M.Sc. in Vedic Sciences

Overview

M.Sc. in Vedic Sciences is a comprehensive Post Graduation program offered by MIT IIKS in collaboration with KKSU designed to groom the next generation of ambassadors of Vedic Sciences, who can study and authentically articulate the Indic scientific tradition, and bridge the gap between Indian and modern scientific discourse.
The objective is to specifically groom a generation of experts who can perform an independent and application-oriented study of Vedic concepts for modern times by imparting Vedic Science education at a level more suited to modern audiences.
Instead of focusing on the content of the various Shastras, MIT IIKS has designed its curriculum and programs to familiarize modern students with the methods used in Vedic Sciences and equip them with sufficient foundational knowledge and interpretative skills to enable practical application, further study, and research.

Highlights

A well-rounded and holistic approach that provides Working knowledge of various disciplines of Vedic sciences and equips the student to study a shastra independently
The unique curriculum enhances understanding of various shastras and darshans to help students look at practical applications to shastric concepts.
Strong foundation in Sanskrit to allow the student to approach Shastric texts with confidence.
Special focus on research projects and research methodologies in Indic Studies designed to enable Students from diverse backgrounds to conduct deep research
Facility for remote study to accommodate busy schedules via online classes (both, live and pre-recorded videos)
Facility for part-time study via flexible course timings and delivery model
Excellent faculty, hand-picked from a global pool per subject

Program details

Duration of Program
Admission Criteria
Admission Procedure

2 Year .
The academic year starts in July

Students seeking admission must have completed a Bachelor’s degree in any stream.
The applicant will need to submit a statement of purpose which will be followed by an interview with the MIT IIKS Academic team before the admission can be confirmed.

Please write to info.iiks@mitpune.edu.in for details on how to apply to the course.

Syllabus (Year 1)

Semester 1
Semester 2

Indic Knowledge Landscape

# of Credits	L-T-P Ratio	Hours
3	3-0-0	45

Course educational objective(s)

To introduce learners to the landscape of Vedic literature with broad taxonomy of Indic knowledge systems

Course Outcomes

Knowledge of the sources of Vedic knowledge
Comprehension of the seamless nature of Vedic knowledge
Understand the purpose and utility of Vedic knowledge systems in enriching human life

Curriculum

Unit – 1: Knowledge – Vedic context; Sources and classification of Indic (Vedic) Knowledge; Yajňas as Knowledge

Unit – 2: Vedāṅgas: Original context and so far identified contemporary knowledge aspects

Unit – 3: Other Vaidika-darśanas: Original context and so far identified contemporary knowledge aspects

Thinking in Sanskrit & Sanskrita prAvINya AbhyAsa mAlA

# of Credits	L-T-P Ratio	Hours
3	3-0-0	45

Course Objective(s):

To enable learners to grasp the general usage of Sanskrit and to understand the structure of the language

Course outcomes:

The learner will be able to understand Sanskrit as a general usage medium
The learner will be able to think and communicate simple sentences in Samskrit
The learner may gain the confidence to approach texts in Samskrit for self-study and follow when taught using Samskrit medium

Curriculum:

Unit – 1: विषयः – सम्भाषणसंस्कृतम्

उद्देश्यम् – संस्कृते सरलवाक्यानां निर्माणसामर्थ्यम्, व्यवहारे उपयुज्यमानानां संस्कृतपदानां ज्ञानम्

Unit – 2: विषयः – वर्णाः

उद्देश्यम् – संस्कृते प्रयुज्यमानानां वर्णानां ज्ञानम्, वर्णानां समीचीनोच्चारणस्य परिज्ञानम्

Unit – 3: विषयः – सर्वनाम्नां परिचयः

उद्देश्यम् – कस्मिन् अवसरे किं सर्वनाम प्रयोक्तव्यम् (सर्वनाम्नाम् एकवचनं बहुवचनं च), युष्मच्छब्दस्य प्रयोगे मध्यमः (एकवचनस्य एव परिचयः), अस्मच्छब्दस्य प्रयोगे उत्तमः, क्रियापदानां सामान्यतः परिचयः

Unit – 4: विषयः – शब्दानां परिचयः

उद्देश्यम् – अजन्तानां हलन्तानां च प्रसिद्धानां शब्दानां परिचयः। सम्बोधनप्रथमा। प्रसिद्धानाम् अव्ययानां ज्ञानम्

Unit – 5: विषयः – क्रियापदानां परिचयः

उद्देश्यम् – प्रसिद्धानां क्रियापदानां प्रयोगः, लट्, लोट्, लङ् एषां लकाराणां ज्ञानम्

Unit – 6: विषयः – प्रत्ययानां ज्ञानम्

उद्देश्यम् – प्रसिद्धानां केषाञ्चन प्रत्ययानाम् अवगमनम्, वाक्यनिर्माणे तेषाम् उपयोगिता, ग्रन्थेषु Unit – 7:

विषयः – सन्धिः उद्देश्यम् – सन्धिज्ञानसामर्थ्यं सन्धिविच्छेदसामर्थ्यं च

Unit – 8: विषयः – सुभाषितादीनाम् अवगमनम्

उद्देश्यम् – सरलकथानां पठनाभ्यासः, सरलश्लोकानाम् अवगमनं, पदानाम् अन्वयः

Suggested activities:

Fortnightly sessions for topic based speech in simple Samskrit
Games such as dumb charades, role play, skip the word, chinese whispers in Samskrit

Project:

Write street plays in simple Samskrit and enact
Prepare Samskrit labels for objects in the campus
Prepare instruction charts in Samskrit (like marking the way to SVS, save water, keep silence etc)
Prepare posters to explain simple subhāṣitas (can be collaborated with School of Design beginners)

References:

प्रथमदीक्षा, राष्ट्रियसंस्कृतसंस्थानम्, नवदेहली
अभ्यासपुस्तकम्, विश्वासः, संस्कृतभारती, बेङ्गलूरु
अभ्यासदर्शिनी, जनार्दन हेगडे, संस्कृतभारती, बेङ्गलूरु
हिन्दीसंस्कृतशब्दकोषः, श्रीप्रकाशपाण्डेयः, संस्कृतभारती, नवदेहली
संस्कृतव्यवहारसाहस्री, संस्कृतभारती, बेङ्गलूरु

Indic Philosophy of Life

# of Credits	L-T-P Ratio	Hours
3	3-0-0	45

Course educational objective(s)

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.

Course outcomes

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

Curriculum

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

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

Sanskrit 2

# of Credits	L-T-P Ratio	Hours
3	3-0-0	45

Sanskrit 2

Course Objective(s):

अध्येतृभ्यः संस्कृतभाषया विरचितशास्त्रीयग्रन्थानां पारिभाषिकोपयुक्तीनां परिचयः, ततः स्वयं शास्त्रग्रन्थपठनाय प्रेरणा च

Course Outcomes:

पूर्वसिद्धता – VSF002 Sanskrit-1 इति प्रक्रमस्य पूर्तिः

Curriculum

विषयः – विभक्तीनां प्रयोगाः

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

घण्टाः – 10

विना, अन्तरेण, दूरे इत्यादीनां प्रयोगे विभक्तयः
सति-सप्तमी
विशेषण-विशेष्यभावः (यल्लिङ्गं यद्ववचनं या च विभक्तिर्विशेष्यस्य तल्लिङ्गं तद्वचनं सा च विभक्तिर्विशेषणस्य)

विषयः – समासः

उद्देश्यम् – समस्तपदस्य अर्थावधारणसामर्थ्यवर्धनम्

घण्टाः – 6

समासनिर्णयक्रमः
समासस्य भेदाः (तत्पुरुषः, द्वन्द्वः, बहुव्रीहिः, अव्ययीभावः)
दीर्घवाक्येषु विग्रहः

विषयः – शास्त्रे उपयुज्यमानानां कृत्तद्धितप्रत्ययानां परिचयः

उद्देश्यम् – शब्दकोशानाम् अनवलम्बनेन प्रसिद्धपदानाम् अर्थनिर्णयः, धातुपाठस्य साहाय्येन स्वतन्त्रतया अर्थग्रहणम्

घण्टाः – 10

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

विषयः – वाक्यावगमप्रकारः

उद्देश्यम् – शास्त्रीयवाक्यानाम् अर्थस्य सम्यक्तया ग्रहणम्

घण्टाः – 7

प्रयोगपरिवर्तनम्
आकाङ्क्षापद्धतिः
अन्वयक्रमः
यत्तदोर्नित्यसम्बन्धः
तात्पर्यनिर्णयक्रमः

विषयः – शास्त्रीयविषयोपस्थापनक्रमः

उद्देश्यम् – भाष्यादिव्याख्यानग्रन्थानां सुलभतया अवगमनम्

घण्टाः – 6

उद्देशः लक्षणं परीक्षा
पञ्चभिः अवयवैः निरूपणम्
पूर्वोपक्षोपस्थापनम् (उत्थापिताकाङ्क्षा) / प्रश्नस्य उपस्थापनम् (उत्थिताकाङ्क्षा) –
1. ननु………, अत आह
2. न च…….. वाच्यम्

केचित्/केचित्तु/अपरे/परे/अन्ये

स्यादेतत्
यद्यप्युक्तं ……तन्न
यद्यप्याहुः

यत्तु……आहुः

पक्षान्तरोपस्थापनक्रमः
1. यद्वा
सिद्धान्तोपस्थापनक्रमः
1. एवञ्च
2. इति भावः

इत्यर्थः

वस्तुतस्तु…. आहुः
फलति/फलितोऽर्थः
इति न्याय्यम्

तस्मात्
इति दिक्

हेतूपस्थापनप्रकारः
1. हि
2. अत एव

पञ्चमीप्रयोगः

किञ्च (हेत्वन्तरयोजनम्)

