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Dr. G P Sudhakar, Centre for Educational and Social Studies,
Bengaluru
Bringing Indian Knowledge
Systems
Into Management & Commerce
Curriculum
.
Refresher program in Commerce and Management, Jalgoan,

● Kaundinya
● Kanji Malam – Mandvi
port
● Fateh Chand - Jagath
Seth title 1723
● Gathapathi Saddalputra
-500 to 300 BC – Sreni

Lothal -Construction of the city is believed to
have begun around 2200 BCE
International
trade in
gems, beads
and
ornaments

Routes in early Hindu Period. --The early rock-cut remains at
Ajanta. at Patna near Chalisgaon. at Chandor, and at Nasik,
make it probable that, as far back as the second and first
centuries before Christ, trade routes between north and
south India passed close to those places. In the third
century A. D., the author of the Periplus (247 A. D.)
mentions that trade crossed Khandesh from Broach to
Paithan on the Godavari and to Tagara ten days further east
[Mc Crindle's Periplus, 125-26.]. If the statement that it lay
ten days to the east of Paithan is correct, the trade probably
passed eastwards through Khandesh, leaving the district
either near Patan or near Ajanta. The road, though very
difficult, was passable for wagons [Gazetteer of the Bombay
Presidency, Vol. XII, 1880.].

Sreni first mentioned in the Mahabharata
“.. if one uses the most recent dating for the earliest written
material(1500 BC to 800 BC) then by 1000 BC to 800 BC the sreni and
pani were known to Indians
The sreni predates the earliest Roman prototype corporations by
centuries and it is considerably more complex and detailed than Roman
entities”
Khanna Vikramaditya S, The Economic History of corporate form in
Ancient India, 1997 - Compares modern US corporation to Sreni and
finds them very similar
Another interesting book is Majumdar, Ramesh Chandra, (1920),
Corporate Life in Ancient India,

Bringing IKS into Management and Commerce curriculum

�ݺ�ߣ taken from online source. Credit to :S. Kalyanaraman,Sarasvati Research
Centre,kalyan97@gmail.com

“The fundamental principles that will guide both the education
system at large, as well as the individual institutions within it are:
…a rootedness and pride in India, and its rich, diverse,
ancient and modern culture and knowledge systems and
traditions;”
NEP 2020
IKS in the National Education Policy

“Instilling knowledge of India and its varied social, cultural,
and technological needs, its inimitable artistic, language, and
knowledge traditions, and its strong ethics in India’s young
people is considered critical for purposes of national pride,
self-confidence, self-knowledge, cooperation, and
integration”
[NEP 2020, Introduction, p.
4]

Ananda Coomaraswamy: Education in India
Source: Modern Review, October 1908
Speak to the ordinary graduate… on the ideals of the
Mahabharata–he will hasten to display his knowledge of
Shakespeare; talk to him of religious philosophy–you find
that he is an atheist of the crude type common in Europe a
generation ago…not only has he no religion but he is as
lacking in philosophy as the average Englishman…talk to
him of Indian art–it is news to him that such a thing exists;
ask him to translate…a letter written in his own mother
tongue–he does not know it. He is indeed a stranger in his
own land.

o4.29 All curriculum and pedagogy, from the foundational stage onwards, will be
redesigned to be strongly rooted in the Indian and local context and ethos in
terms of culture, traditions, heritage, customs, language, philosophy,
geography, ancient and contemporary knowledge, societal and scientific
needs, indigenous and traditional ways of learning etc. – in order to ensure
that education is maximally relatable, relevant, interesting, and effective for
our students.
Stories, arts, games, sports, examples, problems, etc. will be chosen as much
as possible to be rooted in the Indian and local geographic context. Ideas,
abstractions, and creativity will indeed best flourish when learning is thus rooted”

“every student enrolled in a UG or PG programme should be encouraged to
take credit courses in IKS amounting in all to at least five per cent of the
total mandated credits. It is envisioned that the interested students studying
in UG and PG courses may be allowed to take a larger fraction of the total
mandated credits in the fields of IKS.
2. At least 50% of the credits apportioned to the IKS should be related to
the major discipline and should be accounted for the credits assigned to the
major discipline.
3. Special care should be taken to ensure that the course materials for these
IKS courses are based on authentic sources”

