GURUKULAM, KUTIPPALLIKOODAM, PATASALA AND FORMAL SCHOOLS IN INDIA

GURUKULAM, KUTIPPALLIKOODAM, PATASALA AND FORMAL SCHOOLS.

GURUKULAM :

Gurukulam is the oldest educational institution in India. In the Gurukula system the students lived in the house of the Guru and receive education. A ceremony called Upanayana was performed before the child was taken to his Guru. The student stayed with Guru for 12 years. Admission of the students was based on moral fitness. The subjects taught in the Gurukula includes providing knowledge on spiritual as well as materialistic such as Vedas, Vedic Grammar, Knowledge of Gods, Knowledge of Ghosts, Astronomy, Logic, Philosophy, Ethics, etc. Only the unmarried become the students in Gurukula. The method of teaching was verbal, and lecture method is commonly used.

KUTIPPALLIKOODAM

      Kutippallikoodm is another oldest educational institution prevailed in India. This type of institutions were existed before 19nth century. The main aim of this type of institutions was to give education for all type of peoples. These were controlled by the common man for their children. Each village had minimum one kutippallikoodam, and it has one teacher named ‘Ashan’.  He has no fixed salary. He got salary in the form of gifts and food items from the student’s parents. Ashan taught different aged childrens under one roof. Oral way of teaching was firstly used. After that the child will learn about alphabets and numbers.  There after they will write the contents one sand and on palm leaf. After that they will learn subjects like Astrology, Medicine, Ethics, etc. These institutions have no financial assistance from the Govt.

PATASALA / VEDAPATASALA

      These educational institutions are mainly aimed to teach the peoples under the community Namboothiris. The main aim of patasala is to give Religious education. There are two type of patasalas Vedapatasala and Sabha Mads.  The aim of Vedapatasala is to give primary education on religious education. Sabha mads given importance to the Religious and Philosophical higher education. Reading and Understanding Vedas, Vedic Grammar, Astrology, Logic, Ethics, etc. were the different subjects taught in these schools.

FORMAL SCHOOLS

      Formal schools are those place where a definite curriculum is taught to children during a definite duration of time by definite teachers. Formal schools preserves , purifies and transmit the culture. It serves as a connecting link between home and society. It plays a greater role in  the development of personality of a child. In Formal schools training is provided in certain technical skills like reading, writing, drawing, doing numerical calculations, etc. In formal schools subjects to be taught were highly structured and these  include subjects such as history, geography, political science, psychology, economics, sociology , science, etc. There will be fixed time schedule for the starting and closing of schooling. And the subjects were taught based on pre - planned time tables. The main motto of Formal schools is to make the child as professionals.

DIFFERENT SCHOOL SUBJECTS TO BE TAUGHT IN MODERN INDIA

DIFFERENT SCHOOL SUBJECTS TO BE TAUGHT IN MODERN INDIA

According to the curriculum planning of 2005 the following are the different subjects to be taught in Indian schools.

For the primary grades, the natural and the social environment will be explained  as integral parts of languages and mathematics. Children should be engaged in activities to understand the environment through illustrations from the physical, biological, social, and cultural spheres.

For Classes III to V, the subject Environment Studies (EVS) will be introduced. In the study of the natural environment, importance  will be on its preservation. Children will also get information on  social issues like poverty, child labour, illiteracy, caste and class inequalities in rural and urban areas. The content should reflect the day-to-day experiences of children and their life worlds.

At the upper primary stage, Social Studies will draw its content from History, geography, political science and economics. History will take into account developments in different parts of India, with sections on events or developments in other parts of the world. Geography can help develop a balanced perspective related to issues concerning the environment, resources and development at different levels, from local to global. In  Political Science,  students will be introduced to the formation and functioning of governments at local, state, and  central levels and the democratic processes of participation.

