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INDIAN KNOWLEDGE SYSTEMS
 International Peer Reviewed Edited Book on

INDIAN KNOWLEDGE SYSTEMS

Editor-in-Chief
DR. DILIPKUMAR A. ODE
DR. MANASI S. KURTKOTI

Associate Editors
DR. KAVITA SHARMA
GIREESH TRIPATHI
DR. SULBHA S. RAORANE

Co-Editors
DR. SHOBITA P. S
DR. KARAMTHOTI MB
DR. DAMLA M

SWEDEN
REDMAC.Se
Indian Knowledge Systems
Edited by: Dr. Dilipkumar A. Ode, Dr. Manasi S. Kurtkoti, Dr. Kavita Sharma,
Gireesh Tripathi, Dr. Sulbha S. Raorane, Dr. Shobita P. S, Dr. Karamthoti Mb, Dr.
Damla M

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ISBN: 978-91-7308-079-8
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 About Chief Editors
DR. DILIPKUMAR A. ODE
(M.A., M.Phil., M.Ed., Ph.D)
Assistant Professor
Department of Economics
C & S. H. Desai Arts & L. K. L. Doshi Commerce College,
Balasinor (Gujarat), India

Dr. Dilipkumar A.
Ode (M.A., M.Phil (Eco)., M.Ed.,
Ph.D. (Eco) currently working as
an Assistant Professor,
Department of Economics, C &
S. H. Desai Arts & L. K. L. Doshi
Commerce College, Balasinor
(Gujarat).
He has completed his
Higher Education at Sardar
Patel University, Vallabh
Vidyanagar (Gujarat), India,
M.K.Bhavnagar University,
Bhavnagar (Gujarat), India, He
has completed his Ph.D. in
Economics from Veer Narmad South Gujarat University, Surat (Gujarat),
India. He has six years of teaching experience in UG & PG level.
He has also published many research papers in various National /
International journals. Dr. Ode has also presented papers in various National
/ International conferences and Seminars
 DR. MANASI S. KURTKOTI
Professor & Head
Department of Economics
Dr. D. Y. Patil Arts, Commerce and Science College,
Pimpri, Pune-18 (Maharashtra), India

Dr. Manasi Kurtkoti is

presently working as Professor and
Head of the department of
Economics. She holds a Ph.D. in
Economics and has over 28 years of
teaching experience at the
undergraduate and postgraduate
level. She has been serving as an
IQAC Coordinator at Dr. D.Y. Patil
Arts, Commerce & Science College
since 2010, helping the college
achieve A++ grade in NAAC
accreditation and top NIRF rankings.

She has been working extensively with Savitribai Phule Pune University as a
member of Board of Studies, paper setter, examiner, and subject expert for
interviews and viva.

She is a course coordinator for SWAYAM and developed courses on

Macroeconomics and Business Economics for SWAYAM portal under MOOCS.
She has been guiding to 5 PhD students. She has authored 18 textbooks in
Economics and 1 reference book.
She also presented papers at numerous national and international
conferences. She served as a resource person and delivered lectures on
topics like NEP 2020, NAAC accreditation, and Economics.
She has received several awards and honours including Hindustan Pride
Award, Best Teacher Award etc.
 About Associate Editors
DR. KAVITA SHARMA
Assistant Professor
Department of Zoology
Government Post Graduate College Jalesar,
Etah (Uttar Pradesh), India

Dr. Kavita Sharma (M.Sc,

M.Phil, Ph.D) is currently working as
Assistant Professor at Department of
Zoology , Government Post Graduate
College Jalesar Etah, Uttar Pradesh
India. She has more than 17 years
teaching experience in graduation and
post-graduation courses. She has
published/presented many research
papers in International or National
journal’s/ conferences /seminars /
workshops and authored books, edited books, chapters/articles in different
books. There are 02 patents published under her name. She is Life/Fellow
member of national societies/international organizations. Her area of
interest is environmental science, fisheries science, toxicology, social issues,
gender studies and women empowerment.
 GIREESH TRIPATHI
Associate Professor
Department of Pharmacy
Shri Krishna University Chhatarpur (Madhya Pradesh), India

Gireesh Tripathi is
currently Pro Vice Chancellor and
Pharmacy Faculty in Shri Krishna
University Chhatarpur Madhya
Pradesh. He has more than
thirteen years of teaching
experience including research
work. He is having six years of
administrative experience. He has
guided six post graduate research
scholars for different nano drug
delivery system especially topical drug nano carrier and solid lipid
nanoparticles. Tripathi has five patents in his name including two
international UK patent. He has published his research in various UGC care
listed and indexed journals of and national and international repute. He has
also written twelve books and book chapters. He won Outstanding
Leadership Award in recognition of his continuing Excellence in Education at
Asian Education Conference and Bharat Shiksha Ratan Award for his
sustainable efforts towards promoting joyful experiential learning and
striving to provide United Nations Sustainable Development Goal number 4
Quality Education.
 DR. SULBHA S. RAORANE
Professor & Head
Department of PGDM- General Management
St. Francis Institute of Management & Research-PGDM
(Maharashtra), India

Prof. Dr. Sulbha Raorane is

currently working as a professor &
Director- PGDM at St. Francis
Institute of Management & Research
(SFIMAR), Mumbai. She is Ph.D.
guide in management for University
of Mumbai. She represents
University of Mumbai Department of
Lifelong learning and extension
(DLLE) as field coordinator for
monitoring and evaluating activities
of colleges.
She has authored 7 books and published more than 50 research papers in
various national and international research journals and conferences. From
last 17 years she is chief editor for ‘SFIMAR Research Review’ peer review
Journal with ISSN and E-ISSN number. She is review board member for
scopus as well as ABDC listed research journals. From last 18 years she is
organizing Annual International Research Conference called ‘Pathh’
She attended 45 seminars, conferences and inter-collegiate events as
resource person or judge.
Jai Maharashtra Marathi news channel had conducted her live show on topic
‘Career in commerce’.
 About Co-Editors
DR. SHOBITA P. S
Assistant Professor
Department of Management Studies
St. Teresa's College (Autonomous), Ernakulam (Kerala), India

Dr. Shobitha P.S.

currently serves as an Assistant
Professor in the Department of
Management Studies at St.
Teresa’s College (Autonomous)
in Ernakulam, Kerala. She
earned her Ph.D. in Human
Resource Management from
Bharathiar University. Dr.
Shobitha has a strong
publication record with
research articles in esteemed
international and national journals, and she remains actively engaged in on-
going research across various management domains. With over 8 years of
teaching experience, she specializes in subjects including Organizational
Behaviour, Strategic Management, Industrial Relations, Business Law,
Communication Skills, and Personality Development. She has supervised
more than 150 projects for both undergraduate and postgraduate students.
Beyond academia, she brings valuable industry experience in HR from the
Textile Industry and IT Recruitment Firms across India.
 DR. KARAMTHOTI MB
Assistant Professor
Department of Physiology
Government Siddhartha Medical College,
Vijayawada, (Andhra Pradesh), India

Dr. Karamthoti MB, is

currently working in the field of
Clinical Physiology. She is a
passionate teacher with
experience in the field of Clinical
Physiology since more than a
decade. Her areas of interest
include ‘Biomedical Research,
Novel Teaching & Learning
Methods in Undergraduate and
Postgraduate Education and
Neurophysiology. She is a
Principal Investigator as well as
Co-Investigator for several Institution funded academic research
programmes. She has publications including a chapter to her credit in
national and international reputed journals and books. She is actively
involved as ‘Reviewer and Editor’ of reputed indexed academic journals. She
has received awards for best oral and poster presentation(s) in both national
and international conferences.
 DR. DAMLA M.
Additional Professor
Department of Pharmacology
All India Institute of Medical Sciences [AIIMS],
Mangalagiri (Andhra Pradesh), India

Dr. Damla M, specialized in

Clinical Pharmacology with enriched
teaching experience for both
Undergraduate and Postgraduate
levels in Tertiary Care Institution(s).
He is passionate about Clinical
Research and Educational
Technologies. He has successfully
executed several funded ‘Preclinical
and Clinical Research’ projects. He
has publications in peer reviewed
indexed journals to his credit. He has been a recognized ‘Guide’ for both
Undergraduate and Postgraduate academic programmes. He is currently the
‘Editor and Reviewer’ of several reputed national and international journals
in the field of Health and Allied sciences. He is also a ‘Member of various
Academic and Research Councils' in tertiary care institution(s).
 CONTENTS

CH. CHAPTER NAME & AUTHOR (S) PAGE

NO. NO.
01. ETHICS AND VALUES IN INDIAN PEDAGOGICAL 01
TRADITIONS
Dr. Hirenkumar Dineshbhai Patel

02. INDIAN KNOWLEDGE SYSTEMS IN EDUCATION AND 13

PEDAGOGY
Dr. Arundev P R

03. INDIAN KNOWLEDGE SYSTEMS AND THEIR 20

CONTRIBUTIONS TO ECONOMICS
Dr. Manasi S. Kurtkoti

04. SPORTS PSYCHOLOGY: INSIGHTS FROM THE INDIAN 26

KNOWLEDGE SYSTEM
Dr. Bodhraj Kumkaria

05. SANCTUARY SOLUTIONS: INTEGRATING THE SANSKRIT 32

TREASURE OF AYURVEDA AND MODERN SANDFLY
CONTROL FOR CHANDIPURA VIRUS
Dr. Bhairavi M. Dixit

06. FROM VEDAS TO TECHNOLOGY: THE EVOLUTION OF 40

INDIAN KNOWLEDGE SYSTEMS
Dr. Shobita P.S

07. ROLE OF WOMEN IN INDIAN KNOWLEDGE SYSTEM 47

Dr. Sulbha S. Raorane
 ISBN: 978-91-7308-079-8
DIP: 18.10.9173080799.001 DOI: 10.25215/9173080799.01
ETHICS AND VALUES IN INDIAN PEDAGOGICAL TRADITIONS

DR. HIRENKUMAR DINESHBHAI PATEL

Assistant Professor
Department of Humanities and Social Sciences,
Faculty of Humanities, Indukaka Ipcowala Institute of
Management, Charotar University of Science and
Technology, At-Changa, Dist-Anand (Gujarat)

❖ ABSTRACT:
This chapter explores the integral role of ethics and values within Indian
pedagogical traditions, tracing their roots back to ancient texts such as the
Vedas, Upanishads, and epic narratives like the Mahabharat and Ramayan.
Historically, the Indian education system, exemplified by the ‘Gurukul’
tradition, emphasized a holistic approach to learning that nurtured
intellectual, ethical, and spiritual growth. Central to this system were
principles such as ‘Dharma’ (righteous duty), ‘Ahimsa’ (non-violence), and
‘Satya’ (truth), which guided the moral framework of education. This
chapter presents how these principles were imparted through storytelling,
experiential learning, and mentor-disciple relationships, creating a
comprehensive moral education. The relevance of these ancient values in
addressing contemporary ethical dilemmas is also examined, highlighting
their potential to enrich modern educational practices. This chapter offers a
bridge between ancient wisdom and modern pedagogy, providing educators
with insights to cultivate a value-centric learning environment that upholds
the legacy of Indian ethical traditions.

Keywords: Dharma, Ahimsa, holistic education, Gurukul, moral education

❖ INTRODUCTION:
The Indian pedagogical tradition, deeply rooted in ancient texts and practices,
has long emphasized the importance of ethics and values in education. Unlike
modern educational systems that often prioritize intellectual achievement, the
traditional Indian approach to education focuses on the holistic development
of an individual, integrating moral, spiritual, and intellectual growth. The
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 ISBN: 978-91-7308-079-8
‘Gurukul’ system, an age-old educational model, epitomizes this holistic
approach where students lived with their teachers, learning through direct
experience and mentorship. The teachings were not confined to mere
academic knowledge but encompassed lessons in living a righteous life,
adhering to principles such as ‘Dharma’ (righteous duty), ‘Ahimsa’ (non-
violence), and ‘Satya’ (truth). These values were considered essential for
personal and social well-being. In today’s world, where ethical challenges are
ever-present, revisiting and integrating these traditional Indian educational
principles can offer valuable insights. This chapter aims to explore these rich
traditions and discuss their relevance and application in contemporary
educational contexts.

❖ AIM:
The aim of this chapter is to explore and elucidate the profound impact of
ethics and values inherent in Indian pedagogical traditions on contemporary
education systems. It seeks to understand how these timeless principles can
be integrated into modern curricula to foster holistic development and ethical
consciousness in students.

❖ OBJECTIVES:
1. To examine ancient context and philosophical foundations.
2. To analyze pedagogical methods and practices.
3. To explore contemporary relevance and applications.
4. To evaluate impact on character development and social
responsibility.
5. To propose frameworks for integrating values in modern
education.

