- The Master’s Certificate in Sanskrit – Advanced is offered to Students who are keen in a post-graduate level education in Sanskrit but are not looking at research or furthering their academic education.
- The course offers a holistic understanding of Vyakarana, Sahitya, Nyaya, and Mimamsa as well as other Shastras including Yoga, Vedanta, Ayurveda and Jyotisha in the form of electives.
- This course is also a part of the 1st year of the MA Sanskrit (IKS) with Research program recognized by Kavikulaguru Kalidasa Sanskrit University, Ramtek, offered by MIT IIKS.
- A comprehensive curriculum that provides a holistic understanding of all aspects of learning Sanskrit right from Vedas to Vyakarana, Sahitya, and other Shastras like Yoga, Ayurveda, and Jyotisha.
- Facility for remote study to accommodate busy schedules via online classes (both, live and pre-recorded videos) delivered through a Moodle LMS.
- Facility for part-time study via flexible course timings and delivery model.
- Immersive learning of Sanskrit in Sanskrit medium which is essential for true mastery.
- Excellent faculty, hand-picked from a global pool per subject.
Program Details
Students have the option to complete the program in 1 year or 2 years. Academic Year starts in July .
- Students seeking admission must have completed the Master’s Certificate in Sanskrit – Foundation to be eligible to enroll in the Master’s Certificate in Sanskrit – Advanced.
- Direct Admission to the course is not available.
For those residing outside of India:
please write to info@hua.edu for details on how to apply to the course
For residents of India:
- Fill out the MIT IIKS program registration form
- The Master’s Certificate in Sanskrit – Foundation must be completed prior to joining the Master’s Certificate in Sanskrit – Advanced.
In case of any queries please write to info.iiks@mitpune.edu.in
Syllabus
| # of Credits | L-T-P Ratio | Hours |
|---|---|---|
| 4 | 4-0-0 | 60 |
Course educational objective(s)
To provide a brief introduction of the tradition of Mīmāṁsā system of thought and study the categories of the Mīmāṁsā ontology based on the Arthasaṅgraha of Laugākṣi Bhāskara
Course outcome
At the end of the course the learner will be able to –
- Observe the evolving nature of Vedic knowledge systems through the scope for valid interpretation valued in the tradition
- Understand the intricate levels to which inquiry is carried out in the Vedic knowledge systems to arrive at fool proof conclusions that have implications in application
- Use the interpretation mechanisms employed in Pūrva-mīmāṁsā in other knowledge/work domains
Curriculum
Module I
Introduction to the tradition of Pūrva-mīmāṁsā
- Pūrva- mīmāṁsā as an Āstika-darśana
- Traditional lineage and schools of Pūrva-mīmāṁsā
Module II
Important concepts of Pūrva- mīmāṁsā
- Status of Vedas
- Puruśārtha, svarga and karma
- Īśvara
- Mokṣa
- Hermeneutics for interpretation of Vedas
Module III
Categories of Pūrva-mīmāṁsā ontology: Based on Arthasaṅgraha of Laugākṣi Bhāskara
- Study of complete text of Arthasaṅgraha
References
- K K Raja, Mimamsa Contribution to Language Studies
- V S Abhyankar (Commentator), Sayana Madhavacharya (Author), Sarvadarshanasangraha, Prachya Vidya Samshodhan Mandir, Pune, 1924
- D V Gokhale (Editor & Translator), Arthasangraha of Laugakshi Bhaskara, Oriental Book Agency, Poona, 1932
| # of Credits | L-T-P Ratio | Hours |
|---|---|---|
| 4 | 4-0-0 | 60 |
Course educational objective(s)
To study the ajanta-pulliṅga, strīliṅga, bhū-dhātu & edh-dhātu prakaraṇas and Kāraka-prakaraṇa of Siddhānta-kaumudī and Laghu-siddhānta-kaumudī
Course outcome
At the end of the course the learner will be able to –
