Master Certificate in Sanskrit - Foundation

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  • The Master’s Certificate in Sanskrit – Foundation is specially designed for students who are from a non-traditional Sanskrit learning background so as to expose them to various aspects around Sanskrit learning. 
  • This course is also a prerequisite for students who are looking to enroll in the MA Sanskrit (IKS) with Research Program offered by MIT IIKS.
  • The course provides a holistic understanding of all aspects of Sanskrit learning including Vyakarana, Nyaya, Sahitya and introduces the learning to concepts around vedic sciences and the Darshanas.
  • A well-rounded and holistic approach that provides a strong foundation for learning shaastras in Sanskrit and provides and platform to enter into higher studies including MA Sanskrit (IKS)
  • Facility for remote study to accommodate busy schedules via online classes (both, live and pre-recorded videos) through a Moodle-based LMS
  • Facility for part-time study via flexible course timings and delivery model. Students have the option to complete the program in 1 year or 2 years.
  • Immersive learning of Sanskrit in Sanskrit medium which is essential for true mastery
  • Excellent faculty, hand-picked from a global pool per subject

Program details

  • Students have the option to complete the program in 1 year or 2 years.
  • The academic year starts in July. 

For those residing outside of India: 

please write to info@hua.edu for details on how to apply to the course

For residents of India:

  1. Fill out the MIT IIKS program registration form
  2. Register for the entrance test – Sanskrit Language Proficiency (SLP):
    • Follow instructions here 
    • Fee is ₹ 500
  3. Optionally, to gain proficiency in Sanskrit, enroll in the Sanskrit-1 course of MIT IIKS to help prepare for the SLP test, if needed.
    • Follow instructions here
    • Fee is ₹ 2000
  4. Take the SLP Test (by May 31)
  5. When notified that you have passed the test and are offered admission, pay the annual fee within a week of receipt of the offer (by June 1). Payment instructions will be included in the admission offer.

In case of any queries please write to info.iiks@mitpune.edu.in 

Syllabus

Introduction to Vedas – वैदिक-वाङ्मयम्
# of CreditsL-T-P RatioHours
33-0-045

Course educational objective(s) 

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

Course outcome

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

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

Curriculum

Module I

Vedas and allied literature:

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

Module II

Categorization and classification of Vedas

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

Module III  

Role of Vedas in paving Indic way of life

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

References:

  1. बलदेव उपाध्याय, संस्कृत साहित्य का इतिहास, शारदा निकेतन, वाराणसी
  2. बलदेव उपाध्याय, वैदिक साहित्य और संस्कृति, वाराणसी
  3. राधावल्लभ त्रिपाठी, संस्कृत साहित्य का अभिनव इतिहास, विश्वविद्यालय प्रकाशन, वाराणसी
  4. Winternitz Maurice, Indian Literature (Vol. I – III), Motilal Banarsidass, Delhi
Vyākaraṇa 1
# of CreditsL-T-P RatioHours
33-0-045

Course educational objective(s) 

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

Course outcome

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

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

Curriculum

Module I

Introduction to Vyākaraṇa

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

Module II

Pāṇini, his predecessors and successors 

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

Module III

Structure of Aṣṭādhyāyī 

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

Module IV

Siddhānta-kaumudī model 

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

Module V

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

References:

  1. J F Staal, A Reader of Sanskrit Grammarians, 1972
  2. S K Belwalkar, Systems of Sanskrit Grammar, 1975
  3. Mangaladeva Shastri (Translation), Rgvedapratisakhya, 1931
  4. K K Raja, Indian Theories of Meaning, 1963
  5. S S Dange, Aspects of Speech in Vedic Ritual
  6. G Cardona, Panini
  7. Siddheswar Varma, Phonetic Observations of Ancient Indian Grammarians
  8. Pandit Ananta Sastri Phadake, The Kashika, The Choukhamba Sanskrit Series, 1931
  9.  
Sāhitya – Landscape
# of CreditsL-T-P RatioHours
33-0-045

Course educational objective(s) 

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

Course outcome

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

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

Curriculum

Module I

Indic literary landscape – kāvya & kāvyaśāstra 

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

Module II

Categorization and classification of kāvya into its types etc. 

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

Module III

Introduction to the components of kāvya-śāstra 

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

Module IV

Rāmāyaṇa and Mahābhārata – Illustrative (one adhyāya from each) 

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

References:

  1. Rangacharya Raddi (Editor), Kavyadarsha of Dandin, BORI, Pune, 1938
  2. Mahabharata with Hindi Translation, Gita Press Gorakhpur
  3. Pusalker, Studies in Epics and Puranas
  4. राधावल्लभ त्रिपाठी, संस्कृत साहित्य का अभिनव इतिहास, विश्वविद्यालय प्रकाशन, वाराणसी
  5. Dasgupta & De, History of Sanskrit Literature
  6. TR Krishnacharya, TR Vyasacharya, TR Srinivasacharya (Editors), 
  7. Valmiki Ramayana (Critical Edition) Aranyakanda 3 with the commentary of Sri Govindaraja, Madhva Vilasa Book Depot, Kumbhakonam, 1911
  8. TR Krishnacharya, TR Vyasacharya (Editors), Srimanmahabharatam, Vanaparva III, Madhva Vilasa Book Depot, Kumbhakonam, 1908
Vedic Science Foundations
# of CreditsL-T-P RatioHours
33-0-045

Course educational objective(s) 

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

Course outcome

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

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

Curriculum

Module I

Indic sources – How to study? 

