{"id":1313,"date":"2022-01-02T16:56:39","date_gmt":"2022-01-02T16:56:39","guid":{"rendered":"https:\/\/hindu.jfn.ac.lk\/?page_id=1313"},"modified":"2022-01-07T09:01:13","modified_gmt":"2022-01-07T09:01:13","slug":"level-iii","status":"publish","type":"page","link":"https:\/\/hindu.jfn.ac.lk\/?page_id=1313","title":{"rendered":"Level III"},"content":{"rendered":"\t\t
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<\/p>

Level III – 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\tHHCCH 31013: Origin and Development of Vedanta Sects<\/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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HHCCH 31013<\/strong><\/p>\n<\/td>\n<\/tr>\n

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

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Origin and Development of Vedanta Sects<\/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\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 Vedanta Schools\u00a0 and its contributions to Indian Philosophy<\/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 Identify the salient features of Vedanta schools<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compare Vedanta Schools by philosophical perspectives\u00a0<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Develop mental attitudes and critical thinking towards analyzing Vedanta schools of thoughts<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Assess the Vedanta sources, and its literary traditions<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Assume the bases for the prevalence of contradictory views in Vedanta literacy<\/p>\n<\/td>\n<\/tr>\n

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

Significance of the Prasthanatraya, Tenets of\u00a0 Adviatha, Salient features of Visidadvita, Duvaida Vedanda School of Thoughts, School of Nimparka, Controversy among Vedanda Schools of thoughts, Theory of Causation among Vedanta schools, Epistemology of Vedanta Schools, Contemporary trends of Vedanta.<\/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 <\/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

\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

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

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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

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

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

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10 %<\/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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\u00a0<\/strong><\/p>\n

Recommended Readings<\/strong><\/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

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

Vidyarthi, P.B., (1977), Sri Ramanuja\u2019s Philosophy and Religion<\/strong>, Prof. M. Rangacharya Memorial Trust, Tripliane, Madras.<\/p>\n

Srinivasachari, P.N., (1978), The Philosophy of Visistadvaita<\/strong>, The Adyar Library and Research Centre, Chennai.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\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\tHHCCH 31023: Sociology of 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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HHCCH 31023 <\/strong><\/p>\n<\/td>\n<\/tr>\n

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

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Sociology of 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

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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 provide\u00a0 comprehensive\u00a0\u00a0 knowledge of Hinduism through\u00a0 Sociological\u00a0 perspective<\/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 Classify the theories related to the origin and development of Religion\u00a0<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Illustrate the forms of social stratification in Hindu Society<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Asses\u00a0\u00a0 Hindu Religious myths and symbolism<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Analyze gender sensitive perspectives in Hindu religion and Society<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss the relationship between Hindu Religion\u00a0 and Society<\/p>\n<\/td>\n<\/tr>\n

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

Introduction to Sociology of Religion, Concept of Religion, Religious experience, Hindu Religious myths and symbolism, Hindu Religion and popular culture, Social stratification, Hindu Social system, Hindu orthodoxy and Brahmin restoration, Religious Change and Social Change.<\/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 \u2013 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-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

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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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Assignment – II<\/p>\n<\/td>\n

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

\n

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

Written examination (3hour) : Structured Question, Short Notes and Essay Questions\u00a0 (Expected to answer 05 questions out of 08) : 05 Questions x 100Marks = 500 Marks<\/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

\u0b85\u0ba9\u0bcd\u0ba9\u0bc8 \u0ba4\u0bbe\u0bae\u0b9a\u0bc1, (2000) , \u0ba4\u0bae\u0bbf\u0bb4\u0bb0\u0bcd \u0b9a\u0bae\u0bc2\u0b95\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

Chakladar, H.C., (1929), Social Life in Ancient India<\/strong>, Greater Indian Society, Calcutta.<\/p>\n

Prabhy Pandharinath, (1954), Hindu Social organization: A study in Social Psychological and Ideological foundation<\/strong>, New Rev. Ed. Popular Book Depot, Bombay.<\/p>\n

Rao, C., Hayavadana, (1931), Indian Caste System; a study<\/strong>, Bangalore Press, Bangalore.<\/p>\n

Sarkar, S.C., (1920), Some aspects of the Earliest Social History of India<\/strong>, Pre-Buddhistic Ages, O.U.P., London.<\/p>\n

Shanmugalingam, N., (2004), A New Face of Durga: Religious and Social Change in Sri Lanka<\/strong>, Kalinga Publishes, 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

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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\tHHCCH 31033: Value Education of Hindu Society<\/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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HHCCH 31033<\/strong><\/p>\n<\/td>\n<\/tr>\n

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

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Value Education of Hindu Society<\/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\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 \u00a0Value Education of Hindu Society<\/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 Identify the salient features of Value Education<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compare\u00a0 the value educational thoughts of Hindu Saints<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Asses the value Educational thoughts expounded in Hindu Scriptures<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Construct the uniqueness of Hindu value education<\/p>\n<\/td>\n<\/tr>\n

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

Meaning of value Education, Significance of value Education in Hindu Society, Role of Family, Society and Institutions in inculcation of values, Value Education in Vedic Scriptures, Value Educational thoughts revealed in Epics, Value Education in Dharma Shastras, Value Education in Artha Shasta and Sukraneeti, Value Educational thoughts revealed in the epistles of Swamy Vivekananda, Mahatma Gandi and Aravindhar. Role of Sri Lankans contributions to Value Education.<\/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 <\/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

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

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

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Group Presentation \/ Field Report<\/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

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\u00a0<\/p>\n

\u00a0<\/p>\n

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

\n

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

Haridas Bhattacharya, (1937), The Cultural Heritage of India<\/strong>. Voll – II, The Ramakrishna misson, Institute of culture Calcutta.<\/p>\n

Khera, S., (1998), You can win,<\/strong> Delhi: Macmillan.<\/p>\n

Radhakrishnan.S., (1990), The foundation of Civilization<\/strong>: Ideas and ideals,<\/strong> New Delhi, Orient Paperback.<\/p>\n

The complete works of Swamy Viveganantha, <\/strong>(1971), Advaitha Ashrama, 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\tHHCCH 31043: Glimpses of Saiva Siddhanta \u2013 Textual Study<\/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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HHCCH 31043<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

Glimpses of Saiva Siddhanta \u2013 Textual Study<\/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\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 impart a comprehensive\u00a0\u00a0 knowledge of Saiva Siddhanta Philosophy and its utility for contemporary\u00a0 Hindu way of life<\/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 and the philosophical aspects of\u00a0\u00a0\u00a0 Saiva Siddhanta<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the salient features of Saiva Siddhanta\u00a0 philosophy<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Develop a comprehensive knowledge of the sources of Saiva Siddhanta.<\/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 Evaluate the importance of Saiva Siddhanta thoughts in Hindu way of Life<\/p>\n<\/td>\n<\/tr>\n

\n

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

Introduction to Sivagnanabotham, Pramanaeyal, Elakkanaviyal, Sathanaeyal, Payaniyal, Sivagnanacittiyar subakam (selected topics).<\/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\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<\/p>\n<\/td>\n

\n

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

\n

Quiz\/ MCQ\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 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\u0bc8\u0bb5\u0b9f\u0bbf\u0bb5\u0bc7\u0bb2\u0bcd \u0bae\u0bc1\u0ba4\u0bb2\u0bbf\u0baf\u0bbe\u0bb0\u0bcd,\u0b9a\u0bbf. , (1991) , \u0b9a\u0bbf\u0bb5\u0b9e\u0bbe\u0ba9\u0baa\u0bcb\u0ba4 \u0bae\u0bbe\u0baa\u0bbe\u0b9f\u0bbf\u0baf \u0baa\u0bca\u0bb0\u0bc1\u0bb3\u0bcd\u0ba8\u0bbf\u0bb2\u0bc8 \u0bb5\u0bbf\u0bb3\u0b95\u0bcd\u0b95\u0bae\u0bcd, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd\u0baa\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd, \u0ba4\u0b9e\u0bcd\u0b9a\u0bbe\u0bb5\u0bc2\u0bb0\u0bcd.<\/p>\n

\u0b86\u0bb1\u0bc1\u0bae\u0bc1\u0b95\u0ba8\u0bbe\u0bb5\u0bb2\u0bb0\u0bcd, (\u0baa.\u0b86.) , \u0ba9\u0bc7, \u0bae\u0bc6\u0baf\u0bcd\u0b95\u0ba3\u0bcd\u0b9f\u0ba4\u0bc7\u0bb5\u0bb0\u0bcd \u0b85\u0bb0\u0bc1\u0bb3\u0bbf\u0b9a\u0bcd\u0b9a\u0bc6\u0baf\u0bcd\u0ba4 \u0b9a\u0bbf\u0bb5\u0b9e\u0bbe\u0ba9\u0baa\u0bcb\u0ba4\u0bae\u0bc1\u0bae\u0bcd \u0bb5\u0bbe\u0bb0\u0bcd\u0ba4\u0bcd\u0ba4\u0bbf\u0b95\u0bae\u0bc6\u0ba9\u0bcd\u0ba9\u0bc1\u0bae\u0bcd \u0baa\u0bca\u0bb4\u0bbf\u0baa\u0bcd\u0baa\u0bc1\u0bb0\u0bc8\u0baf\u0bc1\u0bae\u0bcd, \u0bb5\u0bbf\u0ba4\u0bcd\u0ba4\u0bbf\u0baf\u0bbe\u0ba8\u0bc1\u0baa\u0bbe\u0bb2\u0ba9 \u0baf\u0ba8\u0bcd\u0ba4\u0bbf\u0bb0\u0b9a\u0bbe\u0bb2\u0bc8, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8\u0baa\u0bcd\u0baa\u0b9f\u0bcd\u0b9f\u0ba3\u0bae\u0bcd.<\/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

\u0b95\u0ba8\u0bcd\u0ba4\u0bc8\u0baf\u0bbe, \u0bae\u0bc1. , (1987) , \u0b9a\u0bbf\u0bb5\u0b9e\u0bbe\u0ba9\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbf \u0ba4\u0bbf\u0bb1\u0bb5\u0bc1\u0b95\u0bcb\u0bb2\u0bcd, \u0b8f\u0bb4\u0bbe\u0bb2\u0bc8.<\/p>\n

\u0b9a\u0bbf\u0bb5\u0b9e\u0bbe\u0ba9\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbf\u0baf\u0bbe\u0bb0\u0bcd, \u0b85\u0bb1\u0bc1\u0bb5\u0bb0\u0bcd \u0b89\u0bb0\u0bc8, \u0b95\u0bcb.\u0b9a\u0ba3\u0bcd\u0bae\u0bc1\u0b95\u0b9a\u0bc1\u0ba8\u0bcd\u0ba4\u0bb0\u0bae\u0bc1\u0ba4\u0bb2\u0bbf\u0baf\u0bbe\u0bb0\u0bcd (\u0baa\u0ba4\u0bbf.) , \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8,<\/p>\n

\u0ba4\u0bbf\u0bb0\u0bc1\u0bb5\u0bbf\u0bb3\u0b99\u0bcd\u0b95\u0bae\u0bcd \u0b89\u0bb0\u0bc8, (1971) , \u0b9a\u0bbf\u0bb5\u0b9e\u0bbe\u0ba9\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbf\u0baf\u0bbe\u0bb0\u0bcd \u0b9a\u0bc1\u0baa\u0b95\u0bcd\u0b95\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

\u0b9a\u0bc6\u0bb2\u0bcd\u0bb5\u0bae\u0ba9\u0bcb\u0b95\u0bb0\u0ba9\u0bcd, \u0ba4\u0bbf., (\u0baa\u0ba4\u0bbf.), (2017), \u0b9a\u0bbf\u0bb5\u0b9e\u0bbe\u0ba9\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbf\u0baf\u0bbe\u0bb0\u0bcd, (\u0ba4\u0bbf\u0bb0\u0bc1\u0ba8\u0bc6\u0bb2\u0bcd\u0bb5\u0bc7\u0bb2\u0bbf \u0b9e\u0bbe\u0ba9\u0baa\u0bcd\u0baa\u0bbf\u0bb0\u0b95\u0bbe\u0b9a \u0b89\u0bb0\u0bc8) \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, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0bae\u0bcd.<\/p>\n

\u0bae\u0bb1\u0bc8\u0bae\u0bb2\u0bc8\u0baf\u0b9f\u0bbf\u0b95\u0bb3\u0bcd, (1958), \u0b9a\u0bbf\u0bb5\u0b9e\u0bbe\u0ba9\u0baa\u0bcb\u0ba4 \u0b86\u0bb0\u0bbe\u0baf\u0bcd\u0b9a\u0bcd\u0b9a\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

\u0bb5\u0b9a\u0bcd\u0b9a\u0bbf\u0bb0\u0bb5\u0bc7\u0bb2\u0bcd \u0bae\u0bc1\u0ba4\u0bb2\u0bbf\u0baf\u0bbe\u0bb0\u0bcd, (1977), \u0b9a\u0bbf\u0bb5\u0b9e\u0bbe\u0ba9\u0baa\u0bbe\u0b9f\u0bbf\u0baf\u0ba4\u0bcd\u0ba4\u0bbf\u0bb1\u0bb5\u0bc1, \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<\/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\tHHCCH 31053: Hindu Temple Management<\/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

HHCCH 31053<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

Hindu Temple Management<\/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 Assessment: 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 a clear vision of knowledge and skill to manage the Hindu temple as an Institution<\/p>\n<\/td>\n<\/tr>\n

\n

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

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Relate the concept of management and Temple administration.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Recall the temple Administrative procedures mentioned in Hindu Scriptures.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the role of Hindu Temple as an Institution.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Classify the problems and crises generally faced in temple administration.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Formulate appropriate mechanism for administrative crises.\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

