Uttarakhand’s School Education Minister Dhan Singh Rawat recently announced that the state has officially requested the NCERT to include teachings from the Bhagavad Gita and Ramayana in school textbooks. The move aims to introduce students to Indian cultural and moral values through chapters and stories drawn from these two ancient texts. Rawat stated that a formal proposal has already been submitted, and the inclusion is likely to be seen in upcoming curriculum updates.
I’m covering this topic because it’s a major shift in school-level education policy with cultural and national relevance. This decision raises important questions about how moral education is introduced to young minds, and whether it should be based on religious texts. The Bhagavad Gita and Ramayana are widely respected literary and philosophical works, but their inclusion in a government school curriculum has drawn mixed reactions. While some see it as a step towards reconnecting with Indian roots, others feel it might blur the lines between education and religion. With education being such a powerful tool in shaping future citizens, it’s important to examine both the intention and the impact of such curriculum decisions.
What the Minister Said
Education Minister Dhan Singh Rawat explained that the objective behind this move is not religious preaching but value-based education. He said that children today need moral guidance and ethical grounding, and what better way to teach that than through stories of sacrifice, duty, and truth from India’s ancient epics. He added that the proposal to NCERT also includes suggestions to keep the content simple, age-appropriate, and focused on universal values like honesty, respect, and courage.
He also clarified that this would be implemented in a secular manner, making it inclusive and optional depending on the grade and learning level. For younger students, stories might be introduced in language or moral science classes, while older students may read simplified teachings or key episodes from the texts.
Reactions From Stakeholders
The decision has triggered diverse responses. Some educationists have welcomed the move, saying it’s high time Indian schools revisited traditional wisdom through structured learning. According to them, these texts are not just religious but also literary and philosophical resources that can teach critical thinking, ethics, and decision-making.
However, critics have raised concerns. A few teachers’ associations and civil society groups have pointed out that public education should remain neutral and not promote any specific religion. They also argue that including religious texts in a state-backed curriculum could be exclusionary, especially for children from different faiths.
What’s Likely to Change in the Classroom
If NCERT accepts the proposal, students across Uttarakhand government schools may soon find chapters related to
- Key teachings from Lord Krishna’s advice to Arjuna in the Gita
- Stories from the Ramayana that illustrate ideal conduct, bravery, and duty
- Value-based exercises, discussions, or moral dilemma questions
This could be introduced as part of subjects like Moral Science, Hindi Literature, or Social Studies. The focus would be on helping children connect ethical choices with real-life situations, using characters like Lord Rama, Sita, Hanuman, and Arjuna as examples.
What This Means for Indian Education
This proposal from Uttarakhand is not isolated. Similar efforts have been made in states like Gujarat and Madhya Pradesh in the past. It shows a larger trend where state education boards are trying to link schooling with cultural identity and traditional Indian values.
But the debate remains: should such texts be taught as history, literature, or moral guidance? Or does it cross a line into religious instruction? These are not easy questions, and how NCERT responds will set a strong precedent for other states as well.
