Historical sociology of Education is perplexing and appears to suggest a monolithic stereotype about Indians and their learning habits. A critical examination of this discourse of education would hint that a large part of our claims on learning and pedagogy at least in school education has its origin in the colonial period and it is based on assumptions which have no theoretical or empirical basis. One classical example is demonstrated by the alleged problems on rote learning and its policy and pedagogic implications. This study points out that the problems with memorization and repetition in Indian learning can’t be demonstrated as an empirical or theoretical claim but rather it shows the problems of Protestant contempt for certain learning processes in Christian traditions in Europe, and it has become the scientific truth of Indian students. This study further investigates the education in colonial India including Dharampal’s work. The ideas of Pedagogy and learning will be reconstructed by examining the historical sociological material on India in this project.