Gurukul Jhajjar: An Alternative Education System within Cultural Perspective

Abstract

This paper examines the historical evolution of Gurukul Jhajjar within the larger context of the social reform movement leaded by Swami Dayanand Saraswati and the Arya Samaj. Swami Dayanand’s vision of establishment of the Vedic Gurukul system was rooted in his belief that true national regeneration could only be achieved through the revival of ancient Indian educational ideals. The dissatisfaction among Arya Samaj leaders with the Westernized curriculum of D.A.V. College led to the establishment of Gurukul Kangri in 1902 and its various branches, including Gurukul Jhajjar in 1915 by Pandit Vishvambar Nath. Despite early setbacks and closures, the Gurukul flourished under the leadership of Swami Omanand. The paper analyses the strict daily routine, dietary regulations, and discipline that defined the life of a brahmachari, emphasizing celibacy and the guru-shishya tradition as central pillars. It also explores how Gurukul Jhajjar balanced spiritual and physical development through Vedic studies, physical exercises, and martial arts. Notably, the Gurukul established Ayurvedic pharmacy and an Ayurvedic Mahavidyalaya to promote economic self-sufficiency and indigenous knowledge systems. The paper highlights Gurukul Jhajjar as an ideal example of an alternative education system that sought to resist colonial educational influences while preserving cultural identity. Its legacy continues to inspire discourse on culturally rooted education models that aim to harmonize tradition with modernity.