phd in indian knowledge system

ISHOPANISHAD FOR THE MODERN AGE THROUGH THE LENS OF SRI AUROBINDO

International conference on the history of mathematics, an online lecture series on nature of reality in light of ancient indian philosophy, online course on "gita for youths".

The Centre for Indian Knowledge Systems will put into place a research-development-practice paradigm of Indian knowledge systems that could play a vital role in enriching education. Its mission is to create new knowledge and skills to build capacity for a sustainable knowledge system. This paradigm advocates progress tempered with environmental conservation and respect for ecologically sustainable practices. By using a scientific process that is rigorous and systemic, research in these knowledge systems will then be disseminated into cutting edge professional development programs.

Old Map of Assam

Daojali Hading Excavations 1961-62

©Prof. Sukanya Sharma, Image from "Prof. T.C Sharma's PREHISTORIC ARCHAEOLOGY OF ASSAM (A study of Neolithic Cultures)" completed from the University of London

Brindabani Bastra

Brindabani Bastra, a figured silk from Assam, from the 16th-18th century, and measuring 120 cubits long and 60 cubits broad. They are preserved at the Blythe House, part of the British Museum.

Exhibition on the Indian Knowledge System

Museum Exhibition

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Academic Center For Interdisciplinary Research

APU Pasighat has established the Center of Excellence for Indian Knowledge Systems (CoE-IKS) to promote interdisciplinary research and preserve and disseminate IKS for further research and scientific understanding of Indian Traditional Knowledge Systems. The CoE-IKS looks forward to undertake original research in the area of Indian Knowledge Systems that will guide the development and implementation of programs for the diffusion of traditional and contemporary knowledge. IKS nurtures the individuals to face challenges and resolve human, environmental and ecological issues.

The CoE-IKS targets a fully scientific recovery of various domains of IKS to evolve practices and technologies in varied areas for sustainable growth and development. The disciplines and fields of knowledge include logic, philosophy, language, technology and crafts, polity, economy and governance, ethics and sociological orders, Architecture and engineering, pure sciences, earth sciences, biosciences, poetics and aesthetics, law and justice, grammar, mathematics and astronomy, metrics, agriculture, mining, metallurgy, trade and commerce, medicine and life sciences, geography, military science, weaponry, shipbuilding, biology, and veterinary science, etc.

BA - India Knowledge

Ma - vastu vidya, pg diploma in business vastu, ma - indian knowledge, ma - jyotish vidya, business vastu medical astrology, ma - arthashastra, ma - yoga & meditation, pg diploma in yoga teacher training.

The CoE-IKS will help APU Arunachal Pradesh to develop practical technologies that will help to provide realistic evaluations of local needs, environmental constraints, and production systems based on the local resources.

IKS is not a separate branch of study but the domain of every subject is the Indian Knowledge System. The major Indian knowledge tradition describes 14 Vidya – theoretical disciplines and 64 Kalas – crafts, skill sets, and arts useful for daily life. Under New Education Policy (NEP), IKS will be explored in-depth and applied to solve the challenges of current times. The application of IKS for today will be the driving force of the educational revolution as per the guidelines of NEP.

New Education Policy emphasised the IKS & making IKS applicable in today’s world. More than 10 million manuscripts are available, and barely 5% have been studied. The remaining 95% of scripts are waiting to get explored.IKS is not only spiritual but contains mainly application-oriented knowledge systems for all times.

The Government of India has decided to explore the potential of IKS for modern times. The present conventional education system in the country has limitations on employment generation. The Foundation of the new education system will be Indian Knowledge Systems, i.e. IKS. But there is a lack of IKS professionals, IKS faculty, IKS teachers, and IKS experts. IKS consultants are not available in the country. There will be considerable demand for IKS experts in the future. They will work as the backbone for the change that is expected to happen.

