माता की अवधारणा

मदर्स डे पर विशेषविमर्श

-डॉ. शशि तिवारी

 

यह संसार भगवान् की अद्भुत रचना है। भगवान् के इस सृजन का हम सब प्राणी उपभोग करते हैं। रचयिता होने से ही ईश्वर को ‘माता’ कहते हैं – त्वमेव माता च पिता त्वमेव । माना गया है कि हम सब ईश्वर के अंश हैं। तो जो गुण ईश्वर में हैं वे प्राणियों में भी हो सकते हैं या कि प्राकृतिक रूप से होने चाहिए। मातृत्व एक ऐसा ही गुण है। केवल मनुष्य ही नहीं पशु-पक्षी भी किसी न किसी प्रकार के सर्जन और निर्मिति की कला में निपुण देखे जाते हैं। हर किसी में रचनाधर्मिता होती है- कभी कम कभी अधिक। तभी देवी की स्तुति में कहा गया है –

            “या देवी सर्वभूतेषु मातॄरूपेण संस्थिता। 

            नम: तस्यै नम: तस्यै नम: तस्यै नमो नम:॥”

वेद में माता-पिता के युग्म को ‘मातरा’ या ‘मातरौ’ कहते हैं यानी माता और पिता दोनों माता ही हैं। इसी तरह द्यावापृथ्वी का नाम ‘मातरा’ है; पृथ्वी हमारी माता है और आकाश पिता। सांसारिक माता और पिता के जोडे के लिए ‘पितरौ’ या ‘पितरा’ शब्द भी प्रयोग में आए हैं; यानी दोनों ही पिता हैं। यह ठीक वैसे ही है जैसे पति-पत्नी के युग्म को ‘दम्पती’ कहते हैं। भारतीय मनीषा ने शब्दों में ही जीवन-मूल्यों को सूत्र में मणियों कि भांति पिरोया हुआ है। तात्पर्य है कि महत्व की दृष्टि से माता और पिता लगभग समान ही हैं। इसीलिए कहते हैं – ‘मातृ देवो भव, पितृ देवो भव’। परंतु जब बात जनन की होती है तो जनि, जनी, जनयित्री आदि नामों से मां को जाना जाता है क्योंकि वह उत्पन्न करने वाली है। केवल उत्पन्न ही नहीं उसके बाद जो लालन-पालन की आवश्यकता है वह भी वही करती है। एतदर्थ उसमें स्नेह और ममता की आवश्यकता है और इसके वाचक अंबा, अम्बि, अम्बी आदि शब्द मां के लिए वेद में प्राप्त होते हैं। इन सब नामों से माता जननी, स्नेहमयी, पूजनी्य़ा, आत्मीया बतायी गयी है। उत्पन्न करने वाली का साक्षात् स्वरूप ‘माता’ पद में दिखाई दे्ता है, इसलिए उसे इस सम्मान से विभूषित किया गया है कि वह जननी है और ईश्वर के समकक्ष है।

5f1515b7fc93c2e205cdf3362b404c92

(Source of image : https://www.pinterest.com/pin/31806741093104880/)

सतत् स्मरणीय है कि साक्षात् माताएं हमारी सम्माननीय हैं; क्योंकि ‘मातृत्व’ मानवीय गुणों में सर्वोपरि है। रचना करना तथा पालन करना – प्रत्येक मनुष्य का धर्म कर्म होना चाहिए, तभी सामजिक संतुलन बना रह सकता है। जब हम मातृ-दिवस मनाये तो ये याद रखें कि यह अपने दायित्वों को वहन करने की शिक्षा देने वाला दिन है। यह रचनाधर्मिता का दिन है या फिर रचनाधर्मिता के अभिनंदन का दिन!

– डॉ. शशि तिवारी,अध्यक्ष, वेव्सभारत 

Advertisements

Bases of Dharma in the Gita

– Dr. Shakuntala

454295-bhagavad-gita

(Source of Image: http://zeenews.india.com/entertainment/and-more/what-bhagavad-gita-teaches-us-top-10-lessons-we-must-remember_1849199.html)

The Gita, through Krishna declares a two-fold bases of dharmaSamkhya or reason and yoga or discipline – “In this world a two-fold basis (of dharma) has been declared by Me of old, blameless one: By the discipline of knowledge of the followers of reason-method and by the discipline of action of the followers of discipline method” (III.3). But before we try to understand reason with discipline of knowledge or jñana-yoga and discipline with discipline of action or karmayoga, we need to appreciate the fact that the term ‘discipline’ is used in two senses in the Gita. One of course is the basis of dharma. The other is defined by the Gita through Krishna as indifference: “discipline is defined as indifference” (II.48). We can take it that it is discipline in the latter sense, that is, in the senses of indifference that is used when the Gita is talking about discipline of knowledge and discipline of action. In other words, it appears that whether we are followers of reason or followers of discipline, discipline in the sense of indifference is a necessary feature of it.

In the Gita, Discipline (basis of religion) appears to be, on one hand, renunciation and, on the other hand, non-attachment: “For when not to objects of sense nor to actions he is attached, renouncing all purpose, then he is said to have mounted to discipline” (VI.4). That is, if we want to understand discipline, then we need to understand what renunciation and non-attachment mean in the Gita. Renunciation in the Gita comes forth as renunciation of actions of desire (XVIII.2). Further, in the Gita, he is recognized as renouncing action who does not ‘loathe or crave’ which is also termed as being free from pairs of opposite (V.3). But if this is renunciation, it appears that it is non-different from what the Gita calls as discipline of mind or buddhi-yoga. In its discussion on discipline of mind, the Gita says about longing and loathing that “one must not come under control of those two, for they are his two enemies” (III.34). But this is how renunciation is understood in the Gita. Again, it says that “Whom all desires enter in that same way he attains peace; not the man who lusts after desires” (II.70). This can be understood as meaning that who is nor driven to act by desire goes to peace. And this is the way renunciation has been defined – giving up acts of desire. Further, this renunciation is also discipline in the sense of indifference: “Content with getting what comes by chance, passed beyond the pairs (of opposites), free from jealousy, indifferent to success and failure, even acting he is not bound” (IV.22).

Discipline, however, in the Gita also means non-attachment. The actions that the Gita has asked one to perform without attachment to fruits are actions of worship, gift, austerity (XVIII.5) as well as natural born action of the individual (XVIII.48). Worship is another kind of action the Gita says one should perform (IV.23). The Gita suggests that if one performs actions without attachment to the fruit of action, one does not get bound (III.7). In fact Krishna tells of himself that he is not bound even though he keeps performing actions because he is not interested in fruits of actions: “Actions do not stain Me, (because) I have no yearning for the fruits of actions. Who comprehends Me thus is not bound by actions” (IV.14). Such actions do not bind because in truth they do not bear fruits, though performed they are barren (IV.20). In other words, it appears that according to the Gita, it is the mental attitude that binds and not mere action.

