MA in Sanskrit (Indic Knowledge Systems)

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  • MA in Sanskrit (Indic Knowledge Systems) is a comprehensive Post Graduation program
    offered by MIT IIKS in collaboration with KKSU designed for the 21 st century seeker.
  • This Authentic, Convenient and Customizable program is meant for the smart seeker
    yearning to dive deep into the ocean of knowledge available in the Sanskrit language.
  • This course is specially designed to enable students with no prior academic background in IKS
    research to transform into competent scholars well equipped for rigorous academic study of
    Indic Knowledge embedded in the Sanskrit language.
  • A well-recognized M.A. degree in Sanskrit, with in-depth expertise in a
    specialized field. 
  • A comprehensive curriculum that provides a holistic understanding of all aspects
    of learning Sanskrit right from Vedas to Vyakarana, Sahitya, and other Shastras like
    Yoga, Ayurveda, and Jyotisha in Sanskrit Medium.
  • The Vedic Science Foundations course provides the methodology for accessing
    Shaastra texts for novices in Shaastras to help them assimilate the technical
    components of the Shaastras with the proficiency of a well-trained Shaastric scholar.
  • 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.
  • Immersive learning of Sanskrit in Sanskrit medium is essential for true mastery.
  • Excellent faculty, hand-picked from a global pool per subject.

Program Details

  • 2 Year . Academic Year starts in July 

For those residing outside of India: 

please write to info.iiks@mitpune.edu.in 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 at 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 (Year 1)

Vyākaraṇa 1
# of CreditsL-T-P RatioHours
33-0-045

General Information about the curriculum

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

Course educational objective(s) 

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

Course 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
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
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).
Elective Option 1 - Sanskrit 2
# of CreditsL-T-P RatioHours
44-0-060

General Information about the curriculum

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

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 – 

  1. Explain the Simple Sanskrit Sentences 
  2. Identify Sandhi, Samāsa & some popular suffixes

Curriculum

Module I

Usage of Vibhaktis

विभक्तीनां प्रयोगाः

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

Module II

Samāsa

समासः

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

Module III

Introduction of most commonly used kṛt and taddhita suffixes in Śāstras

शास्त्रे उपयुज्यमानानां कृत्तद्धित–प्रत्ययानां परिचयः

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

Module IV

Methodology to understand sentences

वाक्यावगम–प्रकारः

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

Module V

Bālarāmāyaṇam – 43 ślokas

विषयः – बालरामायणणस्य साम्प्रदायिकम् अध्ययनम्

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

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

  1. प्रथमदीक्षा, राष्ट्रियसंस्कृतसंस्थानम्, नवदेहली
  2. अभ्यासपुस्तकम्, विश्वासः, संस्कृतभारती, बेङ्गलूरु, शतश्लोकी बालरमायणम् च
Elective Option 2 - Contemporary Issues in Indic Knowledge Studies
# of CreditsL-T-P RatioHours
44-0-060

 

General Information about the curriculum

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

Program Educational Objective(s) 

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

Course Outcome

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

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

Curriculum

Module I

Modern interest in Sanskrit and Vedas: 

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

Critique of the early modern Sanskrit studies: 

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

Module II

Sanskrit in Modern Indian Educational Institutes: 

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

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

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

Module III

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

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

Limitations of the traditional system in terms of Indic Knowledge Studies

Module IV

Indian Renaissance and Indic Knowledge Studies: 

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

Limitations of Indian Renaissance Movements in terms of Indic Knowledge Studies

Module V

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

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

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

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

Module VI

Sanskrit studies in Independent India: 

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

Limitations in terms of Indic Knowledge Studies 

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

Module VII

Western Academic Studies focusing on Vedas, Sanskrit etc. 

