Dr. Deepti Gupta
‘The gift of knowledge is the highest gift in the world’ said Swami Vivekananda.
The National Education Policy 2020, has inculcated an extremely relevant component in its policy document and that is the inclusion of Indigenous Traditional Knowledge in the curriculum of both school education as well as higher education.
Education is fundamental for achieving full human potential, developing an equitable and just society, and promoting national development. The right kind of relevant knowledge can result in transforming the individual’s life towards betterment and can also lead to their well-being.
One of the fundamental principles of NEP 2020 is that it will guide the education system at large, as well as the individual institutions within it, towards a rootedness and pride in India, and its rich, diverse, ancient and modern culture and knowledge systems and traditions.
The Policy envisions an education system rooted in Indian ethos that contributes directly to transforming India, that is Bharat, sustainably into an equitable and vibrant knowledge society, by providing high-quality education to all, thereby making India a global knowledge superpower. The Policy envisages that the curriculum and pedagogy of our institutions must develop among the students a deep sense of respect towards the Fundamental Duties and Constitutional values, bonding with one’s country, and conscious awareness of one’s roles and responsibilities in a changing world. The vision of the Policy is to instill among the learners a deep-rooted pride in being Indian, not only in thought, but also in spirit, intellect, and deeds, as well as to develop knowledge, skills, values, and dispositions that support responsible commitment to human rights, sustainable development and living, and global well-being, thereby reflecting a truly global citizen.
This vision of NEP 2020, includes an immensely significant aspect of inculcating Indigenous traditional knowledge (ITK). Indigenous Traditional Knowledge (ITK) is an integral part of the culture and history of a local community. It is evolved through many years of regular experimentation on the day-to-day life and available resources surrounded by the community. It is the unique, traditional, local knowledge existing within and developed around the specific conditions of men and women indigenous to a particular geographical area.
As per IDRC (International Development Research Centre) Report, 1993, ITK is a complex concept that reflects on an even more complex set of empirical, intellectual, social and, spiritual factors that constitute human culture. It refers to the integrated expression of collective values and customs that guide interaction among peoples and between people and nature. Throughout the centuries, societies evolved by learning from experience and transmitting knowledge to younger generations. ITK includes a local community’s traditional technology, social, economic and, philosophical learning grounded in spiritual skills, practices and, ways of being in nature. It encompasses many areas from farming to law, psychology to mathematics, and health to sustainability. Efforts should be made to integrate this knowledge into formal education for enhancement in the understanding of the community, one is part of. Moreover, India has a rich and glorious culture, with numerous diversities, and has the potential to identify and document those aspects of knowledge that are essential for its continuity and survival as a distinct nation of the world. The NEP 2020, has taken into consideration these aspects related to ITK, that would inculcate the desired information as required by the present generation to prosper.
Indigenous Traditional knowledge system helps us to realize that there are different ways of viewing the world and gaining knowledge about it. The scientific/modern method is not the only ‘right’ way of acquiring knowledge. The idea that there is more than one way of acquiring knowledge about the world is called ‘epistemological pluralism.’ Traditional Knowledge, as a way of knowing, is similar to Western science in that it is based on observations, but it is different from science in some western ways. Some scholars distinguish between two different traditions of thought- abstract traditions (to which scientific ecology belongs) and historical traditions, which include systems outside of Western science, the knowledge that is encoded in rituals, and in cultural practices of everyday life. Whereas the West acquires knowledge through senses and verified by logical, scientific, or mathematical testing, the ITK system relies on theoretical beliefs and views knowledge as much more subjective.
Thus, ITK is locally bound (indigenous to a specific area), culture- and context-specific, non-formal knowledge, orally transmitted, and generally not documented. But it is holistic in nature and closely related to survival and subsistence for many people worldwide.
According to NEP 2020, all curriculum and pedagogy, from the foundational stage onwards, will be redesigned to be strongly rooted in the Indian and local context and ethos in terms of culture, traditions, heritage, customs, language, philosophy, geography, ancient, and contemporary knowledge, societal and scientific needs, indigenous and traditional ways of learning, etc. – in order to ensure that education is maximally relatable, relevant, interesting, and effective for our students. There are various sources of ITK hidden in our villages, communities, and countryside in the form of folklore, songs, poetry, elderly people, community leaders, ancient records, published material of different languages, etc. There are different methods for collecting information on ITK, depending upon the type of information, situation, people, social system, cultural values, and other aspects.
In NEP 2020, stories, arts, games, sports, examples, problems, etc. will be chosen as much as possible to be rooted in the Indian and local geographic context. Ideas, abstractions, and creativity will indeed best flourish when learning is thus rooted.
Indigenous education is needed to ensure the survival, and transmission of knowledge and worldviews that upholds spirituality, abundance, balance, resilience, adaptability, sustainability, living within the carrying capacity, and making collective decisions for the benefit of all. Thus its documentation and dissemination are essential and have the potential to change the community, society, and nation for betterment. It will further enhance the process of development, especially in our country, which has a rich and glorious culture.
(The author is Assistant Professor of Sociology, Government Degree College, Khour)
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