Value Education in Ancient India – A Deep-rooted Ethos Contributing to India’s Transformation into a Vibrant Global Knowledge Superpower in the 21st Century

 Value Education in Ancient India – A Deep-rooted Ethos Contributing to India’s Transformation into a Vibrant Global Knowledge Superpower in the 21st Century

Dr. GOUTAM PATRA

Principal (WBSES)

Government Training College, Hooghly AISHE code- C-44632

principalgtchooghly@gmail.com/gtmpatra21@gmail.com

What’s App No. 6297661260

 

Abstract:

Ancient Indian value education was firmly based on holistic education that integrated moral, intellectual, and spiritual growth of the students. It placed an emphasis on self-discipline, self-reliance, moral behavior, and service to society through institutions like the Gurukul tradition, the Upanishadic ethos, and prestigious universities like Nalanda and Takshashila. Knowledge was seen as a sacred route to self-realization, devotion, dedication, accountability and societal responsibility, not just a way to make a living but for the wellbeing of all (‘Bahujana Hitaya, Bahujana Sukhaya, Jagat Hitayacha’). India became a global hub for learning in the ancient world(‘Basudhaiba Kutumbakam’) because of it’s culture, which promoted sustainability, inclusion, and cross-cultural communication.

The core of Vedic value education aims to cultivate character, discipline, and spiritual wisdom in addition to knowledge. The guru-shishya parampara promoted self-discipline, Truth, righteousness(‘Dharma’) and non-violence by embodying humility, respect, and dedication. The goal of education was “Self-realiztion’(Atmanam Biddhi) , realizing oneself (atman) and connecting with the universal truth (Brahman). Education in Jain era emphasized austerity, truth, non-possessiveness, and non-violence (Ahimsa), self-control, self-discipline, empathy for all living things, spiritual freedom and moral behaviour. The Buddhist education stressed on morality (Śīla), meditation (Samādhi), wisdom (Prajñā) and virtues like service to society, truth and empathy. Education during the Mauryan Era taught Ashoka's Dhamma and values include respect for elders, social welfare, tolerance, ahimsa, and religious harmony. Gupta Period- the Golden Age of Indian knowledge and culture gave emphasis on the pursuit of knowledge of science and philosophy.

Such ancient value-based education, rooted in India’s spiritual, ethical, and intellectual traditions, has laid the foundation for transforming the nation into a vibrant global knowledge power. A global knowledge superpower is not just advanced in science and technology, but also in values, inclusiveness, international co-existence and with global harmony and universal existence of all living beings.

Key Words: Self-realization, ‘parampara’, Śīla’ ‘Samādhi’, ‘Prajñā’, ‘Bahujana Hitaya’, ‘Bahujana Sukhaya’, ‘Jagat Hitayacha’ , ‘ahimsa’, social welfare, truth and empathy  ‘Atmanam Biddhi’ Dharma’ , global harmony, universal existence,

Introduction: Value’ is derived from a Latin word ‘Valerie’ means ‘be strong and vigorous’  It reflects “a desirable and influencing selective behaviour’ and ‘a criteria for selection in action’  According to Klackhohn value defines ‘desirable’ ‘not merely desirable’ Charles Morris says, ‘   value is a choice between good or bad’  According to Cattell, ‘By values we mean the social, moral, and other standers which the Individual would like others and himself to follow’

Swami Dayananda says, ‘Role and responsibility of Parents in the scheme of value education from the tradition’ is  required. Sri Arovinda opines ‘Education should provide the opportunity for higher values’ Tagore says , value is ‘self respect’  and ‘ freedom of soul’ Gandhiji emphasized, ‘Self-realization is the sumumbonum of life of education’ Self-realization opens one’s eyes to true identity and innate goodness of others. It enables one to define what is wrong or right, what is moral or immoral what is custom or practice and what is vice or virtue- but these are on the wane. Self-realization naturally brings out all round development in an individual, fosters healthy and caring relationships that are not entangled in lust, greed and desires.

Maharshi Manu emphasized on Truthfulness, Non-stealing, Cleanliness, Self- Control, Forgiveness Courage, Knowledge, Wisdom andRestraint of anger.

Maharshi Yajnavalka valued values like Truthefulness, Non-stealing, Cleanliness, Self-control, Charity, Endurance and Kindness

Maharshi Patanjali pursued values like Truthefulness, Harmlessness, Non-covetousness, Purity, Non-receiving, Self-discipline, Study and God centeredness. The Constitution of India enumerates Equality, Justice, Liberty, and Faternity

Education is not merely a process of acquiring knowledge; it is also a means of shaping individuals into responsible, compassionate, and morally sound human beings. In this regard, value education holds a crucial place in modern schooling. As society becomes more complex—characterized by fast-paced technological growth, competition, cultural changes, and rising social problems—value education helps students navigate life with clarity, empathy, and purpose. It aims to cultivate a value system that guides young minds in making ethical decisions, building healthy relationships, and contributing positively to society.

