A panel of fifteen scholar-practitioners, a roomful of students, parents, teachers, and administrators — and what happens when representatives of every IKS stakeholder group in India shares one structured conversation.

Some gatherings inform you. A rare few rearrange the perspectives of how you see the field. The IKS APEX Meet 2026, held at Jeppiaar University, Chennai on 10 April, was the second kind. Days later, I am still working through what it surfaced.

I had the honor and the distinct privilege of moderating a panel of fifteen scholar-practitioners working at the frontiers of Indian Knowledge Systems (that Dr. Kishore and I curated) — and the deeper privilege of watching students, parents, teachers, school and university administrators, educators, IKS scholars, and education enthusiasts step into the same conversation as equals. This is an attempt to remember what happened, what we tried, and what stayed with me.

The panel was an experience of Vāda and Saṃvāda — many vantage points, each true from where it stood, none collapsing into the other. This culture of reasoned debate is itself part of what IKS education needs to recover. With deepest gratitude to my fellow panelists:

• Prof. Ashish Pandey, Shailesh J. Mehta School of Management, IIT Bombay

• Dr. M. Jayaraman, Professor & Dean of Yoga Spirituality, S-VYASA Deemed University, Bengaluru

• Prof. R. Chandrasekaran, Director, Central Institute of Classical Tamil (Autonomous), Ministry of Education, Govt. of India

• Dr. Purushottam Bung, Professor and Director, R V Institute of Management, Bengaluru

• Prof. Mala Kapadia, Director, Anaadi Centre for Indigenous Knowledge Systems

• Prof. Punit Kumar, Department of Physics, University of Lucknow

• Dr. D.K. Hari and Dr. D.K. Hema Hari, Founders, Bharath Gyan

• Dr. V. Yamuna Devi, Director (Research), The Kuppuswami Sastri Research Institute

• Smt. Nrithya Jagannathan, Dancer, Yoga Educator, Yoga Therapist; Director, Krishnamacharya Yoga Mandiram

• Dr. Aditya K, Department of Humanities and Social Sciences, IIT Madras

• Mr. M. Ramjawahar, Deputy Controller of Patents and Designs, Department for Promotion of Industry and Internal Trade, Ministry of Commerce and Industry, Govt. of India

• Shri Sudarshan T N, Director, Siddhanta Knowledge Foundation, Chennai

• Shri Saravanan Sundaramoorthy, Founder, Skillangels; Innovator, Angel Investor, Startup Advisor

What We Covered

The morning ranged across authentic research methods, textual studies, Ayurveda, embodied practice, foundational research, classical Tamil and other classical language traditions such as Kannada, Telugu, Odiya etc, Indian mathematics and astronomy, patents and Traditional Knowledge protection, integrative science textbooks, pedagogical models for IKS revival, technology-driven curriculum delivery, innovation and entrepreneurship through IKS, and on-the-ground implementation case studies.

The lightning policy round at the close of the morning surfaced concrete directions on pedagogy, textbooks, mother-tongue instruction, teacher training, degree programs, recognition of prior learning, AI-driven delivery, patent literacy, yoga, industry alignment, Centres of Excellence, and cross-disciplinary integration. Each will deserve its own deeper conversation in the months to come; for now, we have a working map.

The Real Experiment

What made the day distinctive was the curation. The morning belonged to the panel — a structured, moderated discussion that surfaced perspectives from research, pedagogy, technology, government, entrepreneurship, classical literature, and contemplative practice. The afternoon belonged to the room.

This is what I want to report carefully. Getting every concerned IKS stakeholder in India into a single hall — students, parents, teachers, school and university administrators, educators, education enthusiasts, scholars, and IKS intellectuals — and then giving them a structured, moderated forum to react to the panel, contribute from their own ground, brainstorm solutions, hear perspectives from sides they had not previously considered, and probe with follow-up: this was the real experiment of the day.

It worked. The format held. Every voice that wanted to be heard was heard. Disagreements landed without rancour. Concerns from one stakeholder group were answered with substance by another. Everyone in that room walked out richer — in insights, in understanding, in possible directions for action.

What the Students Brought

The students surprised us all. They listened with an attention rare in any room, and their questions often cut sharper than the panel’s own framings. Several of their statements drew genuine delight from the panelists; some caught us unprepared.

They told us, with disarming honesty, that the obstacle to IKS revival is not their generation. They understand why this matters. The block, they said, lies upstream — with parents who, focused on survival and a good salary, still ask first what something will earn before asking what it will make of their child. Schools, treating parents as customers, end up amplifying the same question. Most parents remain unaware of the IKS revival underway, of why it matters to their children’s future, and of why it matters to the country’s economic and civilisational sovereignty. They are not malicious. They are anxious — and uninformed, in the morally neutral sense, of what is being attempted.

This shifts where the next phase of work has to happen. Engaging students alone will not move the needle. The parents have to come into the conversation — directly, substantively, on their own terms.

What the Parents Brought

The parents in the room told a different story from the one their children had described at home. Once invited in, they came alive — and they brought concerns the panel could not have generated on its own.

Questions about the erosion of folk and forest-dwelling knowledge systems, and how these are being protected and documented before they vanish. Questions about the medium of instruction — the spectrum that lives between mother-tongue education and source-text Sanskrit study. Questions about whether IKS should be a separate discipline at all, or simply woven into existing subjects in the everyday classroom hour. Questions about whether IKS first needs to establish itself through industry, products, startups, and visible success stories before it can become a viable career path. Questions about how to sustain children’s wellbeing in an education system that increasingly treats them as throughput.

What struck me most was the quality of parental participation. These were not customers asking what they would get for their fees. These were citizens — anxious, yes, but engaged, curious, willing to be persuaded. The instinct to dismiss the modern Indian parent as merely commercial is, I now think, lazy. Given a substantive forum and substantive answers, they are extraordinary co-thinkers.

What Stayed With Me Most

The instinct that IKS belongs only to specialists is dissolving. Folk knowledge from forest-dwelling communities, midwifery wisdom carried by our grandmothers, AI-driven curriculum delivery, integrative physics textbooks, classical maritime history of Tamil Nadu, Odisha, Karnataka etc, Ayurvedic chronobiology, patent law for traditional knowledge — all sat at one table, and none had to apologise to any of the others. That, more than any single recommendation, is what I will carry from this gathering.

And the structural insight an audience member articulated near the end has stayed with me since: that IKS is currently being inserted as a subject inside an environment designed around non-IKS principles. The question is not only whether to add IKS as a credit. The question is whether the soil itself can be transformed.

What Comes Next

Roughly a hundred new ideas surfaced from the day — some from the panel, many more from the floor. We will be working through them in the weeks and months ahead, picking up the most promising threads, prototyping, testing, refining. Some will become initiatives. Some will become partnerships. Some will become the next conversations. And of course there will be effort at the policy level.

Heartfelt Thanks

To everyone who came, listened, asked, contributed, and stayed to engage — my deepest thanks, from the bottom of my heart to Dr. Regeena J. Murali, Founder and Chancellor of Jeppiaar University; Dr. Shaleesha A. Stanley, Pro-Chancellor; Dr. R. Baskaran, Vice Chancellor; Dr. Kishore Sonti, Pro-VC, Dr. S. K. Binu Siva Singh, Registrar and to my fellow panelists, for the depth, generosity, and discipline you brought to the table. To the students whose questions reshaped the day. To the parents who came alive once given the floor. To the teachers, administrators, educators, IKS intellectuals, and education enthusiasts whose ground-level perspectives anchored every discussion.

This day belonged to all of you. Your words and your attention are inside the work that is to follow. The end result of any such deep deliberation should be to change mental models – without that no true learning takes place. I was happy to note we definitely experienced that kind of learning as a group and a productive opening of minds. I am looking forward to future conversations and a truly transformed Bharat!

More Snapshots

The post IKS and How It Can Transform Bhāratīya Education first appeared on Vinay Kulkarni.

On why creativity is really about receptivity — not transmission!

Using an elephant gun to shoot a fly!

This, I have come to see, is the condition of the Buddhi almost everywhere.

The Buddhi is an extraordinary instrument — the faculty of discernment, of clarity, of right decision. And yet, in the daily life of a modern entrepreneur, it is handed the most absurd tasks. Strawberry ice cream or raspberry? Tan shoes or blue? The Buddhi, which was designed to discern Dharma from Adharma, truth from appearance, essential from peripheral, is reduced to a shopping assistant. And we wonder why decisions feel exhausting. Because there is an inner voice that tries to guide us on the path of dharma but our training and education goads us to focus only on wealth maximization and blinds us to everything else.

Dharma is that which sustains everything in the world and is necessary to ensure everyone’s wellbeing. We defined the four-fold framework of Dharma-Artha-Kama and Moksha. This works if the buddhi is trained from early on to understand and apply the principles of dharma. And artha (wealth) is dharmically earned. And Satvic desires (Kama) are fulfilled within the means of dharmically earned wealth slowly progressing towards moksha which is the freedom from everything that is false. If the harmonizing principle of dharma and the elevating principle of moksha are missing, then you are operating in the purely “Artha-Kama” plane. Operating in the Artha-Kama plane and within an ethical framework based on rules the idea of sustainability becomes external to the functioning of an organization. And this is the current reality based on imported organizational models and imported management and governance models.

Thus, despite having been born with the faculty of “buddhi”, many entrepreneurs make decisions that are not aligned with dharma and cause large scale harm in the world.

These are the Five Dharmic Filters I recommend to all entrepreneurs:

• Consciously Avoid Harm,
• Create Tangible Good,
• Strengthen the Existing Traditional Social Fabric,
• Sustain Healthy Lifestyles, and
• Protect & Regenerate Nature—applied across eight domains: individual, society, nation, world, economy, ecology, culture, and health.

The tragedy is that we have never been taught that we have them and how to use them. Which is why not everyone is creative — not because creativity is rare, but because the instrument remains unexamined and unused.

The Fourfold Inner Instrument

While the whole world calls it just the mind, The Indian tradition (there are many schools of thought) gives us a precise cartography of the inner instrument, the Antaḥ-karaṇa. Four faculties work together: Manas (the gathering mind), Buddhi (discerning intellect), Chitta (the memory-storehouse of impressions), and Ahaṅkāra (the I-maker).

Ahaṅkāra in a leader lays claim to all the good that happens. When Ahaṅkāra softens, something remarkable happens — you begin to see others as part of yourself. You stop seeing your people as numbers. You start seeing them as conscious beings and not machines.

This is not a minor semantic quibble. Virtually all management theory we have inherited is borrowed from manufacturing. Output. Performance management. Throughput. Efficiency. We apply a vocabulary meant for machines to human beings — who are made of consciousness. Until the vocabulary itself changes, the relationship cannot.

Creativity Is Reception, Not Transmission

Here is a question worth sitting with: when a thought arises in you, are you creating it, or are you receiving it? Neuroscience seems to be coming around to the idea that we are receiving thoughts instead of creating thoughts (as we have always believed) and the brain predicts what is happening in front of it based on past data rather than see things as they are happening. Thus, cognition is clouded by the residual memories of the past.

If you observe closely, you will notice you are not the author of your thoughts. They arrive. You are not a transmitter. You are a receiver. This single shift in self-understanding reorganizes everything — how you conduct meetings, how you sit with a customer, how you design a product.

You cannot be creative on demand, the way a factory produces units. Nobody walks into an office and says, Today, I will create a Nobel Prize-winning invention. It does not work that way. Creativity has conditions. First, you must understand its source. Second, you must understand yourself. And third, you must place yourself in the receptive posture.

I often frame it around three qualities I call the CEO of the inner life — Creativity, Enthusiasm, Ownership.

Creativity without enthusiasm is inert; the idea never leaves the notebook. Enthusiasm without creativity burns bright and solves nothing. Creativity with enthusiasm but without ownership evaporates — someone else finishes the work, or no one does. All three must be present. And each of them rests on an even deeper foundation — awareness. It is like the fire triangle – you need fuel, oxygen and a spark to create fire. And the number one, most important ingredient of innovation is a problem. Apply CEO to problem solving and you get creativity which leads to innovation.

Energy Follows Awareness

Right now, as you read this, you are sitting somewhere. Perhaps on a two-hundred-acre campus. Hundreds of things are happening around you — a bird nesting in a tree, a conversation in the next room, a leaf turning colour. Are you aware of any of it? Are you even aware of what is happening inside your own mind?

Most of the time, we are not.

For creativity to meet a real problem, one must enter a state of heightened awareness. Three-hundred-and-sixty-degree attention. Complete receptivity. And crucially — one is not creating when one is listening to the problem being described by a customer. This is not the moment to generate solutions. But most people start generating before they have even heard what the problem is. I have watched it happen a hundred times — a customer has barely begun speaking and the entrepreneur across the table is already mentally building a proposal. We have worked with many designers. We have built many websites. We have seen this before. The client has said three sentences, and already the designer has stopped listening. An entrepreneur who cannot listen with his body and mind will not make a great entrepreneur.

That entrepreneur has no interest in understanding the customer. Worse — he does not even have the capacity to. The Chitta is so cluttered, the Manas so busy and the Buddhi so untrained and mis utilized that there is no room to receive. It is like the condition of the American priest whose mind was too full to learn from the Japanese Zen master.

Presence, Intention, Visualization

The architecture of receptive creativity, as I have come to understand it, has five movements.

The first is invocation — the acknowledgement of a field larger than yourself. The second is Saṅkalpa, intention. The third is energy. The fourth is expression. The fifth is the outcome.

Most management literature has reduced Saṅkalpa to the ritual of a vision statement. Bring everyone off-site for a day, buy nice food, write vision and mission and values on butter-paper, photograph it, frame it, hang it on a wall. I did this for companies for many years. And I noticed — once hung, it had no life. Business continued as usual. The wall became decoration.

