Learning Prakriya

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Introduction:

Contemplative Learning Prakriya (CLP) is an innovative pedagogical framework that integrates ancient Indian knowledge systems with contemporary global pedagogical tools. It is founded on the belief that every student is a seeker of truth and all the instruments of learning lead to the discovery of truth. It leads to an in depth study of concepts by learners according to their capacity and natural inclination.

 Rooted in the principles of the National Education Policy, CLP aims to foster the development of 21st-century skills while nurturing a sense of self-awareness and ethical responsibility in young school-going learners. The framework emphasizes a unique approach to learning, encompassing cycles, contemplative stages, and an understanding of the students' nature based on the three gunas.

While examining the way the gurukul system functioned, its application in today’s context in its pristine form is an impossibility. However when blended with modern systems it becomes an idealistic way of education that retains the eternal truth envisaged by ancient Indian wisdom and adapts it for modern use. CLP uses modern methods such as differentiated instruction, scaffolding, inquiry based learning and project based learning with acknowledgement of the contributors such as Piaget, Vygotsky,  Dewey, David Kolb, Benjamin Bloom and scores of other twentieth century educators. The criteria for these tools however is replaced by ideas of the Indian Knowledge Systems.

Key Components: 

Transformational Learning:

• CLP merges ancient wisdom with modern project-based learning methodologies. The multidisciplinary nature of projects ensures a meaningful learning experience, allowing students to ask diverse questions—open-ended, reasoning, global reasoning, and big questions.

Cycles of Learning:

• CLP introduces a cyclic learning structure, dividing each cycle into three stages, Receiving, Processing and Assimilation Stages. This allows for a dynamic and progressive learning experience, mirroring the cyclical nature of knowledge development and personal growth.

Contemplative Five-Lens Approach:

• The final stage of each learning cycle incorporates a five-pronged contemplation inspired by the Panchakosha method, providing students with a holistic perspective. The Panchakosha involves the five sheaths of every human, the Physical (Annamaya), The Active (Pranamaya ), the Mind (Manomaya), the Intellect (Vigyanamaya) and the Contentment (Anandamaya).This approach fosters critical thinking, self-reflection, and a deeper understanding of the subject matter. This is in keeping with the requirements elaborated in the NEP, not just for the foundational but also for the preparatory and the secondary levels.

Guna-based Differentiation:​

• Understanding the fundamental nature of students based on the three gunas—Tamas, Rajas, and Sattva—is essential in CLP. A SARATA survey ( detailing the features of Sattva, Rajas and Tamas) helps identify a learner's basic guna, enabling teachers to implement differentiated instruction tailored to individual needs. For instance, making mixed guna groups for completing the tasks.

Self-Study and Concept Text:

• At the core of CLP lies the practice of Swadhyaya (self study), empowering learners to think independently and learn without restrictions. Students apply the principles of a Concept Text guiding them through the learning process and encouraging them to take responsibility for their education. Eg. Tarka Sangraha for science, Athichoodi, Thirukkural, Arthashastra etc.

Collaborative Cohorts:

• Inspired by the Gurukul system, CLP promotes collaboration among three age groups within a single class. This facilitates peer tutoring, creating a rich learning environment where learners from different stages share insights and experiences.

Teacher Guidance and Intuitive Potential:

• Teachers play a pivotal role in guiding learners through various sources of information, both indirect and experiential. CLP enables educators to observe holistic growth, tap into students' intuitive potential, and recognise individual genius.

 

Project Design:

This is inspired by the way rituals were organised in ancient India with an 

Initiator and three groups of people pitching in. This method allows for three age groups to collaborate and complete a project. Here the teacher becomes the initiator with groups of students doing different tasks related to the project. Each group will consist of members from the three age groups. The teacher will simultaneously handle all the groups based on the principles of differentiated instruction.

 

Knowledge Filters:

Several criteria used by Adi Shankara as well as the propounders of Nyay 

philosophy and ideas inspired by the Gayatri mantra, help learners sort 

information, identify gaps and raise questions by way of learning. 

 

Assessment: 

The assessment pattern of CLP goes well with modern practices of Assessment for Learning as against AAssessment of Learning. This means not only the level of knowledge and skill is tested but also the student’s readiness level in continuing education is given priority over everything else. This is in sharp contrast to modern systems which give more importance to knowledge and skill levels attained rather than the students' learnability.

This is achieved through a method called TWD Prism in CLP. This prism is a super imposition on the ZPD (Zone of Proximal Development) that is generally practiced across the world. CLP has a way of quantifying the learnability levels of every student by quantifying the six basic requirements for a learner, such as the Capacity to remain calm, to control one’s senses, to endure, to work sincerely , to enjoy one’s work, to be contented.

 

Conclusion:

The system lends itself very well to bilingual or learning in mother tongue because assimilation will be better and thereby the wisdom gained is deeper. It can be used in any medium of instruction, any syllabus, any board of education in any part of the world. Training in Sanskrit language though will have a telling effect.

Contemplative Learning Prakriya offers a transformative educational experience that goes beyond the acquisition of knowledge. By blending ancient wisdom with contemporary methodologies, CLP provides a holistic approach to education, nurturing not only cognitive skills but also ethical values. This innovative framework aligns with the National Education Policy, shaping students into critical thinkers, self-directed learners, and responsible individuals capable of contributing meaningfully to society.