IIT Students Study Shastras as AI Raises Ethical Questions

As Artificial Intelligence and computer science reshape modern education, IISc Bengaluru professor Pratosh AP has highlighted the continuing relevance of traditional Indian knowledge systems, revealing that students from the Indian Institutes of Technology (IITs) are studying shastras under his guidance.

The professor said some of these students, including individuals who performed well in the Joint Entrance Examination (JEE), approached him to understand the role of Sanskrit and traditional texts in their intellectual development. According to him, their interest reflects an effort to examine ideas through reasoning, debate and sustained inquiry alongside their technical education.

“I’ll tell you what, some of my IIT students are studying shastra with me today,” he said.

He also described a student who had continued studying Nyaya Shastra under him for five years. The student initially approached him intending to challenge his arguments and demonstrate that his views were incorrect.

“One of my students tells me that I come to you to learn and I stay here with you for 10 years just to prove that what you are saying is wrong,” he said.

Pratosh said he welcomed this approach, explaining that the purpose of learning should be intellectual examination rather than unquestioning acceptance. He added that he would not be concerned if students eventually reached materialist conclusions, as long as those conclusions emerged from logical reasoning.

“I don’t worry if they end up becoming Charvakas. At least they will become great Charvakas with great intellectual and logical conclusions,” he said.

AI Development Raises Questions About Dharma and Responsibility

A significant part of the professor’s address focused on artificial intelligence and the responsibilities associated with developing powerful technologies. He argued that traditional philosophical texts could provide a framework for examining how technological systems should be designed and used.

Drawing a connection with the Mahabharata, he said algorithms should be constructed to contribute to the betterment of human life. He also questioned the consequences of placing powerful technological tools in the hands of people who lack an understanding of dharma.

The discussion connected traditional philosophical ideas with contemporary developments in computer science. Referring to transformer architecture, which underpins many modern AI systems, the professor discussed how language and words are represented through mathematical embeddings.

His broader argument was that technological progress should also involve questions about human values, responsibility and the consequences of innovation. In this context, he presented the study of shastras as a way to examine not only how systems work but also how they should be used.

Why Shastras Should Not Be Studied Only to Find Ancient Science

Pratosh cautioned against approaching ancient Indian texts primarily as sources of scientific discoveries that can be compared with modern technology. He said their value should not depend on whether a particular passage can be linked to a contemporary scientific concept.

Explaining his position through an agricultural analogy, he said, “You don’t cultivate the crop for the sake of weed; you cultivate the crop for the sake of crop.”

He used the comparison to argue that the central purpose of studying shastras should be to understand their ideas and methods of inquiry, rather than to search exclusively for references that appear to anticipate modern scientific developments.

According to the professor, traditional texts should be examined for the intellectual training and broader perspectives they offer in their own right.

Three Dimensions of Studying Traditional Indian Texts

The professor outlined three dimensions of shastra study: intellectual, social and metaphysical. He said each offers a different way to engage with questions relevant to individuals and society.

1. Intellectual Development Through Logical Reasoning

At the intellectual level, Pratosh highlighted the role of texts such as Nyaya Shastra in developing reasoning abilities. He argued that sustained engagement with its methods could help students build skills useful in subjects that require rigorous logical thinking.

He cited an example in which a person who had studied Nyaya Shastra for 12 years could be trained in quantum physics and mathematics within a year. The professor said he had conducted experiments to support this claim.

His argument centred on the importance of developing the ability to analyse arguments, examine assumptions and reach conclusions through structured reasoning.

2. Social Responsibility and the Meaning of Dharma

At the social level, the professor connected the study of dharma with the responsibilities that accompany technological development. As AI systems become more influential, questions about their impact on people and society are becoming increasingly important.

His reference to dharma in the context of AI focused on the need to consider the purpose and consequences of technology. This perspective places ethical inquiry alongside technical knowledge rather than treating technological capability as the only measure of progress.

3. Metaphysical Questions About Wealth and Happiness

At the metaphysical level, Pratosh referred to the Upanishads and their discussions about wealth, happiness and liberation. He cited the conversation between Yajnavalkya and Maitreyi in the Brihadaranyaka Upanishad, which examines whether material wealth can lead to immortality.

The reference highlighted how traditional philosophical texts explore questions that extend beyond material success, including the nature of fulfilment and the limits of wealth.

Why IIT Students Are Turning to Shastras Alongside Technology

The professor’s account of IIT students studying traditional texts illustrates how technical education and philosophical inquiry can exist alongside each other. Their engagement with Sanskrit and shastras, as he described it, is not necessarily about accepting every traditional argument but about examining ideas through discussion and logical analysis.

Pratosh presented this approach as a form of intellectual training that can encourage students to question established views, construct arguments and evaluate different positions. He said the value of these texts lies partly in the methods of learning they encourage.

“Shastras make you learn how to learn,” he said.

His remarks placed the discussion beyond whether ancient texts contain references to modern scientific concepts. Instead, he emphasised their potential contribution to reasoning, social responsibility and deeper philosophical inquiry at a time when AI is becoming an increasingly important part of education and everyday life.