Bridging The Past & Present: Integrating Indian Knowledge System Into Management Education

The timeless wisdom from the old Indian scriptures encapsulates the deep purpose of imparting education is not merely a course for students to realize their material goals, but as a transformative process that changes character, protects ethical leadership, and enriches holistic development. In an age marked by rapid change and desperate competition, it will be a beacon of hope reaffirming that knowledge and its true worth is not in being able to amass wealth or wield power but to elevate, enlighten, and liberate a person from ignorance and limitation. This thought process is revolutionary in itself. It advocates that education in its truest form should  enable  individuals to rise beyond his/her own barriers to meaningfully contribute to society.

The Corporate world today, is plagued by a culture of individualism, where people are preoccupied with climbing to the top of the corporate ladder at the expense of others. Hence, it breeds toxic environment at work, where individuals prioritise their personal success over  collective growth. This mindset is instilled from the very school systems meant to train individuals for the workforce. Starting from the earliest years of schooling to higher education, grading and performance metrics revolves around personal performance only reinforcing a mindset that favors personal achievement over teamwork. Thus, this creates professionals who fail in team-oriented environments.

The National Education Policy (NEP) 2020  seeks to transform management education in India by introducing multidisciplinary, and experiential learning. It aims to provide students with the skills and tools to enable them to meet changing requirements in the business and corporate worlds. Also, the NEP 2020 seeks to promote critical thinking, ethical decision-making, and leadership qualities to develop professionals who will contribute well to the dynamic global economy. The focus of the policy is integration of technology, innovation and experiential learning, thereby preparing management students to face real-world challenges. The Indian Knowledge System (IKS) is the most significant dimension of the National Education Policy  NEP 2020 acknowledges the rich heritage and traditional wisdom that India possesses.. This article attempts to elucidate the Indian Knowledge system's rich heritage and argue as to how the integration of IKS could potentially serve as a building block in the development of holistic management professionals, who would be rooted in tradition,yet modern in their outlook.

The Indian Knowledge System as a Repository of Wisdom with Relevance to Contemporary Management

Indian Knowledge System is a reservoir of knowledge derived from different fields such as philosophy, governance, ethics, and management. Developed from centuries of intellectual pursuit, Indian Knowledge System provides profound insights into the human behavior, leadership, decision-making, and its organizational dynamics. This wisdom  has been hidden in the ancient Indian texts. The need of the hour is therefore to unlock this treasure from the ancient texts and make it available to all management students and professionals, equipping them with the knowledge and skills necessary to navigate the complexities of the global world, marked by technological advancements and ethical dilemmas.

At the very heart of Indian Knowledge Systems is the understanding that acquisition of knowledge is a holistic process and not just an accumulation of facts. True knowledge feeds one's intellectual development ensuring simultaneously,  his emotional and spiritual wellbeing. Some of the core teachings of IKS are summed up aptly in the vishnupurana : "Sa Vidya Ya Vimuktaye" (True knowledge is that which liberates). It would challenge the historically accepted definition of education as that which leads to material success and instead make it liberation of the self from ignorance, ego, and self-centeredness. Thus, IKS is the knowledge system that promotes personal growth, instills ethical leadership , and at the same time ensuring good to the society—values which are quite significant in corporate existence today.

Dharma (ethics), sustainability, and Vasudhaiva Kutumbakam are concepts propagated by the Indian Knowledge System that contradict individualism, especially the survival of the fittest, as described by Darwinism, or Marketing warfare as described by Al Ries. Darwinism, although most relevant to biological evolution, emphasizes competition and individual success at the expense of others and leads to a world where the strongest thrive at the expense of the weak. Similarly, Marketing warfare is a way of legitimatizing the whole concept of doing business by showing how to win over rival firms. Thus some of the concepts of the Indian Knowledge System - Dharma (ethics), Sustainability, and Vasudhaiva Kutumbakam (Global cooperation) offer contrasting ideologies to the individualistic ideologies propagated by western management thought.