Education is not merely a process of acquiring knowledge; it is also a means of shaping individuals into responsible, compassionate, and morally sound human beings. In this regard, value education holds a crucial place in modern schooling. As society becomes more complex—characterized by fast-paced technological growth, competition, cultural changes, and rising social problems—value education helps students navigate life with clarity, empathy, and purpose. It aims to cultivate a value system that guides young minds in making ethical decisions, building healthy relationships, and contributing positively to society.

Value Education in Ancient India:

In ancient time religion was the fundamental principle of life. It is a transcendental communion with the Divine Entity. Religion consists of regulating principles of every sphere of life. Education had no exception from it. Religious influence made education implying morality , virtue and duty. Education of yoga made man to attain self-fulfillment called ‘Chittya vritti Nirodhd’. The ultimate educational goal was self-realization through ‘ Tapa’, ‘Samadhi’, ‘Diksha’, ‘yoga’ and ‘ Sannyasa’. Education meant the knowledge of ‘Atman’ through annihilation of desire and self-revelation. Buddhism believed in ‘Karma’ and Rebirth. The important features of Rig-Vedic education were-i) Gurukul education, ii) Brhmacharya, iii) moral fitness of pupils, iv) Paternal teacher-pupil relation, v) Manifestation of the absolute – the Supreme being, vi) reverence to cosmic laws as the roots of all creation. vii)  The girls had the privileges to receive education as ‘Brahmabadinis’

During the Vedic period the educational institutions named as Sakhas, Charanas,  Parishads, Kulas, Gotras were well organized. Upanayana was the mark of pupilage in Gurukul. The period of studentship was twelve years. The attitude towards the dignity of labour was taught through begging, tending cattle and collecting woods(Samidh) from the forest. There was scope of acquisition of higher knowledge and pursuit of knowledge is a life long process. The teachers had the parental attitude to teach their student. He had to have a strong desire to impart knowledge as it was considered their duties. The women sect had enjoyed educational rights and become famous for learning. Paravidya and Aparavidya were taught. Subjects of study were numerous than in the early Vedic period. There were Brahmavidya (Ved, Vedanga), Bhuta vidya(Demonology), Nakshatra vidya(Jyotish), Nidhi Sutra(sacrificial rituals). Subjects were taught Question and Cross question-answer technique. Yoga was introduced for the attainment of higher knowledge. Meditation would ensure revelation. Sravana, Manana and Nididhyasana were the essential part of learning. Educational institutions were run by the Royal patronage. The Brahmins were taught Brahma vidya, the Khatriyas were taught Dhanur vidya, Khastra vidya, the Vaisyas were taught agricultural education and the Sudras were to get training of pasture, catle rearing, arts and crafts.

During the Epic period several changes related to religion, politics and economy took place. The growth of powerful kingdom, the dominance of Khatriya community in polity, the division of society into castes, and the rise of metropolitan and subsidiary towns all these changes influenced upon education and culture. The Varnashrama and Chaturashrama played a vital role in education. Varnashrama was closely allied to vocational occupations and it was reflected more in practical and vocational education. Contemporary literature of Panini and Patanjali showed 64 arts and vocational pursuits. Studies were selected judging the capacity of the students. Ideal students of this age were Aruni, Uddalak and Kacha. The growth of Ashramic education had several departments and branches of learning. They were Agnisthana (place of worship), Brhmasthana(place of study), Vishnusthana(place for teaching political science), Mahendrasthana (place of military education), Vivasvatas sthana(astronomy), somasthana(Botany), Garudasthana(transport and conveyance). Khatriyas achieved a prominent place in receiving education of archery, Niti, Military arts and Puranas. Family laws, sciences, music fine arts and legends were taught. Women would receive education. Wife of Gargya and daughter of Sandilya showed excellent learning. Dramatic society was noticed in Ayodhya. Extension lecture and debates were often organized in towns. A typical urban culture was the contribution of this age.

Budhistic education aimed at ‘Niravana’ through moral steadfastness and detachment. Religious thought influenced Buddhist education more than political or social forces. Budhist education infused elements of democracy, secularism and universalism in Indian education and thus traditional Hindu education got elements of changes and reforms.

Education of women in ancient India:

During the Vedic age the women enjoyed the privilege of receiving education. Learned women were called Brahmabadinis. They participated in religious and spiritual activities. The wives and daughters of Rishis received education. The girls had the privileges to receive education through Upanayana ceremony. Learned daughters were considered as assets of parents.

Vedic India produced a host of learned Brhmabadinis as Romasha, Lopamudra, gargi, Apala, Viswabara, Sabitri, debjani, Maitreyee. Sama and Yajurvedas refer the brahmacharya of the virgins. The Taittareya Upanishada shows that married women enjoyed right to participate in intellectual discourses. Women were skilled in painting, spinning, weaving, fine arts, and music, dice –playing, garland stitching work. Paravidya is the Brahma vidya and it is pure and heavenly knowledge. Apara vidya helps to lead the worldly life. With the growth of urban life and expansion of empire vocational specialization and secular education gradually increased. Ayurveda was an attractive profession. Charaka, Sasrut, Jivaka were famous Physicians of these days. Military career was open to all but the Khatryas preferred such education.

