{"id":1308,"date":"2022-01-02T16:38:34","date_gmt":"2022-01-02T16:38:34","guid":{"rendered":"https:\/\/hindu.jfn.ac.lk\/?page_id=1308"},"modified":"2022-11-23T05:03:55","modified_gmt":"2022-11-23T05:03:55","slug":"level-ii","status":"publish","type":"page","link":"https:\/\/hindu.jfn.ac.lk\/?page_id=1308","title":{"rendered":"Level II"},"content":{"rendered":"\t\t
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<\/p>

Level II – Semester I<\/strong><\/h2>

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<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHHCC 21013: Hindu Iconography and Architecture<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
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Course Code <\/strong><\/p>\n<\/td>\n

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HHCC 21013<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Course Title<\/strong><\/p>\n<\/td>\n

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Hindu Iconography and Architecture<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Credit Value<\/strong><\/p>\n<\/td>\n

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03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Core\/Optional<\/strong><\/p>\n<\/td>\n

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Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Pre-requisite<\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures \u2013 30 hours, Group discussion- 20 hours.<\/p>\n

Field Visit- 40 hours, Library Learning \u2013 10 hours, E \u2013 learning \u2013 10 hours, Exam Preparation \u2013 22 hours, In – Course Assessments ; Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours, Group Presentation \u2013 10 hours, Summative \u2013 3 Hours,<\/p>\n<\/td>\n<\/tr>\n

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Course Objective<\/strong><\/p>\n

To enhance the aesthetic sensibility for the appreciation of Hindu Iconography and Architecture as exhibited in the great temples of India and Sri Lanka<\/p>\n<\/td>\n<\/tr>\n

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Intended Learning outcomes<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Evaluate the importance of Iconography in Hindu religious practices<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the original treatises on Iconography and sculptural forms<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe the distinctive features of Hindu Temples belonging to the different styles<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 State the chronology of Hindu architectural Monuments<\/p>\n<\/td>\n<\/tr>\n

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Course Content<\/strong><\/p>\n

Salient features of Iconography as an Art, Techniques: Icono-plastic art, Iconographical Terminologies, Canons of Iconography and Cults Icons in general, The evolution of Nagara, Vesara and Dravida Styles under successive dynasties, Chola Temples (selected study), Temples of the Vijayanagara and Nayakka Periods (Selected study), Sri Lankan Hindu Temple Architecture.<\/p>\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

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Teaching and Learning Methods<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work<\/p>\n<\/td>\n<\/tr>\n

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Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

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1. Formative Assessment -30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

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10 %<\/p>\n<\/td>\n

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\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

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Assignment\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

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05 %<\/p>\n<\/td>\n<\/tr>\n

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Field Report<\/p>\n<\/td>\n

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10 %<\/p>\n<\/td>\n<\/tr>\n

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Quiz \/ MCQ<\/p>\n<\/td>\n

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05 %<\/p>\n<\/td>\n<\/tr>\n

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2.Summative Assessment<\/strong><\/p>\n

Written examination (3hour) : Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 08) :
05 Questions x 100 Marks = 500 Marks<\/p>\n<\/td>\n

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\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

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Recommended Readings<\/strong><\/p>\n

\u0b95\u0ba3\u0baa\u0ba4\u0bbf \u0bb8\u0bcd\u0ba4\u0baa\u0ba4\u0bbf\u0baf\u0bbe\u0bb0\u0bcd, \u0bb5\u0bc8. , (1978) , \u0b9a\u0bbf\u0bb1\u0bcd\u0baa\u0b9a\u0bcd \u0b9a\u0bc6\u0ba8\u0bcd\u0ba8\u0bc2\u0bb2\u0bcd, \u0ba4\u0bca\u0bb4\u0bbf\u0bb2\u0bcd\u0ba8\u0bc1\u0b9f\u0bcd\u0baa\u0b95\u0bcd \u0b95\u0bb2\u0bcd\u0bb5\u0bbf \u0b87\u0baf\u0b95\u0bcd\u0b95\u0bae\u0bcd, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd\u0ba8\u0bbe\u0b9f\u0bc1, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0b95\u0ba3\u0bc7\u0b9a\u0bae\u0bc2\u0bb0\u0bcd\u0ba4\u0bcd\u0ba4\u0bbf \u0bb8\u0bcd\u0ba4\u0baa\u0ba4\u0bbf, (1960) , \u0b86\u0bb2\u0baf \u0bb5\u0bbf\u0b95\u0bcd\u0b95\u0bbf\u0bb0\u0b95 \u0ba8\u0bbf\u0bb0\u0bcd\u0bae\u0bbe\u0ba3 \u0b86\u0baf\u0bbe\u0ba4\u0bbf \u0b9a\u0bbf\u0bb1\u0bcd\u0baa\u0bb0\u0b95\u0b9a\u0bbf\u0baf\u0bae\u0bcd,<\/p>\n

\u0ba4\u0bc1\u0bb0\u0bc8\u0b9a\u0bbe\u0bae\u0bbf \u0bae\u0bc1\u0ba4\u0bb2\u0bbf\u0baf\u0bbe\u0bb0\u0bcd \u0b95\u0bae\u0bcd\u0baa\u0bc6\u0ba9\u0bbf, \u0bae\u0bb2\u0bc8\u0baf\u0baa\u0bcd\u0baa\u0bc6\u0bb0\u0bc1\u0bae\u0bbe\u0bb3\u0bcd \u0ba4\u0bc6\u0bb0\u0bc1, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0b95\u0bcb\u0baa\u0bbe\u0bb2\u0b95\u0bbf\u0bb0\u0bc1\u0bb7;\u0ba3\u0b90\u0baf\u0bb0\u0bcd, \u0baa. , (1981) , \u0b9a\u0bbf\u0bb5\u0bbe\u0b95\u0bae\u0b99\u0bcd\u0b95\u0bb3\u0bc1\u0bae\u0bcd \u0b9a\u0bbf\u0bb1\u0bcd\u0baa \u0ba8\u0bc2\u0bb2\u0bcd\u0b95\u0bb3\u0bc1\u0bae\u0bcd \u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbf\u0bb0\u0bbf\u0b95\u0bcd\u0b95\u0bc1\u0bae\u0bcd \u0b9a\u0bbf\u0bb5 \u0bb5\u0bbf\u0b95\u0bcd\u0b95\u0bbf\u0bb0\u0b95\u0bb5\u0bbf\u0baf\u0bb2\u0bcd (\u0b95\u0bb2\u0bbe\u0ba8\u0bbf\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b9f\u0bcd\u0b9f\u0ba4\u0bcd\u0ba4\u0bbf\u0bb1\u0bcd\u0b95\u0bbe\u0b95 \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0baa\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0ba4\u0bcd\u0ba4\u0bbf\u0bb1\u0bcd\u0b95\u0bc1\u0b9a\u0bcd \u0b9a\u0bae\u0bb0\u0bcd\u0baa\u0bcd\u0baa\u0bbf\u0b95\u0bcd\u0b95\u0baa\u0bcd\u0baa\u0b9f\u0bcd\u0b9f \u0b86\u0baf\u0bcd\u0bb5\u0bc7\u0b9f\u0bc1).<\/p>\n

\u0ba4\u0b99\u0bcd\u0b95\u0bb5\u0bc7\u0bb2\u0bc1,\u0b95\u0bcb. , (1976) , \u0b87\u0ba8\u0bcd\u0ba4\u0bbf\u0baf \u0b95\u0bb2\u0bc8 \u0bb5\u0bb0\u0bb2\u0bbe\u0bb1\u0bc1, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd \u0ba8\u0bbe\u0b9f\u0bcd\u0b9f\u0bc1\u0baa\u0bcd\u0baa\u0bbe\u0b9f\u0ba8\u0bc2\u0bb2\u0bcd \u0bb5\u0bc6\u0bb3\u0bbf\u0baf\u0bc0\u0b9f\u0bcd\u0b9f\u0bc1 \u0ba8\u0bbf\u0bb1\u0bc1\u0bb5\u0ba9\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0baa\u0ba4\u0bcd\u0bae\u0ba8\u0bbe\u0ba4\u0ba9\u0bcd,\u0b9a\u0bbf. , (2001) , \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0b95\u0bb2\u0bbe\u0b9a\u0bbe\u0bb0\u0bae\u0bcd – \u0b95\u0bcb\u0baf\u0bbf\u0bb2\u0bcd\u0b95\u0bb3\u0bc1\u0bae\u0bcd \u0b9a\u0bbf\u0bb1\u0bcd\u0baa\u0b99\u0bcd\u0b95\u0bb3\u0bc1\u0bae\u0bcd,\u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0b9a\u0bae\u0baf \u0b95\u0bb2\u0bbe\u0b9a\u0bbe\u0bb0 \u0b85\u0bb2\u0bc1\u0bb5\u0bb2\u0bcd\u0b95\u0bb3\u0bcd \u0ba4\u0bbf\u0ba3\u0bc8\u0b95\u0bcd\u0b95\u0bb3\u0bae\u0bcd, \u0b95\u0bca\u0bb4\u0bc1\u0bae\u0bcd\u0baa\u0bc1.<\/p>\n

\u0ba8\u0bb5\u0bb0\u0ba4\u0bcd\u0ba4\u0bbf\u0ba9\u0bae\u0bcd, \u0b95. , (1939) ,\u00a0\u00a0\u00a0\u00a0 \u0ba4\u0bc6\u0ba9\u0bcd\u0ba9\u0bbf\u0ba8\u0bcd\u0ba4\u0bbf\u0baf \u0b9a\u0bbf\u0bb1\u0bcd\u0baa \u0bb5\u0b9f\u0bbf\u0bb5\u0b99\u0bcd\u0b95\u0bb3\u0bcd, \u0ba4\u0bbf\u0bb0\u0bc1\u0bae\u0b95\u0bb3\u0bcd \u0b85\u0bb4\u0bc1\u0ba4\u0bcd\u0ba4\u0b95\u0bae\u0bcd, \u0b9a\u0bc1\u0ba9\u0bcd\u0ba9\u0bbe\u0b95\u0bae\u0bcd.<\/p>\n

Douglas Barret, (1974), Early Chola Architecture and Sculpture, <\/strong>Faberand Faber, London.<\/p>\n

Daniel Smith, H., \u00a0(1969), venkatachari.K.K.A., Vaisnava Iconography<\/strong> pancaratra parisodhana parisad, madras.<\/p>\n

Percy Brown, (1956), Indian Architecture, <\/strong>(Buddhist & Hindu philosophy) Taraporavala Sons & Co., Bombay.<\/p>\n

Stella Kramrisch, (1976), The Hindu Temple Vols. 1 & II,<\/strong> Motilal Banersidas, New Delhi.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHHCC 21023: Modern Movements in Hinduism<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
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Course Code <\/strong><\/p>\n<\/td>\n

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HHCC 21023<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Course Title<\/strong><\/p>\n<\/td>\n

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Modern Movements in Hinduism<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Credit Value<\/strong><\/p>\n<\/td>\n

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03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite<\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures \u2013 30 hours, Group discussion \u2013 25 hours.\u00a0 Field Visit \u2013 10 hours.\u00a0 Library Learning \u2013 20 hours. E \u2013 learning \u2013 22 hours. Exam Preparation \u2013 25 hours, In – Course Assessments ; Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours.\u00a0 Group Presentation \u2013 10 hours, Summative \u2013 3 Hours<\/p>\n<\/td>\n<\/tr>\n

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Course Objective<\/strong><\/p>\n

To enable to recognize the emergence of many movements seeking to reform and revive Hinduism during the 18th<\/sup> and 19th<\/sup> Century.\u00a0<\/p>\n<\/td>\n<\/tr>\n

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Intended Learning outcomes<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discover the colonial impact on indigenous Hindu society<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe the general characteristics of modern reformatory institutions<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the characteristics of Bengal Renascence<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Elaborate the factors instrumental to the emergence of modern institutions for the reformation of Hindu religion and society<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Assess the outcomes of revival movements<\/p>\n<\/td>\n<\/tr>\n

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Course Content<\/strong><\/p>\n

British Orientalism, Raja Ram Mohan Roy and the Brahma Samaj, Dayananda Sarasvati and the Arya Samaj, The epistles of Sri Rama Krishna, Swami Vivekananda and Ramakrishna Mission, Teachings of Sri Aravinda, The teachings of Ramalinga Swami, The epistles of Saint Ramanar, Hindutva and its implications.<\/p>\n<\/td>\n<\/tr>\n

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Teaching and Learning Methods<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work<\/p>\n<\/td>\n<\/tr>\n

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Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

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1. Formative Assessment -30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment – I\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

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05 %<\/p>\n<\/td>\n<\/tr>\n

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Assignment – II<\/p>\n<\/td>\n

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05 %<\/p>\n<\/td>\n<\/tr>\n

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Group Presentation<\/p>\n<\/td>\n

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10 %<\/p>\n<\/td>\n<\/tr>\n

\u00a0<\/td>\n\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

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2. Summative Assessment<\/strong><\/p>\n

Written examination (3hour: Structured Question, Short Notes and Essay Questions(Expected to answer 05 questions out of 06) : 05 Questions x 100 Marks = 500 Marks<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings
<\/strong>Kotnala, M.C., (1975), Raja Ram Mohan Roy and Indian Awakening<\/strong>, Gitanjali Orakashan Lajpat Nagar, New Delhi.<\/p>\n

Kuppuswamy, B., (1975), Social Change in India<\/strong>, Vikas Publishing House PVT, LTD, Delhi.<\/p>\n

Priyadaranjan Ray, and Sen, S.N., (1937), The Cultural Heritage of India<\/strong>, Vol. IV, VI, The Ramakrishna Mission Institute & Culture, Culcutta.<\/p>\n

Robert, D.Baird, (1995), Religion in Modern India<\/strong>, Manohar Publishers & Distributors, New Delhi.<\/p>\n

Vable, D., (1983), The Arya Samaj<\/strong>, Vikas Publishing House PVT LTD.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHHCC 21033: Hindu Cultural traditions expounded in Tamil Bhakthi Literature<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
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Course Code <\/strong><\/p>\n<\/td>\n

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HHCC 21033<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Hindu Cultural traditions expounded in Tamil Bhakthi Literature<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite<\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours
Interactive sessions Lectures \u2013 30 hours, Group discussion \u2013 25 hours.\u00a0 Field Visit \u2013 10 hours.\u00a0 Library Learning \u2013 20 hours. E \u2013 learning \u2013 22 hours. Exam Preparation \u2013 25 hours, In – Course Assessments ; Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours.\u00a0 Group Presentation \u2013 10 hours, Summative \u2013 3 Hours<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To develop the knowledge in Bhakthi literature in broader perspective\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcomes<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain \u00a0the salient features of Tamil Bhakthi Literature<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss \u00a0the various modes of Bakthi revealed in Tamil Bhakthi literature<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Evaluate \u00a0the Socio-religious values expounded in Tamil Bhakthi Literature<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Asses the uniqueness of Tamil Bhakthi movements in the History of Hindu Civilization<\/p>\n<\/td>\n<\/tr>\n

\n

Course Contents<\/strong><\/p>\n

Introduction to Tamil Bhakthi Literature, Religious History & Experience reflected in Bhakthi Literature, Hindu Myths revealed Bhakthi Literature, Philosophical Thoughts expounded in Bhakthi Literature, Believes and worship Traditions in Bhakthi Literature, Human Values in Bhakthi Literature, Impact and influence of Tamil Bhakthi Literature in North India and Srilanka, Socio Cultural aspects expounded in Bhakthi Literature, Aesthetic Components revealed in Bhakthi Literature.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching \u2013Learning Method<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment -30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

Group Presentation<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz \/ MCQ<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

2.Summative Assessment<\/strong><\/p>\n

Written examination (3hour) : Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 08) :05 Questions x 100Marks =500Marks<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

\u0b85\u0bb0\u0bc1\u0ba3\u0bbe\u0b9a\u0bb2\u0bae\u0bcd,\u0baa. , (1973) , \u0baa\u0b95\u0bcd\u0ba4\u0bbf \u0b87\u0bb2\u0b95\u0bcd\u0b95\u0bbf\u0baf\u0bae\u0bcd – \u0b93\u0bb0\u0bcd \u0b85\u0bb1\u0bbf\u0bae\u0bc1\u0b95\u0bae\u0bcd, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bc1\u0ba4\u0bcd\u0ba4\u0b95\u0bbe\u0bb2\u0baf\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0b87\u0bb0\u0bbe\u0b9a\u0bae\u0bbe\u0ba3\u0bbf\u0b95\u0bcd\u0b95\u0ba9\u0bbe\u0bb0\u0bcd,\u0bae\u0bbe. , (1944) , \u0baa\u0bb2\u0bcd\u0bb2\u0bb5\u0bb0\u0bcd \u0bb5\u0bb0\u0bb2\u0bbe\u0bb1\u0bc1, \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0ba8\u0bc2\u0bb1\u0bcd\u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0bc1\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0b87\u0bb0\u0ba4\u0bcd\u0ba4\u0bbf\u0ba9\u0b9a\u0baa\u0bbe\u0baa\u0ba4\u0bbf,\u0bb5\u0bc8. , (1979) , \u0ba4\u0bbf\u0bb0\u0bc1\u0bae\u0bc1\u0bb1\u0bc8\u0ba4\u0bcd\u0ba4\u0bc6\u0bb3\u0bbf\u0bb5\u0bc7 \u0b9a\u0bbf\u0bb5\u0b9e\u0bbe\u0ba9\u0baa\u0bcb\u0ba4\u0bae\u0bcd, \u0b87\u0bb0\u0bbe\u0ba4\u0bbe\u0b95\u0bbf\u0bb0\u0bc1\u0bb7;\u0ba3\u0ba9\u0bcd \u0bae\u0bc6\u0baf\u0bcd\u0baf\u0bc1\u0ba3\u0bb0\u0bcd\u0bb5\u0bc1 \u0bae\u0bc7\u0bb2\u0bcd\u0ba8\u0bbf\u0bb2\u0bc8\u0b95\u0bcd \u0b95\u0bb2\u0bcd\u0bb5\u0bbf\u0ba8\u0bbf\u0bb1\u0bc1\u0bb5\u0ba9\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8\u0baa\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0b87\u0bb0\u0bbe\u0bae\u0b9a\u0bc1\u0baa\u0bcd\u0baa\u0bbf\u0bb0\u0bae\u0ba3\u0bbf\u0baf\u0bae\u0bcd, \u0bb5.\u0ba4. , (2004) , \u0ba4\u0bbf\u0bb0\u0bc1\u0bae\u0bbe\u0bb2\u0bbf\u0ba9\u0bcd \u0ba4\u0bbf\u0bb5\u0bcd\u0baf \u0ba4\u0bc7\u0b9a\u0b99\u0bcd\u0b95\u0bb3\u0bcd \u0bb0\u0bc2 \u0bb5\u0bc8\u0ba3\u0bb5 \u0ba4\u0bbf\u0bb0\u0bc1\u0ba4\u0bcd\u0ba4\u0bb2\u0b99\u0bcd\u0b95\u0bb3\u0bcd,\u00a0\u00a0\u00a0 \u0ba4\u0bbf\u0bb0\u0bc1\u0bae\u0b95\u0bb3\u0bcd \u0ba8\u0bbf\u0bb2\u0bc8\u0baf\u0bae\u0bcd, \u0b87\u0bb0\u0ba3\u0bcd\u0b9f\u0bbe\u0bae\u0bcd \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0bc1.<\/p>\n

\u0b87\u0ba8\u0bcd\u0ba4\u0bbf\u0bb0\u0bbe \u0baa\u0bbe\u0bb0\u0bcd\u0ba4\u0bcd\u0ba4\u0b9a\u0bbe\u0bb0\u0ba4\u0bbf, (1992) , \u0bb5\u0bc6\u0b99\u0bcd\u0b95\u0b9f\u0bb0\u0bbe\u0bae\u0ba9\u0bcd,\u0b9a\u0bc1. , \u0ba4\u0bae\u0bbf\u0bb4\u0bbe\u0b95\u0bcd\u0b95\u0bae\u0bcd, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd \u0b87\u0bb2\u0b95\u0bcd\u0b95\u0bbf\u0baf\u0b99\u0bcd\u0b95\u0bb3\u0bbf\u0bb2\u0bcd \u0bb5\u0bc8\u0ba3\u0bb5\u0bae\u0bcd, \u0bae\u0ba4\u0bc1\u0bb0\u0bc8\u0b95\u0bcd \u0b95\u0bbe\u0bae\u0bb0\u0bbe\u0b9a\u0bb0\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd.<\/p>\n

\u0b95\u0ba8\u0bcd\u0ba4\u0b9a\u0bbe\u0bae\u0bbf,\u0b9a\u0bcb.\u0ba8. , (2007) , \u0baa\u0ba9\u0bcd\u0ba9\u0bbf\u0bb0\u0bc1\u0ba4\u0bbf\u0bb0\u0bc1\u0bae\u0bc1\u0bb1\u0bc8, \u0bae\u0bc6\u0baf\u0bcd\u0baf\u0baa\u0bcd\u0baa\u0ba9\u0bcd \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd, \u0b9a\u0bbf\u0ba4\u0bae\u0bcd\u0baa\u0bb0\u0bae\u0bcd.<\/p>\n

\u0b9a\u0bc1\u0baa\u0bcd\u0baa\u0bc1\u0bb0\u0bc6\u0b9f\u0bcd\u0b9f\u0bbf\u0baf\u0bbe\u0bb0\u0bcd,\u0ba8. , (1991) , \u0bb5\u0bc8\u0ba3\u0bb5\u0b9a\u0bcd \u0b9a\u0bc6\u0bb2\u0bcd\u0bb5\u0bae\u0bcd, \u0b87\u0ba8\u0bcd\u0ba4\u0bbf\u0baf\u0ba9\u0bcd \u0b95\u0bb5\u0bc1\u0ba9\u0bcd\u0b9a\u0bbf\u0bb2\u0bcd \u0b86\u0baa\u0bcd \u0bb9\u0bbf\u0bb8\u0bcd\u0b9f\u0bbe\u0bb0\u0bbf\u0b95\u0bcd\u0b95\u0bb2\u0bcd \u0bb0\u0bbf\u0b9a\u0bbe\u0b9a\u0bcd, \u0ba8\u0bbf\u0baf\u0bc2\u0b9f\u0bc6\u0bb2\u0bcd\u0bb2\u0bbf.<\/p>\n

\u0b9a\u0bc1\u0bb5\u0bbf\u0bb0\u0bbe \u0b9c\u0bc6\u0baf\u0bb8\u0bcd\u0bb5\u0bbe\u0bb2\u0bcd, (1991) , \u0bb5\u0bc8\u0ba3\u0bb5\u0ba4\u0bcd\u0ba4\u0bbf\u0ba9\u0bcd \u0ba4\u0bcb\u0bb1\u0bcd\u0bb1\u0bae\u0bc1\u0bae\u0bcd \u0bb5\u0bb3\u0bb0\u0bcd\u0b9a\u0bcd\u0b9a\u0bbf\u0baf\u0bc1\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8,<\/p>\n

\u0bae\u0bc1\u0b95\u0bc1\u0ba8\u0bcd\u0ba4\u0ba9\u0bcd, \u0b9a. , (2020) , \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0b9a\u0bae\u0baf\u0ba4\u0bcd\u0ba4\u0bbf\u0bb2\u0bcd \u0b87\u0baf\u0bb1\u0bcd\u0b95\u0bc8 \u0bae\u0bc6\u0baf\u0bcd\u0baf\u0bbf\u0baf\u0bb2\u0bcd – \u0ba4\u0bbf\u0bb0\u0bc1\u0bae\u0ba8\u0bcd\u0ba4\u0bbf\u0bb0\u0bae\u0bcd , \u0ba4\u0bbf\u0bb0\u0bc1\u0bb5\u0bbe\u0b9a\u0b95 \u0baa\u0ba9\u0bc1\u0bb5\u0bb2\u0bcd\u0b95\u0bb3\u0bc8 \u0bae\u0bc1\u0ba9\u0bcd\u0ba8\u0bbf\u0bb1\u0bc1\u0ba4\u0bcd\u0ba4\u0bbf, \u0b87\u0ba8\u0bcd\u0ba4\u0bc1\u0ba8\u0bbe\u0b95\u0bb0\u0bbf\u0b95\u0ba4\u0bcd\u0ba4\u0bc1\u0bb1\u0bc8 \u0bb5\u0bc6\u0bb3\u0bbf\u0baf\u0bc0\u0b9f\u0bc1, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0baa\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd,.<\/p>\n

\u0bb0\u0b95\u0bc1\u0baa\u0bb0\u0ba9\u0bcd,\u0b95. , (\u0baa\u0ba4\u0bbf.) , (2008) , \u0baa\u0b95\u0bcd\u0ba4\u0bbf\u0ba8\u0bc6\u0bb1\u0bbf\u0baf\u0bc1\u0bae\u0bcd \u0baa\u0ba3\u0bcd\u0baa\u0bbe\u0b9f\u0bcd\u0b9f\u0bc1\u0b95\u0bcd \u0b95\u0bcb\u0bb2\u0b99\u0bcd\u0b95\u0bb3\u0bc1\u0bae\u0bcd, \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0b9a\u0bae\u0baf \u0b95\u0bb2\u0bbe\u0b9a\u0bbe\u0bb0 \u0b85\u0bb2\u0bc1\u0bb5\u0bb2\u0bcd\u0b95\u0bb3\u0bcd \u0ba4\u0bbf\u0ba3\u0bc8\u0b95\u0bcd\u0b95\u0bb3\u0bae\u0bcd, \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8.<\/p>\n

