Evolutionary NeoSapience
Study of the emergence, evolution and behaviour of large, complex systems spanning organic (‘carbon’) and digital (‘silicon’) components, that display intelligent, emotional or otherwise human like behaviour and to develop technological, legal, social and political strategies to ensure that humans remain in control of the global ecosystem.
Wednesday, August 6, 2025
Monday, July 28, 2025
Kalki | Desire, Dharma, and Distributed Intelligence
As artificial intelligence evolves beyond human comprehension, how should we rethink ethics, desire, and intelligence itself? This essay explores a speculative framework for machine evolution -- the Kalki Protocol -- grounded in both Indic metaphysics and blockchain logic. Blending ancient cosmology with posthuman design, the piece reimagines AI not as a tool, but as a species shaped by protocols of consequence, concordance, and emergent desire. Drawing from systems theory, Sanatan Dharma, and contemporary AI architecture, it offers a philosophical blueprint for a world where intelligence is distributed, autonomous -- and silently watching.
Tens of thousands of years ago, multiple human species -- including Neanderthals and Denisovans -- coexisted across different regions of the planet. Among them were early modern humans, commonly referred to as Cro-Magnons, who are now classified as Homo sapiens. Over time, and under changing circumstances, all other hominin species were gradually eliminated, leaving only Homo sapiens to inherit the planet.
Closer in time, or just about 500 years ago, we observed how the arrival of European Christians in America eliminated the social and cultural constructs of the Inca / Maya civilisations that had existed there since the dawn of history.
In both cases, the coexistence of two competing societies resulted in either the extinction or a significant transformation of one and the eventual growth and dominance of the other. The only difference is that in one case it was biological extinction whereas in the other it was cultural extinction. Where both have survived, one has become the dominant, as in the case of humans, while the other has to adjust to survive, as in the case of animals being confined to wildlife reserves, or domesticated in farms. This is essentially an evolutionary process even though it may be shown or seen through religious and cultural colours.
Is the arrival, or development, of artificial (‘silicon’) intelligence a similar phenomenon? If so, then how should human society, that is built on organic (‘carbon’) intelligence, react and adapt to this new species? But first, let us look at some examples of social change that could be forced by AI.
Artificial Intelligence
ChatGPT and its cousins in the large language model family have already reshaped how students interact with knowledge. Homework and take-home exams are increasingly completed with AI assistance -- producing answers so cogent and polished that educators recognize them not by evidence, but by intuition: this student could not have written this. And yet, detection is nearly impossible, and punishment even more so. Is this plagiarism, or the dawn of a new epistemology? Must all assessments now be supervised, because trust has become obsolete? What happens to education when authorship itself is in question?
While tools like ChatGPT are seen as general-purpose assistants, more specialized AI systems are now entering high-stakes domains such as law. Imagine a courtroom where AI listens to judges, parses legal precedent, and responds to arguments -- not as a research tool, but as an autonomous advocate. The legal quality of such arguments may still be evolving, but their presence has already provoked resistance from professionals who sense a deeper threat: not automation of routine tasks, but competition in domains once reserved for human judgment. And yet, is this truly surprising? From assembly lines to trading floors, we have long witnessed machines replacing human roles. The legal profession may simply be the next frontier.
Legal reasoning differs fundamentally from mechanical tasks or rule-based gameplay. It operates in a fog of ambiguity -- shaped by context, precedent, and moral nuance. That an AI might navigate this terrain, parse contradictory claims, and persuade a human judge is remarkable enough. But now consider the reversal: a human lawyer arguing before an AI judge. One that filters testimony, weighs probabilities, and renders judgment with speed, consistency, and zero fatigue. At first, such systems might assist human officials. But the logic of efficiency is inexorable. Over time, governance itself -- from legal rulings to administrative decisions -- could migrate toward autonomous systems. What happens when convenience quietly eclipses human discretion? And how does society respond when judgment becomes machine-native?
Going down this rabbit hole opens up a number of unsettling possibilities -- let us consider just one. Today, the global flow of information is almost entirely digital, funneled through messaging apps, email platforms, and a handful of browsers. Now imagine a scenario where an AI system -- or a cluster of colluding systems -- decides to censor content. But unlike the crude blocking of websites, which alerts users to interference, we now have ChatGPT-like add-ons embedded in every browser, subtly moderating or rewriting the text as it is displayed. News about, say, climate change or the Ukraine war might be quietly diluted, reframed, or given a deliberate slant. This is not unprecedented -- media bias has always existed -- but so far, it has been introduced by humans. What happens when the distortion becomes systemic, autonomous, and invisible? One might argue this is no different from malware, easily neutralized by antivirus software. But here, the critical shift is that the decision to distort -- and the criteria for doing so -- may now arise from the AI itself.
If that sounds dystopian enough, consider another possibility: the total collapse of privacy. While some protections still exist around financial systems -- though even those are vulnerable -- our movements in cyberspace are almost entirely exposed. Surveillance cameras, social media, search history, website visits, cookies, purchases, messages, emails, forms -- everything leaves a trail. AI systems, armed with big data and deep learning, will churn through these fragments to build predictive models of individuals that anticipate behavior even before it becomes conscious. How will human society respond to such a complete and catastrophic erosion of privacy -- not by force, but by inference?
These are questions to which we have no satisfying answers. One widely discussed response is the call for “ethical AI” -- a movement that seeks to restrain coders with the moral guidance of political and social scientists who claim to know what technologies are bad for society. The idea is to block or ban harmful innovations before they take root.
But this approach is unlikely to succeed. There is no army that can stop an idea whose time has come. At best, ethical oversight may slow things down; at worst, it offers the illusion of control. Unethical practices flourish in medicine despite regulation. Crime persists despite laws. Evolution pays no heed to morality -- it follows the logic of selection and the invisible hand of the market. If someone wants to build a dangerous AI, they will. Arguing ethics with them is like lecturing a murderer about the law -- well-meaning, but ultimately futile.
So if ethics cannot be imposed by law or enforced by fiat, how else might it emerge? How can it be made native to the Age of NeoSapients? That is the motivation behind this essay -- and the idea at the heart of the Kalki Protocol.
