(Study Material) Indian History: GENERAL PREVIEW OF SCIENCE & TECHNOLOGY AND LEARNING & EDUCATION

Indian History: GENERAL PREVIEW OF SCIENCE & TECHNOLOGY AND LEARNING & EDUCATION

SCINECE & TECHNOLOGY

Knowledge of science and technology, however, got linked with religionand social relations. Relying primarily on pragmatism some intellectuals in India acquired intuitive awarness of scientific temper. In view of absence of experiment, some insights became ridiculous.

Knowledge of science was known from very ancient times, although science, as we know today, was not known in India till modern times. The archaeological remains of the Indus Valley reveal knowledge of applied sciences. Scientific techniques were used in irrigation, Metallurgy, making of fired bricks and pottery, and simple recknowing and measurement of areas and volumes.

It contrast more is know about Aryan achievements in the field of astronomy, mathamatcis and medicine. Chinese records indicate knowledge of a dozen books of Indian origin. Brahmagupta's Sidhanta as well as Charaka's and Susrata's Samhitas were translated int Arabic in the 9th or 10th centuries A.D.
In ancient Indian mathematics was known by the general name of ganita, which included arthimatcs, geometry, algebra, astronomy and astrology. It was Aryabhata, who gave a new direction to trigonometry. The decimal system too was an innovation of India.

By the third century B.C. mathematics, astronomy and medicine began to develop separately. In the fielf of mathematics ancient Indians made three distinct contributions, the notation system, the decimal system and the use of zero. The earliest epigraphic evidence of the use of decimal system belongs to the fifth century A.D. Before these numerals appeared in the West they had been used in India for centuries. They are found in the inscriptions of Ashoka in the third century B.C.
Indians were the first to use the decimal system. The famous mathematics Aryabhata. (A.D. 476-500) was acquinated with it. The Chinese learnt this system from the Buddhist missionaries, and the western world borrowed it from the Arabas when they came incontact with India. Zero was discovered by Indians inabout the second century B.C. From the very beginning Indian mathematicians considered zero as a separate numeral, and it was used in this sense in arithmatics. In Arabia the earliest use of zero appears in A.D. 873. The Arabs learnt and adopted it from India and spread it in Europe. So far as Algebra is concerned both Indians and Greeks contributed to it, but in Western Europe its knowledge was borrowed not from Greece but from the Arabs who had acquired it from India.

In the second century B.C. Apastemba contributed to practical geometry for the construction of altars on which the kings could offer sacrifices. It describes acute angle, obtuse angle, right angle etc. Aryabhata formulated the rule for finding the area of a trinangle, which led to the origin of trigonometry. The most famous work of his time is the Suryasiddanta the like of which was not found in Contemporary ancient east.

During the Gupta period mathematics was developed to such an extent and more advanced than any other nation of antiquity. Quite early India devised a rudimentary algebra which led to more calculations than were possible for the Greeks and led to the study of number for its own sake. The earliest inscription regarding the data by a system of nine digits and a zero is dated as 595 A.D. Evidently the system was known tomathematicians some centuries before it was employed in inscriptions. Indian mathematicians such as Brahmagupta (7th century), Mahavira (9th century) and Bhaskara (12th century) made several discoveries which were known to Europe only after Renaissance. The understood the importance of positive and negative quantities, evolved sound system of estracting squares and cube roots and could solve quadratic and certaint types of indeterminate equations. Aryabhata gave approximate value of pie. It was more accurate than that of the Greeks. Also some strides were made in trigonometry, ephrical geometry and calculus. Chiefly in astronomy the mathematical implications of zero and infnity were fully realized unlike anywhere in the world.

Amont the various branches of mathematics, Hindus gave astronomy the highest place of honour. Suryasidhanta is the best know book on Hindu astronomy. The text was later modeified two or three times between 500 A.D. and 1500 A.D. The system laid down in the book can even now be used to predict eclipse within an error of two or three hours.

The most renowed scholars of astronomy were Aryabhata and Varhamihira. Aryabhata belonged to the fifth century, and Varahamihira to the sixth. Aryabhata calculated the position of the planets according to the Babylonian method. He discovered the cause of lunar and solar eclipses. The circumstances of the earth which he measured on the basis of the speculation is considered to be correct even now. He pointed out that the sun is stationary and the earth rotates around it. The book of Aryabhata is the Aryabhatiya. Varhimihira's well-known work is called Brihatsamhita which belongs to the sixth century A.D. Varhaihira stated that the moon rotates around the earth and the earth rotates around the earth rotates around the sun. He utilized several Greek works to explain the movement of the plantes and some other astronomical problems. Although Greek knowledge influenced Indian astronomy, there is no doubt that Indian pursued the subject further and made use of it in their ovservations of the planets.