विषयः – पारिभाषिकपदानां परिचयः

उद्देश्यम् – तत्तच्छात्रीयपारिभाषिकपदानां ज्ञानम्

घण्टाः – 15

नव्यन्यायभाषाप्रदीपः
तर्कसङ्ग्रहस्य उद्देशग्रन्थः (न्यायवेदान्तयोः पदार्थज्ञानार्थम्)
व्याकरणे संज्ञाः/सूत्रभेदः
गणितज्योतिषयोः पारिभाषिकपदानि
आयुर्वेदस्य पारिभाषिकपदानि
साङ्ख्ययोगयोः पारिभाषिकपदानि
अर्थशास्त्रस्य पारिभाषिकपदानि
वेदान्तपारिभाषिकपदानि

विषयः – शास्त्रग्रन्थानां पठनाभ्यासः

उद्देश्यम् – शास्त्रग्रन्थानां स्वाध्यायक्रमपरिज्ञानम्

घण्टाः – 6

अर्थशास्त्रादिग्रन्थानां चितभागस्य पठनाभ्यासः

विषयः – सुभाषितादीनाम् अवगमनम्

उद्देश्यम् – सरलकथानां पठनाभ्यासः, सरलश्लोकानाम् अवगमनं, पदानाम् अन्वयः

घण्टाः – 5

चिताः कथाः।
चितानि सुभाषितानि

उपयुक्तपुस्तकानि

प्रथमदीक्षा, राष्ट्रियसंस्कृतसंस्थानम्, नवदेहली
अभ्यासपुस्तकम्, विश्वासः, संस्कृतभारती, बेङ्गलूरु
अभ्यासदर्शिनी, जनार्दन हेगडे, संस्कृतभारती, बेङ्गलूरु
हिन्दीसंस्कृतशब्दकोषः, श्रीप्रकाशपाण्डेयः, संस्कृतभारती, नवदेहली
संस्कृतव्यवहारसाहस्री, संस्कृतभारती, बेङ्गलूरु

Indic Sources 1

# of Credits	L-T-P Ratio	Hours
2	2-0-0	30

General Information about the curriculum

This curriculum offers Shaastric methodologies of Samskrit Shastra texts to obtain the skills to read and analyze them. 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 read and analyze Samskrit Shastra texts. Thorough research has gone into the design of the curriculum.

Program educational Objective(s)

To enable the participants to understand the organization and methodology of Indic sources as per their structural framework.

Course Outcomes

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

Practice of Indic shaastra texts independently to explore contemporary relevance.
Investigate Indic texts for concept search and knowledge mining applications.
Paraphrase Indic shaastra content to novice mainstream-educated audience.

Curriculum

Module I

Indian world view:

What is world according to Indic perspective
Purpose of life (Purushaarthas – the purpose that Indic literature meet)

Module II

Indic knowledge sources:

Ashtaadasa-vidyaasthaanas
Darsanas
Classical literature
- History vs literature
- Rasa as the primary purpose
- Mangalaasaamsana – Message/teaching promoting optimism
Technical literature
Commentarial tradition and reading the original work

Module III

Transmission methods from oral to written:

Oral tradition is the watermark for written tradition (human centric rather than paper centric knowledge tradition)
Methods of paraphrasing a text (śruti-liṅga-vākya-prakaraṇa-samākhyā)
Interpretation of a text – Tātparya-nirṇaya (upakrama-upasaṁhāra-abhyāsa-apūrvatā-phalam-arthavāda-upapatti)
Structural hierarchy and purpose – Sūtra – Bhāṣya – Vyākhyā – Ṭīkā – Ṭippaṇī – Prapaňcikā – Saṅgraha – Kārikā – Vṛtti – Vārtika – Prakaraṇa – Vāda – Khaṇḍana etc.
Features in Indic sources
- Anubandha-catuṣṭaya
- Maṅgalācaraṇa
- Uddeśa-lakṣaṇa-parīkṣā
- Vāda-paddhati
- Nyāya-vākya
- Dṛṣṭānta
- Laukika-nyāya
- Śāstrīya-nyāya
- Adhikaraṇa-racanā
- Discussions on etymology, grammar, apparent contradiction, mild apprehension (mandā śaṅkā)

Module IV

Scientific literature:

Soft sciences – dealing with mind, soul, psychology
Hard sciences – pertaining to world and worldly endeavour
Gleanings of Indic ‘scientific’ sources (Mathematics, Āyurveda, Siddhauṣadha etc.)
Tantrayukti – manuals/tools prescribing how to study the text – e.g. Tantrayukti for Amarakoṣa, Āyurveda, Arthaśāstra, Jyotiṣa etc.

Project topics –

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

Evaluation & Assessment Methods Used

Formative Assessment:

Continuous Evaluation (Continuous Assessment)
100% weightage: 100 marks
Formative Assessment will be based on a continuous comprehensive pattern
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

Tantrayukti, by PV Kane
Nyaya paribhasha Pradeepa by Prof. V.N. Jha

Elective Option 1 Sanskrita prAvINya AbhyAsa mAlA

# of Credits	L-T-P Ratio	Hours
4	4-0-0	60

General Information about the curriculum

This curriculum offers essential usage aspects of Sanskrit language to obtain general proficiency in understanding Sanskrit, fluency in speaking Sanskrit, and vocabulary to think and write in Sanskrit. This course has been designed considering the needs of MSc Vedic Sciences students and their future needs. All the modules discussed in the curriculum are essential and help improve the study of Sanskrit texts. Thorough research has gone into the design of the curriculum.

Program educational Objective(s)

Through Sanskrit proficiency enhancing exercises of graded difficulty levels this course works towards obtaining general proficiency in understanding Sanskrit, fluency in speaking Sanskrit, and vocabulary to think and write in Sanskrit

Course Outcome

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

Understand, think, speak, and write in Sanskrit with better confidence based on evaluation and feedback on the attempted exercises
Read Sanskrit texts by oneself and express one’s thoughts in Sanskrit more effortlessly

Curriculum

Module I

Guided exercises such as reading the paragraph and answering the questions, picture description with keywords, listening to audio and answering the questions, etc

Module II

Guided exercises such as translation of simple passages in usage-based Sanskrit, gradually ascending to translating passages, verses etc. of higher order difficulty

Module III

Non-guided exercises such as essay writing, narrative writing, passage review, expressing opinion, 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

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

Exercises designed by Sanskrit language experts

Elective Option 2 Understanding Technical Terminology of Shaastras – Nyaaya & Miimaamsa

# of Credits	L-T-P Ratio	Hours
4	4-0-0	60

General Information about the curriculum

This curriculum offers an introduction to the technical terminology in Indian Shaastras. This course has been designed considering the needs of MSc Vedic Sciences students and their future needs. All the modules discussed in the curriculum are highly essential and help read technical literature not only in Nyaaya and Miimaamsa but also in other shaastras that use the lingo. Thorough research has gone into the design of the curriculum.

Program educational Objective(s)

Understanding the nature of technical Sanskrit through illustrations from Nyaaya and Miimasaa darshanas

Course Outcome

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

Understand the comparative difference between usage-based Sanskrit and technical Sanskrit
Relate to the specificity of technical Sanskrit and its variations across darshanas and locate the variations based on their definitions

Curriculum

Module I

Technical usage in Nyaaya and their background

Module II

Technical usage in Miimaamsaa and their background

Module III

Comparisons and differences in the meaning of the same terms defines variedly in Nyaaya and Miimaamsaa

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

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

Navyanyaaya Bhasha Pradipa
Adhikaranakaumudi
Nyayakosha

Research Manuscriptology with expertise in 2 scripts

# of Credits	L-T-P Ratio	Hours
4	4-0-0	60

Manuscriptology

General Information about the curriculum

This curriculum offers the Indic approach to critical study of ancient documents with sound theory, methods and knowledge of history, languages, literature, culture, ethnography, anthropology and palaeography. 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 ancient knowledge repositories, languages and scripts. Course Modules would cover a large ground of interdisciplinary themes across literature, history and cultural studies and help in preserving and deciphering the vast treasure of wisdom hidden in the manuscripts..

Thorough research has gone into the design of the curriculum.

Program educational Objective(s)

Understanding the methods of collection, conservation and study of the traditional
knowledge materials like (Palm leaves, papers, cloth, birch bark, etc.) and their cultural
importance.
Enrichment of the unexplored knowledge and conducted research in IKS through the
Manuscriptology
Understanding the importance of Palaeographical study of manuscripts for critical
edition of the texts

Course Outcomes

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

Understand the procedure to identify, preserve and catalog various manuscripts
Sufficiently know the core aspects of manuscriptology including classification of major
Indian scripts, preservation techniques and textual criticism of texts.
Inspire individual collectors, organisations, religious institutions to put their efforts to
preserve the national wealth of manuscripts and the knowledge therein for future
generation.

Curriculum

Module I- Introduction to Manuscriptology: Variants of Manuscripts

Kinds of manuscripts that include information on their forms and content
Style of Composition of Manuscripts

Module II – Palaeography:

Introduction to decipherment of manuscripts, characters and features of different scripts
Overview of the Scripts of India- their origin & development (Brahmi, Sharada,
Tamizh, Nagri, Grantha, Telugu)

Module III – Introduction to Conservation:

Preventive and Curative conservation of palm leaves, paper, etc.
Descriptive Cataloging

Module IV – Introduction to Textual Criticism

Scribal Remarks & Scribal Errors
Understanding the chronological flow through scriptoral peculiarities

Evaluation & Assessment Methods Used
Formative Assessment:

Continuous Evaluation (Continuous Assessment)
40% weightage: 20 marks
Formative Assessment will be based on a continuous comprehensive pattern
There shall be assignments and quizzes

Summative Assessment:

End Term Examination
60% weightage: 30 marks
There shall be an End-term examination of 30 marks

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

Manuscript and Manuscriptology in India, Subodh Gopal Nandi and Projit Kumar Palit
A Bibliography of Palaeography and Manuscriptology, Sweta Prajapati
Introduction to Manuscriptology, R.S. Shivaganesha Murthy
Manuscriptology and Museology, B.R. Bobade
Manuscriptology and Epigraphy of Greater India, Ed. Stephan Hillyer Levitt

Epigraphy

General Information about the curriculum

This curriculum offers the Indic approach to critical study of ancient documents with sound theory, methods and knowledge of history, languages, literature, culture, ethnography, anthropology and palaeography. 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 History from Primary Sources since the importance of the inscriptions lies in the fact that they generally offer information about personages and events of Indian history, about which nothing is known from any other source. Apart from being vital political documents, inscriptions are endowed with great cultural significance. Perhaps there is no aspect of life which is not touched upon in inscriptions.

