Item No 81 MA Hindu Studies Sem III IV CBCS_1 Syllabus Mumbai University by munotes
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AC – 24.11.2023
Item No.
–
8.1
University of
Mumbai
Syllabus for
M.A.
(
Hindu Studies
)
Semester
–
(
III
and
IV
)
)
Choice Based Credit System
(
(
With effect
from the academic year 202
3
-
2
4
)
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University of Mumbai
Syllabus for Approval
Sr.
No. Heading Particulars
1 Title of Course M.A. ( Hindu Studies )
2 Eligibility
1) Graduate of any faculty
2)Admission through Entrance
Examination
by the Centre for Hindu Studies
3 Standards of Passing 40% Passing
4 No. of years/Semesters: Sem – III And IV
5 Level: P.G. / U.G./ Diploma /
Certificate
6 Pattern: Yearly / Semester
7 Status: New / Revised
8 To be implemented from Academic Year : 2023 -2024
Signature: Signature:
Dr. Ravikant Sangurde Dr. Anilkumar Singh
Chairman of Board of Studies Dean Faculty of Interdisciplinary Studies
UNIVERSITY OF MUMBAI
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CHOICE -BASED CREDIT SYSTEM SYLLABUS AND PAPER
PATTERN FOR MA [HINDU STUDIES]
TO BE IMPLEMENTED FROM ACADEMIC YEAR 2023 -24
SEMESTER III AND IV : 2 CORE PAPERS OF 100 MARKS (60+40) EACH AND TWO ELECTIVES
[60+40] in Semester III and 1 Core paper of 100 Marks (60+40) and three electives (60+40) and 1
dissertation of 100 Marks at Semester IV
SEMESTER END ASSESSMENT
• EXAMINATION PAPER 60 MARKS (4 CREDITS)
• INTERNAL ASSESMENT 40 MARKS (2 CREDITS)
INTERNAL ASSESSMENT [BASED ON THE SYLLABUS]
1. ASSIGNMENT=10 MARKS
2. CLASS TESTS=10 MARKS
3. PRESENTATION/REPORT WRITING=10 MARKS
4. OVERALL ASSESSMENT [ATTENDANCE+CONDUCT] =10 MARKS
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MA (HINDU STUDIES )
Preamble
There has always been a need for expertise in “Hindu Studies”. Such need will only
grow with time, because of India’s rapid emergence as an eco nomic, military,
technological, and cultural power on the global stage, and the consequential
heightened interest in Hindus and their civilization. Unfortunately, no Indian
university offers such a program. A MA program in Hindu Studies fills this
importan t gap.
What Will the Student Learn?
A student with a MA degree in Hindu Studies shall:
1. Develop a good understanding of foundational principles underlying Hindu
civilization, society, and culture. These principles provide a basis through which
Hindus, despite the endless diversity present amongst them, can relate to each
other.
2. Develop a goo d understanding of analytical methods through which knowledge,
is analyzed and processed. These methods fall in two categories:
a. Methods as laid out in Hindu darshans: Study of these methods is
important as it will help the student understand Hindu concep tions of the
individual, family, relationships, society, state, environment, and the entire
cosmos. Further, such methods will also help her understand other societies,
states, and civilizations through Bhartiya lenses.
b. Methods as developed in the West: T he principal methods amongst
these are biographical, new -historicism, formalism, psychological (both
Freudian and Jungian approaches), feminist, Marxist (and Critical theory) and
postcolonial theory.
3. Develop a good understanding of the Quintessential Epi cs, the Ramayana and the
Mahabharata. The program will empower the student to have sound knowledge
of the epics and its traditions.
4. Develop a very good understanding of Hindu beliefs of karmans and Moksha
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5. Shall acquire some expertise through electives in one or more of following areas
of knowledge: history, economics, law, society, culture, politics, education, arts,
ethics, literature, military, comparative religion, linguistics, and natural sciences.
Such an understanding will help the student contex tualize her understanding of
“Hindu” in the present.
Qualifications
The MA (Hindu Studies) program shall be two -years long. Any student who has a
three - or four -year’s bachelor’s degree will be eligible for it. Thus, students with
bachelor’s degrees in sciences, engineering, and medicine are also eligible to pursue
this program.
Course Requirements
All students shall be expected to take for a total of 16 courses in a span of 4
semesters. Eight papers shall be core courses which will be compulsory fo r Semester
I and Semester II. Semester III will have two core papers and two baskets each
having 2 electives in it. Students should take up one elective from each basket. In
Semester IV students should take up one core paper and three electives. The st udent
will have to take up one core paper and three electives, out of which two would be
from other disciplines. The student will have to submit a dissertation of 4 credits
at the end of the fourth semester.
Each course will have 6 credits with theor y of 4 credits i.e. 60 marks and internal
examination of 2 credits i.e. 40 marks. For the Masters’ Degree program in Hindu
studies, students will have to undergo a course work of 100 credits spread over two
academic years and four semesters.
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Programme Outcomes for MA Degree
PO1. Critical thinking: Understand, analyse and explain the nuances expressed
through language and literature. Develop newer ideas on the intellectual,
organizational and personal level with different perspectives
PO2. Effective Communication: Speak, read, write and listen clearly in person and
through electronic media in English and other languages and make meaning of the
world by connecting people, ideas, books, media and technology.
PO3. Social interaction: E licit views of others, conduct meaningful discussions,
mediate disagreements and help reach conclusions in group settings.
PO4. Effective citizenship: Demonstrate empathetic social concern and equity
centred national development and the ability to act wit h an informed awareness of
issues and participate in civic life through volunteering.
PO5: Ethics: Recognize different value systems including one’s own, understand the
moral dimensions of one’s decisions and accept responsibility for them
PO6: Environment and sustainability: Understand the issues of environmental
contexts and sustainable development
PO7: Self -directed and lifelong learning: Acquire the ability to engage in
independent and lifelong learning in the broadest context socio -technological
changes.
