Introduction
Indian Knowledge Systems (IKS) represent the vast and diverse intellectual traditions of India, nurtured and refined over thousands of years. Rooted in holistic thinking and experiential wisdom, IKS cover a wide spectrum of disciplines including philosophy, languages, literature, mathematics, astronomy, metallurgy, architecture, agriculture, governance, medicine (Ayurveda, Siddha, Yoga), performing arts, and environmental management. These systems evolved through close observation of nature, community practices, and intergenerational knowledge transfer, making them deeply sustainable and culturally relevant.
Recognizing the importance of this heritage, the Government of India and the University Grants Commission (UGC) have emphasized the need to integrate IKS into higher education. The aim is not only to preserve and document traditional knowledge but also to contextualize its relevance in addressing modern challenges such as climate change, health and well-being, resource management, and social cohesion. By blending ancient insights with contemporary scientific approaches, IKS provide a unique framework for innovation, critical inquiry, and nation-building.
In the current academic landscape, IKS is envisioned as a platform for multidisciplinary learning. It encourages students and researchers to explore indigenous perspectives, engage with local communities, and develop solutions rooted in cultural ethos while being globally relevant. Through teaching, research, training, and outreach, IKS initiatives seek to bridge the gap between tradition and modernity, thereby fostering pride in India’s intellectual heritage and contributing to sustainable development in the 21st century.
Objectives of the Indian Knowledge Systems (IKS) Cell
To integrate Indian Knowledge Systems into contemporary curricula in higher education, fostering an appreciation for indigenous wisdom alongside modern scientific developments.
To promote interdisciplinary research that explores the relevance of IKS in addressing contemporary challenges related to sustainability, health, environment, economy, and society.
To encourage innovation through blending traditional knowledge with modern science and technology.
To conduct training programs, workshops, and certificate courses for students, faculty, and researchers on various aspects of IKS.
To develop skill-based learning modules that draw from traditional crafts, practices, and technologies.
To create awareness among stakeholders about the richness and global relevance of IKS through seminars, conferences, exhibitions, and publications.
To engage with local communities, practitioners, and knowledge holders for dissemination and dialogue.
To establish linkages with national and international institutions, research bodies, and industry for collaborative projects on IKS.
To facilitate partnerships with traditional knowledge holders and communities for knowledge-sharing and co-creation.
To promote IKS-based approaches to sustainable development, environmental management, health, and well-being.
To encourage policy recommendations that recognize the significance of IKS in governance effectiveness.
Future Plans and Actions of the IKS Cell
Curriculum Integration
Introduce credit-bearing courses on Indian Knowledge Systems at undergraduate and postgraduate levels, in line with UGC guidelines.
Develop elective and certificate courses on themes such as Indian philosophy, Ayurveda, Yoga, classical languages, indigenous technologies, and sustainable practices.
Research and Publications
Initiate interdisciplinary research projects that connect IKS with modern scientific and social challenges (e.g., climate resilience, public health, renewable energy, governance).
Publish research papers, policy briefs, and edited volumes highlighting contemporary applications of IKS.
Establish a digital repository of institutional IKS-related work.
Workshops, Seminars, and Outreach
Organize regular workshops, lecture series, and national/international seminars to foster dialogue between traditional knowledge holders, scholars, and students.
Celebrate IKS-focused events (e.g., International Yoga Day, Ayurveda Day, Sanskrit Week) to raise awareness on campus and beyond.
Collaboration and Networking
Build collaborations with IKS division of the Ministry of Education, other universities, research institutions, and cultural organizations.
Establish linkages with local practitioners, artisans, and communities to preserve and document indigenous practices.
Skill Development and Innovation
Develop skill-based training modules in areas such as traditional crafts, medicinal plant knowledge, organic farming, and architectural practices.
Encourage innovation labs that blend indigenous practices with emerging technologies.
Resource Development
Develop Massive Open Online Courses (MOOCs) and e-learning modules for wider dissemination.
Student and Faculty Engagement
Encourage student projects, internships, and dissertations rooted in IKS themes.
Provide faculty development programs to equip teachers with the tools to integrate IKS in their courses.
Sustainability and Societal Impact
Promote community outreach projects linking IKS to local needs such as sustainable agriculture, health awareness, and ecological conservation.