Aryabhata wrote a book when he was barely 23 years. Varhmihira of the sixth century wrote a summary of five asronomical books current wrote a summary of five astronomical books current in his time. Brahamagupta of the seventh century A.D. appreciated the value of observation and astronomy and his book was translated into Arabic. One last great scientist was Bhaskara II. One of the chapters in the book Sidhanta Shiromani, dealing with mathematics, is the well-known work of Lilavait.

Nevertheless, Indian viws on the origina and evolution of the universe was matter of religion rather than of science. The cosmic schemes of Hindus and Jains in fundamentals were the same. All postulated a flat earth although Indian astronomers came to know that this was incorrect early in the Christian era. The idea of flat such remained for religious pruposes.

Regarding astronomy proper it was studied as a Vedanta. Its name was Jyotisa. A rimitive kind of astronomy was developed mainly for the purpose of settling the dates and times at which periodical sacrifices were to be performed. Serverall Greek words gained momentum in sankrit through knowledge of Greek astronomy. The sixth century astronomer Varahamihira called one of his five astronomical systems as Romaka Sidhanta. It is only western astronomy that introduced in Indian the sign of the Zodaic. The seven-day week, the hour, and several other ideas. Later, Indian astronomers made some advances on the knowledge of the Greeks and passed on their knowledge with that of mathematics via the Arabs to Europe. As early as seventh century, a Syrian astronomer knew of the greatness of Indian astronomy and mathematics.

In the field of medicine, Aurveda was the contribution of India. Seven hundred hymns in the Vedas, particularly Atharva Veda, refer to topics of Ayurveda. Indeed, the whole approach was not scientific. He earliest mention of medicines is in the Atharva Veda. As in order ancient societies, the remedies recommended in it the are replete with magical charms and spells. Medicine could not develop along scientific lines. In post-Maurya time India witnessed two famous scholars of the Aurveda, Susrtua and Charaka. In the Susrutasmhita Susruta describes methods of operating contract, stone disease and several other ailments. He mentions as many as 121 implements to be used for operations. For the treatment of disease he lays special emphasis on diet. And cleanliness. Charaka wrote the Charakasamhita in the second century A.D. It is like encylopedia of Indian medicines. It describes various types of fever. Leprosy, hysteria and tuberculosis.

Possibly Charaka did not know that some of these are infections. His book contains the names of a large number of plants and herbs which were to be used as medicine. The book is thus useful not only for study of ancient Indian medicine but also for ancient Indian flora and chemistry. In subsequent centuries Indian medincines developed on the lines laid down by Charaka. The Vedic hymns attribute various diseases to demons and spirits and the remedies for hymns prescribing correctly the symptoms of pulmonary tuberculosis, and connecting dropsy with heart diseases.

However, national medicine began to 800 B.C. Medicine became a regular subject of study at centers like Taxila and Varanasi. The latter specialized in surgery. Susrutasmhita was compiled in the fourth century A.D. Charaka compiled the teachings of two of his predecssors who served at Taxila. Charaka and Susruta's Samhits reached as far as Manhcuria through translations in Tibetan and other Asian languages. In the eighth century A.D. these books influenced European medicine as carried over by two Arabs. Charaka Samhita was published as late as 1550 in Arabic. Despite these achievements, medicine did not make any remarkable strides, for absence of dissection led to ignorance of anatomy and physiology. Indians were equally ……………….. of the functions of internal organs such as lungs and brain.

Surgery of some kind was even during the Vedic period. It was only from the time of Susruta that surgery came to occupy an important place in medicine. Surgical operations were performed like taking the foetus out of the womb. Including caesarin, section, treatment of fistula removal of stone from bloder and plastic surgery for the nose.
Despite the developments as the above in medicine, ancient Indian doctors, ingeneral had no knowledge of the functions of brain, although they knew the importance of the spinal cord and the existence of nervous system. Once again social taboos stood in the way of the growth of medical knowledge. It was a tabo to too touch dead bodies.

Despite the fact that the physicological knowledge of ancient Indians was very poor, Indians evolved empirical surgery. They knew bone-setting, plastic surgery and surgeons in ancient India were experts is repairing noses, ears and lips lost, or injured by mutilation.

The physician was a respectable member of society as the Vaidyas were ranked higher in the hierarchy. Even to this day the rules of professional behaviour laid down in medical tests are almost the same as those of Hippocrates. Of course, some statements at one place states that the Physcians should not betray the patients and shouldbe always of pleasant speech. In this context, he pleads that every day they must pray on rising and going to bed, since the work of the welfare of the all beings specially cows.

