INDIAN Knowledge SYSTEM unit 1.pdf

INDIAN KNOWLEDGE SYSTEM Module I  What is IKS ? The term Indian knowledge system refers to vast and diverse body of knowledge that has been developed and accumulated in the Indian subcontinent over thousands of years. It encompasses va...

INDIAN KNOWLEDGE SYSTEM Module I  What is IKS ? The term Indian knowledge system refers to vast and diverse body of knowledge that has been developed and accumulated in the Indian subcontinent over thousands of years. It encompasses various domains including Philosophy, Mathematics, Science, spirituality, Astronomy, Medicine, literature, Arts and many more. The Indian knowledge system is deeply rooted in cultural, spiritual and philosophical tradition of India.  Characteristic of Indian Knowledge System: 1. Ancient Origin: The Indian knowledge system has ancient origins dating back To the Indus valley civilization and beyond. It has evolved over millennia Through the contribution of various culture, Societies and religious traditions. 2. Yoga and Meditation: Techniques like yoga and meditation have been integral to the Indian knowledge system. They are seen as means to achieve Self- awareness, personal growth and spiritual realization. 3. Ayurveda: Ayurveda is an essential part of Indian knowledge system. It focuses on holistic healing balancing the body’s energies. 4. Mathematics and Science: India has made significance contribution to mathematics including the concept of zero or decimal system which have had a profound impact on global scientific progress. 5. Arts and Culture: Indian knowledge is reflected in various arts forms such as classical dance, Music and literature, Architecture which are deeply rooted in spiritual and cultural tradition. 6. Oral tradition: In its early stages much of the knowledge was transmitted orally from generation to generation preserving ancient wisdom and teaching. 7. Diversity: The Indian knowledge system is not monolithic but rather diverse with various regional and cultural traditions.  QUESTION : What is IKS ? State the characteristic of Indian Knowledge system.   TRADITION OF IKS: Ancient Indian Education System: Education was given utmost important in ancient period. we don’t have any evidence of education during Indus valley civilization but however on seeing the layout plan, drainage system. It is understood that people were very intelligent. During the Vedic civilization education was done through orally. All Vedas were first transmitted orally from one person to another person. In Vedic period the medium of instruction was Sanskrit while Pali became the medium of instruction in Buddhist education. In Ancient India both the formal and informal ways of education system existed. Indigenous education was imparted at homes, villages and temple who guided young children. Student went to viharas and universities for higher knowledge. Teaching was largely oral and students remembered and meditated upon what was taught in the class. Gurukul also known as ashrams were the residential places of learning. Hundreds of students used to learn together in gurukuls. Women too had access to education during early Vedic period. Eg. Maitri, Lopamudra, Gargi. During the period the gurus and their shisha’s lived together helping each other in day to day life. The main objective was to have complete learning, leading disciplined life and realizing one’s inner potential. Students lived away from their homes for years together till they achieved their goals. In ancient period teaching was considered as holy work and teacher were given utmost respect. Education was taught to person not only to gain knowledge but also for his character development, gaining self-control, confidence and understanding the social issue. Hence the education was completely free and none of the administration involved in the education system.  Home : During the Vedic period education to the child commenced at the age of 4. Before a child could start pursuing education the child’s parents performed a yagna and offering prayers to Goodness Sarasvati for the success of his/her education. The first educational ceremony was Vidyarambha to be performed by pupil at the age of 5 by learning the alphabets. According to kautilya the pupil at vidyarambha also introduced to writing (Lipi) and Number or arithmetic. Once a boy attained age usually 8 years Upanayanam or the Thread Ceremony was performed to him. later he was sent to his gurus house to stay for higher education.  Gurukul : “The system of going and staying in guru’s house is called Gurukul.” Gurukul is Sanskrit word which means guru means teacher and kula means house. Since guru did not charge any fee from the students the gurukula usually supported by public fund. During the ancient times guru shishya relation was considered as very special and important for imparting knowledge. In gurukul all students were considered on equal par irrespective Of their social status. In this system all the students together learnt education in gurus home in turn helped guru in his daily household work. At the end of education, the student offered Gurudakshina to gurus before leaving gurukul. In the gurukul system students was not only given education but also made to learn other social life activities which are very essential for life. By the time student walked out of gurukul he was completely transformed into good character person along with education. There was no examination in ancient days’ education was continued process. After each step of learning the guru used to conduct Samavartana in front of many guru and public. curriculum constituted mainly of Vedas during the