Author: Nurtaj Banu & Shibsankar Jana
DOI Link: https://doi.org/10.70798/Bijmrd/04032012
Abstract: This research explores Shri Aurobindo’s Integral Education as a comprehensive framework for effectively integrating the Indian Knowledge System (IKS) into modern educational practice. The introduction highlights the growing need for an educational model that moves beyond information-based learning toward holistic development. Shri Aurobindo’s philosophy, centerer on the integral evolution of the physical, vital, mental, psychic, and spiritual dimensions, aligns naturally with the core principles of IKS, which emphasize harmony, self-awareness, and experiential knowledge. The goals of education in the Integral framework include cultivating inner potential, fostering balanced personality growth, developing higher consciousness, and nurturing ethical and responsible individuals. These aims reflect the values embedded in traditional Indian knowledge, such as self-mastery, interconnectedness, and the pursuit of wisdom. The methodology of the study employs a qualitative, analytical approach, drawing from primary texts of Shri Aurobindo, educational literature on IKS, and contemporary pedagogical perspectives. Comparative and interpretative analysis is used to explore the compatibility and transformative potential of integrating both systems. The importance of education is underscored in its role in shaping holistic learners capable of critical thinking, emotional balance, and cultural rootedness. Findings indicate that Aurobindo’s multidimensional model provides a strong foundation for embedding IKS components—such as yoga, Indian philosophy, arts, environmental wisdom, and value-based learning—into mainstream education. The educational significance lies in its potential to create a culturally grounded, future-ready, and spiritually enriched pedagogy that nurtures well-rounded, conscious individuals suited for the challenges of the 21st century.
Keywords: Integral Education, Holistic Development, Indian knowledge system, Value Education, Indigenous Knowledge Integration.
Page No:90-95