M.A. in Sanskrit

Enroll in our M.A. in Sanskrit program, an authentic and customizable course offered in the Sanskrit medium. Designed to provide students with the necessary competence and skills for the rigorous academic study of the Indic Knowledge System, this program is convenient and flexible to meet your needs. Boost your career prospects with a deep understanding of the Sanskrit language and its rich cultural heritage.

2, 3, 4 year engagement modes

MIT IIKS, in association with Hindu University of America, announces the launch of M.A. in Sanskrit designed for 21st century seekers. 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.

Are you

  • a professional looking for Indic insights in arts, sciences or management?
  • a seeker of truth and meaning in life from Indic perspective?
  • an Indian searching for your Indic roots?

If yes, then the MA in Sanskrit program is your authentic gateway to the Indic dimension.

To transform the growing number of Sanskrit e­­nthusiasts worldwide into competent scholars well-equipped for rigorous academic study of Indic knowledge embedded in the Sanskrit language, in the following manner

  • Become an expert in Sanskrit – The key to ancient Indian knowledge
  • Gain direct access to Indic source texts – Become an authentic exponent
  • Establish the foundations for original study and research in Indic knowledge systems

M.A. Sanskrit program of MIT IIKS addresses the intellectual as well as logistical gaps to transform Sanskrit enthusiasts into scholars. Specifically, it offers a blend of guided and self-paced study for their convenience with the rigor of a university degree. It also offers a choice-based credits model with a variety of Indic knowledge streams to choose from as part of a formal master’s program.

A growing number of individuals worldwide, both Indians and others, are fascinated by the Sanskrit language, partly due to their cultural affinity and partly due to Sanskrit’s importance for studying Yoga, Āyurveda, spirituality and other Indian sciences. After learning basic Sanskrit, they like to get a working knowledge of the literary, spiritual and scientific literature in that language, and hence look for a formal master’s degree that is well-recognized for further career options. They also prefer to use that knowledge to apply it in modern contexts.

However, many of them are working professionals or homemakers for whom it is not convenient to physically attend a regular university ecosystem full-time. Though several universities offer M.A. in Sanskrit through distance learning mode, the logistics and bureaucracy involved therein present major hurdles to passionate individuals in pursuing it. Finally, their syllabus does not offer the new breed of students with the choice that they wish to pursue in specific fields in an application-oriented manner. Today, Sanskrit is primarily taught in universities as a literary language; but not as a medium for Indic scientific studies. The master’s programs offered by MIT IIKS and HUA aim to get over these lacunae.

  • Students of mainstream education
  • Working professionals interested in the study of Indic knowledge systems
  • Those seeking the meaning of life from the Indic perspective
  • Indians searching for their Indic roots
  • A well-recognized M.A. degree in Sanskrit, with in-depth expertise in a specialized field
  • Focus on practice-oriented study of Indic knowledge, with solid foundation to conduct quality research
  • Facility for remote study to accommodate busy schedules via online classes (both, live and pre-recorded videos)
  • Facility for part-time study via flexible course timings and delivery model
  • Immersive learning of Sanskrit in Sanskrit medium which is essential for true mastery
  • Block teaching for effective learning – 2 subjects taught in parallel at a time
  • Excellent faculty, hand-picked from global pool per subject
  • Feedback based assessment that uses evaluation as a knowledge empowerment tool
  • Orientation for independent study of a subject of interest as a base for further research, through a term project

Program Details

The following 2 delivery options are available:

  • MA degree in Sanskrit (Recognized by Kavikulaguru Kalidasa Sanskrit University, Ramtek, India)
  • Masters’ Certificate in Sanskrit (Certified by MIT IIKS)

Please note: Those who choose the 2-year or 3-year engagement modes are eligible for enrollment in the MA Degree. Those who wish to opt for the 4-year engagement mode have to enroll for the Master’s Certificate.

Details at a glance

Student intake:

  • Minimum 10, maximum 50 per batch, admissions underway for August semester
  • Admissions transferred to next year if minimum # of admissions not received

Course delivery mode:

  • Medium of instruction: Predominantly Sanskrit, for access to native thought, with some English
  • Lectures: 6.30 – 8 am IST, Monday-Saturday
  • Online classes (mix of recorded and real time video lectures) via web conferencing and web-based LMS (common to both MA Degree and Master’s Certificate)
  • Evaluation (60% external, 40% internal): Online assignments & quizzes every 2 weeks via LMS, term projects with a report or essay for final evaluation
  • Exams in December and May 
  • Bachelor’s degree in any discipline
  • Aged 20 years and above
  • Passed MIT IIKS’ Sanskrit Language Proficiency (SLP) Test with a minimum score of 70%
    • MIT IIKS offers a preparatory 2-credit (1-month) online course called Sanskrit-1: Thinking in Sanskrit to help pass SLP Test
    • Tests the ability to understand spoken (conversational) Sanskrit, reading comprehension and analysis of ślokas
    • Alternatively, a student can learn basic Sanskrit through Saṁskṛta Bhāratī or other means
  • Admission based on a phone interview

An online Samskrit Language Proficiency Test and an optional phone interview (at the discretion of MIT IIKS).

