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Indian Knowledge Systems
Indian Knowledge Systems
Indian Knowledge Systems
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The Indian Knowledge Systems (IKS), or the Bhāratīya Jñāna Paramparā Vibhāga is a division of the Ministry of Education of the Government of India which purports to promote Indian systems of knowledge.[1][2] Established in October 2020, it is located in the AICTE headquarters in New Delhi.[1]

Key Information

Critics of the IKS division have asserted that its curricula peddle pseudoscience and pseudohistory, do not constitute a genuine scholarly "decolonisation" programme, are a tool of indoctrination by the Hindutva ideology of the ruling Bharatiya Janata Party (BJP), and will economically and professionally disadvantage Indian graduates in the workforce. The work of the IKS division has been interpreted by some as being guided by a mission to preserve Indian heritage, apply what they consider to be ancient knowledge to modern problems such as climate change, and decolonise Indian education in a way that reduces undue Western influences.

History

[edit]

The Indian National Education Policy (NEP), as enacted in 2020, emphasizes the inclusion of IKS into curriculums at all levels of education;[3][4][5] in line with this, the National Credit Framework (NCF) has made it possible for students to earn credit in courses relating to ancient Indian sciences and arts.[6] IKS is also being included under the Vision 2047 for Bharatiya Rasayanasastra initiative.[7] In the 2022-2023 budget, IKS's financial allocation was doubled to ₹20 crore (US$2.4 million).[8]

Under University Grants Commission (UGC) guidelines, it is advised that 5 per cent of a student's total credits should be in IKS courses at the undergraduate and postgraduate levels.[9] The UGC aims to train 1.5 million teachers in IKS by 2025,[2] and has launched an online IKS MOOC course.[10]

IKS has also spearheaded and funded certain research initiatives relating to traditional Indian knowledge,[11] such as in relation to agriculture and architecture.[12][13][14]

Topics

[edit]

Vedic mathematics, various shastras such as the Arthashastra, and Indian astronomy will be taught under the IKS initiative.[15][16][17] IKS topics for students taking UG medicine courses will include yoga, meditation, and ayurveda.[15][18][19]

Initiatives

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Bharatiya Khel

[edit]
This section is an excerpt from Bharatiya Khel.[edit]
The game of seven stones, which is one of the 75 games featured by Bharatiya Khel.
Bharatiya Khel (Hindi: भारतीय खेल, transl. Indian Games) is an initiative of the Indian government under the National Education Policy (NEP) and Indian Knowledge Systems (IKS) policies to introduce 75 traditional Indian games into schools across the country. Interschool competitions are held,[20] with one seasonal game selected each month, and the best-performing schools and teachers earning certificates of recognition.[21]

Implementation in Universities

[edit]
  • In January 2024, IIT Roorkee and IIT Bhilai signed an MoU on 29 December 2023 to strengthen the academic and research collaboration between the two institutions. MoU includes promoting Indian culture, IKS, and developing projects across domains.[22]
  • In July 2024, IIT Mandi launched MS (research) And PhD programs in Music and Musopathy. The programs aim to explore therapeutic values and science behind Indian music for the overall well-being of human body, mind, and consciousness by leveraging the connection between music, technology, and health.[23][24]
  • In July 2024, Department of Higher Education (Madhya Pradesh) included political concepts from Ramayana, Mahabharata, and Arthashastra, and problem solving skills from Vedic text and Chanakyaniti in its undergraduate and postgraduate programs. DHE confirmed creation of "Indian Knowledge Tradition Centres" in government and private universities across the state.[25]
  • In August 2024, IIT Mandi introduced a compulsory course for its BTech fresher students. The course is developed under the IKS division of the institute and it is called 'Introduction to Consciousness and Wellbeing'. The course covers a wide range of topics including theories of consciousness, anatomy and functionality of the physical body, reincarnation and out-of-body experiences. Some topics sparked controversy.[26][27]

Reactions

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Criticism

[edit]
See also: Saffronisation and Hindutva pseudohistory

Critics of the IKS division have asserted that its curricula pedal pseudoscience and pseudohistory, do not constitute a genuine scholarly "decolonisation" programme, are a tool of indoctrination by the Hindutva ideology of the ruling Bharatiya Janata Party (BJP), and will economically and professionally disadvantage Indian graduates in the workforce.