- Understand word derivation from roots and how meaning of a word is derived
- Use Prakriti-Pratyaya (root+suffix) model to analyse morphology of words
- Examine usages in different texts using Prakriti-pratyaya (root+suffix) model
- Generate words using the Prakriti-pratyaya (root+suffix) model
Curriculum
Module I
- Pushpa Dikshit – Dhātu-prakaraṇa
Module II
- Laghu-siddhānta-kaumudī – Ajanta-prakaraṇa
Module III
- Siddhānta-kaumudī: – Kāraka-prakaraṇa
References
- Dr Pushpa Dixit, Ashtadhyayi sahajabodha Parts 1 & 2, Pratibha Prakashan, Delhi, 1999
- S C Vasu, The Siddhantakaumudi of Bhattoji Dikshita Vol. I
- S C Vasu, The Siddhantakaumudi of Bhattoji Dikshita Vol. II
- B K Dalai, Studies in Indian Linguistics, Bharatiya Kala Prakashan, Delhi 2007
- Pandit G P Mishra (Editor), Laghusiddhantakaumudi
| # of Credits | L-T-P Ratio | Hours |
|---|---|---|
| 4 | 4-0-0 | 60 |
Course educational objective(s)
To provide an introduction to Yajurveda and Sāmaveda and to provide illustrations of the mantras of the Saṁhitā, Brāhmaṇa, Āraṇyaka and Upaniṣads of the two Vedas
Course outcome
At the end of the course, the learner will be able to –
- Comprehending the structure and classification of Yajurveda and Samaveda
- Understanding the content and purpose of practice of Yajurveda and Samaveda in the Vedic way of life
- Comparing the structural and content-based divergences among the different internal classification of Yajurveda and Samaveda through perusal of illustrations
Curriculum
Module I
Yajurveda and Sāmaveda introduction:
- Features of Yajurveda and Sāmaveda
- Internal classification of the Yajurveda and Sāmaveda into Saṁhitā, Brāhmaṇa, Āraṇyaka and Upaniṣad
Module II
Yajurveda and Sāmaveda – Saṁhitās & Brāhmaṇas – Illustrative:
- Selection of Yajus-saṁhitā & Sāma-saṁhitā for reading
- Selection of Yajur-brāhmaṇa & Sāma-brāhmaṇa for reading
Module III
Yajurveda and Sāmaveda – Āraṇyakas & Upaniṣads – Illustrative:
- Selection of Yajur-āraṇyaka & Sāma-araṇyaka for reading
- Selection of mantras from Taittarīya-upaniṣad (Śīkṣāvallī) and Chāndogya-upaniṣad
References:
- Devi Chand, The Yajurveda, Sanskrit text with English Translation, 1980
- Selection of reference to be based on the portion selected
| # of Credits | L-T-P Ratio | Hours |
|---|---|---|
| 4 | 4-0-0 | 60 |
Course educational objective(s)
To provide an introduction to the Nyāya-vaiśeṣika categories evolved in the Navya-nyāya system based on Tarka-saṅgraha
Course outcome
At the end of the course the learner will be able to –
- Understand the ontological schema of the universe according to the empirical/realist school of thought in the Indic system
- Observe how definitions are improvised to obtain faultless description of unique features of entities
- Ability to sort and define entities of other knowledge/work domains
Curriculum
Module I
Categories of Nyāya-vaiśeṣika ontology: Based on Tarka-saṅgraha of Annambhaṭṭa
- Dravya
- Guna
- Karma
- Samanya
- Vishesha
- Samavaya
- Abhava
Module II
Definitions of Nyāya-vaiśeṣika ontology: Based on Tarka-saṅgraha of Annambhaṭṭa
Module III
Applications of Nyāya-vaiśeṣika ontology
- Pramana
- Pratyaksha
- Hetvabhasa
References
- Athalye and Bodas, Tarkasangraha of Annambhatta
- V N Jha, Tarkasangraha of Annambhatta
- Translation by Virupakshananda, Tarka saṁgraha with the Dīpikāof Annambhaṭṭa and Notes, Sri Ramakrishna Math, Madras
| # of Credits | L-T-P Ratio | Hours |
|---|---|---|
| 4 | 4-0-0 | 60 |
Course educational objective(s)
To study the basic concepts pertaining to Dramas in Sanskrit based on the Nāṭyaśāstra and to illustratively read parts of a play with original plot (Svapna-vāsavadatta) and one with a renowned plot (Śākuntala).