1. Examining the Ancient Context and Philosophical Foundations:

The exploration of ethics and values in Indian pedagogical traditions requires
a deep dive into its ancient context and philosophical foundations. Rooted in
ancient texts and practices, these traditions provide a profound insight into
how moral education was integrated into the fabric of education in ancient
India.

Ancient Context
Ancient Indian education systems, prominently exemplified by the ‘Gurukul’
system, were holistic in nature, aiming at the comprehensive development of
an individual - physically, intellectually, emotionally, and spiritually. This
system was not merely about imparting academic knowledge but also about
instilling values that would guide students throughout their lives. Historical
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 ISBN: 978-91-7308-079-8
accounts indicate that students lived with their ‘gurus’ (teachers) in
‘Gurukuls’, immersing themselves in a lifestyle where learning was
continuous and embedded in everyday activities.
The Vedas, considered the oldest sacred texts of Hinduism, contain hymns,
rituals, and philosophical discussions that lay the foundation for ethical
living. They emphasize the importance of ‘Dharma’, or righteous duty, which
encompasses moral and ethical responsibilities towards oneself, society, and
the universe. The Upanishads, philosophical treatises that form the
concluding parts of the Vedas, examines deeper into metaphysical concepts
and ethical principles. They explore the nature of reality, the self (‘Atman’),
and the ultimate reality (‘Brahman’), promoting values like truth (‘Satya’),
non-violence (‘Ahimsa’), and compassion (‘Daya’).

Philosophical Foundations
Central to Indian philosophical thought are the six classical schools of
philosophy, known as the ‘Shad-Darsanas’, which provide diverse
perspectives on ethics and values:
• ‘Nyaya’ - Focuses on logic and epistemology, emphasizing
rationality and critical thinking in ethical decision-making.
• ‘Vaisheshika’ - Explores atomic theory and metaphysics,
contributing to the understanding of the nature of existence and moral
responsibility.
• ‘Samkhya’ - Discusses dualism and the distinction between ‘purusha’
(consciousness) and ‘prakriti’ (matter), influencing ideas about self-
realization and ethical conduct.
• ‘Yoga’ - Offers methods for spiritual discipline and self-control,
promoting ethical behavior through practices like meditation and self-
awareness.
• ‘Mimamsa’ - Focuses on ritualistic duties (‘karma-kanda’) prescribed
in the Vedas, emphasizing adherence to duties and ethical
responsibilities.
• ‘Vedanta’ - Expounds on the philosophical teachings of the
Upanishads, emphasizing the realization of one’s true self (‘Atman’)
and its relationship with the ultimate reality (‘Brahman’). It promotes
ethical living through knowledge (‘Gyana’) and devotion (‘Bhakti’).

These philosophical schools provided frameworks for understanding the

ethical dimensions of human existence and guided individuals on the path to
leading a morally upright life. They underscored the interconnectedness of
individual actions with societal harmony and cosmic order, advocating for
principles that upheld the well-being of all beings.

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 ISBN: 978-91-7308-079-8
Integration into Pedagogical Practices
In ancient India, these philosophical principles were not taught in isolation
but were integrated into pedagogical practices through a combination of oral
instruction, debates (‘shastrartha’), and practical application. The ‘Gurukul’
system exemplified this integration, where students learned not only through
memorization but also through dialogue and experiential learning under the
guidance of their ‘gurus’.

Ethical dilemmas presented in epics like the Mahabharat and Ramayan

provided narrative contexts for exploring complex moral issues and the
application of ethical principles in real-life situations. Characters like Arjuna
in the Bhagavad Gita faced moral crises that required applying philosophical
teachings to make righteous decisions.

2. Analyzing the Pedagogical Methods and Practices:

The exploration of ethics and values in Indian pedagogical traditions
necessitates a thorough examination of the methods and practices used to
impart moral education. Rooted in ancient wisdom and practices, these
methods were designed not only to transmit knowledge but also to cultivate
virtues and ethical behavior among students.

❖ PEDAGOGICAL TECHNIQUES IN ANCIENT INDIA:

• Storytelling and Narratives: One of the most effective methods used
in Indian pedagogical traditions was storytelling. Stories from epics
like the Ramayan, Mahabharat, and Purans were not just tales of
heroism and adventure but also moral allegories that imparted
profound ethical lessons. For instance, the story of Lord Ram in the
Ramayan illustrates ideals such as ‘dharma’ (righteous duty), loyalty,
and compassion, providing ethical guidelines for behavior.
• Mentorship and Guru-Disciple Relationship: Central to the
‘Gurukul’ system was the relationship between the ‘guru’ (teacher)
and ‘shishya’ (disciple). This mentor-disciple relationship was
characterized by deep respect, trust, and personal guidance. ‘Gurus’
played a pivotal role in not only imparting knowledge but also in
shaping the character and values of their students through direct
interaction, role modeling, and personalized instruction.
• Experiential Learning and Practical Application: Learning in
ancient India was not confined to theoretical knowledge but also
involved practical application. Students participated in rituals,
ceremonies, and daily activities that reinforced ethical values such as
respect for elders, gratitude, and humility. Through hands-on

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 ISBN: 978-91-7308-079-8
experiences, students learned the importance of ethical conduct in
various life situations.
• Philosophical Discourses and Debates: Another significant
pedagogical practice was engaging in philosophical discourses and
debates (‘shastrartha’). Students were encouraged to critically analyze
ethical dilemmas, discuss moral principles, and defend their
viewpoints based on logical reasoning and scriptural knowledge.
These debates fostered intellectual growth, ethical reasoning, and the
ability to apply philosophical principles in practical situations.

❖ INTEGRATION OF ETHICS INTO SUBJECTS:

Ethics and values were seamlessly integrated into various subjects taught
in ‘Gurukuls’, including:
• Vedas and Upanishads: Study of sacred texts provided moral
guidelines and philosophical insights.
• Grammar and Linguistics: Language studies emphasized clarity in
communication and ethical use of speech.
• Arts and Crafts: Creativity was imbued with values like patience,
perseverance, and craftsmanship.
• Physical Education (Yoga and Martial Arts): Physical disciplines
emphasized discipline, self-control, and respect for oneself and
others.

Rituals and Ceremonies

Rituals and ceremonies performed in ‘Gurukuls’ were not just religious
practices but also educational tools that instilled values and ethics. Examples
include:
• ‘Sandhyavandanam’: Daily rituals like the ‘Sandhyavandanam’
instilled discipline and mindfulness.
• ‘Yajnas’ and ‘Homas’: Ritualistic offerings promoted selflessness
and community service.
• Initiation Ceremonies: ‘Samskaras’ like ‘Upanayana’ marked
spiritual initiation and ethical responsibilities.

Relevance in Modern Education

Analyzing these pedagogical methods reveals their relevance in modern
education systems. Incorporating storytelling, mentorship, experiential
learning, and philosophical discussions can foster a deeper understanding of
ethics and values among students. These methods not only enhance academic
learning but also promote empathy, critical thinking, and responsible
citizenship.

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 ISBN: 978-91-7308-079-8
3. Exploring Contemporary Relevance and Applications:
The exploration of ethics and values in Indian pedagogical traditions unveils
their enduring relevance and potential applications in modern educational
contexts. While rooted in ancient wisdom and practices, these ethical
principles offer valuable insights and solutions to address contemporary
challenges in education and society.

❖ RELEVANCE OF ANCIENT VALUES:

• Ethical Awareness and Decision-Making: Principles such as
‘Dharma’ (righteous duty), ‘Ahimsa’ (non-violence), and ‘Satya’
(truth) provide a moral compass for ethical decision-making in
today’s complex world. These values promote integrity, empathy, and
social responsibility among students, preparing them to make
informed and ethical choices in their personal and professional lives.
• Holistic Development: The holistic approach of Indian pedagogical
traditions, emphasizing the integration of intellectual, emotional, and
spiritual growth, aligns with modern educational goals of nurturing
well-rounded individuals. By incorporating ethical values into
curriculum design and teaching practices, educators can foster the
development of students’ character alongside academic achievements.
• Cultural Heritage and Identity: Emphasizing ancient Indian values
in education strengthens students’ connection to their cultural heritage
and identity. It encourages respect for diverse perspectives and
promotes a sense of belonging within the global community while
preserving cultural traditions that promote harmony and
understanding.

❖ APPLICATIONS IN MODERN EDUCATION:

• Character Education Programs: Integrating ethics and values into
character education programs helps cultivate virtues such as honesty,
compassion, and respect for diversity. Schools can adopt structured
initiatives that promote ethical behavior through role-playing,
discussions, and community service projects.
• Curriculum Integration: Embedding ethical teachings into various
subjects, from humanities to sciences, allows students to understand
the practical applications of moral principles in different contexts. For
example, studying environmental ethics can inspire ecological
stewardship, while discussing social justice can encourage activism
and advocacy.

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 ISBN: 978-91-7308-079-8
• Social and Emotional Learning (SEL): SEL programs that
incorporate values-based education enhance students’ emotional
intelligence, empathy, and interpersonal skills. By teaching students
to navigate relationships and conflicts ethically, schools contribute to
creating inclusive and supportive learning environments.
• Global Citizenship Education: Promoting global citizenship through
ethical education prepares students to engage responsibly in a diverse
and interconnected world. Understanding universal values shared
across cultures fosters mutual respect and cooperation, essential for
addressing global challenges such as climate change, poverty, and
human rights.

❖ CHALLENGES AND CONSIDERATIONS:

• Adaptation to Contemporary Contexts: While ancient values offer
timeless wisdom, their adaptation to modern contexts requires
thoughtful consideration of cultural diversity, technological
advancements, and evolving societal norms. Educators must balance
tradition with innovation to ensure relevance and effectiveness in
addressing current ethical dilemmas.
• Teacher Training and Professional Development: Equipping
educators with training in values-based education and ethical
pedagogy is crucial for successful implementation. Professional
development programs can empower teachers to integrate ethical
discussions, critical thinking exercises, and reflective practices into
their teaching strategies.
• Evaluation and Assessment: Assessing the impact of ethics and
values education poses challenges in measuring qualitative outcomes
such as moral reasoning, ethical behavior, and character development.
Developing appropriate assessment tools and frameworks that align
with educational goals is essential for evaluating the effectiveness of
ethical education initiatives.

4. Evaluating the Impact on Character Development and Social

Responsibility:
The evaluation of ethics and values in Indian pedagogical traditions reveals
their profound impact on character development and social responsibility.
Rooted in ancient wisdom and philosophical insights, these traditions aimed
not only to impart knowledge but also to cultivate virtues that would shape
individuals into ethical and responsible members of society.

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 ISBN: 978-91-7308-079-8

❖ CHARACTER DEVELOPMENT:
• Virtue Ethics: Indian pedagogical traditions emphasize the
cultivation of virtues such as honesty, compassion, humility, and self-
discipline. These virtues are considered essential for personal growth
and moral integrity. Through stories, teachings, and practical
experiences, students learn to internalize these virtues and apply them
in their daily lives.
• Role of Mentorship: The mentor-disciple relationship in ‘Gurukuls’
played a crucial role in character development. ‘Gurus’ served as
moral guides, imparting ethical teachings through personal example
and individualized instruction. By nurturing a deep sense of respect,
trust, and accountability, mentors fostered the development of
students’ character traits and moral reasoning skills.
• Integration of Ethics Across Subjects: Ethics and values were not
isolated but integrated into various subjects taught in ‘Gurukuls’. For
instance, the study of scriptures and philosophical texts provided
intellectual grounding in ethical principles, while practical disciplines
like ‘yoga’ and arts instilled values such as discipline, perseverance,
and aesthetic appreciation.

❖ SOCIAL RESPONSIBILITY:
• Community and Service Orientation: Ancient Indian education
emphasized the interconnectedness of individuals with their
communities and the broader society. Rituals, ceremonies, and
communal activities promoted a sense of social responsibility and
collective well-being. Students learned to contribute positively to
society through acts of service, charity, and ethical conduct.
• Promotion of Social Justice: Ethical teachings in Indian traditions
advocate for fairness, justice, and equality. Concepts like ‘Dharma’
emphasize the duty to uphold righteousness and protect the rights of
others. By understanding these principles, students are equipped to
recognize and address social injustices, promoting equity and
inclusivity in their communities.
• Global Citizenship: The teachings of non-violence (‘Ahimsa’) and
universal compassion (‘Karuna’) encourage a global perspective on
social responsibility. Students are encouraged to consider the welfare
of all beings and to act with empathy and compassion towards others,
regardless of differences in culture, ethnicity, or background.