PO8: Development of emotional quotient: Be empowered to create an emotionally
sensitive approach regarding social, cultural, political and envir onmental issues of
the society.
Programme Specific Outcomes for MA Degree in Hindu Studi es:
PSO1: Understand and appreciate salient features of Hindu dharma
PSO2: Analyze and critically comment on works adhering to the principles of Hindu
dharma
PSO3: Understand, analyze and appreciate works on Hindu dharma in Sanskrit
PSO4: Understand Hindu Philosophy and its relevance in the present scenario
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Semester III
Course No. 9
Nomenclature: PUNARJANMA -BANDHAN -MOKSHA VIMARSH
Preamble: The theory of karma and rebirth is the hallmark of Hindu belief and ethos.
Philosophical works like the Upanishads, Bhagavadgita and Six Darshanas, Epics
and Puranas as well as texts on Dharmashastra adhere to this theory. Without
knowledge o f karma and rebirth the core foundation of Hindu thought is incomplete.
Aim:
a) To study and understand the theory of karma, bonds and the concepts of
punarjanma and moksha
b) To imbibe these principles in living ethically Objectives:
a) To be able to in terpret and understand Hindu scriptures and texts
b) To understand the Hindu belief of different types of karmans and the
significance of certain rituals associated with them.
Course Outcomes:
a) Student can understand and appreciate ethics and morality of Hindu Dharma
b) Student will get the ability to imbibe the theory of karma -bandhana and
moksha in his/her day to day life.
c) Student will be able to appreciate Upanishads and the Bhagavadgita
accordingly
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Course Structure:
Unit 1
1. Concept of jeeva
2. Definitions of bandhan
a. Categories: prakritik , vaikritik , dakshanik
3. The root -cause of bandhan (Gita 3.37 – 3.41), and the process of bondage:
Gita (2.62 -66),
a. agyaan (Vedanta), mithya -gyaan (Nyaya), mithya -drishti (Bauddha),
avivek (Samkhya)
Unit 2
4. The principle of rebirth
a. An enabler for practicing of Dharma
b. Rising a bove the fear of destruction
5. Process: Prateetya -samutpaadya siddhant (Bauddha)
Unit 3
6. Meaning and definitions of moksha
7. Moksha: Dukh -nivritti
a. And supreme (endless and limitless) bliss in Upanishads
b. Jeevanmukti and videhmukti (examples)
c. Preconditions of moksha for sanyasi and grihastha
Unit 4
8. Charting a roadmap for moksha
a. Different pathways (Yoga): abhyaas, karma, bhakti, gyaan
b. Bhakti tradition: Contributions
9. Role of acharya
Assignment of any text/ personality/movie/ based on the theory of karman and
rebirth
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Paper pattern:
1) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 1)
2) Answer in detail (any one of the following ) /Write short notes (any two of
the following) Marks: 15 (Unit 2)
3) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 3)
4) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 4)
Bibliography:
1. History of Dharmashastras - Vol I –V, Mm. P. V. Kane, BORI
2. History of Indian Philosophy - Vol I -V, S. K. Dey and Dasagupta
3. The Doctrine of Karma: Its origin and development in Brahmanical, Jaina
and Buddh ist traditions, Yuvraj Krishnan, MLBD
4. The Theory of Karma: Revisited, Vibha Chaturvedi, MLBD
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Semester: III
Course No: 10
Nomenclature: Ramayana
Preamble: The Ramayana is the epitome of ideal behavior in every Hindu household.
The story of Maryada Purushottama Rama touches the heart and sensitivity of every
Hindu, may he or she be in any nook and corner of the world. Every regional
language has g ot its version/s of the Ramayana.
Aim:
i) To introduce the student to the universal applicability of Ramayana
ii) To acquaint the student to the basis of Hindu Ethos
iii) To facilitate the student to understa nd fundamentals values of Hindu
dharma Objectives:
i) To enable the student to read and understan d some portions of the
Ramayana
ii) To understand the salient features familial values
iii) To introduce the student to various versions of the Ramayana Course
outcome:
i) The student will be able to read and understand simple passages from the
Ramayana
ii) The student will be empowe red to trace and appreciate the roots of Hindu
ethos and values
iii) The student will understand the re levance of the Ramayana in the
contemporary framework
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Unit 1
A. How many Ramayanas?
a. Traditional texts where the story has divine origins, and have the same
core story as that in Maharshi Valmiki’s Ramayan
b. Reverential texts developed beyond India: Significantly deviate from
core story of Valmiki
c. Texts which deviat e substantially from the core story B. The
popularity and relevance of traditional Ramayans.
Unit 2
C. Ramayana as one of the two source -books (Upjeevya) for much of Indian
literature, and arts (folk, classical, and contemporary arts)
D. Maryada Purushottam R am
E. Human relationships, and human -nature relationships in Ramayan
Unit 3
F. Stree -vimarsha in Ramayan: Sita, Mandodari, Tara, Anusuya, Kaikeyi,
Urmila. Swayamprabha
G. Ram Rajya
H. The role of rishi in a society
Unit 4
I. Detailed reading of any one traditional Ramayan
Paper pattern:
Unit I: One Essay type question or Two short notes: Marks 15
Unit 2: One Essay type question or Two short notes: Marks 15
Unit 3: One Essay type question or Two short notes: Marks 15
Unit 4: One Essay type question or Two short notes: Marks 15
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Bibliography:
• The Ramayana of Valmiki with commentary ‘Tilak’,
• Kamba Ramayana, PS Sundaram, Penguin Books
• Krittivasi Ramayana Eastern Book Linkers
• The Society of the Ramayana, Ananda Guruge
• Ramavijaya by Sridhara
• Ramacaritramanas by Goswami Tulasidas
• Studies of Valmiki’s Ramayana, GS Altekar, BORI, Pune
• Ramakatha in Narrative, Performance and Pictorial Traditions, Aryan Books
International, New Delhi
• Ramayana: A Critical Appraisal, RN Sanyal, D.K. Printworld, New Delhi
• Lectures on Ramayana, VS Srinavasa Shastri, Chennai
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Course No. 3
The student has to choose any one from the two electives
Elective I
Nomenclature: Six Systems of Hindu Philosophy
Credits: 4 Marks: 60
Preamble: The Puranas are store house of Hindu Philosophy and Religion. They are
custo dians of Hindu culture, discussing about rise and decline of godheads, vratas,
tirthas, rituals, medicine, aesthetics, art and architecture etc. They throw light on
the concepts of creation, sustenance and dissolution of the universe. They enlist
dynasti es of kings, families of gods and sages too. We see the origin of bhakti
tradition in the Puranas with stories, mahatmyas and stotras eulogizing different
gods.
