DO WE NEED INDIAN KNOWLEDGE SYSTEM IN OUR MODERN EDUCATION SYSTEM?
One question that comes to our mind is, “Why should we know about Indian Knowledge System (IKS)?” To answer this firstly we should know that IKS is not about merely knowing about some ancestral knowledge. If we closely follow the rising patenting regime and the financial electricity arising out of an expertise society, it will become clear that the problem merits severe attention. It is set defensive received understanding, monetary safety, and national satisfaction.
India
has a very primitive and diversified civilizational history and practices that
we know so far to humankind. While the present-day western students date the
civilization to at the least 5000–8000 years, the indigenous resources and
notion systems in India date the civilization to a historical length, nearly
time immemorial. There is an affect in modern-day society that everyone
expertise that we benefit from has originated from the West.Since the western
civilization is of relatively recent origin compared to Indian or other
civilizations such as the Chinese and the Egyptian, this also implies that all
knowledge is of recent origin. This idea is counterintuitive and illogical.
Unfortunately,
because of most important adjustments in the instructional device introduced in
India approximately two hundred years returned, there was an abrupt cease to
this procedure of expertise transmission and the continuity is in most cases
misplaced. The newly introduced instructional machine demanded the society
acquire only such information as made to be had through the instructional
device. Those who aligned themselves to the brand new instructional system had
been confident of jobs and salaries with the aid of the ruling class. Arguably,
it might have taken about 50 years for maximum of the populace to abandon
vintage ways of doing matters and are available ‘on board’ the new device that
promises monetary prosperity. Once this transition befell, the oral
transmission dwindled dramatically, created a unexpected void and loss of
continuity, thereby confining the knowledge to whatever changed into to be had
in palm leaf manuscripts and different data and personal collections. One or
two examples help us understand this aspect:
·
Indians were marvelous in steel making
until the 17th century. The Indian ‘wootz’ steel was used to manufacture what
was famously known as ‘Damascus blades’.
·
Knowledge transmission almost ended or
modified in a wrong way due to major changes in the educational system in India
introduced about 200 years back.
·
Even today, the contribution in the
field of technologies, logical reasonings and concepts of mathematics and
astronomy byIndians is unmatchable.
Unfortunately,
in our modern instructional system, we do not have an inkling of the character
of the contributions made by the Indians. This raises numerous questions. Where
has all this knowledge long past these days? Have we lost this know-how totally? Is it of little need or interest to us these
days? Is there a sudden loss of continuity? What has prompted this?
As
a lot of us are aware, the historical understanding in India turned into
preserved and transmitted ‘orally’ until a few centuries again. There was an
uninterrupted lineage of ‘Guru–Śiṣya’ that took obligation for the maintenance
and transmission of know-how down the generations. Quite frequently, the
instructor-scholar changed into a father-son aggregate and a group of
associated own family participants. These people formed a clan, who preserved
the expertise, practiced it via creating a residing, and transmitted it to
their offspring. The use of print media in recent history and the palm leaf
scripts in advance have served to officially capture this oral understanding
and store it.
g
Comments
Post a Comment