The noble vision for the CoE-IKS is to train generations of scholars who will show the ‘Indian way’ to the world. If we intent to become the Knowledge power of this century and be the ‘Viswa guru’, it is imperative that we understand our heritage and teach the word the ‘Indian way’ of doing things. APU Center of Excellence for Indian Knowledge Systems (CoE-IKS) is working in the same direction to fill this gap in IKS expertise. APU has launched Bachelor, Master and Doctoral programs aligned with NEP to develop IKS expertise in the country.

For more information, call +91 8800 838 839 or Click here to send a WhatsApp message.

Learning Environment : APU provides a modern gurukul environment for the holistic growth of students, under the able guidance of experienced and dedicated teachers.

Inner Growth: At APU, you connect each discipline with your own innermost self. This direct experience makes learning much more relevant for better comprehension and application in real life.

Healthy Lifestyle: At APU, you’ll learn highly effective tools including meditation, yoga asanas, ayurveda and more — to promote a healthy lifestyle.

Learning more without Stress : At APU you’re never juggling 4-5 classes, and finals at once. Instead, you’re fully immersed in only one subject each month.

Re-Search Culture: You’ll meet students and professors who share your curiosity, and they are your companions on a quest to discover new truths and invent new possibilities.

Career Service: APU has a Careers Service to facilitate your transition from education to employment and give you guidance on employment opportunities and help in developing your CV.

“Who you are is more important than what you know.” Acharya Dhanwant Singh, Founder & Chancellor APU

The focus of the school is to nurture and develop cognitive and non-cognitive skills, aligned with the goals of Education for Sustainable Development and Global Citizenship.
The School is equipped with an excellent supportive environment which endeavors to nurture and develop cognitive skills and socio-emotional skills, thus preparing the prospective teachers for a competitive professional world.
Evolving Educational Technology, Teacher Education, Economics of Education, Educational planning & administration, the psychology of education, etc. are the significant aspects covered in the programmes.
Regular classes are organised for the preparation of competitive tests like the Teacher Eligibility Test (TET) and National Eligibility Test for Lectureship and Research Fellowships (NET).
For the students teaching and learning is not confined to the four walls of the classroom, they are given enough learning opportunities to develop their vision and insight. We have Internship opportunities in reputed schools.

“Education is the kindling of a flame, not the filling of a vessel” Socrates, GREEK PHILOSOPHER.

With Gurukul based education, you study traditional subjects while also experiencing inner growth and developing your creativity. Your awareness expands, improving your ability to absorb knowledge and see the big picture.

You discover the underlying reality in yourself and connect the knowledge in a meaningful way to your own life. Through this approach, you naturally become more capable of creating positive change in yourself and the world.

You’ll learn the Meditation technique which enhances your personal inner growth and helps build a strong basis for success and fulfillment in all areas of life. Meditation is not a religion, philosophy, or lifestyle.

You’ll study yoga asanas in theory and through your own experience, experiencing the deep relaxation, stress release, and expansion associated with daily yoga practice.

You’ll learn what to eat, when to eat, and how to eat to maintain or restore balance to the state of health. These methods enliven the inner intelligence of the body and strengthen its natural healing ability.

“The highest education is that which does not merely give us information but makes our life in harmony with all existence. ” — Rabindranath Tagore.

Prospective post-graduate candida tes with relevant backgrounds and qualifying GATE/ NET/ other scores may apply for their Doctoral Research (Ph.D.) in the following areas :

Arthashastra (Indian economics and political systems)
Sanskrit (Sanskrit for Natural Language Processing and other Languages)
Ganita and Jyamiti (Indian Mathematics, Astronomy and Geometry)
Rasayana (Indian Chemical Sciences)
Ayurveda (Indian Biological Sciences / Diet & Nutrition)
Jyotish Vidya (Observational astronomy and calendar systems)
Prakriti Vidya (Indian system of Terrestrial/ Material Sciences/ Ecology and Atmospheric Sciences)
Vastu Vidya (Indian system of Aesthetics-Iconography and built-environment /Architecture)
Nyaya Shastra (Indian systems of Social Ethics, Logic and Law)
Shilpa tatha Natya Shastra (Indian Classical Arts : Performing and Fine Arts)
Sankhya & Yoga Darshna (Indian psychology, Yoga and consciousness studies )
Vrikshayurveda (Plant Science / Sustainable agriculture/food preservation methods)
IKS Approaches for development and management of water resources.
IKS approaches to conserve biodiversity and ecological protection.
Preservation and documentation of manuscripts

Scholarships At APU, deserving students can avail scholarships worth over Rs. 2 Lacs. See if you’re eligible.

