64 Kala Education

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64 Kala Education
Chaitanya Kumari Writes informational articles on
common ethics, 64 kala , vocational education,
hindu dharma and duties common to all along with
others on finance, health and cultivating wisdom.
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• The 64 kalas, also called chausath kalas, were
  important elements of the ancient vedic education
  in India. Along with chausath kalas, the
  education back then also included the 14 vidyas.
  But, this article s going to focus only on the 64
  kalas. Any work that provides happiness to an
  individual can be called kala in that education
  framework.
• The scope of these 64 kalas was not restricted to
  just helping an individual achieve material
  prosperity. These kalas have an element of
  divinity in them. Hence, for any individual who
  chose any of the kalas as their profession, their
  work became a form of worship. And when an
  individual has this attitude towards their job,
  it is obvious that they derive immense work
  satisfaction.
• There was a specific reason why chausath kalas
  were integral parts of the age-old Indian
  education model. The gurukuls of those days were
  committed to ensuring that students who step out
  after completing their education have several
  career choices.

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• Even pupils who slightly lagged behind in the 14
  vidyas should not be deprived of the right to
  lead a dignified, independent life. Proficiency
  in at least one of the 64 kalas made individuals
  capable of having a thriving profession.
  Painting, carpentry, pottery, weaving, music and
  dancing are a few skills that come under chausath
  kalas.
• All the 64 kalas have been essentially derived
  from the concepts related to the 14 vidyas.
  Therefore, a lot of value is attached to those,
  and they are considered to reflect the creativity
  of practitioners. When one is conscious that
  there is so much significance for their
  abilities, happiness is something that
  automatically follows.
• The uniqueness of Bharateeya traditional
  education is its inclusivity, which is more
  noticeable in the way the kalas were respected.
  The 64 kalas also included many artisanal skills,
  but they were not labeled as crafts, or
  separated from other skills. On the contrary, all
  disciplines covered under chausath kalas were
  treated as kalas that deserve the utmost
  reverence. This made certain that the artisans
  experienced a sense of fulfillment from their
  professional activities.

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• In the gurukuls, at least the basics of many of
  the 64 kalas were taught to the students.
  In-depth education was provided in disciplines
  that conformed to the aptitude of pupils.
  Learning these kalas expanded the brain capacity
  of students their overall personal development
  was achieved. This aspect ensured that as soon as
  these individuals left the gurukul, they were in
  a position to start their professional activity.
• The skills and knowledge specific to chausath
  kalas made sure that students had flexibility of
  choices. They could either start their own
  business or find employment in an
  already-established workshop or facility.
• It needs to be understood that all Kalas
  encompassed under chausath kalas mirror the rich
  cultural heritage of India. So, even in
  contemporary times, practitioners of these
  disciplines must be seen in a special way. They
  should be treated as individuals doing their best
  to uphold the traditional values of the ancient
  Bharat.

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• A chief objective of the 64 kalas was to create a
  society that is entirely self-sufficient,
  eliminating the need to rely on external regions.
  Learning any of the 64 kalas provides skills that
  help an individual to contribute in various ways
  to society. People in such communities naturally
  feel happiness and content with the work they do.

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