The National Seminar–Workshop on IKS and English Studies held on 23–24 March 2026 brought together distinguished scholars, teachers, researchers, and academicians to rethink the relationship between Indian Knowledge Systems (IKS) and contemporary English Studies. At a time when Indian academia is increasingly engaging with the vision of NEP 2020, the seminar became an important intellectual platform for discussing how indigenous knowledge traditions can meaningfully reshape literary studies, pedagogy, translation, research methodologies, and curriculum design.
The seminar highlighted that English Studies in India need not remain confined within exclusively Western theoretical frameworks. Instead, Indian intellectual traditions such as Nyaya, Vedanta, Bhartrhari’s linguistic philosophy, Rasa theory, Dhvani, and Tinai aesthetics can actively participate in global literary discourse. Through a series of plenary talks and scholarly discussions, the seminar demonstrated how IKS can function not merely as a cultural addition but as a rigorous epistemological framework capable of enriching literary criticism and interpretation.
One of the major learning outcomes of the seminar was the understanding that Indian traditions possess highly sophisticated theories of language and meaning. The lecture by Prof. Atanu Bhattacharya emphasized how Bharatiya linguistic philosophies explore the relationship between speech, thought, and interpretation. The session encouraged participants to reconsider language studies in English departments from a more interdisciplinary and culturally rooted perspective.
The seminar also foregrounded the significance of translation in preserving and disseminating Indian knowledge traditions. Prof. Sachin Ketkar discussed how translation serves as an intellectual bridge connecting languages, cultures, and philosophical traditions. Participants learned that translation is not merely a linguistic process but also a cultural and epistemological act that can make classical Indian texts accessible to global audiences while simultaneously expanding the scope of English Studies.
A particularly insightful contribution came from Prof. Dushyant Nimavat, who introduced Indian research methodologies as alternative approaches to literary inquiry. His lecture demonstrated how concepts from the Nyaya Sutras, Bhartrhari’s linguistic philosophy, and interpretive tools like arthapatti can provide fresh methodological frameworks for literary research. This encouraged scholars to critically reflect on the dominance of Western critical paradigms and to explore indigenous methodologies alongside structuralism, postcolonialism, and narratology.
The pedagogical dimension of IKS was another major focus of the seminar. Dr. Kalyan Chattopadhyay examined how Indian philosophical and aesthetic traditions can be integrated into English Literature classrooms through dialogic teaching, comparative analysis, and curriculum redesign. The session revealed that teaching English literature through IKS perspectives can help decolonize the classroom while fostering culturally grounded and globally relevant scholarship.
An especially engaging lecture was delivered by Dr. Kalyani Vallath, who revisited the classical Tamil concept of Tinai aesthetics. By connecting Sangam literature with ecocriticism, Romantic poetry, and structuralist theory, the session demonstrated how ancient Indian ecological thought remains remarkably relevant to contemporary literary and environmental discussions. Participants learned how landscape, emotion, and cultural practices are deeply interconnected within Tamil poetics.
The seminar further explored comparative literary perspectives through the lecture by Prof. Ashok Sachdeva, who examined the intellectual intersections between Indian philosophy and British–American literature. The discussion revealed how several Western writers have engaged with Indian spiritual and philosophical ideas, thereby opening possibilities for comparative literary studies that move beyond rigid East–West binaries.
Gender and spirituality emerged as another important area of discussion in the session by Dr. Amrita Das. Through the lens of French feminist theorist Luce Irigaray and contemporary Indian women’s writing such as The Girl and the Goddess, the lecture explored how the concept of divine femininity can be reinterpreted to understand female identity, spirituality, and empowerment in modern literary contexts.
Overall, the seminar successfully demonstrated that Indian Knowledge Systems are not relics of the past but dynamic intellectual traditions capable of contributing to contemporary literary scholarship. The event encouraged participants to engage with Indian epistemologies not as alternatives to global theory but as equal partners in intellectual dialogue.
Key Learning Outcomes of the Seminar
Understanding the relevance of Indian Knowledge Systems in contemporary English Studies.
Exploring Indian linguistic and philosophical traditions as frameworks for literary interpretation.
Recognizing translation as a bridge between cultures, languages, and knowledge systems.
Learning alternative Indian research methodologies for literary inquiry.
Understanding pedagogical strategies for integrating IKS into English Literature curricula.
Examining ecological consciousness through Tinai aesthetics and Sangam literature.
Developing comparative perspectives between Indian philosophy and British–American literature.
Exploring cross-cultural feminist dialogues through Indian spirituality and Western theory.
Encouraging interdisciplinary, decolonial, and culturally rooted approaches to literary scholarship.
The seminar ultimately inspired scholars and students to rethink the future of English Studies in India. By integrating Indian intellectual traditions with contemporary critical discourse, it opened pathways toward a more inclusive, interdisciplinary, and globally engaged literary scholarship.
