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ABSTRACT Recent studies indicate the hardship of the current education system in endowing students with appropriate skills to understand and critically view information. Indian studies have similarly criticized the Indian education system for failing to help students learn and comprehend the school curriculum. Indian logic critically enquires the validity of knowledge based on proof and allows one to objectively arrive at a conclusion reflecting essential critical thinking abilities that are missing in the contemporary education scenario. Hence, the current research attempts to study the limitations of the education system and to explore the significance of introducing Indian logic to ameliorate its distressing condition. The present research adopts a grounded theory approach while employing the method of secondary analysis of qualitative data. It helps identify the salient reasons for the qualitative decline of the existing education system and of those constructs rooted in Indian tradition which may help in resolving the same.
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