For decades, the flaws of Macaulay’s education system have been criticised, drawing attention to its detrimental effects. Numerous mystics and educationists have shed light on how the British not only neglected India’s rich Indian knowledge system, which had flourished for centuries but also actively sought to destroy and corrupt it. The British were well aware of the profound wisdom and achievements of Indians in fields such as art, music, literature, justice, philosophy, architecture, sculpture, yoga, metallurgy, textile-making, chemistry, mathematics, astronomy, astrology, medicine, agriculture, and more. They understood that nurturing this knowledge would prevent Indians from becoming dependent and subservient in a true sense. Consequently, they embarked on a systematic plan to dismantle these traditional sources of knowledge through various policies and schemes, effectively instilling an inferiority complex within the Indian populace towards their own heritage. Unfortunately, even after gaining independence, the colonial mindset continued to dominate the systemic policies and procedures. While there were sporadic voices and thoughts that aimed to nurture Indian identity and Indianness, they struggled to culminate into decisive changes. As a result, the educational challenges and systemic issues that plagued us before independence persist to this day. Our true essence, our ‘Self,’ had been forgotten somewhere along the way, with negligible efforts and initiatives dedicated to rediscovering and acknowledging it. Education and the revitalisation of the Indian knowledge system play a crucial role in recognising, embracing, and assimilating the nation’s ‘Self.’ The subjects within the Indian knowledge system, once dismissed as backward and regressive, now rejoice in the much-needed attention they are receiving.
The National Education Policy places special emphasis on the study and teaching of the Indian knowledge system. The University Grants Commission (UGC) is taking a significant initiative to connect the new generation with the Indian knowledge system. Across all subjects and courses, from school education to higher education, chapters and topics related to the Indian knowledge system are being incorporated. This endeavour aims not only to instil pride in being Indian among the younger generation but also to help them develop an original and unique identity in the global context through this knowledge. The UGC has developed a curriculum based on the Indian knowledge system, which includes subjects such as agriculture and irrigation techniques from the Mahabharata period, Vedic concepts of astronomy and mathematics, ancient Indian plastic and cataract surgery as described in Sushruta Samhita, and agricultural practices mentioned in the Ramayana. Additionally, the curriculum highlights the contributions of eminent scholars from ancient India who propelled Indian education to new heights.
Scholars such as Charak, Sushrut, Aryabhata, Varahmihir, Bhaskaracharya, Brahmagupta, Chanakya, Panini, Patanjali, Maitreyi, and Gargi are among those mentioned. It is worth noting that the recommended modern subjects under the Indian knowledge tradition encompass various disciplines, including ancient algebra, astrology, Indian musical instruments, Indian linguistics, Indian metallurgy, Indian architecture, Indian sculpture, ancient Indian Vedas, Vedanga, Indian philosophy, literature, verses, grammar, nirukta, medicine, agriculture, economics, water management, and more. The UGC has taken several steps to promote the Indian knowledge system. For instance, a scheme has been introduced to train teachers in universities and colleges on the Indian knowledge system, with a target of training one thousand teachers in the current academic session. All higher educational institutions have been urged to nominate two teachers each for this purpose. The guidelines issued by the UGC emphasize that at least ten percent of the total training duration should be dedicated to the Indian knowledge system. Importantly, rather than teaching Indian knowledge as a separate subject, the aim is to integrate relevant ancient and traditional knowledge into the existing subjects. Indian scholars associated with each subject will be acknowledged, and their contributions will be highlighted. Teachers will be encouraged to incorporate examples or information related to ancient Indian knowledge while teaching their subjects. The curriculum for school education also prioritizes the inclusion of the Indian knowledge system, which is evident even at the foundation level where Indian toys have been included to help children connect with their immediate surroundings. To further motivate and encourage students, a credit system has been implemented at the graduation level, where at least five percent of the total compulsory courses are dedicated to the Indian knowledge system. This approach will inspire students to pursue and engage with these courses.
It is crucial to recognise that the rich knowledge system of India stands at the precipice of extinction, largely due to widespread neglect, policy discrimination, pseudo-secularism, a lingering colonial mentality, and an inferiority complex towards our country and culture. In contrast, conscientious and developed nations around the world take immense pride in their civilisations, cultures, knowledge system, and heritage, making every possible effort to preserve them. India, undoubtedly, possesses a civilisation and culture that embodies eternal and fundamental principles, which have influenced the world throughout history. Despite enduring countless challenges and attacks, it has managed to retain its originality and universality. Indian knowledge system possesses the profound potential to guide humanity, plagued by violence and discord, towards a better path. The fact that European and American space agencies utilise ancient Indian astronomy to unravel the mysteries of the cosmos, and the global recognition of Yoga and Ayurveda as potent shields against calamities like the COVID-19 pandemic, exemplify the significance and relevance of these traditions. Thus, it is reasonable to question why anyone in India would object to their inclusion in the curriculum. Numerous ancient knowledge traditions encompass various fields such as Yoga, Ayurveda, Architecture, Ritual Karma, Priesthood, Handicraft, Agriculture, Animal Husbandry, and Horticulture. These traditions can prove highly valuable from both an employment perspective and in revitalising India’s traditional sources of livelihood. It is essential to acknowledge that, for a populous country like India, these traditional livelihoods hold their own significance.
Presently, Indian society bears witness to several inconsistencies resulting from blind Western imitation, excessive materialism, and a detrimental mechanical approach. The Indian knowledge system possesses the potential to rectify these anomalies and establish a more harmonious relationship and balance between individuals, as well as between humanity and nature and the environment. In conclusion, the inclusion of the Indian knowledge system in the curriculum at various educational levels is unquestionably a commendable and necessary step forward.