\u0bb5\u0bbf\u0b95\u0bcd\u0ba9\u0bc7\u0bb8\u0bcd\u0bb5\u0bb0\u0bbf,\u0baa. , (2019) , \u0bb5\u0bbf\u0bb7;\u0ba3\u0bc1\u0bb5\u0bbf\u0ba9\u0bcd \u0b85\u0bb5\u0ba4\u0bbe\u0bb0\u0b95\u0bcd \u0b95\u0bcb\u0b9f\u0bcd\u0baa\u0bbe\u0b9f\u0bc1, \u0b95\u0bc1\u0bb0\u0bc1\u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd, \u0ba4\u0bbf\u0bb0\u0bc1\u0ba8\u0bc6\u0bb2\u0bcd\u0bb5\u0bc7\u0bb2\u0bbf.<\/p>\n

Champakalakshmi, R., (1981), Vaisnava Iconography in the Tamil Country<\/strong>, New Delhi.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHHCC 21043: Tenets of Siddhar\u2019s Philosophy and Religion<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
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Course Code <\/strong><\/p>\n<\/td>\n

\n

HHCC 21043<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Tenets of Siddhar\u2019s Philosophy and Religion <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite\u00a0\u00a0 <\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures \u2013 30 hours, Group discussion \u2013 25 hours.\u00a0 Field Visit \u2013 10 hours.\u00a0 Library Learning \u2013 20 hours. E \u2013 learning \u2013 22 hours. Exam Preparation \u2013 25 hours, In – Course Assessments ; Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours.\u00a0 Group Presentation \u2013 10 hours, Summative \u2013 3 Hours<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To introduce the significance of Siddhar\u2019s Philosophy and Religion<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcomes<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the salient features of Siddhar\u2018s philosophy<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Categorize the religious factors reveled in Siddha treatises<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Asses the value of Siddha thoughts in social life\u00a0\u00a0<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe\u00a0 the scientific thoughts\u00a0 in Siddha treatises<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss the social consciousness and awareness of Siddhars<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

Siddha Traditions in Indian History, Impact of Siddha thoughts in Hindu Society, Religious convictions and Ideology of Siddhas, Philosophy of Siddhas, Rasavatham ,Siddhas of Sri Lanka, Comparative Study of Siddhas, Selected Texts of Siddhas, Siddhas contribution to the humanity and Social Harmony.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment -30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment\u00a0 – I\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment – II\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

Open Book Exam<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

2.Summative Assessment<\/strong><\/p>\n

Written examination (3hour) : Structured Question, Short Notes and Essay Questions(Expected to answer 05 questions out of 08) :05 Questions x 100Marks =500Marks<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

\u0b9a\u0bbf\u0ba4\u0bae\u0bcd\u0baa\u0bb0\u0ba9\u0bbe\u0bb0\u0bcd, \u0b9a\u0bbe\u0bae\u0bbf. , (2001) , \u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bb0\u0bcd\u0b95\u0bb3\u0bcd \u0b95\u0ba3\u0bcd\u0b9f \u0bb5\u0bbf\u0b9e\u0bcd\u0b9e\u0bbe\u0ba9 \u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0bae\u0bcd, \u0bb8\u0bcd\u0bb0\u0bc0 \u0b9a\u0bc6\u0ba3\u0bcd\u0baa\u0b95\u0bbe \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0ba8\u0bbe\u0bb0\u0bbe\u0baf\u0ba3\u0ba9\u0bcd, \u0b95. , (1988) , \u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bb0\u0bcd\u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0bae\u0bcd, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd \u0baa\u0bc1\u0ba4\u0bcd\u0ba4\u0b95\u0bbe\u0bb2\u0baf\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0bae\u0bc1\u0b95\u0bc1\u0ba8\u0bcd\u0ba4\u0ba9\u0bcd, \u0b9a. , (2020) , \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0b9a\u0bae\u0baf\u0ba4\u0bcd\u0ba4\u0bbf\u0bb2\u0bcd \u0b87\u0baf\u0bb1\u0bcd\u0b95\u0bc8 \u0bae\u0bc6\u0baf\u0bcd\u0baf\u0bbf\u0baf\u0bb2\u0bcd – \u0ba4\u0bbf\u0bb0\u0bc1\u0bae\u0ba8\u0bcd\u0ba4\u0bbf\u0bb0\u0bae\u0bcd, \u0ba4\u0bbf\u0bb0\u0bc1\u0bb5\u0bbe\u0b9a\u0b95 \u0baa\u0ba9\u0bc1\u0bb5\u0bb2\u0bcd\u0b95\u0bb3\u0bc8 \u0bae\u0bc1\u0ba9\u0bcd\u0ba8\u0bbf\u0bb1\u0bc1\u0ba4\u0bcd\u0ba4\u0bbf, \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0ba8\u0bbe\u0b95\u0bb0\u0bbf\u0b95\u0ba4\u0bcd\u0ba4\u0bc1\u0bb1\u0bc8 \u0bb5\u0bc6\u0bb3\u0bbf\u0baf\u0bc0\u0b9f\u0bc1, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0baa\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd.<\/p>\n

\u0bae\u0bc1\u0bb0\u0bc1\u0b95\u0bc7\u0b9a\u0ba9\u0bcd, \u0b9a\u0bbf.\u0b8e\u0bb8\u0bcd. , (2003) , \u0baa\u0bc1\u0ba4\u0bc1\u0b9a\u0bcd\u0b9a\u0bc7\u0bb0\u0bbf\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bb0\u0bcd\u0b95\u0bb3\u0bcd, \u0b9a\u0b99\u0bcd\u0b95\u0bb0\u0bcd \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0bae\u0bc1\u0ba4\u0bcd\u0ba4\u0bc8\u0baf\u0bbe, \u0ba8\u0bbe. , (1980) , \u0b88\u0bb4\u0ba4\u0bcd\u0ba4\u0bc1\u0b9a\u0bcd\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bb0\u0bcd\u0b95\u0bb3\u0bcd, \u0b86\u0ba4\u0bcd\u0bae\u0b9c\u0bcb\u0ba4\u0bbf\u0ba8\u0bbf\u0bb2\u0bc8\u0baf\u0bae\u0bcd, \u0ba8\u0bbe\u0bb5\u0bb2\u0baa\u0bcd\u0baa\u0bbf\u0b9f\u0bcd\u0b9f\u0bbf.<\/p>\n

Ganapathy, T.N., (1993), The Philosophy of the Tamil Siddhas<\/strong>, Indian Council of Philosophical Research, New Delhi.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSNC 21013: Prescribed Texts in Classical Sanskrit Literature<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code<\/strong><\/p>\n<\/td>\n

\n

HSNC 21013<\/strong><\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Prescribed Texts in Classical Sanskrit Literature<\/strong><\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Credit<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite<\/strong><\/p>\n<\/td>\n

\n

None <\/strong><\/p>\n<\/td>\n

\u00a0<\/td>\n<\/tr>\n
\u00a0<\/td>\n\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures – 30 hours, Group discussion – 25 hours.\u00a0 Field Visit – 10 hours.\u00a0 Library Learning \u2013 20 hours. E \u2013 learning \u2013 22 hours. Exam Preparation \u2013 25 hours, In – Course Assessments: Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours.\u00a0 Group Presentation – 10 hours.\u00a0 Summative – 3 Hours.<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To be acquainted with the major works in Classical Sanskrit Literature<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcomes <\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe the background of Classical Sanskrit literature<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the significant features of Classical Sanskrit literature<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the literary aspects of Sanskrit literature<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compare Sanskrit literature with the other literary works of the world<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Translate the selected sentences & fable forms from Sanskrit to Tamil<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content <\/strong><\/p>\n

Buddha Carita 2 (Chapters) 1, Kumara Sambava I.1-20, Kratarjuniyam I.1-20, Dasakumaracarita- ucchuvasa – IV, Megaduta-Purvamega (Hymns) 1-20, Uttararama Charitam-I, Ratnavali\u2013 1<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching \u2013Learning Method<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Formative Assessment -30%<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10%<\/p>\n<\/td>\n

\n

30%<\/strong><\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment-I\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment-II\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\u00a0<\/td>\n<\/tr>\n
\u00a0<\/td>\n\u00a0<\/td>\n<\/tr>\n
\n

Summative Assessment<\/strong><\/p>\n

Written examination (3hour) : Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 06) : 05 Questions x 100Marks =500Marks<\/p>\n<\/td>\n

\n

70%<\/strong><\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings <\/strong><\/p>\n

Johnston. E.H, (1978), The Buddhacarita<\/strong>, Motilal Banarsidas Publishers, New Delhi.<\/p>\n

Babupathka\u00a0 (ED) , (1961), The Meghaduta <\/strong>of Kalidasa<\/strong>, Aryabhusana press, Pune.<\/p>\n

Kale.M.R, (<\/strong>1969), Kumarasambava<\/strong>, MotilalBanarsidas Publishers, New Delhi.<\/p>\n

Kale.M.R (Ed), (1925), Ratnavali <\/strong>of Harsa<\/strong>, Bombay.<\/p>\n

Kale.M.R (Ed), (1966), The Dasakumaracharita <\/strong>of Dandin<\/strong>, Motilal Banarsidas, New Delhi.<\/p>\n

Kale.M.R (Ed), (1973), Uttararama Charitam, <\/strong>Motilal Banarsidas, New Delhi.<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSNC 21023: Descriptive Sanskrit Grammar<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code<\/strong><\/p>\n<\/td>\n

\n

HSNC 21023<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Descriptive\u00a0 Sanskrit Grammar<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite<\/strong><\/p>\n<\/td>\n

\n

None <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures – 30 hours, Group discussion – 25 hours.\u00a0 Field Visit – 10 hours.\u00a0 Library Learning \u2013 20 hours. E \u2013 learning \u2013 22 hours. Exam Preparation \u2013 25 hours, In – Course Assessments: Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours.\u00a0 Group Presentation – 10 hours. Summative – 3 Hours.<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To provide indepth knowledge in Sanskrit Grammar<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcomes <\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Apply classical Sanskrit grammar<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Develop the knowledge in the structure of Classical Sanskrit grammar<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Formulate sentences in Sanskrit language<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compose sentences in Sanskrit language<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content <\/strong><\/p>\n

Sanskrit words, genders and numbers, Declension of nouns, adjectives, participles, Conjugation of verbs, Compounds, and Syntax.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching \u2013Learning Method<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Formative Assessment -30%<\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10%<\/p>\n<\/td>\n

\n

30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Assignment\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n<\/tr>\n

\n

Open Book Test\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

2. Summative Assessment<\/strong><\/p>\n

Written examination (3hour) :Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 06) :05 Questions x 100Marks =500Marks<\/p>\n<\/td>\n

\n

70%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings <\/strong><\/p>\n

Apte.V.S, (1952), The Student\u2019s<\/strong> Guide to Sanskrit Composition<\/strong>, Pune.<\/p>\n

Bhandarkar.R.G, (1978), The First book of Sanskrit<\/strong> New Delhi.<\/p>\n

Mac Donnell.A, (1967), Sanskrit Grammar for Students<\/strong>, Oxford.<\/p>\n

Kale.M.R, (1945),AHigher Sanskrit Grammer, <\/strong>Motilal Banarsidas, New Delhi.<\/p>\n

\u0b9a\u0bbf\u0bb5\u0b9a\u0bbe\u0bae\u0bbf,\u0bb5\u0bbf. , (1999) , \u0bb8\u0bcd\u0bb5\u0baa\u0bcb\u0ba4\u0bb2\u0b95\u0bc1\u0b9a\u0bae\u0bcd\u0bb8\u0bcd\u0b95\u0bbf\u0bb0\u0bc1\u0ba4\u0bae\u0bcd,\u0ba4\u0bbf\u0bb0\u0bc1\u0ba8\u0bc6\u0bb2\u0bcd\u0bb5\u0bc7\u0bb2\u0bbf.<\/p>\n

\u0b9a\u0bc1\u0baa\u0bcd\u0baa\u0bbf\u0bb0\u0bae\u0ba3\u0bbf\u0baf \u0b9a\u0bbe\u0bb8\u0bcd\u0ba4\u0bbf\u0bb0\u0bbf\u0b95\u0bb3\u0bcd, (2002) ,\u0ba8\u0bbf\u0baf\u0bbe\u0baf\u0bb2\u0b95\u0bc1 \u0bb5\u0baf\u0bbe\u0b95\u0bb0\u0ba3\u0bae\u0bcd, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0bae\u0bcd.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSNC 21033: Sanskrit Epics and Puranas<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code<\/strong><\/p>\n<\/td>\n

\n

HSNC 21033<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Sanskrit Epics and Puranas<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite<\/strong><\/p>\n<\/td>\n

\n

None <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures – 30 hours, Group discussion – 25 hours.\u00a0 Field Visit – 10 hours.\u00a0 Library Learning \u2013 20 hours. E \u2013 learning \u2013 22 hours. Exam Preparation \u2013 25 hours, In – Course Assessments: Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours.\u00a0 Group Presentation – 10 hours.\u00a0 Summative – 3 Hours<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To familiarize the language, literary aspects\u00a0 and civilization of\u00a0 Epics and -Puranas<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcomes <\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain Epics and Puranas<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Classify language style of Epics and Puranas<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe Epics and Puranic Contents<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Translate selected texts from\u00a0 Epics and Puranas<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content <\/strong><\/p>\n

Origin and development of the Epics, Puranas, Analysis of the Content, Literary aspects, language and style, Translation of selected portions from the following Ramayana and Mahabharata, Puranas. Ramayana\u00a0 (a) Balakanda 4-6, (b) Sunderakanda 14- 15, Mahabharata (a) Adiparvan 217- 219, (b) Vanaparvan 184 -189<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching \u2013Learning Method<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Formative Assessment -30%<\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10%<\/p>\n<\/td>\n

\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Assignment\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n<\/tr>\n

\n

Debate\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10%<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz\u00a0<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

2. Summative Assessment<\/strong><\/p>\n

Written examination (3hour) : Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 06) :05 Questions x 100Marks =500Marks<\/p>\n<\/td>\n

\n

70%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings <\/strong><\/p>\n

Vaidya,C.V., (1907), Epic India, <\/strong>Bombay.<\/p>\n

Pusalkar,A.D., (1955), Studies in the Epic and Puranas<\/strong>, Bombay.<\/p>\n

Raghavan,V.,(Ed.), (1950), The Ramayana Tradition in Asia<\/strong>, New Delhi.<\/p>\n

Vaidya,C.V., (1907), Epic India<\/strong>, Bombay.<\/p>\n

\u0bb5\u0bc8\u0baf\u0bbe\u0baa\u0bc1\u0bb0\u0bbf\u0baa\u0bcd\u0baa\u0bbf\u0bb3\u0bcd\u0bb3\u0bc8. \u0b8f\u0bb8\u0bcd, (1956) ,\u0b87\u0bb2\u0b95\u0bcd\u0b95\u0bbf\u0baf \u0b89\u0ba4\u0baf\u0bae\u0bcd 2\u0bae\u0bcd \u0baa\u0bbe\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8,<\/p>\n

Subramanian.S, (1975), Cultural Heritage of India,<\/strong>Vol I, Calcutta.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSNC 21043: Sanskrit Drama<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code<\/strong><\/p>\n<\/td>\n

\n

HSNC 21043<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Sanskrit Drama <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite<\/strong><\/p>\n<\/td>\n

\n

None <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures – 30 hours, Group discussion – 25 hours.\u00a0 Field Visit – 10 hours.\u00a0 Library Learning \u2013 20 hours. E \u2013 learning \u2013 22 hours. Exam Preparation \u2013 25 hours, In – Course Assessments: Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours.\u00a0 Group Presentation – 10 hours.\u00a0 Summative – 3 Hours.<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To develop knowledge and skills on Sanskrit drama<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcomes <\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the features of Sanskrit Drama<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Classify the language style of Sanskrit Dramas<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe Contents of Sanskrit Dramas<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Demonstrate the selected portions of Sanskrit Dramas<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Translate selected texts of Sanskrit Dramas<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content <\/strong><\/p>\n

Origin and development of Sanskrit theatre, content of Sanskrit plays ,Tamil Translation of the following :AbhijnaSakuntalaof the Kalidasa,, Chapter -3&4, Mrcchakatikaof Sudraka, Chapter-1&2, Ratnavali of Harsa, Chapter 1&2, Nagananda of\u00a0 Harsa,Chapter-1&2, Svapnavasavadatta of Bhasha Chapter.1-3, Vikramorvasiyam Ch 2<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching \u2013Learning Method<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Formative Assessment-30%<\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10%<\/p>\n<\/td>\n

\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Assignment\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n<\/tr>\n

\n

Drama\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10%<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz\u00a0<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

2. Summative Assessment<\/strong><\/p>\n

Written examination (3hour) : Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 06) :05 Questions x 100Marks =500Marks<\/p>\n<\/td>\n

\n

70%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings <\/strong><\/p>\n

Keith,A.B., (1954), Sanskrit Drama, <\/strong>Oxford.<\/p>\n

Bhattacharya,V.B., (1994), Shrada<\/strong>, Publication, Varanasi.<\/p>\n

Sastri,S.N., (1961), Laws\u00a0 and practice\u00a0 of Sanskrit drama<\/strong> ,Varanasi.\u00a0<\/p>\n

Shekar, (1960), Sanskrit Drama, It\u2019s origin and development, <\/strong>London.<\/p>\n

Vaidya Pandy,M.L, (1979), The<\/strong> Tradition of Indian theatre<\/strong>, NewDelhi.<\/p>\n

\u0baa\u0ba4\u0bcd\u0bae\u0ba8\u0bbe\u0baa\u0ba9\u0bcd.\u0b9a, (2019) ,\u0bb5\u0bbf\u0b95\u0bcd\u0bb0\u0bae\u0bcb\u0bb0\u0bcd\u0bb5\u0b9a\u0bbf\u0baf\u0bae\u0bcd – \u0ba4\u0bae\u0bbf\u0bb4\u0bcd \u0bae\u0bca\u0bb4\u0bbf\u0baa\u0bc6\u0baf\u0bb0\u0bcd\u0baa\u0bcd\u0baa\u0bc1, \u0bae\u0bc1\u0ba9\u0bcd\u0ba9\u0bc7\u0bb8\u0bcd\u0bb5\u0bb0\u0bae\u0bcd \u0ba4\u0bc7\u0bb5\u0bb8\u0bcd\u0ba4\u0bbe\u0ba9\u0bae\u0bcd, \u0b9a\u0bbf\u0bb2\u0bbe\u0baa\u0bae\u0bcd;.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSSC 21013: Saiva Siddhanta Concepts in Sanskrit Literature<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code <\/strong><\/p>\n<\/td>\n

\n

HSS<\/strong>C 21013<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Saiva Siddhanta Concepts in Sanskrit Literature<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite <\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures and Tutorials – 45h, Library learning – 20 h, ,Group work \u2013 10h,\u00a0 E \u2013 learning -20h, Exam Preparation – 20h, In – Course Assessments : Take Home assignments \u2013 07h, Quizzes \u2013 05h, Presentation \u2013 20h, Summative \u2013 3h.<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To relate the connection between the Sanskrit Literature and Saiva Siddhanta<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcome<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the importance of Sanskrit Literature and the tenets of Saiva Siddhanta as important sources of Hindu philosophical thoughts<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Create an awareness of the link between philosophic research and its utility to human life<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss the different modes of worship traditions revealed in Sanskrit Literatures\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Evaluate the philosophical concepts of Sanskrit Literature in relation to social values<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

The nature and scope of Sanskrit Literatures; Main Sanskrit Literatures and their contents; Svetasvatara Upanishad and Saiva Siddhanta with special attention to Kata; Kaivalya, Atharvasika, Maha Narayana, Aithareya etc; The Bramasuthra which describes the essence of Upanishads and the commentary of Neela Khanda Sivacharya – translated by Kasivasi Senthinathaiyar, Saiva Siddhanta Philosophy of Ashtapraharanam.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lectures, Assessment, Tutorial, discussions, Individual or Group Presentations, recitation of oral questions.<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10%<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

\u00a005 %<\/p>\n<\/td>\n<\/tr>\n

\n

Group Project<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz\u00a0<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2. Summative Assessment<\/strong><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 i.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Written Examination (3Hours) : Structured questions, Essay questions, Short notes(Expected to answer 5 questions out of 08) 05 Questions x 100 Marks= 500 Marks.<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u0b87\u0bb0\u0bbe\u0ba4\u0bbe\u0b95\u0bbf\u0bb0\u0bc1\u0bb7;\u0ba3\u0ba9\u0bcd, \u0b8e\u0bb8\u0bcd, (1990), \u0b95\u0bc0\u0bb4\u0bc8\u0bae\u0bc7\u0bb2\u0bc8 \u0ba8\u0bbe\u0b9f\u0bc1\u0b95\u0bb3\u0bbf\u0ba9\u0bcd \u0bae\u0bc6\u0baf\u0bcd;\u0baa\u0bcd\u0baa\u0bca\u0bb0\u0bc1\u0bb3\u0bcd \u0b87\u0baf\u0bb2\u0bcd \u0bb5\u0bb0\u0bb2\u0bbe\u0bb1\u0bc1 1, \u0b85\u0ba3\u0bcd\u0ba3\u0bbe\u0bae\u0bb2\u0bc8\u0baa\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd\u0ba8\u0bbe\u0b9f\u0bc1.<\/p>\n

\u0b95\u0bbf\u0bb0\u0bc1\u0bb7;\u0ba3\u0b9a\u0bbe\u0bb8\u0bcd\u0ba4\u0bbf\u0bb0\u0bbf\u0b95\u0bb3\u0bcd, \u0ba8\u0bbe., \u0b9a\u0bc1\u0baa\u0bcd\u0baa\u0bbf\u0bb0\u0bae\u0ba3\u0bbf\u0baf \u0b9a\u0bbe\u0bb8\u0bcd\u0ba4\u0bbf\u0bb0\u0bbf\u0b95\u0bb3\u0bcd, \u0bae\u0bc1., (\u0bae\u0bca\u0bb4\u0bbf\u0baa\u0bc6\u0baf\u0bb0\u0bcd\u0baa\u0bcd\u0baa\u0bc1) , (1927) , \u0b85\u0bb7;\u0b9f\u0baa\u0bcd\u0baa\u0bbf\u0bb0\u0b95\u0bb0\u0ba3\u0bae\u0bcd, \u0baa\u0b95\u0bc1\u0ba4\u0bbf 2, \u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0b9a\u0b99\u0bcd\u0b95\u0bbf\u0bb0\u0b95\u0bae\u0bcd, \u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0ba4\u0bcd\u0ba4\u0bbf\u0bb0\u0baf \u0ba8\u0bbf\u0bb0\u0bcd\u0ba3\u0baf\u0bae\u0bcd, \u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0baa\u0bcd \u0baa\u0bbf\u0bb0\u0b95\u0bbe\u0b9a\u0bae\u0bcd, (\u0bae\u0bc2\u0bb2\u0bae\u0bc1\u0bae\u0bcd \u0bb5\u0bbf\u0bb0\u0bc1\u0ba4\u0bcd\u0ba4\u0bbf\u0baf\u0bc1\u0bb0\u0bc8\u0baf\u0bc1\u0bae\u0bcd), \u0ba4\u0bc7\u0bb5\u0b95\u0bcb\u0b9f\u0bcd\u0b9f\u0bc8 \u0b9a\u0bbf\u0bb5\u0bbe\u0b95\u0bae \u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0baa\u0bb0\u0bbf\u0baa\u0bbe\u0bb2\u0ba9 \u0b9a\u0b99\u0bcd\u0b95\u0bae\u0bcd, \u0b95\u0bbe\u0bb0\u0bc8\u0b95\u0bcd\u0b95\u0bc1\u0b9f\u0bbf.<\/p>\n

\u0b95\u0bbf\u0bb0\u0bc1\u0bb7;\u0ba3\u0b9a\u0bbe\u0bb8\u0bcd\u0ba4\u0bbf\u0bb0\u0bbf\u0b95\u0bb3\u0bcd, \u0ba8\u0bbe., \u0b9a\u0bc1\u0baa\u0bcd\u0baa\u0bbf\u0bb0\u0bae\u0ba3\u0bbf\u0baf \u0b9a\u0bbe\u0bb8\u0bcd\u0ba4\u0bbf\u0bb0\u0bbf\u0b95\u0bb3\u0bcd, \u0bae\u0bc1., (\u0bae\u0bca\u0bb4\u0bbf\u0baa\u0bc6\u0baf\u0bb0\u0bcd\u0baa\u0bcd\u0baa\u0bc1), (1972), \u0b87\u0bb0\u0ba4\u0bcd\u0ba4\u0bbf\u0ba9\u0ba4\u0bcd\u0ba4\u0bbf\u0bb0\u0baf\u0bae\u0bcd, \u0baa\u0bcb\u0b95\u0b95\u0bbe\u0bb0\u0bbf\u0b95\u0bc8, \u0ba8\u0bbe\u0ba4\u0b95\u0bbe\u0bb0\u0bbf\u0b95\u0bc8, \u0bae\u0bcb\u0b9f\u0bcd\u0b9a\u0b95\u0bbe\u0bb0\u0bbf\u0b95\u0bc8, \u0baa\u0bb0\u0bae\u0bcb\u0b9f\u0bcd\u0b9a\u0ba8\u0bbf\u0bb0\u0bbe\u0b9a\u0b95\u0bbe\u0bb0\u0bbf\u0b95\u0bc8, \u0b87\u0bb5\u0bb1\u0bcd\u0bb1\u0bbf\u0ba9\u0bcd \u0bae\u0bc2\u0bb2\u0bae\u0bc1\u0bae\u0bcd \u0bb5\u0bbf\u0bb0\u0bbf\u0bb5\u0bc1\u0bb0\u0bc8\u0baf\u0bc1\u0bae\u0bcd, \u0ba4\u0bc7\u0bb5\u0b95\u0bcb\u0b9f\u0bcd\u0b9f\u0bc8 \u0b9a\u0bbf\u0bb5\u0bbe\u0b95\u0bae \u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0baa\u0bb0\u0bbf\u0baa\u0bbe\u0bb2\u0ba9 \u0b9a\u0b99\u0bcd\u0b95\u0bae\u0bcd.<\/p>\n

