Author: Prasanjoy Mana & Dr. Gokul Ch. Patra
DOI Link: https://doi.org/10.70798/Bijmrd/04032019
Abstract: This study critically examines the educational philosophy of Swami Vivekananda and evaluates its contemporary relevance within the transformative framework of India’s National Education Policy (NEP) 2020. While Vivekananda conceptualized education as the manifestation of inherent human perfection— emphasizing character formation, self-reliance, and spiritual humanism rooted in Advaita Vedanta—current educational reforms advocate for holistic, multidisciplinary, and value-oriented learning paradigms to counter the hyper-commercialization of 21st-century schooling. Adopting a qualitative research design, this study employs thematic document analysis on a purposive sample of 27 primary and secondary sources (published 1985–2022), including policy documents, philosophical texts, and institutional reports. Utilizing a rigorous thematic coding protocol, the study identifies profound philosophical convergences between Vivekananda’s “man-making” education and the foundational principles of NEP 2020, particularly regarding multidimensional development, vocational pragmatism, and the mainstreaming of Indian Knowledge Systems (IKS). However, the analysis uncovers persistent systemic frictions, notably entrenched examination-centric assessment practices, and severe deficits in teacher preparedness for value-integrated pedagogy. The study concludes that while Vivekananda’s philosophy provides a robust normative and cultural bedrock for contemporary reforms, translating this philosophical alignment into pedagogical reality requires systemic structural dismantling beyond mere policy articulation.
Keywords: Swami Vivekananda, Educational Philosophy, NEP 2020, Holistic Learning, Spiritual Humanism, Thematic Document Analysis, Educational Reform, Indian Knowledge Systems.
Page No:161-169