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

Introduction to the concept of Management, Understanding Hindu Temple as an Institution, Time management of Hindu Temple, Financial\u00a0 Management of Hindu temple, Administrative procedures of Hindu Temples, Temple Administrative procedures mentioned in Hindu Scriptures, Temple Management in Chola dynasty, Management of temple Cities in Vijaya nagara-Nayaka Period, Challenges and crises faced in contemporary Temple Management.<\/p>\n

\u00a0<\/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 <\/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

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

\n

Field Report<\/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

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\u0bb5\u0bc0\u0ba8\u0bcd\u0ba4\u0bbf\u0bb0\u0ba9\u0bcd, \u0bae\u0bc1. , (2005) , \u0ba4\u0bbf\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bc1\u0bb1\u0bb3\u0bcd \u0b9a\u0bc1\u0b9f\u0bcd\u0b9f\u0bc1\u0bae\u0bcd \u0ba8\u0bbf\u0bb0\u0bcd\u0bb5\u0bbe\u0b95\u0bb5\u0bbf\u0baf\u0bb2\u0bcd \u0bb5\u0ba3\u0bbf\u0b95\u0bb5\u0bbf\u0baf\u0bb2\u0bcd, \u0bb5\u0bbe\u0ba9\u0ba4\u0bbf\u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0b9a\u0bc6\u0ba8\u0bcd\u0ba4\u0bbf\u0bb2\u0bcd\u0ba8\u0bbe\u0ba4\u0ba9\u0bcd,\u0b9a. , (1973) , \u0b87\u0ba8\u0bcd\u0ba4\u0bc1\u0b9a\u0b9f\u0bcd\u0b9f\u0bae\u0bcd, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd\u0ba8\u0bbe\u0b9f\u0bcd\u0b9f\u0bc1\u0baa\u0bcd \u0baa\u0bbe\u0b9f\u0ba8\u0bc2\u0bb2\u0bcd \u0ba8\u0bbf\u0bb1\u0bc1\u0bb5\u0ba9\u0bae\u0bcd, \u0ba8\u0bbf\u0baf\u0bc2\u0b9f\u0bc6\u0bb2\u0bcd\u0bb2\u0bbf.<\/p>\n

\u0b9f\u0b99\u0bcd\u0b95\u0ba9\u0bcd \u0b9f\u0bc6\u0bb0\u0bcd\u0bb0\u0bc0\u0b9f\u0bcd \u0baa\u0bcd\u0bb0\u0bc0\u0baa\u0bbf\u0bb0\u0bb8\u0bcd, \u0b9c\u0bc6. , (1968) , \u0b87\u0ba8\u0bcd\u0ba4\u0bbf\u0baf\u0bbe\u0bb5\u0bbf\u0bb2\u0bcd \u0bae\u0ba4\u0bae\u0bcd \u0b9a\u0b9f\u0bcd\u0b9f\u0bae\u0bcd, \u0b85\u0bb0\u0b9a\u0bbe\u0b99\u0bcd\u0b95\u0bae\u0bcd, \u0ba8\u0bbf\u0baf\u0bc2\u0baf\u0bbe\u0bb0\u0bcd\u0b95\u0bcd.<\/p>\n

\u0bae\u0bc1\u0b95\u0bc1\u0ba8\u0bcd\u0ba4\u0ba9\u0bcd.\u0b9a. , (2014) , \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0b87\u0bb2\u0b95\u0bcd\u0b95\u0bbf\u0baf\u0b99\u0bcd\u0b95\u0bb3\u0bbf\u0bb2\u0bcd \u0baa\u0bca\u0bb0\u0bc1\u0bb3\u0bbf\u0baf\u0bb2\u0bcd – \u0b85\u0bb0\u0b9a\u0bbf\u0baf\u0bb2\u0bcd<\/p>\n

\u0ba8\u0bc0\u0ba4\u0bbf\u0baa\u0bb0\u0bbf\u0baa\u0bbe\u0bb2\u0ba9\u0bae\u0bcd, \u0baa\u0bc2\u0baa\u0bbe\u0bb2\u0b9a\u0bbf\u0b99\u0bcd\u0b95\u0bae\u0bcd \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae;.<\/p>\n

Dale,E., (1978), Manegment : Theory and Practice, <\/strong>MC Graw Hill, Newyork.<\/p>\n

Larson,R.L., (1962),\u00a0 How to Difine Administrative Problems,<\/strong> Harvard.<\/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\tHSNCH 31013: Maha Kavyas 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

HSNCH 31013<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

Maha Kavyas 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

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

\n

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

To provide the knowledge of Kavyas and to bring up aesthetic sense of the students<\/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\u00a0 development of Maha Kavyas<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Relate the definitions of Maha Kavyas<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss the poetic excellence revealed in Maha Kavyas<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Classify the language styles of Maha Kavyas<\/p>\n<\/td>\n<\/tr>\n

\n

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

Introduction to Maha Kavyas, Definitions of Maha Kavyas, Contemplative role of Maha kavyas in the history of Sanskrit literature, Contributors of Maha Kavyas, Selected portions of Maha Kavays: Soundarananda-1, Kumarasambavam-2, Sishupalavadham-1, Janakiharana-3<\/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

\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

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

\n

Project<\/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

Kale,M.R.,(1969), Kumarasambava., <\/strong>Motilal Banarasidas Publication, Delhi.<\/p>\n

Kale,M.R.,(1962), Sisupalavadham., <\/strong>Motilal Banarasidas Publication.<\/p>\n

Paranavitane,S,(Ed.), (1961), Jhanakiharana<\/strong>, Government Press Ceylon.<\/p>\n

Jhonson,V., (1875), Soundarananda, <\/strong>Chawkkamba Series, 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\tHSNCH 31023: Sanskrit unspecified texts and Composition<\/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

HSNCH 31023<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

Sanskrit Unspecified texts and Composition <\/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 <\/strong>Objective<\/strong><\/p>\n

To develop the knowledge of applicational Sanskrit<\/p>\n<\/td>\n<\/tr>\n

\n

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

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Define the ability to read and comprehend<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Develop the knowledge of Sanskrit vocabulary<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Improve Sanskrit writing skills<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Translate the selected sentences and passages from Tamil to Sanskrit<\/p>\n<\/td>\n<\/tr>\n

\n

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

Translation of selected Passages from: Epics, Puranas, Mahakavyas, Prose literature, fables and\u00a0 other stories, Dharmasastras and Dramas, Translation of Tamil passages into Sanskrit<\/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<\/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

Open Book Exam<\/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

Kale,MR., (1960), A Higher Sanskrit Grammar<\/strong>, New Delhi.<\/p>\n

Apte,VS., (1952), The Students Guide to Sanskrit Composition<\/strong>, Pune.<\/p>\n

Lanman,C.R., (1947), A Sanskrit Reader<\/strong>, Harvard University Press, London.<\/p>\n

Whiteny,W., (1960), Sanskrit\u00a0 Grammar<\/strong>,\u00a0 New Delhi.<\/p>\n

Whiteny.W., (1960), Sanskrit Roots<\/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\tHSNCH 31033: Sanskrit studies in Sri Lanka<\/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

HSNCH 31033<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

Sanskrit Studies in Sri Lanka<\/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 <\/strong>Objective<\/strong><\/p>\n

To provide comprehensive knowledge of Sanskrit studies in Sri Lanka<\/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 contributions of Sri Lankan Scholars to Sanskrit language<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Classify language style of Sri Lankan Sanskrit literatures<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe the various contributions of Sanskrit studies in Sri Lanka<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Translate selections\u00a0 from Sri Lankan Sanskrit texts into Tamil<\/p>\n<\/td>\n<\/tr>\n

\n

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

This will cover the beginning of Sanskrit studies in Sri Lanka, the factors contributing of Sanskrit studies, various aspects of Sanskrit Mahakavya, KhandaKavyas, religious, philosophical, medical and grammatical works, inscriptions, modern compositions, Sanskrit in Schools, Universities, and traditional centers of learning. Translations from selected portions from the relevant specified texts. Prescribed texts: <\/strong>Janakiharana\u00a0\u00a0 3rd<\/sup>chapter, Sivayogaratna 1-50,Selected Stotras by Sri Lankans<\/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

Field Report\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\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

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

Pannasaraa,D., (1958), Sanskrit Literature<\/strong>, Colombo.<\/p>\n

Ganaprakasar, (1978), Sivayogaratna<\/strong> Text with French Trans, Pondichery.<\/p>\n

Sivasamy,V., (1992), The Sanskrit Tradition of the Sri Lankan Tamils<\/strong>, Jaffna.<\/p>\n

\u0ba8\u0bbe\u0b95\u0bb2\u0bbf\u0b99\u0bcd\u0b95\u0baa\u0ba3\u0bcd\u0b9f\u0bbf\u0ba4\u0bb0\u0bcd,(\u0baa\u0ba4\u0bbf.). , (1928) , \u0ba4\u0b95\u0bcd\u0b9a\u0bbf\u0ba3\u0b95\u0bc8\u0bb2\u0bbe\u0b9a\u0bae\u0bb9\u0bbe\u0ba4\u0bcd\u0bae\u0bbf\u0baf\u0bae\u0bcd, (\u0b9a\u0bae\u0bcd\u0bb8\u0bcd\u0b95\u0bbf\u0bb0\u0bc1\u0ba4\u0bae\u0bc2\u0bb2\u0bae\u0bcd) , \u0bb5\u0bbf\u0ba8\u0bbe\u0baf\u0b95 \u0b9a\u0bc1\u0ba8\u0bcd\u0ba4\u0bb0 \u0bb5\u0bbf\u0bb2\u0bbe\u0b9a \u0bae\u0bc1\u0ba4\u0bcd\u0ba4\u0bbf\u0bb0\u0bbe\u0bb2\u0baf\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\tHSNCH 31043: Computational 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

HSNCH 31043<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

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

To introduce the various aspects of Computational Sanskrit<\/p>\n<\/td>\n<\/tr>\n

\n

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

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Create Sanskrit sentence generation and parsing\u00a0 in Computational Sanskrit<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss the compound identification and typing clarification using word embedding and machine learning methods<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe the problem concerning information retrieval and question answering form Sanskrit texts<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the digital tools for Sanskrit word net<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain an educational application of Sanskrit word net<\/p>\n<\/td>\n<\/tr>\n

\n

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

Introduction to Computational Sanskrit,proposea clarificationframe work for finding the compound words from Sanskrit text, knowledge frame work for question answering in Sanskrit, learning and teaching in Computational Sanskrit.<\/strong><\/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

MCQ\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\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

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

Subramaniya Iyar,K.A., (1966), Vakyapadiya of Bhartrhari with the Commentaries Vrtti and Paddhati of Vrsabhadeva, Kanda 1, Number 32 in Deccan College Monograph Series<\/strong>, Deccan College Postgraduate and Research Institute, Pune.<\/p>\n

Srigowri and Karunakar, (2013), Gavesika: A search Engine for Sanskrit<\/strong>, In Malhar Kulkarni and Chaitali Dengarikar, editor, Recent Researches in Sanskrit Computational Linguistics, New Delhi.<\/p>\n

Belwalkar,S.K., (1915), Systems of Sanskrit grammer<\/strong>, Arya Bhushan Press, Pune.<\/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\tHSNCH 31053: Modern 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

HSNCH 31053<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

Modern 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 \u2013 Course Assessment: Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours.\u00a0 Group Presentation – 10 hours.\u00a0 Summative – 3 Hours<\/p>\n

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

\n

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

\u00a0To impart the knowledge of Modern Sanskrit 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 Identify\u00a0 the Modern Literatures in Sanskrit literary tradition<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss the Literary aspects in Modern Sanskrit<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain grammatical notes from Modern Sanskrit literary texts<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Characterize the aspects of Modern Sanskrit literature depicted via Media<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Translate selections\u00a0 from Modern Sanskrit texts into Tamil<\/p>\n<\/td>\n<\/tr>\n

\n

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

Contemporary prose literature, Short stories, Historical Novel, Poetical literature, Poets, Songs , Sanskrit drama, Non poetical literature in modern times, Conversational Sanskrit lessons,\u00a0 Sanskrit Journals, Media<\/p>\n<\/td>\n<\/tr>\n

\n

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

Lecture, Discussion , Presentation, Group work, Audio and Visual Media<\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

1.\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>Formative Assessment – 30% <\/strong><\/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<\/p>\n<\/td>\n

\n

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

\n

Group Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\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

Assignment – II<\/p>\n<\/td>\n

\n

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

\n

2.\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>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 (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

\u0bb0\u0bbe\u0b95\u0bb5\u0ba9\u0bcd,\u0bb5\u0bbf.\u0b87. , (2001), \u0b87\u0ba9\u0bcd\u0bb1\u0bc8\u0baf \u0b87\u0ba8\u0bcd\u0ba4\u0bbf\u0baf \u0b87\u0bb2\u0b95\u0bcd\u0b95\u0bbf\u0baf\u0bae\u0bcd, \u0b9c\u0bcb\u0ba4\u0bbf \u0b8e\u0ba9\u0bcd\u0b9f\u0baa\u0bbf\u0bb0\u0bc8\u0bb8\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

Warder, A.K., (2014), Indian Kavya \u00a0literature<\/strong>, Motilal Banarsidas, New Delhi.<\/p>\n

Kirishnamachariyar.M., (1962), History of classical Sanskrit literature<\/strong>, Tirupathidevasthanam press.<\/p>\n

Winternitz, M.,\u00a0 (1927), A History of Indian literature<\/strong>, vol. 2&3, Calcutta.<\/p>\n

Kunhan Raja, C., (1962), Survey of Sanskrit literature<\/strong>, Varanasi.<\/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\tHSSCH 31013: Saiva Siddhanta Epistemology<\/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>CH\u00a0 31013<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

Saiva Siddhanta Epistemology<\/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

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 discourses made by Saiva scholars in Epistemology<\/p>\n<\/td>\n<\/tr>\n