Saṅkalpa is something else entirely. It is the quiet, unshakable seed of intent you plant inside yourself before any outward action. In India, even the barber knows this. Even the vendor selling fruit on the pavement knows this — before starting the day’s work, a small flame is lit, a moment of acknowledgement is offered. We have labelled this religion or superstition, but that judgement comes from elsewhere. In India, the dichotomy between science and non-science never existed. Our inquiry itself began by observing the cycles of nature — that is Ṛta. From Ṛta comes Satya, truth. From Satya comes Dharma — having known the truth, what is my duty? What do I owe my customers? My students? The team that builds with me? The ecosystem that supports me?

This is the foundational architecture. It has no conflict with science because it is science — the science of how to live rightly amidst what is.

The Visualisation That Receives

When people hear the word visualisation, they imagine the practitioner producing an image, sculpting it in the mind. But there is another kind of visualisation — one where you are receiving the image.

Because visualisation is not only for the creator. It is also for the listener. When someone is describing their problem to you, are you constructing their picture inside your own mind? Can you see what they see?

This is why Vivekananda said — if he had another chance at school, he would study nothing. He would only learn how to concentrate the mind. Because with a focused mind, any problem can be solved.

Surrender and Flow

Once you have stopped the mental chatter, once you have stopped pre-generating solutions while the other is still speaking, a quieter state opens. This is surrender — not passivity, but the pause in which receptivity becomes possible.

This is hard to explain in words. The capacity has to be developed in practice, not merely described. A two-thousand-page manual about orange juice is useless until you drink orange juice. I can offer you the pamphlet. The drink itself is found in Sādhanā.

Honestly, how many of us can do this — enter a state of inner silence while a customer describes their problem? I once worked with an employee who would hear roughly fifty percent of what was said. The rest of the time his mind had gone somewhere and returned, and whatever he had missed he decided must not have been important. He missed the most important things every single time. You have surely seen the famous diagram — what the customer asked, what the company delivered. Why does that gap exist? Only Indian thought has an adequate explanation. It is not linguistic misunderstanding. It is not cultural difference. It is that the listener was not there at all. Physically present, mentally absent.

And someone will say, but this is spirituality, this has nothing to do with business. How little one must know about business to say that. The only instrument you have to build a business is your mind. Rather, your Antahkarana. In fact your manas and buddhi can be your best friends if properly trained and aligned with the right goals.

The Five Factors of Success

Sri Kṛṣṇa names five factors of any successful action.

अधिष्ठानं तथा कर्ता करणं च पृथग्विधम् |
विविधाश्च पृथक्चेष्टा दैवं चैवात्र पञ्चमम् || 14||

adhiṣhṭhānaṁ tathā kartā karaṇaṁ cha pṛithag-vidham
vividhāśh cha pṛithak cheṣhṭā daivaṁ chaivātra pañchamam

BG 18.14: The body, the doer (soul), the various senses, the many kinds of efforts, and Divine Providence—these are the five factors of action.

Of these five, which one can you work on? The ground is largely given. The outcome is largely unseen. The intensity of your effort with a sharpened instrument is the key.

Think of the master chef and the sous-chef. If the sous-chef has cleaned the vegetables, chopped them precisely, laid out the masalas, prepared the mise en place — the master chef arrives, works for five minutes, performs his magic, the dish is complete. But if the sous-chef has brought rotten vegetables and missing ingredients, the master chef will still arrive, will still perform his art, but the result cannot be what it should be.

Refine and sharpen your mind / perception and put your most intense effort. While hard work has always been talked about and taught almost nowhere is a person taught how to master his mind.

The Problem as Guru

I keep saying this to entrepreneurs — become intimate with the problem. Most of the failures in the world are not failures of execution. They are failures of comprehension. The solutions produced by a mind that is not trained on dharma gives birth to the next big problem.

In systems engineering we say — a problem correctly defined is half-solved. To a person with only a hammer, every situation looks like a nail. If you are carrying a pre-formed solution, you will hunt for a problem that fits it. The healthier direction is the reverse. Let the solution emerge from the problem — because the solution is always contained in the problem itself.

When you sit with a problem long enough, it begins to speak to you. This is not metaphor. In parts of South America, healers use a plant called Shankapieda — stone-breaker — for kidney stones. Researchers went in and asked, you have never seen a kidney. You have never seen a stone. How did you know? The healer said, the plant told me. Westerners dismissed this as superstition, until a new field emerged called biosemiotics — the study of communication between living systems, including between plants and humans. Look it up. Science is beginning to catch up with what our traditions always knew — everything is conscious. It is not a human speaking to a plant. It is consciousness speaking to consciousness. In fact, all things are in a vast field of unified consciousness.

If you become that intimate with your customer’s problem, something extraordinary happens — you can articulate the customer’s problem better than the customer can. And that is what the customer will label as an expert. Contrast this with the doctor who takes no history, orders no tests, and prescribes three pills — red one in the morning, blue one at noon, yellow at night, come back in a week. But what is my problem, doctor? He has no idea. He has given you the solution without knowing the question.

Most entrepreneurs I meet are exactly like this. Given five minutes on stage, they begin to speak, and they never state the problem. They leap straight to the product. The number one ingredient for innovation is not creativity, not capital, not talent. It is the problem.

Where Your Attention Goes, Your Energy Goes

Peter Drucker said it. Many have said it. But it is worth returning to — attention and energy are the same phenomenon viewed from two angles. Whatever you attend to grows.

We must distinguish here. There is the problem you sit with as an entrepreneur — a defined, solvable challenge your customer is facing. And there is the problem of complaint — the existential grumbling that has no solution because it is not seeking one. These are entirely different. One refines you. The other depletes you.

It’s not about making a laundry list of all possible problems and getting rid of them. It’s about knowing the distinction between the vital few and the trivial many. The Pareto principle is not arbitrary arithmetic — it is a practical instruction about where to direct the scarce resource of your attention.

When I teach a class or deliver a talk, I hold a Saṅkalpa — let whatever these people need to hear the most come through. Not what they want. What they need. If you mean it, if you have truly moved the intention and connected with that larger field, it will happen. But the condition is that you must step aside. You must not be the one performing. Your intent must be that the other benefits — not that you impress. The receptivity and state of mind of the audience also plays a big role. Sometimes they do not want to receive because they have pre-judged, made up their minds in advance. And sometimes we may forget to activate the listeners which makes them receptive. You want to give but they should also want to receive.

From Ingredients to Expression to Outcome

Invocation. Saṅkalpa. Energy. Then expression — the outward action, the processes, the craft. Then outcome.

Most entrepreneurs begin at expression. They skip the first three and wonder why the outcomes are hollow. The creative and innovative mind is not built by stacking more tools on top of an unexamined inner life. It is built by quieting the Chitta, giving the Manas a holistic goal, freeing the Buddhi to make proper Dharmic decisions, and allowing Ahaṅkāra to soften. That sequence, in that order, is what produces a leader whose work bears fruit.

The capacity to receive is available to each of us. Whatever you turn your attention toward, you can receive from. This is the forgotten art.

Mental Models

Forty people in a room watch the same event. Forty different reports emerge. Two newspapers describe the same accident with two different chronologies. Why? Because everyone carries a different mental model. You can read the same book and not read the same book. You can look at the same thing and not see the same thing. Every experience is being processed through your inner structure.

So the first question is — are you aware of your own mental models?

What is your idea of business? What is your idea of a businessman? What is your idea of a founder? What does a founder do? Why do your customers come to you? What is your definition of success, right now, at this moment, as you read this?

Your mental models are silently shaping every decision you make. Your idea of cause and effect is shaping your strategy. Your idea of what customers want is shaping what you deliver. Your idea of success is shaping what you are willing to sacrifice.

Before you attempt to scale your business, clean your mental models. Because if you have forty unexamined assumptions, and you hire a hundred people, you will now have a hundred people walking around executing those forty assumptions, multiplying the mess at scale.

A useful exercise — write down what surprises you. What shocks you. What delights you. What upsets you. What scares you. And so on. And then ask, why does this surprise me? What hidden assumption of mine has been violated? The shocks are diagnostic. They reveal the shape of your inner model more clearly than any self-assessment tool. Before you learn the world, learn yourself. Microcosm and macrocosm have the same geometry. Mental models are hidden and need to be exposed and the underlying assumptions have to be tested against reality.

When your mental models are cleaner, your perception becomes clearer, and your decisions become sounder. Because every stage of building anything is a decision. Plastic or paper. Circle or square. What it will be called. Where it will be sold. At what price. How most entrepreneurs make these decisions is by looking at what others in the industry are doing. How many of your choices are genuinely your own original thought?

This is why India, despite sitting on one of the richest knowledge traditions in the world, is not considered innovative. We have stopped using our own tools. Look at the Hoysala temples. Look at Rāmappa temple. Look at Brihadeeshwara. These are not only places of Pūjā — they are engineering masterpieces. The world is finally waking up to this.

So how did we come to discard our own inheritance? A simple analogy. When a small child is holding something delicate and precious, how do you get them to release it? You offer them something shinier. Here, leave that, take this instead. That is what was done to us. Drop that stupid, dead language. Meanwhile, Germany has built twenty Sanskrit research universities. The whole world is studying and learning from what we have been convinced to abandon. The trick succeeded — we dropped it, they picked it up. If we reclaim our own knowledge system, India becomes genuinely innovative. The power of innovation has always been ours. What we lack is the confidence to use it.

The Five Afflictions

Patañjali names five Kleśas — afflictions that cloud the mind. Avidyā (ignorance of one’s true nature). Asmitā (the mistaken sense of a separate, fixed self). Rāga and Dveṣa (attraction and aversion, the two ends of the same stick). Abhiniveśa (clinging to continuation, fear of dissolution).

These five are the reason your inner state is disturbed. And the equation is strict — inner state shapes perception; perception shapes clarity; clarity plus values produces decision quality. If the first term is corrupt, everything downstream is corrupt. You will misunderstand the problem. You will have no clarity on how to solve it. And without a Dharmic value framework, you will find yourself incompetent in front of a genuine challenge — which is when ethical shortcuts begin to appear attractive. Once a shortcut becomes a habit, you are going down the wrong path. Not because the market punishes you — it may not, immediately — but because your instrument has been irreversibly dulled.

Ardhanārīśvara and the End of Binaries

Here is where decolonizing the mind becomes a practical business skill, not an ideological posture.

In the West, thought moves in pendulum swings. The French Revolution, then the counter-revolution. This is the logic of binaries — everything is either good or bad, progressive or regressive, for or against. Something is positioned as better than something else or as the opposite of something else.

Indian thought has a different answer. Ardhanārīśvara — the form in which Śiva and Śakti are one body, one being, the two halves neither opposed nor merged but integrated. Transcend the binary. Integrate the opposites into a higher third.

Many of the creative blocks in entrepreneurship come from exactly this — you have defined the problem as a binary. Either we cut costs or we invest in growth. Either we serve the premium market or we serve the mass market. Either we keep the team small or we scale fast. But what is the third organising principle that dissolves the choice? The Ardhanārīśvara posture is to refuse the binary and look for the integration. Once this habit becomes natural, unbelievable creativity is unlocked. Sometimes you must choose between two options if they have been well studied and well understood. Often the framing of it as a choice between two is arbitrary. It is important to be able to know when a third alternative exists that overcomes being stuck in binaries.

The Work Ahead

Let me recap for you. The most important tool you have is your mind as defined above and it can be sharpened. Sharpening requires Chitta-śuddhi, the cleansing of the inner storehouse. Everything you have lived through — every childhood impression, every daily disappointment, every experience you have registered as trauma rather than as learning — sits in the Chitta. Left unprocessed, it pumps continuously into the Manas, which then pumps distortion into the Buddhi, which then produces decisions you will later regret.

If you had a chance to reconstruct your inner instrument — to make it resilient, clean, and receptive — there is no entrepreneurial problem you could not creatively address. The blood of the Saptaṛṣis already flows in you. The creativity is already inside. It only needs to be activated.

Whatever your business is — whatever its scale, whatever its sector — it can be completely reimagined from the inside. Not by new concepts bolted on the wall. But by changing how you think about your business, how you think about the problem, how you think about the customer, how you think about the product. And by consciously dissolving the contradictions that keep you stuck in binaries.

A Closing Note on Books, and on Finding One’s Path

People often ask me — which books should I read for all of this?

The idea that knowledge will arrive primarily through reading is itself an imported idea.

Take one of the most quoted verses in the world — Yogastha Kuru Karmani. Kṛṣṇa says, establish yourself in yoga, then act. But how do you establish yourself in yoga if you have not learned how to from one who has mastered it? You cannot do it just by reading that sentence. This is the chicken and the egg. Reading the verse cannot answer it. Only practice can. Through practice, your body-mind-Buddhi-Chitta-Karmas align into one, and that is when you become capable of genuinely creative action. You cannot get there through merely reading.

That is why I chose “residential retreats” and “deep dive workshops” as the model for helping people and entrepreneurs evolve. In three days, you can produce enough of an inner shift that a person is ready to go deeper. The transmission requires time. The inner instrument cannot be tuned in forty-five minutes with a handheld microphone.

“An organization cannot grow beyond its people. For an organization to grow and transform, its people need to grow and transform. and that cannot happen through lectures, conferences and cookie-cutter, run of the mill training sessions. this transformation involves a learning journey – and everyone’s journey is unique.” – Vinay Kulkarni

The Alchmi Experience
What happens during an Alchmi retreat? We cannot fully describe it, because each one unfolds uniquely, responding to the specific constellation of leaders present.
What we can tell you is this – Each retreat begins with guided discovery—an exploration of participants’ mental and emotional states, unconscious behavioral drivers, and self-imposed limitations. From there, Vinay creates the exact conditions needed for breakthrough, operating from a state of deep connection with your organization and its people.
His singular intention: that each participant walks away with precisely what they need to take powerful next steps in their growth journey.

