Sadhvidya Strategy

The traditional Indian education system was broadly supported by two complementary social institutions that played a major role in shaping individuals and society. .

1. Kula Vyavastha: Kula Vyavastha refers to the aggregation of people around common interests, activities, occupations, or professions. It functioned as a social framework through which individuals inherited and practiced the values, culture, and samskaras associated with their community. This is a vertical learning system with a separate system for each Kula. Professional competence was acquired through Saangatyam—learning by association and observation with an experienced practitioner surrounding them right from the childhood. Below are features of this system:
   1. Skills were not categorized as formal education. They were means to fulfil social needs.
   2. Awareness and skill about professional competence was acquired through Saangatyam.
   3. Knowledge about tools, terminology, and process relevant to the profession were introduced from early age.
   4. This was essentially a form of on-the-job training, where the learner observed, assisted, and gradually mastered the profession under the guidance of a skilled person who acted as guru.
   5. Practical knowledge required for earning a livelihood and accomplishing worldly tasks was primarily transmitted through this system.
   6. Learning occurred through participation, observation, and continuous interaction rather than through formal classroom instruction.

.

2. Guru Kula Vyavastha: Guru Kula Vyavastha refers to the aggregation of people around an instituted authority or a gravitational point who will teach and present the world view to the learners through a defined academic curriculum. The Guru kula system is the formal education system which explains metaphysical subjects, which are Horizontal across all vertical systems present in Kula Vyavastha. This system introduced students to higher principles and disciplines, thereby orienting them toward the right path from the very beginning. Students learning this worldview in Guru Kula Vyavastha would carry the perspective to their individual verticals in Kula Vyavastha. Objective of this was to cultivate a holistic individual capable of understanding both tangible and deeper dimensions of life. Formal education had different variations which were inculcated in students. Few of them are mentioned below:
   1. Vinayam – Grounding behavior which makes a person eligible to comprehend and observe happenings surrounding him.
   2. Vidya – Awareness about a subject that illuminates and transforms the individual to travel in the path of learning Gnanam.
   3. Gnanam – Knowledge which is inspired and experienced through an enquiring mind.
   4. Vignanam – experiential knowledge gained through application of gnanam. This is the knowledge that has been verified through practical implementation.
   5. Pragnanam – Wisdom, discernment, and the ability to rightly comprehend and apply the vignanam for accomplishing tasks.
   6. Kala –Artistic skill or technique which inspires and impacts larger society for presenting a refined expression.

. As social requirements, economic conditions, technologies, geography, natural circumstances of society change, different forms of work emerge and disappear. As a result of this, different Kulas emerge, dissolve and disappear across the flow of time, they are not permanent. A profession which was essential at one age of time may become less relevant or irrelevant as age changes. New occupations emerge, creating new communities of practitioners. Thus, from the same population, new Kulas may be formed, while older Kulas may merge into broader social groups or give rise to entirely new institutions. Kulas are dynamic social institutions that respond to the changing needs of society. They are born, they serve a purpose, they transform, and they eventually yield to new forms. . However, underlying these changing social structures is a more fundamental and enduring institution: the Gurukula tradition and the pursuit of Vidya. This institution, through its eternal stable position of Satyam can observe and illuminate new frontiers of human experiential opportunities forever. It serves as the mother source from which new social institutions, knowledge systems, values, and occupations are born. This is Sadhvidya which does not change with time, place or people. This Vidya is the natural progression of an evolved society, nurturing wisdom, character, and discernment while harmonizing the tangible and transcendental dimensions of human existence across generations. . On the other side, existing western education system, which is dominant in current age, is a Hybrid design with Indian education system as reference point and combining it with Chinese examination methodology. It has evolved over time from a western perspective and has multiple facets for its evolution and reasons why it was designed this way by imperialists. It is inspired by and designed as the world view of Snow and Sand desert civilizations, where availability of organic resources like fertile soil, water, conductive environment for agriculture and required men to translate them into food produce is limited. They need bigger uniform organizations as means to procure their sustenance for this they need to do travel and transport. These are fulfilled by machines and technology in this age. Fertile societies need less of these comparatively due to ready availability of organic resources. They don’t have to overwhelmingly travel and transport for their sustenance. Travel and Transport is the basis on which entire modern western civilization and its scientific temper through educational institutions is built upon. The western education systems create and fulfil the demand for just this purpose “Travel and Transport”. With this world view, entire society is organized. Be it town planning, livelihood, food procurement, personal needs of people etc. Travel and transport of humans and materials creates chaos, where huge time and resources are consumed just for travel and transport. This wastage of time and resources are paid with Human labor sacrificing their time and tranquility. This fundamental design flaw in current world view from desert societies will keep society in continuous flux, which only exaggerates common tendencies of unsettled Human mind which is unstable and continuously craves for stimulation. Current education system servers this purpose through scientific temper to create and maintain this system through newer technologies. . We should redesign the world view from perspective of fertile lands, this reduces unwanted need for transport and travel. This will save lot of human time and effort which is spent in producing unwanted machines required for them and gives more time and tranquility to humans. This change in world view will justify traditional Indian education system, where the horizontal Sadhvidya will enrich and enable the vertical Kula Vyavastha.