• Dr. T. GNANAVEL

This article traces the historical development of human values as a central, organizing concern of Indian educational practice from the Vedic period through the classical Buddhist monastic university system. Drawing on the foundational studies of Radhakumud Mookerji and A. S. Altekar together with recent historiographical scholarship, the article argues that ancient Indian education treated character formation not as a subject alongside others but as the structuring purpose of the curriculum itself, transmitted through the sustained daily relationship between guru and shishya and, later, through the communal monastic discipline of institutions such as Nalanda and Takshashila. The article concludes by examining the self-conscious revival of this value-centred conception of education in Gandhi's twentieth-century scheme of Nai Talim, or Basic Education, arguing that this revival illustrates the continuing historical significance of the ancient Indian conviction that education is fundamentally a moral, and not merely an instrumental, undertaking.

ancient Indian education; gurukula; human values; guru-shishya tradition; Nalanda; Nai Talim; history of education

"History of Human Values in Ancient Indian Education Traditions", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.13, Issue 9, page no.c375-c378, September-2026, Available :http://www.jetir.org/papers/JETIR2609241.pdf

"History of Human Values in Ancient Indian Education Traditions", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.13, Issue 9, page no. ppc375-c378, September-2026, Available at : http://www.jetir.org/papers/JETIR2609241.pdf