Indian Knowledge System (IKS) Notes PDF

Indian Knowledge System (IKS) Module 1 – Unit 1: Introduction to IKS Q. 1 What is meant by the Indian Knowledge System (IKS)? Answer: The Indian Knowledge System (IKS) refers to the traditional, indigenous, and classical knowledge that has been dev...

Indian Knowledge System (IKS) Module 1 – Unit 1: Introduction to IKS Q. 1 What is meant by the Indian Knowledge System (IKS)? Answer: The Indian Knowledge System (IKS) refers to the traditional, indigenous, and classical knowledge that has been developed and passed down in the Indian subcontinent over thousands of years from one generation to another. This knowledge has its roots in the diverse cultural, philosophical, and spiritual heritage of the subcontinent, and encompasses a wide range of disciplines, such as science, technology, arts, humanities, medicine, and spirituality. Q. 2 Define the terms “India”, “Knowledge”, and “System” in the context of IKS. Answer: In the context of IKS, the term “India” means the undivided Indian subcontinent, also known as the “Akhanda Bharata”. It covers the area that spans from Burma on the east, modern-day Afghanistan on the west, the Himalayas on the north, and the Indian Ocean on the south. By the term “Knowledge”, we refer to different forms of knowledge (traditional, indigenous, and classical) that have existed in the Indian subcontinent in both literary and non-literary forms. The term “System” means a well-organized methodology and classification scheme that is used for accessing the knowledge developed in the Indian subcontinent. Q. 3 What are the characteristic features of IKS? (Note: In the exam, you may be asked specifically to write about any of these characteristics.) Answer: Being a vast and diverse body of knowledge evolving over millennia, IKS encompasses various disciplines, philosophies, and traditions, which reflect its characteristics. The major characteristic features of IKS are as follows: (a) The IKS has a spiritual foundation and oral tradition, encompassing ancient philosophical traditions such as the Vedas, and the Upanishads. These texts explore metaphysical questions of reality and the nature of our existence. In its long history of development and dissemination, the IKS was preserved and transmitted orally through generations, mostly by the Guru-Shishya Parampara (teacher- disciple tradition). (b) The IKS is a diverse field of knowledge, encompassing multiple schools of thought, languages, and regional practices. Its plural character has allowed for the coexistence of different philosophies, along with literary, artistic, and scientific traditions. Thus, making it a vast body of knowledge. (c) Practical knowledge along with the integration of science with ethics is another major characteristic of IKS. Practical knowledge related to everyday life such as Ayurveda (traditional medicine), Yoga (physical and mental practices), agriculture, architecture (Vastu Shastra), and metallurgy are an integral part of IKS. Along with this, scientific disciplines such as mathematics, astronomy, and medicine were Page 1 of 3  often integrated with ethical and moral considerations. The goal was not only to obtain the concept of the natural world but to use the concept to enhance the welfare of individuals and society. (d) The emphasis of IKS is on community and collective welfare, where knowledge was traditionally shared within communities, with an emphasis on cultural preservation, social harmony, and ecological balance. It also emphasizes the importance of inner experience and self-knowledge. IKS views meditation, contemplation, and self-discipline to be essential for the attainment of higher knowledge and understanding of one’s place in the universe. (e) According to the IKS, time is cyclic in character. This is reflected in the concept of Yugas (ages) and the idea of rebirth, which influences Indian thoughts on cosmology, history, ethics, etc. IKS views knowledge as an interconnected whole, integrating various disciplines and emphasizing the unity of knowledge as well as the interdependence of various fields. Module 1 – Unit 2: Why IKS? Q. 1 Write a note on Macaulay's Education Policy. Answer: With the establishment of a strong foothold of the British East India Company in the early 19th century, the colonial administration became increasingly interested in educating the Indians. This interest was backed by their intention to enable the Indians to serve in lower administrative roles and to support British governance. Following this, a policy came to be articulated through Thomas Babington Macaulay’s “Minute on Indian Education” in 1835, which laid the foundation for the modern education system in colonial India. This policy came to be known as Macaulay’s education policy. In his 1835 minute, Macaulay advocated for the promotion of English as the medium of instruction, dismissing