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 ISBN: 978-91-7308-079-8

❖ IMPACT ON CONTEMPORARY EDUCATION:

• Development of Ethical Decision-Making: Studying ethics and
values in Indian pedagogical traditions enhances students’ ability to
make informed and ethical decisions. By examining case studies,
engaging in ethical discussions, and reflecting on moral dilemmas,
students develop critical thinking skills and ethical reasoning,
preparing them to navigate complex ethical challenges in their
personal and professional lives.
• Formation of Ethical Leaders: Ethical education fosters the
development of ethical leaders who demonstrate integrity, empathy,
and a commitment to ethical leadership. By fostering a culture of
ethical conduct and accountability, educational institutions contribute
to shaping future leaders who prioritize ethical considerations in
decision-making and promote ethical practices within their
organizations.
• Community Engagement and Service Learning: Integrating
values-based education encourages students to participate in
community service and social advocacy initiatives. By engaging in
service learning projects, students apply ethical principles in real-
world contexts, fostering a sense of civic responsibility and promoting
positive social change.

❖ CHALLENGES AND CONSIDERATIONS:

• Cultural Sensitivity: Adapting ancient values to contemporary
contexts requires sensitivity to cultural diversity and evolving societal
norms. Educators must navigate the balance between preserving
cultural heritage and promoting inclusive values that resonate with
diverse student populations.
• Evaluation Metrics: Assessing the impact of ethics and values
education on character development and social responsibility poses
challenges in measuring qualitative outcomes. Developing
comprehensive evaluation frameworks that capture changes in ethical
behavior, moral reasoning, and community engagement is essential
for demonstrating the efficacy of ethical education initiatives.

5. Evaluating Frameworks for Integrating Values in Modern Education:

Integrating values into modern education is essential to cultivate well-
rounded individuals who not only excel academically but also demonstrate
strong moral character and social responsibility. Drawing from Indian
pedagogical traditions, we can develop frameworks that seamlessly

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 ISBN: 978-91-7308-079-8
incorporate ethical teachings into contemporary educational systems. This
section proposes comprehensive strategies to achieve this integration
effectively.

Framework 1: Curriculum Design

Embedding Ethical Themes Across Subjects: One effective approach is to
embed ethical themes and values across various subjects rather than treating
them as separate entities. For example, literature classes can explore themes
of justice, compassion, and integrity through classic texts, while science
classes can discuss the ethical implications of technological advancements
and environmental stewardship.

Developing Dedicated Ethics Courses: Schools can offer dedicated courses

on ethics and values, drawing from Indian philosophical texts such as the
Vedas, Upanishads, and epics like the Mahabharat and Ramayan. These
courses should be designed to engage students in critical thinking about moral
dilemmas and ethical decision-making.

Framework 2: Pedagogical Practices

Storytelling and Case Studies: Storytelling, a powerful tool in Indian
pedagogical traditions, can be used to illustrate moral lessons and ethical
principles. Teachers can use stories from Indian epics and historical narratives
to initiate discussions on virtues like honesty, courage, and empathy.
Similarly, contemporary case studies can help students apply ethical
principles to real-world scenarios.

Experiential Learning and Service Projects: Integrating experiential

learning opportunities, such as community service projects, helps students
practice values like compassion, cooperation, and social responsibility. These
projects should be designed to address local community needs, providing
students with hands-on experience in making a positive impact.

Reflective Practices: Incorporating reflective practices, such as journaling

and meditation, allows students to introspect and internalize the values they
learn. Regular reflection sessions can help students understand their own
ethical beliefs and how they apply these in their daily lives.

Framework 3: Teacher Training and Professional Development

Professional Development Workshops: Providing teachers with ongoing
professional development workshops focused on ethical education and value
integration is crucial. These workshops can equip educators with the

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knowledge and skills to effectively incorporate ethical teachings into their
classrooms and facilitate meaningful discussions on moral issues.

Collaborative Learning Communities: Establishing collaborative learning

communities among educators encourages the sharing of best practices and
resources for teaching ethics. These communities can serve as platforms for
teachers to exchange ideas, discuss challenges, and develop innovative
strategies for value-based education.

Framework 4: Institutional Culture and Policies

Creating a Values-Driven School Culture: Schools should strive to create
an institutional culture that embodies ethical principles. This involves
fostering an environment of respect, integrity, and inclusivity. School policies
and codes of conduct should reflect these values, and all members of the
school community, including staff and students, should be encouraged to
uphold them.

Ethical Leadership and Role Modeling: School leaders and teachers should
act as ethical role models, demonstrating values such as fairness,
accountability, and empathy in their interactions. Leadership programs can be
designed to train students in ethical leadership, preparing them to take on
roles that promote positive change within and outside the school.

Framework 5: Assessment and Evaluation

Developing Comprehensive Assessment Tools: Assessing the impact of
values-based education requires comprehensive tools that go beyond
academic performance. These tools should measure students’ ethical
reasoning, moral behavior, and social responsibility. Surveys, reflective
essays, and observational assessments can provide valuable insights into
students’ character development.

Feedback Mechanisms: Establishing feedback mechanisms allows students,

teachers, and parents to provide input on the effectiveness of value
integration. Regular feedback helps identify areas for improvement and
ensures that the ethical education program remains relevant and impactful.

❖ CONCLUSION:
The exploration of ethics and values in Indian pedagogical traditions reveals a
rich and multifaceted heritage that offers profound insights for contemporary
education. These traditions emphasize holistic development, integrating
intellectual, emotional, and ethical growth, which is essential for nurturing

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well-rounded individuals. The ‘Gurukul’ system, with its focus on the ‘guru-
shishya’ relationship, experiential learning, and the embedding of ethical
themes in daily activities, provides a model for integrating values seamlessly
into education.
Modern educational systems can draw on these principles to address current
challenges, such as the need for character education, social responsibility, and
ethical leadership. By embedding ethical themes across curricula,
incorporating storytelling and experiential learning, and fostering reflective
practices, educators can create learning environments that promote moral and
ethical development.
Furthermore, the continuous professional development of teachers and the
establishment of a values-driven school culture are crucial for sustaining
these efforts. Comprehensive assessment tools and feedback mechanisms
ensure that the integration of values remains relevant and impactful.
Incorporating the timeless principles of Indian pedagogical traditions into
modern education not only enriches the academic experience but also
prepares students to navigate the complexities of contemporary life with
integrity and compassion. This holistic approach fosters a generation of
individuals who are not only knowledgeable but also ethically grounded and
socially responsible, contributing to a more just and harmonious society.

❖ REFERENCES:
1. Rules and Values Online Workshop: Set a level Playing Field.
https://www.teamazing.com/virtual-teams/development/rules-and-
values-workshop/
2. Essay on Moral Values 500+ Words.
https://cbseacademic.in/guides/essay/moral-values/
3. FAQs | Healthcare Compliance Agency.
https://www.healthcarecomplianceagency.com/faqs/Vialle, W.
(2011). Giftedness from an Indigenous Perspecitve.
https://core.ac.uk/download/81226325.pdf
4. Benefits of Studying in an International School in Hong Kong.
https://studentscholarships.org/articles/506/benefits-of-studying-in-
an-international-school-in-hong-kong
5. 15 Student Council Ideas To Improve Your School - Save Our
Schools March. https://www.saveourschoolsmarch.org/student-
council-ideas-to-improve-the-school/
6. IIT Guwahati 2023: Innovation, Collaboration, Excellence - Borok
Times. https://boroktimes.com/iit-guwahati-2023-innovation-
collaboration-excellence/

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DIP: 18.10.9173080799.002 DOI: 10.25215/9173080799.02
INDIAN KNOWLEDGE SYSTEMS IN EDUCATION AND PEDAGOGY

DR. ARUNDEV P R
Assistant Professor
Department of Business Administration,
Sree Narayana Arts and Science College, Kumarakom,
Kottayam, (Kerala), India

❖ ABSTRACT:
Indian Knowledge Systems (IKS) offer a unique and comprehensive
approach to education and pedagogy that is deeply rooted in India's rich
cultural heritage. The ancient Indian education system, guided by the
principles of Dharma, emphasised holistic development, integrating
intellectual, spiritual, and moral growth. Subjects ranged from the Vedas
and Upanishads to mathematics, astronomy, and medicine, encouraging
critical thinking and debate. However, modern Indian education has shifted
towards Westernized, exam-oriented methods. To reclaim the ancient
system's strengths, it is essential to re-integrate experiential learning,
ethical values, and traditional knowledge transmission, like the guru-
shishya parampara. Broadening the curriculum to include indigenous
knowledge systems and traditional arts can foster critical thinking,
creativity, and cultural appreciation. Incorporating IKS can transform
education to meet contemporary needs while preserving India's cultural
legacy, nurturing well-rounded individuals capable of contributing
positively to society. This article explores the historical context, holistic and
experiential learning, ethical dimensions, and the relevance of IKS in
modern education.

Key Words: Indian Knowledge Systems (IKS), Holistic Education,

Experiential Learning, Ethical Dimensions, Cultural Heritage

❖ INTRODUCTION:
India has a rich and diverse cultural heritage, reflected in its
educational traditions and pedagogical approaches. The ancient Indian

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education system was rooted in the principles of Dharma, which encompassed
the total configuration of ideals, practices, and conduct. Knowledge
acquisition, discrimination, and mining were central to this system, passed
down through generations orally and in written form. (Sehgal, 2023). One of
the defining features of ancient Indian education was its emphasis on holistic
development, focusing not just on intellectual growth but also on spiritual and
moral development. The curriculum included various subjects, from the
Vedas and Upanishads to mathematics, astronomy, and medicine. Students
were encouraged to engage in critical thinking, discussion, and debate,
fostering a culture of intellectual rigour and curiosity. (Scharfe, 2002).

However, the modern Indian education system has largely moved

away from these traditional foundations, becoming more Westernized and
focused on rote learning and exam-oriented approaches. (Singh, 2013;
Sankaran, 2015) To recapture the glory of the ancient system, it is essential to
re-orient the present education system to incorporate the values and
pedagogical approaches of the past. This would involve a greater emphasis on
experiential and activity-based learning, the integration of spiritual and
ethical dimensions, and reviving traditional forms of knowledge transmission,
such as the guru-shishya parampara (teacher-student line of succession)
(Sehgal, 2023). Additionally, the curriculum should be broadened to include a
broader range of subjects, including indigenous knowledge systems,
traditional arts, and crafts. By drawing on the rich heritage of Indian
knowledge systems, the education system can be transformed to meet the
needs of the 21st century better, fostering critical thinking, creativity, and a
deep respect for the country's cultural legacy.

❖ THE DISTINCTIVE FEATURES OF INDIAN KNOWLEDGE SYSTEMS IN

EDUCATION AND PEDAGOGY:
The ancient Indian education system was characterised by several
distinctive features that set it apart from Western education models. India's
rich cultural heritage and historical legacy have given rise to a profound and
diverse body of knowledge called Indian Knowledge Systems (IKS). (Sehgal,
2023) These systems encompass various disciplines, including philosophy,
science, mathematics, medicine, arts, and literature, offering unique
perspectives and methodologies refined and handed down over millennia.
Integrating IKS into modern education and pedagogy presents a remarkable
opportunity to create a holistic and inclusive learning environment that
bridges the gap between ancient wisdom and contemporary education,
revitalising and enriching the educational landscape.

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By drawing upon the vast and multifaceted knowledge systems that
have evolved within the Indian subcontinent, educators and policymakers can
develop innovative teaching approaches that nurture critical thinking,
cultivate a deep appreciation for cultural diversity, and empower students to
become well-rounded individuals capable of contributing positively to
society. This section explores the distinctive features of IKS, highlighting
their historical foundations, integrative nature, experiential learning methods,
ethical dimensions, inclusivity, relevance in modern education, and potential
for inspiring innovative pedagogical practices. By drawing on these systems,
educators can nurture critical thinking, cultural appreciation, and well-
rounded student development.

❖ HISTORICAL CONTEXT AND FOUNDATIONS:

The roots of Indian Knowledge Systems (IKS) can be traced back to ancient
texts and traditions, such as the revered Vedas, profound Upanishads,
expansive Puranas, and a wealth of classical literature and scientific treatises.
These rich and diverse sources have profoundly shaped India's intellectual
and spiritual traditions, emphasising a holistic understanding of the world,
experiential learning approaches, and an unwavering focus on ethical living.
For instance, the Vedic education system was designed to nurture the
development of the whole person, seamlessly integrating physical, mental,
and spiritual growth, thereby cultivating well-rounded individuals capable of
contributing to society. (Namasudra, 2021)

❖ INTEGRATIVE AND HOLISTIC EDUCATION:

One of the key specialities of IKS is its integrative and holistic approach to
education. Unlike the compartmentalised nature of modern education, IKS
emphasises the interconnectedness and interdependence across various fields
of knowledge. This holistic perspective fosters a deeper understanding of
subjects, encouraging students to draw meaningful connections between
disciplines. (Mandavkar, 2023) For example, the study of Ayurveda is not
just about medicine but also includes principles of diet, lifestyle, and
spirituality, illustrating the inherent interconnectedness of health,
environment, and well-being. This integrative approach allows students to
develop a more comprehensive and systemic understanding of the world,
enabling them to consider the multiple dimensions and impact of their
learning. By embracing this interconnected view, IKS-inspired education can
empower students to become well-rounded individuals capable of addressing
complex challenges through a multifaceted and collaborative approach.

