Bharatiya Pedagogy for Commerce and Management

one opinion about how management and commerce faculty can bring Indian Knowledge Systems into the classroom with Bharatiya Pedagogy. another ppt for the content aspects. This is a very basic introductory ppt on the subject

1. Bharatiya Pedagogy for Commerce and Management Dr. G P Sudhakar, Centre for Educational and Social Studies, Bangalore

2. Pedagogy needs to be directed at Preparing students with skills Shifting away from rote learning Preparing confident students with critical and creative thinking abilities F oundational Language, literacy and numeracy Reflection, enquiry, research NEP-2020

3. Guru गु शब्दस्त्वन्धकारः स्यात ् रु शब्दस्तिन्नरोधकः । अन्धकारfनरोfधत्वात ् गुरु रत्यfभधीयते ॥ १६॥ The syllable gu means darkness, the syllable ru , he who dispels them, Because of the power to dispel darkness, the guru is thus named.— Advayataraka Upanishad , Verse 16 [22][23] Enlightened Mentor

4. Courtesy Vedavaapi Consulting and Siddhanta Knowledge Foundation

5. Ancient Indian Educational Principles Holistic Development: Education aimed at the integrated development of body, mind, and spirit. Focus on physical fitness, mental discipline, moral values, and spiritual growth. Pursuit of Knowledge (Jnana): Learning was seen as a path to self-realization and understanding of universal truths. Education was not just for material success but for achieving a higher purpose in life. Gurukul System: Personalized and experiential learning under the guidance of a Guru (teacher). Emphasis on the teacher-student relationship and the importance of living together in a shared environment. Value-Based Education: Strong emphasis on ethics, morality, and the practice of Dharma (righteousness). Education was designed to cultivate virtues like humility, respect, and responsibility. Swami Vivekananda: "Education is the manifestation of the perfection already in man."

6. Ancient Indian Educational Principles Practical Knowledge (Shilpa): Integration of vocational training with academic learning. Focus on acquiring practical skills that are useful in daily life and society. Inclusivity and Accessibility: Knowledge was considered a right for all, irrespective of caste or social status. Notable examples include the admission of students from diverse backgrounds into Gurukuls. Philosophical Inquiry (Tarka): Encouragement of questioning, debate (Samvad), and critical thinking. Education fostered intellectual curiosity and the search for truth through discussion and reasoning. Community and Social Responsibility: Education aimed at preparing individuals for societal roles and responsibilities. Focus on contributing positively to society and upholding social harmony.

7. A few relevant features of knowledge in the Bharatiya parampara Multiple truths are allowed Goal of knowledge is not promotion of mans material comfort but the enhancement of mental and physical wellbeing of all All disciplines of knowledge (vidya) have social-ethical imperative ( Dharma – Ethics) Universalism and pluralism Cyclicity not linearity Vaada Parampara - Disputation/debate – tolerance to every view Rig Veda: "Let noble thoughts come to us from every side."

8. Goal of Knowledge in Ancient Indian Wisdom Purpose: Attaining self-realization and understanding universal truths. Developing virtues and righteous conduct. Preparing individuals for societal responsibilities. Achieving harmony with nature and the cosmos. Chanakya: "Education is the best friend. An educated person is respected everywhere. Education beats the beauty and the youth."

9. Integral Education Integral Education, as envisioned by the Mother and Sri Aurobindo, regards the child as a growing soul and helps him to bring out all that is best, most powerful, most innate and living in his nature. It helps the child develop all facets of his personality and awaken his latent possibilities so that he acquires - a strong, supple, healthy, beautiful body - a sensitive, emotionally refined, energetic personality - a wide-ranging, lively intelligence and will - the subtler spiritual qualities that unify and harmonise the being around the child's inmost Truth or Soul. The focus and emphasis in Integral Education (IE) is not just information and skills acquisition but also self-development, triggered from within the child and supported and nourished by teachers and parents. Every experience becomes a learning tool for the child in its growth. IE helps the child to integrate with its true Self, its surroundings, its society, its country and humanity; in other words, to become the complete being, the integral being that the child is meant to be. https://aurosociety.org/society/index/Integral-Education