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

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

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

Module VIII 

Success Stories: 

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

Evaluation & Assessment Methods Used 

Formative Assessment: 

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

Summative Assessment: 

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

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

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

References

  1. Shamsastry, R, Kautilya, Arthashastra, 2016
  2. Vishnu Sharma, Abhinava Rajalakshmi, Panchatantr, Bhargava Pustakalaya, Benares City, 1910
  3. All Educational Policies of India
  4. B.ed. and D.ed. study material on Prospective of Education in India
Research Methodology Manuscriptology with expertise in 2 scripts
# of CreditsL-T-P RatioHours
44-0-060

Manuscriptology

General Information about the curriculum                              

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

Program educational Objective(s) 

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

Course Outcome

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

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

Curriculum

Module I        Introduction to Manuscriptology

Module II       Basic Principles of Critical Editing

Module III     Introduction to Grantha and Sharada Scripts

Evaluation & Assessment Methods Used 

Formative Assessment: 

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

Summative Assessment: 

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

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

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

References

  1. Fundamentals of Manuscriptology by P. Vishalakshi published by Dravidian Linguistics Association, Thiruvananthapuram – 2003.
  2. Introduction to Indian Textual Criticism published by Dr. S. M. Katre for the Deccan College and Research Institute, Poona – 6 – 1954.
  3. Indian Epigraphy and South Indian Scripts by Sivaramamurthi, C, Bulletin of the Madras Government Museum, New Series, General Section, Madras, 1966.   
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.  
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
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 1 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 1 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
Elective 2 Option 1 - Sanskrit 3
# of CreditsL-T-P RatioHours
44-0-060

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

  1. प्रथमदीक्षा, राष्ट्रियसंस्कृतसंस्थानम्, नवदेहली
  2. अभ्यासपुस्तकम्, विश्वासः, संस्कृतभारती, बेङ्गलूरु
  3. अभ्यासदर्शिनी, जनार्दन हेगडे, संस्कृतभारती, बेङ्गलूरु
  4. हिन्दीसंस्कृतशब्दकोषः, श्रीप्रकाशपाण्डेयः, संस्कृतभारती, नवदेहली
  5. संस्कृतव्यवहारसाहस्री, संस्कृतभारती, बेङ्गलूरु
Elective 2 Option 2 - Foundations and Facets of Ethics
# of CreditsL-T-P RatioHours
44-0-060

General Information about the curriculum

This curriculum offers the foundations of contemporary and Vedic perspectives regarding ethics. 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 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 Outcome

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

  1. Explain 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.
  2. Demonstrate the understandings from the vedic literature parallel to the presently spreading ethics courses in various academic and professional domains.
  3. Prepare 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 etc.
  4. Categorize the analytics (siddhaanta) side of vedic ethics from its normative (vidhi) side that gives the impression of “religious code”.

Curriculum

Module I

Foundation of Contemporary understanding of Ethics:

  • Analytical Ethics – an introduction: 
  • Ethics as a branch of philosophy 
  • Ethics and aesthetics as a pair in classical Greek philosophy
  • Areas of -or- approaches to ethics: Ethical norms /Ethical codes Vs Analytical Ethics (Theory of Ethics or Philosophy of Ethics)
    • Analytical Ethics: Pure and Applied Ethics
    • Branches of Pure or General Ethics:
      • Meta-Ethics (Perspectives of Ethics)
      • Normative Ethics (Ethical standards)                                                          
    • Normative Ethics Vs Ethical norms
    • Contemporary Language of Analytical Ethics: 
    • Ethics compared and contrasted with morals, customs, values, folkways, etiquette etc. 
    • Actions: moral-immoral, ethical-unethical, legal-illegal, legal but immoral, moral but unethical etc. 
    • Glossary:
    • Virtue Ethics (classical and modern) 
    • Stoicism
    • Hedonism (Cyrenaic, Epicurean etc.) 
    • Consequentialism: State consequentialism, Teleology or General Consequentialism (including various kinds of Utilitarianism) 
    • Deontology 
    • Pragmatic Ethics 
    • Ethics of Care
    • Role Ethics
    • Anarchist Ethics 
    • Post-modern Ethics etc. 
    • Ethical realism  
    • Ethical cognitivism 
    • Ethical naturalism etc. 