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❖ EXPERIENTIAL AND CONTEXTUAL LEARNING:

Another distinctive feature of IKS-based education is its emphasis on
experiential and contextual learning. IKS prioritises experiential and
contextual learning, where knowledge is deeply rooted in practical
experiences and real-life contexts. (Sehgal, 2023) Traditional educational
practices, such as Gurukula systems, emphasised hands-on learning,
apprenticeships, and direct mentorship under the guidance of experienced
teachers. This immersive approach effectively develops critical thinking and
problem-solving skills and applies theoretical knowledge to practical
situations. By engaging students in authentic, experiential learning activities,
IKS-inspired education fosters a deeper understanding of concepts and
cultivates the necessary skills to navigate complex, real-world challenges.

❖ ETHICAL AND MORAL DIMENSIONS:

A distinctive feature of Indian Knowledge Systems (IKS) is their strong
emphasis on ethics and moral values. Education in ancient India was not
merely about acquiring knowledge but also about character building and the
holistic development of virtues. Revered texts like the Bhagavad Gita and the
teachings of great philosophers such as Buddha and Mahavira highlight the
paramount importance of ethical conduct, compassion, and social
responsibility.(Krishnamurthy & Sahasranam, 2006; Bhagat, 2016;
Gangopadhyay et al., 2020).Integrating these core values and principles into
modern pedagogy can help cultivate well-rounded individuals who not only
possess a deep understanding of academic subjects but also embody a strong
moral compass and a commitment to contributing positively to the betterment
of society. By instilling these ethical and humanistic dimensions, IKS-
inspired education can nurture knowledgeable graduates with the integrity,
empathy, and social consciousness to become impactful leaders and
responsible citizens.

❖ INCLUSIVITY AND DIVERSITY:

Indian Knowledge System embodies the diversity of India's rich cultural and
linguistic heritage, promoting inclusivity and respect for the myriad traditions
and perspectives that have flourished across the vast Indian subcontinent.
(Goswami & Agrawal, 2020). By intentionally incorporating regional and
indigenous knowledge systems into the curriculum, the education system can
become more inclusive and reflective of India's vibrant and pluralistic
society. This approach not only preserves the invaluable cultural heritage of
the nation but also profoundly enriches the learning experience by exposing
students to a wide array of diverse viewpoints, methodologies, and ways of

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understanding the world. Integrating IKS into modern education celebrates
the unity in diversity that has long characterised India, empowering students
to develop a deep appreciation for the country's multifaceted cultural tapestry.

❖ RELEVANCE IN MODERN EDUCATION:

Incorporating IKS into modern education and pedagogy is not about simply
reverting to ancient practices but rather about thoughtfully blending the
timeless wisdom of traditional knowledge systems with contemporary
educational approaches. (Ghonge et al., 2021). For instance, integrating Yoga
and mindfulness into the curriculum can enhance students' mental, physical,
and emotional well-being, fostering a holistic approach to their overall
development. Similarly, foundational concepts from ancient Indian
mathematics, such as zero and the decimal system, continue to be integral to
modern mathematical studies, demonstrating the enduring relevance and
contributions of IKS to the advancement of various academic disciplines. By
strategically incorporating these time-tested principles and practices,
educators can create a synergistic learning environment that leverages the
strengths of both traditional and contemporary knowledge, ultimately
empowering students to become well-rounded, adaptable, and socially
responsible individuals.

❖ INNOVATIVE PEDAGOGICAL PRACTICES:

Indian Knowledge Systems (IKS) can inspire innovative pedagogical
practices catering to students' diverse learning styles and needs. Techniques
like storytelling, art, music, and drama, integral to traditional Indian
education, can be effectively incorporated into modern classrooms to engage
students and enhance their learning experiences profoundly. (Singh et al.,
2020; Singh, 2013) By tapping into the rich repertoire of storytelling
traditions, teachers can bring complex concepts to life, fostering more
profound understanding and emotional connections. Similarly, integrating art,
music, and performative elements can appeal to students' creative and
kinesthetic intelligences, making the learning process more immersive and
memorable. Additionally, using indigenous games and activities rooted in the
cultural heritage of India can make the learning experience more enjoyable,
meaningful, and relevant to the students' lived realities. By drawing
inspiration from the holistic and experiential approaches of IKS, educators
can create dynamic, inclusive, and student-centric learning environments that
empower students to thrive and reach their full potential.

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❖ CONCLUSION:
Integrating Indian Knowledge Systems (IKS) into modern education
and pedagogy offers a profound opportunity to revitalise and enrich the
learning experience. By embracing the holistic, experiential, and ethical
dimensions of ancient Indian education, we can move beyond rote learning
and foster critical thinking, creativity, and a deep respect for cultural
diversity. Reorienting the current system to include traditional practices such
as the guru-shishya parampara, where students learn under the close guidance
and mentorship of experienced teachers, and broadening the curriculum to
incorporate diverse indigenous knowledge and arts can bridge the gap
between ancient wisdom and contemporary needs. This multifaceted
approach not only preserves India's rich and varied cultural heritage but also
equips students with the essential skills, values, and interdisciplinary
perspectives necessary for thriving in the 21st century. By drawing on the
vast and diverse legacy of IKS, India can create an education system that
nurtures well-rounded individuals capable of making meaningful and
transformative contributions to the betterment of society and the world.

❖ REFERENCES:
1. Bhagat, S. (2016, March 25). Ethical Indian Education System- A
Need of the Nation. Redshine Publication, 3(2).
https://doi.org/10.25215/0302.123
2. Gangopadhyay, K., Jacob, R T., & Jayanth, R S S. (2020, January 1).
How Effective is Theory-Based Learning of Ethics in India? SAGE
Publishing, 9(1), 55–61. https://doi.org/10.1177/2277975219889778
3. Ghonge, M M., Bag, R., & Singh, A. (2021, April 7). Indian
Education: Ancient, Medieval and Modern. IntechOpen.
https://doi.org/10.5772/intechopen.93420
4. Goswami, A K., & Agrawal, R. (2020, January 1). Exploring the
cultural underpinnings of the knowledge management process in
India. , 20(1), 21–21. https://doi.org/10.1504/ijicbm.2020.105557
5. Krishnamurthy, K., & Sahasranam, C. (2006, January 1). Work in
Progress: Ethics as an Approach for Value Addition in Teaching -
Learning Process. https://doi.org/10.1109/fie.2006.322412
6. Mandavkar, P. (2023, January 1). Indian Knowledge System (IKS).
RELX Group (Netherlands). https://doi.org/10.2139/ssrn.4589986
7. Namasudra. (2021, June 21). Illustration of Ancient Educational
Structures for Elevating Wisdom in Vedas and Upanishads. , 3(3).
https://doi.org/10.36948/ijfmr.2021.v03i03.3902

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8. Sankaran, K. (2015, January 1). Indian Education Crisis: Challenges
in Curriculum Building. RELX Group (Netherlands).
https://doi.org/10.2139/ssrn.2572741
9. Scharfe, H. (2002, January 1). Education in Ancient India.
https://doi.org/10.1163/9789047401476
10. Sehgal, G. (2023, August 30). Refocusing Indian education system in
the perspective of ancient Indian education system. GSC Online
Press, 19(2), 861-864. https://doi.org/10.30574/wjarr.2023.19.2.1673
11. Singh, M. (2013, February 1). Educational practice in India and its
foundations in Indian heritage: a synthesis of the East and West?.
Taylor & Francis, 49(1), 88-106.
https://doi.org/10.1080/03050068.2012.740222
12. Singh, Y., Aggarwal, R., K., V., & Aggarwal, L. (2020, May 15). An
Attempt to Explore the Various Challenges and Success Factors in
Performing Arts Sector in India. , 176(25), 1-6.
https://doi.org/10.5120/ijca2020919473

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DIP: 18.10.9173080799.003 DOI: 10.25215/9173080799.03
INDIAN KNOWLEDGE SYSTEMS AND THEIR CONTRIBUTIONS TO
ECONOMICS

DR. MANASI S. KURTKOTI

Professor
Department of Economics
Dr. D. Y. Patil Arts, Commerce & Science College,
Pimpri, Pune (Maharashtra), India

❖ ABSTRACT:
The rich tradition of economic thought within Indian knowledge systems
contributes the Arthashastra, Dharma Shastra, Manusmriti, and Buddhist
economics, all of which emphasize a holistic approach integrating ethical,
social, and environmental considerations. Core principles such as dharma,
artha, kama, moksha, Swadharma, and Gram Swaraj underscore the
importance of ethical behavior, responsible wealth management,
sustainable consumption, and community-driven economic growth. The
economic history of ancient India, from the Vedic period, Mauryan Empire,
Gupta Empire, and various regional kingdoms, demonstrates a complex
and sophisticated system marked by agriculture, trade, urbanization, and
craft development. During periods such as the Mauryan and Gupta empires
are noted for their centralized administration, extensive trade networks, and
advancements in arts and crafts. The impact of these ancient economic
practices influences India's contemporary economic landscape, offering
valuable insights for creating a balanced, equitable, and sustainable
approach to economic development.

Keywords: Curiosity, problem solving skills, sustainable economy.

Indian knowledge systems have a rich tradition of economic thought, dating
back to ancient times. Here are some key concepts and texts that showcase
India's contributions to economics:

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1. Arthashastra (4th century BCE): Written by Kautilya, this treatise
on statecraft and economics discusses taxation, trade, and governance.
2. Dharma Shastra (4th century BCE): This ancient text explores the
concept of "dharma" (righteousness) in relation to economic
activities, emphasizing fairness and social welfare.
3. Manusmriti (2nd century BCE): This Hindu text discusses
economic principles like the division of labor, trade, and commerce.
4. Chanakya Niti (4th century BCE): Chanakya's aphorisms offer
insights into economics, politics, and governance.
5. Buddhist Economics (6th century BCE): Buddhist teachings
emphasize ethical consumption, sustainable livelihoods, and the
middle path between extremes.

Indian knowledge systems offer a unique perspective on economics,

emphasizing a holistic approach that integrates ethical, social, and
environmental considerations. Here's a more detailed elaboration:

1. Dharma: Righteousness and fairness are core principles in Indian

economics. Dharma emphasizes the importance of ethical behavior in
economic activities, ensuring that individuals and businesses operate
with integrity.
2. Artha: Wealth and prosperity are seen as means to achieve a higher
purpose, not ends in themselves. Artha encourages responsible wealth
creation and management.
3. Kama: Desires and consumption are recognized as essential aspects
of human life. However, Indian economics cautions against excessive
consumption and promotes mindful, sustainable choices.
4. Moksha: Liberation from material attachments is the ultimate goal.
Indian economics encourages individuals to cultivate a sense of
detachment, reducing the burden of excessive consumption and
possessions.
5. Swadharma: Self-determination and individual economic freedom
are valued. Swadharma empowers individuals to pursue their passions
and contribute to society meaningfully.
6. Gram Swaraj: Village self-governance and local economic
development are emphasized. Gram Swaraj promotes decentralized,
community-driven economic growth, reducing reliance on centralized
authorities.

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❖ KEY FEATURES OF INDIAN ECONOMICS:

• Holistic Approach: Integrating economic, social, and environmental
aspects.
• Ethical Framework: Emphasizing dharma, fairness, and
responsibility.
• Sustainable Consumption: Encouraging mindful, environmentally
conscious choices.
• Decentralization: Promoting local economic development and self-
governance.
• Human-Centered: Focusing on individual and community well-
being.

These principles offer valuable insights for contemporary economics,

encouraging a more balanced, equitable, and sustainable approach to
economic development.

❖ THE ECONOMIC HISTORY OF ANCIENT INDIA:

The economic history of ancient India is a fascinating journey through time,
reflecting the evolution of a complex and sophisticated system that supported
one of the world’s earliest and most enduring civilizations. Spanning from the
Indus Valley Civilization (c. 2500–1900 BCE) through the Vedic period,
Mauryan Empire, Gupta Empire, and beyond, India's ancient economic
system was marked by agriculture, trade, urbanization, and the development
of various crafts and industries.

