi -the Koy components Bf the Indian Knowledge: System _inctudé + Vedas and Upanishads Amdent text that -foxmed a foundation ot Hindu philosophy and Spixtuality. [ay uxveda A -traditional System Bf_medicine that emphasizes Natuxa) remedies and holyistic ae vib i Tyotish Vidya (astrology) - A System ot astronom and asrology star guides ee decision enaking and self discovery - — Sanskrit ae lane) ’ +to_development 2) various discipline. eteIndian Mathematics HS Contribution +0 mathematics Such as “the Concept: of = Aexo —the decimal system and algebra. cus TTrraditionad axt_and rafts Various forms df axt music and craftsmanship cthat have been passed down ay Qenexation, _ 4 Conclusioa: “The (ndian Knowledge System 4s characterised by its «sus holistic and integrated appxoach =H understanding NL she voomld_and the human experience tt Emphasis iis cthe_intex connectedness fall things and seek to balance rthe physical, mental _and Spixtual aspects of life. Liaay 3. __|Educational. potiey B{ Lord Macaulay and its. tmpace + Population This_ is nelen +to_an the downward filtration. peu: ae +t On Feb 2° 1836, British historian and politician Thomas Macaulay. delivered his eninute on education which Sort -to establish “the need ox Indian natives -to receive. english education. lord Macaulay's education polic: maxed a pivotal movement in Indiols Sais advocating the Promotion a english education and Shaping cthe. Peepetesecdicaronat landscape. Objectives of the polio. qEEHE wt paticy Spending only on_woestern. education Macaulay wantedi-the goverment. to Spend enoney only on western education not Indian education Closure oligies. ieee The advocated fox the closure of all colleges. ‘that taoraglt ——§ Only eastern philosophy and Subjects. _ Dorontoard filitration theory, He also advocated for the government sto educate ny a fs Indians coho could then educate tae rest of tae—__4. I ardines Loy--blood Qxitish boy taste: se he “The_wished —[Link] a. pool ai Indians Capable af : ung Loyal ~to “then, Serving British intreset and xcernai - a This sgproup would be Indian by blood and color bub english taste, opinions and intelects. o a p Impacto the policy onthe Indian..education. System. 4 Merits, The first advantage 5{ macula ofautes. gox Indians (as Haar ir Contributed to -the expansion at the lish Language tn_\ndia. English played. Signipicant ‘ole tn_tndia's” eedoon moveniint ol SL Ie helped create -the Ground wow foe Moder education in the count ee lt wepresented “a trandition from the traditional indigeneous educational System -towax -tp a Structure Contemporary, educational System. : lt Opened ao anal to International Litexatuve aso “2 MeSult neo toxiting Styles _were created. A ° lt sexved on o model Pox tndians -to ~erearch —the_countes Curvent educational system and corite report to raise. cthe Standaxd af education, iDemerits. ie Instead st ~«esolving the issue _Cnacaula Dliey Las Fueling Rel ee lacoular did not Listen -to Any 3} the orentalist arqumeat, he gressively insulted them in _dddition +o rrejeccing _ ia Htheix NEGUESE :Po | AU Hough this _clairn thar english Uoas the keay bo imnedewn Li Knouol ledge _uoas true it was not practical —to educare Indians At all levels tn: english at =the -tune because i udag-the beginning d}modem education is \ndia see 4 Macaulay's claim that eng Ush only Should be used ap a medium af instruction & Anus titiable. other Indiana language were been over Looked 5. |The aative people coere Rurther insulted by his Comment ‘hat a single Shelf | a. european Library was worth Finesinlote native iterate! Bi ladia and Avabia . 6. The controversial downward Fitration theory Woas responsible gor dividing “the Society In-00 orroups “the educated and Fine uneducated. Fos tadian “this theory proved -to be a failure. The lhiqhex class never assisted the lower class ta _ gutting “better education and vaising the standard 1 ving ‘in their lives. Loti i 8. Ibis incorrect +o believe that maraulay uoas responsible fox -the implementation ta neo educational policy ‘a India.al Misa fc Holistic ‘ It integrates nultiple. disciplines and pexspectives- = Indigenous outed in Indian culture, hiStoxy and experiences “Traditional dais on Ancient. [ndian text practises and Knowledge. * Spixtual it emphasizes Spintual growth, self xealization and \nnex “rans}ormatin. 