Writing for The Wire, Vasudevan Mukunth criticised the introduction of a new textbook under the auspices of IKS as a "Trojan horse of pseudoscience".[28] The textbook in question dismisses as a myth the commonly accepted belief that "aeronautics was developed by Wright Brothers in 1903," asserting instead that 5,000 years before the Wright Brothers, "Maharshi Bhardwajan wrote an epic called Yantra Sarvasva and aeronautics is a part of the epic [...] Yantra Sarvasva is not available now but out of whatever we know about it, we can believe that planes were a reality in Vedic age." The textbook also asserts that "It’s a Myth that Theory of Gravity was discovered by Isaac Newton in 1666 AD; the truth is that thousands of years before Newton, a number of epics were written on the gravitational force and we can find the evidence in the Rig Veda".[29]

Manasi Thapliyal Navani, a professor in the School of Education Studies at Dr. B. R. Ambedkar University Delhi, has criticized the IKS curriculum as not being genuinely decolonial, stating that "Indigenous knowledge education or decolonisation projects begin with a critical dialogue with history and with the dominant forces that have shaped modern disciplines," and because IKS curricula lack such critical engagement, "the whole project essentially boils down to becoming one of indoctrination."[30]

Jaheer Mukthar, an assistant professor of economics at Kristu Jayanti College in Bangalore, asserted that "the government is clearly using the textbook as a tool for propagating the Hindutva agenda".[30]

Another criticism is that the IKS curricula may deprive students of access to useful Western knowledge, or bias them against it.[31] In his article for The Wire, Mukunth also warned that an IKS education "would render [Indian] graduates even more unemployable, or under-employed, than they already are".[28] Some critics have urged that IKS courses be made optional so as to not create issues for students who want to take courses that are better for their employment prospects.[32]

Critics have also alleged that it serves to disseminate propaganda to further the political agenda of India's ruling Bharatiya Janata Party (BJP) and its far-right Hindutva/Hindu nationalist ideology.[32]

Support

[edit]

The work of the IKS division has been interpreted by some as being guided by a mission to preserve Indian heritage,[3] apply ancient knowledge to modern problems such as climate change,[33][34] and decolonise Indian education in a way that reduces undue Western influences.[35][36][37]

See also

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References

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[edit]
Revisions and contributorsEdit on WikipediaRead on Wikipedia

Indian Knowledge Systems

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from Grokipedia
Indian Knowledge Systems (IKS) refer to the holistic and interdisciplinary body of traditional knowledge developed in ancient India, encompassing domains such as Ayurveda for health sciences, and for computational and observational methods, for physical and mental well-being, and like the Arthashastra for governance and economics, all rooted in foundational texts including the Vedas and . The Division, operating under India's Ministry of Education, coordinates efforts to promote, preserve, and disseminate research on these systems for contemporary societal applications, including collaborations with institutions like the CSIR-Traditional Knowledge Digital Library. This initiative aligns with the National Education Policy (NEP) 2020, which emphasizes embedding IKS into curricula and teacher training to foster culturally rooted, interdisciplinary education that bridges ancient wisdom with modern innovation. Through programs like establishing IKS centers and funding projects, the division supports original scholarship and integration across higher education institutions, highlighting India's contributions to global knowledge traditions.

Establishment and Objectives

Formation of IKS Division

The Indian Knowledge Systems (IKS) Division was established in October 2020 under the Ministry of Education to institutionalize efforts in reviving and mainstreaming traditional knowledge frameworks within modern academia. Headquartered at the , the division operates as a dedicated unit focused on bridging ancient Indian intellectual traditions with contemporary educational needs. Its primary role involves promoting the integration of into higher education curricula, fostering awareness and application of indigenous knowledge domains across disciplines. Key objectives encompass funding projects, supporting that incorporates IKS elements, and facilitating the creation of specialized centers for advanced studies in these systems. These initiatives aim to preserve, document, and disseminate for broader societal and academic utility.