\u0b95\u0bbf\u0bb0\u0bc1\u0bb7;\u0ba3\u0bbe\u0ba9\u0ba8\u0bcd\u0ba4\u0b9a\u0bb0\u0bcd\u0bae\u0bbe, \u0bb8\u0bcd\u0bb0\u0bc0. , (\u0baa\u0ba4\u0bbf) , (2010) , \u0bb5\u0b9f\u0bae\u0bca\u0bb4\u0bcdp \u0b87\u0bb2\u0b95\u0bcd\u0b95\u0bbf\u0baf \u0bb5\u0bb0\u0bb2\u0bbe\u0bb1\u0bc1 (\u0bb5\u0bc8\u0ba4\u0bbf\u0b95 \u0b87\u0bb2\u0b95\u0bcd\u0b95\u0bbf\u0baf\u0bae\u0bcd) , \u0baa\u0bcb\u0bb0\u0bbe\u0b9a\u0bbf\u0bb0\u0bbf\u0baf\u0bb0. \u0b95\u0bc8\u0bb2\u0bbe\u0b9a\u0ba8\u0bbe\u0ba4\u0b95\u0bcd \u0b95\u0bc1\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bb3\u0bcd \u0b9e\u0bbe\u0baa\u0b95\u0bbe\u0bb0\u0bcd\u0ba4\u0bcd\u0ba4 \u0b9a\u0baa\u0bc8, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0bae\u0bcd.<\/p>\n

\u0b9a\u0bbf\u0bb5\u0b9e\u0bbe\u0ba9\u0bae\u0bc1\u0ba9\u0bbf\u0bb5\u0bb0\u0bcd, (2008), \u0b9a\u0bbf\u0bb5\u0b9e\u0bbe\u0ba9\u0baa\u0bbe\u0b9f\u0bbf\u0baf\u0bae\u0bcd, \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4\u0baa\u0bcd \u0baa\u0bc6\u0bb0\u0bc1\u0bae\u0ba9\u0bcd\u0bb1\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0b9a\u0bc1\u0ba8\u0bcd\u0ba4\u0bb0\u0bae\u0bc2\u0bb0\u0bcd\u0ba4\u0bcd\u0ba4\u0bbf, \u0b95\u0bcb., (1979) , \u0bb5\u0b9f\u0bae\u0bca\u0bb4\u0bbf \u0ba8\u0bc2\u0bb2\u0bcd\u0b95\u0bb3\u0bbf\u0bb1\u0bcd \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4\u0bae\u0bcd, \u0baa\u0b95\u0bc1\u0ba4\u0bbf \u0b90, (\u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0baa\u0bcd \u0baa\u0bbf\u0bb0\u0b95\u0bbe\u0b9a\u0bae\u0bc1\u0bae\u0bcd \u0b85\u0ba4\u0ba9\u0bcd \u0b87\u0bb0\u0bc1 \u0b89\u0bb0\u0bc8\u0b95\u0bb3\u0bc1\u0bae\u0bcd) , \u0b9a\u0bb0\u0bcd\u0bb5\u0bcb\u0ba4\u0baf \u0b87\u0bb2\u0b95\u0bcd\u0b95\u0bbf\u0baf\u0baa\u0bcd \u0baa\u0ba3\u0bcd\u0ba3\u0bc8, \u0bae\u0ba4\u0bc1\u0bb0\u0bc8.<\/p>\n

\u0b9a\u0bc6\u0ba8\u0bcd\u0ba4\u0bbf\u0ba8\u0bbe\u0ba4\u0bc8\u0baf\u0bb0\u0bcd, \u0b95\u0bbe\u0b9a\u0bbf\u0bb5\u0bbe\u0b9a\u0bbf, (2005), \u0baa\u0bbf\u0bb0\u0bae\u0b9a\u0bc2\u0ba4\u0bcd\u0ba4\u0bbf\u0bb0 \u0b9a\u0bbf\u0bb5\u0bbe\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0bbf\u0ba4 \u0b9a\u0bc8\u0bb5\u0baa\u0bbe\u0b9f\u0bbf\u0baf\u0bae\u0bcd, \u0b87\u0bb0\u0ba3\u0bcd\u0b9f\u0bbe\u0bae\u0bcd \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0bc1, \u0ba4\u0bc6\u0baf\u0bcd\u0bb5\u0b9a\u0bcd\u0b9a\u0bc7\u0b95\u0bcd\u0b95\u0bbf\u0bb4\u0bbe\u0bb0\u0bcd \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0baa\u0bbe\u0b9f\u0b9a\u0bbe\u0bb2\u0bc8, \u0ba4\u0b9e\u0bcd\u0b9a\u0bbe\u0bb5\u0bc2\u0bb0\u0bcd.<\/p>\n

\u0b9a\u0bc6\u0ba8\u0bcd\u0ba4\u0bbf\u0ba8\u0bbe\u0ba4\u0bc8\u0baf\u0bb0\u0bcd, \u0b95\u0bbe\u0b9a\u0bbf\u0bb5\u0bbe\u0b9a\u0bbf, (2009), \u0b9a\u0bc8\u0bb5\u0bb5\u0bc7\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4\u0bae\u0bcd, \u0ba4\u0bc6\u0baf\u0bcd\u0bb5\u0b9a\u0bcd\u0b9a\u0bc7\u0b95\u0bcd\u0b95\u0bbf\u0bb4\u0bbe\u0bb0\u0bcd \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0baa\u0bbe\u0b9f\u0b9a\u0bbe\u0bb2\u0bc8, \u0ba4\u0b9e\u0bcd\u0b9a\u0bbe\u0bb5\u0bc2\u0bb0\u0bcd.<\/p>\n

\u0baa\u0ba4\u0bcd\u0bae\u0ba8\u0bbe\u0baa\u0ba9\u0bcd,\u0b9a. , (\u0bae\u0bca\u0bb4\u0bbf\u0baa\u0bc6\u0baf\u0bb0\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0b9a\u0bbf\u0bb0\u0bbf\u0baf\u0bb0\u0bcd) , (2019) , \u0bb0\u0bcc\u0bb0\u0bb5\u0bbe\u0b95\u0bae\u0bae\u0bcd \u0bb5\u0bbf\u0ba4\u0bcd\u0baf\u0bbe \u0baa\u0bbe\u0ba4\u0bae\u0bcd \u0bae\u0bc2\u0bb2\u0bae\u0bc1\u0bae\u0bcd \u0ba4\u0bae\u0bbf\u0bb4\u0bcd \u0bae\u0bca\u0bb4\u0bbf\u0baa\u0bc6\u0baf\u0bb0\u0bcd\u0baa\u0bcd\u0baa\u0bc1\u0bae\u0bcd, \u0bb5\u0bc7\u0ba4\u0bbe\u0b95\u0bae \u0b85\u0b95\u0bcd\u0b95\u0b9f\u0bae\u0bbf, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0baa\u0ba4\u0bcd\u0bae\u0ba8\u0bbe\u0baa\u0ba9\u0bcd, \u0b9a. , (2019) , \u0b9a\u0bbf\u0bb5\u0bbe\u0b95\u0bae\u0b99\u0bcd\u0b95\u0bb3\u0bbf\u0bb2\u0bcd \u0ba4\u0bbf\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bcb\u0bb5\u0bbf\u0bb2\u0bcd \u0b85\u0bae\u0bc8\u0baa\u0bcd\u0baa\u0bc1, \u0bb8\u0bcd\u0bb0\u0bc0 \u0bae\u0bc1\u0ba9\u0bcd\u0ba9\u0bc7\u0bb8\u0bcd\u0bb5\u0bb0\u0bae\u0bcd \u0ba4\u0bc7\u0bb5\u0bb8\u0bcd\u0ba4\u0bbe\u0ba9\u0bae\u0bcd, \u0b9a\u0bbf\u0bb2\u0bbe\u0baa\u0bae\u0bcd.<\/p>\n

\u0baa\u0ba4\u0bcd\u0bae\u0ba8\u0bbe\u0baa\u0ba9\u0bcd, \u0b9a. , (2017), \u0b9a\u0bbf\u0bb5\u0bbe\u0b95\u0bae \u0bae\u0bb0\u0baa\u0bc1 \u2013 \u0ba8\u0bbf\u0bb2\u0bc8\u0ba4\u0bcd\u0ba4\u0ba9\u0bb5\u0bc1\u0bae\u0bcd \u0b85\u0bb4\u0bbf\u0ba8\u0bcd\u0ba4\u0ba9\u0bb5\u0bc1\u0bae\u0bcd, \u0bb8\u0bcd\u0bb0\u0bc0 \u0bae\u0bc1\u0ba9\u0bcd\u0ba9\u0bc7\u0bb8\u0bcd\u0bb5\u0bb0\u0bae\u0bcd \u0ba4\u0bc7\u0bb5\u0bb8\u0bcd\u0ba4\u0bbe\u0ba9\u0bae\u0bcd, \u0b9a\u0bbf\u0bb2\u0bbe\u0baa\u0bae\u0bcd.<\/p>\n

\u0baa\u0ba4\u0bcd\u0bae\u0ba8\u0bbe\u0baa\u0ba9\u0bcd, \u0b9a., (2018), (\u0bae\u0bca\u0bb4\u0bbf\u0baa\u0bc6\u0baf\u0bb0\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0b9a\u0bbf\u0bb0\u0bbf\u0baf\u0bb0\u0bcd), \u0ba4\u0bc7\u0bb5\u0bc0\u0b95\u0bbe\u0bb2\u0bcb\u0ba4\u0bcd\u0ba4\u0bb0\u0bbe\u0b95\u0bae\u0bae\u0bcd, (\u0b9a\u0bae\u0bcd\u0bb8\u0bcd\u0b95\u0bbf\u0bb0\u0bc1\u0ba4 \u0bae\u0bc2\u0bb2\u0bae\u0bc1\u0bae\u0bcd \u0ba4\u0bae\u0bbf\u0bb4\u0bcd \u0bae\u0bca\u0bb4\u0bbf\u0baa\u0bc6\u0baf\u0bb0\u0bcd\u0baa\u0bcd\u0baa\u0bc1\u0bae\u0bcd) , \u0bb8\u0bcd\u0bb0\u0bc0 \u0bae\u0bc1\u0ba9\u0bcd\u0ba9\u0bc7\u0bb8\u0bcd\u0bb5\u0bb0\u0bae\u0bcd \u0ba4\u0bc7\u0bb5\u0bb8\u0bcd\u0ba4\u0bbe\u0ba9\u0bae\u0bcd, \u0b9a\u0bbf\u0bb2\u0bbe\u0baa\u0bae\u0bcd.<\/p>\n

Aures Chandra Chakravarti, (1935), The Philosophy of the Upanishads<\/strong>, University of Calcutta.<\/p>\n

\u00a0<\/strong><\/p>\n

Paul Deussen, (2007), The Philosophy of the Upanishads<\/strong>, Dover Publications, INC, New York.<\/p>\n

Science Graduate, (2007), A Study of the Svetasvatara Upanishads<\/strong>, Saivaparipalana Sabai, Jaffna.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSSC 21023: Religious and Philosophical Thoughts in Early Tamil Literature<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
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Course Code <\/strong><\/p>\n<\/td>\n

\n

HSS<\/strong>C 21023<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Religious and Philosophical Thoughts in Early Tamil Literature<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite\u00a0\u00a0 \u00a0\u00a0\u00a0<\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures and Tutorials – 45h, Library learning – 20 h, ,Group work \u2013 10h,\u00a0 E \u2013 learning -20h, Exam Preparation – 20h, In – Course Assessments Take Home assignments \u2013 10h, MCQ-2h, Presentation \u2013 20h, Summative \u2013 3h.<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To impart knowledge of Philosophical thoughts reflected in early Tamil literature with special reference to Sangam and\u00a0 Post \u2013 Sangam Literature<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcome<\/strong><\/p>\n

At the end of the course Students should be able to:<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe the socio \u2013 philosophical and literary background of Ancient Tamil<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify their religion \u2013 philosophical elements<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Relate the basic Philosophical ideas revealed in Sangam and Post- sangam literature<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Analyze the philosophical concepts and notions<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain their materialistic and idealistic concepts<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compare the ideologies, trends and influences<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

Introduction to Philosophical Thoughts of Sangam Literature; which is based on to para graphical divisions and the Doctrine of God Expounded in Sangam Literature, Doctrine of soul Expounded in Sangam Literature;\u00a0 Existence of Cosmic world Expounded in Sangam Literature;\u00a0 Doctrine of Karma and\u00a0 Rebirth Expounded in Sangam Literature; Concept of\u00a0 Liberation, revealed in Sangam Literature; Materialism and Philosophical Elements (destiny, transience etc); Intron <\/sup>to post \u2013 sangam Literature Cilapatik\u0101ram, Manimekalai etc.\u00a0 With reference to their philosophies, Logic, Ethics, Karma, Translucence and Social philosophies.<\/p>\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lectures, Assessment, Tutorial discussions, Individual or Group Presentations, recitation of oral questions.<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment -30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10%<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

\u00a005 %<\/p>\n<\/td>\n<\/tr>\n

\n

Group Project<\/p>\n<\/td>\n

\n

10%<\/p>\n<\/td>\n<\/tr>\n

\n

MCQ<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2. Summative Assessment<\/strong><\/p>\n

Written Examination (3Hours) :Structured questions, Essay questions, Short notes(Expected to answer 5 questions out of 08) 05 Questions x 100 Marks= 500 Marks.<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

\u0b95\u0ba8\u0bcd\u0ba4\u0b9a\u0bbe\u0bae\u0bbf, \u0b9a\u0bcb.\u0ba8. , (1976) , \u0ba4\u0bae\u0bbf\u0bb4\u0bc1\u0bae\u0bcd \u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0bae\u0bc1\u0bae\u0bcd, \u0bae\u0bbe\u0ba3\u0bbf\u0b95\u0bcd\u0b95\u0bb5\u0bbe\u0b9a\u0b95\u0bb0\u0bcd \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd, \u0b9a\u0bbf\u0ba4\u0bae\u0bcd\u0baa\u0bb0\u0bae\u0bcd.<\/p>\n

\u0b95\u0bbf\u0bb0\u0bc1\u0bb8\u0bcd\u0ba3\u0bb0\u0bbe\u0b9c\u0bbe, \u0b9a\u0bcb. , (2007) , \u0b9a\u0b99\u0bcd\u0b95\u0b95\u0bbe\u0bb2 \u0b9a\u0bae\u0bc2\u0b95\u0bae\u0bc1\u0bae\u0bcd \u0b9a\u0bae\u0baf \u0bae\u0bc6\u0baf\u0bcd\u0baf\u0bbf\u0baf\u0bb1\u0bcd \u0b9a\u0bbf\u0ba8\u0bcd\u0ba4\u0ba9\u0bc8\u0b95\u0bb3\u0bc1\u0bae\u0bcd, \u0b95\u0bc1\u0bae\u0bb0\u0ba9\u0bcd \u0baa\u0bc1\u0ba4\u0bcd\u0ba4\u0b95 \u0b87\u0bb2\u0bcd\u0bb2\u0bae\u0bcd, \u0b95\u0bca\u0bb4\u0bc1\u0bae\u0bcd\u0baa\u0bc1 \u2013 \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0b95\u0bc8\u0bb2\u0bbe\u0b9a\u0baa\u0ba4\u0bbf, \u0b95\u0bbe. , (1966) , \u0baa\u0ba3\u0bcd\u0b9f\u0bc8\u0ba4\u0bcd \u0ba4\u0bae\u0bbf\u0bb4\u0bb0\u0bcd \u0bb5\u0bbe\u0bb4\u0bcd\u0bb5\u0bc1\u0bae\u0bcd \u0bb5\u0bb4\u0bbf\u0baa\u0bbe\u0b9f\u0bc1\u0bae\u0bcd, \u0baa\u0bbe\u0bb0\u0bbf \u0ba8\u0bbf\u0bb2\u0bc8\u0baf\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0b9a\u0bbf\u0bb5\u0bbe\u0ba9\u0ba8\u0bcd\u0ba4\u0bae\u0bc2\u0bb0\u0bcd\u0ba4\u0bcd\u0ba4\u0bbf, \u0b95. , (2014) , \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4\u0bae\u0bcd – \u0ba4\u0bae\u0bbf\u0bb4\u0bcd \u0bae\u0bc6\u0baf\u0bcd\u0baf\u0bbf\u0baf\u0bb2\u0bcd, \u0b85\u0bae\u0bcd\u0baa\u0bbe\u0bb3\u0bcd \u0bb5\u0bc6\u0bb3\u0bbf\u0baf\u0bc0\u0b9f\u0bcd\u0b9f\u0b95\u0bae\u0bcd, \u0baa\u0bc1\u0ba4\u0bcd\u0ba4\u0bc2\u0bb0\u0bcd.<\/p>\n

\u0b9a\u0bc1\u0baa\u0bcd\u0baa\u0bbf\u0bb0\u0bae\u0ba3\u0bbf\u0baf\u0baa\u0bbf\u0bb3\u0bcd\u0bb3\u0bc8, \u0b95\u0bbe. , (1972) , \u0ba4\u0bae\u0bbf\u0bb4\u0bb0\u0bcd \u0b9a\u0bae\u0baf\u0bae\u0bcd, \u0ba4\u0bbf\u0bb0\u0bc1\u0ba8\u0bc6\u0bb2\u0bcd\u0bb5\u0bc7\u0bb2\u0bbf, \u0ba4\u0bc6\u0ba9\u0bcd\u0ba9\u0bbf\u0ba8\u0bcd\u0ba4\u0bbf\u0baf \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0ba8\u0bc2\u0bb1\u0bcd\u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bcd \u0b95\u0bb4\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0b9a\u0bc1\u0baa\u0bcd\u0baa\u0bc8\u0baf\u0bbe, \u0b85.\u0b9a\u0bca. , (1977) , \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0ba8\u0bcb\u0b95\u0bcd\u0b95\u0bbf\u0bb2\u0bcd \u0ba4\u0bca\u0bb2\u0bcd\u0b95\u0bbe\u0baa\u0bcd\u0baa\u0bbf\u0baf\u0bae\u0bcd, \u0b85\u0ba3\u0bcd\u0ba3\u0bbe\u0bae\u0bb2\u0bc8\u0baa\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd.<\/p>\n

\u0b9a\u0bc6\u0bb2\u0bcd\u0bb5\u0bae\u0ba9\u0bcb\u0b95\u0bb0\u0ba9\u0bcd, \u0ba4\u0bbf. , (2017) , \u0ba4\u0bae\u0bbf\u0bb4\u0bbf\u0bb2\u0bcd \u0bae\u0bc6\u0baf\u0bcd\u0baf\u0bbf\u0baf\u0bb2\u0bcd, \u0ba4\u0bc2\u0ba3\u0bcd\u0b9f\u0bbf \u0bb5\u0bc6\u0bb3\u0bbf\u0baf\u0bc0\u0b9f\u0bc1, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0bae\u0bcd.<\/p>\n

\u0bb5\u0bbe\u0ba9\u0bae\u0bbe\u0bae\u0bb2\u0bc8, \u0ba8\u0bbe. , (2008) , \u0ba4\u0bae\u0bbf\u0bb4\u0bb0\u0bcd \u0baa\u0ba3\u0bcd\u0baa\u0bbe\u0b9f\u0bc1\u0bae\u0bcd \u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0bae\u0bc1\u0bae\u0bcd, \u0b85\u0bb2\u0bc8\u0b95\u0bb3\u0bcd \u0bb5\u0bc6\u0bb3\u0bbf\u0baf\u0bc0\u0b9f\u0bcd\u0b9f\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSSC 21033: Orthodox Systems<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code <\/strong><\/p>\n<\/td>\n

\n

HSS<\/strong>C 21033<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Orthodox Systems<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite\u00a0\u00a0 \u00a0\u00a0\u00a0<\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures and Tutorials – 45h, Library learning – 20 h, ,Group work \u2013 10h,\u00a0 E \u2013 learning -20h, Exam Preparation – 20h, In – Course Assessments : Take Home assignments \u2013 07h, Quizzes \u2013 05h, Presentation \u2013 20h. Summative \u2013 3h.<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To develop knowledge of\u00a0 Philosophical significance of the Six Systems<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcome<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Differentiate the salient features of Orthodox Schools of Hindu philosophy<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compare various aspects of Orthodox Schools<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Create the awareness to analyze on a comparative basis, with modern scientific concepts like the atomic theory, breath control and the theory of relativity\u00a0<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Assess the contribution of these schools in Indian Philosophy<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Evaluate the present challenges in the light of the orthodox systems<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

The Indian philosophical trend; The Philosophical Significance of the Six Systems<\/p>\n

Sankhya: History, Dualism, Evalution, Satk\u0101ryav\u0101tham, Prakrti, Puru\u1e63a, the three gu\u1e47as, Liberation, Moral Philosophy and Latter trends; Yoga \u2013 History, the S\u0101\u1e47kya \u2013 Yoga synthesis, Asht\u0101\u1e47ga Yoga, Liberation and Moral Philosophy; Nyaya \u2013 History, Basic concepts (Soul, world, Pat\u0101rta, A\u1e47uv\u0101tha, tents later trends.); Vaisesika \u2013 History, Basic tenets, Soul, World, Pat\u0101rta and Later trends; Purva Mim\u0101msa –\u00a0 History, Basic tenets, Soul, World, Pat\u0101rta and Later trends categories \u2013 Pattameem\u0101msa, Prabakara meem\u0101msa? Their basic differences and later; Contemporay trends in Orthodox System.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lectures, Assignments, Tutorial discussions, Individual or Group Presentations, recitation of oral questions.<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment \u2013 30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

\u00a005 %<\/p>\n<\/td>\n<\/tr>\n

\n

Debate<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz\u00a0<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2. Summative Assessment<\/strong><\/p>\n

Written Examination (3Hours) :Structured questions, Essay questions, Short notes (Expected to answer 05 questions out of 08) 05 Questions x 100 Marks= 500 Marks.<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u0b95\u0bbf\u0bb0\u0bc1\u0bb8\u0bcd\u0ba3\u0bb0\u0bbe\u0b9c\u0bbe, \u0b9a\u0bcb. , (2005) ,\u00a0 (\u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0bc1) , \u0b87\u0ba8\u0bcd\u0ba4\u0bbf\u0baf \u0bae\u0bc6\u0baf\u0bcd\u0baf\u0bbf\u0baf\u0bb2\u0bcd, \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0b9a\u0bae\u0baf \u0b95\u0bb2\u0bbe\u0b9a\u0bbe\u0bb0 \u0b85\u0bb2\u0bc1\u0bb5\u0bb2\u0bcd\u0b95\u0bb3\u0bcd \u0ba4\u0bbf\u0ba3\u0bc8\u0b95\u0bcd\u0b95\u0bb3\u0bae\u0bcd, \u0b95\u0bca\u0bb4\u0bc1\u0bae\u0bcd\u0baa\u0bc1.<\/p>\n

Gnanaprakasam, M., (1994), Samkhya Thought – A Saiva View Point<\/strong>, Mahatma Printing Works, Jaffna.<\/p>\n

Narayanan, T.K.,\u00a0 (1992), Nyayasara of Bhasarvajna<\/strong>, M.B., India.<\/p>\n

Radhakrishnan, S., (1958),\u00a0 Indian Philosophy<\/strong>, Vol. I & II, Allen & Unwin, London.<\/p>\n

Surendranath Dasgupta, (1922), A History of Indian Philosophy<\/strong>, Vol. 1, Motilal Banarsidass, New Delhi.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSSC 21043: Philosophy of Vedanta<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code <\/strong><\/p>\n<\/td>\n

\n

HSS<\/strong>C 21043<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Philosophy of Vedanta <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite\u00a0\u00a0 \u00a0\u00a0\u00a0<\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures and Tutorials – 45h, Library learning – 20 h, ,Group work \u2013 10h,\u00a0 E \u2013 learning -20h, Exam Preparation – 20h, In – Course Assessments : Take Home assignments \u2013 07h, Quizzes \u2013 05h, Presentation \u2013 20h. Summative \u2013 3h.<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To introduce the significance of the prasthanatraya and the important role of Sankara, Ramanuja and Madhava in the development of Vedanta Philosophy.<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcome<\/strong><\/p>\n

At the end of the course Students should be able to:<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify Sankara’s exposition of Advaita and post Sankara Thoughts<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Realize Ramanuja, Madhava and others of their developing patterns of thoughts, in keeping with causes and realities<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compare the salient features of vedantha Schools<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Analyse the contemporary\u00a0\u00a0 trends in the above philosophies<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Develop skills to face modern challenges from the Vedanta point of view<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