1. Total credits of the courses taken in IKS amount to at least five per cent of the
total mandated credits. The students may be encouraged to take these courses,
preferably during the first four semesters of the UG programme. At least half of
these mandated credits should be in courses in disciplines which are part of IKS and
are related to the major field of specialization that the student is pursuing in the UG
programme
2. All the students should take a Foundational Course in Indian Knowledge System,
which is designed to present an overall introduction to all the streams of IKS relevant
to the UG programme. 18 foundation courses suggested.
3. All UG-teaching Institutions should offer a large number of Elective Courses in IKS,
from which the students may choose appropriately so as to complete a requisite
number of courses and credits in IKS. These credits may be apportioned to the core
disciplinary courses and the multidisciplinary courses.
For Undergraduate programs

1. Total credits of the courses taken in IKS = At least 5% of the total mandated credits.
*Preferably during the first four semesters of the UG programme.
*At least half of these mandated credits in disciplines part of IKS + related to the major
field of the student’s UG specialization.
2. Foundational Course in IKS - To present an overall introduction to all the streams of
IKS relevant to the UG programme.
*18 foundation courses suggested.
3. Offer large number of Elective Courses in IKS for the students to choose from, so as to
complete a requisite number of courses and credits in IKS.
*These credits may be apportioned to the core disciplinary courses and the
multidisciplinary courses.
For Undergraduate programs

1. All the students studying for PG programmes in Arts, Commerce and
Sciences should take an adequate number of advanced credit courses in any of
the disciplines/topics that are part of IKS and related to their subject of
specialization so that the total credits of the courses taken by the student in IKS
amount to at least five percent of the total mandated credits.
2. The students may be allowed to opt for taking additional courses in
disciplines/ topics that are part of IKS if such an option is available and is
consistent with the requirements of the PG programme.
For post graduate programs

❖ IKS - Bharatiya Jnanaparampara Sanatana Ganga Pravha
❖ Gyan - includes spiritual, experiential and wisdom
❖ Parampara - Continuity
❖ Sanatana - Eternal
❖ My qualifications : Pristine product of Macaulay’s education system - no
orientation or brush with any component of IKS
❖ NEP 2020 - A political tool - Judge it by reading the 60 pages
That’s what UGC and NEP 2020 specifically say...
Rest of this talk, is my opinion, interpretation and choice
of facts
IKS - Not because it is mandatory,
Adopt the ‘spirit’ rather than the rules and guidelines

● “Bhartrhari says, "Mind acquires critical acumen by interacting with
the other traditions. What does he know who knows only his own
tradition?" A beautiful thought but sadly today, with our systems of
knowledge having been marginalized and excluded from the
mainstream education, we have to ask - "What does he know who
does not Know his own tradition?" “
Prof Kapil Kapoor - concluding paragraph - Indian Knowledge Systems Nature,
Philosophy and Character

Correcting a
historical mistake
Develops Pride & self-
confidence in the
learners
African countries & China have
done substantial research on
Indigenous knowledge
integration into the curriculum -
Findings: Substantial value add
to understanding, retention &
real connect with the content
The content available is
substantial, unique, &
very useful in today's
world
Different
perspective than the
western paradigm
Why IKS?

Some background
❖ Many thousands of years of economic/ Intellectual/
scientific/ cultural activity/ experience
- Knowledge creation
❖ Today - Unorganized sector is 3-4 times the size of
organized sector in value and maybe 10 times in
employment. India Uninc.
❖ We have a huge reservoir of knowledge, case studies,
best practices.
Angus Maddison’s (2003) work shows that
By 1st millennia CE, India’s GDP acquired about one-third to half of
total world GDP.
The Golden Age of India had reached its peak during the Gupta
dynasty circa 6th century.

English/Present
system
Bharatiya
system
&
A
new
Swadeshi
Movement
in
Education
with
NEP2020
Obedience Freedom to learn
Focus on Employment Focus on Man Making education
Creating a Selfish world Creating a harmonious world
Sustainability is not all pervading
Sustainability is critical and woven
into all aspects
Industrial age Inner growth age
Unable to answer questions about
traditions and local aspects
Integrated with traditions and local
community
Information focused Lifelong learning

Educational content -
Syllabus, Examples,
Pedagogy
Culture of the
Institution - Daily
routine, events, dress
code, behaviour
patterns
Holistic development -
emphasis on physical
health/ Mental health/
Social health/Learning
Guru griha vasa -
Experiential/ Role
model/ Mentorship
/Personalised
Extra curricular
activities
Connect with local
industry/ institutions/
history/ way of life
How to bring IKS into curriculum?

