Imparting Value Based Education Through Gurukul Methodology for Achieving Sustainable Development Goals

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Dr. Jyoti Suvalka, Dr. Swati Bandi, Dr. Neha Nagori


In the conditions of a global crisis value education represents the most efficient way of forming a social and intellectual basis for the achievement of sustainable development goals and coevolution ideas. Due to mounting problems related to sustainable development the need of value education for sustainable development continues growing. The proposed research will explore contemporary state of education and suggest possible ways for imparting value-based education through Gurukul methodology for achieving sustainable development goals.

Value education for sustainable development is regarded as a way of forming of new consciousness and behaviour through which human development course should be adjusted.

The Gurukul education system is an immortal part of our country’s rich traditions and cultural heritage. It is indeed one of the most valued and famous education and life learning systems practiced in ancient India.

A Gurukul is a residential education system in India which dates to 5000 BC. Under this system, all are considered as equals and no fee is charged. The Shishyas or students are taught life lessons and a cultured way of life in natural surroundings. Also, humanity, love, peace and discipline are essential components of the Gurukul education.

Gurukul education which focuses on applied knowledge, practical learning and personality development. It also emphasizes on thoughtfulness, respect for planetary boundaries, social equality and justice. This Sustainable Gurukul Education system prepares the Shishyas in all aspects of life in future.

Sustainable development requires the interplay of all three areas: knowledge, values, and education, influencing individual and then collective decision-making, behavior, and action.

We want to create a more sustainable world, with stable economies and more just and inclusive societies. A difficult but not unattainable target if we can count on the involvement of governments, institutions, businesses, and, above all, a responsible and committed public.

Integration among the three elements is essential for sustainable development. Scientific knowledge without values can produce materialism, exploitation and destruction. Religious values without reason can lead to superstition and fanaticism. Education must bring both knowledge and values together to be effective. Sustainable development goal is one among 17 goals set out by the United Nations to be achieved by 2030.India is ranking 121 in the world for sustainable development ranking.   These goals are directed towards ending poverty, inequality, climate change and peace for all. So, every country in the world is responsible to achieve these agendas.

Besides, the idea of Atmanirbhar Bharat or Azadi ka Amrit Kaal cannot be actualised without making youth capable of contributing sustainability towards industrial revolution. The proposed research will explore various methods of imparting value-based education through Gurukul Methodology for achieving sustainable development goals.

This kind of research in much needed in the current scenario. This research will try to explore the various dimensions of sustainable development which are linked with value education, so that people will have a better understanding of value education & its importance in sustainable development. The proposed research will be an in-depth study on how Gurukul Methodology can pave a way for sustainable development. It will develop a systematic review of literature on the value education through Gurukul Methodology & its importance in sustainable development, which is yet lacking. Researcher will try to develop a model through which value education can be imparted using  Gurukul Methodology which results in  sustainable development.


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How to Cite
Dr. Neha Nagori, D. J. S. D. S. B. (2024). Imparting Value Based Education Through Gurukul Methodology for Achieving Sustainable Development Goals. European Economic Letters (EEL), 14(1), 545–551.