Author: Parama Maiti & Humayun Kabir Biswas
DOI Link: https://doi.org/10.70798/Bijmrd/04032015
Abstract: Pedagogical practices have evolved through a long historical journey, shaped by cultural transitions, philosophical shifts, and changing societal needs. This study explores the transformation of pedagogy from ancient educational traditions to the modern instructional system. The research has been carried out using the method of document review within the framework of a qualitative research approach, exploring classical texts, historical documents, contemporary educational reports, and scholarly analyses. The findings reveal that ancient pedagogy focused primarily on moral training, memorisation, teacher-student closeness, experiential learning, and value-based knowledge transmission, as seen in the Gurukul system, monastic traditions, and other civilisation-specific models. As education moved into the medieval and pre-modern phases, pedagogy became increasingly influenced by religious institutions, scriptural learning, and structured instructional methods. The modern period marks a significant shift with the rise of scientific thinking, child-centred education, technological innovation, and competency-driven learning. Ultimately, the research concludes that pedagogy has continuously transformed to remain responsive to societal changes, progressing from traditional teacher-led approaches to dynamic, learner-centred and technologyenhanced models that support holistic development.
Keywords: Pedagogy, Indian Knowledge System, Ancient Education, Modern Education, Holistic Learning.
Page No:120-129