10. J Krishnamurthi https://www.youtube.com/watch?v=TDJ1-tRB4FY “ While he was always reluctant towards spiritual organizations, he embodied in depth the very spirit of Vedas and Upanishads. According to this “reluctant messiah” of our time, as he has been called, there should not be in the educational relationship any kind of superiority or inferiority; teacher and student should interact on an equal basis –as it was in the Vedic and Upanishadic Gurukula, .... Moreover, Krishnamurti insisted that true education could only be based on mutual respect, profound affection and pure love –again, as it was in the Indian Gurukula and the Buddhist Sangha” Dr. Albert Ferrer. (2018). “INTEGRAL EDUCATION IN ANCIENT INDIA FROM VEDAS AND UPANISHADS TO VEDANTA.” International Journal of Research - Granthaalayah, 6(6), 281-295. https://doi.org/10.5281/zenodo.1308951. J. Krishnamurti: "The function of education is to help you from childhood not to imitate anybody, but to be yourself all the time."

11. Gurukula T his educational institution of Ancient India, through which the highest culture of the subcontinent has been formed, presents a set of characteristics. The master had a small number of disciples around him, around a dozen to a maximum of twenty. The boys would be above the age of reason (8/ 11) till adulthood (21). The Gurukula was residential, hence master and disciples were living together. The relationship between master and disciples was imbibed with pure love, respect and communion.

12. The master was a guru, guide and friend, father and mother –the ideal teacher according to modern educationists such as Steiner, Montessori or Dewey-. He was naturally and sincerely respected and venerated by the students. The boys saw each other as brothers in a spirit of community life. The master deeply respected the freedom of thought of his pupils; Which means that the main pedagogic methods were the Socratic dialogue and free self-inquiry towards self-realization. The teaching was basically oral.

13. The master combined collective classes and personalized tuitions, though the pedagogy was basically individualized –child-centred-. Elder students were taking care of the younger at the same time. (This pedagogic practice was discovered by the British in India and then incorporated into the British Public School system –though the original spirit was deeply altered-.) now we call it peer to peer learning! The educational process usually evolved in natural surroundings, arising a sense of beauty and communion with Nature and the Cosmos. The whole life of the Gurukula was imbibed with a certain ethos or atmosphere, which was value-based and essentially spiritual The syllabus was truly integral –in the context of that epoch-, although its foundation was inherently spiritual/ mystical –realizing by oneself the highest truth-.

14. Together with the proper educational process, the boys were also invited to perform some manual work and have some responsibility in the community life. The educational process was inseparable from an initiation –Upanayana-. In a few words, the Gurukula combined a simple life with the highest or deepest thinking. However, the profound integral nature of this kind of education was not satisfied with the second eye of knowledge –the intellect- and linked it to a deeper more experiential form of inner realization. Therefore, the education of the Gurukula was essentially transformative rather than informative. Dr. Albert Ferrer. (2018). “INTEGRAL EDUCATION IN ANCIENT INDIA FROM VEDAS AND UPANISHADS TO VEDANTA.” International Journal of Research - Granthaalayah, 6(6), 281-295

15. The Vedic pedagogy was supported by the double method of “upadesha” and “svadhyaya”: the first meaning the instruction given by the teacher; and the second the personal study undergone by the student. The Vedic syllabus was truly integral, incorporating the learning of the hymns and rituals, the correct pronunciation of the Sanskrit “mantras”, grammar in a broader sense, etymology, logic, astronomy and cosmology. There was a scientific and mathematical content in the Vedic syllabus –, a unity of science and spirituality that we also find in Pythagoras and Plato in Ancient Greece Dr. Albert Ferrer. (2018). “INTEGRAL EDUCATION IN ANCIENT INDIA FROM VEDAS AND UPANISHADS TO VEDANTA.” International Journal of Research - Granthaalayah, 6(6), 281 -295