Course outcome
At the end of the course the learner will be able to –
- Understand the framework of drama literature among the classical Sanskrit literary works
- Observe the social diversity depicted through the usage of language, its state of refinement, description of social stature and ways of life of the different characters through a play
- Understand the treatment of a plot by the nāṭyakāra to create an interesting story narration/depiction
Curriculum
Module I
Basics of Sanskrit drama
- Textual Study of Rasa Theory (VI Chapter of Nātya Śāstra)
- The components of the drama
- The plot
- The Hero and The Heroine
- Pūrvaraṇga
- Nāndī
- Sūtradhāra
- Prastāvanā
- Viṣkambhaka
- Arthaprakṛtis
- Pañca avasthās
- Pañca-sandhis
- Vṛittis
- Aṇka
- Bharatavākyam
Module II
Vyāyoga type of ūpakam
- Features of Vyāyoga
- Madhyama-vyāyoga
- Appreciation of the several aspects of the Vyāyoga
- Creative treatment of the plot in the play, language
- Expressions that bring out the sentiments, poetic expressions etc
Module III
Nāṭaka type of Rūpakam
- Features of Nāṭaka
- Abhijñānaśākuntala – IV Act
- Appreciation of the several aspects of the Nāṭaka.
- Creative treatment of the plot in the play, language.
- Expressions that bring out the sentiments, poetic expressions etc.
References
- G K Bhat, Sanskrit Drama, Karnataka University Press, Dharwad, 1975
- Brajmohan Chaturveda, Natyashastra
- https://sanskritdocuments.org/sanskrit/natyashastra/
- Manomohan Ghosh, The Natyasastra ascribed to Bharata Muni, Asiatic Society of Bengal, Calcutta, 1951
- K L Joshi (Editor), Natyasastra of Bharata Muni Vol I – IV, Parimal Publications, Delhi, 1989
- T Ganapati Sastri, The Svapnavasavadatta of Bhasa, Trivandrum, 1912
- R Bhatta, Kalidasa’s Abhijnana Shakuntalam Act IV, Ram Nairain Lal, Allahabad, 1947 (https://archive.org/details/in.ernet.dli.2015.407596/page/n1)
| # of Credits | L-T-P Ratio | Hours |
|---|---|---|
| 4 | 4-0-0 | 60 |
Course educational objective(s)
To provide an introduction to the tradition of Jyotiṣa-śāstra and its basic concepts based on the Bṛhajjātaka of Varāhamihira
Course outcome
At the end of the course the learner will be able to –
- Understanding the nakshatras and grahas.
- Understanding the basic structure of Indian astronomy and astrology.
- Understanding the characters of all grahas and their impressions on human.
- Understanding the Panchanga system on everyday life
- Understanding the concept of Muhurta.
- Imagining of bhachakra around earth.
- Understanding the basic concepts of janma-kundali or janma-patri.
Curriculum
Module-I
Introduction to the tradition of Jyotiṣa-śāstra
- Introduction to Vedanga Jyotisha
- History of Indian astronomers and astrologers
- Introductions to Triskadha-Jyotisham
- Introduction to siddhanta-Jyotisham(Surya-siddhanta, Golaparibhasha)
Module-II
Study of the text of Bṛhatsamhita of Varāhamihira
- Chapter 1 of Bṛhatsamhita
- Chapter 2 of Bṛhatsamhita
Module-III
Study of the text of Bṛhajjātakam of Varāhamihira
- Chapter 1 of Bṛhajjātakam
- Chapter 2 of Bṛhajjātakam
- Introduction to Muhurta.