Vedic period. The student was also made to learn all household activities and some other important training of life skills was taught. There was mainly three steps of instruction in ancient India shravana Manana and Niddyasana. Shravana is listening to the word spoken by the teacher. Manana is that pupil had to think of the topic taught and niddyasana was the reflection of the teaching. Education During Buddhists Period: The spread of Buddhism and Jainism took education in ancient India to another level during Buddhist period monasteries became the center for education. During this period education became accessible to all the class and castes. Some of the famous universities that came up during the Buddhist period were Takshashila and Nalanda. The education in ancient India is not only focused on learning Vedas but also focused more on all the development of child. It helped in the growth of Indian civilization. During Buddhists period the main aim of the education was purity of character. Many monasteries and viharas were set up to for monks and nuns to spread the education to different people through debates, meditation and discussion. Around the viharas other educational centers for higher learning developed.  QUESTION : Explain in detail Ancient Education system. Ancient Universities The term university as used here simply means a center where higher education imparted to students. Around the viharas many educational center for higher education were developed which attracted students from china, Korea and Nepal. The king and society took interest on promoting education this resulted in development of many universities like Takshashila, Nalanda, Vallabhi and Vikramshila.  Takshashila : The university of taxila is famous ancient university in the city of taxila. Takshashila is an ancient city presently in north western part of Pakistan. It is an important UNESCO world heritage archeological site. It was very famous place of learning religious teaching of Buddhism. The curriculum comprised of science, arts, law and medicine were taught. It is believed that over 10 thousand students from different parts of worlds like china, Syria and urea along with Indian students. Takshashila continued as an important center for learning even during maurya period. Features : 1. Chanakya’s great granth Arthashastra is claimed to have been written in takshashila. 2. It was higher education center and offered over 60 courses in variety of Subject. 3. The Vedas, Vedanta, Vyakarana, Ayurveda, Surgery, Military education including warfare and Archery, Astronomy, Agricultural, commerce, Politics and other subject were taught. 4. The university educated over 10500 students from all over Aryvarta and as far away as Greece, Arabia and china. 5. It was residential campus that housed thousands of teacher.  Among the notable teachers who are claimed to have taught at Takshashila university are 1. Panini a renowned Sanskrit scholar and grammarian also taught at takshashila There he wrote his best work Ashtadhyayi. It was a complex rule based grammer book of Sanskrit that has survived to this day in its entirely. 2. Chanakya the powerful prime minister of Chandragupta maurya the founder of the maurya empire is also supposed to have taught in takshashila.  Scholar Students : 1. Jivika the Buddha’s personal doctor. 2. Charak the Indian “Father of Medicine “ and one of the foremost Ayurvedic gurus is also reported to have studied and practiced at Takshashila. 3. The Chandragupta Maurya the eventual ruler of mauryan empire was born in patna (Bihar) in Magadha. Chanakya took him to Takshashila for study and education.  Nalanda : Nalanda university is a very old university located in Rajgir Bihar India. The ancient place nalanda flourished in 5th and 6th century under gupta period. Today it is UNESCO world heritage site in India. The center had 8 separate compounds, 10 temples, Meditation hall and classrooms, lakes and parks. It had Nine story library where monks copied book and documents so that individuals could have their own collections.  The university had special building called dormitories where students could live. This was a new idea at that time. At its peak the university had 10000 students to live in these dormitories and providing accommodations for 2000 professors. The university had students from all over the world like china, Tibet, Korea along with Indian students and scholars. Mamluk Dynasty of Delhi Sultan destroyed the place nalanda. Features : 1. Students of nalanda studied Mahayana and hinayana texts of Buddhism. 2. Some of the other subjects that were there in the university were vedas, Logic, Sanskrit, Grammer and medicine. 3. Famous scholars of nalanda are nagarjuna and Aryabhatta the astronomer. 4. China Scholar like Xuan Zang and I - Qing visited Nalanda university in 7th Century. Later Xuan Zang himself became a student of nalanda to study Yogashstra. 5. Its also been referred to as one of the first great universities in recorded history.  Vikramshila : It was one of the most important university during the period of Pala Empire along with Nalanda. It is located in Bagalpur district Bihar India. It was established by pala ruler Dharmapala in the late 8th century and early 9th century. It was one of the largest Buddhist universities with more than 100 teachers and about 1000 students. Some of the important subject that were taught here were philosophy, Grammer , metaphysics and Indian logic. This ancient university was destroyed by the forces of Muhammad bin Khaliji around 1193. Restoration of this university is still in progress.  