In contrast, Dharma promotes a business ethic rooted in fairness, integrity, and social responsibility, where success is defined not just by profit but by positive contributions to society. Sustainability advocates for long-term growth that nurtures the environment, people, and society, rather than short-term gains that deplete resources. Vasudhaiva Kutumbakam, the concept of "the world is one family," calls for a cooperative, inclusive approach to business that transcends national and corporate boundaries.

Unfortunately, management education today, heavily influenced by western management thought, produces leaders with competitive mindset whose actions are directed more towards their individual benefit rather than the collective good. It thus produces a professional who sees in business a battlefield where the war must be won, even at a cost that totally disregards the long-term implications for society, the environment, or the ethics of the war action itself. Thus, a society that admonishes individual achievement and the attainment of wealth without reference either to Dharma or  Sustainability ends up in creating a culture normalizing avarice and exploitation. It is the author’s  strong belief that with the wisdom of the Indian Knowledge System integrated into management education, students can be groomed to be leaders not just in businesses but also co-creating society's common welfare while paving the way toward ethical, sustainable, and globally cooperative practices to address the real needs of businesses and society today. I therefore wish to give a snippet of the various Indian texts, and what management lessons can be learnt from them in the following section.

Timeless Wisdom from Indian Knowledge Systems: Lessons for Modern Management

The Mahabharata, Ramayana, Thirukkural, Arthashastra, Panchtantra, Jatakas, Hitopadesa, Aranyakas, and Manusmrithi are some of the most ancient Indian treatises that provide some ageless wisdom on morality, leadership, and governance. They offer a wealth of knowledge about decision-making, teamwork, and strategy, thus making them very much applicable to contemporary management practice. The teachings, when integrated into modern-day scenarios, could produce leaders who are ethical, empathetic, and culturally grounded in addressing organizational challenges.

Mahabharata: The epic, Mahabharatha written  by sage Vyasa believed to be written in the third century B.C.E is a treasure house of Indian knowledge system, brings into foray, the complexities of decision making in different contexts. With the help of characters like Yudhishthira, Krishna, Arjuna, and Duryodhana, the epic text explores the intricacies of dharma (righteous duty) and adharma (unrighteousness). The lessons imbibed from Krishna's guidance to Arjuna in Bhagavad Gita within Mahabharata are those offered to leaders on making decisions after rooting them in ethics and the greater good, regardless of the challenges involved. The epic when taught in the framework  of management schools would aid the future managers to navigate their dilemmas and make them better decision makers, who would take the interests of all stakeholders and especially consider the greater good of the society.

Ramayana: The Ramayana believed to be written by sage Valmiki, in the year 200 BCE, teaches invaluable lessons of leadership, responsibility, and good governance, underlined in Rama's steadfast commitment to dharma, as shown in the saying "Dharmo hi paramo lokah" (Dharma is the supreme duty of all beings, Valmiki Ramayana, Ayodhya Kanda). Likewise, Sita's unwavering resolve, as expressed in her words, "Saha dharmam charishyami tvaya saha vane vasan" (I shall follow dharma with you, even while living in the forest), signifies fidelity and devotion. And finally, Hanuman's loyalty can be traced through his proclamation, "Daso'ham Kosalendrasya Ramasya aklishta-karmanah" (I am the servant of Rama, the king of Kosala, who performs impeccable deeds). Integrating the Ramayana into management education would nurture disciplined, righteous, and resilient leaders who would make ethical decision-making their priority and standing for values even in the toughest of circumstances. The future managers will be a compassionate, fair, and socially responsible leaders by instilling Rama's governance. Such leaders would also find subordinates with Hanuman's loyalty who would go to any extent to fulfil their leader’s vision. I am of the firm opinion that a management student  would  develop a mindset which would immediately recognise the others needs and think what he or she could do for others.