the value of indigenous languages and literature. He argued that English education would create a class of Indians who would act as intermediaries between the British rulers and the Indian populace. Macaulay’s Education Policy had a profound and lasting impact on India, shaping its education system, social structure, and cultural identity in ways that continue to be felt today. While the policy helped establish a modern education system in India, it also led to the marginalization of indigenous knowledge and created a sense of cultural alienation among the educated elite. Q.2 What was the impact of Macaulay’s Education Policy? Answer: Macauley’s education policy resulted in a progressive weakening of the native knowledge system of India. It led to the marginalization of the conventional institutions of Indian learning such as Gurukuls, Madrasas, and Pathshalas, which contributed to the demise of classical Indian education offered in areas such as philosophy, Mathematics, medicine, and Astronomy amongst others. English and Western education dominated Indian society, resulting in a cultural estrangement of the educated Indian elite. Many became disconnected from their own artistic and linguistic origin and in doing so they lost many culturally appropriate Page 2 of 3 raw beliefs, practices, and wisdom. This also resulted in the social dichotomy between the English-educated elites and the rest of the population. The policy indeed helped in producing a class of Indians who had all Western education and knowledge of English and Western literature, but many a time they were ignorant about their own culture and tradition. This class was instrumental in facilitating the functioning of the British Raj. The focus on English education led to a stratification of Indian society, with English-speaking individuals often enjoying greater social and economic mobility. This further entrenched social inequalities, as access to English education was largely restricted to the upper classes and urban areas. The legacy of Macaulay’s Education Policy continues to influence the Indian education system. Even today, English is often seen as a language of prestige and social mobility, and the curriculum remains heavily influenced by Western educational models. This has led to ongoing debates about the relevance of the education system to India’s sociocultural context and the need to integrate indigenous knowledge and languages into the mainstream curriculum. Q.3 Why is there a need to revisit ancient Indian traditions? Answer: Revisiting ancient Indian traditions can offer valuable insights and lessons relevant to contemporary challenges. Some of the common aspects found in ancient Indian cultural themes include respect for nature, conservation and preservation, and proper utilization of existing resources. Environmentally friendly practices like rainwater conservation, organic farming, the Ayurveda system of medicine, etc are environment-friendly remedies for contemporary issues like climate change, pollution, and exploitation of natural resources. Further, Ayurveda, Yoga, and Meditation are the gifts of India that empower the science of healing and maintaining the health of the body, mind, and consciousness. Such strategies are especially beneficial nowadays when stress levels increase and people suffer from various mental disorders. Indian literature, right from Rig Veda and the Upanishads, the teachings of the Buddha and Mahavira contain valuable principles and concepts on ethics morality, and the state of man. Ideas including ‘Ahimsa’ (non-violence), ‘Dharma’ (responsibility or justice), and ‘Karma’ (action/reaction) offer a set of principles that can help to determine the right and wrong actions for an individual and the society of the twenty-first century. India had a very advanced civilization in ancient times and made important contributions to mathematics, algebra (the concept of zero), astronomy, metallurgy, and architecture. They can be reconsidered for new inspiration to create something new and propose different ways in contemporary science and technology. Returning to traditions can be useful and meaningful in exploring one’s culture and enhancing a feeling of connection and pride. Festivals, dramatic arts, and rites give continuity with the past and consolidate the unit of a community. Indian traditions depict strength and flexibility, especially in moments of grief. The aspects of contemporary approaches to social and economic stability can be derived from previous experiences, traditional rule, and community-dwelling. Cultural values frequently refer to family- centeredness, communal culture, and everybody’s welfare, as opposed to a self-centred idea of success. It can also help to reverse the trends of growing social loneliness and disconnection observed in today’s societies. --------------***-------------- Page 3 of 3