Exploring Indian Knowledge Systems: A Short Note on Perspectives and Imperatives

Indian Knowledge Systems (IKS) within the National Education Policy (NEP, 2020) framework recognizes the Bhagavad Gita as a foundational ancient sacred text and cultural subject for integration with IKS. According to NEP 2020, schools are directed to incorporate the scripture alongside other academic subjects and skill-based learning through guidelines established by the Central Board of Secondary Education (CBSE, 2025) at the secondary level and the University Grants Commission (UGC, 2023) at the higher education level.

The Indian Knowledge Systems Division (2023) identifies its intiatve as one of the world's oldest intellectual traditions, encompassing philosophy, mathematics, astronomy, medicine, architecture, aesthetics, statecraft, academic practices, and ethics. What distinguishes IKS is its comprehensive and integrated approach to knowledge, offering perspectives that contrast with the compartmentalized structure of contemporary Western knowledge systems. Revitalizing IKS demands rigorous scholarly effort—not merely ceremonial recognition, but systematic documentation, translation, and examination of India's extensive manuscript collections. This endeavor also necessitates developing evidence-based curriculum materials suitable for classroom implementation and establishing institutions that maintain academic rigor and credibility.

Given the current landscape shaped by artificial intelligence and rapid digital transformation, considerations regarding authenticity, ethics, human-centered education, and exemplary social, spiritual, and political leadership have become increasingly vital. It is essential to investigate how Indian Knowledge Systems provide enduring insights into authentic and ethical practices relevant to the artificial intelligence era. Drawing from classical Indian philosophies, texts, and traditions, IKS emphasizes self-awareness, ethical conduct, and holistic decision-making.

References

CBSE. (2025). Mandatory implementation Skill Education and Kaushal Bodh textbooks in classes VI-VIII in CBSE Schools w.e.f. academic session 2025-2026 (Circular No. Skill-81/2025). Central Board of Secondary Education. Ministry of Education, Government of India. https://cbseacademic.nic.in/web_material/Circulars/2025/81_Circular_2025.pdf

IKS (2023). Indian Knowledge Systems (IKS) Division. Ministry of Education, Government of India, https://iks.aicte-india.org/

NEP. (2020). National Education Policy 2020, Ministry of Human Resource Development. Government of India.  https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

UGC.(2023). Guidelines for incorporating Indian Knowledge in Higher Education Curricula. University Grants Commission (UGC). Ministry of Education, Government of India. https://www.ugc.gov.in/pdfnews/6436045_Guidelines-IKS-in-HE-Curricula.pdf

In Summary

Kishore (2026) emphasizes the necessity of reviving and integrating traditional Indian wisdom into contemporary educational and governance frameworks. He advocates for the urgent integration of ancient spiritual wisdom into the 21st Century skills by aligning contemporary pedagogy with indigenous perspectives since it has the potential of fostering holistic development, moral growth, and the critical decolonization of knowledge. By blending ancient cultural and ethical insights with mainstream curricula, the approach aims to support balanced behavioral and academic advancement.

Reference for Citation

Kishore, L. (2026, September 18). Exploring Indian Knowledge Systems: A Short Note on Perspectives and Imperatives, Lalit Culp. https://lalitculp.wixsite.com/website/post/exploring-indian-knowledge-systems-a-short-note-on-perspectives-and-imperatives