Jain Shiksha Banam Adhunik Shiksha

Here is a comprehensive summary in English of the provided Jain text, "Jain Shiksha Banam Adhunik Shiksha" by Vijay Kumar:

This article, "Jain Education Versus Modern Education," by Vijay Kumar, a research scholar from the Department of Philosophy at Banaras Hindu University, explores the fundamental differences between traditional Jain education and contemporary modern education, highlighting the perceived shortcomings of the latter.

The Essence of Education:

The author begins by emphasizing the timeless and fundamental role of education in human life, stating that from birth to death, humans are continuously learning. The word "Shiksha" is derived from the root "Shiksh," meaning "to learn and to teach." While related terms like "gyan" (knowledge) and "vidya" (learning/wisdom) are used, the author distinguishes "Shiksha" as a process that fosters societal development and progress, whereas "vidya" can encompass even negative knowledge like theft, which can hinder progress. Despite this, the ultimate basis of human excellence is said to be "vidya," which bestows humility.

The Significance of Vidya in Jain Texts:

The article quotes from the Jain scripture Adipurana to illustrate the immense value of "vidya." It is described as the source of fame, welfare, fulfillment of desires, and a provider of all wealth and prosperity, akin to the mythical wish-fulfilling cow (Kamadhenu) and the wish-fulfilling gem (Chintamani). Adipurana stresses that both sons and daughters should equally pursue learning, as a learned person commands respect and a learned woman is considered a foremost creation.

Objectives of Jain Education:

The core objectives of Jain education, as articulated by Dr. Nemichandra Shastri, are centered on:

• Self-realization: Expressing inner divine powers.
• Character Development: Cultivating inherent noble qualities.
• Holistic Development: Strengthening the body, mind, and soul.
• Knowledge and Understanding: Acquiring knowledge, conduct, philosophy, and science.
• Awakening Potential: Stimulating dormant abilities.
• Emotional Maturity: Achieving emotional non-violence through an understanding of the world and life.
• Sense of Duty: Fostering awareness and a commitment to fulfilling responsibilities.
• Discerning Wisdom: Developing the ability to perceive and discriminate.

In essence, Jain education aimed at self-mastery, the pursuit of truth, personality development, and the fulfillment of social and religious duties.

Objectives of Modern Education:

In stark contrast, the author contends that modern education's primary objective has become mere money-making and livelihood. The article criticizes this approach, stating that it has become a mechanical process where students are expected to memorize information to secure degrees and jobs, rather than truly understanding concepts. This focus on monetary gain has overshadowed character building, intellectual, mental, physical, and spiritual development. The author laments that modern education produces doctors and engineers but fails to create true human beings because the spirit of service and labor is absent, leading to rampant selfishness and a decline in morality.

Critique of the New Education Policy:

The article points out that the current Indian government's New Education Policy (10+2+3), aimed at providing employment and elevating India to global standards, has overlooked the importance of Sanskrit, Prakrit, and Pali – languages that embody the essence of Indian culture. The author warns that this neglect will lead to the destruction of India's cultural foundation.

The Jain Educational System:

Jain education was imparted in temples, ashrams, and monasteries, with teachers often being ascetics, Brahmins, or monks residing away from society. The mediums of instruction included Sanskrit, Prakrit, Pali, and regional languages. The system involved:

• Early Literacy (age 5): Introduction to alphabets and numbers at home.
• Upanaeti Ceremony (age 8): This ritual marked the transition to formal education and included tonsure, wearing a sacred thread, worshipping in a temple, begging for food (bhiksha), and adhering to vows of celibacy. These practices were mandatory for all, regardless of social status.
• Gurukul Life: After the Upanaeti ceremony, students lived in gurukuls.
• Vratacharya Sanskar: A ritual emphasizing a disciplined life focused on study.
• Vratavaran Kriya: The final ritual performed after completing studies, typically after 12 or 16 years, involving worship of Lord Jinendra.

The Jain system instilled resilience in facing challenges, the renunciation of vices, and the adoption of virtues. The teacher-student relationship was characterized by love, respect, and reverence. Contentment, honest behavior, self-control, and adherence to scriptural principles were central to gurukul life.

The Modern Educational System:

The modern education system is attributed to Lord Macaulay, who laid its foundation in 1935 with the aim of uplifting the Indian elite. This system, however, resulted in Indians becoming physically Indian but mentally Europeanized, severing the connection between education, religion, and morality, and confining education solely to the material world. The author argues that this system is impractical, incomplete, and contributes to unemployment, turning students into "bookworms" without deep subject mastery.

Comparison and Conclusion:

The article concludes by contrasting the two systems:

• Jain Education: Emphasized morality, tolerance, character building, detachment, discipline, and humility, alongside material pursuits and spiritual goals.
• Modern Education: Primarily focuses on materialism and has failed to instill essential values.

The author acknowledges that while the ancient Jain system cannot be fully replicated, its objectives can still be pursued. He suggests that education should be made adaptable to the times and societal needs. To achieve this, children must be made sensitive to society, fostering meaningful dialogue between families and schools. A blend of spiritual and practical knowledge is essential from primary to higher education. Furthermore, each student should be trained for livelihood according to their interests.

The article concludes with a quote from Uttaradhyayana Sutra that highlights the impediments to acquiring knowledge: arrogance, anger, heedlessness, illness, and lack of effort. These are seen as obstacles that prevent individuals from truly learning.