PM Modi Inaugurates New Nalanda University Campus in Rajgir, Bihar
Kartavya Desk Staff
Syllabus: Ancient and Medieval: Ancient Indian Universities
Source: BS
Context: The Prime Minister inaugurated the new Nalanda University campus in Rajgir, Bihar, a joint initiative between India and East Asia Summit (EAS) nations.
• Green Campus: The new campus features a ‘Net Zero’ Green Campus with solar power, water treatment plants, water recycling, and extensive water bodies.
About Ancient Nalanda University:
• Establishment: Nalanda University was founded by Kumargupta I in the 5th century CE, it thrived as a centre of learning until the 12th century CE.
• Architecture: A monastic university (Mahavihara) with residential and educational buildings, stupas, shrines, and notable artworks in stucco, stone, and metal.
• Educational Excellence: Attracted students from China, Tibet, Central Asia, Sri Lanka, Thailand, Burma, and Southeast Asia. Major disciplines included Veda, fine arts, medicine, mathematics, astronomy, politics, and warfare. Admission was strictly by merit with exams by trained gatekeepers.
• Foreign Visitors: In the 7th century CE, Chinese scholars I-Qing and Xuan Zang visited Nalanda. Xuan Zang studied yogashastra under Chancellor Shilabhadra.
• Recognition: Declared a UNESCO World Heritage site in 2016.
Analysis of the Ancient Education System of India:
• Gurukul system: Students lived with their gurus (teachers) in an immersive learning environment, fostering deep bonds and personalized education. For instance, Chanakya, a renowned ancient Indian scholar, mentored Chandragupta Maurya, the founder of the Maurya Empire.
• For instance, Chanakya, a renowned ancient Indian scholar, mentored Chandragupta Maurya, the founder of the Maurya Empire.
• Places of learning: Indigenous education was imparted at home, in temples, pathshalas, tools, chatuspadis and gurukuls. Students went to viharas and universities for higher knowledge.
• Students went to viharas and universities for higher knowledge.
• Value-Centric education: Values like dharma (duty), ahimsa (non-violence), and Satya (truth) were integral to education. For example, the Arthashastra by Kautilya (Chanakya) emphasized moral and ethical principles alongside statecraft and economics.
• For example, the Arthashastra by Kautilya (Chanakya) emphasized moral and ethical principles alongside statecraft and economics.
• Centres of excellence: Ancient India had centres of excellence like Nalanda and Takshashila, where practical wisdom was imparted. These institutions nurtured scholars who excelled in various fields, from medicine to mathematics.
• These institutions nurtured scholars who excelled in various fields, from medicine to mathematics.
What can the present-day education system learn from it?
• Holistic development: The ancient system’s emphasis on holistic development aligns with the current understanding of multiple intelligences. Ancient Indian education included physical exercises (Vyayam), mental exercises (Manthan), and moral education (Acharan).
• Mentorship: Low–teacher pupil Ratio was a salient feature of the Gurukuls. The deep teacher-student relationships of ancient gurukuls can be emulated through mentorship programs in modern educational institutions.
• Value education: Incorporating moral and ethical education in the curriculum can foster responsible citizens with a strong sense of ethics and social responsibility. This is particularly relevant in the context of today’s global challenges.
• Personalized learning: Modern education can benefit from customized approaches that recognize and cater to individual differences in learning styles, abilities, and interests.
• Practical application: Modern education can promote hands-on learning, internships, and real-world problem-solving to equip students with practical skills and experiences.
• Cost of education: Education in ancient India was very low cost, without fees and only paid in voluntary “Gurudakshina”. Gross privatisation-led high costs can be countered by the ancient systems of education.
Shortcomings of the ancient education system:
• Limited access: Education in ancient India was primarily available to the privileged classes, leaving out a significant portion of the population, especially the lower castes and women.
• Rote learning: The traditional system often relied on rote-oral memorization, emphasizing the repetition of texts and formulas. This is an error that continues in present.
• Lack of formal documentation: The knowledge passed down through the guru-shishya (teacher-student) tradition was largely oral and not systematically documented. This led to the loss of significant knowledge with the decline of gurukuls and the burning of libraries like Nalanda.
Conclusion:
The New Education Policy 2020 recognizes this rich heritage of ancient and eternal Indian knowledge and thought as a guiding principle and focuses on the pursuit of knowledge (Jnan), wisdom (Pragyaa), and truth (Satya) as the philosophy of highest human goal
Other Institutions of Ancient Learning:
Institution | Location | Significance
Vikramshila | Bihar | Propagated Vajrayana Buddhism; est. By Dharmpala (8th Century CE)
Nagarjunakonda | Andhra Pradesh | Named after Nagarjuna, a master of Mahayana Buddhism, who propounded Sunyavada
Takshashila (Taxila) | Northwestern Pakistan | Famous pupils include Panini (wrote Ashtadhyayi), Jivaka (physician), and Chanakya (Kautilya)
Valabhi | Gujarat | Renowned centre of learning
Odantapuri | Bihar | Renowned centre of learning
Jagaddala | Now in Bangladesh | Renowned centre of learning
About East Asia Summit (EAS)
• Establishment: Founded in 2005 as an ASEAN-led initiative.
• Significance: The only leader-led forum in the Indo-Pacific, discussing political, security, and economic issues.
• Principles: Operates on openness, inclusiveness, respect for international law, ASEAN centrality, and ASEAN’s driving role.