MASTER OF ARTS

(S A N S K R I T)

TWO-YEAR FULL-TIME PROGRAMME

REVISED WITH
MINOR CORRECTIONS AND CHANGES & FORMATTED AS
PER CBCS LOCF TEMPLATE

RULES, REGULATIONS AND COURSE CONTENTS

DEPARTMENT OF SANSKRIT
FACULTY OF ARTS
UNIVERSITY OF DELHI
DELHI-110007
Revised in 2019 as per CBCS LOCF Template

Page 1 of 218
 TABLE OF CONTENTS
Basic Guidelines and Summary of the Courses ............................................. 01-12

A. Core Courses .................................................................................................. 13-54

Semester I
1. Core 101 ......................................................................................................... 13-16
Vaidika Vāṅmaya: ṛksaṁhitā & Nirukta
2. Core 102 ......................................................................................................... 17-19
Poetics: Sāhityadarpaṇa
3. Core 103 ......................................................................................................... 20-22
Sāhitya: Naiṣadha & Mṛcchakaṭika
4. Core 104 ......................................................................................................... 23-26
Outline of Culture & Civilization as depicted in Sanskrit Literature
Semester II
5. Core 201 ......................................................................................................... 27-30
Darśana: Nyāya & Vedānta
6. Core 202 ......................................................................................................... 31-34
Vyākaraṇa: Laghusiddhāntakaumudī
7. Core 203 ......................................................................................................... 35-37
Sāhitya: Meghadūta & Uttararāmacarita
8. Core 204 ……………………………………………………………… 38-40
An introduction to Itihāsa and Pūraṇic texts
Semester III
9. Core 301 ......................................................................................................... 41-45
Linguistic Analysis of Sanskrit, Translation and Laghusiddhānta-Kaumudī
10. Core 302 ....................................................................................................... 46-48
Sāhitya: Vāsavadattā & Kādambarī
Semester IV
11. Core 403........................................................................................................ 49-52
Darśana: Sāṅkhya & Mīmāṁsā
12. Core 404 ………………………………………………………… .............. 53-54
The philosophy of Aupaniṣadic tradition.

B. Elective Courses (EC) for Semester III & IV ............................................ 55-177

1. Group: A......................................................................................................... 55-69
Vaidika Vāṅmaya
A 303 : Ṛgveda, Bṛhaddevatā & Paṇinīyaṥikṣā
A 304 : Nirukta & Bhāradwāja-Ṥrautasūtra
A 401 : Yajurveda, Atharvaveda & Pratiṣākhya
A 402 : Vedic Exegesis, History & Thought

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2. Group: B......................................................................................................... 72-82
Darśana
B 303 : Yogasūtra & Gauapādakārikā
B 304 : Nyāyasiddhāntamuktāvalī
B 401: Brahmasūtra
B 402 : Survey of Indian Philosophy

3. Group: C ........................................................................................................ 83-95

Sāhityaśāstra
C 303 : Nāṭyaśāstra & Dhvanyāloka
C 304 : Kāvyaprakāśa
C 401 : Kāvyaprakāśa
C 402 : Daśarūpaka & Survey of Sanskrit Poetics
4. Group: D ...................................................................................................... 96-116
Sanskrit Bhāṣā aur Vyākaraṇa
D 303 : Siddhāntakaumudī (tiṅanta)
D 304 : Aṣṭādhyāyī (Kāśikāvṛtti) & Siddhāntakaumudī (samāsa)
D 401 : Mahābhāṣya and Vākyapadīya
D 402 : Siddhāntakaumudī (kṛdanta) and History of Sanskrit Grammar
D 401 (SDC) : Descriptive Grammar and Structure of Sanskrit
D 402 (SDC) : Linguistic Speculations in Sanskrit

5. Group: E..................................................................................................... 117-128

Dharmaśāstra
E 303 : Pāraskaragṛhyasūtra & Arthaśāstra
E 304 : Manusmṛti
E 401: Yājñavalkyasmṛiti
E 402 : Āpastambadharmasūtra & History of Dharmaśāstra

6. Group: F ..................................................................................................... 129-141

Epigraphy
F 303 : Edicts of Ashoka Period
F 304 : Inscriptions of Gupta Period
F 401 : Inscriptions of Post-Gupta Period
F 402 : Indian Paleography

7. Group: G .................................................................................................... 142-153

Modern Sanskrit Literature
G 303 : Modern Sanskrit Poetics
G 304 : Modern Sanskrit Prose & Poetry
G 401 : Modern Sanskrit Drama
G 402 : Sanskrit Novel and Survey of Modern Sanskrit Literature

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 8. Group: H .................................................................................................... 154-165
Itihāsa & Pūrāṇa (Only for SDC)
H 303 : Rāmāyaṇa & Mahābhārata
H 304 : Purana: Bhāgavata, Viṣṇu & Viṣṇudharmottara
H 401 : Agnipūrāṇa
H 402 : Survey of Puranic Literature

9. Group: I ...................................................................................................... 166-177

Bhāratīya Jyotiṣaśāstra
I 303 : Suryasiddhanta & Vedanga-Jyotisa
I 304 : Laghupāraśarī & Jātakālaṅkāra
I 401 : Bhartiya Kundalī Vijñyāna
I 402 : Survey of Indian Astrology

C. Open Elective Courses (OEC) ................................................................... 178-184

Semester III
1. OEC: 305 (Only for Sanskrit Students) ……………………………… 178-181
Linguistic Speculations in Sanskrit
2. OEC:306 (Only for other than Sanskrit Students) ............................................... 182-184
Outline of Culture & Civilization as depicted in Sanskrit Literature
Semester IV ……………………………………………………………….185-216
3. OEC:405 (Only for other than Sanskrit Students) ................................. 185-188
Linguistic Speculations in Sanskrit
4. OEC: 406: …………………………………..………………………. 189-192
Vedic Exegesis, History & Thought (Students of Sanskrit other than “A” Group)
5. OEC: 407 ………………………………………………………………… 193-195
Survey of Indian Philosophy (Students of Sanskrit other than “B” Group)
6. OEC: 408 ……………………………………………………………….. 196-198
Daśarūpaka & Survey of Sanskrit Poetics (Students of Sanskrit other than “C”
Group)
7. OEC: 409 ……………………………………………………………….. 199-201
Siddhāntakaumudī (kṛdanta) and History of Sanskrit Grammar (Students of Sanskrit
other than “D” Group)
8. OEC: 410 ……………………………………………………………….. 202-204
Āpastambadharmasūtra & History of Dharmaśāstra (Students of Sanskrit other than
“E” Group)
9. OEC: 411 ……………………………………………………………….. 205-207
Indian Paleography (Students of Sanskrit other than “F” Group)
10. OEC: 412 ……………………………………………………………….. 208-210
Sanskrit Novel and Survey of Modern Sanskrit Literature (Students of Sanskrit other
than “G” Group)
11. OEC: 413 ……………………………………………………………….. 211-213
Survey of Puranic Literature (Students of Sanskrit other than “H” Group)
12. OEC: 414……………………………………………………………….. 214-216

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 Survey of Indian Astrology (Students of Sanskrit other than “I” Group)

MASTER OF ARTS (SANSKRIT)

TWO YEAR FULL TIME PROGRAMME
AFFILIATION
The proposed programme for North and South Campus shall be governed by the Department
of Sanskrit, Faculty of Arts, University of Delhi, Delhi-110007. These courses will be
available in both (North and South Campus).

PROGRAMME STRUCTURE
The M.A. programme is two years fulltime programme and divided into two parts as under.
Each part will consist of two Semesters to be known as Semester-1 and Semester-2. The
entire course is designed as per UGC norms adopted by DU in credit system framework of 4-
semester duration and for evaluation too, DU norms will be applied. Each students must
complete 88 credits to qualify for the Master’s degree.

The schedule of papers prescribed for various semesters shall be as follows:

Part I First Year Semester - I Semester – II

Part II Second Year Semester - III Semester – IV

There are three types of courses for MA.

1. Core Course: This is compulsory course for the MA (Sanskrit) students in various
semesters. Department offers four (4) Core courses in Semester I, Four (4) core
courses in Semester II, two (2) core courses in Semester III and two (2) core courses
in Semester IV.
2. Elective Course: These are elective courses where students choose courses of their
choice from the various courses. Department offers 09 optional groups covering the
specialised fields of Sanskrit studies so that students may choose any one group for
these papers according to their area of interest as EC 303, 304, 401 and 402. Each
student has to opt the courses from the same group in semester III and IV. Elective
group choice will not be available between groups.
3. Open Elective Course: (OEC) The Department offers 12 OEC in whole. One
OEC in IIIrd semester as Paper 305 Linguistic Speculations in Sanskrit (Only for
Sanskrit Students) and Paper 306 Outline of Culture & Civilization as depicted in
Sanskrit Literature (Only for other than Sanskrit Students).

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 4. One OEC in Semester IV as 405 Linguistic Speculations in Sanskrit is only for other
than Sanskrit Students. One paper out of the Nine (9) OEC from OEC 406 to OEC
414 may be opted by the students only of Sanskrit.

The schedule of papers prescribed for various semesters shall be as follows:

PART I: Semester I

Core Course 101 Vaidika Vāṅmaya : ṛksaṁhitā& Nirukta 4+1

Core Course 102 Poetics: Sāhityadarpaṇa 4+1
Core Course 103 Sāhitya: Naiṣadha & Mṛcchakaṭika 4+1
Core Course 104 Outline of Culture & Civilization as depicted in 4+1
Sanskrit Literature
PART I: Semester II

Core Course 201 Darśana: Nyāya & Vedānta 4+1

Core Course 202 Vyākaraṇa: Laghusiddhāntakaumudī 4+1
Core Course 203 Sāhitya: Meghadūta & Uttararāmacarita 4+1
Core Course 204 An introduction to Itihāsa and Pūraṇic texts 4+1
PART II: Semester III

Core 301 Linguistic Analysis of Sanskrit, Translation and 4+1

Laghusiddhānta-Kaumudī
Core 302 Sāhitya: Kādambarī & Vāsavadattā 4+1

For paper 303, 304, 401 and 402, there would be following optional groups covering
the specialised fields of Sanskrit studies so that students may choose any one group for these
papers according to their area of interest:
Elective Group
1. Group A : Vaidika Vāṅmaya
2. Group B : Darśana
3. Group C : Sāhityaśāstra
4. Group D : Sanskrit Bhāṣā aur Vyākaraṇa
5. Group E : Dharmaśāstra
6. Group F : Epigraphy
7. Group G : Modern Sanskrit Literature

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 8. Group H : Itihāsa & Pūrāṇa
9. Group I : Bhāratīya Jyotiṣaśāstra
Elective Course 303 A/B/C/D/E/F/G/H/I 4+1
Elective Course 304 A/B/C/D/E/F/G/H/I 4+1
Open Elective Course Linguistic Speculations in Sanskrit (Only for the 4
305 Sanskrit students)
Open Elective Course Outline of Culture & Civilization as depicted in 4
306 Sanskrit Literature (Only for other than Sanskrit
students)

PART II: Semester IV

Elective Course 401 A/B/C/D/E/F/G/H/I 4+1
Elective Course 402 A/B/C/D/E/F/G/H/I 4+1
Core 403 Darśana: Sāṅkhya & Mīmānsā 4+1
Core 404 The philosophy of Aupaniṣadic tradition 4+1
Open Elective 405 Linguistic Speculations in Sanskrit 4
Open Elective Course only for other than Sanskrit
Students.
Open Elective 406 to Open Elective Course only for Sanskrit students 4
414

SCHEME OF EXAMINATIONS
1. The medium of instruction and examination shall be either English, or Hindi,
or Sanskrit.
2. Examinations shall be conducted at the end of each Semester as per the
Academic Calendar notified by the University of Delhi.
3. The system of evaluation shall be as follows:
3.1 Each course will carry 100 marks, of which 30 marks shall be reserved for
internal assessment based on classroom participation, seminar, term courses,
tests and attendance. The weightage given to each of these components shall
be decided and announced at the beginning of the semester by the individual
teacher responsible for the course. Any student who fails to participate in
classes, seminars, term courses, tests will be debarred from appearing in the

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 end-semester examination in the specific course and no Internal Assessment
marks will be awarded. His/her Internal Assessment marks will be awarded as
and when he/she attends regular classes in the course in the next applicable
semester. No special classes will be conducted for him/her during other
semesters.
3.2 The remaining 70 marks in each paper shall be awarded on the basis of a
written examination at the end of each semester. The duration of written
examination for each paper shall be three hours.
4. Examinations for courses shall be conducted only in the respective odd and
even Semesters as per the Scheme of Examinations. Regular as well as Ex-Students
shall be permitted to appear/reappear/improve in courses of Odd Semesters only at the
end of Odd Semesters and courses of Even Semesters only at the end of Even
Semesters.

PASS PERCENTAGE

Minimum marks for passing the examination in each semester shall be 40% in each paper and
45% in aggregate of a semester.

However, a candidate who has secured the minimum marks to pass in each paper but has not
secured the minimum marks to pass in aggregate may reappear in any of the paper/s of his
choice in the concerned semester in order to be able to secure the minimum marks prescribed
to pass the semester in aggregate.

No student would be allowed to avail of more than 3 chances to pass any paper inclusive of
the first attempt.

PROMOTION CRITERIA

SEMESTER TO SEMESTER: Students shall be required to fulfill the Part to Part

Promotion Criteria. Within the same Part, students shall be allowed to be promoted from a

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Semester to the next Semester, provided she/he has passed at least half of the courses of the
current semester.
PART TO PART:

I to II: Admission to Part-II of the Programme shall be open to only those students who have
successfully passed at least 75% papers out of papers offered for the Part-I courses
comprising of Semester I and Semester II taken together. However, he/she will have to clear
the remaining papers while studying in Part-II of the Programme.

DIVISION CRITERIA

Successful candidates will be classified on the basis of the combined results of Part-I and
Part-II examinations as follows:

Candidates securing 60% and above : Ist Division

Candidates securing between 49.99% and 59.99% : IInd Division
All others : Pass
SPAN PERIOD

No student shall be admitted as a candidate for the examination for any of the
Parts/Semesters after the lapse of 3 years from the date of admission to the
Part-I/Semester I-1 of the M.A. programme.
CREDIT STRUCTURE
Each semester will consist of four courses, where each course would have the following
credit structure.
4 Theory periods + 1 Tutorial period = 5 credits for core courses
4 Theory periods + 1 Tutorial periods = 5 credits for Elective Course
4 Theory periods + 0 Tutorial periods = 4 credits for Open Elective Course

Course Credit Scheme

Semester Core Course Elective Course Open Elective Course
No. of Credits Total No. of Credits Total No. of Credits Total
Papers (L+T/P) Credits Papers (L+T/P) Credits Papers (L+T/P) Credits
I 04 4+1 20 - - - - - -
II 04 4+1 20 - - - 0 - 0
III 02 4+1 10 02 4+1 10 01 04 04

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IV 02 4+1 10 02 4+1 10 01 04 04
Total Credits 60 20 08

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ATTENDANCE REQUIREMENT

No student shall be considered to have pursued a regular course of study unless he/she is
certified by the Head of the Department of Sanskrit, University of Delhi, to have attended
75% of the total number of lectures, tutorials and seminars conducted in each semester,
during his/her course of study. Provided that he/she fulfils other conditions, the Head,
Department of Sanskrit may permit a student to the next Semester who falls short of the
required percentage of attendance by not more than 10 per cent of the lectures, tutorials and
seminars conducted during the semester.

The number of Elective Option and Open Elctive Courses will be decided by the
department in the beginning of the respective semesters. It will depend on the faculty
members, Infrasturctures and the demand of the courses.