At the secondary stage, the Social Sciences comprise History, geography, sociology, political science and economics. The focus will be on Contemporary India, and the learner will be initiated into a deeper understanding  of the social and economic challenges facing the nation. In History, India's freedom movement and other aspects of its modern History can be studied, as well as significant developments in other parts of the world. History should be taught with the intent of enabling students better understand their  own world and their own identities. Geography should be taught to develop awareness on conservation and environmental concerns along with developmental issues. In Political Science, the focus should be on discussing the philosophical foundations that underlie the  value framework of the Indian Constitution.

The higher secondary stage is important as it offers a choice of subjects to students. For some students, this stage may be the end of their formal education, leading to the world of work and employment; for others, the foundation for higher education. They may choose either specialised academic courses or job-oriented vocational courses. The foundation at this stage should equip them with basic knowledge and the necessary skills to make a meaningful contribution in the field they choose. A range of courses from the Science ,social sciences and commerce may be offered. Students should  have the freedom to opt for subjects or courses according  to their need, interest and aptitude. The  social sciences will include disciplines like political science, geography, History, economics, sociology and psychology.  Commerce may include business studies and accountancy.Science may include Mathematics, Biology, Physics, Chemistry.

SCHOOL SUBJECTS AND THEIR EVOLUTION AS A CURRICULAR AREA AT SCHOOL. EVOLUTION OF SCHOOL SUBJECTS BEFORE AND AFTER INDEPENDENCE - 2

EVOLUTION OF SCHOOL SUBJECTS BEFORE INDEPENDENCE.

STRUCTURE OF SCHOOL SUBJECTS  DURING BRITISH PERIOD

          IT includes recommendations of different commissions on education about the school subjects.

1.     MACAULAY’S MINUTE [ 1835 ]  : Aim of education should be to develop such personalities who are Indians in blood and colour, but English in taste, opinion and intellect. Macaulay given importance to English education and English and western literature than Indian languages and subjects. He tried to develop English language and western culture through primary education. His Downward Filtration Theory given importance to the education of higher classes.

2.     WOOD’S DESPATCH [ 1854 ] : Sir Charles Wood was the President of the Board of control to Government of India. He submitted a report on the reformulation of education policy in India in 1854. It was the first clear cut policy for the spread of primary education. It provided the basis to establish a very comprehensive scheme of British Education in India. The English language would be taught where ever it was demanded and a vernacular language would be used as medium of instruction for the great masses of people. The Despatch wanted to promote the study of English, WESTERN knowledge, literature and culture  as well as Indian regional languages and classical languages like Arabic, Persian and Sanskrit.

3.     FIRST INDIAN EDUCATION COMMISSION /  HUNTER COMMISSION (1882)  :  It was the First Indian Education Commission under the chairmanship of  Mr. William Hunter, a member of the Viceroy’s Executive Council to Study the condition of Primary or Elementary education in India. He recommended that ,The medium of primary education should be vernaculars of Indian languages. School subjects  include at elementary level were Physics, Agriculture, First-Aid, Banking , Geometry etc.

4.     HARTOG COMMITTEE REPORT ON EDUCATION (1929) :   he recommended to make Primary Education  compulsory. Curriculum of the primary level should be made more liberal and scientific in accordance with the circumstances and environment. Primary schools should set as centres for rural upliftment, works, medical relief, adult education, mass literacy, sanitation, recreation etc.

5.     SARGENT REPORT ON EDUCATION (1944): Recommended Free and Compulsory Primary Education to the children of the age- group at 6-14 years. The Report also recommended that at the Middle School stage, provision should be made for a variety of courses, extending over a period of five years after the age of 11. These courses  should be designed to prepare the pupils for entry into industrial and commercial occupations as well as into the Universities. It was recommended that the High School course should cover 6 years, the normal age of admission being 11 years and that the High Schools should be of two main types (a) academic, and (b) technical.