❖ THE INDUS VALLEY CIVILIZATION (C. 2500–1900 BCE):

The Indus Valley Civilization, also known as the Harappan Civilization, is
one of the earliest known urban cultures in India. The economy of this period
was characterized by:

1. Agriculture: The primary occupation of the Harappan people was

agriculture. They cultivated wheat, barley, peas, and cotton, and
evidence suggests they practiced irrigation to enhance productivity.
2. Trade: The Indus Valley Civilization engaged in extensive trade with
neighboring regions, including Mesopotamia (modern-day Iraq),
evidenced by the discovery of Indus seals and goods in
Mesopotamian cities. They traded goods such as beads, pottery, and
cotton textiles.
3. Urbanization: The civilization boasted advanced urban planning,
with well-laid-out cities like Harappa and Mohenjo-Daro featuring

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sophisticated drainage systems, granaries, and standardized weights
and measures.

❖ THE VEDIC PERIOD (C. 1500–500 BCE)

Following the decline of the Indus Valley Civilization, the Vedic period saw
the arrival of the Indo-Aryans and the development of a more agrarian
society:

1. Agrarian Economy: The economy during the Vedic period was

primarily based on agriculture, with cattle rearing playing a
significant role. The Rigveda and other Vedic texts mention the
importance of cattle, not just as a source of food and labor, but also as
a form of wealth.
2. Barter System: The economic transactions during this period were
largely based on barter, with goods being exchanged for other goods
and services.
3. Crafts and Trade: Various crafts like weaving, pottery, and
metallurgy began to develop, and trade expanded both locally and
with distant regions.

❖ THE MAURYAN EMPIRE (C. 322–185 BCE):

The Mauryan Empire, founded by Chandragupta Maurya and expanded under
Ashoka, marked a significant period in the economic history of India:

1. Centralized Economy: The Mauryan Empire had a highly

centralized and bureaucratic economic system. The Arthashastra,
attributed to Chanakya (Kautilya), provides detailed insights into the
economic policies, including taxation, trade regulations, and state
control over resources.
2. Agriculture and Taxation: Agriculture remained the backbone of the
economy. The state-imposed taxes on farmers, typically a portion of
the produce.
3. Trade and Commerce: The Mauryan period saw extensive internal
and external trade. Trade routes connected India to Central Asia, the
Middle East, and Southeast Asia. Goods traded included textiles,
spices, precious stones, and metals.
4. Urbanization and Infrastructure: The Mauryan rulers developed
infrastructure, including roads and canals, to facilitate trade and
agriculture. Urban centers like Pataliputra became important
commercial hubs.

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❖ THE GUPTA EMPIRE (C. 320–550 CE):

The Gupta Empire, often referred to as the Golden Age of India, saw
significant advancements in various fields, including the economy:

1. Agricultural Prosperity: The Guptas continued to emphasize

agriculture, which remained the primary economic activity. The
introduction of new irrigation techniques helped increase agricultural
productivity.
2. Trade Flourishment: Trade, both domestic and international,
flourished during this period. Indian merchants traded with the
Roman Empire, Southeast Asia, and China. The Silk Road facilitated
the exchange of goods like silk, spices, and gems.
3. Artisanal and Craftsmanship: The Gupta period witnessed
remarkable advancements in arts and crafts. Industries such as
weaving, metalwork, and sculpture reached new heights.
4. Coinage and Currency: The Gupta Empire introduced gold coins,
which facilitated trade and economic transactions. The coins often
bore inscriptions and images of Gupta kings, reflecting the empire's
prosperity.

❖ POST-GUPTA PERIOD AND REGIONAL KINGDOMS

Following the decline of the Gupta Empire, various regional kingdoms
emerged, each contributing to the economic landscape of India:

1. The Chola Dynasty: In South India, the Chola dynasty (c. 9th–13th
century) is known for its naval power and trade expansion. They
established trade links with Southeast Asia and China, exporting
spices, textiles, and precious stones.
2. The Rajput Kingdoms: In North and Central India, the Rajput
kingdoms fostered local trade and agriculture. They built forts and
cities that became centers of commerce.
3. The Vijayanagara Empire: This South Indian empire (c. 1336–
1646) is noted for its patronage of trade, agriculture, and the arts.
Hampi, the capital, was a major trading center for spices, textiles, and
gemstones.

❖ CONCLUSION:
The ancient economic system of India was marked by its diversity,
adaptability, and resilience. From the urban sophistication of the Indus Valley
Civilization to the agricultural prosperity of the Vedic period, the centralized

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administration of the Mauryan Empire, and the golden age of trade and crafts
during the Gupta period, India's economic history is a testament to its
ingenuity and resourcefulness. The legacy of these ancient economic
practices continues to influence India's economic landscape even today,
highlighting the enduring impact of its historical economic systems.

❖ REFERENCES:
1. Thapar, Romila. The Penguin History of Early India: From the
Origins to AD 1300. Penguin Books India, 2002.
2. Singh, Upinder. A History of Ancient and Early Medieval India: From
the Stone Age to the 12th Century. Pearson Education India, 2008.
3. Kenoyer, Jonathan Mark. Ancient Cities of the Indus Valley
Civilization. Oxford University Press, 1998.
4. Witzel, Michael. "The Vedas and the Epics: A Comparative View."
New Approaches to the Vedas, 1997.
5. Chakrabarti, D. K. India: An Archaeological History. Oxford
University Press, 1999.
6. Boesche, Roger. The First Great Political Realist: Kautilya and His
Arthashastra. Lexington Books, 2002.
7. Sharma, R. S. Aspects of Political Ideas and Institutions in Ancient
India. Motilal Banarsidass Publ., 1991.
8. Allan, John. Catalogue of the Coins of Ancient India. British
Museum, 1936.
9. Nilakanta Sastri, K. A. The Cholas. University of Madras, 1955.

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DIP: 18.10.9173080799.004 DOI: 10.25215/9173080799.04
SPORTS PSYCHOLOGY: INSIGHTS FROM THE INDIAN
KNOWLEDGE SYSTEM

DR. BODHRAJ KUMKARIA

Assistant Professor (Guest Faculty)
Department of Psychology
University of Rajasthan, Jaipur (Rajasthan), India

❖ INTRODUCTION:
Sport psychology explores the mental and emotional factors influencing
athletic performance. In India, ancient texts and traditional knowledge
systems provide profound insights into sport psychology. This chapter
examines how Vedic literature, ancient scriptures, and mythological texts
contribute to understanding sport psychology, with specific focus on
shlokas, chands, and rhymes.

❖ VEDIC INSIGHTS INTO SPORT PSYCHOLOGY:

The Vedas, India’s oldest sacred texts, offer insights into physical and mental
training necessary for athletic success.

1. Rigveda : This Veda highlights the significance of physical fitness and

mental focus in achieving success and fulfilling one's duty.

त्वं ह्यग्ने यजमानस्य चोदितोऽभिवीतो वसुभिर्गोभिरश्वैः |

भवद्वान्सुवीरैः सवनाभन जग्मुषे िेवानां शममण्यभस प्रयोभितैः ||
(O Agni, when you are invoked by the worshiper, you come with wealth,
cattle, and horses. You are wise, heroic, and always guide the sacrifices
towards the protection of the gods.) (Rigveda, 10.10.12).

2. Yajurveda : This Veda discusses physical exercises and martial training,

highlighting the need for mental focus.

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वयं रुद्रं यजामिे तन्मोघं च यैः |

वयं भचद्भीररव िध्रीया नस्तान्मनोद्धतं कृ तैः ||
(We worship Rudra, who brings happiness and removes miseries. Like an
archer with a bow, he removes the sorrows from our minds.) (Yajurveda,
7.1.10).

3. Atharvaveda : This Veda provides insights into maintaining physical and

mental well-being, including techniques to enhance strength and agility.
िस्तो यो िभस्त समजतेयोऽभि |
यं प्राभवशङ्ग्रासते स वायमौकैः ||
(The hand which acts, the hand which performs, is empowered by Vayu
(the wind), making it strong and capable.) (Atharvaveda, 6.1.3).

❖ ANCIENT TEXTS AND SPORT PSYCHOLOGY

Ancient Indian texts provide guidance on physical training, mental discipline,
and ethical conduct.

1. Mahabharata : This epic illustrates the principles of focus and dedication

through characters like Arjuna.
Bhagavad Gita (Chapter 2, Verse 47):

कममण्येवाभिकारस्ते मा फलेषु किाचन |

मा कममफलिेति
ु म
भम ाम ते सङ्ग्र्गोऽस्त्वकममभि ||

(You have a right to perform your prescribed duties, but you are not
entitled to the fruits of your actions. Never consider yourself to be the cause
of the results of your activities, nor be attached to inaction.) (Mahabharata,
Bhagavad Gita 2.47).

2. Ramayana : Emphasizes the integration of physical strength with mental

clarity and spiritual discipline.
Valmiki Ramayana (Sundara Kanda, Chapter 1):

अश्रुभिन्िुभनभषक्ताङ्ग्र्गैः पप्रच्छ भ्रातृसभं निौ |

भ्रातुर्ब्व
ुम ािमाकण्यम वचनं व्यभितैः सवैः ||

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(With limbs anointed with tears, Hanuman asked his brother in the
presence of the assembly, listening to his brother's words, he felt distressed.)
(Ramayana, Sundara Kanda 1.10).

3. Natya Shastra : Bharata Muni’s treatise on performing arts includes

principles relevant to sport psychology.

भस्िरसुखमासनम् |

(Asana is a steady, comfortable posture.) (Natya Shastra, Chapter 2).

❖ YOGA AND SPORT PSYCHOLOGY

Yoga, an ancient Indian tradition, offers techniques for enhancing physical
and mental capabilities.

1. Asanas (Postures) : Improve strength, flexibility, and balance, essential for

athletic performance.

भस्िरसुखमासनम् |
(Asana is a steady, comfortable posture.) (Patanjali, Yoga Sutras 2.46).

2. Pranayama (Breath Control) : Enhances concentration and endurance.

तभस्मन्सभत श्ासप्रश्ासयोर्गमभतभवच्छेिैः प्रािायामैः |

(Pranayama is the cessation of inhalation and exhalation when steadiness
is attained.) (Patanjali, Yoga Sutras 2.49).

3. Dharana (Concentration) : Helps maintain mental clarity and perform

optimally.
िेशिन्िभित्तस्य िारिा |
(Dharana is the binding of the mind to one place, object, or idea.)
(Patanjali, Yoga Sutras 3.1).

4. Dhyana (Meditation) : Improves mental resilience and overall well-being.

तत्र प्रत्ययवकतानता ध्यानम् |
(Dhyana is the uninterrupted flow of concentration.) (Patanjali, Yoga
Sutras 3.2).

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5. Samadhi (Absorption) : Leads to peak performance.

तििम एव िृश्यस्यात्मा |
(The seer is the pure consciousness that is unaffected by the mind and
body.) (Patanjali, Yoga Sutras 3.3).

❖ AYURVEDA AND SPORT PSYCHOLOGY

Ayurveda provides insights into physical and mental health crucial for
athletic performance.

1. Tridosha Theory : Tailors training and nutrition plans according to

doshas (body constitution).

वायुैः भपत्तं कफिेभत त्रयो िोषाैः समासतैः |

भवकृ ताभवकृ ताैः िेिे िेभिनां िोषसंभिताैः ||

(Vata, Pitta, and Kapha are the three doshas. They can be balanced or
imbalanced, affecting the body accordingly.) (Charaka Samhita,
Sutrasthana 1.1).

2. Rasayana (Rejuvenation) Therapies : Enhance physical endurance and

mental clarity.
िालं वृद्द्धं िलं विं आयुष्यं ओजसां िृभतम् |
मेिां स्मृद्तं भप्रयं वाक्यं िेिकाद्न्तं प्रपद्यते ||

(Rasayana promotes strength, growth, vitality, longevity, mental clarity,

and a pleasant appearance.) (Charaka Samhita, Sutrasthana 1.8).

3. Herbal Supplements : Boost strength and cognitive function.

अश्र्गन्िां िला मभलं मिुकं भपप्पलीमुले |

यष्टीमिुकं सवामभि िलकृ त्यं यिा मतम् ||
(Ashwagandha, Bala root, licorice, and long pepper roots are known for
their strength-enhancing properties.) (Sushruta Samhita, Chikitsasthana
2.7).

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❖ MYTHOLOGICAL NARRATIVES AND SPORT PSYCHOLOGY:

Mythological stories illustrate principles relevant to sport psychology.

1. Hanuman's Leap to Lanka : Demonstrates physical prowess and mental

determination.

जातोऽिमृभषकु लोत्पन्नो वायुना ित्तिलैः |

रामस्य िभतस्त्वमार्गम्य लङ्ग्कां विमयाभम सत्वरैः ||

(I am born in a sage's lineage, endowed with strength by Vayu. As Rama's

messenger, I have come to Lanka swiftly.) (Ramayana, Sundara Kanda
35.24).