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 एम.ए. (संस्कृ त) पाठ्यक्रम

भूिमका

सेमेस्टर पद्धित को लागू करने की दृिि से एम.ए. (संस्कृ त) का रस्स्तुत पाठ्यक्रम अ्यकयक पषरकाकारए ए्ं

संशोधनए के बाद ्र्ष 2009-10 से रस्ारम्भ ककया गया था । ईसी पाठ्यक्रम में कु छ ऄितसीिमत पषर्तषनए

के बाद यह पाठ्यक्रम ्र्ष 2021-22 के रस्थम सेमेस्टर से लागू ककया जाएगा । 2011-12 के पाठ्यक्रम की

ऄपेक्षा कोइ अधारभूत पषर्तषन नहीं है । अ्यकयकतानुसार के ्ल कु छ रस्श्नपत्रए को पषरसीिमत ककया गया

है । कहीं-कहीं ऄिव्ितयए के पुनर्ननमाषण द्वारा ि्र्य-िबवदुओं को स्पि ककया गया है। रस्श्नपत्र के रस्ारूप ए्ं

ऄंक-ि्भाजन में यथोिचत पषर्तषन ककये गए हैं । संस्तुत पुस्तकए की सूची को अ्यकयकतानुसार पषर्र्नधत

ककया गया है ए्ं टंकण की ऄशुिद्धयए को दूर करने का रस्यास ककया गया है ।

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A Core Course (12 Courses)

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 SEMESTER: I
CORE COURSES
Semester: I, MA (Sanskrit)
CC 101: Vaidika Vāṅmaya: Ṛksaṁhitā & Nirukta
वैददकवाङ्मय: ऊक्-सदं हता एवं दनरुक्त

Maximum Marks: 100 (70+30) Duration: 64 hrs (16 weeks).

(4 Theories = 4+1 credits)

[A] Course Objective

The purpose of this course is to give students a broad introduction of Vedic literature
beginning from Ṛgveda to Vedān
ga Nirukta. It comprises some important verses of Ṛgveda for a deep study to know Vedic
deities, and Vedic wisdom especially about creation of universe and improvement of
society. Study of some portions of Nirukta helps to understand Vedic etymological
science, while Vedic Grammar explains uniqueness of Vedic language.

[B] Course Learning Outcome

After completion of this course the students:
 will form a basic understanding of some fundamental concepts of Vedas,
particularly of the Ṛgveda.
 will know about the nature, action and representation of some Vedic deities.
 will be able to explain meaning of the Vedic verses according to some famous
commentaries of ancient and modern commentators.
 will be able to appreciate the role of Nirukta for understanding the essence of Vedic
verses through application of Nirukti or etymology.
 will try to recite Vedic mantras in their true form with the knowledge of Vedic Svara and
grammar.
 will be able to understand Vedas as our valuable ancient heritage.
 will be successful in applying this knowledge for exploring other Vedic texts.

[C] Contents: Unit wise Division

Unit-I ऊक् -संिहता - 2.12 (आवर), 1.115 (सूयष), 3.33 (ि्श्वािमत्र-नदी), 5.8 (ऄिि), 9.73
(सोम), 5.80 (ईर्स्), 10.90 (पुरुर्)

Unit-II ऊक् -संिहता - 10.117 (धनान्नदान),10.125 (्ाक् ), 10.129 (भा््ृत्त)

्ैकदक व्याकरण - ्ैकदकसिवध (अवतषरक ए्ं बाह्य), शब्दरूप ए्ं धातुरूप, तुमथषकरस्त्यय,
त््ाथषकरस्त्यय, ्ैकदकस््र ए्ं पदपाठ

Unit-III िनरुक्त ऄध्याय 1 से ऄध्याय 2 के रस्थम पाद तक, ि्शेर्तः पदए का चतुर्न्ध ि्भाजन,
नामाख्यात का लक्षण, र्ड्भा्ि्कार, शब्दिनत्यत््ािनत्यत््ि्चार, मवत्रए की ऄथष्त्ता,

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 नामए के अख्यातजत्् का िसद्धावत, ईपसगों के द्योतकत्् ऄथ्ा ्ाचकत्् का िसद्धावत,
िनरुक्त-रस्योजन, िन्षचन के िसद्धावत, ऄिधकाषर-िनरूपण, ऄ्िशि ऄंशए का सामावय
ऄध्ययन ए्ं िनरुिक्तयााँ।

Unit-IV िनरुक्त ऄध्याय 2 के शेर्ांश से के ्ल िनरुिक्तयााँ।

िनरुक्त ऄध्याय7 – ि्शेर्तः ित्रि्धा ऊचः, ऄनाकदिदै्तमवत्र, छवदांिस, पृिथ्ीस्थानीय
दे्ता्णषन, ऄिि, जात्ेदा, ्ैश्वानर का िनरूपण, ए्ं िनरुिक्तयााँ।

[D] Suggested Readings

Essential Readings:
1. ऊग्वेदसंहहता (सायणभाष्यसहहता), भाग 1 - 4, राहष्िय संस्कृ त संस्थान, नइ हदल्ली।
2. ऊक्सक्तू संग्रह - (सम्पादक) हररदत्तशास्त्री, साहहत्यभंडार, मेरठ।
3. ऊग्भाष्यसंग्रह - (सम्पादक) देवराजचानना, मंशीलाल मनोहरलाल पहललशसस, हदल्ली, 1983
4. वेदमञ्जरी - (सम्पादक) शीलाडागा (हवद्यालंकार), हवद्याहनलयम,् हदल्ली, 2001
5. वेदसमल्लास - (सम्पादक) सत्यभषू ण योगी एवं वहददतामधहाहसनी ऄरोडा, चौखम्बापहललशसस, वाराणसी, 2002
6. वेदवल्लरी - (सम्पादक) पष्पागप्ता, इस्टनसबकहलकसस, हदल्ली, 2004
7. हनरुक्तम् (कश्यपप्रजापहतकृ त-हनघण्टभाष्यरूपम)् , पं. मकदद झा बख्शी, चौखम्बा सस्ं कृ त प्रहतष्ठान, हदल्ली, 2012
8. हनरुक्त - यास्क (सम्पादक) प्रो. ईमाशंकरशमास ‘ऊहष’, चौखम्बाहवद्याभवन, वाराणसी, 2001
9. हनरुक्त-पञ्चाध्यायी- (व्याख्याकार) महामहोपाध्याय छज्जरू ामशास्त्री, मेहरचदद
लक्ष्मनदास पहललके शदस, हदल्ली, 1985
10. हनरुक्त - यास्क, टीकाद्वय-सहहत (सम्पादक) लक्ष्मणसरूप, भागI-II, हदल्ली, 1982
11. हनरुक्त के पााँचऄध्याय - (सम्पादक एवं ऄनवादक) पं.हशवनारायणशास्त्री, आडं ोलोहजकल बकहाउस, हदल्ली, 1972.
Additional Resources:
1. पाण्डे, ईमेशचदर, वैहदक व्याकरण, चौखम्बाहवद्याभवन, वाराणसी, 2003
2. रामगोपाल, वैहदकव्याकरण, नेशनल पहललहशग हाईस, हदल्ली
3. शहशप्रभा, कमार - वैहदकहवमशस, जे-पी- पहललहशंगहाईस, हदल्ली, 1996
4. वेद पाररजात, एन.सी.इ.अर.टी., नइ हदल्ली 2014
5. शहश हतवारी- सयू स देवता: वैहदक और वेदोत्तर संस्कृ त सयू सस्तहतयों में, मेहरचदद लक्ष्मणदास, नयी हदल्ली, 1994
6. Chaubey, Braj Bihari & Shastri, Kantanath -New Vedic Selection, Bhartiya Vidya
Prakashan, Varanasi, 1981.
7. Lakshaman Sarup -Nighantu &The Nirukta (with Eng. Trans.), MLBD, Delhi, 1967.
8. Macdonell, A.A. - Vedic Mythology (Also Hindi trans. - Vaidika Devashastra by
Suryakanta), M.L.B.D., Delhi, 1962.
9. Macdonell, A.A. - Vedic Reader for Students, Oxford University Press, Delhi, 1960
10. Macdonell, A.A. - Vedic Vyakarana, Bhartiya Publishing House, Delhi, 1975.
11. Oldenberg, Herman - Religion of the Veda (translation into English by Shridhar &
Shrotri), M.L.B.D., Delhi, 1988.
12. Rajvade, V.K. - Nirukta of Yaska, Poona, 1940.
13. Renou, Louis -Destiny of the Veda in India, M.L.B.D., Delhi, 1965.
14. Winternitz, Mourice -History of Indian Literature, Vol. 1, Pt. 1-2(Translated into
English by V. Srinivasa Sharma), M.L.B.D., Delhi, 1988.

Page 15 of 218
[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit course learning Teaching and Assessment tasks

outcomes learning activity

1. The Learners should be Literary Internal assessment

able to explain, Explanation of MCQ type questions /
elucidate and critically Mantras, and Internal
analyze the prescribed Vedic grammar Assessment/(Project/
hymns of Ṛgveda in based analytical Discussion/ Assignment/
light of few discussions along paper presentation/ Periodic
commentaries of with practical tests etc.
Sāyaṇa,Venkaṭmādhava, demonstration
Griffith, Wilson, to be done for -End Semester
Dayānanda, Sātavlekar practice of Examination
etc. Padapāṭha. 1. Explanatory Questions
Reading and 2. Short notes
reciting of 3.Critical questions
Mantras, Lectures,
PPT Presentation.

2. The Learners should be Literary Internal assessment

able to explain, Explanation of
elucidate and critically Mantras, and MCQ type questions /
analyze the prescribed Vedic grammar Internal Assessment/
hymns of Ṛgveda in based analytical Project/ Discussion/
light of few discussions along Assignment/ paper
commentaries of with practical presentation/ Periodic tests
Sāyaṇa,Venkaṭmādhava, demonstration etc.
Griffith, Wilson, to be done for
Dayānanda, Sātavlekar training of -End Semester
etc. Some aspects of Padapāṭha and Examination
Vedic Grammar should certain Vedic 1. Explanatory Questions
be clear to them in terms. Reading 2. Short notes
theory and practice. and reciting of 3.Critical questions
Mantras, Lectures,
PPT Presentation.

3. The Learners should be Literary -internal assessment :

able to explain, Explanation, and MCQ type questions /
elucidate and critically etymology-based Internal Assessment/
analyze the First chapter analytical Project/ Discussion/
of Nirukta in light to observation of the Assignment/ paper
understand related Vedic prescribed text presentation/ Periodic tests
terms and concepts of and discussions etc.

Page 16 of 218
 Vedic etymology as on it with -End Semester
depicted by Yāska. demonstration. Examination
1. Explanatory Questions
2. Short notes
3.Critical questions

4. The Learners should Literary -internal assessment:

be able to explain, Explanation, and MCQ type questions /
elucidate and etymology-based Internal Assessment/
critically analyze the analytical Project/ Discussion/
Second and Seventh observation of the Assignment/paper
chapter of Nirukta in prescribed text presentation/ Periodic tests
light to understand and discussions etc.
related Vedic on it with -End Semester
terms/names and demonstration. Examination
concepts of Vedic 1. Explanatory Questions
etymology as 2. Short notes
depicted by Yāska. 3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Explanations of two Mantras, One in Sanskrit( from Units I & II with options)
08+07= 15

(ii) One Question on Devatā (from Units I & II with options ) 10x 01=10

(iii) Padapāṭha of one Mantra (from Units I & II with options) 05x01=05

(iv) Two short notes ( from Unit-II ्ैकदक व्याकरण with options) 05x02=10

(v) Explanations of two portions (from Units III & IV with options) 08x 02= 16

(vi) One critical Question (from Units III & IV with options) 08x01=08

(vii) Three etymologies (Nirukti) (fromUnits III & IV with options) 02x03=06

Total: 70

*****************

Page 17 of 218
 Semester: I, MA (Sanskrit)
CC 102: Poetics: Sāhityadarpaa
सादहत्यशास्त्र: सादहत्यदर्पण
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objectives:

The course aims at enlightening the students with definition of poetry. Word, sense,
Rasa, types and subtypes of Dhvani and Guṇībhūtavyaṅgyakāvya and various genres
of poetry.

[B] Course Learning Outcome:

After completion of this course the students:
 Will form a basic understanding of various poetic notions such as aims of poetry, definition of
poetry, Word, Sense, Rasa, types and subtypes of Dhvani and Guṇībhūtavyaṅgyakāvya and
various genres of poetry as defined and refined up to the 13th-14th centuries AD specially in
the premises of Rasa and Dhvani schools of Sanskrit Poetics.
 Will be able to understand and critically explain the prescribed text and terms propounded
within.
 Will be supposed to be equipped with the sufficient tools for poetic appreciation of the
literature of ancient as well modern languages based on the parameters accepted to said
prominent Poetic Schools.

[C] Unit wise Division

Unit I सािहत्यदपषण (रस्थम ए्ं िद्वतीय पषरच्छेद): काव्यरस्योजन, काव्यस््रूप,
काव्यलक्षण ए्ं तत्सम्बवधी ि्रस्ितपित्तयए का िनरास, गुण-दोर्स््रूप
Unit II ्ाक्य ् तद्भे द, पद, शब्दव्यापार।
Unit III सािहत्यदपषण (तृतीय पषरच्छेद): रसिनरूपण, ि्भा् (अलम्बन,
ईद्दीपनपषरभार्ामात्र), भा्, ऄनुभा्, व्यिभचाषरभा्, स्थाियभा्, रसाभास,
भा्ाभास।
सािहत्यदपषण (चतुथषपषरच्छेद): काव्यभेद- ध््िनकाव्य ् गुणीभूतव्यङ्ग्यकाव्य ए्ं
ईनके ऄ्ावतर भेद ए्ं ्ैिशकाय।
Unit IV सािहत्यदपषण (र्ष्ठपषरच्छेद): रूपक ए्ं ईसके दशि्धभेद, नाटक के ऄङ्गग: नावदी,
रस्स्ता्ना, ऄथोपक्षेपक, पञ्चऄथषरस्कृ ितयााँ, पञ्चकायाष्स्थाएाँ, पञ्चसिवधयााँ, ्ृित्तयााँ,
श्रव्यकाव्य ए्ं ईसके भेद।

[D]Suggested Readings
Essential Readings:
1. सािहत्यदपषण – ि्श्वनाथ. (व्याख्याकार) िनरूपणि्द्यालंकार, सािहत्यभण्डार, मेरठ, 2004
2. सािहत्यदपषण – ि्श्वनाथ. (व्याख्याकार) शािलग्रामशास्त्री, मोतीलालबनारसीदास, कदल्ली, 2004
3. सािहत्यदपषण – ि्श्वनाथ. (व्याख्याकार) सत्यव्रतिसह, चौखम्बाि्द्याभ्न, ्ाराणसी, 1988

Page 18 of 218
Additional Resources:
1. चौधुरी, नरे वरनाथ. काव्यतत्त््समीक्षा (संस्कृ तमें), कदल्ली
2. राय, ि्क्रमाकदत्य. काव्यसमीक्षा, भारतीयि्द्यारस्काशन, ्ाराणसी
3. De, Sushil Kumar. History of Sanskrit Poetics (also Hindi translation),
Oriental Book Centre, Delhi, 2006
4. Kane, P.V. History of Sanskrit Poetics (also Hindi translation), M.L.B.D.,
Delhi, 2002
5. Pandey, Kanti Chandra. Comparative Aesthetics, Vol. 1, (also Hindi
translation Chaukhamba Sanskrit Series Office, Varanasi, 1972

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and
corresponding number of classes.
Facilitating the achievement of course learning outcomes are as under -

Unit course learning Teaching and Assessment tasks

outcomes. learning activity

1. The Learners should Explanation of the Internal assessment

be able to explain text , tutorials, MCQ type questions / Internal
the texts, and Lectures and Assessment/Project/
elucidate poetical discussions etc. Discussion/ Assignment/ paper
terms as Prescribed presentation/ Periodic tests
in texts. etc.