Thorough research has gone into the design of the curriculum.

Program educational Objective(s)

To study the Bharatiya culture and civilization based on the archaeological and epigraphical sources.
To understand the place and role of various forms of documents, and the means to interpret and arrive at an anthropological conclusion.
Methods to preserve, analyze inscriptions, copper plates and related documents pertaining.
To explore the sites of archaeological importance to augment the cultural history.
To understand the antiquity of Bharat, both in time and space and to study the political, social and economic development using primarily archaeological and epigraphical sources.

Course Outcomes

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

identify graphemes, instruct their meanings, categorize their uses render to dates and national backgrounds, and picture conclusions about the inscription and the writers
bring out how the inscriptions are useful for the reconstruction of political history

Curriculum

Module I- Understanding the Epigrahical perspective built upon a Inscriptions of North and

South India.

Module II – Understanding-

“Key words”, their meanings and their context from the inscriptions.
Case Study of few Sanskrit Inscriptions to understand the-

Education Policy and Institutions
Trade and Commercial transactions
Temple Endowments
Political Institutions
Literary Styles- Gadya, Padya & Nataka

Evaluation & Assessment Methods Used

Formative Assessment:

Continuous Evaluation (Continuous Assessment)
40% weightage: 20 marks
Formative Assessment will be based on a continuous comprehensive pattern
There shall be assignments and quizzes

Summative Assessment:

End Term Examination
60% weightage: 30 marks
There shall be an End-term examination of 30 marks

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

Indian Epigraphy, DC Sircar

South Indian Inscriptions

Uttankita

Dictionary of social, Economic, and Administrative Terms in South Indian Inscriptions, Ed KV Ramesh

NaaTyashaastra - structures in sAhitya & Frameworks of intuition in Vedic sciences

# of Credits	L-T-P Ratio	Hours
4	4-0-0	60

General Information about the curriculum

This curriculum offers insights into the structures of literary exposition and appreciation based on NaaTyashaastra of Bharata Muni. This course has been designed considering the needs of MSc Vedic Sciences students and their future needs. All the modules discussed in the curriculum are essential and help outline the Indian literary and aesthetic worldview. Thorough research has gone into the design of the curriculum.

Program educational Objective(s)

Understand the structure and the śāstra-sadbhāva (governing philosophy) of the Nāṭyaśāstra
Understand the universality of the principles of the Nāṭyaśāstra, thereby gaining the tools required to appreciate any from of art in the world
Comprehend the spiritual tradition of Indian arts as gleaned from the Nāṭyaśāstra

Course Outcome

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

Grasp the purpose of art and literature as envisaged in Natyashaastra
Understand the fundamental building blocks of Indian arts
Use/appreciate the guiding principles of composition, presentation, and stylization of Indian arts

Curriculum

Module I

The structure of the Nāṭyaśāstra and its purpose; the pre-requisites (anubandha-catuṣṭaya) for learning the text.

The responsibilities of artists and connoisseurs as metaphorically enunciated in the Nāṭyaśāstra

Module II

Understanding the Rasādhyāya and the Bhāvādhyāya (sixth and seventh chapters of the treatise), as fundamental to all arts in the world and in particular to Indian arts – poetry, dance, music, sculpture and painting

Module III

Understanding the philosophy of the chapter on Daśarūpakas and Sandhi-prakaraṇam, as guiding principles for composing a literary work or choreography dance and drama
Realistic presentation and stylization in art

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

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

Original Text of the Nāṭyaśāstra with Abhinava-bhāratī (compiled by R.S. Nagar)
English translation of the Nāṭyaśāstra by Manmohan Ghosh
Prekṣaṇīyam, the original work of Shatavadhani Dr. R Ganesh, adapted into English with additional material by Arjun Bharadwaj
Sanskrit Drama – Its Aesthetics and Production by V. Raghavan
Works of Dr. Padma Subrahmanyam and R. Sathyanarayana
Introduction to the Saṅgīta-darpaṇa of Gaurīśvara – critically edited and translated by Arjun Bharadwaj

Intuition – the Indian śāstric perspective – “Intuition” इत्यस्मिन् विषये भारतीय शास्त्रविचारः

# of credits	L-T-P ratio	Hours
2	2-0-0	30

Course Objective(s):

To provide a well-rounded introduction to intuition as a higher-level cognitive mechanism, both from the modern viewpoint and the deeper perspective from the Indian śāstras, as well as an appreciation of the relevance of intuition to the evolution of human society and its future.

Course Outcomes:

Understand the concept of intuition from the modern perspective
Understand the concept of intuition more deeply from the Indian śāstras
Appreciate the intuitive foundation of Indian knowledge systems and society
Appreciate the key role of intuition in human evolution and its future

Prerequisites:

None

Curriculum:

Intuition – motivation and modern perspective – 6 hrs
1. anubandha-catuṣṭayam – what is intuition and why is it relevant? – 1.5 hrs
2. Background concepts – multi-dimensionality and holographic-ness – 1.5 hrs
3. Evidence from quantum physics and neuroscience – 1.5 hrs
4. Intuition as holographic higher-dimensional access – 1.5 hrs

2. Intuition – as per the Indian śāstras – 18 hrs

1. Indian model of knowledge and its unique aspects – 1.5 hrs
2. pramāṇas, śabda-pramāṇa and intuition as yogaja-pratyakṣam – 1.5 hrs
3. śāstric foundation of intuition from sāṅkhya and yoga darśanas – 1.5 hrs
4. sāṅkhya-darśana – core concepts and satkāryavāda – 1.5 hrs
5. sāṅkhya-darśana – puruṣa, prakṛti, triguṇa model – 1.5 hrs
6. sāṅkhya-darśana – 25 tattvas, prasava and pratiprasava – 1.5 hrs
7. yoga darśana – core concepts – citta, vṛttis, samādhi, kaivalya – 1.5 hrs
8. yoga darśana – aṣṭāṅga-yoga – eight aṅgas and their roles – 1.5 hrs
9. yoga darśana – various saṃyamas and intuitive siddhis – 1.5 hrs
10. yoga darśana – holographic intuition as ṛtambhara-prajñā – 1.5 hrs
11. From other śāstras– applied intuition as pratibhā – 1.5 hrs
12. Intuition – samanvaya of modern and śāstric perspectives – 1.5 hrs
Intuition and human evolution – relevance and implications – 6 hrs
1. Intuition and the evolution of Indian śāstras and society – 1.5 hrs
2. Relevance of intuition as a tool for decision making and innovation – 1.5 hrs
3. Intuition and the past and future of human evolution – 1.5 hrs
4. Discussion and conclusion – 1.5 hrs

Sanskrit 3

# of Credits	L-T-P Ratio	Hours
4	4-0-0	60

General Information about the curriculum

This curriculum offers basic grammatical aspects and shaastric terms 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.

Program educational Objective(s)

Understanding Samskrit used in Simple Samskrit Texts

Course Outcome

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

Explain and analyze Shaastra texts written in Samskrit including their technical writing style by oneself

Curriculum

Module I

Raghuvamsha & Champuramayanam

विषयः – रघुवंश-चम्पूरामायणयोः साम्प्रदायिकम् अध्ययनम्

साधारणश्लोकेषु विद्यमानानां पदविभागादीनां परिशीलनम्
पदविभागः
सन्धिः
समासः
प्रत्ययाः

Module II

Methodology to introduce the subject matter in a Shaastra

विषयः – शास्त्रीय–विषयोपस्थापन–क्रमः

भाष्यादि-व्याख्यान-ग्रन्थानां सुलभतया अवगमनम्
उद्देशः लक्षणं परीक्षा
पञ्चभिः अवयवैः निरूपणम्
पूर्वोपक्षोपस्थापनम् (उत्थापिताकाङ्क्षा) / प्रश्नस्य उपस्थापनम् (उत्थिताकाङ्क्षा) –
- ननु………, अत आह
- न च…….. वाच्यम्
- केचित्/केचित्तु/अपरे/परे/अन्ये
- स्यादेतत्
- यद्यप्युक्तं ……तन्न
- यद्यप्याहुः
- यत्तु……आहुः
पक्षान्तरोपस्थापन-क्रमः
- यद्वा
सिद्धान्तोपस्थापन-क्रमः
- एवञ्च
- इति भावः
- इत्यर्थः
- वस्तुतस्तु…. आहुः
- फलति/फलितोऽर्थः
- इति न्याय्यम्
- तस्मात्
- इति दिक्
हेतूपस्थापन-प्रकारः
- हि
- अत एव
- पञ्चमीप्रयोगः
- किञ्च (हेत्वन्तरयोजनम्)

Module III

Introduction to technical terms used in Shastras

विषयः – पारिभाषिक–पदानां परिचयः

तत्तच्छात्रीय-पारिभाषिक-पदानां ज्ञानम्
नव्यन्याय-भाषा-प्रदीपः
तर्क-सङ्ग्रहस्य उद्देश-ग्रन्थः (न्याय-वेदान्तयोः पदार्थ-ज्ञानार्थम्)
व्याकरणे संज्ञाः/सूत्रभेदः
गणित-ज्योतिषयोः पारिभाषिक-पदानि
आयुर्वेदस्य पारिभाषिक-पदानि
साङ्ख्य-योगयोः पारिभाषिक-पदानि
अर्थशास्त्रस्य पारिभाषिक-पदानि
वेदान्त-पारिभाषिक-पदानि