Of the two elements of discipline, if they can be termed as such, renunciation and non-attachment to fruits of action, the Gita shows its certain inclination towards the latter (V.2). The reason for this can be explained in the following way: renunciation is more an attitude than performance of action. Giving up certain action by itself cannot be called action – at least in the sense of performance. Renunciation is giving up acts of desire. But non-attachment involves performing of certain kinds of actions without attachment to fruits of action. In other words, in the latter case one gives up certain action but goes on performing the required kinds of actions. That is, non-attachment involves both giving up action as well as performance of certain sort of actions while renunciation does not imply performance of action.

Of the ‘two-fold basis’ of the world, the Gita declares reason as one of them. Reason in the Gita comes forth as understanding of the nature of the soul. When Arjuna asks Krishna regarding a way for right conduct, Krishna answer tells of the right way as suggested by reason. The way, as we find it, involves a description of soul’s nature: “He is not born, nor does he ever die; nor, having come to be, will he ever more come not to be. Unborn, eternal, everlasting, this ancient one is not slain when the body is slain” (II.20). Further, it is said that the soul in reality does not feel pleasure and pain. Whatever feeling of pleasure and pain the embodied being feels is due to its contact with matter (II.14). Thus on one hand, the Gita tells that the soul actually does not feel pleasure and pain and on the other hand, that they belong to matter. Reason, according to Gita, thus lies in understanding that pain, pleasure etc are not felt by soul but belong to matter. Likewise, the Gita also tells that according to reason, action does not belong to the soul, but to matter. Having said this, the Gita says that the one who understands reality in true nature – that the immortal does not in actuality feel or perform – in reality he does not perform action. That is, though actions take place, even after one realizes that himself is not the doer, such actions no more bear fruits, that is, they more bind (XVIII.17).

Knowledge is the means for the followers of reason. This knowledge comes forth in the Gita as knowledge that reality is one which can be understood under its ‘lower’ and ‘higher’ nature. The first, the ‘lower nature’ constitutes the universe (VII.4), while the second, the ‘higher nature’ is the soul, the support of living being (VII.5). And then there is the Lord in whom “this (universe) is strung, like heaps of pearl on a string” (VII.7). These two natures of the ultimate reality again have been explained in Gita under different headings – the Field and the Field-knower. And this knowledge of the Field and Field-knower is considered as true knowledge in the Gita (XIII. 2). In another place of the Gita we come across knowledge as knowledge of the Lord and Brahman as well as that of the Strands as the binding factor. The man of knowledge thus knows that the actual agent is matter. As such he can be assumed to be acting with the knowledge that it is not he who is acting. This is also the way how disciplined man is defined: ‘I am in effect doing nothing at all?’ – so the disciplined man should think, knowing the truth, when he sees, hears, touches, smells, eats, walks, sleeps, breathes, talks, evacuates, grasps, opens and shuts his eyes; ‘The senses (only) on the objects of sense are operating’ – holding fast to this thought (V.8-9).  Thus it can be said that the man who performs with knowledge is practising discipline of knowledge.

A study of the bases of dharma reveals the importance of mental attitude in performance of dharma in the Gita. That the Gita has attached indifference to both the ways of reason and discipline is indicative of this very feature. In fact that this is so is clear from the very beginning of Krishna-Arjuna conversation. Arjuna asks Krishna what is dharma: “My being very afflicted with the taint of weak compassion, I ask Thee, my mind bewildered as to the dharma” (II.7). But Krishna does not answer by telling what dharma is. Rather what Krishna says reveals the importance of mental attitude: “Abiding in discipline perform actions” (II.48). And this indifference is certainly of mental nature. However, though the importance lies in the mental attitude, the Gita cannot be taken as advocating mental attitude alone. What it advocates is performance of action with certain mental attitude and not mere mental attitude. And that is why the advice to Arjuna is not just to carry the attitude but to fight with the right mental attitude: “Holding pleasure and pain alike, gain and loss, victory and defeat, then gird thyself for battle” (II.38).

Dr. Shakuntala, Associate Professor, Department of Philosophy,  University of Gauhati, Guwahati, Assam

 

Ram’s Dharma: Leadership Secrets of the Ultimate Warrior~Sage~Prince

michael sternfeld head shot

-Michael Sternfeld

[Excerpted from the audio-bookRam’s Dharma: Leadership Secrets of the Ultimate Warrior~Sage~Prince— published by Vedic Audio Knowledge (VAK). VAK created by  author, an independent scholar has made a tradition of preserving the essential oral tradition of the Vedic literature with dramatic productions in English. ]

Introduction

Now begins the inquiry into Dharma.  This one line, expressive of much of the potency within all Vedic knowledge, is an apt beginning in our exploration of the epic Ramayana.  The Ramayana can be seen as one grand heroic quest into all the power and subtlety of Dharma.  Dharma means more than just duty, as it is often understood in the West.  At its most comprehensive level, Dharma is the inexorable movement of evolution in the universe. All activity in the universe is orderly because of that inexorable flow of Dharma.

Alignment of Our Dharma With the Big Picture

To the degree that we align our own nature with this grand vision of Dharma, the more we align ourselves with the natural flow of all that was meant to be.  This seems to be the true quest—to move our own consciousness, our own deepening awareness–to become more and more in-tune with Dharma at every step of our evolution.  There is not one “be-all, end-all” state that captures this, because Dharma, as structured in consciousness, is a sequential process of unfolding deeper and deeper levels of order or Dharma in the fabric of our own awareness.

Hierarchies of Dharma

Dharma is structured in layers, or in hierarchies, which reveal more and more comprehensive levels of intelligence in nature.  On one level, we could experience our personal career Dharma–expressive of the work we do to earn a living.  At a deeper level, we can own our soul level Dharma–expressive of our own fundamental nature and the development of higher states of consciousness.  On a more expanded level, there can be a Dharma of a country or civilization, which may express the unique design or “chosen-ness” for a group of people to serve and enrich the world in a particular way.  The Dharma of a star is to spread life-giving light into the world, while the Dharma of the universe may reach to the fields of unfathomable infinity.

Evolution of Dharma

Every level of life has a Dharma that is woven together with all the other streams to create a majestic tapestry reflecting the never-ending flow of life from lesser states to more and more fullness of life and evolution.  From this perspective, all of our growth can be seen as an opportunity to continually deepen our understanding of our own Dharma and how it fits into the larger Dharma of the world.  As we grow and evolve, we find that those values that seemed so significant when we were younger fall away and new doorways open to greater and greater levels of service, authenticity and an expanding sphere of influence to enrich the world.