EVOLUTION OF SCHOOL SUBJECTS AFTER INDEPENDENCE

STRUCTURE OF SCHOOL SUBJECTS ACCORDING TO RECOMMENDATIONS OF DIFFERENT COMMOISSIONS AND POLICY

1.       THE SECONDARY EDUCATION COMMISSION / MUDALIAR COMMISSION  1952 : The aim of education  was to train the youth for intermediate leadership and for democratic citizenship. Multipurpose secondary school was a new concept recommended by the Commission. Inclusion of craft, social studies and general science in the curriculum was aimed at orienting students towards an industrial and science-centred democratic life.  The commission stressed to provide terminal courses in Technology, humanities,  Commerce, Agriculture, Fine Arts, Home Science.

2.     INDIAN EDUCATION COMMISSION (1964-66) : The Education Commission 1964-66, popularly known as Kothari Commission under the name of its chairman Prof. D.S.Kothari,. Recommended Science education as an integral part of all school education and developing scientific research. Also recommended that regional languages should be the medium of instruction.

NATIONAL CURRICULUM FRAMEWORKS FOR THE EVOLUTION OF SCHOOL SUBJECTS IN MODERN INDIA

1.     THE CURRICULUM FOR THE TEN YEAR SCHOOL  (1975)  : The first attempt to develop the national curriculum for school education was initiated by the then Ministry of Education and Social Welfare in 1973 to develop the curriculum for the 10+2 pattern. The framework provides an impetus to the teaching of environmental studies, science and mathematics as a part of general education curriculum from the primary level.  The stage wise school curriculum of 1975 is given below.

PRIMARY STAGE (CLASSES I TO V)

CLASSES I-II  :  First Language , Mathematics , Environmental Studies (Social Studies and General Science) , Work Experience and the Arts ,Health Education and Games .

CLASSES III-V  :  First Language , Mathematics , Environmental Studies – I (Social Studies) , Environmental Studies-II (General  Science) ,Work Experience and the Arts , Health Education and Games

UPPER PRIMARY STAGE (CLASSES VI TO X) 

CLASSES VI-VIII : First Language , Second Language , Mathematics , Science (Life Science and Physical Science) , Social Science (History, Geography, Civics and Economics) , Arts ,Work Experience , Physical Education, Health Education & Games .

SECONDARY STAGE (CLASSES IX TO X)

 Subjects such as First Language , Second Language , Third Language , Mathematics , Sciences (Life Sciences and Physical Sciences) , Social Sciences (History, Geography, Civics and Economics etc.)  , Arts , Work Experience Physical Education, Health Education and Games .

2.     NATIONAL CURRICULUM FOR ELEMENTARY AND SECONDARY EDUCATION (1988) :  

The stage wise school curriculum is given below: Pre-Primary Education (2 Years) The basic mode of devoloping of children at this stage should be through group activities and play-way techniques, language games, number games and activities directed to promote environmental awareness etc. These should be used to make the learning experiences joyful to the children. No formal teaching of subjects is to be undertaken at this stage.

ELEMENTARY EDUCATION (8 YEARS)

PRIMARY STAGE (5 YEARS) CLASSES I- V

i.                   One Language – the mother tongue/the Regional Language

ii.                 Mathematics

iii.              Environmental Studies I & II

iv.              Work Experience

v.                 Art Education

vi.              Health and Physical Education

UPPER PRIMARY STAGE (THREE YEARS) 

I.                   Three Languages

II.                Mathematics

III.             Science

IV.            Social Science

V.               Work Experience

VI.            Art Education

VII. Health & Physical Education

SECONDARY STAGE (TWO YEARS)

i.                   Three languages

ii.                 Mathematics

iii.              Science

iv.              Social Sciences

v.                 Work Experience

vi.              Art Education

vii.            Health & Physical Education

3.     NATIONAL CURRICULUM FRAMEWORK FOR SCHOOL EDUCATION (2000) :

Early Childhood Education (ECE) – (2 Years) : This stage of education helps in preparing children for school and constitutes an important element of Early Childhood Care and Education (ECCE) . Learning at this stage may be characterized by group activities, play-way techniques, language games number games and the activities directed to promote socialization and environmental awareness among children.

