MA in Sanskrit (Indic Knowledge Systems)

General Information about the curriculum:

This curriculum offers immersive learning of the Vyakarana discipline. It explicitly deals with the sutra structure of Ashtadhyayi. This course has been designed keeping in mind the needs of Masters students and their future needs. All the modules discussed in the curriculum are highly essential and help to understand philosophy. Thorough research has gone into the design of the curriculum.

Course educational objective(s):

• To provide an introduction and background of the Vyākaraṇa and allied Vedāṅgas, pre-Pāṇinian and Pāṇinian tradition of Vyākaraṇav

Course Outcomes:

At the end of the course the learner will be able to –

• Explain the architecture of Aṣṭādhyāyī as a treatise of language structure
• Execute aṣṭādhyāyī sūtrās with allied texts
• Generate the computational model of Sanskrit grammar as propounded in Aṣṭādhyāyī
• Analyze examples of Sandhi with the help of Astadhyayi rules

Curriculum:

Module I

Introduction to Vyākaraṇa

• Vedic limbs pertaining to language (Sanskrit) – Śikṣā, Nirukta and Vyākaraṇa
• Sanskrit – Vedic and Laukika

Module II

Pāṇini, his predecessors and successors

• Tradition of Vyākaraṇa known preceding Pāṇini
• Contribution of Pāṇini as the holistic grammarian and language scientist
• Pāṇini and his successors – the unbroken lineage of Vyākaraṇa

Module III

Structure of Aṣṭādhyāyī

• The Māheśvara sūtras
• Types of sūtras
• General introduction to contents of the chapters of Aṣṭādhyāyī
• Computation model of Aṣṭādhyāyī
• Data vs meta data
• Usage of artificial categories for a real purpose
• Universal grammar
• Introduction to Mahābhāṣya and Kāśikā

Module IV

Siddhānta-kaumudī model

• Rationale of application of sūtras in the Siddhānta-kaumudī model over the Aṣṭādhyāyī model
• Overview of chapterization in Siddhānta-kaumudī

Module V

Aṣṭādhyāyī – sañjñā and paribhāṣā sūtra text (along with Kāśikā)

References:

• J F Staal, A Reader of Sanskrit Grammarians, 1972
• S K Belwalkar, Systems of Sanskrit Grammar, 1975
• Mangaladeva Shastri (Translation), Rgvedapratisakhya, 1931
• K K Raja, Indian Theories of Meaning, 1963
• S S Dange, Aspects of Speech in Vedic Ritual
• G Cardona, Panini
• Siddheswar Varma, Phonetic Observations of Ancient Indian Grammarians
• Pandit Ananta Sastri Phadake, The Kashika, The Choukhamba Sanskrit Series, 1931

Course educational objective(s):

• To provide an introduction and background of literature and poetics in Sanskrit

Course Outcomes:

At the end of the course the learner will be able to –

• Describing the landscape of classical literature and poetics in Sanskrit
• Identifying and explaining the elements of aesthetics and its experience according to the Indic theories in poetics
• Independently demonstrating the type and nature of a kāvya and appreciate the elements of aesthetics and poetics imbued in it

Curriculum:

Module I

Indic literary landscape – kāvya & kāvyaśāstra

• Introduction to literature in Sanskrit – Vedic, Ārṣa and laukika
• A brief history of Sanskrit literature – prominent authors and works
• A brief history of Sanskrit kāvya-shāstra – prominent authors and works

Module II

Vedāṅgas: Categorization and classification of kāvya into its types etc.

• Dṛśya and śravya-kāvyas and their categorization (poetry, prose, drama, campū)
• Variants and classifications of the various categories of literature with examples
  • Types and features of poetry
  • Types and features of drama
  • Types of prose and campū

Module III

Introduction to the components of kāvya-śāstra

• Plot, hero, heroine, etc.
• Rasa, dhvani, rīti
• Alaṅkāra
• Chhandas

Module IV

Rāmāyaṇa and Mahābhārata – Illustrative (one adhyāya from each)

• One chapter from Rāmāyaṇa – किष्किन्धकाण्डः – तृतीयः सर्गः
• One chapter from Mahābhārata – शान्तिपर्व – 175 अध्यायः

References:

1. Rangacharya Raddi (Editor), Kavyadarsha of Dandin, BORI, Pune, 1938
2. Mahabharata with Hindi Translation, Gita Press Gorakhpur
3. Pusalker, Studies in Epics and Puranas
4. राधावल्लभ त्रिपाठी, संस्कृत साहित्य का अभिनव इतिहास, विश्वविद्यालय प्रकाशन, वाराणसी
5. Dasgupta & De, History of Sanskrit Literature
6. TR Krishnacharya, TR Vyasacharya, TR Srinivasacharya (Editors),
7. Valmiki Ramayana (Critical Edition) Aranyakanda 3 with the commentary of Sri Govindaraja, Madhva Vilasa Book Depot, Kumbhakonam, 1911
8. TR Krishnacharya, TR Vyasacharya (Editors), Srimanmahabharatam, Vanaparva III, Madhva Vilasa Book Depot, Kumbhakonam, 1908

Course educational objective(s):

To provide an introduction and background of the Indic knowledge landscape with details of categorization and classification of Vedas, their relevance in paving the Indic way of life

Course outcomes:

• Describe the Vedic worldview gleaning through the Chaturdaśa vidyāsthānās (14 Indic Knowledge Systems)
• Demonstrate the structure and landscape of Vedic knowledge body based on their purpose, function and structure
• Compare the different structures of the Vedic literature that encode knowledge serving different purposes including transmission of knowledge over generations, its practice and application
• Analyze the social impact of the Vedic way of life

Curriculum:

Module I

Vedas and allied literature:

• Introduction to Indic knowledge landscape
• What are Vedas?
• Central theme of the Vedas
• Vedāṅgas
  • The six Vedāṅgas – Śikṣā, Kalpa, Nirukta, Jyotiṣa, Vyākaraṇa, Chandas
  • The role of Vedāṅgas with regards to Vedas
• Veda-upāṅgas
  • The four Veda-upāṅgas – Mīmāṁsā, Nyāya, Purāṇa, Dharmaśāstra
  • The role of Veda-upāṅgas in Vedic literature
• Upavedas
  • The four Upavedas – Āyurveda, Dhanurveda, Gāndharva-veda, Arthaśāstra
  • Applicative aspects of the Upavedas

Module II

Categorization and classification of Vedas

• Classification of Vedas into Ṛk, Yajur, Sāma and Atharva by Vedavyāsa
• Saṁhitā, Brāhmaṇa, Āraṇyaka and Upaniṣad

Module III

Role of Vedas in paving Indic way of life

• Vedic society and culture
• The tradition of preservation of Vedas
• Indic philosophy of life

References:

1. बलदेव उपाध्याय, संस्कृत साहित्य का इतिहास, शारदा निकेतन, वाराणसी
2. बलदेव उपाध्याय, वैदिक साहित्य और संस्कृति, वाराणसी
3. Pusalker, Studies in Epics and Puranas
4. राधावल्लभ त्रिपाठी, संस्कृत साहित्य का अभिनव इतिहास, विश्वविद्यालय प्रकाशन, वाराणसी
5. Winternitz Maurice, Indian Literature (Vol. I – III), Motilal Banarsidass, Delhi

Course educational objective(s):

To enable the learners to understand the purpose, structure, methodology and hierarchical classification of Indic sources and to elucidate how to study them

Course outcomes:

• Explaining the well formulated structures in Indic texts that aid in preservation and interpretation of technical texts
• Independently identifying and analysing the structures in technical texts and comprehend the import of the texts interpreted with aid of the structures
• Illustrating the nature of systematic presentation and validation of technical content in Indic texts

Curriculum:

Module I

Indic sources – How to study?

• The purpose of knowing how to study Indic sources
• Vidyā vs. Darśana vs. Śāstra
• Content vs. form
• What is Śāstra?

Module II

Introduction to the systematic structures of Vedic science literature

• Anubandha-catuṣṭaya
• Purpose of Śāstra
• Description or prescription
• Definition – nature and purpose
• Utsarga and apavāda

Module III

Role and utilization of structures of Śāstra exposition in interpreting the Śāstra

• Uddeśa-lakṣaṇa-parīkṣā
• Commentaries
• Adhikaraṇa
• Saṅgati
• Tātparyaliṅga
• Dialectics and Polemics
• Tantrayukti

References:

1. Prof Rajaram (Translator), Nyayasutra with Nyayabhashya, 1921
2. V N Jha, Contribution of Nyaya System to Indian Thought Structure
3. M Hiriyanna, Outlines of Indian Philosophy
4. W.K. Lele, The Doctrines of Tantryukti (Chaukhamba Surabharati Prakashana, Varanasi-1981).