Regarding physics, it was closely linked with religion and theology and it even differed from sect to sect. Almost all religions believed that the universe consisted of elements like earth, air, water, and akasa (ether). Most schools maintained that there were as many types of atoms as there were elements. Some Buddhists conceived atom as the minutes object capable of occupying space but also as occupying the minutest possible duration of time coming into being and vanishing almost in an instant only to be succeeded by another atom caused by the first. This somewhat resembles the quantum theory of planck. The Vaisesika school believed a single atom to be a point in space completely without magnitude. Fruther, most of the schools believed that atoms constitute moleculues. However, the Indian atomic theories were not based on experiment but intuitive logic. The great theolgian Sankara strongly argued against their existence.

Beyond this knowledge of atoms, physics in India did not develop much. However, in the science of acustics, India made real discovers. Based on experience for this correct recitation on Vedas, the human era was highly trained for the phonetic study - distinguished musical tones far closer than those of other ancient musical systems much earlier than other civilization.

Regarding chemistry and metallurgy too, some progress was made in ancient times. The Harappans developed metallurgy of copper and bronze about 2500 B.C. The Vedic Aryans tanned leather, fermented grains and fruits, and dyed scale production of copper, iron and steel, brass, silver and gold and their alloys. Indian steel was highly esteemed in the ancient world and it was exported in large quantities. Tin and mercury were imported and worked. And from the senventh century, alchemy was referred to in literature. The medical chemistry of ancient India did succeed in producing many important alkalies, acids and metallic salts. It is claimed by Bashama that ancient Indians ever discovered a form of gun powder. The coming of middle ages, Indian chemists, like their counterparts in the rest of the world, became increasingly interested in a specific remedy for all diseases, the source of perpetual youth, and even the surest means to salvation. Although the could not make precious metals, they could understand the chemistry of metallic sats. The heights attained by Indians in metallurgy and engineering are brone out by the almost pure copper stature of Buddha found at Sultanganj and the famous iorn Pillar at Mehrauli (Delhi which has been able to withstand rain and weather for centuries without rusting).

LEARNING AND EDUCATION

The highly esteemed Vedas have come to down to us. They existed for nearly 2000 years before they were known in India. It was the knowledge of acustics that enabled ancient Indians to orally transmit the Vedas from generation to generation. Institutional form of imparting learning came into existence in the early centuries of the Christian era. The approach to learning was to study logic and epistemology.

The study of logci was followed by Hindus, Buddhists and Jains, one of the most important topics of Indian thoughts was pramana or means of reliable knowledge. The nyaya schools upheld four pramanas - perceptions of areliable by anology or comparison, word (Sabda), and pronounciation of a reliable authority such as the Vedas. The Vedanta school added one more to it i.e. intution.

It is probably while studying the process of inference that the schools of true logic arose. Ancient Indian postulated syllogism though not as accurate as that of Aristotle. Yet, they recognize some of the major fallacies of logic like reduction and absurdom, circular argument, infinite regression, dilemma, and ignoratio elenchi.
In the field epistemology, Jains contriubuted the most for the Jains there was not only two possibilities of existence and non-existence but seven more. Although the modern logicians might laugh at this pedantic system of ontological and epistemological reality they concede that the world is more complex and subtle than we think it to be.

Regarding institutional form of education the first was the guru-sishya system. According to sacred texts, the training of the Brahmin pupil took place at the home of a Brahmin teacher. In some texts the guru is depicted as the poor ascetic and it is the duty of the student to beg for his teacher. The first lesson that was taught to the student was the performance of sandhya and also reciting of gayatri.

The family functioned as a domestic school, an asrama or a hermitage where the mental faculties of the pupils were developed by the teacher's constant attention and personal instruction. Education, treatant as a matter of individual concern, did not admit of the method of mass production applicable in industry. The making of man was fegarded as an artistic and not a mechanical process. Indeed, the aim of education was the developing of the pupil's personality, his innate and latent capacities. This view of education as a process of one's inner growth and self-fulfilment evolved its own technique, its rules, methods and practices.

The thinking principle, manana sakti was reckoned higher than the subject of thinking. So the primary subject of education was the mind itself. According to the ancient Indian theory of education, the training of the mind and the process of thinking, are essential for the acquisition of knowledge. The chase counts more than the game. So the pupil had mainly to educed himself and achieve his own mental growth. Education ws reduced to the three simple processes of Sravana, Manana and Niddhyaasana. Sravana was listening to the truths as they fell from the lips of the teacher. Knowledge was technically called sruti or what was heard by the ear and not what was seen in writing.

The second process of knowledge called Manana implies that the pupil has to think out for himself the meaning of the leassons imparted to him orally by his teacher so that they may be assimilate fully. The third step known as Nidhyasana means complete comprehension by the pupil of the truth that is taught so that he may live the truth and not merely explain it by word. Knowledge must cultimate in realization.

