• 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

• 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

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

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

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

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

• 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

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

• • 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

• 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

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

• • Overview of chapterization in Siddhānta-kaumudī 

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

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

• 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

• 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 

• 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 

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

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

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

• 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

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

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

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

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).

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

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

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

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

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

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 

References

1. K K Raja, Mimamsa Contribution to Language Studies
2. V S Abhyankar (Commentator), Sayana Madhavacharya (Author), Sarvadarshanasangraha, Prachya Vidya Samshodhan Mandir, Pune, 1924
3. D V Gokhale (Editor & Translator), Arthasangraha of Laugakshi Bhaskara, Oriental Book Agency, Poona, 1932

Course educational objective(s) 

To study the ajanta-pulliṅga, strīliṅga, bhū-dhātu & edh-dhātu prakaraṇas and Kāraka-prakaraṇa of Siddhānta-kaumudī and Laghu-siddhānta-kaumudī 

Course outcome

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

• Understand word derivation from roots and how meaning of a word is derived                                                                                                  
• Use Prakriti-Pratyaya (root+suffix) model to analyse morphology of words                                         
• Examine usages in different texts using Prakriti-pratyaya (root+suffix) model
• Generate words using the Prakriti-pratyaya (root+suffix) model

Curriculum

Module I

• Pushpa Dikshit – Dhātu-prakaraṇa 

Module II

• Laghu-siddhānta-kaumudī – Ajanta-prakaraṇa 

Module III

• Siddhānta-kaumudī: – Kāraka-prakaraṇa 

References

1. Dr Pushpa Dixit, Ashtadhyayi sahajabodha Parts 1 & 2, Pratibha Prakashan, Delhi, 1999
2. S C Vasu, The Siddhantakaumudi of Bhattoji Dikshita Vol. I
3. S C Vasu, The Siddhantakaumudi of Bhattoji Dikshita Vol. II
4. B K Dalai, Studies in Indian Linguistics, Bharatiya Kala Prakashan, Delhi 2007
5. Pandit G P Mishra (Editor), Laghusiddhantakaumudi

Course educational objective(s) 

To study the basic concepts pertaining to Dramas in Sanskrit based on the Nāṭyaśāstra and to illustratively read parts of a play with original plot (Svapna-vāsavadatta) and one with a renowned plot (Śākuntala).

Course outcome

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

• Understand the framework of drama literature among the classical Sanskrit literary works
• Observe the social diversity depicted through the usage of language, its state of refinement, description of social stature and ways of life of the different characters through a play
• Understand the treatment of a plot by the nāṭyakāra to create an interesting story narration/depiction

Curriculum

Module I

Basics of Sanskrit drama

• Textual Study of Rasa Theory (VI Chapter of Nātya Śāstra) 
• The components of the drama
  • The plot
  • The Hero and The Heroine
  • Pūrvaraṇga
  • Nāndī
  • Sūtradhāra
  • Prastāvanā
  • Viṣkambhaka
  • Arthaprakṛtis
  • Pañca avasthās
  • Pañca-sandhis
  • Vṛittis
  • Aṇka
  • Bharatavākyam

Module II

Vyāyoga type of ūpakam

• Features of Vyāyoga
• Madhyama-vyāyoga
• Appreciation of the several aspects of the Vyāyoga 
• Creative treatment of the plot in the play, language
• Expressions that bring out the sentiments, poetic expressions etc

Module III

Nāṭaka type of Rūpakam

• Features of Nāṭaka
• Abhijñānaśākuntala – IV Act
• Appreciation of the several aspects of the Nāṭaka.
• Creative treatment of the plot in the play, language.
• Expressions that bring out the sentiments, poetic expressions etc.

References

1. G K Bhat, Sanskrit Drama, Karnataka University Press, Dharwad, 1975
2. Brajmohan Chaturveda, Natyashastra
3. https://sanskritdocuments.org/sanskrit/natyashastra/
4. Manomohan Ghosh, The Natyasastra ascribed to Bharata Muni, Asiatic Society of Bengal, Calcutta, 1951
5. K L Joshi (Editor), Natyasastra of Bharata Muni Vol I – IV, Parimal Publications, Delhi, 1989
6. T Ganapati Sastri, The Svapnavasavadatta of Bhasa, Trivandrum, 1912
7. R Bhatta, Kalidasa’s Abhijnana Shakuntalam Act IV, Ram Nairain Lal, Allahabad, 1947 (https://archive.org/details/in.ernet.dli.2015.407596/page/n1)

Course educational objective(s) 