Elementary Education (8 Years)  : Primary Stage of education has been visualized in two segments with inherent internal continuity.  The first segment comprises Classes I and II and the second segment consists of  Classes III to V. The scheme of studies for these two segments is given below:

(a) Classes I and II   : One Language – Mother Tongue/Regional Language  Mathematics  Art of Healthy and Productive Living.

(b) Classes III to V  :  One Language – the Mother Tongue/the Regional Language  Mathematics  Environmental Studies Art of Healthy and Productive Living

Upper Primary Stage (3 Years)  :   Three Languages – the Mother Tongue/the regional language,      Modern Indian Language and English  Mathematics Science and Technology   Social Science  Work Education Art Education (Fine Arts, Visual & Performing) Health & Physical Education (including games and sports, Yoga, NCC, Scouting and Guiding) . Secondary Stage (2 Years) :  Three languages – the Mother Tongue/the regional language, Modern Indian Language and English Mathematics Science and Technology Social Sciences , Work Education Art Education (Fine Arts, Visual and Performing) Health and Physical Education (including games and sports, Yoga, NCC, Scouting and Guiding). 

SCHOOL SUBJECTS AND THEIR EVOLUTION AS A CURRICULAR AREA AT SCHOOL. EVOLUTION OF SCHOOL SUBJECTS BEFORE AND AFTER INDEPENDENCE - 1

SCHOOL SUBJECTS AND THEIR EVOLUTION AS A CURRICULAR AREA AT SCHOOL. EVOLUTION OF SCHOOL SUBJECTS BEFORE AND AFTER INDEPENDENCE.

          In ancient times, India had the Gurukula system of education in which anyone who wished to study went to a teacher's (Guru) house and requested to be taught. If accepted as a student by the guru, he would then stay at the guru's place and help in all activities at home. This not only created a strong tie between the teacher and the student, but also taught the student everything about running a house. The guru taught everything the child wanted to learn, from Sanskrit to the holy scriptures and from Mathematics to Metaphysics [ THE STUDY OF THE ORGIN , FUNDAMENTAL STRUCTURE , NATURE , AND DYNAMICS OF THE UNIVERSE ] . The student stayed as long as she wished or until the guru felt that he had taught everything he could teach. All learning was closely linked to nature and to life, and not confined to memorizing some information.

In the Vedic days[1200 B.C ] , the teaching of the four Vedas, the hymns and ritual practices were seen. The Vedas included the Sanskrit language which in turn became the language of classical learning. Besides the pronunciation of the Vedas and their implication, phonology [ SCIENCE OF SOUND ], elementary grammar, Astronomy , Ethics, LOGIC and etymology [ SCIENCE OF ORGIN OF SOUND ] were also taught.

BUDHISTIC EDUCATION

          Budhistic system of education changed from gurkula system to institutional model ,by giving education at primary and higher level. Students belongs to all castes were welcome in Buddhist Centres of Education. The education was carried on by the institutions known as Sanghas. The subjects included in their curriculum were Religions, Philosophy, Metaphysics, Logic, Medicine, Administration, etc.

Ancient Nalanda University 

Nalanda is an ancient centre of higher learning in Bihar, India from 427 to 1197. It was devoted to Buddhist studies, but it also trained students in fine arts, medicine, mathematics, astronomy, politics and the art of war.

Ancient Takshashila University

Takshashila, was an early Buddhist centre of learning. According to available references it is dated back to at least the 5th century BC. Generally, a student entered Takshashila at the age of sixteen. The Vedas and the Eighteen Arts, which included skills such as archery, hunting, and elephant lore, were taught, in addition to its law school, medical school, and school of military science. 

SUBJECTS TAUGHT DURING ISLAMIC EDUCATION

          During the Islamic period [ 1192 AD – 1707 AD ] , education was given in Maktab and Madrassa attached to Mosques. At the lower level the Holy Quran, the Biography of Hazrat Mohammed Sahib , The Laws of Islam, Arabic and Persian were taught. At the higher level students learned Mathematics , History, Geography, Economics, Islamic Religion and Islamic Laws.

LEARNING ABOUT SCHOOL SUBJECTS [ IMAGES ]