<?xml version="1.0" encoding="UTF-8"?>
<!DOCTYPE article PUBLIC "-//NLM//DTD JATS (Z39.96) Journal Publishing DTD v1.2d1 20170631//EN" "JATS-journalpublishing1.dtd">
<ArticleSet>
<Article>
<Journal>
<PublisherName>ejsss</PublisherName>
<JournalTitle>ELECTRONIC JOURNAL OF SOCIAL AND STRATEGIC STUDIES</JournalTitle>
<PISSN/>
<EISSN/>
<Volume-Issue>Volume 7 Issue 1</Volume-Issue>
<PartNumber/>
<IssueTopic>Multidisciplinary</IssueTopic>
<IssueLanguage>English</IssueLanguage>
<Season>Apr-May 2026</Season>
<SpecialIssue>N</SpecialIssue>
<SupplementaryIssue>N</SupplementaryIssue>
<IssueOA>Y</IssueOA>
<PubDate>
<Year>2026</Year>
<Month>05</Month>
<Day>31</Day>
</PubDate>
<ArticleType>Education & Training</ArticleType>
<ArticleTitle>From Prescription to Practice: Grounding Value Education in the Triguna Theory of Indian Knowledge Systems</ArticleTitle>
<SubTitle/>
<ArticleLanguage>English</ArticleLanguage>
<ArticleOA>Y</ArticleOA>
<FirstPage>0</FirstPage>
<LastPage>0</LastPage>
<AuthorList>
<Author>
<FirstName>Iram</FirstName>
<LastName>Sarver</LastName>
<AuthorLanguage>English</AuthorLanguage>
<Affiliation/>
<CorrespondingAuthor>N</CorrespondingAuthor>
<ORCID/>
</Author>
</AuthorList>
<DOI>10.47362/EJSSS.2026.7105</DOI>
<Abstract>The National Education Policy (NEP) 2020 emphasizes adopting an education system rooted in the Indian ethos and recommends including Indian Knowledge Systems (IKS) in the school curriculum to support students__ampersandsign#39; holistic development. In response to this directive, this conceptual paper examines the potential of incorporating the Triguna framework__ampersandsignmdash;a core concept in Samkhya philosophy that delineates the three attributes of mind: Sattva (clarity and harmony), Rajas (activity and passion), and Tamas (inertia and delusion)__ampersandsignmdash;into Value Education. The paper suggests that Value Education should transcend the conventional approach of moralistic teaching and, in fact, be viewed as a practical science of the mind and behaviour, applied through psychological models. It discusses how educators can apply Guna-based learner profiles to identify students__ampersandsign#39; value orientations and behavioural challenges, thereby facilitating differentiated and empathetic teaching strategies. The study has emphasized the application of various methods of integration__ampersandsignmdash;reflective methods, mindful methods, and discursive methods. These methods are aimed at inculcating Sattvic attributes like truthfulness, compassion, and value judgment in the students. By equipping the students with such tools of self-regulation and value judgment, the focus of this IKS-based approach is on the development of real virtue rather than theoretical knowledge. This is aimed at making Value Education a dynamic and practically oriented process so that the students can become value-driven and globally skilled citizens in the true sense of the NEP 2020.</Abstract>
<AbstractLanguage>English</AbstractLanguage>
<Keywords>Indian Knowledge System (IKS), Value Education, Triguna, Indian Psychology, NEP 2020.</Keywords>
<URLs>
<Abstract>https://ejsss.net.in/ubijournal-v1copy/journals/abstract.php?article_id=16257&title=From Prescription to Practice: Grounding Value Education in the Triguna Theory of Indian Knowledge Systems</Abstract>
</URLs>
<References>
<ReferencesarticleTitle>References</ReferencesarticleTitle>
<ReferencesfirstPage>16</ReferencesfirstPage>
<ReferenceslastPage>19</ReferenceslastPage>
<References>Agrawal, J. (2021). Self in psychotherapy: An Indian perspective. International Journal of Yoga and;ndash; Philosophy Psychology and Parapsychology, 9(1), 3and;ndash;7.
AICTE. (2021). Indian Knowledge Systems (IKS) initiative. All India Council for Technical Education.
