... Upanishad from Sri Aurobindo's book The Upanishads. The other extracts are from the translation by V.M. Bedekar and G.B. Palsule. For a detailed exposition of ancient Indian education, the reader is referred to Ancient Indian Education by Radha Kumud Mukherjee. Page 60 The sage Sukadeva addressing king Parikshit — Kishangarh miniature painting Bibliography Altekar,A.S... Centenary Library, volume 12. Pondicherry: Sri Aurobindo Ashram, 1971. Mitra, Veda. Education in Ancient India. New Delhi: Arya Book Depot, 1964. Mukherjee, Radha Kumud. Ancient Indian Education. London: Macmillan, 1951. Saraswati, Swami Dayananda. Satyartha Prakash. Translated by Durga Prasad. New Delhi: Jan Gyan Prakahan, 1970. Page 61 ...
... Romasha, Lopamudra, Apala, Kadru, Vishwavara. Page 31 literature, but also of Indian education and of the Indian tradition of teacher-pupil relationship. The most important idea governing the ancient system of education was that of perfection, for developing the mind and soul of man. Indian education aimed at helping the individual to grow in the power and force of certain large universal ...
... Indian philosophy and spirituality, of Indian art, poetry and literature, but also of Indian education and of the Indian tradition of teacher-pupil relationship. The most important idea governing the ancient system of education was that of perfection, for developing the mind and soul of man. Indian education aimed at helping the individual to grow in the power and force of certain large universal ...
... we see from the Rajput and Mogul paintings, it was devoted as much to the court and the city and to cultural ideas and the life of the people as to the temple and monastery and their motives. Indian education of women as well as of men was more rich and comprehensive and many-sided than any system of education before modern times. The documents which prove these things are now available to anyone who ...
... Sri Aurobindo International Centre of Education On Education Basic Issues of Indian Education In August 1965 an Education Commission of the Government of India visited the Ashram to evaluate the ideals and educational methods of the Centre of Education. At that time a group of teachers submitted this series of questions to the Mother. 1) In view of ...
... Page 361 ideals and educational methods of the Centre of Education. At that time a group of teachers submitted the following series of questions to the Mother.) BASIC ISSUES OF INDIAN EDUCATION 1) In view of the present and the future of national and international living, what is it that India should aim at in education? Prepare her children for the rejection of falsehood and ...
... are capacities of rational thought, ethical action and aesthetic imagination and creativity. There are also profounder and subtler presences and capacities of the Spirit. In ancient system of Indian education, a special emphasis was laid on Page 261 the development of the powers and values of all the aspects of personality, physical, vital, intellectual, ethical, aesthetic and spiritual ...
... children and youths a true knowledge of India, of India's complexity, of India's greatness and of India's innate tendencies to harmonise and synthesise. The task that lies ahead of Indian education is difficult. We are being called upon to take into account the educational needs both of today and of tomorrow. Page 8 ...
... be entirely irrelevant. But this is a misreading of Indian history, and it commits the error of attributing what happened at one stage during the period of decline to the entire long history of Indian education. There was in the early times of Indian history, a system of four varnas, but this system was quite different from its degenerated and distorted caricature that the later caste system represents ...
... the aspiration, the contact, the union, a growth or waking into a new becoming or new being, a new self, a new nature. VIII Values of Indian Culture It is natural that Indian education underlines the importance of what can be called Indian values. In Indian thought, a distinction has been made between the ego and the self. According to Indian thought, egoistic personality ...
... 1971, Pondicherry, 13 Vols. Kunhan Raja, C., The Vedas: A Cultural Study. Majumdar, R.C., The Vedic Age, Bharatiya Vidya Bhavan, 1951, Bombay. Mookerji, Radha Kumud, Ancient Indian Education, Motilal Banarasidass, 1989, Delhi . Mother, The, Mother's Agenda, Mira Aditi Centre, 1951-1973, Mysore, 13 Vols. Radhakrishnan, S., Indian Philosophy, Oxford University Press, 1989 ...
... Veda Education in Ancient India, Arya Book Depot, New Delhi, 1964. Mother, The, Mother's Agenda, (Vol.2) Institut de Reserches Evolutives, Paris. Mukherjee, Radha Kumud, Ancient Indian Education, London, Macmillan, 1951. Radhakrishnan, S., Indian Philosophy (2 Vols.) George Alien & Unwin, London. —— Principal Upanishads, George Alien & Unwin, London, 1953. Renou, Louis ...
... we get a glimpse of the wholeness of Brahman, Purnabrahman. (4) This story of Satyakama brings out a picture that tells us something about the lines or circumstances of ancient Indian education. Page 130 We know that the Upanishads are classed with the Aranyaka literature; the Brihadaranyaka is a well-known name. The forest life of the recluse was in those days ...
... Guidance on Education BASIC ISSUES OF INDIAN EDUCATION 1 1. In view of the present and the future of national and international living, what is it that India should aim at in education? Prepare her children for the rejection of falsehood and the manifestation of Truth. 2. By what steps could the country proceed to realise this high ...
... Indra Sen's Correspondence Indra Sen's Correspondence with The Mother Basic Issues of Indian Education ...