Ram’s Dharma and the Ramayana

Now this is where the power of Ram and the Ramayana enter the picture.  Ram is an embodiment of the total potential of Dharma.  All different levels and streams of Dharma seem to converge into his comprehensive personality. This power is first expressed on the human level, the level of heroic action. Like all the great heroic figures that have preceded us, we gain so much from following in his epic footsteps.  Ram’s heroic quests become our own; and his journey—imbued with near-impossible challenges as well as great victories and blessed boons–become the cherished guideposts in the journey of our own lives.

But this outer value of Ram is only a projection and expression of the deeper, absolute level of life, from which the full potential of being fully-human emerges—a divine being in human form. Ram is an extraordinary personage in that he is both an ideal man and an avatar. Human and divine. The juxtaposition of these two values stretches our comprehension to span its gulf.

Rama

Why is Ram So Special?

In the pantheon of all great epic heroes, Ram seems to hold a special status. On a human level, his entire life and story are based upon explicitly discriminating and integrating finer and finer levels of Dharma.  Our behavior can be refined at each step of this journey by integrating these deeper values into our lives. But the deepest level of Dharma reveals Ram’s full potential as an embodiment of the Absolute level of life–Ram Brahm Paramarath Rupa.

The great modern-day Vedic sage Maharishi Mahesh Yogi explains this mahavakya by describing Ram as the embodiment of Brahman, the supreme Totality of life. This Totality is not just outside of us as some ruling power, but inside us as well. In this view, Ram represents the essential nature of ourselves and the whole creation, governing and sustaining it from the transcendental level.  Maharishi clarifies: “Ram is the embodiment of pure spirituality, of pure being–totality in its absolute unity. All activity in the universe is orderly because of that eternal law of life, the administration of Ram, which establishes and maintains harmony in all relationships; which harmonizes everything with every other thing in the universe.”

This quote underscores why experiencing the Ramayana yields such profound results. If Ram embodies all the diverse relationships in the universe, then the study of his story is essentially the study of our Self and our evolving relationship with creation—the full potential of Dharma. In this view, the impulses of the Ramayana are the structures of our own consciousness, our own Self, and challenge us to grow towards our own divine status as humans.

This vision may sound quite cosmic, but we must remember that this divine story unfolds on a completely human level, as Ram was born a mortal man–the son of the illustrious King Dasharata in Ayodhya.  The story begins as the wise sage Valmiki pondered the question he had often reflected upon: “Is there a perfect man among us?”.

We now begin our journey following the footsteps of Ram—along with Sita and all the characters of the Ramayana–on an epic quest to discover Ram’s Dharma on all its levels.  Our ultimate goal: to emerge with a profound ownership of that full potential of Dharma that animates the entire universe.

Audio Sample Link:  http://www.ramayanaudio.com/otherproducts.html#ramsd

Michael Sternfeld, MA, is an independent scholar and  a producer/director, USA 

 

वेदों के प्रकाश में अपने स्त्रीत्व को खोजें व सही अर्थों में स्वतंत्रता प्राप्त करें

– Mrs. Suvrata Vinod

[ Editor’s Note – शास्त्रार्थ की संवाद शैली का प्रयोग करते हुए लेखिका ने अपने विचारों को यहाँ रखा है।]

शंका – वेद है क्या?

समाधान – वेद एक नियत शब्दराशि है।

शंका  – फिर ये शब्द दूसरे शब्दों से विशेष क्यों? इतिहास के गर्त में न जाने कितनी संस्कृतियाँ, राष्ट्र, समाज, व्यक्ति आए गए।बहुत थोडों का स्मरण शेष रहता है।वह भी अंशों में।वेद भी तो किसी के द्वारा बनाये गये थे और अत एव नष्ट हो रहे है।

समाधान – क्या सब कुछ मनुष्यकृत होना जरुरी है?

शंका – अर्थात् नही।

समाधान – तो सब वाक्य मनुष्यकृत होना जरुरी है?

शंका – हाँ।

समाधान -क्या कोई मनुष्य बिना किसी का वाक्य सुने, वाक्योच्चारण करते देखा गया है?

शंका – नही।परंतु पुरा काल में ऐसा हुआ होगा।

समाधान – अदृष्टपूर्वकल्पना बिना हेतु के करना अंधश्रद्धा है।फिर देखो जीवित कोष से ही कोषांतर देख रहे हो, मान भी रहे हो। ऐसे ही गुरु के पूर्वोच्चारण से शिष्य का अनूच्चारण होता है ऐसा दीख रहा है। फिर सदा से ऐसा हो रहा है ऐसा मानने में क्या आपत्ति है। इन वेदवाक्यों को गुरुशिष्य परंपरा से अत्यंत पवित्रता व परिश्रम से हृदयाकाश में सुरक्षित रक्खा जाता है। वेद किसी लिखित-मुद्रित पुस्तक का नाम नही है।वेद गुरु के हृदय में निवास करते है। उपदेशद्वारा गुरु उसे शिष्य के हृदय में संक्रामित करते है। तब शिष्य भी गुरु होने योग्य हो जाता है। जो वेदों को हृदय में धारण करते है उन्हें हम वेदवित् कहते है। ऐसे व्यक्ति के लिए उसके अपने राग-द्वेष, likes-dislikes, अच्छा-बुरा एक तरफऔर दुसरी तरफ वेदों के विधि-निषेध दोनों ही सामने उपस्थित होते हैं। यही पर पुरुषार्थ का अवसर है जो हमे प्रत्येक व्यक्ति में भिन्न भिन्न स्तर का ज्ञात होता है। जिसके पास पूर्ण स्वातंत्र्य हो उसे सिद्ध वा स्थितप्रज्ञ कहा जाता है।

रागद्वेषवियुक्तैस्तु विषयानिन्द्रियैश्चरन्।आत्मवश्यैर्विधेयात्मा प्रसादमधिगच्छति। श्रीमद्भगवदगीता २.६४

(राग और द्वेष से वियुक्त होकर विषयों का इंद्रिय से ग्रहण करते हुए, उन इंद्रियों को अपने वश ऱखते हुए, न कि उनके दास बनकर, जो व्यक्ति शास्त्रविधि से प्रेरित होकर कार्य करता है वह प्रसन्नता को पाता है। )

यह स्वतंत्रता ही आर्य जीवन में श्रेष्ठता का मापदंड है। जिसमें यह स्वतंत्रता नहीवत् होती है उसे दूसरों के द्वारा नियंत्रित करना आवश्यक हो जाता है। एवं जो व्यक्ति राग-द्वेषों पर नियंत्रण रखते हुए विधि-निषेध का पालन कर सके वह दूसरों को अपने अधीन रखने की योग्यता पाता है। विचारशील व्यक्ति को स्वयं के राग-द्वेष तो विना उपदेश स्वयमेव ज्ञात होते है परंतु विधि-निषेध का ज्ञान तो मनुष्यमात्र को उपदेश से ही प्राप्त होता है।

शंका – उपदेश ग्रहण करने की योग्यता वा पात्रता क्या है?

