Pedagogical Viveka: A Sankhya-based Psychological Framework for Teacher Formation
Pedagogical Viveka: A Sankhya-based Psychological Framework for Teacher Formation
Anjali Ramola, Dr. Narendra Kumar, Mr. Sankalp Sharma
Abstract
Traditionally, Sankhya philosophy explains the transition from the unmanifest (Prakriti) to the manifest structures of
cognition and embodiment. This paper examines Sankhya’s tattva framework as a psychological model, which has
traditionally been understood as cosmology. The study interprets, the emergence of Buddhi (discernment), Ahamkara
(identity formation), Manas (cognitive coordination) and the Indriyas (perceptual-action faculties) as dimensions of
human consciousness, pertinent to teacher development starting with Prakriti as latent psychological potential. The
study states – teacher education in its current form primarily emphasizes behavioral and cognitive competencies, which
correspond to the lower manifest layers of experience using qualitative philosophical analysis based on Sankhya and
other Indian psychologists. On the other hand, the framework informed by the Sankhya, keeps teacher as the
progressive aspect of discernment (Buddhi), ethical self-understanding and identity awareness (Ahamkara), that
ultimately focuses on the reflective consciousness of one. The study works and promotes on epistemic expansion: a
Viveka-based framework that cultivates the inner cultivation along with the skill development, instead of keeping
indigenous knowledge against contemporary psychology. The paper provides the conceptual foundation for future
empirical and curricular researches that suggests Sankhya’s interpretation from the unmanifest to the manifest, that
might serve as the structural paradigm for re-imagining teacher education in contemporary India.
Keywords: Sankhya, Indian Psychology, Teacher Formation, Pedagogical Viveka.s