Author: Samiul Mondal
DOI Link: https://doi.org/10.70798/Bijmrd/04010048
Abstract: This research paper analyses the nature of the colonial education system introduced during British rule and evaluates the relevance of the “Swadeshi education” philosophy proposed by eminent Indian thinkers as an alternative. The educational framework initiated in India through Macaulay’s Minute of 1835 primarily aimed at creating psychological subjugation and cultural alienation among Indians. Identifying the limitations of this mechanical and examination-oriented system, Rabindranath Tagore, Mahatma Gandhi, Swami Vivekananda, and Sri Aurobindo articulated alternative life-oriented and nationalist educational philosophies. Tagore’s nature-centric education, Gandhi’s Nai Talim, Vivekananda’s “man-making education,” and Aurobindo’s Integral Education all shared a common goal—the decolonization of education.
The present study finds that India’s National Education Policy 2020 (NEP 2020) seeks to bring about a transformative shift away from the Macaulayan framework. By emphasizing mother-tongue instruction, revitalizing Indian Knowledge Systems (IKS), and incorporating vocational education, the policy reflects the long-cherished “Swadeshi” vision of these thinkers. Through an analysis of both challenges and possibilities, the paper concludes that decolonization is not merely a reflection on the past but an essential process for reclaiming India’s identity and enhancing its global competitiveness. By integrating theoretical insights with policy perspectives, this study outlines a future roadmap for India’s education system.
Keywords: De-colonization, Indigenous Education, Nai Talim, Macaulayism, National Education Policy 2020 (NEP 2020), Indian Knowledge Systems (IKS).
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