For those residing outside of India: 

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

For residents of India:

  1. Fill the MIT IIKS program registration form
  2. Register for the entrance test – Sanskrit Language Proficiency (SLP):
    • Follow instructions here 
    • Fee is ₹ 500
  3. Optionally, to gain proficiency in Sanskrit, enroll in the Sanskrit-1 course of MIT IIKS to help prepare for the SLP test, if needed.
    • Follow instructions here
    • Fee is ₹ 2000
  4. Take the SLP Test (by May 31)
  5. When notified that you have passed the test and 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.

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

Start Date: Sem-1 starts on Mid July 

  • Program Duration: Full-time mode
    • 80 credits spread over 2 years / 4 semesters @ 20 credits or 4 subjects per semester
    • Semester 1: Mid July – Mid December
    • Semester 2: First Week of January  – Mid May ; Final exam in the last 15 days
    • Course load: 20 hours / week
  • Program Duration: Part-time mode
    • 80 credits spread over up to 3 years / 6 semesters @ 12 credits or 3 subjects per semester
    • Course load: 10-12 hours / week
  • Program Duration: Part-time mode
    • 80 credits spread over 4 years / 8 semesters @ 10 credits or 2 subjects per semester
    • Course load: 10 hours / week

Curriculum

Curriculum Outline

Program designers: 1) Prof. Shrinivasa Varakhedi, Vice-chancellor, Kavikulaguru Kalidas Sanskrit University, Nagpur; 2) Dr. Vaishnavi Nishankar, Associate Director Academics MIT IIKS and 3) Dr. Sai Susarla, Director, MIT IIKS

Mandatory Subjects (13 slots):

·         Intro to the Vedas (1 course)

.         Vedic Science Foundations (1 course)

·         Vyakarana (4 courses)

·         Sahitya (4 courses)

·         Nyaaya-vaisheshika (1 course)

.         Miimaamsa (1 course)

.         Vedanta (1 course)

·         Term project (final semester)

Elective Subjects (3 slots):

In 2nd, 3rd and 4th semesters

·         Veda streams: Rig, Yajus, Sama and Atharva Veda

.          Shaastra streams

Course Summaries

Assuming 15 work weeks per semester and 1 credit equals 15 hours of effort

 Course codeCourse Name# of credits (US)Total Hours# of credits (others)L-T-P
ratio
Total HoursCourse Overview
1MAM101Introduction to Vedas34553-0-2105

·         Introduction to Indic knowledge landscape

·         Role of Vedas in paving Indic way of life

·         Categorization and classification of Vedas

MAM102Vyākaraṇa 134552-1-275

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

·         Pāṇini, his predecessors and successors

·         Structure of Aṣṭādhyāyī

·         Siddhānta-kaumudī model

MAM103Sāhitya – Landscape34553-0-2105

·         Indic literary landscape – kāvya & kāvyaśāstra

·         Categorization and classification of kāvya into its types etc.

·         Introduction to the tradition of kāvyaśāstra & its components

·         Rāmāyaṇa and Mahābhārata – Illustrative (one adhyāya from each)

MAM104Vedic Science Foundations34553-0-2105

·         Indic sources – How to study?

·         Introduction to the systematic structures of Vedic science literature

·         Role and utilization of structures of śāstra exposition in interpreting the śāstra

 Total in semester 112
 20   
2MAM201Nyāya-vaiśeṣika Basic34553-0-2105

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

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

 MAM202Vyākaraṇa 234552-1-275·         Siddhānta-kaumudī – sañjñā, paribhāṣā and pañcasandhi prakaraṇas
MAM 203Sāhitya – padya34553-0-2105

·         Kāvyaprakāśa – Ullāsa 1 & 2

·         Raghuvaṁśa Sarga 1 (selections)

·         Nītiśatakam – 2paddhatis

MAE201 – MAE205Elective 134553-0-2105

Options –

·         Ṛgveda

·         Jyotiṣa Basic

·         Yoga Basic

·         Āyurveda Basic

·         Vedānta Basic

Details in detailed syllabus

 Total in semester 212
 20   
3MAM301Mīmāṁsā Basic34553-0-2105

·         Introduction to the tradition of Pūrva-mīmāṁsā

·         Categories of Pūrva- mīmāṁsā ontology: Based on Arthasaṅgraha of Laugākṣi Bhāskara