General Information about the curriculum:

This curriculum offers basic grammatical aspects of Sanskrit language to obtain the skills to analyze prose and poetic literature. This course has been designed keeping in mind the needs of MSc Vedic Sciences students and their future needs. All the modules discussed in the curriculum are highly essential and help to analyze prose and poetic literature in Sanskrit. Thorough research has gone into the design of the curriculum.

Course educational objective(s):

• Understanding Samskrit used in Simple Samskrit Texts

Course outcomes:

• Explain the Simple Sanskrit Sentences
• Identify Sandhi, Samāsa & some popular suffixes

Curriculum:

Module I

Usage of Vibhaktis

विभक्तीनां प्रयोगाः

• कारक-विभक्तीनां सम्यक्तया अवगमनम्, उपपद-विभक्तीनां ज्ञानम्, सति-सप्तमीप्रयोगस्य अवगमनं, विशेष्य-विशेषणयोः सम्बन्ध
• विना, अन्तरेण, दूरे इत्यादीनां प्रयोगे विभक्तय:
• सति-सप्तमी
• विशेषण-विशेष्यभावः (यल्लिङ्गं यद्ववचनं या च विभक्तिर्विशेष्यस्य तल्लिङ्गं तद्वचनं सा च विभक्तिर्विशेषणस्य)

Module II

Samāsa

समासः

• समस्त-पदस्य अर्थावधारण-सामर्थ्य-वर्धनम्
• समास-निर्णयक्रमः
• समासस्य भेदाः (तत्पुरुषः, द्वन्द्वः, बहुव्रीहिः, अव्ययीभावः)
• दीर्घ-वाक्येषु विग्रहः

Module III

Introduction of most commonly used kṛt and taddhita suffixes in Śāstras

शास्त्रे उपयुज्यमानानां कृत्तद्धित–प्रत्ययानां परिचयः

• शब्दकोशानाम् अनवलम्बनेन प्रसिद्धपदानाम् अर्थनिर्णयः, धातुपाठस्य साहाय्येन स्वतन्त्रतया अर्थग्रहणम्
• केचन प्रसिद्धाः कृत्प्रत्ययाः – ण्वुल्, ल्युट्, अनीयर्, क्त, क्तवतु, तव्यत्, तुमुन्, तृच्, क्त्वा, ल्यप्, यत्, ण्यत्, क्यप्, घञ्, अच्, अप्, क्तिन्, अ, युच्, उ, शतृ, शानच्
• धातुपाठस्य उपयोगद्वारा प्रत्ययानां साहाय्येन अर्थावधारणक्रमबोधनम्
• केचन प्रसिद्धाः तद्धितप्रत्ययाः – वत्प्रत्ययः, भावर्थकप्रत्ययाः, पूरणार्थकप्रत्ययाः, मत्वर्थकप्रत्ययाः, तसिलादयः (थाल्, दा), च्वि, अतिशयार्थकाः
• प्रत्ययान्तानां स्त्रीलिङ्गरूपाणि
• व्याकरणे प्रत्ययानां योजनस्य यः क्रमः तस्य परिचयः

Module IV

Methodology to understand sentences

वाक्यावगम–प्रकारः

• शास्त्रीय-वाक्यानाम् अर्थस्य सम्यक्तया ग्रहणम्
• प्रयोग-परिवर्तनम्
• आकाङ्क्षा-पद्धतिः
• अन्वय-क्रमः
• यत्तदोर्नित्यसम्बन्धः
• तात्पर्य-निर्णयक्रमः

Module V

Bālarāmāyaṇam – 43 ślokas

विषयः – बालरामायणणस्य साम्प्रदायिकम् अध्ययनम्

• • • साधारणश्लोकेषु विद्यमानानां पदविभागादीनां परिशीलनम्
    • पदविभागः
    • सन्धिः
    • समासः
    • पप्रत्ययाः

    Evaluation & Assessment Methods Used

    Formative Assessment:

    1. Continuous Evaluation (Continuous Assessment)
    2. 100% weightage: 100 marks
    3. Formative Assessment will be based on a continuous comprehensive pattern
    4. There shall be assignments and quizzes

    Formative Evaluation-The answer sheet of the formative examination will be shown to individual students, and the student will be guided on how to improve upon the performance.

References:

• 1. प्रथमदीक्षा, राष्ट्रियसंस्कृतसंस्थानम्, नवदेहली
  2. अभ्यासपुस्तकम्, विश्वासः, संस्कृतभारती, बेङ्गलूरु, शतश्लोकी बालरमायणम् च

General Information about the curriculum:

This curriculum offers Social, political, academic, environmental ambience that necessitate Vedic studies. This course has been designed keeping in mind the needs of MSc Vedic Sciences students and their future needs. All the modules discussed in the curriculum are highly essential and help to analyze the concepts of Social, political, academic, environmental ambience in Vedic Studies. Thorough research has gone into the design of the curriculum.

