Integrating Traditional Indian Knowledge Systems into Modern Teacher Education: A Focus on Sushruta and Ear Piercing Traditions

Integrating Traditional Indian Knowledge Systems into Modern Teacher Education: A Focus on Sushruta and Ear Piercing Traditions Abstract The integration of traditional Indian knowledge systems (IKS) into modern teacher education is a critical endeavor that enriches educational curricula by infusing them with cultural heritage, historical context, and interdisciplinary learning opportunities. This research specifically focuses on the contributions of Sushruta, a pioneering ancient Indian surgeon, and the cultural practice of ear piercing (Karnavedha), both of which are deeply rooted in India’s historical and medical traditions. Sushruta’s work, particularly his innovative techniques in rhinoplasty and other surgical procedures, is not only a testament to ancient India’s advanced medical knowledge but also serves as a valuable resource for contemporary education. The practice of ear piercing, traditionally believed to have various health benefits according to Ayurveda, offers a rich context for integrating cultural practices into lessons on science, history, and ethics. This paper presents practical examples of how these elements of IKS can be embedded into lesson planning within teacher education programs. By incorporating Sushruta’s surgical techniques and the cultural significance of ear piercing, educators can foster a more holistic approach to education that emphasizes cultural competence, critical thinking, and the continuity of knowledge across time and disciplines. The challenges of integrating IKS into modern curricula, such as resistance from educators unfamiliar with these systems, are also addressed. The study suggests that through targeted professional development and a more inclusive approach to curriculum design, teacher education programs can effectively integrate these traditional practices, ensuring their relevance in today’s educational landscape. The findings highlight the potential of IKS to enhance not only the content but also the cultural responsiveness of teacher education, ultimately contributing to a more inclusive and globally aware educational environment.