Title:-

Bridging Disciplines through Tradition: The Role of Indian Knowledge Systems in

Modern Education
Author: Asst, Prof. Deepak Nayak
(SAS institute of Management Studies, Boisar, India )

Abstract
Indian Knowledge Systems (IKS), rooted in ancient texts and traditions, offer a holistic and
interconnected approach to learning that modern education can benefit from. This paper
explores how IKS can be used to promote multidisciplinary education, as emphasized in the
National Education Policy (NEP) 2020. Drawing from Vedic literature, Ayurveda,
architecture, philosophy, and ethical teachings, the paper presents IKS as a method of
integrating science, art, environment, values, and human behaviour. It also analyses practical
strategies and institutional examples of implementing IKS in contemporary education. The
goal is to show how India’s traditional wisdom can help create a balanced, ethical, and
comprehensive education system suitable for the 21st century.

Introduction
Education today often isolates subjects into independent silos, causing a lack of coherence
and real-life relevance in student learning. In contrast, traditional Indian education followed
an integrated, experiential, and value-based model. The Indian Knowledge Systems (IKS),
developed over thousands of years, provide insight into the synthesis of philosophy, science,
art, and ethics.
IKS includes spiritual and scientific understanding through texts like the Vedas, Upanishads,
and systems such as Ayurveda, Jyotisha, Vastu Shastra, and Natya Shastra. Each of these
represents a field that crosses boundaries between knowledge types—spiritual, empirical,
artistic, and ethical.
This paper aims to reintroduce the principles of IKS in modern education to develop a more
balanced, multidisciplinary, and culturally enriched pedagogy.

Objectives of the Study

 To explore the fundamental elements of Indian Knowledge Systems that promote
integrated and multidisciplinary thinking.
 To identify how these traditional forms of knowledge can be included in the modern
education system.
 To evaluate the potential of IKS in aligning with NEP 2020 for national curriculum
reforms.
  To present best practices from educational institutions already implementing IKS
modules.

Literature Review
Several academicians and scholars have highlighted the gap between modern education and
India’s rich cultural and intellectual legacy. Authors such as Kapil Kapoor, Rajiv Malhotra,
and Michel Danino have pointed out the fragmented nature of modern academic disciplines
and how ancient India successfully practiced integrated learning.
Modern researchers have studied how Ayurveda, yoga, and even Indian logic can be included
in disciplines like medicine, public health, psychology, and ethics. These studies support the
view that IKS can be a powerful contributor to modern multidisciplinary education. NEP
2020 itself recognizes the value of India’s heritage in knowledge systems, offering scope for
schools and colleges to include local and traditional wisdom in their syllabi.
Dr. Gopal Guru (2009), in his analysis of epistemic inclusivity, points out that Indian
education has often neglected non-Western ways of knowing. He argues that IKS offers
alternate frameworks of knowledge validation—based not only on logic but also on intuition,
morality, and sustainability. Incorporating these frameworks into education creates pluralism
in knowledge, allowing students to critically compare and combine different traditions of
thought. Guru’s perspective strengthens the need for IKS in curriculum reform.
Prof. R. Balasubramaniam (2015), in his study of Indian ethics and leadership traditions,
explored how ancient texts like the Arthashastra and the Bhagavad Gita contain advanced
models of decision-making, governance, and conflict resolution. These models offer insights
into leadership studies, ethics in business, and public administration. His research supports
the argument that IKS not only preserves cultural wisdom but also holds practical application
across professional domains—especially when integrated into multidisciplinary education
programs.