समाधान – पवित्र वेदों के धारण के लिए योग्य शिष्य चाहिए। जैसे पानी भरने के लिए मजबुत साफ घडा चाहिए।

नाविरतो दुश्चरितान्नाशान्तो नासमाहितः। कठोपनिषद् २.२४

(दुश्चरित से जो बाज नही आया, जो शान्त और समाहित-चित्त नही है, वह केवल प्रज्ञान से उसे (परमात्मा को) नही पा सकता।) 

तदेतत् सत्यमृषिरंगिराः पुरोवाच नैतदचीर्णव्रतोऽधीते। मुण्डकोपनिषद् ३.२.११

(इस (औपनिषदिक आत्म) सत्य को ऋषि अंगिरा ने पहले कहा, इसे वह व्यक्ति न पढे जिसने व्रताचरण न कर लिया हो।) 

तस्मै स विद्वानुपसन्नाय सम्यक् प्रशान्तचित्ताय शमान्विताय प्रोवाच। मुण्डकोपनिषद् १.२.१३

(विद्वान् गुरु उसे उपदेश करे जो पास रहकर सेवा करता है, जिसका चित्त ठीक से शान्त है और जिसकी वासना भी शमन हो गई है।) 

यतन्तोऽप्यकृतात्मानो नैनं पश्यन्त्यचेतसः। श्रीमद्भगवदगीता १५.११

(प्रयत्न करते हुए भी, जिसने अपने कर्तव्य को पुरा नही किया है, वैसे मूढ जन उसे (परमात्मा को) नही देखते।) 

शंका – कहाँ से आयेगा ऐसा शिष्य?

समाधान -परमेश्वर ने यह दायित्व स्त्री को दिया है।

मातृमान् पितृमान् आचार्यवान् पुरुषो वेद। बृहदारण्यकोपनिषद् ४.१.२-७

उत्तम माता, उत्तम पिता और श्रेष्ठ गुरु हो जिसका वही पुरुष उसे (परमात्मा को) जानता है। 

माता पतिव्रता यस्य पिता यस्य शुचिव्रतः। वाल्मीकि रामायण

माता जिसकी पतिव्रता हो और पिता जिसका शुचिव्रत अर्थात् वेदानुयायी है, उसी का मन ललचाता नही है। 

वह क्या है जो स्त्री के पास विशेष है? क्या में इस बहुमूल्य योग्यता को पहिचानती हूँ? क्या मैं इसका सही मूल्य कर पा रही हूँ? इसे संजोए रखने के लिए कुछ त्याग करने को भी तैयार हूँ?

शंका -आप किस बारे में बात कर रहे है हमें नहीं पता।

समाधान -यूरोप अमेरिका में 50 % स्त्रियाँ विवाह करना ही नहीं चाहती।क्या आजकल इंद्रिय-संयम ब्रह्मचर्य बहुत आसान हो गया है? 16 साल से कम उम्र में ही 90% से अधिक कन्याएं अपने कौमार्य को खो देती है।क्या हम भी इनके पिछे चल नहीं रहे? हमारी वेशभूषा तो कुछ ऐसा ही कह रही है।

शंका – क्या ऐसा होने से योग्य शिष्य पैदा नहीं हो सकेंगे? आजकल तो सब बहुत चमक-धमक वाला दीखता है।चारों ओर सुंदर-सुंदर स्त्री-पुरुष।कितना मनोहारी दृश्य है।कितने रंग! कितने स्वाद! कितनी सुगंध! इतनी विविधता प्रचुरता क्या पहले कभी थी? विज्ञान ने हर क्षेत्र मे नई ऊँचाईयों को छु लिया है। हमारे कई प्रश्नों के उत्तर दिये है। मानव आज अधिक सामर्थ्यवान् है।

समाधान – बिलकुल ठीक।मेरे अपने अनुभव से गत 30-40 वर्षों में हम बहुत बदल गये है। हमारे सही-गलत के मापदंड ही परिवर्तीत हो गये। कई बाते जो पूर्व में निंदात्मक थी वे आज प्रतिष्ठित है।जैसे मदिरापान, विवाहपूर्व संबंध, भ्रष्टाचार-रिश्वतखोरी।सर्वत्र दोगला व्यवहार दीख रहा है।अंदर एक बाहर एक।हमारे मापदंड तो परिवर्तनशील है पर क्या प्रकृति के मापदंड भी बदलते है। और अगर प्रकृति के मापदंड नही बदलते तो क्या हम अब सिर्फ नाम के फलाना-फलाना रह गये। संज्ञामात्र! वस्तु बदल गयी लेबल पुराना। प्रश्न है, वेद को धारण करना, आत्मज्ञान प्राप्त करना, इसकी योग्यता पात्रता हमारे मापदंड बदलने मात्र से क्या बदल जायेंगी? क्या पोथी-पुस्तक पढ कर पंडित हो जा सकता है क्या? शुद्धचित्तता हमारी कल्पना का विषय नहीं अपितु नितांत वास्तविकता है जैसे की सुवर्ण की सुवर्णता। हमारे purity standard घटाने मात्र से क्या सुवर्ण अपने स्वरूप को पा सकता है? यदि नहीं, तो हमे याद रखना होगा की वेदों को धारण करने की योग्यता भी हमें यथार्थ में प्राप्त करनी पडेगी। ऐसे अधिकारी शिष्य को जन्म देना और उसका संगोपन करके पिता एवं अनन्तर आचार्य के अधीन करना यह स्त्री का अनन्य कर्तव्य है।

women-body

(Source of image: https://www.menstrupedia.com/articles)

क्या हमे सोचना चाहिये कि नारी स्वतंत्रता हमे कौन सिखा रहा है।क्या हमारे सुसंस्कृत समाज को इसकी जरूरत थी।कहते है-

न स्त्री स्वातंत्र्यमर्हति । मनुस्मृति

स्त्री को यथोचित पुरुष को पुछे बिना कार्य नही करना चाहिए। 

यह अन्याय है। परंतु स्त्री ही नहीं धर्म किसी को भी स्वतंत्र मनमाना व्यवहार करने की अनुमति नही देता।

