Date/Time
Date(s) - 31/03/2025
12:00 am
Location
Seminar Hall
Categories
Seminar on the topic
Holistic Learning: Reviving Classical Indian Educational Principles
29-30 April 2025
Concept Note:
“The highest education is that which does not merely give us information but makes our life in harmony with all existence”- Rabindranath Tagore.
Indian tradition is deeply rooted in reflection. It encourages looking inward and contemplating the nature of life and existence. Through this reflective practice, true intuitions and insights can emerge. In the ancient Indian holistic model, knowledge is viewed as an integrated and multidimensional understanding of the universe and the self. It encompasses not just intellectual learning but also experiential and intuitive wisdom. Knowledge is perceived as a tool for personal and spiritual growth, fostering a deeper connection with the natural world and the divine. In Indian knowledge traditions, all living beings are interconnected, and every intellectual and spiritual insight reflects this universal connection. Knowledge systems in these traditions are inherently holistic, focusing not just on logic itself, but on how that logic can transform life. These traditions are handed down from one generation to the next through social, spiritual, or practical learning. The approach to understanding must be comprehensive and inclusive, transcending limitations of space, time, or specific attributes, because the essence of knowledge is universal. Each individual is seen as a part of the cosmos, and to truly understand oneself or any living or non-living entity, one must adopt a universal and holistic perspective. This idea is deeply rooted in the teachings of Vedas, Upaniṣads, and epics like the Rāmāyaṇa and Mahābhārata.
The core principles of this educational model were rooted in the belief that true education involves nurturing every aspect of a human being—intellectual, physical, emotional, and spiritual. The Guru- śiṣya (teacher-student) tradition was at the heart of this model. This relationship was characterized by mutual respect, love, and a deep sense of responsibility. The guru, or teacher, was not just an instructor of academic subjects but a mentor who guided the student in all aspects of life. The education imparted by the guru was aimed at building character, instilling discipline, and fostering a sense of duty towards oneself and society. Education in ancient India was not merely a means to acquire knowledge and skills for economic prosperity; it was a profound journey of self-discovery and holistic development. The classical Indian holistic model of education emphasized the integrated development of the mind, body, and spirit.
In the modern era, education systems worldwide have increasingly focused on measurable outcomes, such as grades and test scores, often at the expense of holistic development. This narrow focus has led to a range of issues, including increased stress, anxiety, and a lack of emotional intelligence among students. Moreover, the current education system often fails to address the spiritual and ethical dimensions of life, which are crucial for fostering a sense of purpose and well-being.
Therefore, this two-day conference on the ” Holistic Learning: Reviving Classical Indian Educational Principles ” aims to create a platform for meaningful dialogue and collaboration among scholars, educators, and practitioners. By revisiting the timeless wisdom of classical Indian education, we hope to develop a more balanced and holistic approach to education that nurtures the whole person and prepares individuals to lead fulfilling and purposeful lives. Through this conference, we aim to contribute to the global discourse on education and promote a more integrated and holistic approach to learning that honors the rich cultural heritage of India while addressing the needs of the modern world.
Sub-Themes
Some suggestive themes are as follows:
1. Foundations of Classical Indian Education
· The Vedic and Upaniṣadsic approach to education: Core principles and practices.
· The Guru- śiṣya tradition: Mentorship, discipline, and the spiritual bond between teacher and student.
· Education in ancient Indian scriptures: Insights from the Rāmāyaṇa and Mahābhārata, and other texts.
2. Holistic Development in Classical Indian Education
· The concept of holistic education in ancient India: Physical, mental, emotional, and spiritual dimensions.
· Ethical and moral education: The role of values, dharma (duty), and self-discipline.
3. Comparative Analysis: Classical vs. Modern Education Systems
· Differences and similarities between classical Indian and contemporary education models.
· Strengths and limitations of the classical model in addressing modern educational needs.
· Case studies of successful integration of classical and modern educational practices.
4. Integrating Classical Indian Education into Modern Curricula
· Practical strategies for incorporating yoga, meditation, and ethical teachings into contemporary education.
· Curriculum development: Designing syllabi that balance academic knowledge with character building and holistic development.
· Teacher training: Equipping educators with the skills and knowledge to implement holistic education practices.
5. Challenges and Opportunities in Adopting Holistic Education
· Addressing skepticism and resistance to integrating ancient practices in modern education.
· The role of policy and governance in promoting holistic education models.
· Opportunities for collaboration between educational institutions, NGOs, and government bodies to promote holistic education.
Call for Papers
A limited number of participants will be invited for the Seminar. Those interested in participating should send (preferably by email) an abstract (500 words) of the proposed paper in English or Hindi along with their C.V. (One page) directly to Dr. Nibedita Banerjee, Email: drnibeditabanerjee@gmail.com, Mobile: 09748917884 and copy to the Academic Resource Officer, Indian institute of Advanced Study, Shimla on his Email seminar@iias.ac.in Tel: 0177-2831385
The last date for submission of abstract (500 words) is till 31st March 2025 05:00 PM. The Institute intends to send Invitation letters to selected participants by the 10th April, 2025. It is the policy of the Institute to publish the papers not proceedings of the seminars it organizes. Hence, all invited participants will be expected to submit complete papers (in English/Hindi only), hitherto unpublished and original, with citations in place, along with a reference section, to the Convener and copy to the Academic Resource Officer, Indian Institute of Advanced Study, Shimla– 171005 by 30th April, 2025.
The IIAS, Shimla will be glad to extend its hospitality (free hospitality is provided only to the Seminar participant) during the seminar period and is willing to reimburse, if required, rail or air travel expenses from the place of current residence in India, or the port of arrival in India, and back.
Note: Plagiarism is a serious academic offence and the Institute reserves the right to cancel the selection/participation of a candidate found guilty at any stage.
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