SUPPORT DIALOGUE, NOT DOGMA

Discussions about Indian knowledge systems (IKS) resurfaced after the University Grants Commission released its draft Learning Outcome-based Curriculum Framework, which aims to embed ‘ancient Indian wisdom’ across subjects.

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While the UGC has invited feedback on the framework, the draft is attracting scholarly criticism. Beyond its content, critics note that the framework abandons the multidisciplinary and holistic course model envisioned by the National Education Policy (2020), instead prioritising single-major pathways. With most credits allocated to discipline-specific courses, the framework leaves little room for multidisciplinary exploration.

While the goal of multidisciplinary education appears increasingly elusive, the LOCF continues to support the NEP’s flagship programme, IKS, through the inclusion of ‘Bharatiya philosophy’ across modules. To ‘decolonise’ and ‘indigenise’ education in India, the curriculum proposes, among other things, the study of Kautilya’s Arthashastra in commerce education, and the integration of ancient Indian conceptions of paramanu (atom) into chemistry. While the UGC’s endeavour to reclaim India’s ancient heritage may seem commendable, it raises deeper concerns about the erosion of scientific temper, risking an epistemic crisis.