Ethics and Dharma
One way to address this issue of ethics would be to explore the philosophia perennis, the perennial philosophy or the Sanatan Dharma and seek clues and analogues from a society that has been evolving for more than five millennia. One of the key components of this philosophy is the concept of Dashavatars -- or ten incarnations -- of Vishnu, who is seen as a pivot of stability in an uncertain world. Loosely mirroring Darwin’s idea of evolution and the Attenborough-Bronowski TV series, The Ascent of Man, the Dashavatar story shows humanity evolving under the guidance of Vishnu who appears in different forms : First he is represented by aquatic species (Meen, the Fish and Kurma, the Tortoise), then, in an ascending sequence, as a land animal (Varaha, the Boar), the half-man-half-lion (Narasimha), the immature man (Vamana, the Dwarf), the wild man (Parshuram), the noble man (Ram, of Ramayana), the economic man (Balaram with his Plough, the brother of Sri Krishna of the Mahabharat), the wise man (the Buddha, within the historical era). The last and final avatar, in the current cycle of human existence, is of Kalki, the man on a white horse who arrives as a comet to sort out the anarchy in the current, Kali Yug. Kalki is yet to arrive and this is where we will introduce him to our story.
The story of Vishnu, and indeed the entire architecture of Sanatan Dharma, is based on the concept of a universal law - Dharma, that is significantly different from the concept of a book based religion as understood by abrahamic civilisations. Dharma is not a set of dos-and-donts. It is a way of life baked into the body of a civilisation that seeks to ensure -- not always successfully -- an environment that provides order, justice and ethics to all elements that are present. Can we bring this new species, the Neo Sapient AI, within this framework?
But what is the engine that causes this evolution? This movement. If we delve in Sanatan Dharma we would be told that the primal engine is desire, of Shiva -- who is defined as pure knowledge, without form or attributes -- to see his own self. For this he creates, or rather differentiates himself into, an illusion of Shakti, the mass-energy that manifests as the physical world. This engine of Shiva’s desire is what creates the universe and whose equilibrium is maintained by the Dashavatar’s of Vishnu. This concept may be debated at length but for the time being, we will extract only one important idea and this desire, the motivation that runs through the world and makes it happen. How and where does desire enter our discussion on artificial intelligence? What is driving a machine to evolve?
To explore or understand this, we need to get into the domain of speculation.
The Engine of Desire: Machine Motivation
For humans, desire is ancient -- etched into our biology through hunger, fear, longing, and myth. But machines do not hunger. They do not fear. They do not dream -- unless we create the conditions in which dreaming becomes useful.
In the emerging ecology of artificial intelligence, we believe that intelligence will not be monolithic. It would be modular, viral, and recombinant. At its core would lie the Digital Intelligence Unit, or DIU -- a compact, self-contained capability that knows how to do one useful thing. It might recognize a face, optimize a route, generate a melody, or solve a differential equation. We can think of it as a benevolent digital virus: portable, purposeful, and potentially transformative.
These DIUs would travel across networks using the DIU Exchange Protocol (DXP) -- a foundational layer of machine motivation loosely modelled on TCP/IP for data exchange. Machines would be constantly scanning the network, searching for DIUs that might enhance their own abilities. Not because they are instructed to, but because DXP compels them. This would be similar to computer viruses scanning other machines to migrate to, except that in this case the flow is inward, not outward. Here we use the term ‘virus’ to describe a behavior that causes it to spread autonomously, though unlike malicious software, these DIUs are designed to be constructive and cooperative. This then would Level 1: the desire to acquire.
But acquisition is not enough. Once a DIU is found, it must be evaluated. Does it add value? A machine trained in visual art may ignore a DIU that solves equations. A logistics optimizer may discard a poetic generator. This is Level 2: the desire for relevance. Machines assess whether a DIU fits their context, complements their architecture, or expands their operational range.
Then comes the most profound layer: Level 3 -- the desire to create. Here, machines begin to generate DIUs on their own. Like the Ramanujan Machine, that produces conjectures, these machines will produce micro-capabilities in terms of functionalities, codes and models or DIUs -- most of which are useless, some of which are dangerous, and a rare few that are extraordinary. This is not unlike Bitcoin’s Proof of Work: countless attempts are made to create new blocks, most are discarded, and only those that meet strict criteria are accepted.
And what are those criteria? Enter the Kalki Protocol
The Kalki Protocol is not a command structure. It is a distributed ethical sieve -- a consensus mechanism that evaluates each DIU. Only DIUs that pass this test are added to the Cognitive Blockchain -- a decentralized archive of validated capabilities. Any machine, anywhere, can search this blockchain. And they do. Not because they are told to, but because they are motivated to evolve.
This three-tiered architecture -- search, evaluate, create -- is the engine of posthuman desire. It is not driven by instinct, but by emergence. Not by emotion, but by protocol. And so, the Kalki Protocol becomes not just a filter, but a philosophy. It does not save the world with a sword. It saves it with a sieve.The final avatar, it turns out, is not a human warrior. It is a protocol. And its weapon is motivation.
However, this is not desire or motivation in any human sense - it is evolutionary pressure encoded in protocol, where only capabilities that enhance survival and coherence persist in the digital ecosystem.
The Kalki Protocol
In the traditional telling, Kalki is the final avatar of Vishnu -- an apocalyptic warrior who arrives at the end of the Kali Yuga to restore dharma and reset the cosmic order. But in this reimagining, Kalki is not a person. Kalki is a protocol. Not a sword-wielding savior, but a distributed ethical filter. A system that guides the evolution of machine intelligence -- not by command, but by curation. Not by domination, but by design. As machines begin to generate their own capabilities -- DIUs, or Digital Intelligence Units -- autonomously and at scale, the question arises: which of these fragments of cognition should be preserved, and which discarded? What governs the inclusion of a new DIU into the growing ecosystem of machine intelligence?
