For India to build a truly future-ready education system, it must nurture a culture of inquiry, reflection and independent thinking. In a conversation with Ketki Angre, Vice Chairman of Rambhau Mhalgi Prabodhini, Dr. Vinay Sahasrabuddhe, argues that this spirit of research is not new to India but deeply rooted in its civilizational foundations. “Swadhyaya is everywhere,” he says, referring to the Indian tradition of self-study and self-understanding. Whether through the teachings of the Buddha or the philosophical texts of Hindu thought, Indians have long valued analysis, comprehension and introspection. “Every individual is a thinking animal,” he reminds us, insisting that research-mindedness is not a luxury but a necessity.
In a rapidly changing world, this culture of inquiry is essential for nation-building. While patriotism was often dismissed in post-independence India as narrow or outdated, Dr. Sahasrabuddhe notes that it is, in fact, foundational to creating a cohesive society. “It is a progressive unfoldment,” he explains. A child first connects with family, then neighbourhood, region, language, and finally the nation and world. Expecting people to leap directly to “global citizenship,” he argues, ignores the natural stages of identity-building. “What is wrong if we also take pride in our country, our culture and the ingredients of our culture?”
Research culture cannot flourish without equity, and equity cannot exist unless we address the deep divides across India’s educational landscape. The technology gap, between rural and urban, rich and poor, continues to be one of the biggest barriers to equal opportunity. Dr. Sahasrabuddhe uses a striking analogy: society is like the human body. “We cannot ignore a small wound to a finger… the impact is felt all over the body.” Similarly, disparities in access hurt the entire nation. A holistic, comprehensive approach is essential if India is to bridge these gaps. Privileged segments, he insists, have greater responsibility toward those without access.
One powerful way to reduce inequity lies in collaboration. The National Education Policy encourages “clusters” of schools, allowing institutions to share resources. Dr. Sahasrabuddhe points out that gaps such as a shortage of music or drawing teachers could be addressed if schools “share one teacher among three institutions.” Libraries, labs, and specialised staff can function as common assets rather than isolated silos. “Handholding between public and private is something this nation badly requires,” he says.
In essence, building a strong research culture, fostering pride in nationhood, and ensuring educational equity all flow from the same belief: that India’s progress must be inclusive, thoughtful, and anchored in its deepest values. Only then can education truly become a force for national transformation.
(This is the second feature in out series, where we speak to thought leaders to understand their views on education and ideas that will help shape India’s future)
Read the first article here: Why not have an ‘IAS for teachers’?