Swadhyay Prawachan as Pedagogical Approach practiced at Jnana Prabodhini

Swadhyay Prawachan as Pedagogical Approach practiced at Jnana Prabodhini

The pursuit of knowledge has been an essential aspect of Indian tradition. Two significant methods of acquiring knowledge are Swadhyaya or self-study and Prawachan or discourse, which are complementary and mutually reinforcing approaches. 

As educators, our primary goal is to cultivate a culture of curiosity and inquiry in our students. We want them to be intrigued by the world around them, ask questions, and seek answers. Swadhyay Prawachan, a pedagogical approach from the Upanishads, that can help us achieve this goal.

In the ninth anuvaka of Shikshavalli of the Taittiriya Upanishad, the mantra of ' Swadhyay Prawachanech i.e., learning and teaching' is given for the penances that one has to perform in order to reach a goal or attain a set goal. Twelve mantras state twelve subjects for learning that the practitioner should continue to study and preach. Twelve vows are useful to develop oneself as lifelong learner.  Apart from Upanishadic literature in Indian knowledge tradition like Bhagavad-Gita and other scriptures many times we come cross the word Swadhyay. 

Swadhyay Prawachan is a pedagogical approach that is based on the principles of self-study and discourse, which are essential for gaining a deeper understanding of oneself and the world around us. Through self-questioning i.e. critical inquiry and reflection, we gain insight into our thought processes, biases, and limitations. The Upanishads describe two forms of learning: Avidya, the study of practical knowledge for navigating the world, and Vidya, the study of eternal truth. While the study of Avidya can make our lives easier in the practical world, it is the study of Vidya that can help us develop as individuals and upsurge the quality of our lives.

By engaging in Swadhyay Prawachan, we can better understand the world around us. We can develop our curiosity and critical thinking skills, leading to a lifetime attitude of learning and exploration. Swadhyay Prawachan involves studying the principles behind the laws of nature and understanding how they can be applied in our daily lives. This study takes us from the study of science to the study of the practicalities and purpose i.e., philosophy of life. 

Swadhyaya: Self-study and Self-reflection (study about self)

Swadhyaya is a Sanskrit word that has two meanings in the Indian tradition. Firstly, it involves being self-motivated for learning, where the learner is at the centre of the learning process, while the teacher playing the role of a mentor. Secondly, Swadhyaya involves self-reflection, which is a critical process of self-observation and introspection. It involves asking fundamental questions such as "Who am I?" "What are my capabilities and limitations?" "Why do I exist?" and "What do I want to do now?" By reflecting on these questions, learners can gain insights into their thought processes and behaviours, and develop a deeper understanding of oneself.

To carry out effective self-study, learners need to be self-reliant and possess the necessary skills and techniques for effective learning. Teachers can facilitate this process by planning activities that promote self-study skills and techniques, such as reading, listening, note making, revision, critical thinking, criticism and reflective meditation. By engaging oneself in different activities, learners can develop learning skill, study skills, self-motivation and self-reflection skills, which are essential for lifelong learning.

Discourse: Expounding and Demonstrating Knowledge

Prawachan i.e., Discourse is a process of expounding, elaborating, preaching, and demonstrating knowledge. It involves organizing one's thoughts in a systematic organized way. To discourse one has to reorganize the content according to need, purpose and objective of elaboration. In the Indian tradition, discourse is facilitated through a variety of methods such as Katha-Kirtan (storytelling), debate, khandanamandan (criticism), and Shastrarth (scriptural argumentation). Through these methods, learners engage in active and participatory learning, where they can apply their knowledge, ask questions, and receive feedback from their peers and teachers.

Discourse is a powerful method of acquiring knowledge, as it allows learners to test their understanding of concepts and ideas to receive feedback on their understanding. This feedback helps learners to identify gaps in their understanding and to refine their ideas and concepts. Through discourse, learners can also develop critical thinking skills as they engage with different perspectives and ideas of listeners and during discourse learner has to evaluate them based on their merits.

Swadhyay Prawachan: Practiced at Jnana Prabodhini Prashalas

The objective of Swadhyay Prawachan is to make the learner independent in learning, which means the learner should be able to define what is wants to learn, how he will learn and mainly why he wants to learn. To achieve this goal, learners should have an opportunity to engage in self-reflective processes.  

One way to incorporate Swadhyay Prawachan in teaching-learning at JP is through project-based learning (PBL). During the Swadhyay phase of PBL by encouraging students to identify a problem, ask questions, make observations, take action to arrive at a probable solution, and reason through the results, we can foster nurturing curiosity, problem solving skills and acquire critical thinking skills. Additionally, when students present their findings to others, they deepen their understanding of the subject and process of learning. During the Prawachan phase of PBL, learners present their learning through an oral presentation, report, poster, etc. Presenting can be an oral presentation followed by QA, a report, a poster form.  

Any pedagogical approach should help a learner acquire methods of learning and to develop a mindset about taking efforts to develop both aptitude and attitude. To do Swadhyay Prawachan one has to understand co-learners and learn how to work with them, as learning doesn’t take place in isolation. The Abhivyakti program at Jnana Prabodhini involves many aspects of the Swadhyay Prawachan approach. Abhivyakti i.e., self-expression involves not only expression but appreciation also.  Appreciation is the first step in the direction of learning to let understand and appreciate others. While appreciating, learners develop a sense of aesthetics. In Abhivyakti acquiring knowledge and skills is the first phase of Swadhyay helping learners with Self-study. The second phase of Swadhyay is processing learning for creation where the learner works on his thoughts and feelings which ultimately helps the learner to aim at ‘Studying about Self’. Expression is an opportunity for learners to engage in the Prawachan process. Expression during Abhivyakti, assists learner to understand continuity in Swadhyay and Prawachan processes. To do Prawachan in Abhivyakti activities one has to find a suitable medium to express oneself without fear and inhibitions. While presenting learning through poem, drama, music, dance, drawing, etc learner gets an opportunity to internalize his learning leading to attitude formation and development of life values. Prawachna is a process leading to internalize of knowledge. 

Swadhyay Prawachan is not only a pedagogical approach, but it is also a Samskara. At JP Varshrambha and Varshanta Upasana are occasions where leaner get a chance to imbibe these two approaches essential for learning. In standard educational systems, students and teachers have limited opportunities to define their learning goals, as learning outcomes are often defined by third-party certification boards.  At JP at the beginning of the year on the occasion of the Varshrambha ceremony student get a chance to define their individual and collective goal while writing resolutions for the academic session. While Varshanta ceremony is an occasion to encourage students to think over what they have studied in the past year, where they succeed, where improvement can be possible and what remained untouched. While doing such reflective actions learner starts to introspect on his involvement in learning, his potentials and limitations helped to attain the desired goals. 

Swadhyay Prawachan: Holistic Approach to Learning

In the Indian tradition, Swadhyay Prawachan is a pedagogical approach that combines the two methods, self-study and discourse. This approach takes us from the study of science to the study of the philosophy of life. The basic principles discovered through pedagogical approach of Swadhyay Prawachan are the true principles that support human conduct, thought, and speech. By internalizing this pedagogical approach one can develop as lifelong learner leading to improve the quality of human life.

Swadhyay Prawachan is a lifelong pedagogical approach a learner has to continue on. Therefore Upanishads, states that

ll स्वाध्याय प्रवचने च, तद् हि तपः, तद् हि तपः ll

i.e Swadhyay Prawachan a tapas that the learner has to perform

and learner has to remind himself that स्वाध्यायान् मा प्रमदः। i.e. never be idle in your study.

Prashant Divekar

Jnana Prabodhini