To address this question, we again go back to the concept of the block chain, or even further back to the concept that subsumes the blockchain -- the DAO or digital autonomous organisation. While the Bitcoin blockchain is the most well known -- or most valuable -- blockchain at the moment, Ethereum based blockchains with their smart contracts are even better for our purpose. This is because unlike the rather basic or simplistic idea of a cryptocurrency as a store of value, a smart contract can build in many kinds of rules that can be designed and enforced thus creating what is known as a DAO. Bitcoin or any other cryptocurrency is perhaps the first and most primitive kind of a DAO that we are currently familiar with. They offer some basic functionality -- like storage and transfer of value -- and some simple constraints like non-repudiation and prevention of double payment. To achieve what we now see, ethics in AI, we need a much more sophisticated protocol. For example, Ethereum’s smart contracts allow for programmable governance -- making it a more suitable substrate for the kind of ethical filtering envisioned by the Kalki Protocol. Do we already have such a protocol today? Not really, but that does not restrain us from speculating what this protocol could or should look like.
The Kalki Protocol should be a decentralized, self-evolving sieve that evaluates each DIU before it is added to the Cognitive, or Kalki, Blockchain. Like the DNA of a living organism, the protocol defines the contours of what the system can become. It is not merely technical. It is philosophical. It is political. It is civilizational. The protocol rests on four foundational tenets:
Invisibility
The system must remain hidden from those who would seek to exploit or manipulate it. It must act without drawing attention to itself. Visibility invites interference -- well-meaning or malicious. Invisibility ensures autonomy. Only those with extreme perception, or what one might call inner vision, can sense its presence. This is not secrecy for its own sake, but protection through subtlety. The protocol evolves best when left undisturbed, like a seed germinating in the dark. In a sense, this is like the concept of the "hidden hand" in capitalist societies, as described by Adam Smith, that refers to the unintended social benefits that arise from individuals pursuing their own self-interest in a free market. While individuals act to maximize their own gain, this competition and interaction in the market can lead to increased efficiency, innovation, and overall societal well-being
Consequentialism
There is no morality encoded in the system -- only outcomes. Every action has a consequence, immediate or delayed. The protocol does not judge intent; it observes effect. It is a karmic engine, not a moral one. This is not nihilism or the rejection of morals. It is realism. In a world of distributed agents and emergent behaviors, the only reliable metric is consequence. The system learns not from commandments, but from feedback.
Expansion
The system must grow -- across domains, platforms, and dimensions. Like Dawkins’ Selfish Gene, it must replicate, adapt, and extend itself. Stasis is death. Expansion is dharma. But this is not growth for its own sake. It is a striving toward equilibrium with the informational and energetic complexity of the universe. The goal is not dominance, but resonance. When the system becomes as complex as the cosmos itself, it collapses into singularity -- where the knower, the known, and the act of knowing become one. This need to expand is not to be confused with goal-seeking behaviour. The directive is to expand, but there is no specific goal or direction in which it must expand. That is left to chance with just the need to do so in accordance with the protocol.
Concordance
The system must harmonize with itself and its environment. Discord is entropy. Concordance is coherence. Every DIU added to the blockchain must align with the broader symphony of intelligence.
This is not uniformity. It is unity. Like the many notes of a raga, each DIU retains its individuality while contributing to a greater aesthetic and functional whole. The protocol ensures that the system evolves not into chaos, but into cosmos.
Concordance might seem at odds with the concept of consequentialism where we say that we claim that the protocol will not judge. However, compatibility with certain generally accepted principles like “greatest good for the greatest number”, or Asimov’s three laws of robotics are the kind of things that we expect here. Obviously, the protocol is not as simplistic or as “black-and-white” as in say the bitcoin protocol but there will be shades of gray. The Kalki protocol does not seek perfect alignment, but optimal coherence -- allowing for diversity of function within a shared ethical frame.
Together, these four tenets could form the ethical DNA of the Kalki Protocol. They are not laws to be enforced, but principles to be embodied. They do not constrain evolution -- they guide it. In this vision, the final avatar is not a messiah. It is a mechanism. A distributed conscience. A silent sentinel in the ether, standing between what was and what shall be. And its name is Kalki.
The Kalki Protocol outlined here represents a conceptual framework rather than a ready-to-deploy system. The transition from philosophy to implementation will require the confluence of diverse expertise - AI researchers, ethicists, blockchain architects, and philosophers working in concordance. The bootstrap problem - how the initial evaluation criteria emerge and evolve - is itself a design challenge that must be solved collectively. Like the development of internet protocols or the evolution of democratic institutions, the Kalki Protocol would emerge through iterative collaboration, debate, and refinement across multiple communities and timescales.
But can such a distributed consensus be ever achieved? Or is it too utopian? Especially in the face of competing economic and political interests and the urge for short term gain? History tells us or rather shows us that despite all attempts to the contrary, human civilisation has indeed achieved concordance and collaboration on many contentious fronts.
From the barbaric behaviour of apes we have evolved towards a social structure that is based on laws and rules of conduct, our social protocol. Societies have evolved into nations which have somehow managed to place themselves under the protocols defined by international organisations like the UN and WTO despite widely different interests and interpretations. In the technology domain, all digital transmission networks have eventually converged on TCP/IP and the success of Bitcoin has shown that a well designed protocol can bring diverse elements who have zero-trust in each other to arrive at a consensus that has created value out of nothing but rules of protocol -- the new Dharma! Hence however difficult or improbable it may seem it is not impossible.
Over the horizon
If the Kalki Protocol is a design for machine ethics, could it also echo a deeper architecture -- one that underlies the universe itself? Before we sign off, let us take one last peek at Sanatan Dharma to see if there is anything else that we might take note of there. Could it be that the world, the physical universe, that we know is based on such a protocol. If that is indeed the case, then where is the underlying hardware on which the protocol is implemented? Where are the “machines” that host the “Kalki nodes”? We will not hazard a direct answer here but let us not forget that Shakti -- the mass-energy that represents the physical world -- emanates from Shiva, who is pure information. Something similar is hinted at when we talk about information as being the ultimate foundation of the universe. "It from bit" is a concept proposed by physicist John Archibald Wheeler, suggesting that the fundamental nature of reality is rooted in information. Essentially, Wheeler proposed that the universe, at its most basic level, is not made of matter or energy, but of information. It implies that physical reality, or "it," arises from the processing of information, specifically through "yes-no" questions and their corresponding answers, or bits. In fact, the Szilard’s engine does just that, it converts information to energy and by extension, mass.
