Role of Gurukul Pedagogy in Experiential Learning

Rishika Verma

Assistant Professor, Department of Philosophy, Hemavati Nandan Bahuguna Garhwal University, Srinagar, Garhwal, Uttarakhand, India.

Abstract

This paper examines the relationship between the ancient Indian Gurukul system of education and the National Education Policy (NEP) 2020, with particular attention to experiential learning. Through qualitative analysis of secondary sources including policy documents, scholarly publications, and historical texts, the study identifies points of convergence between these two educational frameworks. The findings indicate significant alignment in areas of learner-centric pedagogy, holistic development, value-based education, and the importance of teacher-student relationships. The paper argues that while the Gurukul system operated in a distinct historical context, its core pedagogical principles remain relevant for addressing contemporary challenges such as the gap between theoretical knowledge and practical skills. The study concludes that integrating Gurukul-inspired experiential learning practices within the NEP 2020 framework can contribute to a more balanced and holistic education system for the twenty-first century.

Keywords: Pedagogy, Gurukul system, Experiential learning, NEP 2020, Holistic education

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