B.Sc. in Vedic Sciences

Course designer(s): Dr Tilak Rao

Objective: 

To familiarize students with the pan-Shaastric technical usages and structures in Indic Shaastras and to enable students to self-study Shaastric treatises.

Expected outcomes:

1. Familiarity with technical structures and usages in Indic Shaastras
2. Ability to self-study Shaastras and understand the concepts there in
3. Identify the technical content in the Shaastras and interpret them based on the Shaastric parameters
4. Appreciate the systematic methodology and scientific structure of Shaastras based on their modelling and representation

Syllabus:

Unit – 1: विषयः – विभक्तीनां प्रयोगाः

उद्देश्यम् – कारकविभक्तीनां सम्यक्तया अवगमनम्, उपपदविभक्तीनां ज्ञानम्, सति-सप्तमीप्रयोगस्य अवगमनं, विशेष्यविशेषणयोः सम्बन्धः

Unit – 2: विषयः – समासः

उद्देश्यम् – समस्तपदस्य अर्थावधारणसामर्थ्यवर्धनम्

Unit – 3: विषयः – शास्त्रे उपयुज्यमानानां कृत्तद्धितप्रत्ययानां परिचयः

उद्देश्यम् – शब्दकोशानाम् अनवलम्बनेन प्रसिद्धपदानाम् अर्थनिर्णयः, धातुपाठस्य साहाय्येन स्वतन्त्रतया अर्थग्रहणम्

Unit – 4: विषयः – वाक्यावगमप्रकारः

उद्देश्यम् – शास्त्रीयवाक्यानाम् अर्थस्य सम्यक्तया ग्रहणम्

Unit – 5: विषयः – शास्त्रीयविषयोपस्थापनक्रमः

उद्देश्यम् – भाष्यादिव्याख्यानग्रन्थानां सुलभतया अवगमनम्

Unit – 6: विषयः – पारिभाषिकपदानां परिचयः

उद्देश्यम् – तत्तच्छात्रीयपारिभाषिकपदानां ज्ञानम्

Unit – 7: विषयः – शास्त्रग्रन्थानां पठनाभ्यासः

उद्देश्यम् – शास्त्रग्रन्थानां स्वाध्यायक्रमपरिज्ञानम्

Tutorial: 

1. Practice of वाक्यान्वय in simple poems like नीतिशतकम्, सुभाषितावली etc.
2. Identifying the अधिकरण structures in polemic texts
3. Studying commentaries of sUtra literature and noting their interpretations in simple language
4. Identifying technical terms and definitions in a text
5. Working out multiple meanings of compound words like रामेश्वर 

Course designer(s): Dr Shrinivasa Varakhedi

Objective: To enable the participants to understand the purpose, structure, methodology and hierarchical classification of Indic sources based in Vedic worldview and to elucidate how to study them.

Expected outcomes:

1. Comprehending the Vedic worldview of knowledge, its purpose and its universal and holistic nature
2. Understanding and identifying the pan-SAstric structure and methodology of Indic knowledge sources

Syllabus:

Unit – 1: Indian world view:

Unit – 2: Indic sources – How to study? 

Unit – 3: Introduction to the systematic structures of Vedic science literature 

Unit – 4: Role and utilization of structures of Śāstra exposition in interpreting the Śāstra 

Unit – 5: Scientific nature of Indic literature

Tutorial (suggested for study): 

• Maṇḍala and aṣṭaka structures of Ṛgveda
• Vedāṅga structures
• Link between Saṁhitā and Āraṇyaka sections of Yajurveda
• Structure of Āgama texts
• Structure of Tantra texts
• Structure of Mahābhārata
• Structure of Purāṇas
• Structure of Mahākāvyas 
• Caraṇavyūha – Vedalakṣaṇa

References:

1. Prasthāna-bheda by Madhusudana Sarasvati
2. Sanatana Dharma, An elementary Text Book of Hindu Religion and Ethics, Published by the Managing Committee, Central Hindu College, Benaras, 1916 

Course designer(s): T N Sudarshan

Objective: To enable learners to understand basic concepts in physics and assess the contributions, utility and application of the same in our life in the society.