Schedule a transformational retreat for your team today: Send a Request

The post Dharmic Creative Leadership Framework first appeared on Vinay Kulkarni.

Viewing the World Through the lens of Indian Knowledge Systems

From Ancient Wisdom to Living Ways of Seeing, Being, and Healing

Taught by  Vinay P. Kulkarni
JAIN (Deemed-to-be University)  |  24th January, 2026
A note of gratitude to Dr. Avanish Kumar, Assistant Professor of Political Science and International Relations Centre for Research in Social Sciences and Education (CeRSSE)

Some experiences stay with you. Not because they were perfect, but because they were real. This course was one of them.

I want to begin by placing on record my deep gratitude to JAIN (Deemed-to-be University) for creating the space for this kind of conversation — one that goes well beyond the conventional boundaries of academic instruction. And a very special thanks to Dr. Avanish Kumar, Assistant Professor of Political Science and International Relations.

Teaching this course was, quite honestly, one of the most fulfilling things I have done in recent times. The students brought energy, curiosity, and an openness that is rare. There were moments in that classroom where something genuinely shifted — not just in what people were thinking, but in how they were thinking. And for that, I am deeply grateful.

What the Course Was About

The full title of this course — Viewing the World Through Indian Knowledge Systems: From Ancient Wisdom to Living Ways of Seeing, Being, and Healing — is itself a kind of manifesto. This was not a history lesson. It was not a survey of ancient texts. It was, at its heart, an invitation to examine the lens through which we see the world.

We began with a deceptively simple question: What if everything we thought we knew about success, progress, happiness, and even health was built upon borrowed assumptions — mental constructs we never consciously chose? What if the very framework through which we perceive reality was shaped not by cosmic truth, but by historical accidents and colonial legacies?

That question opened a door. And once open, we walked through it together.

The Invisible Architecture of Our Minds

We rarely pause to examine the mental models that govern our lives. Yet these models determine everything — what we consider valuable, what we pursue, how we measure success, and ultimately, who we become. The course was structured to surface these invisible architectures and hold them up to the light.

We explored the contrast between Western and Bharatiya worldviews — not to romanticize one over the other, but to understand that the questions we ask shape the answers available to us. Is happiness an individual pursuit or a collective one? Is time linear, marching toward some future destination, or cyclical, breathing through the eternal rhythms of creation and dissolution? Is death an ending or a doorway?

The Dharmic framework — the Bhāratīya operating system, if you will — does not separate the secular from the sacred, the material from the spiritual, the individual from the collective. Dharma is not religion in the Western sense. It is based on the cosmic principles that sustains life at every level, from the movement of galaxies to the beating of a human heart.

Decolonizing the Mind: The Heart of the Matter

Perhaps the most charged territory we entered was the question of epistemic colonization — how colonial history has reshaped not just our institutions, but our very sense of ourselves.

Indians have internalized colonial descriptions of their own society — descriptions that portray Indian culture as irrational, religiously fragmented, caste-ridden and morally regressive. These portrayals, originally produced within Western theological and philosophical debates, continue to shape Indian self-understanding through modern social sciences, constitutional law and public discourse. As a result, indigenous experiences and narratives are treated with suspicion, while Western analytical categories are accepted as neutral and universally valid.

— Prof. S. N. Balagangadhara, Seeing Ourselves as the Colonizer Saw Us

Prof. Balagangadhara’s observation cuts deep. When asked what it means to be Indian, many respond either with silence or with borrowed clichés drawn from Western political or sociological vocabularies. This epistemic alienation — this estrangement from one’s own inheritance — is not a small thing. It contributes to persistent struggles with social cohesion and institutional legitimacy, despite formal political independence.

The task we took up in this course was not political in any partisan sense. It was something more fundamental: the recovery of an independent, rooted way of seeing. Not a return to some idealized past, but the conscious reclamation of a shastric dṛṣṭi — a way of seeing grounded in the profound understanding of prakṛti and puruṣa, of the manifest and the unmanifest.

The Sustainability Crisis — and Its Inner Roots

The course gave significant attention to our current ecological and civilizational crisis — not as an external policy problem, but as a direct consequence of inner disconnection.

When an entire civilization operates exclusively in the Artha-Kāma plane — driven by desire and accumulation — and forgets Dharma (the harmonizing principle) and Mokṣa (the liberating principle), the results are predictable. Unlimited desires pressing against limited natural resources. One planet is simply not enough to satisfy the untenable demands of a humanity operating without the counterweights of inner restraint and ecological wisdom.

The antidote, we explored together, is not more regulation or technology. It is Chitta Shuddhi — the purification of consciousness. Viveka — the capacity to discriminate between the ephemeral and the eternal. Without this inner work, no external solution holds.

Purifying the Antaḥkaraṇa: The Inner Technology

Patañjali’s definition still reverberates across millennia: Yogaḥ citta vṛtti nirodhaḥ — yoga is the cessation of the fluctuations of the mind-stuff. Not a gym class. Not a wellness trend. The complete technology of inner transformation that our ṛṣis developed and refined over generations.

We explored the four faculties of the antaḥkaraṇa — the inner instrument: manas (the processing mind), buddhi (the discriminating intellect), ahaṅkāra (the sense of individual identity), and chitta (the storehouse of impressions). Each requires specific attention. Each is a field of practice. And together, they constitute the terrain on which the whole of inner life unfolds.

The Pañcakoṣa Paradigm and Mokṣic Design

One of the most illuminating frameworks we worked with was the Pañcakoṣa model — the understanding that the human being exists simultaneously across five sheaths, from the gross physical body (Annamaya Koṣa) to the bliss body (Ānandamaya Koṣa).

What became clear — and this visibly moved many students — was the breathtaking intentionality embedded in traditional Bharatiya culture. The food we ate, how it was prepared. The temples we built, the mūrtis we worshipped. The houses we lived in, the clothes we wore, the professions we chose, the cities we designed. Every aspect of life was carefully crafted so that even the most ordinary person, going about the most ordinary tasks, was being slowly, gently moved from the Annamaya toward the Ānandamaya koṣa. Day by day. Hour by hour. Task by task.

Such compassion. Such karuṇā. Such love for every living being.

We also explored Mokṣic Design as an economic and civilizational principle — the understanding that true material prosperity cannot be achieved through material goals alone. Design oriented toward liberation and expanded consciousness naturally generates material well-being as a byproduct.

The Pedagogy: How We Taught

I have always believed that the most important thing a teacher can do is make the student want to think — not tell them what to think. This course was built on that conviction.

Rather than delivering information, we created conditions for inquiry. Every session began with a provocation — a question designed to destabilize comfortable assumptions. Students were invited to notice their own reactions: What surprises you? What depresses you? What elevates you? These emotional responses, we discovered together, are doorways into the unconscious architecture of one’s worldview.

The pedagogy was explicitly participatory. Interactive discussions, reflective pauses, real-time examples drawn from contemporary life — these were woven throughout. Sanskrit terminology was introduced not as jargon but as precision tools: words that do not have adequate English equivalents, concepts that open new cognitive spaces when encountered directly.

The Pañcakoṣa framework, for instance, became a live taxonomy through which students began re-examining their own daily routines, relationships, and choices. The antaḥkaraṇa model gave them language for inner experiences they had always had but never been able to name.

One student described it beautifully: an innovative way of teaching — a participatory teaching method applied intelligently. That, honestly, is the highest praise a teacher can receive.

What the Students Said

162 students completed the course feedback. The numbers tell one part of the story. The words tell a richer one.

At a Glance — 162 responses, average score 4.62 out of 5.00

Rating Distribution — 116 students (71.6%) awarded a perfect 5 out of 5

Score Summary — 92.6% of students rated the course 4 stars or above

Qualitative Feedback Themes — coded from 162 open-ended responses

Selected Voices

“Thought provoking and wonderful session.”

“Innovative way of teaching. Participatory teaching method applied intelligently.”

“Knowing the real meaning of sustainability — nothing else needed.”

“Lot of inputs involving the kosha concept was too informative.”

“The session was awesome. Interactive and thought provoking. Thank you sir.”

“Very erudite presentation.”

“Learned to stabilize the mental health through yoga etc.”

“Amazing content integrating IKS concepts.”

“Most Informative, Inspiring, Enlightening, Excellent — Crystal Clear Wonderful Session.”

“Very informative and extensive.”

“Many activities were suggested by the expert which provoked reflective thinking.”

“Wonderfully organised.”

“Very informative and reflective.”

“Fantastic session. Learnt a lot.”

“Today’s session was very enriching and deep.”

“This was really amazing.”

The feedback was not solicited in a closed environment. These were genuine, uncoached responses from students encountering many of these ideas for the very first time. And they landed.

Closing Reflections

The world does not need more information. It needs transformed minds. It needs people who have done the inner work required to see clearly — without the distorting filters of borrowed assumptions and colonial conditioning.

That is what this course was attempting to do. Not to give students a new ideology to replace the old one, but to give them the tools to think for themselves. My attempt here was to replace colonized lenses we were born with decolonized Indianized lens. Activate that Bharatiya Dristi. Of course in short course we can only give students a taste of it.

Did we succeed? The students themselves seem to suggest we took meaningful steps in that direction. But more than the ratings and the kind words, what stays with me is the quality of attention in that room — the feeling that something real was being touched, that minds were genuinely opening.

The ancient wisdom has always been here. Patiently waiting. The question is never whether these teachings are relevant — their relevance only grows with each passing crisis. The question is whether there are minds ready to receive them, and hearts open to their transformative power.

I left this course believing, more deeply than before, that there are. IKS is not something new. It is our culture, our history, our civilization, our traditions, our way of life, our worldview. We just need to recollect and restore! Kudos to universities like JAIN for their efforts in this direction.

Here is a more detailed article on based on the course:

Viewing the World Through Indian Knowledge Systems: From Ancient Wisdom to Living Ways of Seeing, Being, and Healing

— Vinay P. Kulkarni, January 2026

You can write to me at vkulkarni@vedikzen.com / Whatsapp: 9945731953

The post 36-Hour Certificate Course on Indian Knowledge Systems first appeared on Vinay Kulkarni.

A reflection on wonder, inquiry, and the civilization that never separated the two

– A Summary of the Panel Discussion

When people say “Indian Knowledge Systems,” I smile a little inside.

Not because the term is wrong. But because the words knowledge and system carry a certain weight in English that doesn’t quite capture what we’re pointing to. In many modern contexts, knowledge implies something we use to manipulate the world—to gain advantage, to extract, to control. And system sounds like a machine built for regulation. Put them together and you risk making something living sound bureaucratic.

So yes, IKS—as we now call it—may not be the most precise phrase. But we understand what people mean. And for many of us who grew up in this land, rooted in its soil and its culture, this is not a new system we recently discovered. We have been living it, often without naming it.

That was the spirit in the room at a recent panel discussion bringing together voices from philosophy, mathematics, and artificial intelligence—all attempting to answer the same simple question: what exactly is IKS, and why does it matter now? What followed was not a lecture. It was a manthan—a genuine churning, full of agreements and productive tensions, the kind that only happens when people who have spent real time with these traditions sit together and think out loud.

This is an attempt to preserve some of that thinking.

A Continuous Chain, Not a Museum Piece

Our ancestors, as part of an unbroken chain of people this land has produced, arrived into a world already in motion and paid close attention.

Imagine waking up in a place where everything is already happening. Beautiful mountains. Rivers that move with purpose. Forests that breathe. And then you discover something called hunger—but hunger that doesn’t arrive randomly. It comes cyclically. You eat, it goes away. Then it returns.

So you observe: there is repetition.

You notice it gets bright, then dark. The sun rises, the moon appears. Again—a cycle. The seasons turn, rivers flood and recede. Pattern. Order. Rhythm.

A mind that is truly awake starts to see that things are not unfolding in chaos. There is cyclicity. There is something that could only be called design.

And then the questions arise—not as intellectual exercises, but as genuine encounters with reality: Who created this? How did this begin? Is something thinking about me?

That last question is worth sitting with. Because when our ancestors noticed that they experienced hunger—and that creation had already provided something to satisfy it; that they needed shelter from the seasons—and that the materials to build it existed; it began to feel less like accident and more like intention. As if something in the universe was oriented toward their welfare.

One of the panelists put it plainly: IKS is not merely a collection of disciplines. It is the entire body of knowledge that emerged when people asked these questions seriously, across every domain of life—from the movement of stars to the architecture of sound, from the governance of society to the liberation of the individual. And crucially, it was generated right here, from this particular relationship between this land and the people it produced.

Wonder Before Knowledge

The most important response our ancestors had to what they encountered was not arrogance. Not conquest. Not the urge to control.

It was vismaya. Wonder.

“What an astonishing and beautiful thing this is.”

That sense of wonder is where every genuine inquiry begins. And from that place, many different schools of thought emerged. Because when human beings face the same profound questions, they don’t always arrive at the same answers—and that is not a failure. That is the sign of a civilization mature enough to hold multiple truths simultaneously.

Some said creation happened through an intelligent cause. Others said it unfolds on its own. Some made careful observations. Some developed methodologies of inquiry. Some did what we would today call experimentation. Over centuries and millennia, a certain understanding took shape—not as dogma, but as darshana. A way of seeing.

Rishis Didn’t Demand Belief—They Offered a Path

But here is what matters most.

They didn’t say: “This is what I saw. Now believe me.”

They said something far more radical—and far more mature:

“There is a path. If you walk it, you may come to see what I saw. You may experience what I experienced. You don’t have to trust me. Verify it yourself.”

At a deeper level of consciousness, what we call rishis perceived creation in ways that went far beyond ordinary observation. They perceived the whole—cause and effect, how things arise, how they unfold—almost as an integrated living reality.