Alignment with National Education Policy

The National Education Policy 2020 (NEP 2020) emphasizes the integration of ancient Indian knowledge systems into the curriculum to promote a holistic and multidisciplinary approach to education, aiming to move beyond colonial-era frameworks by incorporating indigenous intellectual traditions. This includes revising syllabi to highlight contributions from Indian heritage in areas such as philosophy, science, and arts, fostering a balanced view that values local epistemologies alongside global perspectives. Mechanisms for implementation involve promoting IKS-themed courses across higher education institutions and incorporating relevant modules into teacher training programs to equip educators with the tools to deliver culturally rooted content. For instance, platforms like offer specialized courses on IKS tailored for teachers, aligning with NEP's push for flexible, credit-based learning that embeds traditional knowledge from foundational to advanced levels. The policy's overarching goals seek to cultivate cultural pride by reconnecting students with their civilizational roots while encouraging innovation through the application of time-tested Indian methodologies to contemporary challenges, thereby enhancing critical thinking and ethical awareness in education. This alignment supports NEP's vision of an equitable system that draws on India's diverse knowledge heritage to build self-reliant learners.

Core Disciplines

Vedic Mathematics

constitutes a system of computational techniques popularized by in the 20th century, who claimed it was derived from ancient Indian traditions, particularly the as its primary textual origin. This framework emphasizes pattern recognition and mental agility, distinguishing itself from modern arithmetic by prioritizing intuitive shortcuts over algorithmic steps. The system encompasses sixteen principal , or aphorisms, each encapsulating versatile methods for arithmetic operations. A prominent example is the sutra Ekadhikena Purvena, translating to "by one more than the previous one," which facilitates efficient multiplication and squaring. For instance, to square a number ending in 5, such as 25, one adds one to the preceding digit (2 becomes 3) and multiplies by the original preceding digit (3 × 2 = 6), appending 25 to yield 625. This technique extends to broader multiplications by leveraging , enabling rapid results without extensive carrying over. These methods find application in swift problem-solving across addition, , division, and , fostering speed and accuracy in . By distilling complex calculations into , underscores an indigenous approach to numerical efficiency, contrasting with the procedural emphasis of contemporary systems.

Ayurveda, Yoga, and Meditation

Ayurveda, one of the foundational systems within Indian Knowledge Systems, centers on the , which identifies three primary bio-energetic principles—, associated with movement and air-ether elements; , linked to transformation and fire-water; and , governing structure and earth-water—that regulate bodily functions and mental states. Imbalances in these doshas are addressed through personalized herbal treatments, dietary regimens, and lifestyle adjustments derived from ancient texts like the Charaka Samhita, aiming to restore equilibrium for overall health. , as systematized in 's , outlines an eight-limbed path (Ashtanga) for cultivating discipline and self-realization, encompassing (ethical restraints), (observances), (postures), (breath control), (sensory withdrawal), (concentration), (meditation), and (absorption). Dhyana, the seventh limb, involves sustained, uninterrupted focus on a single object or concept, fostering profound mental clarity and inner stillness beyond mere concentration. These practices interconnect to promote preventive health by integrating with yoga's physical and meditative disciplines, enhancing mental well-being through regulation of body, mind, and spirit for long-term vitality and disease prevention.

Indian Astronomy and Cosmology

Indian cosmology envisions time as cyclical, structured into repeating cycles of primarily elaborated in the , where a mahayuga comprises four descending ages—, , , and —spanning 4.32 million solar years, marked by progressive decline in moral order before renewal through or dissolution. This framework integrates with astronomical computations in Siddhanta texts like the , which calibrate planetary revolutions and epochs against yuga durations to model long-term cosmic evolution. Siddhanta treatises emphasize the sidereal zodiac, anchored to precessional fixed stars rather than tropical seasonal markers, facilitating consistent delineation of the ecliptic into 12 rashis and 27 nakshatras for planetary positioning. Observational precision was achieved using yantras, mechanical instruments such as gnomons, water clocks, and quadrant-like devices outlined in these texts, which measured zenith distances, hour angles, and declinations to verify theoretical parameters. Predictive methodologies in enabled eclipse forecasting by computing the synodic periods of the sun and moon alongside , yielding tables for annular, total, and partial events with accuracies approaching observed timings. Seasonal cycles were modeled through lengths and , supporting intercalary adjustments in to align agricultural and ritual timings with .