Expected outcomes: By the end of the course, students will be able to:

1. Assess the role of science, and in particular, physics, in helping us to better understand the complex, technological society of which we are a part; 
2. Trace the history of physics and the evolution of scientific thought from ancient to modern times;
3.  Define and analyze the concepts of velocity, acceleration, force, inertia, mass, work, energy (kinetic, potential, etc.) momentum (linear and angular), gravity, tides, power, pressure, density, temperature, thermal expansion, heat, specific heat capacity, waves, sound, electric charge, current, magnetism, electromagnetic waves (including light), photons, and radioactivity;
4. Discuss the various types of motion, Newton’s Laws (including his Universal Law of Gravitation), the conservation laws of physics, the laws of electricity (e.g. Coulomb’s and Ohm’s Laws) and magnetism. The properties of waves (viz. sound and electromagnetic, including light) and the basic principles of atomic and nuclear physics, relativity and quantum theory;
5. Solve a variety of basic problems in particle kinematics (uniform motion and accelerated motion including “free fall”), dynamics using Newton’s Laws of Motion and the conservation laws of energy and momentum (e.g. collisions), fluid mechanics (including Archimedes’ and Bernoulli’s Principles), thermodynamics, wave motion, basic electricity (Coulomb’s and Ohm’s Laws), and radioactive decay;
6. Interpret the results of simple experiments and demonstrations of physical principles.

Syllabus:

Course topics will include the following:

1.  Mechanics
2. Fluids
3. Heat
4.  Waves and Sound
5. Electricity and Electromagnetism
6. Optics
7. Atomic Physics
8. Nuclear Physics

Suggested activities:

http://www.conceptualphysics.com/ 

Understand physics python code examples.

1. https://rhettallain_gmail_com.trinket.io/introductory-physics-with-python#/introduction/physics-and-python 

Tutorial: Readings and Problem solving from Paul Hewitt’s videos

Project: Programming in Python. 6 problem Sets

References:

1. http://www.conceptualphysics.com/ 
2. Conceptual Physics – Paul Hewitt
3. https://rhettallain_gmail_com.trinket.io/introductory-physics-with-python#/introduction/physics-and-python 

https://www.compadre.org/picup/exercises/exercise.cfm?A=Python

Course designer(s): T N Sudarshan

Objective: In this course we answer these questions

• What is software architecture?
• How do you use software architectures in practice?
• What does a software architect do for an organization?
• What value does software architecture provide?

This course introduces the essential concepts of software architecture. A software architecture is an abstract view of a software system distinct from the details of implementation, algorithms, and data representation. Architecture is, increasingly, a crucial part of a software organization’s strategy. We emphasize the importance of the business (or mission) context in which systems are designed and introduce participants to software architectures, and methods to create and analyze them, in real-world settings.

Will have a better understanding of

• what is a software architecture , why  software architecture is important
• the relationships between system qualities and software architectures
• software architectural patterns and tactics, and their relationship to system qualities
• attribute-driven design, software architecture documentation
• software architecture evaluation, architectural reuse via software product lines
• architectures in Agile projects, Open Source ecosystems, Licensing, developing software with distributed teams

Syllabus:

Unit – 1: The Hardware view , The Software View

Unit – 2:  The Product Engineering view

Unit – 3: Case Studies

Tutorial: 

• Examine architecture of one large Open Source project. Analyse it based on what you have learnt in this course

Readings

• https://wizardforcel.gitbooks.io/sicp-in-python/content/1.html  Ch 1,6, Ch 2 
• https://www-inst.eecs.berkeley.edu//~cs61a/sp12/book/ 

References:

1. https://www.oreilly.com/library/view/software-architecture-in/9780132942799/ 
2. http://jz81.github.io/course/sa/Software%20Architecture%20in%20Practice%20(3rd).pdf 
3. http://aosabook.org/en/index.html 

Course designer(s): Dr Dinakar Marathe

Objective: To introduce learners to the models of different categories that form the structure of Jyotiṣa Śāstra and to develop primary skills of application in it, and to explore the different models of Vāstu Śāstra proposed through its different schools and to develop a scientific approach towards this subject

Expected outcomes:

1. Understanding of different categories as structures of Jyotiṣa Śāstra and their applications in arriving at outcomes
2. Knowing the multiple structures in which Vāstu Śāstra is applicable along with the different models proposed by different theorists 

Syllabus:

Unit 1 – Origin and Development of Jyotiṣa 

Unit 2 – Indian models of time calculation & Basic astronomy 

Unit 3 – Calculation of ascendant & Planetary Positions 

Unit 4 – Origin of Vāstu Śāstra, Models and propagators of Vāstu Śāstra 

Unit 5 – The Puruṣa model in Vāstu, processes and infrastructures

Unit 6 – Temple architecture (Mandira-vāstu) & Town Planning (Grāma-vāstu, Nagara-vāstu) 

Suggested activities:

• Practice of Lagna Calculation (Jātaka-nirmaṇa)
• Study of residential, temple and town layouts based on understanding of theories of Vāstu

References: 

