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Indian knowledge systems (IKS) encompass a wealth of knowledge, practices, and innovations amassed over ages in India, covering various disciplines, including mathematics, astronomy, medicine, philosophy, and ecology. These knowledge systems have often been neglected in the Indian education system, even though their potential contribution to advancing contemporary science is important.
For centuries, people in India derived knowledge from close observation of nature and the environment, such as insights into sustainable agricultural practices, herbal medicine, ecosystem management, etc.
By applying scientific methodologies to study IKS and its associated practices, we can unlock their underlying principles, demonstrate their efficacy, and investigate their potential applications in addressing present-day challenges. Analyzing IKS can also aid in motivating modern innovation across various disciplines.
There is rising recognition of the value of integrating IKS and modern approaches to address contemporary challenges. In India, initiatives like the National Innovation Foundation (NIF) and the Honey Bee Network aim to document, validate, and promote grassroots innovations rooted in IKS. For example, innovations like the Mitticool refrigerator, using traditional clay cooling techniques, indicate the importance of harmonizing IKS with modern technology to design sustainable solutions for rural communities.
Additionally, IKS offers frameworks demonstrating the connections between humanity, nature, and the cosmos. By integrating IKS with modern scientific knowledge, we can develop more sustainable technologies, innovative healthcare solutions, and urban planning approaches that prioritize environmental balance and human flourishing.
By recognizing the value of IKS and involving local communities in research and development processes, initiatives can promote cultural preservation, foster community resilience, and address intellectual property rights issues.
Some may contend that IKS is extraneous to contemporary challenges and that modern scientific knowledge is more helpful in addressing them. However, this viewpoint overlooks the beneficial contributions and insights that IKS can offer in tackling present-day issues. While modern scientific knowledge has advanced greatly in recent centuries, dismissing the wealth of expertise ingrained within IKS would be short sighted.
One of the strengths of IKS lies in its holistic approach, which integrates multiple dimensions of knowledge, including empirical observations, theoretical frameworks, experiential wisdom, and spiritual insights. Furthermore, many elements of IKS have been validated through empirical research and scientific inquiry. For example, Ayurveda, the ancient Indian system of medicine, has been subject to numerous scientific studies. Ayurveda offers holistic approaches to healthcare that emphasize preventive care, lifestyle modifications, and personalized treatment strategies.
The utility of yoga has been supported by a growing body of evidence-based research, highlighting its multifaceted advantages for physical health, mental wellbeing and quality of life.
Evidence-based research has confirmed that traditional Indian agricultural practices are sustainable and offer valuable lessons for addressing contemporary challenges such as climate change, soil degradation, and food insecurity. For example, conventional Indian agricultural techniques, such as mixed cropping, crop rotation, rain water harvesting and organic farming, align closely with modern sustainable agriculture practices to preserve soil health, enhance biodiversity, and mitigate climate change impacts. By integrating IKS with modern scientific knowledge, the potential to develop innovative and holistic approaches to agriculture that promote environmental sustainability, food security, and rural prosperity is immense.
Several aspects of Indian astronomy, including mathematical calculations, astronomical observations, and predictive models, have stood the test of time and have been validated through empirical evidence and modern scientific methods. There are many more such examples.
Therefore, rather than viewing IKS as incompatible with modern scientific methodologies, we should study its potential to contribute to a more inclusive, diverse, and dynamic scientific landscape.
The National Education Policy 2020 emphasized integrating IKS in school and higher education in different disciplines. Education infused with the perspective of IKS can offer students a holistic worldview that encompasses various facets of life. One such example is the emphasis on sustainable living practices, which is deeply ingrained within IKS. These practices focus on environmental protection and emphasize societal resilience and harmonious co-existence with the natural world.
Incorporating the principles of IKS into education enables students to grasp the interconnectedness between human actions and their impact on the environment and society. By delving into the wisdom of IKS and contextualizing it within modern realities, students gain insights into the importance of adopting sustainable lifestyles.