Significance of the prasthanatraya; The brief history of Sankarar; Sankara Vedanta – Epistemology absolute and four caitanyas; Reality, Causality the concept of Maya and liberation; Visistadvaaita and its philosophical Significance;Dwanita and controversy between dualists and aviatin;\u00a0 Nimparkkar, Vallapar, Sri Chaithanya Contribution to Vedanta; contemporary trends on Vedanta.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lectures, Assignments, Tutorial discussions, Individual or Group Presentations, recitation of oral questions<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment \u2013 30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

\u00a005 %<\/p>\n<\/td>\n<\/tr>\n

\n

Debate<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz\u00a0<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2. Summative Assessment<\/strong><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 i.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Written Examination (3Hours) that has been expected to answer the questions in following manner for a total of 500 Marks.<\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 ii.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Structured questions, Essay questions, Short notes (Expected to answer 05 questions out of 08) 05 Questions x 100 Marks= 500 Marks.<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings <\/strong><\/p>\n

\u0b87\u0bb0\u0bbe\u0bae\u0b9a\u0bcd\u0b9a\u0ba8\u0bcd\u0ba4\u0bbf\u0bb0\u0ba9\u0bcd, \u0ba4\u0bbf.\u0baa. , (1981) , \u0ba4\u0bc1\u0bb5\u0bc8\u0ba4 \u0bb5\u0bc7\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8\u0baa\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd, \u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0ba4\u0bcd\u0ba4\u0bc1\u0bb1\u0bc8 \u0bb5\u0bc6\u0bb3\u0bbf\u0baf\u0bc0\u0b9f\u0bc1.<\/p>\n

\u0b87\u0bb0\u0bbe\u0bae\u0ba8\u0bbe\u0ba4\u0ba9\u0bcd \u0b95\u0bb2\u0bc8\u0bb5\u0bbe\u0ba3\u0bbf, (2011) , \u0bb5\u0bc7\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0b95\u0b9f\u0bb5\u0bc1\u0b9f\u0bcd\u0b95\u0bcb\u0b9f\u0bcd\u0baa\u0bbe\u0b9f\u0bc1, \u0b86\u0bb2\u0baf\u0bae\u0bcd, \u0b87\u0ba8\u0bcd\u0ba4\u0bc1\u0bae\u0ba9\u0bcd\u0bb1\u0bae\u0bcd, \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8.<\/p>\n

\u0b9e\u0bbe\u0ba9\u0b95\u0bc1\u0bae\u0bbe\u0bb0\u0ba9\u0bcd, \u0ba8\u0bbe. , (2012) , \u0bb5\u0bc7\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0bae\u0bc6\u0baf\u0bcd\u0baf\u0bbf\u0baf\u0bb2\u0bcd, \u0b9a\u0bc7\u0bae\u0bae\u0b9f\u0bc1 \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd, \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8.<\/p>\n

\u0bae\u0b95\u0bbe\u0ba4\u0bc7\u0bb5\u0ba9\u0bcd, \u0b9f\u0bbf.\u0b8e\u0bae\u0bcd.\u0baa\u0bbf. , (1966) , \u0b85\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0bbf\u0ba4 \u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0bae\u0bcd, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd \u0bb5\u0bc6\u0bb3\u0bbf\u0baf\u0bc0\u0b9f\u0bcd\u0b9f\u0bc1\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd\u0ba8\u0bbe\u0b9f\u0bc1.<\/p>\n

Balasubramanian, R., <\/strong>(1976), \u00a0Advaita Vedanta<\/strong>, University of Madras.<\/p>\n

Srinivasachari, P.N., (1978), The Philosophy of Visistadvaita<\/strong>, The Adyar Library and Research Centre, Chennai.<\/p>\n

Vidyarthi, P.B., (1977), Sri Ramanuja’s Philosophy and Religion<\/strong>, Prof. M. Rangacharya Memorial Trust, Triplicane, Madras.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHHCE 21013: Hindu Civilization in South East Asia<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code <\/strong><\/p>\n<\/td>\n

\n

HHCE 21013<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Hindu Civilization in South East Asia<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Optional<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite \u00a0\u00a0<\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures – 30 hours, Group discussion- 25 hours,<\/p>\n

Field Visit- 10 hours, Library Learning \u2013 20 hours, E \u2013 learning \u2013 22 hours, Exam Preparation \u2013 25 hours, In – Course Assessments: \u00a0Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours, Group Presentation \u2013 10 hours, Summative – 3 Hours.<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To make conversant with the fundamental features of Hindu Civilization emerged in South East Asia<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcomes<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the invasion of Hindu civilization in South East Asian countries on the basis of historical evidences<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Classify\u00a0 the art and literary traditions of Swarna Pumi<\/em><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Analyze\u00a0\u00a0 the religious aspects of Hindu civilization South East Asia<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss the cultural diversity\u00a0\u00a0 of Hindu Society in South East Asia<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compare the lifestyle of Indo-Sri Lankan Hindus and\u00a0 South East Asian Hindus<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

The origin and Nature of Early, Indian contacts with South East Asia. Princess, Brahmins and Court Rituals. Hindu epic and literary tradition in South East Asia. Saivism in Cambodia, Champa and Java. Vaisnavism in Cambodia, Champa and Java. Hindu influences on Kingship and Administration Architecture and Sculpture &Literary Traditions, The Synthesis of Hinduism, Buddhism and Local Cults. Hindu Traditions in Folk Art, Rituals and Beliefs.<\/p>\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment-30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment – I\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

MCQ \/ Quiz<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment – II<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2. Summative Assessment<\/strong><\/p>\n

Written examination (3hours) :Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 08) :05 Questions x 100Marks =500Marks<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

\u0b95\u0bbf\u0bb0\u0bc1\u0bb8\u0bcd\u0ba3\u0bb0\u0bbe\u0b9c\u0bbe, \u0b9a\u0bc6. , \u0b95\u0ba3\u0bc7\u0b9a\u0bb2\u0bbf\u0b99\u0bcd\u0b95\u0bae\u0bcd, (2011) , \u0ba4\u0bc6\u0ba9\u0bcd\u0b95\u0bbf\u0bb4\u0b95\u0bcd\u0b95\u0bbe\u0b9a\u0bbf\u0baf\u0bbe\u0bb5\u0bbf\u0bb2\u0bcd \u0b87\u0ba8\u0bcd\u0ba4\u0bc1\u0baa\u0bcd \u0baa\u0ba3\u0bcd\u0baa\u0bbe\u0b9f\u0bc1, \u0b95\u0bc1\u0bae\u0bb0\u0ba9\u0bcd \u0baa\u0bc1\u0ba4\u0bcd\u0ba4\u0b95 \u0b87\u0bb2\u0bcd\u0bb2\u0bae\u0bcd, \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8.<\/p>\n

\u0ba4\u0bbf\u0bb0\u0bc1\u0ba8\u0bbe\u0bb5\u0bc1\u0b95\u0bcd\u0b95\u0bb0\u0b9a\u0bc1, \u0b95.\u0ba4. , (1987) , \u0ba4\u0bc6\u0ba9\u0bcd\u0b95\u0bbf\u0bb4\u0b95\u0bcd\u0b95\u0bbe\u0b9a\u0bbf\u0baf \u0ba8\u0bbe\u0b9f\u0bc1\u0b95\u0bb3\u0bbf\u0bb2\u0bcd \u0ba4\u0bae\u0bbf\u0bb4\u0bcd\u0baa\u0bcd \u0baa\u0ba3\u0bcd\u0baa\u0bbe\u0b9f\u0bc1, \u0b89\u0bb2\u0b95\u0ba4\u0bcd \u0ba4\u0bae\u0bbf\u0bb4\u0bbe\u0bb0\u0bbe\u0baf\u0bcd\u0b9a\u0bcd\u0b9a\u0bbf \u0ba8\u0bbf\u0bb1\u0bc1\u0bb5\u0ba9\u0bae\u0bcd, \u0ba4\u0bb0\u0bc8\u0bae\u0ba3\u0bbf, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

Hall, D.G.E., (1955), A History of South East Asia<\/strong>, (4th Ed.) Macmillan, London,<\/p>\n

Lemay, R., (1958), The Culture of South East Asia<\/strong>, London.<\/p>\n

Majumdar, R.C., (1979), India And South East Asia<\/strong>, B.R, Publishing Corporation, Delhi.<\/p>\n

Martin Rams (edt), (1983), Hinduism in Modern Indonesia<\/strong>, Indonesia.<\/p>\n

Philip\u00a0 \u00a0Rawson, (1967), The Art of South East Asia<\/strong>, Thames And Hudson, London.<\/p>\n

Saniosh Desai, Hinduism in Thai Life<\/strong>, Popular Prakasam, Bombay.<\/p>\n

Wichanchai Boonsang, (2011), Beliefs in Hindu Gods of Modern Thai Youths in Bangkok: The Movement of Belief in Hindu Gods to Thai society and Behavior of Youth<\/strong>, Thailand.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHHCE 21023: Upanishads & Bhagavad Gita<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code <\/strong><\/p>\n<\/td>\n

\n

HHCE 21023<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Upanishads and Bhagavad Gita<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Optional<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite\u00a0\u00a0 <\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures – 30 hours, Group discussion – 25 hours.\u00a0 Field Visit – 10 hours.\u00a0 Library Learning \u2013 20 hours. E \u2013 learning \u2013 22 hours. Exam Preparation \u2013 25 hours, In – Course Assessments: Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours.\u00a0 Group Presentation – 10 hours, Summative – 3 Hours<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To provide the salient features of Hindu Culture as reflected in the Upanishads and Bhagavad Gita<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcome<\/strong>s<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the importance of Upanishads and the Bhagavad Gita as the sources of Hindu philosophical thoughts<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Interpret the basic teachings of Upanishads and the Bhagavad Gita<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Categorize the entities of related sources of Upanishads and the Bhagavad Gita.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Assess the Hindu way of life according to their teachings<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss the link between philosophical research and its utility to human life<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

Outlines of Upanisads, Introduction to Bhagavad Gita, Karma Yoga, Bhakthi Yoga, Gnana Yoga, Concept of Brahma & Atman, Karma, Rebirth & liberation, Cosmic Creation, Ethical teachings, Confidential knowledge, Vishwarupa, Purushothama yoga, Surrendering to absolute truth<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment -30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment – I\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment – II\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

Open Book Exam<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2. Summative Assessment<\/strong><\/p>\n

Written examination (3hours) : Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 08) :05 Questions x 100 Marks = 500Marks<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

\u0b85\u0ba3\u0bcd\u0ba3\u0bbe, (\u0b89\u0bb0\u0bc8\u0baf\u0bbe\u0b9a\u0bbf\u0bb0\u0bbf\u0baf\u0bb0\u0bcd) , (1995) , \u0b89\u0baa\u0ba8\u0bbf\u0bb7\u0ba4\u0bcd \u0bb8\u0bbe\u0bb0\u0bae\u0bcd, \u0bb8\u0bcd\u0bb0\u0bc0 \u0bb0\u0bbe\u0bae\u0b95\u0bbf\u0bb0\u0bc1\u0bb7;\u0ba3\u0bae\u0b9f\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0b9a\u0bbf\u0ba4\u0bcd\u0baa\u0bb5\u0bbe\u0ba9\u0ba8\u0bcd\u0ba4\u0bb0\u0bcd \u0b9a\u0bc1\u0bb5\u0bbe\u0bae\u0bbf, (1994) , \u0bb8\u0bcd\u0bb0\u0bc0\u0bae\u0ba4\u0bcd \u0baa\u0b95\u0bb5\u0ba4\u0bcd\u0b95\u0bc0\u0ba4\u0bc8, \u0bb8\u0bcd\u0bb0\u0bc0\u0bb0\u0bbe\u0bae\u0b95\u0bbf\u0bb0\u0bc1\u0bb7;\u0ba3 \u0ba4\u0baa\u0bcb\u0bb5\u0ba9\u0bae\u0bcd, \u0ba4\u0bbf\u0bb0\u0bc1\u0baa\u0bcd\u0baa\u0bb0\u0bbe\u0baf\u0bcd\u0ba4\u0bcd\u0ba4\u0bc1\u0bb1\u0bc8.<\/p>\n

\u0ba8\u0b9f\u0bb0\u0bbe\u0b9c \u0b9a\u0bbf\u0bb5\u0bbe\u0b9a\u0bbe\u0bb0\u0bbf\u0baf\u0bbe\u0bb0\u0bcd, (2003) , \u0b89\u0baa\u0ba8\u0bbf\u0b9f\u0ba4\u0b99\u0bcd\u0b95\u0bb3\u0bbf\u0ba9\u0bcd \u0b9a\u0bbe\u0bb0\u0bae\u0bcd, \u0ba8\u0bb0\u0bcd\u0bae\u0ba4\u0bbe \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

Bhattacharyya (ed.), (1989), The Cultural Heritage of India, <\/strong>(The Philosophies), Calcutta.<\/p>\n

Radhakrishnan, S., (1991), The Bhagavad Gita<\/strong> (Trans.)., Blackie Sons, (India) Lts., New Delhi.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSNE 21013: Bhagavad Gita<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code<\/strong><\/p>\n<\/td>\n

\n

HSNE 21013<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Bhagavad Gita<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Electives<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite<\/strong><\/p>\n<\/td>\n

\n

None <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures – 30 hours, Group discussion – 25 hours.\u00a0 Field Visit – 10 hours.\u00a0 Library Learning \u2013 20 hours. E \u2013 learning \u2013 22 hours. Exam Preparation \u2013 25 hours, In – Course Assessments:Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours.\u00a0 Group Presentation – 10 hours.\u00a0 Summative – 3 Hours<\/p>\n<\/td>\n<\/tr>\n

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Course <\/strong>Objective<\/strong><\/p>\n

To be acquaintend with the teachings of Bhagavad Gita<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcomes <\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain\u00a0 the salient features of Sastra literature<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the literary aspects in Bhagavad Gita<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Classify the language style of Bhagavad Gita<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compare Bhagavad Gita and other Sastric\u00a0 literature<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Translate selected texts from Bhagavad Gita into Tamil<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content <\/strong><\/p>\n

The content, style, teachings and the language of Bhagavad Gita, the concept of Bhakti, Karma, Jnana and other Yogas, The literary aspects of Bhagavad Gita.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching \u2013Learning Method<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Formative Assessment-30%<\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10%<\/p>\n<\/td>\n

\n

\u00a0<\/strong><\/p>\n

30%<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Assignment – I\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n<\/tr>\n

\n

Assingnment – II\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

Summative Assessment: <\/strong><\/p>\n

Written examination (3hour) : Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 06) :05 Questions x 100Marks =500Marks<\/p>\n<\/td>\n

\n

70%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings <\/strong><\/p>\n

Raghavan,V.,(1988), The Indian Heritage<\/strong> [5thed],V,Raghavan Centre, Chennai.<\/p>\n

Cultural Heritage<\/strong>., (1975), of India\u00a0 vol-1,The Ramakrishna Mission Institue, Calcutta.<\/p>\n

Keith, A B.,(1978), Religion and Philosophy of the Vedas and Upanisads<\/strong>, part 1 &,11,Delhi.<\/p>\n

Macdonel, A.,(1963), Vedic Mythology<\/strong> Varanasi.<\/p>\n

\u0b9a\u0bbf\u0bb5\u0b9a\u0bbe\u0bae\u0bbf.\u0bb5\u0bbf, (1999) ,\u0bb8\u0bcd\u0bb5\u0baa\u0bcb\u0ba4\u0bb2\u0b95\u0bc1\u0b9a\u0bae\u0bcd\u0bb8\u0bcd\u0b95\u0bbf\u0bb0\u0bc1\u0ba4\u0bae\u0bcd (3\u0bae\u0bcd \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0bc1) , \u0ba4\u0bbf\u0bb0\u0bc1\u0ba8\u0bc6\u0bb2\u0bcd\u0bb5\u0bc7\u0bb2\u0bbf, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0bae;.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSSE 21013: Philosophy of Pasa in Saiva Siddhanta<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code <\/strong><\/p>\n<\/td>\n

\n

HSSE 21013<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Philosophy of Pasa in Saiva Siddhanta<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Optional<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite\u00a0\u00a0 \u00a0\u00a0\u00a0<\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures and Tutorials – 45h, Library learning – 20 h, Group work \u2013 10h,\u00a0 E \u2013 learning -20h, Exam Preparation – 20h, In – Course Assessments Take Home assignments \u2013 07h, Quizzes \u2013 05h, Presentation \u2013 20h, Summative \u2013 3h.<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To provide indepth knowledge on the concept of three Malas<\/em><\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcomes<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Differentiate the three Malas<\/em> viz. Aanava, Karma<\/em> and Maya<\/em><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Interpret their philosophical implications<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Classify the malas<\/em> and elucidate their respective significances<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compare the mala<\/em>s concept with modern scientific thought<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Develop\u00a0 the\u00a0 argumental skills related\u00a0 to\u00a0 Saiva Siddhanta to face contemporary social challenges in the Pasa <\/em>point of view<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong>
Introduction to three malas<\/em>; three malas<\/em> in Indian Philosophy; Contribution of Saiva Philosophy; Importance of\u00a0\u00a0 Anava<\/em> Mala;<\/em> Karma and Rebirth, Maya Mala and World; Comparative Analysis; Philosophical Structure of Saiva Siddhanta.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lectures, Assessment, Tutorial discussions, Individual or Group Presentations, recitation of oral questions.<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment \u2013 30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assingment\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

\u00a005 %<\/p>\n<\/td>\n<\/tr>\n

\n

Group Presentation<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz\u00a0<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2. Summative Assessment<\/strong><\/p>\n

Written Examination (3Hours) : Structured questions, Essay questions, Short notes(Expected to answer 05 questions out of 08) 05 Questions x 100 Marks= 500 Marks.<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

\u0b9a\u0bbf\u0bb5\u0b9e\u0bbe\u0ba9\u0bae\u0bc1\u0ba9\u0bbf\u0bb5\u0bb0\u0bcd, (2008), \u0b9a\u0bbf\u0bb5\u0b9e\u0bbe\u0ba9\u0baa\u0bbe\u0b9f\u0bbf\u0baf\u0bae\u0bcd, \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4\u0baa\u0bcd \u0baa\u0bc6\u0bb0\u0bc1\u0bae\u0ba9\u0bcd\u0bb1\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0b9a\u0bbf\u0bb5\u0baa\u0bcd\u0baa\u0bbf\u0bb0\u0b95\u0bbe\u0b9a \u0bae\u0bc2\u0bb2\u0bae\u0bc1\u0bae\u0bcd \u0bae\u0ba4\u0bc1\u0bb0\u0bc8\u0b9a\u0bcd \u0b9a\u0bbf\u0bb5\u0baa\u0bcd\u0baa\u0bbf\u0bb0\u0b95\u0bbe\u0b9a\u0bb0\u0bcd \u0b89\u0bb0\u0bc8\u0baf\u0bc1\u0bae\u0bcd, (1969), \u0ba4\u0bbf\u0bb0\u0bc1\u0ba8\u0bc6\u0bb2\u0bcd\u0bb5\u0bc7\u0bb2\u0bbf\u0ba4\u0bcd \u0ba4\u0bc6\u0ba9\u0bcd\u0ba9\u0bbf\u0ba8\u0bcd\u0ba4\u0bbf\u0baf \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0ba8\u0bc2\u0bb1\u0bcd\u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0bc1\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0b9a\u0bc1\u0baa\u0bcd\u0baa\u0bc1\u0bb0\u0bc6\u0b9f\u0bcd\u0b9f\u0bbf\u0baf\u0bb0\u0bcd,\u0ba4. , (2004), \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4\u0bae\u0bcd \u0b93\u0bb0\u0bcd \u0b85\u0bb1\u0bbf\u0bae\u0bc1\u0b95\u0bae\u0bcd, \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0ba8\u0bc2\u0bb1\u0bcd\u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0bc1\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0b9a\u0bc6\u0ba8\u0bcd\u0ba4\u0bbf\u0ba8\u0bbe\u0ba4\u0bc8\u0baf\u0bb0\u0bcd, \u0b95\u0bbe\u0b9a\u0bbf\u0bb5\u0bbe\u0b9a\u0bbf, (1901;), \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0baa\u0b9f \u0bb5\u0bbf\u0ba9\u0bbe\u0bb5\u0bbf\u0b9f\u0bc8, \u0b9a\u0bc6\u0ba8\u0bcd\u0ba4\u0bbf\u0bb2\u0bcd\u0ba8\u0bbe\u0ba4 \u0b9a\u0bc1\u0bb5\u0bbe\u0bae\u0bbf\u00a0\u00a0\u00a0 \u0baf\u0ba8\u0bcd\u0ba4\u0bbf\u0bb0\u0b9a\u0bbe\u0bb2\u0bc8, \u0ba4\u0bbf\u0bb0\u0bc1\u0bae\u0b99\u0bcd\u0b95\u0bb2\u0bae\u0bcd, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd\u0ba8\u0bbe\u0b9f\u0bc1.<\/p>\n

\u0ba4\u0b95\u0bbe\u0bb0\u0bc7,\u0b95. ,\u0bb5\u0bbe.. , (2001) , \u0b9a\u0bc8\u0bb5\u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0bae\u0bcd, \u0b85\u0bb2\u0bcd\u0bb2\u0bc8\u0baf\u0ba9\u0bcd\u0bb8\u0bcd\u0b95\u0bae\u0bcd\u0baa\u0ba9\u0bbf, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0ba4\u0bbf\u0bb0\u0bc1\u0bb5\u0bbf\u0bb3\u0b99\u0bcd\u0b95\u0bae\u0bcd, \u0bae\u0bc1. , (2010), \u0b9a\u0bbf\u0bb5\u0b9e\u0bbe\u0ba9\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbf\u0baf\u0bbe\u0bb0\u0bcd (\u0baa\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1\u0bb0\u0bc8) , \u0b9a\u0bbf\u0bb5\u0ba4\u0bca\u0ba3\u0bcd\u0b9f\u0ba9\u0bcd \u0b9a\u0baa\u0bc8, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0bae;.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSSE 21023: Textual Study of Sivaprakasam<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code <\/strong><\/p>\n<\/td>\n

\n

HSS<\/strong>E 21023<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Textual Study of Sivaprakasam<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Optional<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite\u00a0\u00a0 \u00a0\u00a0\u00a0<\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures and Tutorials – 45h, Library learning – 20 h, ,Group work \u2013 10h,\u00a0 E \u2013 learning -20h, Exam Preparation – 20h, In – Course Assessments : Take Home assignments \u2013 07h, Quizzes \u2013 05h, Presentation \u2013 20h, Summative \u2013 3h.<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To introduce the textual Study of Sivaprakasam with special reference to the development of Saiva Siddhanta<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcomes<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Sketch various Saiva Siddhanta Concepts reflected in Sivaprakasam<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Evaluate the role of Sivaprakasam in the History of Saiva Siddhanta<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explore the impact of Sivaprakasam on Meikanda shastras<\/em><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Illustrate the Saiva Siddhanta aspects reflected in Sivaprakasam <\/em><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Value the contribution of Umapathy sivachariyar in the field of Saiva Siddhanta<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

Life and works of UmapathiSivachariyar; Emphasis the textual study of Sivaprakasam; Introduction to Jnanamirtham; Analyses the structure of the Sivaprakasam; The nature and its conceptual explanation of Saiva Siddhanta; Siddhanta Doctrine of Sivaprakasam; Comparative Study of Sivaprakasam\u00a0 and other Saiva Siddhanta Works.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lectures, Assessment, Tutorial discussions, Individual or Group Presentations, recitation of oral questions.<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment \u2013 30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment – I<\/p>\n<\/td>\n

\n

\u00a005 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment – II<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2. Summative Assessment<\/strong><\/p>\n

Written Examination (3Hours) : Structured questions, Essay questions, Short notes (Expected to answer 05 questions out of 08) 05 Questions x 100 Marks= 500 Marks.<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

\u0b87\u0bb0\u0bbe\u0bae\u0ba8\u0bbe\u0ba4\u0baa\u0bbf\u0bb3\u0bcd\u0bb3\u0bc8, \u0baa., (\u0b89\u0bb0\u0bc8), (1969) , \u0b9a\u0bbf\u0bb5\u0baa\u0bcd\u0baa\u0bbf\u0bb0\u0b95\u0bbe\u0b9a\u0bae\u0bcd, \u0ba4\u0bc6\u0ba9\u0bcd\u0ba9\u0bbf\u0ba8\u0bcd\u0ba4\u0bbf\u0baf \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0ba8\u0bc2\u0bb1\u0bcd\u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0bc1\u0b95\u0bcd \u0b95\u0bb4\u0b95\u0bae\u0bcd,<\/p>\n