To provide an introduction to Yajurveda and Sāmaveda and to provide illustrations of the mantras of the Saṁhitā, Brāhmaṇa, Āraṇyaka and Upaniṣads of the two Vedas

Course outcome

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

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

 Curriculum

Module I

Yajurveda and Sāmaveda introduction:

• Features of Yajurveda and Sāmaveda
• Internal classification of the Yajurveda and Sāmaveda into Saṁhitā, Brāhmaṇa, Āraṇyaka and Upaniṣad

Module II

Yajurveda and Sāmaveda – Saṁhitās & Brāhmaṇas – Illustrative:

• Selection of Yajus-saṁhitā & Sāma-saṁhitā for reading 
• Selection of Yajur-brāhmaṇa & Sāma-brāhmaṇa for reading

Module III 

Yajurveda and Sāmaveda – Āraṇyakas & Upaniṣads – Illustrative:

• Selection of Yajur-āraṇyaka & Sāma-araṇyaka for reading 
• Selection of mantras from Taittarīya-upaniṣad (Śīkṣāvallī) and Chāndogya-upaniṣad 

References:

1. Devi Chand, The Yajurveda, Sanskrit text with English Translation, 1980
2. Selection of reference to be based on portion selected

Course educational objective(s) 

To provide an introduction to the Nyāya-vaiśeṣika categories evolved in the Navya-nyāya system based on Tarka-saṅgraha

Course outcome

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

• Understand the ontological schema of the universe according to the empirical/realist school of thought in the Indic system
• Observe how definitions are improvised to obtain faultless description of unique features of entities
• Ability to sort and define entities of other knowledge/work domains

Curriculum

Module I

Categories of Nyāya-vaiśeṣika ontology: Based on Tarka-saṅgraha of Annambhaṭṭa

• Dravya
• Guna
• Karma
• Samanya
• Vishesha
• Samavaya
• Abhava

Module II

Definitions of Nyāya-vaiśeṣika ontology: Based on Tarka-saṅgraha of Annambhaṭṭa

Module III

Applications of Nyāya-vaiśeṣika ontology

• Pramana
• Pratyaksha
• Hetvabhasa 

References

1. Athalye and Bodas, Tarkasangraha of Annambhatta
2. V N Jha, Tarkasangraha of Annambhatta
3. Translation by Virupakshananda, Tarka saṁgraha with the Dīpikāof Annambhaṭṭa and Notes, Sri Ramakrishna Math, Madras

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 – 

1. Understanding the nakshatras and grahas.
2. Understanding the basic structure of Indian astronomy and astrology.
3. Understanding the characters of all grahas and their impressions on human.
4. Understanding the Panchanga system on everyday life
5. Understanding the concept of Muhurta.
6. Imagining of bhachakra around earth. 
7. 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.

References

1. Rama R Rao, Jyoutisha-siddhanta-sara, Kalpatharu Research Academy, Bangalore, 1994
2. Dr Gorakh Prasad, भारतीय ज्योतिष का इतिहास, Prakaashan Bureau, Govt. of Uttar Pradesh, 1956
3. Kedaara Joshi (Hindi Commentator), Brihajjaatakam, Motilal Banarsidass
4. N Chidambaram Aiyar (Translator), The Brihat Jataka of Varaha Mihira, Aryan Miscellany, Astrological Series, Madras 1905
5. Dr. Surakanth jha, Brhatsamhita of Varahamihira-1 with Maya and Bhattotpala Vrutti, chaukhamba Sanskrit series office, Varanasi 2012

Course 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 learner will be able to – 

• Explain the distinctions between Ayurveda and other medical systems
• Describe the rationale behind Indian medical system of Ayurveda
• Identify the application of Sankhya and Nyaya-Vaisheshika concepts in Ayurveda
• 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, its utility in 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.
• 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 promotion of health and prevention of diseases. Scope of Rasayana in Geriatrics and Reproductive & Child Health.

Module III

Introduction to 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

References

1. Atridev Vidyalankar, Ayurved kaa brihad itihaas
2. V. Narayanaswami, Origin and Development of Ayurveda (a brief history), Ancient Indian Science of Life, Vol. 1, No. 1, July 1981, pages 1-7
3. K.S. Kannan, Theoretical Foundations of Ayurveda, I-AIM.

