Value Education in India: A Historical and Philosophical Review

The growing global interest in value-based education has prompted Indian education systems to reconsider existing practices and move toward a more holistic approach. This study examines the historical milestones and philosophical viewpoints that have shaped value cultivation in Indian education. It synthesizes insights from Indian and global thinkers to identify core principles connecting traditional value-oriented learning with today’s exam-driven, employment-focused systems. Using a narrative literature review method, the study explores links between ancient and contemporary educational perspectives in India, drawing on the National Education Policy (NEP) 2020 and the UN Sustainable Development Goals (SDGs) to frame a holistic model for present-day education. Databases including Scopus, Google Scholar, JSTOR, ERIC, and Project MUSE were searched for studies examining philosophical and historical influences on value cultivation. Data were collected on authors, year, philosophical standpoints, historical development, methods, and key findings. Of the 105 papers identified, 25 met the inclusion criteria. Eight studies explored the historical development of Indian education; nine examined philosophical perspectives and practices; five focused on value cultivation; and three connected ancient approaches with contemporary frameworks. These non-comparative studies highlight diverse interpretations of value cultivation and its evolving significance. The review underscores the need to integrate historical and philosophical insights into modern educational practice. Aligning with NEP 2020 and the SDGs, it argues that value-based education and value literacies—encompassing ethical, cultural, and civic dimensions—can support learners in addressing global challenges while preserving India’s cultural heritage.