A step by step approach to bring IKS into the
syllabus
Bring more and
more Indian
examples, case
studies into existing
courses and add
field work,
interaction with
local community or
local resources
specific to the
Include a few units
based on IKS into
current courses
(This is the best way
to integrate western
and Indic POV,
however toughest to
do)
Introduce IKS based
courses as core and
many as electives in
existing programs
Launch IKS based
programs
01 02 03 04
Should you have a department of IKS ???
Dina Chariya, Pedagogy, Setting an Example,
Connect with local community easier and
faster to achieve than changes in syllabus

What are the potential components of
Bharatiya Management in higher education
content
Concepts/ practices/ case
studies which are uniquely
Indian and contemporary.
Concepts/ ideas/
constructs based on
India’s ancient wisdom.
Also, history
Research methods
unique to India
01 02
03

More recent material from Vivekananda, Gandhi, Shankara
Water/Kingdoms/Temples/ International trade
Are ancient ideas relevant for today's managers?
Management concepts/ ideas/ constructs
based on India’s ancient wisdom
Bharatiya sources used in a few Management Schools appear to be Vedas,
Upanishads, Ramayana, Mahabharata, Arthasashtra by Chanakya/
Kauthilya, Panchatantra, Tirukural etc.
Did ancient Indians have experience in Management?

What can we learn about motivation from
Ramayana?
Another example

2. Contemporary Management concepts/
practices/ case studies which are uniquely
Indian
Case studies like –
Aravind Eye, Kumbh
Mela
Business Practices of
Marwari, Chettier’s,
Parsi’s
Grand research opportunity - local and Hyper local content can be
generated
Concepts such as
Jugaad-frugal innovation
The unorganized sector is 82%
of the workforce and
contributes 50% of GDP
Bottom of the pyramid
opportunity – CKP – pioneers
MNC - HLL/Nirma/Wheel
Key
�ݺ�ߣ

Indian Models of Economy, Business and
Management by Prof P Kanagasabapathi
Indian Business Models Western Business Models
Family Orientation Individualistic
Dominance of Non Corporate Sector Dominance of Corporate Sector
Generation of funds from own/close
sources
Contract based Transactions
Community Drive Risk Diverting NAture
Relationship, Faith and Goodwill as
base
Large Scale absence of Ethical
orientation
Less dependence on state
Risk bearing nature

The India way: Lessons for the U.S.
Abstract
We describe a distinctive approach to business associated
with the major corporations in India and contrast it with
practices in the United States. Specifically, the Indian
approach eschews the explicit pursuit of shareholder
value in favor of goals associated with a social mission.
These companies make extraordinary investments in their
employees and empower them in decision making.

Academy of Management
These practices combine with a distinctively Indian approach to problem solving to
create a competitive advantage that has led to spectacular business growth, not
just within India but in international markets as well. A particularly important lesson
for the United States is that the major Indian companies are not succeeding
despite the fact that they are pursuing a social mission and investing in their
employees. They are succeeding precisely because they do so.
Cappelli, Peter & Singh, Harbir & Singh, Jitendra & Useem, Michael. (2010). The
India way: Lessons for the U.S.. Academy of Management Perspectives.

❖ Differences in concept of time (linear/ cyclical) – Start with Goal/ Self
❖ Western research is aimed at proving with scientific data analysis
❖ nyAya includes information perceived by sense organs, and is empirical.
Indian methodology uses both empirical evidence and experience (for
direct experience of truth or self or brahman).
❖ Indian research is aimed at proving and ‘realizing’ the truth by oneself for
oneself
Direct experience alone is the basis for all proofs.... [2.19-20] Yoga-
V¯asis.t.ha
3. Research methodology that is uniquely
Indian

Value of reflection & personal experience
Not only western scientific method - rebirth research
Tapas
Indian methods of research