-End Semester Examination

1. Explanatory Questions
2. Short notes
3.Critical questions

2. The Learners should Explanation of the Internal assessment

be able to explain text, tutorials, MCQ type questions / Internal
the texts, and Lectures and Assessment/Project/
elucidate poetical discussions etc. Discussion/ Assignment/ paper
terms as Prescribed presentation/ Periodic tests
in texts etc.

-End Semester Examination

1. Explanatory Questions
2. Short notes
3.Critical questions
3. The Learners should Explanation of the -internal assessment:
be able to explain text, tutorials, MCQ type questions / Internal
the texts, and Lectures and Assessment/Project/

Page 19 of 218
 elucidate poetical discussions etc. Discussion/ Assignment/ paper
terms as Prescribed presentation/ Periodic tests
in texts etc.

-End Semester Examination

1. Explanatory Questions
2. Short notes
3.Critical questions
4. The Learners Explanation of the -internal assessment:
should be able to text, tutorials, MCQ type questions / Internal
explain the texts, Lectures and Assessment/Project/
and elucidate discussions etc. Discussion/ Assignment/paper
dramaturgical presentation/ Periodic tests
terms as etc.
Prescribed in the
texts. -End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Four Explanations (one from each of the Units with options) 04x07= 28
(ii) Four short notes (one from each of the Units with options, one in Sanskrit)
5+5+5+07=22
(iii) Two critical Questions (One from each of the units with options) 02x10=20
Total: 70

***********

Page 20 of 218
 Semester: I, MA (Sanskrit
CC 103: Sāhitya: Mṛcchakaṭika & Naiśadha
सािहत्य: मृच्छकषटक ए्ं नैर्ध
Maximum Marks: 100 (70+30) Duration: 64 hrs (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

The objective of this course is to give the students glimpses of the rich Sanskrit
literary tradition through the reading of two very important literary compositions of
Mṛcchakaṭika (Drama) and Naiśadhīyacarita (Mahãkãvya).

[B] Course Learning Outcome

After completion of this course the students:
● will be able to appreciate the aesthetical, social, political, cultural, etc. values
expressed in prescribed compositions.
● Will understand the structural patterns of Sanskrit dramatic compositions.
● Will be able to know the finer and minor nuances of Prakarana form of drama.
● Will be able to peep into the social history of ancient India.
● Will be familiar with the individual styles of the two of the greatest of Sanskrit
Writers.

[C] Contents: Unit wise Division

Unit I मृच्छकषटक: रस्थम ऄङ्गक से तृतीय ऄङ्गक तक
Unit II मृच्छकषटक: पञ्चम ऄङ्गक, र्ष्ठ ऄङ्गक तथा दशम ऄङ्गक, ऄ्िशि ऄङ्गकए का
पषरचय
Unit III नैर्धीयचषरत: रस्थम सगष (पद्य सं. 1-35)
Unit IV नैर्धीयचषरत रस्थम सगष (पद्य सं. 100-145), ऄ्िशि कथा्स्तु का पषरचय

[D] Suggested Readings

Essential Readings:
1. नैर्धीयचषरतम् - दीपिशखा, रामनारायणलाल बेनीरस्साद, आलाहाबाद
2. नैर्धीयचषरतम् – मोहनदे् पंत, मोतीलाल बनारसीदास, कदल्ली
3. नैर्धीयचषरतम् – सुरेवरदे् शास्त्री, गोकु लदास संस्कृ तग्रवथमाला, ्ाराणसी
4. नैर्धीयचषरतम् – सूयषद्
े शास्त्री, चौखम्बा ओषरयण्टािलया, ्ाराणसी, 1975
5. नैर्धीयचषरतम् – शेर्राज शमाष रे ्मी, चौखम्बा सुरभारती रस्काशन, ्ाराणसी, 1983
6. मृच्छकषटकम् - (पृथ््ीधरकृ त टीकासिहत), िनणषय सागर रस्ेस, बम्बइ
7. Mricchakatika, M.R. Kale, M.L.B.D., Delhi.
8. Mricchakatika, V.R. Nerurkar, New Bharatiya Book Corporation, Delhi

Page 21 of 218
Additional Resources:
1. कीथ, ए.बी. संस्कृ तनाटक (ऄनु. ईदयभानु िसह), मोतीलाल बनारसीदास, कदल्ली, 1965
2. झा, दे्नारायण. नैर्ध-समीक्षा, नाग पिब्लशसष, कदल्ली, 2001
3. ित्ारी, रमाशंकर. महाकि् शूरक, चौखम्बा सुरभारती, ्ाराणसी।
4. िद्व्ेदी, महा्ीररस्साद. नैर्धचषरतचचाष, गंगा पुस्तकमाला कायाषलय, लखनउ, 1954
5. शालीग्राम शास्त्री. मृच्छकषटक, शास्त्रीय, सामािजक ए्ं राजनीितक ऄध्ययन, ि्श्वि्द्यालय
रस्काशन, ्ाराणसी
6. िद्व्ेदी, िश्बालक. नैर्धीयचषरत का ऄिभन् समीक्षात्मक ए्ं व्याख्यात्मक ऄध्ययन, िशक्षक
रस्काशन, कानपुर, 1981
7. भरितया कािवतककशोर. संस्कृ त नाटककार, सूचना ि्भाग, ईत्तररस्देश, 1959
8. िमश्र, अनवदस््रूप. महाकि् श्रीहर्ष तथा ईनका नैर्धकाव्य, सुलभ रस्काशन, लखनउ।
9. शुक्ल, चिण्डकारस्साद. नैर्ध-पषरशीलन, िहवदुस्तान एके डमी, आलाहाबाद, 1960
10. Devasthali, G.V. Introduction to the Study of Mṛcchakaṭika, Popular Prakashan,
Bombay.
11. Keith, A.B. The Sanskrit Drama, Oxford University Press, 1964
12. Mainkar, T.G. Studies in Dramatic Criticism, MLBD, Delhi.

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and
corresponding number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit course learning Teaching and Assessment tasks

outcomes. learning activity

1. The Learners should Literary Internal assessment

be able to explain explanation of the MCQ type questions / Internal
the texts, elucidate text and Assessment/Project/
and critically discussions. Discussion/ Assignment/ paper
analyze the First presentation/ Periodic tests
three acts of the etc.
Mṛcchakaṭika in the
light of -End Semester Examination
dramaturgical 1. Explanatory Questions
theories. 2. Short notes
3.Critical questions

2. The Learners should Literary Internal assessment

be able to explain explanation of the MCQ type questions / Internal
the texts, elucidate text and Assessment/Project/

Page 22 of 218
 and critically discussions. Discussion/ Assignment/ paper
analyze the Fifth, presentation/ Periodic tests
Sixth and Tenth acts etc.
of the Mŗcchakaṭika
in the light of -End Semester Examination
dramaturgical 1. Explanatory Questions
theories. 2. Short notes
3.Critical questions
3. The Learners should Explanation, -internal assessment:
be able to explain poetical and value MCQ type questions / Internal
the texts, elucidate based analytical Assessment/Project/
and critically appreciation of the Discussion/ Assignment/ paper
analyze the First text and presentation/ Periodic tests
thirty five verses in discussions. etc.
the first canto of
Naiśadhīyacarita. -End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
4. The Learners Explanation, -internal assessment:
should be able to poetical and value MCQ type questions / Internal
explain the texts, based analytical Assessment/Project/
elucidate and appreciation of the Discussion/ Assignment/paper
critically analyze text and presentation/ Periodic tests
the Hundredth to discussions. etc.
hundred forty
fifth verses in the -End Semester Examination
first canto of 1. Explanatory Questions
Naiśadhīyacarita. 2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Four Explanations (one from each of the Units with options) 04x 7= 28
(ii) Four short notes ((one from each of the Units with options, one in Sanskrit)
5+5+5+07=22
(iii) Two critical Questions (One from each of the units with options) 02x10=20
Total: 70
**********

Page 23 of 218
 Semester I: MA (Sanskrit)
Core Course
CC 104: Outline of Culture & Civilization in Sanskrit Literature
संस्कृतवाङ्मय में प्रदतर्ाददत सभ्यता एवं संस्कृदत की रूर्रे खा

Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).

(4 Theories = 4 credits)

[A] Course Objective

The objective of this course is to acquaint the students with the knowledge of Indian
culture and civilization at preserved in Sanskrit Literature. Special focus will be given
on exploration of the social, political, religious and economic conditions of the Vedic,
Ramayana, Mahabharata and Puranic period. The social institutions of ancient India like
Varna, Ashrama, Purushartha, Samskaras system, Status of Women and Ancient Indian
education System will also be specially highlighted. Origin, development and doctrines
of the four major dharmas i.e. Shaivism, Vaishnavism, Buddhism and Jainism will also
be focal point of the course.

[B] Course Learning Outcome

After the completion of this course the students will:
 know the various aspects of Indian culture and civilization of the Vedic period.
 able to acquire the knowledge of the culture and civilization as reflected in the
Ramayana, Mahabharata and Puranic literature.
 gain the knowledge of the social institutions specially Varna, Ashrama, Purushartha and
Samskara system Status of Women and Ancient Indian education system. In ancient
India..
 earn about the origin, development and doctrines of the four major dharmas: Shaiva,
Vaishnava, Jainism and Buddhism.

[C] Unit wise Division

Unit I सभ्यता ए्ं संस्कृ ित की पषरभार्ा ए्ं स््रूप, रस्ाचीन भारतीय सभ्यता ए्ं
संस्कृ ित की ि्शेर्ताएाँ ्ैकदक ए्ं ईत्तर ्ैकदककालीन सभ्यता ए्ं संस्कृ ित (सामािजक,
राजनैितक, अर्नथक ए्ं धार्नमक िस्थितयए के सवदभष में)
Unit II महाकाव्य (रामायण ए्ं महाभारत) ए्ं पुराणए में रस्ितपाकदत सभ्यता ए्ं संस्कृ ित
(सामािजक, राजनैितक, अर्नथक ए्ं धार्नमक िस्थितयए के सवदभष में
Unit III ्णषव्य्स्था, अश्रमव्य्स्था, पुरुर्ाथष-चतुिय, संस्कार, रस्ाचीन भारत में नारी की
िस्थित, रस्ाचीन भारतीय िशक्षारस्णाली ए्ं िशक्षण संस्थान
Unit IV शै्, ्ैकाण्, बौद्ध ए्ं जैन धमों का ईद्भ्, ि्कास ए्ं मुख्य िसद्धावत

Essential Readings :
1. ईपाध्याय, रामजी. भारतस्य सांस्कृ ितक-िनिधः, चौखम्बा संस्कृ त रस्ितष्ठान, कदल्ली।
2. ऄल्तेकर, ए.एस. रस्ाचीन भारत में िशक्षा, कदल्ली।

Page 24 of 218
 3. ईपाध्याय, बलदे्. ्ैकदकसािहत्य रर संस्कृ ित, शारदा मंकदर, ्ाराणसी।
4. कोसम्बी, डी. डी. रस्ाचीन भारत की संस्कृ ित रर सभ्यता, राजकमलरस्काशन, नइ
कदल्ली।
5. गोयल, रस्ीितरस्भा. भारतीय संस्कृ ित, राजस्थानी ग्रवथागार, जयपुर।
6. टण्डन, ककरण. भारतीय संस्कृ ित, इस्टनष बुक ललकसष, कदल्ली।
7. राधाकृ काणन्, स्षपल्ली. भारतीयसंस्कृ ित: कु छ ि्चार, राजपाल रस्काशन, कदल्ली।
8. भण्डारकर, अर.जी. ्ैकाण्, शै् रर ऄवय धार्नमक मत, ऄनु्ाद - माहेश्वरीरस्साद,
भारतीयि्द्यारस्काशन, कदल्ली
9. Altekar, AS, Education in Ancient India, Delhi.
10. Bhandarkar, RG,Vaishanavism, Shaivism and minor ReligiousSystems,
Delhi.
11. Dandekar, RN, Vedic Religion & Mythology: A Survey of the Works of
SomeWestern Scholars, University of Poona, Poona, 1965.
12. Mookerjee, RK, Ancient Indian Education, MLBD, Delhi.

Additional Resources:
1. ईपाध्याय, रामजी. भारतीयसंस्कृ ित का ईत्थान, चौखम्बाि्द्याभ्न, ्ाराणसी।
2. काणे, पी्ी. धमषशास्त्र का आितहास, ईत्तररस्देश, िहवदीसंस्थान, लखनउ।
3. जायस्ाल, सु्ीरा. (2004). ्णषजाितव्य्स्था: ईद्भ्, रस्कायष रर रूपावतरण, ग्रवथिशल्पी,
कदल्ली ।
4. ज्ञानी, िश्दत्त. भारतीय संस्कृ ित, राजकमल रस्काशन, कदल्ली।
5. कदनकर, रामधारी िसह. संस्कृ ित के चार ऄध्याय, लोकभारती रस्काशन, आलाहाबाद।
6. पाण्डेय, राजबली. िहवदू संस्कार, चौखम्भा, कदल्ली।
7. बाशम, ए.एल. ऄद्भुतभारत, िश्लाल ऄग्र्ाल एण्ड कम्पनी, अगरा।
8. श्रीमाली, कृ काणमोहन. धमष, समाज रर संस्कृ ित, ग्रवथ िशल्पी रस्ाआ्ेट िलिमटेड, कदल्ली।
9. श्री्ास्त्, के .सी. रस्ाचीन भारत का आितहास तथा संस्कृ ित, यूनाइटेड बुक िडपो, आलाहाबाद,
ईत्तर रस्देश।
10. िसह, राजककशोर. भारतीय संस्कृ ित, ि्नोद पुस्तक मिवदर, अगरा।
11. हुसैन, एस.अिबद. भारत की राष्ट्रीय संस्कृ ित, नेशनल बुक ट्रस्ट, नइकदल्ली।
12. चौबे, ऄजुषन कायकयप (ऄनु्ा.) (1992), काणे, पी.्ी. धमषशास्त्र का आितहास (रस्थम भाग), ई.रस्.
िहवदी संस्थान, ई.रस्. ।
13. Acharya, PK, Glories of India
14. Altekar, AS, Position of Women in Hindu Civilization, MLBD, Delhi.
15. Basham, AL, The Wonder that was India, London.

Page 25 of 218
 16. De Bary, Theodore, Sources of Indian Tradition, MLBD, Delhi & others 2 nd
ed.,1963.
17. Kane, PV, History of Dharmashastra, Vol. II, BORI, Poona.
18. Majumdar, RC, Ancient India, Delhi.
19. Nehru, Jawaharlal, The Discovery of India, Penguin Books, New Delhi.
20. Sacchidanandamurty, Life, Thought and Culture in India (AD 300-1000)
PHISPC, Vol. II, Pt. 1 (MLBD, Delhi).
21. Vaidya, CV, Epic India, Delhi

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and
corresponding number of classes to achieve the Course Learning Outcomes:

Unit Course Learning Teaching and Learning Assessment Task

Outcome Activity
I To learn about the A variety of approaches Internal assessment
ancient Indian culture to teaching-learning MCQ type test as Internal
and civilization activities such as: Lecture assessment/Project/Assign
preserved in Sanskrit based classroom teaching, ment/Presentation and
Literature specially personal discussion on the periodic test.
Vedic period. prescribed topic, tutorials,
workshops, IT enable
classes using PPT End Semester
Presentation and e- Examination
resources. The teaching- with long answer and short
learning process will be notes type’s questions.
with special reference to
Sanskrit texts.