\n

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

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the distinct\u00a0 epistemological\u00a0 concepts in Saiva Siddhanta<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Analyze the various Pramanas<\/em> pertaining to Saiva Siddhanta\u00a0<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Evaluate the contribution of Saiva Siddhanta in the field of Indian Epistemology<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss Contemporary Rising Questions from the philosophical angle and offer solutions<\/p>\n<\/td>\n<\/tr>\n

\n

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

Sources and nature of knowledge, The Factors of Valid knowledge; Theory of perception and its classification; The Physical and Psychological basis of perception; Skepticism; Components of Epistemology; Perception, Theory of inference, Sabda Pramana<\/em>, Validity of Pramanas;Truth<\/em> and error, concept of citsakti<\/em> in Saiva Siddhanta; Classification of knowledge and its epistemological basic.<\/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

Assigment\u00a0\u00a0\u00a0\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

\u0b95\u0bbf\u0bb0\u0bc1\u0bb7;\u0ba3\u0bb0\u0bbe\u0b9a\u0bbe, \u0b9a\u0bcb. , (1998) , \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0b85\u0bb1\u0bbf\u0bb5\u0bbe\u0bb0\u0bbe\u0baf\u0bcd\u0b9a\u0bcd\u0b9a\u0bbf\u0baf\u0bbf\u0baf\u0bb2\u0bcd, \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0b95\u0bb2\u0bbe\u0b9a\u0bbe\u0bb0 \u0b85\u0bae\u0bc8\u0b9a\u0bcd\u0b9a\u0bc1, \u0b95\u0bca\u0bb4\u0bc1\u0bae\u0bcd\u0baa\u0bc1.<\/p>\n

\u0b95\u0bbf\u0bb0\u0bc1\u0bb7;\u0ba3\u0bb0\u0bbe\u0b9a\u0bbe, \u0b9a\u0bcb. , (1988) , \u0ba4\u0bb0\u0bcd\u0b95\u0bcd\u0b95 \u0baa\u0bbei\u0bb7, \u0bae\u0bc6\u0baf\u0bcd\u0baf\u0bbf\u0baf\u0bb1\u0bcd\u0bb1\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\u0ba9\u0b95\u0bc1\u0bae\u0bbe\u0bb0\u0ba9\u0bcd, \u0ba8\u0bbe, (2017) , \u0b87\u0ba8\u0bcd\u0ba4\u0bbf\u0baf \u0b85\u0bb1\u0bbf\u0bb5\u0bbe\u0bb0\u0bbe\u0baf\u0bcd\u0b9a\u0bcd\u0b9a\u0bbf\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

\u0b9a\u0bbf\u0bb5\u0b9e\u0bbe\u0ba9 \u0b9a\u0bc1\u0bb5\u0bbe\u0bae\u0bbf\u0b95\u0bb3\u0bcd, (1984) , \u0ba4\u0bb0\u0bc1\u0b95\u0bcd\u0b95 \u0b9a\u0b99\u0bcd\u0b95\u0bbf\u0bb0\u0b95\u0bae\u0bc1\u0bae\u0bcd \u0ba4\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0b9a\u0b99\u0bcd\u0b95\u0bbf\u0bb0\u0b95 \u0ba4\u0bc0\u0baa\u0bbf\u0b95\u0bc8\u0baf\u0bc1\u0bae\u0bcd, \u0ba4\u0bbf\u0bb0\u0bc1\u0bb5\u0bbe\u0bb5\u0b9f\u0bc1\u0ba4\u0bc1\u0bb1\u0bc8 \u0b86\u0ba4\u0bbf\u0ba9\u0bae\u0bcd, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd\u0ba8\u0bbe\u0b9f\u0bc1.<\/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\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, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0bae\u0bcd.<\/p>\n

\u0baa\u0bbe\u0bb8\u0bcd\u0b95\u0bb0\u0ba9\u0bcd, \u0b9a\u0bc1. , (1987) , \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4\u00a0 \u0b85\u0bb1\u0bbf\u0bb5\u0bbe\u0bb0\u0bbe\u0baf\u0bcd\u0b9a\u0bcd\u0b9a\u0bbf\u0baf\u0bbf\u0baf\u0bb2\u0bcd, \u0ba4\u0b9e\u0bcd\u0b9a\u0bbe\u0bb5\u0bc2\u0bb0\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd, \u0ba4\u0b9e\u0bcd\u0b9a\u0bbe\u0bb5\u0bc2\u0bb0;.<\/p>\n

Devasenapti, V.A., (1974), Saiva Siddhanta,<\/strong> University of Madras.<\/p>\n

Kandasamy, S.N.,\u00a0 (1991), Indian Epistemology<\/strong>, I.I.T.R., Chennai.<\/p>\n

Pief John, H, (1960), Saiva Siddhanta Philosophy<\/strong>, The Christian\u00a0 Literature Society for India.<\/p>\n

Ponnaiah , V., (1951), Saiva Siddhanta theory\u00a0 of\u00a0 knowledge<\/strong>, Annamalai University.<\/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\tHSSCH 31023: A Comparative study of the Vira Saiva and Kashmira Saiva Philosophies<\/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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HSS<\/strong>CH\u00a0 31023<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

A Comparative study of the Vira Saiva and Kashmira Saiva Philosophies <\/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 provide knowledge of the Philosophical significance of Vira Saiva and Kashmira Saiva Schools<\/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 Describe the basic concepts of Virasaiva and Kashmira Saiva Schools<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Demonstrate the social formations and ritual practices of ViraSaiva andKashmira Saiva\u00a0 Schools<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compare the significant features of the two philosophies.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Evaluate the teachings of\u00a0 Pasavanna\u00a0 and Vasugupta<\/p>\n<\/td>\n<\/tr>\n

\n

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

Introduction to Sects of Saivism; Origin of Kashmir Saivism and Virasaiva ; Doctrine of Kashmir Saivism and Virasaiva ; Physical and Metaphysical concepts; concepts\u00a0 and Significance of Linga in\u00a0 Virasaiva ;\u00a0 The Religion and Philosophy; Epistemology;\u00a0 Kula & Krama systems; Liberation and Means;Contemporary trens.<\/p>\n

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

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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

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

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1. Formative Assessment \u00a0– 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

\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

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

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Debate<\/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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\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

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\u00a0<\/p>\n

\u00a0<\/p>\n

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

\n

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

\u00a0<\/p>\n

\u0b87\u0bb0\u0ba4\u0bcd\u0ba4\u0bbf\u0ba9\u0b9a\u0baa\u0bbe\u0baa\u0ba4\u0bbf, \u0bb5\u0bc8. , (1977) , \u0bb5\u0bc0\u0bb0\u0b9a\u0bc8\u0bb5\u0bae\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, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd\u0ba8\u0bbe\u0b9f\u0bc1.<\/p>\n

\u0b9a\u0ba4\u0bbe\u0b9a\u0bbf\u0bb5\u0bae\u0bcd, \u0bae\u0bc1. , \u0b87\u0bb0\u0bbe\u0b9a\u0bae\u0bbe\u0ba3\u0bbf\u0b95\u0bcd\u0b95\u0bae\u0bcd, \u0bb5\u0bc7\u0bb2\u0bbe. , (1978) , \u0bb5\u0bc0\u0bb0\u0b9a\u0bc8\u0bb5\u0ba8\u0bc6\u0bb1\u0bbf\u0baf\u0bc1\u0bae\u0bcd \u0b85\u0ba4\u0ba9\u0bcd \u0bb5\u0bb0\u0bb2\u0bbe\u0bb1\u0bc1\u0bae\u0bcd, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd\u0ba8\u0bbe\u0b9f\u0bc1 \u0bb5\u0bc0\u0bb0\u0baa\u0b9a\u0bb5\u0b9a\u0b99\u0bcd\u0b95\u0bae\u0bcd, \u0b9a\u0bbf\u0bb5\u0bb2\u0bbf\u0b99\u0bcd\u0b95\u0ba8\u0bc2\u0bb1\u0bcd \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0bc1\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd,\u0b88\u0bb0\u0bcb\u0b9f\u0bc1.<\/p>\n

\u0b9a\u0bc6\u0bb2\u0bcd\u0bb5\u0bae\u0ba9\u0bcb\u0b95\u0bb0\u0ba9\u0bcd, \u0ba4\u0bbf., (2016) \u0b95\u0bbe\u0bb7;\u0bae\u0bc0\u0bb0\u0b9a\u0bc8\u0bb5\u0bae\u0bc1\u0bae\u0bcd \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4\u0bae\u0bc1\u0bae\u0bcd, \u0b9a\u0bc7\u0bae\u0bae\u0b9f\u0bc1 \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd, \u0b95\u0bca\u0bb4\u0bc1\u0bae\u0bcd\u0baa\u0bc1.<\/p>\n

\u0b9a\u0bc7\u0bae\u0bb0\u0bbe\u0b9c\u0bb0\u0bcd, \u0baa\u0bc6., (1978) , \u0baa\u0bbf\u0bb0\u0ba4\u0bcd\u0baf \u0baa\u0bbf\u0b9e\u0bcd\u0b9e\u0bbe\u0ba9\u0bb9\u0bbf\u0bb0\u0bc1\u0ba4\u0baf\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

\u0baa\u0bb0\u0bae\u0b9a\u0bbe\u0bae\u0bbf, (1995) , \u0bb5\u0bc0\u0bb0\u0b9a\u0bc8\u0bb5\u0bae\u0bb0\u0baa\u0bbf\u0baf\u0bb2\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

\u0ba4\u0bbf\u0bb0\u0bc1\u0b9e\u0bbe\u0ba9\u0b9a\u0bae\u0bcd\u0baa\u0ba8\u0bcd\u0ba4\u0ba9\u0bcd, \u0baa\u0bc6., (1978), \u0b95\u0bbe\u0bb7;\u0bae\u0bc0\u0bb0\u0b9a\u0bc8\u0bb5\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

Blake Michael, R., (1992), The Origins of Vira Saiva Sect<\/strong>, Motilal Banarsidass Publishers, N.Delhi.<\/p>\n

Jaideva Singh, Spanda – Karikas <\/strong>(The Divine Creative Pulsation), M.B. Delhi, 1980.<\/p>\n

Jaideva Singh, (1998), Siva Sutras <\/strong>(The Yoga of Superme Identity), M.B. Delhi, First Edition – 1974, Reprinted.<\/p>\n

Kumaraswamiji, (1960), The Vira Saiva Philosophy and Mysticism<\/strong>, Dharwar.<\/p>\n

Rudrappa, J., (1969), Kashmir Saivism,<\/strong> University of Mysore Publication, Mysore.<\/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\tHSSCH 31033: Sociological perspective 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

HSSCH 31033<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

Sociological perspective 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 \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 impart comprehensive\u00a0 knowledge of Saiva Siddhanta through Sociological perceptive<\/p>\n<\/td>\n<\/tr>\n

\n

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

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the\u00a0 theories related to the origin and development of Religion\u00a0<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Illustrate the forms of social stratification and Saiva Siddhanta<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Analyze gender sensitive perspectives in Saiva Siddhanta and Society<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss the relationship between Saiva Siddhanta and Society<\/p>\n<\/td>\n<\/tr>\n

\n

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

Socio \u2013 Cultural background of the Rise and development of Saiva Siddhanta Philosophy; Social reflection of the thought of Meikanda Sandhanas; Social and Political Context of the institutionalization of Saiva Siddhanta Tradition; Sociology of the ideological Verification in the text of Saiva Siddhanta; Social Understanding of the Formation Thiripatharthas:<\/em> Karma -Moral Philosophy and Sociology, Maya, Cosmology and materialism, Saiva Siddhanta Naturalism, Social Structure and liberation,\u00a0 Ananava, Self-reflection and social work, Saiva Siddhanta and great Heritage; Influence of Saiva Siddhanta in Sri Lankan Tamil Community: Sociological purview\u00a0\u00a0\u00a0<\/p>\n<\/td>\n<\/tr>\n

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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

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

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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

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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

\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

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

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

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

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

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

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\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

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\u00a0<\/p>\n

\u00a0<\/p>\n

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

\n

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

\u0b95\u0bc8\u0bb2\u0bbe\u0b9a\u0baa\u0ba4\u0bbf, \u0b95. , (2006) , \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, \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

\u0b9a\u0b9f\u0bcd\u0b9f\u0bcb\u0baa\u0bbe\u0ba4\u0bcd\u0baf\u0bbe\u0baf\u0bbe, \u0ba4\u0bc7\u0bb5\u0bbf\u0baa\u0bbf\u0bb0\u0b9a\u0bbe\u0ba4\u0bcd. , (2009) , \u0bae\u0ba4\u0bae\u0bc1\u0bae\u0bcd \u0b9a\u0bae\u0bc2\u0b95\u0bae\u0bc1\u0bae\u0bcd, \u0ba8\u0bbf\u0baf\u0bc2 \u0b9a\u0bc6\u0b9e\u0bcd\u0b9a\u0bc1\u0bb0\u0bbf \u0baa\u0bc1\u0b95\u0bcd \u0b95\u0bb5\u0bc1\u0bb8\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0baa\u0b95\u0bcd\u0ba4\u0bb5\u0ba4\u0bcd\u0b9a\u0bb2\u0baa\u0bbe\u0bb0\u0ba4\u0bbf, (2016) , \u0baa\u0ba3\u0bcd\u0baa\u0bbe\u0b9f\u0bcd\u0b9f\u0bc1 \u0bae\u0bbe\u0ba9\u0bbf\u0b9f\u0bb5\u0bbf\u0baf\u0bb2\u0bcd, \u0bae\u0bc6\u0baf\u0bcd\u0baf\u0baa\u0bcd\u0baa\u0ba9\u0bcd \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd\u0ba8\u0bbe\u0b9f\u0bc1.<\/p>\n

……………… , (2015) , \u0ba4\u0bae\u0bbf\u0bb4\u0bb0\u0bcd \u0bae\u0bbe\u0ba9\u0bbf\u0b9f\u0bb5\u0bbf\u0baf\u0bb2\u0bcd, \u0b85\u0b9f\u0bc8\u0baf\u0bbe\u0bb3\u0bae\u0bcd, \u0ba4\u0bbf\u0bb0\u0bc1\u0b9a\u0bcd\u0b9a\u0bbf.<\/p>\n