Research Methodology
This study uses a qualitative methodology combining primary and secondary sources.
Primary sources include expert interviews with educators, scholars of Sanskrit, and
curriculum developers.
Secondary sources include analysis of IKS-based curricula, academic journals, and
government education policies.
Case studies from institutions like Chinmaya Vishwa Vidyapeeth, IKS Centre at IIT
Kharagpur, and IGNCA were used to understand practical applications of IKS. Observations
from seminars and workshops have also contributed to the analysis.
Understanding Indian Knowledge Systems
IKS includes diverse knowledge areas such as:
 Ayurveda – traditional medicine and well-being
 Jyotisha – astronomy and time calculation
 Vastu Shastra – architecture and spatial planning
 Natya Shastra – performing arts and communication
 Dharma Shastra – ethics and governance
 Yoga and Meditation – mental, physical, and spiritual discipline
These were not just theoretical but also practical and value-based, aiming at harmony
between humans and nature. Learning was done through discussion (samvāda), stories
(itihaas), observation (darshan), and practice (abhyasa).

Indian Knowledge Systems (IKS) are inherently interdisciplinary, reflecting a worldview that
does not divide knowledge into isolated compartments. Instead, knowledge in ancient India
was treated as an interconnected whole, where science, philosophy, ethics, and aesthetics
were part of an integrated pursuit of truth (satya) and wisdom (vidya). This holistic structure
makes IKS a highly relevant model for modern multidisciplinary education.
Let us consider a few classical Indian disciplines that clearly demonstrate this integration:
 Ayurveda, the traditional Indian system of medicine, does not study health in
isolation. It draws from biology (understanding the human body), botany (use of
medicinal plants), chemistry (herbal formulations and mineral processing),
psychology (understanding emotional imbalances and their impact on health), and
environmental science (effect of seasons, geography, and lifestyle on well-being). The
approach is systemic rather than symptomatic, showing how the body, mind, and
environment must be treated as one unit.
 Jyotisha, often referred to as Indian astrology and astronomy, integrates mathematics
(especially arithmetic and geometry for astronomical calculations), astronomy
(planetary movements and cosmic phenomena), and philosophy (concepts of time,
causality, and karma). It required precise observations, calculations, and metaphysical
understanding—making it both a scientific and spiritual discipline.
 Vastu Shastra, the science of architecture and space design, combines geometry
(measurements and proportions), physics (airflow, light direction, material
properties), architecture (construction techniques and urban planning), and spiritual
philosophy (orientation, cosmic energy flow, and symbolism). It reflects the idea that
built environments influence mental well-being and moral behavior.
 Natya Shastra, the ancient Indian treatise on performing arts, is a prime example of
multidisciplinary thought. It unites mathematics (through rhythmic patterns and
meters), linguistics and literature (dialogues, poetics, and storytelling), psychology
 (through the theory of rasa or emotional experience), ethics (moral lessons through
character arcs), and sociology (reflecting societal norms and human interactions). As
both an art and a means of education, it offered not only entertainment but also
instruction in values, culture, and human behavior.
This deep-rooted interconnectedness of disciplines in IKS provides an effective answer to
many current educational challenges. In an age defined by complex global issues—such as
climate change, technological disruption, and ethical dilemmas—students need to develop the
ability to think across domains. Multidisciplinary learning encourages critical thinking,
innovation, emotional intelligence, and ethical awareness.
IKS, when adapted thoughtfully, can serve as a valuable framework for training students to
observe connections, apply integrated knowledge, and approach problems with both rational
analysis and moral clarity. In this sense, Indian Knowledge Systems are not only historically
significant but also pedagogically transformative for the education of the future.