References
- Rama R Rao, Jyoutisha-siddhanta-sara, Kalpatharu Research Academy, Bangalore, 1994
- Dr Gorakh Prasad, भारतीय ज्योतिष का इतिहास, Prakaashan Bureau, Govt. of Uttar Pradesh, 1956
- Kedaara Joshi (Hindi Commentator), Brihajjaatakam, Motilal Banarsidass
- N Chidambaram Aiyar (Translator), The Brihat Jataka of Varaha Mihira, Aryan Miscellany, Astrological Series, Madras 1905
- Dr. Surakanth jha, Brhatsamhita of Varahamihira-1 with Maya and Bhattotpala Vrutti, chaukhamba Sanskrit series office, Varanasi 2012
| # of Credits | L-T-P Ratio | Hours |
|---|---|---|
| 4 | 4-0-0 | 60 |
Course educational objective(s)
To introduce the participants to wellness concepts of Ayurveda, the Indic knowledge system that propagates holistic healing, and its scientific thought.
Course outcome
At the end of the course the learner will be able to –
- Explain the distinctions between Ayurveda and other medical systems
- Describe the rationale behind Indian medical system of Ayurveda
- Identify the application of Sankhya and Nyaya-Vaisheshika concepts in Ayurveda
- Demonstrate the preventive actions possible according to Ayurveda
Curriculum
Module I
Basic Principles of Ayurveda – Fundamentals of Ayurveda
- Tradition, Definition, Aim of Ayurveda
- Ayu and its components as described in Samhita.
- Principles of Karana-Karyavada, its utility in advancement of research in Ayurveda.
- Importance and utility of Triskandha (Hetu, Linga, Aushadha-jnanam) and their need in teaching, research and clinical practice.
- Importance of knowledge of Sharir Prakriti and Manas Prakriti.
- Ashtanga Ayurveda (Bird’s eye view)
- Concept of Vyadhi
- Concept of Nidana Panchakam
- Anatomy and physiology in Ayurveda
Module II
Swasthavritta, Sadvritta and Acararasayana (Preventive aspects of Ayurveda)
- Importance and relevance of Swasthavritta and Community Medicine. History of community medicine.
- Concept of health and disease as per Ayurveda and Modern Medicine. Various definitions and dimensions of health as per Ayurveda.
- Relevance of Dinacharya, Ratricharya and Ritucharya in Health Promotion.
- Basic concept of Vega. Concept of Adharaniya and Dharaniya Vega in health promotion and prevention of diseases with examples.
- Concept of Trayopastambha in health promotion and prevention of diseases.
- Concept of nutrition as per Ayurveda.
- Concept of Vyadhikshamatva. Concept of Bala and Ojas in relation to health.
- Role of Panchakarma in preventive medicine.
- Role of Rasayana in promotion of health and prevention of diseases. Scope of Rasayana in Geriatrics and Reproductive & Child Health.
Module III
Introduction to dravyaguna of Ayurveda (Materia Medica & Pharmacology)
- Panchamahabhuta siddhanta, Samanya Vishesha siddhanta, classifications of Dravya as described in Brihattrayi.
- Applied aspects of Rasa, Guna, Virya, Vipaka and Prabhava
- Applied aspects of Aushdha karma with reference to Sharngadhara and Bhavaprakasha
- Importance of Namarupa vigyan and concept of basonyms and synonyms of Dravyas
References
- Atridev Vidyalankar, Ayurved kaa brihad itihaas
- V. Narayanaswami, Origin and Development of Ayurveda (a brief history), Ancient Indian Science of Life, Vol. 1, No. 1, July 1981, pages 1-7
- K.S. Kannan, Theoretical Foundations of Ayurveda, I-AIM.
