NEP 2020 gives Indian schools space for new way of learning, with creativity, contemplation

Himanshu Gupta & Ajay Kumar Choubey

In the context of the National Education Policy (NEP) 2020, the scope for a broader and integrated philosophical approach has emerged as a new pedagogic hope to facilitate concept-based inquiry and holistic learning in school. This has led to a critical re-evaluation of the discourse surrounding two pedagogies i.e., critical and contemplative pedagogy, highlighting their significance as an essential dimension of the integrated approach.

The socio-pedagogic space provides an opportunity for cross-learning, collective thinking, collective action, reflection, and co-creation of knowledge and understanding, thus facilitating the practice of critical contemplative pedagogy to empower active learning for both children and adults in the school.

This mission statement emerged through a collaborative process, involving deliberation among various stakeholders, including teachers, teacher educators, faculty members from SCERT, JNU, DU, CBSE, and civil society members at Sarvodaya Vidyalaya, Rouse Avenue, New Delhi.

The conference marked a significant milestone in establishing the institution’s academic and pedagogical capabilities to pioneer school-based pedagogy. This innovative approach could set a precedent for neighbouring schools and potentially be scaled up to other government schools in Delhi.

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Delhi Schools: Emerging perspective

The perspective of critical contemplative pedagogy aims to foster a disposition and constructive attitude towards oneness, enabling educators to effectively implement the active learning agenda outlined in the NEP 2020 . This perspective also seeks to explore ways to integrate India’s knowledge systems with modern western epistemology, thereby situating critical contemplative pedagogy and active learning within the context of Indian classrooms and schools.

The aim is to cultivate the process model of deliberation wherein the interaction between participants will be facilitated within a non-dualistic frame and also with the strategy of co-creation of knowledge and understanding.

While alternative, holistic, and transformative pedagogies have been employed in some classrooms and schools, they are often situated outside the mainstream educational framework. There is a pressing need to integrate contemplative practices into mainstream classrooms and schools. This is because contemplative pedagogy offers a counterbalance to the overemphasis on positivist and outward-focused inquiry, which can undermine the importance of subjective and inward inquiry.

The complexities of environmental challenges, ecological crises, and socio-cultural problems not only raise questions about our economic, social, political, scientific, and technological capabilities and skills but also compel us to reexamine our fundamental understanding of who we are as a species and our place within the broader, more-than-human world.

These priorities are based on genuine educational modernity and ontological sustainability of human beings. It also includes solving complex problems through analytical processes, intuitive wisdom and compassionate actions.

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According to the NEP 2020, active learning is centered on concept-based inquiry and agentic learning, which also incorporates contemplative inquiry. The contemplative inquiry models draw inspiration from Indian traditions and indigenous practices, such as yoga, mindfulness and meditation .

In the context of NEP 2020, contemplation is recognised as an integral part of the Indian knowledge system.

However, the dominant epistemological paradigm of modernity, which emphasises the supremacy of logical analysis and external observation (positivism), has been challenged by the need for a more holistic approach towards knowledge and understanding. This holistic approach is achieved through integrated pedagogy, which acknowledges the importance of the inner self and the role of contemplative pause – the gap between stimulus and response.

Contemplative pedagogy is an epistemological stance that encompasses instruction, course design, and student capabilities, thereby providing a comprehensive framework for empowering pedagogy and emancipatory education.

The dominant epistemological paradigm posits that the logical mind is the supreme means of knowing. However, this perspective neglects the potential of subjective methods, such as introspection and contemplation, to generate knowledge that can be validated through rational and empirical means, despite not being derived from these latter approaches.

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In other words, contemplative practices can yield knowledge that is not only compatible with, but also complements and expands upon, the insights generated through rationalism and empiricism.

The intuitive mind is revered as a sacred gift, while the rational mind is seen as a loyal servant. The latter is deemed inferior to the former, which possesses a deeper wisdom and insight. This perspective acknowledges the importance of neuroplasticity and meditative practices, which can cultivate and refine the intuitive mind.

Contemplation, in this view, is not only a state of quiet reflection, but also a profound and introspective process that allows individuals to access their inner wisdom.

