INDIAN KNOWLEDGE SYSTEMS (IKS) AND ROLE OF REFLECTIVE PRACTICES FOR SELF-REALIZATION

The Indian Knowledge System (IKS) is an extensive and robust teacher education framework, drawing in part from traditional philosophies. The paper describes how the integration of the IKS and reflective practices in Bachelor of Education (B.Ed.) courses can facilitate self-realization, professional development, and a culturally responsive pedagogy. Through IKS concepts, such as those found in Vedanta, Yoga Sutras, Nyaya and Samkhya philosophies, B.Ed. candidates may be invited to explore different self-reflection processes, build mindfulness, and participate in experiential learning. By practical experiences such as meditation, journaling, group discussion, and service learning, educator candidates will deepen their self-inquiry and develop emotional and intellectual resilience. Student-teachers increasingly recognize the interconnectedness between their values, beliefs, and practices; therefore, self-realization will support them in their journey of an ethical, reflective, and compassionate educator. The paper considers how the above principles can be embedded in curriculum design, teaching pedagogies, and classroom activities, producing well-rounded, holistic teachers. The authors conclude the paper by affirming that teacher education, rooted in reflective practices and an IKS, can lead to teachers' individual growth and a transformed education system that acknowledges teacher identity and is inclusive, connected to cultural heritage, and compassionate by design.