EXPLORING PEDAGOGICAL DIMENSIONS OF INDIAN KNOWLEDGE SYSTEMS

Abstract

Indian Knowledge Systems (IKS) represent a rich pedagogical tradition that emphasizes holistic, experiential, and value-based learning. Rooted in ancient educational institutions such as Takshashila, Nalanda, and Vikramashila, IKS pedagogy integrates cognitive, moral, emotional, and spiritual development through methods including mentorship in gurukulas, dialogic debates (shastrartha), apprenticeship, reflective practices, and community-oriented learning. Philosophical foundations from Nyaya, Vedanta, Sankhya, and Buddhist traditions highlight knowledge (jnana) as a transformative process aimed at self-realization (atma jnana) and social responsibility. Contemporary relevance of IKS lies in promoting learner autonomy, ethical reasoning, contextual understanding, and interdisciplinary integration, addressing modern educational challenges such as disengagement, mental health concerns, and curriculum fragmentation. However, its integration faces challenges including standardized assessments, insufficient teacher preparation, cultural misconceptions, and balancing tradition with innovation. Strategic adaptation of IKS pedagogy can enrich modern education by fostering critical thinking, ethical conduct, and holistic well-being, making education more inclusive, contextually grounded, and transformative.