Indian Knowledge Systems (IKS) is a division of the Government of India’s Ministry of Education. It has been tasked with the promotion of indigenous Indian systems of knowledge. The National Education Policy (NEP) of 2020 has mandated the inclusion of IKS in curriculums at all education levels, supported by the National Credit Framework (NCF). The initiative’s financial allocation has been doubled and the University Grants Commission (UGC) aims to train 1.5 million teachers in IKS by 2025.
While the IKS endeavors to integrate ancient Indian sciences and arts into the education system, the initiative has sparked controversies. Critics accuse IKS of propagating pseudoscience, pseudohistory, and misinformation, alleging that it serves the political agenda of the ruling party and its ideological mentor the RSS.
Drawing from the “Pracheen” (Ancient)
The IKS advocates for the adoption and promotion of the sustainable “Bhartiya way”. It underscores the need to reclaim the comprehensive knowledge system from India’s “PracheenSabhyata” (ancient civilization) and showcase the unique ‘Indian way’ to the world. It focuses on Jnan (knowledge), Vignan (technology), and JeevanDarshan (experience).
IKS envisages the transmission of knowledge through classical languages and traditions. It encompasses insights from ancient India and shows the world that it can address the current and emerging challenges in India and globally.
IKS aspires to highlight the unbroken tradition of knowledge transmission and the unique perspective (Bharatiya Drishti) embedded in ancient systems to solve contemporary issues. It wants to underscore the historical significance of ancient Indian institutions of learning like Takshashila, Nalanda Vikramshila, and Vallabhi.
IKS derives inspiration from great Indian scholars such as Charaka, Susruta, Aryabhata, Varahamihira, Bhaskaracharya, Brahmagupta, Chanakya, Chakrapani Datta, Madhava, Panini, Patanjali, Nagarjuna, Gautama, Pingala, Sankardev, Maitreyi, Gargi and Thiruvalluvar. Undoubtedly, they made great contributions to fields such as mathematics, astronomy, metallurgy, medical science and surgery, civil engineering, architecture, shipbuilding and navigation, yoga, fine arts, chess, etc.
IKS aims at preserving, nurturing, researching, and enhancing these rich legacies for posterity through holistic and multidisciplinary education, crucial for making India a “Vishwa-guru” (World Leader), leading India into the 21st century and the fourth industrial revolution.
HIDDEN AGENDA
Education experts and political scientists are raising concerns about the framing of IKS in India’s education curriculum. They point out that while IKS is being presented as a “decolonization” effort, the definition of ‘Indian Knowledge Systems’ in educational documents tends to erase the diversity of knowledge systems, replacing them with a singular form of reference. This is problematic as the IKS appears to be confined to the ancient period, perpetuating its existence as eternal and portraying this knowledge as uniquely exceptional.
This approach could potentially foster a narrow and parochial mindset among students. For example, in some educational discussions, the entire emphasis appears to be on ancient Hindu texts like the Sanskrit Vedas and Puranas. These texts encompass ancient literary legends, lore, oral history, and Hindu philosophy.
Secretary of Markazi Taleemi Board, Syed Tanveer Ahmed pointed out that the NEP 2020 differs from other policies and says that values in education should be derived from Indian culture and Indian philosophy. Further, the word culture is used in the ‘singular’ form in the document. This implies that the policy-making committee has recognized and accepted that there exists only one culture in the country although our country is a bouquet of many cultures and civilizations.
Moreover, what is the culture that is mentioned in the policy? The answer is Indian philosophy derived from ancient Hindu texts such as the Vedas and Puranas. Thus, the values that the NEP 2020 seeks to promote violate the spirit of the Constitution. The intellectuals of the country should reflect on this issue. When the central government or state governments issue an official notification to implement this policy, it may be challenged in court because the Constitution of India is against the promotion of the teaching of any one religion in the field of education.
Unabashedly Saffron
As the Vice President of India, Venkaiah Naidu had unabashedly defended the “saffronization” of education at a program in 2022. He emphasized that the NEP2020 aims for the “Indianisation” or Bhartiyakaran of Education, and he urged fellow citizens to shed their “colonial mindset.” Naidu brushed away the criticism of the NEP, particularly the accusations of promoting a particular culture and religion, saying “The goal is to reconnect with India’s cultural roots and heritage”.
Naidu defended the inclusion of the Bhagavad Gita in moral science textbooks in Gujarat as part of this effort, with similar considerations in Karnataka. In his speech, Naidu expressed dissatisfaction with those who label the saffronization (Hinduization) of education negatively, stating, “Yes, we want to go back. What is wrong with that? We want to go back to our roots, know the greatness of our culture and heritage and understand the great amount of treasure in our Vedas, in our books and in our scriptures. No, they don’t want us to…. They want us to suffer from an inferiority complex…. They say you are saffronizing. What is wrong with saffron? I don’t understand.”
Continent of ignorance
Any education policy in India must recognize the plurality of knowledge systems within the Indian subcontinent. These systems have evolved through interactions with sister civilizations. The Indian knowledge system is definitely syncretic and includes a multiplicity of sources and systems of knowledge and information. Hence what is required is a more inclusive and dynamic approach to understanding and teaching the diverse knowledge traditions present in our country.
The NEP and IKS must acknowledge and understand the cultural, political, architectural, and culinary contributions of all immigrants to the Indian subcontinent over the centuries.
Writing for the Indian Express, Obaid Siddiqi Chair Professor, NCBS-TIFR and Hon. Senior Fellow, Asiatic Society, GN Devy says, “Now, if an ideology that nurtures the fantasy that “all knowledge” was developed in ancient India attempts to force educators to bring “Indian knowledge” to replace “western knowledge”, it is predictably going to result in the greatest intellectual disaster known in history. It can at best produce a generation of students that will hold anything in the western knowledge system with scorn. It will grow up thinking that “all knowledge” developed in ancient India lies hidden in some manuscript archive. It may even start negating the presence of the great social divide that has kept most castes and all women out of knowledge transactions. At worst, trying to take India forward to the past will make India a continent of ignorance.”