Course educational objective(s) 

• To train the student in studying and teaching indic texts from conceptual perspective
• To apply the shastric thinking in studying a new samskrit-shastra text  

Course outcome

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

• Demonstrate application-oriented study of indic shastra texts

Curriculum

NA

Course educational objective(s)

To study the Samāsa-prakaraṇa of Siddhānta-kaumudī, be introduced to the philosophy of Vyākaraṇa along with an overview of the content of Vākyapadīya and the theories of sphoṭa and apoddhāra based on Vākyapadīya 

Course outcome

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

• Explain the philosophy of language that provided the concept of artificial abstraction – apoddhāra based on which Pāṇini formulated his holistic Aṣṭādhyāyī
• Demonstrate the relevance of language and therein grammatical language as a spiritual entity
• Analyze compound words using vyākaraṇa principles

Curriculum

Module I

Laghu-siddhānta-kaumudī: samāsa-prakaraṇa 

Module II

Introduction to philosophy of Vyākaraṇa – Vyāḍi and Bhartṛhari

• Does Pāṇini have a philosophy of language? 
• The Vyākaraṇa tradition of philosophy of language from Vyāḍi to Bhartṛhari and later 
• The philosophy of language of Vyākaraṇa vis-à-vis other major Indic schools of thought 

Module III

Overview of Vākyapadīya of Bhartṛhari 

• A summary of the Brahmakāṇḍa of Vākyapadīya
• A summary of the Padakāṇḍa of Vākyapadīya 

Module IV

• A summary of the Vākyakāṇḍa of Vākyapadīya 
• Vākyapadīya: Selected readings from the text 
• First 25 shlokas (sphoṭa and apoddhāra)

References

1. Pandit G P Mishra (Editor), Laghusiddhantakaumudi
2. B K Dalai, Studies in Indian Linguistics, Bharatiya Kala Prakashan, Delhi 2007
3. J F Staal, A Reader of Sanskrit Grammarians, 1972
4. S K Belwalkar, Systems of Sanskrit Grammar, 1975
5. K K Raja, Indian Theories of Meaning, 1963
6. P K Mujumdar, Philosophy of Language – An Indian Approach, 1970
7. K S Iyer, Bhartrhari, 1969
8. Raghavan Pillai, The Vakyapadiya (Critical text of cantos I & II), Motilal Banarsidass
9. K A Subramania Iyer (Translator), The Vakyapadiya of Bhatrhari (Chapter III), Poona, 1971

Course educational objective(s) 

To provide an insight into the dialectics of kāvyaśāstra through study of Rasagaṅgādhara of Jagannātha Paṇḍita, to learn the features and classification of prose literature in Sanskrit and to study the Gadya and Campū forms of literature illustratively with Kādambarī and Viśvaguṇādarśacampū

Course outcome

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

• Understand and illustrate the classification schema of the theories of poetics through the technical language evolved in the Navya-Nyāya system
• Demonstrating the applicability (samanvaya) of the definitions of poetics through use of different methods provided by the nyAya system of argumentation (pUrvapakSha, and UttarapakSha) with relevant examples
• Critically appreciate the beauty of aesthetics in gadyakAvya (prose) and champU (prose cum poem) kind of poetry

Curriculum

Module I

Dialectics of kāvya-śāstra: [12 hours]

• Rasagaṅgādhara – Section up to and including pratibhā being the kāvya-hetu

Module II

Features and classification of prose literature in Sanskrit

• Fictional and non-fictional prose literature
• Gadya, the touchstone of scholarship 
  • An overview of Gadya and Campū literature composed in Sanskrit
• Kathā vs Ākhyāyikā 

Module III

Kādambarī – Śukanāsopadeśa [15 hours]

• Comprehension of the gadya form of Sanskrit literature

Module IV

Viśvaguṇādarśa-campū – Bhūloka-varṇana [12 hours]

• Comprehension of the campū form of Sanskrit literature

References

1. बलदेव उपाध्याय, संस्कृत साहित्य का इतिहास, शारदा निकेतन, वाराणसी
2. राधावल्लभ त्रिपाठी, संस्कृत साहित्य का अभिनव इतिहास, विश्वविद्यालय प्रकाशन, वाराणसी
3. Winternitz Maurice, Indian Literature (Vol. I – III), Motilal Banarsidass, Delhi
4. Krishnamachariar, History of Classical Sanskrit Literature, Motilal Banarsidass, Delhi
5. Dhananjaya Bhanja, Rasagangadhara (Text with English translation and critical study), Bharatiya Kala Prakashan, 2004
6. Mahakavi Srimad Venkatadhvarin, Vishwagunadarsha Champu, Tukaram Javaji, 1899
7. तारिणीश झा (व्याख्याता), शुकनासोपदेश, रामनारायणलाल अरुणकुमार, इलाहाबाद, 2000

Course educational objective(s) 

To provide an overview of the content of the Atharva-veda and to provide illustrations of sections from the Saṁhitā, Brāhmaṇa, Āraṇyaka and Upaniṣads classified under Atharva-veda.

