Abstract

Exploring Holistic Learning Paradigms: A Comparative Analysis within National

Educational Policy 2020 Framework"

Pulkit Sharma

Assistant Professor, Department of Journalism and Mass Communication, Center for Distance
and Online Education, Manipal University Jaipur- 303007

pulkit.shivank@gmail.com Contact: +91-7742831650

Swati Sharma

Under- Graduation Student, Department of Journalism and Mass Communication, NIMS

University, Noida, 201301

swatisharma3770@gmail.com Contact: +91 88224 96945

The Indian education landscape, especially with the advent of the New Education Policy 2020,
has undergone a significant transformation, prioritizing a holistic approach to learning at all
levels. This shift reflects a departure from traditional pedagogical methods, which were often
criticized for their emphasis on rote memorization and theoretical knowledge, neglecting
practical exposure for students. However, a glance back at India's educational history reveals a
stark contrast. Early educational practices, epitomized by the Gurukul system, embraced a
holistic ethos that transcended mere academic instruction. In the Gurukuls, students not only
acquired academic knowledge but also engaged in a comprehensive array of practical activities
essential for holistic development. From mastering basic life skills like cooking and agriculture
to honing martial arts and warfare tactics, the curriculum encompassed a diverse spectrum of
learning experiences.

This approach to imparting education to students ensured holistic development in the students
and also promoted them in specializing their skills in the field in which they excelled the most.
This study aims to evaluate and explore thoroughly the New Education Policy (NEP) 2020 and
the theme and relevance of the ancient Indian education system in contemporary times.

This research seeks to delve deeper into the educational methodologies of early India,
illuminating their enduring relevance in contemporary educational discourse. By tracing the
historical roots of holistic learning, researcher aim to shed light on its fundamental principles and
explore avenues for its integration into modern educational frameworks. Through an exploration
of early educational practices and their resonance in present times, this study endeavors to
contribute to ongoing discussions surrounding educational reform and pedagogical innovation in
India.

Keywords - Holistic Learning, Indian Knowledge System, NEP2020, Contemporary Education

Introduction

Across the globe, education has been considered as a tool that has the capability to reform the
society in a progressive manner and paves the path of development. Education has been
considered as a platform where students must not merely learn skills but also develop as a
socially responsible citizen of the society. United Nations, while listing Sustainable Development
Goals to be achieved by 2030 specially emphasized on the role of Quality Education stated,
“Education is the key that will allow many other Sustainable Development Goals (SDGs) to be
achieved. When people are able to get quality education they can break from the cycle of
poverty, The goal describing the importance of education reads further as, Education helps in
reducing inequalities, promotes gender equality and empowers people everywhere to live more
healthy and sustainable lives. It also fosters tolerance between people and contributes to more
peaceful societies.”

It thus becomes crucial to cater students with a well designed quality education that not only
focuses on crafting professionals in their respective fields but also help them in becoming
socially responsible, emotionally sound, mentally stable, cognitively active and so on. In brief,
holistic learning recognizes the interconnectedness of various domains of human experience and
understanding. It acknowledges that education extends beyond the confines of classroom walls,
embracing the richness of experiential learning, socio-emotional development, and the
cultivation of critical thinking skills.

Ancient Indian Education has always been onto the tables of discussion regarding its approach
and methods for imparting education to students. Various research studies argue upon the Indian
education system as the ground of holistic learning where students enjoyed a cordial
student-teacher relationship with their fellow educators and learned various life learning skills
during this period. C Panduranga Bhatta in his research study, “Holistic Personality
Development through Education: Ancient Indian Cultural Experiences” stated, Ancient
thinkers(Indian Educationalist) framed an educational scheme carefully and wisely aiming at the
harmonious development of the mind and body of students. What they framed was a very liberal,
all-round education of a very high standard, calculated to prepare the students for a useful life in
enjoying all aspects of life. “Ghonge, M., Bag, A. and Singh, A. in their research study, “Indian
Education: Ancient, Medieval and Modern, stated, “their education comprises subjects like
physical education, mental education, politics, economics, etc. They were shaped in a way that
they can live in any condition considering how difficult the situation will be.”(M. Ghonge et al.,
2021)

In contemporary educational discourse, the concept of holistic learning has once again knocked
the doors of teaching pedagogy paradigms. Holistic learning transcends the mere acquisition of
knowledge and rote memorization, offering a comprehensive approach that nurtures the
multifaceted dimensions of human development. Within the ambit of the National Educational
Policy 2020 framework, holistic learning emerges as a cornerstone principle, underscoring the
imperative of cultivating learners who are not only intellectually adept but also socially adept,
emotionally resilient, and ethically grounded.

In the context of the National Educational Policy 2020, the emphasis on holistic learning
represents a paradigm shift in educational philosophy, signaling a departure from outdated
models of instruction to more dynamic and inclusive approaches. By prioritizing holistic
learning, the policy recognizes the intrinsic value of nurturing well-rounded individuals who are
not only academically proficient but also socially responsible and emotionally resilient.
In this paper, we would be undertaking a comparative analysis of holistic learning paradigms
within the framework of the National Educational Policy 2020. Through a nuanced exploration
of diverse pedagogical approaches, we seek to elucidate the significance of holistic learning in
fostering the holistic development of learners and shaping the future trajectory of education in
our society.

Framework over which I would be working

1. Philosophical Foundations:

The National Education Policy (NEP) reflects contemporary educational philosophies

emphasizing inclusivity, flexibility, and skill development. In contrast, ancient Indian education
drew from philosophical texts such as the Upanishads, emphasizing holistic development, moral
values, and the pursuit of knowledge as a means to attain self-realization and social harmony.

2. Objectives of Education:

While the NEP aims to provide quality education for all, ancient Indian education focused on
preparing individuals for spiritual enlightenment, social responsibilities, and the pursuit of
excellence in various fields.

3. Curriculum and Pedagogy:

The NEP advocates for a multidisciplinary curriculum and experiential learning approaches. In
contrast, ancient Indian education relied heavily on oral traditions, personalized instruction, and
the transmission of knowledge through dialogues, storytelling, and practical experiences.

4. Holistic Development:

Both the NEP and ancient Indian education emphasize holistic development, encompassing
intellectual, moral, physical, and emotional dimensions. While the NEP promotes holistic
learning outcomes, ancient Indian education integrated yoga, meditation, and moral teachings
into the educational process to nurture well-rounded individuals.

5. Inclusivity and Equity:

The NEP emphasizes inclusivity, equity, and access to quality education for all learners,
addressing issues of gender, caste, and socioeconomic disparities. Similarly, ancient Indian
education, while hierarchical in some aspects, offered opportunities for education across social
strata, with gurukuls welcoming students from diverse backgrounds.

6. Societal Context and Challenges:

The NEP responds to contemporary challenges such as globalization, technological

advancements, and socio-economic disparities. In contrast, ancient Indian education navigated
challenges of societal change, political instability, and cultural transformations, adapting
educational practices to meet evolving needs.

7. Lessons Learned and Implications:

The comparative analysis highlights the importance of blending traditional wisdom with modern
educational approaches. Lessons from ancient Indian education, such as the emphasis on moral
values, experiential learning, and community engagement, can inform contemporary educational
practices and policies.

8. Future Directions and Recommendations:

Moving forward, policymakers and educators can draw upon insights from both the NEP and
ancient Indian education to design innovative, culturally responsive educational frameworks.
Emphasizing inclusivity, equity, and holistic development, future initiatives should strive to
create learning environments that empower learners to thrive in a rapidly changing world while
honoring the rich educational heritage of India.