Aim: To study and understand the subject matter of the Puranas and understand the
vast and all-pervasive nature of the Puranas Objectives:
i) To understand the inter -relationship between Vedas and Puranas
ii) To analyse the nature and development of Vratas, Mahatmyas and Tirthas
iii) To understand Indian Philosophy e nshrined in the Puranas Course
outcom e:
i) The student gets an overview of Hindu Philosophy through the study of
Puranas
ii) The student will be enabled to analyze and understand the all - pervasive
nature of Hindu dharma
Course structure
Unit I) Origin of six darshanas (1 Credit: 15 Marks)
a) Nyaya -Vaisheshika: Sources, texts, Propounders, leading scholars,
Contemporary relevance
b) Samkhya -Yoga: Sources, texts, Propounders, leading scholars,
Contemporary relevance
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c) Purva -Uttara Mimamsa: Sources, texts, Propounders, leading
scholars, Contemporary relevance
Unit II) Concept of the world (1 Credit: 15 Marks)
a) Nature of objects
b) Theories regarding creation
c) Causality of existence
d) Dissolution
Unit III) Epistemology (1 Credit: 15 Marks)
a) Nature of Knowledge
b) Nature of Pramanas
Unit IV) Concept of Moksha (1 Credit: 15 Marks)
a) Nature of God
b) Types of Mukti
Assignment of any text based on any of the six darshanas Paper pattern:
1. Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 1)
2. Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 2)
3. Answer in detail (any one of the f ollowing) /Write short notes (any two of
the following) Marks: 15 (Unit 3)
4. Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 4) Bibliography:
1) Studies in Indian Philosophy – Prof. R.D.Ranade
2) Outlines of Indian Philosophy – Hiriyanna
3) Samkhyadarshana – Dr. Ramnath Jha
4) Samkhyakarika – Acharya Jagannath Shastri
5) Patanjali’s Yogasutras – Rama Prasada, Cosmo Publications, New
Delhi,2008
6) Yogadarshana – Harikrishnadas Goyandaka, Geeta Press, Go rakhpur
7) Studies in Nyaya – Vaisheshika Metaphysics – S.Bhaduri, BORI, 1947
8) The Nyaya –Sutras of Gotama - Ganganath Jha, MLBD, Delhi, 1984
9) Vaisheshika Darshana, Dr. Uday Kumthekar, Prasad Prakashan, Pune
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10) Prashastapadabhashyam, Dhundi raj Shastri , Chowkhamba Sanskrit
Sansthan, Varanasi
11) Mimamsa Darshan ka Vivechanatmaka Itihas, Dr. Musalgaonkar
12) Studies in Applied Purva Mimamsa – S.G.Moghe
13) Mimamsa Paribhasha – Swami Madhavanand
14) The Philosophy of Vedantasutras, M.M.Publishers
15) Brahmasutras (Vol.1 and 2) Thibaut,G.
16) Brahmasutra Bhashya (Marathi Translation) – Abhyankar
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Elective II:
Nomenclature: Hindu Dharmashastra
Unit I: Origin and Evolution of Dharmashastra (1 Credit: 15 Marks)
Concept of Dharma,
‘Hindu -ism’ vis-à-vis Hindu Dharma
Need for Hindu code in Ancient India
Contemporary relevance of Dharmashastra
Unit II: Texts and other sources discussing Dharmashastra in Ancient and
Medieval period (1 Credit: 15 Marks)
Dharmasutras,
Smritis
Nibandhas
Epigraphs/ letters and other documents
Unit III: Dharmashastra and Modern India (1 Credit: 15 Marks)
Hindu dharma and Colonial Rule
Hindu dharma and social reformers
Role of Mahatma Jotiba Phule and Savitribai Phule in Women rights
Unit IV: The vie w of Dr. Babasaheb Ambedkar on Hindu Dharmashastra
(1 Credit: 15 Marks)
Hindu Dharma and Hindu Code Bill
Caste -less and Class -less Hindu Society
Dalit rights as well as movements and the role of Dr. Babasaheb Ambedkar
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Assignment of any text based on Dharmashastra Paper pattern:
1) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 1)
2) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 2)
3) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 3)
4) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 4) Bibliography:
1. Evolution of Law of Crimes in Ancient India, R. S. Betai, Bharatiya Kala
Prakashan, Delhi
2. Dharmashastra and Human Rights, Ujjwala Jha, New Bharatiya Book
Corporation, Delhi
3. Governance in Ancient India, Vaidya -Mahulikar -Bapat, Nag Publishers Delhi
4. Manu : An Introductory Analysis, Dr. Brajkishore Swain, Chaukhamba
Sanskrit Sansthana, Varanasi
5. Sixteen Minor Smritis, Manmatha Nath Dutt, parimal Publications, Delhi
6. Manusmriti Vol I to VI, J. H. Dave, Bharatiya Vidya Bhavan, Bombay, 1972
7. Dharma, Patric k Olivelle, MLBD, Delhi
8. History of Dharmashastra, P. V. Kane, BORI, Pune
9. Dharmasutra, Patrick Olivelle, MLBD, Delhi
10. Yajnavalkya Smriti – Vyavaharadhyaya
11. Viramitrodaya, Chowkhamba Sanskrit Series, Varanasi
12. Dandanitiprakaranam of Keshav Pandit, Bharat Itihas Samshodhan Mandal,
Pune
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Basket II
The student has to choose any 1 elective from this basket.