Course outcome

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

• Explain the structure and classification of Atharvaveda
• Present the content and purpose of practice of Atharvaveda-karmas in the Vedic way of life
• Compare the structural and content-based divergences among the different internal classifications of Atharvaveda through perusal of its illustrations

Curriculum

Module I

Atharva-veda – Introduction and content overview:

• Features of Atharva-veda
• Internal classification of the Atharva-veda into Saṁhitā, Brāhmaṇa, Āraṇyaka and Upaniṣad

Module II

Atharva-saṁhitā & Brāhmaṇa – Illustrative:

• Selection of Atharva-saṁhitā for reading (to be selected)
• Selection of Atharva-brāhmaṇa for reading (to be selected)

Module III 

Atharva-āraṇyaka & Upaniṣad – Illustrative:

• Selection of Atharva-āraṇyaka for reading (to be selected)
• Selection of mantras from Praśna-upaniṣad (to be selected) 

References

1. R L Kashyap, Essentials of Atharva Veda, Sri Aurobindo Kapali Sastry Institute of Vedic Culture, Bangalore, 2004
2. Selection of reference to be based on portion selected

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

References

1. V S Abhyankar (Commentator), Sayana Madhavacharya (Author), Sarvadarshanasangraha, Prachya Vidya Samshodhan Mandir, Pune, 1924
2. M Hiriyanna, The Essentials of Indian Philosophy
3. Dr S Radhakrishnan, The Philosophy of Hinduism
4. Prof R D Ranade, Studies in Indian Philosophy

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

References

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

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

References

1. Pandit Muralidhara Thakura (Notes), The Lilavati – A Treatise on Mensuration by Sri Bhaskaracharya, Sri Harikrishna Nibandha Bhawana, Benaras City, 1938
2. Lavanalal Jha (Hindi Commentator), Lilavati of Bhaskaracharya

Course educational objective(s) 

To study the nature and definition of aspects related to the Aṣṭāṅgas of Yoga

Course outcome

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

• Suggest solutions to the common psychological problems with yogic-lifestyle.
• Categorize people according to their maturity in sadhana.
• Identify the lifestyle-corrections according to yōgasūtraṃ.
• Summarize our indian traditional yogic-practices. 
• Explain aṣṭāngayōga as the background of all karmas

Curriculum

Module I

1. The Sūtras of Sādhanā-pāda of Yoga-sūtras: With support from the commentary Yoga-pradīpikā  

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

Course 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 learner will be able to – 

• Identify the concepts related to seasons from the text Charakasamhita in the section named Sutrasthana
• Analyse the rationale behind Indian medicine preparation as per Ayurveda
• Identify the application of Rasa-Vaisheshika concepts in Ayurveda
• Explain the importance of Ayurveda materia medica in medicine preparation

Curriculum

Module I

Carakasaṁhitā (Sūtra-sthānam)

• Regimen of Hemanta-ṛtu
• Regimen of Śiśira-ṛtu
• Regimen of Vasanta-ṛtu
• Regimen of Grīṣma-ṛtu
• Regimen of Varṣā-ṛtu
• Regimen of Śarad-ṛtu

Module II

Advanced concepts of dravyaguna in ayurveda

• 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 III

Chikitsa in Ayurveda                                      

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

References

1. Priyavrat Sharma, Caraka Cintana
2. Brahmananda Tripathi (Editor), Carakasamhita, Chaukhamba Surbharati Prakashana, Varanasi, 2005
3. 1. Krishnatha Sastri, Charakasamhita with Ayurveda Vidyotini Hindi commentary, Choukhamba Sanskrit Samsthan, Varanasi, 2006
4. Lalchandra ji Vaidya, Sushrusamhita, Motilal Benarasidas, Varanasi 2007
5. Yadunandana Upadhyaya, Asthanga Hridayam, with English commentary, Choukhamba Prakasan, Varanasi 2010
6. Sharma P.V., Introduction to Dravyaguṇa (Indian Pharmacology), Chaukhamba Orientalia, Varanasi 2010

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 Vedantas
• 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

References

1. Swami Nikhilananda, Vedantasara of Sadananda, Advaita Ashrama, Almora
2. Swami Adidevananda, A Hand book on the Philosophy of Ramanuja, Yatindramatadipika by Srinivasadasa, Sri Ramakrishna Math, Madras
3. B Venkatesachar, Tattvasankhyanam of Srimadanandatirthabhagavadpadacharya, Sri Ramakrsnappa Dvaita Vedanta Pathashala, Bangalore, 1954