Transmythopoetic Pedagogy of the Mahabharata: Reconceptualizing Procedural Epistemology, Mythopoetic Learning and Indic Academia through Epic based epistemology.

Publication Details

Publication Date

10/07/2026

Volume / Issue

Vol 1, Issue 2 (2026)

Article No.

028

Journal

British Journal of Contemporary Research

Received

14 Jun 2026

Views

3

Downloads

2

Abstract

The Mahabharata stands as one of humanity's most profound educational texts. While often examined through religious, literary, philosophical, and historical perspectives, its pedagogical dimensions remain comparatively underexplored within contemporary educational psychology. This paper argues that the Mahabharata embodies a sophisticated educational framework grounded in procedural epistemology and mythopoetic pedagogy. Unlike modern educational systems that frequently prioritize the acquisition of declarative knowledge, the Mahabharata emphasizes the cultivation of wisdom through lived experience, moral deliberation, narrative engagement, reflective inquiry, and transformative action. Learning within the epic emerges not as the passive reception of information but as an active process of becoming. Among these traditions, the Mahabharata occupies a unique position. Comprising approximately one hundred thousand verses, the Mahabharata is not merely a literary epic or religious text. It is a vast educational cosmos that explores the complexities of human existence. Embedded within its narratives are profound reflections on learning, development, decision-making, ethical judgment, emotional regulation, identity formation, leadership, social responsibility, and self-realization.

License

This article is published under the Creative Commons Attribution 4.0 International License . Free to read, share, and adapt with attribution.