कः स्वतंत्रः यः ईश्वरतंत्रः।कः परतंत्रः यः इन्द्रियतंत्रः ।मधुसूदन सरस्वती

कौन स्वतंत्र है? जो ईश्वर के अधीन है। कौन परतंत्र है? जो इंद्रियों के अधीन है।

या तो आप साक्षात् वेद को धारण कर आत्मानुशासन में रहें या…। पर समाज में बहुत कम लोगों की यह काबिलियत होती है। इसलिए अधिकांश लोगों को उन आत्मानुशासित वेदपुरुष के मार्गदर्शन में रहने को कहा।जो कि निरहंकार भाव से देखने पर आसान विकल्प है सुखकर भी। If benefit is the same then why carry the burden of freedom.जो तो आत्मनियंत्रण से अथवा स्वेच्छा से किसी के नियंत्रण में रहकर प्रकृति के नियमों का पालन करते हुए निर्दिष्ट दायित्वों का निर्वाह करता है वह उन दायित्वों से मुक्त होकर अधिकाधिक आनन्द अनुभव करता है।इसके विपरीत स्वेच्छाचारी अधिकाधिक बंधनों मे जकड़ता चला जाता है।

उद्धरेदात्मनात्मानं नात्मानमवसादयेत्।आत्मैव ह्यात्मनो बन्धुरात्मैव रिपुरात्मनः।।बन्धुरात्मात्मनस्तस्य येनात्मैवात्मना जितः।आत्मनस्तु शत्रुत्वे वर्तेतात्मैव शत्रुवत्।।जितात्मनः प्रशान्तस्य परमात्मा समाहितः। श्रीमद्भगवदगीता 6.5-6

अपना उद्धार करे न की अपने आप को गिरा दे। स्वयं ही अपना बंधु है, जिसने अपने आप को जीत लिया। अन्य व्यक्ति जिसका इंद्रिय एवं चित्त स्वयं के वश में नही है, वह तो स्वयं ही स्वयं का शत्रु है। जितात्म-प्रसन्नचित्त व्यक्ति के परमात्मा सदैव पास ही है। 

आइये! वेदों के प्रकाश मे अपने स्त्रीत्व को खोजे व सही अर्थों मे स्वतंत्रता प्राप्त करे।

– Mrs. Suvrata Vinod, Anandavan Bhakta Samudaya, Institute of Advanced Studies in Veda and Science.

Mahā Śivarātri

kamlesh

– Mrs. Kamlesh Kapur

Worship of Śiva as part of Holy Trinity

Śivarātri is celebrated by all Hindus. Many Hindus go to the temple and spend the evening singing devotional songs. Some celebrate it in home temple observing fast and doing prayers. The main places where this festival is celebrated with great pomp are at the twelve Jyotir Lingas—Śiva temples. These are at Kedarnath, Varanasi, Vaidynath, Ujjain (Avanti), Somnath, Dwaraka, Omkareshwar, Trimbakeshwar, Ghrishneshwar, Srisailam, Bhimashankar, and Rameshweram. For Hindus, these are the place for pilgrimage.

Many Hindus believe that Śiva as the life force is the creator of the universe. They believe in the ancient saying, “The creation is neither characterized by Lotus (the emblem of Brahma) nor by the Chakra (the emblem of Vishnu) nor by the Vajra (the emblem of Indra). Therefore, all creations are born of Maheshwara.” (Ganapati: Song of the Self by John A. Grimes)

Ten Praanas and atman are eleven Rudras mentioned by Yajanvalkya in Upanishad. The same are also mentioned in Yajurveda. As ten Rudras and the atman enters a living being, life begins. As these depart, life ends for that person. Rudras being good and mangalmai (auspicious) are known as Śiva or Śivam. Below is the picture of Lord Śiva as Nataraja. In Tamilnadu, India, there is a temple at Chidambaram. It is believed that at this place, Śiva performed the dance of creation. There are beautifully sculpted figures showing 108 postures and mudras (hand gestures) of Śiva’s dance.

Procedure and Ceremony on Śivarātri

Devas are invited. Śiva is invited. Yajna is performed by the community. Offerings are made with chants. Devotees sing devotional music. Ceremony ends with peace prayer. On Śivarātri, Hindus pray to the pillar of light for strength to keep peace within and in the world. Śiva manifested Himself as a pillar of light/ fire. Students may remember that the light in Hindu tradition refers to enlightenment, knowledge, vision, good speech, and wisdom. On the darkest night of the month in February, Śiva appears as the pillar of light to end ignorance. Ignorance gives birth to anger, violence, untruth, conflict, and darkness. All these are dark forces disturbing not only a person’s mental peace, but these forces also destroy peace in the society and in the nation.

Prayers are offered for the well-being of all the people in the world:

Asdo ma sad gamyo, tamso ma joyitir gamyo

Mrityor mam amritam gamyo

Sarve bhavantu sukhinah, sarve santu niramya

Sarve bhadarani pachyantu ma kaschit dukha bhagbhavet

Karpur Gouram karunavtaram, samsara saram bhujgendra haaram,

Sada vasantam, hrideya arvinde, bhavam Bhawani sahitam namami

On Śivarātri, during the prayer ceremony, usually, eleven kalashas (earthen round pots with water) are placed in a circle, symbolizing ten Praanas. The eleventh kalasha, the symbol of the Atman is placed in the middle.

In Kalahasti temple at Varanasi, the puja is performed showing the hand of time moving. In creation, transformation, and destruction, it is the hand of time that carries us forward. Thus, Śiva Linga is that pillar of two tattavas (elements) responsible for the formation of the earth and its atmosphere.

Śivalinga

The most popular form worshipped is the Śivalinga. Śivalinga is the bottomless pillar of light. In the beginning, there was only space; then a lighted pillar appeared—the echo sounded as the vibration of Aum, air (Vayuh) filled the atmosphere. The friction caused fire (Agni). In one of the Yajurvedic mantras, this pillar of light is referred to as Svastambhitam. It is believed that this happened on the day of Śivarātri. Śivarātri, that is, Śiva’s Night, is the famous festival in honor of Lord Śiva. The pillar has no base, for the space has no beginning or end. At best we can compare it with a shooting star. The light appeared and vanished having created the two tattavas (elements of air and fire), essential elements for sustaining life. There is a sculptured fresco of this stambha in the ASI archives. During the Indus-Sarasvati age (5000 BC to 1900 BC), people offered prayers to Śivalinga.

Below is the picture of Śivalinga

shivalinga

Linga means a pillar (stambha)- a pillar of light Linga means a “mark” in Sanskrit. It is a symbol that points to an inference. For he is the life force, the air we breathe. The pillar of light arising from Agni, the fire, and fanned by the pure air makes the shape of Śivalinga. In the evolution of elements, air fills the space followed by fire making the unfathomable base of the pillar, and thus, together they complete the basic sustenance for life on earth. Hindus worship this pillar as Śivalinga, knowing fully well that Śiva is unfathomable and formless. He has no form of his own, and yet all forms are his forms. Śiva is everywhere all the time. Stark and geometric, the linga is meant to represent, in an abstract fashion, a pillar. As a pillar, it stands for Śiva as the axis of existence, which Hindus believe extends from the Absolute to the everyday world. From this axis, the world is born, and it is to this axis that it will return to before complete annihilation at the end of time (end of the kalpa).

