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Dharma of Education System in India

  India's knowledge system as a whole and the compartmentalizing and super specialization inherent in the existing education system was never our way. In grooming super specialists we lack specialists and as a result miss the good for the trees. Why do we need to ape behind the western education system when we have Ramayana and Mahabharata ? All the students should know not just to learn the history but they should also know the thought process it carries and how they can imbibe them in their life. The sacred thoughts of educational values have lost their way in the name of economic development of the nation. If knowledge and thought processes of the ancient universities are kept intact, we will have the largest number of research scholars then around the world which will have a different thought process altogether and no one will ever be able to match them. India is very fortunate to have a secular and democratic society and we should protect those values and incorporate them in ...
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"Knowledge the Aim "

  The education system of India has undergone various changes right from the thought process of our eminent leaders and their vision of modern India, which aimed at having India at par in science and technology with the modern world. We can still see the reflections of those roots in the economic development of the nation and prominently in the education system of India. The ancient universities were epitomes of knowledge and cultural heritage which ran on the concept of Dharma. The Gurukul system was followed where students lived as Shishyas with the gurus. To give knowledge was considered very sacred and divine, while retaining all our core values.  Later in the 20 th century with modernization and western cultural impact all these values have lost their core and there is no soul left in education. These are because the humanities have been side lined and have lost their former relevance. John Dewey (The father of modern education in the United States, suggests , “Educati...
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