How Was Ancient Indian Education Better Than The Current Education System In India, Influenced By The British And Western Education System
                      
How Was Ancient Indian Education Better Than The Current 
Education System In India, Influenced By The British And 
Western Education System?
Chaitanya Kumari
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Ancient Indian education is characterized by its holistic, value-based, and 
individualized nature and, in many respects, was superior to the modern style 
of education in India, which is strongly colored by British and Western 
education influences. Some of the reasons are enumerated in this article. 
 
1. Holistic Development and Moral Foundation
The Gurukul-based ancient Indian system placed its main focus on the all-
around growth of human beings: intellectual, physical, moral, and spiritual. 
Education did not confine itself to scholarly-related studies; education also 
involved morality on humility, discipline, truthfulness, self-sufficiency, respect 
for life (all living beings) and responsibility to self, family, and society. Values 
of morality and ethics were also incorporated, and teachers (gurus) acted as 
academic and ethical advisors. Conversely, the contemporary system has 
put more focus on academic attainment, standardized tests, and skills 
favored by employers, and in many cases, moral and ethical instruction takes 
a backseat. Although they continue to talk about values, they are not as 
central to the curriculum.
2. Personalized and Deep Learning
The Indian education in ancient times was individualistic. The students lived 
with the teachers, studied at their own pace, and were able to get guidance in 
areas and subjects that they were interested in or which piqued their interest. 
Instructors used techniques of storytelling, debating, discussing, chanting, 
and everyday rehearsal to promote critical thinking and in-depth 
comprehension. Vocational knowledge was as highly appreciated as 
scientific knowledge, and personal observations were emphasized much 
more than in theoretical knowledge. The present system, which was 
influenced by Western and colonial powers, is more institutionalized and 
standardized. 
 
3. Broad Curriculum and Integration of Physical, Artistic, and 
Vocational Skills
The early-age syllabus was broader and multi-dimensional, included Vedas, 
mathematics, sciences, medicine, astronomy, philosophy, art, music, war 
mobilization and even physical-education. Yoga, games, and archery were 
some of the activities engaged in daily to promote mental and physical well-
being. 
There were also other skills such as animal husbandry and crafts which were 
taught in order to ensure the students were ready to face life in the real 
world. The modern system, however, leans towards the 
compartmentalization of subjects, and fewer arts, physical education, and 
vocational skills are now integrated into core subjects.
 
4. Free and Accessible Education
Ancient Indian education was primarily a community-based, free educational 
system by society. Students of all kinds were welcomed in gurukuls and 
ashrams, and teachers were loved and honored by goodwill and charity. 
Though there were certain social constraints, the concept was to enable 
learning to become affordable and non-profit-based. Conversely, the 
contemporary system has frequently been associated with high expenditure, 
whereby the private schooling and coaching classes have become the norm. 
Economic or social barriers can also limit access.
5. Teacher-Student Relationship and Community Living
The teacher-student bond was the main focus and was marked with mutual 
respect and affection, and a feeling of family. Teachers lived among the 
students, creating strong and ongoing relationships, learning throughout. It 
was common to find peer learning and mentoring where advanced students 
would mentor juniors. The current system has a more formal and 
transactional relationship, and there is less personal interaction beyond the 
classroom.
 
6. Emphasis on Self-discipline and Character Building
The ancient education was a process that instigated self-discipline, self-
control, and moral ideals of high character. And the purpose of this was to 
train students to lead a simple and disciplined life, often in the form of work 
and service, which in turn brought about a sense of responsibility and 
humility. Contemporary education, although it does not neglect discipline, 
tends to concentrate more on external discipline (school rules, uniform, 
schedule) than on internal character-building.
 
Conclusion 
Ancient Indian education achieved tremendous success in molding 
wholesome, morally competent, and practically proficient individuals by 
means of personal edification, value-based, and practical learning within the 
community. Although the present system is so evolved in terms of technology 
and scientific knowledge, the current system lacks the depth of personal 
attention, moral focus, and the holistic development that was the hallmark of 
the ancient system.
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