Ancient Wisdom and Modern Pedagogy: Transformations in Learners’ Ways of Thinking
Piyali Das
Assistant Professor (Ex)
Krishna Prasad Pal Memorial Teachers Training College
Sonali Park, Sheoraphuli, Hooghly, West Bengal
Pin-712223
Abstract
Education is not merely a system of knowledge transmission but a transformative process shaping learners’ cognitive structures, ethical frameworks, and worldviews. Ancient education systems emphasized holistic growth, moral discipline, contemplative inquiry, and community-based learning, whereas modern pedagogy prioritizes learner-centeredness, constructivism, scientific cognition, and technological integration. This paper critically examines the transformation in learners’ ways of thinking from ancient wisdom traditions to contemporary pedagogical models. Drawing on classical philosophical traditions and modern educational theories—particularly those of Piaget, Vygotsky, and constructivist thinkers—the paper argues that meaningful educational reform lies in integrating ancient ethical-intellectual depth with modern scientific pedagogy. The discussion incorporates ResearchGate-based scholarly insights to contextualize the analysis.
Keywords: Ancient Education Systems, Modern Pedagogy, Constructivist Learning Learners’ Cognitive Development, Indian Knowledge Systems (IKS)
DOI link – https://doi.org/10.69758/GIMRJ/2602S02V14P018
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