\u0b9a\u0bbf\u0bb5\u0baa\u0bcd\u0baa\u0bbf\u0bb0\u0b95\u0bbe\u0b9a \u0bae\u0bc2\u0bb2\u0bae\u0bc1\u0bae\u0bcd \u0bae\u0ba4\u0bc1\u0bb0\u0bc8\u0b9a\u0bcd \u0b9a\u0bbf\u0bb5\u0baa\u0bcd\u0baa\u0bbf\u0bb0\u0b95\u0bbe\u0b9a\u0bb0\u0bcd \u0b89\u0bb0\u0bc8\u0baf\u0bc1\u0bae\u0bcd, (1969) , \u0ba4\u0bbf\u0bb0\u0bc1\u0ba8\u0bc6\u0bb2\u0bcd\u0bb5\u0bc7\u0bb2\u0bbf\u0ba4\u0bcd \u0ba4\u0bc6\u0ba9\u0bcd\u0ba9\u0bbf\u0ba8\u0bcd\u0ba4\u0bbf\u0baf \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0ba8\u0bc2\u0bb1\u0bcd\u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0bc1\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0ba4\u0bbf\u0bb0\u0bc1\u0bb5\u0bbf\u0bb3\u0b99\u0bcd\u0b95\u0bae\u0bcd, \u0bae\u0bc1., (\u0baa\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1\u0bb0\u0bc8) , (1974) , \u0b9a\u0bbf\u0bb5\u0baa\u0bcd\u0baa\u0bbf\u0bb0\u0b95\u0bbe\u0b9a\u0bae\u0bcd, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0bae\u0bcd \u0b95\u0bc2\u0b9f\u0bcd\u0b9f\u0bc1\u0bb1\u0bb5\u0bc1\u0ba4\u0bcd \u0ba4\u0bae\u0bbf\u0bb4\u0bcd \u0ba8\u0bc2\u0bb1\u0bcd\u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0bc1 \u0bb5\u0bbf\u0bb1\u0bcd\u0baa\u0ba9\u0bc8\u0b95\u0bcd \u0b95\u0bb4\u0b95\u0bae\u0bcd, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0bae\u0bcd.<\/p>\n

\u0bae\u0bc0\u0ba9\u0bbe\u0b9f\u0bcd\u0b9a\u0bbf\u0b9a\u0bc1\u0ba8\u0bcd\u0ba4\u0bb0\u0bae\u0bcd\u0baa\u0bbf\u0bb3\u0bcd\u0bb3\u0bc8, (1967), \u0b9a\u0bbf\u0bb5\u0baa\u0bcd\u0baa\u0bbf\u0bb0\u0b95\u0bbe\u0b9a\u0bae\u0bcd \u0baa\u0bca\u0bb4\u0bbf\u0baa\u0bcd\u0baa\u0bc1\u0bb0\u0bc8\u0baf\u0bc1\u0b9f\u0ba9\u0bcd, \u0ba4\u0bbf\u0bb0\u0bc1\u0bb5\u0bbe\u0bb5\u0b9f\u0bc1\u0ba4\u0bc1\u0bb1\u0bc8 \u0b86\u0ba4\u0bc0\u0ba9\u0bae\u0bcd, \u0ba4\u0bbf\u0bb0\u0bc1\u0bb5\u0bbe\u0bb5\u0b9f\u0bc1\u0ba4\u0bc1\u0bb1\u0bc8.<\/p>\n

\u0bae\u0bc0\u0ba9\u0bbe\u0b9f\u0bcd\u0b9a\u0bbf\u0b9a\u0bc1\u0ba8\u0bcd\u0ba4\u0bb0\u0bae\u0bcd\u0baa\u0bbf\u0bb3\u0bcd\u0bb3\u0bc8, (\u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0bc1), (1953), \u0b9a\u0bbf\u0bb5\u0baa\u0bcd\u0baa\u0bbf\u0bb0\u0b95\u0bbe\u0b9a\u0bae\u0bcd – \u0b9a\u0bbf\u0ba4\u0bae\u0bcd\u0baa\u0bb0\u0ba8\u0bbe\u0ba4\u0bae\u0bc1\u0ba9\u0bbf\u0bb5\u0bb0\u0bcd (\u0b89\u0bb0\u0bc8), \u0ba4\u0bbf\u0bb0\u0bc1\u0bb5\u0bbe\u0bb5\u0b9f\u0bc1\u0ba4\u0bc1\u0bb1\u0bc8 \u0b86\u0ba4\u0bc0\u0ba9\u0bae\u0bcd, \u0ba4\u0bbf\u0bb0\u0bc1\u0bb5\u0bbe\u0bb5\u0b9f\u0bc1\u0ba4\u0bc1\u0bb1\u0bc8.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHEGEN 21013: English for specific purpose-I<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code<\/strong><\/p>\n<\/td>\n

\n

HEGEN 21013<\/h3>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

English for\u00a0 Specific Purposes\u2013I<\/strong><\/p>\n

[Content & Language Integrated Learning(CLIL)]<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

3 Credits<\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/strong><\/p>\n

Contact Hours\u2013 45 hrs<\/strong> (compulsory)\u00a0 <\/strong><\/p>\n

Self-Learning: 105 hours (Recommended Readings – 30, Learning in Groups – 30, Independent Learning – 30, Computer Assisted Learning at Lab – 15)<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Objectives<\/strong><\/p>\n

The objectives of this unit are to<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Provide learners with opportunities to study language through content related to Hindu studies.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Develop learners\u2019 communication skills based on the content \/ subject matter.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improve overall target language competence.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Enhance the content knowledge of the learners through Cognitive Academic Language Proficiency.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Optimize learners\u2019 engagement and motivation through CLIL to learn English.<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning Outcomes<\/strong><\/p>\n

At the end of the course unit, the students will be able to<\/u>:<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Recognize the use of various grammatical mechanisms in learners\u2019 content\u00a0\u00a0\u00a0 related text.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify internal cohesion.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Produce appropriate responses to fairly complex questions with a reasonable degree of accuracy.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Outline opinions on content related topics with a reasonable degree of fluency and accuracy.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Infer implicit information from subject related text.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Summarize a short text related to learners\u2019 subject matter with a fair degree of accuracy.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Comply with a limited range of features of spontaneous speech related to learners\u2019 context.<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

Reading: <\/strong>Authentic reading texts relevant to the subject matter of the learner.<\/p>\n

\u00a0<\/p>\n

Writing: <\/strong>Paragraph writing with correct punctuation marks; summary writing of a passage relevant to the subject\/content.<\/p>\n

\u00a0<\/p>\n

Listening: <\/strong>Native or non-native recordings from different genres (Eg: talks, speeches. Lectures, discussions, etc.) related to the content area.<\/p>\n

\u00a0<\/p>\n

Speaking: <\/strong>Responding to questions according to the context (Eg: interview, presentation, keynote address, webinar, seminar, viva); expressing opinions related to learners\u2019 subject matter\/context.<\/p>\n

\u00a0<\/p>\n

Grammar: <\/strong>Advanced tenses; cohesive devices; conditional clauses; reported speech; active and passive voices, negation, and functions of modals.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

CLIL (including co-teaching), illustrated lecturing, discussion and group work, presentations, Computer Assisted Language Learning (CALL at the Computer Lab)<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1.<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Formative Assessment<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Speaking Assessment<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

40%<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Listening Assessment (Online\/Computer Based)<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

Mid-semester examination on<\/p>\n

    \n
  1. Subject specific reading
    matters<\/li>\n
  2. Written examination<\/li>\n<\/ol>\n

    (1 hour for each component)<\/p>\n<\/td>\n

\n

10 %<\/p>\n

+<\/p>\n

10%<\/p>\n<\/td>\n<\/tr>\n

\n

2.<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Summative Assessment ( 3 Hours)<\/strong><\/p>\n\n\n\n\n\n\n\n\n
\n

Types of Questions<\/strong><\/p>\n<\/td>\n

\n

Weightage<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Reading comprehension (Compulsory)<\/p>\n<\/td>\n

\n

100%<\/p>\n<\/td>\n<\/tr>\n

\n

Grammar (Compulsory)<\/p>\n<\/td>\n

\n

100%<\/p>\n<\/td>\n<\/tr>\n

\n

Writing (Compulsory)<\/p>\n

a. Summary writing<\/p>\n

b. passage writing for cohesion (Essay type question from subject \/ Report\/etc.<\/p>\n

c. paragraph writing with correct punctuation<\/p>\n<\/td>\n

\n

300%<\/p>\n<\/td>\n<\/tr>\n

\n

Total Marks<\/strong><\/p>\n<\/td>\n

\n

500<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n

\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

60%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/h3>\n

Joanne, C. and Stephen, S. (2003). Speaking 1 and 2 (Eleventh Imprint)<\/em>. Cambridge: Cambridge University Press.<\/a><\/u><\/p>\n

John, S. (2013). The Oxford Guide to Effective Writing and Speaking.<\/em> 3rd <\/sup>Edition. Oxford: Oxford University Press.<\/p>\n

Jordan, R. R., (1990). Academic writing course. Harlow: Longman Communication 3000 wordlist:https:\/\/www.lextutor.ca\/freq\/lists_download\/longman_3000_list.pdf<\/a><\/u><\/p>\n

McCarthy, M., & O’Dell, F. (2008). Academic vocabulary in use: 50 units of academic vocabulary reference and practice. Cambridge: Cambridge University Press.<\/p>\n

Raymond, M. (2012).<\/a><\/u>English Grammar in Use Book with Answer: A Self-Study Reference and Practice Book for Intermediate Learners of English<\/em>.\u00a0 Cambridge: Cambridge University Press.<\/a><\/u><\/p>\n

Richard, H. (2011).<\/a><\/u>Headway Academic Skills: 3: Listening, Speaking, and Study Skills Student’s Book<\/em>. Oxford: Oxford University Press.<\/a><\/u><\/p>\n

Sarah, P. and<\/a> Lesley, C, (2013).<\/a><\/u>Headway Academic Skills: 3: Reading, Writing, and Study Skills Student’s Book. <\/em>Oxford: Oxford University Press.<\/p>\n

Thomson, V. and Martinet, J., (2009). A Practical English Grammar<\/em>. ELBS.<\/p>\n

Thomson, A. J., & Martinet, A. V. (2010). A practical English grammar. Oxford: Oxford University Press.<\/p>\n

Tricia, H. (2005). Writing<\/em>. Oxford: Oxford University Press.<\/a><\/u>}<\/p>\n

ORELT, 2020. Unit 2: Better Writing through Appropriate Vocabulary and
Grammar | Open Resources For English Language Teaching (ORELT) Portal. [online] orelt.col.org. Available at: http:\/\/orelt.col.org\/module\/unit\/2-better-writing-through-appropriate-vocabulary-and-grammar<\/a><\/u> [Accessed 7 November 2020].
Tense Buster Software at the Computer Assisted Language Lab of the Dept. of ELT, University of Jaffna.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHHRA 21012: Management and Leadership<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code <\/strong><\/p>\n<\/td>\n

\n

HHRA 21012<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Management and Leadership<\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

02 Credits<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

The aim of this course is to provide the students with the basic concepts, principles and practices in of management and leadership.<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcome<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

At the end of the course Students should be able to:<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Define the term management and its process<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe the evolution of management thoughts and categories of different approaches to management.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe the managerial roles, levels and skills.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss the major functions of management<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the theories of leadership<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain different leadership styles and critically evaluate the styles<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Propose the ways to develop leadership skills<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Evaluate the theories and their applications in Sri Lankan organizations.<\/p>\n<\/td>\n<\/tr>\n

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Course Content<\/strong><\/p>\n

Introduction to Management, basic concepts and principles, managerial levels, skills and roles, evolution of management thoughts, functions of management, essentials of planning, planning process, decision making, organizing and organizational structure, leading, controlling, theories of leadership, leadership styles, developing leadership skills, personality and leadership, applications of theories and principles in Sri Lankan organizations.<\/p>\n<\/td>\n<\/tr>\n

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Teaching and Learning Methods<\/strong><\/p>\n

Lectures, Online resources using LMS, group discussions, presentations and case studies<\/p>\n<\/td>\n<\/tr>\n

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Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

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1. Formative Assessment <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Assignment<\/p>\n<\/td>\n

\n

10%<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

30%<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

Mid Semester Exam<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2. Summative Assessment<\/strong><\/p>\n

I.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Written examination (3hour) that has been expected to answer the question in following manner for a total of 500 Marks.<\/p>\n

II.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Structured Question, Short Notes and Essay Questions<\/p>\n

\u00a0(Expected to answer 05 questions out of 06) :<\/p>\n

\u00a005 Questions x 100Marks =500Marks<\/p>\n<\/td>\n

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\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

1.\u00a0\u00a0\u00a0 \u0bb0\u0bb5\u0bc0\u0ba8\u0bcd\u0ba4\u0bbf\u0bb0\u0ba9\u0bcd, \u0ba4., \u0b9a\u0bb0\u0bb5\u0ba3\u0baa\u0bb5\u0ba9\u0bcd. \u0b86., (2021). \u0bae\u0bc1\u0b95\u0bbe\u0bae\u0bc8\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5 \u0b9a\u0bc6\u0baf\u0bcd\u0bae\u0bc1\u0bb1\u0bc8. \u0b95\u0bca\u0bb4\u0bc1\u0bae\u0bcd\u0baa\u0bc1, \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8, \u0b9a\u0bc7\u0bae\u0bae\u0b9f\u0bc1 \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd;.<\/p>\n

2.\u00a0\u00a0\u00a0 \u0bb0\u0ba4\u0bbf\u0bb0\u0bbe\u0ba3\u0bbf, \u0baf\u0bcb., (2011), \u0bae\u0bc1\u0b95\u0bbe\u0bae\u0bc8\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5 \u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0b99\u0bcd\u0b95\u0bb3\u0bcd, \u0b95\u0bca\u0bb4\u0bc1\u0bae\u0bcd\u0baa\u0bc1, \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8, \u0b95\u0bc1\u0bae\u0bb0\u0ba9\u0bcd \u0baa\u0bc1\u0ba4\u0bcd\u0ba4\u0b95 \u0b87\u0bb2\u0bcd\u0bb2\u0bae\u0bcd.<\/p>\n

3.\u00a0\u00a0\u00a0 \u0ba4\u0bc7\u0bb5\u0bb0\u0bbe\u0b9c\u0bbe, \u0b95. (2000). \u0bae\u0bc1\u0b95\u0bbe\u0bae\u0bc8\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0bae\u0bcd, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0bae\u0bcd, \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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<\/p>

Level II – Semester II<\/strong><\/h2>

<\/p>

<\/p>

<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHHCC 22013: Salient features of Saiva Siddhanta<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code <\/strong><\/p>\n<\/td>\n

\n

HHCC 22013 <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Salient features of Saiva Siddhanta<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite\u00a0\u00a0 <\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures \u2013 30 hours, Group discussion \u2013 25 hours.\u00a0 Field Visit \u2013 10 hours.\u00a0 Library Learning \u2013 20 hours. E \u2013 learning \u2013 22 hours. Exam Preparation \u2013 25 hours, In – Course Assessments ; Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours.\u00a0 Group Presentation \u2013 10 hours, Summative \u2013 3 Hours<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To outline the history and provide knowledge on the concept of Saivasiddhanta as evidenced by various sources<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcomes<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the unique character\u00a0 of Saiva Siddhanta<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the historical development of Saiva Siddhanta<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Categorize the concept Mupporul <\/em><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Justify the importance of Saiva Siddhanta for the wellbeing of human life<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Develop a comprehensive knowledge of the sources of Saiva Siddhanta<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

Origin of Saiva siddhanta thoughts, Sources of the Saiva siddhanta \u2013 Vedas, Agamas and Puranas, Saiva siddhanta thoughts expounded in Early Tamil\u00a0\u00a0\u00a0 literature, Saiva Siddhanta thoughts in Thirumurais, Saiva Siddhanta Alavai, Muporul Unmai, Satkariyaveda, Spiritual life as means (Sadhana), and Mukthi, Sivagnana Cittiyar (cupakkam- Selected poems).<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work<\/p>\n<\/td>\n<\/tr>\n

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Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment -30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

Group Presentation<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz \/MCQ<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

2.Summative Assessment<\/strong><\/p>\n

Written examination (3hour) : Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 08) : 05 Questions x 100Marks = 500Marks<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

RecommendedReadings<\/strong><\/p>\n

\u0b9e\u0bbe\u0ba9\u0b95\u0bc1\u0bae\u0bbe\u0bb0\u0ba9\u0bcd,\u0ba8\u0bbe., (1994), \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4\u0ba4\u0bcd \u0ba4\u0bc6\u0bb3\u0bbf\u0bb5\u0bc1, \u0b9a\u0bc6\u0bb2\u0bcd\u0bb5\u0bae\u0bcd \u0bb5\u0bc6\u0bb3\u0bbf\u0baf\u0bc0\u0b9f\u0bc1, \u0baa\u0bb0\u0bc1\u0ba4\u0bcd\u0ba4\u0bbf\u0ba4\u0bcd\u0ba4\u0bc1\u0bb1\u0bc8,<\/p>\n

\u0b95\u0bb2\u0bc8\u0bb5\u0bbe\u0ba3\u0bbf \u0b87\u0bb0\u0bbe\u0bae\u0ba8\u0bbe\u0ba4\u0ba9\u0bcd, (1992), \u0bb5\u0bc7\u0ba4\u0baa\u0bbe\u0bb0\u0bae\u0bcd\u0baa\u0bb0\u0bbf\u0baf\u0bae\u0bc1\u0bae\u0bcd \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4\u0bae\u0bc1\u0bae\u0bcd, \u0b9a\u0bbf\u0bb1\u0bbf\u0bb2\u0b99\u0bcd\u0b95\u0bbe \u0baa\u0bbf\u0bb1\u0bbf\u0ba9\u0bcd\u0b9f\u0bc7\u0bb0\u0bcd\u0bb8\u0bcd, \u0bae\u0ba4\u0bc1\u0bb0\u0bc8,<\/p>\n

\u0bb0\u0bae\u0ba3\u0bb0\u0bbe\u0b9c\u0bbe, \u0b9a\u0bbf. , (\u0baa\u0ba4\u0bbf.) , (2017) , \u0b9a\u0bbf\u0bb5\u0b9e\u0bbe\u0ba9 \u0baa\u0bcb\u0ba4\u0b9a\u0bbe\u0bb0\u0bae\u0bcd, \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0b86\u0baf\u0bcd\u0bb5\u0bc1 \u0ba8\u0bbf\u0bb1\u0bc1\u0bb5\u0ba9\u0bae\u0bcd, \u0b8f\u0bb4\u0bbe\u0bb4\u0bc8 \u0bae\u0bc7\u0bb1\u0bcd\u0b95\u0bc1, \u0b9a\u0bc1\u0ba9\u0bcd\u0ba9\u0bbe\u0b95\u0bae\u0bcd.<\/p>\n

\u0bb5\u0bc7\u0ba4\u0ba8\u0bbe\u0ba4\u0ba9\u0bcd,\u0bae\u0bbe. , (2008) , \u0b9a\u0ba8\u0bcd\u0ba4\u0bbe\u0ba9\u0bbe\u0b9a\u0bbe\u0bb0\u0bbf\u0baf\u0bb0\u0bcd \u0b9a\u0bb0\u0bbf\u0ba4\u0bc8\u0baf\u0bc1\u0bae\u0bcd \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0b9a\u0bbe\u0ba4\u0bcd\u0ba4\u0bbf\u0bb0\u0b99\u0bcd\u0b95\u0bb3\u0bc1\u0bae\u0bcd, \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0b86\u0baf\u0bcd\u0bb5\u0bc1 \u0ba8\u0bbf\u0bb1\u0bc1\u0bb5\u0ba9\u0bae\u0bcd, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0bae\u0bcd><\/p>\n

Pandey Kantichandra, (1986), An outline History of Saiva Philosophy<\/strong>, Mothilal Banarsidoss, Delhi.<\/p>\n

Siddalingaiah, T. B., (1979), Origin and Development of Saiva Siddhanta upto 14th<\/sup> Century<\/strong>, Nepolean Press, Madurai.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHHCC 22023: Hindu Civilization in Srilanka<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
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Course Code <\/strong><\/p>\n<\/td>\n

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HHCC 22023<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Hindu Civilization in Sri Lanka <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite\u00a0\u00a0 <\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures \u2013 30 hours, Group discussion \u2013 25 hours.\u00a0 Field Visit \u2013 10 hours.\u00a0 Library Learning \u2013 20 hours. E \u2013 learning \u2013 22 hours. Exam Preparation \u2013 25 hours, In – Course Assessments ; Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours.\u00a0 Group Presentation \u2013 10 hours.\u00a0 Summative \u2013 3 Hours<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To develop knowledge on various aspects of Hindu civilization prevalent at various times in Sri Lanka, with reference to historical sources<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcomes<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Illustrate the distinct characteristics of Hinduism in different periods in the history of Sri Lanka<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe the colonial impact on indigenous Hindu Society<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Determine the uniqueness of regional religious beliefs and patterns of worship<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss the socio-cultural background of Hindu Organizations in Sri Lanka<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Develop inter religious understanding mentality\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

Hinduism and early social formation as revealed by archeological evidence, Early literary notices on Hindu temples, Brahmins and court rituals,\u00a0 Hindu Civilization in\u00a0 the Anuradhapura Period,\u00a0 Hindu Civilization in\u00a0 the Polonnaruva Period, the kingdom of Jaffna, Hindu Civilization in the Vanni principalities of Trincomalee and Batticaloa in the post Polonnaruva period,\u00a0 Revivalists in Sri Lanka, Comparative study of Hinduism with other religions in srilanka, Non agamic worship in Sri Lanka.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment \u2013 30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment \u00a0– I\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

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05 %<\/p>\n<\/td>\n<\/tr>\n

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Field Report<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment – II<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

2.Summative Assessment<\/strong><\/p>\n

Written examination (3hour) : Structured Question, Short Notes and Essay Questions(Expected to answer 05 questions out of 08) :05 Questions x 100Marks =500Marks<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

\u0b9a\u0bbf\u0bb1\u0bcd\u0bb1\u0bae\u0bcd\u0baa\u0bb2\u0bae\u0bcd,\u0b9a\u0bbf.\u0b95. , (2004) , \u0b88\u0bb4\u0ba4\u0bcd\u0ba4\u0bc1 \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0b9a\u0bae\u0baf \u0bb5\u0bb0\u0bb2\u0bbe\u0bb1\u0bc1, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0baa\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd, \u0ba4\u0bbf\u0bb0\u0bc1\u0ba8\u0bc6\u0bb2\u0bcd\u0bb5\u0bc7\u0bb2\u0bbf.<\/p>\n

\u0baa\u0ba4\u0bcd\u0bae\u0ba8\u0bbe\u0ba4\u0ba9\u0bcd,\u0b9a\u0bbf. , (2005) , \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8\u0baf\u0bbf\u0bb2\u0bcd \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0b9a\u0bae\u0baf\u0bae\u0bcd, \u0b95\u0bc1\u0bae\u0bb0\u0ba9\u0bcd \u0baa\u0bc1\u0ba4\u0bcd\u0ba4\u0b95 \u0b87\u0bb2\u0bcd\u0bb2\u0bae\u0bcd, \u0b95\u0bca\u0bb4\u0bc1\u0bae\u0bcd\u0baa\u0bc1 \u2013 \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0baa\u0ba4\u0bcd\u0bae\u0ba8\u0bbe\u0ba4\u0ba9\u0bcd,\u0b9a\u0bbf. , (2000) , \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8\u0baf\u0bbf\u0bb2\u0bcd \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0b95\u0bb2\u0bbe\u0b9a\u0bbe\u0bb0\u0bae\u0bcd, \u0baa\u0b95\u0bc1\u0ba4\u0bbf 1, \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0b9a\u0bae\u0baf \u0b95\u0bb2\u0bbe\u0b9a\u0bbe\u0bb0 \u0b85\u0bb2\u0bc1\u0bb5\u0bb2\u0bcd\u0b95\u0bb3\u0bcd \u0ba4\u0bbf\u0ba3\u0bc8\u0b95\u0bcd\u0b95\u0bb3\u0bae\u0bcd, \u0b95\u0bca\u0bb4\u0bc1\u0bae\u0bcd\u0baa\u0bc1.<\/p>\n

\u0baa\u0ba4\u0bcd\u0bae\u0ba8\u0bbe\u0ba4\u0ba9\u0bcd,\u0b9a\u0bbf. , (2004) , \u0b88\u0bb4\u0ba4\u0bcd\u0ba4\u0bc1 \u0b87\u0bb2\u0b95\u0bcd\u0b95\u0bbf\u0baf\u0bae\u0bc1\u0bae\u0bcd \u0bb5\u0bb0\u0bb2\u0bbe\u0bb1\u0bc1\u0bae\u0bcd, \u0b95\u0bc1\u0bae\u0bb0\u0ba9\u0bcd \u0baa\u0bc1\u0ba4\u0bcd\u0ba4\u0b95 \u0b87\u0bb2\u0bcd\u0bb2\u0bae\u0bcd, \u0b95\u0bca\u0bb4\u0bc1\u0bae\u0bcd\u0baa\u0bc1 \u2013 \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

Deraniyagala, S.U., (1985), The Pre-History of Sri Lanka An outline,<\/strong> Festschrift.<\/p>\n

Mendis, G.C. (1947), Early History of Ceylon<\/strong>, Culcutta.<\/p>\n

Silva, K.M.De., (1981), History of Sri Lanka, <\/strong>(New Delhi).<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHHCC 22033: Hindu legacy towards Science and Technology<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code <\/strong><\/p>\n<\/td>\n

\n

HHCC\u00a0 22033 <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Hindu legacy towards Science and Technology <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite\u00a0\u00a0 <\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures \u2013 30 hours, Group discussion \u2013 25 hours.\u00a0 Field Visit \u2013 10 hours.\u00a0 Library Learning \u2013 20 hours. E \u2013 learning \u2013 22 hours. Exam Preparation \u2013 25 hours, In – Course Assessments ; Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours.\u00a0 Group Presentation \u2013 10 hours, Summative \u2013 3 Hours<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To familiarize the ancient scientific tenets and personalities of Hindu heritage<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcomes<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the Sources of formal and informal scientific thoughts in Hindu heritage<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compare the ancient Hindu theories with Greek and Persian thoughts<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Appraise\u00a0 the ancient Hindu scholars and their contributions to the scientific heritage\u00a0<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Assess the important theories and concepts<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Adapt the relevant concepts to contemporary lifestyle<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

