Paper Title: Revitalizing Pedagogy: A Framework for Integrating Ancient Indian Folklore into School Education through Storytelling
Author:
Abstract:
This research paper explores the pedagogical potential of integrating ancient Indian folklore into contemporary school-level education through the medium of storytelling. In an era dominated by standardized curricula and a globalized cultural landscape, there is a growing need for pedagogical approaches that are not only culturally relevant but also holistic in fostering cognitive, emotional, and ethical development. This paper posits that ancient Indian folklore, with its rich tapestry of myths, fables, and oral traditions, offers a powerful, multidisciplinary resource to achieve this. The paper begins by establishing the theoretical foundations for this approach, drawing upon Lev Vygotsky's sociocultural theory, Jerome Bruner's narrative theory of cognition, and Howard Gardner's theory of multiple intelligences. It then provides an extensive analysis of the diverse genres of Indian folklore—from Vedic hymns and Puranic epics to regional folktales and oral traditions of indigenous communities—highlighting their inherent pedagogical value in imparting lessons in ethics, environmental consciousness, scientific concepts, and social cohesion. Subsequently, the paper addresses the significant challenges to implementation, including postcolonial biases, the risk of cultural essentialism, and the scarcity of trained educators and resources. The core of the paper proposes a comprehensive, multi tiered framework for implementation, offering practical strategies for curriculum integration, teacher training, and resource development across primary, middle, and high school levels. The framework emphasizes experiential, inquiry-based, and arts-integrated methodologies, moving beyond mere textual analysis to embodied and participatory learning. By synthesizing educational theory, cultural studies, and practical pedagogy, this paper argues that the thoughtful implementation of Indian folklore through storytelling can cultivate empathetic, critically engaged, and culturally rooted global citizens, thereby revitalizing the educational landscape.
Keywords:Indian Folklore, Storytelling, Education, Pedagogy, Cultural Heritage, Curriculum Development, Sociocultural Theory, Narrative Learning, Teacher Training.
DOI Link – https://doi.org/10.63431/AIJITR/2.VI.2025.56-62
Review By – Dr. Amrita Dutta and Dr. Amit Adhikari, Dr. Chandan Mandal