Work towards policy recommendations and actionable models demonstrating how IKS can contribute to sustainable development goals (SDGs).
Composition of the IKS Cell
Dr. Jhumpa Mukherjee (Convenor & IQAC Coordinator)
Dr. Sumona Ghosh (Member Secretary, Academic Council)
Dr. Arup Kumar Mitra (Controller of Examinations)
Dr. Amitava Roy (Dean of Commerce (Morning)
Dr. Soheli Ghosh (Dean of Commerce (Evening)
Dr. Tinni Goswami (Assistant Professor, History)
Dr. Dona Das Sengupta (Assistant Professor, Education)
Report on the IKS Expo at X-Plore, the College Carnival, Raghabpur Campus, 29th January, 26
The Indian Knowledge Systems Cell, Raghabpur Campus, under the guidance of Dr. Jhumpa Mukherjee, Coordinator, IKS Cell, St. Xavier’s College (Autonomous), Kolkata, and Dr. Tinni Goswami, member, IKS Cell, organized a detailed exhibition on Understanding Indian Knowledge Systems: The Divine Wisdom through the Lenses of Scientific Humanism on 29th January, 2026, at the Raghabpur Campus on the occasion of the College carnival. The exhibition displayed a copy of the original handwritten manuscript folio of Caitanya Caritāmṛta Antya Līlā (1537 Saka, 1615 AD) by Śrīla Kṛṣṇadāsa Kavirāja Gosvāmī, which we collected from Bhakti Vedanta Research Centre, Kolkata. The stall also exhibited books in Sanskrit, English, and Bengali on IKS along with various charts, posters, paintings, and models themed on diverse aspects of ancient Indian wisdom based on astronomy or Jyotish, mathematics or Ganit, grammar or Vyākaraṇa, Hindu medical science or Ᾱyurveda, philosophy or Darshana, and religion or Sanatana. Students and the visitors showed immense interest in understanding IKS and participated in the quiz to a great extent. Rev. Dr. Dominic Savio, SJ, Principal of St. Xavier’s College (Autonomous), Kolkata, along with Rev. Fr. Johnson Padiyara, SJ, Vice-Principal of the Raghabpur Campus, and distinguished members of the Alumni Association, provided encouragement and motivation to the students at the stall through their gracious presence. Students explained concepts such as वसुधैव कुटुम्बकम (Vasudhaiva Kutumbakam, meaning "the world is one family") and ऐक्यम् (Aikyam, meaning "unity" or "harmony") to visitors along with the texts and poster demonstrations. This explanation aimed to convey the essence of Indian Knowledge Systems, emphasizing that religious plurality is paramount. The display featured prominent religious texts, including the Holy Bible, the Holy Quran, and the Bhagavad Gita, to promote religious solidarity and facilitate interfaith dialogue.
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The Postgraduate Department of Sociology, St. Xavier’s College (Autonomous) Kolkata, organized an Indian Knowledge System (IKS) special lecture on 21st February 2026. The lecture titled “What is ‘Indian’ in Indian Knowledge System? Questioning the Colonial Politics of Identity” was delivered by Historian Dr. Kanad Sinha, Assistant Professor, Head of the Department of Ancient Indian and World History, The Sanskrit College and University, Kolkata. Sinha began with interrogating the need for a shift towards an “Indian” knowledge system at the present moment and how to locate or understand this “Indian” without falling into a trap of colonial language of knowledge making. He elaborated on the colonial ‘communal’ periodization of Indian history, following the European periodization, into three periods (Hindu age/Ancient, Muslim age/Mughal period/ British age/Modern). Thus, any attempt at “decolonizing” the knowledge system and a “return” to an “Indian” knowledge system in the past (particularly ancient India) is restricted within the very colonial politics of knowledge making. Sinha also argued how the colonial politics of two nation theory and construction of a narrative of Mughals as “intruders” limits our understanding of the past. Thus, to locate an “Indian” knowledge system only in “ancient” India (in which the “ancient” remains rooted in the colonial knowledge system) then limits our understanding of a continuous and diverse system of knowledge of the entire Indian sub-continent from the past till the present.