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Indian Knowledge System(IKS): Concepts and Applications in Engineering

Note: This exam date is subjected to change based on seat availability. You can check final exam date on your hall ticket.

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Course layout, books and references.

Pride of India: A Glimpse into India’s Scientific Heritage, Samskrita Bharati, New Delhi.
Sampad and Vijay (2011). “The Wonder that is Sanskrit”, Sri Aurobindo Society, Puducherry.
Bag, A.K. (1979). Mathematics in Ancient and Medieval India, Chaukhamba Orientalia, New Delhi.
Datta, B. and Singh, A.N. (1962). History of Hindu Mathematics: Parts I and II, Asia Publishing House, Mumbai.
Kak, S.C. (1987). “On Astronomy in Ancient India”, Indian Journal of History of Science, 22(3), pp. 205–221.
Subbarayappa, B.V. and Sarma, K.V. (1985). Indian Astronomy: A Source Book, Nehru Centre, Mumbai.
Bag, A.K. (1997). History of Technology in India, Vol. I, Indian National Science Academy, New Delhi.
Acarya, P.K. (1996). Indian Architecture, Munshiram Manoharlal Publishers, New Delhi.
Banerjea, P. (1916). Public Administration in Ancient India, Macmillan, London.
Kapoor Kapil, Singh Avadhesh (2021). “Indian Knowledge Systems Vol – I & II”, ‎ Indian Institute of Advanced Study, Shimla, H.P.

Instructor bio

Prof. B. Mahadevan

Dr. Vinayak Rajat Bhat

Dr. R Venkata Raghavan

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Introduction to Indian Knowledge System: Concepts and Applications – Book Review by Pallavi Ghosh

Recently, the All India Council of Technical Education (AICTE), introduced a mandatory course on Indian Knowledge System (IKS) while revising the Engineering and Management Curricula in 2018. This course is meant to help students gain awareness of the wealth of knowledge produced by the Ancient Indians. Our latest publication, Introduction to Indian Knowledge System responds to this decision by the AICTE. Currently, there are no textbooks available to help students understand the various components of IKS. Hence, this textbook is a timely and valuable contribution to the education system in the country.

Our new title responds to the growing need felt by Indian society at large for Indian heritage and the Ancient Indians’ knowledge system to be included in the educational curriculum. The text is primarily intended to facilitate offering a one-semester or two-semester course on IKS to undergraduate and graduate-level students.

India’s sciences are based on fundamental principles, axioms, logical inferences, and empirical observations. Our sciences are steeped in India’s rich history and the vast knowledge of Ancient Indians. The historical accounts of science in India are inadequate and need to grow beyond the colonial lens. This book will help place the heritage of our country into perspective for the benefit of Indian students.

Professor Anil Sahasrabudhe, chairman of AICTE, in his foreword, has beautifully explained the need for a textbook on this subject.

Also, Professor S. Sadagopan applauds the book, opening his message with the line “I have gone through this book in detail and it has been an enriching, fulfilling, and satisfying experience.” He feels the authors have done an outstanding job at covering the vast number of topics related to the Indian Knowledge system. He states that the authors describe the various concepts in IKS in sufficient depth and avoid superficial surveys.