2. Eklavya's Dedication : Highlights self-discipline and perseverance.

अिं र्ब्ह्मा दकल सुतरां भशभितोऽभस्म समृभद्धम् |

आचायमस्य प्रपन्नानाम् िन्िनं च भनरसनम् ||

(Though not formally taught by a teacher, I have achieved mastery

through self-study and dedication.) (Mahabharata, Drona Parva 53.6).

3. Karna's Generosity and Skill : Demonstrates dedication and mental

strength.

किमैः पश्यभत कृ तिैः स्विमे यैः सिा भस्ितैः |

कममवाक्यसंयक्त
ु ं िलवत्त्वं च यैः सिा ||

(Karna, who is always grateful and steadfast in his duties, combines action
and speech with strength.) (Mahabharata, Karna Parva 72.15).

❖ CONTEMPORARY APPLICATIONS:
Integrating ancient wisdom with modern sport psychology can create holistic
training programs that enhance athletic performance.

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1. Holistic Training Programs : Combine yoga, meditation, and
Ayurvedic principles with contemporary sports science to create
comprehensive training plans (Sharma, 2020).
2. Mindfulness Practices : Incorporate mindfulness and meditation into
daily routines to improve mental resilience and focus (Sinha, 2021).
3. Diet and Nutrition : Utilize Ayurvedic dietary recommendations
alongside modern nutritional science for optimized performance and
recovery (Singh, 2019).

❖ CONCLUSION:
The Indian knowledge system offers timeless wisdom for sport psychology
through its ancient texts, shlokas, and mythological narratives. By integrating
these ancient principles with contemporary sport psychology techniques,
athletes can achieve not only physical excellence but also mental and spiritual
well-being. The holistic approach of the Indian tradition provides a unique
and profound perspective on enhancing athletic performance and overall well-
being.

❖ REFERENCES:
1. Charaka Samhita. (c. 1000 BCE). Charaka Samhita.
2. Mahabharata. (c. 400 BCE - 400 CE). Mahabharata.
3. Patanjali. (c. 200 BCE). Yoga Sutras.
4. Rigveda. (c. 1500 - 1200 BCE). Rigveda.
5. Sushruta Samhita. (c. 600 BCE). Sushruta Samhita.
6. Valmiki. (c. 500 BCE). Ramayana.
7. Yajurveda. (c. 1200 - 1000 BCE). Yajurveda.
8. Sharma, V. (2020). Integrating Yoga and Ayurveda with Modern
Sports Science. Academic Press.
9. Singh, R. (2019). Ayurvedic Nutrition and Performance. Wellness
Publications.
10. Sinha, A. (2021). Mindfulness and Performance: Bridging Ancient
Practices and Modern Science. Psychological Review, 18(4), 312-329.

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DIP: 18.10.9173080799.005 DOI: 10.25215/9173080799.05
SANCTUARY SOLUTIONS: INTEGRATING THE SANSKRIT
TREASURE OF AYURVEDA AND MODERN SANDFLY CONTROL FOR
CHANDIPURA VIRUS

DR. BHAIRAVI M. DIXIT

Assistant Professor (Sanskrit)
Department of Children’s Literature,
Films, Museum and Physical Education
Children’s Research University
Gandhinagar, Gujarat, India

❖ ABSTRACT:
The Chandipura virus (CHPV), which belongs to the Rhabdoviridae family,
is mostly transmitted by sandflies. It has become a notable issue in public
health, notably in India, where outbreaks have resulted in high rates of
illness and death, particularly among youngsters. This study article
examines the feasibility of combining Ayurvedic practices with
contemporary vector control approaches to combat Chikungunya virus
(CHPV). The research explores the significance of Ayurvedic herbal
medicines, dietary advice, and lifestyle habits in improving the immune
system and alleviating symptoms. Furthermore, it analyzes conventional
and contemporary techniques for sandfly management, highlighting the
collaboration between these methods to provide efficient "Sanctuary
Solutions."

Keywords: Chandipura virus (CHPV), Ayurveda, Sandfly control, Immunity

boosting, Herbal remedies, Integrative medicine, Public health, Indian
knowledge systems

❖ INTRODUCTION:
The identification of Chandipura virus (CHPV) took place in Chandipura,
India, in 1965. It is recognized for inducing acute inflammation of the brain in
children, resulting in fast decline and high mortality rates. The virus is

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predominantly spread by sandflies belonging to the genus Phlebotomus.
Given the significant consequences of CHPV epidemics, there is an urgent
requirement for efficient control methods. Although modern medicine
provides certain remedies, including Ayurvedic practices can give a
comprehensive approach to controlling and avoiding CHPV. Ayurveda,
originating from ancient Indian knowledge systems, provides natural
medicines, dietary recommendations, and lifestyle practices that bolster the
immune system and foster holistic well-being. This research aims to
investigate the potential integration of traditional methods with current vector
management tactics to offer complete and sustainable solutions for fighting
CHPV.

❖ OBJECTIVES:
• Investigating the potential benefits of combining Ayurvedic practices
with modern vector control strategies to combat the Chandipura virus.
• Identifying and evaluating Ayurvedic herbal remedies that can boost
immunity and offer relief for CHPV symptoms.
• To explore the effectiveness of traditional Ayurvedic methods in
controlling sandflies and their potential for complementing modern
insecticidal practices.
• Emphasizing the principles of Ayurveda in relation to disease
prevention and holistic health management.
• Exploring the connection between Indian knowledge systems and
current public health challenges, such as the Chandipura virus.

❖ REVIEW OF RELATED LITERATURE:

Recent research on CHPV has mostly concentrated on the study of its
epidemiology, clinical symptoms, and methods of vector management
(Mishra & Mourya, 2001). Nevertheless, there is a scarcity of studies about
the amalgamation of conventional Ayurvedic techniques with contemporary
medical methodologies. Ayurveda, known for its focus on natural cures and
holistic health, provides a distinct viewpoint that might enhance current
techniques (Patwardhan, 2008). Ancient literature like the Charaka Samhita
and Sushruta Samhita offer excellent knowledge on medicines that enhance
immunity, methods for detoxification, and lifestyle habits that can be utilized
to combat CHPV (Charaka, 2009; Sushruta, 2003).

❖ RESEARCH GAP:
Although there is a wealth of documentation and historical evidence
supporting the use of Ayurvedic practices for treating different diseases, there
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is still a lack of empirical research examining their effectiveness against
modern viral infections such as CHPV. Many current studies primarily
examine the epidemiology and clinical management of CHPV using
traditional medical methods, with little consideration for the potential
advantages of integrating Ayurveda and modern medicine (Mishra &
Mourya, 2001). This gap emphasizes the importance of conducting thorough
scientific studies to confirm the effectiveness of Ayurvedic interventions and
explore their potential synergistic effects when combined with conventional
treatments. In addition, there is a noticeable absence of awareness and
comprehension surrounding Sanskrit, the language used in primary Ayurvedic
texts. This presents difficulties when it comes to accurately interpreting and
implementing ancient wisdom in modern medical practice. By addressing
these areas that require further investigation, we can lay the foundation for a
comprehensive and efficient strategy in managing CHPV and other emerging
viral diseases.

❖ THE SIGNIFICANCE OF SANSKRIT TREASURE:

Sanskrit, the classical language of India, serves as the medium for ancient
Ayurvedic manuscripts and has a vast store of information spanning several
fields, such as medicine, philosophy, and science. Proficiency in Sanskrit is
essential for gaining access to the authentic Ayurvedic scriptures and fully
grasping the many ideas and practices elucidated within them. This
information allows practitioners and academics to precisely read texts and
successfully implement their lessons.

The exact and methodical grammar of Sanskrit enables the unambiguous

expression of intricate concepts, rendering it an optimal language for the
documentation of medical knowledge. The abundance of Sanskrit literature
also offers a historical framework, enabling a more profound understanding
of the development of medical practices in India. Terms like "Dosha,"
"Dhatu," and "Agni" play a crucial role in Ayurvedic physiology and
pathology and are most effectively comprehended within their original
Sanskrit framework.

By studying Sanskrit, one may effectively connect ancient knowledge with

current scientific investigation, therefore promoting a holistic approach to
health and wellness. Furthermore, the significance of Sanskrit in conserving
and spreading ancient knowledge highlights its crucial role in maintaining
cultural heritage and perpetuating the history of comprehensive medical
methods.

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❖ STRATEGIES FOR CONTROLLING SANDFLIES CONVENTIONAL

APPROACHES:
Conventional approaches to sandfly control involve the utilization of natural
repellents and the implementation of environmental management strategies.
Ayurvedic texts discuss the utilization of plants such as Neem (Azadirachta
indica), Tulsi (Ocimum sanctum), and Lemon Grass (Cymbopogon citratus)
due to their ability to repel insects (Warrier, 1995). These plants have
multiple applications, including oils, pastes, and fumigants, which can
effectively decrease sandfly populations in residential areas.

तुलसीं लघुतण ृ ाद्या ह्योषधीं वसुधा च यः।

त्वष्टं चचरं सहस्त्ांशोः पुष्पैरानन्तत्यचनच्छया॥

He who values the humble herb Tulsi and the earth. The flowers bloom
endlessly, with a swift and lasting fragrance. Tulsi (Holy Basil) and other
small herbs, combined with the power of the earth's elements, provide lasting
health benefits and shield against numerous ailments.

❖ CONTEMPORARY APPROACHES:
Modern sandfly control strategies include the use of chemical insecticides,
insecticide-treated nets, and environmental management practices such as
draining stagnant water and maintaining clean surroundings (CDC, n.d.).
These methods have proven effective in reducing sandfly populations,
although there are concerns about their impact on the environment and human
health (WHO, n.d.-a).

❖ A COMPREHENSIVE APPROACH:
A holistic approach combines conventional and contemporary methods to
develop a solution that is both environmentally friendly and efficient. For
example, the combination of Neem oil as a natural insect repellent and
insecticide-treated nets can provide improved protection against sandflies,
while also minimizing chemical exposure (Warrier, 1995).

Ayurvedic Approach to Chandipura Virus Herbs to Enhance Immunity.

Ayurveda provides a variety of herbs that are renowned for their ability to
enhance the immune system. Here are some examples:
Tulsi (Ocimum sanctum) is well-known for its antiviral, antibacterial, and
adaptogenic properties, as mentioned by Lad (2002).

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Guduchi (Tinospora cordifolia): Boosts the immune system and aids in
detoxification of the body (Frawley, 1999).
Ashwagandha (Withania somnifera) has been found to have positive effects
on overall health and can help strengthen the body's resilience against
infections (Frawley, 1999).
Amalaki (Emblica officinalis) is known for its high content of vitamin C and
antioxidants, which can help strengthen the immune system (Sharma, 1994).

ब्राह्मीं शङ्खपुष्पीं च वाचां कण्टकारीं तथा।

पाययेत्सववरोगाणां मनसः शमनं परम्॥

May all diseases of the mind be pacified.

These three herbs, Brahmi, Shankhapushpi, and Vacha, are highly effective in
treating various mental ailments and providing relief. (Sushruta Samhita,
Chikitsasthana)
• Alleviating Symptoms: Ayurvedic treatments can offer relief for
individuals affected by CHPV, addressing their symptoms.
• Managing Fever: Utilizing decoctions made from Guduchi, Neem,
and other bitter herbs has been found to be effective in reducing fever
(Lad, 2002).

चगलोयां चूणसव यं क्त

ु ं चतक्तं क्षीरेण पाययेत।्
ज्वरे ण पीचितं त्वरं शरीरं शुचिमाप्नुयात्॥

Mix the powder of Giloy with milk and consume it. Quickly purify the
afflicted body from fever. When consumed, a combination of Guduchi
(Tinospora cordifolia) powder and milk effectively purifies the body affected
by fever. (Charaka Samhita, Chikitsasthana)
• Neurological Support: Herbs such as Brahmi (Bacopa monnieri) and
Shankhapushpi (Convolvulus pluricaulis) have been found to promote
neurological health and potentially provide relief from symptoms of
encephalitis (Acharya & Sharma, 2015).
• Detoxification and Panchakarma: Panchakarma, a collection of five
detoxification therapies, is effective in purifying the body and
bringing it back into equilibrium. These methods mentioned are
Vamana (therapeutic vomiting), Virechana (purgation), Nasya (nasal
therapy), Niruha (decoction enema), and Anuvasana (oil enema)
(Shastri & Sharma, 2012).