1. Bruhatpārāśara-horāśāstra – parāśara, Chaukhaṃbā Publication, Vārāṇasi
2. Sūryasiddhānta – Rāmacandra Pāṇḍeya, Chaukhambā Publication, Vārāṇasi
3. Bhāratīya-kuṇḍalī-vijñāna, Mīṭhālāla Ojhā, Chaukhambā Publication, Vārāṇasi
4. Graha-nakṣatram, Sampūrṇānanda Sanskṛta University, Vārāṇasi
5. Arvācīna-jyotirvijñāna, Rāmanātha Sahāya, Sampūrṇānanda Sanskṛta University, Vārāṇasi
6. Bhāratīya jyotiṣa śāstrācā itihāsa, Śaṅkara Bāḷakṛṣṇa Dīkṣita, Puṇe
7. Bṛhat-jātaka of Varāhamihira, Motilāla Banarasīdāsa, New delhi
8. Muhurta-cintāmaṇi, Rāma Daivajña, Caukhambā Prakāśana, Vārāṇasi
9. Muhūrta-gaṇapati, Muralīdhara Caturvedī, Motilāla Banarasīdāsa, New Delhi
10. Sūrya-siddhānta, Caukhaṃbā Prakāśana, Vārāṇasi
11. Jātaka-pārijāta, Gopeśa Kumara Ojhā, Motilāla Banarasīdāsa, New Delhi
12. Bṛhat-avakahaḍā-cakram, Kedāradatta Jośi, Motilāla Banarasīdāsa, Delhi
13. Viśvakarmā-prakāśa, Abhaya Kātyāyana, Caukhambā Surabhāratī, Vārāṇasī
14. Bṛhat-saṁhitā, Sureśacandra Miśrā, Rañjana Publications, New Delhi
15. Mayamatam, Bruno Dagens, Indirā Gāndhī National Center for Arts
16. Samarāṅgaṇa-sūtradhāra of bhojarāja, S. K. Sarmā, Parimala Publications, Delhi
17. Bhāratīya vāstuśātra kā itihāsa, Dr. Vidyādhara, Eastern Book Linkers, New Delhi
18. Bṛhat Vāstu Mālā, Rāma Nihora Dvivedī, Caukhambā Surabhāratī Granthamālā, Vārāṇasī
19. Mayamatam, Śailajā Pāṇḍeya, Caukhambā Surabhāratī, Vārāṇasī
20. Vāstu Śāstra Vimarśa, Hari Prasāda Pāṇḍeya, New Bhāratīya book corporation, New Delhi

Course designer(s): T N Sudarshan, contributions from DR Sai Susarla & Smt. Sarada Susarla

Objective:  Learners will use Computational Thinking skills and programming to model the Sanskrit language.

Expected outcomes:

1. Engage in process of thinking computationally
2. Learn to think is terms of models
3. Learn to code IKS models in python 

Syllabus:

Unit – 1:

Language,  Language models, Sanskrit vs other languages, thinking in terms of processes and states, state space, Vyākaraṇa state space. Why Sanskrit is different from any other language. How to model this difference. What does it mean for programmers? Summary of current state-of-art.

Suggestions: 

1. Model VyAkarana state space
2. Model Amarakoṣa using this state space 
3. Model dhātus through permutations of akṣara 
4. Māheśvara-sūtras (phonemic) Model 
5. Model Aṣṭādhyāyī of Pāṇini as a constraint model over this state space.

References:

1. Basics of Sanskrit Computational Linguistics

Course designer(s): T N Sudarshan 

Objective: Learn to present ideas/arguments in various forms. Learn skills and tools for basic planning and layout of ideas, projects, presenting knowledge, findings, research.

Expected outcomes:

1. Ability to present problem statements and describe a problem.
2. Ability to present projects and execution plans  in concise form.
3. Ability to present findings of research.

Syllabus:

Unit – 1: PROBLEM Communication

Unit – 2: PROCESS Communication

Unit – 3: SOLUTION Communication

Suggested activities:

• Read up on Writing skills. Practice blog writing. Thought on VS courses.
• Practice English presentation skills. Indian language communication (use Sanskrit or any one regional language)
• All students are encouraged to own and design their own websites as part of the BSc Vedic Sciences degree.

Tutorial: Tutorials for making Infographics. DO online tutorials for making videos, flyers, infographics. Use Adobe Spark.

Project: Present projects of Sem 1 and Sem 2 as part of Problem and Process Communication.