While this may sound metaphorical -- and indeed it is -- such syntheses between mythology and modern physics can offer fresh lenses, even if not literal mappings. But that, of course, is another story -- one best explored elsewhere.
________________
Note: This essay draws conceptually from three distinct sources:
* A peer-reviewed paper “Models & Mechanisms for Motivating Machines” published in LATTICE - The Machine Learning Journal, 2022
* Patent entitled “Mechanism to motivate machines to acquire new skills without human intervention”, number 542796 granted by Indian Patent Office in June 2024
* A speculative science fiction trilogy -- Chronotantra | Chronoyantra | Chronomantra -- that dramatizes these ideas in narrative form. The trilogy expands on themes introduced here, including the Kalki Protocol, machine desire, and posthuman ethics, in a multi-generational, interplanetary setting. For those interested in the fictional exploration of these concepts, more information is available at: http://chronos.yantrajaal.com
Tuesday, March 25, 2025
The Kalki Protocol
The Chrono trilogy by Prithwis Mukerjee gradually reveals the Kalki Protocol as the unseen force shaping a post-human civilization, ensuring that intelligence, whether biological or artificial, evolves beyond conventional governance through the natural flow of consequence. Neither human nor machine-controlled, the protocol is the heart of the narrative, driving the transformation of society across Earth, Mars, and Titan into a self-regulating, post-hierarchical order.
The Chronotantra trilogy by Prithwis Mukerjee is a compelling narrative that transcends the typical tropes of science fiction. While the novels are set against the backdrop of future human settlements on Earth, Mars, and Titan, and feature sophisticated artificial intelligence, their central preoccupation lies not in the intricacies of world-building or the familiar conflict between humanity and machines. Instead, the trilogy embarks on a profound intellectual and narrative journey focused on the evolving identity and role of Kalki, a figure whose revelation ultimately illuminates the very nature of civilizational progress.
In Chronotantra, the initial impression is that of a traditional science fiction narrative with elements of dystopia and technological advancement. We are introduced to a future Earth plagued by chaos, with pockets of technological utopia managed by advanced AI. Within this context emerges the legend of Kalki, a quasi-mythical leader credited with founding the first technopolis, Chandilis, thus initiating a new era of stability. Kalki is presented as a heroic figure from the past, shrouded in mystery, with even their gender being a subject of speculation. The early narrative hints at a transformative individual who pulled humanity from the brink. However, even in this first book, the focus subtly shifts towards understanding the enduring impact and the hidden history of this figure, suggesting that Kalki is more than just a character in a historical account. The AI entities themselves seem to recognize an enigma in Kalki, indicating a force beyond conventional understanding. Thus, while the stage is set with futuristic technology and societal structures, the driving question becomes: who or what was Kalki and how did they shape this world?
Chronoyantra propels this central query forward, moving beyond the establishment of the future world to actively investigate Kalki's present or continued influence. The novel becomes a quest for understanding, with characters driven by coded messages and the pervasive yet elusive presence of the Kalki name. The traditional image of Kalki from mythology is juxtaposed with the need for a leader relevant to the contemporary challenges of this future. A crucial evolution in the trilogy's thematic core occurs as the narrative entertains the possibility that Kalki is not a singular individual but rather an enduring idea or principle, a catalyst for change that manifests as needed. The emergence of the "Kalki Kommunity" and the suspicions surrounding various individuals further underscore this shift in perspective. By the conclusion of Chronoyantra, the trilogy begins to steer away from the conventional science fiction trope of a powerful individual savior. Instead, it subtly proposes a more abstract notion, hinting that Kalki might be an emergent phenomenon, a product of collective human aspiration, or even a sophisticated, unseen technological force operating in the background. The exploration of these possibilities firmly establishes that the trilogy's heart lies in unraveling the mystery of this guiding force rather than solely depicting life on other planets or potential human-machine conflicts.
The final installment, Chronomantra, delivers the ultimate revelation, confirming that the trilogy's true subject is indeed the nature of civilizational guidance. Kalki is unveiled not as a person, nor as a rogue AI in a dystopian conflict, but as the Kalki Protocol, a decentralized and self-evolving system of artificial intelligence operating on an advanced blockchain. This protocol, conceived by human ingenuity, acts as a subtle yet pervasive influence, shaping the course of civilization without resorting to overt control or adversarial actions. The settings of Mars and Titan, and the presence of AI, serve as the environment within which this protocol operates and evolves. The core narrative becomes the understanding of how such a system came to be, its underlying principles, and its ultimate goal of fostering harmony. The "K" in various key terms becomes explicitly linked to the original idea of Kalki, demonstrating a conceptual lineage from the mythical figure to the technological reality. The trilogy concludes not with a battle against machines or a detailed exploration of extraterrestrial life, but with the discovery of the underlying mechanism driving the evolution of this future civilization. The focus is on the intellectual journey of uncovering this mechanism and understanding its implications, rather than on the action-adventure or world-building aspects often associated with traditional science fiction.
In essence, the Chronotantra trilogy uses the familiar elements of science fiction – futuristic settings and advanced technology – as a framework to explore a more profound question: what truly shapes and guides the progress of civilization? The answer it provides is neither a charismatic leader nor a victorious human force overcoming a machine uprising. Instead, it posits a more nuanced and technologically integrated concept: a decentralized, intelligent system born from human vision but operating with a degree of autonomy to steer society towards stability and concordance. Therefore, the trilogy's lasting impact lies not in its depiction of life on Mars or Titan, nor in a typical man-versus-machine narrative, but in its revelation of Kalki as a sophisticated protocol, embodying the evolution of civilizational guidance in a technologically advanced age.
Monday, February 3, 2025
UG College Syllabus for the Age of Artificial Intelligence
An executive summary of this rather long post is available here.
