The National Education Policy 2020 acknowledges philosophy’s importance but falls short in its implementation
Have you ever stared up at the night sky and wondered if we were alone? Or maybe you’ve pondered what it truly means to be “good” or “bad”? Or why do millions of birds fly in perfect unison across the sky? Philosophy isn’t some stuffy subject locked away in a library. It’s like gazing at a breathtaking sunset and questioning everything you thought you knew. Is that fiery orange glow “real” or just a trick of light? Does the beauty of a sunset exist even when no one is around to witness it? These are the kinds of questions that philosophers love to ask. Throughout history, philosophers from all corners of the globe have wrestled with these big questions. They’ve debated the nature of existence, the power of our minds and the best way to live a fulfilling life.
The scope of philosophy is vast, encompassing various subfields such as metaphysics (the study of the nature of reality), epistemology (the study of knowledge and belief), ethics (the study of moral principles), logic (the study of valid reasoning), aesthetics (the study of beauty and art), political philosophy (the study of governance and justice) and many others. Philosophy also engages in interdisciplinary dialogue with other fields, enriching both philosophy and these other disciplines.
The importance of philosophy in higher education is immense. The decline in the quality of higher education that we always ponder on in higher education is due to a lack of imparting philosophy in our curriculum. Students and teachers of the present generation lack an understanding of learning and teaching philosophy. Though the National Education Policy (NEP)-2020 is constructed with philosophy as the background, it fails to infiltrate the minds of students or teachers. Teaching philosophy is essential for fostering intellectual growth, ethical awareness and critical engagement with the world, ultimately enriching both individuals and society as a whole.
Even in the PhD programme, though the degree is Doctor of Philosophy, most universities do not teach philosophy. Philosophy equips doctoral students with the intellectual toolkit needed to excel as independent researchers. Exposure to diverse philosophical perspectives cultivates open-mindedness. Doctoral students learn to consider different viewpoints, fostering intellectual curiosity and a willingness to learn from others.
This is crucial for collaboration and navigating the ever-evolving world of academic research. For instance, a science student might explore the philosophical underpinnings of the scientific method, while a literature student might delve into the concept of truth and interpretation. Philosophy hones critical thinking skills essential for doctoral research. Students learn to analyse arguments, identify biases and evaluate evidence. They develop the ability to ask probing questions, deconstruct assumptions and construct sound arguments supporting their research. Many doctoral programs involve research with ethical considerations. Philosophy provides a framework for ethical decision-making. Students grapple with ethical dilemmas in research design, data analysis and publication, preparing them to navigate the ethical complexities of their chosen field. Students learn to articulate their research questions, defend their findings and engage in scholarly debate with colleagues.
The absence of philosophy education in higher education centres could result in a less intellectually engaged, ethically informed and critically minded society, potentially hindering progress in academia, governance and societal development. Even when new branches of science emerge over the years, one subject that stays relevant in every society, even in a space colony, will be philosophy. It is high time we include Philosophy as a compulsory subject in our higher education.
(The writer is an adjunct faculty at the National Institute of Advanced Studies; views are personal)