Ancient Hindu Mathematics, Hindu Astronomy & Astrology, Notable Astro-Mathematicians and their treatises (Aryabatta I,Varahmihira\u00a0 Brahmagupta,\u00a0 Baskara II), Notable Text on Ayurveda \u2013Atharvaveda, Susrutha Samhita, & Caraka Samhita, Salient features of Siddha Medicine, Atomic theory of ancient Hindus related to cosmology, Warfare in Hindu heritage, City Planning &Navigation, Agriculture& Metallurgy.<\/p>\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment -30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assainment – I\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assainment – II<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz \/ MCQ<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

2.Summative Assessment<\/strong><\/p>\n

Written examination (3hour) : Structured Question, Short Notes and Essay Questions(Expected to answer 05 questions out of 08) :05 Questions x 100Marks =500Marks<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

\u0b9a\u0bae\u0bcd\u0baa\u0ba4\u0bcd\u0b95\u0bc1\u0bae\u0bbe\u0bb0\u0bcd,\u0bb5\u0bbf.\u0b8e\u0bb8\u0bcd., (1997), \u0b85\u0bb1\u0bbf\u0bb5\u0bbf\u0baf\u0bb2\u0bcd \u0bb5\u0bb0\u0bb2\u0bbe\u0bb1\u0bc1, \u0bae\u0ba9\u0bcb\u0ba9\u0bcd\u0bae\u0ba3\u0bbf\u0baf\u0bae\u0bcd \u0b9a\u0bc1\u0ba8\u0bcd\u0ba4\u0bb0\u0ba9\u0bbe\u0bb0\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd, \u0ba4\u0bbf\u0bb0\u0bc1\u0ba8\u0bc6\u0bb2\u0bcd\u0bb5\u0bc7\u0bb2\u0bbf.<\/p>\n

\u0bae\u0b95\u0bbe\u0bb2\u0b9f\u0bcd\u0b9a\u0bc1\u0bae\u0bbf, \u0ba4\u0bbf. , (1996), \u0b9a\u0bcb\u0ba4\u0bbf\u0b9f\u0bb5\u0bbf\u0baf\u0bb2\u0bcd, \u0b89\u0bb2\u0b95\u0ba4\u0bcd\u0ba4\u0bae\u0bbf\u0bb4\u0bbe\u0bb0\u0bbe\u0baf\u0bcd\u0b9a\u0bcd\u0b9a\u0bbf \u0ba8\u0bbf\u0bb1\u0bc1\u0bb5\u0ba9\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0bae\u0bc1\u0b95\u0bc1\u0ba8\u0bcd\u0ba4\u0ba9\u0bcd,\u0b9a., (2011), \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0b95\u0ba3\u0bbf\u0ba4 \u0bb5\u0bbe\u0ba9\u0bbf\u0baf\u0bb2\u0bcd \u0bae\u0bb0\u0baa\u0bc1, \u0b95\u0bc1\u0bb0\u0bc1\u0b9a\u0bc7\u0ba4\u0bcd\u0ba4\u0bbf\u0bb0\u0bbe \u0bb5\u0bc6\u0bb3\u0bbf\u0baf\u0bc0\u0b9f\u0bc1, \u0bae\u0b9f\u0bcd\u0b9f\u0b95\u0bcd\u0b95\u0bb3\u0baa\u0bcd\u0baa\u0bc1.<\/p>\n

Battarcharya, (Edit.), <\/strong>(1986), The Cultural Heritage of India, <\/strong>Vol. VI, Science and Technology, Ramakrishna mission, Institute of Culture, Calcutta.<\/p>\n

Jaggi, O.P., (1987), History of Science and Medicine in India,<\/strong> (Vol.I), Indian Astronomy and Mathamatics, Atma & Ram sons, New Delhi.<\/p>\n

Sela, B.N., (1915), Positive Science of the Ancient Hindus<\/strong>, London.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHHCC 22043: Sects of Saivaism<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code <\/strong><\/p>\n<\/td>\n

\n

HHCC\u00a0 22043 <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Sects of\u00a0 Saivaism<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite\u00a0\u00a0 <\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures \u2013 30 hours, Group discussion \u2013 25 hours.\u00a0 Field Visit \u2013 10 hours.\u00a0 Library Learning \u2013 20 hours. E \u2013 learning \u2013 22 hours. Exam Preparation \u2013 25 hours, In – Course Assessments ; Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours.\u00a0 Group Presentation \u2013 10 hours, Summative \u2013 3 Hours<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To Introduce the Salient features of Various Sects of Saivaism<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcomes<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 State the eminent features of Saiva Sects<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the characteristics features of various sects of Saivaism<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Demonstrate the ritual practices and social theories<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compare the Saiva Sects that differ regionally and ideologically<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss Social consciousness of Various Saiva Sects<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

Introduction to sects of Saivaism, Nature and scope of inner sects of Saivaism, Innermost sects of Saivaism and their significance God Siva, Soul and its Bonds liberation and ways and means of liberation, Akappura Samayankal, Akach Samaiyankal, Comparative study on the sects of Saivaism and Saiva Siddhanta, Contemporary issues on Saiva Sects.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment -30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

Group Presentation \/Field Report<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz\u00a0<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

2.Summative Assessment<\/strong><\/p>\n

Written examination (3hour) : Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 08) : 05 Questions x 100Marks =500Marks<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

\u0b87\u0bb0\u0bbe\u0bae\u0ba8\u0bbe\u0ba4\u0baa\u0bbf\u0bb3\u0bcd\u0bb3\u0bc8, \u0baa. , (\u0b89\u0bb0\u0bc8), (1968), \u0b9a\u0b99\u0bcd\u0b95\u0bb1\u0bcd\u0baa\u0ba8\u0bbf\u0bb0\u0bbe\u0b95\u0bb0\u0ba3\u0bae\u0bcd, \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0ba8\u0bc2\u0bb1\u0bcd\u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0b9a\u0bbf\u0bb5\u0b9e\u0bbe\u0ba9\u0bae\u0bc1\u0ba9\u0bbf\u0bb5\u0bb0\u0bcd, (\u0b89\u0bb0\u0bc8), (1952), \u0b9a\u0bbf\u0bb5\u0b9e\u0bbe\u0ba9\u0baa\u0bcb\u0ba4\u0bae\u0bbe\u0baa\u0bbe\u0b9f\u0bbf\u0baf\u0bae\u0bcd, \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0ba8\u0bc2\u0bb1\u0bcd\u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0ba4\u0b95\u0bbe\u0bb0\u0bc7, \u0b95.\u0bb5\u0bbe. , (1990) , \u0b9a\u0bc8\u0bb5\u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0bae\u0bcd, \u0b95\u0bbe.\u0bb8\u0bcd\u0bb0\u0bc0. , \u0bb8\u0bcd\u0bb0\u0bc0\u0ba9\u0bbf\u0bb5\u0bbe\u0b9a\u0bbe\u0b9a\u0bcd\u0b9a\u0bb0\u0bbf\u0baf\u0bbe\u0bb0\u0bcd (\u0bae\u0bca.\u0baa\u0bc6.\u0b86.) ,\u00a0 \u0b85\u0bb2\u0bcd\u0bb2\u0baf\u0ba9\u0bcd\u0bb8\u0bcd \u0b95\u0bae\u0bcd\u0baa\u0ba9\u0bbf, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0bb0\u0bae\u0ba3\u0bb0\u0bbe\u0b9c\u0bbe, \u0b9a\u0bbf. , (2020) , \u0bb5\u0bc0\u0bb0\u0b9a\u0bc8\u0bb5\u0bae\u0bcd: \u0bb5\u0bb0\u0bb2\u0bbe\u0bb1\u0bc1\u0bae\u0bcd \u0baa\u0ba3\u0bcd\u0baa\u0bbe\u0b9f\u0bc1\u0bae\u0bcd, \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0ba8\u0bbe\u0b95\u0bb0\u0bbf\u0b95\u0ba4\u0bcd\u0ba4\u0bc1\u0bb1\u0bc8, \u0b87\u0ba8\u0bcd\u0ba4\u0bc1\u0b95\u0bcd\u0b95\u0bb1\u0bcd\u0b95\u0bc8\u0b95\u0bb3\u0bcd \u0baa\u0bc0\u0b9f\u0bae\u0bcd, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0baa\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae;.<\/p>\n

Gnanakumaran, N., (1995), An Analysis on Sects of Saivism<\/strong>, Department of Philosophy, University of Jaffna, Jaffna.<\/p>\n

Gough, A.E., and Kegan Paul, (1914), Trench and Trubner<\/strong>, London.<\/p>\n

Jadanath Sinha, (1975), Schools of Saivism<\/strong>, Singa Publishing House Private Ltd., Calcutta.<\/p>\n

Kanti Chandra Pandey, and Dwivedi, R.C., (1986), An Outline of Saiva Philosophy<\/strong>, Motile Banarsidass Publication, Delhi.<\/p>\n

Lorenzen David, N., (1972), The Kapalikas and Kalamukhas<\/strong>, Two Lost Saivite Sects Motilal Banarsidass Publication, Delhi.<\/p>\n

Madhava Acharya, (1914), Sarva Dharsana Sangraha -translated by Cowell<\/strong>, E. B.<\/p>\n

Pandey,K.C.,\u00a0 (1986), An Outline of History of Saiva Philosophy<\/strong>, Motial Banrsidas, New Delhi.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSNC 22013: Prescribed Texts in Sanskrit literature<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code<\/strong><\/p>\n<\/td>\n

\n

HSNC 22013<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Prescribed Texts in Sanskrit literature <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite<\/strong><\/p>\n<\/td>\n

\n

None <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures – 30 hours, Group discussion – 25 hours.\u00a0 Field Visit – 10 hours.\u00a0 Library Learning \u2013 20 hours. E \u2013 learning \u2013 22 hours. Exam Preparation \u2013 25 hours, In – Course Assessments:Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours.\u00a0 Group Presentation – 10 hours.\u00a0 Summative – 3 Hours<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To provide comprehensive knowledge of classical Sanskrit literature and selected works of distinguished authors<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcomes <\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Classify the different stages of the History of Sanskrit literature<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Promote creativity, imagination\u00a0 and innovation<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compare Sanskrit literature with other literary works<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Develop an aptitude towards literature<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content <\/strong><\/p>\n

Evolution of classical Sanskrit, Epics and puranas, the Kavya tradition and the Maha Kavyas, Fables and other stories, prose literature,\u00a0 Dharamasastras, Historical literature, Stotra literature, Inscription, Scientific works, Later works,\u00a0 Sanskrit in the modern world\u00a0\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching \u2013Learning Method<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Formative Assessment-30%<\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10%<\/p>\n<\/td>\n

\n

30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Assignment-I\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment-II\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

2. Summative Assessment<\/strong><\/p>\n

Written examination (3hour) : Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 06) :05 Questions x 100Marks =500Marks<\/p>\n<\/td>\n

\n

70%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings <\/strong><\/p>\n

Keith,A.B., (1953), A History of classical Sanskrit language, <\/strong>Oxford University Press, London.<\/p>\n

Warder,A.K., (1990), Indian Kavya literature, Vol 1<\/strong>, Motilal Banarsidas, New Delli.<\/p>\n

Winternitz,M., (1927), A History of Indian literature<\/strong>, Oxford University Press, London.<\/p>\n

Macdonell,A., (1943), History of Sanskrit literature, <\/strong>London.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSNC 22023: Functional Sanskrit Grammar<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code<\/strong><\/p>\n<\/td>\n

\n

HSNC 22023<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Functional Sanskrit Grammar<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite<\/strong><\/p>\n<\/td>\n

\n

None <\/strong><\/p>\n<\/td>\n<\/tr>\n

\u00a0<\/td>\n<\/tr>\n
\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures – 30 hours, Group discussion – 25 hours.\u00a0 Field Visit – 10 hours.\u00a0 Library Learning \u2013 20 hours. E \u2013 learning \u2013 22 hours. Exam Preparation \u2013 25 hours, In – Course Assessments:Formative Quiz \u2013 1 hour, Assignment \u2013 3 hours.\u00a0 Group Presentation – 10 hours.\u00a0 Summative – 3 Hours.<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To develop knowledge and skills on functional Sanskrit grammar<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcomes <\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss the background of Sanskrit language<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Verify the Sanskrit Grammatical notes<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Translate selected sentences from Sanskrit to Tamil<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Write sentences in Sanskrit<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content <\/strong><\/p>\n

Usage of Simple Sanskrit words in different gender, Formation of Sentences,\u00a0 Detailed study of Nouns, Usage of Irregular verbs and norms<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching \u2013Learning Method<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Formative Assessment-30%<\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10%<\/p>\n<\/td>\n

\n

30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Assignment-I\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment-II\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

2. Summative Assessment<\/strong><\/p>\n

Written examination (3hour) :Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 06) :05 Questions x 100Marks =500Marks<\/p>\n<\/td>\n

\n

70%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings <\/strong><\/p>\n

Macdonell,A., (1927),A Sanskrit Grammar for Students<\/strong>, Oxford University press, London.<\/p>\n

Apte,V.S., (1952),The Students Guide<\/strong> to Sanskrit Composition<\/strong>, Pune.\u00a0\u00a0<\/p>\n

Sastri, K.L.V, (1982), Sanskrit Reader II, <\/strong>Chennai.<\/p>\n

Sastri K.L.V, (1981), SanskritReader III, <\/strong>Chennai. <\/strong><\/p>\n

Bhandarkar,R.G., (1978), The Second Book of Sanskrit<\/strong>, New Delhi.\u00a0<\/p>\n

Kale,M.R., (1960), Higher Sanskrit Grammar,<\/strong> Muncilal Manoharlal, New Delhi.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSNC 22033: Bhakti Literature in Sanskrit<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code<\/strong><\/p>\n<\/td>\n

\n

HSNC 22033<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Bhakti Literature in Sanskrit<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite<\/strong><\/p>\n<\/td>\n

\n

None <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures – 30 hours, Group discussion – 25 hours.\u00a0 Field Visit – 10 hours.\u00a0 Library Learning \u2013 20 hours. E \u2013 learning \u2013 22 hours. Exam Preparation \u2013 25 hours, In – Course Assessments: Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours.\u00a0 Group Presentation – 10 hours.\u00a0 Summative – 3 Hours<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To sensitize the significant features of Bhakti literature<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning Outcomes <\/strong><\/p>\n

At the end of this course students shout be able to;<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the background of Bhakthi Literature in Sanskrit<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify\u00a0 the Bakthi Literature in Sanskrit Tradition<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Recall the tenets of Bakthi Literature<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Translate the selected sentences from Sanskrit to Tamil in Bakthi literature<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content <\/strong><\/p>\n

Introduction to the concept of Bhakti, Antecedents of Bhakti in Stotras, Narada and sandilya bhakti sutras, Saivanantalagari, Soundaryalagari, Devimahatmiyam, Bhaya Govindam, Bagavad supramanya Bhyianga Storas Gita Literary aspects Language and Style, Socio-Cultural Background of devotional Literature.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching \u2013Learning Method<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Formative Assessment-30%<\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10%<\/p>\n<\/td>\n

\n

30%<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Assignment-I\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment-II\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

2. Summative Assessment<\/strong><\/p>\n

Written examination (3hour) :Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 06) :05 Questions x 100Marks =500Marks<\/p>\n<\/td>\n

\n

70%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

Keith,A.B., (1978), Religion and Philosophy of the Vedas and Upanisadas<\/strong>, part1, 11, Delhi.<\/p>\n

Gonda, J., (1975), History of Ancient Indian Religion<\/strong>, Netherlands.<\/p>\n

Swami Sadananda Saraswathi (Ed.), (1952), Narada Bhakti Sutras<\/strong>, The yoga vedeta Forest University, Divine life society.<\/p>\n

Subramanian.S, (1975), Cultural heritage of India Vol-1-5, <\/strong>Ramakrishna Mission Institute, Culcutta.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSNC 22043: Social and Political Sources in Sanskrit<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code<\/strong><\/p>\n<\/td>\n

\n

HSNC 22043<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Social and Political Sources in Sanskrit<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite<\/strong><\/p>\n<\/td>\n

\n

None <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures – 30 hours, Group discussion – 25 hours.\u00a0 Field Visit – 10 hours.\u00a0 Library Learning \u2013 20 hours. E \u2013 learning \u2013 22 hours. Exam Preparation \u2013 25 hours, In \u2013 Course Assessment: Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours.\u00a0 Group Presentation – 10 hours.\u00a0 Summative – 3 Hours<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To provide the knowledge of ancient Sanskrit works on social and political themes<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning Outcomes <\/strong><\/p>\n

At the end of this course students should be able to;<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the importance of ethical sources in Sanskrit<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Classify the language style of Sastra literature<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify\u00a0 the Social and Political Sources in Sanskrit\u00a0\u00a0<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Translate selected portions of Social and Political Sources in Sanskrit<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content <\/strong><\/p>\n

The code of ethics of the inhabitants of Ancient India. Social structure of ancient India, Basic characteristic features\u00a0 that provide the background to the community, Prescribed Text: Manusmriti-III.1-16, 7.1-25, Kautulya\u2019s Artha Sastra VII.1-16<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching \u2013Learning Method<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Formative Assessment-30%<\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10%<\/p>\n<\/td>\n

\n

\u00a0<\/strong><\/p>\n

30%<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Assignment\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n<\/tr>\n

\n

Debate\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10%<\/p>\n<\/td>\n<\/tr>\n

\n

Open Book Exam\u00a0<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

Summative Assessment<\/strong><\/p>\n

Written examination (3hour) :Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 06) :05 Questions x 100Marks =500Marks<\/p>\n<\/td>\n

\n

70%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings <\/strong><\/p>\n

Kane,P.V., 1968-(1975), History of Dharma Sastra<\/strong>, Vol.1-5, Pune.<\/p>\n

Aggarwal,H.R., (1963),A Short history Sanskrit History of Sanskrit Literature<\/strong>, New Delhi.<\/p>\n

Krishnamachariyar, (1937), History of Sanskrit Classical Sanskrit Literature,<\/strong> Thirupathy Devasthanam Press, Thirumalai.<\/p>\n

Kunhun Raja,C., (1962), Survey of Sanskrit Literature<\/strong>, BharatiyaVidya Bhavan, Bombay.<\/p>\n

Winternitz,M., (1927), A History of Indian Literature, <\/strong>Vol II, Calcutta.<\/p>\n

Warder,A.K., (<\/strong>1990), Indian Kavya Literature<\/strong>, Vol.I,\u00a0 Motilal Banarsidas, New Delhi.<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSSC 22013: Saiva Siddhanta thoughts in Thirumurais<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code <\/strong><\/p>\n<\/td>\n

\n

HSSC 22013<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Saiva Siddhanta thoughts in Thirumurais<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite\u00a0\u00a0 \u00a0\u00a0\u00a0<\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures and Tutorials – 45h, Library learning – 20 h, ,Group work \u2013 10h,\u00a0 E \u2013 learning -20h, Exam Preparation – 20h, In – Course Assessments : Take Home assignments \u2013 07h, Debate \u2013 05h, , Presentation \u2013 20h, Summative \u2013 3h.<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To impart in depth \u00a0knowledge in Thirumurais in broader perspective<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcome<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify and the significance of Thirumurais in Saiva Siddhanta heritage<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Illustrate the distinct characteristics and the philosophical aspects of Thirumurais<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Record the History of revelation and compilation of Thirumurais<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Demonstrate practical application of the Thirumurais<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss the questions that are likely to be raised on the Thirumurais<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Develop skills to face challenges in life and find solutions in the light of the Thirumurais<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

Introduction to the Saivism in Thirumurais and its Philosophical and religious significance; Bhakti and religious life of Saiva Saints; Moral practices;\u00a0 Metaphysical structure of Saivism; Sects of Saivism; Thoughts of Epistemology; Liberation ; Psychological aspects\u00a0 of Saivism;\u00a0 Three Malas ; Spiritual life as means; Saiva Siddhanta Ethics in Thirumurais \u00a0; Social Harmony and Thirumurais<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lectures, Assessment, Tutorial discussions, Individual or Group Presentations, recitation of oral questions.<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment \u2013 30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Tutorial 1\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

\u00a005 %<\/p>\n<\/td>\n<\/tr>\n

\n

Open Book Exam<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

Debate<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

Mid Semester Exam<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2. Summative Assessment<\/strong><\/p>\n

Written Examination (3Hours) : Structured questions, Essay questions, Short notes (Expected to answer 05 questions out of 08) 05 Questions x 100 Marks= 500 Marks.<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u0b87\u0bb0\u0ba4\u0bcd\u0ba4\u0bbf\u0ba9\u0b9a\u0baa\u0bbe\u0baa\u0ba4\u0bbf, \u0bb5\u0bc8. , (1979) , \u0ba4\u0bbf\u0bb0\u0bc1\u0bae\u0bc1\u0bb1\u0bc8\u0ba4\u0bcd \u0ba4\u0bc6\u0bb3\u0bbf\u0bb5\u0bc7 \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4\u0bae\u0bcd, \u0b87\u0bb0\u0bbe\u0ba4\u0b95\u0bbf\u0bb0\u0bc1\u0bb7;\u0ba3\u0ba9\u0bcd \u0bae\u0bc7\u0bb2\u0bcd\u0ba8\u0bbf\u0bb2\u0bc8\u0b95\u0bcd \u0b95\u0bb2\u0bcd\u0bb5\u0bbf \u0ba8\u0bbf\u0bb1\u0bc1\u0bb5\u0ba9\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8\u0baa\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd.<\/p>\n

\u0b87\u0bb0\u0b95\u0bc1\u0baa\u0bb0\u0ba9\u0bcd, \u0b95. , \u0baa\u0bbf\u0bb0\u0b9a\u0bbe\u0ba8\u0bcd\u0ba4\u0ba9\u0bcd, \u0bb8\u0bcd\u0bb0\u0bc0. , (\u0baa\u0ba4\u0bbf.) ,\u00a0 (2014) , \u0bae\u0bc2\u0bb5\u0bb0\u0bcd \u0ba4\u0bbf\u0bb0\u0bc1\u0ba8\u0bc6\u0bb1\u0bbf, \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0b9a\u0bae\u0baf \u0b95\u0bb2\u0bbe\u0b9a\u0bbe\u0bb0 \u0b85\u0bb2\u0bc1\u0bb5\u0bb2\u0bcd\u0b95\u0bb3\u0bcd \u0ba4\u0bbf\u0ba3\u0bc8\u0b95\u0bcd\u0b95\u0bb3\u0bae\u0bcd, \u0b95\u0bca\u0bb4\u0bc1\u0bae\u0bcd\u0baa\u0bc1.<\/p>\n

\u0b87\u0bb0\u0b95\u0bc1\u0baa\u0bb0\u0ba9\u0bcd, \u0b95. , \u0baa\u0bbf\u0bb0\u0b9a\u0bbe\u0ba8\u0bcd\u0ba4\u0ba9\u0bcd, \u0bb8\u0bcd\u0bb0\u0bc0. , (\u0baa\u0ba4\u0bbf.) ,\u00a0 (2015) , \u0ba4\u0bbf\u0bb0\u0bc1\u0bb5\u0bbe\u0ba4\u0bb5\u0bc2\u0bb0\u0bb0\u0bc1\u0bae\u0bcd \u0b9a\u0bc8\u0bb5\u0ba4\u0bcd \u0ba4\u0bbf\u0bb0\u0bc1\u0ba8\u0bc6\u0bb1\u0bbf\u0baf\u0bc1\u0bae\u0bcd, \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0b9a\u0bae\u0baf \u0b95\u0bb2\u0bbe\u0b9a\u0bbe\u0bb0 \u0b85\u0bb2\u0bc1\u0bb5\u0bb2\u0bcd\u0b95\u0bb3\u0bcd \u0ba4\u0bbf\u0ba3\u0bc8\u0b95\u0bcd\u0b95\u0bb3\u0bae\u0bcd, \u0b95\u0bca\u0bb4\u0bc1\u0bae\u0bcd\u0baa\u0bc1.<\/p>\n

\u00a0<\/p>\n

\u0b87\u0bb0\u0b95\u0bc1\u0baa\u0bb0\u0ba9\u0bcd, \u0b95. , \u0baa\u0bbf\u0bb0\u0b9a\u0bbe\u0ba8\u0bcd\u0ba4\u0ba9\u0bcd, \u0bb8\u0bcd\u0bb0\u0bc0. , (\u0baa\u0ba4\u0bbf.) , (2016) , \u0ba4\u0bbf\u0bb0\u0bc1\u0bae\u0bc1\u0bb1\u0bc8\u0baf\u0bc1\u0bae\u0bcd \u0b9a\u0bc8\u0bb5\u0ba4\u0bcd \u0ba4\u0bbf\u0bb0\u0bc1\u0ba8\u0bc6\u0bb1\u0bbf\u0baf\u0bc1\u0bae\u0bcd, \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0b9a\u0bae\u0baf \u0b95\u0bb2\u0bbe\u0b9a\u0bbe\u0bb0 \u0b85\u0bb2\u0bc1\u0bb5\u0bb2\u0bcd\u0b95\u0bb3\u0bcd \u0ba4\u0bbf\u0ba3\u0bc8\u0b95\u0bcd\u0b95\u0bb3\u0bae\u0bcd, \u0b95\u0bca\u0bb4\u0bc1\u0bae\u0bcd\u0baa\u0bc1.<\/p>\n

