Reimagining Indigenous Pedagogy through the Bhagavad Gītā: An NEP 2020 Perspective

Abstract

The National Education Policy (NEP) 2020 emphasizes the integration of Indigenous Knowledge Systems (IKS) into formal education to promote holistic, value-based, and experiential learning. In this context, the Bhagavad Gita emerges as a significant pedagogical text that embodies indigenous educational philosophies rooted in Indian intellectual traditions. This paper examines the Bhagavad Gita as a foundational source of indigenous pedagogy, highlighting its relevance to the objectives and vision of NEP 2020.
Through a qualitative and interpretative analysis of selected verses, this study examines the pedagogical principles embedded in the Bhagavad Gītā, including dialogic learning, experiential wisdom, reflective self-awareness, ethical reasoning, and the integrative framework of knowledge (jñāna), action (karma), and devotion (bhakti).The teacher–student dialogue between Krishna and Arjuna is examined as an early model of learner-centered and transformative education, aligning closely with NEP 2020’s focus on critical thinking, moral education, and holistic development. The paper further situates the Bhagavad Gita within indigenous pedagogical traditions that prioritize character formation, social responsibility, and inner well-being alongside intellectual growth.

By mapping these pedagogical insights onto contemporary educational frameworks, the study demonstrates how the Gita can contribute meaningfully to curriculum design, value education, and interdisciplinary teaching practices. The paper argues that engaging with the Bhagavad Gita as an indigenous pedagogical text not only revitalizes traditional knowledge systems but also strengthens the ethical and cultural foundations of modern education envisioned under NEP 2020.

Keywords: Indigenous Pedagogy, Bhagavad Gītā, NEP 2020, Indigenous Knowledge Systems, Value Education, Holistic Learning