That is the foundational principle of what we call IKS today. Not a collection of claims to be accepted on faith, but a civilization that built methods of arriving at truth. The knowledge that came from those methods was captured with great care—in sutras, in shastras, in oral traditions of astonishing precision. Behind it was not intellectual ambition alone. It came from compassion—the recognition that other people in society should also be able to access these insights and live from them. Not through belief. Through realization.

The Dharmic Dream: What Moksha Actually Means

One of the most striking moments in the discussion came when someone reframed the entire conversation around what our knowledge systems were ultimately for.

Look at the Upanishads. Look at the shastras. Almost every one of them starts with some version of jijñāsā—the burning desire to know. And what is the thing to be known? Not merely the mechanics of the universe, but the nature of consciousness itself. The final aim—moksha—is not an escape into nothingness. It is the recognition of something that has always already been present: a state of unbounded awareness that does not depend on anything external.

Mukti, as one panelist described it, is not gaining something. It is the shedding of everything you are not.

This is not a modest ambition. In fact, it is the most ambitious project any civilization has ever undertaken—to discover whether there exists a state of being so complete, so inherently whole, that it requires nothing from the outside world to sustain it. And the thesis of the entire tradition is: yes, such a state exists. It is not theoretical. It is experiential. And there are paths to it.

This shapes everything else. It explains why our ancestors were not primarily interested in dominating nature—not because they lacked the intellectual capacity to develop that path (anyone who reads the debates in the Vedanta tradition with honest attention will never make that mistake), but because they made a considered choice. If the deepest bliss does not come from extracting more from Prakriti, why go further down a road that binds you more deeply to what you are ultimately trying to transcend?

That is not passivity. That is clarity.

No False Divide Between This World and That

One confusion that keeps surfacing is the idea that our tradition was somehow split between the material world and the spiritual—that we had to choose between prosperity and liberation.

For us, this was never a contradiction.

Think about what you wish for the people you love. You wish them material prosperity. And you also wish them ultimate welfare—peace, fulfilment, freedom. Both. Simultaneously. You cannot have the wheat without the husk, and you cannot have only the husk. Spiritual evolution and material prosperity come together, like grain and its covering.

That is why our knowledge systems covered the full spectrum of life. We had frameworks for dharma—right conduct, social order, the ethical fabric of life. We had deep thinking on artha—economics, governance, the art of building flourishing societies. We had paths oriented toward moksha—the ultimate questions of existence and liberation. And we had multiple darshanas—schools of inquiry, each valid, each illuminating a different face of the same truth.

The narrative that we were only interested in the other world—that we ignored the material plane—was not something we concluded ourselves. It was installed in us. James Mill and those who followed him had reasons to construct that picture. It served particular purposes. What the postcolonial studies work has made increasingly clear is that the record tells a very different story: we excelled in both, and we pursued both as necessary.

The Lens You Use Determines What You See

One of the greatest challenges today is not a lack of information. It is the lens through which we approach it.

Before we evaluate anything—before we ask whether something is valid or superstitious or scientific—we must examine the mental models through which we are seeing. Because those models completely determine the answers we find.

Someone at the session said they were amazed we had such a vast knowledge system—but then immediately asked: “Why are people so superstitious?”

The response was worth noting: before you ask that question, write it down and examine it. What do you mean by superstitious? How did you arrive at that definition? What makes something superstitious to you, and what makes something else not superstitious? Where did this question come from? Was it yours? Or was it planted in you?

This is difficult work. But it is necessary work. Because the most dangerous questions are the ones we never think to question at all.

The Panchakosha framework offers one way to see this clearly. Most modern Western inquiry tends to stop at the Annamaya level—the domain of the physical and the sensory. Our inquiry goes further. We understood that there are ways of knowing that go beyond the senses. And that is where much of the apparent conflict arises.

Is yoga not science? The answer depends entirely on what you define as science, what methodologies you consider legitimate, and what you accept as valid evidence. Define the terms, and the argument often dissolves.

An Empirical and Computational Tradition

Perhaps the sharpest correction the discussion offered was to the commonly held idea that the Indian tradition was somehow non-empirical—more mystical than methodical.

The reality is almost the opposite.

In astronomy, our ancestors did not begin with beautiful abstractions about what shapes God might prefer. The Greeks, for all their brilliance, started there—if circles are perfect, surely the heavens must move in circles; if God is rational, surely the cosmos must reflect that rationality. The Indian astronomers simply looked. They observed celestial bodies and their movements over sustained periods, sometimes entire lifetimes. They recorded. They calculated. And when their calculations didn’t match what they observed, they revised their calculations.

One panelist described this as a computational positivist epistemology—an approach grounded in observation and mathematical calculation, with no prior metaphysical commitments required to begin the inquiry. What is remarkable is that this happens to be precisely the methodology that modern computational science has converged on. Not because we are reading ancient ideas backwards into contemporary frameworks, but because the approach is simply more rigorous.

The Indian number system—the numerals from one to nine and the zero—made this possible. With a number system capable of representing any quantity with ease and precision, Indian mathematicians could work with very large numbers in both numerators and denominators, performing astronomical calculations of a precision that the Greeks, with their geometric abstractions, could not match.

And the algorithms encoded in sutra literature—for calculating powers, for extracting greatest common divisors, for solving indeterminate equations—are genuine algorithms in the modern sense. They encode methods, step by step. The reason students learned them by heart was not blind obedience. It was because an algorithm you carry in your body cannot be corrupted by a careless scribe. The oral tradition’s metric constraints were not a limitation—they were a verification mechanism. You cannot accidentally change a Sanskrit verse bound by its meter without everyone immediately knowing.

The same care applied to causal attribution. Indian logicians were famously cautious about claiming to have identified a cause—not because they were incurious, but because they understood how easy it is to attribute false causes. That epistemological caution is, as one panelist noted, one of the central problems in modern machine learning today. Correlation is not causation, and it turns out our ancestors thought very hard about that distinction centuries ago.

The Pramanas: Multiple Valid Ways of Knowing

What distinguishes the Indian epistemological tradition is not just what it knew, but how it thought about knowing.

The concept of pramanas—valid sources of knowledge—was not a peripheral concern. Every major school of thought engaged with it seriously. The commonly accepted ones include pratyaksha (direct perception), anumana (inference), and shabda (testimony from reliable sources). Some schools added others—including yogic pratyaksha, a form of direct perception available to a consciousness that has been refined through sustained practice.

One panelist made an elegant point: map the Indian epistemological methods onto a formal mathematical proof, and you find the same structure. Statement, grounds, a demonstration that the grounds support the statement, examples that confirm it, and the conclusion restated. This is not coincidence. It is the sign of a tradition that took the structure of valid reasoning just as seriously as any formal logical system.

The difference is that the Indian tradition also recognized the limits of purely propositional reasoning—that certain domains of reality require a different instrument of knowing, the way certain physical phenomena require instruments the naked eye cannot provide. This is not anti-rational. It is simply a more complete account of what knowing actually involves.

IKS in Education Is Not About Swapping Content

When it comes to integrating IKS into education, this needs to be said clearly: it is not as simple as replacing Western content with Indian content.

IKS is not primarily about content.

It is about pedagogy. It is about the person standing in front of you.

Look at the Bhagavad Gita. Krishna could have told Arjuna: “Just stop asking questions and fight.” But he didn’t. He took eighteen chapters. He answered in so many different ways, through so many different frameworks. He never grew impatient with Arjuna’s persistent questioning.

Why? Because he genuinely wanted Arjuna to understand. He was truly invested in the progress of that person.

That intention—it is my dharma to enable the flowering of this individual in every possible way—is the starting point of IKS in education. Every methodology, every pedagogical tool, flows from that intention.

Start With the Child in Front of You

There is a story from direct experience that captures this better than any theory.

A session with children—the topic was supposed to be Indian culture. But the children were completely restless. This was just after COVID. Some couldn’t sit still. Some were practically rolling on the floor.

And they were aware of it themselves. They said: “I can’t control my mind. Help me.”

In that moment, the curriculum became irrelevant. The problem was right there, in the room, in those bodies, in those restless minds.

So the session was reframed entirely. “Your mind is a pet. Let’s figure out how to train it.”

The children named the pet. Drew it. Described how it behaves—unruly, unpredictable, refuses to listen. Then: “What do you want your pet to do?” They made a list. Then: “Now speak to your pet. Tell it what you want.”

To do that, they had to close their eyes and turn inward. They were meditating—but the word meditation was never used. By the end, the stillness in the room was palpable.

That is pedagogy. Activating the learner. Being genuinely interested in whether this person is actually growing.

Another practice worth mentioning: ask children to bring a question—not an answer. A question that truly matters to them. Something their parents, their teachers, nobody has been able to answer, but that lives in them.

An eleven-year-old girl once asked: “Have we stopped evolving as human beings? Can we evolve beyond this?” That is Sri Aurobindo-level inquiry.

A five-year-old asked: “Why do we sleep?” That is a Stanford PhD-level question.

The capacity is there. It just needs to be drawn out, not suppressed.

Why Inquiry Was Systematically Suppressed

The current state of education did not arise by accident.

The mass education system installed in India around 1835 was designed for a specific purpose: to produce obedient clerks for a large bureaucracy, and reliable factory workers for an industrial economy. That system was explicitly built to suppress questioning. Uniform, compliance, repetition—not because these are virtuous in themselves, but because they served an administrative need.

Several generations passed through that system. It was glorified. Many families still see it as the path to security. And the result—as the discussion made plain—is a classroom culture that systematically stops the very jijñāsā that makes knowledge transfer real.

In the shastra tradition, when a student asked a question, the teacher’s first response was often: “Sādhu! What a wonderful question.” The better the question, the more the student was praised—not for having the right answer, but for having the genuine desire to know. The teacher who couldn’t answer a student’s question didn’t cover it up. He said: “You have asked something I cannot answer. Let both of us go and find out.”

That openness—that honesty about the limits of one’s own knowing—is not weakness. It is the very thing that allows knowledge to move.

One panelist shared that in over a decade of teaching, he offers students a reward whenever they ask a question he cannot answer. It has happened nine times. All nine questions became published research.

That is what incentivizing inquiry looks like.

“Learning by Heart” Was Misunderstood

The phrase learning by heart deserves careful attention, because it has been badly misread.

When missionaries arrived in India and saw Gurukula students chanting texts, they assumed it was the same as the practice of rote memorization they’d grown up opposing back home in Britain. They called it mechanical. They called it mindless.

But our method was never just memorization. It was śravaṇa, manana, nididhyāsana.

First, śravaṇa—deep listening, receiving. Not passive hearing, but attentive presence to what is being transmitted.

Then manana—thinking it through, sitting with it, letting it work on you. Not accepting it on authority, but genuinely interrogating it from every angle until it either breaks or holds.

Then nididhyāsana—internalizing it so completely that it becomes how you live. Not performance. Not demonstration. Actualization.

Yes, learning the Bhagavad Gita by heart is valuable. Now it lives inside you, available whenever you need it. But that is only the beginning. What follows is contemplation, integration, and actualization. A complete circle. Not mere repetition.

The sutra form itself made this possible. Sutras encode vast amounts of high-level knowledge in a few words—not to make comprehension easy, but to make it portable. You carry the seed everywhere with you. The unpacking of that seed is the work of a lifetime.

Language Carries Civilization

There is also the question of language—and this is not a sentimental point.

Language is not a neutral vehicle for meaning. Language shapes cognition. It carries culture. It carries a worldview embedded so deep that you cannot separate the words from the way of seeing.

Certain insights cannot be fully transmitted through a language built for entirely different assumptions about reality. Some things are genuinely lost in translation—not because the translator failed, but because the original lived in a different universe of meaning. The word dharma is a good example. The word rta. The word moksha. These are not just concepts to be replaced by English equivalents. They are entire orientations toward reality.

Promoting Indian languages in education is not a step backward. It is a step toward wholeness—toward a form of thinking that the language itself makes possible.

Shastras Are Not Supplements

One final point from the discussion, and perhaps the most important one for those thinking seriously about how to bring IKS into institutions.

Don’t integrate IKS into the curriculum and stop there.

The real call is to study the shastras—for the sake of the shastras. Not as supplements to a Western curriculum, not as decorative references to prove that we also had mathematics. But as living bodies of knowledge that are worthy of sustained, rigorous, devoted engagement on their own terms.

The Gurukula tradition was not a mass system. It was an intimate transmission. One teacher. A handful of students. A relationship that lasted years. What was transmitted was not merely information. It was a way of being—a way of questioning, a way of sitting with difficulty, a way of knowing that you don’t yet know.

That cannot be entirely replicated in a classroom. But some of it can be preserved. Every household, every serious educator, has the responsibility to go deeply into at least one shastra—not for certification, not for competitive advantage, but for the thing itself.

Because once you’ve spent real time inside even one classical text with genuine intention, something shifts. You start to see differently. Not because the text told you to. But because the sustained encounter with that level of thinking changes the quality of your own.

A Living Continuum

So when we speak of Indian Knowledge Systems, we are not speaking of a dead archive.

We are speaking of a living continuum—a civilization that responded to existence with wonder, built methods of inquiry, captured insight with rigor, and shared it with compassion. Not so that the next person would believe truth, but so they would have a way to arrive at it themselves.

If we are serious about bringing IKS into education, into our institutions, into our lives, we must begin not by swapping textbooks but by restoring something deeper: the intention, the pedagogy, the language, and above all, the frameworks through which we define knowledge itself.

The restoration of those frameworks is not nostalgia. It is not nationalism. It is not a rejection of modern science.

It is the recognition that one of the most sophisticated civilizations in human history developed methods of inquiry, systems of reasoning, and frameworks for living that have not been superseded—only forgotten.

And remembering is always possible.

