CONTEXTUALITY OF MAHABHARAT IN THE CURRICULUM OF ELEMENTARY EDUCATION IN BIHAR: AN EDUCATIONAL STUDY

Abstract

Abstract—The Mahabharat, one of the world’s longest and most philosophically rich epics, consti- tutes an irreplaceable repository of ethical wisdom, social governance, human psychology, and cultural identity for the Indian subcontinent. This paper in- vestigates the contextual relevance of Mahabharat narratives, characters, and moral teachings within the framework of elementary education in Bihar— a state with deep historical roots in Vedic and epic traditions. Drawing on field observations, student interviews, teacher surveys, and curriculum analysis conducted across middle schools in Sitamarhi dis- trict, this study examines how Mahabharat themes are currently integrated—or conspicuously absent— in the elementary curriculum prescribed under the National Curriculum Framework (NCF) 2005 and its Bihar state adaptation. The study further explores how strategic, age-appropriate infusion of Mahab- harat content can promote value education, critical thinking, emotional intelligence, and social cohesion among children aged 6–14. Findings indicate that while informal oral transmission of Mahabharat sto- ries remains vibrant in rural Bihar households, the formal school curriculum underutilizes this cultural capital. Recommendations are offered for curriculum designers, teachers, and policy makers to meaningfully bridge this gap—not through religious indoctrination, but through humanistic, interdisciplinary pedagogy rooted in India’s living epic heritage. Index Terms—Mahabharat, Elementary Education, Bihar Curriculum, Value Education, Cultural Ped-agogy, Moral Development, NCF 2005, Interdisci- plinary Learning, Epic Literature, Dharma Education