ShodhPatra: International Journal of Science and Humanities

Indigenous Knowledge Systems and Philosophy of Education: Exploring their Relevance for Holistic and Transformative Pedagogical Practices in the 21st Century

Abstract The marginalization of Indigenous Knowledge Systems (IKS) in the official education system has become a major issue in the environment of rapid globalization, technological progress, and growing cultural homogenization. This paper focuses a critical analysis of the philosophical underpinning and pedagogical usefulness of IKS in the establishment of holistic and transformative learning in the twenty- first century. The paper follows a conceptual research design of qualitative research and focuses on philosophical analysis, comparative conceptual enquiry, and thematic synthesis to address the interface of Indigenous epistemology, Holistic Education Theory, and Transformative Learning Theory. The results indicate that IKS is a multidimensional approach to education, which facilitates cognitive, socio-emotional, cultural, ethical, and ecological growth. It helps a lot in the formation of cultural identity, epistemic justice, ecological consciousness, and development of critical consciousness among learners. In addition, the paper also emphasizes the potential of transforming curricula, pedagogy and policy in education by incorporating indigenous insights into the curriculum, teaching and learning processes as well as the learning environment to make them inclusive, context sensitive and socially responsive. The paper suggests that Indigenous Knowledge Systems are not ancillary to reinventing education as a whole, equitable, and sustainable venture. The research will contribute to a paradigmatic shift of the 21 st century, through developing a transformative, pluralistic theory of education which can map the twenty-first century complexes.