Indian Knowledge System (IKS) History Unit I PDF

INDIAN KNOWLEDGE SYSTEM Prof. Pramila Dasture Dept. of History Nowrosjee Wadia College, Pune Government of India Ministry of Education Indian Knowledge Systems Division Logo India's hist 5000 yrsIndian a work of kge orginated in IndiaGeographically akhand भारत. Burma to Afghanistan - a region unif...

INDIAN KNOWLEDGE SYSTEM Prof. Pramila Dasture Dept. of History Nowrosjee Wadia College, Pune Government of India Ministry of Education Indian Knowledge Systems Division Logo India's hist 5000 yrsIndian a work of kge orginated in IndiaGeographically akhand भारत. Burma to Afghanistan - a region unified by shared cultural n literary practices A work synthesized codified n made available Al beruni s workKge more than info it is wisdom gained from life's observations experiences n experimentsWhich has been passed done orally n some documented n art formsSys is a structure methodology/ knowing where to begin n how to proceed. Framework that binds diverse kge pieces showing how they compliment one another. It shows organization/ interconnection n relevanceAny kge that originated from akhand bharat embodies insights from experiences n traditions whether oral or literary and is organised in a structured framework that connects n guides seekers- qualifiers to b iksIks is profound n vast UNIT-I INTRODUCTION TO INDIAN KNOWLEDGE SYSTEM भारतीय ▪ ज्ञान Systems What is Indian Knowledge प्रणालीचा (IKS)? पररचय According to the National Education Policy (NEP-2020)- ▪ Indian Knowledge System is a systematic and structured approach to transmitting or transferring knowledge from one generation to the another. ज्ञान एका पपढीकडून दस ु ऱ्या पपढीकडे हसताांतररत करणे, हा एक पद्धतशीर आणण सांरचचत दृष्टीकोन आहे. ▪ IKS is a process of knowledge transfer rather than merely a tradition. IKS ही केवळ परां परा न राहता ज्ञान हसताांतरणाची प्रक्रिया आहे. ▪ Rooted in the Vedic literature, the Upanishads, Vedas, and Upavedas, the IKS serves as a foundational principle. The Indian Knowledge System (IKS) is a broad term that describes the knowledge that has evolved in India over thousands of years. It includes a wide range of subjects, such as: mathematics, science and technology, medicine, astronomy, architecture, philosophy, arts, languages, literature, and cultural and social practices. The IKS is based on ancient texts like the Vedas, Upanishads, and Puranas, and has been shaped by the contributions of many different cultures and civilizations. It has its own methods and criteria for generating, validating, and passing on knowledge. The IKS has influenced many areas of Indian life, including education, arts, administration, law, justice, health, manufacturing, and commerce. The IKS also aims to support research that can help solve modern social issues. The NEP, 2020 recognizes this rich heritage of ancient and eternal Indian knowledge and thought as a guiding principle. The Indian Knowledge Systems comprise of Jnan, Vignan, and Jeevan Darshan that have evolved out of experience, observation, experimentation, and rigorous analysis. This tradition of validating and putting into practice has impacted our education, arts, administration, law, justice, health, manufacturing, and commerce. This has influenced classical and other languages of Bharat, that were transmitted through textual, oral, and artistic traditions. “Knowledge of India” in this sense includes knowledge from ancient India and, its successes and challenges, and a sense of India’s future aspirations specific to education, health, environment and indeed all aspects of life. The main objective of drawing from our past and integrating the Indian Knowledge Systems is to ensure that our ancient systems of knowledge represented by unbroken tradition of knowledge transmission and providing a unique perspective (Bhāratiya Drishti) is used to solve the current and emerging challenges of India and the world. The IKS is to be incorporated in scientific manner in the school and higher educational curriculums. This would include tribal knowledge and indigenous and traditional ways of learning and will cover and include mathematics, astronomy, philosophy, yoga, architecture, medicine, agriculture, engineering, linguistics, literature, sports, games, as well as governance, polity and conservation. Specific courses in tribal ethno-medicinal practices, forest management, traditional (organic) crop cultivation, natural farming, etc. will also be made available. An engaging course on Indian Knowledge Systems will also be available to students in secondary school as an elective. ▪ Indian Knowledge System comprises of jñāna, vijñāna jīvanadarśana of the people of Bhārat continuously arising out of deep experience, observation, experimentation and rigorous analysis, with a tradition of validating and putting into practice in several areas including