Reimagining English Studies through Indian Knowledge Systems: A Reflective Account of the National Seminar–Workshop (23–24 March 2026)
This blog is written as a task assigned by the head of the Department of English (MKBU), Prof. and Dr. Dilip Barad Sir.
The National Seminar–Workshop on Indian Knowledge Systems (IKS) and English Studies, organized by the Department of English at Maharaja Krishnakumarsinhji Bhavnagar University and conducted on 23–24 March 2026 under the auspices of the Knowledge Consortium of Gujarat (KCG), offered a highly enriching academic experience. The central aim of the seminar was to examine the possibilities of meaningfully integrating Indian Knowledge Systems into the discipline of English Studies.
As a student of English literature, my academic engagement has largely been shaped by Western theories and canonical texts. However, this seminar prompted me to critically reconsider this orientation by introducing me to the depth and relevance of indigenous intellectual traditions. It encouraged a more inclusive and dialogic approach, where Indian and global frameworks can coexist and inform each other. Thus, the experience proved to be not only informative but also intellectually transformative, significantly reshaping my understanding of literature, research methodologies, and pedagogical practices.
The workshop documented on the website:
Day 1: 23 march 2026
This video shows the inaugural ceremony and plenary sessions of a National Seminar on Indian Knowledge Systems (IKS) and English Studies, organized by the Department of English at MKBU in collaboration with KCG.
- The seminar focuses on bringing Indian knowledge, philosophy, and cultural ideas into English Studies.
- It highlights the need to move beyond only Western theories and include Indian ways of thinking and learning.
- Dr. Dilip Barad explains the aim of the seminar, which is to decolonize English Studies and make it more inclusive.
- Dr. Vishwas Joshi stresses the importance of a balanced view—we should not blindly praise tradition, but also not reject it.
- Prof. Dushyant Nimavat discusses Indian research methods, such as Pramanas, Rasa, and Dhwani, and how they can improve research.
- Dr. Kalyani Vallath explains Tinai (landscape-based poetics) and shows how Indian literature already connects nature and human emotions.
Learning Outcomes
- I understood that English Studies should not depend only on Western ideas.
- I learned that Indian Knowledge Systems can give new ways to study literature and research.
- I realized the importance of having a balanced thinking approach—not extreme opinions.
- I got to know about Indian research concepts like Rasa and Dhwani.
- I learned that literature and nature are connected, especially in Indian traditions.
- This session helped me think more critically and openly about my subject.
This video presents a series of academic paper presentations from the National Seminar on Indian Knowledge Systems (IKS) and English Studies, organized by the Department of English at MKBU. In this session, different scholars share their research on how Indian knowledge, traditions, and cultural values can be connected with English literature and education.
The presentations cover a variety of topics. Some focus on literary analysis, such as rereading texts like Saraswati Chandra and interpreting mythological figures like Krishna in new ways. Others discuss curriculum development, especially how IKS can be included in school and university syllabi in line with NEP 2020. There are also discussions on ecocriticism, translation studies, and cultural identity, showing how literature is connected with environment, gender, and society. Overall, the session highlights the importance of using Indian perspectives and methodologies in English Studies to make learning more meaningful and inclusive.
Learning Outcomes
- I learned that Indian Knowledge Systems can be applied in literary analysis in new and creative ways.
- I understood how IKS can be included in curriculum design, especially according to NEP 2020.
- I realized that literature is connected with culture, environment, and identity.
- I learned the importance of translation in preserving cultural meaning.
- I understood that research can use Indian methods and perspectives, not only Western ones.
- This session helped me develop a more practical and interdisciplinary understanding of English Studies.
This video features a session from a National Seminar hosted by MKBU focusing on Indian Knowledge Systems (IKS) and English Studies. It highlights a series of paper presentations by various scholars who explored the intersection of indigenous epistemologies, literature, and contemporary pedagogical frameworks.
Key Highlights of the Session:
Diverse Research Topics: Presentations covered a wide range of subjects, including:
- Raja Rao's fiction and Indian epistemology.
- William Wordsworth's poetry through the lens of Indian consciousness.
- Comparative analyses of the Chandrahas legend and Amleth.
- Rereading Thinai poetics for ecological and hydrological wisdom.
- Integrating IKS into translation studies and language pedagogy.
- Discussions on the Anthropocene and the use of Deus ex machina in literature.