Thirukkural: The eternal truths of the Thirukkural written by sage Thiruvalluvar in the year 300 BCE ,offer principles of management education and accentuates the dimension of ethics, good governance, and interpersonal relationship harmony. Teaching on Aram (Virtue) creates a passion for ethics and inspires a strong motivational base for ethical choices, corporate social responsibility, and integrity in leadership. In the Porul (Wealth) section, managerial competencies like resource mobilization and governance, along with an ethical orientation towards profit, would train future managers on how to create a sustainable phase of organizational development along with stakeholder prosperity. Teaching with Inbam (Love) embraces emotional intelligence, relationship building, and  concerns to create a culture of collaboration and inclusion in the workplace. Integrating these principles into management education prepares students to navigate challenges with fairness, align business goals with societal good, and lead with empathy, ensuring leadership that is both effective and ethical.

Kautilya's Arthashastra: Inclusion of Kautilya’s arthashastra in Management Education would teach students the important principles of finance, governance and leadership. As early as 4^th century BC Kautilya speaks about the need for robust financial systems: transparent bookkeeping, auditing, and ethical practices, which would promote transparency in an organization. The book also focuses on  resource efficiency and strategy allocation  which is so essential to maximize productivity in modern day organisations. Kautilya emphasizes ethical governance and leadership by advocating decisions that aim for the good of the organization and society as well. His other resounding message about self-management advises leaders to conquer greed and anger so that they may lead effectively. Finally, his perspectives in taxation and public finance help the manager formulate business strategy that align with the economic policies.This would help the management graduates progress in their careers with confidence and morality.

The Bhagavad Gita, considered the sacred book of Hindus, carries with it profound lessons on ethics and leadership and serves as a compass guiding the development of future leaders towards values and responsibilities. Imagine Arjuna on the battlefield of Kurukshetra, completely consumed by doubt and moral conflict. He is hesitant about the war and remembers the destruction it will bring to his family and community. Then, His charioteer, Krishna, who is believed to be the supreme human being and upholder of the highest principles of Dharma, steers him toward fulfilling his duty without attachment to personal emotions or outcomes.. Thus, Nishkama Karma or selfless action without attachment to results taught by Krishna speak towards a process and integrity focus rather than short-term gains. Management students may consider that true leadership stems from working for the greater good, ensuring that their actions are driven by service and ethical considerations not personal ambition. Krishna's mentoring of the Pandavas strongly emphasizes teamwork and contribution. Future leaders can apply this principle to harness diverse talents within a team, fostering unity and driving shared success. Finally, Krishna’s role as Arjuna’s charioteer, despite his divine stature, exemplifies servant leadership, teaching management students that the leader should not have any ego and his job is to help each member of his team overcome their obstacles and achieve their tasks.

Apart from the mentioned texts above, Indian knowledge system boasts of texts like the Panchatantra, Hitopadesha, Jataka Tales, Yoga Sutras of Patanjali, Aranyakas, Manusmriti, and Tantras that provide profound lessons to enhance the skills of future managers. The Panchatantra and Hitopadesha impart leadership, governance, and ethical decision-making through engaging stories that emphasize diplomacy, prudence, and conflict resolution. The Jataka Tales instill values like compassion and selflessness, essential for ethical leadership. The Yoga Sutras offer a disciplined approach to self-mastery, fostering mindfulness, clarity, and resilience for strategic decision-making. The Aranyakas emphasize self-awareness, sustainability, and holistic thinking, while the Manusmriti advocates justice, moral conduct, and balanced decision-making for stakeholder welfare. The Tantras underscore the importance of balance, adaptability, and ethical governance in leadership. Together, these texts provide a timeless framework for cultivating visionary managers who lead with integrity, resilience, and a commitment to sustainable and ethical practices.

Therefore there is a need for paradigm shift in Management education. Integration of Indian Knowledge System (IKS) with modern management practices is very much essential to  carry forward the dream of NEP (2020) for creating a holistic, inclusive, and culturally rich approach to global management education. The ancient Gurukul system of education ,I believe should be reinvented to impart holistic,  multidisciplinary system of education that fosters not only academic excellence but facilitate the growth of ethical leaders who are emotionally resilient and pragmatic decision makers.