| # of Credits | L-T-P Ratio | Hours |
|---|---|---|
| 6 | 2-0-4 | 150 |
Course educational objective(s)
- To train the student in studying and teaching indic texts from conceptual perspective
- To apply the shastric thinking in studying a new samskrit-shastra text
Course outcome
At the end of the course the learner will be able to –
- Demonstrate application-oriented study of indic shastra texts
Curriculum
NA
| # of Credits | L-T-P Ratio | Hours |
|---|---|---|
| 4 | 4-0-0 | 60 |
Course educational objective(s)
To study the Samāsa-prakaraṇa of Siddhānta-kaumudī, be introduced to the philosophy of Vyākaraṇa along with an overview of the content of Vākyapadīya and the theories of sphoṭa and apoddhāra based on Vākyapadīya
Course outcome
At the end of the course the learner will be able to –
- Explain the philosophy of language that provided the concept of artificial abstraction – apoddhāra based on which Pāṇini formulated his holistic Aṣṭādhyāyī
- Demonstrate the relevance of language and therein grammatical language as a spiritual entity
- Analyze compound words using vyākaraṇa principles
Curriculum
Module I
Laghu-siddhānta-kaumudī: samāsa-prakaraṇa
Module II
Introduction to philosophy of Vyākaraṇa – Vyāḍi and Bhartṛhari
- Does Pāṇini have a philosophy of language?
- The Vyākaraṇa tradition of philosophy of language from Vyāḍi to Bhartṛhari and later
- The philosophy of language of Vyākaraṇa vis-à-vis other major Indic schools of thought
Module III
Overview of Vākyapadīya of Bhartṛhari
- A summary of the Brahmakāṇḍa of Vākyapadīya
- A summary of the Padakāṇḍa of Vākyapadīya
Module IV
- A summary of the Vākyakāṇḍa of Vākyapadīya
- Vākyapadīya: Selected readings from the text
- First 25 shlokas (sphoṭa and apoddhāra)
References
- Pandit G P Mishra (Editor), Laghusiddhantakaumudi
- B K Dalai, Studies in Indian Linguistics, Bharatiya Kala Prakashan, Delhi 2007
- J F Staal, A Reader of Sanskrit Grammarians, 1972
- S K Belwalkar, Systems of Sanskrit Grammar, 1975
- K K Raja, Indian Theories of Meaning, 1963
- P K Mujumdar, Philosophy of Language – An Indian Approach, 1970
- K S Iyer, Bhartrhari, 1969
- Raghavan Pillai, The Vakyapadiya (Critical text of cantos I & II), Motilal Banarsidass
- K A Subramania Iyer (Translator), The Vakyapadiya of Bhatrhari (Chapter III), Poona, 1971
| # of Credits | L-T-P Ratio | Hours |
|---|---|---|
| 4 | 4-0-0 | 60 |
Course educational objective(s)
To provide an insight into the dialectics of kāvyaśāstra through study of Rasagaṅgādhara of Jagannātha Paṇḍita, to learn the features and classification of prose literature in Sanskrit and to study the Gadya and Campū forms of literature illustratively with Kādambarī and Viśvaguṇādarśacampū
Course outcome
At the end of the course the learner will be able to –
- Understand and illustrate the classification schema of the theories of poetics through the technical language evolved in the Navya-Nyāya system
- Demonstrating the applicability (samanvaya) of the definitions of poetics through use of different methods provided by the nyAya system of argumentation (pUrvapakSha, and UttarapakSha) with relevant examples
- Critically appreciate the beauty of aesthetics in gadyakAvya (prose) and champU (prose cum poem) kind of poetry
Curriculum
Module I
Dialectics of kāvya-śāstra: [12 hours]
- Rasagaṅgādhara – Section up to and including pratibhā being the kāvya-hetu
Module II
Features and classification of prose literature in Sanskrit
- Fictional and non-fictional prose literature
- Gadya, the touchstone of scholarship
- An overview of Gadya and Campū literature composed in Sanskrit
- Kathā vs Ākhyāyikā
Module III