Elective I
Nomenclature: Hindu Polity Credits: 4
Preamble: Kautilya’s Arthashastra is the most ancient treatise on Administration,
Statecraft, Strategy and Management. Wrongly called the Machiavelli of India, his
work the Arthashastra is understudied and underrated. It clears the misconception
that Hin dus did not know governance and administration. There is a line of thinkers
in Ancient India writing on Polity and Statecraft. This impact also existed during
the medieval period with works like Rajadharmakaustubha and Dandanitiprakarana.
Even during th e colonial period, there were many political thinkers. There is a wrong
notion that Kautilya’s Arthashastra and other works on Hindu Polity are irrelevant
in the present context.
Aim:
i. To introduce the students the basic principles of Arthashastra an d other
allied works
ii. To generate interest regarding the relevance of these texts in the present
millennium Objectives:
i. To study the principles of Arthashastra in depth
ii. To compare the principles of Arthashastra with those Western
principles of goo d governance and administration Course Outcomes:
i. Students will be enabled to undertake a deep study of Arthashastra and
other allied texts
ii. Students will understand and appreciate diverse principles of Hindu
polity within a strict academic perspective
iii. Students will be tolerant to diverse and conflicting principles and will
learn to co -exist with them
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Unit I: Origin and Evolution of Indian Polity ( 1 Credit: 15 Marks)
a) Vedic references
b) References from the Ramayana and the Mahabharata
Unit II: Kautilya Arthashastra: Foreign Policy and Defence ( 1 Credit: 15 Marks)
a) Principles of Rajamandala
b) Principles of Shadgunya
c) Comparison between strategic thinking of Chatrapati Shivaji Maharaj and
Kautilya’s Arthashastra
Unit III: Political thin kers during British Rule ( 1 Credit: 15 Marks)
a) Lokmanya Tilak
b) Veer Savarkar
c) Sardar Vallabhbhai Patel
Unit IV: Relevance of Hindu Polity in India post -independence ( 1 Credit: 15
Marks)
a) Disaster Management
b) Distribution of Portfolios
c) Foreign Policy
d) War strategy
Assignment of any text/fiction/media representation
Paper pattern:
1) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 1)
2) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 2)
3) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 3)
4) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 4) Bibliography:
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1. Kautiliya Arthashastra, T. Ganapati Shastri
2. Kautiliya Arthashastra, R. P. Kangle
3. Kautiliya Arthashastra – Marathi Translation, R. P. Kangle
4. Kautiliya Arthashastra Pradeep, G. G. Tipnis, Varada Prakashan, Pune
5. Evolution of Law of Crimes in Ancient India, R. S. Betai, Bharatiya Kala
Prakashan, Delhi
6. Corporate Chanakya, Radhakrishnan Pillai, Jaico Publication
7. Kamandaka Nitsara Vol I & II, An andashram, Pune
8. Governance in Ancient India, ed. Vaidya, Mahulikar and Bapat, Nag
Publications, Delhi
9. State and Adminstration in Ancient India, Altekar AS, MLBD, Delhi
Elective II:
Nomenclature: Bhagavadgita Credits: 4
Preamble: The Bhagavadgita is the apex text read and worshipped by Hindus across
the globe. Often translated as the song of God, it serves as a guiding light in toil and
turmoil as well as joy and tear. For a scholar to win over the title of Acharya, s/h e
needs to comment on the Bhagavadgita. The freedom movement was inspired by the
teachings of the Bhagavadgita.
Aim:
i. To introduce the students the basic principles of the Bhagavadgita
ii. To generate interest regarding Hindu Philosophy and Hindu Ethos
Objectives:
i. To study the concept of Karma, Karta and Karakatva
ii. To understand the principles of Bhakti
iii. To understand various interpretations of the Bhagavadgita Course
Outcomes:
i. Students will be enabled to undertake and deep study of Hindu principles
ii. Students will understand and appreciate diversity of interpretations and
opinions
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iii. Students will be empowered to face prob lems and challenges through the
teachings of the Bhagavadgita
Course structure
Unit I: Contents of the Bhagavadgita ( 1 Credit: 15 Marks)
a) Jnanayoga
b) Karmayoga
c) Bhaktiyoga
Unit II: Bhagavadgita and Management ( 1 Credit: 15 Marks)
a) Human resource development through the Bhagavadgita
b) Detached actions and result -oriented policies
c) SWOC analysis and development of conducive eco -system for individuals
d) Leadership lessons
Unit III: Bhagavadgita and Psychology ( 1 Credit: 15 Marks)
a) Enlightenment and Intelligence
b) Conflict and Resolution
c) Positive Psychology and the Bhagavadgita
Unit IV Interpretations of the Bhagavadgita ( 1 Credit: 15 Marks)
i) Advaita Vedanta
ii) Bhaktivedanta
iii) Dnyaneshvari
iv) Modern Commentators
Assignment of any text/fiction/media representation of Bhagavadgita
Paper pattern:
1) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 1)
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2) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 2)
3) Answer in detail (any one of the f ollowing) /Write short notes (any two of
the following) Marks: 15 (Unit 3)
4) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 4)
Bibliography
1. Bhagavadgita with translation, Gita Press, Gorakhpur
2. Bhagavadgita with the commentary of Shankaracharya
3. Bhagavadgita with the commentary by Srila Prabhupada
4. Perennial Psychology of the Bhagavadgita, Himalayan Institute Press
5. Handbook of Indian Psychology, Cambridge University Press,
6. The Gita and Management, Swami Bodhanand, Srishti Publishers and
Distributors
7. Bhagawadgita and Management, Vinod Malhotra, Pentagon Press
8. Leadership lessons from the Bhagavadgita, Ace Simpson, Sage Publications
9. The eternal wisdom of Dnyaneshwari, Vassan t Shirvaikar, Zen Publications
10. Gitarahasya, Lokmanya Tilak
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Semester IV
COMPULSORY PAPER: MAHABHARATA
Preamble:
The Mahabharata is considered as the storehouse of knowledge, practice, precept,
behavior and action. It is rightly said that whatever is described in the Mahabharata
is seen in the world and whatever is not in the Mahabharata nowhere exists. It
contains philosophy, economics, politics, devotion, geography, history, literature
etc. Traditionally, the work is attributed to sage Vyasa. It is the long poem of almost
1,00,000 verses. It is called the fifth Veda (Bharatam panchamo Vedah).
