Reimagining Inclusive Classrooms: A Samaveshi Shiksha Model Blending Gurukula Principles with Contemporary Pedagogy

Author(s)	Mr. Abhra Mukhopadhyay, Ms. Ankita Das
Country	India
Abstract	Inclusive education aspires to embrace all learners yet often falls short due to standardized policies and one-size-fits-all pedagogies that marginalize students with disabilities. This paper explores how traditional Indian Gurukula principles can inform inclusive education and disability rehabilitation. Drawing on classical texts such as the Upanishads, Manusmriti, and Ayurvedic perspectives, it proposes the Samaveshi Shiksha Model, synthesizing five Gurukula principles: Swabhava-Anurupa Shiksha (nature-aligned teaching), Sarira-Manas Samyoga (mind–body integration), Guru–Shishya Sambandha (teacher–student relationship), Anubhava Pradhana Adhyayana (experiential learning), and Samuhika Vikasa (collective flourishing). These principles provide ethical and practical foundations for addressing intellectual, sensory, and physical disabilities, moving beyond remedial models toward holistic, human-centred learning. The paper contributes to the vision of NCF 2025 by leveraging traditional knowledge to reimagine inclusive and sustainable education.
Keywords	Gurukula pedagogy, inclusive education, disability rehabilitation, Indian Knowledge Systems, Swabhava-aligned teaching
Field	Sociology > Education
Published In	Volume 7, Issue 5, September-October 2025
Published On	2025-10-21
DOI	https://doi.org/10.36948/ijfmr.2025.v07i05.58391

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