Module II

Vaidika and Avaidika views of Ethics: Dharma-centric and Lokāyata (Cārvāka) strands of Avaidika:

  • Hedonism, ethical nihilism – Vedic version: Lokāyata /Cārvāka: comparison 
  • Dharma as the common axis between Vaidika and Avaidika traditions
  • Comparison of notions of ethics in the Vaidika and Avaidika (Bauddha, Jaina etc.)  dharma traditions
  • Distinct features of ethical ideas of Vedic tradition
  • Vedic idea of Dharma: Ritam, Dharmah, Satyam 
  • Natural Law in the west and India
  • Connection of Ethics to cosmic order
  • Truth in Science and Natural Law 
  • Sṛṣṭidharma, prakṛtidharma = laws of nature – subject matter of natural sciences
    • as independent of human presence 
    • human actions right or wrong 
    • ethical or unethical 
    • as the laws governing the ‘actions’/behaviour of non-human beings
    • as the laws governing the physical, biological aspects of human body  
  • Ṛtam, the cosmic order, law underlying all laws – How Ṛtam relates to Dharma and Satyam (the Truth); (Ṛtam as non-relative (absolute) (deśakālābādhita) Dharma and non-relative (absolute) (deśakālābādhita) Satyam at the same time
  • Śṛuti (the eternal spirit) and smṛti (the time-suited code)
  • Relative (deśakālabaddha) and non-relative (absolute) (deśakālābādhita) Dharma
  • Natural law – manmade law; Dharma – rājājňa (modern constitutions etc.)

Module III

Vedic idea of dharma: various understandings of dharma

  • Ethics as do’s and don’ts: 
  • Dharma as vihita, vidhi and niṣedha
  • Mīmāṁsā view of Dharma: Vidhi and niṣedha 
  • puṇya and pāpa; svarga and naraka; how are they connected to karma: Nitya, naimittika and kāmya (jyotiṣṭomena svargakāmo yajeta)
  • Normative ethics or standards underlying vidhis and niṣedhas: Dāsabodha (Vedic) view
  • Dharma as duty, the deontological aspect of ethics 
  • Dharma as guṇa /lakṣaṇa/svabhāva = characteristic/property
  • Dharma as law
  • Dharma as justice
  • Dharma as charity (paropakāraḥ puṇyāya; pāpāya parapīḍanam)

Module IV

Connecting various views of Dharma

  • Rewards and punishments as the consequence of cosmic order’s sustenance of itself 
  • Individual small in front of the system, organization to cosmos
  • Link between Dharma as guṇa and Dharma as duty; ‘acting as per svabhāva is duty’ presupposes svabhāvas being created as per the requirement of sustenance of universe
  • Svadharma (svaguṇakarmānuguṇa-karma) is ethical and paradharma (karma different from or contrary to svaguṇakarma) is unethical 

Module V

Ethics as one of the four goals/meanings/purposes of life – 1

 (Is it unethical to earn power and wealth or pleasure in general and sexual pleasure in particular?

Or

 Are ethics an obstruction to earn power and wealth or pleasure in general sexual pleasure in particular?)

  • Dharma as a sustainable path to acquire artha and kāma
  • Dharma cannot stand alone other than as a path to acquire something (Dharma cannot be acquired alone just as dharma; acquiring dharma means acquiring artha, kāma etc. in a dhārmic way)
  • Is dharma innate or acquired? Are desire for artha and kāma innate/fundamental (Marx and Freud) and dharma post-natally acquired i.e., not innate? (Super-ego of Freud; ethics making of ruling class by Marx)
  • Innate dharma view in Vākyapadīyam (All the four puruṣārthas are innate)
  • Antarātmā /antassākṣī /manassākṣī etc. (Conscience) in Vedic texts
  • Conscience, conscious or unconscious? Innate or acquired? 
  • Dāsabodha (Vedic) theory is that ethics (dharma) is innate (All the four puruṣārthas are innate) (Evidence from Vākyapadīyam)

Module VI

Conscience (Antarātmā /Antassākṣī /manassākṣī)

  • Conscience or intuitive ethical sensitivity 
  • Antarātmā /antassākṣī /manassākṣī etc. (Conscience) in Vedic texts
  • Is conscience conscious or unconscious? 
  • Is conscience innate or acquired? 
  • Psychological interpretation of puṇya and pāpa, svarga and naraka; lokas and their psychological interpretation; apūrva and pratyavāya; puṇya and pāpa ; svarga and naraka – their connection to conscience
  • Citragupta as antassākṣī; Yama as Dharma
  • Freud’s super ego, his concept of guilt etc. innate-acquired discussion. 

