NFSI 2019 – Technical Session 1 – Day 1

अद्य १६-१२-१९ दिनाङ्के चिन्मयविश्वविद्यापीठे अन्ताराष्ट्रीयसङ्गोष्ठ्याः प्रथमं शोधपत्त्रप्रस्तुतिसत्त्रं शान्तिकृष्णमूर्तिमहोदयायाः आध्यक्ष्ये प्रावर्तत । तत्रादौ यमुनाहर्षवर्धनवर्या “समाहितार्थाध्ययनं प्रति” इति विषये पत्त्रं प्रास्तौत् । अनन्तरं डा.मालवी एन्. महोदया “भारते संस्कृतसाक्षरतावृद्धिः – A War-Path way is the Need of the Hour” इति विषयमधिकृत्य पारम्पारिकाध्ययनस्य महत्वं स्वपत्त्रे प्रास्तौत् । तदनु एस्. कौशिकमहोदयेन शिक्षणशास्त्रे समाजशास्त्राध्ययनस्य महत्वं कथमस्ति इति विषयमादाय शोधपत्त्रं प्रस्तुतम् । तदनन्तरं रुचिताराणेमहोदया अद्यतनशिक्षणव्यवस्थायां विद्यमानां कथाकथनस्य न्यूनतां स्वपत्रे प्रत्यपादयत् ।

तस्याः आवश्यकता च प्रतिपादिता । सर्वान्ते समेषां सम्माननेन सत्त्रमिदं परिसमाप्तम् ।

The first technical session at NFSI 2019 brought together a gamut of interesting papers that discussed the contrast, as well as the possible intersection, of contemporary and Indian Knowledge Traditions (IKT) views on education.


Ms. Ruchita Rane  presented an audiovisual story-based methodology to take IKT to school children. Emphasis was laid on the story-based methodology to promote knowledge of Indic traditions. This approach enables the teaching of technical knowledge in an entertaining manner and helps retain information better so that it can be remembered effectively. It teaches young minds to analyse and evaluate rather than only synthesize information. 


Shri S Kaushik elaborated on the problem of social studies not being given as much importance as subjects like Science and Math due to the impact of colonialism on curriculum design and pedagogy. He pointed out that teachers are becoming meek dictators by suppressing the voice of the students and having no power on how and what to teach thereby reducing the importance of the social sciences. Other topics discussed included Paramacharya’s vision and the need to include dharma. Several techniques to overcome the present issues were suggested as possible solutions: newspaper pedagogy, the Gurukula approach, inquisitive pedagogy (pariprasna) and the organising of mock parliaments.


In her presentation focused on increasing Sanskrit literacy in India, Dr. Malavi N. emphasized ‘negating the negativity’ that was silently tailored into the Indian system. ‘Anglo Indianism’ was uniquely described as individuals being born as Indian but with their thoughts and actions representing Westernism. Stating that we have only won our country in terms of geography but not in terms of culture, Dr. Malachi stressed the need for extreme unity along with tolerance and acceptance of other cultures. It was suggested that one traditional ILS course be introduced into all programs, so that traditional teachers could be respected in terms of being able to take effective pedagogical measures. 


Smt Yamuna Harshavardana in her paper presentation described education in terms of man-making. She also discussed dharmasastra in terms of education and highlighted the difference between the Bharatiya system and the Macaulayan system. According to her, the best society in terms of education and development can be achieved only when there is high spirituality and high monetary benefit. She emphasised the inclusion of IKT via history-based knowledge in each subject, the significance of rituals and festivals to remove superstitions, ability-based learning and alternative education schemes.

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