Module IV

Shaastra Self-study – Practice

विषयः – शास्त्र–ग्रन्थानां पठनाभ्यासः

शास्त्र-ग्रन्थानां स्वाध्याय-क्रम-परिज्ञानम्
अर्थशास्त्रादि-ग्रन्थानां चितभागस्य पठनाभ्यासः

Practical structural setup

Sr. No.	Title of Practical activity	No. of Activities
1	Reading Comprehension: Reading of basic prose and poetic literature in Sanskrit and analyzing the words and sentences based on vibhakti, karaka and other grammatical aspects.	2
2	Listening skills: Practice of listening to slokas and stories with their meaning	1
3	PowerPoint Presentation – Practice and Sample Analysis	1
4	Self-study and practice of simple Sanskrit shlokas and stories based padavibhaga, sandhi, samasa, and pratyaya	1
	Total	5

Evaluation & Assessment Methods Used

Formative Assessment:

Continuous Evaluation (Continuous Assessment)
100% weightage: 100 marks
Formative Assessment will be based on a continuous comprehensive pattern
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

प्रथमदीक्षा, राष्ट्रियसंस्कृतसंस्थानम्, नवदेहली
अभ्यासपुस्तकम्, विश्वासः, संस्कृतभारती, बेङ्गलूरु
अभ्यासदर्शिनी, जनार्दन हेगडे, संस्कृतभारती, बेङ्गलूरु
हिन्दीसंस्कृतशब्दकोषः, श्रीप्रकाशपाण्डेयः, संस्कृतभारती, नवदेहली
संस्कृतव्यवहारसाहस्री, संस्कृतभारती, बेङ्गलूरु

Indic Sources 2

# of Credits	L-T-P Ratio	Hours
4	4-0-0	60

General Information about the curriculum

This curriculum offers Mahābhāṣya by Pataňjali as a case for structure and exposition methods in Indic knowledge sources. The following points are intended to be highlighted through the study. 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 structure and exposition methods in Indic knowledge sources. Thorough research has gone into the design of the curriculum.

Program educational Objective(s)

To provide an illustration of the structure of a standard Indic text and to illustrate how to study such texts

Course Outcome

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

Explain and demonstrate Indic shaastra texts independently
Identify the organizational structure of Indic scientific texts and classify them for topical search.

Curriculum

Module I

Usage of simple language and illustration for elucidating domain specific content
- Illustration of Mangala-shloka – 3 types of Mangalas from various texts, Mangalavaada (Tarkasangraha-dipika) – Text reading
- Illustration of Anubandha-catushTaya – Tarkasangraha & 2-3 other shaastra texts

Module II

Presentation style of the Sūtra-bhāṣya literary form
- Illustration of adhikarana-racanA from Brahma-sutra-bhashya
- Interpretation techniques text reading – comparisons of interpretation based on the 5^th (1.1.5) Brahmasutra in the schools of Advaita, ViSishTAdvaita and Dvaita schools
- Introduction to the Anantarya-sangatis in the bhāṣya literature as an interpretative tool

Module III

Components of interpretation
Introduction to Sangati from RAmarudrIyam on MuktAvalI-KArikAvaalI-dinakarIyam with illustrations
Illustration of the six Tātparya-lingas

Module IV

Debates and discussions in the form of discourse between proponent and opponent – Pūrvapakṣa-siddhānta-vāda-paddhati – AnyathAkhyAtivAda from Pratyaksha-tattva-cintAmaNi-vimarSa

Module V

Introduction to Tantrayukti along with illustrations from Ayurveda texts

Module VI

Knowledge tradition as a process in continuum
- Illustration of a SAstra-paramparA (NyAya) – Sutra-bhAshya-vArttika-TIkA etc.
- Illustration of a polemic tradition (Advaita-Dvaita Vedanta) – nyAyAmRta-advaitasiddhi-tarangiNi-candrikA-kaNTakoddhAra etc.

Module VII

Text books in Indic tradition – PrakaraNa-granthas
Study of PaspashAhnikam as a case study
Project topics –
Providing clippings of Shastra texts (Arthashastra, Ayurveda, darshanas etc.) for identifying the particular structure employed in the given context.

Practical structural setup

Sr. No.	Title of Practical activity	No. of Activities
1	Reading Comprehension: Reading Sanskrit shastras and identify the anubandha chatusthaya	1
2	Listening skills: Practice to map anubandha chatushaya by listening to talks, speeches and lectures	1
3	PowerPoint Presentation – Practice and Sample Analysis	1
4	Study of PaspashAhnikam as a case study	1
	Total	4

Evaluation & Assessment Methods Used

Formative Assessment:

Continuous Evaluation (Continuous Assessment)
100% weightage: 100 marks
Formative Assessment will be based on a continuous comprehensive pattern
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

Lele, Tantra Yukti text
Patanjali, Mahabhasyam
Ananam Bhat, Tarka Sangraha
Sadananda, Vedantasara

Foundations and Facets of Ethics

# of Credits	L-T-P Ratio	Hours
2	2-0-0	30

Course Objective(S)

The objective of this course is to enable the learner to understand and make ethical judgement and analysis of actions of self and others on the basis of the foundations of contemporary and Vedic

perspectives regarding ethics

Course Outcomes

To enlighten about how the treasures of ethical understanding available in Vedic literature
help solve the ethical crisis, which the contemporary world citizen has realized to
have landed in
To provide understandings from the Vedic literature parallel to the presently
spreading ethics courses in various academic and professional domains
The Vedic perspective of the philosophical foundations of all profession-specific
ethics such as business ethics, medical ethics, engineering ethics, media ethics and
design ethics
To separate the analytics (siddhaanta) side of Vedic ethics from its normative (vidhi)
side that gives the impression of “religious code”

Curriculum

Foundation of contemporary understanding of ethics:
Foundation of Dāsbodh (Vedic) understanding of ethics
Vaidika and Avaidika views of ethics: Dharma-centric and Lokāyata (Cārvāka) strands of Avaidika
Facets of Dāsbodh (Vedic) understanding of ethics
Connecting various views of Dharma
Ethics as one of the four goals/meanings/purposes of life – 1
Conscience (Antarātmā / Antassākṣī / Manassākṣī)
Ethics as one of the four goals/meanings/purposes of life – 2
Empathy (sahānubhūti and parātmānubhūti aspects)

10. Motivations for ethical action

11. Further intricate aspects of ethics (practical topic)

Dharma-sūkṣma (abstruse aspects of ethics) – practical topic

Elective Option 1 - Jyotisha Basic

# of Credits	L-T-P Ratio	Hours
4	4-0-0	60

This curriculum offers learning of the Jyotisha basics. This is one of vedanga which helps us to understand the meaning of vedas. And also helps us to understand the Indian time calculating system. It is more important for the Indian students to go through this subject because this jyotisha reveals the time and its parts like stars, rashis, grahas. All the basic structure is discussed in this curriculum. These are highly essential and help the student to understand the values of Indian Jyotisham of time and its philosophy.

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.

Practical structural setup

Sr. No.	Title of Practical activity	No. of Activities
1	Reading Comprehension: Reading and understanding abilities of laghujataka of Varahamihira.	2
	Analysing: Understanding the Bhachakra in sky with the help of Indian sky map and recognise the all 27 stars and 12 Rashis.	1
3	PowerPoint Presentation – Individual graha’s characters	10
4	Individual and Group presentation, features of oral presentation	1
5	Group discussion	1
6	Dyadic Communication – Face to Face Conversations	1
	Total	16

Evaluation & Assessment Methods Used

Formative Assessment:

Continuous Evaluation (Mid Term Examination & Continuous Assessment)
40% weightage: 40 marks
Formative Assessment will be based on a continuous comprehensive pattern
There shall be a Mid-term examination of 1 marks, including 10 marks for theory and 05 marks for practical
There shall be an assignment, library work, surprise class test and lecture attendance each of Smarks for Theory and practical journal and practical attendance each of 5 marks for practical as continuous assessment components.

Summative Assessment:

End Term Examination
60% weightage: 60 marks
There shall be an End-term examination of 60 marks, including marks for theory and 30 marks for practical

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 papers, for both Theory & Practical, shall be assessed by the teacher who teaches the course.

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

Elective Option 2 - Mimamsa Basic

# of Credits	L-T-P Ratio	Hours
4	4-0-0	60

General Information about the curriculum

This curriculum offers immersive learning of Mimamsa discipline. It explicitly deals with Padarthas stated in Arthasamgraha. 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 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

Practical structural setup

Sr. No.	Title of Practical activity	No. of Activities
1	Reading Comprehension: Reading commentaries on Mimamsa texts	2
2	Listening skills: listening to shastric talks, speeches and lectures	1
3	PowerPoint Presentation – Practice and Sample Analysis	2
4	Individual and Group presentation, features of oral presentation	1
5	Group discussion	1
6	Self-study and understanding of simple Shastra texts with their commentaries	1
	Total	8

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 an assignment, library work, surprise class test, quiz and lecture attendance

Summative Assessment:

End Term Examination
60% weightage: 60 marks
There shall be an End-term examination of 60 marks with essay type questions to assess their understand and analytical skills

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

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

Elective Option 3 - Vedanta Basic

# of Credits	L-T-P Ratio	Hours
4	4-0-0	60

General Information about the curriculum

Vedanta is a very popular subject of study that attracts patrons from around the globe. The various and varied schools of thought that have their common sources in the Vedic literature and lore present intricacies in interpretation of the texts with different perspectives and hence having a firm foundation in the basics of the tenets of the different schools of Vedanta is essential even if one may have conviction towards only one of them as the schools of thought are built upon the dialectics of each other. This course is designed to provide such foundational background to enable the learners to have clarity going ahead with their study of Vedanta.

