The Philosophical Implications of Indigenous Knowledge for Indian Education

Abstract

Purpose: The purpose of this study was to examine the indigenous knowledge of the Indian community and deduce implications for education in India. 

Methodology: The study adopted a desktop methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low-cost technique as compared to field research, as the main cost is involved in executive's time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.

Findings: The results revealed that there exist conceptual and contextual gaps relating to the study on the indigenous knowledge of the Indian community and deduce implications for education in India.  Preliminary empirical review reveals that knowledge is constructed as a worldview that is continually re-evaluated, improved and systematized; the indigenous knowledge of the Indian was pragmatically developed enabling the community to adapt and survive in its environment; positive elements of the indigenous knowledge of the Indian include sustainable use of the environment, emphasis on functional and relevant knowledge and skills; values such as commitment to service, responsibility and self-discipline. Such values can be useful to education in India today.

Unique Contribution to Theory, Practice and Policy: Cultural synergism theory maybe used to anchor future studies in the health sector. The findings of this study are useful in stimulating debate on educational reform in India. By focusing attention on indigenous knowledge and cultures and seeking synergistic inclusion into formal education, the findings of this can be used to make education inclusive, attractive and meaningful to indigenous people of India.