Golden Research Thoughts

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1 Vol 3 Issue 12 June 2014 ISSN No : ORIGINAL ARTICLE International Multidisciplinary Research Journal Golden Research Thoughts Chief Editor Dr.Tukaram Narayan Shinde Publisher Mrs.Laxmi Ashok Yakkaldevi Associate Editor Dr.Rajani Dalvi Honorary Mr.Ashok Yakkaldevi

2 Welcome to GRT RNI MAHMUL/2011/38595 ISSN No Golden Research Thoughts Journal is a multidisciplinary research journal, published monthly in English, Hindi & Marathi Language. All research papers submitted to the journal will be double - blind peer reviewed referred by members of the editorial board.readers will include investigator in universities, research institutes government and industry with research interest in the general subjects. Flávio de São Pedro Filho Federal University of Rondonia, Brazil Kamani Perera Regional Center For Strategic Studies, Sri Lanka Janaki Sinnasamy Librarian, University of Malaya Romona Mihaila Spiru Haret University, Romania Delia Serbescu Spiru Haret University, Bucharest, Romania Anurag Misra DBS College, Kanpur Titus PopPhD, Partium Christian University, Oradea,Romania International Advisory Board Mohammad Hailat Dept. of Mathematical Sciences, University of South Carolina Aiken Abdullah Sabbagh Engineering Studies, Sydney Catalina Neculai University of Coventry, UK Ecaterina Patrascu Spiru Haret University, Bucharest Loredana Bosca Spiru Haret University, Romania Fabricio Moraes de Almeida Federal University of Rondonia, Brazil George - Calin SERITAN Faculty of Philosophy and Socio-Political Sciences Al. I. Cuza University, Iasi Hasan Baktir English Language and Literature Department, Kayseri Ghayoor Abbas Chotana Dept of Chemistry, Lahore University of Management Sciences[PK] Anna Maria Constantinovici AL. I. Cuza University, Romania Horia Patrascu Spiru Haret University, Bucharest,Romania Ilie Pintea, Spiru Haret University, Romania Xiaohua Yang PhD, USA...More Editorial Board Pratap Vyamktrao Naikwade Iresh Swami ASP College Devrukh,Ratnagiri,MS India Ex - VC. Solapur University, Solapur R. R. Patil Head Geology Department Solapur University,Solapur Rama Bhosale Prin. and Jt. Director Higher Education, Panvel Salve R. N. Department of Sociology, Shivaji University,Kolhapur N.S. Dhaygude Ex. Prin. Dayanand College, Solapur Narendra Kadu Jt. Director Higher Education, Pune K. M. Bhandarkar Praful Patel College of Education, Gondia Sonal Singh Vikram University, Ujjain Rajendra Shendge Director, B.C.U.D. Solapur University, Solapur R. R. Yalikar Director Managment Institute, Solapur Umesh Rajderkar Head Humanities & Social Science YCMOU,Nashik S. R. Pandya Head Education Dept. Mumbai University, Mumbai Govind P. Shinde Bharati Vidyapeeth School of Distance Education Center, Navi Mumbai Chakane Sanjay Dnyaneshwar Arts, Science & Commerce College, Indapur, Pune Awadhesh Kumar Shirotriya Secretary,Play India Play,Meerut(U.P.) G. P. Patankar Alka Darshan Shrivastava S. D. M. Degree College, Honavar, Karnataka Shaskiya Snatkottar Mahavidyalaya, Dhar Maj. S. Bakhtiar Choudhary Director,Hyderabad AP India. S.Parvathi Devi Ph.D.-University of Allahabad Sonal Singh, Vikram University, Ujjain Address:-Ashok Yakkaldevi 258/34, Raviwar Peth, Solapur Maharashtra, India Cell : , Ph No: ayisrj@yahoo.in Website: Rahul Shriram Sudke Devi Ahilya Vishwavidyalaya, Indore S.KANNAN Annamalai University,TN Satish Kumar Kalhotra Maulana Azad National Urdu University