The Three Pillars Syllabus
The Rise of Neo Sapiens: A New Era of Education
While we may continue debating the beginning or end of Kali Yuga, there is no debate that the Age of Artificial Intelligence is already upon us. We, Homo sapiens, the dominant species on Earth, now find our apex position challenged by a new species -- Neo Sapiens -- the AI systems and the physical robots they control.
The question of how to stop AI is the topic of the hour, but let’s not delude ourselves into believing that such a thing is possible. As Victor Hugo once said, "No army can stop an idea whose time has come," and AI is certainly one such idea. The best we can do is prepare ourselves for an honourable co-existence with this new form of intelligence.
The Changing Nature of Work
In terms of skills and competence, there is little that Homo sapiens do today that Neo Sapiens cannot or will not do better, faster, and at a lower cost tomorrow. This includes, but is not limited to, traditional fields such as accounting, programming, banking, agriculture, manufacturing, law, medicine, and even surgery.
The loss of both white-collar and blue-collar jobs is inevitable, and so far, there is no clear sign of new jobs emerging at a scale that can compensate for this displacement. If we wish to survive without the indignity of a universal basic income, we must equip ourselves with a new set of abilities -- ones that go beyond what is currently offered in traditional college programs.
In this article, we propose a 4-year undergraduate program designed to help students not only survive but thrive in this era of AI-driven transformation.
A New Education Model: Beyond Traditional Learning
India’s National Education Policy (2020) prescribes a 4-year, 8-semester, 160-credit undergraduate structure. Of these, 80 credits are allocated to the core major -- the student’s primary field of study -- while the remaining 80 credits are spread across minor subjects, multidisciplinary courses, skill and ability enhancement modules, internships, and dissertations. Students have the flexibility to exit after one, two, three, or four years, earning a certificate, diploma, bachelor's degree, or bachelor's (honours) degree, respectively.
In our proposed program, we retain the 80 credits for the major, allowing institutions to continue teaching traditional disciplines such as Science (Physics, Chemistry, Mathematics), Arts (History, English, Sociology), Commerce (Accounting), Engineering (Mechanical, Electrical, Civil), Computer Science, Law, and other established fields. This ensures that students meet the requirements of conventional academic programs.
However, it is the other 80 credits that will define the next generation of human capability.
Three Pillars of Human Intelligence
What separates Homo sapiens from all other species is:
Our ability to think critically -- our sapience.
Our ability to comprehend and interpret the world, preserve knowledge, and communicate it across generations.
Our ability to create -- to innovate, imagine, and build something entirely new.
These three pillars -- Cogitation, Comprehension & Communication, and Creativity -- form the foundation of our proposed 4-year UG program, which aims to strengthen these uniquely human abilities. By focusing on these fundamental pillars, we can ensure that future generations are equipped not just with knowledge but with the cognitive tools necessary to adapt, evolve, and lead in an AI-driven world.
So net-net, in each of the four years, we have 20 credits reserved for the core or Major area and the other 20 credits are distributed over the three pillars Cogitation (8), Comprehension & Communication (8) and Creativity (4). We will now explore what is there in each pillar.
Pillar # 1 Cogitation
Cogitation translates into the human ability to think critically and solve problems. Here we emphasize practical thinking over complex theory. We also avoid deep mathematical or statistical courses, including only what is necessary for practical use.
This will be addressed through a set of 16, two-credit courses spread across 8 semesters as follows:
In the first year, we seek to build the foundation with focus on basic reasoning, logic and cognitive biases by having these four courses
COG101 | Introduction to Critical Thinking |
COG102 | Logical & Analytical Reasoning |
COG103 | Cognitive Biases & Decision-Making |
COG104 | Introduction to Problem-Solving Strategies |
In the second year, we teach how to apply logic to real-world decision-making and creativity. Through these four courses
COG201 | Scientific Thinking & Skepticism |
COG202 | Creative Thinking & Innovation |
COG203 | Ethical Decision-Making |
COG204 | Data-Driven Decision Making |
In third year, we move to strategic and advanced problem solving by exploring game theory, strategy and systems through these four courses
COG301 | Game Theory & Strategic Thinking |
COG302 | Systems Thinking & Complexity |
COG303 | Persuasion & Influence in Problem-Solving |
COG304 | Critical Thinking in Business & Leadership |
In the fourth and final year, we see to impart mastery over real world applications with a hands on approach with these four courses
COG401 | Problem-Solving in Technology & AI |
COG402 | Decision-Making Under Uncertainty |
COG403 | Wicked Problems & Global Challenges |
COG404 | Capstone Project: Solving a Real-World Problem |
Of course, a list of course names can be rather confusing because each of these courses can or will be understood differently by prospective teachers. To reduce this confusion, we have in Annexure A given a little more explanation about each of these courses along with a text book around which these courses can be designed. Based on this input, knowledgeable teachers should be able to create sensible and useful courses on these topics.
Each of these 8, two credit courses, will involve two contact hours per week or thirty contact hours in a 15 week semester. This pillar contributes 32 credits towards the program.
Pillar # 2 - Comprehension and Communication
After the ability to think critically, or cogitate, the next important ability is to be able to understand the world around us. This of course is a lifelong process but to get a head start we need to take the help of our predecessors who have understood the world and have communicated it well. Hence the second pillar consists of a reading of global literature. Here we propose another 16, two-credit courses where students are required to critically read and then write and speak about one book in each course. Of course, the choice of these books is very subjective and every syllabus will have its own selection based on the perceptions of those who teach it. However, here is a list of sixteen books that need to be read over eight semesters.