Vallabhi : Vallabhi university was located in city of vallabhi which is now known as vallabhipur in Bhavnagar Gujrat. The university was a major center for Buddhist learning and teaching from 600 to 1400 CE. The university was known for its teaching on hinyana Buddhism but it also taught other subject like political science, business administration, law, economics and philosophy. Students from different background including Brahmanic students came to study here. Graducate from vallabhi university often went on to work for kings helping them govern their kingdom.  QUESTION : Write short note on i) Takshashila ii) Nalanda iii) Vikramshila iv) Vallabhi Aim of Education in ancient India The main objective of education was to equip the students with good quality of education. The education mostly focused on the enrichment of culture, character and personality development. The objective was gaining the mental, Physical and intellectual personality of students and to make the students future ready.  Education Institute in Ancient India 1. Gurukul was the hometown of teacher were students come after completing their Initation ceremony and learn until the completion of their study. 2. The parishad were the places of higher learning and education where students learn through discussion and debats. 3. Conference were the place where the king of states used to invite scholars from every institute to meet and exchange their views. 4. Ashramas were the other learning center where students from the various parts of the country used to come and learn from saints. 5. Vidyapeeth was the spiritual learning founded by great Acharya Sri shankara In place like puri. 6. Agraharas was an institution of brahmins in villages where they used to teach. 7. Viharas were the educational institute founded by Buddhists where the students were taught the subject releated to Buddhism and Philosophy.  Advantages : 1. The System focuses on all round development of students. 2. More emphasis was given to practical knowledge rather than theoretical knowledge. 3. The student was not just involved in bringing the ranks but their main focus was on knowledge. 4. Classroom where built in the forest which provide a pleasant study environment to the students. 5. The education imparted to gurukul is not just restricted to men but women like maitry, Gargi and lopamudra became famouse vedic scholars. 6. The government did not interfere with the formation of curriculum kings at that time helped in development of education.  QUESTION : Explain Education institute in ancient india and their advantages. Macaulay’s Education Policy Thomas Babington Macaulay’s is a British historian and politician presented his “Minute on Indian Education” on February 2, 1835. This document laid the foundation for introduction of English education in India during British canonical rule. Features of Macaulay’s Education Policy : 1. English as medium of instruction : Macaulay’s advocated for English to replace Persian as the court language and Became the medium of instruction for higher education. This shift was intended to educate small Indian population in English who would then share western knowledge to the broader masses a strategy is called the downward filtration policy.  2.Focus on western literature and Science : The policy highlight the teaching of western literature and science over traditional Indian Subjects. 3. Reduction in funding for oriental learning : Macaulay’s Policy led to significant reduction in funding for traditional Indian Education system including institution that taught Sanskrit and Persian.  Impact of Macaulay’s Education Policy : 1. Cultural and intellectual shift : The introduction of English education had a profound impact on Indian society. It created new class of English educated Indians who were often detached from their traditional root and more attached with western ways of thinking. This Shift has been criticized for marginalizing indigenous knowledge system. It made Indian feel inferior about their own culture. They felt their culture was less valuable. 2. Commercialization of Education : The seeds of commercialization in India education system can be traced back to Macaulay’s Policy. The focuses on English education created a market for English medium school and colleges which has only grown over time. 3. Foundation for Modern Education : This Policy also laid groundwork for the modern education system in India. The spread of English helped in communication and administration across the diverse Linguistic landscape of India and played crucial role in the country freedom movement by uniting leaders from different regions. Conclusion : This Policy was double edge sword while it introduced modern education And facilitated India integration into global economy. It also laid to erosion of traditional knowledge system and cultural values. The legacy of Macaulay’s Policy continues to influence the Indian education system and remain a topic of significant historical and cultural discourses.  QUESTION : 1. Explain Macaulay’s Education Policy. 2. Explain the impact of Macaulay’s Education Policy. Need of Revisiting Ancient Indian Tradition 1. Rich cultural heritage : Ancient Indian traditions encompass a vast repository of knowledge in various fields such as philosophy, science, mathematics, medicine, astronomy, and arts. These traditions reflect millennia of intellectual and cultural development that can offer unique insights and perspectives.  2. Holistic Approach to life : Traditional Indian philosophies such as Vedanta, Yoga, and Ayurveda emphasize holistic approaches to life that integrate physical, mental, and spiritual well-being. They offer comprehensive frameworks for personal growth and societal harmony. 