The basis of learning wasn’t only to read books and memorize information, but the well-rounded, holistic development of a child. This included their mental, cognitive, physical, and spiritual wellness. Subjects taught were religion, holy scriptures, medicine, philosophy, warfare, statecraft, astrology, and more.
The emphasis was on developing students' human values such as self-reliance, right behaviors, empathy, creativity, plus strong moral and ethical behaviors. The aim was that knowledge could later be practically implemented to find solutions to real-life problems.
The six aims of education for the students of the Gurukul were:
- The acquisition of supreme knowledge: The ultimate purpose of the Gurukul education system was to understand Brahma (God) and the world beyond sensorial pleasures to attain immortality.
- Development of character: Through the study of the Vedas (ancient texts), the student developed willpower, a requirement for a good character, which subsequently allowed them to create a more favorable attitude and positive outlook towards life.
- All-rounded development: Learning to withdraw the senses inwards and practice introversion was considered the ideal method for complete living. This allowed students to become aware of the inner workings of the mind and their responses and reactions while performing various duties in the Gurukul.
- Social virtues: By training body, mind, and heart, the student was inspired to only speak the truth and refrain from deceit and falsehood. This was considered to be the highest human virtue. They were also encouraged to believe in giving to charities which made them socially efficient.
- Spiritual development: The ancient texts suggest introversion as the best method for spiritual development, including Yagyas (rituals). Therefore, the student spent time in reflection and isolation from the external world to look entirely within himself to attain self-knowledge and self-realization.
- Cultural education: One day a year, students offered food to a passerby or a guest. This act was considered a sacrifice equivalent to one’s social and religious duty to another.After the 8th century, Islam came to India. The Arabs and Turks brought some new cultures, traditions, and institutions to India, in the most remarkable change was the Islamic pattern of education which was different from the Buddhist and Brahmanic education systems. In the medieval age, the education system primarily focused on the Islamic and Mughal systems. The main objective of education during the medieval period was the spread of knowledge and the propagation of Islam. The purpose of the education system was to make people religious-minded. Maktabs and Madrasas were educational institutions. Delhi, Agra, jaunpur, and Bidar were important educational centers. But Religious and Islamic education was given more importance and the student aimed to focus on leadership for ruling the country were the disadvantages of the system.
1835 was the date when the Indian education system had been changed by a British man Lord Macaulay. Lord Macaulay was the man who brought the English language and British education to India. The English education act 1835 was the council of India statutory act, which gave effect to a decision by Lord William Bentinck, then governor-general of the British East India company. In this way, the British education system came to India. Macaulay said in the parliament of Britain, "we cannot change the ingrained culture of Indians because they are so determined to their culture but we can change the mind of people through the British education system. We will inculcate an inferiority complex in Indians and show them that we are superior to them. In this way, we gradually, make them bodily Indians but brainly English". Thus, the British education system ends the questioning power of the students and makes them puppets or preachers of western culture and education.
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