……………… , (2014) , \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8 – \u0b87\u0ba8\u0bcd\u0ba4\u0bbf\u0baf \u0bae\u0bbe\u0ba9\u0bbf\u0b9f\u0bb5\u0bbf\u0baf\u0bb2\u0bcd, \u0ba8\u0bbf\u0baf\u0bc2 \u0b9a\u0bc6\u0b9e\u0bcd\u0b9a\u0bc1\u0bb0\u0bbf \u0baa\u0bc1\u0b95\u0bcd \u0b95\u0bb5\u0bc1\u0bb8\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0baa\u0bbe\u0bb8\u0bcd\u0b95\u0bb0\u0ba9\u0bcd, \u0b95, (1994) , \u0b9a\u0bae\u0bc1\u0ba4\u0bbe\u0baf\u0ba4\u0bcd\u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0bae\u0bcd, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd\u0baa\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd, \u0ba4\u0b9e\u0bcd\u0b9a\u0bbe\u0bb5\u0bc2\u0bb0;.<\/p>\n

Chakladar, H.C., (1929), Social Life in Ancient India<\/strong>, Greater Indian Society, Calcutta.<\/p>\n

Prabhy Pandharinath, (1954), Hindu Social organization: A study in Social Psychological and Ideological foundation<\/strong>, New Rev. Ed., Popular Book Depot, Bombay.<\/p>\n

Rao, C., Hayavadana, (1931), Indian Caste System; a study<\/strong>, Bangalore Press, Bangalore. Sarkar,S.C., (1920), Some aspects of the Earliest Social History of India<\/strong>, Pre – Buddhistic Ages, O.U.P., London.<\/p>\n

\u00a0<\/strong><\/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\tHSSCH 31043: Saiva Siddhanta in Kanthapuranam<\/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>CH 31043<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

Saiva Siddhanta in Kanthapuranam<\/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 sensitize \u00a0the salient features of Kanthapuranam and its special significance in Jaffna Society<\/p>\n<\/td>\n<\/tr>\n

\n

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

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Record the History of revelation and compilation of Kanthapuranam<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explore the impact of Kanthapuranam on Saiva Siddhanta<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify and the significance of Kanthapuranam in Saiva Siddhanta heritage<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Illustrate the distinct characteristics and the philosophical aspects of Kanthapuranam<\/p>\n<\/td>\n<\/tr>\n

\n

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

Introduction to the salient features of Kanthapuranam; Socio political background of Kanthapuranam; Muruka worship and its Socio- Cultural, Philosophical significance of Kanthapurana; Conceptual analysis of devotion, war, evil, maya, final release, etc; Concepts of Saiva Siddhanta; Moral philosophy; Kanthapurana Culture in Jaffna.<\/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

Drama<\/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

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

\u0b86\u0bb1\u0bc1\u0bae\u0bc1\u0b95\u0ba8\u0bbe\u0bb5\u0bb2\u0bb0\u0bcd, (\u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0bc1) , (1958) , \u0b95\u0ba8\u0bcd\u0ba4\u0baa\u0bc1\u0bb0\u0bbe\u0ba3\u0bae\u0bcd, \u0bb5\u0bbf\u0ba4\u0bcd\u0ba4\u0bbf\u0baf\u0bbe\u0ba8\u0bc1\u0baa\u0bbe\u0bb2\u0ba9 \u0baf\u0ba8\u0bcd\u0ba4\u0bbf\u0bb0\u0b9a\u0bbe\u0bb2\u0bc8, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0b86\u0bb1\u0bc1\u0bae\u0bc1\u0b95\u0ba8\u0bbe\u0bb5\u0bb2\u0bb0\u0bcd, (1981) , \u0b95\u0ba8\u0bcd\u0ba4\u0baa\u0bc1\u0bb0\u0bbe\u0ba3 \u0bb5\u0b9a\u0ba9\u0bae\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, \u0b95\u0bca\u0bb4\u0bc1\u0bae\u0bcd\u0baa\u0bc1.<\/p>\n

\u0b87\u0bb0\u0bbe\u0bae\u0bb2\u0bbf\u0b99\u0bcd\u0b95\u0bae\u0bcd, \u0ba8\u0bbe. , (1980) , \u0b95\u0ba8\u0bcd\u0ba4\u0baa\u0bc1\u0bb0\u0bbe\u0ba3 \u0b86\u0bb0\u0bbe\u0baf\u0bcd\u0b9a\u0bcd\u0b9a\u0bbf, \u0bae\u0ba4\u0bc1\u0bb0\u0bc8\u0baa\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd, \u0bae\u0ba4\u0bc1\u0bb0\u0bc8.<\/p>\n

\u0b95\u0ba3\u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0bbf\u0bb3\u0bcd\u0bb3\u0bc8, \u0b9a\u0bbf. , (1960) , \u0b95\u0ba8\u0bcd\u0ba4\u0baa\u0bc1\u0bb0\u0bbe\u0ba3 \u0baa\u0bcb\u0ba4\u0ba9\u0bc8, \u0b85\u0b95\u0bbf\u0bb2 \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8 \u0b9a\u0bc8\u0bb5 \u0bae\u0ba4\u0bcd\u0ba4\u0bbf\u0baf \u0bae\u0b95\u0bbe\u0b9a\u0baa\u0bc8\u0baf\u0bbf\u0ba9\u0bb0\u0bcd, \u0b9a\u0bc1\u0ba9\u0bcd\u0ba9\u0bbe\u0b95\u0bae\u0bcd, \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8.<\/p>\n

\u0bb5\u0bbf\u0b95\u0bcd\u0ba9\u0bc7\u0bb8\u0bcd\u0bb5\u0bb0\u0bbf \u0baa\u0bb5\u0ba8\u0bc7\u0b9a\u0ba9\u0bcd, (\u0baa\u0ba4\u0bbf) , (2019, \u0b95\u0b9a\u0bcd\u0b9a\u0bbf\u0baf\u0baa\u0bcd\u0baa \u0b9a\u0bbf\u0bb5\u0bbe\u0b9a\u0bcd\u0b9a\u0bbe\u0bb0\u0bbf\u0baf\u0bbe\u0bb0\u0bcd \u0b85\u0bb0\u0bc1\u0bb3\u0bbf\u0b9a\u0bcd \u0b9a\u0bc6\u0baf\u0bcd\u0ba4 \u0b95\u0ba8\u0bcd\u0ba4\u0baa\u0bc1\u0bb0\u0bbe\u0ba3\u0ba4\u0bcd\u0ba4\u0bc1 \u0bb5\u0bb3\u0bcd\u0bb3\u0bbf\u0baf\u0bae\u0bcd\u0bae\u0bc8 \u0ba4\u0bbf\u0bb0\u0bc1\u0bae\u0ba3\u0baa\u0bcd\u0baa\u0b9f\u0bb2 \u0bae\u0bc2\u0bb2\u0bae\u0bc1\u0bae\u0bcd \u0b89\u0b9f\u0bc1\u0baa\u0bcd\u0baa\u0bbf;\u0b9f\u0bcd\u0b9f\u0bbf \u0b9a\u0bbf\u0bb5\u0b9a\u0bae\u0bcd\u0baa\u0bc1\u0baa\u0bcd \u0baa\u0bc1\u0bb2\u0bb5\u0bb0\u0bcd \u0b87\u0baf\u0bb1\u0bcd\u0bb1\u0bbf\u0baf \u0b89\u0bb0\u0bc8\u0baf\u0bc1\u0bae\u0bcd, \u0b9a\u0ba8\u0bcd\u0ba8\u0bbf\u0ba4\u0bbf\u0baf\u0bbe\u0ba9\u0bcd \u0b86\u0b9a\u0bcd\u0b9a\u0bbf\u0bb0\u0bae \u0b9a\u0bc8\u0bb5 \u0b95\u0bb2\u0bbe\u0b9a\u0bbe\u0bb0 \u0baa\u0ba3\u0bcd\u0baa\u0bbe\u0b9f\u0bcd\u0b9f\u0bc1\u0baa\u0bcd \u0baa\u0bc7\u0bb0\u0bb5\u0bc8.<\/p>\n

\u0b95\u0ba3\u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0bbf\u0bb3\u0bcd\u0bb3\u0bc8, \u0b9a\u0bbf. , (1959) , \u0b95\u0ba8\u0bcd\u0ba4\u0baa\u0bc1\u0bb0\u0bbe\u0ba3 \u0b95\u0bb2\u0bbe\u0b9a\u0bbe\u0bb0\u0bae\u0bcd, \u0bb8\u0bcd\u0bb0\u0bc0 \u0b9a\u0ba3\u0bcd\u0bae\u0bc1\u0b95\u0ba8\u0bbe\u0ba4 \u0b85\u0b9a\u0bcd\u0b9a\u0b95\u0bae\u0bcd, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0bae\u0bcd.<\/p>\n

\u0b9a\u0bc1\u0baa\u0bcd\u0baa\u0bbf\u0bb0\u0bae\u0ba3\u0bbf\u0baf\u0ba9\u0bcd, \u0ba8\u0bbe. , (2002) , \u0b95\u0ba8\u0bcd\u0ba4\u0baa\u0bc1\u0bb0\u0bbe\u0ba3\u0bae\u0bcd \u0b92\u0bb0\u0bc1 \u0baa\u0ba3\u0bcd\u0baa\u0bbe\u0b9f\u0bcd\u0b9f\u0bc1\u0b95\u0bcd \u0b95\u0bb3\u0b9e\u0bcd\u0b9a\u0bbf\u0baf\u0bae\u0bcd, \u0b95\u0bb2\u0bc8\u0b9e\u0ba9\u0bcd \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\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, (1969) , \u0b95\u0ba8\u0bcd\u0ba4\u0baa\u0bc1\u0bb0\u0bbe\u0ba3 \u0ba8\u0bb5\u0ba8\u0bc0\u0ba4\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<\/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\tHSSCH 31053: Saiva Siddhanta Philosophical Structure<\/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

HSSCH 41023<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

Saiva Siddhanta Philosophical Structure <\/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 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 concept of malas<\/em> 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 Identify the existence of Maya Mala<\/em><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Relate the Three Philosophical structure and elucidate their respective significances<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compare the 36 Saiva Siddhanta concept with modern scientific thought<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Develop skills to face contemporary social challenges from the Philosophical structural view point<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong>
Introduction to malas;<\/em> Maya mala in Indian Philosophy; Contribution of Saiva Philosophy; Existence of the Universe; Three Philosophical Structures Siva Tatva, Aanma Tatva, Vidya Tatva<\/em>; Comparative Analysis.<\/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

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

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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<\/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

\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\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, (\u0baa\u0bbf\u0bb2\u0bb5\u0b99\u0bcd\u0b95\u0bb5\u0bb0\u0bc1\u0b9f\u0bae\u0bcd) , \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 \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\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\tHEGEN 31013: English for Career Development-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 31013<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Name:<\/strong><\/p>\n<\/td>\n

\n

English for Career Development I<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

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

\n

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

\n

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

\n

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

\n

Independent Learning<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

(2 lecture hours X 15 weeks)<\/p>\n<\/td>\n

\n

15hrs<\/strong><\/p>\n

(Activities related to language skills development and assignments<\/p>\n

1 hour X 15 weeks)<\/p>\n<\/td>\n

\n

\u00a0105\u00a0 hours <\/strong><\/p>\n

( Recommended Readings- 30 hrs, peer collaborative learning\u2013 30 hrs, Independent Learning (LMS Forums) \u2013 30 hrs, Out-of-class Grammar lessons suggested by the lecturers- 15 hrs)<\/p>\n

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

\n

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

The objective of the course is to develop English language skills to help students to reflect on themselves \u2013 their abilities, skills, aptitudes and attitudes \u2013 so that they can use this knowledge for their career development.<\/p>\n<\/td>\n<\/tr>\n

\n

Course Intended Learning Outcomes:<\/strong><\/p>\n

At the completion of this course unit, student will be able to:<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify details in job descriptions and advertisements<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Use contextual, structural, and morphological clues to<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Deduce meaning of unfamiliar words and phrases related to Career development.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Use strategies for active listening to respond meaningfully in various contexts related to career development.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Develop application procedure and interview skills<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Practice listening & comprehend complex text with varied structures, conversations and speeches with regard to job opportunities.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Answer questions in job interviews with a degree of confidence and accuracy<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Engage in individual and group presentations related to various\u00a0\u00a0 careers and career development.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Demonstrate the ability to write CVs, cover letters and professional profiles<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Construct notices, leaflets, brochures, advertisements<\/p>\n<\/td>\n<\/tr>\n

\n

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

Career Development<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss issues related to various jobs and job-hunting<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Collect information on job descriptions and advertisements<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Analyze and construct promotional literature related to career development, such as notices, leaflets, brochures, advertisements<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Plan and deliver a presentation about their dream jobs<\/p>\n

Job Application Procedure<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Design CVs \/ resume appropriate for certain employment opportunities<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Develop personal statements about oneself<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Construct sentences using adjectives in the correct order<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Write cover letters<\/p>\n

Interview Techniques<\/strong><\/p>\n

\u00a7\u00a0\u00a0 Identify strategies to face a job interview successfully<\/p>\n

\u00a7\u00a0\u00a0 Learn about various organizations and their profiles<\/p>\n

\u00a7\u00a0\u00a0 Conduct a SWOT analysis on oneself<\/p>\n

\u00a7\u00a0\u00a0 Use terms\/expressions used frequently in job interviews, orientation programmes, workshops, conferences and seminars \/ webinars<\/p>\n

\u00a7\u00a0\u00a0 Construct questions using Wh- question forms<\/p>\n

\u00a7\u00a0\u00a0 Formulate appropriate responses for questions<\/p>\n

Official Correspondence<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 -Identify different structures of CVS.<\/p>\n