❖ Reveals that a number of management books have been written using IKS
❖ A number of articles have been published in journals across subjects
❖ Most good journals do not accept articles that do not fit the western
structure of articles
❖ Contemporary literature consists mainly books and journal articles
describing the unique aspects of contemporary India, rare are text books!
Content Availability

● Indian Business History – A book
set by Sri Gurucharan Das (there are
innumerable journal articles by
historians, economists, & Sanskrit
scholars on this subject)
● History of Economics - Shankar
Jaganathan
● Indian Psyche - Sudhir Kakkar,
Pavan Verma
● Indian Consumers – Where to Find
Them and What They Want - Rama
Bijapurkar, Santhosh Desai
Some Indian books/Authors that can be
evaluated to come into the classroom
● From discovering the India
opportunity to offering the Dharma
prerequisite to the world of business
- Gurucharan Das
● New Age Management Philosophy
from Ancient Indian Wisdom V.
Srinivasan
● Demographics: The Consumer
Classes - S.L. Rao
● Being a Professional Manager - R.
Gopalakrishnan, Subroto Bagchi,
Prakash Iyer
● Business Ethics: An Indian
Perspective - A C Fernando LIBA

Some Examples Of Potential Courses
Link

Institution Course/Program Contents Comments
IIMB
Management Paradigms
from Bhagavad Gita
(MPBG)
Spirituality in Business and Workplace,
Perspectives on Leadership and Work,
Perspectives on Self‐Management,
Perspectives on Life and Society
National Sanskrit
University
Tirupati
Master in Ancient Indian
Management Techniques
Program
Courses include Ancient Indian
Management Skills, Vedic thoughts on
Environmental Awareness and Natural
Resource Management, Personnel
Management in Indian Philosophic
Systems and Upanishads
ITM University
Mahabharata (lessons in
conflict resolution and
leadership) _
Savitribai Phule Pune
University (SPPU)
Indian Ethos and Business
Ethics ( AICTE)
Differs significantly between
institutions – many versions are
available with slight change in title
This course was recommended by
AICTE – The regulator for MBA
programs in India and most
universities have such a course.
S-Vysa University
Holistic Systems of
Management
Gunas and spiritual growth, Indian
Ethos, HOLSYM
This is a course prepared exclusively by
S-Vysa and offered to its MBA students
based on home grown content
Ramayana and

Delhi University Indian Strategic Thought
From Vedic times to contemporary
India – thoughts on subjects of
strategic importance
Part of MA pol Science program
Delhi University and
many other universities
Self-Management in the Gita
Cognitive and emotive apparatus,
Self-management through devotion
Usually offered in BA Sanskrit and
BBA in a few universities across India.
Syllabus has minor variations
especially in emphasis of topics
Delhi University Art of Balanced living
Śravaṇa, manana & meditation.
Concept of Yoga, jñāna-yoga,
dhyāna-yoga, karma-yoga and
bhakti-yoga
University of Calicut
Prachinavanijya for B.Com
program
ancient system of trade, commerce
and animal husbandry
Other courses include management
and Indian heritage, Subhashitas and
basic grammar,
University of Calicut
Bhagavatgita and
Arthasastra ( state craft and
crisis management focus) –
Undergraduate course
XLRI
Indian philosophy and
leadership excellence–
Vedas, Upanishads, Ramayana,
Mahabharata, Six systems of

PG Pathshala Indian Perspectives on HQD/HRM
Comprehensive course with
video and text content in
learning friendly format
PG Pathshala Human Values and Indian ethos/HRM
PG Pathshala Indian economic history/Culture
Mumbai University
Indian Management Thought and
Practices / BMS 6th Sem
Indian ethos, Personality, spirituality
University of
Mumbai
MA – Leadership Science
Arthashastra of Kautilya, Leadership
: Ancient Indian Texts, Philosophers
on Leadership (Indian)/
University of
Rajasthan
Indian management thought and
business leaders /BBA
Jiwaji University,
Gwalior
Human Values- Elements of Indian
Culture /MBA program
History of the civilization, 16 rituals,
dharma, artha, kama and moksha,
Governance and values

