Education in Ancient India c12.s2.t3.2

c12.s2.t3.2

Characteristics of the Age: This period may be described as the age of critical reflection and specialisation. The achievements of the preceding creative period were critically examined and special systems like the Sāṃkhya and the Yoga, the Nyāya and the Vaiśeṣika, the Vedānta and the Mahāyāna Buddhism were evolved; this undoubtedly marked considerable progress in critical thought. The creative vein however was still active, though in a less marked degree than before. Its activity was particularly noteworthy in the realm of classical literature and sacred law, painting and sculpture, mathematics and astronomy. A considerable part of the religious literature was now canonised, but Hindus still had an open, free and enquiring mind. Philosophical systems continued to be called orthodox, though they had no place in them even for God. Heterodox systems like the Jainism and the Buddhism were studied by the Hindus and the theories and dogmas of Hinduism were analysed and examined by the Jains and the Buddhists; this led to considerable progress in logic and metaphysics. Greeks were no doubt regarded as unholy foreigners (Mlechchhas), but nevertheless their achievements in the realm of sculpture, coinage and astronomy were carefully studied and assimilated, which led to considerable progress in all these sciences.