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

Module II

Introduction to the systematic structures of Vedic science literature 

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

Module III

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

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

References

  1. Prof Rajaram (Translator), Nyayasutra with Nyayabhashya, 1921
  2. V N Jha, Contribution of Nyaya System to Indian Thought Structure
  3. M Hiriyanna, Outlines of Indian Philosophy
  4. W.K. Lele, The Doctrines of Tantryukti (Chaukhamba Surabharati  Prakashana, Varanasi-1981).
Nyāya-vaiśeṣika Basic
# of CreditsL-T-P RatioHours
33-0-045

Course educational objective(s) 

To provide a brief introduction of the tradition of Nyāya system of thought and study the categories of the Nyāya ontology based on the Nyāya-sūtra of Gotama

Course outcome

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

  1. Describing the evolving nature of technical Indic knowledge systems that spelled widespread influence on other knowledge systems 
  2. Analysing the cognition-centric approach in Indic knowledge systems which emphasized on logical validation and proposed mechanisms of expression to it
  3. Illustrating the classification schema in the Nyāya system and work on applying it in other spheres of knowledge/content/system
  4. Demonstrating the Methods of Argumentation (Vāda, Jalpa and Vitandā)

Demonstrating Ways of Knowledge (pratyakṣa, anumāna, upamāna and śabda)

Curriculum

Module I

Introduction to the tradition of Nyāya and its later merger with the Vaiśeṣika school of thought:

  • Nyāya as an Āstika-darśana 
  • The old school of Nyāya
  • The Navya-nyāya pramāṇa-śāstra and ontological merger with the Vaiśeṣika school

Module II

Categories of the Nyāya ontology: Based on Nyāya-sūtra of Gotama

  • Nyāya-sūtras from chapter 1 up to and including chapter 4

Module III

Definition and examples of elements 

  • Pramana, Prameya, Samshaya… for all the sixteen elements

Module IV

Application of the concepts

  • Pramana
  • Samshaya
  • Hetvabhasa 
  • Vada

References:

  1. Prof Rajaram (Translator), Nyayasutra with Nyayabhashya, 1921
  2. V N Jha, Contribution of Nyaya System to Indian Thought Structure
  3. M Hiriyanna, Outlines of Indian Philosophy
Vyākaraṇa 2
# of CreditsL-T-P RatioHours
33-0-045

Course educational objective(s) 

To study the sañjñā, paribhāṣā and pañca-sandhi prakaraṇas of Siddhānta-kaumudī

Course outcome

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

  • Compare the convergences and divergences between the Aṣṭādhyāyī and Siddhānta-kaumudī models and explain the rationale of such modelling
  • Demonstrate the computational modelling of the sutras in a specific phonetic application
  • Identify and make conjunctions in Sanskrit usage based on the study of the sandhi-sūtras studied herein

Curriculum

Module I

  • Laghu-siddhānta-kaumudī: Sañjñā-prakaraṇa 

Module II

  • Laghu-siddhānta-kaumudī: Paribhāṣā-prakaraṇa

Module III

  • Laghu-siddhānta-kaumudī: Pañca-sandhi-prakaraṇa

References:

Pandit G P Mishra (Editor), Laghusiddhantakaumudi

  1.  
Sāhitya - Padya
# of CreditsL-T-P RatioHours
33-0-045

Course educational objective(s) 

To learn about the purpose and basics of Sanskrit poetics and study illustratively the prasaṅga type of poetry with Raghuvaṁśa and the muktaka type of poetry with Nītiśatakam

Course outcome

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

  • Review a literary work based on the knowledge of theories of poetics that explain the technicalities to evaluate and better appreciate the literary work
  • Understand the various potencies of words and how their signification of meaning is the kavi’s master stroke in literary work
  • Enjoy reading context-based and non-context-based literature

Curriculum

Module I

Basics of Sanskrit poetics

  • Kāvyaprakāśa – Ullāsa 1 
    • Purpose and causes of poetry
    • The variants of poetry – best, mediocre, worst

Module II

  • Kāvyaprakāśa – Ullāsa 2
    • Types of potencies of words in giving rise to meaning

Module III

  • Kumārasambhava- Sarga 5 – 20 ślokas (30 to 50)
    • Study of Kumarasambhava mahākāvya sarga 5 along with commentary of Mallinātha to appreciate the various poetic aspects of the work of Kālidāsa

