http://13.126.40.108:8080/xmlui/handle/123456789/12 Wed, 08 Apr 2026 00:02:54 GMT 2026-04-08T00:02:54Z http://13.126.40.108:8080/xmlui/handle/123456789/56 Preservation of Indigenous Knowledge through Culture: Understanding Sustainability of Traditional Approach Dhaka, Dr. Yashvender Biological as well as cultural diversity are inherently linked and form an important part of the education process for sustainable development. Traditional knowledge (TK), a central dimension of bio-cultural diversity, is also receiving increased attention in this context. However there are several socio-political and methodological challenges of integrating TK in Education for Sustainable Development (ESD) programs. Appropriate learning methods need to be designed with sensitivity to epistemological and contextual dimensions of traditional knowledge. For education programs to be effective they need to be addressed at various levels of social integration such as communities, civil society groups, non-governmental organizations, formal and informal learning institutions, local administrative structures, and national, international, multilateral policy forums. Academicians and the public increasingly concur that a single system of knowledge cannot solve the mounting problems of humanity. In this perspective, a fresh look at bio-cultural diversity related traditional knowledge and their relevance in the Education for Sustainable Development (ESD) process is vital. They mutually and constantly evolve in response to a changing natural and social-economic environment while at the same time affecting this environment. Traditional knowledge is very much deeply rooted in the socio-cultural methods of symbiotic relations between man and environment. It is latent in the socio-cultural symbols which is more often than not has been given a religious framework for the survival of the knowledge. These methods become value-loaded and rigid over the period of time. Thus, loosing the scientific value of traditional knowledge and becoming more and more religiously rigid. While looking back in a temporal perspective, these hidden symbols of traditional knowledge need to be decoded from the religious cultural contexts. Religious cover protects the longevity of the knowledge but also simultaneously changes the scientific nature to a more religious one which is forgotten over a long period of time passed by. Currently, there is an effort and tendency to take help of TKS/IKS to negate the challenges posed by globalization towards the environment and especially towards nature. The aim is to create local sustainability on scientifically proven IKS for a global humanitarian level to mitigate the problems posed by modern scientific development. Sat, 19 Oct 2002 00:00:00 GMT http://13.126.40.108:8080/xmlui/handle/123456789/56 2002-10-19T00:00:00Z http://13.126.40.108:8080/xmlui/handle/123456789/55 सतत विकास के लिए शिक्षा और पारंपरिक शिक्षा के समानांतर भूमिका में मुक्त एवं दूरस्थ शिक्षा श्रीवास्तव, डॉ. विवेक गरीबी, भूख और आर्थिक-सामाजिक असमानता के विरुद्ध सबके लिए भोजन, सबके लिए स्वास्थ्य, भेदभाव रहित समतामूलक समाज के साथ सबका आर्थिक विकास ही हमारा सामाजिक जीवन लक्ष्य हो सकता है. ‘प्रत्येक मनुष्य’ का ‘समग्र विकास’ ही एक स्वस्थ्य समाज का लक्ष्य और उद्देश्य हो सकता है. सतत विकास का यही लक्ष्य है. सतत विकास, बिना रुके समाज के हर व्यक्ति को विकास के मानकों के अनुरूप विकास के समान अवसर दे कर समान स्तर पर ले कर आने के लक्ष्य और उद्देश्य के साथ सबको साथ लेकर आगे बढ़ना है. Mon, 20 Sep 2004 00:00:00 GMT http://13.126.40.108:8080/xmlui/handle/123456789/55 2004-09-20T00:00:00Z http://13.126.40.108:8080/xmlui/handle/123456789/54 Development and Education in Globalized Era: A Critical Analysis of Kerala Perspective Plan-2030 Prakash K, Vishnu This paper is an attempt to critically analyze the interrelations of development policy and education. Kerala Perspective Plan (KPP)-2030, drafted by the Kerala State Planning Board and National Council of Applied Economic Research (NCAER), Delhi is analyzed to understand the meaning and connections of development and education in globalization period. The paper is organized into three sections; first section analyses globalization and its impact on development and education. The major focus is on macro level influences, especially at national and international relations. Second part includes critical analysis of KPP-2030. KPP-2030 embraces the idea of knowledge economy to define the development process. Policy makers of this document treat education as a tool to train human capital that enables the state to compete in the global market. Ideas of social and sustainable development never get serious attention in this document. Third part suggests a conceptual framework for policy formulation and analysis. The framework proposes that a shift in economic, political and social values in the society is significant in achieving sustainable development. Tue, 29 Aug 2006 00:00:00 GMT http://13.126.40.108:8080/xmlui/handle/123456789/54 2006-08-29T00:00:00Z http://13.126.40.108:8080/xmlui/handle/123456789/53 Role of Indian Judiciary in Sustainable Development S.Singh, Dr.Vijeta Right to wholesome environment is a fundamental right protected under Article 21 of the Constitution of India.2 But the question is, can the environment be protected at present times when almost all the countries in South-East Asia are still at their developing stages? Development comes through industrialization, which in turn the main factor behind the degradation of environment. To resolve the issue, the experts worldwide have come up with a doctrine called 'Sustainable Development', i.e. there must be balance between development and ecology. Sustainable development means that the richness of the earth’s biodiversity would be conserved for future generations by greatly slowing and, if possible, halting extinctions, habitat and ecosystem destruction, and also by not risking significant alternations of the global environment that might – by an increase in sea level or changing rainfall and vegetation patterns or increasing ultraviolet radiation - alter the opportunities available for future generations. Fri, 12 Oct 2007 00:00:00 GMT http://13.126.40.108:8080/xmlui/handle/123456789/53 2007-10-12T00:00:00Z