Case Studies
1. Chinmaya Vishwa Vidyapeeth (CVV)
Chinmaya Vishwa Vidyapeeth, located in Kerala, is a pioneering example of integrating
Indian Knowledge Systems into higher education. The university focuses on combining
ancient Indian wisdom with contemporary academic practices. One of its unique offerings is
the integration of Sanskrit literature and shastra studies into modern disciplines like
management, psychology, and legal studies.
For instance, students in the School of Contemporary Knowledge explore leadership
principles through characters and narratives in Indian epics like the Ramayana and
Mahabharata. Concepts such as dharma, karma, and raja dharma are not only studied
philosophically but also applied to present-day decision-making models and organizational
leadership. In psychology, principles from the Upanishads are explored alongside cognitive
behavior models, encouraging students to understand the mind from both scientific and
spiritual perspectives. This approach develops both analytical and reflective thinking and
encourages values-based education.
2. IIT Kharagpur – Indian Knowledge Systems Centre
The Indian Knowledge Systems Centre at IIT Kharagpur is a significant academic initiative
that bridges ancient Indian scientific knowledge with contemporary technical education. The
centre conducts research on topics such as ancient Indian mathematics, astronomy,
architecture, metallurgy, water management, and medicine.
One of their notable programs includes exploring Vedic geometry and its relevance in temple
construction and town planning. Students and researchers study traditional architectural
treatises like the Manasara Shilpa Shastra and explore their application using modern
computational tools. Courses also integrate classical logic derived from Nyaya Darshana into
programming logic and computer science pedagogy.
This integration not only enhances respect for ancient engineering practices but also presents
an indigenous model of science and technology education that is both rigorous and rooted in
sustainability.
3. IGNCA (Indira Gandhi National Centre for the Arts)
The Indira Gandhi National Centre for the Arts (IGNCA), based in New Delhi, is a cultural
institution under the Ministry of Culture, Government of India. It serves as a hub for
preserving and promoting the rich traditions of Indian performing and visual arts. IGNCA
plays a central role in integrating traditional knowledge systems with digital media, research,
and interdisciplinary learning.
Its educational initiatives include certificate and diploma courses in classical dance, music,
manuscriptology, aesthetics, and cultural studies. Students are trained not just in performance
but also in the theoretical and philosophical underpinnings of these art forms—drawing from
the Natya Shastra, Abhinaya Darpana, and other foundational texts.
IGNCA also leads digital documentation projects, making ancient manuscripts, temple
architecture, and traditional paintings accessible through technology. These projects offer
students and scholars an opportunity to engage with IKS using modern tools like 3D
mapping, archives, and interactive exhibits. This approach supports experiential learning and
provides models for integrating traditional content into modern educational formats.

Findings and Discussion

1. Natural Multidisciplinary Nature
IKS breaks the boundaries between arts, science, and values. For example, Ayurveda not only
discusses human biology but also emotions, diet, and spiritual balance.
2. Holistic Education
IKS encourages learning with the body, mind, and spirit. Students learn not just skills but also
viveka (wisdom) and dharma (duty).
3. Improved Cultural Understanding
When students learn their history, they become more confident and respectful of their roots. It
reduces inferiority complex and enhances cultural literacy.
4. Value-Based Learning
IKS is deeply rooted in ethics. Stories, rules, and rituals promote patience, compassion, truth,
and discipline—key qualities for leadership and service.
5. Better Retention and Curiosity
Teaching through stories, debates, and practice leads to higher student engagement and long-
term memory of concepts.
Challenges:
 Lack of trained teachers
 Limited access to simplified IKS resources
 Scepticisms towards traditional knowledge
 Need for institutional support and curriculum redesign
Suggestions and Recommendations
 Introduce IKS modules in schools and colleges under History, Philosophy, and
Science departments.
 Translate core Sanskrit texts into English and regional languages.
 Train teachers in both content and pedagogy for IKS.
 Collaborate with traditional practitioners and communities for field-based education.
 Use technology like animations, simulations, and interactive tools to bring IKS to life.
 Encourage interdisciplinary research projects using IKS frameworks.
 Align IKS implementation with NEP 2020 goals like experiential learning, ethical
education, and Indian language promotion.

Conclusion
Indian Knowledge Systems represent a time-tested, inclusive, and multidimensional approach
to education. They connect science, art, ethics, and personal growth. In an age that demands
adaptability, emotional intelligence, and cross-disciplinary knowledge, IKS can help modern
education evolve.
IKS is not about returning to the past but using its wisdom to build a better future. With
policy support, curriculum innovation, and public awareness, India can lead the world in
developing a truly holistic education model—rooted in tradition and equipped for the future.
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3. Malhotra, R. (2011). Being Different: An Indian Challenge to Western Universalism.
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