FDP- Rethinking Pedagogy through Indian Knowledge Systems and Innovation

The Faculty Development Programme (FDP) on “Rethinking Pedagogy through Indian Knowledge Systems and Innovation” offered a rich, multidimensional engagement with the core philosophies, pedagogical frameworks, and cultural legacies embedded within India’s intellectual heritage. Designed for higher education faculty, the programme aimed to contextualize the Indian Knowledge System (IKS) within contemporary academic discourse, aligning with the vision of NEP 2020, which emphasizes the integration of indigenous knowledge and holistic learning models in modern curricula.

A distinctive feature of the programme was its interdisciplinary approach. The sessions brought together experts in art history, linguistics, education, philosophy, and architecture to illuminate how IKS can be both a content area and a methodology in contemporary education. The lectures were not limited to abstract theorization but were grounded in lived experiences, historical continuity, and practical models for curriculum integration.

One of the most compelling themes of the programme was the holistic and transformative understanding of education as envisioned in the Indian tradition. Drawing from the etymology of Veda (“to know”), speakers emphasized that true knowledge in the Indian context (vidyā) is not merely the acquisition of information, but a path towards liberation (mukti). This idea was reinforced through references to foundational shlokas such as Sā Vidyā Yā Vimuktaye — “That is knowledge which liberates” — which reframes the goal of education as personal and social transformation.

The FDP also provided valuable insights into traditional models of education, particularly through presentations on the Gurukul system. These sessions highlighted how ancient learning environments prioritized holistic development by integrating intellectual, physical, moral, and spiritual education. Participants were introduced to the Guru-Shishya Parampara, wherein the teacher is not just an instructor but a guide in the learner’s journey of self-realization. The emphasis on close communion with nature, values-based learning, and self-discipline provided an alternative lens through which to critique and reimagine modern institutional frameworks.

The cultural dimensions of IKS were explored through sessions on Indian art and architecture, which presented monuments, motifs, and structural designs as reflections of India's philosophical and aesthetic sensibilities. The architecture of temples, stepwells, and educational institutions was discussed not only as historical artifacts but as cultural texts embedded with pedagogical values and cosmological symbolism. These explorations revealed how form and function, art and philosophy, were seamlessly integrated in Indian traditions — a principle that could inform interdisciplinary teaching practices today.

In another intellectually stimulating session, participants engaged with the linguistic philosophy of Bhartṛhari, particularly his theory of Sphoṭa, which examines the intricate relationship between language, cognition, and being. This session deepened the participants' understanding of classical Indian thought on semantics and highlighted its relevance to contemporary debates in linguistics, literature, and philosophy of language. Through this discourse, the FDP fostered critical inquiry into how language shapes perception and how traditional Indian frameworks can contribute to global knowledge systems.

Additional sessions covered topics such as communication models from the Panchatantra and Nītiśāstra, the role of comparative literature in IKS, and innovative approaches to curriculum development that align with indigenous epistemologies. These discussions underscored the potential of Indian narrative traditions and ethical frameworks in shaping inclusive, reflective, and socially conscious education. Faculty members were encouraged to explore IKS not only as content to be taught, but as a method of teaching that is dialogic, experiential, and deeply rooted in context.

Participant feedback consistently reflected high levels of engagement and appreciation for the thematic coherence, scholarly depth, and practical applicability of the sessions. Many expressed a desire for more hands-on or workshop-style formats in future FDPs and indicated interest in topics such as IKS and language, visual art, folklore, museum studies, and applications of Digital Humanities in Memory Studies. The contributions of experts such as Dr. Manjiri Bhalerao, Mr. Pundlik Sitaram Wagh, Dr. Gourab Chatterjee, and others were frequently cited as especially impactful.

In sum, the Faculty Development Programme successfully met its objectives by equipping participants with a deeper understanding of India’s indigenous knowledge systems and providing them with concrete tools to integrate these frameworks into contemporary higher education. It reaffirmed the relevance of IKS in rethinking pedagogy, promoting holistic education, and building culturally grounded academic environments. Through dialogue, reflection, and cross-disciplinary inquiry, the FDP advanced the institutional goal of fostering innovation rooted in tradition.