One approach taken in this book is to lay clear emphasis merely on the content of IKS. Therefore, efforts are made to present the ‘what’ of IKS rather than the ‘why’ or ‘how’ of IKS. The application, implications, and practical relevance of IKS are often left for self-introspection. The book has taken a middle path and has made special efforts to present IKS in a contextually relevant fashion. This has been done by delicately balancing the ‘why’ or ‘how’ of IKS with the ‘what’.

Some unique features of the book include:

IKS In Action Fact Boxes: This feature enables the students to develop an early appreciation of the subject matter. It provides a context where the ideas discussed in the chapter can be appreciated.

Rich Illustrations: The chapters are dotted with several illustrations by way of figures and tables. These help concisely summarise complex concepts and facilitate easy understanding.

Discover IKS: Every chapter has an end-of-chapter feature that points to useful videos on some of the concepts discussed in the chapter.

Opening Vignette: The beginning of every chapter has an opening vignette called “learning outcomes”. This helps develop a clear set of expectations with respect to the topics discussed in the chapter.

Endnotes: Material for the textbook has been drawn from extensive original sources and research papers. To establish authenticity and enable readers to access the original sources, these have been listed at the end of each chapter.

Suggested Readings: A list of additional readings has been provided at the end of every chapter. These will help students pursue further studies in the topics covered in the chapter.

This text introduces readers to new terminologies from the Indian Knowledge System. Readers may never have come across some of these terms prior to reading the book. Some of the explanations of terms from IKS will be eye-opening for many Indians. Examples of such terms which readers can expect to learn about in detail include: “Nyāya Darśana” , an integral part of the Nyāya school of philosophy and the “Vaiśeṣika” school of philosophy.

The chapter on Philosophical Systems lists a number of Ancient Indian philosophical texts. These have never been included in the modern-day, westernised image of philosophy we have. For example, the explanation of “Yoga-darsana” is truly an informative read. The authors have explained that ‘yoga’ is a school of philosophy. It serves as a methodology for the realisation of the difference between ‘Prakriti’ and ‘Purusa’. Commonly heard terms such as ‘yoga’, ‘vedas’, ‘puranas’, etc are elaborated upon in detail. This clarifies their true meaning and makes sure their significance becomes clear. For example, in “Wisdom through the Ages”, the author provides several fun facts on the Puranas such as:

The five key characteristics of Puranas
Issues of interest in the Puranas
Topics discussed in them

Such facts not only help educate students regarding the topics on IKS in the updated syllabus but also serve as an enjoyable read. Readers will learn about their heritage through a well-written and well-organised text. The book is peppered with fun facts. For example, the chapter on Number System and Units of Measurement features riveting facts such as:

The decimal number system originated in India much before the 12th – 11th century BCE.
The ancient Indians were interested in studying the origins of the universe. This was a study in which the concept of time is very relevant. Table 6.6 in the text elucidates Ancient Indian Measures of Time in which the smallest measure of time is 1.3133 × 10⁻⁵ seconds and the largest is 4,32,00,00,00,000 human years.

Professor Anil Sahasrabudhe says the chapter in Metal Working will be a true eye-opener for young engineering students. The chapter provides a history of Iron and Steel in India. The author states that: “With the advent of the carburization of iron, a special type of high carbon steel was produced in India from as early as the fourth century BCE”. This chapter also provides information on various artefacts created in India. These artefacts evidence the mediaeval Indian blacksmith’s skill in the design, engineering, and construction of large forge-welded iron objects.

Towards the end of the book, the author also informs readers of distinctive aspects of Indian Psychology in “Health, Wellness, and Psychology” which includes an explanation of “Constructs of a Human Being”, “Constraints in Life”, and the “Tri-Guna System”. For example, the last of the terms is a system which provides an overarching framework to understand the physical infrastructure of a human being. The book closes with a chapter on Governance and Public Administration which informs students about the Ancient Indians’ culture and society.

Overall, this text is a must-read for all those who are interested in learning about India’s Heritage, Culture, and the ancient Knowledge System. The book not only responds to the new syllabus as per the changes made by the AICTE but also educates Indian students about their heritage.

