Dialogic Wisdom: Integrating Upanishadic Debate Technique into 21st-Century Education Systems

Purpose: The purpose of this study is to examine the relevance of the Upanishadic dialogic method of teaching and learning in contemporary education systems and to explore its applicability in modern classrooms to foster critical thinking, ethical reasoning, and reflective inquiry. Methodology: The research adopts a mixed-method design combining conceptual analysis of ancient Indian pedagogical traditions with an empirical survey conducted among teachers from high schools, pre-university institutions, and undergraduate colleges. Data were collected using structured questionnaires and analysed through descriptive statistical methods along with thematic interpretation of qualitative responses. Results/Analysis: The findings indicate that while teachers demonstrate moderate awareness of the Upanishadic dialogic approach, most respondents believe that discussion-based learning can significantly enhance critical thinking, student engagement, and reflective reasoning. The study also reveals that dialogic pedagogies align closely with contemporary educational frameworks such as constructivist learning theory and inquiry-based education. Originality/Value: This study bridges ancient Indian educational philosophy and modern pedagogy by examining how the Upanishadic debate technique can contribute to learner-centered educational reforms, particularly in light of policy frameworks such as the National Education Policy (NEP) 2020. Type of Paper: Empirical Research paper.