education, arts, administration, law, justice, health, manufacturing, and commerce, documented in classical and other languages of Bhārat, and transmitted through textual, oral and artistic traditions. A) CONCEPT, SCOPE AND SIGNIFICANCE OF IKS IKS ची सांकल्पना, व्याप्ती आणण महत्त्व ▪ The core components of the Indian Knowledge Systems—Jnan (knowledge), Vignan (science), and Jeevan Darshan (philosophy of life)—have evolved through a dynamic interplay of knowledge, observation, investigation, and rigorous analysis. ▪ This custom of validation and practical application has left a profound impact on diverse fields such as education, administration, law, justice, manufacturing, and commerce. ▪ The influence of IKS extends to conventional and other languages of Bharat (India), disseminated through various mediums, including documented, oral, and arty traditions. ▪ This comprehensive wisdom system encompasses the wisdom of ancient India, encompassing both its achievements and challenges. It provides a foundation for understanding India's future aspirations, touching upon crucial aspects such as education, health, environment, and all facets of life. ▪ In essence, the Indian Knowledge System serves as a reservoir of wisdom that continues to shape the intellectual, cultural, and practical dimensions of Indian society. SIGNIFICANCE OF INDIAN KNOWLEDGE SYSTEM IN THE PRESENT SCENARIO/ ▪ Indian civilization has long held knowledge in high regard, evident through its vast repository of intellectual texts—arguably the world's largest collection of manuscripts—and a well-documented heritage spanning texts, thinkers, and schools across diverse subjects. ▪ Lord Krishna, in the Bhagavad Gita (4.33, 37–38), imparts the wisdom that knowledge is the paramount means of self-purification and liberation. ▪ This commitment to knowledge has persisted like the unbroken flow of the Ganges River, extending from the Vedas and Upanishads to the insights of figures such as Sri Aurobindo ▪ The foundation of Indian knowledge systems lies in the rich tapestry of Indian culture, philosophy, and spirituality, evolving over millennia. Ayurveda, Yoga, Vedanta, and Vedic sciences, integral components of these systems, remain relevant in the contemporary world. ▪ Well-being: Ayurveda, a traditional Indian medical system, advocates a holistic approach to well-being. In a world where health-related challenges are increasing, Ayurveda promotes natural healing methods, personalized remedies, and a focus on preventive health measures. ▪ Stress Management: Yoga, originating in ancient India, provides a comprehensive approach to internal, physical, and spiritual well-being. Incorporating practices like asanas (postures), pranayama (breath control), and meditation, Yoga has proven effective in reducing stress, enhancing internal health, and bolstering overall well-being—especially pertinent in today's fast-paced and stressful world. ▪ Sustainable Living: Indian knowledge systems stress the interconnectedness of all beings, promoting sustainable living practices, encapsulated in the concept of "Vasudhaiva Kutumbakam" (the world is one family). Given the pressing environmental concerns and the need for natural resource conservation, these principles gain increasing significance. ▪ Spiritual Growth: Systems like Vedanta offer insights into the nature of reality, mindfulness, and spiritual well-being. Grounded in ancient Vedas, they provide guidance on emotional intelligence, mindfulness, and the pursuit of meaning and purpose—crucial in a modern world where many seek deeper fulfillment. ▪ Innovation: Indian knowledge systems historically contributed to scientific advancements in mathematics, astronomy, and metallurgy. Concepts like zero, the decimal system, and trigonometry, originating from ancient Indian thought, continue to play a pivotal role in contemporary science and technology, highlighting the enduring influence of Indian knowledge in fostering innovation. ▪ In conclusion, the Indian knowledge system remains highly relevant today, offering practical solutions for contemporary challenges such as stress management and sustainability. Its vast wealth of knowledge has the potential to uplift individuals, communities, and humanity. THE OBJECTIVES OF THE INDIAN KNOWLEDGE SYSTEM (IKS) ▪ The objectives of the Indian Knowledge System (IKS) and the functions of its division are outlined with a vision and mission that underscore interdisciplinary research, preservation, dissemination, and application of Indian knowledge. Here is a breakdown of the key elements: ▪ Support Research: IKS aims to support and facilitate further research to address contemporary societal issues in various fields, including health, Psychology, Environment, and Sustainable development. ▪ Integration of Ancient Knowledge: The primary objective is to draw from the past and integrate Indian knowledge systems to solve contemporary and emerging