Aim:
1. To under stand the significance, relevance and universality of the
Mahabharata
2. To understand how dharma and karma form the basis of the Hindu value
system
Objectives
1. The student will understand the significance of Hindu values and ideals
through the Mahabharat
2. The student will be able to synthesis and integrate the thoughts expressed in
the Mahabharata to lead an ideal way of life.
3. The student will be able to anal yze as to how Hinduism emphasizes and
integrates dharma and karma for the value based society Course outcome:
1. The student will understand the subtle nuances of the terms ‘dharma’ and
‘adharma’.
2. The student will understand and appreciate Hindu societal values
3. The student will understand the universality and relevance of the
Mahabharata to face personal and societal challenges and problems,
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Unit 1
1. The period of Mahabharata: Textual and traditional sources, as well as modern
data
a. Calendars (samvat) of Yudhisthir, Krishna, and Vikram
2. The core story, and review of other versions (Indians and others)
Unit 2
3. A complete grantha, i.e. an encyclopedia to teach about subtleties of dharma
and samsara
a. 10 stories about 10 lakshana of dharma: dhriti (Ganga avataran), kshama
(Vasishta and Vishwamitra), dama (Yayati and Puru), asteya (Yudhisthir -
Yaksha samvad), shaucha (), indriya nigraha (dharma vyaadha’s upadesha
on indriya -nighraha), dhee (Savitri), vidya (tale of man -tiger-
snakeelep hant from Stri Parva), satyam (Harishchandra/Satyakam),
akrodha (X)
4. Mahabharata as one of the two source -books (Upjeevya) for much of Indian
literature, and arts (folk, classical, and contemporary arts)
Unit 3
5. Vidur -neeti and Bhagavad Gita
6. Bhishma’s upadesh to Yudhisthir about politics and governance
Unit 4
7. Political boundaries of Bharat -varsha
8. Stree vimarsha in Mahabharat
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Question Paper Pattern:
i. Essay type question ( one out of two) or Sh ort notes (three out of four) Marks 15
ii. Essay type question (one out of two) or Sh ort notes (three out of four) Marks 15
iii. Essay type question (one out of two) or Sho rt notes (three out of four) Marks 15
iv. Essay type question (one out of two) or Short notes (three out of four) Marks 15
Bibliography:
1. The Critical edition of the Mahabharata, BORI, Pune
2. The Mahabharata, Gita Press, Gorakhpur,
3. On the meaning of the Mahabharata, VS Sukhtankar, MLBD, Delhi
4. Myths from the Mahabharata, Vol I -III, SA Dange, Aryan Books
International, New Delhi
5. The Mahabharata: A Criticism, CV Vaidya, AJ Combridge and Compay,
Mumbai
6. Rethinking of the Mahabharata: A Reader’s Guide to the Education of the
Dharma King, Alf Hilte beitel, University of Chicago Press
7. The Mahabharata Patriline, Gender, Culture and Royal Hereditary, Simon
Brodbeck, Taylor and Francis
8. Leadership Secrets from the Mahabharata, Meera Oberoi, Penguin Books Ltd
9. Bargaining with the Rising India, Lessons fr om the Mahabharata, Amrita
Naralikar & Aruna Naralikar, OUP, Oxford
10. Mahabharata Now: Narration, Aesthetics, Ethics, Arindam Chakrabarti &
Sibaji Bandyopadhyay, Taylor and Francis
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Basket III:
Elective I:
Nomenclature: Hindu Iconography
Preamble: Hindu Iconography is well known in the world. It is considered as a
marvel. There are treatises describing the designing of various visual images as well
as symbols and portraits. This developed into various traditions of worship and
practices. Hindu art and architecture has iconography as its foundation.
Aim:
a) To create awareness regarding visual images and symbols
b) To understand their significance and interpretation
Objectives:
i) To introduce students to the iconography of the images of the different Hindu
traditions.
Course outcome
i) To learn about the different iconographic traditions in the Indian
Subcontinent with concern to the religious ideas and trends.
Course structure:
Unit 1 Introduction to Iconography Credit 1
a. Significance of iconographic studies, sources, Text and image: Brief review of
Ancient Indian Shilpa Te xts and their role in development of iconography
b. Concept and symbolism of icon and image worship
c. Origin and Antiquity of image worship in India
d. Iconometry
Unit 2 Hindu Iconography Credit 1
a. Emergence and development of Iconography of Vishnu: Sadharan murtis,
incarnations, other important representations of Vishnu, Regional traits of
Vaishnava iconography
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b. Emergence and development of Iconography of Shiva: Anugraha murtis ,
Samhara murtis ,Vishesha murtis, Regional traits of Shaiva iconography
c. Brahma, Ganesha, Surya, Karttikeya
d. Other Important divinities: Ashtadikpalas , Navagrahas
Unit 3 – Goddess Credit 1
a) Mother Goddess
b) Development of Iconography of Goddesses: Saptamatrikas, Durga,
Lakshmi, Saraswati, Mahishsuramardini, Chamunda, Bhairavi,
c) Regional traits of Shakta iconography
d) Goddesses of Fertility
Unit 4 Miscellaneous icono graphic forms Credit 1
a. Role and significance of minor deities in ancient religious setting
b. Pastoral deities
c. Yakshas, Nagas , Vidyadharas, Gandharvas, Kinnaras
d. Surasundaris
e. Mithun Shilpa
f. Hero stones and Sat i stones
g. Composite animals
h. Syncretic and Composite Iconic Forms: Origin ,development and
significance
Question Paper Pattern:
i. Essay type question ( one out of two) or Sh ort notes (three out of four) Marks 15
ii. Essay type question (one out of two) or Short notes (three out of four) Marks 15
iii. Essay type question (one out of two) or Sho rt notes (three out of four) Marks 15
iv. Essay type question (one out of two) or Short notes (three out of four) Marks 15
Page 30
28
Bibliography
Agrawala, P.K.1994. Studies in Indian Iconography.Jaipur: Publication Scheme.
