Journal of the Oriental Institute, ISSN:0030-5324 UGC CARE Group 1

ROLE OF NEP-2020 IN ACHIEVING TEACHING COMPETENCE THROUGH TEACHER EDUCATION.

1. Swati Pandey , 2. Prof. B.R. Kukreti — 2025-09-05

True education elevates the dignity and respect of the human being. With the guidance of the teacher, everyone can realize the true meaning of education and carry it forward in the field of human activity. If this occurs, the real world will be a far better place to live. To impart real education, the techniques should have a bearing on the education of the pupil in a comprehensive manner. Education is to be considered as the all-round development of the individual in all his aspect, it may be physical, intellectual, social educational and moral, good, or competent teaching at its heart reflects personal integrity, meaningful learning, effective teaching, the ability to communicate with the young and flexibility in the classroom. The objective of teacher education is to train and condition the young mind so that the individual can function effectively in a contemporary context. Teacher education is supposed to provide an opportunity for the acquisition of teaching skill necessary to take out learning objectives, this broad goal have remained the same through hundreds of years. The objective of training is primarily to mold pupil teacher towards the direction of competence and excellence.

Teaching is the essential profession, that one that makes all the professional profession possible. Without well qualified, caring, and competent teachers, neither improved curricula and assessment, nor safe schools, not even the highest standard in the world will ensure that our young generation are prepared for the challenges and opportunities in the current era. If the teachers are misfit or are indifferent in their responsibilities the whole program is likely to be ineffective and largely wasted. There can be no substitute for a competent teacher. There is a growing recognition among teachers, parents, and leaders that teachers who are not performing competently must receive training, monitoring, and other forms of competent assistance as needed and as quickly as possible. In this article the role of NEP 2020 achieving teaching competence through teacher education was portrayed and explored.

TEACHER PROFESSIONAL DEVELOPMENT FOR VIKSIT BHARAT 2047: A KARMAYOGI APPROACH

1. Dr. Priyanka Varshney , 2. Dr. Aruna Kumari — 2025-09-05

As India envisions a developed, inclusive, and self-reliant nation by 2047—Viksit Bharat—the role of teachers becomes central in shaping the next generation of citizens. This paper explores a transformative model of teacher professional development grounded in the philosophy of Karmayogi, which emphasizes selfless service, continuous self-improvement, and ethical commitment to nation-building. It argues that traditional, in-service training models must evolve into holistic frameworks that bridge philosophy, policy, and classroom practice, aligning educators' inner purpose with national goals. Drawing on the Indian Knowledge Systems (IKS), the National Education Policy 2020, and global best practices in teacher development, the paper outlines a Karmayogi-based professional development approach fostering reflective practice, emotional resilience, and contextual leadership. The study employs qualitative analysis of policy documents, training programs, and case studies from model schools adopting this approach. Findings suggest that when teachers are empowered as nation-builders and ethical practitioners, the ripple effects extend to student outcomes, community engagement, and institutional culture. The paper concludes with recommendations for institutionalizing this model at scale through policy reforms, digital platforms, and ongoing mentorship.

Polity, Administration of State and Kautilya’s Doctrines: Rereading “Arthashastra”

Dr. Mayengbam Nandakishwor Singh — 2025-09-13

Is it feasible to carry out the administration of a polity arbitrarily? The art of statecraft is complex and divergent as the nature of polity is never uniform. There has never been a universal formula for state administration. Kautilya’s Arthashastra is a full-fledged quintessential masterwork on the science of polity. Debates about how far the doctrines of Kautilya as presented in Arthashastra can be pragmatically relevant in accord with the imperatives of modern state administration exist. It appears convenient and fashionable to repudiate Arthashastra as an antiquated piece of scholarly work. As the classical political treatise of first order, Arthashastra extensively chisels all the vital subjects of polity in superlative forms. Delving into the pages of Arthashastra invariably illuminates us with the most penetrating insights which can be employed as groundwork to cope with manifold challenges facing a government. This paper examines Kautilya’s teachings on polity and art of statecraft in today’s context. It further seeks to explain why Arthashastra stays pre-eminent as ever.

FROM THE LANGUAGE OF THE GODS TO THE VOICE OF THE PEOPLE: SANSKRIT, KASHMIRI VERNACULARISATION, AND LITERARY IDENTITY

Sheeba Hassan — 2025-09-13

This paper explores the rich literary and cultural heritage of Kashmir, tracing its evolution from Sanskrit to Persian and Kashmiri traditions. Lal Ded, a 14th-century poet, profoundly influenced the Kashmiri language, spirituality, and artistic expression through her vatsun verses. The romantic saga of Yousuf Shah Chak and Habba Khatoon in 16th-century Kashmir exemplifies how poetry served as both a medium of personal expression and a form of political resistance, thereby preserving Kashmiri cultural identity. The region’s composite culture is further illuminated by its multilingual traditions, which encompass Sanskrit, Persian, and Kashmiri. The historical development of Kashmir’s religious, political, and cultural landscape is also examined, including the influence of Sufism, the role of shrines, and the contemporary challenges facing the Kashmiri language and culture.