–\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Write CVs, cover letters and professional profiles<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 -Identify format of notices, leaflets, brochures, advertisements<\/p>\n<\/td>\n<\/tr>\n

\n

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

Lectures, Guest lectures, Task-based language learning, student centered learning activities using LMS and zoom<\/p>\n<\/td>\n<\/tr>\n

\n

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

Individual \/ Group Presentation, In class tests, Mid and End of Semester Examinations<\/p>\n<\/td>\n<\/tr>\n

\n

Continuous Assessment – 40%<\/strong><\/p>\n<\/td>\n

\n

Final Assessment – 60%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Details:<\/strong><\/p>\n

a.\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>Continuous Assessment (30%)<\/strong><\/p>\n

\u00fc\u00a0 Mock Interview (5%)<\/p>\n

\u00fc\u00a0 Individual \/Group Presentation (5%)<\/p>\n

\u00fc\u00a0 Individual Classroom-based Writing Assignment (cover letter, CV, formal letter\/Profie writing) (10%)<\/p>\n

\u00fc\u00a0 Listening Assignment (10%)<\/p>\n

b.\u00a0\u00a0\u00a0\u00a0\u00a0 Mid \u2013Semester exam (10%)<\/strong><\/p>\n<\/td>\n

\n

Theory<\/p>\n<\/td>\n

\n

Practical<\/p>\n<\/td>\n

\n

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

\n

Recommended Reading:<\/strong><\/p>\n

Downes, C. (2008). Cambridge English for job-hunting<\/em>. Cambridge: Cambridge University Press.<\/p>\n

Goodale, M. (2005). Professional presentations. <\/em>Cambridge University Press<\/p>\n

Goodale, M., & Gordon, M. (2017). The language of meetings<\/em>. Andover<\/p>\n

Hampshire: Cengage Learning.<\/p>\n

Grussendorf, M. (2017). English for presentations<\/em>. Oxford: Oxford UniversityPress.<\/p>\n

Mascull, B. (2018). Business Vocabulary in Use: Intermediate; Self-study and<\/em><\/p>\n

classroom use <\/em>Cambridge: Cambridge University Press.<\/p>\n

Mohan, K., & Banerji, M. (2009). Developing communication Skills <\/em>(2n ed.). Macmillan Publishers.<\/p>\n

Murphy, R. (2012). English grammar in use: A self-study reference and practice book for intermediate learners of English<\/em>. Cambridge: Cambridge University Press.<\/p>\n

Thomson, A. J., & Martinet, A. V. (2010). A practical English grammar. <\/em>Oxford: Oxford University Press.<\/p>\n<\/td>\n<\/tr>\n

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

\u00a0<\/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

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<\/p>

Level III – 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

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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\tHHCCH 32013: Hindu Political theories and Judicial administration<\/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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HHCCH 32013<\/strong><\/p>\n<\/td>\n<\/tr>\n

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

\n

Hindu Political theories and Judicial administration <\/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 develop comprehensive\u00a0\u00a0 knowledge of political theories and the judicial systems of Hindu society<\/p>\n<\/td>\n<\/tr>\n

\n

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

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the Salient features of Hindu political Theories<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Record the uniqueness of Hindu law and administrative systems<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Express the realities of Hindu traditional thoughts, in relation to the role of Finance and government administration<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Assess the Contemporary legal issues of the Hindu Society.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Analyze the Judicial System of ancient Hindu Society<\/p>\n<\/td>\n<\/tr>\n

\n

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

Origin and Development of the concept of\u00a0 state \u2013 Monarchies\u00a0\u00a0 and republics in ancient India ,Divine Theory, Power Theory& Social Contract theories\u00a0 expounded in ancient Hindu Texts and other sources ,Revenue and Taxation, The Mandala Theory, Sapthanga Theory of state, Sources of Hindu Law, Salient features of\u00a0 Hindu Civil law, Significance of Hindu Criminal Law, Judicial administration.<\/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

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 100 Marks \u00a0= 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\u0bc6\u0ba8\u0bcd\u0ba4\u0bbf\u0bb2\u0bcd\u0ba8\u0bbe\u0ba4\u0ba9\u0bcd,\u0b9a. , (1973) , \u0b87\u0ba8\u0bcd\u0ba4\u0bc1\u0b9a\u0b9f\u0bcd\u0b9f\u0bae\u0bcd, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd\u0ba8\u0bbe\u0b9f\u0bcd\u0b9f\u0bc1\u0baa\u0bcd \u0baa\u0bbe\u0b9f\u0ba8\u0bc2\u0bb2\u0bcd \u0ba8\u0bbf\u0bb1\u0bc1\u0bb5\u0ba9\u0bae\u0bcd, \u0ba8\u0bbf\u0baf\u0bc2\u0b9f\u0bc6\u0bb2\u0bcd\u0bb2\u0bbf.<\/p>\n

\u0bae\u0bc1\u0b95\u0bc1\u0ba8\u0bcd\u0ba4\u0ba9\u0bcd, \u0b9a. , (2020) , \u0baa\u0bc1\u0bb0\u0bbe\u0ba4\u0ba9 \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0b9a\u0bae\u0bc1\u0ba4\u0bbe\u0baf\u0ba4\u0bcd\u0ba4\u0bbf\u0bb2\u0bcd \u0baa\u0bcb\u0bb0\u0bbf\u0baf\u0bb2\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

\u0bae\u0bc1\u0b95\u0bc1\u0ba8\u0bcd\u0ba4\u0ba9\u0bcd, \u0b9a. , (2014) , \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0b87\u0bb2\u0b95\u0bcd\u0b95\u0bbf\u0baf\u0b99\u0bcd\u0b95\u0bb3\u0bbf\u0bb2\u0bcd \u0baa\u0bca\u0bb0\u0bc1\u0bb3\u0bbf\u0baf\u0bb2\u0bcd – \u0b85\u0bb0\u0b9a\u0bbf\u0baf\u0bb2\u0bcd \u0ba8\u0bc0\u0ba4\u0bbf\u0baa\u0bb0\u0bbf\u0baa\u0bbe\u0bb2\u0ba9\u0bae\u0bcd, \u0baa\u0bc2\u0baa\u0bbe\u0bb2\u0b9a\u0bbf\u0b99\u0bcd\u0b95\u0bae\u0bcd \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd, \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8.<\/p>\n

Anant Sadashiv Altekar, (1949), State and Government in Ancient India<\/strong>, Modilal Banarsidass. Calcutta.<\/p>\n

Narayanchandra Banerjee, (1938), Development of Hindu Polity and Political Theories Voloume 2<\/strong>, c.o. Book Agency.<\/p>\n

Romesh Chunder Dutt, (2006), A History of Civilization in Ancient India: Based on Sanskrit Literature, Volume 2<\/strong>, Adamant Media Corporation.<\/p>\n

Urmila Sharma, Sharma, S.K., (1996), Indian Political Thought<\/strong>, Atlantic Publishers and Distributors.<\/p>\n

Udgaonkar, P.B., (1969), \u201cPolitical Institutions & Administration\u201d<\/strong> , Modilal Banarsidass, 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\tHHCCH 32023: Role of Women in Hindu Society<\/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

HHCCH 32023<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

Role of Women in Hindu Society <\/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 develop knowledge on the role of women in Hindu Tradition<\/p>\n<\/td>\n<\/tr>\n

\n

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

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the role of women in Hindu society through ages<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the structure and function of Hindu Society\u00a0<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Distinguish the concepts of Hindu thinkers on women education, property ownership and gender issues<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Illustrate a critical approach towards outmoded customs like Satee, & child marriage that prevailed in ancient Hindu society<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Analyze gender sensitive perspectives in Hindu religion and Society\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

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

Childhood and Education, Eight Patterns of Marriage, Married life and Religious rights, Divorce and Divorce rights, Position of the widow, Women and public life and religion, Dress and Ornaments, Property rights, Retrospect and prospect.<\/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

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

\n

10 %<\/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<\/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 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\u0ba8\u0bcd\u0ba4\u0bbf\u0bb0\u0bbf\u0baf\u0bbe \u0b9a\u0bcb\u0bae\u0b9a\u0bc1\u0ba8\u0bcd\u0ba4\u0bb0\u0bae\u0bcd, (1990) , \u0baa\u0bc6\u0bb0\u0bc1\u0bae\u0bc8\u0b95\u0bcd\u0b95\u0bc1\u0bb0\u0bbf\u0baf \u0baa\u0bc6\u0ba3\u0bcd\u0b95\u0bb3\u0bcd, \u0baa\u0bbe\u0bb0\u0bbf\u0ba8\u0bbf\u0bb2\u0bc8\u0baf\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0b9a\u0bbe\u0ba8\u0bcd\u0ba4\u0bbe,\u0b8e\u0bae\u0bcd.\u0b8e\u0bb8\u0bcd. , (1994) , \u0b95\u0bbe\u0bb0\u0bc8\u0b95\u0bcd\u0b95\u0bbe\u0bb2\u0bae\u0bcd\u0bae\u0bc8\u0baf\u0bbe\u0bb0\u0bc1\u0bae\u0bcd \u0b85\u0b95\u0bcd\u0b95\u0bae\u0bbe\u0ba4\u0bc7\u0bb5\u0bbf\u0baf\u0bc1\u0bae\u0bcd \u0b93\u0bb0\u0bcd \u0b92\u0baa\u0bcd\u0baa\u0bbe\u0baf\u0bcd\u0bb5\u0bc1, \u0b95\u0bb5\u0bbf\u0ba9\u0bcd\u0b95\u0bb2\u0bc8 \u0b85\u0b9a\u0bcd\u0b9a\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0bae\u0ba9\u0bcb\u0b95\u0bb0\u0ba9\u0bcd \u0ba4\u0bc1\u0bb0\u0bc8,\u00a0\u00a0 (1994) , \u0b9a\u0bc1\u0bb5\u0bbe\u0bae\u0bbf \u0bb5\u0bbf\u0bb5\u0bc7\u0b95\u0bbe\u0ba9\u0ba8\u0bcd\u0ba4\u0bb0\u0bc1\u0bae\u0bcd \u0baa\u0bc6\u0ba3\u0bcd\u0b95\u0bb3\u0bc1\u0bae\u0bcd, \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0ba4\u0bb0\u0bc1\u0bae\u0bae\u0bcd, \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0bae\u0bbe\u0ba3\u0bb5\u0bb0\u0bcd \u0b9a\u0b99\u0bcd\u0b95\u0bae\u0bcd, \u0baa\u0bc7\u0bb0\u0bbe\u0ba4\u0ba9\u0bc8\u0baa\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd.\u00a0<\/p>\n

\u0bae\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1\u0b9a\u0bcd\u0b9a\u0bbf\u0ba4\u0bae\u0bcd\u0baa\u0bb0\u0bae\u0bcd, \u0b9a. , (1955) , \u0baa\u0bc6\u0ba3\u0bcd\u0ba3\u0bbf\u0baf\u0bae\u0bcd \u0ba4\u0bcb\u0bb1\u0bcd\u0bb1\u0bae\u0bc1\u0bae\u0bcd \u0bb5\u0bb3\u0bb0\u0bcd\u0b9a\u0bcd\u0b9a\u0bbf\u0baf\u0bc1\u0bae\u0bcd, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd \u0baa\u0bc1\u0ba4\u0bcd\u0ba4\u0b95\u0bbe\u0bb2\u0baf\u0bae\u0bcd, \u0b9a\u0bbf\u0ba9\u0bcd\u0ba9\u0ba8\u0bbf\u0bb2\u0bbe \u0b85\u0b9a\u0bcd\u0b9a\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0bb5\u0bbf\u0b95\u0bcd\u0ba9\u0bc7\u0bb8\u0bcd\u0bb5\u0bb0\u0bbf,\u0baa. , (2002) , \u0b87\u0ba8\u0bcd\u0ba4\u0bc1\u0baa\u0bcd\u0baa\u0ba3\u0bcd\u0baa\u0bbe\u0b9f\u0bcd\u0b9f\u0bc1 \u0bae\u0bb0\u0baa\u0bbf\u0bb2\u0bcd \u0baa\u0bc6\u0ba3\u0bcd\u0b95\u0bb3\u0bbf\u0ba9\u0bcd \u0ba8\u0bbf\u0bb2\u0bc8 \u0b9a\u0bbf\u0bb1\u0baa\u0bcd\u0baa\u0bbe\u0b95 19\u0b86\u0bae\u0bcd \u0ba8\u0bc2\u0bb1\u0bcd\u0bb1\u0bbe\u0ba3\u0bcd\u0b9f\u0bc1 \u0ba8\u0bb5\u0bc0\u0ba9 \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0b9a\u0bc0\u0bb0\u0bcd\u0ba4\u0bbf\u0bb0\u0bc1\u0ba4\u0bcd\u0ba4 \u0b95\u0bbe\u0bb2\u0ba4\u0bcd\u0ba4\u0bc8 \u0b85\u0b9f\u0bbf\u0baa\u0bcd\u0baa\u0b9f\u0bc8\u0baf\u0bbe\u0b95\u0b95\u0bcd \u0b95\u0bca\u0ba3\u0bcd\u0b9f \u0b86\u0baf\u0bcd\u0bb5\u0bc1 (\u0baa\u0bbf\u0bb0\u0b9a\u0bc1\u0bb0\u0bbf\u0b95\u0bcd\u0b95\u0baa\u0bcd\u0baa\u0b9f\u0bbe\u0ba4 \u0b86\u0baf\u0bcd\u0bb5\u0bc7\u0b9f\u0bc1)><\/p>\n

Enfield, O.R., (1941), Mother Right in India<\/strong>, 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\tHHCCH 32033: Research Methodology<\/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

HHCCH 32033<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

Research Methodology<\/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 <\/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 provide the knowledge for carrying out independent research in the area of Hindu Civilization<\/p>\n<\/td>\n<\/tr>\n