4 Unter disciplinary it Combines Subjects ike philosophy ,Science , Oxts_aod literature. Contextual it relates to every day lye practical application and Social ~sel@vance . ike Pluralistic tt includes diverse Indian languages and believes and custom haat Decolonial_ it challenges woestexn doeninance and pxomotts Indian pexspectives. Inclusive it encourages divexse vices y Knowledge Sharing and Collabration Dynamic it evolve with time. adapting sto new Challenges and Opportunities. CONCLUSION : This features ‘weflect the richness and diversity 4 2 \adian Ahought and culture and lays stress the si igniyicance_ z BY KS in shaping Indian's Cultural heritage, * Mw I ae. | Gurmutct System_o{ education in Ancient India. SS SPN eae [The Guuimuttul System was an Ancient Indian educatinnals System tohete Students live ith their Guru in a xcesedential Setting called as Guuxubul “to receive education aad thraining — un. Waxigus. Subjects. MMhe_key -features of ~the Guurukul System _axe_as-forteco sl Resedential la Students live usith +heix gus and the gues fomity TE ving stheix own. em Holistic education ‘ ue It covered physical, mental _and Spixtual development. 3. ||Gureu=Shishya _Pararnpara 6. . : {te focused on developing Values , discipli Knowledge was Passed from guru 40 Student Storoyga genexation. Subjects: a Subjects like Vedas , Upanishads , Philosophy, ieee Science Axt and Wasfare wert taygit - Practical learns \E emphasizes hands-on experience and practical application of Knowledge. U line aad enoxal_chaxacter.__2 No formal examination é —— ae at Students coene released Abrough ~tneix_participation ood ee progress. ane & Pre-education = No fees were charged but Students cHered gum dakshina Lohich was Otoken of love , sees pect and gratitude -towaxds. Sthe guru. Conclusion The Gtuxuttul Systeon aimed -to produce well rounded (ndividual usith a Strong foundation in Indian Cutrume Nalues = and. Knowledge. acai emanate_|Fatinshata System} education in Ancient: ladia ia | || The Pathshala system was an Ancient indian educational _ System _cohich uoas erode fexuard more foxrnal and Structured Compaxe to the qurutul Syste The Key features Of the Patinshala System ore as follow + \._|Institutionalined Pathshala's sexe dedicated educational institutions. e Age- based learning Ea Students unsere divided in -two classed based on agt and level a Study sata sad Curcriculucn 2 maa bo Ik included Subjects Like xeading , toriting , mathematics. , Literature aad_philosophy e ana 4. Teachers Student Ratio. a Lene (The teachers Student ratio was lower -tnan in guna ea pea more. pexsenalized attention 5 Emphasis on Scripture. Study >| Scviprure’s li like the Vedas and Upanishads sas Paxominent . GQ. ls ee: cational “Teainin: and Students received Sa in Skills Uke agaiculture [Link] Commence «—4._ Examination System: Students _coexe assets through atgulox_txamninatian a < j Cerxtivication Successful Students received cextiyicatts ox sities Ge Pandit. Community inenhexent: = Pathshala Often xeceived Support fon local _Conanacinit\€S $$ Conclusisn : PathShala’s were moxe accessible to the general population Specially in urban axtas and provided o nore -foxmad Systecn am education Compare to -the Giuxuliul Systeno .—_——{ The -tradition b{_UsS includes a_rich and diverse_hevitage —— rat intelectual enquiry spivtual exploration and practical = Knowledge that has involved over Several years, es as i . thi it Sane: F i Some aspects Of the tradition} \tss_an |_| Ancient text and Scriptuxes ae. Q. ||Nedas* ee They'xe the oldest Scriptures Dl Hinduism. \lhich contain. hymns, rituals and philosophical spaculation. That foxm the. Leachate 3} Indian tought. b. Upanishads It explains -the x¢lationship between “the individual _and the —— Cosmos, They'xe consider as the culmination of Nedic. “tayght. es c._| Epicst sia Ramayana and Mahabharat art epic naratives that blend i mythology history and ethical teaching. 2. | Concepts and Principles a. | Dhaxmot i The ethical and moval order that Upholds -the universe - It ee duty aighteousness , justice and -the principles that guide hurnan Conduct - a b._| Karnal \t 48 “the law of Cause and effect governing actions and their C ee eee Ocxoss. Ufetinne. je c. ||MoksW eine —— It is the _Uberation -fow -the cycle of birth and rtbixtin jit 1S a Hine ultionake. “Ue ce human existence. a ae13) -| Science and Mathematics. conk contribution +o astronomy algebra and Astronomy and. Mathematics: Indian astronomer cade signifi ei \.systemn, including + cor te zero, decimal SYS nes udiag ‘the concept Bf ~igor et _ igonometry Medicine Ayurveda -the -hraditionad Systen, 5 onedic holistic_healtts and well= bein: sthrough diet , herbal = ine _eenphasis 4 vemedies ,\yoga and meditation - Gum Shishya Parampara. 7 Knowledge was sraditivaally passed doon through oral Aeachings. and_pexsona) mentorship ina quxu Student a reelationship encouraging deep spixtual and intelectuad es, : Unity in diversity IKS embraces diverse perspective believes and Practices There's a enutual enrichment among dierent religions et = and culture! +radition. Living “Traditions USS_Continue -to iwolve and adapt To Challenge urhile le_and inside into ality). xetaining they're. foundational Princip human existence. ethics and Spirtu