Indian Knowledge System (IKS)

Module 1 – Unit 1: Introduction to IKS

Q. 1 What is meant by the Indian Knowledge System (IKS)?

Answer: The Indian Knowledge System (IKS) refers to the traditional, indigenous, and classical knowledge
that has been developed and passed down in the Indian subcontinent over thousands of years from one
generation to another. This knowledge has its roots in the diverse cultural, philosophical, and spiritual heritage
of the subcontinent, and encompasses a wide range of disciplines, such as science, technology, arts, humanities,
medicine, and spirituality.

Q. 2 Define the terms “India”, “Knowledge”, and “System” in the context of IKS.

Answer: In the context of IKS, the term “India” means the undivided Indian subcontinent, also known as the
“Akhanda Bharata”. It covers the area that spans from Burma on the east, modern-day Afghanistan on the west,
the Himalayas on the north, and the Indian Ocean on the south. By the term “Knowledge”, we refer to different
forms of knowledge (traditional, indigenous, and classical) that have existed in the Indian subcontinent in both
literary and non-literary forms. The term “System” means a well-organized methodology and classification
scheme that is used for accessing the knowledge developed in the Indian subcontinent.

Q. 3 What are the characteristic features of IKS?

(Note: In the exam, you may be asked specifically to write about any of these characteristics.)

Answer: Being a vast and diverse body of knowledge evolving over millennia, IKS encompasses various
disciplines, philosophies, and traditions, which reflect its characteristics. The major characteristic features of
IKS are as follows:

(a) The IKS has a spiritual foundation and oral tradition, encompassing ancient philosophical traditions
such as the Vedas, and the Upanishads. These texts explore metaphysical questions of reality and the
nature of our existence. In its long history of development and dissemination, the IKS was preserved
and transmitted orally through generations, mostly by the Guru-Shishya Parampara (teacher-
disciple tradition).
(b) The IKS is a diverse field of knowledge, encompassing multiple schools of thought, languages, and
regional practices. Its plural character has allowed for the coexistence of different philosophies, along
with literary, artistic, and scientific traditions. Thus, making it a vast body of knowledge.
(c) Practical knowledge along with the integration of science with ethics is another major characteristic
of IKS. Practical knowledge related to everyday life such as Ayurveda (traditional medicine), Yoga
(physical and mental practices), agriculture, architecture (Vastu Shastra), and metallurgy are an integral
part of IKS. Along with this, scientific disciplines such as mathematics, astronomy, and medicine were
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 often integrated with ethical and moral considerations. The goal was not only to obtain the concept of
the natural world but to use the concept to enhance the welfare of individuals and society.
(d) The emphasis of IKS is on community and collective welfare, where knowledge was traditionally
shared within communities, with an emphasis on cultural preservation, social harmony, and ecological
balance. It also emphasizes the importance of inner experience and self-knowledge. IKS views
meditation, contemplation, and self-discipline to be essential for the attainment of higher knowledge
and understanding of one’s place in the universe.
(e) According to the IKS, time is cyclic in character. This is reflected in the concept of Yugas (ages) and
the idea of rebirth, which influences Indian thoughts on cosmology, history, ethics, etc. IKS views
knowledge as an interconnected whole, integrating various disciplines and emphasizing the unity of
knowledge as well as the interdependence of various fields.

Module 1 – Unit 2: Why IKS?

Answer: With the establishment of a strong foothold of the British East India Company in the early 19th century,
the colonial administration became increasingly interested in educating the Indians. This interest was backed by
their intention to enable the Indians to serve in lower administrative roles and to support British governance.
Following this, a policy came to be articulated through Thomas Babington Macaulay’s “Minute on Indian
Education” in 1835, which laid the foundation for the modern education system in colonial India. This policy
came to be known as Macaulay’s education policy.

In his 1835 minute, Macaulay advocated for the promotion of English as the medium of instruction, dismissing
the value of indigenous languages and literature. He argued that English education would create a class of
Indians who would act as intermediaries between the British rulers and the Indian populace. Macaulay’s
Education Policy had a profound and lasting impact on India, shaping its education system, social structure, and
cultural identity in ways that continue to be felt today. While the policy helped establish a modern education
system in India, it also led to the marginalization of indigenous knowledge and created a sense of cultural
alienation among the educated elite.

Q.2 What was the impact of Macaulay’s Education Policy?

Answer: Macauley’s education policy resulted in a progressive weakening of the native knowledge system of
India. It led to the marginalization of the conventional institutions of Indian learning such as Gurukuls,
Madrasas, and Pathshalas, which contributed to the demise of classical Indian education offered in areas such
as philosophy, Mathematics, medicine, and Astronomy amongst others. English and Western education
dominated Indian society, resulting in a cultural estrangement of the educated Indian elite. Many became
disconnected from their own artistic and linguistic origin and in doing so they lost many culturally appropriate

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raw beliefs, practices, and wisdom. This also resulted in the social dichotomy between the English-educated
elites and the rest of the population.

The policy indeed helped in producing a class of Indians who had all Western education and knowledge of
English and Western literature, but many a time they were ignorant about their own culture and tradition. This
class was instrumental in facilitating the functioning of the British Raj. The focus on English education led to a
stratification of Indian society, with English-speaking individuals often enjoying greater social and economic
mobility. This further entrenched social inequalities, as access to English education was largely restricted to the
upper classes and urban areas. The legacy of Macaulay’s Education Policy continues to influence the Indian
education system. Even today, English is often seen as a language of prestige and social mobility, and the
curriculum remains heavily influenced by Western educational models. This has led to ongoing debates about
the relevance of the education system to India’s sociocultural context and the need to integrate indigenous
knowledge and languages into the mainstream curriculum.

Q.3 Why is there a need to revisit ancient Indian traditions?

Answer: Revisiting ancient Indian traditions can offer valuable insights and lessons relevant to contemporary
challenges. Some of the common aspects found in ancient Indian cultural themes include respect for nature,
conservation and preservation, and proper utilization of existing resources. Environmentally friendly practices
like rainwater conservation, organic farming, the Ayurveda system of medicine, etc are environment-friendly
remedies for contemporary issues like climate change, pollution, and exploitation of natural resources. Further,
Ayurveda, Yoga, and Meditation are the gifts of India that empower the science of healing and maintaining the
health of the body, mind, and consciousness. Such strategies are especially beneficial nowadays when stress
levels increase and people suffer from various mental disorders. Indian literature, right from Rig Veda and the
Upanishads, the teachings of the Buddha and Mahavira contain valuable principles and concepts on ethics
morality, and the state of man. Ideas including ‘Ahimsa’ (non-violence), ‘Dharma’ (responsibility or justice),
and ‘Karma’ (action/reaction) offer a set of principles that can help to determine the right and wrong actions for
an individual and the society of the twenty-first century. India had a very advanced civilization in ancient times
and made important contributions to mathematics, algebra (the concept of zero), astronomy, metallurgy, and
architecture. They can be reconsidered for new inspiration to create something new and propose different ways
in contemporary science and technology. Returning to traditions can be useful and meaningful in exploring one’s
culture and enhancing a feeling of connection and pride. Festivals, dramatic arts, and rites give continuity with
the past and consolidate the unit of a community. Indian traditions depict strength and flexibility, especially in
moments of grief. The aspects of contemporary approaches to social and economic stability can be derived from
previous experiences, traditional rule, and community-dwelling. Cultural values frequently refer to family-
centeredness, communal culture, and everybody’s welfare, as opposed to a self-centred idea of success. It can
also help to reverse the trends of growing social loneliness and disconnection observed in today’s societies.

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