Agrawala, Urmila. 1995.North Indian Temple Sculpture.New Delhi: Munshiram
Manoharlal.
Bakkar, Hans.1997. The Vakatakas an Essay in Hindu Iconology (Gonda
Indological Series).
Banerjee, J.N.1974. Development of Hindu Iconography.New Delhi: Munshiram
Manoharlal.
Bhattacharya, D. 1980. Iconology of Composite Images. New Delhi: Munshiram
Manoharlal Publications.
Champaklakshmi, R.1981.Vaishnava Iconography in the Tamil Country.Delhi:
Orient Longman.
Chawla, J.1990. The Rigvedic Deities and their Iconic Froms. New Delhi:
Munshiram Manoharlal. Dandwate P. P. 1995. "A Cultural Study of Brahmarical
Sycretistic Icons ” Pune : Ph.D. Thesis Sumitted to University, Pune
Deglurkar, G.B. 2004.Portrayal of the Women in the Art and Literature of the Ancient
Deccan.Jaipur: Publications Scheme.
Deglurkar, G.B. 2007.Vishnumurti Namastubhyam. Sri Dwarkadhish Charities,
Karnala ,Raigad.
Daheja, Vidya 1986. Yogini Cult and Temples. New Delhi: National Museum.
Desai, Devangana 1996. The Religious Imagery of Khajuraho.Mumbai: Project for
the Indian Cultural Studies Publication.
Desai, Kalpana 1973. Iconography of Vishnu.New Delhi: Abhinav Publications.
Gopinath Rao, T.A. 1985. (2nd ed.) Elements of Hindu Iconography.Varanasi:
Motilal
Banarasidas.
Gupte, R.S. 1971. Iconography of Hindus, Buddhists and Jainas. Bombay: D.B.
Taraporewala Sons and Co.
Huntington, Susan 1984. The P ala-Sena School of Sculpture.Leiden: E. J. Brill.
Joshi N.P. 1966. Mathura Sculptures. Mathura: Archaeological Museum. Joshi,
N.P.1979. Bhartiya Murtishastra. Nagpur: Maharashtra Grantha Nirmiti Mandal.
Kamalakar, G.(ed.).1993. Vishnu in Art, Thought a nd Literature. Hyderabad: Birla
Archaeological and Cultural Research
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Elective II:
Nomenclature: Bhakti Literature
Preamble: Bhakti is the soul of Hindu dharma. There are number of compositions
dedicated to various deities, which are soulful and heart -touching. The concept of
Bhakti has its roots in the Vedas, especially in the suktas praising Varuna, the god
of mora l order. The Puranic religion and the Bhakti sutras institutionalized Bhakti
and give it a sound theoretical structure.
Aim:
1. To get a perspective regarding the uniqueness of Bhakti in Hindu Philosophy
and ethos Objectives:
i) To understand and appr eciate principles of dedication and eternal flow of
compassion preached through Bhakti
ii) To create awareness of theoretical perspectives given by leading texts on
Bhakti
Course outcomes:
i) The student will understand the significance of Bhakti and its
literature in his study on Hindu dharma
ii) The student will imbibe the values of love, compassion,
dedication, subservience as propagated by the Bhakti tradition
Unit I: Origin and Evolution of Bhakti (I Credit: 15 Marks)
1. History of Bhakti
2. Bhakti and Bha kti movement
3. Bhakti in Vedanta
4. Bhaktiyoga in Bhagavadgita
Unit II: Bhakti and the Bhagavata Purana (I Credit: 15 Marks)
1. The Preamble of the Bhagavata Purana
2. Nine types of Bhakti
3. Study of Ardent devotees of Vishnu
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Unit III: Bhakti and Schools of Vedanta ( I Credit: 15 Marks)
1. Madhusudana Sarasvati and Advaita tradition of Bhakti
2. Pushti marga
3. Bhaktivedanta
4. Other Vedantic schools
Unit IV: Theorizing Bhakti (I Credit: 15 Marks)
1. Narada Bhakti sutras
2. Shandilya Bhakti sutras
Assignment: Appreciation of two stotras in any Indian Language
1) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 1)
2) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 2)
3) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 3)
4) Answer in detail (any one of the fo llowing) /Write short notes (any two of
the following) Marks: 15 (Unit 4) Bibliography:
1. Bhakti and the Bhakti Movement: A New Perspective : a Study in the History of
Ideas, Krishna Sharma, Munshiram Manoharlal Publishers Pvt. Limited, 1987
2. Narada Bhak ti Sutra, translation by Swami Sivananda, Yoga Vedanta Forest
University, 1957
3. John Stratton Hawley, A Storm of Songs, Harvard University Press
4. Bhakti and embodiment, Barbara A. Holdrege, Taylor and Francis, Routledge
5. John Stratton Hawley, Three Bhak ti Voices -Mirabai, Surdas, and Kabir in Their
Time and Ours, oxford university press, 2005
6. Bhattacharya N N, Medivial bhakti m ovement in India, Sri Chaitnaya
quincentenaries’ commemoration volume
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7. The Bhaktirasāmṛtasindhu Of Rūpa Gosvāmin -Translated W ith Introduction And
Notes By David L. Haberman
8. The Embodiment of Bhakti By Karen Pechilis Prentiss, Oxford University Press,
1999
9. Bhakti Poetry in Medieval India: Its Inception, Cultural Encounter and Impact By
Neeti M. Sadarangani, Sarup and Sons, New Delhi
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Basket IV:
Elective I
Nomenclature: Saint Tradition
Preamble: Hindu dharma has a long tradition of saints from various walks of life.
