From Bloom's Taxonomy to Vidya -Avidya Paradigm: Reassessing Educational Philosophy for Holistic and Transformative Learning

This article examines the epistemological fragmentation inherent in modern approaches to creativity and education, highlighting the disjunction between avidya (technical skills) and vidya (holistic wisdom). Drawing from Indian philosophy and critical perspectives on utilitarianism, it critiques the prioritization of short-term utility over transformative, life-affirming outcomes. The revision of frameworks like Bloom's Taxonomy and the pervasive influence of utilitarian metrics in academia are explored as case studies of this reductive trend. Additionally, the article investigates the implications of artificial intelligence (AI) on creativity, emphasizing the risks of superficial outputs and systemic clutter while proposing its potential for fostering integrative innovation. To counter the dominance of fragmented, utilitarian approaches, it advocates for comprehensive strategies that prioritize long-term sustainability, systemic coherence, and ethical dimensions. This involves redefining metrics of success, fostering holistic education, and revitalizing academic and creative philosophies, thereby bridging the gap between avidya and vidya to realize the transformative potential of creativity and education.