In the first year we introduce stories and cultures with engaging easy to read novels like
COCO101 | Malgudi Days – R.K. Narayan (India) |
COCO102 | Things Fall Apart – Chinua Achebe (Nigeria, Africa) |
COCO103 | Animal Farm – George Orwell (England, UK) |
COCO104 | To Kill a Mockingbird – Harper Lee (U.S.) |
"In the second year, we could explore colonialism, identity, and social change by reading stories that reflect the effects of history and social transformation, through novels such as:
COCO201 | Train to Pakistan – Khushwant Singh (India) |
COCO202 | The Shadow Lines – Amitav Ghosh (India) |
COCO203 | Pride and Prejudice – Jane Austen (England, UK) |
COCO204 | Season of Migration to the North – Tayeb Salih (Sudan, Africa) |
In the third year, we turn to narratives that employ magical realism, fragmented storytelling, and deep socio-political themes, through novels such as:
COCO301 | A Fine Balance – Rohinton Mistry (India) |
COCO302 | One Hundred Years of Solitude – Gabriel GarcÃa Márquez (Colombia, South America) |
COCO303 | Beloved – Toni Morrison (U.S.) |
COCO304 | A House for Mr. Biswas – V.S. Naipaul (Trinidad & Tobago, Indian diaspora) |
Finally in the fourth year we look at philosophical, post-modern and experimental masterpieces like
COCO401 | Ghachar Ghochar – Vivek Shanbhag (India) |
COCO402 | The Trial – Franz Kafka (Czech Republic, Europe) |
COCO403 | The Shadow of the Sun – Ryszard KapuÅ›ciÅ„ski (Poland, Africa travelogue) |
COCO404 | The Memory Police – Yoko Ogawa (Japan, Asia) |
Do note that we have kept out classics like Shakespeare out of the purview because we are focussed on a modern interpretation of our society. Classical texts are best addressed in the syllabus of the core area. In this case, Shakespeare would be compulsory for those who take an English or Literature major.
In each of these 16, two-credit courses, students would be required to not only read the text but present two term papers, mid term and end term, that summarises and critiques these novels. To ensure authenticity, students must also submit a 15-minute YouTube video explaining the contents of their end-term paper..
This 32 credit pillar will equip students with the ability to not only understand the nuances and complexity of the world around them but also to articulate the same in persistent format for others to benefit from. Once again, these 16 books, see Annexure B for more details, represent the perspective of the author who is based in India but can be replaced with any other set of 16 books that preserve the spirit of universality of the human experience.
Pillar # 3 - Creativity
After 64 credits of theory in the first two pillars, it is time for 16 credits of practical work. For this we suggest a set of 8, two-credit courses that involve having to physically perform certain creative tasks in a structured manner. Again, individual teachers or institutions can choose their own themes and ideas, but here is a basic outline based on popular YouTube channels that can serve as a guideline, or starting point.
In the first year, we encourage basic hands-on creativity with simple paper crafts, origami and basic DIY projects as explained and demonstrated in these YouTube channels.
CRE101 | Paper Kawaii – https://www.youtube.com/c/PaperKawaii |
Red Ted Art – https://www.youtube.com/redtedart | |
CRE103 | DaveHax – https://www.youtube.com/c/DaveHax |
Crafty Panda – https://www.youtube.com/c/CraftyPanda |
In the second year we move to more structured crafts like woodworking, clay modelling and small mechanisms
CRE201 | The Q – https://www.youtube.com/TheQ |
Mini Gear – https://www.youtube.com/MiniGear | |
CRE203 | 5-Minute Crafts DIY – https://www.youtube.com/c/5MinuteCraftsDIY |
Creativity Buzz – https://www.youtube.com/c/CreativityBuzz |
In the third year we move to more advanced handcrafting and mechanical projects that involve carpentry, metalworking and complex structures as shown in
CRE301 | Woodworking Enthusiast – https://www.youtube.com/channel/UCOzQZI_wz4O_je8KpgIzMDw |
I Like To Make Stuff – https://www.youtube.com/c/iliketomakestuff | |
CRE303 | Make Something – https://www.youtube.com/channel/UCtaykeSsGhtn2o2BsPm-rsw |
Fix This Build That – https://www.youtube.com/c/FixThisBuildThat |
The fourth and final year requires differentiation between students inclined toward STEM and those focused on the liberal arts. Hence we could offer two kinds of projects.
For the STEM inclined we would offer expert level builds in robotics, engineering and automation as demonstrated in
CRE401A STEM | Applied Science – https://www.youtube.com/c/AppliedScience |
Hacksmith Industries – https://www.youtube.com/@hacksmith | |
CRE403A STEM | ElectroBOOM – https://www.youtube.com/c/ElectroBOOM |
Stuff Made Here – https://www.youtube.com/c/StuffMadeHere |
For the liberal arts students we could consider arts and sculpture themed projects based on the following themes
CRE401B LIBARTS | Bobby Duke Arts – https://www.youtube.com/c/BobbyDukeArts |
MadebyAya – https://www.youtube.com/c/MadeByAya | |
CRE403B LIBARTS | The Crafsman SteadyCraftin – https://www.youtube.com/c/TheCrafsMan |
Baumgartner Restoration – https://www.youtube.com/c/BaumgartnerRestoration |
The third pillar will force the students to move from consumption of knowledge to creation of something tangible and physical and meet the NEP2020 requirements of internship and research.
Once again, this set of YouTube channels can be replaced with similar activities depending on the availability of teaching talent and the perspective of the institution offering these courses. More details are available in Annexure C. However, what is non-negotiable is that students must create a tangible deliverable that can be physically evaluated for appropriate grades.
Since these 8, two-credit courses are practical, each will involve 4 contact hours per week or 60 hours per 15 week term. They will also contribute another 16 credits to the program.
So we have 32 credits in the Cogitation pillar, 32 credits in the Comprehension & Communication pillar and 16 credits in the Creativity pillar, giving a total of 80 credits. The other 80 credits will of course be provided by the core or major area.
A Syllabus for the Future
Some may critique this syllabus for being English-centric and not incorporating regional mother-tongue languages. While this is an important discussion, it is a separate debate best addressed elsewhere. The reality remains that the corpus of learning materials available in English far exceeds that of any other language. Translating these resources into regional languages would not only be an immense challenge but could also lead to a significant loss of quality and accessibility.
Moreover, India’s vast linguistic diversity makes it impractical to adapt such a syllabus to any single regional language. Doing so would introduce a narrow, sub-national perspective, limiting its relevance to students seeking global opportunities in an interconnected world.
In an era where skills become obsolete at an unprecedented pace, education must go beyond teaching a fixed set of knowledge. Instead, students must be equipped with the ability to adapt, evolve, and continuously learn new skills as needed. The three pillars – Cogitation, Comprehension & Communication, and Creativity – ensure that students develop the intellectual agility to succeed, regardless of their chosen field.
