Paper Title: Integrating Indian Knowledge Systems (IKS) with School Science Education: A Pedagogical Framework for Contextual and Holistic Learning
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Abstract:
The global discourse on science education is increasingly moving towards decolonization and the inclusion of diverse epistemologies. In India, the National Education Policy (NEP) 2020 has given a formal mandate to integrate Indian Knowledge Systems (IKS) across all levels of education. This research paper addresses the critical pedagogical challenge of implementing IKS specifically within the school-level science curriculum. It argues that such integration should not be an exercise in cultural chauvinism or a revival of pre-scientific ideas, but a thoughtful, critical, and constructive dialogue between IKS and modern scientific disciplines. The paper first defines IKS not as a monolithic entity but as a diverse and dynamic body of knowledge encompassing empirical, philosophical, and practical domains. It then critically examines the historical marginalization of IKS and the pitfalls of a simplistic "congruence" approach (e.g., claiming ancient India had airplanes). Subsequently, the paper proposes a robust pedagogical framework for integration based on the principles of Epistemic Pluralism, Contextualization, Critical Inquiry, and Humanistic Enrichment. Three detailed case studies—(1) Astronomy and Mathematics, (2) Medicine and Botany, and (3) Metallurgy and Chemistry—are presented to illustrate how IKS can be woven into existing curricula to enhance conceptual understanding, foster scientific temper, and cultivate cultural-rootedness. Finally, the paper outlines the significant challenges to implementation, including teacher preparedness, the development of quality resources, and the risk of ideological appropriation, while offering actionable recommendations for policymakers, curriculum developers, educators, and researchers. The central thesis is that a well-designed integration of IKS can transform science education from a culturally alienating subject into a more meaningful, holistic, and ethically grounded experience for Indian students.
Keywords:Indian Knowledge Systems (IKS), Science Education, Pedagogy, NEP 2020, Contextual Learning, Decolonization of Curriculum, Indigenous Knowledg
DOI Link – https://doi.org/10.63431/AIJITR/2.VI.2025.39-46
Review By – Dr. Parimal Sarkar and Dr. Amit Adhikari