64 Kala Education

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.
• 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.
• 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.
• 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.