16. Sharma, B.K. (2013), Hinduism and TESOL: Learning, Teaching and Student-Teacher Relationships Revisited. Language and Linguistics Compass, 7: 79-90. “In Hindu theory there are two types of learning, each with its own goal and its own method. The first has the aim of gaining knowledge from the world, so it is outer directed. Its source is environment, and its methodology is two-fold – formal study of sacred writings and the informal interaction with the world known as experience . The second type of learning has self understanding as its aim. Its source is the person’s own spirit, and its methodology is introspection as achieved through meditation (61)

17. Dafraik , A. K. (2023). Bhagavad Gita and Teachers as Mentors: Insights into Philosophical Guidance and Pedagogical Approaches. Asian Journal of Language, Literature and Culture Studies , 6 (3), 289–301 I n the evolving realm of education, teachers have transcended their roles as knowledge providers to become catalysts of personal growth. The Bhagavad Gita, a reservoir of wisdom, unveils invaluable insights into effective mentorship, emphasizing qualities like selfless guidance and ethical leadership. Our research recommends integrating the Gita's principles into modern mentorship practices. By doing so, educators can tap into mentorship's transformative potential, nurturing holistic student development and imparting the wisdom needed to navigate life's challenges with integrity. The Gita's teachings serve as a guiding light for contemporary mentors, aligning their practices with timeless ideals and fostering a generation poised for ethical and intellectual growth. Even the revered Ashborun profoundly proclaims, "Burn all libraries of the world, for their essence is in Bhagavad Gita" [11].

18. Jagadananda, S. (2023). upadesa sahasri of Sankara Sri Ramakrishna Math. 6. The teacher is one who is endowed with the power of furnishing arguments pro and con , of understanding questions and remembering them, who possesses tranquillity, self-control, compassion and a desire to help others , who is versed in the scriptures and unattached to enjoyments both seen and unseen, who has renounced the means to all kinds of actions, is a knower of Brahman and established in It, is never a transgressor of the rules of conduct , and who is devoid of shortcomings such as ostentation, pride, deceit, cunning, jugglery, jealousy, falsehood, egotism and attachment . He has the sole aim of helping others and a desire to impart the knowledge of Brahman only….

19. Key Principles of the Bharatiya System Holistic Education - Integral? Multidisciplinary? Experiential Learning - Observation and Experience Yoga - self-awareness, self-regulation, concentration and focus Nyaya Philosophy for learning - perception, inference, comparison, and testimony – Demands Debates & Discussions - critical thinking, case studies, direct experience

20. Some characteristics of the Ancient Indian pedagogy Memorisation and rote learning, ( learning by heart without understanding was strongly condemned) -rhymes and rhythms, other tricks like repetition, body movements and gestures observing, inferring, performing, and practicing. reflection questioning and exercising of judgment Learning goes beyond individual growth, including the goal to bring about social change practice-based apprenticeship system collective learning ( peer to peer learning) Self Study Debates Freedom Moving to another teacher for specific course or changing the institution based on student requirements Sharma, B.K. (2013), Hinduism and TESOL: Learning, Teaching and Student-Teacher Relationships Revisited. Language and Linguistics Compass, 7: 79-90.

21. "Indian pedagogy's emphasis on debate nurtures not just knowledge, but the wisdom to apply it judiciously in real-world scenarios." — R. Sharma, Indian Education and the Pedagogical Traditions (2013). The tradition of debate, known as Samvad , has been integral to Indian pedagogy, fostering critical thinking and intellectual growth. This culture encourages the open exchange of ideas, rigorous questioning, and the exploration of diverse perspectives. In Commerce and Management learning, this can be seen in practices like case study discussions , where students debate the merits and drawbacks of different business strategies, refining their analytical and decision-making skills. Example: In a management class, students might debate whether a company should pursue aggressive expansion or focus on consolidating its market position, allowing them to critically evaluate different approaches.