Western epistemology is partial epistemology. The contemplative movement is completing it through integration of indigenous epistemology.

Tradition and modernity are both included in the content and critical pedagogy advocated in the NEP 2020 which addresses three aspects of contemplation pedagogy. These are:

• Involvement and cultivation of disposition
• A process focus
• Aim at awareness, connections and a paradigm based on non-duality.

What should school teachers do?

The new perspective led to a thought-provoking discussion on facilitating schools to become creative, contemplative, and critical spaces.

There is a need to delve into the minds of both students and teachers to develop a nuanced understanding of their perspectives. Teachers should cultivate self-criticism, acknowledging their own agency. They must draw inspiration from their own experiences as students and children to give their teaching authenticity.

The traditional model of education often presents new concepts as isolated bricks, adding complexity to the system. Teachers are encouraged to engage in discussions with mentor teachers and build upon each other’s ideas to connect classroom interactions to a larger process. Ultimately, teachers shape educational experiences and must create meaningful connections between the classroom and the broader world.

The freedom to explore and express creatively is uniquely possible within the walls of a school.

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Teachers face immense pressure within the larger system but still have the power to amplify their own voice and inspire change.

Teachers should exercise their agency and create spaces where their autonomy can thrive. They should be encouraged to prioritise respect for their own agency and autonomy, fostering an environment where educators feel empowered to take ownership of their work. By doing so, they can bring about remarkable educational possibilities and create a safe space for students to explore and learn.

Instead of imparting knowledge to teachers, it is essential to create a system that listens to them. This listening system can be leveraged to develop a more evolved pedagogy, a contemplative critical pedagogy.

The importance of language as a contemplative practice was underscored at the discussion, emphasising that it is not limited to language teachers alone. As language is used to teach all subjects, languaging is relevant to all educators. Language is a construct; ‘languaging’ is a practice. Furthermore, students are naturally agentic learners, and as they learn, they already engage with language practices.

Research is not confined to universities; rather, it is intricately linked with teaching. Today, educators are often limited by set curricula and content, leaving little room for research and innovation. As a result, teachers have become passive facilitators rather than active participants in the learning process.

Learning is not solely dependent on cognitive processes but involves the entire being of an individual. B.Ed and psychology courses often overlook this holistic perspective.

Furthermore, a teacher’s body language and approach can make teaching more impactful. By considering the individual needs and context of each student, educators can create a more personalised and effective learning environment.

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Students and self-efficacy

Self-efficacy plays a crucial role in this context – one’s belief in their own abilities. This confidence has a direct impact on performance. Unfortunately, our schools and classrooms often undermine the self-efficacy of students from lower-middle-income households. Self-efficacy is fragile and can be easily eroded.

Once self-doubt is instilled in a child, it can have long-term consequences. As Sigmund Freud so aptly put it, “When lips are tight, the body starts moving.”

This suggests that even if teachers do not explicitly express their biases, their body language can reveal their prejudices. Tragically, many teachers harbor biases against students from lower-middle-class communities, which is unfortunate given that these students make up the majority of the student population.

Throughout history, renowned individuals have recognised their limitations and worked to overcome them. Similarly, teachers must acknowledge their vulnerabilities and imperfections, and strive to improve themselves. It is essential for educators to focus on building students’ self-esteem and self-efficacy; plus, they must be mindful of their non-verbal communication.

Additionally, it is crucial for teachers to recognise the importance of catering to children’s natural curiosity and need for exploration. Allowing students to exist in their own way; encouraging their natural being is vital for their development. Unfortunately, many teachers view asking questions as a form of misbehaviour – a common misconception that needs to be addressed.

Furthermore, the standardised curriculum has failed to accommodate creative minds, leading to a lack of innovation in classrooms. This is particularly concerning. Since urban environments often prioritise efficiency over sensitivity and creativity, teachers must make a conscious effort to cultivate these qualities in their students.

Himanshu Gupta is secretary, Central Board of Secondary Education (CBSE). Dr Ajay Kumar Choubey is a practice researcher and Principal of a K-12 school of Delhi government. This piece first appeared in the 200th issue of the Careers360 magazine, published in August 2025.