The term “Indian” refers to the entire Indian subcontinent, extending from Burma to present-day Afghanistan and from the Himalayas to the Indian Ocean.
Despite political changes over the centuries, the region has maintained its cultural, literary and social practices.
Only the knowledge synthesized, codified and made available by people born and living in this subcontinent is considered Indian knowledge. Indian Knowledge System (IKS) is a broad concept that encompasses the diverse cultural, historical and social heritage of India.
It spans a variety of subjects such as science, philosophy, health, agriculture, arts and governance, distinguishing itself from Western knowledge systems. Its recorded history spans over 5,000 years. IKS applies a holistic approach integrating multiple areas of life while living in harmony with nature.
The IKS contains a wide range of literature, cultural practices, historical evidence and other knowledge assets in various Indian languages, dialects and regions from prehistoric times to the present day. IKS includes two essential elements: explicit knowledge and tacit knowledge.
Explicit knowledge is structured and usually presented in written forms, while tacit knowledge arises from personal experiences, insights, observations, experiments, and analysis. Sometimes, it is expressed through oral traditions and maintained through folkloric practices.
It emerges from deep experiences, careful observations and deep analysis and is constantly developed and enhanced. IKS includes a systematic approach and classification framework for navigating this extensive store of knowledge.
It provides a way to systematically navigate this broad domain. Codification and classification establish a structured approach to organizing knowledge, increasing its accessibility.
This system attempts to create logical connections between different knowledge components, thereby improving understanding of how different aspects of expertise relate to and support each other.
The University Grants Commission (UGC) plays an important role in shaping and overseeing higher education. NEP 2020 proposes integration of Indian Knowledge System (IKS) into the curriculum at all educational levels and highlights the importance of promoting Indian languages, arts and culture.
UGC is promoting initiatives aimed at supporting and safeguarding the rich heritage of IKS across various disciplines, which has been transmitted through generations of knowledge creators and practitioners, to facilitate seamless integration of IKS with contemporary disciplines.
The roots of Hinduism lie in the Vedas and Upanishads, which contain a variety of intellectual thought, rituals, and songs.
Essential elements of this profound tradition include the Puranas, which provide spiritual teachings through myths; Philosophical systems such as Samkhya and Vedanta that delve deeply into moral and spiritual studies; and remarkable advances in astronomy and mathematics, highlighted by the introduction of zero.
The principles of dharma and karma, along with holistic health practices such as Ayurveda and yoga, are fundamental to Hindu thought.
The classical arts, various philosophical traditions and ancient texts like the Ramayana and the Mahabharata greatly enhance the cultural landscape of India.
Education in ancient India was not just the acquisition of knowledge, it was intrinsically linked to character building and self-realization (Atman).
The Gurukul system is important in this context, facilitating direct knowledge transfer through personal teacher-student relationships, which promote cognitive, emotional and spiritual development.
Institutions such as Takshashila and Nalanda epitomized this educational philosophy with its emphasis on experiential learning, moral values ​​and spiritual knowledge.
The Gurukul system, with its environmental wisdom and acceptance of diverse religious beliefs, underlines India’s deep commitment to pluralism and tolerance.
Recognized as one of the world’s earliest universities, Takshashila provided education in a variety of subjects including law, astronomy, medicine and political science.
Notable personalities like Jivaka, the Buddha’s physician, and Chanakya, the author of the Arthashastra, emerged from this institute, reflecting its multidisciplinary prowess.
Similarly, Nalanda University served as a global center for scholarly activities, attracting intellectuals from regions such as China, Korea, and Central Asia. The environment of Nalanda encouraged critical thinking, debate, and a fusion of Buddhist, Hindu, and Jain philosophies.
However, the advent of colonialism systematically weakened and devalued these indigenous educational systems, leading to significant disruption of continuity and engagement within academia.
One of the strengths of IKS is its comprehensive approach, which brings together different dimensions of knowledge, including empirical observations, theoretical frameworks, experiential knowledge, and spiritual insights.
Additionally, many aspects of the IKS have been confirmed through empirical research and scientific investigation. For example, Ayurveda, the traditional Indian medical system, has undergone a variety of scientific investigations.
Ayurveda offers a comprehensive approach to health care that focuses on prevention, lifestyle changes, and tailored treatment plans.
Research indicates that integrating traditional knowledge, including yoga and meditation, into the curriculum aids students’ cognitive and emotional development.
These factors together play an important role in reaching worldwide objectives related to education, cultural identity and appreciation of diverse knowledge systems.
Furthermore, Indian Knowledge Systems (IKS) provide frameworks that demonstrate the complex relationships of humans, nature, and the universe.
Integrating IKS with contemporary scientific knowledge makes it possible to create sustainable technologies, leading-edge health care solutions, and urban planning strategies that emphasize ecological balance and individual well-being.
Engagement with the Indian Knowledge System (IKS) allows students to understand the importance of sustainable living practices and inspires them to explore alternatives to urgent societal challenges such as climate change, resource scarcity and social inequality.
The broad perspective of IKS provides students with a deep understanding of these complex issues and encourages them to actively create positive change.
The comprehensive analysis of IKS enables students to become capable, empowered individuals who are adept at navigating the complexity of the twenty-first century with flexibility and creativity.
Indian higher education institutions (HEIs) are actively working to integrate Indigenous Knowledge Systems (IKS) into their educational framework.
As part of this ongoing effort, a network of 51 IKS Centers has been established to promote basic research, education and dissemination of IKS.
To date, 38 IKS courses have been offered in various domains including mathematics, astronomy, aesthetics, logic, health and management in 12 educational institutions. Additionally, there are currently 88 interdisciplinary research projects in progress, focusing on topics such as ancient metallurgy, town planning, water resources management, and chemistry.
Many challenges are faced in integrating Indian Knowledge Systems (IKS) in education. For example, many college and institution administrators, as well as faculty, may not fully understand the importance of IKS.
Additionally, there are issues such as lack of resources due to its oral tradition and lack of adequate funding for research and education related to IKS.
It was also observed that there is some hesitation when it comes to adopting change. Some people feel that IKS is a bit outdated and are unsure about adjusting their teaching methods.
The language barrier really complicates things, especially because IKS are often expressed in Indian languages. The influence of colonial history, which prioritized Western knowledge, combined with today’s focus on Western educational systems, makes it difficult to incorporate indigenous knowledge systems.
Additionally, there are not enough qualified faculty members to teach IKS courses because it is not usually included in university programs.
To successfully integrate the Indian knowledge system for holistic development, we need to focus on careful planning, provide comprehensive training for teachers, and ensure that we have reliable study materials available in different Indian languages.
Disclaimer
The views expressed above are the author’s own.
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