References:

1. Are your lights on? – G.Weinberg
2. https://spark.adobe.com/ex/edu/  

Course designer(s): Dr Nagaraj Paturi

Objective: To introduce learners to the ontology, metaphysics, epistemology and thought models in some Indic thought systems

Expected outcomes:

1. Understanding the purpose and thought process of the four thought systems in framing their ontologies 
2. Comprehension of the perspectives of the world according to each of the four thought systems 
3. Identifying the scope, functions and application of the four thought models

Syllabus:

Unit – 1: Nyāya-Vaiśeṣika System of Thought:

Unit – 2: The System of Sāṅkhya

Unit – 3: The System of Pūrvamīmāṁsā

Unit – 4: The System of Vyākaraṇa

Tutorial: 

1. Applying the four thought models to one case 
2. Providing comparative ontologies of the different schools of thought
3. Deriving the function and scope of the thought models in the overall Vedic knowledge landscape

References:

1. Tarka-sangraha by Annambhatta by Athalye and Bodas

Course designer(s): T N Sudarshan

Objective: Broad Introduction to Chemistry. Its position as a premier “real” touch and feel science discipline. Teach the main basic vocabulary of Chemistry.

Expected outcomes:

1. Ability to understand the role of Chemistry in Modern Living.
2. Comprehend the “Chemistry” aspect in phenomena of interest
3. Grasp of vocabulary, models used and the process and practice of Chemistry as a Science

Syllabus:

Course topics will include the following:

1. Matter and Measurement 
2. Atoms, Molecules, and Ions 
3. Stoichiometry: Calculations with Chemical Formulas and Equations 
4. Reactions in Aqueous Solution 
5. Thermochemistry
6. Electronic Structure of Atoms 
7.  Periodic Properties of the Elements 
8. Basic Concepts of Chemical Bonding
9. Molecular Geometry and Bonding Theories 
10. Gases 
11. Liquids and Intermolecular Forces
12. Solids and Modern Materials
13. Properties of Solutions
14. Chemical Kinetics
15. Chemical Equilibrium 
16. Acid–Base Equilibria 
17. Additional Aspects of Aqueous Equilibria 
18. Chemistry of the Environment
19. Chemical Thermodynamics
20. Electrochemistry 
21. Nuclear Chemistry
22. Chemistry of The Nonmetals
23. Transition Metals and Coordination Chemistry
24. The Chemistry of Life: Organic and Biological Chemistry

Suggested activities:

1. https://chem.libretexts.org/Bookshelves/General_Chemistry/Map%3A_Chemistry_-_The_Central_Science_(Brown_et_al.) 

Tutorial: 

End of Chapter material and accompanying website material

Project: 

Solve exercises (marked)

References: 

1. Chemistry :” The Central Science” . Theodore Brown

https://chem.libretexts.org/Bookshelves/General_Chemistry/Map%3A_Chemistry_-_The_Central_Science_(Brown_et_al.)

Course designer(s): T N Sudarshan

Objective: Basic introduction to the following 

What is “thinking about X”? What is a System? What is Systems thinking? What is Computation? What is a Computational System? What is Computational thinking?  What is  Computational systems thinking? Looking at Systems Computationally.  

Appreciate what General systems thinking is. What is a “Knowledge” System? Looking at Knowledge Systems computationally. The process of comparing Knowledge Systems . How to compare WKS and IKS when attempting to build an explainable model? Understand how Knowledge systems affect the ability to do Systems Thinking.

Expected outcomes:

1. Learn the processes behind Systems Thinking 
2. Actively engage in seeing the world around us as a system of interacting subsystems.
3. Discuss the implications of understanding of a phenomenon via different Knowledge systems

Syllabus:

Unit – 1: Systems Thinking 

Unit – 2: Computation 

Unit – 3: The Model Space; Vedic systemic thinking – Consciousness based approaches

Suggested activities:

1. View presentations, read and understand MMRSV

Project: 

1. Analyse using Vedic principles, (different teams)
   1. the Indian Constitution
   2. the idea of Democracy 
   3. the system of Elections

 References:

1. MMRSV – Video lectures / presentations by Dr. P. Ramanujachar
2. An Introduction to General Systems Thinking – G. Weinberg 
3. Passive Regulation: General Systems Design Principles –  G. Weinberg 
4. Active Regulation: General Systems Design Principles – G. Weinberg 
5. Rethinking Systems Analysis and Design  –  G. Weinberg 
6. System Design Modeling and Metamodeling – van Gigch

Course designer(s): Dr Nagaraj Paturi and Dr Sai Susarla

Objective: To look into the Vedic concepts of aesthetics and creativity; to discuss the various aspects and theories related to poetics and arts in Indic creative knowledge systems and their extension to contemporary art and design.