Shastras and Political Economy

Kautilya's , a foundational treatise on statecraft attributed to the advisor , provides comprehensive guidelines for administration, emphasizing a centralized bureaucracy with specialized officials overseeing justice, revenue collection, and public works. It details taxation systems, recommending progressive rates up to one-sixth of agricultural produce while prohibiting oppressive levies to sustain productivity and loyalty. In foreign policy, the text advocates the , portraying interstate relations as concentric circles of allies and enemies, with strategies for alliances, conquest, and covert operations to expand influence. , a body of ancient texts including works like the , outline ethical and legal frameworks for maintaining social order, prescribing duties (dharma) based on (social classes) and ashrama (life stages) to ensure harmony and justice. These treatises establish rules for dispute resolution, inheritance, and contracts, integrating moral principles with customary law to regulate interpersonal and communal conduct without a rigid state monopoly on adjudication. Economic principles in these promote state intervention to foster prosperity, as seen in Arthashastra's advocacy for regulated trade through market oversight, , and price controls to prevent exploitation while encouraging commerce. The state is positioned as a welfare provider, funding , famine relief, and artisan support to mitigate inequalities and bolster economic stability, reflecting a pragmatic balance between royal authority and societal well-being.

Philosophical and Textual Foundations

Vedic Heritage

The form the foundational corpus of Indian Knowledge Systems, comprising four primary : the , , , and , each structured as collections of hymns (suktas) composed in . The Rigveda, the oldest, consists of over 1,000 hymns dedicated to deities and natural phenomena, serving as the source for the others. The Yajurveda arranges prose and verse formulas for sacrificial rites, the Samaveda adapts Rigvedic hymns into melodic chants for liturgical use, and the Atharvaveda includes hymns for everyday rituals, healing, and protection. These texts were preserved through rigorous oral transmission traditions, employing phonetic precision and mnemonic recitation patterns to ensure fidelity across generations, long before written forms emerged around the mid-first millennium BCE. Specialized lineages, or sampradayas, such as those of the Shakhas (branches), maintained distinct recitation schools, safeguarding variations in pronunciation and interpretation. Core themes in the revolve around cosmology, as seen in hymns depicting the universe's cyclic origins and structure; elaborate rituals (karma-kanda) to harmonize human actions with cosmic order (); and the pursuit of , or transcendent knowledge, through meditative inquiry into reality's essence.

Epistemological Frameworks

Indian epistemological frameworks center on , the valid means of acquiring knowledge, which systematize methods for discerning truth from error. The , a foundational logical tradition, identifies four primary pramāṇas: perception (pratyakṣa), direct sensory cognition of objects; inference (anumāna), deductive reasoning from observed signs to unseen causes; analogy (upamāna), knowledge gained through similarity to known examples; and verbal testimony (), reliable communication from authoritative sources. These tools enable rigorous validation, with perception serving as the empirical base and inference providing logical extension, countering skepticism by establishing criteria for error-free cognition. engages in debates over scriptural authority, prioritizing from eternal Vedic texts as inherently valid due to their non-human origin (), rejecting extrinsic verification in favor of intrinsic self-validity (svataḥ prāmāṇya). This contrasts with 's extrinsic validation (parataḥ prāmāṇya), where knowledge requires external confirmation, highlighting inter-school tensions on whether like testimony demand empirical corroboration or stand autonomously. Mīmāṃsā expands to six pramāṇas, incorporating postulation (), presumption from apparent contradictions, and non-apprehension (), absence as evidence of non-existence, to defend ritual and doctrinal interpretations. These frameworks achieve holistic integration by blending —rooted in observable phenomena via and inference—with revelatory knowledge from , allowing seamless synthesis of , , and sacred insight without prioritizing one over the other. This approach fosters comprehensive inquiry, where empirical validation supports revelatory claims, as seen in 's analytical rigor applied to testimonial sources.

Critiques of Colonial Narratives

Imposition of Aryan Invasion Theory

The Aryan Invasion Theory emerged in the 19th century as a framework to interpret linguistic affinities between and other , positing that speakers of an archaic Indo-European tongue, termed "Aryans," migrated into the around 1500 BCE. Scholars like , who edited the under the auspices of the , advanced this view by hypothesizing an external Aryan homeland to explain these resemblances, framing the Vedic texts as products of recent arrivals rather than indigenous developments. This formulation aligned with colonial imperatives, as it portrayed Indian society as historically fragmented by successive invasions, thereby rationalizing British administrative intervention as a continuation of civilizing influences akin to prior Aryan incursions. Proponents, including Müller, linked the theory to missionary objectives, suggesting that Vedic religion represented a foreign imposition susceptible to supersession by Christianity, which facilitated efforts to undermine indigenous spiritual authority. Fundamentally, the theory rested on philological inferences—such as shared vocabulary and grammar across language families—prioritizing these over contemporaneous archaeological or material records, which were scant or interpreted selectively to fit the migratory narrative.