This article draws on a panel discussion on IKS bringing together practitioners of philosophy, mathematics, and artificial intelligence. The views represent the collective texture of that conversation rather than any single voice.

The post Mainstreaming IKS in India – A Panel Discussion first appeared on Vinay Kulkarni.

Moderated by Dr. Vinayachandra Banavathy, Chanakya University

An insightful dialogue on honouring the past and innovating for the future–exploring how Indian Knowledge Systems can shape modern education, research, and innovation.

Prof. Shailaja Sharma, Azim Premji University

Shri Vinay Kulkarni, Founder, ALCHMI

Dr. Prathosh A P, Asst. Professor, IISc

31st Jan | 5 to 6:30pm

Tripura Vasini Palace Grounds, Bengaluru

Click here for Article Based on the FULL Panel Discussion

I am sharing here a summary article based on my responses to questions asked during the above panel discussion by our moderator Dr. Vinayachandra Ji and the audience. Overall it was a wonderful panel discussion and I enjoyed engaging with the questions, the audience and my fellow panelists Dr. Shailaja and Dr. Pratosh. I thank Param and Vedanta Bharati for the opportunity. I have not included the responses of the other panelists to avoid misrepresenting their statements.

From Wonder to Wisdom: What We Actually Mean by Indian Knowledge Systems

When people say “Indian Knowledge Systems,” I smile a little inside.

Not because the term is wrong. But because the words knowledge and system carry a certain weight in English that doesn’t quite capture what we’re pointing to.

In many modern contexts, “knowledge” implies something we use to manipulate the world—to gain advantage, to extract, to control. And “system” sounds like a machine built for regulation. Put them together, and you risk making something living sound bureaucratic.

A Continuous Chain, Not a Museum Piece

What our ancestors did—and what we are part of as a continuous chain of people this land has produced—was simply this: they arrived into a world already in motion, and they paid attention.
Imagine waking up in a place where everything is already happening. Beautiful mountains. Rivers that move with purpose. Forests that breathe. And then you discover something called hunger.
But hunger doesn’t arrive randomly. It arrives cyclically—at particular times. You eat, and it goes away. Then it returns.

So you observe: there is repetition.

Then you notice it gets bright, and then dark. The sun rises, the moon appears. Again—a cycle. The seasons turn, the rivers flood and recede. Again—pattern. Order.

A mind that is truly awake starts to see that things are not happening in chaos. There is cyclicity. There is rhythm. There is something that could only be called design.

And then the questions arise—not as intellectual exercises, but as genuine encounters with reality:

Who created this? How did this begin? Has it always been going on? Is something thinking about me?

That last question is worth sitting with.

Because when our ancestors noticed that they experienced hunger—and that creation had already provided something to satisfy it; that they needed shelter—and that the materials to build it existed; it began to feel less like accident and more like intention.

As if something in the universe was actually oriented toward their welfare.

The most important response our ancestors had to what they encountered was not arrogance. It was not conquest. It was not the urge to control.
It was wonder.

“What an astonishing and beautiful thing this is.”

That sense of wonder—that vismaya—is where every genuine inquiry begins. And from that place of wonder, many different schools of thought emerged. Because when human beings face the same profound questions, they don’t always arrive at the same answers.
Some said: yes, creation happened through an intelligent cause. Others said: it unfolds on its own. Some focused on careful observation. Some developed methodologies of inquiry. Some did what we would today call experimentation. Over centuries and millennia, a certain understanding took shape.

Rishis Didn’t Demand Belief—They Offered a Path

At a deeper level of consciousness, what we call rishis perceived creation in ways that went far beyond ordinary observation. They perceived the whole—cause and effect, how things arise, how they unfold—almost as an integrated living reality.
But here is what matters most.

They didn’t say: “This is what I saw. Now believe me.”
They said something far more radical—and far more mature:
“There is a path. If you walk it, you may come to see what I saw. You may experience what I experienced. You don’t have to trust me. Verify it yourself.”

That is a foundational principle of what we call IKS today. It is not a collection of claims to be accepted on faith. It is a civilization that built methods of arriving at truth—across every domain of life.

And the knowledge that came from those methods was captured with great care: in sutras, in shastras, in oral traditions of astonishing precision. A body of knowledge emerged. But behind it was not intellectual ambition alone. It came from compassion—the recognition that other people in society should also be able to access these insights and live from them. Not through belief. Through realization.

No False Divide Between This World and That

One confusion that keeps surfacing is the idea that we were somehow divided between the material world and the spiritual. That we had to choose between prosperity and liberation.
For us, this was never a contradiction.

Think about what you wish for the people you love. You wish them material prosperity. And you also wish them ultimate welfare—peace, fulfilment, freedom. Both. Simultaneously.
You cannot have the wheat without the husk. You cannot have only the husk. Spiritual evolution and material prosperity come together, like grain and its covering. That is why our knowledge systems covered the full spectrum of life.

We had frameworks for dharma—right conduct, social order, the ethical fabric of life.
We had deep thinking on artha—economics, governance, the art of building flourishing societies.
We had paths oriented toward moksha—the ultimate questions of existence and liberation.
And we had multiple darshanas—schools of inquiry, each valid, each illuminating a different face of the same truth.

When someone says “Indian Knowledge Systems,” what they are pointing to—at the most fundamental level—is this body of knowledge. Born from wonder. Refined through observation. Deepened through consciousness. And shared with compassion.

The Lens You Use Determines What You See

One of the greatest challenges today is not lack of information. It is the lens through which we approach it.

Before we evaluate anything—before we ask whether something is valid or superstitious or scientific—we must examine the mental models through which we are seeing. Because those models completely determine the answers we will find.

We first have to cleanse our lenses of the colonial imprint that was installed in the mind.
Here is a simple example. I was doing a course recently, and someone said: “I’m amazed we had such a vast knowledge system… but why are people so superstitious?”

I stopped and said: before you ask that question, write it down and examine it.
What do you mean by “superstitious”? How did you arrive at that definition? What makes something superstitious to you? And what makes something else not superstitious?
Where did this question come from? Was it yours? Or was it planted in you?
This is difficult work. But it is necessary work. Because the most dangerous questions are the ones we never think to question at all.

Take epistemology—what counts as valid knowledge, and what methods of inquiry are admissible. Many modern Western approaches tend to stop at what the Panchakosha framework calls the Annamaya level—the domain of the physical and the sensory. Our inquiry goes further. We understood that there are ways of knowing that go beyond the senses.
And that is where much of the conflict arises.

But then we should ask a simple question: is yoga not science? That depends entirely on what you define as science, what methodologies you consider legitimate, and what you accept as valid evidence. Define the terms, and the argument often dissolves.

IKS in Education Is Not About Swapping Content

When it comes to integrating IKS into education, I feel very strongly about this: it is not as simple as replacing “Western content” with “Indian content.”
IKS is not primarily about content.

It is about pedagogy. It is about the person standing in front of you.

Look at the Bhagavad Gita. Krishna could have told Arjuna: “Just stop asking questions and fight.” But he didn’t. He took eighteen chapters. He answered in so many different ways, through so many different frameworks. He never grew impatient with Arjuna’s persistence.
Why? Because he genuinely wanted Arjuna to understand. He was truly invested in the progress of that person.

That intention—it is my dharma to enable the flowering of this individual in every possible way—is the starting point of IKS in education.

Start With the Child in Front of You

Let me give you an example from my own experience.
I was working with a group of children. The topic was supposed to be Indian culture. But the children were completely restless—this was just after COVID. Some couldn’t sit still. Some were practically rolling on the floor.

And they were aware of it themselves. They said to me: “I can’t control my mind. Help me.”
In that moment, I said to myself: forget the curriculum. The objective is not the curriculum. The problem is right here in front of me.

So I reframed the session entirely.
I said: “Your mind is a pet. Let’s figure out how to train it.”

They named the pet. They drew the pet. They described how the pet behaves—unruly, unpredictable, refuses to listen.

Then I asked: “What do you want your pet to do?”
They made a list.

Then: “Now speak to your pet. Tell it what you want.”
To do that, they had to close their eyes and turn inward. They were meditating—but I never used the word “meditation.” By the end, the stillness in the room was palpable.

That is pedagogy. Activating the learner. Being genuinely interested in whether this person is actually growing.

Teach Children to Ask Real Questions

Another practice I use is asking children to bring a question—not an answer. A question that truly matters to them. Something their parents, their teachers, nobody has been able to answer, but it sits with them.

At first, a six-year-old might ask: “Is the sun yellow or orange?”
I ask: is that important to you? What would you do with that answer?
And then they reach deeper.

An eleven-year-old girl once asked me: “Have we stopped evolving as human beings? Can we evolve beyond this?” That is Sri Aurobindo-level inquiry.

My five-year-old niece asked: “Why do we sleep?” That is a Stanford PhD-level question.
The capacity is there. It just needs to be drawn out, not suppressed.

Language, Culture, Consciousness

I am not a fan of translations – really good translations are few and far between.
Language is not merely a tool for communication. Language shapes cognition. Language carries culture. Language carries a worldview embedded so deep that you cannot separate the words from the way of seeing. It carries mental models. Language itself is a mental model in fact, if you think about it.

IKS: A Living Continuum – letting the river of knowledge flow again unabated

So when we speak of Indian Knowledge Systems, we are not speaking of a dead archive.
We are speaking of a living continuum—a civilization that responded to existence with wonder, built methods of inquiry, captured insight with rigor, and shared it with compassion. Not so that the next person would believe truth, but so they would have a way to arrive at it themselves.
If we are serious about bringing IKS into education, into our institutions, into our lives, we must begin not by swapping textbooks but by restoring something deeper: the intention, the pedagogy, the language, and above all, the frameworks through which we define knowledge itself. In fact take a look at all our current ideas, assumptions, frameworks, structures and models related to education really look at it with a clear eye and cleanse them all of the persistent and troublesome colonial lens and baggage and look at it all afresh with the Bharatiya Shatric Dristi and redefine what education means and how it is to be engaged with, offered and developed in the interest of national sovereingty, the welfare of present and future generations and the revival of Bharatiya Civilizational flow.

That restoration is not a backward glance. It is how we move forward—rooted.

Link to Article that Is based on the fULL PANEL DISCUSSION.

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What if everything we thought we knew about success, progress, happiness, and even health was built upon borrowed assumptions—mental constructs we never consciously chose? What if the very framework through which we perceive reality was shaped not by cosmic truth but by historical accidents and colonial legacies?

This is not a philosophical exercise. This is the ground beneath our feet.

The Invisible Architecture of Perception

We rarely question the lenses through which we view the world. Yet these lenses—our mental models—determine everything. They shape what we consider valuable, what we pursue, how we measure progress, and ultimately, who we become. The idea and concept of life itself, the purpose of human existence, the source of truth, the nature of happiness, the relationship between individual and society—all of these rest upon foundational assumptions that most of us have never examined.

Consider just a few of the questions that lie at the heart of every civilization’s worldview: Is happiness an individual pursuit or a collective endeavor? Is wealth accumulation a sign of progress or a symptom of imbalance? Is time linear, marching relentlessly toward some future destination, or cyclical, breathing through the eternal rhythms of creation and dissolution? Is death an ending or a doorway?

The Western paradigm offers one set of answers. Indian Knowledge Systems offer another. And the difference is not merely academic—it is civilizational.

The Dharmic Framework: A Different Operating System

The Bhāratīya worldview rests upon a sophisticated understanding of reality that cannot be reduced to religious belief or cultural practice. It is, at its core, a comprehensive framework for perceiving, engaging with, and transforming existence itself.

Where modern frameworks separate the secular from the sacred, the material from the spiritual, the individual from the collective, Dharmic thinking recognizes these as inseparable dimensions of a unified whole. Dharma is not religion in the Western sense—it is the cosmic law that governs all existence and derives from the natural order (set of governing principles) that sustains life at every level, from the movement of galaxies to the beating of a human heart.

This distinction matters profoundly. When we speak of rule-based ethics versus consciousness-based ethics, we are pointing to two fundamentally different orientations toward moral life. Rule-based systems create external frameworks of do’s and don’ts, policed by authority and enforced through punishment. Consciousness-based ethics emerge from an awakened awareness of interconnection—when we truly see that the boundary between self and other is illusory, compassion becomes not a duty but a natural expression of being.

Our current sustainability Crisis

We are in this situation because through many colonial and other processes the whole world followed the lead of the west and started operating in the “Artha-Kama” plane and totally forgot about Dharma – The Harmonizing Principle and Moksha – The Elevating and Liberating Principle. Unlimited desires and Limited natural resources. This is the result of unstable minds leading weak minds to chase a model of sustainability that is inherently unsustainable. That inner conflict spills out into the world. One planet is not enough. More planets are needed to satiate the untenable greed of a humanity operating without control or responsibility. There is an urgent need for powerful political and business leaders to work on their own antahkarana. Chitta Shuddhi is the need of the hour. Let Viveka dawn and prevail.

Purifying the Chitta: The Inner Technology

Patañjali’s definition resonates across millennia: Yogaḥ citta vṛtti nirodhaḥ—yoga is the cessation of the fluctuations of the mind-stuff. But this is not mere psychological technique. It is the recognition that all external transformation begins with inner purification.

The antaḥkaraṇa—our inner instrument—comprises four distinct faculties: manas (the processing mind that receives sensory input), buddhi (the discriminating intellect that evaluates and decides), ahaṅkāra (the sense of individual identity that claims ownership), and chitta (the storehouse of impressions and memories that colors all perception).

Each of these requires specific attention. Stabilize and direct the manas so that attention flows consciously rather than being hijacked by every passing stimulus. Sharpen and train the buddhi for viveka—the capacity to discriminate between the eternal and the ephemeral, the real and the apparent. Dissolve the ahaṅkāra through practices that expand identity beyond the narrow confines of the individual body-mind to embrace unity consciousness. And most fundamentally, purify the chitta—for it is the accumulated impressions stored here that create the gravitational pull of past conditioning.

