Nyaya Logic as a Framework for Critical Thinking in Higher Education: An Indian Knowledge System Model for 21st-Century Learning

Abstract

The increasing complexity of the twenty-first century has transformed higher education into a space where learners are expected not only to acquire knowledge but also to develop critical thinking, analytical reasoning, ethical judgment, and evidence-based decision-making skills. While contemporary critical thinking frameworks have largely been influenced by Western philosophical traditions, the rich intellectual heritage of the Indian Knowledge System (IKS) offers equally rigorous yet underutilized perspectives on reasoning and knowledge construction. Among the classical Indian philosophical schools, Nyaya Darshana stands out for its systematic treatment of logic, epistemology, inference, argumentation, and the evaluation of valid knowledge. This conceptual paper examines the relevance of Nyaya Logic as a foundational framework for strengthening critical thinking pedagogy in higher education. Drawing upon classical Nyaya literature, contemporary scholarship on critical thinking, and policy documents such as the National Education Policy (NEP) 2020, the study explores the correspondence between Nyaya concepts—including Pramāṇa (means of valid knowledge), Anumāna (inference), Tarka (logical reasoning), Hetvābhāsa (logical fallacies), Vāda (constructive debate), and Nirṇaya (reasoned judgment)—and essential twenty-first-century cognitive competencies. The paper proposes an original Nyaya-Based Critical Thinking Model (NBCTM) that integrates indigenous epistemological principles with modern pedagogical practices. The model positions Nyaya Logic as a systematic process through which learners progress from evidence gathering and analytical reasoning to reflective judgment and ethical decision-making. Such a framework has the potential to enrich curriculum design, classroom dialogue, research methodology, teacher education, media literacy, and inquiry-based learning. The paper argues that integrating Nyaya Logic into higher education can contribute to the development of intellectually rigorous, ethically responsible, and critically reflective graduates while advancing the objectives of the Indian Knowledge System envisioned in the National Education Policy 2020. The proposed model also provides a conceptual foundation for future empirical research on indigenous approaches to critical thinking in higher education.