“Every form is the form or Linga of Lord Śiva. The Linga is only the outward symbol of the formless being, Lord Śiva—Lord Śiva incarnate, who is the indivisible, all-pervading, eternal, auspicious, ever-pure, immortal essence of this vast universe, who is the undying soul seated in the chambers of one’s heart, who is one’s Indweller, innermost Self or Atman and who is identical with the Supreme Brahman.”

There is also the literary evidence of puja of this stambha in Valmiki’s Ramayana. Ravana prayed to Śiva for a long time, and then he wanted to take him along with the Kailash Mountain. He shook it hard and was able to take an elongated piece of the rock, which he thought was the essence of Śiva’s being. Ravana started the puja of this stambha. Sri Rama also performed puja of this stambha before crossing the ocean. This story is sculpted in part at Kailash cave 16 at Ellora. Worked from top to bottom, the temple happens to be the largest monolithic temple made out of one rock. Ravana’s chariot is also carved. This archaeological evidence also reveals the idea of the Stambha. Long pillar, if constructed needs a base, and the base is in the diya; the combination of Vayu and Agni was thus completed. Artists down the ages created amazing pieces of art using diverse art media. Though early paintings did not survive the ravages of time and the invasions, cave temples, frescoes, rock temples and bronze statues have survived.

Here is another picture of Śiva created by the artists.

siva 1

Śiva is sitting in yogic posture. The river Ganges is falling from his hair. He has snakes around his neck, blue patch of poison on the throat, moon on his forehead; and his third eye is closed. A yogi is not afraid of the obstacles. In Hindu tradition, snakes usually symbolize worries, negative emotions, temptations, and obstacles. The blue patch on the throat is poison. A yogi digests the good and the bad equally well. Because of the blue patch on his throat, he is also called Nilakantha. The river Ganges is known as Sursari, which means its origin is Devaloka (associated with the cloud system or the atmosphere). The river may not descend with the full destructive force; so Śiva releases it slowly. The abode of Śiva is Mount Kailash in the Himalayas. Snow is the symbol of purity and austerity of mind. Thus, through this symbol, several concepts are connected—the origin of the Ganges from the Himalayas, the rainwater swelling the river and the rain originating from the cloud system. Śiva’s eyes are half closed, which indicates even though he is in meditation, he is aware of the material world. Śiva’s third eye signifies the eye of wisdom. Śiva is worshipped as Śiva and Parvati. He is also worshipped as Nataraja: King of Dance or Simply Dancing Śiva.

Below is another picture of Śiva as Nataraja which symbolizes Kaal and Mahakaal:

siva 2

Śiva as the king of dance shows the rhythmic cycle of birth, transformation, and death of life. It also signifies that the world as we see today may not be there at the end of the kalpa. Both the Creation and the annihilation are an integral part of all life. The upper right hand has tabor (dummaroo), which symbolizes the sound of creation. The lower right hand is raised in half-moon gesture, the upper left hand has flame of destruction in its palm, and the lower left hand is showering blessings. One leg is raised indicating remaining above the material world, and the other leg presses hard on all that is negative and evil.The late astrophysicist, Carl Sagan (1934-1996) in his book, Cosmos, asserts that the Dance of Nataraja (Tandava) signifies the cycle of evolution and destruction of the cosmic universe. Carl Sagan further says, “The most elegant and sublime of these is a representation of the creation of the universe at the beginning of each cosmic cycle, a motif known as the cosmic dance of Lord Śiva. The God called in this manifestation Nataraja, the Dance King. In the upper right hand is a drum whose sound is the sound of creation. In the upper left hand is a tongue of flame, a reminder that the universe, now newly created, will billions of years from now be utterly destroyed.”

No matter, how we worship, Śiva is the ultimate reality of the cosmic reality as well as the life circle of all life anywhere and everywhere.

 Mrs. Kamlesh Kapur, Author and Educator, USA

A Narration of Experiences of a Wife in Gurukul Life as Per Vedas in Contemporary Times

IMG-20171227-WA0017-1

– Mrs. Suvrata Vinod

I had been living a life of a modern career woman with a flourishing profession as a management consultant to many MNCs way back in 1990s. I got introduced to spirituality as a tool of Behavioual Science as is prevalent in our society today. I had a traumatic personal life with much confusion about customs and values. Destiny led me to a situation where I could jump to a new challenge of a ‘Life for Yajna’ (यज्ञार्थात् कर्मणोन्यत्र लोकोयं कर्मबन्धनः….Gita 3.9) rather than ‘Spirituality for Material progress’. Suddenly, I found myself learning and practising Vedic Life far removed from our familiar city life. A flood of some latent memories of Achara (Customary practices) came to me and I started understanding Spirituality not as a distant learning but something which I had left incomplete in some previous attempt due to some mischief or loss of patience (पूर्वाभ्यासेन तेनैव ह्रियते ह्यवशोपि सः…..Gita 6.44).

We were staying on the banks of River Narmada in Gujarat at that time. We had an Ashrama away from any village leave aside any town. We started with a purifying performance called ‘सर्वप्रायश्चित्तं’ in the presence of learned Brahmins of all the four Vedas. Our Guruji had taught my Pati our ancestral Shakha called Taittiriya Yajurveda. We now wanted to practise Karma Yoga as the Chosen Path.(लोकेस्मिन् द्विविधा निष्ठा पुरा प्रोक्ता मयानघ। ज्ञानयोगेन सांख्यानां कर्मयोगेन योगिनाम्। Gita 3.3) We decided to undertake a life of Grihastha with mandatory Panch Mahayajnya.(पंच वा एते महायज्ञाः..) Besides, we decided to share our learnings with whomsoever wishes to but in the prescribed fashion.

Two brahmacharins came to us for learning Veda. We had a small piece of land to cultivate and we bought a cow to complete our duties of fire worship etc. Narmada was 150 steps below and we chose not to have electricity, water-supply, road or telephone. We did keep a scooter to do a fortnightly visit to the nearest town Rajpipla.

