Tracing the Tapestry of Indian Education: From Gurukuls to Global Classrooms
Abstract
Education has long been recognised as a foundational investment in human capital development. This article presents a historical analysis of higher education in India, tracing its paradigms from ancient traditions to contemporary models. By examining instructional methods, curricula, pedagogical philosophies, and learning objectives across distinct eras, the Ancient Period, the Medieval Period, the Colonial Era, and the Modern Era, the paper highlights the dynamic interplay between societal development and educational evolution. It critically evaluates the continuities, disruptions, and transformations in indigenous systems such as the Gurukul, Madarsa, and Maqtab, emphasising their relevance for present-day educational reform. The article aims to inform educators, policymakers, and learners by drawing comparative insights that bridge historical wisdom with modern aspirations.
Keywords: Gurukul, vocational education, Madarsa, Maqtab, indigenous pedagogy, educational paradigms, higher education history, Indian Knowledge Systems (IKS), curriculum evolution, instructional methods
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