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

Practical structural setup

Sr. No.	Title of Practical activity	No. of Activities
1	Reading Comprehension: Reading history of the Vedanta authors and works following their traditional lineage	2
2	Listening skills: stotra literature of the Advaita, Visishtadvaita and Dvaita schools to observe their unique styles and philosophical gleanings through their theological literature	1
3	PowerPoint Presentation – Convergences and divergences in the basic tenets of the different Vedanta schools	1
4	Write a monograph on one of the terms in the Ishopanishad that has varied interpretations in the 3 schools of Vedanta	1
5	Group discussion / debate – Is there a need for a consensual system of philosophy in the Vedic tradition or should they be left as dialectic?	1
6	Dyadic Communication – Face to Face Conversations – Compare and contrast the historical circumstances that facilitated the propounding and propagation of the 3 Vedantic schools	1
7	Self-study and understanding of – What is the spiritual position that the philosophical viewpoints of the schools of Vedanta point to?	1
	Total	7

Evaluation & Assessment Methods Used

Formative Assessment:

Continuous Evaluation (Mid Term Examination & Continuous Assessment)
40% weightage: 40 marks
Formative Assessment will be based on a continuous comprehensive pattern
There shall be a Mid-term examination of 1 marks, including 10 marks for theory and 05 marks for practical
There shall be an assignment, library work, surprise class test and lecture attendance each of 5 marks for Theory and practical journal and practical attendance each of 5 marks for practical as continuous assessment components

Summative Assessment:

End Term Examination
60% weightage: 60 marks
There shall be an End-term examination of 60 marks, including marks for theory and 30 marks for practical

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

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
M Hiriyanna, Isavasyopanisad with commentary of Sri Sankaracharya, Sri Vani Vilas Press, Srirangam, 1911
Dr Yajneshwar S Shastri and Dr Sunanda Y Shastri (Editors), Isavasyopanisad with 51 Sanskrt Commentaries,Parts I & II, Sriyogi Publications, Ahmedabad, 2013

MIT Institute for Indic Knowledge Studies

MSc. Vedic Sciences

Semester II

● Course title	:	Miimaamsa Basic
● Course credits	:	4
● Contact hr.	:	60
● Course mode	:	Elective

General Information about the curriculum

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

Practical structural setup

Sr. No.	Title of Practical activity	No. of Activities
1	Reading Comprehension: Reading commentaries on Mimamsa texts	2
2	Listening skills: listening to shastric talks, speeches and lectures	1
3	PowerPoint Presentation – Practice and Sample Analysis	2
4	Individual and Group presentation, features of oral presentation	1
5	Group discussion	1
6	Self-study and understanding of simple Shastra texts with their commentaries	1
	Total	8

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 an assignment, library work, surprise class test, quiz and lecture attendance

Summative Assessment:

End Term Examination
60% weightage: 60 marks
There shall be an End-term examination of 60 marks with essay type questions to assess their understand and analytical skills

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

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

Internship

# of Credits	L-T-P Ratio	Hours
4	2-0-2	90

Students will be engaged in LIVE projects involving study/review/editing/tagging etc. of Shastra texts forming part of their respective curriculum, working under collaborators of our institute, and engaged in IKS projects.

Syllabus (Year 2)

Semester 3
Semester 4

Indic Thought Model 1

# of Credits	L-T-P Ratio	Hours
4	4-0-0	60

Course Objective(s):

To introduce the Indic method of inquiry of reality, reasoning and theorization

Course Outcomes:

Familiarity with the ontology, metaphysics, epistemology and semiotics in some Indic
thought systems
Exposure to various advanced models of thinking available in Vedic disciplines that
focus on thinking
Foundation in the inter-disciplinary connection among Vedic disciplines in terms of
thinking models
Familiarity with the logical systems working behind the apparently faith-based aspects of Hindu culture
Exposure to the reasoning and analysis techniques of ancient India as parallels to their modern counterparts being taught to students of banking, law, computing and various research methodology courses
Understanding of the thinking methods working behind various subjective and objective Vedic sciences (in a method similar to understanding mathematics and other contemporary logical techniques as the thinking method behind contemporary sciences)

Curriculum:

Nyāya-Vaiśeṣika system of thought

Introduction to Nyāya-Vaiśeṣika system of Indian philosophy
World view of the Nyāya-Vaiśeṣika system of thought
Vātsyāyana’s model of inquiry into truth
Language and reality
Linguistic modeling of the universe
Physical world and psychological world
Nyāya-Vaiśeṣika epistemology
Cognition and knowledge
Nyāya-Vaiśeṣika model of communication

The system of Sāṅkhya

The Sāṅkhya model of creation of the universe
Creation of the physical world (bhūta-sarga)
Creation of the psychological world (pratyaya-sarga)
Model of acquiring knowledge
Model of understanding consciousness

The system of Pūrvamīmāṁsā

Introduction
Classification of Vedic sentences
Further classification
Invocation: Problems and solutions
Principles to decide nomenclature of rites
Negative injunction: Problems and solutions
Narrative sentences: Problems and solutions
Definition of sentence
Principles of text-interpretation

Elective Option 1 Contemporary Issues in Indic Knowledge Studies

# of Credits	L-T-P Ratio	Hours
4	4-0-0	60

Course 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:

Historical understanding of the circumstances that led to the creation of the present Indic
knowledge studies courses
Distinct perspective of Indic knowledge studies
Awareness of various past and present ideological biases to that hampered the traditional
insider’s perspective of Indic knowledge to get into currency
Ability to help a researcher in Indic knowledge locate the possible ideological roots of the ideas in the
books consulted for their research
Have a critical perspective of discerning between pairs of ideas such as science and
technology while approaching ancient texts of Indic knowledge systems

Curriculum

1.1. Modern interest in Sanskrit and Vedas

Encounter of Europeans with Samskrit, Vedas and Indian languages
Philology, its lead into linguistics, ethnology/anthropology, comparative mythology,
comparative literature, etc.
Early philologists of Samskrit
IE family, Proto Indo European, IA sub-family, Samskrit and other IE members
Max Muller, Macdonell and other 19th century scholars

1.2. Critique of the early modern Samskrit studies

Concepts of Euro-centrism, colonialism, Orientalism etc.

2.1. Samskrit in modern Indian educational institutes

Traditional Samskrit studies before the arrival of Europeans
Samskrit in modern schools
Advent of Indian universities
Introduction of Samskrit in Indian universities as a classical language
Departments of Samskrit in the model of departments of other Indian languages

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

Distinction of Samskrit vis-à-vis other languages of language departments
Lack of focus on Indic knowledge systems

3.1. Traditional (Veda, Śāstra) and Samskrit studies during early modern period

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

3.2. Limitations of the traditional system in terms of Indic knowledge studies:

4.1. 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 contemporary relevance of Indic thought
Śrī Aurobindo and his connecting Indic thought to contemporary understanding

4.2. Limitations of Indian renaissance movements in terms of Indic knowledge studies

5.1. National movement: Nationalism: Vedas and Samskrit as roots of Indian national culture

A rejuvenated interest in Vedas, Samskrit and śāstras
Historiography : Nationalist historiography as a counter to colonialist
historiography
Use of Vedas, Samskrit, 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 movement

6.1. Samskrit studies in independent India

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

6.2. Limitations in terms of Indic knowledge studies

of Samskrit universities
of Samskrit in schools and colleges
of Samskrita Bharati, etc.

7.1. Western academic studies focusing on Vedas, Samskrit, etc:

Indology
Samskrit studies
Religious studies around Hinduism
South Asian studies

7.2. Critique of studies biased against India, Vedas, Samskrit etc, in Western academics

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

8. 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.

Elective Option 2 Jyothisha Advanced

# of Credits	L-T-P Ratio	Hours
4	4-0-0	60

General Information about the curriculum

This curriculum offers learning of the Jyotisha Advanced which contains all types of mathematics like algebra, geometry, and graha ganita. This is one of the vedanga which helps us to understand the meaning of vedas. And also helps us to understand the Indian time-calculating system. It is more important for Indian students to go through this subject because this jyotisha reveals the time and its parts like stars, rashis, grahas. Some advanced structures are discussed in this curriculum. These are highly important to understand Indian mathematics.

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

Practical structural setup

Sr. No.	Title of Practical Activity	No. of Activities
1	Reading Comprehension: Reading and understanding abilities of Bhaskaracharya’s Lilavati.	2
2	Analyzing: Understanding the difference between Indian and modern mathematics.	5
3	PowerPoint Presentation – of all types of mathematics	5
	Total	12

Evaluation & Assessment Methods Used

Formative Assessment

Continuous Evaluation (Mid Term Examination & Continuous Assessment)
40% weightage: 40 marks
Formative Assessment will be based on a continuous comprehensive pattern
There shall be a Mid-term examination of 1 marks, including 10 marks for theory and 05 marks for practical
There shall be an assignment, library work, surprise class test, and lecture attendance each of Smarks for Theory and practical journal and practical attendance each of 5 marks for practical as continuous assessment components.

Summative Assessment

End Term Examination
60% weightage: 60 marks
There shall be an End-term examination of 60 marks, including marks for theory and 30 marks for practical

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 papers, for both Theory & Practical, shall be assessed by the teacher who teaches the course.

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

Vedic Aesthetics and Indic Reasoning Framework

# of Credits	L-T-P Ratio	Hours
4	4-0-0	60

General Information about the curriculum

This curriculum offers Vedic Principles of Beauty, Aesthetic experience, style, components of beauty, process of creativity, and aesthetic appreciation. 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 and apply the Vedic Aesthetic concepts in the present context. Thorough research has gone into the design of the curriculum.

Program Educational Objective(s)

● To enable the learner to understand and make aesthetic judgments and analyses of creative works of self and others in areas such as art, design, and architecture based on Vedic aesthetic perspectives.