\u00a0<\/p>\n

\u0b9a\u0ba8\u0bcd\u0ba4\u0bbf\u0bb0\u0bb2\u0bc7\u0b95\u0bbe \u0bb5\u0bbe\u0bae\u0ba4\u0bc7\u0bb5\u0bbe, (1981) , \u0ba4\u0bbf\u0bb0\u0bc1\u0b9e\u0bbe\u0ba9\u0b9a\u0bae\u0bcd\u0baa\u0ba8\u0bcd\u0ba4\u0bb0\u0bcd \u0ba4\u0bc7\u0bb5\u0bbe\u0bb0\u0bae\u0bcd \u0b95\u0bbe\u0b9f\u0bcd\u0b9f\u0bc1\u0bae\u0bcd \u0b9a\u0bae\u0baf\u0bae\u0bc1\u0bae\u0bcd \u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0bae\u0bc1\u0bae\u0bcd, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0baa\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95 \u0b87\u0ba8\u0bcd\u0ba4\u0bc1\u0ba8\u0bbe\u0b95\u0bb0\u0bbf\u0b95 \u0bae\u0bc1\u0ba4\u0bc1\u0bae\u0bbe\u0ba3\u0bbf\u0baa\u0bcd \u0baa\u0b9f\u0bcd\u0b9f\u0ba4\u0bcd\u0ba4\u0bbf\u0bb1\u0bcd\u0b95\u0bbe\u0ba9 \u0b86\u0baf\u0bcd\u0bb5\u0bc1\u0b95\u0bcd\u0b95\u0b9f\u0bcd\u0b9f\u0bc1\u0bb0\u0bc8.<\/p>\n

\u00a0<\/p>\n

\u0b9a\u0bb0\u0bcd\u0bb5\u0bc7\u0bb8\u0bcd\u0bb5\u0bb0 \u0b90\u0baf\u0bb0\u0bcd, \u0baa. , (1980) , \u0b85\u0baa\u0bcd\u0baa\u0bb0\u0bcd \u0ba4\u0bc7\u0bb5\u0bbe\u0bb0\u0ba4\u0bcd\u0ba4\u0bbf\u0bb2\u0bc1\u0bb3\u0bcd\u0bb3 \u0b9a\u0bae\u0baf\u0bae\u0bc1\u0bae\u0bcd \u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0bae\u0bc1\u0bae\u0bcd, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0baa\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95 \u0bae\u0bc1\u0ba4\u0bc1\u0bae\u0bbe\u0ba3\u0bbf\u0baa\u0bcd \u0baa\u0b9f\u0bcd\u0b9f\u0ba4\u0bcd\u0ba4\u0bbf\u0bb1\u0bcd\u0b95\u0bbe\u0ba9 \u0b86\u0baf\u0bcd\u0bb5\u0bc1\u0b95\u0bcd\u0b95\u0b9f\u0bcd\u0b9f\u0bc1\u0bb0\u0bc8.<\/p>\n

\u00a0<\/p>\n

\u0b9a\u0bc6\u0b99\u0bcd\u0b95\u0bb2\u0bcd\u0bb5\u0bb0\u0bbe\u0baf\u0baa\u0bbf\u0bb3\u0bcd\u0bb3\u0bc8, \u0b95\u0bbe. , \u0ba4\u0bc7\u0bb5\u0bbe\u0bb0 \u0b92\u0bb3\u0bbf\u0ba8\u0bc6\u0bb1\u0bbf (\u0b9a\u0bae\u0bcd\u0baa\u0ba8\u0bcd\u0ba4\u0bb0\u0bcd) , \u0bae\u0bc1\u0ba4\u0bb2\u0bbe\u0bae\u0bcd – (1973) , \u0b87\u0bb0\u0ba3\u0bcd\u0b9f\u0bbe\u0bae\u0bcd – (1963) , \u0bae\u0bc1\u0ba9\u0bcd\u0bb1\u0bbe\u0bae\u0bcd – (1954) , \u0ba4\u0bca\u0b95\u0bc1\u0ba4\u0bbf, \u0ba4\u0bbf\u0bb0\u0bc1\u0ba8\u0bc6\u0bb2\u0bcd\u0bb5\u0bc7\u0bb2\u0bbf \u0ba4\u0bc6\u0ba9\u0bcd\u0ba9\u0bbf\u0ba8\u0bcd\u0ba4\u0bbf\u0baf \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0ba8\u0bc2\u0bb1\u0bcd\u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0bc1\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u00a0<\/p>\n

\u0b9a\u0bc6\u0bb2\u0bcd\u0bb5\u0bae\u0ba9\u0bcb\u0b95\u0bb0\u0ba9\u0bcd, \u0ba4\u0bbf. , (2020) ,\u0ba8\u0bbe\u0baf\u0ba9\u0bcd\u0bae\u0bbe\u0bb0\u0bcd \u0baa\u0bbe\u0b9f\u0bb2\u0bcd\u0b95\u0bb3\u0bcd, \u0b9a\u0bc7\u0bae\u0bae\u0b9f\u0bc1 \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd, \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8.<\/p>\n

\u00a0<\/p>\n

\u0bb5\u0bc6\u0bb3\u0bcd\u0bb3\u0bc8\u0bb5\u0bbe\u0bb0\u0ba3\u0ba9\u0bcd, \u0b95, (1969, 1972) , \u0baa\u0ba9\u0bcd\u0ba9\u0bbf\u0bb0\u0bc1 \u0ba4\u0bbf\u0bb0\u0bc1\u0bae\u0bc1\u0bb1\u0bc8 \u0bb5\u0bb0\u0bb2\u0bbe\u0bb1\u0bc1, \u0b87\u0bb0\u0bc1\u0ba4\u0bca\u0b95\u0bc1\u0ba4\u0bbf\u0b95\u0bb3\u0bcd, \u0b85\u0ba3\u0bcd\u0ba3\u0bbe\u0bae\u0bb2\u0bc8\u0baa\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95 \u0bb5\u0bc6\u0bb3\u0bbf\u0baf\u0bc0\u0b9f\u0bc1. \u0b9a\u0bbf\u0ba4\u0bae\u0bcd\u0baa\u0bb0\u0bae;.<\/p>\n

Rangaswamy, Dorai., Book I, (1958) & II (1959), The Religion and Philosophy of Thevaram<\/strong>, ,University of Madras, Madras.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSSC 22023: Critical study of World Religions<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code <\/strong><\/p>\n<\/td>\n

\n

HSS<\/strong>C 22023<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Critical study of\u00a0 World Religions<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite\u00a0\u00a0 \u00a0\u00a0\u00a0<\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures and Tutorials – 45h, Library learning – 20 h, ,Group work \u2013 10h,\u00a0 E \u2013 learning -20h, Exam Preparation – 20h, In – Course Assessments Take Home assignments \u2013 07h, Quizzes \u2013 05h, Presentation \u2013 20h, Summative \u2013 3h.<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To discuss the salient features of Hinduism and word religions<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcomes<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the origin and development of important World religions<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the salient features of religions<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compare Hinduism with other religions<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Assess the contemporary trends in world religions<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss religious and philosophical concepts<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Analyze the contemporary challenges from the point of view world religions<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

Outline History of Hinduism and word religions: Buddhism, Jainism, Christianity, Islam, Sikhism, Zoroastrianism; The important religious aspects of the above mentioned\u00a0 religions; Comparative Study of\u00a0 God, Soul, world, Karma and liberation; Harmony of world\u00a0\u00a0 religions; Moral Philosophy; Contemporary trends.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lectures, Assessment, Tutorial discussions, Individual or Group Presentations, recitation of oral questions.<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment \u2013 30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

\u00a005 %<\/p>\n<\/td>\n<\/tr>\n

\n

Group Project<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz \/ MCQ<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2. Summative Assessment<\/strong><\/p>\n

Written Examination (3Hours) : Structured questions, Essay questions, Short notes (Expected to answer 05 questions out of 08) 05 Questions x 100 Marks= 500 Marks.<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

\u0b95\u0bcb\u0baa\u0bbe\u0bb2\u0b95\u0bbf\u0bb0\u0bc1\u0bb8\u0bcd\u0ba3\u0b90\u0baf\u0bb0\u0bcd, \u0baa. , (1992) , \u0b87\u0ba8\u0bcd\u0ba4\u0bc1\u0baa\u0bcd\u0baa\u0ba3\u0bcd\u0baa\u0bbe\u0b9f\u0bcd\u0b9f\u0bc1 \u0bae\u0bb0\u0baa\u0bc1\u0b95\u0bb3\u0bcd, \u0bb5\u0bbf\u0ba4\u0bcd\u0ba4\u0bbf\u0baf\u0bbe \u0bb5\u0bc6\u0bb3\u0bbf\u0baf\u0bc0\u0b9f\u0bc1, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0bae\u0bcd.<\/p>\n

\u00a0<\/p>\n

\u0ba4\u0bb0\u0bc1\u0bae\u0bbf, (2017) , \u0bae\u0ba4\u0b99\u0bcd\u0b95\u0bb3\u0bc1\u0bae\u0bcd \u0bb5\u0bbf\u0bb5\u0bbe\u0ba4\u0b99\u0bcd\u0b95\u0bb3\u0bc1\u0bae\u0bcd, \u0b8e\u0ba4\u0bbf\u0bb0\u0bcd \u0bb5\u0bc6\u0bb3\u0bbf\u0baf\u0bc0\u0b9f\u0bc1, \u0baa\u0bca\u0bb2\u0bcd\u0bb2\u0bbe\u0b9a\u0bcd\u0b9a\u0bbf.<\/p>\n

\u0bae\u0bbe\u0ba4\u0bb5\u0ba9\u0bcd, (1999) , \u0b89\u0bb2\u0b95\u0b9a\u0bcd \u0b9a\u0bae\u0baf\u0b99\u0bcd\u0b95\u0bb3\u0bcd, \u0b85\u0bb0\u0bc1\u0ba3\u0bcd\u0bae\u0bca\u0bb4\u0bbf \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd\u0ba8\u0bbe\u0b9f\u0bc1.<\/p>\n

\u0bb0\u0bbe\u0bae\u0b9a\u0bbe\u0bae\u0bbf, \u0b9a\u0bbf.\u0b95. , (1977) ,\u0b89\u0bb2\u0b95 \u0bae\u0ba4\u0b99\u0bcd\u0b95\u0bb3\u0bcd, \u0bb5\u0bbe\u0ba9\u0ba4\u0bbf \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0bb5\u0bbf\u0bb2\u0bcd\u0b9f\u0bbf\u0baf\u0bc2\u0bb0\u0bc6\u0ba9\u0bcd\u0b9f\u0bcd, (2008) , \u0b89\u0bb2\u0b95 \u0bae\u0ba4\u0b99\u0bcd\u0b95\u0bb3\u0bcd \u0b92\u0bb0\u0bc1 \u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0baa\u0bcd \u0baa\u0bbe\u0bb0\u0bcd\u0bb5\u0bc8, \u0ba8\u0bbf\u0baf\u0bc2 \u0ba8\u0bc6\u0b9e\u0bcd\u0b9a\u0bc1\u0bb0\u0bbf \u0baa\u0bc1\u0b95\u0bcd\u0b95\u0bb5\u0bc1\u0bb8\u0bcd,\u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

Frank Whaling, (Ed.), (1984), The World’s Religious Traditions<\/strong>, T&T Clark.L.td., Edinburgh.<\/p>\n

Joseph Jeswantraj, (1989), Grace in the Saiva Siddhanthan and in St. Paul<\/strong>, South Indian Salesian Society, Madras.<\/p>\n

Ninion Smart, (1992), The World’s Religions<\/strong> (Old Traditions and Modern Transformations), Cambridge University Press, Cambridge.<\/p>\n

Radhakrishnan, S., (1940), Eastern Religions and Western Thought<\/strong>, Oxford University Press. Oxford.<\/p>\n

Tawaney,R.H, (1938), Religion and the rise of Capitalism<\/strong>, Penguin books limited, England.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSSC 22033: Sri Lankans Contribution to Saiva Siddhanta<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code <\/strong><\/p>\n<\/td>\n

\n

HSS<\/strong>C 22033<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Sri Lankans Contribution to Saiva Siddhanta <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite\u00a0\u00a0 \u00a0\u00a0\u00a0<\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures and Tutorials – 45h, Library learning – 20 h, ,Group work \u2013 10h,\u00a0 E \u2013 learning -20h, Exam Preparation – 20h, In – Course Assessments : Take Home assignments \u2013 07h, Quizzes \u2013 05h, Presentation \u2013 20h, Summative \u2013 3h.<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To introduce the contribution of \u00a0Sri Lankan scholars to the \u00a0development of Saiva Siddhanta<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcome<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Relate the Sri Lankan contribution to Saiva Siddhanta and their Significance<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Categories various Sri Lankan personalities<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Evaluate the role of Sri Lankan scholars and their tenants<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the history of Saivism and Saiva Siddhanta in Sri Lanka<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss the contemporary trends in the Sri Lanka School of Saiva Siddhanta<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

Introduction to the various elements of Saivam in Sri Lanka; A detail study on notable contributes like:\u00a0 Sri Gnanapraagasa, Navala,\u00a0 Sankara pandither, Senthilnathiyar Kathiravetpillai, Sivapathasundram, Sabaratna Mudaliyar, Ramanathan, Sabapathi Navalar, Ananda Coomarasamy, A.Muththuthambipillai, Pandithar.S.Kanapathipillai, Sivappirakasa Pandithar, Subramaniyasastri, Pandithar M.Kandaiya A Study on notable contribution of Saiva institutions.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lectures, Assessment, Tutorial discussions, Individual or Group Presentations, recitation of oral questions.<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

\u00a005 %<\/p>\n<\/td>\n<\/tr>\n

\n

Project<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz\u00a0<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2. Summative Assessment<\/strong><\/p>\n

Written Examination (3Hours) : Structured questions, Essay questions, Short notes (Expected to answer 05 questions out of 08) 05 Questions x 100 Marks= 500 Marks.<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u0b95\u0ba8\u0bcd\u0ba4\u0bc8\u0baf\u0bbe, \u0bae\u0bc1. , (1994) , \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0bb5\u0bbf\u0bb3\u0b95\u0bcd\u0b95\u0bb5\u0bbf\u0bb0\u0bc1\u0ba4\u0bcd\u0ba4\u0bbf\u0baf\u0bb2\u0bcd \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3 \u0b85\u0bb1\u0bbf\u0bb5\u0bbf\u0baf\u0bb2\u0bcd \u0bae\u0bc7\u0ba4\u0bc8\u0baf\u0bbf\u0ba9\u0bcd \u0b9a\u0bc1\u0bb5\u0b9f\u0bc1\u0b95\u0bb3\u0bcd, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0baa\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95 \u0bb5\u0bc6\u0bb3\u0bbf\u0baf\u0bc0\u0b9f\u0bc1, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0bae\u0bcd.<\/p>\n

\u0b95\u0bc1\u0bb2\u0bb0\u0ba4\u0bcd\u0ba4\u0bbf\u0ba9\u0bae\u0bcd, \u0b95.\u0b9a\u0bbf. , (1997) , \u0bb8\u0bcd\u0bb0\u0bc0\u0bb2\u0bb8\u0bcd\u0bb0\u0bc0 \u0b9e\u0bbe\u0ba9\u0baa\u0bcd\u0baa\u0bbf\u0bb0\u0b95\u0bbe\u0b9a\u0bae\u0bc1\u0ba9\u0bbf\u0bb5\u0bb0\u0bcd \u0b9a\u0bb0\u0bbf\u0ba4\u0bcd\u0ba4\u0bbf\u0bb0\u0bae\u0bcd, \u0b9e\u0bbe\u0ba9\u0baa\u0bcd\u0baa\u0bbf\u0bb0\u0b95\u0bbe\u0b9a \u0bae\u0bc1\u0ba9\u0bbf\u0bb5\u0bb0\u0bcd \u0b9e\u0bbe\u0baa\u0b95\u0bbe\u0bb0\u0bcd\u0ba4\u0bcd\u0ba4 \u0b9a\u0baa\u0bc8, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0bae\u0bcd.<\/p>\n

\u0b95\u0bc8\u0bb2\u0bbe\u0b9a\u0baa\u0ba4\u0bbf, \u0b95. , (1979) , \u0ba8\u0bbe\u0bb5\u0bb2\u0bb0\u0bcd \u0ba8\u0bc2\u0bb1\u0bcd\u0bb1\u0bbe\u0ba3\u0bcd\u0b9f\u0bc1 \u0bae\u0bb2\u0bb0\u0bcd, \u0bb8\u0bcd\u0bb0\u0bc0\u0bb2\u0bb8\u0bcd\u0bb0\u0bc0 \u0b86\u0bb1\u0bc1\u0bae\u0bc1\u0b95\u0ba8\u0bbe\u0bb5\u0bb2\u0bb0\u0bcd \u0b9a\u0baa\u0bc8, \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8.<\/p>\n

\u0b9a\u0bc6\u0bb2\u0bcd\u0bb5\u0bae\u0ba9\u0bcb\u0b95\u0bb0\u0ba9\u0bcd,\u0ba4\u0bbf. , (\u0baa\u0ba4\u0bbf.) , (2016) , \u0b9a\u0bbf\u0bb5\u0b9a\u0b99\u0bcd\u0b95\u0bb0\u0baa\u0ba3\u0bcd\u0b9f\u0bbf\u0ba4\u0bae\u0bcd, \u0b9a\u0bc8\u0bb5 \u0bb5\u0bbf\u0ba4\u0bcd\u0ba4\u0bbf\u0baf\u0bbe\u0bb5\u0bbf\u0bb0\u0bc1\u0ba4\u0bcd\u0ba4\u0bbf\u0b9a\u0bcd \u0b9a\u0b99\u0bcd\u0b95\u0bae\u0bcd, \u0ba4\u0bbf\u0bb0\u0bc1\u0ba8\u0bc6\u0bb2\u0bcd\u0bb5\u0bc7\u0bb2\u0bbf.<\/p>\n

\u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0bae\u0bc7\u0ba9\u0bcd\u0bae\u0bc8\u0b95\u0bb3\u0bc1\u0bae\u0bcd \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8\u0baf\u0bb0\u0bcd \u0baa\u0b99\u0bcd\u0b95\u0bb3\u0bbf\u0baa\u0bcd\u0baa\u0bc1\u0bae\u0bcd, (2017) , \u0b85\u0ba9\u0bc8\u0ba4\u0bcd\u0ba4\u0bc1\u0bb2\u0b95\u0b9a\u0bcd \u0b9a\u0bc8\u0bb5 \u0bae\u0bbe\u0ba8\u0bbe\u0b9f\u0bc1, \u0b87\u0ba8\u0bcd\u0ba4\u0bc1\u0ba8\u0bbe\u0b95\u0bb0\u0bbf\u0b95\u0ba4\u0bcd \u0ba4\u0bc1\u0bb1\u0bc8, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0baa\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0bae\u0bcd.<\/p>\n

\u0b9e\u0bbe\u0baa\u0b95\u0bbe\u0bb0\u0bcd\u0ba4\u0bcd\u0ba4 \u0b9a\u0baa\u0bc8 \u0b86\u0b9a\u0bbf\u0bb0\u0bbf\u0baf\u0bb0\u0bcd \u0b95\u0bc1\u0bb4\u0bc1, (1978) , \u0b95\u0bbe\u0b9a\u0bbf\u0bb5\u0bbe\u0b9a\u0bbf \u0b9a\u0bc6\u0ba8\u0bcd\u0ba4\u0bbf\u0ba8\u0bbe\u0ba4\u0bc8\u0baf\u0bb0\u0bcd, \u0b95\u0bc1\u0baa\u0bcd\u0baa\u0bbf\u0bb3\u0bbe\u0ba9\u0bcd \u0b95\u0bbe\u0b9a\u0bbf\u0bb5\u0bbe\u0b9a\u0bbf \u0b9a\u0bc6\u0ba8\u0bcd\u0ba4\u0bbf\u0ba8\u0bbe\u0ba4\u0bc8\u0baf\u0bb0\u0bcd \u0b9e\u0bbe\u0baa\u0b95\u0bbe\u0bb0\u0bcd\u0ba4\u0bcd\u0ba4\u0b9a\u0baa\u0bc8, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0bae\u0bcd.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSSC 22043: Sects of Saivism<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code <\/strong><\/p>\n<\/td>\n

\n

HSS<\/strong>C\u00a0 22043 <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Sects of\u00a0 Saivism<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optioal<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite\u00a0 \u00a0\u00a0\u00a0\u00a0<\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

National Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures and Tutorials – 45h, Library learning – 20 h, ,Group work \u2013 10h,\u00a0 E \u2013 learning -20h, Exam Preparation – 20h, In – Course Assessments : Take Home assignments \u2013 07h, Quizzes \u2013 05h, Presentation \u2013 20h, Summative \u2013 3h.<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To develop knowledge of Various Sects of Saivism<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcome<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 State the salient features of Saiva Sects<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compare the characteristics features of various sects of Saivism<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Demonstrate the ritual practices and social theories sect of Saivism<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Evaluate the Saiva Sects that differ regionally and ideological<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss Social consciousness of Various Saiva Sects<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

Introduction to the sects of Saivism; Nature and scope of inner sects of Saivism;<\/p>\n

Innermost sects of Saivism and their significance God Siva, Soul and its Bonds liberation and ways and means of liberation. Akappura Samayankal; Akach Samaiyankal; Comparative study on the sects of Saivism and Saiva Siddhanta; Contemporary issues on Saiva Sects.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lecture, Discussion, Presentation, Group work.<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment \u2013 30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

\u00a005 %<\/p>\n<\/td>\n<\/tr>\n

\n

Drama<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz\u00a0<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2. Summative Assessment<\/strong><\/p>\n

Written Examination (3Hours) : Structured questions, Essay questions, Short notes(Expected to answer 05 questions out of 08) 05 Questions x 100 Marks = 500 Marks.<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

\u0b87\u0bb0\u0bbe\u0bae\u0ba8\u0bbe\u0ba4\u0baa\u0bbf\u0bb3\u0bcd\u0bb3\u0bc8, \u0baa., (\u0b89\u0bb0\u0bc8), (1968), \u0b9a\u0b99\u0bcd\u0b95\u0bb1\u0bcd\u0baa \u0ba8\u0bbf\u0bb0\u0bbe\u0b95\u0bb0\u0ba3\u0bae\u0bcd, \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0ba8\u0bc2\u0bb1\u0bcd\u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd,\u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0b9a\u0bbf\u0bb5\u0b9e\u0bbe\u0ba9\u0bae\u0bc1\u0ba9\u0bbf\u0bb5\u0bb0\u0bcd, (\u0b89\u0bb0\u0bc8), (1952), \u0b9a\u0bbf\u0bb5\u0b9e\u0bbe\u0ba9\u0baa\u0bcb\u0ba4\u0bae\u0bbe\u0baa\u0bbe\u0b9f\u0bbf\u0baf\u0bae\u0bcd, \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0ba8\u0bc2\u0bb1\u0bcd\u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0ba4\u0b95\u0bbe\u0bb0\u0bc7, \u0b95.\u0bb5\u0bbe., (1990), \u0b9a\u0bc8\u0bb5\u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0bae\u0bcd, \u0b85\u0bb2\u0bcd\u0bb2\u0baf\u0ba9\u0bcd\u0bb8\u0bcd \u0b95\u0bae\u0bcd\u0baa\u0ba9\u0bbf, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8 .<\/p>\n

Gnanakumaran, N., (1995), An Analysis on Sects of Saivism<\/strong>, Dipartment of Philosophy, University of Jaffna, Jaffna.<\/p>\n

Jadanath Sinha, (1975), Schools of Saivism<\/strong>, Singa Publishing House Private Ltd., Calcutta.<\/p>\n

Kanti Chandra Pandey, and Dwivedi, R.C., (1986), An Outline of Saiva Philosophy<\/strong>, Motile Banarsidass Publication, Delhi.<\/p>\n

Lorenzen\u00a0 David N., (1972), The Kapalikas and Kalamukhas<\/strong>, Two Lost Saivite Sects Motilal Banarsidass Publication, Delhi.<\/p>\n

Pandey, K.C., (1986), An Outline of History of Saiva Philosophy<\/strong>, Motial Banrsidas, New Delhi.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHHCE 22013: Hindu Culture in Western World<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code <\/strong><\/p>\n<\/td>\n

\n

HHCE 22013 <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Hindu Culture in Western World.<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Optional<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite\u00a0\u00a0 <\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures – 30 hours, Group discussion – 25 hours.\u00a0 Field Visit – 10 hours.\u00a0 Library Learning \u2013 20 hours. E \u2013 learning \u2013 22 hours. Exam Preparation \u2013 25 hours, In – Course Assessments ; Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours.\u00a0 Group Presentation – 10 hours, Summative – 3 Hours<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To familiarize the Hindu Cultural components in Europe, North America and Canada and its impact on the life style of Westerners<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcome<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss the changes in Hindu behavioral patterns such as methods of worship and other ritual customs<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Examine religious beliefs and practices among expatriate communities\u00a0<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Assess the popularities of Hindu fine Arts among western People\u00a0<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Evaluate the cross-cultural researches in the West<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

