Author: Bithika Maity & Shibsankar Jana
DOI Link: https://doi.org/10.70798/Bijmrd/04032007
Abstract: Indian epistemology, rooted in diverse philosophical traditions, offers a rich and multidimensional understanding of knowledge, its sources, and the methods through which it is acquired. This study explores the epistemic foundations of ancient India, focusing on the ways of knowing (pramāṇas) and learning systems that shaped intellectual, spiritual, and cultural development for centuries. Drawing from major philosophical schools—including Nyāya, Vaiśeṣika, Sāṃkhya, Yoga, Mimamsa, and Vedanta—the research examines core epistemic concepts such as perception (Partyka), inference (Anuman), verbal testimony (śabda), comparison (upamāna), postulation (arthāpatti), and non-cognition (anupalabdhi). The study further analyzes ancient educational practices reflected in Gurukula traditions, oral pedagogy, dialoguebased learning, meditative inquiry, and experiential knowledge. By integrating textual analysis with interpretations by contemporary scholars, the research highlights how ancient Indian learning emphasized holistic development, ethical conduct, self-realization, and the unity of knowledge and practice. Findings reveal that Indian epistemology presents a distinctive approach to understanding reality—one that balances rationality, intuition, and experiential wisdom. The study also discusses the contemporary relevance of these epistemic models in modern education, particularly in areas such as critical thinking, value-based learning, and integrative knowledge systems. It concludes that ancient Indian ways of knowing offer profound insights that can enrich present-day pedagogies and support the development of more balanced, culturally grounded frameworks for learning.
Keywords: IKS, Indian Epistemology, Pramāṇas, Ancient Knowledge Systems, Gurukul Tradition, Indian Philosophy.
Page No: 52-59