This paper delves into the 19th-century evolution of pedagogic practices, specifically examining the shift from orality to literacy in education. The advent of the printing press sparked a profound transformation, transitioning from memory-based learning to the dominance of textbooks as primary educational tools. This shift in knowledge preservation methods has played a pivotal role in shaping modern educational paradigms. While the global narrative predominantly focuses on the widespread adoption of literacy-centric education during this era, this research provides a unique perspective by addressing the Indian context. It highlights how, despite the prevailing trend towards literacy, traditional modes of orality persist within the Indian education system. Cultural, linguistic, and socio-economic factors contribute to the ongoing significance of earlier forms of instruction, resulting in a distinctive educational landscape. The paper underscores the coexistence of oral traditions and textual culture, offering insights into the nuanced dynamics within the Indian education system. The study contributes to a comprehensive understanding of the global shift from orality to literacy, emphasizing the intricacies of this evolution in the context of India. This exploration offers valuable insights for educators, policymakers, and researchers grappling with the delicate balance between traditional instructional methods and modern literacy practices in contemporary education.
Key words: Evolution ,Pedagogic , Orality , Literacy , Century
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