... be entirely relevant. But this is a misreading of Indian history, and it commits the error of attributing what happened at one stage during :he period of decline to the entire long history of Indian education. There was in the early times of Indian history a system of four varnas, but this system was quite different from its degenerated and "distorted caricature that the later caste system represents ...
... of the aspiration, the contact, the union, a growth or waking into a new becoming or new being, a new self, a new nature." VIII VALUES OF INDIAN CULTURE a. It is natural that Indian education underlines the importance of what can be called Indian values. b. In Indian thought, a distinction has been made between the ego and the self. According to Indian thought, whereas egoistic ...
... of Consciousness: Implications in Neuroscience and Evolution, Consciousness Series, V, Indian Council of Philosophical Research, New Delhi, 2002. Mukherjee, Radha Kumud, Ancient Indian Education, London, Macmillan, 1951. Murphy, J.P, Pragmatism: From Peirce to Davidson, Westview Press, Boulder, CO, 1990. Murty, Sachidananda K, Revelation & Reason in Advaita Vedanta, Motilal ...
... Buddha and the Gospel of Buddhism. New York: Verry, 1964. David-Neel, Alexandra. Buddhism: Its Doctrines and Its Methods. London: B.I. Publications, 1977. Mukherjee, Radha Kumud. Ancient Indian Education. London: Macmillan, 1951. Niirada, Thera. trans. The Dhammapada. London: John Murray, 1972. Davids, Rhys. Buddhism. Delhi: Indological Book House, 1973. Page 101 ...
... Essays on the Gita. Sri Aurobindo Birth Centenary Library, vol. 13. Pondicherry, 1971. Lai, P. The Mahabharata of Vyasa. New Delhi: Vikas Publishing House, 1980. Mukherjee, Radha Kumud. Ancient Indian Education. London: Macmillan, 1951. Rajagopalachari, C. Mahabharata. New Delhi; The Hindustan Times, 1950. Roy, Biren. The Mahabharata. The Indian Airman [Calcutta] 1958. 1. According to pragmatism ...
... have not yet made any appreciable impact, but there is a growing need to recognise the value of these experiments and to allow their results to have an influence on the new orientation that Indian education needs so urgently and imperatively. The Indian experiment began indigenously with the modern renaissance in India, and it was nurtured by the pre independence nationalist movement. In due course ...
... create a commission for innovations at the national or state level? What is the imperativeness of such a commission? The answer to this question will be found, if we review the history of Indian education since 1835 when Macaulay placed before India the aim of creating in the country a class of people that will be externally Indian but otherwise British. He had declared that all that was important ...
... get a glimpse of the wholeness of Brahman, pūrṇabrahman. (4) This story of Satyakama brings out a picture that tells us something about the lines or circumstances of ancient Indian education. Page 16 We know that the Upanishads are classed with the Aranyaka literature; the Brihadaranyaka is a well-known name. The forest life of the recluse was in those days intimately ...
... further clarified her main statement. Her view was that the aim of education in India should be to "prepare her children for the rejection of falsehood and the manifestation of Truth"; in short, Indian education should be geared to the salutation of the Advent of the Truth. It was India's unique role to end the dichotomy between matter and Spirit, and show that the former, so long as it didn't manifest ...
... contributed two years later to the Karmayogin, Sri Aurobindo discussed the problem of education in rather greater detail and almost outlined a philosophy of National education for India. Modem Indian education, being an absurd copy and even a vulgarisation of the British model, had compelled us to barter away our ancient heritage for the proverbial mess of pottage; this education had debased us, and ...
... composite but harmoniously blended civilisation of the world, Indians should have a national education which will be truly "national" in spirit but at the same time organically imbibing and assimilating every possible positive and constructive element derived from other national educational efforts. Thus Indian "national education" does not mean on the one hand an obscurantist retrogression to... and giving it a gloss of Indian colour. A rightly conceived Indian "national education" will be one which will be faithful to the developing soul of India, to her future need, to the greatness of her coming self-creation, to her eternal spirit. It has to take its foundation on our own being, our own mind and our own spirit. Thus, when Sri Aurobindo speaks of Indian national Page 16 ... education, it is then not a question between modernism and antiquity but between an imported civilisation and the greater possibilities of the Indian mind and nature, not between the present and the past, but between the present and the future, not a return to the fifth century but an initiation for the centuries to come, not a reversion but a break forward away from the present artificial ...
... the establishment of that mighty structure—the Page 697 Indian Empire—erected indeed by the clear-sighted energy and practical genius of England, but on the foundations of Indian patience, Indian blood and Indian capital? It is not an insignificant symptom that, considering how recent and meagre is scientific education in India, we should be able to show at least some names that are familiar... details. It is the general lack of education and intelligence which hampers us at every turn and has been our ruin. Once we can make education general we may hope for increased dexterity, an increased power of concentration, increased trustworthiness and quickness to discover new processes. We need these qualities in every class of Indian society. Education in England has diffused a spirit of s... new lease of life for Indian art and Indian literature and for those industries which depend on leisure and wealth. I should like now to say a few words on the subject of the assistance which a Government can give in developing the resources of its territories. I have indicated a few ways in which I think Government can help economic development in the direction of education. To these I would add ...
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