22. Three fold classification of statements In Indian knowledge systems, statements are classified into three types: Prabhu Samhita, Suhrid Samhita, and Kanta Samhita. Each category represents a distinct manner of imparting wisdom and guidance. Prabhu Sammita: Meaning: Authoritative statements. Status of law – unchanged – shruti Description: These are commands or instructions given with authority, often found in sacred texts and scriptures where divine or sovereign authority is asserted. Suhrid Sammita: Meaning: Friendly or advisory statements – Actual words are not as important as the intended meaning – Ithihasa /Purana Description: These statements offer advice and guidance in a friendly and benevolent manner, aimed at helping and supporting the listener. Kanta Sammita: Meaning: Pleasing or charming statements. Imaginative compositions – not weighed for accuracy or profundity – charming language crafting the words Description: These statements are designed to be pleasing and attractive, often used to inspire, motivate, and uplift the listener through charm and persuasion.

23. Pratyaksha and Paroksha Definitions: Pratyaksha: Direct perception, experiential learning. ( Empirical) Paroksha: Indirect knowledge, learning through others. ( Conventional, Universal) Aparoksha : ( transcendental ) Application: Combining direct experiences with learned wisdom to form a complete understanding. https://www.linkedin.com/pulse/reflective-note-learning-through-case-method-sridhar-guda/

24. The Five-Step Syllogism (Nyaya) Indian logic, particularly from the Nyaya school of thought, uses a five-step syllogism to construct logical arguments. This method is known for its rigor and clarity, making it useful in teaching . The Five Steps of Nyaya Syllogism: Pratijna (Proposition): Statement: The claim or thesis to be proven. Example: "This lake contains fish." Hetu (Reason): Statement: The reason supporting the proposition. Example: "Because there are fish scales on the shore." Udaharana (Example): Statement: An example or analogy supporting the reason. Example: "For instance, lakes with fish, like Lake A, often have fish scales on their shores." Upanaya (Application): Statement: The application of the example to the current case. Example: "Similarly, this lake has fish scales on its shore." Nigamana (Conclusion): Statement: The conclusion drawn from the preceding statements. Example: "Therefore, this lake contains fish."

25. Example for Commerce Teachers: . Proposition (Pratijna): "Implementing a customer loyalty program will increase sales." Reason (Hetu): "Because loyalty programs encourage repeat purchases." Udaharana (Example): "For instance, Company X implemented a loyalty program and saw a 20% increase in repeat purchases within six months." Application (Upanaya): "Similarly, our company operates in a comparable market." Conclusion (Nigamana): "Therefore, implementing a customer loyalty program will increase our sales.” This five-step syllogism helps in presenting a structured and logical argument, making it a valuable tool for commerce teachers in their analysis and teaching. References: Gupta, B. (2001). The Nyaya Theory of Knowledge . Motilal Banarsidass Publishers. Sharma, C. (1996). A Critical Survey of Indian Philosophy . Motilal Banarsidass.

26. Udaharana (Example): In Indian logic, Udaharana is the use of specific examples or analogies to support a general claim. In business management, Udaharana can be illustrated through case studies, success stories, or field visits that provide concrete evidence for theoretical concepts . Example: Proposition: "Implementing a customer loyalty program will increase sales." Udaharana: "For instance, Company X's loyalty program led to a 20% increase in repeat purchases." Applications in Business Management: Case Studies: Detailed examinations of successful business strategies. Success Stories: Narratives showcasing effective practices. Field Visits: On-site observations of businesses implementing best practices. Using Udaharana in teaching helps commerce and management faculty provide tangible examples, making abstract concepts more relatable and understandable.

