CONTEXTUALIZING SOCIAL, CULTURAL, AND CONSTRUCTIVIST PEDAGOGIES WITHIN THE ANCIENT BRAHMANICAL SYSTEM OF EDUCATION

Abstract

This chapter explores the study of the Brahmanical system of education and the Indian knowledge system through various pedagogical approaches. Approaches such as the social pedagogy principle (Moss and Petrie, 2019), cultural pedagogy principle (Samuels, 2018), reflective, inquiry-based, and constructivist approaches provide insight into traditional educational practices (Pedagogical Approaches in Education, 2022). The Indian knowledge system, among the oldest in the world, is closely linked with moral values, social cooperation, and the promotion of a peaceful environment. Cultural pedagogy situates learning within socio-cultural contexts, fostering respect for tradition while encouraging reflection, inquiry, and experiential engagement. Constructivist approaches emphasize knowledge-building through interaction and collaboration. Brahmanical education nurtures peace and compassion by supporting free, inclusive, and psychologically supportive environments. Cooperative cultural engagement and critical thinking cultivate learner-centric, constructive learning spaces that integrate moral, spiritual, and intellectual development. This chapter employs a qualitative narrative methodology using secondary sources, including books, journals, historical texts, and digital resources. The findings suggest that integrating Brahmanical principles with modern pedagogical approaches can enhance social equity, foster human development, and facilitate positive societal transformation.