Surya Argya

(Source of Image : http://gurukul.ashram.org/Home/A-Day-In-Gurukul)

The day starts early in the dark hours of pre-dawn. I would get up even before Acharya and Shishyas. I started with putting on the oil-lamp. Then I would visit the cow-shed to cleanup the cowdung. We will require this cowdung for making round-balls for preserving the household sacred-fire (गृह्याग्नि) incessantly. This practice is prevalent throughout the present day Vedics but I am told that this is just an Apad-dharma or contingency. They say, unknown to many practising Vedics, Vedas have no mention of using cowdung as fuel. [Footnote 1: Anyways, this is what we used till we shifted to Garhwal Himalayas. This part of the story will come in due course. But in short, over there we had an access to abundant dry firewood in the forest and a practise of keeping perpetual fire on logs of wood, without depleting the forest, by judicious cyclic usage.] After cleaning the cowshed, I would throw a bundle of dry fodder or green grass cut the previous evening from the fields to the cow as was the practise in Gujarat and come back to the hermitage. Meanwhile, Acharya would be sitting in the verandah surrounded by yawning young shishyas. They would be doing Pratah-smaranam. I also know the chants by everyday use but I never needed to learn them. प्रातरग्निं प्रातरिन्द्रँ हवामहे। प्रातर्मित्रावरुणा प्रातरश्विना। प्रातर्भगं पूषणं ब्रह्मणस्पतिम्। प्रातः सोममुत रुद्रँ हुवेम। They would be chanting this Sukta after their Apam-upasparshanam, splashing water on the face and sipping. He would ask them to drink cool water kept in the night in copper-vessel. And even I would drink some warm water. We used to go for bowels in woods at a distance and nearby for urination. [Footnote 2: Smritis have a detailed description of this मलनिर्मोचन. We admit that with the ever-shrinking space for human inhabitation, this is almost irrelevant now. But, Acharya tried to practise the prescribed way and he observes that the texts are very careful in maintaining hygiene and also respect the Mother Earth, Wind, Waters, Fire, Directions and Sun, all as Devata. This leads to a very healthy nature-friendly life, though we may find it cumbersome. We may envy their extravagant natural resources, the luxury of wild country-space.] This शौचमाचमनं is going on along with morning class of Veda-Avritti. This used to be hilarious or sometimes painful also for the young ones with all their sleepiness. They would be reciting with the Acharya doing Dhyanam or contemplation. This is the time which gives the best of insights into Past, Present and Future. Acharya would sit peacefully while I would dust the rooms and sprinkle water in the court-yard. I would draw Rangoli unless I am unfit in my natural menstrual cycle. Acharya told me an anecdote of how stupid and arrogant we are as the children of modern age. He once read a shloka ‘वैश्वदेवस्य यः कर्ता तस्य भार्या रजस्वला। भिक्षा तत्र न कर्तव्या यतिना हितमिच्छता।।‘ He construed it to mean: ‘He who is doing Vaishvadeva Homa, means his wife is unfit due to menses and hence Yati should avoid his house for Bhiksha, as it is certainly impure.’ He assumed due to unexposure to real practise that Vaishvadeva is to be done by the person who cooks. So naturally the wife would be ordinarily doing Vaishvadeva everyday. The day she is out, husband would cook and also perform Vaishvadeva. Now, along comes a Yati for Bhiksha and when he sees the husband doing Vaishvadeva, he understands the situation and walks away without having to be told the inside story! The readers are invited to share their interpretation as an exercise-problem to explain the importance of actual exposure to practises to interpret texts faithfully to the intention of the composer. We will answer the correct interpretation in the next issue. Acharya says, his Guruji in Kashi was ammused with this brilliant interpretation which was just false! Ofcourse he was crest-fallen and enlightened simultaneousely when the simple and elegant actual meaning was told by his Guruji.

This Rangoli is different for different clans. It also shows lots of innovations and adaptations. But the idea of fresh and pure household, fit for a ‘Life for Yajnya’ is what is common to all of them. This is our cultural unity in diversity in external form. We will keep sharing these little pieces, if the readers like it.

To be continued….

– Mrs. Suvrata Vinod, Anandavan Bhakta Samudaya, Institute of Advanced Studies in Veda and Science.

Characteristics of Ancient Indian Educational System

– Dr. Raj Kumar, Assistant Professor, Institute of Advanced Sciences, Dartmouth, MA.

It is sad to see the status of the current educational system. Whether it is student-teacher relationship, related to fee, control of the state or central government, mental/ethical development of students, imparting social responsibilities or providing pure knowledge…..everywhere you will find flaws and need some serious introspection. These are the few reasons why we have fewer enrollments in higher studies (out of ~ 140 million High school students in India only 1.8 million students opt for postgraduate or MPhil or PhD). Other issues are: having less trained workforce and unemployment rates among higher educated personnel (among literates unemployment rate is higher among better qualified, unemployment rate is 7.23% among illiterate and 10.98% among literate (2011 census)). Although the primary objective of modern educational system is to satisfy modern societal needs, but it is not able to address this adequately. So I thought to look into what kind of education system was available in ancient times, and how that system operated.

The ancient education system can be best described by the following verse from Vishṇu Puraṇa.

तत्कर्मयन्नबन्धायसाविद्यायाविमुक्तये। आयासायापरंकर्मविद्यऽन्याशिल्पनैपुणम्॥

Tatkarmyannabandhāyasāvidyāyāvimuktaye।  Āyāsāyāparṁ karmavidya’nyāśilpanaipuṇm।।

 (Vishṇu Puraṇa 1-19-41)

That is action, which does not promote attachment; that is knowledge which liberates. All action is a mere effort/hardship; all other knowledge is merely another skill/craftsmanship.

The above quotation is the best portraiture of the Indian educational system in the past, and the Vedas form the basis of such a system. The word ‘Vidya’ is derived from the root vid, to know, which the same root as Veda is. Since the entire educational system is based on the Veda, Vidya garnered by Veda enables a person to know the truth regarding the universe and the individual relationship with the universe. The Rishis understood that student should have self motivation to succeed, and teaching should suit the natural inclination of a student. It’s the duty of a Guru to test the student and impart knowledge in the subject of his/her liking. That’s why in ancient times a teacher/guru provided only suggestions/advice to his students, and students needed to put their hearts and minds behind that to assimilate the knowledge.

This educational system teaches consciousness, self-control and purity of thought and action. A person who is not selfish and well-educated leads a pure life, conquers avarice by generosity or hatred by love. Such a person does not bother about caste, creed or color. All these distinctions come when education leads to the patch of commercial contracts, but when it inculcates purity, selflessness and self-realization, then it makes individual to realize the ideals of uplifting. It is clear that this system is based on the idea of attaining perfection without degrading self or humanity as a whole. This system is based on three fold system of Vidya; a) Parā-Vidyā, b) Aparā-Vidyā, and c) Kāla. Parā-Vidyā helps one to attain pure-consciousness, Aparā-Vidyā teaches the law of nature and the cause of other phenomenon, and Kāla deals with kauśala (applied science) (Ramdasi PhD thesis).

guru_shishya

Vedic education starts with an intimate relationship between teacher and the student. The relationship between the teacher and his students starts with a religious ceremony called Upanayana. By Upanayana ritual teacher impregnates his student with his spirit, and start students new birth. After this student is known as Dvija (born afresh; Agarwal, 2011). In this education system, student finds his teacher, live with him as family member, and treated by teacher as his son in every way. The school was in natural surroundings, Hermitage, away from urban distractions, and function in solitude and silence. In the words of Rabindranath Tagore: “A most wonderful thing was notice in India is that here the forest, not the town, is the foundation head of all its civilization. Wherever in India its earliest and most wonderful manifestations are notices, we find the men have not come into such close contact as to be rolled or fused into a compact mass. There, tree and plants, river and lakes, had ample opportunity to live in close relationship with men. In these forests, though there was human society, there was enough of open space, of aloofness; there was no jostling. Still it render it all the brighter. It is the forest that nurtured the two great ancient ages of India, the Vedic and the Buddhist. As did the Vedic Rishis, Buddha also showered his teaching in the many woods of India. The current civilization that flowed from its forests inundated the whole India.

