- The Master’s Certificate in Vedic Sciences – Advanced is meant for students who wish to pursue deeper studies in Indic Knowledge systems and is specially designed for an audience with little exposure to Indian Shāstrās.
- The curriculum is meant 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.
- The course exposes the student to various thought models and darshanās as well as provides a context for IKS studies in today’s modern world.
- A well-rounded and holistic approach that provides a working knowledge of various disciplines of Vedic sciences and equips the student to study a shāstrā independently
- Unique curriculum to enhance understanding of various shāstrās and darshanās to help students look at practical applications to shāstric concepts.
- Strong foundation in Sanskrit to allow the student to approach shāstric texts with confidence
- Facility for remote study to accommodate busy schedules via online classes (both, live and pre-recorded videos), flexible course timings, and delivery model
- Excellent faculty, hand-picked from a global pool per subject
Program details
- 1 Year .
- The academic Year starts in July
Completion of the Master’s Certificate in Vedic Sciences - Foundation
Please write to info.iiks@mitpune.edu.in for details on how to apply to the course.
Syllabus
| # 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
1. Foundation of contemporary understanding of ethics:
2. Foundation of Dāsbodh (Vedic) understanding of ethics
3. Vaidika and Avaidika views of ethics: Dharma-centric and Lokāyata (Cārvāka) strands of Avaidika
4. Facets of Dāsbodh (Vedic) understanding of ethics
5. Connecting various views of Dharma
6. Ethics as one of the four goals/meanings/purposes of life – 1
7. Conscience (Antarātmā / Antassākṣī / Manassākṣī)
8. Ethics as one of the four goals/meanings/purposes of life – 2
9. Empathy (sahānubhūti and parātmānubhūti aspects)
10. Motivations for ethical action
11. Further intricate aspects of ethics (practical topic)
12. Dharma-sūkṣma (abstruse aspects of ethics) – practical topic
| # 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
| # of Credits | L-T-P Ratio | Hours |
|---|---|---|
| 4 | 4-0-0 | 60 |
| # of Credits | L-T-P Ratio | Hours |
|---|---|---|
| 6 | 2-0-4 | 150 |
| # of Credits | L-T-P Ratio | Hours |
|---|---|---|
| 4 | 2-0-2 | 90 |
| # 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
- 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
- Concepts of Euro-centrism, colonialism, Orientalism etc.
- 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
- Distinction of Samskrit vis-à-vis other languages of language departments
- Lack of focus on Indic knowledge systems
- Veda-pāṭhaśālās
- Śāstra-pāṭhaśālās
- Gurukula style education at Guru’s home
3.2. Limitations of the traditional system in terms of 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
- 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
- Samskrit departments of universities to Samskrit universities, Rashtriya Samskrit
Vidyapeethas, etc. - Samskrit and non-governmental initiatives: Samskrita Bharati, PPST Foundation,
Deendayal Research Institute, etc.
- of Samskrit universities
- of Samskrit in schools and colleges
- of Samskrita Bharati, etc.
- Indology
- Samskrit studies
- Religious studies around Hinduism
- South Asian studies
- 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
- 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.
| # 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
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:
- Ferdenand De Sassaure, influence of Panini and Bhartrihari on him
- Sphota and its fame in modern world as Bhartrihari’s own theory
- 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:
- 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)
- 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
- (Nagaraj Paturi’s) proofs for the inseparability: samarthah padavidhih; explanation for nirdhAraNa as apAdAna, etc.
- 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
- (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)
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
- s’abda – artha relation: Various positions
- abhihitAnvaya – anvitAbhidhAna of mImAmsA: Position of VP
- nityatva and anityatva of s’abda
- vis-à-vis Vedanta: Asannam brahmaNas tatra
III. vyAkaraNa (VP) thought model -2
vAkyapadIyam on its own:
- 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
- Various understandings of ‘sentence – meaning’ (2-116 to 2-145)
- sampratyayArtha/bauddhaartha (concept / cognitive meaning) and bAhyArtha (entity) division of bAhyArtha (entity) into sadartha (actual / real) and asadartha (imagined / imaginary) 2-441
- 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
- Theories of iconicity (form-meaning inseparability) ‘abhijalpam’ (2-127) and the arbitrary relationship between form and meaning (2-428 -436 etc.)
- ApoddhAra (splitting at various levels), anvayavyatireka analysis technique of words
- 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
- Divisions of the signified: avaAntara vAkya (2-76), dhAtvartha vyApAra-phala, etc
- PadakANDa: jAti, dravya, etc. contrast with nyAya-vais’Eshika
- SAdhana: kAraka
| # of Credits | L-T-P Ratio | Hours |
|---|---|---|
| 4 | 4-0-0 | 60 |
| # of Credits | L-T-P Ratio | Hours |
|---|---|---|
| 4 | 4-0-0 | 60 |
| # of Credits | L-T-P Ratio | Hours |
|---|---|---|
| 6 | 2-0-4 | 150 |