Through the entire fabric of Hindu dharma there are saints who have preached
bhakti, servitude, welfare and reforms. They have composed various forms of
literature like abhangas, cha upai, doha, pasurams etc. They upheld the principles of
love and service unanimously irrespective of their caste, creed and gender.
Aim: To introduce the student to saints from all over India and their
compositions and/or contribution Objectives:
1. To create awareness of the Philosophy of saints as reflected through their
compositions
2. To understand and appreciate the principles of humanism upheld by the
saints
Course outcome
1. The student will be empowered to imbibe the principles of humanism,
servitu de, equality, compassion as enshrined by the saints of Hindu dharma
2. The student will understand the relevance of the above mentioned values
propagated by saints in the present age of toil and turmoil
Course structure
Unit I: Rise of different cults (I Credit : 15 Marks)
Vaishnava, Shaiva, Shakta, Ganapatya, Dattatreya, Saura cults Jainism, Buddhism
and Sikhism
Unit II: Introduction to Saint Literature (I Credit : 15 Marks)
Thirupavai, Pasurams, Lilacharitra, Abhangas, Gathas, Shlokas, Ovis
Unit III: Biographies of Saints (I Credit: 15 Marks)
Chakradhara, Dnyaneshwar, Tukaram, Chokhamela, Ramdas, Eknath, Ravidas,
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Kabir, Meerabai, Muktabai, Andal, Akkamahadevi, Lalleshwari
Unit IV: Saint tradition in Modern India (1 Credit: 15 Marks)
Ramk rishna Paramahamsa, Swami Vivekanand, Chinmayanand, Srila Prabhupada,
Ramana Maharshi, Swami Dayanand Sarasvati, Sri Aurobindo Assignment:
Study of any one Saint
1) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 1)
2) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 2)
3) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 3)
4) Answer in deta il (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 4) Bibliography:
1. Saints and sages of India, Singh Pritam, New Book Society of India, Delhi
2. Stories of Indian saints, tr. Of Mahipati’s Bhaktavijay, Rare Book S ociety of
India
3. Vaisnavism, Shaivism and other Minor systems, DR Bhandarkar,
Munshiram Manoharlal, Delhi
4. Lilacaritra, ed. Purshottam Nagpure
5. Dnyaneshwari, ed. Sonopant Dandekar
6. Poems of Tukaram, JN Frazer and Kashinath Marathe 7. 3 Bhakti Voices, JS
Hawley, OUP
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Elective II:
Nomenclature: Hindu thinkers and Reformers
Preamble: Hindu dharma has stood the test of time. There were many invasions by
foreign rulers and revolt by rise of Buddhism and Jainism. Hindu dharma changed,
but there was continuity in change. These changes or reforms helped Hindu dharma
thrive and s urvive during the British rule too.
Aim:
i) To introduce the student to change and continuity in Hindu dharma and that
reforms are not a threat but a strength of Hindu dharma
Objectives
i) To create awareness of being open to change
ii) Change is based on the universal principle of liberty, equality and
fraternity
Course outcome
i) The student will have a broader vision about flexibility of thought, belief
and action in Hindu dharma
ii) The student will be able to understand that being open to change does
not harm the edifice of Hindu dharma, on the contrary, it is the strength
of Hindu dharma.
Unit I: Reforms in Hindu dharma (I Credit: 15 Marks)
i) Concept of Reforms
ii) Need for Reforms
iii) Shankaracarya, Chakradhar, Ekanath, Basaveshwar, Chatrapati Shivaji
Maharaj etc
Unit II: Modernism and the influence of British rule on Hindu thinkers (I Credit:
15 Marks
i) Interpretation of Vedic literature, Puranas and Smritis in the light of reforms
ii) Rajarammohan Roy
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Unit III: Swami Vivekanand and Veer Savarkar on Reforms and Hinduism (I Credit: 15
Marks)
Unit IV: Leading Hindu reformers: (1 Credit: Marks 15)
Mahatma Phule, Savitribai Phule, Justice MG Ranade, Ishwarchandra Vidyasagar,
Maharshi Dhondo Kesha v Karve, Dr. Babasaheb Ambedkar, Gadge Maharaj,
Chatrapati Shahu
Assignment: Any 1 reformer other than those studied by you
1) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 1)
2) Answ er in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 2)
3) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 3)
4) Answer in detail (any one of the follow ing) /Write short notes (any two of
the following) Marks: 15 (Unit 4) Bibliography:
1. Social and Religious reforms: The Hindus of British India, Amiya Sen, OUP
2. Indian Nationalism and Hindu Social Reforms, Charles Hermann Heimsath,
Princeton University Pr ess
3. Essays on Social Reform Movements, Raj Kumar, Discovery Publishing
House
4. Social reforms and Analysis of Indian Society, Rajeshwar Prasad,
5. Women and Social reform in Modern India, Sumit Sarkar and Tanika Sarkar,
Indiana University Press
6. Status of Women in India, Dayaram Gidumal Sahani, Fort Printing Press,
Mumbai
7. Some problems of Social Reform in Hindu Society, Chief Justice of Indore
Vaidyanath, Cengage Gale
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36
Basket III
Elective : 1
Nomenclature: Kings and Dynasties
Preamble: Hindu kings were the epitome of benevolence. They believed that kings
are the father of their subjects. They were the ardent followers of dharma and virtue
and took severe pains to maintain law and order in their kingdom. They believed
that th e happiness of their subjects is their happiness. They patronized knowledge
and art, took interest in trade and commerce and were well versed in strategy and
warfare.
