The Research Dialogue

Abstract

Experiential learning has become a widely recognized pedagogical paradigm in contemporary education, emphasizing learning through direct experience, reflection, and application. Although the concept is frequently associated with modern educational theorists such as John Dewey and David Kolb, the philosophical and pedagogical foundations of experiential learning can be traced back to ancient Indian educational traditions, particularly the Gurukul system. The Gurukul model, embedded within the broader framework of the Indian Knowledge System (IKS), emphasized holistic education through lived experiences, mentorship, and integration of knowledge with everyday life. In this system, students resided with their teachers and engaged in learning through observation, dialogue, service, and practical engagement with nature and community life. Such experiential processes enabled the development of intellectual competence, moral values, life skills, and spiritual awareness simultaneously.

The National Education Policy (NEP) 2020 has revived interest in indigenous educational traditions by emphasizing experiential learning, multidisciplinary knowledge, and the integration of Indian Knowledge Systems into the curriculum. This policy shift highlights the need to revisit historical pedagogical models that prioritized contextual and experiential learning rather than rote memorization. The present paper examines the conceptual foundations of experiential learning and explores its deep roots within the Gurukul system of ancient India. Through an analysis of twenty Indian research studies on indigenous pedagogical traditions and experiential practices, the paper identifies key elements that contributed to the effectiveness of the Gurukul model. These include learning through participation, guru–shishya mentorship, community engagement, reflective dialogue, and integration of ethical values with practical knowledge.

The study further discusses how these insights can inform contemporary educational practices, particularly in teacher education and curriculum design. By synthesizing ancient pedagogical wisdom with modern experiential learning frameworks, the paper argues for a culturally grounded approach to education that supports holistic learner development and aligns with the transformative vision of NEP 2020.

Keywords: Experiential Learning, Gurukul System, Indian Knowledge System, Guru-Shishya Parampara, NEP 2020, Indigenous Pedagogy, Holistic Education