Abstract
This ethnographic research attempts to find relevance of Grundtvigian educational philosophy in the promotion of lifelong learning opportunities and the institutionalisation of community education for the adults in rural India. The researcher analyses thoroughly the concept of Grundtvig’s social and educational anthropology in Indian context, which comprises pedagogical strategies and people’s enlightenment though education and social development. The research utilizes relevant literatures, case-study and educational model in order to analyse the contemporaneity, relevance and creative adaptation and assimilation of Grundtvigian philosophy in Indian adult education. The research argues - if the Grundtvigian alternative education and social concept could be creatively adopted and assimilated in the adult education system in rural India, the core of learning ecology in the Grundtvigian concept would be able to bring significant improvement in the traditionally rigid adult education system and support learners in exposing their inherited potentials to a greater extent.
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