Aim:
i) To introduce students to the glorious past of rulers and their empires
ii) To crea te a sense of pride to inherit the glorious pasts of rulers of Ancient
and Medieval India Objectives:
i) To understand the relevance good governance, judiciary and strategy
ii) To have ideals of kings and dynasties from Hindu history and culture
Course outcomes
i) Students to be better leaders in the society
ii) Students will imbibe the principles of eth ics and morality in the present
political scenario Course structure Unit: I:
i) Introduction to the solar and lunar dynasties
ii) Maurya, Gupta and Vakat aka Kings through Epigraphs (1 Credit: 15
Marks)
Unit II: Dynasties in South and East India (1 Credit: 15 Marks)
i) Satavahana,
ii) Chola, Pandya & Chalukya dynasties
iii) Pala, Ahom, kings of Kalinga dynasty
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Unit: III Dynasties in South East Asia (1 Credit : 15 Marks)
i) Indonesia, Vietnam
ii) Laos, Cambodia
Unit IV: Rise of the Maratha rule (1 Credit: 15 Marks)
i) Chatrapati Shivaji Maharaja, Chatrapat i Sambhaji Maharaja, Chatrapati
Rajaram Maharaj
ii) Peshwa rule
Assignment: Any one king other than those studied by you.
1) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 1)
2) Answer in detail (any one of the following) /Write short notes (any two of
the foll owing) Marks: 15 (Unit 2)
3) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 3)
4) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 4)
Bibli ography:
1. Political History of Ancient India: From the Accession of Parikshit to the
Extinction of the Gupta Dynasty, HC Roychaudhari, BN Mukherjee, OUP
2. Chandragupta Maurya and his times, RK Mookerjee, MLBD, Delhi
3. Ancient Indian History and Civilization, SN Sen, New Age International, Delhi
4. The rise and fall of imperial Guptas, Ashwini Agarwal, MLBD
5. A political history of Imperial Guptas, Tej Ram Sharma
6. The Vakataka Gupta age, RC Majumdar & AS Altekar,
7. A History of Ancient and Early Medieval India: From the Stone Age to the 12th
Century. New Delhi, Pearson Education
8. Some early dynasties of South India, Chattopadhyaya Sudhakar, MLBD, Delhi
9. The Age of the Satavahanas, Ajay Mitra Shastri, Aryan Books Inte rnational,
Delhi
10. History of the Marathas, RS Chaurasia, Delhi, Atlantic
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11. History of Medieval India, AK Saini & Hukum Chand, Delhi, Anmol
Publications
12. Shivaji and his times, Yadunath Sarkar, Longmans, Green and Co. London
13. Encyclopaedia of South East Asi an d ynasty, SS Tewari, Delhi, Anmol
Publications
Elective : 2
Nomenclature: Reflections of Dharma in Classical Sanskrit Literature
Preamble: Classical Sanskrit Literature is that family of texts wherein different
aspects of Hindu dharma, Philosophy, Cu lture and Aesthetics are ingrained in it. A
study of these texts gives one a fair idea of salient features of Hindu dharma existing
during ancient times. The teachings and the preaching by these texts are very
significant and relevant in the present times . Hence a detailed study of the texts is
expected to be understood by students of Hindu dharma.
Aim:
i) To introduce the richness of Hindu tradition through the study of
Classical Sanskrit Literature Objectives:
i) To get a clear picture of dharma as a way of life for characters
described in Classical Sanskrit Literature
ii) To imbibe the values and morals reflected through Classical Sanskrit
Literature Course outcome:
i) To appreciate and understand morals, belief s and ideals explored through
Classical Sanskrit Literature
Course structure
Unit I: Reflections of Dharma in Classical Sanskrit kavya : (1 Credit : 15 Marks)
i) Study of principles of Hindu dharma through Kumarasambhava and
Raghuvamsa of Kalidasa
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ii) Study of principles of Hindu d harma through Kiratarjuniya and
Shishupavadha
Unit II: Reflections of Dharm a in Classical Sanskrit drama ( 1 Credit: 15 Marks)
i) Study of principles of Hindu dharma through Abhijnanashakuntala
ii) Study of principles of Hindu dharma through Mudrarakshasa and
Mrichakatika
Unit III: Reflections of Dharma in Classical Sanskrit Prose ( 1 Credit: 15 Marks)
i) Study of principles of Hindu dharma through Harshacharit
ii) Study of principles of Hindu polity thro ugh Panchatantra and Hitopadesh
Unit IV: Dharma and Stotra literature (1 Credit: 15 Marks)
i) Study of Hindu Philosophy and Theology as reflected in Stotras
ii) Study of sacred stories as extolled in Stotras
Assignment: Pow erpoint presentation on any one poet/writer
1) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 1)
2) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 2)
3) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 3)
4) Answer in detail (any one of the following) /Write short notes (any two of
the following) Marks: 15 (Unit 4) Bibliography:
1. Kiratarj uniyam of Bharavi, Sanskrit Text with Hindi Translation, Chaukhamba
Surabharati Prakashan, Varanasi 5.
2. Shishupalavadha, Marathi Translation by V.K. Noolkar, Prasad Prakashan, Pune
3. Shishupalavadha Mahakavyam – Prathamah Sargah, Janardanashastri Pandey,
Motilal Banarasidass Publishers Pvt. Ltd., Delhi 7. 8.
4. The Mrichchhakatika of Shudraka, M.R. Kale, Motilal Banarasidass Publishers
Pvt. Ltd., Delhi 10.
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5. Mudrarakshasa of Vishakhadat ta, M.R. Kale, Motilal Banarasidass Publishers
Pvt. Ltd., Delhi
6. The Harshacharita of Banabhatta, P.V. Kane, Motilal Banarasidass Publishers
Pvt. Ltd., Delhi
7. Panchatantra by M.R. Kale, Motilal Banarasidass Publishers Pvt. Ltd., Delhi
8. Kumarasambhava by M. R. Kale, Motilal Banarasidass Publishers Pvt.Ltd. Delhi
9. Raghuvamsha by M. R. Kale, Motilal Banarasidass Publishers Pvt. Ltd. Delhi
*****