Buddhist Principles and Holistic Education: A Study in the Light of NEP 2020

Abstract

The Indian government’s National Education Policy (NEP) 2020 serves as a framework within which this philosophical investigation of Buddhist teachings and holistic education unfolds. It contends that the framework of Buddhist educational theory offers a timeless and all-encompassing view of education as a process of human growth that incorporates intellectual, ethical, emotional, and spiritual aspects. According to the study’s findings, the goals of learner-centered, experiential, and value-based education outlined by NEP 2020 are highly congruent with Buddhist philosophy. This study draws on both traditional and contemporary Buddhist literature to demonstrate how ideas like interdependence, compassion, self-realization, and mindfulness might improve current methods of teaching. It delves further into the ways in which important Buddhist educational principles are mirrored in NEP 2020’s focus on inclusiveness, critical thinking, and holistic development. Additionally, the study considers the real-world effects of bringing ethical education, reflective pedagogy, mindfulness-based learning, and other Buddhist-inspired methods into Indian schools. Despite the paper’s admission of institutional and structural obstacles, it argues that such integration can greatly aid in the development of inclusive, socially responsible, and attentive classrooms. The study concludes that a vision for education that combines Buddhist principles with NEP 2020 can bring about a sea change by shifting the focus from rote memorization to the development of critical thinking skills and positive character traits. The goal of this holistic strategy is to produce citizens who are caring, introspective, and internationally conscious so that they can build a more peaceful and sustainable world.