UGC’s inclusion of religious ‘ancient wisdom’ in UG courses sparks criticism among parents, scholars

Hyderabad: The University Grants Commission’s (UGC) proposed Learning Outcomes-based Curriculum Framework (LOCF) for undergraduate studies has triggered criticism from sections of academics, parents and student groups, who allege it is an attempt at ‘saffronisation of education.’

The draft framework seeks to embed elements of ‘ancient wisdom’ and Indian Knowledge Systems (IKS) across disciplines ranging from chemistry and mathematics to commerce and economics.

The draft LOCF is currently open for public feedback before finalisation.

Ancient concepts in modern classrooms

The LOCF proposes integrating references and methods from Vedic texts and other sources into mainstream subjects. Examples cited include:

• Parmanu in atomic theory for chemistry.

• Kautilya’s Arthashastra and the concept of Ram Rajya in commerce studies.

• Mandala geometry and temple architecture in mathematics.

• Sutra-based algebra, including division of polynomials using the Paravartya Yojayet Sutra.

• Traditional timekeeping (Kala Gaṇana), panchaṅga (Hindu calendar), and cosmic time cycles are described in texts like the Sūrya Siddhānta and Āryabhaṭīyam.

• Ancient Indian units of time, such as ghatis and vighatis, juxtaposed with modern systems like GMT and IST.

• Incorporation of dharmic thought in economics and references to VD Savarkar’s writings in history readings.

Petition against draft

Opponents argue that the framework prioritises ideology over evidence-based learning.

A petition titled ‘Stop Attempt of Saffronisation of Education’ has been launched on Change.org, urging the UGC to withdraw or redraft the LOCF.

“If you do not wish your children and your children’s children to study this kind of education, then sign or share the petition,” the appeal reads.

Questions of relevance and pluralism

Critics say the draft raises concerns about whether higher education will be guided by religious and cultural frameworks rather than scientific and secular approaches.

They argue that while studying Indian contributions to science and mathematics has value, embedding them into mandatory curricula without critical scrutiny risks distorting the academic purpose.

The petitioners warn that such changes could alter the nature of higher education in the country. “This is not about learning history of knowledge; it is about enforcing one cultural lens,” said one signatory.

UGC’s rationale

The UGC has stated that the inclusion of Indian Knowledge Systems is aimed at promoting a holistic understanding of India’s intellectual traditions while aligning with the National Education Policy (NEP) 2020.

Officials argue that the aim is not to replace modern science, but to enrich education with indigenous knowledge.