NEP 2020 AND THE VISION OF HOLISTIC EDUCATION: A CONCEPTUAL STUDY OF INTEGRATIVE KNOWLEDGE

Abstract

The National Education Policy (NEP) 2020 envisions a transformative shift in the Indian education system, emphasizing holistic learning and integrative knowledge. This chapter explores the conceptual underpinnings of integrative knowledge and its implications for holistic education. By examining the theoretical frameworks and philosophical foundations of holistic learning, this chapter provides a nuanced understanding of the complex relationships between knowledge, pedagogy, and practice. The chapter argues that integrative knowledge is essential for fostering critical thinking, creativity, and problem-solving skills in students, enabling them to navigate complex real-world challenges. Furthermore, it highlights the need for a paradigm shift in teaching-learning processes, from fragmented and rote-based approaches to more holistic and experiential methods. The chapter also discusses the potential applications and implications of integrative knowledge in various educational settings, including curriculum design, pedagogy, and assessment. By synthesizing theoretical perspectives and practical insights, this chapter offers a comprehensive understanding of integrative knowledge and its role in shaping the future of education in India. Ultimately, this chapter aims to contribute to the ongoing conversation on education reform and innovation, highlighting the importance of integrative knowledge in cultivating informed, empathetic, and critically thinking individuals who can thrive in an increasingly complex and interconnected world. This abstract provides a concise overview of the chapter's main themes, arguments, and contributions, highlighting its relevance to the broader discourse on education and integrative knowledge.