खंड 1 No. 1 (2026): Inaugural Issue

Editorial

• Indian Knowledge Systems and the Discipline of Critical Scholarship

  Naval Singh Jain (##default.groups.name.author##)

  • PDF (अंग्रेजी)

• Anekāntavāda in the Classroom: Jain Non-Absolutism, Epistemic Humility, and the Pedagogy of Multi-Perspectival Thinking

  Udit Prabha (##default.groups.name.author##)

  • PDF (अंग्रेजी)

Bhāṣā-Śikṣaṇa — Classical Language Pedagogy

• Sanskrit, Metalinguistic Awareness, and the Transfer Question: What the Evidence on Classical-Language Study Implies for India's Multilingual Classroom

  Sunderlal (##default.groups.name.author##)

  • PDF (अंग्रेजी)

Pāṭhyakrama — Curriculum Design and Implementation

• From Gurukula to Competency Framework: What Cognitive Apprenticeship Theory Can and Cannot Offer NEP 2020's Competency-Based Reform

  Himmat Singh (##default.groups.name.author##)

  • PDF (अंग्रेजी)

Kakṣā-Anusandhāna — Empirical Classroom Research

• Yoga in the Indian Classroom: A Scoping Review of the Evidence on Children's Attention, Executive Function, and Behaviour

  Anubhuti (##default.groups.name.author##)

  • PDF (अंग्रेजी)

Nīti-Vimarśa — Policy and Critical Perspectives

• Whose Knowledge, What Standard? Quality Assurance and the Rapid Institutionalization of Indian Knowledge Systems under NEP 2020

  Sourabh (##default.groups.name.author##)

  • PDF (अंग्रेजी)