About the Authors

B. MAHADEVAN , PhD (IIT Madras), is Professor at IIM Bangalore. As founding Vice-Chancellor of Chinmaya Vishwa Vidyapeeth (University for Sanskrit and Indic Traditions), he created a new generation of academic programs in the higher education space that seamlessly blends Ancient Indian Knowledge traditions with Contemporary Knowledge Systems.

Besides being on the advisory boards of several business schools and management journals in India, Professor Mahadevan has been playing a very significant role in the field of Sanskrit and Samskriti for the past 20 years. These include:

• Visioning and execution of Sanskrit promotion activities in India and abroad through a variety of roles in Samskrita Bharti, including being the President of Samskrita Bharati trust

• Shaping the trajectory of Sanskrit educational space in the country by providing thought leadership initiatives involving Sanskrit University Vice Chancellors

• Helping the Government in policy decision making through membership in Central Sanskrit Board and invited membership in Rashtriya Sanskrit Parishad

• Introducing Sanskrit and Samskriti to mainstream audiences such as the Top Management of Corporate and Management graduates at IIMB through seminars, elective courses and lectures

• Professor Mahadevan was conferred the ‘ICFAI Best Teacher Award’ by the Association of Indian Management Schools in 2005. He was one among the 40 nominated globally for the ‘Economic Intelligence Unit’s (EIU) Business Professor of the Year Award’, 2012.

VINAYAK RAJAT BHAT , PhD, is Associate Professor in Chanakya University, Bengaluru. Earlier he has worked as an Assistant Professor and held the position of Head of the School of Vedic Knowledge Systems at Chinmaya Vishwa Vidyapeeth from the year 2017 to 2022. He has been teaching courses in Indic Knowledge Systems, Vyākarana, Āyurveda, Arthaśāstra for more than 11 years now. Dr. Bhat has been honoured with Abhijña, Kovida and Chūdamani in Vyākarana. He was trained under the guidance of the great scholars like Late Prof. R. Devanathan, Prof. B. Mahadevan, IIM Bangalore and Dr. Chandrashekhar Bhat, CSU.

He was appointed as Specialist Sanskrit Advisor for a project on ‘Ayurvedic Man: Encounters with Indian Medicine’ by Welcome Collections, London. He has written many articles in different areas of Indian Knowledge Systems.

NAGENDRA PAVANA R.N. , PhD, is with the School of Vedic Knowledge Systems at Chinmaya Vishwa Vidyapeeth. Dr. Pavana has been teaching major works of Vyākaraṇa śāstra and allied subjects for more than fifteen years. He has also worked with Vyoma Linguistic Labs and contributed to developing e-learning tools for various topics of Sanskrit.

Besides Sanskrit grammar, his other areas of interest are Sanskrit literature, aesthetics in Sanskrit Poetry, Indian philosophical systems, the Vedas and the Vedāṅgas.

Indian Knowledge Systems

Indian institute of technology gandhinagar, anuradha choudry.

Dr Anuradha Choudry, with a PhD in Sanskrit from Pondicherry University, is presently the Coordinator for the Indian Knowledge Systems Division of the Ministry of Education, Government of India at AICTE, New Delhi, and a Faculty at the Department of Humanities and Social Sciences as well as a Member of the Rekhi Centre of Excellence for the Science of Happiness and the Centre of Excellence for Indian Knowledge Systems at the Indian Institute of Technology Kharagpur. A multilingual Sanskritist, she works in the areas of Indian/Yoga Psychology, Philosophy and Culture and is a resource person for national and international organizations. A recipient of the Excellent Young Teacher’s Award at IIT Kharagpur in 2019, she has co-edited and co-authored Perspectives on Indian Psychology and Happiness: Indic Perspectives with Dr. Vinayachandra B.K., Director, Indica Yoga, and together they have also conducted two annual month-long Yogathons for the International Yoga Day for Indica Yoga.