Furthermore, the teachings of IKS encourage students to seek solutions to contemporary challenges faced by human societies. Whether it's addressing climate change, resource depletion, or social inequality, the holistic perspective of IKS equips students with a deeper understanding of these complex issues. It inspires them to take proactive measures for positive change.
Through a comprehensive exploration of IKS, students can emerge as informed and empowered individuals ready to tackle the challenges of the twenty-first century with resilience and creativity.
Indian higher education institutes (HEIs) are working on incorporating IKS into higher education, an ongoing endeavour. It necessitates meticulous planning, comprehensive teacher training programmes, and the procurement of credible study materials available in various Indian languages. The initiative to introduce IKS courses has gained traction, with more than 50 universities and 500 colleges across India already offering such programmes.
For instance, IIT Kanpur has taken a proactive approach by establishing the Study Centre for Indian Knowledge System for Holistic Advancement. This initiative aims to delve into and seamlessly integrate IKS into academic curricula and interdisciplinary research endeavours. Similarly, the Centre for Indian Knowledge Systems at IIT Madras is a dynamic hub for multifaceted research exploring India's rich scientific, technological, and cultural heritage.
These examples underscore the concerted efforts of higher education institutions in India to embrace and promote IKS. Through collaborative initiatives, innovative research, and curriculum development, these institutions play a pivotal role in advancing the integration of IKS into higher education, enriching academic discourse and fostering a deeper appreciation for India's intellectual legacy.
The capacity-building of teachers through training in imparting IKS in various disciplines is essential to prevent the dissemination of inaccurate information to students, which could undermine the integrity of IKS education.
Recognizing the need to strengthen faculty expertise in this area, the University Grants Commission (UGC), in collaboration with the IKS division of the Ministry of Education, has undertaken initiatives to enhance faculty training. One thousand faculty members and 250 Master trainers have been equipped with the necessary knowledge and skills. Looking ahead, plans are underway to train an additional 10,000 faculty members in the coming year.
These trained educators will receive comprehensive support, including access to reliable resource materials and well-structured course curriculums. The aim is to enhance student learning and empower faculty members across HEIs with the requisite expertise in IKS.
IKS is vast and diverse, spanning various Indian languages and dialects. A considerable portion of IKS knowledge resides within oral traditions accessible in all Indian languages. Therefore, faculty members are encouraged to incorporate relevant knowledge from their respective regions and languages into their teaching practices, enriching students’ learning experiences. It is essential to recognize that integrating IKS into education can be approached in a manner that promotes inclusivity, diversity, and cultural appreciation.
For example, the Kerala School of Mathematics texts are written in Malayalam, showcasing the diversity of linguistic traditions within IKS. Similarly, a comprehensive text on Bamboo construction from Manipur is recorded in the Meitei language, demonstrating the multifaceted nature of Indian knowledge transmission.
Moreover, the diversity of languages represented in IKS is further exemplified by notable works such as “Nuska-dar-Fanni-falahat,” a Farsi text on Agriculture compiled by Dara Shikoh, and the comprehensive text of Vriskhayurveda in Odia.
These examples underscore the inclusive nature of IKS, encompassing knowledge from many linguistic and cultural backgrounds.
By empowering educators with the necessary resources and knowledge, colleges can effectively deliver IKS education that is comprehensive, accurate, and culturally inclusive.
It's essential to recognize that integrating IKS into education, we can ensure that the richness and diversity of India's knowledge traditions are preserved and appreciated for generations to come.
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Mamidala Jagadesh Kumar
Mamidala Jagadesh Kumar is a professor of Electrical Engineering at the Indian Institute of Technology, New Delhi, India. He is the Chairman of University Grants Commission (UGC), New Delhi. He was the 12th Vice-Chancellor of Jawaharlal Nehru University, New Delhi (Jan 2016 – Feb 2022). He is the President of General Council, National Assessment and Accreditation Council (NAAC). He is also on the Board of Indian National Space Promotion and Authorization Center (IN-SPACe) established by Government of India. He was an Editor of IEEE Transactions on Electron Devices from 2006 to 2015. He is an Editor of IEEE Journal of the Electron Devices Society. He has widely published in the area of Micro/Nanoelectronics and is known for his excellence in teaching.