<p>This paper explores the educational philosophies of Mahatma Gandhi, Rabindranath Tagore, and Sri Aurobindo as foundational resources for epistemic justice in postcolonial and global contexts. Challenging the dominance of Eurocentric models in modern education, the paper argues that these Indian thinkers offer alternative paradigms grounded in integrative, spiritual, and civilizationally plural¹ epistemologies. Gandhi’s emphasis on ‘lived truth and manual labour’, Tagore’s vision of <i>aesthetic cosmopolitanism</i>, and Aurobindo’s conception of <i>knowledge by identity</i> and <i>integral education</i> each propose distinct responses to the fragmentation and instrumentalism of colonial and modern schooling. By tracing how these thinkers articulated forms of knowing that exceed the empirical-rationalist model — through embodiment, intuition, aesthetics, and spiritual praxis — the paper recovers suppressed intellectual resources that resonate with contemporary discussions of cognitive justice, multiple literacies, and holistic education. It draws connections to global pedagogical trends, such as experiential learning, virtue epistemology, and embodied cognition, demonstrating how these Indian models anticipated and continue to address today’s concerns. The paper repositions Gandhi, Tagore and Sri Aurobindo as radical epistemic innovators who sought to reimagine both the aims and the methods of education. Their thought challenges modernity’s dichotomies between reason and spirit, mind and body, knowledge and action. In doing so, they offer conceptual tools to rethink education as a transformative and liberatory project, one that affirms plural ways of being and knowing in a fractured world.</p>