National Seminar on IKS and English Studies

National Seminar on IKS and English Studies

Participating in the National Seminar on Indian Knowledge Systems (IKS) and English Studies was an intellectually enriching and transformative experience. The seminar provided a comprehensive understanding of how traditional Indian knowledge, philosophy, and cultural frameworks can be meaningfully integrated with modern English literary studies. It encouraged critical thinking, interdisciplinary exploration, and a deeper appreciation of indigenous intellectual traditions.

The seminar also helped me reflect on the limitations of relying solely on Western theories and highlighted the importance of incorporating Indian perspectives to create a more balanced and inclusive academic approach.

Day 1: Inaugural Session and Plenary Sessions

Date: 23 March 2026

The seminar commenced with an inaugural session that introduced the theme of integrating Indian Knowledge Systems into English Studies. The session emphasized the need to rethink existing academic frameworks and adopt more culturally rooted approaches to education and research.

Plenary Session 1: Prof. Dushyant Nimavat

Prof. Dushyant Nimavat began his session by explaining that Indian Knowledge Systems should not be viewed as a single unified system but as a diverse and plural body of knowledge. He stressed the importance of approaching IKS through critical inquiry rather than debates of superiority.

He highlighted that India’s education system has long been influenced by Western models, especially after colonial rule. Referring to traditional education systems in India, he emphasized that pre-colonial India had a rich and structured system of learning which was often undervalued.

He also pointed out that research should always be evidence-based and critically examined rather than blindly accepted. According to him, Indian Knowledge Systems can serve as an alternative and complementary research methodology.

He further argued that applying Western theories without considering cultural contexts can lead to misinterpretation of Indian texts. Therefore, IKS should be used alongside Western frameworks to create more meaningful and culturally sensitive academic research.

Plenary Session 2: Dr. Kalyani Vallath

Dr. Kalyani Vallath’s session focused on Dravidian Knowledge Systems, particularly classical Tamil poetics. She introduced the concept of the Thinai system, which connects landscape, emotion, ecology, and human experience.

She explained that literature is divided into Akam (inner/personal life) and Puram (outer/public life). The Thinai system includes five landscapes Kurinji, Mullai, Marudam, Neithal, and Palai each representing specific emotional conditions such as love, waiting, conflict, longing, and separation.

She demonstrated that this ancient framework is not limited to Tamil literature but can also be applied to Sanskrit texts, Western literature, modern poetry, cinema, and ecological criticism.

By comparing Thinai with theories such as Rasa, Romanticism, Symbolism, and Ecocriticism, she showed that Indian literary traditions can contribute significantly to global literary studies.

Plenary Session 3: Dr. Kalyan Chattopadhyay

Dr. Kalyan Chattopadhyay discussed the need to decolonize English Studies in India. He explained that English education was introduced during colonial rule and has continued to follow Eurocentric models.

He referred to the concept of the “banking model” of education, where students passively receive knowledge instead of actively engaging with it. He emphasized the need for dialogic learning, inspired by Indian traditions such as the Bhagavad Gita.

He suggested that Indian Knowledge Systems should not be added merely as content but should function as analytical frameworks. He highlighted Indian theories such as Nyaya (logic), Vedanta (philosophy), Rasa (aesthetics), and Dhvani (suggestion) as powerful tools for literary analysis.

He concluded that integrating IKS into English Studies can help create a more inclusive, critical, and culturally relevant academic environment.

Day 2: Plenary Sessions

Date: 24 March 2026

The second day of the seminar focused on expanding the role of Indian Knowledge Systems in literature, language, translation, and gender studies.

Plenary Session 4: Ashok Sachdeva

Ashok Sachdeva discussed the influence of Indian philosophy on British and American literature. He explained that many Western writers were influenced by Indian concepts such as Karma, Moksha, Maya, Detachment, and Spiritual Unity.

He highlighted how writers like Wordsworth, Shelley, T. S. Eliot, and W. B. Yeats reflected Indian philosophical ideas in their works. He also mentioned American thinkers like Emerson, Thoreau, and Whitman.

A key part of his lecture was the comparison between Hamlet and Arjuna. Both characters face moral dilemmas, but while Arjuna receives guidance from Krishna, Hamlet lacks such direction, leading to different outcomes.

This session demonstrated how Indian philosophy can be applied to the study of Western literature.

Plenary Session 5: Prof. Atanu Bhattacharya

Prof. Atanu Bhattacharya focused on the role of language in Indian Knowledge Systems. He argued that Indian knowledge traditions have continued without interruption and are deeply rooted in language.

He emphasized that language in Indian tradition is not just a tool for communication but a means of producing knowledge. He highlighted the importance of narratives, literature, and interpretation in language learning.

He discussed Panini’s grammatical system, explaining that it is scientific, structured, and comparable to modern linguistic theories.

He also explained how colonial education changed language learning by reducing it to a functional and administrative tool, separating it from knowledge and culture.

Plenary Session 6: Sachin Ketkar

Sachin Ketkar emphasized the importance of translation in preserving Indian Knowledge Systems. He argued that translation is necessary because many people cannot access original Sanskrit texts.

He explained that translation is not about achieving exact equivalence but about interpretation and meaning-making. Cultural terms often do not have direct translations, and therefore translation involves creativity and context.

He also highlighted that translation reflects the translator’s perspective and historical context. Meaning is not fixed but changes over time, making translation an ongoing intellectual process.

Plenary Session 7: Dr. Amrita Das

Dr. Amrita Das explored feminist theory through Indian goddess traditions. She explained that Indian culture provides strong representations of divine femininity, which can be used to understand women’s empowerment.

She connected these ideas with modern feminist theory and showed how literature uses goddess figures to express women’s identity, spirituality, and strength.

Her session highlighted that Indian traditions offer powerful alternatives to Western feminist frameworks by presenting women as active and empowered beings.

Overall Learning Outcomes:

The seminar provided several important academic insights:

It deepened my understanding of Indian Knowledge Systems as diverse and dynamic.

It encouraged critical thinking about the dominance of Western theories.

It introduced interdisciplinary approaches connecting literature, philosophy, language, and culture.

It highlighted the importance of cultural context in literary analysis.

It emphasized the role of translation and language in knowledge creation.

Personal Reflection:

This seminar significantly enhanced my academic perspective and critical thinking skills. It encouraged me to explore Indian intellectual traditions alongside Western theories and to approach research with greater cultural awareness.

I also gained a deeper appreciation for India’s rich intellectual heritage and its relevance in contemporary academic discussions.

Conclusion:

The National Seminar on IKS and English Studies was a transformative learning experience. It broadened my understanding of literature, research methodologies, and knowledge systems.

By integrating Indian and Western perspectives, the seminar demonstrated that meaningful academic growth lies in dialogue, diversity, and critical inquiry. This experience will continue to guide my future academic and research journey.

Thank You