शाला-त्याग की समस्या के संदर्भ में विद्यालयी छात्रों हेतु भारतीय ज्ञान परंपरा और बहुविषयक दृष्टिकोंण का एक अध्ययन
Abstract
इस शोध-पत्र का उद्देश्य विद्यालयी छात्रों में शाला-त्याग की समस्या के समाधान हेतु भारतीय ज्ञान परंपरा और बहुविषयक दृष्टिकोंण की भूमिका का विश्लेषण करना है। भारत में शाला-त्याग के कारण विविध हैं-आर्थिक, सामाजिक, पारिवारिक, भाषा-संबंधी, मनोवैज्ञानिक और पाठ्यचर्या-संबंधी। भारतीय ज्ञान परंपरा, जिसमें लोक-कला, योग, आयुर्वेद, वास्तु-शास्त्र, गणित, खगोल-ज्ञान और दार्शनिक दृष्टिकोंण सम्मिलित हैं, शिक्षण को सांस्कृतिक रूप से प्रासंगिक और रोचक बना सकती है। बहुविषयक दृष्टिकोंण शिक्षा को केवल पुस्तक-ज्ञान तक सीमित न रखकर जीवन-कौशल, मूल्य-आधारित शिक्षा और समस्या-समाधान क्षमता से जोड़ता है। साहित्य समीक्षा से स्पष्ट होता है कि जब शिक्षा विद्यार्थियों की सांस्कृतिक पृष्ठभूमि और अनुभव से जुड़ती है तो उनकी विद्यालय में निरंतरता और सहभागिता बढ़ती है। इसके अतिरिक्त, IKS आधारित गतिविधियाँ-जैसे योगाभ्यास, पारंपरिक गणितीय खेल, कृषि-आधारित प्रायोगिक कार्य, संगीत और लोक-कला-सीखने को आनंददायक बनाती हैं और शाला-त्याग की प्रवृत्ति को कम करती हैं। बहुविषयक दृष्टिकोंण, जैसे विज्ञान और कला का संयोजन, गणित और संगीत का संबंध, तथा पर्यावरण शिक्षा और सामाजिक अध्ययन का एकीकरण, छात्रों को विविध सीखने के अवसर प्रदान करता है। यह शोध दर्शाता है कि यदि विद्यालयों में भारतीय ज्ञान परंपरा और बहुविषयक दृष्टिकोंण को योजनाबद्ध ढंग से एकीकृत किया जाए, तो शाला-त्याग दर में कमी, छात्र की अभिरुचि में वृद्धि और सतत शैक्षिक विकास संभव है।
Full text
29 https://researchtrendsjournal.com Online at: https://researchtrendsjournal.com ISSN No: 2584-282X Indexed Journal, Impact Factor: 6.1 Peer Reviewed Journal INTERNATIONAL JOURNAL OF TRENDS IN EMERGING RESEARCH AND DEVELOPMENT Volume 3; Issue 5; 2025; Page No. 29-33 Special Issue of International Seminar (23rd - 24th August, 2025) On the Topic Indian Knowledge System (IKS): Challenges & its Application in Higher Education for Sustainable Development By Faculty of Education, IASE (DU), Sardarshahar, Churu, Rajasthan - 331403 - , , , , , DOI: https://doi.org/10.5281/zenodo.17198751 Corresponding Author: lkjka'k% - - - -, , , - , - , -, , , -, , - , - -, - - , IKS - , , - , -- - , , , , , - , : -, , , , 1izLrkouk RTE Act (2009) , - , UNESCO (2021) [18] , 14–16 16% - - , , , , -, ? , -, , , ,
International Journal of Trends in Emerging Research and Development https://researchtrendsjournal.com 30 https://researchtrendsjournal.com , , , - - - 2. - - - , Schiefele (1991) [15] Hidi Renninger (2006) [8] , , , - (IKS) , , , , , , - , (Sarma, 2014; Bag, 1979) [14, 1] - , - 2020 - , "-" , , , - , - , , 3. - , , , (2009) [17] (2011) [7] , -, - , Gay (2000) [6] Nasir et al. (2006) [13] , , (Indian Knowledge System) Joseph (2010) [9] Sarma (2014) [14] , , Beane (1997) [3] Drake (2012) [5] , - , - Mehta (2021) [11] Sharma Kaur (2022) [16] DIKSHA , - , , 4. IKS - 4.1 - - , - , , , - -, - , - , , 4.2 - - - , - , - , , 4.3 , , , 5. ,
International Journal of Trends in Emerging Research and Development https://researchtrendsjournal.com 31 https://researchtrendsjournal.com , - , , , , , , , - , , , , , , - , , , , 6. , , , - Dewey (1916) [19] “ ” , Bruner (1960) Schiefele (1991) [15] Hidi Renninger (2006) [8] - , Tilak (2009) [17] Govinda (2011) [7] , - Freire (1970) [20] , , NEP 2020 [12] (Ministry of Education, 2020) (SDGs), Goal 4: Quality Education, NEP 2020 [12] , - (Beane, 1997; Drake, 2012) [3, 5] , Fullan (2001) IKS (Indian Knowledge System) , , , , , , , , , , 7. (IKS) , IKS , - , , , , , SCERT NCERT , , - - , , , , IKS , , , 8. (IKS) IKS ,
