Indian Knowledge System and Its Relevance to English Linguistics and Language Studies: A Cross-Cultural and Interdisciplinary Inquiry

Abstract

The Indian Knowledge System (IKS) represents one of the world’s oldest and most comprehensive intellectual traditions, encompassing a wide range of disciplines such as linguistics, hermeneutics, logic, poetics, pedagogy, cognitive psychology, and cultural philosophy. Although IKS has received renewed scholarly attention in recent years, its relevance to modern linguistic theory and English language studies remains underexplored within mainstream academic discourse. This paper examines the interdisciplinary intersections between the Indian Knowledge System and English linguistics, literary studies, and language pedagogy. Drawing on foundational texts such as Paṇini’s Aṣṭadhyayi, Bharata’s Naṭyasastra, and Ānandavardhana’s Dhvanyaloka, and aligning them with contemporary linguistic theories-including generative grammar, pragmatics, stylistics, and discourse analysis—this study demonstrates how IKS offers alternative and complementary frameworks for understanding language structure, meaning-making, and aesthetic experience. The paper further argues that Indian pedagogical traditions, such as samvada-based learning, oral transmission, and mnemonic techniques, can meaningfully enrich English language teaching in the twenty-first century. The study proposes that integrating IKS into English studies fosters a more holistic, culturally grounded, and interdisciplinary academic environment that benefits both research and classroom practice.