Course educational objective(s):

• To provide the perspective of “Indic Knowledge Studies” as distinct from the present Samskrit studies of Indian universities, various Samskrit-related western university courses such as Indology, South Asian studies, religious studies etc., or shaastric studies of the Gurukulas.

Course outcomes:

• Describe the historical understanding of the circumstances that led to the creation of the present Indic knowledge studies courses.
• Present the distinct perspective of Indic knowledge studies
• Demonstrate various past and present ideological biases to that hampered the traditional insider’s perspective of Indic knowledge to get into currency.
• Explain to a researcher in Indic knowledge locate the possible ideological roots of the ideas in the books consulted for their research.
• Compare a critical perspective of discerning between pairs of ideas such as science and technology while approaching ancient texts of Indic knowledge systems.

Curriculum:

Module I

Modern interest in Sanskrit and Vedas:

• Encounter of Europeans with Sanskrit, Vedas, and Indian languages
• Philology, it leads into Linguistics, Ethnology/Anthropology, Comparative mythology, Comparative Literature, etc.
• Early philologists of Sanskrit
• IE family, Proto Indo-European, IA sub-family, Sanskrit, and other IE members
• Maxmuller, Macdonell, and other 19th-century scholars

Critique of the early modern Sanskrit studies:

• Concepts of Euro-centrism, Colonialism, Orientalism, etc.

Module II

Sanskrit in Modern Indian Educational Institutes:

• Traditional Sanskrit studies before the arrival of Europeans
• Sanskrit in modern Schools
• The advent of Indian Universities
• Introduction of Sanskrit in Indian Universities as a Classical Language
• Departments of Sanskrit in the model of departments of other Indian languages

Critique of the ‘Sanskrit department’ model from Indic Knowledge Studies point of view

• Distinction of Sanskrit vis-à-vis other languages of language departments
• Lack of focus on Indic Knowledge Systems

Module III

Traditional (Veda, Śāstra) and Sanskrit Studies during the early modern period:

• Veda-pāṭhaśālās
• Śāstra-pāṭhaśālās
• Gurukula style education at Guru’s home

Limitations of the traditional system in terms of Indic Knowledge Studies

Module IV

Indian Renaissance and Indic Knowledge Studies:

• Ārya-samāj: Ṛgvedādi-bhāṣya-bhūmikā -‘Vedas are Sources of all Satya-vidyās’; modern sciences in Vedas
• Svāmī Vivekānanda and his view of the contemporary relevance of Indic thought
• Śrī Aurobindo and his connecting Indic thought to contemporary understanding

Limitations of Indian Renaissance Movements in terms of Indic Knowledge Studies

Module V

National Movement: Nationalism: Vedas and Sanskrit as roots of Indian National Culture

• A rejuvenated interest in Vedas, Sanskrit and śāstras
• Historiography: Nationalist Historiography as a counter to Colonialist Historiography
• Use of Vedas, Sanskrit, and śāstras as sources of Nationalist Historiography, past glory, national pride, etc.
• Claims of a great Indic Knowledge of the past as a nationalist trend, as a method of national

Limitations of nationalist engagement of Vedas and Sanskrit in terms of Indic Knowledge Studies

• Allegations of Romanticization/Exoticization/Exaggeration and of unsubstantiated claims

Module VI

Sanskrit studies in Independent India:

• Sanskrit departments of universities to Sanskrit universities, Rashtriya Sanskrit Vidyapeethas, etc.
• Sanskrit and non-governmental initiatives: Samskrita Bharati, PPST Foundation, Deendayal Research Institute etc.

Limitations in terms of Indic Knowledge Studies

• Of Sanskrit Universities
• Of Sanskrit in schools and colleges
• Samskrita Bharati etc.

Module VII

Western Academic Studies focusing on Vedas, Sanskrit etc.