Kādambarī – Śukanāsopadeśa [15 hours]
- Comprehension of the gadya form of Sanskrit literature
Module IV
Viśvaguṇādarśa-campū – Bhūloka-varṇana [12 hours]
- Comprehension of the campū form of Sanskrit literature
References
- बलदेव उपाध्याय, संस्कृत साहित्य का इतिहास, शारदा निकेतन, वाराणसी
- राधावल्लभ त्रिपाठी, संस्कृत साहित्य का अभिनव इतिहास, विश्वविद्यालय प्रकाशन, वाराणसी
- Winternitz Maurice, Indian Literature (Vol. I – III), Motilal Banarsidass, Delhi
- Krishnamachariar, History of Classical Sanskrit Literature, Motilal Banarsidass, Delhi
- Dhananjaya Bhanja, Rasagangadhara (Text with English translation and critical study), Bharatiya Kala Prakashan, 2004
- Mahakavi Srimad Venkatadhvarin, Vishwagunadarsha Champu, Tukaram Javaji, 1899
- तारिणीश झा (व्याख्याता), शुकनासोपदेश, रामनारायणलाल अरुणकुमार, इलाहाबाद, 2000
| # of Credits | L-T-P Ratio | Hours |
|---|---|---|
| 4 | 4-0-0 | 60 |
Course educational objective(s)
To introduce the basic concepts of Vedānta and the varied ideologies pertaining to this school of thought, the basic source books of Vedānta and the varied interpretations of the same
Course outcome
At the end of the course the learner will be able to –
- Explain the basic tenets of the different Vedanta schools and their basis of such philosophical leanings
- Analyse the dialectic nature of Vedantic literature that promoted the growth of their literature as well as establishment as practising schools of philosophy
- Compare the interpretations of Ishavasyopanishad from the three renowned commentaries and deducing the philosophical implcations that lead to such interpretations by the three Acharyas – Shankara, Ramanuja and Madhva
Curriculum
Module I
Introduction to Vedānta school of thought:
- Uttara-mīmāṁsā and its influence on Indic way of life
- Basic tenets of the varied schools of Vedānta – Advaita, Viśiṣṭādvaita, Dvaita, Dvaitādvaita, Bhedābheda, Acintyabhedābheda, Śuddhādvaita, Śivādvaita etc.
Module II
Primary Source books
- The Brahmasūtras
- The Upaniṣads
- The Bhagavadgītā
Module III
Īśāvāsya-upaniṣad: along with the commentaries of
- Śankarācārya
- Rāmānujācārya
- Madhvācārya
References
- V S Abhyankar (Commentator), Sayana Madhavacharya (Author), Sarvadarshanasangraha, Prachya Vidya Samshodhan Mandir, Pune, 1924
- M Hiriyanna, The Essentials of Indian Philosophy
- Dr S Radhakrishnan, The Philosophy of Hinduism
- Prof R D Ranade, Studies in Indian Philosophy
| # of Credits | L-T-P Ratio | Hours |
|---|---|---|
| 4 | 4-0-0 | 60 |
Course educational objective(s)
To introduce the mathematical calculation methods based on Līlāvatī of Bhāskarācārya
Course outcome
At the end of the course the learner will be able to –
- Summarize the methodology and approach of theorizing and calculating in the Indic system of mathematics.
- Differentiate/compare the modern mathematics and Indian style of mathematics.
- Demonstrate the Indian style of mathematics.
Curriculum
Module I
Specific portions of Līlāvatī:
[45 hours – varied durations for each prakaraṇa based on requirement]
- Guṇana
- Bhāgahāra
- Vargakaraṇa
- Vargamūlānayana
- Ghana
- Ghanamūlānayana
- Bhāgajāti
- Prabhāgajāti
References
- Pandit Muralidhara Thakura (Notes), The Lilavati – A Treatise on Mensuration by Sri Bhaskaracharya, Sri Harikrishna Nibandha Bhawana, Benaras City, 1938
- Lavanalal Jha (Hindi Commentator), Lilavati of Bhaskaracharya.
| # of Credits | L-T-P Ratio | Hours |
|---|---|---|
| 4 | 4-0-0 | 60 |
Course educational objective(s)
To introduce the participants to wellness concepts of Ayurveda, the Indic knowledge system that propagates holistic healing, and its scientific thought.
