An Interdisciplinary Study of Education, Philosophy, and Sociology

Abstract

The study analyzes the underlying philosophies,  pedagogical tools, and the infrastructure establishing ancient Indian education. Historical  accounts of the gurukula system, the significance of oral transmission, and the focus on character formation and holistic development are critically examined to understand the said practices and their impact on the intellectual and moral development of the learners. The chapter investigates philosophical traditions, particularly Vedanta, Nyaya, and Buddhist  thought, and their influence on epistemology and pedagogy. It also explores the social implications of education, such as access, gender, caste, and the transmission of cultural values. The study combines historical thinking insights with current educational theory to 
elucidate the continued relevance of these ancient pedagogical models, as well as their limitations in modern contexts. It is hoped that this paper will join the conversation on decolonizing education and positioning indigenous knowledge systems as necessary and 
powerful tools for contemporary educational reform