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Report on the One-Day Talk on “Indian Knowledge System (IKS) and Sustainable Environment”
The Indian Knowledge System (IKS) Cell and the Postgraduate & Research Department of Microbiology, St. Xavier’s College (Autonomous), Kolkata, organized a one-day talk on “Indian Knowledge System (IKS) and Sustainable Environment” on 7 August 2026. The programme was held from 10:30 a.m. to 11:30 a.m. at the college and provided students with an enriching opportunity to explore the relationship between traditional Indian knowledge and contemporary environmental concerns.
The event commenced in a positive and engaging atmosphere, with students and faculty members participating with keen interest. The talk was delivered by Prof. Punarbasu Chaudhuri, Professor and Head, Department of Environmental Science, University of Calcutta. His expertise and academic experience added considerable value to the programme.
The talk introduced students to the relevance of the Indian Knowledge System in addressing present-day environmental challenges. Students were encouraged to look beyond modern technological approaches and understand how traditional Indian practices have historically emphasized harmony between human beings and nature. Concepts related to conservation, responsible use of natural resources, sustainable living, and respect for the environment were discussed in a manner that connected traditional wisdom with contemporary scientific perspectives.
One of the major benefits of the programme was that it helped students develop a broader and more interdisciplinary understanding of sustainability. As students of microbiology, they were able to appreciate how ecological balance, biodiversity, resource conservation, and human well-being are interconnected. The session also encouraged them to think critically about how indigenous knowledge can complement modern scientific research in developing sustainable solutions.
The programme was particularly helpful in creating awareness among students about their individual and collective responsibility towards environmental protection. It encouraged them to reflect on everyday practices and consider more sustainable alternatives. The interaction also provided an opportunity for students to connect classroom learning with real-world environmental issues.
Overall, the one-day talk was informative, thought-provoking, and highly relevant to the students. It successfully highlighted the continuing importance of Indian traditional knowledge in the context of modern environmental sustainability. The programme enriched the students’ academic understanding while inspiring them to adopt a more environmentally conscious outlook. Such initiatives are valuable in promoting interdisciplinary learning and motivating young minds to contribute meaningfully towards building a sustainable and environmentally responsible society.
Glimpses from the Seminar
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Half-Day International Seminar titled “Rooted in Wisdom: Plant Science and Agriculture in the Indian Knowledge Tradition”,
The Department of Environmental Studies, in collaboration with the IKS Cell (Raghabpur Campus) at St. Xavier's College (Autonomous), Kolkata, successfully hosted a half-day International Seminar focusing on Indigenous Knowledge Systems (IKS) in Plant Science and Agriculture on the 8th of August, 2026 at the Raghabpur Campus of the St. Xavier’s College (Autonomous), Kolkata. The seminar served as an impactful platform for intellectual engagement.
Dr. Arup Kumar Mitra (HOD, Environmental Studies, SXC) provided profound insights into traditional agricultural practices derived from ancient Hindu scriptures. Dr. Saikat Kumar Basu, Executive Research Director, PFS, Alberta, Canada, addressed the crucial conservation ethics of indigenous and marginalized tribes in protecting medicinal plants in India, calling attention to the need for greater institutional recognition and support.
The event stood as a true testament to the academic value of Indigenous Knowledge Systems in bridging traditional wisdom with contemporary scientific inquiry. The seminar underscored how IKS offers a holistic, time-tested framework for sustainable agriculture and plant conservation—one that has long been embedded in the lived practices of local and tribal communities across India. Speakers emphasized that these systems, though often undocumented and orally transmitted, encapsulate generations of ecological observation, biodiversity stewardship, and sustainable resource management that remain highly relevant to addressing modern challenges such as climate resilience, soil health, and the preservation of medicinal flora threatened by habitat loss and unregulated exploitation.
The discussions reinforced the urgent need to integrate IKS into mainstream academic curricula and policy frameworks, ensuring that traditional ecological knowledge is not merely preserved as heritage but actively applied in contemporary conservation strategies. Participants, including faculty members, researchers, and students, engaged in enriching dialogue on the interface between scripture-based agricultural wisdom and indigenous conservation ethics, recognizing both as complementary pillars of sustainable development. The seminar concluded with a call for continued interdisciplinary collaboration, institutional support, and further research to document, validate, and disseminate indigenous knowledge for the benefit of both academia and society at large.
Glimpses from the Seminar
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