Course outcome
At the end of the course, the learner will be able to –
- Identify the concepts related to seasons from the text Charakasamhita in the section named Sutrasthana
- Analyse the rationale behind Indian medicine preparation as per Ayurveda
- Identify the application of Rasa-Vaisheshika concepts in Ayurveda
- Explain the importance of Ayurveda materia medica in medicine preparation
Curriculum
Module I
Carakasaṁhitā (Sūtra-sthānam)
- Regimen of Hemanta-ṛtu
- Regimen of Śiśira-ṛtu
- Regimen of Vasanta-ṛtu
- Regimen of Grīṣma-ṛtu
- Regimen of Varṣā-ṛtu
- Regimen of Śarad-ṛtu
Module II
Advanced concepts of dravyaguna in ayurveda
- Applied knowledge of Bhaishajya Prayoga (marga, kalpana, matra, anupana, sevan, kala etc.)
- Basic principles of Desha pravichara, Dravya sangrahana (collection), Samrakshana (preservation)
- Evolution of Dravyaguna vigyan with special emphasis on Nighantus
- Prashasta bheshaj lakshana
Module III
Chikitsa in Ayurveda
- Agadatantram (toxicology)
- Bhutavidya (Psychiatry)
- Kaumarabhritya (paediatric)
- Shalya Tantra (General surgery)
- Shalakya Tantra (Opthalmology)
References
- Priyavrat Sharma, Caraka Cintana
- Brahmananda Tripathi (Editor), Carakasamhita, Chaukhamba Surbharati Prakashana, Varanasi, 2005
- 1. Krishnatha Sastri, Charakasamhita with Ayurveda Vidyotini Hindi commentary, Choukhamba Sanskrit Samsthan, Varanasi, 2006
- Lalchandra ji Vaidya, Sushrusamhita, Motilal Benarasidas, Varanasi 2007
- Yadunandana Upadhyaya, Asthanga Hridayam, with English commentary, Choukhamba Prakasan, Varanasi 2010
- Sharma P.V., Introduction to Dravyaguṇa (Indian Pharmacology), Chaukhamba Orientalia, Varanasi 2010.
| # of Credits | L-T-P Ratio | Hours |
|---|---|---|
| 4 | 4-0-0 | 60 |
Course educational objective(s)
To provide an overview of the content of the Atharva-veda and to provide illustrations of sections from the Saṁhitā, Brāhmaṇa, Āraṇyaka and Upaniṣads classified under Atharva-veda.
