Gyana/Pragya Paradigm for Professional Development of Teachers

A Socio-Cultural Perspective


  • Parbati Dhungana Kathmandu University
  • Bal Chandra Luitel


harmony, paradigms, professional development, socio-cultural perspective


The existing Western Modern Worldviews (i.e. post/positivism) or western induced paradigm/s (e.g. critical and postmodern) seem insufficient for ensuring harmonious learning spaces in the context of continuous professional development of Nepali school teachers. In this chapter, we discuss context-responsive socio-cultural perspectives of multiple Eastern Wisdom Traditional (EWT) belief systems such as prasna (question), kalaa (art), and artha (meaning) that contribute to harmonious professional learning spaces (inner and outer) for teachers in Nepal. Then we introduce gyana/pragya, an integral paradigm, as a multi-paradigmatic research design space for creating and sustaining harmony in the professional setting and within co-researchers. This research explores the possibility of conducting educational research (e.g. Teachers Professional Development) by adapting multiple EWT belief systems. At last, we share enhanced harmony, an inherent quality of teachers and teacher educators as/for professional development.


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Author Biographies

Parbati Dhungana, Kathmandu University

PARBATI DHUNGANA, PhD, is a visiting faculty at the Department of STEAM Education, Kathmandu University, School of Education, Nepal. Her major research interests lie in the area of teachers’ professional development, transformative learning, educational research and sociocultural perspectives.


Bal Chandra Luitel

BAL CHANDRA LUITEL, PhD and Professor, is the Dean at the Kathmandu University, School of Education, Nepal. He coordinates a transformative education project called Rupantaran that aims at engaging Master and Doctoral students to bring forth autoethnographic narratives unfolded during their immersion in a school transformation process via transformative (decolonial, anticolonial, and postcolonial) epistemologies armed with new analytics arising from dialectical, metaphorical, poetic, and narrative for conceiving, expressing, and implementing visions of holistic (place-based, inclusive and life-affirming education) in Nepal. 



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How to Cite

Dhungana, P., & Luitel, B. C. (2022). Gyana/Pragya Paradigm for Professional Development of Teachers: A Socio-Cultural Perspective. Journal of Interdisciplinary Studies in Education, 11(2), 95–102. Retrieved from