3. Sustainability and Environmental wisdom : Many ancient Indian practices were inherently sustainable and eco-friendly. For instance, principles of Ahimsa (non-violence) and reverence for nature in Hinduism and Jainism advocate for responsible stewardship of the environment. 4. Scientific advancements : Ancient Indians made significant contributions to fields like mathematics (concept of zero, decimal system), astronomy (accurate astronomical observations), medicine (Ayurveda), and metallurgy. Revisiting these contributions can provide historical context and alternative perspectives in modern scientific discussions. 5.Cultural identity and pride : Incorporating ancient Indian traditions into education and public discourse can foster a sense of cultural pride and identity among Indians. It helps in reclaiming and celebrating India's diverse cultural heritage, which is integral to national unity and diversity. 6. Complementary knowledge system : Integrating ancient Indian traditions with modern education can create a more comprehensive and balanced learning environment. It allows for a synthesis of diverse knowledge systems, offering multiple perspectives and innovative solutions to contemporary challenges. 7. Global relevance : Many principles and practices from ancient Indian traditions resonate with global movements towards sustainable living, holistic health practices, and intercultural dialogue. They contribute to global conversations on well- being, sustainability, and cultural diversity.  QUESTION : 1. Explain the need of revisiting Ancient Indian Tradition Scope of IKS Micro level Scope (individual practices) : 1. Spiritual and philosophical Traditions : IKS includes profound spiritual and philosophical system such as Vedanta yoga Samkhya Nyaya, Vaishishka and others. This system explores fundamental questions about the nature of existence, consequences, ethics and pursuit of knowledge. Practices like meditation, yogasana’s Pranayama (breath control) and Dhyan (contemplation) are integral part of IKS aimed at individual spiritual growth and well-being. 2. Health and wellness : Ayurveda the traditional system of medicine is a cornerstone of IKS focusing on Holistic  held and Wellness. it encompasses herbal treatment, dietary practice, detoxification therapies and Lifestyle recommendation tailored to individual constitutions. 3. Artistic and cultural tradition : IKS includes vibrant artistic traditions such as Classical music, Dance forms (Bharatanatyam, Kathak, Odissi ), Sculpture painting (miniature painting, frescoes painting) literature( Sanskrit Epic and poetry) and architecture these arts are not only forms of Creative expression but also repositories of culture and philosophical themes. Macro level Scope (Societal and intellectual Development) 1. Scientific and Mathematical contribution: Ancient Indian scholar made a significant contribution to mathematics including the concept of zero, decimal system, Algebra and trigonometry, astronomy and metallurgy which influence Global knowledge system. 2. Social science: Text like Arthashastra by (kautilya) Chanakya provide the insight into state craft, economics, Political Science and governance reflecting the sophisticated administrative principal and ethical framework. 3. Literacy and linguistic Heritage: Sanskrit literature from the Vedas and Upanishads to classical play’s (kalidasa's work), Epic (Ramayana and Mahabharata) and philosophical treatises give the richness of IKS in the literacy expression and linguistic diversity. 4. Educational system: The establishment of a Gurukul, pathshalas and renowned centre of learning like Nalanda and Takshashila highlights the organised educational Framework that nurtured scholars. 5. Agriculture : Traditional agricultural practices, Environmental Management and Sustainable living methods.  QUESTION : 1. Explain the scope of IKS from Micro to Macro. Water Management System at Kanheri kanheri caves located in Mumbai Maharashtra are known for their impressive water management system. This system was developed by the Buddhist monastery at a kanheri during the second and third century. The water management system at kanheri involved rainwater harvesting and storage. This system include the series of a streams connected to huge Storage tank ensuring zero wastage of water during the heavy rainfall. There is an network of channels that connect directly to the tank. Features : 1. Rainwater Harvesting : The system at kanheri caves was designed to capture and store the rainwater. The caves where strategically called into Rocky outcrops a top a mountains allowing  rainwater to flow into an network of channels and streams connected to large Storage tank. 2. Water storage Tank : Almost every cave at kanheri has a water storage unit such as cistern carved into rocks. These tanks were used to collect and store the rainwater for the monks daily need. 3. Water distribution system : The network of channels and streams connected to the storage tank insured the efficient distribution of water throughout the caves. This system allowed for the proper utilisation of rainwater without wastage. 4. Integration with cave design: The water management system was seamlessly integrated into the design of the caves. The presence of water cistern in almost every cave and inclusion of a large water tank indicate the advance planning and Engineering involved in the system.  