This is yoga sādhana. Not the physical postures that have become synonymous with yoga in contemporary fitness culture, but the complete technology of inner transformation that our ṛṣis developed and refined over millennia.

Individual and Collective: The False Dichotomy

One of the most insidious mental constructs of modernity is the opposition between individual freedom and collective welfare—as if what benefits me must somehow diminish you, as if life were a zero-sum game played out across scarce resources.

The Dharmic understanding reveals this as an illusion born of limited perception. Individual happiness is, in truth, a collective pursuit. When we recognize our fundamental interconnection, we understand that a polluted environment sickens all bodies, that widespread suffering disturbs all minds, that collective unconsciousness dims every individual awareness. The pursuit of purely personal happiness within a suffering world is like trying to create a pocket of pure air within a burning building.

Equally, collective welfare is an individual pursuit. The great ones—Ādi Śaṅkara, Vyāsa, Vasiṣṭha, Ramaṇa, Vivekānanda, Aurobindo—did not distinguish between their own liberation and the upliftment of humanity. They understood that the highest expression of individual evolution is the capacity to serve loka saṅgraha—the welfare of all beings.

This is the profound mathematics of Dharmic life: Individual Happiness + Collective Welfare = Dharmic Pursuit. The pursuit of truth and knowledge leads to the state of the sthitaprajña—one of stable wisdom—naturally oriented toward universal good. The pursuit of wealth, tempered by vairāgya (dispassion) and karuṇā (compassion), becomes not accumulation but circulation for collective flourishing. The pursuit of security transforms into the protection of jñāna (knowledge) and artha (resources) for future generations. The pursuit of beauty becomes the creation of rasa and ānanda—aesthetic delight that elevates consciousness.

Decolonizing the Mind: The Essential First Step

Before we can build anything new, we must see clearly what already occupies the space. The task of decolonization is not primarily political or economic—it is, at its root, a matter of consciousness. We must learn to identify the borrowed mental constructs that masquerade as common sense, the imported assumptions that we have mistaken for universal truth.

This requires a particular kind of attention. What surprises you? What delights you? What depresses you, elevates you, destabilizes you? These emotional responses are doorways into the unconscious architecture of your worldview. Every strong reaction reveals an assumption, a belief, a conditioning that you have taken for granted. Ask why. Keep asking until you reach the bedrock of borrowed beliefs.

Then comes the harder work: dismantling unnatural, illogical, and alien mental constructs regarding health, wealth, happiness, success, progress, and growth. Not replacing one ideology with another, but developing a mind capable of thinking independently—a mind grounded in ṛta, the cosmic truth, and aligned with the natural order that sustains all existence.

The goal is not to become Bharatiya in any superficial sense—to change costumes while keeping the same mental furniture. The goal is to develop a Bharatiya shastric dṛṣṭi—a way of seeing rooted in the profound understanding of prakṛti and puruṣa, of the manifest and the unmanifest, of the eternal dance between consciousness and energy that creates, sustains, and transforms all worlds.

The Panchakosha Paradigm

When we look at our cultural assets we can slot each one of them into one of the five koshas. We will find that our cultral assets, which include rituals, customs, traditions and processes were designed to slowly lead us from the Annamaya to the Anandamaya kosha, be it the food we ate, how it was prepared, the temples we built, the murtis we worshipped, the houses we lived in, the clothes we wore, the professions we chose, the cities we designed – every aspect of life was carefully crafted such that even the lowliest creature amongst us would be slowly truding towards the mokshic ideal, day by day, hour by hour and task by task. Such compassion. Such Karuna. So much love for everyone!

Mokṣic Design: The Wheat and the Chaff

Here lies perhaps the most radical insight of Dharmic thinking: true material prosperity cannot be achieved through material goals alone. The pursuit of material success, disconnected from spiritual evolution, inevitably leads to imbalance, exploitation, and ultimate collapse. We see this playing out across the contemporary world—environmental devastation, social fragmentation, epidemic loneliness, and a pervasive sense of meaninglessness despite unprecedented material abundance.

The ancient understanding reverses our modern assumptions. Design based on mokṣic goals—liberation, expanded consciousness, unity with the cosmic order—naturally generates material well-being as a byproduct. This is not wishful thinking but cosmic law. When we align with the fundamental frequencies of reality, when our actions emerge from dharmic consciousness rather than egocentric grasping, resources flow, communities flourish, and even the earth responds with abundance.

No wheat without chaff, as the saying goes. The chaff is not waste to be eliminated but an integral part of the process. True material growth and progress require a model based on spiritual goals. Knowing this, our ancestors invented various forms of yoga, vidyā, śilpa, and kalā—paths of discipline, knowledge, craft, and art that simultaneously served material needs and spiritual evolution. Every potter, every weaver, every farmer understood their work as sādhana, their profession as a doorway to the divine.

How did the cow get into the ditch?

The first exercise we need to do after donning decolonized lenses is to understand how we got into this position in the first place. Evaluate our mental models and see what needs to be thrown out. What is valuable and what is not. Then we need to make sure our cow does not get into the ditch again. For that we need to make sure our future generations are free of these colonial lenses.

Envisioning a Sustainable World from First Principles

Truth based on cosmic order. Dharma based on cosmic truth. Stable mind nurtured by dharmic imperatives. Stable mind combined with cosmic consciousness creating sustainable growth and evolution for all beings.

This is the sequence. This is the only sequence that has ever worked, the only foundation that can support lasting civilization. Every attempt to build sustainable systems upon unstable foundations—whether materialist ideologies or superficial reforms—eventually collapses under the weight of its own contradictions.

Stability rooted in cosmic order and truth is the basis of sustainable growth and evolution for humankind. Not stability imposed through control, not order maintained through fear, but the natural stability that emerges when individual consciousness aligns with cosmic consciousness, when human systems reflect rather than violate natural law.

Testing Our Decolonized Vision

Once we begin to see through dharmic eyes, the contemporary world appears very different. Physical health crises, mental health epidemics, societal conflicts, geopolitical tensions, environmental pollution, overcrowding of cities, traffic problems, deforestation, resource scarcity, youth alienation in the face of technology and social media—all of these reveal themselves not as separate problems requiring separate solutions but as symptoms of a single fundamental disease: disconnection from cosmic order.

Each of these challenges becomes an opportunity to test our developing vision, to create new solutions that emerge not from the same consciousness that created the problems but from the expanded awareness that sees connections, patterns, and possibilities invisible to the fragmented modern mind.

This is the invitation. Not merely to study Indian Knowledge Systems as historical curiosities or philosophical abstractions, but to inhabit them as living ways of seeing, being, and healing. To allow these ancient frameworks to reshape our perception, reorient our priorities, and reconnect us with the cosmic rhythms from which modern life has so profoundly disconnected us.

The world does not need more solutions generated from the same consciousness that created our current crises. The world needs minds that have been transformed, visions that have been clarified, hearts that have been purified. It needs human beings who have done the inner work necessary to perceive reality without the distorting filters of borrowed assumptions and colonial conditioning.

This is the path forward. This is the re-imagining that our times demand. Not a return to some idealized past, but a conscious recovery of timeless principles—adapted, applied, and embodied in response to the unique challenges of our present moment.

The ancient wisdom awaits. It has always been here, patiently waiting for minds ready to receive it, hearts open to its transformative power. The question is not whether these teachings are relevant—their relevance grows more apparent with each passing crisis. The question is whether we are willing to do the difficult inner work required to receive them, embody them, and transmit them to a world desperately in need of a new—or rather, very ancient—way of seeing.

Vinay P Kulkarni is the Founder & CEO of ALCHMI Strategy Consulting, E-com Elephant E-Commerce Tech Services, and Vedikzen Ventures Pvt. Ltd., which houses Indic civilizational initiatives including The Upadesha Academy, Darshana Books & Gifts, Samvada Bistro, and the Shastra Research Lab.

The post Viewing the World Through Indian Knowledge Systems: From Ancient Wisdom to Living Ways of Seeing, Being, and Healing first appeared on Vinay Kulkarni.

A civilizational nation – a Rāṣṭra is one in which immense diversity—of languages, beliefs, practices, temperaments, and ways of knowing—coexists with a fundamental unity of vision. This unity is not enforced or ideologically constructed; it is lived, sensed, expressed and often silently intuited. It arises from a shared orientation toward human potential, purpose, and consciousness. What binds such a society together is not uniformity of belief, but a common spiritual destination and a deeply ingrained harmonizing principle—subtle, situational, contextual, and balancing—operating beyond codified rules, commandments, or externally imposed ethics. It is this civilizational grammar that enables the sustained presence of truth, beauty, and peaceful coexistence.

Such a society is not held together merely by laws, markets, or institutions. It is sustained by a shared civilizational orientation—a collective sense of direction regarding what it means to live well, to mature inwardly, and to contribute meaningfully. Within this framework, ethical balance is maintained not only through formal regulation, but through lived discernment, contextual judgment, and situational awareness. These softer, internal regulators of civilization often prove far more resilient than rigid prescriptions or mechanical compliance.

An economy grounded in this civilizational ethos can accommodate difference without losing coherence, encourage creativity without descending into fragmentation, and enable pluralism without eroding harmony. Prosperity, in such a worldview, is not measured solely by material accumulation or consumption. It is understood as the capacity of individuals and communities to live with meaning, dignity, vitality, and well-being—internally and externally.

For such an order to sustain itself, a critical mass of citizens must operate at a higher level of consciousness. These capacities do not emerge automatically from information, incentives, or institutional design alone. They are cultivated through sustained inner disciplines that develop awareness, self-regulation, depth of attention, and clarity of perception.

Across cultures and civilizations, individuals engaged in serious contemplative and reflective practices—whether through meditation, disciplined self-inquiry, or structured inner work—tend to develop greater balance, insight, and ethical sensitivity. When these practices are lived rather than merely discussed, they quietly elevate not only the individual, but also the social and institutional environments in which they participate. Only such societies are capable of nurturing leaders who operate from higher consciousness and possess the Viveka to make decisions that serve not narrow interests, but the well-being of humanity as a whole.

An education system and social culture that legitimizes and supports such inner work—without mandating belief, dogma, or ideology—strengthens the collective field of judgment and responsibility. In doing so, it creates the conditions for economic and institutional systems to be guided not merely by intellect or technical competence, but by mature discernment. This is the deeper foundation of enduring prosperity and civilizational flourishing.

First the purpose of human life as enshrined in the framework of Dharma, Artha, Kama and Moksha (purusharthas). And Dharma begins with Swadharma. So Artha is that which is dharmically earned and allows one to follow one’s swadharma and fulfil one’s satvik desires while following the Samanya Dharma.

Thus, first the individual life is designed around the fulfillment of the purusharthas and the design and function of the family is to help the family group achieve individual purusharthas through collective and individual effort. And the design of the society is to again facilitate the individual to follow swadharma and achieve purusharthas. The function of the state then is to create the conditions where society can collectively move towards achievement of purusharthas for every individual and to remove roadblocks and obstacles that may arise. The purpose of the collective wealth is to sustain this system and maintain cosmic order.

So overall, the twin goals for individuals, families and society from a Bharatiya perspective: Abhyudaya and Nihsreyasa (निःश्रेयस).

यतो अभ्युदय निःश्रेयस् सिद्धि सह धर्मः। — महर्षि कणाद

“That, which directs and leads to the attainment of abhyudaya in the world (material prosperity); and get the one to nihshreyasa (ultimate good or moksha) thereafter, is Dharma.”

And is for this reason that Chanakya gave us this formula:

Sukhasya Moolam Dharmaha

Dharmasya Moolam Arthaha

Arthasya Moolam Rajyam

Rajyasya Moolam Indriyaanaam Vijayaha

Indriya Jayasya Moolam Vinayaha

Vinayasya Moolam Vruddhopaseva

And therefore, traditionally the eldest / wisest member of the family as the most valued and respected and everyone followed his / her guidance. Not because of a kind of an oppressive, hierarchical structure – because he had entered a field of consciousness having lived for so long by following his swadharma, saamanya dharma and vishesha dharma as required that he had access to Viveka, he had experience, insight and foresight. Thus, even the King took the guidance of the Rajaguru. That is why we had a good percentage of the population which was purely engaged in the pursuit of truth and higher knowledge, and the society supported them through dana (food, clothing and shelter). And when such saints and seers arrived somewhere they were venerated and people asked them to give “Upadesha” – wise teachings / lessons.

Thus, purpose of life was moksha, dharma was the guide and artha and kama purti happened within the framework of Dharma and Moksha. So, all life was yoga. At this this was the intention and this thought informed and guided all other human endeavors – be it the building of temples, homes or public spaces. Clothing, food and lifestyle were based on the individual and familial situation and station. So, diversity manifested in every aspect of life which created diverse production and consumption patterns. So, there was no question of making everyone eat the same thing, wear the same thing and live in the same way. Thus, there would be natural brakes to prevent unbridled and unsustainable consumption.

Thus, civilizational core metaphysics, social structure, individual fulfillment, the relationship between the state, society, family and the individual, culture, educational system and the model of economy – are all interrelated. Therefore, governance and policymaking and implementation should be born out of this level of understanding and the individuals that make up these governing bodies should be operating at that level. And where can you find such individuals?

Well, for all this to happen our education system has to be built on this foundational knowledge and understanding and for that you need educators and teachers who are in it because it is their Swadharma and not because of any other reason. Thus it is time once again to invest in building a large army of learned and capable teachers.