Indus University/Centre
for Indic Studies –
Ahmedabad
Indian Models of
Economy, Business and
Management
Indian economic models, uniquely
Indian case studies, Ancient Indian
thinking and values about economics
and trade
This is an online course. The centre
offers many such courses like
essentials of Hinduism, Natyashastra
etc. Good option for MOOC included in
curriculum
L. N. Mishra Institute of
Economic Development
and Social Change,
Patna
Indian ethos and
leadership
Utkal University
Indian culture and
heritage- MA history
Indian Institute of
Management,
Ahmedabad
Learning what is not
taught ( LWNT
Anecdotes and helpful real-life
experiences from a senior corporate
executive to stimulate reflection.
Covers areas such as, obligation, duty,
self-interest, self-awareness and
intuitive decision-making in practice
Offered by Sri R.Gopalakrishnan based
on his book ‘When the penny drops’ in
a few top institutes. It should be
possible for others to offer this course
with training from the author.
Jiwaji University,
Human Values- Elements
of Indian Culture /MBA
History of the civilization, 16 rituals,
dharma, artha, kama and moksha,

Existing course listing from Indian Universities can give us many ideas!
https://mitiiks.org.in/

India’s International Trade history
The timeline - starting
in 700 BCE
Trade Routes - Silk
route, Cotton route
Supply chain - Ganges
river supply chain,
Caravans, Ships
Merchandise: Items
imported / Exported

❖ “1.3 The earliest treatise on accounting is generally thought to be Pacioli's
Summar of 1494. However, Bahikhata (a double-entry system of
bookkeeping) predates the ‘Italian’ method by many centuries. Its existence
in India prior to the Greek and Roman empires suggests that Indian traders
took it with them to Italy, and from there the double-entry system spread
through Europe,”
BOMBAY CHARTERED
ACCOUNTANT JOURNAL JULY 2018
❖ Hemadri pant - Yadhav dynasty - Maharashtra - Mesthaks - 13th century -
Accounting heads/day book
❖ Partha system of financial control
Origins of Double entry accounting -
Accountancy

❖ Economic development without destroying the environment
❖ The importance for mother nature and coexistence in Indian philosophy/
Ancient wisdom - Bhoomi Suktha / Purusharthas
❖ 100 year old companies - Tata/Godrej/ TVS and their business practices
❖ Local examples like Saalumarada Thimmakka
❖ Gandhiji - Trusteeship concept - Bajaj
❖ Secondary research is enough as many journal articles are available
Sustainability

➔ https://iksindia.org/index.php
➔ https://www.namami.gov.in/
➔ https://indianculture.gov.in/indian-culture-repository
➔ https://vedicheritage.gov.in/
➔ https://www.rarebooksocietyofindia.org/
➔ https://management.cessedu.org/
➔ https://indica.in/
➔ https://www.bharatiyakritisampada.nic.in/
Sources for material on IKS

The Many Risks
Interpretation
of texts
Nostalgic
research
Variations Absence of
structured text
books

❖ Curriculum developers following the NEP 2020 guidelines
❖ Text book Authors
❖ School Management / Leaders/ Institutional culture
❖ Teacher - course material, local examples, pedagogy, personal
ethical behaviour (behave like a Guru!)
Who can bring IKS into the classroom?

Shifting away from rote
learning
Pedagogy needs to be directed at
Preparing students with
skills
Preparing confident
students with critical and
creative thinking abilities
Foundational Language,
literacy and numeracy
Reflection, enquiry,
research
NEP

Professor Guru
Information Experience
Knowing (having
learnt)
Being (having
experienced)
Transaction
One way ! (no way to
return to Guru)
Addition Transformation (Dwij)
Mind Connection Heart Connection
Grow from Professor/Lecturers to Gurus
Most important for NEP 2020 to succeed

Research
Research
Research to build content
What must Professors do now to bring IKS into
higher education?
Start looking at every
student as a individual
with potential/
Sambhavya
Incorporate aspects from
Culture and tradition in the
classroom
Build local network to help
students learn
Review Pedagogy
Become a “Guru”

Namasthe
Thank you all for your active listening
gpsudhakar@gmail.com
+91 9845463941

● Ithihasa & History
● History/ opinion/ facts/ reality/ POV
● The revised History of India
● History that inspires rather than mental subjugation
● Many inspiring characters are missing from general history
● Economic History of India
● History of architecture in India
History

�ݺ�ߣ

Bringing IKS into Management and Commerce curriculum

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