Module IV

  • Nītiśataka (20 ślokas)
    • Mūrkha-paddhati 
    • Vidvat-paddhati
  •  

References:

  1. Dr Ganganath Jha (Translator), Kavyaprakasha of Mammata, Bharatiya Vidya Prakashan, Varanasi
  2. M R Kale (Translator), Raghuvamsha of Kalidasa, Gopal Narayen & Co., Mumbai
  3. K M Joglekar (Translator), Bhartrihari, Niti and Vairagya Shatakas, Oriental Publishing Company, Mumbai, 1911
Elective Option 1 - Veda 2 - Ṛgveda
# of CreditsL-T-P RatioHours
33-0-045

Course educational objective(s) 

To provide an overview of the content of the Ṛgveda and the arrangement of the mantras into maṇḍalas and to provide illustrations of sections from the Saṁhitā, Brāhmaṇa, Āraṇyaka and Upaniṣads classified under Ṛgveda

Course outcome

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

  1. Comprehending the structure and classification of Rigveda
  2. Understanding the content and purpose of practice of Rigveda in the Vedic way of life
  3. Comparing the structural and content based divergences among the different internal classification of Rgveda through perusal of illustrations.

Curriculum

Module I

Ṛgveda maṇḍala arrangement and content overview:

  • Arrangement of mantras 
  • in the daśa-maṇḍala system
  • in the aṣṭaka system
  • Ṛṣis attributed to sections of Ṛgveda
  • Devatās of the Ṛgveda
  • Chandas of Ṛgveda mantras – an overview
  • Overview of contents of Ṛgveda

Module II

Ṛk-saṁhitā & Brāhmaṇas – Illustrative:

  • Internal classification of the Ṛgveda into Saṁhitā, Brāhmaṇa, Āraṇyaka and Upaniṣad
  • Selection of Ṛk-saṁhitā for reading – Nāsadīya-sūkta (10.129)
  • Selection of Rg-brahmana for reading – Dvitīya-pañcikā, Aitareya-brāhmaṇa

Module III 

Ṛg-āraṇyakas & Upaniṣads – Illustrative:

  • Selection of Ṛg-āraṇyaka for reading – 1 & 2 mantras Tṛtīyādhyāya, Aitareya-āraṇyaka
  • Selection of mantras from Aitareya-upaniṣad – 1 & 2 khaṇḍas of adhyāya 1

References:

  1. D K Tamhankar, Essays on the Rgveda, Poona, 1932
  2. Vaidika Samshodhana Mandala, Poona, Rgveda-samhita with the Commentary of Sayanacharya Parts 1 – 4, 1946
  3. Martin Haug, The Aitareya Brahmanam of the Rig Veda, Vol. I, Government Central Book Depot, Bombay, 1863
  4. http://vedicreserve.mum.edu/aranyaka/aitareya_aranyaka.pdf
  5. Yamunashankar Pancholi (Editor), Aitareyopanishad, Navalkihore Munshi, Lucknow, 1906
Elective Option 2 - Yoga Basic
# of CreditsL-T-P RatioHours
33-0-045

Course educational objective(s) 

To introduce the ontology of the Yoga system of thought based on the Samādhi-pāda of the Yoga-sūtras of Patañjali

Course outcome

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

  • Understanding the different schools of yoga.
  • Understanding the basic structure of yogashastra.
  • Basic knowledge of Darshana-shastra

Curriculum

Module I 

Introduction to Yoga-darśana

  • Darśanatva and Śāstratva of Yoga
  • Place and role of Yoga

Module II

Samanvaya with other Śāstras

  • Sāṅkhya
  • Vedānta
  • Āyurveda
  • Haṭha and Tantra

Module III

Samādhi and Sādhanā Pāda-s 

  • Citta-bhūmi, Citta-vṛtti, Citta-vikṣepa, Citta-parikarma
  • Abhyāsa and Vairāgya
  • Nature and levels of Samādhi
  • Concept of Īśvara and OṄKĀRA
  • Categories of Yogins (aspirers)
  • Ṛtambhara-prajñā
  • Kriyā-yoga and Kleśas
  • Kriyā-yoga and Kleśas
  • Karmāśaya, Puṇya-apuṇya
  • Caturvyūha – Heya, Heyahetu, Hāna and Hānopāya
  • Categories of 25 Tattvas
  • Puruṣa – Prakṛti
  • Saptajñāna-bhūmi
  • Aṣṭāṅga-yoga

Module IV

Vibhūti and Kaivalya

  • Bahiraṅga-antaraṅga-yoga
  • Three Pariṇāmas (transformation)
  • Vibhūtis
  • Five sources of Siddhis
  • Four types of Karma
  • Nature of Citta
  • Pratiprasava

References:

  1. Pandit Dhundhiraj Sastri, The Yogasutram by Maharsi Patanjali with the Yogapradipika commentary by Pandit Baladeva Misra, The Kasi Sanskrit Series No. 85, Jai Krishnadas Haridas Gupta, 1931
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