- Pedagogical and Theoretical Focus: The seminar emphasized moving beyond Western-centric frameworks. Participants demonstrated how IKS can serve as a critical and methodological tool to rethink literary studies in a global context.
Hybrid Participation: The session was conducted in a hybrid format, featuring both in-person and online participants. Despite some technical challenges with screen sharing and camera accessibility, the session successfully showcased scholarly engagement and interdisciplinary breadth.
The organizers concluded that the workshop was successful in incorporating comparative perspectives and indigenous epistemologies, providing a valuable roadmap for future research in English studies.
Learning outcomes
- I understood that Indian Knowledge Systems (IKS) can function as important theoretical and methodological frameworks in English Studies.
- I learned to use a comparative approach by connecting Indian and Western literary texts and ideas.
- I gained insight into the role of indigenous concepts like Tinai in understanding ecology and literature.
- I realized the importance of integrating IKS into translation studies and language pedagogy to preserve cultural meaning.
- I recognized the need to move beyond Western-centric perspectives and adopt a more inclusive and interdisciplinary approach in literary studies.
This plenary talk, delivered by Dr. Kalyan Chattopadhyay at a national seminar held at MKBU, explores the challenges and pedagogical strategies for integrating Indian Knowledge Systems (IKS) into English Studies.
Key Discussion Points
- Critique of Colonial Pedagogies: Dr. Chattopadhyay argues that Indian English departments are deeply rooted in colonial, Eurocentric, and utilitarian models. He criticizes the "banking model" of education, where teachers deposit information into passive students, and advocates for a dialogic approach instead.
- Defining IKS: He clarifies that IKS is not about rote memorization of ancient Sanskrit texts but rather an epistemic reorientation. He distinguishes between parumpara (tradition passed through generations) and a system (formalized sets of inquiry).
- Integrating Analytical Frameworks: The talk introduces several traditional Indian frameworks that can be applied to literary analysis:
- Nyaya and Anumana: Utilizing logic and inference to interpret text beyond face value.
- Rasa Theory: A sophisticated way to categorize and relish aesthetic emotions, contrasting with the Western concept of catharsis.
- Dhvani: The theory of suggestion and implication in literary meaning.
- Curriculum Reform Proposals: Dr. Chattopadhyay suggests practical integration strategies for university syllabi, such as:
- Introducing modules on Indian poetics (Alankara Shastra).
- Using comparative analysis between Western and Indian literary theories.
- Implementing experiential learning through storytelling, creative writing, and role-play (e.g., performing as characters from the Mahabharata).
- Conclusion:
- Dr. Chattopadhyay emphasizes that the goal is to transform English studies into a more inclusive, dynamic, and intellectually vibrant field by fostering a substantive engagement with IKS, rather than mere tokenism .
Learning Outcomes
- I developed a critical understanding of how colonial and Eurocentric pedagogies continue to shape English Studies, and why there is a need to rethink these frameworks.
- I learned the importance of shifting from a “banking model” of education to a dialogic and interactive approach, where students actively participate in knowledge creation.
- I gained clarity that Indian Knowledge Systems (IKS) are not limited to memorizing ancient texts, but involve a deeper epistemological reorientation in thinking and analysis.
- I understood the distinction between tradition (parampara) and system, which helped me see IKS as a structured and evolving body of knowledge.
- I became familiar with key Indian analytical frameworks such as Nyaya (logic), Anumana (inference), Rasa theory (aesthetic experience), and Dhvani (suggestion), and how they can be applied in literary interpretation.
- I learned how Indian poetics can be used alongside Western theories to create a more comparative and inclusive mode of literary analysis.
- I gained insight into innovative pedagogical strategies, such as experiential learning, storytelling, and role-play, which can make literature more engaging and meaningful.
- I understood the need for curriculum reform in English Studies, particularly the inclusion of IKS-based modules and interdisciplinary approaches.
- I developed the ability to think of English Studies as a dynamic and evolving discipline, enriched by the integration of indigenous knowledge systems.
Overall, this session encouraged me to adopt a more critical, inclusive, and reflective approach to literature, research, and teaching.
