Indian traditional systems of education have consistently understood learning as a process that demands more than just imparting knowledge. The Guru–Shishya Parampara represents a tradition in which knowledge develops through a close relationship of transferring deep knowledge between the teacher and the learner, supported by observation, practice, discipline, guidance and continuous learning. Its purpose is not simply to replicate the teacher's knowledge or methods, but also to help learners recognise and develop their individual abilities. This can be understood through the example of the Pandavas, who were trained under the guidance of the one Guru- Dronacharya, yet developed various skills, strength and distinct qualities. As a result, a shared system of instruction and supervision did not produce people who were alike, but rather enabled each student to grow to the fullest extent possible. This paper examines the suitable and possible reapplication of these traditional educational values within the contemporary framework of the National Education Policy 2020 (NEP 2020). The policy emphasises experiential learning, creativity, critical thinking, holistic development and the recognition of individual potential. Instead of proposing an attempt to revive the Gurukul system, the study considers whether principles such as mentorship, observation, learning by doing, experimentation and personalized instruction can retain their significance in the contemporary educational paradigm. These principles are primarily significant for the domain of Fine Arts education, particularly printmaking, where learning is strongly associated with experience. The students learn through observing process, comprehending technique, practice and experiments with the medium. Initially, they may imitate the techniques and processes of their mentors, but gradually through practice and experience, they start forming their subjects, language and personality in the art form. The artistic and pedagogical development journey of Zainul Abedin to Somnath Hore and Sanat Kar to V. Nagdas to Rakesh Bani and so forth, is the examples of this phenomenon. The paper contends that effective teaching and mentoring can impart knowledge, while at the same time, promote individuality, which makes the principles of Guru-Shishya Parampara relevant for contemporary Fine Arts education and the pedagogy proposed under NEP 2020.