II To gain the knowledge A variety of approaches Internal assessment

of culture and to teaching-learning MCQ type test as Internal
civilization as activities such as: Lecture assessment/Project/Assign
described in the based classroom teaching, ment/Presentation and
Ramayana, personal discussion on the periodic test.
Mahabharata and prescribed topic, tutorials,
Puranic Literature. workshops, IT enable
classes using PPT End Semester
Presentation and e- Examination

Page 26 of 218
 resources. The teaching- with long answer and short
learning process will be notes type’s question.
with special reference to
Sanskrit texts.

III To acquire the A variety of approaches Internal assessment

knowledge of the to teaching-learning
social institutions of activities such as: Lecture MCQ type test as Internal
Ancient India specially based classroom teaching, assessment/Project/Assign
Varna, Ashrama, personal discussion on the ment/Presentation and
Purushartha and prescribed topic, tutorials, periodic test.
Samskara system workshops, IT enable
followed by the Status classes using PPT
of Women and Ancient Presentation and e- End Semester
Indian education resources. The teaching- Examination
System. learning process will be with long answer and short
with special reference to notes type’s questions.
Sanskrit texts.
IV To learn basic A variety of approaches Internal assessment
introduction of the to teaching-learning
four major dharmas: activities such as: Lecture MCQ type test as Internal
Shaiva, Vaishnava, based classroom teaching, assessment/Project/Assign
Jainism and personal discussion on the ment/Presentation and
Buddhism. The main prescribed topic, tutorials, periodic test.
focus will be on the workshops, IT enable
origin, doctrines and classes using PPT End Semester
development of four Presentation and e- Examination
major dharmas in Unit resources. The teaching- with long answer and short
4. learning process will be notes type’s questions.
with special reference to
Sanskrit texts.

[F] Basic Structure of Question Paper & Division of Marks

(i) Four long-answer questions (one from each Unit) 4x12 = 48
(ii) Four short notes (One to be answered in Sanskrit) 5+5+5+7= 22

Total Marks= 70

***********

Page 27 of 218
 SEMESTER: II
CORE COURSES

Semester: II, MA (Sanskrit)

Core Course
CC- 201: Darṡana:Nyāya & Vedānta
दशपन: न्याय एवं वेदान्त
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

The primary objective of this course is to introduce the students to some fundamental
theories, concepts and principles of the philosophies Nyaya & Advaita Vedanta
through the reading of the texts of Tarkbhasha and Vedantsara. It will also help the
students acquire the basic intellectual understanding of analyzing the various theories
of the Indian philosophical systems.
[B] Course Learning Outcome
After the completion of this course the students will:
 be able to critically analyse and examine the fundamental concepts of Nyāya and
Advaita Vedānta Philosophies.
 be able to understand and explain the prescribed text and the conceptual terms
therein.
 be able to critically analyse the prescribed theories.
 get to know the scientific approach of Nyaya-Vaisheshika & Advaita Vedanta
philosophers in the analysis of the phenomenal world and its process of evolution.
 understand the contribution of Nyaya-Vaisheshika & Advaita Vedanta
philosophers in the epistemological studies, application of which is very important
in the day to day life situations; helping them in the proper judgment of the Truth

[C] Unit wise Division

Unit I तकष भार्ा (के श्िमश्र) - शास्त्र की ित्रि्ध रस््ृित्तयााँ, कारण, करण ए्ं
ऄवयथािसद्ध,
रस्माणस््रूप ए्ं तद्भे द – रस्त्यक्ष ।
Unit II तकष भार्ा (के श्िमश्र) - ऄनुमान, ईपमान ए्ं शब्द, ऄथाषपित्त ए्ं ऄनुपलिब्ध का स््रूप
तथा तिद्वर्यक ि्रस्ितपित्तयए का िनरास, रस्ामाण्य्ाद , रस्मेयिनरूपण - अत्मा, दुःख ए्ं
ऄप्गष के साथ सभी रस्मेय - संशय, रस्योजन, दृिावत, िसद्धावत, ऄ्य्, तकष , िनणषय,
्ाद, जल्प, ि्तण्डा ए्ं हेत््ाभास ।

Page 28 of 218
Unit III ्ेदावतसार (सदानवद) - ऄिधकाषरिनरूपण, ्ेदावत, ऄनुबवधचतुियिनरूपण, ऄध्यारोप,
ऄज्ञान का स््रूप ए्ं ऄज्ञान की शिक्तयााँ, रस्पञ्चिनरूपण = जाग्रदाकद तीनए ऄ्स्थाओं
ए्ं शरीरए में व्याप्त पञ्चकोशोपेत ऄज्ञान की समिि ए्ं व्यिि तथा तदुपिहत चैतवयए का
िनरूपण, सृििरस्कक्रया ए्ं पञ्चीकरण।
Unit IV ्ेदावतसार (सदानवद) - अत्मस््रूप ि्र्यक ि्रस्ितपित्तयााँ ए्ं ईनका िनराकरण,
ऄप्ाद, महा्ाक्याथषिनणषय, ्ृित्त के कायष ए्ं ईसके भेद, श्र्ण, मनन, िनकदध्यासन ए्ं
समािध, जी्वमुिक्त ए्ं ि्देहमुिक्त ।

[D]Suggested Readings

Essential Readings:
1. तकष भार्ा - के श्िमश्र (व्याख्याकार), अचायष ि्श्वेश्वर िसद्धावतिशरोमिण, चौखम्बा संस्कृ त
ऑकिस, ्ाराणसी, 1963
2. तकष भार्ा - के श्िमश्र (व्याख्याकार), अचायष बदरीनाथ शुक्ल, मोतीलाल बनारसीदास,
्ाराणसी, 1968
3. तकष भार्ा - के श्िमश्र (व्याख्याकार), श्रीिन्ास शास्त्री, सािहत्य भण्डार, मेरठ, 1972
4. ्ेदावतसार - सदानवद - (व्याख्याकार), सवत नारायण श्री्ास्त्, पीयूर् रस्काशन, आलाहाबाद,
1968
5. ्ेदावतसार - सदानवद - (व्याख्याकार), अचायषबदरी नाथ शुक्ल, मोतीलाल बनारसीदास, कदल्ली,
1979
6. ्ेदावतसार - सदानवद - (व्याख्याकार), अचायष राममूर्नत शमाष, इस्टनष बुक ललकसष, कदल्ली, 2001
7. Tarkbhāśā – keśava Miśra (ed. and tr.) S.R.Iyer, Chaukhamba Orientalia, Delhi, 1979
Additional Resources:
1. ऄ्स्थी, ब्रह्ममिमत्र – भारतीय वयायशास्त्र – एक ऄध्ययन, आवदु रस्काशन, कदल्ली,1967
2. Deussen, Paul - Philosophy of Upanishads, Education Enterprise, Calcutta,
1972
3. Dasgupta, S.N. - History of Indian Philosophy, M.L.B.D., Delhi, 1975
4. Hiriyanna, M. - Outline of Indian Philosophy, London, 1956 (also Hindi
Translation)
5. Mahadevan, T.M.P. - Philosophy of Advaita, Bharatiya Kala Prakashan, Delhi,
2006
6. Pandey, Ram Chandra - Panorama of Indian Philosophy (also Hindi version),
M.L.B.D., Delhi, 1966
7. Radhakrishnan, S. - Indian Philosophy, Oxford University Press, Delhi, 1990

Page 29 of 218
 8. Radhakrishnan, S. - Principal Upanishads, Centenary edition, DUP, Delhi,
1989
9. Ranade, R.S. - Constructive Survey of Upanishadic Philosophy, Bhartiya
Vidya Bhavan, Bombay, 1968
10. Sharma, T.R. - Studies in the Sectarian Upanishads, Indological Book House,
Varanasi, 1972
11. Shastri, D.N. - Critique of Indian Realism, Bharatiya Vidya Prakashan, Delhi,
1972

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit Course learning Teaching and Assessment tasks

outcomes. learning activity

1. Student will be A variety of Internal assessment

able to appreciate approaches to MCQ type questions / Internal
the ontology and teaching-learning Assessment/Project/
epistemology of process should be Discussion/ Assignment/ paper
Nyaya Philosophy used, i.e. presentation/ Periodic tests etc.
as depicted in explaining the texts
Tarkbhasha. and the conceptual -End Semester Examination
terms through 1. Explanatory Questions
extensive 2. Short notes
Lectures, tutorials, 3.Critical questions
workshops,
PPT Presentation
etc.
2. Should be able to Explaining the Internal assessment
understand the texts and the
Prameyas as conceptual terms MCQ type questions / Internal
depicted in through extensive Assessment/Project/
Tarkbhasha. lectures, tutorials, Discussion/ Assignment/ paper
workshops, presentation/ Periodic tests etc.
PPT Presentation
etc. -End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
3. Explanation and Explaining the -internal assessment :

Page 30 of 218
 critical analysis of texts and the MCQ type questions / Internal
14 Padarthas of conceptual terms Assessment/Project/
Nyaya Philosophy through extensive Discussion/ Assignment/ paper
lectures, tutorials, presentation/ Periodic tests etc.
workshops,
PPT Presentation -End Semester Examination
etc.
1. Explanatory Questions
2. Short notes
3.Critical questions
4. Should be able to Explanation the -internal assessment:
describe the basic text and the MCQ type questions / Internal
principles of conceptual terms Assessment/Project/
Advaita Vedanta through extensive Discussion/ Assignment/paper
Philosophy lectures, tutorials, presentation/ Periodic tests etc.
workshops,
PPT Presentation -End Semester Examination
etc. 1. Explanatory Questions
2. Short notes
3.Critical questions

5. Should be able to Explanation of the -internal assessment:

enumerate the texts and the MCQ type questions / Internal
theory of conceptual terms Assessment/Project/
evolution of world followed by Discussion/ Assignment/paper
according to lectures, tutorials, presentation/ Periodic tests etc.
Advaita Vedanta workshops, -End Semester Examination
Philosophy PPT Presentation 1. Explanatory Questions
2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Four Explanations (one from each of the Units.) 04x07= 28
(ii) Four short notes (one from each of the Units, (one in Sanskrit) 5+5+5+07=22
(iii) Two critical Questions. 02x10=20
Total: 70

***********

Page 31 of 218
 Semester: II, MA (Sanskrit)
CC 202: Vyākaraṇa: Laghusiddhānta-Kaumudī
व्याकरण: लघुदसद्धान्तकौमुदी
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

This course intends to equip the students with the knowledge of derivational processes
of some basic Sanskrit Morphological words, based on the Selected portions from the
sections of declension and conjugation Pāņinīan Sūtras as presented in the premier text
of Laghusiddhantkaumudi. One of the important objectives of this course is to make the
students acquainted with the techniques of Pāņinīan grammar that will enable them to
pursue the grammar of Pāņinī on their own.

[B] Course Learning Outcome

After the completion of this course the students will:
 know the structure of Aṣṭādhyāyī along with the operational techniques of
Pāņini. This will enable them to understand the Sūtras of Pāņinī without any
derivational problem or syntactic gap.
 know the process of deriving the nominal forms under Pāņini’s system. The
learning of the derivational processes of the selected representative nominal
words from all genders will give the students a thorough idea of Sanskrit
declensions.
 equipped with the knowledge of the techniques of conjugation of Sanskrit roots,
belonging to various Gaṇas.
 gain the knowledge of conjugating the prefixed roots of Sanskrit denoting
various senses, e.g.-desiderative, causative, and intensive etc.
 know the application of Pāņini’s Metarules which will enable them to
understand the techniques of Indian Grammatical system in general.

[C] Unit wise Division

Unit I ऄिाध्यायी की संरचना, सूत्रए के रस्कार (ईदाहरण सिहत), सूत्रए में रस्युक्त पदए में
ि्भिक्तयए के ि्िशिाथष, सूत्राथोपयोगी रस्मुख पषरभार्ाएं (र्ष्ठी स्थानेयोगा,
ऄलोऽवत्यस्य, िङच्च, यिस्मन् ि्िधस्तदा..., येन ि्िधस्तदवतस्य, तिस्मिन्नित िनर्ददिे
पू्षस्य, तस्माकदत्युत्तरस्य, ऄनेकालिशत्स्षस्य, अदेः परस्य, ऄवताकद्च्च, स्थानेऽवतरतमः,
तपरस्तत्कालस्य, ऄणुकदत्स्णषस्य चारस्त्ययः (सूत्रव्याख्यापद्धित में ईपयुषक्त पषरभार्ाओं के
रस्योग)
Unit II सुबवतरस्करणः

Page 32 of 218
 पुिल्लङ्गग–राम, स्ष, हषर, सिख
स्त्रीिलङ्गग–रमा, स्ाष, मित, ितसृ
नपुस
ं किलङ्गग–ज्ञान, ्ाषर
हलवत पुिल्लङ्गग–आदम्, राजन्
Unit III ितङवत–
भ््ाकदगण: भू ए्ं एध्, ऄदाकदगण: ऄद् ए्ं हन्, जुहोत्याकदगण: हु ए्ं दा,
कद्ाकदगण: कद्् ए्ं नृत,् स््ाकदगण: सु ए्ं िच, तुदाकदगण: तुद ् ए्ं मुच्
रुधाकदगण: रुध् ए्ं भुज्
Unit IV (ऄ) तनाकदगण: तन् ए्ं कृ , क्र्याकदगण: क्री ए्ं ज्ञा, चुराकदगण: चुर् ए्ं कथ
(ब) ितङवत रस्कक्रया: ण्यवत, सन्नवत, यङवत, यङ्गलुङवत, नामधातु ए्ं लकाराथष

[D] Suggested Readings

Essential Readings:
1. लघुिसद्धावतकौमुदी, गीतारस्ेस, गोरखपुर ।
2. लघुिसद्धावतकौमुदी, िनणषयसागररस्ेस, मुम्बइ ।
Additional Resources:
1. शास्त्री, भीमसेन. लघुिसद्धावतकौमुदी, भैमी व्याख्या, भाग1-6, भैमी रस्काशन, कदल्ली ।
2. कु श्ाहा, महेशलसह. लघुिसद्धावतकौमुदी, भाग1-2, चौखम्बा–कदल्ली ।
3. शमाष, गोि्वदरस्साद. 2007. लघुिसद्धावतकौमुदी, भाग1-3, चौखम्बा रस्ितष्ठान–कदल्ली।
4. शास्त्री, धरानवद.लघुिसद्धावतकौमुदी, मूल ् िहवदी व्याख्या, मोतीलाल बनारसी दास कदल्ली ।
5. लसह, सत्यपाल. 2014. लघुिसद्धावतकौमुदी, िश्ािलक रस्काशन–कदल्ली ।
6. गौड, िबशनलाल. पािणनीय ऄिाध्यायी के रचना–िसद्धावत, लोकालोक रस्काशन,
सािहबाबाद(गा.बाद.)।
7. िजज्ञासु , पं . ब्रह्ममदत्त. संस्कृ त पठन–पाठन की ऄनुभूत सरलतम ि्िध की भूिमका . रामलाल कपूर
ट्रस्ट , बहालगढ, हषरयाणा ।
8. चवरा, सुभार्, कु मार, भूपेवर, कु मार, ि््ेक ए्ं साक्षी. 2017. लघुिसद्धावतकौमुदी अधाषरत
कम््यूटरकृ त सुबवतरूपिसिद्धरस्कक्रया. ि्द्यािनिध रस्काशन, नइ कदल्ली।
9. Kanshiram. 2010. The Laghusiddhantakaumudi of Varadaraja, volume I, II, Moti
Lal Banarasidas, Delhi.
10. Sharma , Prof. Ramanath . Ashtadhyayi of Panini (vol.1)

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and
corresponding number of classes.

