School Education in Karnataka Dr
SSRG International Journal of Humanities and Social Science ( SSRG – IJHSS ) Volume 3 Issue 4 July to August 2016 School Education in Karnataka Dr. Samson R Victor Assistant Professor, Department of Education, Indira Gandhi National Tribal University (A Central University established by An Act of Parliament - 2007) Amarkantak, Madhya Pradesh -484886, India INTRODUCTION centers, the same curriculum prevailed at the As reported by Kamat (2002), the history of elementary level, where the medium of instruction education is very interesting and can be traced back to remained Kannada. its beginning in the third century B.C. It has evolved from education being imparted orally to written scripts; Kamat (2015e) reported that the organisation from temples and community centres being the place of the educational system remained the same among for education, to actual schools being built for all sects -Buddhist, Jaina and Vedic. All sects agreed education, and from vedic times into multiple fronts as that self-realisation, and not mere wage-earning, present today. During vedic times, education was should be the true aim of higher education. A common limited to the Gurukulas, Agraharas, Mathas, curriculum was established, and the study of the vedas, Bramapuris as well as Shāles, Kamat (2015a). Most of upanishads, darshans (different schools of the education was limited to the Brahmin community. philosophy), shastras, logic, and rhetoric was According to Kamat (2015b), the different agencies compulsory. Proficiency in grammar, oration, and through which society provided instruction or the debating were given importance. All sects encouraged religious and spiritual education for different sections debating talents because the superiority of each sect were Dharmaprasangas (religious discourses), was established through argumentation and debating Harikathās (recitation of purānas), and gōshthis skills in large public gatherings of learned people.
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