Epistemic Non-Absolutism and Contemporary Education: A Jain Perspective

Abstract

This paper examines the Jain epistemology and contemporary educational relevance through the lens of epistemic non-absolutism. The question, how Jain philosophy provides a pluralistic framework for understanding knowledge and learning is answered. A qualitative philosophical method based on textual analysis of classical Jain sources and contemporary theories is used. The paper interprets Jain doctrines in relation to emerging issues of dialogical and inclusive pedagogy. The finding shows that Jain epistemology strengthens conditional reasoning, intellectual humility and recognition of multiple standpoints. These principles support educational practices designed with valuing diversity, respectful dialogue and critical thinking. The study shows that in modern educational contexts, epistemic non-absolutism derived from Jain thought contributes a meaningful philosophical foundation for developing inclusive and reflective learning environments.