Browsing by Author "Dhriti Tiwari, Azkiya Waris"

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Educational Research perspectives and Practices
(Book Rivers, 2026) Dhriti Tiwari, Azkiya Waris
Experiential Pathways to Indian Knowledge Systems and Values
(Institute of Management Technology, 2025) Dhriti Tiwari, Azkiya Waris
The Indian perspective on education is comprehensive and profound, emphasising the necessity for education to promote both internal and external growth. The National Education Policy 2020 and the NCFSE 2023 both recognise and underscore the notion that learning beyond simply information accumulation; it embraces self-discovery as well as personal development. The extensive history of Indian contributions to several fields, referred to as the Indian Knowledge System (IKS), has illuminated these two policies. The quest for knowledge (Jnan), wisdom (Pragyaa), and truth (Satya) have always been regarded in Indian thought and philosophy as the ultimate human endeavour. These valuable legacies of world heritage must be nurtured, protected, and integrated into the curriculum, as this fosters pride, self-confidence, and enhances learning in those domains. This paper analyses the concept of Indian Knowledge Systems (IKS) and its correspondence with value education based on Indian cultural and philosophical traditions. It further examines experiential learning practices as effective mechanisms for integrating Indigenous Knowledge Systems and values into educational curricula.
From STEM to STREAM: Integrating Aesthetics through Indian Knowledge Systems in Contemporary Education
(Shiksha Shodh Manthan, 2026) Dhriti Tiwari, Azkiya Waris
Education in the STEM (Science, Technology, Engineering, and Mathematics) has grown in prominence in the 21st century as a means to propel technological advancement and monetary prosperity. Although this approach has made it easy for people to solving problems, think analytically, and use technology, it often ignores the creative, moral, and emotional parts of learning that are equally important for developing a holistic personality. To remove this imbalance, there has been a shift in educational priorities away from STEM (Science, Technology, Engineering, and Mathematics) and towards STEAM (Science, Technology, Engineering, Arts, and Mathematics), which places an emphasis on the value of aesthetics, communication, and creativity alongside scientific inquiry. IKS, is a generic term covering a huge diversity of indigenous methods of knowing, doing, and thinking. Knowledge in IKS is always considered as an integrated, and worthwhile pursuit. According to IKS science, art, logic and intuition, practicality and aesthetics all work together in perfect harmony, making learning an organic process.