I remember, when I had gone to a relative’s home when I was young, I behaved myself very responsibly, much beyond what I generally do at home. I observed the same phenomenon when vishva had gone out of home when he was quite young.

In the ancient gurukulam system of education, the kid lives in the home of the teacher along with other learners (in the modern day this group is called a Cohort), far away from the comfort of home and the parental cuddling. The kid, just when he / she develops some capacity of managing oneself, beyond their dependence of their parents, is left in the “custody” of the teacher. Perhaps, the designers of the ancient system, understood the significant flip sides of prolonged love and care – both for the kids as well as for the parents. I tend to behave responsibly and be attentive when I am not at my home.

I asked gemini this question – “Why are kids separated from the parents in the gurukulam system of education?” While you can go through it’s full response at the end of this post, I resonate quite a bit with its summary, given below:

Essentially, the Gurukulam was designed to shape a child’s character by removing them from the comfort zone of their parents, preparing them for life’s responsibilities rather than just academic achievement.

There are two aspects of this summary, that I feel are important. One Is “out of comfort zone” and the other is “preparing them for life’s responsibilities rather than just academic achievement.”

Academics of the day today are more focused on the linguistic and feeds more on the rational/ Intellectual. However, we often listen to how gurukulam isn’t about one type of intelligence and but encompasses 64 different types of learnings (ஆயக்கலைகள் 64, चतुः षष्टि कला). The learners weren’t forced into a box, but were observed and channelised to nurture their own inner potential. I believe 64 aren’t defined skillsets, but were indicative of the varied types of intelligences.

And I do believe, at least in observing the current day parenting context, parents’ anxiety of wards’ academic performance is a formidable block.

And I guess, we start to make some shift towards the gurukulam system, esp as the decolonization narrative garners strength.

“Why are kids separated from the parents in the gurukulam system of education?” – Gemini’s response:

_In the traditional Gurukulam system, children were separated from their parents to live with the Guru (teacher) to foster holistic development, deep discipline, and self-reliance. This residential arrangement facilitated a 24/7 learning environment focused on character building, equality, and undivided focus on education rather than just academic knowledge.

Key reasons for separation in the Gurukulam system included:
* Deepened Mentorship and Focus: Students lived, worked, and learned with their Guru, allowing for personalized, mentorship-based learning that focused on character, moral values, and practical skills, rather than mere rote memorization.
* Self-Reliance and Discipline: By living away from home, students learned to manage their own chores and follow a strict, routine-oriented lifestyle (sharing chores, waking early), fostering self-discipline and independence.
* Equality and Community Living: Students from different backgrounds lived, ate, and learned together as equals, breaking down social barriers and building a sense of community, humility, and camaraderie.
* Immersion in Learning: Education was considered an “inner experience” and a way of living. Being away from familial distractions enabled total immersion in the learning process and in the natural environment.
* Strong Teacher-Student Bond: The separation facilitated the Guru-Shishya (teacher-disciple) relationship, where the student developed a profound emotional and spiritual bond with the mentor, enhancing guidance and learning.

Essentially, the Gurukulam was designed to shape a child’s character by removing them from the comfort zone of their parents, preparing them for life’s responsibilities rather than just academic achievement.