Jaina System Of Education

Here's a comprehensive summary of "Jaina System of Education" by Debendra Chandra Das Gupta, based on the provided text:

Overall Scope and Purpose:

The book, "Jaina System of Education," by Debendra Chandra Das Gupta, aims to comprehensively explore the educational practices and philosophies within the Jaina tradition in ancient and medieval India. It is presented as a series of lectures delivered under the patronage of the Bharati Mahavidyalaya. The author's primary objective is to shed light on the often-overlooked contributions of Jainism to Indian education, arguing that its impact was as significant as that of Buddhism.

Key Themes and Structure:

The book is structured into ten lectures, each addressing a distinct aspect of the Jaina educational system and its broader context. The author emphasizes a holistic approach, examining education not in isolation but as an integral part of the family, church (monasteries/nunnaries), school, state, and industry.

Summary of Key Lectures and Concepts:

• Lecture I: Introductory:

  • Highlights the regretful lack of attention given to Jaina contributions to mass education.
  • Identifies five key agents of education: Family, Church, School, State, and Industry, all of which played significant roles in the Jaina period.
  • Briefly touches upon the family's role as the foundational unit of education and the Jaina Church's organization of monasteries for widespread religious and cultural dissemination.

• Lecture II: The Brahmanic and the Art Schools:

  • Discusses the parallel existence of Vedic (Brahmanic) schools, primarily for the twice-born, and Art schools, which were more secular and open to all castes, including Shudras.
  • Explains the articulation between these schools, with Vedic education often serving as a prerequisite for Brahmanic scholars to join art schools, while admission to Vedic schools required the Upanayana ceremony.
  • Details the curricula, which included the Vedas, Vedangas, and various arts. The text notes the influence of climate on study periods and the role of assemblies (Parisads) in academic administration and examinations.
  • Emphasizes the broad scope of education, including secular subjects and practical sciences, and suggests that art schools contributed to a high level of literacy across society.

• Lecture III: The Jaina Monasteries – Their Importance and Physical Environments:

  • Underscores the pivotal role of Jaina monasteries in shaping Indian civilization, acting as beacons of learning amidst intellectual and spiritual darkness.
  • Highlights the strategic selection of monastery sites, considering geographical factors like proximity to cities, rivers, and mountains to ensure accessibility and popularity.
  • Discusses the comprehensive and practical curricula of Jaina education, designed to meet the needs of the Indian states and equip students for various vocations, encompassing both secular and religious aspects.
  • Mentions the administrative structure of the state and its departments, with a special focus on the departments of religion and education.

• Lecture IV: The Jaina Monasteries – Their Organization, Administration and Cultural Activities:

  • Details the hierarchical organization of Jaina monasteries, managed by various officials and councils, analogous to modern university administration.
  • Explains the curricula as encyclopedic, integrating Brahmanic, Buddhistic, and Jaina courses of study, including the twelve Angas.
  • Highlights the practical application of education, balancing "G" (general) and "S" (specific) factors, and the pedagogical methods employed, including repetition, biography, and debate.
  • Discusses the provision for military and physical education, and the awarding of academic honors and degrees like Pandita, Bahusruta, and Doctorate.

• Lecture V: The Education of Women – Ecclesiastical:

  • Focuses on the education of women for ecclesiastical roles in nunneries.
  • Addresses the generally positive social position of women in ancient India, contrasting it with the limitations placed on them by some interpretations of Manu and the Buddha.
  • Details the Jaina fathers' sympathetic attitude towards women, admitting them freely into their order, and the structure of nunneries affiliated with monasteries.
  • Mentions the geographical influences on the establishment of nunneries and provides statistical data on the large numbers of nuns and female votaries.