\n

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

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the ontological, epistemological and methodological foundations of qualitative and quantitative researches<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify and address possible ethical concerns as well as the political and social implications of research<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Illustrate\u00a0\u00a0 the\u00a0 basic components of the research framework, relevant to the tackled research problem<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compose research strategies and methods appropriate for the research problem\u00a0\u00a0\u00a0\u00a0\u00a0 Construct a coherent research proposal that includes an abstract, introduction, literature review, research questions, ethical considerations, and methodology<\/p>\n<\/td>\n<\/tr>\n

\n

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

Nature and scope of Research Methodology, Identification of a Research Problem, Formation of Hypothesis, Review of Literature, Research Design, Samples and Study Populations, Data Collection Techniques, Data Analysis, Proposal writing.<\/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<\/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

Field Report \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 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

\u0ba4\u0ba9\u0bb0\u0bbe\u0b9c\u0bcd, \u0ba4\u0bc8. , (2005) , \u0b9a\u0bc6\u0baf\u0bb2\u0bcd\u0bb5\u0bb4\u0bbf\u0b86\u0baf\u0bcd\u0bb5\u0bc1 \u0b93\u0bb0\u0bcd \u0b85\u0bb1\u0bbf\u0bae\u0bc1\u0b95\u0bae\u0bcd, \u0b95\u0bca\u0bb4\u0bc1\u0bae\u0bcd\u0baa\u0bc1.<\/p>\n

\u0baa\u0bca\u0bb1\u0bcd\u0b95\u0bcb, (2004) , \u0b86\u0bb0\u0bbe\u0baf\u0bcd\u0b9a\u0bcd\u0b9a\u0bbf \u0ba8\u0bc6\u0bb1\u0bbf\u0bae\u0bc1\u0bb1\u0bc8\u0b95\u0bb3\u0bcd, \u0b90\u0ba8\u0bcd\u0ba4\u0bbf\u0ba3\u0bc8\u0baa\u0bcd \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

Isadore Newman, (1998), Qualitative \u2013 Quantitative Research Methodology<\/strong>, SIU Press.<\/p>\n

Ranjit Kumar, (2010), Research Methodology: A step-by-step Guide for Beginners,<\/strong> SAGE publication.<\/p>\n

Yogesh Kumar Singh, (2010), Research Methodology<\/strong>, APH Publishing.<\/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\tHHCCH 32043: Six Systems of Hindu Philosophy (Excluding 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

HHCCH 32043<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

Six Systems of Hindu Philosophy (Excluding 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 <\/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 provide indepth knowledge of the six system of Hindu Philosophy<\/p>\n<\/td>\n<\/tr>\n

\n

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

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

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compare the distinct features of the tenets of the Orthodox Schools<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Combine metaphysical aspects of Orthodox Schools<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Determine logical arguments in relation to nature, and Ontological entities<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Construct the awareness to analyze on a comparative basis, with modern scientific concepts like the atomic theory and the theory of relativity<\/p>\n<\/td>\n<\/tr>\n

\n

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

Nature and Scope of Samkhya-Yoga, Doctrine of Three Gunas &Process of Cosmic Evolution, Mimamsa System, Dravya (Substance), Sakti (Potency), Nyaya and its Sixteen\u00a0 Categories, Nyaya theory of knowledge, Nyaya epistemology, Nature and Scope of Vaisheshika, Theory of Causation, Theory of Saptha padarthas, Theory of\u00a0 Atomism<\/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 \u00a0\u00a0\u00a0\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

\u0b95\u0ba8\u0bcd\u0ba4\u0b9a\u0bbe\u0bae\u0bbf,\u0b9a\u0bcb.\u0ba8. , (2003) , \u0b87\u0ba8\u0bcd\u0ba4\u0bbf\u0baf \u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0b95\u0bcd \u0b95\u0bb3\u0b9e\u0bcd\u0b9a\u0bbf\u0baf\u0bae\u0bcd (\u0ba4\u0bca\u0b95\u0bc1\u0ba4\u0bbf 2) , \u0bae\u0bc6\u0baf\u0bcd\u0baf\u0baa\u0bcd\u0baa\u0ba9\u0bcd \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd,<\/p>\n

\u0bb0\u0bbe\u0ba4\u0bbe\u0b95\u0bbf\u0bb0\u0bc1\u0bb7;\u0ba3\u0ba9\u0bcd, \u0b8e\u0bb8\u0bcd, (1970) , \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\u0bbf\u0baf\u0bb2\u0bcd \u0bb5\u0bb0\u0bb2\u0bbe\u0bb1\u0bc1, \u0ba4\u0bca\u0b95\u0bc1\u0ba4\u0bbf 2, \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, \u0ba4\u0b9e\u0bcd\u0b9a\u0bbe\u0bb5\u0bc2\u0bb0\u0bcd.<\/p>\n

\u0bb9\u0bb0\u0bbf\u0baf\u0ba3\u0bcd\u0ba3\u0bbe, \u0b8e\u0bae\u0bcd. , (2005) , \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

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

Chatterjee, M.,(1998), Contemporary Indian Philosophy, <\/strong>Motilal Banarsidass.<\/p>\n

Muhunthan, S., (2018), Comparative analysis on Cosmology among the Schools of Indian Philosophy with special reference to Vaisesika<\/strong>, Ph.D. thesis submitted to Faculty of Graduate Studies, University of Jaffna,\u00a0\u00a0 (unpublished ).<\/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\tHHCCH 32053: Yoga and Mental Health<\/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

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

\n

HHCCH 32053<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

Yoga and Mental Health<\/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 <\/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 Assessment: 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 the significance of Yoga as a philosophy as well as a lifestyle<\/p>\n<\/td>\n<\/tr>\n

\n

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

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the salient features of Yoga philosophy<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Demonstrate various Yoga poses designed to promote well-being and relaxation<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Determine the values and skills of Yoga<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss the Scientific base in applying Yoga as a therapy<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Develop health, relaxation, and reduced stress in daily living<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content
<\/strong>Origin of Yoga, Introduction to the Yoga Sutras of Patanjali, Bagavad Geetha and Yoga, Ashtanga Marga: The 8 Limbs of Yoga, Yogic Therapy Through Traditional Understanding, Asanas, Pranayama, Kriyas, Bandhas and Mudras, Introduction to relaxation techniques, Meditation and Chanting, Lifestyle and Ethics for Yoga Teachers.<\/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

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

\n

Case Study<\/p>\n<\/td>\n

\n

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

\n

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

\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 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

\u00a0<\/p>\n

\u00a0<\/p>\n

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

\n

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

Haridas Bhattacharya 1937, The Cultural Heritage of India<\/strong>. The Ramakrishna misson, Institute of culture caleutta. VOL- III.<\/p>\n

Donna Farhi, Yoga Mind, Body & Spirit; A Return to wholeness<\/strong> 2000, Holt madougal.<\/p>\n

Donna Farhi 2005, Bringing Yoga to Life; The every day Practice of Enlightened Living<\/strong>, Harperone.<\/p>\n

Roy Long, 2006, The Key Moscles of Hatha Yoga<\/strong>, Bandha Yoga.<\/p>\n

Crangle, Edward Fitzpatrick, 1994, The origino and Duelopment of Early Indian Contemplative Practices<\/strong>, otto Harrassouitz Verlag.<\/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\tHSNCH 32013: Introduction to Sanskrit Linguistics<\/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

HSNCH 32013<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

Introduction to Sanskrit Linguistics<\/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 <\/strong>Objective<\/strong><\/p>\n

To develop the knowledge of the Sanskrit Linguistics<\/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 Identify\u00a0 the nature and scope of Sanskrit linguistics<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe general survey of Sanskrit Linguistics<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compare the features of Sanskrit Linguistics with other language families<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the methods of clarification at Sanskrit Linguistics<\/p>\n<\/td>\n<\/tr>\n

\n

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

Definition and nature of language, theories about origin of language nature and scope of Linguistics,phasesof development of Linguistics, Branches of Sanskrit Linguistics, Diachronic and synchronic study of Sanskrit language<\/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

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

\n

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

\n

Open Book Exam<\/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

Anderson,J.M and Jones,C., (1974), Historical <\/strong>Linguistics I & II, <\/strong>North-Holland Publishing Company, Amsterdam.<\/p>\n

Bloomfield., (1964), Leonard: Language<\/strong>, Motilal Banarsidas, New Delhi.<\/p>\n

Burrow,T., (1965), The Sanskrit language<\/strong>, Faber and Faber<\/strong>, London.<\/p>\n

Ghosh, Batakrishna, (1937), Linguistic Introduction to Sanskrit<\/strong>, Indian Research Institute, 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\tHSNCH 32023: Sanskrit Grammar and Spoken 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

HSNCH 32023<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

Sanskrit Grammar and Spoken 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-requisites<\/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 impart \u00a0advanced knowledge in Sanskrit grammar and spoken language<\/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 Define the background of Sanskrit language<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Demonstrate the salient features of the spoken language in Sanskrit<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain classical Sanskrit language<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Translate the selected dialogues form Sanskrit into Tamil<\/p>\n<\/td>\n<\/tr>\n

\n

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

Second conjugation [2,3,5,7, 9]in present\u00a0 system,\u00a0 Aorist, Gerund, Declension, Compounds further reading and vocabulary building, Translation of selected portions of Sanskrit to Tamil and vise versa.<\/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.\u00a0\u00a0\u00a0\u00a0\u00a0 Formative Assessment\u00a0\u00a0 – 30% <\/strong><\/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

Role Play<\/p>\n<\/td>\n

\n

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

\n

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

\n

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

\n

1.\u00a0\u00a0\u00a0\u00a0\u00a0 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 (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., (1950), The\u00a0 Students Guide to Sanskrit Composition<\/strong>, Publication, Pune.<\/p>\n

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

Lanman,C.R., (1947), A Sanskrit\u00a0 Reader<\/strong>, Publication, Harward.<\/p>\n

Macdonnel,A., (1927), Sanskritr Grammar for Students<\/strong>, Oxford University Press, Madras.<\/p>\n

Whiteny.W., (1973), Sanskrit Grammar<\/strong>, Publication, New Delhi.<\/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\tHSNCH 32033: Literary Criticisms 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

HSNCH 32033<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

Literary C<\/strong>riticisms<\/strong> 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 <\/strong>Objective<\/strong><\/p>\n

To develop knowledge and skills on Literary criticisms in Sanskrit<\/p>\n<\/td>\n<\/tr>\n

\n

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

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe the literary criticism in Sanskrit<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Classify the language style of poetic literature in Sanskrit<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Illustrate Poetic literature in Sanskrit and Tamil<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compare Sanskrit and Tamil Languages with regard to literary theories<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Design selected Poetic excellence of Kavyas<\/p>\n<\/td>\n<\/tr>\n

\n

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

Introduction to Sanskrit criticisms, Definition of poetry in Sanskrit and Tamil Brief history of literary traditions, Comparison of literary themes, Detail study of various theories.<\/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.\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>Formative Assessment – 30%<\/strong><\/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

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

\n

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

\n

Project \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\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

1.\u00a0\u00a0\u00a0\u00a0\u00a0 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

De.S.K., (1960), Sanskrit Poetics<\/strong>, publ\u2026Culcutta.<\/p>\n

Kane,P.V., (1951), History of AlankaraSastra,<\/strong> Publ\u2026.Bombay.<\/p>\n

Krishnamoorthy,K ., (1985), Indian literary Theories<\/strong>, publ..New Delhi.<\/p>\n

Meenakshi.,K, (1999), Literary Criticism in Tamil and Sanskrit<\/strong>, International Institute of Tamil Studies, Chennai.<\/p>\n

Raghavan,V., (1973), Some Concepts of the Alankara Sastra,<\/strong> The Adayar library and Research centre, Madras.<\/p>\n

Sankaran ,A., (1973), Some Aspects of literary Criticism in Sanskrit<\/strong>, University of Madras. Chennai.<\/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\tHSNCH 32043: Study of Upanisads with the Special Reference to Brhadaranyakopanisad<\/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

HSNCH 32043<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

Study of\u00a0 Upanisads\u00a0 with\u00a0 the\u00a0 Special\u00a0 Reference\u00a0 to Brhadaranyakopanisad<\/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 <\/strong>Objective<\/strong><\/p>\n

To study the teachings of Upanishads with the special reference to Brhadaranyakopanisad<\/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\u00a0 Post Vedic Literature in Sanskrit<\/p>\n

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

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Classify the language style of Post Vedic and Classical Sanskrit<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compare post Vedic and Classical Sanskrit language style.<\/p>\n

    \n
  • Translate selections\u00a0 of Upanisadic texts into Tamil<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n

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

Introduction to important Upanisads,and their place in the Vedic Literature, Contents and their Significance, Language Style, Importance of Brhadaranyakopanisad, Contents and significance of Brhadaranyakopanisad, Philosophical aspects, Literary aspects, Prescribed texts: Brhadaranyakopanisad with the commentary of Shankara Ch-I,II, selections from Chandokya Upanisad, Ishavashya Upanisad, Taitriya Upanisad and Svethasvarathara Upanisads.<\/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 – 30% <\/strong><\/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<\/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

\u0b95\u0bc8\u0bb2\u0bbe\u0b9a\u0ba8\u0bbe\u0ba4\u0b95\u0bcd \u0b95\u0bc1\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bb3\u0bcd.\u0b95\u0bbe, (1962) , \u0bb5\u0b9f\u0bae\u0bca\u0bb4\u0bbf \u0b87\u0bb2\u0b95\u0bcd\u0b95\u0bbf\u0baf\u0bb5\u0bb0\u0bb2\u0bbe\u0bb1\u0bc1, \u0bae\u0bc1\u0ba4\u0bb1\u0bcd\u0baa\u0bbe\u0b95\u0bae\u0bcd, \u0bb5\u0bc6\u0bb3\u0bbf\u0baf\u0bc0\u0b9f\u0bc1, \u0b95\u0bca\u0bb4\u0bc1\u0bae\u0bcd\u0baa\u0bc1.<\/p>\n

