There are 3 forces that have shaped Indian education:

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There are 3 forces that have shaped Indian education:

1

Native Indian

“The education of a human being should begin at birth and continue throughout his life”, (Ghose, n.d.). Ancient Indian education had spiritual discovery at its core, with all outward activities to be turned into its expression. It was practical spirituality in life focused on spiritual evolution. The main education hub were the residential schools called ‘gurukul’ or ‘house of the teacher’, a term used by ancient teachers. The students lived with the teachers’ family and studied and worked side by side. The language was Sanskrit. The goal was to bring out the best in the students (Rothermund, 2002). However this was not available to all individuals. This education was available only to the higher castes and a division existed between deserving or undeserving candidates.

2

British Systems

The British occupation broke the flow of ancient education in India and slowly replaced it with English medium schools with common syllabus and examinations for all. This was education for all, but without any respect for the individuality of the students in the schools. One size fits all was the focus. Under the British administration in the nineteenth and early twentieth century’s, hundreds of primary, middle, and secondary schools were established. British higher institutions focused primarily on the liberal arts, law, and medicine, with little emphasis on engineering and technology. Indians resisted and there were many varieties of "national education" that focused on indigenous rather than English traditions. For example, Gurukul Kangri intended to revive ancient Indian education by teaching Sanskrit texts whereas at Shantiniketan the emphasis was on contemporary Indian literature and art. (Rothermund, 2002).

3

The Segue

Remnants of the British education system in the modern Indian system show the durability of British influence. But while independent India has preserved much of the British educational system, "national education," initiated by Indian nationalists and reformers in the latter half of the twentieth century, has left its own legacy. It seeks to revive the glorious heritage of knowledge and culture originating in India itself.

But the real segue for me are the breakaway schools such as Mirambika that aim to have systems without examination as the focus. These are schools that focus on the growth of the student in the most natural way and expect that the school would be the space that allows scaffolding and safety net for the same (mirambika.org, n.d.). The other segue are the IB schools that are spreading all over the country, providing international education that is holistic.

Conclusion

An exclusive preoccupation with politics and economics is likely to dwarf our growth and prevent the flowering of originality and energy.  We have to return to the fundamentals of our ancient religion, philosophy, art and literature and pour the revivifying influences of our immemorial Indian spirit and ideals into our political and economic development (Integralmusings, 2020).  However keeping the international inclusivity of the modern era, this needs to be something that takes the best of east and west and gives space for individuals to grow to the best version of who they are in their core

 References

1.              Ghose, A. (n.d.). Integral Education. http://www.sriaurobindoinstitute.org/saioc/educational/integral_education

2.             Integralmusings. (2020, August 12). Integral Musings: Towards a Holistic Vision. https://integralmusings.aurosociety.org/relevance-of-sri-aurobindos-teachings-for-india/

3.              mirambika.org, n.d. https://www.mirambika.org/Pgcw01.htm

4.              Rothermund, D. (2002) India-education system. In Encyclopedia of Modern Asia. (pp. 17-20) http://link.galegroup.com/apps/doc/CX3403701275/GVRL?u=lirn17237&sid=GVRL&xid=b45fe10f

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