3 Golden Research Thoughts ISSN Impact Factor : (UIF) Volume-3 Issue-12 June-2014 Available online at GRT ROLE OF MATHAS AS EDUCATION CENTRES IN MEDIEVAL KARNATAKA Shreekanth Gangadhar Ph. D Research Scholar, Department of History, Gulbarga University, Gulbarga. Karnataka. Abstract:-Education is a very important Component of Society. It is the keystone of all the Socioeconomic and Cultural developments in every society. In fact, the level of education reflects the Sociocultural prosperity of every society & culture. The history of education in ancient India 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 ) and Nalanda (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. Keywords:Education Centres,Medieval Karnataka, Society, Socio-economic. INTRODUCTION :- Early education in Indian commenced under the supervision of a guru. 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 Kshatriyas 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. 1 The earliest venues of education in India were often secluded from the main population. History of education in Karnataka is very interesting. One can trace its footsteps, starting from the third century BCE. Initially education was imparted only orally, but after the development of letters and literature, it took the form of writing. Palm leaves and wooden tools were used for education, which helped spread of the written word. It is important to note that ancient Indians did not consider literacy as the only form of education; self-sufficiency, social service, and spiritual knowledge were the actual goals of developing reading and writing skills. Temples and community centers took the role of schools; on numerous occasions, one's education started in one's own home. We see that in early education as well as in vocational education, the father of the student played a very important role. From time immemorial, religious institution and heads of Mutts (Mathas) have been guiding the educational activities in Karnataka as in other parts of the country. Temples, Mutts or Monasteries, Ghatikasthanas or institutions of higher learning and Agraharas or settlements of learned Brahmanas Served as centres of education in early times as can be gathered from historical accounts. Generally instruction was orally imparted from the teacher to pupils. The subjects ordinarily taught comprised Vedas, Vedangas, Puranas, Kavyas and other religious works Grammar, Literature, Music, Drama Mathematics, Logic and Astronomy were also taught to the interested every pupil was invariably required to serve the teacher to the best of his ability people of different castes specialized in the professions which were traditionally associated with them. FAMOUS MATHAS OF MEDIEVAL KARNATAKA In the early times a matha was a boarding house attached to a temple-school (mathashhatrādinilayam according to Amarakosh), but grew to be a center of learning by the middle of the eighth century. Kalamukha Shaiva teachers played an important role in the spread of education throughout the land. They arrived in Karnataka from Kashmir through Gujarat in about 7th century C.E., and since they daubed their forehead liberally with bhasma (sacred ash) they were nicknamed "black- Shreekanth Gangadhar, ROLE OF MATHAS AS EDUCATION CENTRES IN MEDIEVAL KARNATAKA, Golden Research Thoughts Volume 3 Issue 12 June 2014 Online & Print 1

