SDG 4 AND INDIAN KNOWLEDGE SYSTEMS: A VIVEKA BASED ANALYSIS

Abstract

Contemporary approaches to Sustainable Development Goal 4 (SDG 4) emphasize access, inclusivity, equity, and measurable learning outcomes. The focus is not so much on the ethical and epistemic capacities required to reduce inequality and promote lifelong learning. Drawing on Indian Knowledge Systems (IKS), this paper argues that the idea of dharma offers a normative framework to operationalize sustainability in education. Central to this is the concept of viveka (discernment) which is repeatedly dealt with in Hindu textual traditions. Using hermeneutical textual analysis of selected Hindu sources, the paper contextualizes viveka in terms of broader educational relevance. Our analysis shows that viveka, when interpreted as cultivated judgment, aligns closely with SDG 4, particularly Target 4.7. To illustrate this practically, we show how the idea of viveka can be extended to the realm of educational diplomacy. The paper concludes that integrating viveka into education reframes learning as a lifelong process of sustaining human dignity and responsible action.