Page 33 of 218
 Facilitating the achievement of course learning outcomes are as under-

Units Course learning Teaching and Assessment tasks

outcomes. learning activity

1. Knowledge of the While teaching this Internal assessment

structure of the portion the whole MCQ type questions / Internal
Aṣṭādhyāyī along Aṣṭādhyāyī should Assessment/ (Project/
with operational be taken into the Discussion/ Assignment/ paper
techniques of consideration as presentation/ Periodic tests etc/
Pāņini. Study of one unit. learning the Sutras by heart.
these Meta rules Construction of the
will alleviate same along with -End Semester Examination
derivational explaining the 1. Explanation of Sutras.
problems and relationship and 2. Short notes on Paribhashas.
syntactic gaps a hierarchy among 3. Derivation of verbal and
grammar student the Sutras with nominal forms.
encounters. their operational 4. Long critical question.
function should be
well explained.
2. Derivation of the Explaining Sutras Internal assessment
nominal forms showing the MCQ type questions / Internal
under Pāņini’s recurrence , Step Assessment/ (Project/
system to get a by step derivation Discussion/ Assignment/ paper
thorough idea of mentioning the presentation/ Periodic tests etc/
Sanskrit application of the learning the Sutras by heart.
declensions. Sutras, tutorials,
workshops, -End Semester Examination
PPT Presentation. 1. Explanation of Sutras.
2. Short notes on definitions
3. Derivation of verbal and
nominal forms.
4. Long critical question.
3. Being well versed Explaining Sutras Internal assessment
in identifying showing the MCQ type questions / Internal
various roots recurrence, Step by Assessment/ (Project/
belonging to step derivation Discussion/ Assignment/ paper
different classes mentioning the presentation/ Periodic tests etc/
and deriving them application of the learning the Sutras by heart.
with due operation Sutras, tutorials,
deft. workshops, -End Semester Examination
PPT Presentation.
1. Explanation of Sutras.
2. Short notes on Paribhashas.
3. Derivation of verbal and
nominal forms.
4. Long critical question.
4. Efficiency to Explaining Sutras Internal assessment
conjugate showing the MCQ type questions / Internal

Page 34 of 218
 prefixed roots recurrence, Step by Assessment/ (Project/
denoting step derivation Discussion/ Assignment/ paper
various senses, mentioning the presentation/ Periodic tests etc/
e.g.- application of the learning the Sutras by heart.
desiderative, Sutras, tutorials,
causative, and workshops, -End Semester Examination
intensive etc PPT Presentation. 1. Explanation of Sutras.
with 2. Short notes on Paribhashas.
operational 3. Derivation of verbal and
finishing. nominal forms.
4. Long critical question.

[F] Basic Structure of Question Paper & Division of Marks

(i) Eight Explanations of Sutras (two from each Unit) 8 x 3.5 = 28
(ii) Eight Explanations of the derivational process ((two from each Unit) 8 x 3.5 = 28
(iii) One critical Question 1x6 =6
(iv) Two short notes in Sanskrit 2x4 =8
Total: 70

************

Page 35 of 218
 Semester: II, MA (Sanskrit)
CC 203: Sāhitya: Meghadūta & Uttararāmacarita
सादहत्य: मेघदूत एवं ईत्तररामचररत
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

The general objective of this course is to expose the students to the literary compositions of
two of the greatest master poets of Sanskrit through the reading of Meghadūta (Poetry) of
Kãlidãs and Uttararāmacarita (Drama) of Bhavabhūti .
[B] Course Learning Outcome
After the completion of this course the students:
 Will form an idea of the superb aesthetic expressions that make Sanskrit
composition occurs the position of pride in world Literature.
 Will be able to appreciate the expressions of Rasa, Dhvani and other literary
elements contributing to the making of an art called poetry.
 Will be able to see the depiction of nature in various human forms and
emotions in two of the master pieces of literary art.
 Will be exposed to the art of employment of Alankaras and Chandas in a
poetic creation.
[C] Unit wise Division
Unit I पू्षमेघ
Unit II ईत्तरमेघ
Unit III ईत्तररामचषरत-रस्थम से तृतीय ऄङ्गक तक
Unit IV ईत्तररामचषरत-र्ष्ठ तथा सप्तम ऄङ्गक (ऄ्िशि ऄङ्गकए का पषरचय)

[D] Suggested Readings

Essiential Readings:
1. ईत्तररामचषरतम् - अनवदस््रूप, सं.– जनादषन शास्त्री पाण्डेय, मोतीलाल बनारसीदास, कदल्ली
2. ईत्तररामचषरतम् – राम ऄ्ध पाण्डेय ए्ं रि्नाथ िमश्र, ि्श्वि्द्यालय रस्काशन, ्ाराणसी,
1977
3. ईत्तररामचषरतम् – रमाकावत ित्रपाठी, ्ाराणसी, 1993
4. ईत्तररामचषरतम् – रामाधार शमाष, भारतीय ि्द्या रस्काशन, कदल्ली, 2005
5. मेघदूतम् – रमाशङ्गकर ित्रपाठी, जनादषन शास्त्री पाण्डेय, मोतीलाल बनारसीदास, कदल्ली
6. मेघदूतम् – संसारचवर ए्ं मोहन दे्पंत, मोतीलाल बनारसीदास, कदल्ली 2003
7. मेघदूतम् – ि्जेवर कु मार शमाष, सािहत्य भण्डार, मेरठ, 1999.
8. मेघदूतम् – बाबूराम ित्रपाठी, महालक्ष्मी रस्काशन, अगरा,
9. मेघदूतम्, ऄिव्याख्याि्भूिर्तम्–रस्धानसम्पादकः – िमिथलारस्साद ित्रपाठी, सम्पादकः – जगदीश
शमाष, कािलदास संस्कृ त ऄकादमी, ईज्जियनी, 2009
10. Uttararamacaritam, M.R. Kale, M.L.B.D., Delhi, 1962

Page 36 of 218
 11. Uttararamacaritam, P.V. Kane, M.L.B.D., Delhi, 1962
12. Uttararamacaritam, Saradaranjan Ray, Calcutta
13. Meghadoota of Kalidasa, Ed. C.R. Devadhar, MLBD, Delhi.
14. Meghadoota of Kalidasa, Ed. M.R. Kale, MLBD, Delhi

Additional resources:
1. ऄग्र्ाल, ्ासुद्
े शरण - मेघदूत: एक ऄध्ययन, राजकमलरस्काशन, कदल्ली
2. ऄमृता भारती - भ्भूित, भारतीय ज्ञानपीठ, नइकदल्ली, 2000
3. अचायष रामकु मार – संस्कृ त के सवदेश काव्य, ऄजमेर
4. कीथ, ए.बी. (ऄनु.ईदयभानुिसह) – संस्कृ त नाटक, मोतीलाल बनारसीदास, कदल्ली, 1965
5. ित्ारी, रमाशंकर – नाटककार कािलदास रर काव्यकार कािलदास, पषरमल पिब्लके शवस, कदल्ली
2001
6. िद्व्ेदी, हजारीरस्साद - मेघदूत: एक पुरानी कहानी, राजकमल रस्काशन, कदल्ली
7. भरितया, कािवतककशोर – संस्कृ त नाटककार, सूचना ि्भाग, ईत्तररस्देश, 1959
8. राय, िद्वजेवरलाल (ऄनु.रूपनारायण पाण्डेय) – कािलदास रर भ्भूित, 1921
9. शमाष, ब्रज्ल्लभ – भ्भूित के नाटक, मध्यरस्देश िहवदी ग्रवथ ऄकादमी, भोपाल, 1973
10. शमाष, रामाश्रय – भ्भूित रर ईनका ईत्तररामचषरतम्, पषरमल पिब्लके शवस, कदल्ली, 1997
11. िसह, ऄयोध्यारस्साद – भ्भूित रर ईसकी नायकला, मोतीलाल बनारसीदास, कदल्ली, 1969
12. सूषरदे्, रं जन - मेघदूत: एक ऄनुिचवतन, मोतीलाल बनारसीदास, कदल्ली
13. Dixit, S.V.,Bhavabhūti: His Life & Literature, CPP, Belgaun, 1958
14. Keith, A.B.,The Sanskrit Drama, Oxford University Press, 1964
15. Mainkar, T.G.,Studies in Sanskrit Dramatic Criticism, M.L.B.D., Delhi
16. Mirashi, V.V.,Bhavabhūti: His Date, Life and Works, M.L.B.D., Delhi

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit course learning outcomes. Teaching and Assessment tasks

learning activity

1. The Learners should be able to Explanation, poetic Internal assessment

elucidate and critically analyse appreciation of the MCQ type questions / Internal
purvamegha portion in the text and discussions Assessment/Project/
Meghadūta of Kãlidãs in the light Discussion/ Assignment/ paper
of Sanskrit Poetics. presentation/ Periodic tests etc.

-End Semester Examination

Page 37 of 218
 1. Explanatory Questions
2. Short notes
3.Critical questions

2. The Learners should be able to Explanation, poetic Internal assessment

elucidate and critically analyse appreciation of the
UttaraMegha portion in the text and discussions MCQ type questions / Internal
Meghadūta of Kãlidãs in the light Assessment/Project/
of Sanskrit Poetics. Discussion/ Assignment/ paper
presentation/ Periodic tests etc.

-End Semester Examination

1. Explanatory Questions
2. Short notes
3.Critical questions
3. The Learners should be able to Explanation, poetic -internal assessment:
elucidate and critically analyse appreciation of the MCQ type questions / Internal
First three acts of the text and discussions. Assessment/Project/
Uttararāmacarita in the light of Discussion/ Assignment/ paper
dramaturgical theories presentation/ Periodic tests etc.

-End Semester Examination

1. Explanatory Questions
2. Short notes
3.Critical questions

4. The Learners should be able to Explanation, poetic -internal assessment:

explain and critically appreciation of the MCQ type questions / Internal
analyse Sixth and Seventh acts text and discussions. Assessment/Project/
of the Uttararāmacarita in the Discussion/ Assignment/paper
light of dramaturgical theories. presentation/ Periodic tests etc.

-End Semester Examination

1. Explanatory Questions
2. Short notes
3.Critical questions

[F]Basic Structure of Question Paper & Division of Marks

(i) Four Explanations (one from each of the Units) 04x 7= 28
(ii) Four short notes ((one from each of the Units, one to be answered in Sanskrit)
5+5+5+07=22
(iii) Two critical Questions (One from each of the units with options) 02x10=20
Total Marks : 70
**************

Page 38 of 218
 Semester: II, MA (Sanskrit)
Core Course 204 : An introduction to Itihāsa and Pūraṇic texts.
आदतहास एवं र्ुराणसादहत्य : सामान्य ऄध्ययन
Maximum Marks: 100 (70+30) Duration: 60 hrs. (16 weeks).
(4 Theories = 4 credits)
(1Tutorial-1 credits)

[A] Course Objective

The objective of this course is to present a thorough picture of valuable cultural
heritage of India as preserved in the Puranas, Rāmāyaṇa and Mahābhārata.The
individual characters of the epics, social, economic, geographical, political,
philosophical and educational systems as reflected in prescribed texts will be the
major highlighting points.

[B] Course Learning Outcome

After the completion of this the course students will:
 be able to learn about the behavioral values, ethics and belief patterns through
the individual characters of the puran, Ramayana and Mahabharata.
 be able to explain the aesthetic and poetic beauty and style of presentation of
the texts of Rāmāyaṇa and Mahābhārata.
 get the knowledge of the historic value of Puranas, Rāmāyaṇa and
Mahābhārata
 learn about the social, economic, geographical, political, philosophical and
educational aspects of Rāmāyaṇa and Mahābhārata .
[C] Unit wise Division

Unit I र्रु ाण- वायुर्ुराण- 62 (र्ृथुचररत) [15 Hrs.]

माकप ण्डेयर्ुराण-25 (मदालसा ईद्बोधन)
Unit II रामायण- 3/16/1-42(हेमन्तवणपन) [15 Hrs.]
5/15 (ऄशोकवदनका में सीता)
Unit III (महाभारत) ईद्योगर्वप-131-134(दवदुरार्ुत्रानुशासनम)् [15 Hrs.]
भगवद्गीता- 15 वााँ ऄध्याय
Unit IV (र्ुराणेदतहास सवेक्षण) [15 Hrs.]
र्ुराण- र्ररभाषा, दवभाजन, र्ुराण एवं ईर्र्ुराणों की दवषयवस्तु की भाषा और शैली,
भौगोदलक, ऐदतहादसक एवं सांस्कृदतक महत्त्व
रामायण एवं महाभारत - कालदनधाप रण, दवभाग, दवषयवस्तु, काव्यात्मक, ऐदतहादसक , सामादजक,
सांस्कृदतक, भौगोदलक अदद दृदि से महत्त्व

[D]Suggested Readings
Essential Readings:
1. सादहत्यरत्नकोश, भाग -2,र्ुराणेदतहाससग्रं हः, सादहत्यऄकादमी, नइददल्ली, 1959
2. वायुर्ुराण, दवष्णुर्ुराण, माकप ण्डेयर्ुराण, नाग प्रकाशन,ददल्ली
3. Mahabharata, Critical Edition, BORI, Poona.
4. Mahabharata Text, pub. Gita Press, Gorakhpur.

Page 39 of 218
 5. Ramayana with Hindi trans., Gita Press, Gorakhpur.
Additional Resources:
1. ईर्ाध्याय,बलदेव. र्ुराणदवमशप ,
2. चतुवेदी,दगररधरशमाप . र्ुराणर्ररशीलन,दबहारराष्रभाषार्ररषद्,1970.
3. व्यास, भोलाशंकर.( सम्र्ा.)सस्ं कृत् वाङ्मय का बहृ द् आदतहास,(IIIअषप खण्ड),ईत्तरप्रदेश सस्ं कृत सस्ं थान, लखनउ,2000
4. Rochero, Ludo, The Puranas (A History of IndianLiterature), Vol. IV, Otto
Harrassowitz, Wiesbaden, 1986.
5. Hopkins, E.W., The Great Epic of India, Reprinted by PunthiPushtaka, Calcutta, 1969
6. Ramayana with four commentaries by Govindaraja& others, Lakshmi Venkateswara
Press, Bombay, 1935
7. Ramayana ed. by ChinnaswamiSastrigal and V.H. Subrahmanyam Shastri, Pub. by N.
Ramaratham, Madras, 1958
8. Mahabharata with Neelakantha’s Commentary, Chirtasala Press, Poona,1929-
33

[E] Teaching Plan:

The teaching will be done as per the above-mentioned sequence of units and
corresponding number of classes to achieve of Course Learning Outcomes:
Facilitating the achievement of course learning outcomes are as under-

Unit Course LearningTeaching and Learning Assessment Task

Outcome Activity
I The Learners should A variety of Internal Assessment:
be able to elucidate approaches to MCQ type test as Internal
and critically analyse teaching-learning assessment/Project/Assignme
the prescribed texts. activities such as: nt/ Presentation and periodic
they will also be able explaining the texts test.
to explain the poetic followed by lecture-
beauty, style ofbased classroom End Semester Examination 1.
presentation, teaching, discussion on Explanatory Questions
behavioral values etc. the prescribed text, 2. Short notes
in this unit. tutorials, workshops, 3.Critical questions
PPT Presentation and
e-resources etc.
II The learners should be Exposition of texts Internal Assessment:
able to elucidate and through lecture-based
critically analyse the classroom teaching, MCQ type test as Internal
prescribed texts. they discussion on the assessment/Project/Assignme
will also be able to prescribed text, nt/Presentation and periodic
explain the poetic tutorials, workshops, test.
beauty, style of PPT Presentation and
presentation, e-resources etc. End Semester Examination 1.
behavioral values etc. Explanatory Questions
in this unit 2. Short notes
3.Critical questions.