Abstract of the lectures:

Engaging with Sanskrit: Rewards and Challenges

The etymology of Sanskrit is samyak kritam, meaning “well-done”. A closer examination of the linguistic traits reveals how every feature of this language reflects an inherent perfection of expression. Language is a powerful tool of human communication; our general understanding is that it is shaped by the user and his/her nature. The lesser recognised fact is the extent to which language shapes its user. It is in this context that we will explore the nature of the Sanskrit language and understand the impact that it has on its users.

My Journey in teaching Sanskrit as a Spoken Language

My journey with Sanskrit started with it as a living language when I was a student at the Sri Aurobindo International Centre of Education, where Sanskrit was compulsory from kindergarten. My connection with the language was always in its spoken application, which is not the case in schools where it is taught through the regional languages. Teaching Sanskrit in Sanskrit has been a fascinating journey of insights and challenges. This presentation will try to present its different facets for the benefit of the teachers and learners of this wonderful language.

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The Department of Architecture, Planning and Design was established in 2019. There were many compelling reasons for the establishment of the Department One of the major reason was the existing urban settlements which faces problems of housing, employment, infrastructure and transport. More over since Indian economy is growing as well as globalizing, Indian cities and towns will have to face international competition for attracting global capital which is so essential for sustaining current and future economic growth of India. Read More

Department of Architecture, Planning and Design

The Department of Architecture, Planning, and Design has a unique opportunity to collaborate with other departments within the prestigious institution, nurturing a multidisciplinary approach to education and enhancing the student learning experience. By collaborating with other departments, we will be able to utilize the immense knowledge and expertise of a variety of disciplines, thereby enhancing the breadth and depth of architectural education. By utilizing the knowledge of various disciplines, the department can provide an enriched educational experience that enables students to become versatile architects capable of addressing complex societal challenges. These interdisciplinary collaborations cultivate an innovative culture, encourage creative problem-solving, and equip the graduates with the comprehensive skill set required to excel in the ever-changing field of architecture.

The Department of Architecture, Planning, and Design is a department brimming with creative, youthful minds. It plays a crucial role in devising the institute's various events and other elements. During convocation events, the department provides design support under the direction of the Hon'ble Director. The department creates most of the graphics and installations on the campus. In addition, the department designed the signage for the DG-II dormitory, the Shreenivas Deshpande Library, and the Ramesh Srinivasan Student Activity Centre. The department has also designed the art installations for the administrative building's foyer.

08 Apr, 2024 | 7:19 PM IST

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Indian Knowledge Systems

Thematic Session

1. session brief.

The Bhartiya way is sustainable and strives for the welfare of all. It is important that we regain the comprehensive knowledge system of our heritage and demonstrate the ‘Indian way’ of doing things to the world. This requires training generations of scholars who will demonstrate and exemplify to the world a way of life so unique and peculiar to our great civilization.

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.

The policy recognizes that the knowledge of the rich diversity of India should be imbibed first hand by learners. This would mean including simple activities, like touring by students to different parts of the country, which will not only give a boost to tourism but will also lead to an understanding and appreciation of diversity, culture, traditions, and knowledge of different parts of India. Towards this direction under ‘Ek Bharat Shrestha Bharat’, 100 tourist destinations in the country will be identified where educational institutions will send students to study these destinations and their history, scientific contributions, traditions, indigenous literature, and knowledge, etc., as a part of augmenting their knowledge about these areas.

In order to realize these goals of NEP 2020, a number of activities have been undertaken by the Ministry of Education, Regulatory Bodies (UGC & AICTE) and HEIs. Some of the initiatives taken by Ministry are as under:

Guidelines for Incorporating Indian Knowledge in Higher Education Curricula has been issued on 13.06.2023 – It emphasizes on the promotion of Indian Languages, Arts and Culture, and tries to remove the discontinuity in the flow of Indian Knowledge System (lKS) by integrating IKS into curriculums at all levels of education. It prescribes that every student enrolled in a UG or PG programme should be encouraged to take credit courses in IKS amounting in all to at least 5% of the total mandated credits (interested students may be allowed to take a larger fraction of the total mandated credits). At least 50% of the credits apportioned to the IKS should be related to the major discipline and should be accounted for the credits assigned to the major discipline. The medium of instruction for the IKS courses could be any of the Indian languages.
Guidelines for Training/Orientation of Faculty on Indian Knowledge System (IKS) has been issued on 13.04.2023 – it enables the faculties to generate a positive attitude towards IKS and promote interest in knowing and exploring more through induction programs and refresher courses.
Guidelines for Empanelment of Artists/Artisans–in–Residence in Higher Educational Institutions has been issued on 08.05.2023 - To create collaboration between Artists and HEIs, to develop an effective structure of art education, involving skilled Kala Gurus in teaching, research, and other academic activities on a regular basis, which will synergize the artistic experience with the conventional education to be more productive and beneficial for the students.
Guidelines for the introduction of courses based on Indian heritage and culture have been issued on 08.05.2023 – to make people familiar with the rich cultural and intellectual heritage of India and offer short term multi-tier credit based modular programme with multiple entry and exit based on Indian heritage and culture. It includes dissemination and imparting of knowledge of various dimensions of learning in the spheres of Universal human values, Vedic Maths, Yoga, Ayurveda, Sanskrit, Indian Languages, sacrosanct religious regions located in the Indian subcontinent, Archaeological sites and monuments, Heritage of India, Indian Literature, Indian Sculpture, Indian Music and dance forms, Drama, Visual Arts, Performing Arts, Crafts and Craftsmanship etc.
The IKS has made provision has been established for awarding minor degree to students who complete 18 to 20 credits in IKS.
32 IKS Centres established to catalyse original research, education, and dissemination of IKS.
Ongoing 75 high end inter-disciplinary research facility like ancient metallurgy, ancient town planning and water resource management, ancient rasayanshastra etc. projects are being put in place.
Around 5200 internships on IKS have been offered.
Conducted 50 faculty development programs, workshops, and National/International conference. (j) 8000+ HEIs have started adopting IKS in their curriculum and worked on digitization of 1.5 Lakhs book.
The IKS Division of the Ministry of Education in collaboration with the Ministry of Culture and partner institutions through the Dhara Conference series has succeeded in reaching at least 6Cr+ citizens of this country directly and indirectly regarding various contributions of ancient Indian Knowledge Systems, taking into consideration their relevance in the present and exploring their scope for the future.
The IKS Division has brought together leading thinkers and practitioners of various knowledge domains to develop Vision 2047 documenting a roadmap for establishing thriving Bhāratīya Gnana Paramparā.

By drawing from our vast knowledge it would be easier to promote and enable further research to address the challenges of our present times. With such inclusion in mainstream education, these courses would inspire while restoring the legacy of our knowledge systems. Exposure to both traditional and modern ideas can help pupils better understand their cultural ethos, broaden their intellectual horizons, and boost their self-assurance.

In the First national Conference of Chief Secretaries held in June, 2022, it was decided to ensure “Research and Dissemination of Indian Knowledge System / traditional medicines to make it globally accepted as science / medicine and to develop appropriate protocol”.

It is also envisioned to ensure availability of content and courses in 22 scheduled Indian languages by implementing Project FIT - Technology for Language, In Language, Through Language and Learning experience platforms to offer personalized learning, engaging content and ‘Divyang’ friendly content in Indian Languages.

15.1 Expected Outcomes of the Session

The session would provide a forum where institutions and stakeholders can collaborate to restore and re-evolve Indian Knowledge Systems and also foster successful integration of Indian Knowledge Systems with contemporary knowledge systems.