• Indology
• Sanskrit Studies
• Religious Studies around Hinduism
• South Asian Studies

Critique of studies biased against India, Vedas, Sanskrit, etc., in Western Academics:

• Issues: Neo-orientalism, Historical-critical method, ‘de-romanticization’, ‘de-exoticization’, attempts to deny ‘Vedic’ origins, “Death of Sanskrit”, misrepresentation, stereotyping India and Sanskrit, praising poetic value to devalue thought contributions or knowledge/skill contributions, Textbook controversies and consequences, Swadeshi Indology and other similar movements

Module VIII

Success Stories:

• The triad of ‘cleansing sciences’: 1. Yoga 2. Āyurveda 3. Vyākaraṇa
• Arthaśāstra
• Paňcatantra
• Bhagavadgītā-management
• Vedic Maths: Piṅgala, Sulba-sūtras etc.
• Astronomy, Cosmology, etc.
• Computational Linguistics, Knowledge Management, etc

Evaluation & Assessment Methods Used

Formative Assessment:

• Continuous Evaluation (Continuous Assessment)
• 40% weightage: 40 marks
• Formative Assessment will be based on a continuous comprehensive pattern
• There shall be assignments and quizzes

Summative Assessment:

• End Term Examination
• 60% weightage: 60 marks
• There shall be an End-term examination of 60 marks
  • Question paper Pattern
    • 2 Marks x 10 Questions = 20 Marks (Short Answers)
    • 5 marks x 4 Questions = 20 marks (paragraph Answers)
    • 10 Marks x 2 Questions = 20 marks (Essay Answers)

Formative Evaluation-The answer sheet of the formative examination will be shown to individual students, and the student will be guided on how to improve upon the performance.

Summative Evaluation – The end-term examination shall be conducted as per the university examination schedule. The paper, for Theory, shall be assessed by the teacher who teaches the course.

References:

1. Shamsastry, R, Kautilya, Arthashastra, 2016
2. Vishnu Sharma, Abhinava Rajalakshmi, Panchatantr, Bhargava Pustakalaya, Benares City, 1910
3. All Educational Policies of India
4. B.ed. and D.ed. study material on Prospective of Education in India

Manuscriptology

General Information about the curriculum:

This curriculum offers the Indic approach to Manuscriptology based on Science of Traditional Sanskrit. This course has been designed keeping in mind the needs of MSc Vedic Sciences students and their future needs. All the modules discussed in the curriculum are highly essential and help to outline Indic approach to Manuscriptology. Thorough research has gone into the design of the curriculum.

Course educational objective(s):

• This course aims at a comprehensive understanding of the methods that are used in the study of manuscripts and their significance in different fields i.e., history, archaeology, literature, etc.,

Course outcomes:

At the end of the course the student will be able to –

• Form a basic understanding of some fundamental concepts of Manuscriptology.
• Perceive a perfect blend of our ancient knowledge and ethics as well as the latest modern methods and techniques so that they become efficient in applying the ancient knowledge in the modern context with the help of modern techniques for the betterment of our richest tradition.
• Enhance all-round development of all the branches of Sanskrit and its allied subjects.
• Preserve and uplift the philosophical and scientific elements in the knowledge systems of the Sanskrit language.
• Provide confidence and opportunity to the young generation to create innovative paths of wisdom by applying the core knowledge of our ancient Sanskrit literature to their fields of interest.

Curriculum:

Module I

Introduction to Manuscriptology

Module II

Basic Principles of Critical Editing

Module III

Introduction to Grantha and Sharada Scripts

Evaluation & Assessment Methods Used

Formative Assessment:

• Continuous Evaluation (Continuous Assessment)
• 40% weightage: 40 marks
• Formative Assessment will be based on a continuous comprehensive pattern
• There shall be assignments and quizzes

Summative Assessment:

• End Term Examination
• 60% weightage: 60 marks
• There shall be an End-term examination of 60 marks
  • Question paper Pattern
    • 2 Marks x 10 Questions = 20 Marks (Short Answers)
    • 5 marks x 4 Questions = 20 marks (paragraph Answers)
    • 10 Marks x 2 Questions = 20 marks (Essay Answers)

Formative Evaluation-The answer sheet of the formative examination will be shown to individual students, and the student will be guided on how to improve upon the performance.

Summative Evaluation – The end-term examination shall be conducted as per the university examination schedule. The paper, for Theory, shall be assessed by the teacher who teaches the course.

References:

1. Fundamentals of Manuscriptology by P. Vishalakshi published by Dravidian Linguistics Association, Thiruvananthapuram – 2003.
2. Introduction to Indian Textual Criticism published by Dr. S. M. Katre for the Deccan College and Research Institute, Poona – 6 – 1954.
3. Indian Epigraphy and South Indian Scripts by Sivaramamurthi, C, Bulletin of the Madras Government Museum, New Series, General Section, Madras, 1966.