Course Outcome

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

Identify new models of inspiration for artistic creativity
Explain and Demonstrate the Vedic concepts of aesthetics and creativity; various aspects and theories related to poetics and arts in Indic creative knowledge systems and their extension to contemporary art and design.
Identify new aesthetic guidelines for artistic creativity
Identify and Demonstrate the benefit of ancient Indian explorations of art, beauty, and creativity that are mathematically precise, computably adequate and aesthetically fulfilling at the same time.
Discuss the benefit of aesthetic inquiry towards self-exploration or spiritual attainment (if one could call it so).
Describe and illustrate an understanding of the theoretical underpinnings of therapeutic aspects of art, beauty, and creativity.

Curriculum

Module I

Vedas: View of the beauty of nature and art

Vedas as ‘romantic poetry’, bhāvukatva of mantradraṣṭas, “nānṛṣiḥ kurute kāvyam”, “kaviṁ kavīnām upamas’ravastamam”
Mantras on beauty, art, poet, poetry, imagination, etc.
Roots of later theories in Mīmāṁsā and other Vaidika-darśanas and as such in yajňa etc.

Module II

Upaniṣads:

Brāhmaṇas and Āraṇyakas on the beauty aspects in Veda
“raso vai saḥ”
“ānando brahmeti vyajānāt”

Module III

Classification of sources:

Training manuals: Kaviśikṣā-granthas
Theoretical works: Siddhānta-granthas
Interpretative works: Vyākhyāna-granthas

Module IV

Art-wise classification, mutual connections and scope for extension:

Nāṭya
Kāvya/Kavitva
Nṛtya
Nāṭaka /Rūpaka
Saṅgīta
Śilpa /Vigrahanirmāṇa
Vāstu
Citralekhana
Contemporary extension of each to the arts other than the focus of the work

Module V

Prerequisites of creativity: Kāvyahetus: Pratibhā, Vyutpatti, Abhyāsa:

Pratibhā: definition and various views, theories
Vyutpatti: loka-śāstra-kāvyādy-avekṣaṇa
Abhyāsa:
Relative significance and mutual connection among the three
Extension to all art, all creativity in general

Module VI

Purpose /benefits of poetry (art) Kāvyaprayojanas:

काव्यं यशसे अर्थकृते व्यवहारविदे शिवेतरक्षतये। सद्यः परनिर्वृतये कान्तासम्मिततयोपदेशयुजे।।

Vyavahāravide (khalacaritam etc.) modern view of presentation without instruction
Upadeśa-ānanda (Instruction and delight)
Arthakṛte

Module VII

Mother of all Vedic Aesthetic texts: Nāṭyaśāstra:

Lokavṛttānukaraṇa
Loka-dharmi – Nāṭya-dharmi
Realism in pātrocita

Module VIII

Itivritta (plot) analysis:

Paňcasandhi etc.
Extension to narrative literature, film studies, etc.

Module IX

Kāvyātmā theories:

Rasa theory
Dhvani theory
Rīti theory
Alaṅkāra theory
Aucitya theory
Vakrokti theory

Module X

Alaṅkāras:

Centrality
Classification: Sāmyamūlaka, Atiśayoktimūlaka, Śṛṅkhalāmūlaka etc.
Abundance, naturalism etc. as Alaṅkaras

Module XI

World of Rasa:

Rasa Centrality (Ecstasy of empathy)
Rasaniṣpatti up to Abhinavagupta
Rasasaṅkhyā
First eight and Śānta-bhakti: trivarga-caturthavarga
Rasasamīkaraṇavādas
Rasābhāsa
Rasavaividhya, Rasaparivartana, Rasanirvahaṇa etc.

Module XII

World of Dhvani:

Dhvani ātmā (Vedic science of semantics: abhidhā, lakṣaṇā, vyaňjanā; rūḍha, yoga/yaugika, yoga-rūḍha)
Intricate classification of dhvani varieties
Semantics to Semiotics
Extension to art, design, music, dance, sculpture, architecture etc.

Module XIII

World of Aucitya – short work but big world:

Aucitya as jīvitam
Propriety
Unity
Proportion
Congruence
Matching etc.
Extension to art, design, music, dance, sculpture, architecture etc.

Module XIV

World of Vakrokti: Vakrokti-jīvitam (Creativity)

Sukumāramārga (path of delicacy /fragility as creativity) and Vicitramārga (path of being/doing differently as creativity)
Vakratā (Deviance) as part of Vicitramārga (path of being/doing differently as creativity)

Deviance at the ‘whole’ (of work of art) level
Deviance at the main sub-unit (of work of art) level

iii. Deviance at the ‘syntactic unit’ (of work of art) level

Deviance at the ‘unit of syntax’ (of work of art) level.
Deviance at ‘cellular’ level (of work of art).

Extension to art, design, music, dance, sculpture, architecture etc.

Module XV

Rīti-jīvitam (Style?), Vṛtti, Pāka, Guṇa, Śayyā

Module XVI

Kavisamayas (Poetic conventions):

Conventions of unscientific /unrealistic but aesthetic imaginations of laws of nature

Extension to art and design

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

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

Bharata Muni, Natyashastra
Mammata, Kavyaprakasha
Jagannadha Padita, Rasagangadhara
Vishwanatha, sahityadarpana
Dandi, Kavyadarsha
Rajashekhara, Kavyameemaamsa
Anandavardhana, Dhvanayaloka
Kuntaka, Vkroktijeevitam
Kshemendra, Auchityavichara Charcha

● Course title	:	Indic reasoning framework
● Course credits	:	2
● Contact hr.	:	30

General Information about the curriculum

This curriculum offers an Indic Approach to Robust Reasoning. Science of debate, logic, analyzing statements, write and wrong inference, valid sources of knowledge, proof, logical fallacies, decision-making, critical thinking. 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 understand and apply the Indic methods of reasoning, debating, logic etc., in present context. Thorough research has gone into the design of the curriculum.

Program Educational Objective(s)

● To learn and practice in the modern context, India’s rigorous approach to logical reasoning, the art and science of debate, logic, analyzing statements, write and wrong inference, valid sources of knowledge, proof, logical fallacies, decision-making, critical thinking.

Course Outcome

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

Develop the capability to analyze thought by analyzing language
Develop the art of reasoning and argumentation
Develop rational thinking
Develop the skill of debating based on the rigorous Indic method of Tarka.
Explain and demonstrate the classical Indian intellectual culture of inquiry

Curriculum

Module I

A History of Indian logic

Introducing Indian logic
- Indian Logic: prācīna and Navya Nyaya
The theory of evidence (Pramāṇa)
- Knowing Directly
- Knowing Indirectly
Capturing the universe through language
Communicating through language

Module II

The Indic Approach to Robust Reasoning

Convincing Oneself
The five limbs of structured reasoning (Convincing Others – parārtha anumāna)
- Statement of the thesis (Pratijñā)
- Statement of reason or evidence (Hetu)
- Example (Udāharaṇa)
- Confirmatory sentence/Applicatory sentence (Upanaya)
- Conclusion (Nigamana)
The triple nature of a sound reason or evidence (Hetu)
- Invariable Concomitance (Vyāpti)
- Wheel of reasoning (Hetucakra)
The five types of pseudo-reason or pseudo-evidence (Hetvābhāsa)
- The deviation (savyabhicāra)
- The adverse (viruddha)
- The unestablished or unproven (asiddha)
- The counter balanced (satpratipakṣa)
- The Contradicted (bādhita)
The supportive arguments (Tarka)
Decision-making

Module III

Nature and form of a debate

Preparation for a debate.
The three types of debate; Vāda (An honest debate), Jalpa (Wrangling) and Vitaṇḍā (Cavil)
- Rules of Disqualification in a Debate: The 22 defeat situations (Nigraha-sthāna)
Rules of debate
False rejoinders (Jāti)
Putting forth a contrary argument by using a term willfully in an ambiguous sense (Chala)
The good qualities of a debater; are learning, knowledge, memory, talent or imaginative power, and power to deliver a speech.
Weak points of a debater; are anger, lack of equanimity, fear, lack of memory, and inattention.

Practical structural setup

Sr. No.	Title of Practical Activity	No. of Activities
1	Reading Comprehension: Identifying the limbs of structured reasoning in articles and debates.	2
2	Listening skills: Identifying the limbs of structured reasoning in live debates.	1
3	PowerPoint Presentation – Analyzing modern articles and debates with Indic concepts.	1
	Total	4

Evaluation & Assessment Methods Used

Formative Assessment:

Continuous Evaluation (Continuous Assessment)
100% weightage: 100 marks
Formative Assessment will be based on a continuous comprehensive pattern
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

Basu, B. D. (1913) [Edited]., The Nyaya Sutras of Gotama. Sudhindranatha Vasu, Allahabad. (The Sacred Books of the Hindus, VOL. VIII)
Matilal, B. K. (1998). The Character of Logic in India. Suny Press, NY.
Jha, V. N. (2010). Tarkasangraha of Annambhatta. Chinmaya International Foundation Shodha Sansthan, Kerala.

Ashtadhyayi Pravesha methodology

# of Credits	L-T-P Ratio	Hours
4	4-0-0	60

General Information about the curriculum

This curriculum offers an Introduction to the exposition style of Panini’s Ashtadhyayi. 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 and apply the Indic philosophy of life in present context. Thorough research has gone into the design of the curriculum.

Program Educational Objective(s)

● To enable the participants to understand the structure and content of Aṣṭādhyāyī.