Discuss how the knowledge of India can be integrated with contemporary knowledge system to address current and emerging challenges of India and the world especially in the areas of health, education, agriculture, environment etc.
Discuss mechanisms for evolving appropriate protocols for IKS studies and methodologies to integrate with research in contemporary knowledge systems in ways that are globally acceptable.
Identify the mechanisms for incentivising the HEIs and students to perform serious scholarly inter-disciplinary research.
Identify subjects related to IKS which will not only attract Indian students, but also foreign students which will serve the goal of Internationalisation at home.
Find ways to achieve ‘Janbhagidari’ for the development and propagation of IKS.

15.2 Roadmap for Institutes

Mandatory credit component - Universities in all States/UTs may introduce learner credits or IKS electives in all courses for imbibing learners across all disciplines with traditional knowledge and pride. UGC has already made it mandatory to include 5% of the total credits in the curriculum related to the IKS courses. AICTE has introduced IKS course for the first-year students in Engineering colleges.
Designing regional courses - States/UTs may document their respective native cultures, arts, crafts, traditions, architecture, food habits, languages, etc to tailor dedicated courses for learners.
Scope of collaborations - Given the globalized history of India, multidisciplinary courses designed by universities may consider the scope of collaborating internationally wherever possible. For example, NCERT is undertaking inclusion of text highlighting historical ties between India and Indonesia at school level.
Online/ODL courses - Existing IKS courses may be synced to digital learning platforms (SWAYAM, NPTEL) and via ODL for learners across geographies.
Recruitment - Entrance exam syllabus may be launched as a subject for testing under UGC-NET to create a cadre of specialized IKS faculty and researchers.
Regularized faculty training - Modules for training and orientation of educators may be designed to improve quality of classroom delivery on IKS courses.
Establishment of specialized teacher training centers for training teachers in specialized topics of the Indian Knowledge Systems by specialized IKS faculty.
IKS Internships – Provide avenues for student internships/apprenticeships and provide counselling to IKS learners in convergence with BGSamvahan Karyakram, the internship programme launched by the IKS Division of MoE.
Hands-on-workshops: Provide opportunities for students to learn various skills in hands on workshops from the experts.
Hackathons: Conduct specialized IKS themed Hackathons and include IKS related topics in the Smart India Hackathon in synergy with the topics given by IKS Division of MoE.
Translation of academic content – Translation of Teaching Learning Materials for all disciplines into local languages may be done by IKS Centres to engage diverse learners & preserve indigenous identity.
Priority research funding - Dedicated research grants may be proposed through NRF in the future to boost IKS-related research proposals.
Make catalytic grants that encourage original, serious, and deep scholarly research in the IKS and rejuvenate IKS research in India.
Introduce IKS into the prestigious schemes such as PMRF for attracting best talent into the interdisciplinary IKS research.
Promote innovation in the IKS through various grand national challenges, national competitions, and hackathons and incentivizing the innovation.
International collaborations – Institutions may access global collaborations through institutions such as Indian Council of Historical Research (ICHR) for conducting India-centric research. Include IKS as a theme in the ASEAN fellowships to foster collaborations among scholars and nurture next generation of scholars.
Establish institutional support mechanisms through the establishment of the IKS centers which will be catalysts for initiating research, education, and outreach activities in various parts of the country.
Provide initial seed funding for the establishment of IKS Centers in various HEIs. Provide additional funding to establish global Centers of Excellence in focused areas.
Reach out to public through various mechanisms (MyGOV competitions, conferences, exhibitions, programs on radio and television, social media, etc) to disseminate and popularize authentic IKS knowledge to develop informed and confident citizenry.
Involve people in various IKS initiatives through Jan Bhagidari programs similar to citizen science initiatives.
Create employment opportunities for youth through skill based IKS based programs such as IKS based beautician and cosmetician training programs, Ayurveda based dietician programs, Gandhashastra based perfumery, among many uniquely IKS based skills.
Promote heritage technology by bringing technology solutions to showcase the Indian heritage to Indians and the world. Aim to capture 10% of the world tourism market values at $10.5 Trillion in 2022 and provide massive employment opportunities to our youth.

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Panel Discussion on Indian Knowledge Systems

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Research Proposals

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