Page 16 - Kashmir and National Education Policy by Dr. Amarpreet Kour

KASHMIR & NATIONAL EDUCATION POLICY 2020 || DR. AMARPREET KOUR

centres in ancient India. They were named after famous sages
and located in quiet forests, where hundreds of students studied
together.

5. Sayana, in his writings, emphasized the oral transmission
of knowledge, stating, “The text of the Veda is to be learned
through the method of hearing it from the lips of the teacher, not
from a manuscript” (Salomon, 1998).

6. The Transition Period (3rd Century BCE): This phase saw the
rise of Buddhism and the dominance of the Prakrit language.
Education flourished at centres like Taxila, and significant
advancements in astronomy and medicine were made under
Emperor Asoka (Keown, 1996).

7. Notable foreign travellers such as Fa-Hien, Hiuen-Tsang, and
Itsing, the renowned travellers and scholars, chose to reside
there for a period of time to delve into the profound teachings
of Buddhism (Fa-Hien, 1886) (Xuanzang 1884) (Yijing 1896)

8. The Second Epoch (185 BCE – 7th Century CE): This period
featured the rise of classical Sanskrit, secular literature, and
remarkable scientific achievements by luminaries like Kalidasa,
Aryabhatta, and Varahamihira. Nalanda University emerged as
a prominent centre of learning (Mazumder, 1906).

9. Prominent Ancient Indian Universities included Takshashila
(1000 BCE–500 CE), Nalanda (425 CE–1205 CE), Valabhi (600
CE–1200 CE), and Vikramashila (800 CE–1203 CE) (Scharfe,
2002).

10. These centres excelled in diverse disciplines and attracted
scholars from across the world. However, they faced setbacks
due to invasions by the Kushans, Yuezhi Huns, Arab attackers,
and the destructive campaigns of Bakhtiyar Khilji, which led to
their decline (Apte, 1961).

11. In the Mediaeval period, institutions like Odantapuri, Sakya, and
Vikramashila continued the legacy of learning, reflecting India’s
enduring intellectual and cultural traditions (Kashyap,1993).

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