4 . Role Of Mathas As Education Centres In Medieval Karnataka faced" (kālāmukha) by the locals. Several Kalamukha mathas sprang up by the 10th century, out of which those at Ballegavi, 2 Kuppattur, Sudi, Huli, Muttage and Shrishaila were prominent. Some Kalamukha ascetics became royal preceptors as well. The most famous matha was Kodiyamatha at Ballegavi (in present day Shimoga district), attached to the Kedareshvara temple. It provided shelter to many sections of the society, besides providing free education, lodging and boarding to the student community. It imparted instruction in all the branches of learning. It is interesting to note that the matha distributed food to the poor, the destitute, the lame, the blind and the deaf. Artists such as singers, drummers, flute players, dancers and orators were also accommodated, confirming that the matha was a repository of fine arts. The naked and the wounded came to seek shelter and were gladly accommodated. Ascetics of different orders including Ekadandi, Tridandi, Hamsa, Paramahamsa as also the Jaina monks visited this great institution, not only from other parts of Karnataka, but from 3 different countries. The matha provided shelter, food, security from fear, and arranged medical treatment for visitors. This Kodiyamatha boasted of a long line of distinguished gurus. Vamashakti II himself was the head for more than forty-six years and through his scholarship, attracted the attention of the royalty, who in turn endowed the matha with liberal grants in the 5 11th century. 4 Besides Ballegavi, Kuppatur, Sudi, Huli, Muttage and Srishaila had famous Kalamukha mathas. CURRICULUM AND SYSTEM OF EDUCATION Sva-adhyaya, (self study) adhyapana (teaching) and vyakhyana (discourse) in all traditional lore, some mathas provided vocational education as well. Some taught students only to read and write (odisuva matha) some taught spinning and weaving (sālematha), and some others provided instruction in agriculture, medicine and smithy. Students were taught drawing and painting on palm leaves for illustrated books, and preparing kadatas (permanent folding blackboards). Some old palm-leaf books and kadatas in mathas mention a number of tools required in different arts and crafts and describe modes for 6 manufacturing them. Even among those mathas that imparted literary education, there was specialization. For instance, koolimatha invariably taught the three R's (reading, writing, and arithmetic). In Shabdamanidarpanamatha, grammar was the main subject. The Teekina matha dealt with different commentaries on the smritis, and Tippani matha trained people in the interpretation and 7 analysis of books on law. Sampadane matha, which taught interpretation and editing, also boasted a large number of students. Sanjeya matha, mentioned in inscriptions, functioned in the evenings. Here were performed the recitation of the purānas, which was a common practice in temple-schools as well. It is likely that people gathered at leisure in the matha to learn about religion and social duties, which formed part of the adult education of those times. In South Kanara district, Jaina mathas and Aigala mathas existed and continued to flourish until the end of the nineteenth century. In addition to the three Rs, Kannada 8 and Sanskrit classics and Yakshagana prasangas were taught. In these mathas, besides Vedic lore and traditional darshanas and smritis (books on philosophy and popular law), 9 secular subjects were taught as were arts and crafts. In this way, mathas tried to meet most of the local educational needs. The administration and maintenance of mathas was the responsibility of the particular community to which the matha belonged. Communities such as the Vaishnavas, Virashaivas, Jainas, etc., ran the mathas, but literary education was available to all. Like the Buddhist vihāras of previous times, bigger mathas brimmed with multifarious activities in the 10 medieval era. CONCLUSIONS The glimpses into the educational system in Karnataka provided in the foregoing pages show how the system offered ways of imparting literacy and practical knowledge to the masses (so that they may earn a living) as also specialized training for various strata of the society. The organization of the educational system was same among all sects - Buddhist, Jaina and Vedic. All sects agreed that self-realization, and not mere wage-earning, should be the true aim of higher education. A common curriculum was established, and the study of the vedas, upanishads, darshans (different schools of philosophy), shastras, logic, and rhetoric was compulsory. Proficiency in grammar, oration, and debating were given importance. All sects encouraged debating talents because the superiority of each sect was established through argumentation and debating skills in large public gatherings of learned people. The local temple committee that managed the affairs of the temple, matha or agrahara was also responsible for education and its supervision (melaļke) as well. Veerashaiva mathas imparted education to members of all communities and classes were held in temple corridors, under a tree or in the courtyard of a landlord. REFERENCES 1.Prabhu, Joseph, "Educational Institutions and Philosophies, Traditional and Modern", Encyclopedia of India (vol. 2) edited by Stanley Wolpert, Thomson Gale, p Epigraphia Carnatica, Vol. VII, Sikaripur, no. 102,1054 CE, South Indian Inscriptions, XV 32 Muttage, 73 Hombal. 3.Epigraphia Carnatica, VII Shikaripur, no. 112, 1139 CE. 4.Epigraphia Carnatica, Vol. VII, 100, 102, 104, Dr. M. Chidanandmurthy, Kannada Shashanagala Samskruthika Adhyayana, A.D , Sapna Book House, Bangalore, pp Golden Research Thoughts Volume 3 Issue 12 June

5 . Role Of Mathas As Education Centres In Medieval Karnataka 6.Epigraphia Carnatica, Vol. VII, Sikaripur, no. 102, 1162 CE. 7.Ibid. 8.Dr. M. Chidanandmurthy, Op.Cit. p Ibid., p Ibid., pp Golden Research Thoughts Volume 3 Issue 12 June

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