\u0bb5\u0bc8\u0baf\u0bbe\u0baa\u0bc1\u0bb0\u0bbf\u0baa\u0bcd\u0baa\u0bbf\u0bb3\u0bcd\u0bb3\u0bc8,\u0b8e\u0bb8\u0bcd. , (1956) , \u0b87\u0bb2\u0b95\u0bcd\u0b95\u0bbf\u0baf \u0b89\u0ba4\u0baf\u0bae\u0bcd, 2\u0bae\u0bcd \u0baa\u0bbe\u0b95\u0bae\u0bcd, \u0bb5\u0bc6\u0bb3\u0bbf\u0baf\u0bc0\u0b9f\u0bc1, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

Keith,A.B., (1958), Religion and Philosophy of the Vedas and Upanishads<\/strong>, Part I and II, New Delhi.<\/p>\n

NadesaSarigal.S., (2010), Brhadaranyakopanisad with the commentary of Shankara, <\/strong>Gita Press, Gorakpoor.<\/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\tHSNCH 32053: Elements of Sanskrit Philology<\/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

HSNCH 42023<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

Elements of\u00a0 Sanskrit\u00a0 Philology<\/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 Assessment : 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 <\/strong>Objective<\/strong><\/p>\n

To develop knowledge on Sanskrit philology<\/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 Indo European language<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the salient features of Indo European Languages<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compare the salient features of Sanskrit with Indo European Languages<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Verify the Indo European Languages<\/p>\n<\/td>\n<\/tr>\n

\n

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

The origin of Sanskrit language, Element of\u00a0 Indo European language family , <\/strong>Element of\u00a0 Indo Iranian language, Element of\u00a0 Indo Aryan\u00a0 language, Sanskrit phonology , Word formation, Analysis of verbal and nominal forms.<\/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.\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>Formative Assessment – 30% <\/strong><\/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

Role play\u00a0\u00a0\u00a0\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

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\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

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

\n

2.\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>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

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

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

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

\n

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

\u0b9a\u0bc1\u0baa\u0bcd\u0bb0\u0bae\u0ba3\u0bbf\u0baf\u0b9a\u0bbe\u0bb8\u0bcd\u0ba4\u0bbf\u0bb0\u0bbf, \u0baa\u0bbf;;.\u0b8e\u0bb8\u0bcd., (1950), \u0bb5\u0b9f\u0bae\u0bca\u0bb4\u0bbf\u0bb5\u0bb0\u0bb2\u0bbe\u0bb1\u0bc1, \u0b85\u0ba3\u0bcd\u0ba3\u0bbe\u0bae\u0bb2\u0bc8\u0ba8\u0b95\u0bb0\u0bcd. \u0b9a\u0bbf\u0ba4\u0bae\u0bcd\u0baa\u0bb0\u0bae;.<\/p>\n

Gane,N.P.,\u00a0 (1950),\u00a0 An introduction to comparative philology<\/strong>, Pune.<\/p>\n

Burrow,T., (1962), The Sanskrit language,<\/strong> Oxford University press, London.<\/p>\n

Jahagiridar, (1952),\u00a0 An introduction to comparative\u00a0 philology of\u00a0 Indo Aryan\u00a0 language<\/strong>, Pune.<\/p>\n

Chakravarti,P.C., (1933), The philology of Sanskrit grammar<\/strong>, 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\tHSSCH 32013: A Comparative Study on Indian and Western Philosophy<\/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

HSSCH 32013<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

A Comparative Study on Indian and Western Philosophy<\/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 make conversant with \u00a0the significant aspects of Indian and Western Philosophical Schools of thoughts<\/p>\n<\/td>\n<\/tr>\n

\n

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

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Differentiate the elements of western and Indian philosophies<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify and illustrate the physical and metaphysical thoughts in Indian philosophy<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compare the Indian philosophies and evaluate its strengths and weakness<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Illustrate the contemporary issues<\/p>\n<\/td>\n<\/tr>\n

\n

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

Nature and scope of Indian philosophy and western philosophy; Metaphysical entities- God, Soul, World, Liberation etc; Philosophical enquires \u2013mind and matter; Idealism; Materialism; Realism-Na\u00efve realism, Critical realism; Epistemology; Moral Philosophy; Contemporary issues.<\/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-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

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 (3 Hours) : 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

\u0b86\u0bb2\u0ba9\u0bcd \u0b89\u0b9f\u0bcd\u0bb8\u0bcd, (2018) ,\u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0ba4\u0bcd\u0ba4\u0bbf\u0ba9\u0bcd \u0bb5\u0bb0\u0bb2\u0bbe\u0bb1\u0bc1, \u0bb5\u0bbf\u0b9f\u0bbf\u0baf\u0bb2\u0bcd \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

Ayer, A,J., (1973), The Central Questions of Philosophy<\/strong>, Penquin Book, England,.<\/p>\n

Burr,J.R., Golding.M., (2008), Philosophy and Contemporary Issues<\/strong>, Prentice-Hall of India, New Delhi.<\/p>\n

Datta Chatterjee, (1968), An Introduction to Indian Philosophy<\/strong>, University of Calcutta, India.<\/p>\n

Hospers, John, (1973), \u00a0An Introduction to Philosophical Analysis<\/strong>, Routedge & Kegan Publishers Ltd, London.<\/p>\n

Sahakian, W.S., (1968), Outline \u2013 History of Philosophy<\/strong>. Barnes & Noble, New York.<\/p>\n

Scruton, Roger, (1981), From Descartes to Wittgenstein \u2013 A short History of Modern Philosophy<\/strong>, Routedge & Kegan Publishers Ltd. 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\tHSSCH 32023: Research Methodology<\/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>CH 32023<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

Research Methodology\u00a0 <\/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

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

\n

150 Hours<\/p>\n

Interactive sessions Lectures – 30 hours, Group discussion- 20 hours. 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, Field Report \u2013 10 hours, Summative – 3 Hours.<\/p>\n<\/td>\n<\/tr>\n

\n

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

To provide the knowledge for carrying out independent research in the area of Saiva Siddhanta<\/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 Discuss the importance of research studies in Hindu Civilization<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Formulate research problem, research question and research objectives<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Distinguish qualitative, quantitative and mixed methods<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify, the basic concepts of research, such as variables, operationalization, sampling, reliability, and validity<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Interpret the qualitative and quantitative data analysis<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Construct a coherent research proposal<\/p>\n<\/td>\n<\/tr>\n

\n

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

Introduction to Research and the Research Process; Research Ethics and Integrity; Critical appraisal; Types of Researches; Quantitative Research; Introduction to Qualitative Research, Study Designs and Methods; Analysis and Interpretation of Qualitative Data; Critical Appraisal of Qualitative Research; Mixed Methods Research.<\/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 \u00a0\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

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

\n

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

\n

Proposal\u00a0<\/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

\u00a0<\/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

\u0ba4\u0ba9\u0bb0\u0bbe\u0b9c\u0bcd, \u0ba4\u0bc8. , (2005) , \u0b9a\u0bc6\u0baf\u0bb2\u0bcd\u0bb5\u0bb4\u0bbf\u0b86\u0baf\u0bcd\u0bb5\u0bc1 \u0b93\u0bb0\u0bcd \u0b85\u0bb1\u0bbf\u0bae\u0bc1\u0b95\u0bae\u0bcd, \u0b95\u0bca\u0bb4\u0bc1\u0bae\u0bcd\u0baa\u0bc1.<\/p>\n

\u0baa\u0bca\u0bb1\u0bcd\u0b95\u0bcb, (2004) , \u0b86\u0bb0\u0bbe\u0baf\u0bcd\u0b9a\u0bcd\u0b9a\u0bbf \u0ba8\u0bc6\u0bb1\u0bbf\u0bae\u0bc1\u0bb1\u0bc8\u0b95\u0bb3\u0bcd, \u0b90\u0ba8\u0bcd\u0ba4\u0bbf\u0ba3\u0bc8\u0baa\u0bcd \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

Isadore Newman, (1998), Qualitative \u2013 Quantitative Research Methodology<\/strong>, SIU Press.<\/p>\n

Ranjit Kumar, (2010), Research Methodology: A step-by-step Guide for Beginners,<\/strong> SAGE publication.<\/p>\n

Yogesh Kumar Singh, (2010), Research Methodology<\/strong>, APH Publishing.<\/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\tHSSCH 32033: Saiva Siddhanta with special reference to Sivagnanabhoda<\/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

HSS<\/strong>CH 32033<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

Saiva Siddhanta with special reference to Sivagnanabhoda<\/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 e\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 be acquainted with the texts of Pramanaviyal and Ilakkanaviyal in 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 Sivagnanabhoda<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Value the role of Sivagnanabhoda in the History of Saiva Siddhanta<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Analyze the concepts of the contemporary trends of Pramanaviyal and Ilakkanaviyal in Sivagnanabhoda<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Evaluate the role of Sivagnanabhoda in the History of Saiva Siddhanta<\/p>\n<\/td>\n<\/tr>\n

\n

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

Emphasis will be on the textual study of Sivagnanabhoda with special interest on the following aspects;\u00a0 Ultimate reality and the relationship between Saiva metaphysics and the world; Satkariya Vada; Significance of Pati, Pasu, Pasa; Existence of Pati, Pasu, Pasa; Logical coherence among the bonds, Liberation as the ultimate goal.<\/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

\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

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

\u0b85\u0bb0\u0bc1\u0ba3\u0bc8\u0bb5\u0b9f\u0bbf\u0bb5\u0bc7\u0bb2\u0bcd \u0bae\u0bc1\u0ba4\u0bb2\u0bbf\u0baf\u0bbe\u0bb0\u0bcd,\u0b9a\u0bbf. , (1991) , \u0b9a\u0bbf\u0bb5\u0b9e\u0bbe\u0ba9\u0baa\u0bcb\u0ba4 \u0bae\u0bbe\u0baa\u0bbe\u0b9f\u0bbf\u0baf \u0baa\u0bca\u0bb0\u0bc1\u0bb3\u0bcd\u0ba8\u0bbf\u0bb2\u0bc8 \u0bb5\u0bbf\u0bb3\u0b95\u0bcd\u0b95\u0bae\u0bcd, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd, \u0ba4\u0b9e\u0bcd\u0b9a\u0bbe\u0bb5\u0bc2\u0bb0\u0bcd.<\/p>\n

\u0b86\u0bb1\u0bc1\u0bae\u0bc1\u0b95\u0ba8\u0bbe\u0bb5\u0bb2\u0bb0\u0bcd, (\u0baa.\u0b86.) , \u0bae\u0bc6\u0baf\u0bcd\u0b95\u0ba3\u0bcd\u0b9f\u0ba4\u0bc7\u0bb5\u0bb0\u0bcd \u0b85\u0bb0\u0bc1\u0bb3\u0bbf\u0b9a\u0bcd\u0b9a\u0bc6\u0baf\u0bcd\u0ba4 \u0b9a\u0bbf\u0bb5\u0b9e\u0bbe\u0ba9\u0baa\u0bcb\u0ba4\u0bae\u0bc1\u0bae\u0bcd \u0bb5\u0bbe\u0bb0\u0bcd\u0ba4\u0bcd\u0ba4\u0bbf\u0b95\u0bae\u0bc6\u0ba9\u0bcd\u0ba9\u0bc1\u0bae\u0bcd \u0baa\u0bca\u0bb4\u0bbf\u0baa\u0bcd\u0baa\u0bc1\u0bb0\u0bc8\u0baf\u0bc1\u0bae\u0bcd, \u0bb5\u0bbf\u0ba4\u0bcd\u0ba4\u0bbf\u0baf\u0bbe\u0ba8\u0bc1\u0baa\u0bbe\u0bb2\u0ba9 \u0baf\u0ba8\u0bcd\u0ba4\u0bbf\u0bb0\u0b9a\u0bbe\u0bb2\u0bc8, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8\u0baa\u0bcd\u0baa\u0b9f\u0bcd\u0b9f\u0ba3\u0bae\u0bcd.<\/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\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

\u0bae\u0bb1\u0bc8\u0bae\u0bb2\u0bc8\u0baf\u0b9f\u0bbf\u0b95\u0bb3\u0bcd, (1958) , \u0b9a\u0bbf\u0bb5\u0b9e\u0bbe\u0ba9\u0baa\u0bcb\u0ba4 \u0b86\u0bb0\u0bbe\u0baf\u0bcd\u0b9a\u0bcd\u0b9a\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

\u0bb5\u0b9a\u0bcd\u0b9a\u0bbf\u0bb0\u0bb5\u0bc7\u0bb2\u0bcd \u0bae\u0bc1\u0ba4\u0bb2\u0bbf\u0baf\u0bbe\u0bb0\u0bcd, (1977) , \u0b9a\u0bbf\u0bb5\u0b9e\u0bbe\u0ba9\u0baa\u0bbe\u0b9f\u0bbf\u0baf\u0ba4\u0bcd\u0ba4\u0bbf\u0bb1\u0bb5\u0bc1, \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<\/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\tHSSCH 32043: Sivagamas and 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>CH 32043<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

Sivagamas and Saivasiddhanta<\/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

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, \u00a0E \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 significant features of \u00a0Sivagamas in Saivasiddhanta perspective<\/p>\n<\/td>\n<\/tr>\n

\n

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

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the Nature and scope of Sivagamas<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Demonstrate modes of worship expounded in Saivagamas<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Assess traditional values revealed in Sivagamas<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discover the passages of temple construction\u00a0 and sculpturing\u00a0<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Value the Saiva Siddhanta concepts reveled in Saivagamas<\/p>\n<\/td>\n<\/tr>\n

\n

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

Introduction to Sivagamas; Literary tradition of Sivagamas;Mantras and their Signiflcance;Temple infrastructure and Sivagamas; Traditional Values of Saiva Agamas; Principal Sivagamas and their Contents, (selected study) Modes of worship expounded in Sivagamas; Sivagamas and Saiva Siddhanta; Sri Lankan Contribution to Sivagama Tradition.<\/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<\/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<\/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

