Humans are endowed with the faculty of thought that involves abstract thinking, reasoning, conceptualising, analysing etc., among which individual differences are widely prevalent; thereby making it more dynamic. This study primarily focuses on the revival of Indic knowledge in the classroom. This paper accounts for the contributions of Indian indigenous (native/original) thought towards educational theory and practice across different timelines. "When swords quenched their thirst and famine ravaged the lands, Indians still held on to their truth that there was nothing more purifying than knowledge."- Revisiting the Educational Heritage of India, Singh (2022) Set against the backdrop of Indian Knowledge Systems (October 2020) launched by the New Education Policy 2020 (characteristics of NEP), this study delves into the need for studying Indic knowledge that constitutes Yogic, Vedic and Dharmic facets. In present times, “A people without the knowledge of their past, history, origin and culture is like a tree without roots.” (Marcus Garvey). Aligning with this thought, this paper expounds on the methods and possible pedagogies that academicians may adopt for better teaching Indic revival in the classroom. Presenting a contextually disciplinary topic, this paper is based on empirical (experiential) and theoretical analysis. Each one can learn; education is ingrained in human nature and all the three aspects of human personality (hand, head and heart) join together to make it complete. Sewed within the fabric of pedagogies and andragogy (It may also be interpreted that while pedagogy was concerned with more conceptual understanding and applications, andragogy dealt more with the application of knowledge to real-life situations.), it proposes a new k(now)ledge system that may be implemented by researchers/ academicians for practical experiential learning.