problems, utilizing the uninterrupted tradition of knowledge transfer and the unique perspective of "Bhāratiyu Drishti" (Indian viewpoint). ▪ The Indian Knowledge System (IKS) encompasses wisdom from ancient India, detailing both its achievements and challenges, while also reflecting India's future aspirations in areas such as education, health, the environment, and various facets of life. ▪ With a focus on holistic health, psychology, neuroscience, nature, and sustainable development, the IKS seeks to facilitate extensive research to address contemporary societal issues. ▪ As an innovative entity, the Indian Knowledge System serves to promote interdisciplinary research, preserve, and disseminate knowledge for further exploration and societal applications ▪ The IKS actively commits to sharing the rich heritage and traditional wisdom of India, incorporating tribal, indigenous, and traditional learning methods. Encompassing diverse fields. ▪ The IKS not only boosts tourism but also fosters awareness and appreciation of India's diversity, culture, and traditions. It includes the propagation of knowledge in areas like archaeological sites, heritage, literature, sculpture, music etc. ▪ In a move towards integration, universities are encouraged to launch student credits or IKS elective courses in all courses, ensuring students across subjects gain exposure to customary knowledge. ▪ Recognizing the significance of IKS, the University Grants Commission (UGC) has mandated the inclusion of 5% of total credits related to IKS courses in curricula. ▪ To further support this initiative, the establishment of IKS centers is proposed, acting as catalysts for research, education, and outreach activities across different regions of the nation. EDUCATION IN ANCIENT INDIA ▪ Two major streams of education were followed in the ancient Hindu system namely Aparavidya (material knowledge) and Paravidya (spiritual knowledge). ▪ Two major types of educational systems namely gurukulas i.e., house of the teachers where learners resided till their education is completed and vidyapeetas the institutions for higher spiritual learning. ▪ Gurukulas could be considered as the centres for basic learning that advocated sravana, manana and nididhyasana as the three steps. These three components in other words refer to listening to the readings of the scriptures by the teacher (sravana), attempting to memorise and arriving at subjective interpretation (manana) and the comprehension of the fact and applying to their life (nidhidyasana). ▪ Apadravya focused on the material knowledge through which one could earn one‘s livelihood ie. having to study subjects like elementary philosophy, elementary grammar, elementary arithmetic, along with subjects like Astrology, Medicine, Chemistry and Physics etc. ▪ Subjects under Paravidya were elementary philosophy, elementary grammar, elementary arithmetic, along with subjects like Vedanga, Upanishads and Purnas. ▪ Centres for higher education namely vidyapeetas and parishads facilitated the process of learning by periodically organizing debating circles, goshtis. EDUCATION SYSTEM IN MEDIEVAL PERIOD ▪ After the Islamic invasion of India from Persia and Asia Minor, and the establishment of Islamic theocratic monarchies under Mahmud of Ghanzi in A.D. 1001, Muhammad Ghauri in A.D. 1175, the educational institutions of the Hindu and the Buddhist religion were destroyed paving their ways for the development of the 100 Estelar Muslim education in India. 26 The Muslim educational institutions are attached to the Mosques. ▪ Mohammad Ghor replaced temples with mosques, and the pathasalas with Maktabs and Madrasahs. ▪ In traditional Islamic pedagogy, authoritative acceptance of knowledge is stressed, with learning often based on listening, memorization, and regurgitation. ▪ Islamic pedagogical knowledge in to two divisions revealed (wahy) and acquired (iktisabi) knowledge. Revealed knowledge was sacred and given to the chosen few, namely, prophets. Acquired knowledge included transmitted traditions (naqli) and rational knowledge ('aqli). BRITISH COLONIAL EDUCATION IN INDIA ▪ Under the British India, Christian missionaries were making efforts to introduce western education by opening elementary schools and providing education to the marginalized, deprived and economically weaker sections of the society. ▪ This period was characterised by educational reforms, acts and policy framework for Indian education towards modernisation industrialisation and building labour workforce for modern era. ▪ The British in 1857 introduced the system of European higher education in India by establishing of Universities at Bombay, Calcutta and Madras. ▪ To promote learning procedure of Indian traditions along with modern Western values, Tagore formed the Visva-Bharati University, Satish Chandra formed Dawn Society and Sri Aurobindo established an ashram in Pondicherry.