Under the rubric of oriental learning programmes in India, the role of the learner was considered to be relatively more:

Under oriental learning programmes in India, the learner's role was regarded as relatively active, with the pupil engaged in inquiry, debate and recitation.

Passive would describe a learner who merely receives without engagement, which does not fit the oriental tradition.

Neutral implies no defined role, which misrepresents the participatory nature of oriental learning.

Silent suggests a non-participating learner, contrary to the discussion-based gurukul style.

The guru-shishya tradition emphasised dialogue, questioning and memorised recitation.

This contrasts with occidental systems often criticised as more teacher-transmission oriented.