IKS Training in Schools

The initiative of introducing Indian Knowledge Systems (IKS) into schools by the Centre for Indic Studies represents a thoughtful and much-needed intervention in contemporary education, where young learners are often distanced from the intellectual and cultural foundations of their own civilization. Recognising that the formative years of schooling play a crucial role in shaping curiosity, identity, and modes of thinking, multiple teams of academics, researchers, and practitioners from the Centre for Indic Studies have actively visited a range of schools to engage directly with students and educators. These visits are not limited to conventional classroom teaching; instead, they are designed as immersive and interactive experiences that bring the richness of IKS alive for young minds. Through carefully structured teaching sessions, visually engaging presentations, hands-on mock-ups, live demonstrations, and thoughtfully designed games and activities, the teams aim to introduce complex ideas in a manner that is accessible, enjoyable, and intellectually stimulating. The approach rests on a simple but powerful pedagogical insight: that Indian Knowledge Systems are best understood not merely through abstract explanation, but through participation, observation, and experiential learning.

The Centre for Indic Studies conducted several Indian Knowledge Systems (IKS) teaching programs at Jawahar Navodaya Vidyalaya for students of Standards 6, 7, and 8, led by Shailja Tewari, Sameer Pande, and Prashant Chauhan. Another team was led by Dr. Poonam Bhadoria, Tameesham Pandey, and Dr. Shraddha M. Modi. These sessions introduced students to Panchatantra, Ramayana, Mahabharata, Indian temple architecture, Sanskrit, metallurgy, mathematics, astronomy, sacred ecology, Ayurveda, and ancient Indian education through documentaries, quizzes, storytelling, games, and interactive discussions. The program aimed to reconnect students with India’s scientific, ethical, and civilizational knowledge traditions through experiential and inquiry-based learning, while encouraging critical thinking and cultural confidence.

During these school engagements, students are introduced to a wide spectrum of Indic knowledge traditions, ranging from basic concepts of Indian philosophy and ways of knowing to insights from mathematics, astronomy, ecology, art, architecture, language, and social thought. Instead of presenting these subjects as distant historical achievements, the sessions encourage students to see them as living frameworks that continue to shape everyday life. For instance, discussions on time and calendars are often accompanied by demonstrations of the panchanga, helping students understand how traditional systems of timekeeping are rooted in astronomical observation. Similarly, ideas from vastu and sacred geometry are introduced through simple models and visual mock-ups, allowing students to grasp spatial harmony and design principles in a tangible way. In sessions on Indian aesthetics, students engage with concepts such as rasa and bhava not only through explanation but through performance-based activities, where expressions, gestures, and storytelling become tools of learning. These methods ensure that learning is not passive but participatory, inviting students to think, question, and respond.
A distinctive feature of this initiative is the integration of play and creativity into the learning process. Recognising that younger students respond more deeply to engagement than to instruction alone, the CIS teams incorporate fun-filled games, quizzes, role-playing exercises, and collaborative activities that are rooted in Indic themes. These activities are not merely recreational; they are carefully designed to reinforce conceptual understanding while maintaining enthusiasm and attention. For example, games that simulate trade routes or community interactions help students understand traditional economic networks and social organisation, while storytelling sessions drawn from Itihasa and Purana encourage moral reflection and cultural familiarity. Demonstrations related to traditional crafts, basic principles of Ayurveda, or environmental practices further allow students to connect knowledge with lived experience. In this way, the sessions bridge the gap between abstract ideas and practical understanding.
