Emergence and Epistemic Alignment: Reinterpreting NEP 2020 in a Transforming India
Abstract
This article interprets the National Education Policy (NEP) 2020 as a layered framework of learning, where institutional structures form the outer level, and the development of the learner’s self forms the core. It suggests that the policy can be understood not only as a set of reforms but also as a shift in how education is conceived, as a process that develops through reflection and continuity over time. The article proposes a six-layer schema to explain this movement from institutional design to inner alignment. It shows how governance, curriculum and pedagogy connect with cognitive development, ethical grounding and reflective selfhood. Within this framework, dharma is understood as epistemic fidelity, a principle that helps maintain coherence between knowledge, action and responsibility. The term is used here in a conceptual and operational sense. It does not attempt a full philosophical or philological account, but serves to describe how such coherence is sustained within the learning process. Drawing on pedagogic insights from Indian and global traditions, the article places NEP 2020 within a wider educational discourse. It argues that alongside implementation, careful interpretation of the policy is necessary to understand its deeper implications. The article, therefore, presents NEP 2020 as a framework that shapes both educational systems and the development of the learner.