QUESTION : 1. Write short note on water management system at kanheri. Temple Management of Ambernath The Shiv Mandir of Ambernath is a historic 11th century Hindu temple at Ambernath near Mumbai in Maharashtra India. it is also known as ambareshwar Shiva temple and Known locally as puratana shivalaya. it is situated on the bank of the Waldhuni rever 2 km away from Ambernath railway station east. The temple was built in 1060 AD beautifully carved in stone. it was probably built by Sheelahara King chittaraja, it may also have been reviewed by his son Mummuni. Unusually Garbhagriha is below ground reached by some 20 step down from Mandapa and is open to the sky as the shikhara tower above. The Ambernath shiv Temple is important because it plays a significant role in the social administrative and cultural life of locality. it serves as Centre for learning Indians scriptures and fosters music and dance performance. The temple built at the end of 10 century also signifies new design methodologies. Additionally the temple has a rich history and is considered a structure of religious significance and celebration. There is also possibility that the shikhara here represent of a sky as the name suggest Ambernath which means the sky ambar in a Sanskrit. Dedicated to Shiva. Ambernath Temple enters the ”modern day” archaeological record in the 1850 in report by Rev. John wilsons and with photographs taken by Captain Charles Scott. Amarnath was one of the first Temple in India to be formally recorded in terms of meticulous details drawings observation and photograph in the trial scheme that was to formation of Archaeological Survey of India ASI in 1861.  QUESTION :.Write short note on Temple management of Ambernath. Development of Indian Knowledge System from Earliest Times to 18 th century CE 1. Prehistoric and Prohistoric Period : (Harappa culture) Harappa culture had a reasonable agriculture surplus and a farming economic. They know the craft of potting and art of Glazing. Harappa metalsmith had a sound knowledge of cold working and annealing of metal. Harappa new the use of minerals for ornamental, cosmetic and medicinal purpose. They had developed the social sanitation and public hygiene to the high level by town planning, Street water supply, public bath, the street and drainage system etc in their urban leaving. They Know the isystem of measurement and computational techniques. The animal representation on Harappa culture pottery, seals, figures and toys gives an insight into their familiarity and domestication of animals. The domestic animal include the cattle, buffalo, sheep goat, elephant, camel, pig, dog and cat. The horse is not in a use as a domestic animal. 2. Early Vedic Period (1500-500 BCE): The early Vedic period laid the foundation for Indian philosophical thought and spiritual enquiry. The Rigveda the oldest of the Vedas contain hymns dedicated to dieties and rituals, reflecting early religious practices and cosmological speculations. philosophical themes begin to emerge in the text like the Upanishads, concept of brahma's, Atma and nature of existence. 3. Classical Period (500 BCE to 500 CE): i) Emergence of philosophical school : The classical periods saw the proliferation of philosophical school such as nyaya (logic), vaishishka (atomism), Samkhya (dualism), yoga (spiritual practice), mimasa and Vedanta. The school engaged in the debates on metaphysics, ethics and the nature of consequences. ii) Buddhism and Jainism: The sixth century BCE mark the rise of Buddhism and Jainism as a major philosophical and religious movements. Gautama Buddha and Mahavira emphasize the ethical conduct, nonviolence and liberation from suffering influencing the Indian thought and Society profoundly. iii) Scientific and mathematical advancement: Significant advancement were made in the mathematics including the development of the decimal system, zero as a place holder, Algebra and early trigonometry, Aryabhatta and brahmagupta made a contribution to astronomy calculating planetary position and explaining the phenomena like eclipse. 4. Medieval Period(500 – 1500 CE): i) Integration of culture and knowledge : The medieval period witnessed the synthesis of diverse culture under the Empire such as the Gupta Empire a golden age of art literature and scientific inquiry. Sanskrit literature florished with the work like Kalidasa poetry, Bhasha Dramas treatises on medicine, ethics and state craft. ii) Islamic Influence : From the 8th century CE onwards the Islamic scholar and ruler introduced new intellectual traditions including advancement in the medicine, mathematics and astronomy. The delhi Sultan and Mughal Empire felicitated the culture exchange that enriched the Indian intellectual life.  iii) Bhakti and Sufi movement : Bhakti and Sufi movement from around the seven century CE onwards for size the devotion Bhakti and mystical experience as a path to spiritual realization. 5. Early Modern Period(1500 – 1800 CE): i) Colonial Encounters : The early modern period was marked by the European colonialism, beginning with the Portuguese and Dutch traders in the 16th century and later the British East India company. Canonical rule brought the challenges to traditional system of education and cultural practices while also leading to efforts to preserve and revive the indigenous knowledge. ii) Renaissance and reform Movements: The 18th century witness the Reform movement such as the bhakti and Sikh reform movement, social equality, ethical leaving and spiritual renewal. The intellectual figure like Raja Ram Mohan Rai promoted the social reform, educational Reform and the study of western science and philosophy.  QUESTION : Discuss the scope of IKS with development from earliest times to 18th century CE. ________________________________ Thank You __________________________________________________