Teacher Education in Upanishad Period:
The period Upanishad is between 1400 BC and 600 BC, from the end of Rig Veda period to the beginning of Buddhism and Jainism. In the Upanishad period, after the spread of Vedic culture, the sacrificial rituals dominated and the Brahmin priests had the highest position in society. Accordingly, different ritual duties came into existence along with theoretical knowledge. Also, the priests were divided into different categories like hotri, udgata, adhwarya and Brahmanas. As in the Vedic period, education was for attaining the absolute (Moksha). Practical knowledge in subjects such as physical science, handicrafts, arithmetic, astronomy were also imparted. The aim of education was:
- To enable realization or true knowledge and achieve the absolute
- To meditate and think
In accomplishing the aim of education, gurus played a major role. The teachers during this period were held in high esteem and a job of a teacher was considered a high class job. Since gurus enjoyed special status, the selection of guru was rigorous and followed a strict process. These gurus were appointed to enlighten and to wipe off darkness from the society.
During education, students were made to sit at the feet of the guru, and the gurus recited the lesson to the students. Upanishads describe thePara Vidya (physic knowledge) and this knowledge was considered to be above all knowledge since it enables the unity of soul and absolute. The study of the Upanishad helped students to reach self-realization. However, education was limited to the upper castes of the society. As in the Vedic period, women were also permitted to study. The three methods of teaching in Upanishad period were:
∙ Sharvan (learning)
∙ Manan (mediation)
∙ Nidisdhyasan (realization and experience)
According to Rig Veda, a teacher was selected and then educated or trained and was expected to have passed the recognized curriculum and fulfilled all the duties of a Brahmachari. Teachers were supposed to seek knowledge for realization.
They were highly respected. In due course, the scholarly class came to be known as Brahmans and teaching became a hereditary profession for them. During this period, the relationship between the teacher and disciple became very intimate. The word Upanishads connotes ‘sit close’. Teachers had the freedom to choose their disciple and once the disciples were chosen, it became the moral duty of the teachers to take care of their disciples. Knowledge during this time was orally transmitted and explanation was the most important way of teaching. The disciples were expected to emulate their teachers and this learning was passed from one generation to another.
Good teachers devised innovative methods of teaching to make the lessons interesting and meaningful. Listening to the spoken words, comprehension of meaning, reasoning leading to generalization, confirmation by a friend or a teacher and application were the five steps to realize the meaning of a religious truth practiced in ancient India.