\u0b95\u0bcb\u0baa\u0bbe\u0bb2\u0b95\u0bbf\u0bb0\u0bc1\u0bb8\u0bcd\u0ba3\u0b90\u0baf\u0bb0\u0bcd,\u0baa. , (2009) , \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 \u0b95\u0bc2\u0bb1\u0bc1\u0bae\u0bcd \u0b9a\u0bbf\u0bb5\u0bb5\u0bbf\u0b95\u0bcd\u0b95\u0bbf\u0bb0\u0b95\u0bb5\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

\u0b9a\u0bbf\u0bb5\u0bb8\u0bcd\u0bb0\u0bc0 \u0b9a\u0bc1\u0bb5\u0bbe\u0bae\u0bbf\u0ba8\u0bbe\u0ba4 \u0b9a\u0bbf\u0bb5\u0bbe\u0b9a\u0bbe\u0bb0\u0bbf\u0baf\u0bbe\u0bb0\u0bcd, (1954) , \u0b86\u0b95\u0bae\u0bae\u0bcd \u0bae\u0bc2\u0bb2\u0bbe\u0b95\u0bae\u0bae\u0bcd, \u0ba4\u0bb0\u0bc1\u0bae\u0baa\u0bc1\u0bb0 \u0b86\u0ba4\u0bc0\u0ba9 \u0b95\u0bc1\u0bb0\u0bc1\u0baa\u0bc2\u0b9a\u0bc8 \u0bb5\u0bbf\u0bb4\u0bbe\u0bb5\u0bbf\u0bb2\u0bcd \u0b95\u0bcb\u0b9f\u0bc8 \u0bb5\u0b95\u0bc1\u0baa\u0bcd\u0baa\u0bbf\u0bb2\u0bcd \u0b86\u0bb1\u0bcd\u0bb1\u0bbf\u0baf \u0b9a\u0bae\u0baf \u0baa\u0bcb\u0ba4\u0b9a\u0bcd \u0b9a\u0bca\u0bb1\u0bcd\u0baa\u0bca\u0bb4\u0bbf\u0bb5\u0bc1\u0b95\u0bb3\u0bcd, \u0ba4\u0bb0\u0bc1\u0bae\u0baa\u0bc1\u0bb0\u0bae\u0bcd.<\/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\u0baf\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, \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8.<\/p>\n

……… , (\u0bae\u0bca.\u0baa\u0bc6) , (2018) , \u0bb0\u0bcc\u0bb0\u0bb5\u0bbe\u0b95\u0bae\u0bae\u0bcd (\u0b9e\u0bbe\u0ba9\u0bbe\u0baa\u0bbe\u0ba4\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, \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8.<\/p>\n

………\u0b87 (\u0baa\u0ba4\u0bbf.), (2018), \u0ba4\u0bc7\u0bb5\u0bc0\u0b95\u0bbe\u0bb2\u0bcb\u0ba4\u0bcd\u0ba4\u0bb0\u0bae\u0bcd, (2018), \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, \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8.<\/p>\n

……., \u0baa\u0ba4\u0bbf.), (2017), \u0b9a\u0bbf\u0bb5\u0bbe\u0b95\u0bae \u0bae\u0bb0\u0baa\u0bbf\u0bb2\u0bcd \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, \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8.<\/p>\n

……………………\u0b87 (2015), \u0b9a\u0bbf\u0bb5\u0baf\u0bcb\u0b95\u0bb0\u0ba4\u0bcd\u0ba4\u0bbf\u0ba9\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, \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8.<\/p>\n

ehr;rpahH nry;tehafk;> (<\/strong>1987)> ,yq;ifapw; fe;jd; Nfhapy;fspw; Ngzg;gLk; Mfkf; fphpia kuGfs;> <\/strong>aho;g;ghzg; gy;fiyf;fof KJfiykhzpg; gl;lk; ngWtjw;fhfr; rkHg;gpf;fg;gl;l Ma;Tf;fl;Liu> aho;g;ghzk;.<\/p>\n

\u00a0<\/p>\n

Bhatt, N.R. (Ed.), (1964), Ajitagama<\/strong>, Institute Fran\u00e7ois & Indology, Pondicherry.<\/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\tHSSCH 32053: Harmony and 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
\n

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

\n

HSS<\/strong>CH 42023<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

Harmony\u00a0 and 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<\/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 on the concept of peace and harmony in respect to Saiva Siddhanta<\/p>\n<\/td>\n<\/tr>\n

\n

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

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the aspect of Harmony and Saiva Siddhanta<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 State the significant features of the Harmony and Saiva Siddhanta<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explore the concepts of Harmony and Saiva Siddhanta<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Evaluate the contemporary trends of Harmony and Saiva Siddhanta<\/p>\n<\/td>\n<\/tr>\n

\n

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

Human problems and promoting harmony; Individual family social religious and ethnic harmony; Definition of Harmony, Harmony as related in Bhakthi literature, Bhagavat Geeta and Harmony, Harmony as depicted in Thirrukkural, Religious harmony in Saiva Siddhanta; Contemporary issues.<\/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

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

Mid Semester Exam<\/p>\n<\/td>\n

\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 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

\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\u0bb3\u0bcd\u0bb3\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\u0b95\u0bcd\u0ba9\u0bc7\u0bb8\u0bcd\u0bb5\u0bb0\u0bbf \u0baa\u0bb5\u0ba9\u0bc7\u0b9a\u0ba9\u0bcd, (2014) , \u0bb5\u0bbf\u0b9c\u0baf\u0ba8\u0b95\u0bb0 \u0ba8\u0bbe\u0baf\u0b95\u0bcd\u0b95\u0bb0\u0bcd \u0b95\u0bbe\u0bb2\u0ba4\u0bcd \u0ba4\u0bae\u0bbf\u0bb4\u0bcd \u0b87\u0bb2\u0b95\u0bcd\u0b95\u0bbf\u0baf\u0b99\u0bcd\u0b95\u0bb3\u0bcd\u0baa\u0bc1\u0bb2\u0baa\u0bcd\u0baa\u0b9f\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1\u0bae\u0bcd \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0b85\u0bb1\u0bb5\u0bbf\u0baf\u0bb2\u0bcd \u0b93\u0bb0\u0bcd \u0ba8\u0bc1\u0ba3\u0bcd\u0ba3\u0bbe\u0baf\u0bcd\u0bb5\u0bc1, (\u0baa\u0bbf\u0bb0\u0b9a\u0bc1\u0bb0\u0bbf\u0b95\u0bcd\u0b95\u0baa\u0bcd\u0baa\u0b9f\u0bbe\u0ba4 \u0b95\u0bb2\u0bbe\u0ba8\u0bbf\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b9f\u0bcd\u0b9f \u0b86\u0baf\u0bcd\u0bb5\u0bc7\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

\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 \u0b9a\u0bc6\u0b9e\u0bcd\u0b9a\u0bc1\u0bb0\u0bbf \u0baa\u0bc1\u0b95\u0bcd\u0b95\u0bb5\u0bc1\u0bb8\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

Eric,J., Sharpe, (1976), Comparative Religion-A History, <\/strong>London.<\/p>\n

Frank Whaling, (Editor), (1984), The World’s Religious Traditions<\/strong>, T & T Clark Ltd., Edinburgh.<\/p>\n

Joseph Jeswantraj, (1989), Grace in the Saiva Siddhanthan and in\u00a0 St.Paul<\/strong>, SouthIndian Salesian Society, Madras.<\/p>\n

Ninian Smart, (1959), The World\u2019s Religions, <\/strong>Cambridge University press, London.<\/p>\n

Radhakrishnan, S., (1940), Eastern Religions and Western Thought<\/strong>, Oxford University Press.<\/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\tHEGEN 32013: English for Career Development-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

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

\n

HEGEN 32013<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Name:<\/strong><\/p>\n<\/td>\n

\n

English for Career Development II<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

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

\n

Independent Learning<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

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

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

(2 lecture hours X 15 weeks)<\/p>\n<\/td>\n

\n

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

15hrs<\/strong><\/p>\n

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

(Activities related to language skills development and assignments<\/p>\n

1 hour X 15 weeks)<\/p>\n<\/td>\n

\n

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

105hrs<\/strong><\/p>\n

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

(Recommended Readings 30 hrs, collaborative learning 30 hrs, independent learning (LMS) 30 hrs, Out of class grammar lessons suggested by the lecturers 15 hrs<\/p>\n<\/td>\n<\/tr>\n

\n

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

The objective of the course is to develop English language skills related to employability and enterprise skills, such as teamwork and communication.<\/p>\n<\/td>\n<\/tr>\n

\n

Course Intended Learning Outcomes:<\/strong><\/p>\n

At the completion of this course unit, student will be able to:<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Recall information in reading and listening texts related to career development<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the gist and details in texts, audio-visual materials based on real-life business situations<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Use vocabulary related to general\u00a0business<\/em>\u00a0situations.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Develop conversations with clients, colleagues and superiors in professional contexts<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Construct planned and impromptu speech (welcome speech\/ keynote\u00a0\u00a0 speech\/vote of thanks)<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Deliver presentations on proposed projects and business reports<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe graphs and charts related to different business contexts<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Formulate formal letters memos and e-mails appropriate for different contexts<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Write minutes and agenda of official meetings<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Prepare reports and proposals for professional purposes<\/p>\n<\/td>\n<\/tr>\n

\n

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

Facilitating and Conducting Meetings and Negotiating skills<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the skills for conducting meetings<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify expressions\/phrases used in greeting, introducing guest speakers, making proposals, accepting ideas and thanking<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 express and respond to ideas and opinions in meetings using appropriate language<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Use negotiating skills in meetings and business purposes<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Write Minutes and Agenda<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Construct sentences with appropriate subject-verb agreement<\/p>\n

\u00a0<\/p>\n

Official correspondence<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the structure of formal letters, memos and e-mails<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Use terms\/expressions related to formal letters, memos and e-mails<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the difference between formal and informal letters<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Design formal letters appropriate for different contexts ((letters of invitation\/ response\/complain\/ disappointment\/ satisfaction \/ placing orders)<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Write memos and e-mails<\/p>\n

\u00a0<\/p>\n

Presentation Skills and Public speaking skills<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Distinguish between good and bad presentations<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the organization and content of slides<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Prepare slides for an effective power point presentation<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Use multimedia in presentations<\/p>\n

\u00a0<\/p>\n

Writing Business Reports<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the structure of\u00a0 Business Reports<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Write a project proposal<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Analyze and describe business progress using graphs and charts<\/p>\n<\/td>\n<\/tr>\n

\n

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

Lecture , Guest lectures, Task-based language learning, student centered learning activities on LMS, presentations, discussions, video on famous speeches<\/p>\n<\/td>\n<\/tr>\n

\n

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

Portfolio, Business Meeting, Project Proposal, Business Reports, Mid and End Semester Examinations<\/p>\n<\/td>\n<\/tr>\n

\n

Continuous Assessment 40%<\/strong><\/p>\n<\/td>\n

\n

Final Assessment 60%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Details:<\/strong><\/p>\n

a.\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>Continuous Assessment (30%)<\/strong><\/p>\n

\u00fc\u00a0 Individual Classroom-based Writing Assignment (Formal letter\/email\/ business reports (10%)<\/p>\n

\u00fc\u00a0 Listening Assignment (10%)<\/p>\n

\u00fc\u00a0 Speaking Assignment: Conducting\u00a0\u00a0 Business Meeting or Discussion (10%)<\/p>\n

b.\u00a0\u00a0\u00a0\u00a0\u00a0 Mid Semester Exam (10%)<\/strong><\/p>\n<\/td>\n

\n

Theory<\/p>\n<\/td>\n

\n

Practical<\/p>\n<\/td>\n

\n

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

\n

Recommended Reading:<\/strong><\/p>\n

Bowden, J. (2006). Writing a report.,<\/em>(9th<\/sup> ed.). How to Books Ltd.<\/p>\n

Downes, C. (2008). Cambridge English for job-hunting<\/em>. Cambridge: University Press. Emmerson, P. (2013). Email English<\/em>. London: Macmillan.<\/p>\n

Goodale, M., & Gordon, M. (2017). The language of meetings<\/em>. Andover Hampshire: Cengage Learning.<\/p>\n

Grussendorf, M. (2017). English for presentations<\/em>. Oxford: Oxford University Press.<\/p>\n

Jones, L. & Alexander, R. (2003). New international Business English<\/em>, New York: Cambridge University Press.<\/p>\n

Mascull, B. (2003). Business vocabulary in Use <\/em>New York: Cambridge University Press, Munter, M. (2003). Guide to managerial communication<\/em>, New Jersey: Prentice Hall Richey, R. (2012). English for customer care<\/em>. Oxford: Oxford University Press.<\/p>\n

Smith, D. G. (2017). English for telephoning<\/em>. Oxford: Oxford UniversityPress.<\/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<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Level III – Semester I HHCCH 31013: Origin and Development of Vedanta Sects Course Code HHCCH 31013 Course Title Origin and Development of Vedanta Sects Credit Value 03 Credits Core\/Optional Core Pre-requisite\u00a0\u00a0 None Notional Hours 150 Hours Interactive sessions Lectures \u2013 30 hours, Group discussion \u2013 25 hours.\u00a0 Field Visit \u2013 10 hours.\u00a0 Library 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-1313","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/hindu.jfn.ac.lk\/index.php?rest_route=\/wp\/v2\/pages\/1313","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=1313"}],"version-history":[{"count":118,"href":"https:\/\/hindu.jfn.ac.lk\/index.php?rest_route=\/wp\/v2\/pages\/1313\/revisions"}],"predecessor-version":[{"id":1889,"href":"https:\/\/hindu.jfn.ac.lk\/index.php?rest_route=\/wp\/v2\/pages\/1313\/revisions\/1889"}],"wp:attachment":[{"href":"https:\/\/hindu.jfn.ac.lk\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1313"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}