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The CUET Knowledge Traditions – Practices in India syllabus 2026 is designed to assess a student’s understanding of India’s rich intellectual heritage, traditional knowledge systems, and cultural practices across disciplines. This subject highlights the continuity and relevance of Indian knowledge traditions in fields such as science, philosophy, arts, governance, health, and education.
It is a valuable domain subject for students interested in Indian culture, history, philosophy, interdisciplinary studies, and liberal arts programmes through CUET UG.
Agriculture in Prehistory and Protohistory/ Textual Sources/ Types of Lands/ Rain-Fed and IrrigatedCrops/ Implements/ Seed and Sowing/ Manures/ Pests and Their Management/ Cattle Management/Horticulture and Arboriculture/ Fishing/ Agriculture and Society
Rigveda, Krishiparāśara (c. 400 BCE) Kautilya (3rd or 4th century BCE) Kāśyapīyakṛṣisukti (800 CE) Vṛkṣāyurveda (c. 1000 CE) Kṛṣigītā (c. 1500 AD)
(1) Early and Classical Architecture
Temple Architecture/ Rock-Cut Structures/ Monolithic Temples/ Constructed Temples/ Public andPrivate Architecture
Viṣṇudharmottarapurāṇa Kautilya’s Arthaśāstra Mayamata Mānasāra
(2.) Medieval & Colonial Architecture
(1.) Classical Dance Forms
Nāṭyaśāstra (tr. Manomohan Ghosh)
(2.) Folk Dance Forms
Goals of Indian Education/ Teaching and Learning/ The Teacher and the Student/ Centres of Education/ Temples as First Schools/ Gurukulas/ Viharas and Universities/ Community-Supported Education/ The Continuing System
Two Types of Knowledge and the Right Pupil/ Mere Intellectual Knowledge Is Not Enough/ The Link between Teacher and Pupil/ Teachers Invite Students to come to Them/ Controlling the Mind and the Senses: the Goal of Indian Education/ Teacher’s Directives to Students on their Completion of Study/ What is a Useful Life?/ Hsüan-tsang’s (Xuanzang) Impressions of Indian Education/ Hsüan-tsang’s (XuanZang) Description of Nalanda University
An Italian Explorer’s Record of Indian Education in the 17th Century/ A Description of Indian Education in the 18th Century/ The Teacher’s Subsistence/ Respect for the Teacher/ Physical Education and Sports/ Description of the University at Navadveep (Nuddeah) in Bengal in 1791/ Love of Learning and Support for Education among Indians/ A W - idespread Colonial Network of Indigenous Schools
The Cosmic Order/ Buddhist Ethics/ Jain Ethics/ Sikh Ethics/ The Bhakti Movement
From Jain Granthas/ From Buddhist Granthas/ From Asoka’s Edicts/ From the Kural (tr. P.S. Sundaram)
• Texts/ Practice of Martial Arts/ Stick Combat/ Kalarippayattu
• Martial Arts Traditions: A Selection from Primary Texts
W restling in the Mahabharata/ Mallapurana/ Marmasastram
Languages of India/ Study of Language in India/ Disciplines of Language Studies in India/ Classification of Speech-Sounds/ Theory of Grammar/ Chanda (Prosody)
Reflections on Language from Vedic Sources, Phonetics Paniniya siksha (tr. & ed., Manomohan Ghosh), Nirukta (Etymology), The Nighantu and the Nirukta of SriYaskacharya (tr. Ed., Lakshman Sarup) Patañjali’s Mahabhasya (adapted from S.N. Dasgupta’s translation) Grammar, Language and Knowledge Bhartṛhari’s Vakyapadiya, Brahmakanda, (tr. K. A. Subramania Iyer)
Harappan Technologies/ Later Pottery/ Glass/ Water Management/ Textile Technology/
Writing Technology/ Pyrotechnics/ Cosmetics and Perfumes
Gemmology/ Water Management/ Textiles and Garments/ Cosmetics and Perfumes
Below is an overview of the CUET UG Knowledge Traditions – Practices in India examination:
The paper evaluates a student’s conceptual understanding of traditional Indian knowledge and its applications.
Use the following preparation tips to score well in this subject:
Use focused and syllabus-aligned resources for preparation.
Tip: Focus on conceptual clarity and interdisciplinary understanding, not rote learning.
Students should prioritise the following important topics:
These topics are frequently tested and conceptually significant.
The CUET Knowledge Traditions – Practices in India syllabus 2026 is interdisciplinary and concept-driven. With a clear understanding of India’s intellectual heritage, structured revision, and regular MCQ practice, students can perform well in this subject.
This subject is a high-scoring option for students who enjoy conceptual learning and cultural studies.