Syllabus:

Unit – 1: Psychology of Beauty

Unit – 2: Vedas: View of beauty of nature and art

Unit – 3: Prerequisites of creativity: Kāvyahetus: Pratibhā, Vyutpatti, Abhyāsa; Purpose /benefits of poetry (art) Kāvyaprayojanas

Unit – 4: Mother of all Vedic Aesthetic texts: Nāṭyaśāstra

Unit – 5: Kāvyātmā theories: Rasa theory; Dhvani theory; Rīti theory; Alaṅkāra theory; Aucitya theory; Vakrokti theory; Kavisamayas (Poetic conventions)

Course designer(s): T N Sudarshan

Objective: Articulate, communicate, present effectively the PROBLEM-PROCESS-SOLUTION for Vedic projects 1, 2.

Expected outcomes:

1. Communication Tool usage skills
2. Adobe Spark Skilling
3. Systematic thinking about presentation and communication

Syllabus:

Unit – 1: Abstract writing, Communicating ideas to different audiences

Suggested activities:  Readings  from BVS112

Project: Present projects of Sem 1 and Sem 2 as part of Problem–Process-Solution Communication.

Course designer(s): Dr Tilak Rao

Objective:

1. To introduce the reasoning acumen and structured model of debate available in Indian epistemology
2. To equip learners with the skill of debating by closely following the reasoning structure of statements in debate, discourse, discussion etc and present their own points of view and assess the opponent’s / speaker’s  point of view

Expected outcomes:

1. Learners will understand the concept of knowledge, its classification and means and system of reasoning in Indian epistemology
2. Learners will be able to identify structures, fallacies in arguments and develop robust reasoning skills 

Syllabus:

Unit – 1: Cognition and its means

Unit – 2: Reasoning: Inference, valid and fallacious reasoning

Unit – 3: Debating

Suggested activities:

• Organize debates in the vāda structure 
• Test invariable concomitance instances in real life situations and check for fallacies

Tutorial:

•  Explore structures of fallacies of cognition and debating in Schools of philosophy other than Nyāya

Project: 

• Evaluate the arguments in reasoning exercise books from the vāda perspective

References:

1. Tarkasaṅgraha
2. Pramāṇa-paddhati

Course designer(s): Dr Nagaraj Paturi

Objective: Pursuing “philosophy of life” by itself as one of the Indic knowledge systems and understanding Vedic worldview as the context of various Indic knowledge disciplines being pursued.

Expected outcomes:

1. Comprehend the Vedic worldview that governs the social, societal, personal and occupational goals and means in the world
2. Grasp the Vedic outlook regarding life in the here and hereafter and the cycle of life
3. Understand the concepts of Svadharma, free will and duty oriented action vis-a-vis desire driven action

Syllabus:

Unit – 1: Purushārthas; Pravṛtti-mārga – advancing to action; Nivṛtti-mārga – advancing to return; Āśramas – Facilitation for Pravṛtti and Nivṛtti; Varṇas – Organized facilitation for action; Svadharma as governing aspect 

Unit – 2: Cycle of life – Iha and Para; Various lokas; Spiritual paths

Unit – 3: Karma theory 

Unit – 4: Violence and non-violence – Mutual dependence of  Gṛhastha and Sannyāsa

Tutorial: 

• Frame a model of the Catuṣṣaṣṭīi-vidyāsthānas into a framework of the Puruśārthas that they address, which varṇa / āśrama they fit for
• Read and discuss the context of ‘svadharme nidhanaṁ śreyaḥ paradharmo bhayāvahaḥ’ from five commentaries of Bhagavadgītā
• Discuss the contexts of ‘mā phaleshu kadācana’ and ‘sarva-dharmān parityaja māmekaṁ śaraṇam vraja’ with regards to abhyudaya and niśśreyas in the life of an individual

References:

1. बलदेव उपाध्याय, संस्कृत साहित्य का इतिहास, शारदा निकेतन, वाराणसी
2. बलदेव उपाध्याय, वैदिक साहित्य और संस्कृति, वाराणसी
3. राधावल्लभ त्रिपाठी, संस्कृत साहित्य का अभिनव इतिहास, विश्वविद्यालय प्रकाशन, वाराणसी
4. Winternitz Maurice, Indian Literature (Vol. I – III), Motilal Banarsidass, Delhi
5. Pujyasri Chandrasekharendra Saraswati, The Vedas, Bharatiya Vidya Bhavan, Sudakshina Trust, Mumbai

Course designer(s): T N Sudarshan

Objective:  Broad Introduction to Biology as a Life Science.  Teach the main basic vocabulary of Biology and an introduction to the ways in which Knowledge is understood and created in Biology, using other Sciences like Chemistry, Physics and Mathematics.

