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The history of education in the South Asia began with teaching of traditional elements such as Indian religions, Indian mathematics, Indian logic at early Hindu and Buddhist centres of learning such as Taxila (in modern-day Pakistan) and Nalanda (in India) before the common era. Islamic education became ingrained with the establishment of the Islamic empires in the Indian subcontinent in the Middle Ages while the coming of the Europeans later bought western education to colonial India. A series of measures continuing throughout the early half of the 20th century ultimately laid the foundation of education in the Republic of India, education in Pakistan and much of South Asia. ==Early history== Early education in India commenced under the supervision of a ''guru''.〔Prabhu, 24〕 Initially, education was open to all and seen as one of the methods to achieve Moksha, or enlightenment. As time progressed, due to superiority complexes, the education was imparted on the basis of caste and the related duties that one had to perform as a member of a specific caste.〔 The ''Brahmans'' learned about scriptures and religion while the ''Kshatriya'' were educated in the various aspects of warfare.〔 The ''Vaishya'' caste learned commerce and other specific vocational courses while education was largely denied to the ''Shudras'', the lowest caste.〔 The earliest venues of education in India were often secluded from the main population.〔 Students were expected to follow strict monastic guidelines prescribed by the ''guru'' and stay away from cities in ''ashrams''.〔Prabhu, 25〕 However, as population increased under the Gupta empire centres of urban learning became increasingly common and Cities such as Varanasi and the Buddhist centre at Nalanda became increasingly visible.〔 Education in India in its traditional form was closely related to religion.〔Blackwell, 88〕 Among the Heterodox schools of belief were the Jain and Buddhist schools.〔Blackwell, 90〕 Heterodox Buddhist education was more inclusive and aside of the monastic orders the Buddhist education centres were urban institutes of learning such as Taxila and Nalanda where grammar, medicine, philosophy, logic, metaphysics, arts and crafts etc. were also taught.〔〔 Early secular Buddhist institutions of higher learning like Taxila and Nalanda continued to function well into the common era and were attended by students from China and Central Asia.〔 On the subject of education for the nobility Joseph Prabhu writes: "Outside the religious framework, kings and princes were educated in the arts and sciences related to government: politics (''danda-nıti''), economics (''vartta''), philosophy (''anvıksiki''), and historical traditions (''itihasa''). Here the authoritative source was Kautilya’s ''Arthashastra'', often compared to Niccolò Machiavelli’s ''The Prince'' for its worldly outlook and political scheming."〔 The ''Rgveda'' mentions female poets called ''brahmavadinis'', specifically Lopamudra and Ghosha.〔 By 800 BCE women such as Gargi and Maitreyi were mentioned as scholars in the religious ''Upnishads''.〔Raman, 236〕 Maya, mother of the historic Buddha, was an educated queen while other women in India contributed to writing of the ''Pali canon''.〔 Out of the composers of the Sangam literature 154 were women.〔Raman, 237〕 However, the education and society of the era continued to be dominated by educated male population.〔Raman, 236–237〕 It is possible that later historian twisted the truth that the so-called lower castes in the society were denied the right to education only in order to pitch for better concessions and create a feelgood factor to the leaders of society so they may corner the valuable mass support. If one did not learn how to kill a wild boar without being goared or gather honey without being strung by it or sow maize and harvest or brew the fine somabanams or make tools and implements, the society would have perhaps gone without food or shelter. It is wrong to say that the teaching existed only in schools run by the upper cast teachers in their so-called Gurukuls. The society was teaching its subjects in the exact and required skills as appropriate to the time. It is widely acclaimed now that the class room education does not teach the actual required skill sets either for life as it is perceived now or add value to the humanity at large. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「History of education in the Indian subcontinent」の詳細全文を読む スポンサード リンク
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