Berkowitz, M. W., and; Grych, J. H. (1998). Fostering goodness: Teaching parents to facilitate childrenand;#39;s moral development. Journal of Moral Education, 27(3), 371-391.
Brown, R. P., and; Gerbarg, P. L. (2005). Sudarshan Kriya Yogic breathing in the treatment of stress, anxiety, and depression: Part Iand;mdash;Neurophysiologic model. Journal of Alternative and Complementary Medicine, 11(1), 189-201.
Cornelissen, M. (2014). What is Knowledge? A Reflection based on the Work of Sri Aurobindo. In Foundations of Indian Psychology, Volume 1: Theories and Concepts (pp. 70-89). Pearson.
Deci, E. L., and; Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11(4), 227and;ndash;268.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitiveand;ndash;developmental inquiry. American Psychologist, 34(10), 906.
Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., and; Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout and teaching efficacy. Mind, Brain, and Education, 7(3), 10. https://doi.org/10.1111/mbe.12026
Giri, A.K. Creative Social Research: Rethinking Theories and Methods and the Calling of an Ontological Epistemology of Participation. Dialect Anthropol 30, 227and;ndash;271 (2006). https://doi.org/10.1007/s10624-007-9007-8
Kumar, K. (2023). The Childand;#39;s Language and the Teacher: A Handbook. National Book Trust, India.
Kunar, J. (2025). Value-Based Education (VBE): A Pedagogical Perspective for Holistic Development. 12. 50-55. International Journal of Enhanced Research in Educational Development (IJERED). ISSN: 2320-8708, Vol. 12 Issue.
Larson, G. J., and; Bhattacharya, R. S. (Eds.). (1987). Samkhya: A Dualist Tradition in Indian Philosophy. Princeton University Press.
Ministry of Education. (2020). National Education Policy 2020. Government of India.
Misra, G. (2011). Culture and psychology: A perspective on development. In Handbook of Psychology in India (pp. 23and;ndash;33). Oxford University Press.
National Council of Educational Research and Training (NCERT). (2005). National Curriculum Framework 2005. New Delhi.
Nucci, L. (2009). Nice is not enough: Facilitating moral development. Pearson.
Paranjpe, A. C. (2002). Self and Identity in Modern Psychology and Indian Thought. Springer.
Radhakrishnan, S. (1948). The Bhagavadgand;#299;tand;#257;: With an Introductory Essay, Sanskrit Text, English Translation and Notes. George Allen and; Unwin Ltd.
Rao, R. K., and; Paranjpe, A. C. (2023). Psychology in the Indian tradition. DK Printworld (P) Ltd.
Saxena, S. (2017). Value education in schools: Issues and challenges. Indian Educational Review, 55(1), 45and;ndash;60.
Sokol, B. W., Hammond, S. I., and; Berkowitz, M. W. (2010). The developmental contours of character. In Handbook of moral development (pp. 239-265). Psychology Press.
Sokol, B. W., Mand;uuml;ller, U., Carpendale, J. I. M., Young, A. R., and; Iarocci, G. (2010). Self and social regulation: Social interaction and the development of social understanding and executive functions. Oxford University Press.
Telles, S., Singh, N., Bhardwaj, A. K., Kumar, A., and; Balkrishna, A. (2013). Effect of yoga or physical exercise on physical, cognitive and emotional measures in children: A randomized controlled trial. Child and Adolescent Psychiatry and Mental Health, 7(1), Article 37
The Hawn Foundation. (2011). The Mind Up curriculum: Brain-focused strategies for learningand;mdash;and living. Scholastic.
Vohs, K. D., and; Baumeister, R. F. (Eds.). (2016). Handbook of self-regulation: Research, theory, and applications (3rd ed.). Guilford Press.
Wolf, D. B. (1999). A psychometric analysis of the three gunas. Psychological Reports, 84(3_suppl), 1379and;ndash;1390.
Zaccaro, A., Piarulli, A., Laurino, M., Garbella, E., Menicucci, D., Neri, B., and; Gemignani, A. (2018). How breath-control can change your life: A systematic review on psycho-physiological correlates of slow breathing. Frontiers in Human Neuroscience, 12, 353.</References>
</References>
</Journal>
</Article>
</ArticleSet>