Page 40 of 218
 III The learners should be Exposition of texts Internal Assessment:
able to elucidate and through lecture-based
critically analyse the classroom teaching, MCQ type test as Internal
prescribed texts. they discussion on the assessment/Project/Assignme
will also be able to prescribed text, nt/Presentation and periodic
explain the poetic tutorials, workshops, test.
beauty, style of PPT Presentation and
presentation, e-resources etc.. End Semester Examination 1.
behavioral values etc. Explanatory Questions
in this unit 2. Short notes
3.Critical questions

IV The learners get Lecture-based Internal Assessment:

knowledge about the classroom teaching,
basics of the Puranas, discussion on the MCQ type test as Internal
Ramayana and prescribed topics, assessment/Project/Assignme
Mahabharata as a tutorials, workshops, nt/Presentation and periodic
source of Indian PPT Presentation and test.
thought of Geography, e-resources etc.
base of Indian End Semester Examination
society, culture 1. Short notes
religion, literature and 2.Critical questions
sciences etc. in this
unit
.

[F] Basic Structure of Question Paper & Division of Marks

(i) Four explanations from 1-3 Units (covering each Units, One should be in Sanskrit)
5+5+5+07=22
(ii) Four short notes ((one from each Units) 04x07=28
(iii) Two analytical Questions (From 4th Unit) 02x10=20
Total: 70
(All Questions should be asked with options)
***********

Page 41 of 218
 SEMESTER: III
CORE COURSES
Semester: III, MA (Sanskrit)

CC 301: Linguistic Analysis of Sanskrit, Translation, Essay and

Laghusiddhānta-Kaumudī
सस्ं कृत का भाषावैज्ञादनक दवश्ले षण, ऄनवु ाद, दनबन्ध एवं लघुदसद्धान्तकौमुदी
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)
[A] Course Objective:
The objective of this course is to introduce the students to some important concepts and
theories of philology and modern Linguistics and help them observe and analyse Sanskrit
language on their light. The paper will familiarise the learners with Sanskrit phonology,
morphology, syntax and semantics. The paper also intends to train the students in the art of
Sanskrit essay writing and translation from other languages to Sanskrit. Some applied
portions of grammar from the text of Laghusiddhanta-Kaumudi will also be taught with an
aim to inculcate in the students the skill of Sanskrit language which, in turn, will enhance
their ability of writing good essay and translation in Sanskrit.

[B]Course Learning Outcome

After the completion of the course the students will:
 be able to observe and analyse Sanskrit language with reference to the
developments taken place with the advent of modern linguistic.
 understand the basic concepts of historical linguistics and will know the rules of
language change and their application in Sanskrit.
 understand the important causes and directions of phonetic change and semantic
change with reference to Sanskrit.
 learn the techniques of translation into Sanskrit.
 know the rules of case, compounds and primary-secondary suffixes of Sanskrit and
their usages in actuals language situations.

[C] Unit wise Division

Unit-I संस्कृ त का भार्ा्ैज्ञािनक ि्श्लेर्ण - भार्ाि्ज्ञान का पषरचय, भार्ाओं का

्गीकरण - अकृ ितमूलक ए्ं पषर्ारमूलक, भारोपीय भार्ा पषर्ार का
पषरचय, भार्ागत ि्शेर्ताएं, ्गष - शतम् ए्ं के ण्टुम् ्गष ए्ं शाखाएं - भारत-
इरानी शाखा, मूलभारोपीय भार्ा की ि्शेर्ताएं।
Unit-II संस्कृ त का भार्ा्ैज्ञािनक ि्श्लेर्ण - ऄ्ेस्ता ए्ं ्ैकदक संस्कृ त की ि्शेर्ताएं
ए्ं सम्बवध, ्ैकदक संस्कृ त, लौककक संस्कृ त तथा रस्ाकृ त का पषरचय, रस्ाकृ तए के

Page 42 of 218
 भेद तथा ईनसे अधुिनक भार्ाओं का ि्कास, स््िनम का सामावय पषरचय ए्ं
संस्कृ त की ध््िनयए का ्गीकरण (स्थान, रस्यत्न अकद के अधार पर), ध््िन-
पषर्तषन के कारण ए्ं कदशाएाँ , रस्मुख ध््िन िनयम: िग्रमिनयम,
ग्रासमानिनयम, ्नषरिनयम, तालव्यिनयम, मूधषवयिनयम। ऄथषपषर्तषन की
कदशाएाँ ए्ं ईसके कारण ।
Unit-III व्याकरण: लघुिसद्धावतकौमुदी - समासरस्करण: ऄव्ययीभा्, तत्पुरुर्, बहुव्रीिह
ए्ं द्ववद्व के ि्धायक सूत्र ए्ं ऄनु्ाद
Unit-IV कृ दवतरस्करण: कृ त्य ए्ं पू्क
ष ृ दवत
तिद्धतरस्करण:त््तलोरिधकारः, मत््थीय रस्त्यय ए्ं िनबवध

[D] Suggested Readings

Essential Readings: (Part-I)

1. ित्ारी, भोलानाथ – तुलनात्मक भार्ाि्ज्ञान, मोतीलाल बनारसीदास, कदल्ली, 1974
2. ित्ारी, भोलानाथ - भार्ाि्ज्ञान, ककताब महल, आलाहाबाद, 1992
3. व्यास, भोलाशंकर – संस्कृ त का भार्ाशास्त्रीय ऄध्ययन, चौखम्बा ि्द्याभ्न, 1957
4. Burrow, T. , Sanskrit Language (also trans. into Hindi by Bholashankar Vyas),
ChaukhambaVidyaBhawan, Varanasi, 1991
5. Crystal, David The Cambridge Encyclopedia of Language, Cambridge, 1997
6. Gune, P.D. Introduction to Comparative Philology, Chaukhamba Sanskrit
Pratisthan, Delhi, 2005.
7. लघुिसद्धावतकौमुदी, गीतारस्ेस, गोरखपुर ।
8. लघुिसद्धावतकौमुदी, िनणषयसागररस्ेस, मुम्बइ ।
9. नौषटयाल , चक्रधर . बृहद् ऄनु्ाद चिवरका ।
10. िद्व्ेदी , किपलदे् . रस्ौढरचनानु्ादकौमुदी ।
Additional Resources:
1. Gosh, B.K.²Linguistic Introduction to Sanskrit, Sanskrit Pustak, Calcutta, 1977
2. Jesperson, Otto Language : its Nature, Development and Origin, George
Allen & Unwin, London, 1954
3. Murti, M. Srimannarayana An Introduction to Sasnkrit Linguistics, D.K.
Publication, Delhi, 1984
4. Taraporewala Elements of the Science of Language, Calcutta University
Press, Calcutta, 1962

Page 43 of 218
 5. Verma, S.K. &Krishnaswamy, N. Modern Linguistics, Oxford University
Press, Delhi, 2005
6. Woolner, A.C. Introduction to Prakrit, BhartiyaVidyaPrakashan, Varanasi
7. कु श्ाहा, महेशलसह. लघुिसद्धावतकौमुदी, भाग1-2, कदल्ली ।
8. शमाष, गोि्वदरस्साद. 2007. लघुिसद्धावतकौमुदी, भाग1-3, ्ाराणसी।
9. शास्त्री, भीमसेन. लघुिसद्धावतकौमुदी, भैमीव्याख्या, भाग1-6, भैमीरस्काशन, कदल्ली ।
10. शास्त्री, धरानवद.लघुिसद्धावतकौमुदी, मूल ् िहवदी व्याख्या, कदल्ली ।
11. लसह, सत्यपाल. 2014.लघुिसद्धावतकौमुदी, कदल्ली ।
12. Kanshiram. 2010. The Laghusiddhanta-Kaumudi of Varadaraja, volume I, II,
Moti Lal Banarasidas, Delhi.
13. शमाष , श्रीराम . संस्कृ त िशक्षक सरणी ।

[E] Teaching Plan

The teaching will be done as per the above mentioned sequence of units and
corresponding number of classes.
Facilitating the achievement of course learning outcomes are as under-
Unit Course Learning Outcomes Teaching Learning Assessment Task
Activities
I. Introduction with general and historical A variety of Internal Assessment
linguistics of Indo European family of approaches to MCQ type questions /
languages and a solid grounding for teaching-learning Internal
linguistic analysis of Sanskrit process should be Assessment/(Project/
languages. used, i.e. explanation Discussion/ Assignment/
of terms and theories paper
of linguistic presentation/ Periodic
followed by lectures, tests etc.
tutorials, Semester End
workshops, Examination
PPT Presentation 1.Explanatory Questions
etc. 2. Short notes
3.Critical questions
II Historical and comparative knowledge explanation terms Internal Assessment
of Indo-Iranian, Old-Indo-Aryan and and theories of Regularity, MCQ type
Middle-Indo-Aryan languages. With linguistic followed questions / Internal
the knowledge of general and indo by Assessment/(Project/
European phonology they the students lectures , tutorials, Discussion/ Assignment/
will be well informed of special workshops, paper
phonetic laws which function in Indo- PPT Presentation presentation/ Periodic
European languages. etc. tests etc.
Semester End
Examination
1.Explanatory Questions

Page 44 of 218
 2. Short notes
3.Critical questions

III An overview of Sanskrit compounds Internal Assessment

through the Sutras from LSK. Lectures, tutorials, Regularity, MCQ type
Workshops, Group questions / Internal
Discussions, Assessment/(Project/
PPT Presentation, Discussion/ Assignment/
Learning the Sutras Paper Presentation/
by heart. Periodic tests etc,
Explanation of the Sutras.
Semester End
Examination
1.Explanation Of Sutras
2. Derivational process
3.Short notes
IV Making them efficient in deriving the Text book reading, Internal Assessment
words using primary and secondary Lectures, tutorials, MCQ type questions /
derivative suffixes. The students will Workshops, Group Internal
be skilled in translating into higher Discussions, Assessment/Project/
Sanskrit. PPT Presentation, Discussion/ Assignment/
Learning the Sutras Paper Presentation/
by heart. Periodic tests etc,
Explanation of the Sutras.
Semester End
Examination
1.Explanation Of Sutras
2. Derivational process
3.Short notes
V The students will be able to express Lectures, tutorials, Internal Assessment
their thoughts through Sanskrit Workshops, Group Discussion/ Assignment/
compositions Discussions on Paper Presentation/
various topics. PPT Periodic tests etc,
Presentation.,. Semester End
Examination
Essay Writing

VI Lectures, tutorials, Internal Assessment

.The students will be skilled in Workshops, Group Discussion/ Assignment/
translating into higher Sanskrit. Discussions, Paper Presentation/
PPT Presentation.,. Periodic tests etc,
Semester End
Examination
Translations

Page 45 of 218
[F]Basic Structure of Question Paper & Division of Marks

1. 2 Long Question (from I & II unit) 02X07=14

2. 2 short notes (from I & II unit) 02X05=10
3. 4 Explanations with options (from III & IV Unit) 04x04= 16
4. 4 Explanations of the derivational process (from III & IV Unit) 04x04= 16
5. One Essay in Sanskrit 01x08= 08
6. Translation (One Paragraph ) 01x06=06
Total Marks= 70
************

Page 46 of 218
 Semester: III, MA (Sanskrit)
CC 302: Sāhitya: Vāsavadattā & Kādambarī
सािहत्य: ्ास्दत्ता ए्ं कादम्बरी
Maximum Marks: 100 (70+30) Duration: 64 hrs.(16 weeks).
(4 Theories = 4 credits)
[A] Course Objective
The general objective of this course is to expose the students to the Vasavadatta of
Subandhu and the Kādambarī of Bāṇabhaṭṭa, the two foundational literary works in
every sense.
[B] Course Learning Outcome
After the completion of this course the students:
● Will find themselves well acquainted with the highest forms of prose writings with its
poetic beauty along with social relevance.
● Will form an idea of the superb aesthetic expressions that make Sanskrit composition
occurs the position of pride in world literature.
● Will be able to appreciate the expressions of Rasa, Dhvani and other literary elements
contributing to the making of art called poetry.
● Will be exposed to the art of employment of Alankaras in a prose form of poetry.

[C] Unit wise Division

(अरम्भ से ‘मध्यमं लोकम्ततार’, पयषवत)

Unit I ्ास्दत्ता - ि्शेर्तः रस्ास्ताि्क पद्य, िचवतामिण्णषन, कवदपषकेतु्णषन,
्ास्दत्ताि्र्यकस््प्न्णषन।
Unit II ्ास्दत्ता - ि्शेर्तः मकरवदसं्ाद, ि्वध्याचल्णषन, रे ्ा्णषन, कु सुमपुर्णषन (मध्यमं
लोकम्ततार’ पयषवत)
Unit III कादम्बरी (कथामुख) – ि्शेर्तः रस्ास्ताि्कपद्य, शूरक्णषन, चाण्डालकवया्णषन रर
ि्वध्याट्ी्णषन।
Unit IV कादम्बरी (कथामुख) – ि्शेर्तः पञ्च्टी्णषन, शाल्मली्ृक्ष्णषन, शबरसैवय्णषन,
हारीत्णषन, जाबािल्णषन।

[D] Suggested Readings:

Essential Readings:
1. ्ास्दत्ता - कृ काणमाचायष, श्रीरं गम् 1906, श्री्ाणीरस्ेस
2. ्ास्दत्ता – शङ्गकरदे् शास्त्री, चौखम्बा ि्द्याभ्न, ्ाराणसी
3. ्ास्दत्ता – जमुना पाठक, चौखम्बा कृ काणदास ऄकादमी, ्ाराणसी, 2010
4. ्ास्दत्ता - िश्रामव्याख्या, कलकत्ता
5. ्ास्दत्ता – ्ेद रस्काश लडडोषरया, चौखम्बा संस्कृ त रस्ितष्ठान, कदल्ली, 2018
6. कादम्बरी – दे्र्नर् सनाढ्य, ि्श्वि्द्यालय रस्काशन, ्ाराणसी

Page 47 of 218
 7. कादम्बरी – धमेवरनाथ शास्त्री, रस्काशन के वर, सीतापुर रोड, लखनउ
8. कादम्बरी – भट्टमथुरानाथ शास्त्री, िनणषयसागर रस्ेस, बॉम्बे
9. कादम्बरी – रामस््रूप शास्त्री, रामनारायणलाल बेनीमाध्, आलाहाबाद
10. Vasavadatta Louis H. Gray, Columbia University Press, New York, 1913
11. Kadambari P.V. Kane, Oriental Book Agency, Pune
Additional Resources:
1. ऄग्र्ाल, ्ासुद्
े शरण – कादम्बरी एक सांस्कृ ितक ऄध्ययन, चौखम्बा ि्द्याभ्न, ्ाराणसी, 1970
2. पाण्डेय, ऄमरनाथ – बाणभट्ट का सािहित्यक ऄनुशीलन, भारतीय ि्द्या रस्काशन, ्ाराणसी, 1974
3. भट्ट, राजेश्वरी – कादम्बरी का काव्यशास्त्रीय ऄध्ययन, पिब्लके शन स्कीम जयुपर।

[E] Teaching Plan:

The teaching will be done as per the above-mentioned sequence of units and
corresponding number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit course learning Teaching and Assessment tasks

outcomes. learning activity

1. The Learners Explanation, Internal assessment

should be able to poetical, value MCQ type questions / Internal
elucidate and based analytical Assessment/Project/
critically analyze appreciation of the Discussion/ Assignment/ paper
the prescribed text and presentation/ Periodic tests etc.
portion of discussions.
Vasavadatta in the -End Semester Examination
light of literary 1. Explanatory Questions
criticism. 2. Short notes
3.Critical questions

2. The Learners Explanation, Internal assessment

should be able to poetical and value
elucidate and based analytical MCQ type questions / Internal
critically analyze appreciation of the Assessment/Project/
the prescribed text and Discussion/ Assignment/ paper
portion of discussions presentation/ Periodic tests etc.
Vasavadatta in the
light of literary -End Semester Examination
criticism. 1. Explanatory Questions
2. Short notes
3.Critical questions
3. The Learners Explanation, -internal assessment:
should be able to poetical and value MCQ type questions / Internal
elucidate and based analytical Assessment/Project/

Page 48 of 218
 critically analyze appreciation of the Discussion/ Assignment/ paper
the prescribed text and presentation/ Periodic tests etc.
portion of discussions
Kadambari in the -End Semester Examination
light of literary
1. Explanatory Questions
criticism.
2. Short notes
3.Critical questions
4. The Learners Explanation, -internal assessment:
should be able poetical, value MCQ type questions / Internal
to elucidate based analytical Assessment/Project/
and critically appreciation of the Discussion/ Assignment/paper
analyse the text and presentation/ Periodic tests etc.
prescribe discussions
portion of -End Semester Examination
Kadambari in 1. Explanatory Questions
the light of 2. Short notes
literary 3.Critical questions
criticism.