Every education system is always associated with the social life of the time. In ancient time, the society was divided into four categories or Varṇās; the Brahmaṇa, the Kṣatriya, the Vaiśya and the Śudras. Education was given in the beginning mainly to the first three Varṇā of the society.  Initially, everything was taught to all the three classes. During the Vedic ages, persons of the same family group followed different occupations according to their individual taste. As time passed on and Varṇās were required to do some imparted duties (mainly in post-Vedic era or Upaniśad era), subjects got divided according to Varṇās. Birth not occupation then came to be regarded as the basis of the caste system. The Brahmaṇas learnt the Vedic texts, the Kṣatriya learnt the Veda, science of warfare and Arthsastra, and Vaiśya were taught commerce, agriculture, etc. Śudras were not entitled to formal education, they are apprenticed under the skilled individual in their trade and craft. In fact, for a time being they were also allowed for formal education. In the Baudhāyana Grihya Sutra, ŚudraRathakār was allowed to have the Upanayana Sanskar (Bakshi et al., 2005). Budhayana says: “Let him initiate a Brahmaṇa in Spring, a Kṣatriya in Summer, A Vaiśya in Autumn, a Rathakār in the rainy season or all of them in Spring”.

वसन्तेब्राह्मणामुपनयीतग्रीष्मे राजन्यं शरदि वैश्यं वर्षासुरथकारमिति।  सर्वानेववा वसन्ते।

Vasante brāhmaṇāmupanayῑtagrῑṣme rājanyaṁ śaradi vaiśyaṁ varṣāsurathakāramiti। sarvānevavā vasante।।

(Baudhyana Grihya Sutra 2-5-6)

Notably, ŚudraRathakār is defined in this book as an offspring of a Vaiśya male and Śudra female.

In addition to this four Varṇās, there are four Āśramas which an individual is expected to experience in his/her lifetime; the Brahmacharya, the Grhastha, the Vanaprastha, and  the Sanyasa. These Varṇās and stages of life give us an idea of the aims and ideals of the ancient Indian education system.

Education was free and it was the teacher’s responsibility to take care of the primary needs of the students. Debate, discussion and seminar are essential parts of learning involving listening, contemplation, comprehension, self study and recall (Ramkumar, 2014). Rote learning was the technique used for elementary education. At the secondary level Vedic studies and writing was introduced, and higher education consisted of advanced study of the metaphysical subjects. Several schools were operated those days such as Pariśad, Tola, Forest colleges, Court schools, Temple colleges, Mathas, Ghatikas, and Agraharas (https://ithihas.wordpress.com/2013/08/28/ancient-indian-education-system-from-the-beginning-to-10th-c-a-d/). Teachers had designation according to their methods of teaching: Acharya (teach Vedas without charging fees), Upadhyaya (taught a portion of Veda or Vedangas as his profession), Charakas (wondering teachers), Guru (imparting education to his disciples), Yaujanasatika (teachers with their profound scholarship), and Sikshaka (teaching arts like dancing) (https://ithihas.wordpress.com/2013/08/28/ancient-indian-education-system-from-the-beginning-to-10th-c-a-d/).Various schools specializing in subjects like philosophy, law, the sacrificial ritual, astronomy, grammar and logic appear to come into existence since 500 B. C. Under the Brahamic auspices, universities like Takhsila were established. University curriculum included physical sciences, arts, literature, philosophy, logic, mathematics, astronomy, medicine and theology. In the course of time distinction between Arts and Science were drawn and practical pursuits were included in the arts. In later Vedic era, they evolved and expanded the curricula in all the fields of knowledge. With the expansion of education system, enrollment increases, which necessitated in development of various branches of specialization. This also amalgamated various school systems to create universities like Takshila and Nalanda (Sakunthalamma, 1994). These universities had various departments with specialties. In those days the departments were –

  1. Agnisthana: This was the place where fire worship and other prayers took place. Probably here the performance of religious rites and rituals were taught.
  2. Brahmasthana: This was the department of the Veda.
  3. Vishnusthana: In this department Rajnti, Arthanti and Vārtā were taught.
  4. Mahendrasthana: This was the department where military sciences were taught.
  5. Vaivasvatasthana: This department is for Astronomy.
  6. Somasthana: Department of Botany.
  7. Garudasthana: This was the department which dealt with the transport and conveyance.
  8. Kartikeyasthana: In this department the science of organization of military, patrolling and battalions, and the army was taught.

The examination was an oral one. The student was required to give oral answers in a congregation of scholars. If he satisfied them, he was given a degree or title, somewhat similar to the PhD dissertation defense today. The consensus of the scholar’s opinion was essential for obtaining such a title.

There are evidences that girls were admitted in the Vedic schools or Charanas (Agarwal, 2011). A Kathi is a female student of Katha school. There were hostels for female students and they were known as Chhatrisala. Though the state did not include education as one of the subjects under its administration, the head of the state and other wealthy merchants, etc., encouraged these activities with their endowments. After the student completed his course (in general, 12 years of learning), the school organized Samavartna Sanskar, which is similar to convocation today. Taittirῑya Upaniśad’s verse 1.11.1 describes address of Guru to his students, in which he exhorts to speak truth, practice social ethics and not to neglect the pursuit of knowledge. They were also advised not to forget the debt to the Gods and ancestors. According to Taittrῑya Upaniśad’s verse 1.11.2, students were specially asked to see God in their mother, father, teacher and guest. Students were also advised to give gifts to their teachers sincerely and according to their means. Finally the teacher ended his address with the words that what all he said was the import of the Vedas, the divine scripture, which was to be meditated upon.

References:

Sankuthalamma V. (1994). The trends of education in ancient India. PhD thesis, Shri Venkateshwara University, Tirupati, Andhra Pradesh, India.

Agarwal, V. (2011). Principles of Education. Chapter 1. Lakshay Publication, India.

Ramkumar, A. M. (2014). “Gurukul to University”: Ancient education system and the present day. Golden Research Thoughts, 3, 1-5.

Ramdasi, N.R. Visualising Indian heritage digital library metaphor. Research paper of PhD thesis. C- Dac, Pune.

Bakshi S.R., Gajrani S., and Singh, Hari (2005). Early Aryans to Swaraj. Volume-3, 25 – 26.