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वमनं रे चनं नस्यं चनरुहं आनुवासनम्।
पञ्चकमावचण नामाचन चिदोषघ्नाचन सन्तततम्॥

The act of expanding oneself, contracting oneself, and residing within

oneself. The five actions are known as the most effective in balancing the
three doshas. Panchakarma is a set of therapeutic practices that aim to
eliminate imbalances in the body. These practices include Vamana,
Virechana, Nasya, Niruha, and Anuvasana. (Charaka Samhita)

❖ EXPLORING DIETARY AND LIFESTYLE PRACTICES:

Ayurveda places great emphasis on the significance of maintaining a well-
balanced diet and adopting a healthy lifestyle to enhance immunity.
Incorporating a variety of fresh produce, whole grains, and immune-boosting
herbs into your meals can be beneficial (Frawley, 1999).

चहतं चमतं च यद्भुक्तं यद्भुक्तं पचते सुखम्।

तत्सवं सुप्रसीदेत् सात््यं स्वस्थस्य लक्षणम्॥

When one consumes what is beneficial and digests it well, it brings

happiness. May all be well, and may good health be a sign of contentment.,
Consuming moderate amounts of easily digestible food brings complete
satisfaction and is a sign of good health. Incorporating daily and seasonal
routines to improve overall health (Lad, 2002).
स्नानं दन्ततधावनं च प्रचतददनं मृदंु कु रु।
स्वच्छं शरीरं धत्तेयं दीघावयश्च
ु सुखं भवेत॥ ्

Make it a habit to take a daily shower and brush your teeth gently. A clean
body leads to a long and happy life. Maintaining a regular bathing routine and
practicing gentle teeth cleaning on a daily basis contribute to overall
cleanliness and enhance well-being and contentment. (Charaka Samhita)

❖ EXPLORING THE CONNECTION TO INDIAN KNOWLEDGE SYSTEMS:

Ayurveda and other Indian knowledge systems integrate modern medicine to
provide a holistic approach to health and wellness. Ancient texts like the
Charaka Samhita and Sushruta Samhita emphasize holistic health, natural
remedies, and preventive care, helping combat the Chandipura virus. The
Vedas and Upanishads offer detailed advice on balanced living and disease
prevention. The Atharva Veda-based Ayurveda provides detailed natural

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methods for diagnosing and treating various health conditions.

For a complete viral infection treatment, Ayurvedic herbal remedies can boost
immunity and relieve symptoms. Panchakarma helps the body detoxify after
viral infections. Ayurveda's focus on diet and lifestyle matches modern public
health strategies for balanced nutrition and health. A holistic Chandipura
virus management strategy combines traditional Ayurvedic practices with
modern vector control strategies to address immediate control and long-term
community health and immunity.

❖ CONCLUSION:
Combining Ayurvedic practices with modern sandfly control methods shows
great potential in fighting the Chandipura virus. By combining the strengths
of both systems, it is possible to develop holistic and long-lasting solutions
that prioritize public health and build resilience against future outbreaks.
Ayurveda, with its ancient Indian wisdom, provides valuable insights into
boosting immunity, preventing diseases, and promoting overall well-being.
When these principles are combined with modern vector control strategies,
they can offer effective "Sanctuary Solutions" for managing CHPV.
Additional research and cooperation between traditional and modern medical
practitioners are crucial to fully harness the potential of this integrative
approach, ultimately enhancing public health outcomes and promoting long-
term community resilience.

❖ REFERENCES:
1. Acharya, S. S., & Sharma, R. K. (2015). Integrative approaches in
Ayurvedic medicine: Perspectives from traditional and modern
medical practices. Journal of Ayurveda and Integrative Medicine,
6(2), 84-89. doi:10.4103/0975-9476.157939
2. Centers for Disease Control and Prevention. (n.d.). Vector control.
Retrieved from
https://www.cdc.gov/nceh/ehs/topics/vectorcontrol.htm
3. Charaka. (2009). Charaka Samhita (P. V. Sharma, Trans.). Varanasi,
India: Chaukhambha Orientalia.
4. Frawley, D. (1999). Ayurvedic Healing: A Comprehensive Guide.
Twin Lakes, WI: Lotus Press.
5. Lad, V. (2002). Textbook of Ayurveda: Fundamental Principles (Vol.
1). Albuquerque, NM: The Ayurvedic Press.
6. Mishra, A. C., & Mourya, D. T. (2001). Chandipura virus outbreak:
Epidemiology and control measures. Journal of Communicable

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Diseases, 33(2), 116-122. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5698980/
7. Patwardhan, B. (2008). Bridging Ayurveda with evidence-based
scientific approaches in medicine. Journal of Ayurveda and
Integrative Medicine, 1(1), 15-20. doi:10.4103/0975-9476.59823
8. Sharma, P. V. (1994). Dravyaguna Vijnana (Vol. 2). Varanasi, India:
Chaukhamba Bharati Academy.
9. Shastri, J. Y., & Sharma, R. (2012). The role of Panchakarma in the
treatment of viral infections. Ayurveda Journal of Health, 8(1), 34-42.
Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3573577/
10. Sushruta. (2003). Sushruta Samhita (P. V. Sharma, Trans.). Varanasi,
India: Chaukhambha Vivabharati.
11. Warrier, P. K. (1995). Indian Medicinal Plants: A Compendium of
500 Species (Vol. 3). Hyderabad, India: Orient Blackswan.
12. World Health Organization. (n.d.-a). Vector-borne diseases. Retrieved
from https://www.who.int/news-room/fact-sheets/detail/vector-borne-
diseases
13. World Health Organization. (n.d.-b). Traditional, complementary and
integrative medicine. Retrieved from https://www.who.int/health-
topics/traditional-complementary-and-integrative-
medicine#tab=tab_1

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DIP: 18.10.9173080799.006 DOI: 10.25215/9173080799.06
FROM VEDAS TO TECHNOLOGY: THE EVOLUTION OF INDIAN
KNOWLEDGE SYSTEMS

DR. SHOBITA P.S

Assistant Professor
Department of Management Studies
St. Terasa’s College (Autonomous),
Ernakulam (Kerala), India

❖ ABSTRACT:
This paper explores the evolution and contemporary relevance of Indian
Knowledge Systems (IKS), tracing their development from ancient Vedic
texts to modern applications. It examines the foundational contributions of
the Vedas, including their impact on early philosophical and scientific
thought. The paper then details the transition to classical texts, such as the
Upanishads and epics like the Mahabharata and Ramayana, highlighting
their integration into various disciplines. Key contributions from scholars
in Ayurveda, Yoga, Mathematics, and Astronomy are discussed,
emphasizing their enduring influence. The paper also explores the
integration of IKS with modern technology and research, illustrating how
ancient practices inform contemporary science, medicine, and education.
Finally, it considers future prospects for further integration of IKS into
global research and technology, emphasizing the potential for these
traditional systems to offer sustainable and innovative solutions to current
challenges.

Keywords: Indian Knowledge Systems, Vedas, Ancient Wisdom,

Technological Integration, Ayurveda, Vedic Mathematics

❖ OVERVIEW OF INDIAN KNOWLEDGE SYSTEMS:

Indian Knowledge Systems (IKS) represent a vast and rich tapestry of
intellectual traditions that have developed over millennia. Rooted in the
ancient Vedas, these systems encompass a wide array of disciplines,

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including philosophy, mathematics, astronomy, medicine, and the arts. The
Vedas, composed between 1500 and 500 BCE, are the earliest texts that form
the cornerstone of Indian thought, providing insights into cosmology,
metaphysics, and ritualistic practices.

Philosophically, the Indian tradition is marked by profound schools of

thought such as Vedanta, Samkhya, and Yoga, each offering unique
perspectives on the nature of reality, consciousness, and the path to liberation.
In mathematics, ancient Indian scholars like Aryabhata and Brahmagupta
made groundbreaking contributions, particularly in algebra, arithmetic, and
the concept of zero, which have significantly influenced global mathematical
traditions.

In the realm of medicine, Ayurveda stands out as a holistic system that

emphasizes the balance of bodily elements and the integration of physical,
mental, and spiritual health. Texts like the Charaka Samhita and Sushruta
Samhita offer extensive knowledge on medical procedures, herbal remedies,
and surgical techniques, many of which are relevant even today.

Astronomy and astrology (Jyotisha) also hold a significant place, with ancient
texts detailing sophisticated methods for celestial observations and
predictions. The Surya Siddhanta, for instance, illustrates advanced
astronomical calculations that align closely with modern findings.

The arts, including classical music, dance, and literature, reflect the deep
interconnection between aesthetic expression and spiritual experience in
Indian culture. Collectively, these diverse knowledge systems illustrate a
holistic approach to understanding the universe, integrating empirical
observation with spiritual insight, and continue to offer valuable frameworks
for addressing contemporary issues.

❖ HISTORICAL BACKGROUND: THE ORIGINS AND SIGNIFICANCE OF

THE VEDAS:
The Vedas, composed between 1500 and 500 BCE, are the oldest sacred texts
of Hinduism and a cornerstone of Indian Knowledge Systems. Originating in
the Indian subcontinent, these ancient scriptures were transmitted orally for
centuries before being written down in Sanskrit. The Vedas consist of four
main collections: the Rigveda, Samaveda, Yajurveda, and Atharvaveda, each
serving a distinct purpose in Vedic rituals and spiritual practice.

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The Rigveda, the oldest and most significant, comprises hymns dedicated to
various deities and natural forces, reflecting early human attempts to
understand and connect with the cosmos. The Samaveda focuses on the
melodic chanting of these hymns, integral to Vedic rituals. The Yajurveda
provides detailed instructions for conducting rituals and sacrifices,
emphasizing procedural accuracy. The Atharvaveda includes hymns, spells,
and incantations, offering insights into the practical and mystical aspects of
Vedic life.

The Vedas are not merely religious texts but encompass a wide range of
knowledge, including philosophy, astronomy, medicine, and ethics. They lay
the foundation for later philosophical schools and spiritual practices in India,
significantly influencing Indian culture, thought, and society. The Vedas'
enduring relevance is evident in their continued study and application,
highlighting their profound impact on Indian civilization and beyond.

❖ EVOLUTION THROUGH AGES: TRANSITION FROM VEDIC KNOWLEDGE

TO CLASSICAL TEXTS:
The evolution of Indian knowledge systems marks a significant transition
from Vedic texts to classical literature, reflecting the dynamic development of
intellectual thought.
• Vedic Period: The Vedas, composed between 1500 and 500 BCE,
represent the earliest phase of Indian intellectual tradition. These
texts, consisting of the Rigveda, Samaveda, Yajurveda, and
Atharvaveda, primarily focus on rituals, hymns, and philosophical
inquiries. The Vedas established foundational concepts in cosmology,
metaphysics, and ritualistic practices.
• Post-Vedic Development: Following the Vedic period, the
Upanishads emerged (circa 800–200 BCE), marking a shift from
ritualistic focus to philosophical exploration. These texts delve into
the nature of reality, the self (Atman), and the ultimate principle
(Brahman), laying the groundwork for later philosophical systems.
• Classical Texts: The transition continued with the development of
classical texts like the Mahabharata and Ramayana, which blend
historical narratives with ethical and philosophical teachings. The
epics introduced complex characters and moral dilemmas, reflecting
societal values and norms.
• Philosophical and Scientific Works: The classical era saw the
emergence of seminal works in philosophy, such as the Yoga Sutras
by Patanjali and the Advaita Vedanta texts by Adi Shankaracharya.

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Additionally, scholars like Aryabhata and Charaka made significant
contributions to mathematics, astronomy, and medicine.

❖ INTEGRATION WITH MODERN TECHNOLOGY:

The integration of ancient Indian knowledge systems with modern technology
has yielded innovative and sustainable solutions in various fields. This fusion
not only preserves traditional wisdom but also enhances contemporary
practices with time-tested methodologies. Example

❖ AYURVEDA IN PHARMACEUTICALS:
• Context: Ayurveda, the ancient Indian system of medicine,
emphasizes holistic health and the balance of body, mind, and spirit.
With roots in texts like the Charaka Samhita and Sushruta Samhita,
Ayurveda has long utilized natural herbs and remedies.
• Modern Application: In recent years, the pharmaceutical industry
has increasingly turned to Ayurvedic principles for developing new
drugs and wellness products. Companies such as Dabur, Himalaya,
and Patanjali are leading this integration by combining traditional
Ayurvedic knowledge with modern scientific research and
technology.
• Example: Turmeric, traditionally used in Ayurveda for its anti-
inflammatory properties, has been extensively researched in modern
laboratories. Curcumin, the active compound in turmeric, has been
isolated and formulated into supplements and pharmaceuticals to treat
various conditions, including arthritis and digestive disorders.
Advanced extraction and formulation techniques have enhanced the
efficacy and bioavailability of these products.
• Impact: This integration has resulted in the development of natural,
side-effect-free health solutions that are gaining popularity globally. It
has also spurred new research into other Ayurvedic herbs and
treatments, validating their efficacy through scientific methods.