[F] Basic Structure of Question Paper & Division of Marks

(i) Four Explanations (one from each of the Units) 04x 7= 28
(ii) Four short notes ((one from each of the Units with options, one in Sanskrit)
5+5+5+07=22
(iii) Two critical Questions (One from each of the units with options) 02x10=20
Total: 70

********

Page 49 of 218
 Semester: IV, MA (Sanskrit)
Core Course
CC- 403: Darṡana: Sāṅkhya & Mīmāṁsā
दशपन: सांख्य एवं मीमांसा
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

The primary objective of this course is to introduce the students to the fundamental
concepts and theories of Sāṅkhya & Mīmāṁsā’; the two very important schools of
Indian Philosophy through the reading of the premier texts Sankhyakarika and
Arthasangraha respectively. The course intends to give the learners a very good
grounding in these two systems of thought.
[B] Course Learning Outcome
After the completion of this course the students will be:
 able to explain the stanzas and passages of Sankhyakarika and Arthasangraha and
the fundamental concepts of Sankhya and Mimansa philosophies in the lines of
these two premier texts.
 familiar with many important Sankhya and Mimansa terminologies.
 able to elucidate the metaphysics and epistemology propounded by the Sankhya
and Mimansa philosophers.
 familiar with different types of vedic sentences and their purport.
 able to observe and explain the linguistic aspects of the mimansakas.

[C] Unit wise Division

Unit I सांख्यकाषरका (इश्वरकृ काण) - दुःखत्रय्ाद, रस्माण, सत्कायष्ाद, रस्कृ ित का
स््रूप, िसिद्ध ए्ं गुणत्रय, पुरुर् का स््रूप ए्ं िसिद्ध, सृििरस्कक्रया - भौितक-सगष ए्ं
रस्त्यय-सगष, सूक्ष्म-शरीर, बवध ए्ं मोक्ष।
Unit II सांख्यकाषरका (इश्वरकृ काण) - पुरुर् का स््रूप ए्ं िसिद्ध, सृििरस्कक्रया - भौितक-
सगष ए्ं रस्त्यय-सगष, सूक्ष्म-शरीर, बवध ए्ं मोक्ष।

Unit III ऄथषसग्र

ं ह (लौगािक्षभास्कर) - धमष, भा्ना, ्ेद की ऄपौरुर्ेयता, ि्िध, गुणि्िध
रर ि्िशिि्िध, ईत्पित्ति्िध, ि्िनयोगि्िध, रस्योगि्िध तथा ऄिधकारि्िध।
Unit VI ऄथषसग्र
ं ह (लौगािक्षभास्कर) - मवत्र, नामधेय, िनर्ेध ए्ं ऄथष्ाद, ऄपू्षि्िध रर
िनयमि्िध, पषरसंख्याि्िध तथा ग्रवथ के शेर् भाग का ऄध्ययन।

[D]Suggested Readings
Essential Readings:
1. ऄथषसंग्रह - लौगािक्षभास्कर (िहवदीव्याख्याकार), कामेश्वरनाथिमश्र, चौखम्बा सुरभारती रस्काशन,
्ाराणसी, 1983

Page 50 of 218
 2. ऄथषसंग्रह - लौगािक्षभास्कर (िहवदीव्याख्याकार), दयाशंकर शास्त्री, चौखम्बा ि्द्या भ्न,
्ाराणसी।
3. ऄथषसंग्रह - लौगािक्षभास्कर (िहवदीव्याख्याकार), ्ाचस्पित ईपाध्याय, चौखम्बा ओषरयवटािलया,
्ाराणसी, 1977
4. ऄथषसंग्रह - लौगािक्षभास्कर (िहवदीव्याख्याकार), डॉ. राजेश्वर शास्त्री मुसलगााँ्कर, चौखम्बा
संस्कृ त संस्थान, ्ाराणसी, तृतीय(संशोिधत ् पषर्र्नधत संस्करण), 2019
5. Arthsaṅgraha-Laugākṣibhāskara (ed. & trans.) A.B. Gajendragadkar & R.D.
Karmarkar, Bhandarkar Oriental Research Institute, Poona, 1973
6. सांख्यकाषरका - इश्वरकृ काण (व्याख्याकार), ब्रजमोहन चतु्ेदी, नेशनल पिब्लिशग हाईस, कदल्ली,
1988
7. सांख्यकाषरका - इश्वरकृ काण (व्याख्याकार), ि्मला कणाषटक, चौखम्बा ओषरयवटािलया, ्ाराणसी,
1984
8. सांख्यकाषरका - इश्वरकृ काण(व्याख्याकार), राके श शास्त्री, संस्कृ त ग्रवथागार, कदल्ली, 2004
Additional Resources:
1. मुसलगां्कर, गजाननशास्त्री – मीमांसा दशषन का ि््ेचनात्मक आितहास, चौखम्बा ि्द्या भ्न,
्ाराणसी
2. Dasgupta, S.N. - History of Indian Philosophy, Cambridge University Press,
Cambridge, 1966
3. Deussen, Paul - Philosophy of Upanishads, Education Enterprise, Calcutta,
1972
4. Hiriyanna, M. - Outline of Indian Philosophy, London, 1951
5. Larson, G.J. - Classical Saṁkhya, M.L.B.D., Delhi, 2001
6. Pandey, R.C. - Panorama of Indian Philosophy, M.L.B.D., Delhi, 1966
7. Radhakrishnan, S. - Indian Philosophy, Blackie & Sons, Bombay, 1977
8. Upadhyaya, Vachaspati - Mīmāṁsādarśanavimarśaḥ, Bhartiya Vidya
Prakashan, Delhi, 1976

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit Course learning Teaching and Assessment tasks

outcomes. learning activity

Page 51 of 218
1. Student will be able to A variety of Internal assessment
appreciate the approaches to MCQ type questions /
ontology and teaching-learning Internal Assessment/Project/
epistemology of process should be Discussion/ Assignment/
Sankhya Philosophy used, i.e. paper presentation/ Periodic
as depicted in Explaining text tests etc.
Sankhyakarika. and philosophical
terms through -End Semester Examination
lectures, tutorials, 1. Explanatory Questions
workshops, 2. Short notes
PPT Presentation 3.Critical questions
etc.
2. understanding the Explaining text Internal assessment
idea of and philosophical
Sarga(Evolution of terms through MCQ type questions /
World) & Liberation book reading, Internal Assessment/Project/
as depicted in lectures, tutorials, Discussion/ Assignment/
Sankhyakarika. workshops, paper presentation/ Periodic
PPT Presentation tests etc.
etc.
-End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
3. Should be able to Explaining the -internal assessment:
understand the idea of text and MCQ type questions /
Dharma, Bhavna & philosophical Internal Assessment/Project/
Vidhi as depicted in terms through Discussion/
Arthasangraha. lectures, tutorials, Assignment/paper
workshops, presentation/ Periodic tests
PPT Presentation etc.
etc. -End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions

4. Should understand the Explaining the -internal assessment:

concept of Mantra, text and MCQ type questions /
Namdheya, Nishedha, philosophical Internal Assessment/Project/
Arthvad etc. terms through Discussion/
according to lectures, tutorials, Assignment/paper
Arthasangraha. workshops, presentation/ Periodic tests
PPT Presentation etc.
etc. -End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions

Page 52 of 218
[F] Basic Structure of Question Paper & Division of Marks
(i) Four Explanations (one from each of the Unit) 04x07= 28
(ii) Four short notes (one from each of the Units, one in Sanskrit)
5+5+5+07=22
(iii) Two critical Questions (one from each of the Unit.) 02x10=20
Total: 70

***********

Page 53 of 218
 Semester: IV, MA (Sanskrit)
Core Course 404 : The Philosophy of Aupaniṣadic tradition
ईपिनर्द्-दशषन

Maximum Marks: 100 (70+30) Duration: 60 hrs. (16 weeks).

(4 Theories = 4 credits)
1-Tutorial= 1 credit.

[A] Course Objectives

The objective of this course is to present the Philosophical values of Ishavasyaopanishad and
Swetashvataropanishad. The course especially highlights these scriptures as the knowledge
domains ofthe elements of Vedanta, samkhy-yoga, Shaiva, Shakta and Bhakti cult and their
development as a system of Indian philosophy.

[B] Course Learning Outcomes

After the completion of this the course the students will:
 be able to acquire the knowledge of various philosophical thoughts as reflected in
prescribed texts.
 be able to understand and explain the conceptual terms therein.
be able to compare the thoughts with the main schools of Indian philosophy.
be able to understand and explain the prescribed texts.
be able to apply their knowledge in day to day practical life for peace,harmony and
welfare of humanity.
[C] Unit wise Division
Unit I इशावास्योपहनषद् [15 Hrs.]
Unit II श्वेताश्वतरोपहनषद् ऄध्याय – प्रथम एवं हद्वतीय [15 Hrs.]
Unit III श्वेताश्वतरोपहनषद,् ऄध्याय - तृतीय एवं चतथस। [15 Hrs.]
Unit IV ईपहनषत्साहहत्य का सवेक्षण - स्वरूप, सख्ं या, सददेश, सृहिहवद्या, जीव, अत्मा, ब्रह्म अहद प्रहतपाद्यहवषय। [15Hrs.]
[D]Suggested Readings
Essential Readings:
1. इशावास्योपहनषद् - (सम्पादक) श्री हनमानप्रसाद पोद्दार, गीताप्रेस, गोरखपर
2. इशावास्योपहनषद् - (व्याख्याकार) प०ं हशवनारायण शास्त्री, पररमल पहललके शदस, हदल्ली, 1996
3. श्वेताश्वतरोपहनषद् - (सम्पादक), श्री हनमानप्रसाद पोद्दार, गीताप्रेस, गोरखपर
4. श्वेताश्वतरोपहनषद् - (व्याख्याकार), डॉ०तलसीराम शमास, इस्टनस बक हलंकसस, हदल्ली, 1985

Additional Resources:
1. चौबे,व्रजहबहारी.( सम्पा.)संस्कृ त् वाङ्मय का बृहद् इततहास, प्रथम खण्ड,ईत्तरप्रदेश संस्कृ त संस्थान, लखनउ,1996
2. Sharma,Satva.History of Vedic literature, (4th vol),PranavaPrakashan, Delhi 1977
3. Ranade, RamachandraDattatrya.A Constructive Survey of Upanishadic Philosophy , Oriental
Books Agency, Pune, 1926
4. Deussen, Paul - Philosophy of Upanishads, Education Enterprise, Calcutta, 1972
5. Dasgupta, S.N. - History of Indian Philosophy, M.L.B.D., Delhi, 1975
6. Radhakrishnan, S. - Principal Upanishads, Centenary edition, DUP, Delhi, 1989

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes to achieve of Course Learning Outcomes:

Page 54 of 218
 Facilitating the achievement of course learning outcomes are as under-

Unit Course Learning

Teaching and Learning Assessment Task
Outcome Activity
I The Learners should be A variety of approaches Internal Assessment:
able to elucidate and to teaching-learning MCQ type test as Internal
critically analyse the activities such as: assessment/Project/Assignment/
Isavasyopanishad. Lecture-based classroom Presentation and periodic test.
teaching, discussion on
the prescribed text, End Semester Examination
tutorials, workshops, 1. Explanatory Questions
PPT Presentation and e- 2. Short notes
resources etc. 3.Critical questions
II The Learners should be Lecture-based classroom Internal Assessment:
able to elucidate and teaching, discussion on
critically analyse the the prescribed text, MCQ type test as Internal
portion tutorials, workshops, assessment/Project/Assignment/
ofŚwetaśvataropaniṣad PPT Presentation and e- Presentation and periodic test.
resources etc.
End Semester Examination 1.
Explanatory Questions
2. Short notes
3.Critical questions
III The Learners should be Lecture-based classroom Internal Assessment:
able to elucidate and teaching, discussion on
critically analyse the the prescribed text, MCQ type test as Internal
portion tutorials, workshops, assessment/Project/Assignment/
ofŚwetaśvataropaniṣad PPT Presentation and e- Presentation and periodic test.
resources etc.
End Semester Examination 1.
Explanatory Questions
2. Short notes
3.Critical questions
IV The Learners should be Lecture-based classroom Internal Assessment:
able to elucidate and teaching, discussion on
critically analyze the the prescribed text, MCQ type test as Internal
prescribed subject tutorials, workshops, assessment/Project/Assignment/
matter of Unit IV. PPT Presentation and e- Presentation and periodic test.
resources etc.
End Semester Examination 1.
Explanatory Questions
2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Four explanations from 1-3 Units (covering each Units, One should be in Sanskrit)
5+5+5+07=22
(ii) Four short notes ((one from each Units) 04x07=28
(iii) Two analytical Questions (From 4th Unit) 02x10= 20
Total: 70
(All Questions should be ask with options)

Page 55 of 218
 ELECTIVE COURSES
III/IV SEMESTERS
A/B/C/D/E/F/G/H/I/

Semester: III, MA (Sanskrit)

Elective Group: A

EC-A303: Ṛgveda, Bṛhaddevatā & Paṇinīyaṥikṣā

ऊग्वेद,बृहद्देवता एवं र्ादणनीय दशक्षा

Maximum Marks: 100 (70+30) Duration: 64 hrs (16 weeks).

(4 Theories = 4 credits)

[A] Course Objective

The course is intended to provide an in-depth study of some Ṛgvedic hymns which
interpret various Vedic deities and give an idea of different subjects of Vedic Mantras.
The course also provides an understanding of fundamental concepts of ancient Indian
religious system. This study aims to familiarize the learners with the notions about Ṛshi,
Chanda, Devatā etc. for determining the meaning of Vedic Mantras. The text,
Bṛhaddevatā introduces the nature of Devatā and the Pāṇinīyaśiksạ̣̄ defines Varṇa,
Svara etc. related to proper pronunciation.

[B] Course Learning Outcome

After completion of this course the students:
 will form a clear understanding of some essential concepts of Vedas, particularly of the
Ṛgveda.
 will know about the nature, actions and symbolism of few important Vedic deities.
 will be able to know and explain the meaning of prescribed verses according to some
famous ancient and modern commentaries.
 will be able to appreciate the role of Bṛhaddevatā and Pāṇinīyaśiksạ̣̄ for understanding
Vedic verses, and related issues.
 will try to recite Mantras in their true form with the knowledge of Vedic Svara.
 will be successful in applying this knowledge for exploring other Vedic texts.