·         Study of complete text of Arthasaṅgraha

MAM 302Vyākaraṇa 334552-1-275

·         Pushpa Dikshit – Dhātu-prakaraṇa (15 hours)

·         Laghu-siddhānta-kaumudī – Ajanta-prakaraṇa (10 hours)

·         Siddhānta-kaumudī: – Kāraka-prakaraṇa

MAM303Sāhitya – Nāṭaka34553-0-2105

·         Nāṭyaśāstra of Bharata (selections)

·         Svapna-vāsavadatta (Sixth act)

·         Abhijñāna-śākuntala (Fourth act)

MAE301 – MAE305Elective 234553-0-2105

Options –

·         Yajur-veda & Sāma-veda

·         Jyotiṣa Advanced

·         Yoga Advanced

·         Āyurveda Advanced

·         Vedānta Advanced

Details in detailed syllabus

 Total in semester 312
 20   
4MAM401Term Project34550-0-5150

·         Guided independent study of a text pertaining to the śāstra chosen for specialization and preparation of dissertation/paper for seminar

[Content to be finalized on discussion with relevant faculty and permission from department]

MAM 402Vyakarana 434552-1-275

·         Laghu-siddhānta-kaumudī: samāsa-prakaraṇa

·         Introduction to philosophy of Vyākaraṇa – Vyāḍi and Bhartṛhari

·         Overview of Vākyapadīya of Bhartṛhari

·         Vākyapadīya: (selections)

MAM403Sahitya – gadya34553-0-2105

·         Dialectics of kāvya-śāstra – Selecetions from Rasagaṅgādhara

·         Features and classification of prose literature in Sanskrit

·         Kādambarī – Śukanāsopadeśa

·         Viśvaguṇādarśa-campū – Bhūloka-varṇana

MAE401 – MAE403Elective 334553-0-2105

Options –

·         Atharva-veda

·         Nyāya-vaiśeṣika Advanced

·         Mīmāṁsā Advanced

Details in detailed syllabus

 Total in semester 412 20   
Overall 48 80   

Elective Courses – Vedas or Śāstras

  • Elective 1 – Ṛgveda OR Basic {Yoga, Āyurveda, Jyotiṣa, Vedānta}
  • Elective 2 – Yajur+Sāmaveda OR Advanced {Yoga, Āyurveda, Jyotiṣa, Vedānta}
  • Elective 3 – Atharvaveda OR Advanced {Mīmāṁsā, Nyāya-vaiśeṣika}
Elective 1ṚgvedaBasic
{Yoga, Āyurveda, Jyotiṣa, Vedānta}
Elective 2Yajur+Sāmaveda

Advanced

{Yoga, Āyurveda, Jyotiṣa, Vedānta}

Elective 3Atharva­veda

Advanced

{ Mīmāṁsā, Nyāya-vaiśeṣika}

Annual Course Calendar

This section gives the tentative annual schedule of course offerings for Master’s Sanskrit program in various engagement modes (2-year, 3-year and 4-year). It is subject to change based on faculty availability and enrollments in electives.

Syllabus

MAM101 – Introduction to Vedas – वैदिक-वाङ्मयम्
# of CreditsL-T-P RatioHours
53-0-2105

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
MAM102 – Vyākaraṇa 1
# of CreditsL-T-P RatioHours
53-0-2105

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.  
MAM103 – Sāhitya – Landscape
# of CreditsL-T-P RatioHours
53-0-2105

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
MAM104 – Vedic Science Foundations
# of CreditsL-T-P RatioHours
53-0-2105

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).
MAM201 – Nyāya-vaiśeṣika Basic
# of CreditsL-T-P RatioHours
53-0-2105

 

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
MAM202 – Vyākaraṇa 2
# of CreditsL-T-P RatioHours
53-0-2105

 

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.  
MAM203 – Sāhitya: Padya
# of CreditsL-T-P RatioHours
53-0-2105

 

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
MAE201 – Ṛgveda
# of CreditsL-T-P RatioHours
53-0-2105

 

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
MAE202 – Yoga Basic
# of CreditsL-T-P RatioHours
53-0-2105

 

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
MAM401 – Term Project
# of CreditsL-T-P RatioHours
50-0-2150

 

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

MAM402 – Vyākaraṇa 4
# of CreditsL-T-P RatioHours
53-0-2105

 

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
MAM403 – Sāhitya: Gadya and Campū
# of CreditsL-T-P RatioHours
53-0-2105

 