India’s deep-rooted ethos and values of ancient past contributed India a global super power in modern knowledge system.

India as Super Power in global knowledge system:

The global knowledge system represents a world deeply connected through ideas, technology, and innovation. Present-day India is emerging as a strong contributor to this global network by strengthening its education system, advancing scientific research, expanding digital infrastructure, and nurturing skilled professionals. Although challenges remain, India’s commitment to knowledge-based growth positions it as a vital player in shaping the future of global learning and innovation. India’s journey in the global knowledge system reflects not only its rich intellectual heritage but also its potential to lead the world toward a more informed, innovative, and interconnected future.

In the 21st century, knowledge has become the most powerful resource, shaping economies, cultures, governance, and human progress. The global knowledge system refers to the collective and interconnected network of information, education, scientific research, technology, and innovation shared across nations. As the world becomes more interconnected through digital platforms, international collaborations, and global institutions.  .
India, with its rapidly growing economy and vibrant intellectual traditions, is emerging as a significant participant in this global knowledge landscape. The nation is transitioning from a knowledge consumer to a knowledge producer and contributor.

India has a long tradition of knowledge—from ancient centers like Nalanda and Takshashila to modern institutes like IITs, IISERs, and AIIMS. In the present day, India is becoming a major global knowledge hub due to several factor.

India’s higher education system is the world’s third largest. IITs, IIMs, IISc, and other universities collaborate with global institutions for joint research, student exchange, and innovation.
Example: IITs partner with MIT, Stanford, and other global universities on engineering and technology research.

India is known as the world’s IT powerhouse. Indian software professionals, engineers, and innovators contribute to global companies like Google, Microsoft, Amazon, and NASA.
India’s IT services are exported worldwide, strengthening its position in the global digital economy.

The Digital India initiative expanded access to digital resources:

• Online education through SWAYAM and DIKSHA
• Digital payments and e-governance
• Broadband connectivity to rural areas
  These have helped India integrate more strongly with the global knowledge network.

Indian achievements in science and technology have gained global attention:

• ISRO’s space missions like Chandrayaan and Mangalyaan
• Medical research, including vaccine production
• Advances in biotechnology, pharmaceuticals, and renewable energy

These contributions place India as a significant global knowledge producer.

Millions of Indian professionals work abroad as doctors, engineers, researchers, and IT specialists. They contribute knowledge to the global system and also send back ideas, technologies, and innovations to India.

India is actively involved in UNESCO, WHO, BRICS, G-20, and other organizations that promote global knowledge cooperation. The country advocates inclusive, sustainable, and equitable knowledge sharing.

NEP 2020 presently encourages:

• Multidisciplinary learning
• Global academic collaboration
• International campuses in India
• Research and innovation through the National Research Foundation

These reforms aim to align Indian education with global standards.

Challenges for India in the Global Knowledge System

Despite progress, India faces certain challenges:

1. Digital Divide

Not all students have equal access to technology or the internet connectivity.

2. Quality Variation in Education

While top institutions excel globally, many schools and colleges lack adequate infrastructure.

3. Brain Drain

Highly skilled professionals often migrate, though reverse migration is increasing.

4. Need for More Research Funding

India’s spending on research is still lower than countries like the U.S., China, or South Korea.

Conclusion:

India is moving toward becoming a global knowledge hub. With investments in education, digital technology, and innovation, India can lead in:

• Artificial intelligence and robotics
• Space technology
• Green energy
• Biotechnology
• Global digital services
• Higher education collaborations

India’s demographic advantage—a young population—provides an enormous opportunity to strengthen its role in the global knowledge landscape.

India has a rich civilizational heritage, preserved through centuries in the form of traditional knowledge systems—ranging from Ayurveda, Yoga, astronomy, architecture, agriculture, environmental ethics, to art and literature. In today’s globalized world dominated by rapid technological advancement, artificial intelligence, biotechnology, robotics, and digital networks, the importance of these traditional knowledge systems is not diminished. Instead, they have become more relevant as guiding frameworks that offer sustainability, holistic well-being, ethical grounding, and cultural identity. n the midst of modern technology, the Indian Traditional Knowledge System remains a priceless asset. It provides:

·         Sustainability in a world facing ecological crises

·         Holistic health in the age of stress and lifestyle diseases

·         Ethical grounding in a technologically complex society

·         Cultural continuity in a rapidly globalizing world

The ideal pathway is not choosing between tradition and technology but creating a synergistic model where both strengthen each other. By integrating ancient wisdom with modern innovation, India can pave the way for a balanced, sustainable, and culturally enriched future.