27. Commerce and Management Specific Strategies Strategies: Integrating ancient economic principles with modern theories. Emphasizing ethics and sustainability in business education. Encouraging innovation and critical thinking. Examples: Setting an example through leadership and ethical practices. IKS based case studies Field trips to local markets

28. Role of the Educator Principles: Mentor and guide rather than just an instructor. Facilitate holistic development and self-discovery. J. Krishnamurti: "The teacher is not merely an instructor, but a guide who encourages students to question and think independently."

29. Student-Centric Learning Key Concepts: Personalized learning paths. Encouraging curiosity and lifelong learning. Alvin Toffler :   “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. ”

30. Bringing Indic Pedagogy alive in your classroom

31. Foundational Principles Mindful Teaching: Draw from Yoga and Ayurveda for focus. Idea: Incorporate mindfulness techniques in teaching to enhance focus and concentration. Begin classes with short mindfulness exercises to create a conducive learning environment Gurukul System: Embrace mentorship for holistic guidance. Idea: Embrace a mentorship approach where educators serve as mentors, guiding students not just academically but also in personal and professional development. Storytelling: Use narratives from Panchatantra for effective communication. Idea: Utilize the power of storytelling to convey complex concepts. Share anecdotes, parables, or case studies to make lessons memorable and relatable. Use local case studies

32. Interactive Learning A rts Integration: Apply Natya Shastra for engaging lessons. Idea: Utilize the power of storytelling to convey complex concepts. Share anecdotes, parables, or case studies to make lessons memorable and relatable. Dramatise for understanding and retention ! Role Plays with case studies Adaptability: Embrace Jugaad philosophy for flexible methods. · Idea: Emphasize adaptability in teaching methods. Be open to flexible approaches that cater to diverse learning styles and unexpected challenges. Balancing Theory and Practice: Integrate principles for real-world relevance. Idea: Integrate theoretical knowledge with practical applications. Provide real-world examples and case studies to bridge the gap between theory and practice

33. Ethical Education Values-Based: Instill Dharma principles for ethical conduct. Idea: Instill values and ethics in education. Discuss the ethical implications of subjects, promoting a sense of responsibility and integrity in students Collaborative Learning: Encourage Satsang traditions for group dynamics. Idea: Encourage collaborative learning environments. Facilitate group discussions, peer teaching, and knowledge-sharing among students. Self-Discipline: Integrate teachings from Bhagavad Gita for motivation. Idea: Instill self-discipline and self-motivation; discuss the importance of perseverance

34. Holistic Development Keep a tab on Dinacharya Reflective Research: Promote Vedic contemplation for insightful studies. Idea: Promote reflective practices for research; encourage contemplation and introspection. Inclusivity: Embrace Vasudhaiva kutumbakam for a global perspective. Idea: Foster an inclusive classroom environment; celebrate diversity and unity among students. Curiosity-Driven Learning: Encourage Upanishadic traditions for lifelong learning. Idea: Foster a curiosity-driven approach; encourage students to explore beyond the curriculum.

35. More ideas Environmentally Conscious Teaching Idea: Promote eco-friendly practices in teaching; incorporate discussions on sustainability. Assessment as a Learning Tool - continuous assessment and feedback Idea: View assessments as learning tools; provide constructive feedback for continuous improvement. Time Management and Punctuality – Idea: Emphasize the value of time and punctuality; incorporate time management skills. •

36. Implementation Roadmap Start with changing relationship the teacher- student relationships - Be a Mentor for all aspects of life Make simple changes in pedagogy - Local case studies, field visits, debates and discussions, Continuous assessment and valuable feedback etc. Research on Indic educational pedagogy and try in your subject and share your experiences Get training especially in debating skills ( Samvadh) to pass on to students. Institutions have to invest in retraining faculty. It is a lifelong process. So wonderful that we can be students for life!!

37. Q&A Invitation for Questions and Discussion

38. Thank You and Pranams to all the gurus

39. Vedic Knowledge Key Concepts: Gurukul System: Personalized and experiential learning. Shruti and Smriti: Learning through listening and memory. Hitopadesha: "विद्या ददाति विनयं" (Knowledge imparts humility)