Course Outcome

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

Explain the outline of Asthadhyayi
Identify and demonstrate the anuvritti technique used to arrange the sutras
Identify and demonstrate the technique of stutra framing

Curriculum

Module I

Structure of Aṣṭādhyāyī (अष्टाध्यय्यां स्वरूपम्)

deriving words from the roots (शब्दनिष्पादनप्रकिया)
The Māheśvara sutras (माहेश्वरसूत्राणि)
Types of sutras (षड्विधसूत्राणि)
General introduction to contents of the chapters of Aṣṭādhyāyī (अष्टाध्याय्याः प्रत्येकं अध्याये निरूपिताः विषयाः)
Important structural concepts (स्वरूपसम्बद्धाः प्रधानविषयाः)
- अनुवृत्तिः
- असिद्धत्वम्
- प्रत्याहारः

Module II

Understanding Aṣṭādhyāyī (अष्टाध्यय्याः अवगमनम्)

Important Sañjñās (प्रधानसंज्ञाः)
- वृद्धिः
- गुणः
- संयोगः
- अनुनासिकः
- सवर्णम्
- लोपः
- इत्
- टि
- उपधा
- धातुः
- प्रातिपदिकम्
- तपरः
- पदम्
- अनुबन्धः
- आगमः
- आदेशः
Important Paribhāṣā and their application (प्रधानपरिभाषाः)
- षष्ठी स्थानेयोगा
- यथासंख्यमनुदेशः समानाम्
- स्थानेऽन्तरतमः
- अलोन्त्यस्य
- अनेकाल्शित् सर्वस्य
- ङिच्च
- आद्यन्तौ टकितौ
- मिदचोन्त्यात् परः
- इको गुणवृद्धी
- अचश्च
- तस्मिन्निति निर्दिष्टे पूर्वस्य
- तस्मादित्युत्तरस्य
- पूर्वपरनित्यान्तरङ्गापवादानाम् उत्तरोत्तरं बलीयः

Practical structural setup

Sr. No.	Title of Practical activity	No. of Activities
1	Reading Comprehension: Reading the Maheswarasutras, some important sanjna sutras and Paribhasha stutras	2
2	Listening skills: Practice of listening of Maheswarasurtras and observing the phonetical distinctions	1
3	PowerPoint Presentation – drawing the asthadhyayi structure in a concept map and its demonstration	1
	Total	4

Evaluation & Assessment Methods Used

Formative Assessment:

Continuous Evaluation (Continuous Assessment)
100% weightage: 100 marks
Formative Assessment will be based on a continuous comprehensive pattern
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

व्याकरणचन्द्रोदयः, पञ्चमः खण्डः, चारुदेवशास्त्री,
परिभाषेन्दुशेखरः, नागेशभट्टः
अष्टाध्यायीप्रवेशः, तिलकः एम् राव्
शिक्षाप्रथमक्लृप्तिः, श्रीरमणशर्मा

# of Credits	L-T-P Ratio	Hours
6	2-0-4	150

Indic Thought Model 2

# of Credits	L-T-P Ratio	Hours
4	4-0-0	60

Course Objective(s):

To introduce learners to the ontology, metaphysics, epistemology and semiotics in the Vyakarana Indic thought system

Course Outcomes:

The pursuit of linguistics as a discipline can be a personal introspective endeavor to experience the relationship between the self and the world
Understanding of reality/universe as a language (shabda-brahman)
Understanding of all knowledge as linguistic
The universal applicability of language analysis in Vakyapadiiyam
Vaakyapadiiyam as the book providing the linguistic theory behind Ashtadhyayi
Contemporary applications of ideas such as sphota, pratibhaa, sadhana/karaka from vaakyapadiiyam

Curriculum

A . Background to the study of vAkyapaDiyam as a book of Paninian (VyaakaraNa) system of thought

I. ashTAdhyAyI , cause of its fame as ‘an intellectual monument’:
1. Pre-modern fame; modern fame after the advent of linguistics:
Use of concepts of s’ikshaa, ashTAdhyAyI, etc. in linguistics for a universalist study of ‘language’ as a phenomenon, in studying general features of language; Application of Sandhi, etc. to different languages beyond Samskrit
2. As a marvel of grammaticography (grammar writing methodology):
Techne Grammatike to linguistics brings the west towards vyaakaraNa
Noam Chomsky, TG Grammar: Rule order, Generative and Transformational rules and Lexicon; Comparison with Panini’s rules, rule application order for siddhi (generation?); dhaatupaaTha, gaNapaaTha, their comparison with Lexicon
Fillmore’s Case Grammar; Panini’s kAraka system; Kripasky and Staal: Comparison with Panini’s system of sthaani-vibhakti-kAraka-kArakArtha
Formal systems, context-sensitive grammars, etc; new understanding about ashTAdhyAyI; computational linguistics and newer understanding of ashTAdhyAyI
II. Fame of Bhartrihari and his Vakyapadiyam, independent of ashTAdhyAyI’s fame:
1. Ferdenand De Sassaure, influence of Panini and Bhartrihari on him
2. Sphota and its fame in modern world as Bhartrihari’s own theory
3. Recognition of the influence of Bhartrihari on Dhvani of Anandavardhana and Abhinavagupta’s thought in all the areas of his versatility (including Tantra)
III. Connections between Vakyapadiyam and Ashtadhyayi:
1. Division of Paniniyan tradition into prakriyA (derivational) and aarthika (semantic) books: mahAbhAshya as the combination of the two; separation of the two into grammar and philosophy (spirituality/metaphysics / Vedanta of the grammarians)
2. Bhartrihari’s own assertion of the inseparability, missing the attention of scholars in both traditional and modern studies; Bhartrihari’s own narration of the lineage of his book from sangraha; mahAbhAshya as the sutra by sutra application of the ‘philosophy’ (discipline – specific logical paths) his book as extraction, ’preservation’ and exposition of the ‘philosophy’ (discipline – specific logical paths) breaking the sutra-wise expression of the same in mahAbhAshya
3. (Nagaraj Paturi’s) proofs for the inseparability: samarthah padavidhih; explanation for nirdhAraNa as apAdAna, etc.
4. Search for ‘theoretical foundations’ of ashTAdhyAyI; grammar of a specific language or application of universally applicable theory of language? Kripasky and Staal: claims indicating an underlying theory – Cardona’s contradiction; (Nagaraj Paturi’s) ‘discovery’ of the ‘theoretical foundations’ of ashTAdhyAyI in vAkyapadIyam or (Nagaraj Paturi’s) rediscovery of vAkyapadIyam as the book of ‘theoretical foundations’ of ashTAdhyAyI
5. (Nagaraj Paturi’s) Chomskian explanation for the relation between of ashTAdhyAyI in vAkyapadIyam as continuation of previously identified parallels between AA and Chomsky;
Chomskian adequacies: vAkyapaDiyam as the explanatory theory behind the observational and descriptive work of ashTAdhyAyI
Rationalist / naturalist epistemology and LAD in vAkyapadIyam; pratibhA (innate ‘creativity’) of VP and Chomsky’s ideas; pratibhA-bhAvanA-Agama relation in vAkyapadIyam; itikartavyatA of mImAmsakas, Hari’s rationalist twist (2-146 to 2-152)

B. Paniniyan (Vyakarana) system of thought as in vAkyapadIyam:

I. Introduction to vAkyapadIyam, its structure and organization:
The three kAnDas and their interconnection: Later kAnDas as detailing of the earlier ones
II. vyAkaraNa (VP) thought model-1:
Positions of vAkyapadIyam vis-à-vis nyAya – mImAmsA on the one hand and Vedanta on the other
1. s’abda – artha relation: Various positions
2. abhihitAnvaya – anvitAbhidhAna of mImAmsA: Position of VP
3. nityatva and anityatva of s’abda
4. vis-à-vis Vedanta: Asannam brahmaNas tatra
III. vyAkaraNa (VP) thought model -2
vAkyapadIyam on its own:
1. vAkyArtha as the ultimate reality: pada-varNa, etc. as the concepts for convenience of understanding; prakriti-pratyaya division as the concepts for analytical (grammarian’s ) vyAkraNa (vivichyapradars’ana) convenience, vyavahArah padAs’rayah, that’s why AA generates padas
2. Various understandings of ‘sentence – meaning’ (2-116 to 2-145)
3. sampratyayArtha/bauddhaartha (concept / cognitive meaning) and bAhyArtha (entity) division of bAhyArtha (entity) into sadartha (actual / real) and asadartha (imagined / imaginary) 2-441
4. Cognitive processes of conceiving reality as (a) whole (s) and parts, cognitive process of division of (external) ‘reality’ into entities and superimposition of concepts onto entities
5. Theories of iconicity (form-meaning inseparability) ‘abhijalpam’ (2-127) and the arbitrary relationship between form and meaning (2-428 -436 etc.)
6. ApoddhAra (splitting at various levels), anvayavyatireka analysis technique of words
7. Tools of comprehension: 24 nyAyas (2-77 -83): prasanga etc. More nyAyas (2-84-87): prasajyapratishEdha, paryudAsa, gauNa, vyApti, guru-laghu, angAngi, bahudhAvikalpa, niyama, yogyatA, bheda, padArthavibhAga
8. Divisions of the signified: avaAntara vAkya (2-76), dhAtvartha vyApAra-phala, etc
9. PadakANDa: jAti, dravya, etc. contrast with nyAya-vais’Eshika
10. SAdhana: kAraka

NPTEL/MOOC/ SWAYAM

# of Credits	L-T-P Ratio	Hours
4	4-0-0	60

Elective Option 1 Indic Wellness Systems – Yoga

# of Credits	L-T-P Ratio	Hours
4	4-0-0	60

General Information about the curriculum

This curriculum offers Theory of Yoga and Ashtanga yoga. 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 fundamental concepts of Yoga. Thorough research has gone into the design of the curriculum.