Course outcome
At the end of the course the learner will be able to –
- Explain the structure and classification of Atharvaveda
- Present the content and purpose of practice of Atharvaveda-karmas in the Vedic way of life
- Compare the structural and content-based divergences among the different internal classifications of Atharvaveda through perusal of its illustrations
Curriculum
Module I
Atharva-veda – Introduction and content overview:
- Features of Atharva-veda
- Internal classification of the Atharva-veda into Saṁhitā, Brāhmaṇa, Āraṇyaka and Upaniṣad
Module II
Atharva-saṁhitā & Brāhmaṇa – Illustrative:
- Selection of Atharva-saṁhitā for reading (to be selected)
- Selection of Atharva-brāhmaṇa for reading (to be selected)
Module III
Atharva-āraṇyaka & Upaniṣad – Illustrative:
- Selection of Atharva-āraṇyaka for reading (to be selected)
- Selection of mantras from Praśna-upaniṣad (to be selected)
References
- R L Kashyap, Essentials of Atharva Veda, Sri Aurobindo Kapali Sastry Institute of Vedic Culture, Bangalore, 2004
- Selection of reference to be based on portion selected
| # of Credits | L-T-P Ratio | Hours |
|---|---|---|
| 4 | 4-0-0 | 60 |
Course educational objective(s)
To study the concepts of epistemology in the Bhāṭṭa school of Pūrva-mīmāṁsā based on Mānameyodaya of Nārāyaṇa Bhaṭṭa
Course outcome
At the end of the course the learner will be able to –
- Explain various aspects of the six means of valid knowledge (mana)
- Describe the five objects of knowledge (meya) according to Mānamēyōdaya
- Distinguish between the views of bhatta and prabhakara school of Mimamsa regarding pramāṇa and pramēya
Curriculum
Module I
Introduction to the tradition of Pūrva-mīmāṁsā
- Pūrva- mīmāṁsā as an Āstika-darśana
- Traditional lineage and schools of Pūrva-mīmāṁsā
Module II
- Epistemology of Bhāṭṭa school of Pūrva-mīmāṁsā: Based on Mānameyodaya of Nārāyaṇa Bhaṭṭa [45 hours]
Module III
- Study of complete text of Mānameyodaya
References
- Ganapati Sastri (Editor), The Manameyodaya of Narayan Bhatta and Narayana Pandita, Trinvandrum, 1912
| # of Credits | L-T-P Ratio | Hours |
|---|---|---|
| 4 | 4-0-0 | 60 |
Course educational objective(s)
To introduce the ontological categories of the Advaita, Viśiṣṭādvaita and Dvaita schools of philosophy based on their primer texts
Course outcome
At the end of the course the learner will be able to –
- Explain the ontological and epistemological stands of Advaita, Visishtadvaita and Dvaita Vedantas
- Analyze the key concepts that build the doctrines of the three schools and deduce their irreplaceable nature in this regard
- Compare the idea of the world and its objects and the process of experiencing by its beings from the standpoints of the three Vedantas
- Illustrating the idea of self-realization posited in the three schools and the means of it
Curriculum
Module I
Primer of Advaita-vedānta: Vedānta-sāra of Sadānanda
- Study of complete text of Vedānta-sāra
Module II
Primer of Viśiṣṭādvaita-vedānta: Yatīndra-mata-dīpikā of Śrīnivāsadāsa
- Study of complete text of Yatīndra-mata-dīpikā
Module III
Primer of Dvaita-vedānta: Tattva-saṅkhyāna of Madhvācārya
- Study of complete text of Tattva-saṅkhyāna
References
- Swami Nikhilananda, Vedantasara of Sadananda, Advaita Ashrama, Almora
- Swami Adidevananda, A Hand book on the Philosophy of Ramanuja, Yatindramatadipika by Srinivasadasa, Sri Ramakrishna Math, Madras
- B Venkatesachar, Tattvasankhyanam of Srimadanandatirthabhagavadpadacharya, Sri Ramakrsnappa Dvaita Vedanta Pathashala, Bangalore, 1954
| # of Credits | L-T-P Ratio | Hours |
|---|---|---|
| 4 | 4-0-0 | 60 |
Course educational objective(s)
To study the nature and definition of aspects related to the Aṣṭāṅgas of Yoga
Course outcome
At the end of the course the learner will be able to –
- Suggest solutions to the common psychological problems with yogic-lifestyle.
- Categorize people according to their maturity in sadhana.
- Identify the lifestyle-corrections according to yōgasūtraṃ.
- Summarize our indian traditional yogic-practices.
- Explain aṣṭāngayōga as the background of all karmas
Curriculum
Module I
- The Sūtras of Sādhanā-pāda of Yoga-sūtras: With support from the commentary Yoga-pradīpikā
References
- Pandit Dhundhiraj Sastri, The Yogasutram by Maharsi Patanjali with the Yogapradipika commentary by Pandit Baladeva Misra, The Kasi Sanskrit Series No. 85, Jai Krishnadas Haridas Gupta, 1931