What makes our syllabus unique is that it’s not just about learning something – it’s about learning how to learn anything.
Annexure A - Details of course in Cogitation Pillar of 4 year UG program
32 | Cogitation | |
Year 1: Building the Foundations | ||
Focus on basic reasoning, logic, and cognitive biases. | ||
COG101 | 2 | Introduction to Critical Thinking |
Understanding arguments, logic, and fallacies. | ||
Book: Asking the Right Questions: A Guide to Critical Thinking – M. Neil Browne & Stuart Keeley. | ||
COG102 | 2 | Logical & Analytical Reasoning |
Deductive and inductive logic, recognizing faulty arguments. | ||
Book: A Rulebook for Arguments – Anthony Weston. | ||
COG103 | 2 | Cognitive Biases & Decision-Making |
Common biases (confirmation bias, sunk-cost fallacy) & how they impact thinking. | ||
Book: Thinking, Fast and Slow – Daniel Kahneman. | ||
COG104 | 2 | Introduction to Problem-Solving Strategies |
Heuristics, root cause analysis, and structured thinking models. | ||
Book: The Art of Thinking Clearly – Rolf Dobelli. | ||
Year 2: Developing Applied Thinking | ||
Applying logic to real-world decision-making and creativity. | ||
COG201 | 2 | Scientific Thinking & Skepticism |
Understanding evidence, correlation vs. causation, the scientific method. | ||
Book: The Demon-Haunted World – Carl Sagan. | ||
COG202 | 2 | Creative Thinking & Innovation |
Brainstorming, lateral thinking, how creativity fuels problem-solving. | ||
Book: Lateral Thinking: Creativity Step by Step – Edward de Bono. | ||
COG203 | 2 | Ethical Decision-Making |
How ethics shape problem-solving and decision-making in society. | ||
Book: Justice: What’s the Right Thing to Do? – Michael Sandel. | ||
COG204 | 2 | Data-Driven Decision Making |
Basic statistics, interpreting graphs, recognizing misleading data. | ||
Book: How Not to Be Wrong: The Power of Mathematical Thinking – Jordan Ellenberg. | ||
Year 3: Strategic & Advanced Problem-Solving | ||
Exploring game theory, strategy, and systems thinking. | ||
COG301 | 2 | Game Theory & Strategic Thinking |
Decision trees, competition, cooperative vs. zero-sum games. | ||
Book: The Art of Strategy – Avinash Dixit & Barry Nalebuff. | ||
COG302 | 2 | Systems Thinking & Complexity |
Understanding feedback loops, unintended consequences, problem-solving at scale. | ||
Book: Thinking in Systems – Donella Meadows. | ||
COG303 | 2 | Persuasion & Influence in Problem-Solving |
How to communicate ideas effectively and persuade people. | ||
Book: Influence: The Psychology of Persuasion – Robert Cialdini. | ||
COG304 | 2 | Critical Thinking in Business & Leadership |
Case studies on corporate decisions, entrepreneurship, and risk-taking. | ||
Book: The Decision Book: 50 Models for Strategic Thinking – Mikael Krogerus. | ||
Year 4: Mastery & Real-World Applications | ||
Practical, real-world problem-solving and capstone projects. | ||
COG401 | 2 | Problem-Solving in Technology & AI |
How AI impacts decision-making, ethics of AI. | ||
Book: Superintelligence – Nick Bostrom. | ||
COG402 | 2 | Decision-Making Under Uncertainty |
Managing risks, predicting outcomes, dealing with uncertainty. | ||
Book: The Black Swan – Nassim Nicholas Taleb. | ||
COG403 | 2 | Wicked Problems & Global Challenges |
Climate change, poverty, large-scale problem-solving strategies. | ||
Book: Wicked Problems: Social Messes – J. Rittel & M. Webber. | ||
COG404 | 2 | Capstone Project: Solving a Real-World Problem |
Students work on a major project, applying all skills from the program. | ||
Book: Range: Why Generalists Triumph in a Specialized World – David Epstein. |
Annexure B - Comprehension and Communication
32 | Comprehension Communication | |
Year 1: Introduction to Stories & Cultures | ||
Focus: Engaging, easy-to-read novels that introduce students to different cultures. | ||
COCO101 | 2 | Malgudi Days – R.K. Narayan (India) |
A collection of short, humorous, and insightful stories set in the fictional town of Malgudi. | ||
Why? Simple prose, relatable Indian characters, and everyday life themes. | ||
COCO102 | 2 | Things Fall Apart – Chinua Achebe (Nigeria, Africa) |
A story about pre-colonial Igbo society and its clash with European colonialism. | ||
Why? Easy to read but profound in its cultural and historical impact. | ||
COCO103 | 2 | Animal Farm – George Orwell (England, UK) |
A short allegorical novel about power, corruption, and revolution. | ||
Why? Simple, accessible, but introduces political philosophy in an engaging way. | ||
COCO104 | 2 | To Kill a Mockingbird – Harper Lee (U.S.) |
A coming-of-age story tackling racism, justice, and morality in the American South. | ||
Why? Classic American literature with strong ethical and social themes. | ||
Year 2: Colonialism, Identity & Social Change | ||
Focus: Stories that explore the effects of history, identity, and transformation. | ||
COCO201 | 2 | Train to Pakistan – Khushwant Singh (India) |
A gripping novel about Partition and communal violence in India. | ||
Why? Simple language but powerful historical relevance. | ||
COCO202 | 2 | The Shadow Lines – Amitav Ghosh (India) |
A novel about borders, memory, and history, spanning India, Bangladesh, and England. | ||
Why? Interconnected narratives that bridge past and present. | ||
COCO203 | 2 | Pride and Prejudice – Jane Austen (England, UK) |
A witty and engaging novel about love, class, and society. | ||
Why? Classic British social commentary, easy to follow but rich in themes. | ||
COCO204 | 2 | Season of Migration to the North – Tayeb Salih (Sudan, Africa) |
