Long before the famed universities of Oxford or Bologna came into existence, the Indian subcontinent was home to Nalanda Mahavihara, a monumental monastic-cum-educational institution that stood as one of the ancient world’s greatest centres of learning for an uninterrupted span of nearly 800 years. Flourishing from the 5th century CE to around the 13th century CE in the kingdom of Magadha (modern-day Bihar), Nalanda was not merely a monastery; it was a vibrant residential university that attracted thousands of scholars and students from across Asia, including China, Tibet, Korea, Japan, Persia, and Southeast Asia, making it a truly international hub of knowledge.
Founded, according to traditional accounts, during the Gupta Empire (circa 320-550 CE), possibly under Emperor Kumaragupta I (reigned c. 415-455 CE), Nalanda received patronage from successive dynasties, including the Guptas, Emperor Harshavardhana of Kannauj (7th century CE), and later, the Pala emperors of Bengal (8th-12th centuries CE). This sustained royal support enabled its growth into a vast complex. Archaeological excavations, which began in the early 20th century, have unearthed an extensive site spread over approximately 14 hectares (though historical accounts suggest it was much larger), revealing multiple monasteries (viharas), temples (chaityas), classrooms, meditation halls, and grand stupas. The meticulously planned layout, with rows of red-brick monastic cells, courtyards, wells, and elaborate drainage systems, speaks of a sophisticated architectural and organisational framework.
Nalanda was renowned for its vast libraries, collectively known as “Dharma Gunj” (Mountain of Truth), which were housed in three multi-storeyed buildings: Ratnasagara (Ocean of Jewels), Ratnodadhi (Sea of Jewels), and Ratnaranjaka (Jewel-adorned). Ratnodadhi was said to be nine storeys high and housed an immense collection of manuscripts, including sacred Buddhist texts, as well as works on a wide array of secular subjects. These libraries contained hundreds of thousands of volumes, making Nalanda an unparalleled repository of knowledge.
The curriculum at Nalanda was extensive and diverse, reflecting the intellectual catholicity of the institution. While Mahayana Buddhism, particularly the Madhyamaka and Yogachara schools, formed the core of its philosophical studies, Nalanda also offered rigorous instruction in Hinayana Buddhist traditions, Vedic scriptures, logic (Hetu Vidya), grammar and linguistics (Shabda Vidya), medicine (Chikitsa Vidya), metaphysics, philosophy, astronomy, mathematics, law, economics, and the arts. The method of instruction involved lectures, debates, and discussions, fostering a critical and analytical approach to learning. Admission to Nalanda was reportedly stringent, requiring aspirants to pass difficult oral examinations conducted by learnt gatekeeper-scholars (Dwarapalas or Dwarapanditas).
Prominent scholars associated with Nalanda include Nagarjuna (often considered a founder of Madhyamaka philosophy, though his association is debated by some as predating Nalanda’s peak), Aryadeva, Asanga, Vasubandhu, Dignaga (a pioneer of Buddhist logic), Dharmakirti, Shilabadra (the renowned abbot who taught the Chinese pilgrim Xuanzang), Atisha Dipankara (who later played a key role in reviving Buddhism in Tibet), and Padmasambhava (instrumental in establishing Buddhism in Tibet).
The accounts of Chinese pilgrims like Xuanzang (Hiuen Tsang), who studied and taught at Nalanda in the 7th century CE for about five years, and Yijing (I-tsing), who visited in the late 7th century CE, provide invaluable insights into the Mahavihara’s academic life, organisation, and international character. Xuanzang described Nalanda as having around 10,000 students (monks) and 1,500 to 2,000 teachers. He noted the high intellectual standards, the intensity of debates, and the deep reverence for learning.
The decline of Nalanda began in the late 12th century and culminated around 1200 CE with the invasions of Turkic dacoit Bakhtiyar Khilji, whose forces reportedly ransacked and destroyed the Mahavihara, burning its invaluable libraries. This catastrophic event marked a significant blow to Buddhist scholarship in India.
Recognised as a UNESCO World Heritage Site in 2016, the ruins of Nalanda today stand as a poignant reminder of India’s glorious intellectual past. Efforts to revive its legacy led to the establishment of the modern Nalanda University in Rajgir, near the ancient site, envisioned as a contemporary centre for international learning, echoing the spirit of its ancient namesake. Nalanda’s story is not just one of academic excellence but also of cultural exchange and the universal pursuit of knowledge, a heritage that continues to inspire India and the world.