Biases in Educational Textbooks

have historically portrayed ancient Indian civilization as shaped predominantly by successive waves of invasions, framing the subcontinent as a passive recipient of external cultural and civilizational inputs rather than a site of endogenous development and continuity. This narrative often emphasizes disruptions from Aryan migrations and later incursions, sidelining evidence of indigenous technological and philosophical advancements in favor of a discontinuous historical framework. Academic biases embedded in these materials prioritize interpretations that attribute key elements of , such as language and social structures, to external origins, reinforcing a view of India as derivative rather than originary. Such emphases stem from that favored exogenous explanations, perpetuating a curriculum that undervalues the internal evolution of knowledge systems like . These distortions impact by cultivating among students a disconnection from indigenous heritage, portraying pre-colonial as fragmented and inferior, which in turn influences to prioritize Western or invasion-centric paradigms over holistic representations of cultural resilience. This approach hinders the fostering of pride in , shaping generational perceptions that undervalue India's contributions to global knowledge.

Evidence-Based Reinterpretations

Archaeological and Genetic Insights

Archaeological excavations at Indus Valley sites, such as , have uncovered fire altars and ritual structures that align with described in texts like the , indicating cultural continuity rather than abrupt discontinuity. Symbols on seals, including motifs resembling yogic postures and auspicious emblems, further suggest shared ritual and symbolic frameworks between Harappan and later . Genetic analysis of an ancient Harappan genome from reveals no detectable Steppe ancestry, comprising instead a mixture of ancestry related to and , supporting indigenous origins for the IVC. This absence underscores that occurred after the Harappan period, as post-IVC populations show admixture with northwestern groups carrying Steppe ancestry, forming components like without evidence of population replacement. Studies of modern populations in the Indus periphery demonstrate persistent genetic heterogeneity traceable to Bronze Age IVC groups, with no signals of mass invasions disrupting core ancestry profiles. Continuity extends back to Neolithic sites like Mehrgarh, where early farming communities exhibit genetic affinities to later IVC and modern South Asian populations, reflecting gradual development over millennia.

Archeo-Astronomy Applications

Archeo-astronomy employs recorded celestial observations from to refine chronologies of historical events and compositions, revealing timelines extending beyond conventional estimates. By simulating past sky configurations using software like planetarium programs, researchers align textual descriptions of star risings, planetary positions, and seasonal markers with verifiable astronomical phenomena. In the , hymns reference specific star positions, such as the alignment of certain nakshatras, which simulations date to between 4000 and 2000 BCE, indicating early composition periods predating 2000 BCE. 's analysis of the astronomical code embedded in the Rig Veda's structure, including references to and , supports this pre-2000 BCE framework by matching textual metaphors to observable . These stellar indicators provide evidence for the antiquity of , distinct from later systematizations. For epic narratives, descriptions of offer precise re-dating anchors; the details multiple planets in , including in Anuradha nakshatra, which planetarium reconstructions place around 3067 BCE for the war's commencement. N. Achar's methodology cross-verifies these retrogrades—such as 's position and 's conjunctions—with eclipse pairs and , yielding a consistent date of October 3067 BCE. Such applications extend to sites like , where textual accounts of its submersion align with Vedic-era astronomical events simulated to circa 3000 BCE. These methods underscore archeo-astronomy's role in revising by prioritizing empirical celestial data over textual interpolations, with alignments occasionally intersecting for broader validation.

Outward Global Influence

Linguistic and Cultural Migrations

The Out of India theory posits that originated in the and spread outward to and , challenging mainstream models of migrations into India. Proponents highlight 's retention of archaic phonological, morphological, and lexical features—such as a full and —that align closely with reconstructed elements, positioning it as the foundational language from which others diverged through westward migrations. Cultural parallels reinforce this framework for proponents, including timelines of evidenced by artifacts like the dating to around 2000 BCE, which some argue predate supposed external introductions and match motifs in . These elements suggest diffusion from an Indian core rather than imposition, though mainstream scholarship supports earlier for horse domestication. Proponents reject invasion models through analyses of river name etymologies, claiming many North Indian hydronyms bear Indo-Aryan roots (e.g., Gomatī as "cow-rich"), with minimal non-Indo-European substrates, unlike in European IE settlements. Substrate influences further underpin their view, as Vedic Sanskrit shows few non-Indo-Aryan borrowings, while Dravidian languages exhibit extensive Indo-Aryan loans, indicating indigenous evolution and southward expansion within India to proponents.