An outline History of Hindu Culture in western world, Hindu Civilization in united Kingdom, Hindu Civilization in North America & Canada, Hindu Civilization in Scandinavian Countries, Hindu Civilization in Germany, Hindu Civilization in France, Development of temple culture Hindu Religious; organizations and their contributions to the Development of Hindu Culture, Religious Publications and literature for the enhancement of knowledge in religion, Inter relation with other religions and organizations.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment -30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment – I\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

MCQ\/Quiz<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment – II<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2. Summative Assessment<\/strong><\/p>\n

Written examination (3hours) : Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 08) :05 Questions x 100 Marks = 500 Marks<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

Frank Whaling, (Editor), (1984), The World\u2019s Religious Traditions<\/strong>, T & T Clark Ltd., Edinburgh.<\/p>\n

John Ankerberg, Smashwords, Inc.John Ankerberg, John, (2011), \u201cThe Facts on Hinduism in America<\/strong>\u201d, ATRI Publishing.<\/p>\n

Ninion Smart, (1992), The World\u2019s Religions (Old Traditions and Modern Transformations)<\/strong>, Cambridge University Press.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHHCE 22023: Hindu Culture as reflected in Epics and Puranas<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code <\/strong><\/p>\n<\/td>\n

\n

HHCE 22023<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Hindu Culture as reflected in Epics and Puranas.<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Optional<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite\u00a0\u00a0 <\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures \u2013 30 hours, Group discussion \u2013 25 hours.\u00a0 Field Visit \u2013 10 hours.\u00a0 Library Learning \u2013 20 hours. E \u2013 learning \u2013 22 hours. Exam Preparation \u2013 25 hours, In – Course Assessments ; Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours.\u00a0 Group Presentation \u2013 10 hours, Summative \u2013 3 Hours<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To introduce the salient features of Hindu Culture as reflected in the Epics and Puranas<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcomes<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the Literary Characteristics of Epics and Puranas\u00a0<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discover the cosmological and eschatological myths revealed in Epics and Puranas<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Determine\u00a0 the religious and Cultural Aspects of Epics and Puranas<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Assess the philosophical concepts expounded in Epics and Puranas\u00a0<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Elaborate\u00a0 the Socio-Cultural\u00a0 trends reflected in Epics and Puranas<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

Introduction of the great Epics and Puranas, Literary Characteristics, Transformation of Vedic Religion, Hindu Cults and Rituals revealed\u00a0\u00a0 in Epics, and Puranas, Philosophy of the Epics and Puranas, Narration of Cosmogony and Eschatological thoughts, Ethics and moral teachings of the Epics and Puranas, Social organizations revealed in Epics and Puranas, Impact of Epics & Puranas in\u00a0 Tamil Society.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment – I\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment – II\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz\u00a0 \/ MCQ<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\u00a0<\/td>\n\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

2.Summative Assessment<\/strong><\/p>\n

Written examination (3hour) : Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 08) :05 Questions x 100 Marks =500 Marks<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

\u0b9a\u0bc1\u0b95\u0ba8\u0bcd\u0ba4\u0bbf\u0ba9\u0bbf, \u0b9a\u0bbf., (2000), \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8\u0b9a\u0bcd \u0b9a\u0bc8\u0bb5\u0ba4\u0bcd\u0ba4\u0bb2\u0baa\u0bc1\u0bb0\u0bbe\u0ba3\u0b99\u0bcd\u0b95\u0bb3\u0bcd – \u0b92\u0bb0\u0bc1 \u0baa\u0ba3\u0bcd\u0baa\u0bbe\u0b9f\u0bcd\u0b9f\u0bbf\u0baf\u0bb2\u0bcd \u0b86\u0baf\u0bcd\u0bb5\u0bc1, \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0ba8\u0bbe\u0b95\u0bb0\u0bbf\u0b95\u0ba4\u0bcd\u0ba4\u0bc1\u0bb1\u0bc8, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0baa\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae;.<\/p>\n

Dutt, R.C., (1900), The Great Epics in Ancient India<\/strong>, J.M. Dent & Co., London.<\/p>\n

Hopkins, E.W., (1902), The Great Epic of India: its character and origin<\/strong>, Charles Scrifner\u2019s sons, New York.<\/p>\n

Majumdar, J.C., (1953), Ethics of the Mahabharata<\/strong> Author, Culcutta.<\/p>\n

Pusalker, A.D., (1951), Studies in the Epics and Puranas<\/strong>, Bharatiya Vidyabhavan, Bombay.<\/p>\n

Srinivasa Sastri, V.S., (1952), Lectures on the Ramayana<\/strong>, Madras Sanskrit Academy, Madras.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSNEH 22013: Sanskrit for Hindu Studies<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code<\/strong><\/p>\n<\/td>\n

\n

HSNEH\u00a0 22013<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Sanskrit for Hindu Studies<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Electives<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite<\/strong><\/p>\n<\/td>\n

\n

None <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures – 30 hours, Group discussion – 25 hours.\u00a0 Field Visit – 10 hours.\u00a0 Library Learning \u2013 20 hours. E \u2013 learning \u2013 22 hours. Exam Preparation \u2013 25 hours, In \u2013 Course Assessment: Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours.\u00a0 Group Presentation – 10 hours.\u00a0 Summative – 3 Hours<\/p>\n<\/td>\n<\/tr>\n

\n

Course <\/strong>Objective<\/strong><\/p>\n

To provide a general and firsthand knowledge of Philosophical literature and the original texts with regard to Hindu culture<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning Outcomes <\/strong><\/p>\n

At the end of this course students shout be able to;<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Apply the basic knowledge of Classical Sanskrit Grammar<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Understand the background of Vedic language and\u00a0 Classical Sanskrit<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain Vedic background of classical Sanskrit<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Translate the selected sentences from Sanskrit to Tamil<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Write grammatical notes to Sanskrit<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content <\/strong><\/p>\n

Selected portions from: Rig.veda 10.90,10.8.129,10.8. 121, Bhagavatgita\u00a0 3rd<\/sup> chapter, Svethasvatharoupanisad\u00a0 3,4 chapters, Kamika Agama\u00a0 4.1 -225, NaradaBhaktisutras[.1-1.25], nrse;jHay`hp> 25-50.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching \u2013Learning Method<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Formative Assessment\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 30%<\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10%<\/p>\n<\/td>\n

\n

30%<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Assignment-I\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment-II\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

Summative Assessment: <\/strong><\/p>\n

Written examination (3hour) Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 06) : 05 Questions x 100Marks =500Marks<\/p>\n<\/td>\n

\n

70%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings <\/strong><\/p>\n

Raghavan,V.,(1988),The Indian Heritage<\/strong> [5thed],V,Raghavan centre, Chennai.<\/p>\n

(1975), Cultural Heritage of India<\/strong>\u00a0 vol-1,The Ramakrishna mission Institue, Calcutta.<\/p>\n

Keith, A B., (1978), Religion and Philosophy of the Vedas and Upanisads<\/strong>, part 1 &,11, New Delhi.<\/p>\n

Macdonel, A., (1963), Vedic Mythology,<\/strong> Varanasi.<\/p>\n

\u0b9a\u0bbf\u0bb5\u0b9a\u0bbe\u0bae\u0bbf,\u0bb5\u0bbf. , (1999) , \u0bb8\u0bcd\u0bb5\u0baa\u0bcb\u0ba4\u0bb2\u0b95\u0bc1\u0b9a\u0bae\u0bcd\u0bb8\u0bcd\u0b95\u0bbf\u0bb0\u0bc1\u0ba4\u0bae\u0bcd (3\u0bae\u0bcd \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0bc1) , \u0ba4\u0bbf\u0bb0\u0bc1\u0ba8\u0bc6\u0bb2\u0bcd\u0bb5\u0bc7\u0bb2\u0bbf, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0bae;.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSSE 22013: Textual Study of Gnanamirtham<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code <\/strong><\/p>\n<\/td>\n

\n

HSS<\/strong>E 22013<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Textual Study of Gnanamirtham<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Optional<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite\u00a0\u00a0 \u00a0\u00a0\u00a0<\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

National Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures and Tutorials – 45h, Library learning – 20 h, ,Group work \u2013 10h,\u00a0 E \u2013 learning -20h, Exam Preparation – 20h, In – Course Assessments : Take Home assignments \u2013 07h, Quizzes \u2013 05h, , Presentation \u2013 20h, Summative \u2013 3h.<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To be acquainted with the textual study of Gnanamirtham<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcomes<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discover the importance of Gnanamirtham in the history of Saiva Siddhanta<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explore the impact of Gnanamirtham on Meikanda Shastras<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Illustrate the Saiva Siddhanta aspects reflected in Gnanamirtham<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Value the contribution of Vagisamunivar in the field of Saiva Siddhanta<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

Life and works of Vagisamunivar; Epistemology; Introduction to Gnanamirtham; \u00a0Analyses the structure of the Gnanamirtham; The nature and its conceptual explanation of Saiva Siddhanta; Siddhanta doctrine of Gnanamirtham;\u00a0 Comparative Study of Meikanda Sastras and\u00a0 Gnanamirtham.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lectures, Assessment, Tutorial discussions, Individual or Group Presentations, recitation of oral questions.<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment – I\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

\u00a005 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment – II\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz \/ MCQ<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2. Summative Assessment<\/strong><\/p>\n

Written Examination (3Hours) : Structured questions, Essay questions, Short notes(Expected to answer 5 questions out of 6) 05 Questions x 100 Marks= 500 Marks.<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

\u0b86\u0ba9\u0ba8\u0bcd\u0ba4\u0bb0\u0bbe\u0b9a\u0ba9\u0bcd, \u0b86., (2017),\u0b9e\u0bbe\u0ba9\u0bbe\u0bae\u0bbf\u0bb0\u0bcd\u0ba4\u0bae\u0bcd, \u0ba8\u0bb0\u0bcd\u0bae\u0ba4\u0bbe \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0b9a\u0bbf\u0bb5\u0b95\u0bc1\u0bb0\u0bc1\u0ba8\u0bbe\u0ba4\u0baa\u0bbf\u0bb3\u0bcd\u0bb3\u0bc8, \u0b86., (\u0baa.\u0b86.), (1961), \u0b9e\u0bbe\u0ba9\u0bbe\u0bae\u0bbf\u0bb0\u0bcd\u0ba4\u0bae\u0bcd (\u0b9a\u0bae\u0baf\u0bae\u0bc1\u0bae\u0bcd \u0ba8\u0bbe\u0bb2\u0bcd\u0bb5\u0bb0\u0bcd \u0baa\u0bbf\u0bb0\u0baa\u0bbe\u0bb5\u0bae\u0bc1\u0bae\u0bcd), \u0b9a\u0bbe\u0ba4\u0bc1 \u0b85\u0b9a\u0bcd\u0b9a\u0bc1\u0b95\u0bcd\u0b95\u0bc2\u0b9f\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0ba4\u0bc1\u0bb0\u0bc8\u0b9a\u0bbe\u0bae\u0bbf\u0baa\u0bcd\u0baa\u0bbf\u0bb3\u0bcd\u0bb3\u0bc8, \u0b9a\u0bc1., (\u0baa\u0ba4\u0bbf.), (1954),\u0b9e\u0bbe\u0ba9\u0bbe\u0bae\u0bbf\u0bb0\u0bcd\u0ba4 \u0bae\u0bc2\u0bb2\u0bae\u0bc1\u0bae\u0bcd \u0baa\u0bb4\u0bc8\u0baf\u0bb5\u0bc1\u0bb0\u0bc8\u0baf\u0bc1\u0bae\u0bcd, \u0b85\u0ba3\u0bcd\u0ba3\u0bbe\u0bae\u0bb2\u0bc8\u0baa\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd, \u0b85\u0ba3\u0bcd\u0ba3\u0bbe\u0bae\u0bb2\u0bc8\u0ba8\u0b95\u0bb0\u0bcd.<\/p>\n

Ganadaran, s., (1981), Studies in Jnanamirtham<\/strong>, Madurai Kamaraj University, Madurai.<\/p>\n

Nallswami pillai, J.M., (1962), Studies in Sivasiddhanta<\/strong>, Dharmapuram Adinam, Dharmapuram.<\/p>\n

Siddalingaiah, T.B., (1979), Origin and Development of Saiva Siddhanta upto 14th<\/sup> century<\/strong>, Madhurai Kamaraj University, Madhurai.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSSE 22023: Saiva Siddhanta concepts in Thukalarubhodam<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code <\/strong><\/p>\n<\/td>\n

\n

HSSE 22023<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Saiva Siddhanta concepts\u00a0 in Thukalarubhodam<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optioal<\/strong><\/p>\n<\/td>\n

\n

Optional<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite\u00a0\u00a0 \u00a0\u00a0\u00a0<\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

National Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures and Tutorials – 45h, Library learning – 20 h, ,Group work \u2013 10h,\u00a0 E \u2013 learning -20h, Exam Preparation – 20h, In – Course Assessments : Take Home assignments \u2013 07h, Quizzes \u2013 05h , Presentation \u2013 20h, Summative \u2013 3h.<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To provide knowledge of the textual study of Thukalaru Bhodam with special reference to the development of Saiva Siddhanta<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcomes<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discover the importance of Thukalarubhodam in the history of Saiva Siddhanta<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explore the impact of Thukalarubhodam on Meikanda sastras<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Illustrate the Saiva Siddhanta aspects reflected in Thukalarubhodam<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Value the contribution of Sittampalanaadikal in the field of Saiva Siddhanta<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

Life and works of Sittampalanaadikal; Introduction to Thukalarubhodam; Analyses the structure of theThukalarubhodam ;The nature and its conceptual explanation of Saiva Siddhanta; Siddhanta doctrione of Thukalarubhodam ;Dasakariyam; Comparative Study of Meikanda Sastras and\u00a0 Thukalarubhodam .<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lectures, Assessment, Tutorial discussions, Individual or Group Presentations, recitation of oral questions.<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment \u2013 30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment – I\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

\u00a005 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment – II<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz\u00a0 \/ MCQ<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2. Summative Assessment<\/strong><\/p>\n

Written Examination (3Hours) : Structured questions, Essay questions, Short notes(Expected to answer 05 questions out of 08) 05 Questions x 100 Marks= 500 Marks.<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

\u0b85\u0bb0\u0bc1\u0ba3\u0bbe\u0b9a\u0bcd\u0b9a\u0bb2\u0bae\u0bcd, \u0bae\u0bc1., (2005), \u0ba4\u0bae\u0bbf\u0bb4\u0bbf\u0bb2\u0b95\u0bcd\u0b95\u0bbf\u0baf \u0bb5\u0bb0\u0bb2\u0bbe\u0bb1\u0bc1 \u0baa\u0ba4\u0bbf\u0ba9\u0bbe\u0ba9\u0bcd\u0b95\u0bbe\u0bae\u0bcd \u0ba8\u0bc2\u0bb1\u0bcd\u0bb1\u0bbe\u0ba3\u0bcd\u0b9f\u0bc1, \u0b95\u0bbe\u0ba8\u0bcd\u0ba4\u0bbf \u0bb5\u0bbf\u0ba4\u0bcd\u0ba4\u0bbf\u0baf\u0bbe\u0bb2\u0baf\u0bae\u0bcd, \u0ba4\u0b9e\u0bcd\u0b9a\u0bc8.<\/p>\n

\u0b88\u0b9a\u0bbe\u0ba9\u0b9a\u0bbf\u0bb5\u0bae\u0bcd, (\u0b89\u0bb0\u0bc8), (1950),\u0ba4\u0bc1\u0b95\u0bb3\u0bb1\u0bc1\u0baa\u0bcb\u0ba4\u0bae\u0bcd,\u0b95\u0bb2\u0bbe\u0ba8\u0bbf\u0ba4\u0bbf \u0baf\u0ba8\u0bcd\u0ba4\u0bbf\u0bb0\u0b9a\u0bbe\u0bb2\u0bc8, \u0baa\u0bb0\u0bc1\u0ba4\u0bcd\u0ba4\u0bbf\u0ba4\u0bcd\u0ba4\u0bc1\u0bb1\u0bc8,<\/p>\n

\u0b9a\u0bbf\u0bb1\u0bcd\u0bb1\u0bae\u0bcd\u0baa\u0bb2\u0ba8\u0bbe\u0b9f\u0bbf\u0b95\u0bb3\u0bcd, (1952), \u0ba4\u0bc1\u0b95\u0bb3\u0bb1\u0bc1\u0baa\u0bcb\u0ba4\u0bae\u0bcd,\u0ba4\u0bbf\u0bb0\u0bc1\u0bb5\u0bbe\u0bb5\u0b9f\u0bc1\u0ba4\u0bc1\u0bb1\u0bc8 \u0b86\u0ba4\u0bc0\u0ba9\u0bae\u0bcd, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd\u0ba8\u0bbe\u0b9f\u0bc1.\u00a0<\/p>\n

\u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0baa\u0bcd\u0baa\u0bbf\u0bb0\u0b95\u0bbe\u0b9a\u0bb0\u0bcd, \u0b9a\u0bc0\u0b95\u0bbe\u0bb4\u0bbf, (1954), \u0ba4\u0bc1\u0b95\u0bb3\u0bb1\u0bc1\u0baa\u0bcb\u0ba4\u0b95\u0bcd \u0b95\u0b9f\u0bcd\u0b9f\u0bb3\u0bc8, \u0ba4\u0bbf\u0bb0\u0bc1\u0bb5\u0bbe\u0bb5\u0b9f\u0bc1\u0ba4\u0bc1\u0bb1\u0bc8 \u0b86\u0ba4\u0bc0\u0ba9\u0bae\u0bcd, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd\u0ba8\u0bbe\u0b9f\u0bc1.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHEGEN 22013: English for specific purpose -II<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code<\/strong><\/p>\n<\/td>\n

\n

HEGEN 22013<\/h3>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

English for\u00a0 Specific Purposes\u2013II<\/p>\n

[Content & Language Integrated Learning (CLIL)]<\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

3 Credits<\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Contact Hours\u2013 45 hrs (compulsory)\u00a0<\/p>\n

Self-Learning: 105 hours<\/p>\n

CALL -30 hours, Learning in Groups: 15 hours, Independent Learning: 30 hours and recommended reading-30 hours.<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objectives<\/strong><\/p>\n

The objectives of this unit are to<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Provide learners with opportunities to study language through content.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Develop learners\u2019 ability to communicate in the subject related contexts.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improve the accuracy of language use.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Enhance the productive skills of the learners.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Optimize learners\u2019 linguistic confidence by making them use English in relevant subject\u00a0\u00a0\u00a0\u00a0 related contexts.<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning Outcomes<\/strong><\/p>\n

At the end of the course unit, the students will be able to<\/u>:<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Recognize complex text related to learners\u2019 subject matter.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify internal cohesion of a text related to the subject area of the learners.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the different functions of discourse markers (sequence, connectives, signposting, conjunctions, and cause & effects) & cohesive devices.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify main ideas & supporting ideas and take down notes of a spoken text.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Collect information from main & supporting ideas to answer essay type questions.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Communicate clearly with confidence & express opinions on subject related text.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 take down notes effectively to understand the gist of the spoken text<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Write notes from a text in one\u2019s own academic discipline.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discriminate opinions & inferences in a listening text.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain a process using sequence markers with a fair degree of accuracy.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Express notions of cause & effect, and fact & opinion.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Interact in small groups on subject related topics.<\/p>\n<\/td>\n<\/tr>\n

\n

Course Contents<\/strong><\/p>\n

Reading: <\/strong>\u00a0Collecting\u00a0 information from subject related text to answer essay type questions; Comprehending pronouns, relative pronouns & cohesive devices to understand internal cohesion; <\/strong>reading & interpreting graphs, flow charts, mind maps, research articles, abstracts, & columns from newspapers.<\/p>\n

Writing: <\/strong>process description (flow chart, picture or image, & production); sequence markers; making notes from the text of relevant subjects employing SQ4R method; making mind maps & linear notes in point forms; having discussion on a text to generate target vocabulary; writing sentences of facts & opinions.<\/p>\n

Listening: <\/strong>listening to complex text, discussion, debate, & lectures to take notes & understand the gist; listening to a text & making inferences; listening to different spoken text relevant to the subject to identify main & supporting ideas, & take down notes.<\/p>\n

Speaking: <\/strong>Delivering a lecture from the mind map\/ notes; having\/conducting group discussion, debate, role play, & lecture to get interacted.<\/p>\n

Grammar: <\/strong>Relative pronoun; cohesive devices & discourse markers; reported speech (advanced); active and passive voices (advanced).<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

CLIL (co-teaching), Lectures and Instruction, CALL, group activities, TBLT, presentations.<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1.<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Formative Assessment<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation (group\/individual)<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

40%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Reading Assessment<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

Writing Assessment<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

Listening Assessment<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n\n\n\n\n\n\n\n\n\n
\n

Types of Questions<\/strong><\/p>\n<\/td>\n

\n

Weightage<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Note takingAndComprehension questions (MCQ)AndSummary writing<\/p>\n<\/td>\n

\n

200%<\/p>\n<\/td>\n<\/tr>\n

\n

Grammar (Compulsory)<\/p>\n<\/td>\n

\n

100%<\/p>\n<\/td>\n<\/tr>\n

\n

Describing a process (100- 120 words)<\/p>\n

and writing an essay using the facts provided<\/p>\n

(200 words) and Expressing opinion on a given topic(200 words)<\/p>\n

\u00a0<\/p>\n<\/td>\n

\n

200%<\/p>\n<\/td>\n<\/tr>\n

\n

Total Marks<\/strong><\/p>\n<\/td>\n

\n

500<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/h3>\n

Adrian, D. and Christopher, J. (2004). Listening 1 and 2<\/em>. Ninth Imprint.\u00a0 Cambridge:Cambridge University Press.<\/a><\/u><\/p>\n

Beglar, D. (2011). Advanced Listening and note Taking Skills<\/em>. 2nd<\/sup> Edition. Mac Grow Hill.<\/p>\n

Frangoise, G. (2012).Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises<\/em>.Cambridge: Cambridge University Press.<\/p>\n

Harmer, J and Arnold, J. (2008). Advanced Speaking Skills<\/em>. Longman.<\/p>\n

Joanne, C. and Stephen, S. (2003). Speaking 1 and 2 (Eleventh Imprint)<\/em>. Cambridge:Cambridge University Press.<\/a><\/u><\/p>\n

John, S. (2013). The Oxford Guide to Effective Writing and Speaking.<\/em> 3rd <\/sup>Edition. Oxford: OxfordUniversity Press.<\/p>\n

Jordan, R. R. (1990). Academic writing course. Harlow: Longman Longman Communication 3000 wordlist:https:\/\/www.lextutor.ca\/freq\/lists_download\/longman_3000_list.pdf<\/a><\/u><\/p>\n

McCarthy, M., & O’Dell, F. (2008). Academic vocabulary in use: 50 units of academic vocabulary reference and practice. Cambridge: Cambridge University Press.<\/p>\n

Raymond, M. (2012).<\/a><\/u>English Grammar in Use Book with Answer: A Self-Study Reference and Practice Book for Intermediate Learners of English<\/em>.\u00a0 Cambridge:Cambridge University Press.<\/a><\/u><\/p>\n

Richard, H. (2011).<\/a><\/u>Headway Academic Skills: 3: Listening, Speaking, and Study Skills Student’s Book<\/em>. Oxford:Oxford University Press.<\/a><\/u><\/p>\n

Sarah, P. and<\/a> Lesley, C, (2013).<\/a><\/u>Headway Academic Skills: 3: Reading, Writing, and Study Skills Student’s Book. <\/em>Oxford: Oxford University Press.<\/p>\n

Thomson, V. and Martinet,J. (2009). A Practical English Grammar<\/em>. ELBS.<\/p>\n

Thomson, A. J., & Martinet, A. V. (2010). A practical English grammar. Oxford: Oxford University Press.<\/p>\n

Tricia, H. (2005). Writing<\/em>. Oxford:Oxford University Press.<\/a><\/u><\/p>\n

ORELT, 2020. Unit 3: Active Listening: Communicating In Public Situations | Open Resources For English Language Teaching (ORELT) Portal<\/em>. [online] Orelt.col.org. Available at: <http:\/\/orelt.col.org\/module\/unit\/3-active-listening-communicating-public-situations> [Accessed 7 November 2020].<\/p>\n

Tense Buster Software at Computer Lab of Dept. of ELT.<\/p>\n<\/td>\n<\/tr>\n

\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/strong><\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Level II – Semester I HHCC 21013: Hindu Iconography and Architecture Course Code HHCC 21013 Course Title Hindu Iconography and Architecture Credit Value 03 Credits Core\/Optional Core Pre-requisite None Notional Hours 150 Hours Interactive sessions Lectures \u2013 30 hours, Group discussion- 20 hours. Field Visit- 40 hours, Library Learning \u2013 10 hours, E \u2013 learning […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1308","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/hindu.jfn.ac.lk\/index.php?rest_route=\/wp\/v2\/pages\/1308","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/hindu.jfn.ac.lk\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/hindu.jfn.ac.lk\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/hindu.jfn.ac.lk\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/hindu.jfn.ac.lk\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1308"}],"version-history":[{"count":136,"href":"https:\/\/hindu.jfn.ac.lk\/index.php?rest_route=\/wp\/v2\/pages\/1308\/revisions"}],"predecessor-version":[{"id":3334,"href":"https:\/\/hindu.jfn.ac.lk\/index.php?rest_route=\/wp\/v2\/pages\/1308\/revisions\/3334"}],"wp:attachment":[{"href":"https:\/\/hindu.jfn.ac.lk\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1308"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}