64 Kala Education
                     64 Kala Education
Chaitanya Kumari
Writes informational articles on common ethics, 
64 kala , vocational education, hindu dharma and 
duties common to all along with others on finance, 
health and cultivating wisdom.
The 64 kalas, also called “chausath kalas,” were important 
elements of the ancient vedic education in India. Along with 
chausath kalas, the education back then also included the 14 
vidyas. But, this article s going to focus only on the 64 kalas. Any 
work that provides happiness to an individual can be called “kala” 
in that education framework.
•The scope of these 64 kalas was not restricted to just helping an 
individual achieve material prosperity. These kalas have an element 
of divinity in them. Hence, for any individual who chose any of the 
kalas as their profession, their work became a form of worship. And 
when an individual has this attitude towards their job, it is obvious 
that they derive immense work satisfaction.
•There was a specific reason why chausath kalas were integral parts 
of the age-old Indian education model. The gurukuls of those days 
were committed to ensuring that students who step out after 
completing their education have several career choices.
•Even pupils who slightly lagged behind in the 14 vidyas should 
not be deprived of the right to lead a dignified, independent life. 
Proficiency in at least one of the 64 kalas made individuals 
capable of having a thriving profession. Painting, carpentry, 
pottery, weaving, music and dancing are a few skills that come 
under chausath kalas.
•All the 64 kalas have been essentially derived from the 
concepts related to the 14 vidyas. Therefore, a lot of value is 
attached to those, and they are considered to reflect the 
creativity of practitioners. When one is conscious that there is so 
much significance for their abilities, happiness is something that 
automatically follows.
•The uniqueness of Bharateeya traditional education is its 
inclusivity, which is more noticeable in the way the kalas were 
respected. The 64 kalas also included many artisanal skills, but 
they were not labeled as “crafts,” or separated from other skills. 
On the contrary, all disciplines covered under chausath kalas 
were treated as “kalas” that deserve the utmost reverence. This 
made certain that the artisans experienced a sense of fulfillment 
from their professional activities.
•In the gurukuls, at least the basics of many of the 64 kalas were 
taught to the students. In-depth education was provided in 
disciplines that conformed to the aptitude of pupils. Learning 
these kalas expanded the brain capacity of students; their 
overall personal development was achieved. This aspect 
ensured that as soon as these individuals left the gurukul, they 
were in a position to start their professional activity.
•The skills and knowledge specific to chausath kalas made sure 
that students had flexibility of choices. They could either start 
their own business or find employment in an already-established 
workshop or facility.
•It needs to be understood that all “Kalas” encompassed under 
chausath kalas mirror the rich cultural heritage of India. So, even 
in contemporary times, practitioners of these disciplines must be 
seen in a special way. They should be treated as individuals 
doing their best to uphold the traditional values of the ancient 
Bharat.
•A chief objective of the 64 kalas was to create a society that is 
entirely self-sufficient, eliminating the need to rely on external 
regions. Learning any of the 64 kalas provides skills that help an 
individual to contribute in various ways to society. People in such 
communities naturally feel happiness and content with the work 
they do.
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