Module VII

Ethics as one of the four goals/meanings/purposes of life – 2

  • Liberation (Mokṣa) (Nirvāṇa in Bauddha and Jaina) and Ethics (Dharma) – their mutual relation 
    • Is ‘not seeking’ or ‘being opposed to’ mokṣa unethical? 
    • Is ethicality essential for mokṣa? 
    • When can mokṣa-centred life be unethical?

Module VIII

Empathy (sahānubhūti and parātmānubhūti aspects) 

  • Empathy as the basis of all ethics (dharma)
  • Confucius quote: Don’t do unto others what you don’t want others to do unto you 

Module IX

Motivations for ethical action:

  • Jňāna: Knowledge of consequences; knowledge of spirit behind the code
  • Āshā: Desire for reward
  • Bhaya: Fear of punishment
  • Code gives consequences – Code given consequences can be real or meant for motivating 
  • Conscience based ethical behavior
  • Empathy based ethical behaviour

Module X

Further intricate aspects of Ethics (Practical topic)

  • Multiple dimensions of Ethics (Dharma) and, Ethical Dilemma (Dharma-saṁśaya):
    • Public dimension e.g., rājadharma and private dimension e.g., pitṛdharma, bhartṛdharma etc. 
    • Cases (narratives) from epics for dharma-saṁśaya (ethical dilemma) and their pariṣkāra (resolution)
    • Real contemporary life examples for the same 

Module XI

Dharma-sūkṣma (Abstruse aspects of Ethics)- (practical topic)

  • Apparent and the real dharma situation 
  • Apparently unethical, actually ethical situations – Cases (narratives) from epics
  • Real contemporary life examples

Evaluation & Assessment Methods Used 

Formative Assessment: 

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

Summative Assessment: 

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

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

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

References

  1. Kautilya, Arthashastra,
  2. Smriti Granthas
  3. Dharmashastra Granthas
  4. Bhagavadgeeta
  5. Upanishad texts
  6. Ramayana and Mahabharatha texts
  7. Laugakshi Bhaskara, Arthasangraha
  8. Gautama Nyayasutras
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)

Vyākaraṇa 3
# of CreditsL-T-P RatioHours
44-0-060

  1. Course educational objective(s) 

  2. 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
Mīmāṁsā Basic
# of CreditsL-T-P RatioHours
44-0-060

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
Elective 1 - Option 1 - Veda 3 - Yajurveda and Sāmaveda
# of CreditsL-T-P RatioHours
44-0-060

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 the portion selected
Elective 1 - Option 2 - Nyāya-vaiśeṣika Advanced
# of CreditsL-T-P RatioHours
44-0-060

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
Elective 2 - Option 1 - Sāhitya: Nāṭaka
# of CreditsL-T-P RatioHours
44-0-060

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)
Elective 2 - Option 2 - Jyotiṣa Basic
# of CreditsL-T-P RatioHours
44-0-060

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
Elective 2 - Option 3 - Āyurveda Basic
# of CreditsL-T-P RatioHours
44-0-060

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.

# of Credits

L-T-P Ratio

Hours

62-0-4150

 

 

Vyākaraṇa 4
# of CreditsL-T-P RatioHours
44-0-060

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
Elective 1 - Option 1 - Sāhitya: Gadya and Campū
# of CreditsL-T-P RatioHours
44-0-060

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
Elective 1 - Option 2 - Vedanta Basic
# of CreditsL-T-P RatioHours
44-0-060

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
Elective 1 - Option 3 - Jyotiṣa Advanced
# of CreditsL-T-P RatioHours
44-0-060

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.
Elective 1 - Option 4 - Āyurveda Advanced
# of CreditsL-T-P RatioHours
44-0-060

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.
Elective 2 - Option 1- Veda 4 - Atharva-veda
# of CreditsL-T-P RatioHours
44-0-060

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
Elective 2 - Option 2 - Mīmāṁsā Advanced
# of CreditsL-T-P RatioHours
44-0-060

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
Elective 2 - Option 3 - Vedanta Advanced
# of CreditsL-T-P RatioHours
44-0-060

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
Elective 2 - Option 4 - Yoga Advanced
# of CreditsL-T-P RatioHours
44-0-060

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
# of CreditsL-T-P RatioHours
62-0-4150

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

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