Program Educational Objective(s)

● To introduce the participants to the principles and practice of Aṣṭāṅga-yoga, the Indic knowledge system that propagates holistic living

Course Outcome

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

Explain the terminology used in the Yoga system that describes the holistic wellness system of individuals
Demonstrate the approach of a method-based psychological and spiritual refinement process constituting the Vedic worldview
Explain the theory behind the practices described in the Yoga system and comprehend the significance and efficacy of its methodology

Curriculum

Module I

Principles of Yoga – General introduction to yoga:

Aim and Objectives of Yoga
Four Streams, principles, and importance of Yoga
General introduction to Sankhya philosophy
sources of Yogic principles – Darshanas, Upanishads etc
Introduction to Hatha Yoga

Module II

Yogasūtras

● Samādhi-pāda

Definition of Yoga
Methods to the cessation of citta-vṛttis
Abhyāsa and vairāgya
Obstacles of mind
Methods to overcome the obstacles
Nature of Īśvara
Cittaprasādana – tranquility of the mind
Nature of samādhi
Divisions of samādhi

● Sādhana-pāda

Kriyāyoga, kleśas, avidyā
Aṣṭāṅga-yoga, antaraṅga and bahiraṅga-yoga
- Yamas and Niyamas – basic ethics and discipline of Yogic life
- Āsana – Yogic postures for the stability of the physical body
- Prāṇāyāma – retaining the subtle energy in the body
- Pratyāhāra – introverting the senses
- Dhāraṇa – fixation of the mind on an intended object, Puruṣa
- Dhyāna – contemplation
- Samādhi – merging with the object of dhyāna

● Vibhūti-pāda:

Dhāraṇa, dhyāna and samādhi
Supernatural powers by following saṁyama
Different types of results of the practice of saṁyama
Vibhūtis – an obstacle in the path of samādhi

● Kaivalya-pāda

Five sources of siddhis
Nature of the mind
Nature and reality of the world
Nature of kaivalya

Module III

Haṭhayoga-pradīpikā

● Āsanas

Objective of Haṭhayoga
Lineage of Yogic masters
Misconceptions of Haṭhayoga
Success and failure of Haṭhayoga, yama, and niyama
Āsanas – four meditative Āsanas and others

● Kriyās and Prāṇāyāma

Ṣaṭkriyās
Aṣṭa-kumbhakas
Signs of Haṭhasiddhi

● Mudrās and Bandhas

Four mudrās
Bandhas

● Nādānusandhāna

Levels of Samādhi
Nādānusandhāna-Sādhanā

Practical structural setup

Sr. No.	Title of Practical activity	No. of Activities
1	Reading Comprehension: Reading Patanjal Yogasutras and drawing fundamental concepts of Yoga	1
2	Listening skills: Practice analyzing psychological issues by asking questions to participants according to yoga theory	1
3	PowerPoint Presentation – Practice and Sample Analysis	1
	Total	3

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

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

Iyengar B.K.S.: Light on Patanjala Yoga (New York, Schocken Books, 1994)
Rukmini T.S.: Yoga Vartika of Vijnanabhikshu (Tr.) Vol I, II, III & IV, Munshiram
Manoharlal Pvt. Ltd. New Delhi
Swami Omanandatirtha: Patanjala Yoga Pradeepa, Geeta Press, Gorakhapur, 1994
Swami Anant Bharati: Patanjali Yoga Shasta- a study (Hindi), Swami Keshwananda Yoga
Sangathan, Delhi
K. Taimini: The Science of Yoga, The Theosophical Publishing House, Adyar, Chennai 2005
Haṭhayoga-pradīpikā, Satyananda Saraswati, BSY
Āsanas, Prāṇāyāma, Bandha and Mudrā, Satyananda Saraswati, BSY

Elective Option 2 Meemamsa Advanced

# of Credits	L-T-P Ratio	Hours
4	4-0-0	60

General Information about the curriculum

This curriculum offers immersive learning of Mimamsa discipline. It explicitly deals with Padarthas stated in Manameyadaya. 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 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

Practical structural setup

Sr. No.	Title of Practical activity	No. of Activities
1	Reading Comprehension: Reading commentaries on Mimamsa texts	2
2	Listening skills: listening to shastric talks, speeches and lectures	1
3	PowerPoint Presentation – Practice and Sample Analysis	2
4	Individual and Group presentation, features of oral presentation	1
5	Group discussion	1
6	Self-study and understanding of simple Shastra texts with their commentaries	1
	Total	8

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 an assignment, library work, surprise class test, quiz and lecture attendance

Summative Assessment

End Term Examination
60% weightage: 60 marks
There shall be an End-term examination of 60 marks with essay type questions to assess their understand and analytical skills

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

Ganapati Sastri (Editor), The Manameyodaya of Narayan Bhatta and Narayana Pandita, Trinvandrum, 1912

Elective Option 3 Vedanta Advanced

# of Credits	L-T-P Ratio	Hours
4	4-0-0	60

General Information about the curriculum

The ontological categories of philosophy present the outlook of the school of thought regarding the creation, the creator, and the eternal items of experience. These are elucidated for beginners through the primer texts of the schools of philosophy. In this course, the popular primers of Advaita, Visishtadvaita, and Dvaita schools of thought are explored to comprehend the framework of their ontologies which will aid in engaging with their philosophical doctrines or siddhan

ta-s. Completion of MAE205 – Vedānta Basic is preferable to enroll in this course.

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 Vedanta
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

Practical structural setup

Sr. No.	Title of Practical activity	No. of Activities
1	Reading Comprehension: Reading sections of commentaries on the three primers for further elucidation of intricate topics	2
2	Listening skills: Vaakyaarthas (elucidatory debates) on the primary topics of the 3 philosophical schools	1
3	PowerPoint Presentation – Structural presentation of the ontology of the three schools using concept map or other KR tools	1
4	Write a monograph on one of the topics – cause of world / means of knowledge / state of liberation / types of beings / concept of Paramaatman according to the 3 schools of thought	1
5	Group discussion – The process of self realization in the 3 schools of thought	1
6	Dyadic Communication – Face to Face Conversations – Which school of philosophy appeals the most and why?	1
7	Self-study and understanding of – Vivartavaada, dharmabhutajnana and Svarupa-taratamya	1
	Total	7

Evaluation & Assessment Methods Used

Formative Assessment:

Continuous Evaluation (Mid Term Examination & Continuous Assessment)
40% weightage: 40 marks
Formative Assessment will be based on a continuous comprehensive pattern
There shall be a Mid-term examination of 1 marks, including 10 marks for theory and 05 marks for practical
There shall be an assignment, library work, surprise class test and lecture attendance each of 5 marks for Theory and practical journal and practical attendance each of 5 marks for practical as continuous assessment components

Summative Assessment:

End Term Examination
60% weightage: 60 marks
There shall be an End-term examination of 60 marks, including marks for theory and 30 marks for practical

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

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

Indic Wellness Systems- Ayurveda

# of Credits	L-T-P Ratio	Hours
4	4-0-0	60

General Information about the curriculum

This curriculum offers Fundamental concepts of Ayurveda and its scientific process. 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 different aspects of Ayurveda. Thorough research has gone into the design of the curriculum.

Program 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 student will be able to –

Explain the structure of Ayurveda
Demonstrate the rationale behind Indian medical system
Identify the application of Sankhya and Nyaya-Vaisheshika concepts
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, and its utility in the 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.
The 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 the promotion of health and prevention of diseases. Scope of Rasayana in Geriatrics and Reproductive & Child Health.

Module III

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
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 IV

Chikitsa in Ayurveda

Agadatantram (toxicology)
Bhutavidya (Psychiatry)
Kaumarabhritya (paediatric)
Shalya Tantra (General surgery)
Shalakya Tantra (Opthalmology)

Module V

Promotion of Health in Ayurveda

Health Promotive Aspects of Rasayana (Rejuvenation) & Vajikarana (Aphrodisia)

Understanding the Concept of Bheshaja
Rasayana-Vajikarana Arha & Anarha
Classification of Rasayana & Vajikarana.
Knowledge of Dosha, Dhatu & Mala.
Knowledge of Dhatu Parinamana & Poshana Nyaya.
Detailed knowledge of Shukradhatu, Shukra, Retas, Veerya, Rupadravya, Prashastha Sukra Lakshana, and Sukrasaara Purusha.
Knowledge of Sukravahasrotas, Sukradhara Kalaa.
Concept of Ojas.
Knowledge of Prakriti, Sara & Satwa.
Knowledge of the concept of Agni: all components of Agni, levels of Agnimandya, Agnimandyajanya Vikara.
Principles of Panchakarma and application in Rasayana & Vajikarana

Module VI

A bird’s eye view of Bhrihatrayee & Laghutraye

Brihatrayee
Charaka Samhita
Sushruta Samhita
Asthanga Hridayam
Laghutrayee
Bhavaprakasha
Sarangadhara Samhita
Madhava Nidanam

Module VII

Learning and Teaching Methodologies in Ayurveda 5 hrs

Tantrayukti, Tantraguna, Tantradosha, Tachchilya, Vadamarga, Kalpana, Arthashraya, Trividha Gyanopaya, teaching of Pada, Paada, Shloka, Vakya, Vakyartha, meaning and scope of different Sthana and Chatushka of Brihatrayee.
Introduction and Application of Nyaya (Maxims) – Like Shilaputrak Nyaya, Kapinjaladhikaran Nyaya, Ghunakshara Nyaya, Gobalivarda Nyaya, Naprishtah Guravo Vadanti Nyaya, Shringagrahika Nyaya, Chhatrino Gacchhanti Nyaya, Shatapatrabhedana Nyaya, Suchikatah Nyaya.

Practical structural setup

Sr. No.	Title of Practical Activity	No. of Activities
1	Reading Comprehension: Reading selected portion of Ayurveda and drawing the fundamental concepts behind the Ayurveda Shastra	1
3	PowerPoint Presentation – Practice and Sample Analysis	1
4	Study of thridosha theory and practice	1
	Total	3

Evaluation & Assessment Methods Used

Formative Assessment:

Continuous Evaluation (Continuous Assessment)
100% weightage: 100 marks
Formative Assessment will be based on a continuous comprehensive pattern
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

Krishnatha Sastri, Charakasamhita with Ayurveda Vidyotini Hindi commentary, Choukhamba Sanskrit Samsthan, Varanasi, 2006
Lalchandra ji Vaidya, Sushrusamhita, Motilal Benarasidas, Varanasi 2007
Yadunandana Upadhyaya, Ashtanga 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
6	2-0-4	150