It is also time to stop pretending that modern science is value-neutral and in fact accept that in any field of human endeavor, values play a major role and thus infuse scientific education and commercial science with the right dharmic values which can then flow into industry and governance.

https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2016.00451/full

We need leaders who have a systems view of things – a holistic and well-rounded understanding of the world, human beings, society, science, technology and economics and can make policies that are rooted in truth, beauty and cosmic balance. And leaders are a product of the society in which they live which is a again a product of its civilization. A society that forgets where it came from and gets disconnected from its civilizational basis will soon find itself confused and directionless. Even if it achieves, Abhyudaya without an equal effort on Nihshreyas, it is bound to meander and lose its way. This is where Bharath can guide the rest of the world – provided it retraces its steps and finds its own natural swing – natural rhythm again.

Let us close with Sri Aurobindo:

“So, with India rests the future of the world. Whenever she is aroused from her sleep, she gives forth some wonderful shining ray of light to the world which is enough to illuminate the nations. Others live for centuries on what is to her the thought of a moment. God gave to her the book of Ancient Wisdom and bade her keep it sealed in her heart, until the time should come for it to be opened. Sometimes a page or a chapter is revealed, sometimes only a single sentence. Such sentences have been the inspiration of ages and fed humanity for many hundreds of years. So too when India sleeps, materialism grows apace and the light is covered up in darkness. But when materialism thinks herself about to triumph, lo and behold! a light rushes out from the East and where is Materialism? Returned to her native night.”

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The Great Awakening: Why India’s Young Students Hold the Key to Our Civilizational Renaissance

Just a cursory search on Gemini yielded some interesting numbers. This is neither 100% accurate nor is it a comprehensive survey. But that is not my point.

Crores of young people, let us say 10 crore (a random number) spend 16 years of their lives going through our current education system. Let us take high school onwards for our calculation – that is 9 years. Assuming they spend 100 hrs per month on homework, projects, assignments etc it comes to 1200 hrs per year and over the 9 years it comes to 10,800 hours. Now multiply this with that 10 crore and you get a mindboggling number!

One wonders how much of that homework, project work, assignments etc results in actual skill development, learning and intellectual growth. I am sure some of it is helpful. But having interviewed hundreds of students over the years, this work is mostly boring drudgery, and the students do not enjoy it. Yet, they simply must go through the grind in order to get that piece of paper at the end.

Have we lost all our intelligence and imagination? And have we lost our compassion? And commonsense?

Two Critical Questions

(1) Why are thousands of successful, smart and intelligent parents okay to make their kids go through this senseless grind?

(2) And there is a great opportunity (a beautiful silver lining) in all this – why is no one is seeing it!

The Buffalo Watching Itself Being Eaten Alive!

Now, take a city like Bengaluru. You have a mini-India there and probably the highest number of tech millionaires, engineers, doctors and professionals of every kind. Some of the smartest people in India live in Bengaluru.

Yet, no one has been able to solve the problems of a modern metropolis bursting at the seams and growing without any plan, sense or direction. Worst is no one cares other than offloading their frustration on X! We have become so immune to it.

Have you seen videos of lions eating a buffalo alive starting from its rump – the buffalo helplessly watches as the lions have their fill. We are doing the same.

How About We Marry the Two Problems?

Instead of letting our kids waste precious years of their lives just to get their grades, why not put that energy, imagination and intelligence to work – on solving key and critical problems plaguing the country?

I have been making this point in every forum or platform where I am invited to speak and also in various conversations with kindred spirits who are interested in doing something about our education system, our infrastructure governance, public policy etc.

Also, our educational system was designed to create workers for the factories. And while we have made significant changes to the curriculum and much more is being done, we still need to address four important things:

First, the Pedagogy. I keep harping on this and recently I conducted a retreat where I got a chance to test out a pedagogical method I have developed.

Second, giving direction, purpose and meaning to the curriculum and the whole educational effort of 16 + years.

Third, marry that purpose with the needs, aspirations and goals of the nation.

Fourth, align both the goals of the nation and the educational system with the ideals of Rta, Satya and Dharma (and Nyaya).

Education as Defense Expenditure

Another idea is to bracket the spend on education as part of our defense expenditure. Defending our culture through providing the right kind of education is an important part of defending the sovereignty of the country. You let the culture slip away and the whole nation becomes weak.

Only when the education is focused on preserving, propagating and enriching the ancient culture of our nation will we have the possibility of developing leaders who are civilizationally grounded, know their history, live their culture and understand the value of the freedom we fought so hard to earn.

Also, if you look at what is happening all over the world, it is even more important for us Indians to realize, understand and appreciate our own ancient culture and civilization and to protect it against all attempts to appropriate it, damage it and sully its reputation.

Dharmic Innovation: Not Innovation That Creates New Problems

All things considered it is very important for India to install and develop a culture of creativity and innovation that will help us become self-reliant. But not innovation of the kind that solves one problem and creates a hundred others.

I have discussed this earlier in my article titled, “The Dharmic Dilemma in Tech.” Our method and process must be aligned with Satya, Rta and Dharma. It must be Dharmic Innovation that:

1. Does no harm

2. Does positive tangible and large scale good

3. Does not give birth to new problems

4. Does not exploit the vulnerabilities of people or planet

5. Does not disturb the natural balance between different aspects of nature

What Can Dharmic Innovation Do for Our Education System?

By introducing a focus on dharmic innovation from the school level we can rejig our educational system:

(1) We produce generations of critical thinkers, problem solvers and inventors.

(2) We groom dharmic innovators who bring a new approach to science and technology.

(3) We enrich science itself by incorporating ideas from other streams of knowledge such as Alankara Shastra, Natya Shastra, Nyaya and Yoga.

(4) We reorient a significant portion of the energy of our demographic dividend towards creative problem solving, innovation and nation building.

(5) We teach whole generations of young Indians from diverse fields of study to work together, collaborate in interdisciplinary teams and innovate to create products, services, methods, systems and processes that help India advance, become resilient and contribute positively not only to the country but to the whole world – we have always thought of the whole world.

(6) We combine the creative energies of the engineering, arts, science, commerce and humanities students to create explosive, exponential possibilities that the human mind has not even thought of.

Imagine This…

Engineers who are exposed to art, linguistics and commerce.

Commerce students who are exposed to engineering, science and tech.

Science students who are trained in Shastras.

Gurukula students who are working on the cutting edge of dharmic AI.

Some of this is already beginning to happen. More is yet to come.

The Question I Hear a Lot –

“Why has India not produced a Meta, a Microsoft or a Google?”

I have some detailed thoughts on this which I will share at a future time. I am happy we did not create Meta. I am happy we did not create products that exploit the vulnerabilities of the human mind and land young children in the loony bin.

Let me put it simply: the only way to sustain an unsustainable idea and drive for consumption is to jack up human desire to unsustainable levels and keep it going that way. That is exploiting the vulnerability of the human mind which associates and conflates sense gratification with the true and permanent state of bliss which one already is but is being constantly led away from it in a wild goose chase.

Dharma stands in stark and direct opposition to this exploitative paradigm.

Anyone who understands the basics of human psychology as explained through IKS will naturally and easily and necessarily arrive at the same realization.

That is why we need dharmic enterprises which see their own good and growth and sustenance and thriving in the good, growth, sustenance and thriving of human beings, society and the planet. Which requires a dharmic Rajya or state and state policy which is dharma compatible, dharma oriented and dharma based. Consequently a dharmic economy with dharmic economic—ashtalakshmi based metrics and indicators for a holistic economic system whose objective is to allow every human being to achieve Purushartha.

The Indian mind is fundamentally dharmika—to a large extent. The consumption driven behaviors we see are externally engineered with great effort and expense. So marketing has to become dharmic.

First culture and cultural knowledge has to define a sustainable lifestyle for individual, family and society and the industry has to create products and services that support and sustain that sustainable lifestyle. Current industry is focused on disrupting an otherwise sustainable culture and lifestyle.

Venkatesha Murthy, Founder and Chief Mentor of Youth for Seva, puts it beautifully:

“Responsible consumption is not just about buying what’s on sale or what looks appealing. It demands a deeper awareness, a practice rooted in the Dharma, that guides us to live in harmony. Before acquiring anything, ask yourself four questions:

(1) Is this good for me as an individual, nourishing my health and well-being?

(2) Is this good for my family and the society around me, nurturing relationships and community bonds?

(3) Is this good for nature, respecting where it comes from and where it will go after use?

(4) And finally, does this choice support my spiritual growth, connecting me to a higher purpose and the greater whole?”

This is the kind of framework we need. Not just for consumption, but for innovation itself.

We already had an Ayurveda informed sustainable lifestyle. Eat what is local and seasonal. And follow the circadian rhythm. Modern economy and lifestyle is at odds with the knowledge of Ayurveda. Which is based on Rta.

How many take pride in the thousands of beautiful, thoughtfully designed and built ancient temples (some of them 1000+ years old) which continue to fulfill their purpose today long after the original builders are gone? Thousands may visit these temples but very few understand the technology, the impact and the implication of such grand temples still standing today and fewer even understand how they can be used for raising human consciousness. These are too advanced for even the current scientific minds to understand.

But What About Real Innovation?

And consider this: isn’t yoga itself an innovation? A technology?

Yoga is something so vast, so powerful, so deep that the world hasn’t even scratched its surface. Billions practice asanas, yet this represents perhaps one percent of what yoga actually is. The technology of consciousness transformation. The science of inner exploration and knowledge. A complete system for human evolution that works across cultures, across centuries, across every possible human condition.

What about Ayurveda? A medical system that treats not symptoms but root causes. That sees the human body as inseparable from mind and consciousness. That recognizes individual constitution rather than applying one-size-fits-all solutions. Modern medicine is only now beginning to understand what Ayurveda has known for millennia.

The nature, purpose, and quality of Indian innovation cannot be understood through the lens of modern day tech. We measure innovation by market cap and user growth. Bharat measured innovation by how many generations it would serve. By whether it elevated consciousness. By whether it created harmony rather than disruption.

But here’s what excites me: Bharat has the potential to create tech, modern tech that will be powerful, benefit mankind and yet be dharmic. Tech that doesn’t exploit but empowers. That doesn’t extract but enriches.

And it’s beginning to happen. Right now. In pockets across the country. Young innovators who understand both their civilizational roots and cutting-edge technology. Who see no contradiction between ancient wisdom and modern capability. Who are building the future on foundations laid thousands of years ago.

The Time Is Coming Soon

India’s knowledge, science, mathematics, art, spirituality and so on continue to provide work to modern scholars, scientists and inventors (whether they acknowledge it or not).

But Bharat is not done. It is just getting started.

The time is coming soon – when India will once again give mind-blowing innovations, inventions and discoveries to the world. India’s contributions won’t be innovations that create billionaires while destroying societies. They’ll be dharmic innovations. Innovations that heal. That balance. That elevate.

This transformation begins with education. With recognizing that crores young minds spending 10,800 hours on meaningless work represents the greatest waste of our most precious resource. With choosing to redirect that energy toward problems that matter. Toward solutions that last. Toward innovations that serve not just profit but purpose.

Do read and share your thoughts and reactions. I am eager to hear them.

The post Tapping The Yuva Shakti first appeared on Vinay Kulkarni.

On the 79th Independence Day of India, as the tricolor rises against the morning sky and millions sing Jana Gana Mana, we find ourselves once again celebrating स्वतंत्रता दिवस. But pause for a moment — what does स्वतंत्रता truly mean?

Does independence only mean that in 1947 the British left our shores and we began to rule ourselves? Or is independence something far deeper, something not merely political but existential?

In our shastras, tantras and philosophies, the word स्वतंत्रता is not just about political sovereignty. It points to the very core of being. In the tradition of Kashmir Shaivism, the word Svātantrya (स्वातन्त्र्य) refers to nothing less than the divine freedom of Shiva — the supreme consciousness.
Svātantrya is not the free will of a human being bound by conditioning and circumstance. It is the primal freedom, the original independence from which everything arises. It is the power by which Shiva creates, sustains, and dissolves the universe. It is not a freedom from something, but a freedom to — to create, to imagine, to be, to become.

If we want to understand what true independence means for India — and indeed for humanity — we must reframe our idea of स्वतंत्रता in the light of Svātantrya.

The way our ancients understood what it means to be a human being, what is a human being, what is his relationship with nature, what is nature, what is his nature and what is our role in the creation, what is our dharma, what can contribute to this beautiful creation and what we should and must contrubute – this is what makes us as Indians so different from the rest of the world.

The Divine Freedom of Consciousness

Kashmir Shaivism describes Svātantrya as the very essence of consciousness:

– Divine Sovereignty: The inherent power of Shiva to act freely, without constraint. The source of all manifestation.
– Energy of Consciousness: A dynamic vibration, Shakti, that brings forth the cosmos.
– Beyond Rules: Unlike human will, bound by law and limitation, Shiva’s freedom is absolute.
– Source of Illusion: It generates Maya, the veil of separation, yet also contains the seed of liberation.
– Grace and Liberation: Through Svātantrya, grace (Shaktipāt) awakens us to our divine nature.
– Beyond Duality: It holds together the manifest and the unmanifest, creation and dissolution, bondage and freedom.

The Śiva Sūtras proclaim:

“When universal energy is known in a correct way, it is simple svatantrya sakti. When it is known in the wrong way, it is energy of illusion and it is called maya sakti.”

This statement is revolutionary. It tells us that independence is not merely external. True freedom is the right understanding of universal energy. Misunderstand it, and we fall into bondage; understand it rightly, and we are free.

Independence Beyond 1947

Yes, India won political freedom in 1947. But are we truly free if we continue to live with borrowed identities, borrowed ideas, and borrowed ways of life?
“Svatantrya is your own will! If you bind yourself or if you free yourself, both are under your control.”

Political independence removed foreign chains, but spiritual ignorance still binds us. Our minds remain conditioned by alien categories. We are still trying to measure ourselves by someone else’s yardstick, forgetting that our own ancestors left us a map of freedom far more profound than any external liberation.