Expected outcomes:

1. Appreciate how Biology is done in “Science”. 
2. The assumptions and vocabulary of biology are exposed to the student.
3. Students should be able to read up and understand explanations from a grasp of the basic themes in biology and the tools used to explain phenomena.

Syllabus:

Unit 1: Biology and Its Themes

Unit 2: The origin and evolution of life forms

Unit 3: Plant and animal systems

Unit 4: An Overview of Ecology

Suggested activities: 

Readings from the Book

Tutorial: 

Readings and discussions from the book

References: 

1. Biology: A Global Approach: Neil Campbell

Course designer(s): T N Sudarshan

Objective: Basics of statistics, grasp of basic concepts in statistics, grasp of data, understand notions about data like distribution, descriptive notions in statistics. PMF, CDF, One dimensional Random variables, Distributions, Basic probability, Rules of Probability, Binomial distribution, Hypothesis testing. 

Expected outcomes:

1. Reason about situations using probabilities, expectation, and variance.
2. Feel comfortable learning about new probability concepts beyond the scope of this class (e.g., through one’s own research, studies, or interests).
3. Write programs to simulate random experiments and to test experimental hypotheses.

Syllabus:

Unit – 1: Descriptive statistics, Means, Averages, Variance, Distributions, Histograms, Plotting Histograms, Visualisations

Unit – 2: Conditional probability, Cumulative distribution functions, Conditional distributions, Random numbers, Summary statistics

Unit – 3: Distributions, Modeling distributions, Basic Probability, Binomial Distribution, Operations on Distributions

Suggested activities:  Use python to code examples of all concepts that you are learning in this course

Tutorial: Read python docs related to numpy

Project: 

1. Histogram of Rgveda by various distributions

References:

1. https://greenteapress.com/thinkstats/thinkstats.pdf 
2. https://www.dataquest.io/blog/basic-statistics-in-python-probability/ 
3. https://web.stanford.edu/class/cs109/handouts/syllabus.html
   1. https://web.stanford.edu/class/cs109/handouts/python.html 

To be decided

Course designer(s): T N Sudarshan

Objective: To use the framework of Chhandas-śāstra to create algorithms of combinatorics to enumerate binomial combinations of metres keeping in mind their occurrence in Vedic / classical Samskrit literature

Expected outcomes:

1. The learners will be able to comprehend the binary system and binomial combinations of metres coded in the Chhandas-śāstra
2. They will be able to create algorithms of combinatorics to capture the binomial combinations of the metres and identify them in Vedic / classical Samskrit literature
3. The impact of the metres on the interpretation of pieces of literature will be observed by the learners

Syllabus:

Unit – 1: Creating algorithms of combinatorics to enumerate binomial combinations of metres keeping in mind their occurrence in Vedic / classical Samskrit literature

References: 

1. https://www.academia.edu/6353023/Michael_Hahn_A_brief_introduction_into_the_Indian_metrical_system_for_the_use_of_students_

To Be Decided

Course designer(s): Sumedha Verma Ojha

Objective: To lay out  the Indic structure of society, social organization and governance with its close links to Vedic Philosophy; Varṇāśrama-dharma  and the four Puruṣārthas as the basis for both social organisation and governance, Dharma as the pivot for governance. Explication of the difference between Western and Indic models of governance.

Expected outcomes:

1. Understanding structures, patterns, models / thought models and rationale of the social organisation of Indic and Western social organisation and governance
2. Contrasting the Western and Vedic worldviews and applying the latter to modern social and governance structures. The Indian worldview has been taken over by Western models but this course will put the Vedic view firmly back into a contemporary understanding with the necessary epistemological adaptations.

Syllabus:

Unit – 1: Social Organisation: The Caste System; Classic Western Views; Varṇāśrama-dharma 

Unit – 2: Governance Models: Saptāṅga State Model; Indian examples of Saptāṅga State Applications; A SWOT Analysis using the 7 Prakṛtis

Unit – 3: Placing Indic Models in Perspective: Comparison of Caste System and Varṇa-vyavasthā; Western Foundations of the Caste System; Caste and Social Capital; An Indian Theory of Politics and State Formation based on the Arthaśāstra; Comparison of Classical Western Political Theory with Indian political Theory; Placing Caste into the Current Political Context

Projects: 

1. Collection and Analysis of NCRB data to verify evidence of caste atrocities 
2. Critiquing Selected Writings of B.R. Ambedkar and E.V. Ramaswamy
3. Rethinking Varṇa in contemporary India
4. Applying the Saptāṅga State Model to the Republic of India
5. Applying “Mitra”, the seventh Prakṛti, to current geopolitics to draw policy conclusions
6. The Welfare State, a modern European concept or an ancient Vedic one?
7. Kauṭilya vs Machiavelli vs Sun Tzu