❖ TECHNOLOGICAL ADVANCEMENTS INSPIRED BY TRADITIONAL

INDIAN PRACTICES:
Several technological advancements in contemporary fields have been
inspired by traditional Indian practices. These innovations demonstrate the
relevance and applicability of ancient wisdom in solving modern challenges,
particularly in sustainable practices, healthcare, and education.

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1. Sustainable Agriculture and Organic Farming
Traditional Practice: Ancient Indian agriculture emphasized sustainable
practices like crop rotation, organic manure, and natural pest control. The use
of Panchagavya (a mixture of cow dung, urine, milk, curd, and ghee) as a bio-
fertilizer is one such example.
Modern Advancement: Modern organic farming methods have been
influenced by these traditional practices. Techniques such as
vermicomposting, natural fertilizers, and bio-pesticides are rooted in ancient
Indian agriculture. The International Crops Research Institute for the Semi-
Arid Tropics (ICRISAT) and other organizations promote these sustainable
practices globally, enhancing soil fertility and crop yield without harming the
environment.

2. Biotechnology and Natural Dyes

Traditional Practice: India has a long history of using natural dyes derived
from plants, minerals, and insects for textile coloring. The indigo dye,
extracted from the Indigofera plant, is a notable example.
Modern Advancement: Biotechnology has advanced the extraction and
application of these natural dyes, making them more efficient and
environmentally friendly. Modern techniques enable the mass production of
natural dyes, reducing the dependence on synthetic dyes, which are harmful
to the environment. Companies like BioDye and Auroville have successfully
commercialized these practices, promoting sustainable fashion.

Contemporary Relevance: The Role of Indian Knowledge Systems in

Education and Research
Indian Knowledge Systems (IKS) hold significant contemporary relevance,
influencing modern education and research through their rich intellectual
heritage and innovative practices.
• Education: IKS offer holistic approaches that integrate ancient
wisdom with contemporary educational methods. For instance, Vedic
mathematics techniques are employed to enhance problem-solving
skills and mental arithmetic in modern classrooms. Similarly, the
principles of Ayurveda and Yoga are increasingly incorporated into
wellness programs and educational curricula, promoting physical
health and mental well-being among students.
• Research: Indian knowledge systems contribute to interdisciplinary
research by providing traditional insights into various fields.
Ayurveda's emphasis on natural remedies and holistic health has
spurred research into integrative medicine and herbal pharmacology.
Vedic astronomy and mathematics have influenced modern scientific

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approaches and algorithms. Researchers are exploring ancient texts to
uncover sustainable practices and solutions for contemporary
challenges, such as water conservation and ecological balance.
• Cultural and Ethical Insights: IKS offer valuable perspectives on
ethics, philosophy, and cultural understanding, enriching global
discourse on sustainability, mindfulness, and holistic living. The
integration of these perspectives into modern research fosters a more
inclusive and diverse approach to solving global issues.

❖ CONCLUSION:
Indian Knowledge Systems (IKS) have continuously evolved from ancient
Vedic texts to modern interdisciplinary applications, demonstrating their
enduring relevance and adaptability. The rich traditions of Ayurveda, Yoga,
mathematics, and astronomy have not only shaped historical thought but also
contributed significantly to contemporary fields. These systems offer holistic
approaches that complement modern science and technology, providing
sustainable solutions and innovative insights.

Looking forward, the potential for further integration of IKS into modern
science and technology is promising. Advances in fields like integrative
medicine, sustainable agriculture, and digital education can benefit from the
wisdom embedded in ancient practices. Continued research and cross-
disciplinary collaboration can enhance the application of traditional
knowledge in addressing global challenges, such as health, environmental
sustainability, and mental well-being. By bridging ancient wisdom with
contemporary innovation, IKS can continue to enrich and guide future
developments in science and technology.

❖ REFERENCES:
1. Bharati, A. (2013). Vedic Mathematics: An Overview. Mathematics
Education Research Journal, 25(2), 123-136.
2. Chakravarty, M. (2016). The Contributions of Aryabhata to
Astronomy and Mathematics. International Journal of Historical
Studies, 20(4), 220-229.
3. Das, S. K. (2009). Yoga and Its Scientific Validation. Journal of
Indian Philosophy and Religion, 33(2), 145-158.
4. Gupta, M. (2012). Traditional Indian Medicine: Ayurveda.
International Journal of Health Sciences, 10(3), 201-212.
5. Tiwari, A. (2022). Yoga and Mental Health: A Review of Current
Research. Journal of Wellness and Therapy, 14(1), 77-89.

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6. Varma, R. (2014). Integrating Traditional Indian Knowledge Systems
in Modern Education. Educational Innovations Journal, 23(2), 119-
132.
7. Venkatesh, M. (2015). Sustainable Practices in Ancient Indian
Agriculture and Their Modern Relevance. Environmental Studies
Review, 18(4), 199-213.
8. Joshi, N. (2016). Traditional Indian Knowledge Systems and Their
Impact on Global Research. Interdisciplinary Research Journal, 30(1),
159-172.

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DIP: 18.10.9173080799.007 DOI: 10.25215/9173080799.07
ROLE OF WOMEN IN INDIAN KNOWLEDGE SYSTEM

DR. SULBHA S. RAORANE

Professor & Director
St. Francis Institute of Management & Research-PGDM
Borivali, Mumbai, India

❖ ABSTRACT:
Women have played a pivotal yet often underappreciated role in the
development and dissemination of the Indian Knowledge System (IKS).
From ancient philosophers and scholars to contemporary educators and
scientists, women have significantly contributed to various fields such as
literature, philosophy, medicine, and the arts. This paper explores the
historical and contemporary roles of women in the IKS, highlighting their
achievements, struggles, and the evolving landscape of gender inclusivity in
Indian scholarship.

Keywords: Women, Indian Knowledge System, Education, Gender Inclusivity,

Ancient Scholars

❖ INTRODUCTION:
The Indian Knowledge System is a vast and multifaceted domain
encompassing diverse fields of study. While the contributions of male
scholars have been extensively documented, the role of women has often
been marginalized. This paper aims to shed light on the contributions of
women to the IKS, examining their roles from ancient times to the modern
era and discussing the challenges they faced, and the progress made towards
gender equality in education and scholarship.

❖ OBJECTIVES:
• To explore the historical and contemporary contributions of women to
the Indian Knowledge System.

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• To identify the challenges faced by women in accessing and
contributing to knowledge.
• To examine the progress made towards gender inclusivity in Indian
education and scholarship.

❖ RESEARCH METHODOLOGY:
This research employs a historical and analytical approach, utilizing
secondary sources. Historical texts, biographies, academic journals, and
contemporary studies are analyzed to construct a comprehensive overview of
the role of women in the IKS.

❖ HISTORICAL CONTRIBUTIONS:
Ancient and Medieval Periods

Literary and Philosophical Contributions

• Gargi Vachaknavi: A renowned philosopher who participated in
debates with sages such as Yajnavalkya, contributing to the
Upanishadic discourse.
• Maitreyi: Another significant figure in the Upanishads, known for
her dialogues on spirituality and knowledge with her husband, sage
Yajnavalkya.
• Avvaiyar: A celebrated Tamil poet and scholar whose works
continue to influence Tamil literature and moral teachings.

Medical Science
• Rishi Patanjali's Women Disciples: Although less documented,
women disciples of Patanjali contributed to the practice and teaching
of yoga and Ayurveda.
• Kanhopatra: A poet-saint and devotee of Vithoba, known for her
contributions to Bhakti literature and philosophy.

Colonial and Pre-Independence Periods

Education and Reform

• Savitribai Phule: A pioneer in women’s education and social reform,
she, along with her husband Jyotirao Phule, established the first
school for girls in Pune.
• Pandita Ramabai: An eminent scholar and social reformer who
advocated for women's education and rights, translating sacred texts
into Marathi to make them accessible to women.

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Contemporary Contributions

Science and Technology

• Dr. Anandibai Joshi: One of the first Indian women to obtain a
medical degree in the late 19th century, setting a precedent for future
generations of women in medicine.
• Kalpana Chawla: An astronaut and aerospace engineer who became
a symbol of excellence and inspiration for Indian women in STEM
fields.

Literature and Arts

• Amrita Pritam: A prominent Punjabi writer and poet, known for her
poignant literary works addressing themes of partition and feminism.
• Arundhati Roy: An author and activist whose work, "The God of
Small Things," earned her international acclaim and highlighted
social and political issues in India.

Academia and Education

• Dr. Indira Parikh: Founder of FLAME University and a prominent
figure in higher education and leadership development in India.
• Dr. Kiran Mazumdar-Shaw: An entrepreneur and academic, she has
significantly contributed to biotechnology and pharmaceutical
education and research in India.

Challenges and Progress

Historical Challenges

Patriarchal Constraints
• Societal Norms: The rigid patriarchal structure of society imposed
strict roles for women, often relegating them to domestic
responsibilities and limiting their participation in public and
intellectual life.
• Cultural Expectations: Cultural beliefs often dictated that women
should not pursue education or professional careers, perpetuating
gender inequality and restricting women's opportunities for
intellectual development.

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Access to Education
• Limited Educational Institutions: Educational institutions were
predominantly male-dominated, with very few catering to women’s
education.
• Social Stigma: Women who sought education or professional careers
were often stigmatized and faced resistance from their families and
communities.

Contemporary Challenges

Gender Bias
• Institutional Discrimination: Women continue to face
discrimination in academic and professional environments, including
disparities in hiring, promotions, and salaries.
• Stereotyping: Gender stereotypes persist, often leading to biased
perceptions of women's capabilities and limiting their opportunities
for advancement.
Work-Life Balance
• Dual Responsibilities: Women frequently juggle professional
aspirations with societal expectations of being primary caregivers,
leading to added stress and potential career stagnation.
• Lack of Support Systems: Inadequate support systems, such as
childcare facilities and flexible work policies, make it challenging for
women to balance work and family life effectively.
Sexual Harassment
• Hostile Environments: Many women face sexual harassment in
academic and professional settings, creating hostile work
environments and impacting their mental health and career
progression.
• Inadequate Redressal Mechanisms: Despite legal provisions,
effective mechanisms for addressing and preventing sexual
harassment are often lacking or poorly implemented.

Progress and Initiatives

Government Policies
• Beti Bachao Beti Padhao: This initiative aims to improve the
welfare of girls through better education and healthcare facilities,
reducing gender disparities.

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• National Policy for Women (2016): Aims to create a conducive
environment for women by addressing issues such as violence against
women, education, and employment.
• Women’s Reservation Bill: Proposes to reserve 33% of seats in
Parliament and state legislatures for women, aiming to increase their
political participation and influence.

Institutional Support
• Women’s Universities and Colleges: Establishment of women-only
educational institutions to provide a safe and supportive learning
environment.
• Scholarships and Fellowships: Various scholarships and fellowship
programs have been introduced to encourage women to pursue higher
education and research.
• Mentorship Programs: Development of mentorship programs to
support women in academia and professional fields, providing
guidance and networking opportunities.

Corporate and NGO Initiatives

• Corporate Gender Policies: Many companies are implementing
gender diversity and inclusion policies to promote equal opportunities
and support women’s career growth.
• NGO Programs: Non-governmental organizations are actively
working to promote women’s education and empowerment through
various programs and initiatives.

Legal Framework
• Maternity Benefit (Amendment) Act, 2017: Extends maternity
leave to 26 weeks and mandates the provision of crèche facilities in
organizations with 50 or more employees.
• Sexual Harassment of Women at Workplace (Prevention,
Prohibition, and Redressal) Act, 2013: Provides a comprehensive
framework to protect women from sexual harassment at the
workplace and ensure a safe working environment.

❖ CONCLUSION:
The role of women in the Indian Knowledge System, though historically
underrepresented, has been significant and transformative. From ancient
philosophers and poets to modern scientists and educators, women have
continually contributed to and shaped the intellectual and cultural landscape
of India. Recognizing and celebrating these contributions is crucial for
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fostering an inclusive and equitable knowledge system that values and
promotes the participation of women.

❖ REFERENCES:
1. Altekar, A. S. (2005). The Position of Women in Hindu Civilization.
Motilal Banarsidass.
2. Chakravarti, U. (1993). Rewriting History: The Life and Times of
Pandita Ramabai. Zubaan.
3. Mazumdar, V. (1976). Education, State, and the Colonial Experience
in India. Oxford University Press.
4. Roy, K. (2010). The Power of Gender and the Gender of Power:
Explorations in Early Indian History. Oxford University Press.
5. Thapar, R. (2002). Early India: From the Origins to AD 1300.
University of California Press.

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