India’s Union Ministry of Education, through its Indian Knowledge Systems (IKS) division, has released a comprehensive 430-page book titled “Indian Knowledge Systems: Indian Contributions to Science, Volume I.” This publication aims to bridge ancient Indian wisdom with modern scientific inquiry, fostering scientific curiosity and cultural confidence in students and educators alike. It delves into India’s extensive scientific heritage, from precise calendrical systems and astronomical instruments to significant mathematical advancements.
A key highlight of the book is its assertion that scholars in medieval Kerala, led by Madhava of Sangamagrama around the 14th century, were exploring infinite series and laying the groundwork for calculus long before Isaac Newton and Gottfried Wilhelm Leibniz formalized it in Europe. The book also posits that ancient Indian traditions promoted a harmonious relationship between science and spirituality, contrasting with historical conflicts observed in the Western world.
The book is designed to support students in Classes 6 to 12, particularly in their preparation for the Vidyarthi Vigyan Manthan (VVM), a national science talent search exam. Union Education Minister Dharmendra Pradhan emphasized that the book showcases India’s profound legacy of scientific inquiry and holistic wisdom, connecting ancient Indian thought with contemporary challenges to inspire the youth.
This initiative aligns with the National Education Policy (NEP) 2020, which encourages the integration of traditional knowledge into educational curricula and research. The editors, Ganti S. Murthy and K. Venkataraman, describe the volume as a thoughtful contribution that bridges ancient wisdom with contemporary inquiry, crafted for curious minds.
The book features eight chapters authored by professors from leading institutions like IITs, IISER Pune, and AIIMS New Delhi. Each chapter follows a traditional Indian rhetorical model, the Anubandha-Chatustaya, focusing on the learner, subject, purpose, and relevance.
However, the promotion of the Indian Knowledge Systems (IKS) in education has drawn some criticism. Dr. S. Krishnaswamy, Vice President of the All India People’s Science Network, cautioned that while recognizing indigenous traditions like the Kerala School of Mathematics is important, the lack of global interaction might have left these systems static. He expressed concern that a strong push for IKS could alienate students, potentially leaving them ill-equipped for both ancient and modern scientific systems.
Similarly, Abha Dev Habib, an associate professor of Physics, warned of blurring lines between mythology and fact, stressing the need to address current educational gaps and build the future on a foundation of accurate history rather than fabricated pride.