Rig Vedic Socio-Political Evidence

The , described in , recounts of the Bharata tribe defeating a confederacy of ten rival kings along the , illustrating early complex political alliances and federated structures among indigenous tribes without external intervention. This event highlights sophisticated warfare coordination, with tribes like the , Alinas, and Bhalanas forming coalitions, indicative of established diplomatic and military hierarchies predating later empires. Rig Vedic hymns reference settled elements through terms like pura denoting fortified settlements and assemblies, alongside metallurgy involving ayas (bronze or copper), gold (hiranya), and silver (rajata), suggesting organized craftsmanship and trade networks. Governance structures appear in descriptions of rajan (kings) advised by councils such as sabha and samiti, with no textual traces of disruptive invasions, pointing to stable, endogenous socio-political evolution. Hymns depict continuities with later Indian polities through persistent institutions like tribal kingship and ritual assemblies, evolving into monarchical systems seen in post-Vedic texts, reflecting unbroken indigenous development.

Modern Integration and Promotion

Educational Initiatives

The IKS Division under the Ministry of Education has supported the establishment of specialized centers at various universities to promote research and teaching in Indian Knowledge Systems. For instance, the Centre for Indian Knowledge Systems at Chanakya University, funded by the IKS Division, focuses on interdisciplinary studies drawing from ancient texts and modern applications. Similarly, institutions like Atmiya University have introduced trans-disciplinary elective courses on IKS, such as "Introduction to Indian Knowledge System," to integrate traditional wisdom into higher education curricula. To advance , the IKS Division offers competitive research grants aimed at original scholarly work in areas like and classical treatises, encouraging rejuvenation of these fields through catalytic funding. Conferences such as the International Conference on Indian Knowledge Systems (ICIKS-2025) provide platforms for scholars to explore intersections of ancient knowledge with contemporary innovation. Additionally, digital archives are being developed in collaboration with entities like the CSIR-Traditional Knowledge Digital Library to preserve and disseminate IKS resources for broader access and research. Pilot programs have integrated elements into STEM education by incorporating traditional methods, such as for enhancing problem-solving and pattern recognition in mathematics curricula. Examples include blending indigenous practices like Rajasthani water conservation strategies with modern environmental science to foster higher-order thinking in students. These initiatives align with the National Education Policy 2020's emphasis on embedding IKS in contemporary learning frameworks.

Challenges and Future Directions

One major challenge in promoting lies in resistance from Westernized academic frameworks, which often prioritize epistemologies and view as non-scientific or outdated, perpetuating a that marginalizes IKS integration. Standardization issues further complicate adoption, as adapting diverse ancient texts and practices to uniform modern curricula raises concerns over contextualization, , and rigorous assessment metrics within rigid educational structures. Addressing these barriers requires validation, blending with contemporary to establish empirical credibility, alongside global collaborations that foster dialogues and joint research initiatives to counter isolationist perceptions. Future directions envision contributing to by informing drawn from traditional practices, while in AI ethics, integrating IKS principles could promote value-aligned technologies that emphasize and over purely .

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  64. https://www.pondiuni.edu.in/wp-content/uploads/2022/09/IKS-Competitive-Research-Proposals-Program-2022-2023.pdf
  65. https://quantumuniversity.edu.in/news-center/events/international-conference-on-indian-knowledge-systems-iciks-2025
  66. https://www.anaadi.org/post/iks-stem-for-the-future-solving-global-problems-with-ancient-scientific-insight
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  68. https://researchtrendsjournal.com/counter/d/Sp-3-5-14/Sp-3-5-14.1.pdf
  69. https://www.ijmra.us/project%20doc/2025/IJRSS_FEBRUARY2025/IJRSS8Feb25_BB.pdf
  70. https://ndpublisher.in/admin/issues/TLV13I2d.pdf
  71. https://www.researchgate.net/publication/384993050_Indian_Knowledge_System_Challenges_and_Its_Application_in_Higher_Education_for_Sustainable_Future_Development
  72. https://www.ijfmr.com/papers/2025/5/63816.pdf
  73. https://www.researchgate.net/publication/398822733_Integrating_Artificial_Intelligence_with_Indian_Knowledge_Systems_A_Bibliometric_Study_on_Sustainable_Management_Practices
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