Institute for Educational
Research and Development (IERD) is the educational wing of Karnataka Haridasa
Scientific Research Centre (KHSRC). IERD is working on certain basic concepts
and pedagogic aspects of education since 1965.
The institute, at regular intervals, conducts lectures, seminars, symposia etc. on educational and allied fields. Several workshops and seminars were organized at the regional and national levels in a variety fields. Highly distinguished persons have participated in these events. Eminent poets, film personalities, environmentalists, Vice Chancellors of Universities, entomologists, scientists, educationalists, biologists, managers, academicians and the like have graced these occasions.
The institute has initiated many innovative programmes in varied fields such as economics, econometrics, mathematics, philosophy, management, education, astronomy, astrophysics, social science, and art and culture. The activities of IERD are anchored to the Structural School of Thought, an alternative methodology developed by Professor Ranganath Bharadwaj in response to the deepening methodological crisis in education.
The Institute has been engaged in enquiring into the what, how and why of India's educational process. The scope, orientation and depth at which instructions is imparted in our educational institutions is getting critically evaluated continuously.
• The Structural Methodology has been applied to problems of both societal and
scientific significance, with reference to education, as against the prevailing
• The structural method perceives the object of enquiry as a 'Structure';
• It recognizes the diversity and interdependence of phenomena.
• It directs the investigation of 'Being' and 'Becoming' of a phenomenon on the basis of
the process by which facts manifest themselves or are forged.
• It recognizes each individual as being distinct and hence deserving unique treatment in
order to help flower his/her individually so that he/she can contribute better to the
The institute has already completed several major studies. To name some of them:
• A Critique of the Newtonian Method and its philosophical foundations.
• Evolving empirical procedures to solve contemporary problems of business and
individuals, social engineering, administration and so on.
• An Empirical Procedure of Locating an Extrema (the best) without resorting to the
restrictive assumption of continuity, making a significant departure from the method of
• A systematic discussion of the basics of the Structural Method and its applications to
different areas of societal significance.
• More than 100 important applications of this method in the various branches of
science and arts have been made.
• A good deal of literature on the Structural Method has grown and has been acclaimed.
• Quite a number of Ph.D. dissertations, completed under the guidance of Prof.
Bharadwaj and others at the Mumbai University and other Universities are based on
the Structural line of thought.
• The new approach in relation to some of the immediate problems, has for instance,
profound implications for Human Resource Development -a critical factor for ushering-
in the new technologies
It helps to create a competent cadre of tool users, tool adapters and even tool setters.
The main purpose of IERD training programmes is to create a competent and committed cadre in crucial areas. The training and research initiated by the Institute has been innovative and creative rather than merely being conventional. The IERD programmes are tailored to suit the changing profile of executive training. Business opportunities are now measured in terms of the level of technologies used, the conditions favour starting business activities, economic creativity and growth potential. It is felt that currently pursued training activities are not suitable to the present generation. The Structural Approach will introduce a system of educating young men and women, so that they may flower and contribute creatively. As a result of years of research and experimentation the Institute has developed training modules suitable for present competitive conditions.
Novel features of IERD programmes:
a) The feedback of our programmes though not extensive is encouraging.
b) Students / learners / participants acquire insightful ability to classify and relate phenomena.
c) Such sharpened analytical capability leads to deepening of the perceptions.
d) With such solid foundations, the programme makes conscious efforts to develop leadership
e) As leadership is essentially experimental in nature, emphasis is laid on experimental
f) For such experimentation it is important to enhance conceptual clarity and communications
g) Use of Knowledge to understand and apply concepts of human development is reinforced.
h) The programmes are grounded on facts, deals with reality with all its complexities without
loss of rigor.
i) It enhances social awareness, a sense of social belonging and inculcates work ethics.