The Gurukul system, which was adopted ancient Indian sages, emphasized a personalized, immersive, and experiential learning environment. It focused on nurturing students through a balanced blend of theoretical knowledge, practical application, and character-building, ensuring that leaders are well-equipped to address complex global challenges with wisdom, empathy, and cultural sensitivity.

The incorporation of IKS under the Gurukul system to impart Management Education of global standards will provide a distinct competitive advantage to India. As discussed in the article earlier almost all the texts talk about sustainability, ethical decision making and prioritising community good. Therefore, the need of the hour is to champion this transformative approach, creating global management institutions that are deeply rooted in Indian wisdom yet capable of shaping leaders who are future-ready in a dynamic, interconnected world.

Sources:

Ministry of Education, Government of India. (2020). National Education Policy 2020. Retrieved from https://www.nep.gov.in/

Ministry of Education, Government of India. (2023). Indian Knowledge System in Higher Education. Retrieved from https://www.education.gov.in/

Sharma, R. (2023). Integration of Indian Knowledge Systems in Management Education: A Vision for the Future. Journal of Management Education, 19(1), 15-30.

Gupta, S. (2024). Transforming Management Education through NEP 2020: A Case for Interdisciplinary Learning. Indian Journal of Higher Education, 7(2), 50-63.

Singh, N. (2023). Sustainability and Innovation in Business Education: Role of Indian Knowledge Systems. Journal of Sustainable Business Practices, 10(3), 78-92.

Verma, A. (2024). Ethical Decision-Making and Leadership Development in NEP-Based Management Education. International Journal of Business Ethics, 9(1), 40-55.

Desai, P. (2023). Bridging Ancient Wisdom with Modern Management Practices: Role of IKS. Journal of Management Research, 16(4), 65-85.

Reddy, K. (2024). Enhancing Holistic Learning through Indian Knowledge Systems in Management Education. Journal of Higher Education, 6(3), 30-45.

Jain, M. (2023). Integrating Sustainability and Ethical Practices in NEP-Based Business Education. Sustainable Development Journal, 11(2), 90-105.

Kumar, V. (2024). Interdisciplinary Approaches in Indian Knowledge Systems for Management Education. Indian Journal of Interdisciplinary Studies, 8(1), 25-40.

Mishra, S. (2023). Indian Knowledge Systems and Leadership Development in Management Education. Leadership and Management Journal, 14(5), 55-70.

Singh, P. (2024). Role of Indian Knowledge Systems in Fostering Innovation in Business Education. Innovation Studies Journal, 13(4), 40-60.

Choudhary, A. (2023). NEP 2020 and Its Impact on Ethical and Value-Based Learning in Management Education. Ethics in Higher Education, 5(3), 20-35.

Thakur, R. (2024). Advancing Practical Learning with Indian Knowledge Systems in Management Education. Journal of Practical Business Studies, 12(2), 65-80.

Bhattacharya, S. (2023). Examining the Role of Indian Knowledge Systems in Promoting Sustainability and Corporate Responsibility in Management Education. Sustainability Research Journal, 9(4), 100-120.

Gosar, P. and Purohit, H. (2022). Relevance of kautilya’s arthashastra in modern economics. International Journal of Advanced Research in Science Communication and Technology, 264-267. https://doi.org/10.48175/ijarsct-7683

Muniapan, B. (2007). Kautilya’s arthashastra and perspectives on organizational management. Asian Social Science, 4(1). https://doi.org/10.5539/ass.v4n1p30

Sihag, B. (2004). Kautilya on the scope and methodology of accounting, organizational design and the role of ethics in ancient india. Accounting Historians Journal, 31(2), 125-148. https://doi.org/10.2308/0148-4184.31.2.125

Sihag, B. (2005). Kautilya on ethics and economics. Humanomics, 21(3), 1-28. https://doi.org/10.1108/eb018902

Sihag, B. (2009). Kautilya on principles of taxation. Humanomics, 25(1), 55-67. https://doi.org/10.1108/08288660910934772

Dr Poornima A S

Guest Author Assistant Professor, Sri Ramachandra Faculty of Management Sciences, SRIHER