Day 2: 24 march 2026
This video presents the plenary sessions from the second day of the National Seminar on Indian Knowledge Systems (IKS) and English Studies, held at Maharaja Krishnakumarsinhji Bhavnagar University (MKBU). The sessions focus on examining the relationship between Indian philosophical traditions and English literary studies, with particular attention to pedagogy, language, and translation. The objective of these sessions is to demonstrate how Indian intellectual frameworks can offer alternative and enriching perspectives for interpreting literature and conducting research in English Studies.
The speakers provide diverse yet interconnected insights. Dr. Ashok Chausara explores the application of Indian philosophical concepts such as Maya, Leela, and Moksha in interpreting Western literary texts, drawing comparisons between thinkers like Adi Shankaracharya and F.H. Bradley, and analyzing poets such as P.B. Shelley and Robert Southey through Indian metaphysical lenses. Professor Atanu Bhattacharya discusses the significance of language within Indian Knowledge Systems, emphasizing that language is not merely communicative but also a means of knowledge production, illustrated through the example of Panini’s grammar as a complex and systematic intellectual tradition. Professor Sachin Ketkar focuses on translation studies, presenting translation as an interpretative and semiotic process rather than a simple act of equivalence, supported by examples from Sri Aurobindo and A.K. Ramanujan. The sessions also include interactive discussions, where participants engage with themes such as the concept of tragedy in Hamlet and the Bhagavad Gita, the idea of liberation, and the contemporary relevance of Indian Knowledge Systems in English Studies.
Learning Outcomes
- I developed an understanding of how Indian philosophical concepts can be applied to interpret Western literature.
- I learned that literary analysis can benefit from cross-cultural and comparative frameworks.
- I gained insight into the role of language as a system of knowledge production within Indian traditions.
- I understood the complexity of translation as an interpretative and cultural process, rather than mere linguistic transfer.
- I recognized the importance of integrating Indian Knowledge Systems into pedagogy and research in English Studies.
- I became aware of the value of interdisciplinary thinking, connecting philosophy, literature, and linguistics.
- I improved my ability to critically engage with both Indian and Western texts in a balanced manner.
- I developed a deeper appreciation for the relevance of indigenous knowledge systems in contemporary academic discourse.
Plenary & Valedictory Session – IKS and English Studies
This video presents the plenary session and valedictory ceremony of a two-day National Seminar on Indian Knowledge Systems (IKS) and English Studies, organized by the Department of English at Maharaja Krishnakumarsinhji Bhavnagar University (MKBU). The seminar focuses on exploring how ancient Indian intellectual traditions can be meaningfully integrated into contemporary English language and literary studies. It aims to promote interdisciplinary thinking and create a dialogue between traditional knowledge systems and modern academic frameworks.
The session includes a range of academic discussions and invited lectures. Topics such as Indian research methodology, Tamil Sangam literature and Tinai aesthetics, pedagogical approaches to IKS, and Paninian linguistics are explored in detail. Dr. Amrita Das discusses the idea of divine femininity through a feminist perspective, while Dr. Kalyan Chattopadhyay reflects on effective teaching methods and academic scaffolding. The seminar concludes with a valedictory ceremony, where participants are recognized through certificates and awards. The organizers also emphasize the importance of collaborative learning (samvad) and highlight the role of students in managing the event, showcasing the value of practical skills alongside academic learning.
Learning Outcomes
- I understood the importance of integrating Indian Knowledge Systems with English Studies to promote interdisciplinary and inclusive learning.
- I learned how Indian concepts such as Tinai, Paninian linguistics, and indigenous research methods can enrich literary analysis and pedagogy.
- I recognized the value of dialogue (samvad), collaborative learning, and practical engagement, which contribute to both academic growth and professional development.
Here is the Detailed Infographic of this blog:
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Here is the Video-Overview of this blog:
Here is the Presentation upon this blog:
Here is my personal experience of the seminar:
Attending the National Seminar–Workshop on Indian Knowledge Systems (IKS) and English Studies at Maharaja Krishnakumarsinhji Bhavnagar University was an intellectually enriching experience that significantly reshaped my academic perspective. It enabled me to critically move beyond a solely Western-centric framework and engage with indigenous concepts such as Rasa, Dhwani, and Tinai as viable analytical tools. The seminar fostered a more balanced, interdisciplinary, and inclusive approach to literary studies. Overall, it strengthened my understanding of decolonising English Studies and inspired me to integrate Indian epistemologies into my future research and learning.
These images highlight key moments of my participation and reflect my academic engagement and learning experience during the seminar
Thank you!
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