INDIGENOUS PEDAGOGIES AND RESEARCH TRADITIONS IN ANCIENT INDIA: A CIVILIZATIONAL REAPPRAISAL

Abstract

A change in educational paradigms that acknowledge the richness and diversity of India's intellectual and cultural heritage is required in order to recreate Indian history through an indigenous perspective. The ancient Indian education system focused on the holistic development of human beings and was rooted in the fourfold goals of life (Dharma, Artha, Kāma, and Mokṣa) as well as the structured life stages of Brahmacharya, Gṛhastha, Vānaprastha, and Sannyāsa. The contributions of the Gurukula system are examined, the marginalisation of indigenous philosophies in contemporary curricula is criticised, and the case is made for the reintroduction of Indian philosophy, science, and literature into modern education. It also emphasises how the fundamental ideas found in Vedic and Upanishadic traditions are profoundly compatible with contemporary Western educational ideologies like idealism, naturalism, pragmatism, and existentialism. Ancient Indian research methods and their incorporation into hands-on learning through the use of qualitative and experiential approaches by gurus are given particular attention.