In Sivasoothra, there are 3 ways
The Way of Siva, Sivopaya, the Mantropaya and finally Manavopaya
The first section is the most difficult to grasp, and it’s a rather treacherous path. Whether we attain it or not, there’s no need to go further to the next section. The second is “Mantropaya”, and the third is “Manavopaya”.
Sivopaya, Mantropaya, and Manavopaya are concepts associated with the Shaiva Siddhantha, a school of Shaivism, which is a major branch of Hinduism/ Sanatana Dharma. These terms represent different levels or paths of spiritual realization and practice within this tradition. Sivopaya, which is the highest of the three paths are also known as “Path of Shiva”. In Sivopaya, practitioners seek direct communication and union with Lord Shiva, the supreme deity in Shaivism. This path emphasizes deep meditation, contemplation, and surrender to Shiva’s divine presence. It is considered the most advanced and challenging path and is often followed by advanced yogis, ascetics and tantric sadhakas. Mantropaya is the “Path of Mantra”, which focuses on the use of sacred mantras as a means of attaining spiritual realization and connection with Shiva. Practitioners of this path chant specific mantras, such as the Panchashara Mantra (the five-syllable mantra) to purify the mind and draw closer to the divine. In the Manavopaya “Path of Mind” involves mental and intellectual practices, such as deep philosophical inquiry and self-reflection. Practitioners of Manavopaya explore the nature of the self, consciousness, and the relationship between the individual soul (Atman) and the universal consciousness (Brahman or Shiva). This path emphasizes gaining wisdom and understanding through contemplation and introspection.
In Western pedagogy, it usually begins with something simple, and then gradually becomes more complex as you learn. In India, it’s not like that. Here one could start with either the basics or something complex, depending on your level of understanding. We also have numerous options available in India. The methods of learning and Pedagogy in these (Nalanda, Takshashila, Vallabi, Ujjayin, Pushpagiri, Kanthaloor Shala, Manyaketha, Kanchipuram, Odntapuri, Sharadha Peet, etc.) early universities were deeply rooted in the traditional Gurukul System, which had a strong philosophical foundation. However, these universities differed in the sense that they could accommodate a larger number of students and became centres for concentrated knowledge creation, making them hubs of academic activities. This set them apart from Gurukuls, which primarily served as family-based or small-group or small sampradaya based education centres run by individual gurus. Despite the absence of formal institutions or universities, education was imparted through the family system in India. For instance, Takshashila, although not a fully organized university, functioned as an educational centre where advanced studies were conducted in various subjects. Students were admitted based on the recommendations of the respective subject teachers. Takshashila employed a Choice-Based Credit System, allowing students to select the subjects they wished to study. There were no formal examinations, and degrees or diplomas were not awarded. Universities like Nalanda University employed a multifaceted approach to teaching involving verbal and explanatory lectures, followed by debates and discussions. India boasts a rich tradition of learning and practice-based education, and over time, this tradition has witnessed various pedagogical advancements and improvements. In our current pedagogical approach, which closely follows the western model, there is a heavy reliance on memorization. Students are expected to reproduce information for examinations, which unfortunately do little to encourage critical thinking or the practical application of what is taught. The modern education system does not favour the incisive questioning that was once prevalent in the ancient Indian system, as it was often viewed as a challenge to the authority of the teacher. This shift has had a detrimental impact on student learning, and the innate curiosity for knowledge has waned over the years. We have also moved away from the practice of debating and discussing, which played a crucial role in our ancient educational system. This shift has resulted in holistic education taking a backseat in the current landscape. To compound this decline, there has been a push to align the education system with the job market’s demands, which has placed additional pressure on students. Furthermore, the introduction of private universities and colleges has contributed to this deterioration. [3]
Here students should have these choices, it’s the choice-based credit system that we could adopted. Students can have complex methods at a time or choose simple one, it’s our choice—it all depending upon who’s reading, at what stage!