Author: Dr. Jayanta Nuniya
DOI Link: https://doi.org/10.70798/Bijmrd/03070001
Abstract: The education system in postcolonial India has, to a large extent, remained tethered to colonial ideologies that prioritized Western epistemologies while marginalizing indigenous traditions. Despite India’s rich philosophical, scientific, and linguistic legacy, colonial structures have shaped what is taught, how it is taught, and the language in which it is delivered. This seminar paper aims to investigate how Indian Knowledge Systems (IKS) can provide a transformative framework for decolonizing education. Drawing from ancient traditions, sacred texts, and community-based knowledge systems, the paper seeks to reimagine education that is rooted in cultural authenticity, holistic learning, and spiritual consciousness. With the National Education Policy 2020 recognizing the value of IKS, this paper also examines the institutional shifts necessary to implement meaningful reforms. Ultimately, the decolonization of education through IKS is not merely about revisiting the past, but about re-visioning the future of Indian pedagogy with confidence, sustainability, and selfhood.
Keywords: Indian Knowledge Systems, Decolonization, Education Reform, NEP 2020, Epistemic Justice, Gurukula, Indigenous Pedagogy, Sanskrit, Colonial Legacy, Holistic Learning.
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