Udyamo Bhairavah: The Power of Active Effort

The Śiva Sūtras say:
“udyamo bhairavah // That effort — the flashing forth of active awareness — that instantaneously makes universal consciousness shine, is Bhairava.”

This is not passive effort. This is not waiting for history to change. It is udyama — a fierce, active, conscious effort that propels us into our own divine awareness.

This is what India needs today: the courage to ask fundamental questions — Who am I? What does it mean to be Indian? What does it mean to be a human being in harmony with nature and cosmos?

Without this inquiry, our independence will remain superficial. With it, स्वतंत्रता becomes Svātantrya.

The Yogic Vision of Freedom

The Svacchanda Tantra teaches:
“Oh Parvati, all mantras are successful for the one who contemplates on his own self as one with Bhairava, because he is always one with that awareness of consciousness (samavesa).”

The Spanda Kārikā adds:
“Take one thought. Contemplate on that one thought with unwavering concentration. Then, when another movement rises in your mind from that first thought, that is spanda and that is unmesa… and that will be spanda.”

Through such concentration, the yogi pierces ignorance and attains liberation. Independence, then, is not merely self-rule of a nation but self-mastery of the individual. A nation of self-realized individuals becomes a truly free nation.

Swacchanda and Swatantra: The Next Step for India

India must become both Swacchanda (self-willed) and Swatantra (self-defined). Only then can we shape our destiny not as an imitation of others but as an expression of our own genius.
“So, in the state of svatantrya sakti, there is no meditation… The play of creation, protection, and destruction is the recreation of svatantrya sakti.”

Our tradition envisioned Ardhanārīśvara — the union of opposites, the transcendence of duality. This is the vision India must hold before the world.

Nationalism based on conflict, on “us versus them,” is limited. But nationalism based on Svātantrya is expansive. It sees diversity not as a threat but as a flowering of unity. Our motto is clear: Lokāḥ Samastāḥ Sukhino Bhavantu — May all beings be happy.

Thus we need to destroy the ignorance that is keeping us in bondage. We have to develop the ability to contemplate on what we are, who we are, who we were, what it means to be Indian totally devoid of the impressions and influence of what is not us, what is not from us, free from borrowed ideas and borrowed identity.


We need to become Swachanda and Swantantra. India is now showing all the signs of heading in this direction. As Indians we need to support that effort.

One-Pointed Desire for the Good of All

The Svacchanda Tantra says:
“Lord Siva’s energy of will (svatantrya sakti) is one with devi (goddess)… concealed with the magic of yoga and, named Kumari, is desired by every being.”

Every being longs for this will — pure, undivided, one-pointed.
When we, as Indians, desire not only our own growth but loka sukha and loka hita — the happiness and welfare of all — no force in the universe can obstruct us.

“From svatantrya sakti arise the energy of will, the energy of knowledge, and the energy of action. And then all universal energies flow outward.”

This is the engine of destiny: will, knowledge, and action flowing from the center of freedom itself.

Toward a Higher Independence

So let us be clear: India will not be truly free until we rediscover Svātantrya. Political sovereignty was the first milestone. The final destination is spiritual sovereignty — mastery of the self.
This is India’s dharma. Not to dominate the world but to liberate it. Not to impose but to awaken. Not to conquer but to harmonize.

We are the natural born masters and inheritors of this knowledge that can help us understand Universal Energy in the correct way and for the benefit of the whole world. In that sense:

“Make India Great Again” = “Make the world great again” ; “Make the world peaceful again” ; “Make the world livable again.”

This is not a slogan of exclusion but of expansion — of taking our seat once again as the custodians of wisdom, as the natural-born masters of knowledge that can guide humanity toward balance.

No technology, no AI, no external power can prevent this. Because this freedom is not granted by others. It is awakened within.

Conclusion: The Call of Svātantrya

Independence Day is not just a reminder of past struggles. It is a call to present effort.
A call to remember that freedom is not simply freedom from oppression, but freedom for realization. A call to live not as shadows of others but as luminous beings in our own right. A call to contemplate deeply: Who am I? What does it mean to be Indian? What does it mean to be human?

Nationalistic thinking through dualistic constructs can only lead to conflicts. Our ancestors envisioned a world where diversity can exist and flourish. We do not see our prosperity in the poverty of other countries.

When India remembers her svātantrya, she will not only be free — she will make the world free. She will not only prosper — she will ensure prosperity for all.

That is the destiny of India. That is the promise of स्वतंत्रता दिवस.
True freedom begins in the mind, flowers in the spirit, and radiates into the world as peace and prosperity for all.

The post What Independence Means For India and Indians first appeared on Vinay Kulkarni.

Picture this: A serene settlement at dawn, where the air vibrates with Vedic chants mingling with philosophical debates. Children trace Sanskrit letters in sand while elderly scholars discuss the intricacies of astronomy under sprawling trees. This isn’t just a romantic vision of ancient India—this was the living reality of Agraharas, sophisticated educational-residential ecosystems that served as the beating heart of India’s intellectual and spiritual heritage for centuries.

The Architecture of Enlightenment

The word ‘Agrahara’ itself tells a story—’agra’ meaning foremost, and ‘hara’ meaning a garland. In a sense (due to the U-shaped construction of these houses), this was the first garland around the temple. These weren’t random clusters of Brahmin houses, but intentionally designed “garlands of learning” that adorned the landscape of ancient India like jewels on a crown. From Talagunda in Karnataka to the banks of sacred rivers across the subcontinent, Agraharas emerged as India’s answer to the great universities of the ancient world—but with a profound difference.

While Alexandria’s library hoarded scrolls and Athens’ academy drew rigid boundaries, Agraharas wove learning into the very fabric of daily life. Here, the Purusharthas—Dharma, Artha, Kama, and Moksha—weren’t abstract concepts taught in isolation but lived realities that pulsed through every moment of community existence.

More Than Just Brahmin Enclaves: The Democratic Spirit of Sacred Learning

The inscriptions tell a different story. Yes, learned Brahmins formed the core, but blacksmiths taught metallurgy, farmers shared agricultural wisdom, and the learned men taught various branches of knowledge to a cross-section of the society.

Consider the Rajaram Agrahara in Mysuru, built in 1935 for a modest rent of two rupees annually. The central park, occupying 26% of the settlement, became a democratic space where children of all backgrounds played while their parents discussed everything from the Upanishads to the price of grain.

The jagali—that distinctive covered verandah—deserves special mention. Neither fully private nor entirely public, it served as a liminal space where social boundaries softened. Here, visiting scholars debated with residents, children received informal lessons, and the community’s collective life unfolded. It was architecture as social philosophy, creating spaces that encouraged interaction while respecting privacy.

Agraharas and the Four Purusharthas

The design and functioning of Agraharas reflected the integration of the four Purusharthas—the aims of human life in Indic thought.

Dharma (Righteous Living) – Residents were custodians of ethical conduct, preserving scriptures, and conducting rituals that aligned the community with cosmic order.
Artha (Wealth) – Economic activities such as land cultivation, temple donations, and artisanal production created sustained wealth for the community.
Kama (Aesthetic and Emotional Fulfilment) – Cultural expressions—music, dance, poetry—flourished around temple festivals.
Moksha (Liberation) – Spiritual education and meditative practices guided individuals towards self-realization.

By embedding all four Purusharthas into daily life, Agraharas became living laboratories for holistic human development (Kulkarni 2020).

The Curriculum of Consciousness

What made Agraharas remarkable wasn’t just what was taught but how knowledge was transmitted. The curriculum reads like a blueprint for creating Renaissance minds centuries before Europe coined the term. Students mastered the Vedas and Vedangas, yes, but also studied:

• Ganita and Jyotisha (Mathematics and Astronomy)—producing scholars who calculated planetary positions with stunning accuracy
• Ayurveda and Vishaapaharana (Medicine and Toxicology)—creating physician-philosophers who saw health as harmony
• Natya and Sangita (Drama and Music)—understanding that art wasn’t entertainment but a pathway to transcendence
• Arthashastra and Dandaniti (Economics and Governance)—because spiritual wisdom without worldly competence was considered incomplete

The Kotavumachige Agrahara specialized in Prabhakara philosophy, while Lakkundi became renowned for advanced grammar. This type of specialization created an intellectual network across the subcontinent—a medieval internet of ideas where scholars traveled between Agraharas, cross-pollinating knowledge traditions.

The Temple-Agrahara Symbiosis: Engineering the Sacred Economy

Here’s where Agraharas reveal their genius as civilizational architects. They didn’t exist in isolation but formed intricate relationships with temples, creating what we might call the “dharmic economy.” This wasn’t capitalism or socialism—it was something far more sophisticated.

Temples weren’t just places of worship but:

• Economic engines employing hundreds of artisans, musicians, and administrators
• Cultural universities where dance, music, and literature flourished
• Social security systems providing free meals, healthcare, and dispute resolution
• Technological centers utilizing sacred geometry and acoustic science in their architecture

The land grants (often tax-free) that sustained Agraharas came with conditions—knowledge couldn’t be hoarded but had to flow freely. Produce from Agrahara lands fed not just scholars but funded festivals, fed pilgrims, and supported artists. The surplus was reinvested in community welfare, creating a regenerative economy where wealth and wisdom reinforced each other.

The Ripple Effect: How Agraharas Shaped Civilization

The influence of Agraharas extended far beyond their physical boundaries. They served as:

Preservation Centers: When invasions threatened, Agraharas became arks preserving not just texts but oral traditions, ritual knowledge, and cultural memory. The fact that we can still access 3,000-year-old Vedic chants with perfect pronunciation is testament to their success.

Innovation Hubs: Contrary to stereotypes about static tradition, Agraharas were spaces of intellectual ferment. New commentaries on ancient texts, revolutionary philosophical schools, and scientific discoveries emerged from these settlements. The Kerala school of mathematics, developing calculus centuries before Newton, had its roots in the Agrahara tradition.

Social Laboratories: Agraharas experimented with governance models, economic systems, and social arrangements that influenced larger political structures. The Mahajana system of administration—where 200-400 learned members managed affairs through consensus—provided templates for democratic governance.

Soft Power Projectors: Scholars from Agraharas traveled to Southeast Asian courts, spreading not through conquest but through culture.

Here is an example from Karanataka. Similar examples can be found from other states.

The Modern Resonance: Why Agraharas Could Matter Now – Reimagined

In an age of educational industrialization, where knowledge is commodified and wisdom relegated to self-help sections, Agraharas offer profound lessons. If we can understand the principles based on which they were designed, then we can apply these principles to design new learning hubs in alignment with current social realities but delivering similar results and possibilities.

Integration Over Fragmentation: While modern education creates specialists who know more and more about less and less, Agraharas produced polymaths who saw connections between astronomy and poetry, mathematics and music, governance and philosophy.

Community-Embedded Learning: Unlike isolated campuses, Agraharas embedded education in community life. Learning happened not in artificial environments but amidst the complexities of real existence.

Sustainable Knowledge Systems: The economic model of Agraharas—where knowledge creation was supported by productive land grants rather than debt-creating fees—offers alternatives to current educational financing.

Technology with Purpose: Agraharas mastered technologies—from metallurgy to architecture—but always in service of higher purposes. They remind us that innovation without wisdom is merely clever destruction.

We could imagine “Villages within Cities” – learning villages with living cultures where the whole village joins hands in bringing up children and passing on civilizational knowledge. Of course these villages can come in many different versions and themes to accomodate the inherent diversity of our country.

Reimagining the Future Through Ancient Wisdom

As India reclaims its civilizational narrative, Agraharas aren’t relics to be museumified but blueprints to be reimagined. Modern experiments are already underway—eco-villages incorporating Agrahara principles, educational communities blending traditional and contemporary knowledge, technology campuses designed around sacred geometry.

Imagine neighborhoods where:

• Retired professionals teach children in community spaces
• Gardens produce food while serving as botany classrooms
• Festivals become laboratories for cultural transmission
• Technology serves tradition rather than replacing it
• Economic activity aligns with ecological and spiritual principles

This isn’t nostalgic romanticism but pragmatic futurism. In a world fracturing under the weight of hyper-specialization, social isolation, and ecological crisis, Agraharas offer a tested model for creating integrated, sustainable, wisdom-centered communities. Afterall what makes a civilization and what keeps it alive is its knowledge and how this knowledge is lived and passed on from generation to generation; what we learn, how we learn and how teach. Indian Knowledge Systems will really fuel India’s growth when it becomes lived culture as opposed to ideas discussed only in books.

The Eternal Relevance

The Agraharas of ancient India weren’t perfect—no human institution is. They had their limitations, their exclusions, their failures. But at their best, they represented something magnificent: the belief that knowledge is sacred, that learning is lifelong, that wisdom must be lived not just studied, and that education’s ultimate purpose isn’t producing workers but awakening consciousness.

Today, as humanity stands at a crossroads between wisdom and cleverness, tradition and disruption, community and isolation, the Agrahara model whispers an ancient secret: True education doesn’t just inform minds—it transforms souls, builds communities, and sustains civilizations.

The banyan trees that shaded ancient Agraharas are mostly gone, the Sanskrit chants have grown faint, and the jagalis have crumbled. But the idea they embodied—that learning, living, and liberation are not separate pursuits but one sacred journey—remains as relevant as tomorrow’s sunrise.

Perhaps it’s time to plant new groves of learning, where ancient wisdom meets modern knowledge, where technology serves transcendence, and where education once again becomes what it was always meant to be: the art of becoming fully human.

A visit to the Sanskrit speaking village of Karnataka might be worth it.

In rediscovering Agraharas, we don’t just reclaim our past—we reimagine our future. Share your thoughts!

The post Agraharas: The Sacred Groves of Learning That Helped Shape India’s Civilizational Genius first appeared on Vinay Kulkarni.