• Lecture VI: Education of Women – Lay:

  • Examines the education of lay women for secular purposes, emphasizing the roles of the family, state, and school.
  • Highlights the sophisticated understanding of child and adolescent psychology displayed by Jaina educators, with detailed descriptions of developmental stages.
  • Discusses the curricula for lay women, which were practical, physiologically sound, and tailored to their aptitudes, including music, painting, and physical education.
  • Notes the importance of specialization and the use of art in conveying life stories and resolving emotional issues. Co-education is also discussed as being prevalent in Art schools.

• Lecture VII: The Education of the Princes:

  • Details the comprehensive approach to the education of royal children, starting from the prenatal stage, with meticulous attention to the mother's well-being and environment.
  • Describes the role of trained nurses in the child's development and the early stages of education.
  • Explains the curricula in Art schools for princes, covering 3 R's, fine arts, military training, vernacular languages, and sciences, all based on psychological principles.
  • Emphasizes the strong influence of the state in shaping the education of princes, including the appointment of specialized teachers and the provision of training grounds. Physical and military education is shown to be a continuous, lifelong process.
  • Discusses the importance of travel and the practice of individual and group instruction, as well as the criticism of rote learning.

• Lecture VIII: Vocational Education:

  • Explores the vocational landscape of Jaina India, analyzing the influence of geographical factors on occupations and their distribution.
  • Discusses occupations related to mountains, agriculture, fishing, trade in animals, and mineral-based industries.
  • Highlights the application of psychological principles to vocational selection, emphasizing the shift from a caste-based system to one based on individual aptitudes and societal needs.
  • Details the role of the family, church, state, and industry in vocational education, with a focus on state patronage and the organization of guilds and associations.
  • Underscores the concept of vocational guidance, emphasizing collaboration between parents, citizens, and educational authorities, and the integration of theoretical instruction with practical work.

• Lecture IX: The Religious and Cultural Activities of the Jaina Fathers:

  • Discusses the missionary activities of the Jaina prophets, their use of vernacular languages, and their emphasis on morality touched with emotion.
  • Outlines the structure of Jaina sacred literature (Angas) and the division into Svetambara and Digambara sects.
  • Traces the contributions of Jaina scholars to philosophy, religion, art, literature, astronomy, astrology, mathematics, grammar, lexicography, poetics, and politics, marking a period of Jaina Renaissance.
  • Highlights the key figures like Rishabha and Mahavira, their teachings, travels, and the organization of their orders.

• Lecture X: Conclusion:

  • Provides a summary of the preceding lectures, reiterating the key aspects of the Jaina educational system.
  • Re-emphasizes the foundational role of the family, the integration of secular and religious education, and the collaborative efforts of the family, church, state, school, and industry.
  • Highlights the cosmopolitan nature of Jaina monasteries, their comprehensive curricula, and the emphasis on geographical and psychological factors.
  • Reiterates the importance of moral discipline, the awarding of academic degrees, and the role of the state in promoting education.
  • Concludes by stating that the Jaina educational system was remarkably modern in its approach, incorporating principles of child psychology, vocational guidance, and a balance between theoretical and practical learning, a system that significantly influenced the intellectual and cultural life of India.

Key Takeaways:

• Holistic Approach: Jaina education was not siloed but deeply integrated with all aspects of life: family, religion, state, economy, and personal development.
• Psychological Foundation: A sophisticated understanding of child and adolescent psychology informed curriculum design and teaching methods.
• Practicality and Utility: Education was geared towards practical application, preparing individuals for diverse vocations and societal roles.
• Inclusivity: Education was accessible to all castes and both sexes, with a notable emphasis on women's education.
• Adaptability: Jaina institutions demonstrated a remarkable ability to incorporate diverse cultural influences, making them centers of broad learning.
• State and societal involvement: The state played a significant role in supporting and regulating education, while guilds and associations contributed to vocational training.
• Emphasis on Character: Beyond academic knowledge, Jaina education fostered moral discipline, spiritual development, and ethical conduct.
• Modern Relevance: The book argues that many Jaina educational principles anticipated modern pedagogical theories, underscoring the enduring wisdom of ancient Indian thought.