Paper Details

Name: Manisha Jamod
Country: India

Year: 2025
Volume: Volume-12, Issue-1 (January-June)
Page Number: 191-197
DOI: https://doi.org/10.5281/zenodo.18591561

ABSTRACT
Indian Knowledge Systems (IKS), rooted in India’s civilizational heritage, offer a vast corpus of intellectual, artistic, scientific, and pedagogical traditions. With India’s National Education Policy (NEP) 2020 affirming the integration of IKS across all levels of education, teacher education programs have a critical responsibility to equip future educators with frameworks that draw from both indigenous epistemologies and contemporary disciplinary knowledge.
This paper explores the role of IKS in teacher education, with a special emphasis on visual and performing arts such as music, dance, theatre, storytelling, and traditional crafts. The study examines the conceptual foundation of IKS, its pedagogical value, the challenges of integrating arts-based IKS content, and the transformative potential of such integration for holistic learning. The paper concludes by proposing a practical model for embedding IKS within teacher education curricula and highlights the need for research, policy support, and teacher capacity-building.

Key Characteristics of IKS: Holistic Worldview: IKS does not separate disciplines sharply but views knowledge as interconnected. Arts, science, spirituality, and daily life are intertwined.