The admission was made bythe formal ceremony upanayana or initiation by which the pupil left the home of his natural parents for that of the preceptor. In this new home he had a second birth and was called Dvijya. Twice-born.

Besides these regular schools of instructions, there were special institutions for the promotion of advance study and research. These are called in the Rig Veda as Brahmana-Sangha, Academies of learned most its discussions hammered into shape the very languageofthe country, the refined language of Sanksrit (Samkrata) as the Vehicle of highest thought. These Academics were called prisads, there is a reference to the Pancala parisad in the Upnishads, in whose proceedings even kings participated, learning was also prompted by discussions at public meetings which were a regular of rural life, and were addressed by wandering scholars known as Carakas, These scholars toured the country to deliver public discourses and invite discussion.

What might count as earliest literary congress of the world was the congress of philoshophers which was codification of Brahmanical philoshophy by discussing the subject under the direction of the master philosopher, Yajnavalkya. In these deliberations at the highest level, a lady- philoshopher named Gargi was a prominent participant beside men like Uddalaka Arni. Obviously, in those days women were admitted to the highest knowledge and did not suffer from any education disabilities. There was equality between the sexes in the filed of knowledge. The Rig Veda mentions women Rais called Brahmanavadinis.

To begin with, in ancient India, the main subject was the Veda. The teacher would instruct handful of students seated on ground. For many hours daily they would repeat verses after verses of the Vedas till they attainmastery of at least one of them. To ensure correctness of memory, the hymns were taught inmore than one way.
Soon the curricula was expanded. The limbs of the Veda or the six Vedangas were taught - the performance of sacrifice, correct pronounciation, knowledge of prosody, etymology, grammer, and jyotisha or the science of calender. Also in the post-Vedic era, teachers often instructed their students in the six schools of Philoshophy.

The writers of smititis maintain that young women of upper class updrewent this kind of training. This is a dboutful contention. Princes and other leading Kshatriyas were tained in all the manifold sciences to make them fit for government. Most boys of the lower orders learnt their trades from their fathers.
Some cities became renewned because of their teachers. Chief among them were - Varanasi, Taxila from the day of Buddha and Kanchi in the beginning of the Christian era. Varanasi was famous for its religious teachers. Taxila was known for its secular studies. Among the famous men connected with Taxila were Panini, the grammarian of the fifth or fourth century B.C. : Kautilya, the Brahmin minister of Chandragupta Maurya and Charaka one of the two leading authorities of Indian medical sciences. The institutions imparting vedic knowledge that exists even today. There were also universities like Taxila and Ujjain for medicine and learning incuding mathematics and astronomy respectively. In the south Kanchi became an important center of learning. Hiuen remarks that vallabhi was as great as Nalanda and Vikramashila.

Although the smirits maintained that a small number of students study under a single teacher, university turned towns came into existence like Varanasi, Taxila etc. At Varanasi there were 500 students and a number of teachers. The whole estalisment was maintained by charitable people Ideally, the teacher asked no fee, but the students repaid his debt by their service to the teacher. A Jataka story tells of how a teacher of Taxila treated well the students who paid him money while keeping other waiting. It is also interesting to note that in Taxila even married people were admitted as students.

Out of all the Universities, Nalanda and imposed structures. Eight Colleges were built by different patterns including one by the king of Sri Vijaya (Sumatra). One of the colleges was four storeyed high as stated by Hiuen-Tsang. Every facility existed for studying various kinds of subjects in the University. There were three great libraries as per Tibetan records.

Nalanda attracted students not only from different parts of India but also from Tibet and China. The standards of examination were stiff, and only those who could pass the test prescribed by the dvarapandita or the scholar at the gate were admitted to this university. Also, for being admitted to the university, candidates were required to be familiar with old and new books.

Nalanda was one of the earliest examples ofa residential cum-teaching institutions which housed thousands of monks devoted to learning, philoshophy and meditation. Over 10,000 students including teachers lived and studied at the university. The came from various parts of the world apart from India-Cental Asia, China and Korea.

Though Nalanda was primarily a Buddhist university its curricula included Hindu scriptures, Philoshophy and medicine as recorded by Hiuen-Tsang. Logic and exagetics wre pre-emenent because thes students were expected to enter into dialogue with visiting doctors of all schools. This compulsion of public debate made both teachers and students become familiar with all systems of thought in accurate summary.

The university had also succession of brilliant teachers. Dharmapala was a Tamil noble from Kanchi in the south. Janamitra come from another country. Silabhadra, the saintly guru of Hiuen-Tsang, came from Assam and he was a converted Brahmin. A great achievements of the University was that it was able to continuously rejuvenate Buddhism in far off countries. Tibetan records mention a succession of learned monks who visited their country. It is also said that Sudhakara Simha went to China and worked there on the translation of Buddhist texts. .

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