References:

1. Social Stratification by Dipankar Gupta
2. Homo Hierarchicus by Louis Dumont
3. Inequality Among men by Andre Beteille
4. On Understanding Caste by T.N. Madan
5. Western Foundations of the Caste System by Prakash Shah et al
6. The Heathen in his Blindness by S. Balagangadhara
7. The Arthashastra of Kautilya Tr. R.P. Kangle Vol1-Vol III
8. To Uphold the World by Bruce Rich
9. Indigenous Historical Knowledge Vol1 – Vol IV Manohar Parrikar Institute for Defence Studies and Analysis
10. Caste as Social Capital by R. Vaidyanathan

Course designer(s): T N Sudarshan

Objective: Introduce the student to the intuitive nature of Sets, Idea of functions, relations. Combinatorics, the idea of algorithmic counting. The notion of functions, function change and transformation using the ideas of the derivative. The methods of Calculus, applications of calculus and the techniques used.

Expected outcomes:

1. A primer to the basics of Sets, Functions, Relations 
2. The basics of counting, methods and algorithms of Combinatorics
3. The fundamentals of  Functions, the notion of derivatives, Differentiation, Integration and differential equations
4. Use of Math software tools for projects, understanding science, self study

Syllabus:

Unit – 1:  The notion of Sets underpinning all of Formal Mathematics; Functions; Systems of Equations; Inequalities

Unit – 2: Combinatorics; Generating functions; Basics of Graph Theory

Unit – 3: Calculus; Applications and Techniques

Suggested activities:

• https://www.mathplanet.com/
• https://math.libretexts.org/Bookshelves/Calculus/Book%3A_Calculus_(OpenStax) 

Tutorial:
https://www.sagemath.org/   Use SageMath system to solve Course problems

References:

1. https://www.sagemath.org/ 
2. https://math.libretexts.org/Bookshelves 

Course designer(s): T N Sudarshan

Objective: Basics of Inferential statistics, grasp of basic concepts in inference, Estimation, Correlation. Understand models of causation. Bayesian Inference.

Expected outcomes:

1. Reason about situations using statistics and inference based on statistics
2. Feel comfortable learning about new probability concepts beyond the scope of this class (e.g., through one’s own research, studies, or interests).
3. Write programs to model phenomena in a probabilistic way.

Syllabus:

Unit – 1: Estimation, Errors, Correlation

Unit – 2:  Bayes Theorem, Bayesian Probability. Frequentist vs Bayesian

Unit – 3: Statistics in Machine Learning, Regression

References: 

1. https://ocw.mit.edu/courses/mathematics/18-05-introduction-to-probability-and-statistics-spring-2014/ 
2. Probability Theory: The Logic of Science :  E T Jaynes

Course designer(s): T N Sudarshan

Objective: Understand the Knowledge creation and dissemination processes in the Hard Sciences and the Soft Sciences

Expected outcomes:

1. For the Hard Sciences
   1. Understand the methodologies of the process of doing Science
      1. Physics
      2. Chemistry
      3. LifeSciences
      4. Economics
   2. The role of Mathematics and Formal Methods in “Science”
   3. Understand the role of development of “Technology”, Understanding of How “Scientific” is Engineering
   4. The PEER REVIEW ecosystem of Science
   5. Journals, Labs, Sharing of work, the markers of “Acceptance”
   6. The role of Science as a handmaiden of Capitalism and GeoPolitics explicated
2. For the Soft Sciences (Humanities, Social Sciences)
   1. Understand the methodologies of the process of doing SocialScience
      1. Sociology
      2. History
      3. Philosophy
      4. Literature
      5. Political Science
   2. The role of Mathematics and Formal Methods in “Social Sciences”
   3. The role of Universities (Hard Sciences) in legitimising Social Sciences
   4. Journals, Labs, Sharing of work, the markers of “Acceptance”
   5. The role of Social Sciences as the principal tool of Power, Propaganda, Policy, Modern Colonisation

 Syllabus:

Unit – 1:  The Knowledge Life Cycle in the Hard Sciences

Unit – 2:  The Knowledge Life Cycle in the Soft Sciences

Unit – 3:  Role of Hard Sciences in the Clash of Civilizations 

Unit – 4:  Role of Soft Sciences in the Clash of Civilizations

Suggested activities:

1. Read and analyse BM Hegde’s: What they don’t teach you in Medical School?
2. Discuss the role of the Indian Judiciary system (designed on Western ideas of Law and Justice) as a tool of Dharma
3. What would a Vedic Sociological model be like? Discuss.

