International Journal of Advanced Research in Peace, Harmony and Education

Philosophical Comparative Study Between Vedanta (Advaita) And Co-Existential Philosophy By A. Nagraj Based On Their Objectives.

2026-03-02T06:17:31+00:00

This study presents a comparative philosophical study of Advaita Vedanta, a classical Indian system of non-dual metaphysics, and Co-existential Philosophy (Madhyasth Darshan), an Indian philosophical framework developed by A. Nagraj based on their objectives. Focusing on four key dimensions—metaphysics, ontology, epistemology, and ethics—the study explores how each tradition conceptualises the nature of reality, the self, knowledge, and human purpose. Advaita Vedanta posits the realisation of the self (Atman) as identical to Brahman as the ultimate goal, emphasising transcendence and detachment from the empirical world viewed as maya (illusion). In contrast, Co-existential Philosophy asserts the ontological reality of both consciousness and
the material world, proposing a vision of harmonious coexistence (saha-astitva) achievable through right understanding and ethical living within society and nature. While Advaita seeks liberation from worldly entanglement, Madhyasth Darshan affirms worldly engagement as the domain of fulfilment. This study highlights the complementarity and divergence between transcendental idealism and experiential realism in Indian thought, contributing to a deeper understanding of the pluralistic landscape of Indian philosophy.

Philosophical Comparative Study Between The Concept Of I (Atma) In Vedanta (Advaita) And I (Jeevan) In Co-Existential Philosophy By A. Nagraj.

2026-03-02T06:23:03+00:00

This research paper undertakes a comparative philosophical inquiry into the concept of ‘I’ as articulated in two distinctive Indian philosophies: Advaita Vedanta and Co-existential Philosophy (Madhyasth Darshan) by A. Nagraj. While Advaita identifies the individual self (Atman) as ultimately non-different from the universal self (Brahman), Co- existential Philosophy describes Jeevan as an independent conscious entity coexisting with the all-pervasive Brahman. The study contrasts their metaphysical foundations, epistemologies, ethical implications, and soteriological goals, highlighting the ontological unity in Vedanta and relational harmony in Co-existential Philosophy.

Family Dynamics Education (FDE) as a Preventive Intervention: Survey-Based Evidence for Curriculum Integration in the 21st Century Education System

2026-04-15T04:41:08+00:00

Contemporary education prioritizes academic and professional achievement but often neglects the foundational role of family relationships in psychological well-being. This study evaluates Family Dynamics Education (FDE) as a preventive intervention within school curricula to address rising family conflicts,
emotional distress, and the "ground reality" of modern familial crises.
Utilizing a reverse-engineered research design, the study analyzes survey data from 1,025 diverse respondents. The findings reveal an overwhelming consensus, robust family support is the most critical factor in preventing mental health challenges such as stress, depression, and suicidal tendencies. The research identifies a lack of open communication, declining interpersonal gratitude, increasing
individualism, and the disruptive influence of technology as the primary drivers of domestic conflict.
A significant majority of participants support the inclusion of mandatory relationship literacy in schools. The study argues that education systems must adopt a holistic, value-oriented approach to nurture emotional intelligence and relational competence. This intervention aligns directly with India’s National Education Policy (NEP) 2020, which mandates the development of social, ethical, and emotional capacities alongside academic growth.
Ultimately, integrating Family Dynamics Education (FDE) serves as a proactive strategy for mental health promotion and conflict reduction. By mitigating the stressors of globalization and individualism, FDE fosters sustainable social harmony and prepares students to navigate the complexities of modern human relationships with resilience and gratitude.

How to cite this article:
Thacker B, Pathak S, Chhanwal S, “Family Dynamics Education (FDE) as a Preventive Intervention: Survey-Based Evidence for Curriculum Integration in the 21st Century Education System”. Int J Adv Res Peace Harm Edu 2026; 11(1): 8-16.
Date of Submission: 2026-01-12
Date of Acceptance: 2026-04-02

DOI: https://doi.org/ 10.24321/2455.9326.202603

AI Meets Indian Wisdom: NEP 2020 to Viksit Bharat 2047

2026-04-03T10:58:50+00:00

India’s aspiration to emerge as a Viksit Bharat by 2047 places higher education at the center of national transformation. The National Education Policy (NEP) 2020 emphasizes digital innovation, multidisciplinary learning, and the integration of India’s rich knowledge traditions with contemporary global practices. In this context, the proposed paper explores how Artificial Intelligence (AI)–enabled digital pathways can reshape higher education to achieve wider reach, faster knowledge dissemination, and deeper learning outcomes while remaining rooted in India’s philosophical foundations of education. Historically, Indian education has been deeply philosophical and holistic in orientation. Concepts such as Dharshana (vision or philosophical insight), Para Vidhya (spiritual or higher knowledge), Apara Vidhya (material or empirical knowledge), and Shila Vidhya (ethical and character-based learning) reflect a balanced understanding of intellectual, moral, and spiritual development. The Gurukulam tradition, characterized by the dynamic relationship between Acharya, Guru, Upadhyaya, and Shishya, emphasized experiential learning, inquiry (Jigyasa), self-study (Swadhyay), and dialogue (Samvad). Philosophical constructs such as Shreyas and Preyas, Pragna (wisdom), Samskaram (values and cultural conditioning), Dharma, and the Pancha Kosa model of human development highlight the multidimensional nature of learning that nurtures body, mind, intellect, and consciousness. In contrast, Western educational traditions have largely evolved through epistemological and philosophical frameworks emphasizing empirical observation, rational reasoning, logical inquiry, and critical analysis. Concepts such as vision, wisdom, realization, intuition, revelation, and ethical reasoning have contributed to the development of modern scientific thought. Philosophical debates around ontological, teleological, and cosmological arguments, along with critical perspectives such as relativism and rational criticism, have shaped contemporary academic discourse. While these perspectives focus on structured reasoning and evidence-based knowledge, they complement the Indian emphasis on experiential wisdom and inner realization. The paper argues that the convergence of Indian and Western educational philosophies provides a powerful foundation for designing digital higher education systems in the AI era. Artificial Intelligence, when deployed responsibly, can act as a transformative tool to democratize access to knowledge, personalize learning pathways, and enhance academic engagement. AI-driven platforms can facilitate adaptive learning systems that respond to individual learner needs, integrate multilingual knowledge resources, and provide immersive learning experiences through intelligent tutoring systems, predictive analytics, and digital knowledge repositories. Within the framework of NEP 2020, AI integration can enable the creation of digitally empowered universities that combine traditional wisdom with cutting-edge technologies. For example, AI-enabled learning systems can map the holistic development model of Pancha Kosa, promote reflective learning through digital Swadhyay platforms, and encourage collaborative dialogue through AI-supported Samvad-based learning communities. Furthermore, the integration of AI with digital education can help preserve and disseminate India’s intellectual heritage, including Vedic insights such as the spirit of discovery reflected in the idea of “Eureka in the Vedas.” Ultimately, this paper proposes a hybrid educational paradigm that integrates Indian knowledge traditions, Western philosophical reasoning, and AI-driven digital infrastructure. Such a model can cultivate ethical, innovative, and globally competent learners aligned with the constitutional values of India. By harmonizing tradition with technology, higher education institutions can build inclusive and future-ready learning ecosystems that contribute significantly to India’s vision of Viksit Bharat 2047.