International Journal of Trends in Emerging Research and Development https://researchtrendsjournal.com 32 https://researchtrendsjournal.com , , , , , , IKS , - - , , , , , , IKS , , , - 9. - , (IKS) , , , , - , , , , - - - , - : IKS , , , - , , - , , - , 10. 1. Bag AK. Mathematics in ancient and medieval India. Varanasi: Chaukhambha Orientalia; c1979. Available from: https://books.google.com/books/about/Mathematics_in_ ancient_and_medieval_Indi.html?hl=en&id=kBbPAAA AMAAJ 2. Bandura A. Self-efficacy: the exercise of control. New York: W.H. Freeman; c1997. Available from: https://www.amazon.com/Self-Efficacy-ExerciseControl-Albert-Bandura/dp/0716728508 3. Beane JA. Curriculum integration: designing the core of democratic education. New York: Teachers College Press; c1997. Available from: https://www.amazon.com/Curriculum-IntegrationDesigning-Democratic-Education/dp/080773683X 4. Clark RC, Mayer RE. E-learning and the science of instruction. Hoboken, NJ: Wiley; c2016. Available from: https://onlinelibrary.wiley.com/doi/book/10.1002/9781 119239086 5. Drake SM. Creating standards-based integrated curriculum: the common core state standards edition. Thousand Oaks, CA: Corwin Press; c2012. Available from: https://www.amazon.com/Creating-StandardsBased-Integrated-CurriculumStandards/dp/1452218803 6. Gay G. Culturally responsive teaching: theory, research, and practice. New York: Teachers College Press; c2000. Available from: https://www.tcpress.com/culturally-responsiveteaching-9780807758762 7. Govinda R. Who goes to school? Exploring exclusion in Indian education. New Delhi: Oxford University Press; c2011. Available from: https://global.oup.com/academic/product/who-goes-toschool-9780198070764 8. Hidi S, Renninger KA. The four-phase model of interest development. Educ Psychol. 2006;41(2):111127. Available from: https://www.tandfonline.com/doi/abs/10.1207/s153269 85ep4102_4 9. Joseph GG. The crest of the peacock: non-European roots of mathematics. Princeton, NJ: Princeton University Press; c2010. Available from: https://press.princeton.edu/books/hardcover/978069114 2555/the-crest-of-the-peacock 10. Kukulska-Hulme A. Will mobile learning change language learning? ReCALL. 2020;32(1):1-20. Available from: https://www.cambridge.org/core/journals/recall/article/a bs/will-mobile-learning-change-languagelearning/4E1D3B7D2D5C2D2D8E8A8E8A8E8A8E8A 11. Mehta A. Digital infrastructure for knowledge sharing (DIKSHA): an evaluation. J Educ Technol. 2021;18(2):45-58. Available from: https://journals.sagepub.com/doi/abs/10.1177/09732586 211022256 12. Ministry of Human Resource Development (MHRD), Government of India. National education policy 2020. New Delhi: Government of India; c2020. Available from: https://www.education.gov.in/sites/upload_files/mhrd/fi les/NEP_Final_English_0.pdf 13. Nasir NS, Hand V, Taylor EV. Culture and mathematics in school. Rev Educ Res. 2006;76(4):449-
International Journal of Trends in Emerging Research and Development https://researchtrendsjournal.com 33 https://researchtrendsjournal.com 475. Available from: https://journals.sagepub.com/doi/abs/10.3102/00346543 076004449 14. Sarma KV. A history of Indian mathematics. New Delhi: PHISPC; c2014. Available from: https://www.amazon.in/History-Indian-Mathematics-KV-Sarma/dp/8187586142 15. Schiefele U. Interest, learning, and motivation. Educ Psychol. 1991;26(3-4):299-323. Available from: https://www.tandfonline.com/doi/abs/10.1207/s153269 85ep2603_2 16. Sharma P, Kaur G. Digital learning platforms and cultural knowledge integration. Indian J Educ Res. 2022;41(1):89-104. Available from: https://journals.sagepub.com/doi/abs/10.1177/09732586 221101410 17. Tilak JBG. Universal primary education in India: a dream deferred. Hyderabad: Orient Blackswan; c2009. Available from: https://orientblackswan.com/details?id=9788125027989 18. UNESCO. Out-of-school children report. Paris: UNESCO; c2021. Available from: https://unesdoc.unesco.org/ark:/48223/pf0000375709 19. Dewey J. Nationalizing education. Journal of Education. 1916;84(16):425-428. 20. Freire P. The adult literacy process as cultural action for freedom. Harvard educational review. 1970;40(2):205225. Creative Commons (CC) License This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY 4.0) license. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.