Tutorial: 

1. Discuss BM. Hegde’s work
2. Discuss SL Bhyrappa’s, Sitaram Goel ji’s, Dharampal ji’s  works
3. https://ourworldindata.org/military-spending  – Understand world data, more dimensions

References:

1. Dharampal ji’s Works
2. Sitaram Goel ji, Ram Swarup ji Voice of India Publications 
3. Rajiv Malhotra – Being DIfferent, Battle for Sanskrit, AI and Power
4. S N Balagangadhara – All Roads lead to Jerusalem
5. Thomas Sowell – Intellectuals and Society 

Course designer(s): Dr Sai Susarla and Sri J Suryanarayana

Objective: To enable learners to navigate Śāstra texts using KR (knowledge representation) tools like the Shaastra map to extract the abstract structure of the text with its conceptual connection by using Tantrayuktis and Nyāya-sambandhas as the framework of the structure

Expected outcomes:

1. The learners will be able to create a graphical representation of a text that may be drilled down to a chosen level of depth
2. By abstraction of the structure of the text the conceptual framework of the text may be assimilated functionally and relation wise
3. Learners will be able to provide a Glossary, Category hierarchy, topic discourse and a topic summary abstracted from the text using the Shaastra Map tool

Syllabus:

Unit – 1: Introduction to Shaastra Maps; Nyāya-sambandhas

Project: Tagging a Shaastra Map of a chosen Śāstra text or a section thereof

References: 

1. https://www.vedavaapi.org/2020/05/12/shaastra-maps/

To Be Decided

Course designer(s): Dr S Sushrutha

Objective: 

• Identifying the factors of health from Āyurveda and Yogic systems of medicine 
• To offer probable Śāstric methods of healing

Expected outcomes:

• Recognise and plan the lifestyle factors of health 

Syllabus:

Unit – 1: Concept of health in Vedic system; Potentiality of a human entity; Role and relevance of Āyurveda and Yoga 

Unit – 2: Āyurveda: Ingredients of Sthūla and Sūkṣma-śarīra 

Unit – 3: Yoga: States and functions of Citta; Obstacles of mind and methods to overcome as suggested in Yogic system 

References:

1. Yogasūtras
2. Haṭhayogapradīpikā
3. Cārucarya

Course designer(s): Mentoring faculty

Objective: To enable learners to author a paper that is of the standard of publication in a double blinded peer reviewed journal in the subject of their choice in Vedic Science with guidance from a mentor

Expected outcomes:

1. The learners will choose a subject in Vedic Science from their learning through the previous semesters to present their work, preferably, a socially useful application / utility of a Vedic science model / framework  / function / structure / tool etc. to undertake a minor research project
2. The research output will be published as a paper of the standard of a double blinded peer reviewed journal and encouraged to be sent for publication in WSC, Swadeshi Indology conference, IJHS, KV Sarma Research Foundation journal etc

Syllabus: Mutually decided between the learner and the mentor

Course designer(s): T N Sudarshan

Objective: Understand the basis of today’s technology in Language Processing, Understand where Sanskrit and Śāstra are in the new knowledge creation landscape. Understand AI and its role in the future of the Sciences. Where do Sanskrit and Śāstra stand in terms of AI technology and vice-versa? How can we leverage the study and application of Śāstras using these technologies? A Roadmap of the future of Vedic Sciences Research and Engineering.

Expected outcomes:

1. Grasp the fundamentals regarding AI, ML and NLP 
2. Discuss AI, ML, NLP and systemic thinking in the context of ‘Śāstra processing’

Syllabus:

Unit – 1: AI, Symbolic AI, Evolution of AI; Statistical AI; Machine Learning

Unit – 2: Sanskrit Modeling, Summary of State-Of-Art. Symbolic Modeling  vs Statistical Modeling (Systems perspectives); Sanskrit, Śāstra and Modeling

Unit – 3: Limitations of Data, Statistical Machine Learning; How and Where can Śāstra help in core areas of Modern Science

References: 

1. Lost in Math: How Beauty Leads Physics Astray
   1. https://blogs.scientificamerican.com/cross-check/physicist-sabine-hossenfelder-fears-theorists-lacking-data-may-succumb-to-wishful-thinking/ 
   2. https://www.youtube.com/watch?v=sZI8-9i0SOo 
2. http://ckraju.net/papers/Nonwestern-logic.pdf
3. http://www.hbcse.tifr.res.in/episteme/episteme-1/themes/ckraju_finalpaper  
4. https://www.twn.my/title2/resurgence/2012/266-267/cover12.htm
5. Book: AI and Power –https://aiandpower.com/

To Be Decided