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
MAE401 – Atharva-veda
# of CreditsL-T-P RatioHours
53-0-2105

 

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
MAE402 – Vedanta Basic
# of CreditsL-T-P RatioHours
53-0-2105

 

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
MAE403 – Mīmāṁsā Advanced
# of CreditsL-T-P RatioHours
53-0-2105

 

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
MAE404 – Jyotiṣa Advanced
# of CreditsL-T-P RatioHours
53-0-2105

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.
MAE405 – Yoga Advanced
# of CreditsL-T-P RatioHours
53-0-2105

 

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
MAE406 – Āyurveda Advanced
# of CreditsL-T-P RatioHours
53-0-2105

 

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.
MAE407 – Vedanta Advanced
# of CreditsL-T-P RatioHours
53-0-2105

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
MAM401 – Term Project
# of CreditsL-T-P RatioHours
50-0-2150

 

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

MAM402 – Vyākaraṇa 4
# of CreditsL-T-P RatioHours
53-0-2105

 

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
MAM403 – Sāhitya: Gadya and Campū
# of CreditsL-T-P RatioHours
53-0-2105

 

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
MAE401 – Atharva-veda
# of CreditsL-T-P RatioHours
53-0-2105

 

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
MAE402 – Vedanta Basic
# of CreditsL-T-P RatioHours
53-0-2105

 

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
MAE403 – Mīmāṁsā Advanced
# of CreditsL-T-P RatioHours
53-0-2105

 

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
MAE404 – Jyotiṣa Advanced
# of CreditsL-T-P RatioHours
53-0-2105

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.
MAE405 – Yoga Advanced
# of CreditsL-T-P RatioHours
53-0-2105

 

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
MAE406 – Āyurveda Advanced
# of CreditsL-T-P RatioHours
53-0-2105

 

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.
MAE407 – Vedanta Advanced
# of CreditsL-T-P RatioHours
53-0-2105

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

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Once a batch starts, MIT IIKS incurs the full cost of running the entire program for that batch regardless of how many students stick with it. Hence to meet the expenses of running the program, MIT IIKS enforces the following terms for admission into its master’s program in Sanskrit.

  • A full-time-equivalent (FTE) student is one who enrolls in the 2-year Master’s Sanskrit program taking full course load of four subjects per semester @ 12 hours / week. Hence each student enrolled in the 2-year schedule counts as 1 FTE.
    • Each student enrolled in the 4-year schedule counts as 0.5 FTE
    • Each student enrolled in the 3-year schedule counts as 0.75 FTE
  • Starting a new batch in an academic year requires a minimum enrollment threshold of 15 FTE students.
  • When offered admission into the master’s program, the student must pay a retainer fee within a week of receipt of the offer. The retainer fee is non-refundable and can only be used to pay towards a master’s Sanskrit program offered over the next two years.
  • If the number of students signing up for a batch is below the minimum threshold, MIT IIKS reserves the right to postpone their admission to the next academic year or refund the retainer fee collected from students prior to the start of the program without further liability.
  • A student is liable to pay the fee annually once, for the pre-selected course schedule before the start of each academic year from batch commencement. This regardless of whether or not the student actually sticks to the stipulated course schedule. Therefore, a student’s fee payment schedule is fixed at batch commencement time.
  • Before the start of the program, the annual fee minus the retainer fee is refundable. Once the program starts, the annual fee is non-refundable. However, it can be used to enroll for courses offered as part of the master’s Sanskrit program over the next 4 years.
  • Once enrolled, a student can only switch to fee payment of a faster schedule, but not a slower one. For example, a 4-year student can switch to 3-year schedule, but not vice versa. A student can change his/her course schedule by paying the annual fee differential to cover the newly chosen schedule.
  • If a student skips a course in one’s own stipulated schedule, he/she is allowed to enroll whenever the course is offered next. For instance, this allows students to enroll in a 4-year schedule but complete the program in 5 or 6 years.
    • Those enrolled in the MA Sanskrit Degree program must complete their program in a maximum of 3 years from commencement according to Govt. of India’s UGC rules.
  • Once the minimum batch size requirement is met, MIT IIKS also allows students to sign up for courses individually. However, they will be enrolled in the next run of their chosen course. They can also opt for self-study via watching pre-recorded videos of the course and taking exams. In that case, they can start their study anytime during the year. However exams/assignments are evaluated at an MIT IIKS determined schedule.
  •          Auditing option is available for courses for 50% off the regular fee. Auditing means attending the lectures either online or via pre-recorded videos and not being evaluated (i.e. assignments / exams need not be taken, or are not evaluated).
  •  All fees are exclusive of online payment gateway fee (3%), which is levied extra.
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