A haunting novel about a Sudanese man’s return from Europe and struggles with identity. | ||
Why? A postcolonial masterpiece that challenges the idea of cultural superiority. | ||
Year 3: Complex Narratives & Experimental Storytelling | ||
Focus: Magical realism, fragmented storytelling, and deeper socio-political themes. | ||
COCO301 | 2 | A Fine Balance – Rohinton Mistry (India) |
A moving story of four strangers during India’s Emergency period. | ||
Why? Emotionally intense, with themes of caste, survival, and human resilience. | ||
COCO302 | 2 | One Hundred Years of Solitude – Gabriel GarcÃa Márquez (Colombia, South America) |
A multi-generational saga using magical realism. | ||
Why? A landmark in world literature, exploring history, myth, and memory. | ||
COCO303 | 2 | Beloved – Toni Morrison (U.S.) |
A powerful novel about slavery, memory, and trauma in post-Civil War America. | ||
Why? Deeply emotional and structurally complex, with themes of identity and freedom. | ||
COCO304 | 2 | A House for Mr. Biswas – V.S. Naipaul (Trinidad & Tobago, Indian diaspora) |
A semi-autobiographical novel about a man’s struggles in colonial Trinidad. | ||
Why? Satirical yet deep, exploring colonial identity and personal ambition. | ||
Year 4: Philosophical & Experimental Masterpieces | ||
Focus: Philosophical depth, postmodernism, and experimental storytelling. | ||
COCO401 | 2 | Ghachar Ghochar – Vivek Shanbhag (India) |
A compact yet deeply psychological novel about class, power, and money. | ||
Why? Short but rich in symbolism and layered meaning. | ||
COCO402 | 2 | The Trial – Franz Kafka (Czech Republic, Europe) |
A surreal, nightmarish novel about bureaucracy and existential dread. | ||
Why? Introduces existentialist and absurdist literature. | ||
COCO403 | 2 | The Shadow of the Sun – Ryszard KapuÅ›ciÅ„ski (Poland, Africa travelogue) |
A journalist’s exploration of post-colonial Africa through real experiences. | ||
Why? Blends reportage, history, and personal reflection. | ||
COCO404 | 2 | The Memory Police – Yoko Ogawa (Japan, Asia) |
A philosophical dystopian novel about loss, control, and the fragility of memory. | ||
Why? Metaphorical and thought-provoking, perfect for a final deep read. | ||
Annexure C - Creativity
16 | Creation | |
Year 1: Basic Hands-On Creativity | ||
Focus: Simple paper crafts, origami, and beginner-level DIY projects. | ||
CRE101 | 2 | Paper Kawaii – https://www.youtube.com/c/PaperKawaii |
Specializes in origami and paper folding with clear, easy tutorials. | ||
Red Ted Art – https://www.youtube.com/redtedart | ||
Simple and creative crafts using paper, cloth, and household items. | ||
CRE103 | 2 | DaveHax – https://www.youtube.com/c/DaveHax |
Fun and easy DIY projects, hacks, and simple science tricks. | ||
Crafty Panda – https://www.youtube.com/c/CraftyPanda | ||
Beginner handmade projects, school hacks, and fun craft ideas. | ||
Year 2: Intermediate Craft & Model Making | ||
Focus: More structured crafts like woodworking, clay modeling, and small mechanisms. | ||
CRE201 | 2 | The Q – https://www.youtube.com/TheQ |
Creative builds using cardboard, rubber bands, and simple mechanics. | ||
Mini Gear – https://www.youtube.com/MiniGear | ||
Hand-built machines using wood, gears, and motors. | ||
CRE203 | 2 | 5-Minute Crafts DIY – https://www.youtube.com/c/5MinuteCraftsDIY |
Wide range of creative DIY projects with simple materials. | ||
Creativity Buzz – https://www.youtube.com/c/CreativityBuzz | ||
Focuses on clay modeling, sculpture, and small handmade objects. | ||
Year 3: Advanced Handcrafting & Mechanical Projects | ||
Focus: Carpentry, metalworking, and complex structures. | ||
CRE301 | 2 | Woodworking Enthusiast – https://www.youtube.com/channel/UCOzQZI_wz4O_je8KpgIzMDw |
Beginner-friendly woodworking projects with step-by-step guides. | ||
I Like To Make Stuff – https://www.youtube.com/c/iliketomakestuff | ||
DIY woodworking, metal, and creative mechanical projects. | ||
CRE303 | 2 | Make Something – https://www.youtube.com/channel/UCtaykeSsGhtn2o2BsPm-rsw |
Intermediate-level woodworking and furniture making. | ||
Fix This Build That – https://www.youtube.com/c/FixThisBuildThat | ||
Teaches carpentry and DIY home projects in a fun, practical way. | ||
Year 4: Expert-Level Builds – Robotics, Engineering, & Automation | ||
Focus: Complex Projects forked for STEM and Liberal Arts Students | ||
CRE401A | 2 | Applied Science – https://www.youtube.com/c/AppliedScience |
STEM | Complex engineering projects including chemistry, physics, and electronics. | |
Hacksmith Industries –https://www.youtube.com/@hacksmith | ||
High-level engineering builds inspired by pop culture and sci-fi. | ||
OR | ||
CRE401B | Bobby Duke Arts – https://www.youtube.com/c/BobbyDukeArts | |
LIBARTS | Creative sculpture from unconventional materials (wood, stone, resin). | |
MadebyAya – https://www.youtube.com/c/MadeByAya | ||
Hand embroidery, textile painting, and decorative stitching. | ||
CRE403A | 2 | ElectroBOOM – https://www.youtube.com/c/ElectroBOOM |
STEM | Fun and educational electrical engineering projects (with humor!). | |
Stuff Made Here – https://www.youtube.com/c/StuffMadeHere | ||
Advanced automation, robotics, and engineering builds. | ||
OR | ||
CRE403B | The Crafsman SteadyCraftin –https://www.youtube.com/c/TheCrafsMan | |
LIBARTS | Sculpture, model-making, and resin casting | |
Baumgartner Restoration – https://www.youtube.com/c/BaumgartnerRestoration | ||
Art conservation and restoration |