[C] Unit wise Division

Unit-I ऊ््ेद -1-25 (्रुण),1-32 (आवर), 5-83 (पजषवय), 7-18 (आवर), 7-46 (रुर), 7-79
(ईर्ा)
Unit-II ऊ््ेद - 7-35 (ि्श्वे दे्ाः), 7-95 (सरस््ती), 7-101 (पजषवय), 7-103
(मण्डू क),10.146 (ऄरण्यानी), 10.95 (पुरुर्ा-ई्षशी)
Unit-III बृहद्दे्ता, रस्थम ऄध्याय (1-21, 42-45, 66-70 ए्ं 91-100)

Page 56 of 218
Unit-IV पािणनीयिशक्षा
[D] Suggested Readings
Essential Readings:
1. ऊ््ेदसंिहता (सायणभाकायसिहता), भाग 1 - 4, रािष्ट्रय संस्कृ त संस्थान, नइ कदल्ली।
2. ऊ््ेद, सायण-भाकाय-सिहत,भाग 1-5 (रस्.सम्पादक), नारायणशमाषसोनटक्के, ्ैकदकसंशोधनमंडल,
पूना,1933-51.
3. ऊ््ेदसंिहता - (सम्पादक) श्रीपाददामोदरसात्लेकर, ्ैकदकस््ाध्यायमंडल, पारडी, 1936.
4. ऊ््ेदसंिहता - ्ेंकटमाध्भाकायसिहत, (सम्पादक) लक्ष्मणसरूप, लाहौर, 1939.
5. ऊ््ेदसंिहता – स्कवदस््ामी तथा ्ेंकटमाध्ाचायषभाकायसिहत, ित्र्ेवरम्संस्कृ तसीरीज, ित्र्ेवरम्,
1942.
6. ऊ््ेदसंिहता - (ऄनु्ादक) पं.जयदे्शमाष, ऄजमेर, 1935 (सम्पूणष)|
7. ऊ््ेदसंिहता - (सम्पूणष) (ऄनु्ादक) पं.दामोदरसात्लेकर, पारडी, 1947-52.
8. ऊ््ेदसंिहता - (ऄनु्ादक) िजयालालकाम्बोज, ि्द्यािनिधरस्काशन, कदल्ली, 2005.
9. पािणनीयिशक्षा, व्याख्याकार, िश्राज अचायष कौिण्डन्न्यायन, चौखम्भा ि्द्याभ्न, ्ाराणसी,
2012.
10. बृहद्दे्ता, रामकु मार राय, चौखम्भा संस्कृ त संस्थान, ्ाराणसी, 2009.
11. Rgveda (Translated by) Griffith, Chaukhamba Sanskrit Series, Varanasi, 1920.
12. Rgveda Mandala VII - H.D. Velankar, Bharatiya Vidya Bhavan, Bombay, 1963.
Additional Resources:
1. शिशरस्भाकु मार - ्ैकदकमीमांसा, जे-पी- पिब्लिशगहाईस, कदल्ली, 1996.
2. ्ेद पाषरजात- एन.सी.इ.अर.टी., नइ कदल्ली 2014.
3. शिश ित्ारी- ॠ््ैकदक ऄध्ययन, वयू भारतीय बुक कापोरे शन, कदल्ली, 2018.
4. Chaubay, Braj Bihari & Shastri, Kantanath - New Vedic Selection, Bhartiya Vidya
Prakashan, Varanasi, 1981.
5. Keith, A.B. - Religion and Philosophy of the Veda and the Upani–ads (Also Hindi
Translation –वैदिक धर्म एवं िर्मन (by Suryakanta), M.L.B.D., Delhi.
6. Macdonell, A.A. - A Vedic Reader for Students, Oxford University Press, Delhi, 1960.
7. Macdonell, A.A. - Vedic Mythology (Also Hindi Translation –वैदिक िे वर्ास्त्र by
Suryakanta), M.L.B.D., Delhi, 1962.
8. Oldenberg, Herman - Religion of the Veda (Translation by Shridhar & Shrotri),
M.L.B.D., Delhi, 1988.
9. Renou, Louis - Destiny of the Veda in India, M.L.B.D., Delhi, 1965.
10. Winternitz, M. - History of Indian Literature, Vol. I, Part I (English Translation by V.
Srinivasa Sharma), M.L.B.D., Delhi, 1988.

[E] Teaching Plan

Page 57 of 218
The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit course learning Teaching and Assessment tasks

outcomes learning activity

1. The Learners should be Literary Internal assessment

able to explain, Explanation, MCQ type questions /
elucidate and critically poetical and Internal Assessment/Project/
analyze the prescribed value based Discussion/ Assignment/
Ṛgvedic hymns in light analytical paper presentation/ Periodic
of few commentaries description of the tests etc.
written by prescribed
Sāyana,Venkatmādhava, mantras, -End Semester
Griffith, Wilson, discussions, Examination
Dayānanda, Sātavlekar reading and 1. Explanatory Questions
etc. recitation of 2. Short notes
Vedic verses, 3.Critical questions
PPT
Presentation.
2. The Learners should be Literary Internal assessment
able to explain, Explanation,
elucidate and critically poetical and MCQ type questions /
analyze the prescribed value based Internal Assessment/Project/
hymns in light of few analytical Discussion/ Assignment/
commentaries written description of the paper presentation/ Periodic
by Sāyana, prescribed tests etc.
Venkatmādhava, mantras,
Griffith, Wilson, discussions, -End Semester
Dayānanda, Sātavlekar reading and Examination
etc. recitation of 1. Explanatory Questions
Vedic verses, 2. Short notes
PPT 3.Critical questions
Presentation.
3. The Learners should be Explanation, -internal assessment :
able to explain and poetical and MCQ type questions /
critically analyze the value based Internal Assessment/Project/
prescribed text of analytical Discussion/ Assignment/
Bṛhaddevatā to explain appreciation of paper presentation/ Periodic
related terms and the text and tests etc.
concepts of Vedic discussions,
mythology or Deva- lectures, tutorials, -End Semester
śāstra . PPT Presentation. Examination
. 1. Explanatory Questions
2. Short notes
3.Critical questions
4. The Learners should Explanation, and -internal assessment:

Page 58 of 218
 be able to explain analytical MCQ type questions /
and critically approach to the Internal Assessment/Project/
analyze the text with and Discussion/ Assignment/-
Pāṇinīyaśiksạ̣̄ to discussions, presentation/ Periodic tests
explain ideas related lectures, tutorials, etc.
to correct PPT Presentation.
pronunciation of -End Semester
varṇ̣ạ̣ and Vedic Examination
Mantras. . 1. Explanatory Questions
2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Explanations of 3 Mantras (one in Sanskrit) from Unit-I and Unit-II 08x03= 24
(ii) Four short notes (one from Unit-II, two from Unit-III and one from Unit-IV
05x 04=20
(iii) Two critical Questions (One from Units I & II and one from Unit-III 08x02=16
(iv) Explanations of two verses from Unit-IV 05x02= 10
Total: 70

******

Page 59 of 218
 Semester: III, MA (Sanskrit)
Elective Group: A

EC-A 304: Nirukta & Bhāradwāja-Ṥrautasūtra

दनरुक्त एवं भारद्वाजश्रौतसूत्र

Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks)

(4 Theories = 4 credits)

[A] Course Objective

The course exposes the students to the various forms of sacrificial and ritualistic aspects
pertaining to the life of Vedic Āryans. A short portion of the Bhāradwāja-Ṥrautasūtra is
prescribed in the course to give an idea of the great ceremonial acts visualized by our
ancient seers. The course also provides an understanding of Vedic deities especially
through the science of etymology propounded by Yāska in Nirukta.

[B] Course Learning Outcome

After completion of this course, the students:
 will understand the ancient Indian science of etymology as depicted in Nirukta.
 will be able to realize ancient ideas of linguistics and original form of Divinities.
 will be able to form a basic idea of vast ritualistic life of Vedic people.
 will know the symbolic meanings of the religious activities described in the Vedic
literature.
 will know different Yajn͂as according to the Śrauta literature.

[C] Unit wise Division

Unit-I िनरुक्त – ऄध्याय VIII
Unit-II िनरुक्त – ऄध्याय X
Unit-III िनरुक्त – ऄध्याय XI ए्ं XII
Unit-IV भारद्वाजश्रौतसूत्ररस्श्न, VI, 15-18

[D] Suggested Readings

Essential Readings:
1. िनरुक्तम् (कयकयपरस्जापितकृ त-िनघण्टु भाकायरूपम्), पं. मुकुवद झा बख्शी, चौखम्बा संस्कृ त रस्ितष्ठान,
कदल्ली, 2012
2. िनरुक्त–यास्क, दै्तकाण्ड 7-12, (सम्पादक) सीतारामशास्त्री, पषरमलपिब्लके शवस, कदल्ली, 1995
3. Nirukta with Nighantu with Durga’s comm. (Ed.) by R.G. Bhandarkar, BORI, Poona,
1942.
4. Nirukta (Ed.) with English Trans. by Lakshman Sarup, M.L.B.D., Delhi, 1984.
5. Nirukta, Yaska (Ed.), V.K. Rajwade, BORI, Poona, 1993.
6. Sutras of Bharadwaja, Edited and Translated by C. G. Kashikar, Vaidika Samsodhana
Mandala, Pune, 2003

Page 60 of 218
Additional Resources:
1. िद्व्ेदी मनोहरलाल, कात्यायनयज्ञपद्धित-ि्मशष, रािष्ट्रय संस्कृ त संस्थान, नइ कदल्ली, 2010
2. शास्त्री, िश्नारायण - िनरुक्त-मीमांसा, कदल्ली, 1969
3. Kane, P.V. - History of Dharmashastra, Vol. I, BORI, Poona (Also Hindi Translation
by ऄजसन चौबे कश्यप, ईत्तरप्रदेश हहददी संस्थान, लखनउ
4. Mahendale, M.A. - Nirukta Notes, Deccan College, Poona, 1965

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit course learning Teaching and Assessment tasks

outcomes learning activity

1. The Learners Literary Internal assessment

should be able to explanation, MCQ type questions / Internal
explain, elucidate analytical Assessment/Project/
and critically appreciation of the Discussion/ Assignment/ paper
analyze the eighth text and presentation/ Periodic tests etc.
chapter of Nirukta discussions,
and to know the lectures, tutorials, -End Semester Examination
Science of PPT Presentation. 1. Explanatory Questions
Etymology and 2. Short notes
comparison of 3.Critical questions
ancient and
modern
linguistics.
2. The Learners Literary Internal assessment
should be able to explanation,
explain, elucidate analytical MCQ type questions / Internal
and critically appreciation of the Assessment/Project/
analyze the tenth text and Discussion/ Assignment/ paper
chapter of Nirukta discussions, presentation/ Periodic tests etc.
and should judge lectures, tutorials,
its ideas in present PPT Presentation. -End Semester Examination
context. 1. Explanatory Questions
2. Short notes
3.Critical questions
3. The Learners Literary -internal assessment :
should be able to explanation, MCQ type questions / Internal
explain, elucidate analytical Assessment/Project/
and critically appreciation of the Discussion/ Assignment/ paper
analyze the text and presentation/ Periodic tests etc.
eleventh and discussions,
twelfth chapters lectures, tutorials, -End Semester Examination

Page 61 of 218
 of Nirukta and PPT Presentation. 1. Explanatory Questions
should judge its 2. Short notes
ideas in present 3.Critical questions
context.
4. The Learners Explanation, -internal assessment:
should be able to analytical study of MCQ type questions / Internal
explain, elucidate the text and Assessment/Project/
and critically discussions on it Discussion/ Assignment/paper
analyze the text of with lectures, presentation/ Periodic tests etc.
Bhāradwāja- tutorials,
Ṥrautasūtra PPT Presentation. -End Semester Examination
and . 1. Explanatory Questions
Agrahāyaneṣṭi 2. Short notes
described 3.Critical questions
therein.

[F] Basic Structure of Question Paper & Division of Marks

(i) 04 Explanations (one in Sanskrit) from each Unit 07x04= 28
(ii) 04 short notes from each Unit 05 x04=20
(iii) 03 Etymology (Nirukti) from unit I to III. 02x03=06
(iv) 02 critical Question from unit I to III. 08x02= 16
Total: 70

*****

Page 62 of 218
 Semester: IV, MA (Sanskrit)
Elective Group: A

EC-A 401: Yajurveda, Atharvaveda & Pratiṣākhya

यजवु ेद, ऄथवपवेद एवं प्रादतशाख्य
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

The course provides an opportunity of systematic learning of some hymns of the
Yajurveda and the Atharvaveda. These two Saṃhitās illuminate various deities and
describe other themes related to life and cosmos; thus present varied information of
Indian philosophy and civilization. Such study is relevant for achieving wider
perception of Vedic wisdom. The course also covers various aspects of phonological
and accent- related information through teaching rules in the form of Prātiśākhya Text.

[B] Course Learning Outcome

After completion of this course the students:

 will broadly know about the contents, methods and language of the Yajurveda
and the Atharvaveda.
 will understand the ideas and feelings of Vedic seers for nature, nation, earth
and time through the explanation of prescribed mantras.
 will be able to realize the comprehensive approach of Vedic thoughts and
culture which nourished the roots of our culture and civilization.
 will understand the real meaning of Vedic verses after gaining knowledge of its
language through the study of Prātiśākhya text.
 will learn various aspects of phonological and morphological rules depicted in
Vājasaneyi Prātiśākhya of theYajurveda.

[C] Unit wise Division

Unit-I यजु्ेद - ऄध्याय 1 ए्ं 2
Unit-II ऄथ्ष्ेद - 1.2 (पजषवय), 1-29 (राष्ट्रािभ्धषन), 2.27 (ओर्धी), 3.17 (सीता), 10.2
(के न), 12.1 (भूिम), 19.53 (काल)
Unit-III ्ाजसनेियरस्ाितशाख्य : ऄध्याय 1
Unit-IV ्ाजसनेियरस्ाितशाख्य : ऄध्याय 2 ए्ं 3

[D] Suggested Readings

Essential Readings:
1. ऄथ्ष्ेदसंिहता - (सम्पादक) श्रीपाददामोदरसात्लेकर, ्ैकदकस््ाध्यायमंडल, अवररस्देश, 1940
2. ऄथ्ष्ेदसंिहता-सायणभाकायसिहत, (सम्पादक) श्रीि्श्वबवधु, दोखण्ड, ि्श्वेश्वरानवद-
्ैकदकशोधसंस्थान, होिशयारपुर, 1962.

Page 63 of 218
 3. ऄथ्ष्ेदसंिहता - (ऄनु्ादक) श्रीपाददामोदरसात्लेकर, ्ैकदकस््ाध्यायमंडल, पारडी, 1950.
4. ऄथ्ष्ेदसंिहता - (ऄनु्ादक) जयदे्ि्द्यालंकार, चौखम्बासंस्कृ तसीरीज, ्ाराणसी, 1935.
5. यजु्ेदसंिहता (्ाजसनेियसंिहता) - ईव््टमहीधरभाकायसिहत, (सम्पादक) रामशकलिमश्र,
चौखम्बाि्द्याभ्न, ्ाराणसी, 1913-14.
6. यजु्ेदसंिहता (मैत्रयणीसंिहता) - सायणभाकायसिहत, (सम्पादक) श्रीपाददामोदरसात्लेकर,
्ैकदकस््ाध्यायमण्डल, पारडी, 1942.
7. यजु्ेदसंिहता - महर्नर्दयानवदभाकायसिहत, ्ॉल्यूमप्-्प् (सम्पादक) युिधिष्ठरमीमांसक,
रामलालकपूरट्रस्ट, सोनीपत, 1961 ए्ं 1971.
8. यजु्ेद (्ाजसनेियसंिहता) - (सम्पादक) श्रीपाददामोदरसात्लेकर, मोतीलालबनारसीदास,
कदल्ली, 1963.
9. शुक्लयजु्ेद - (Translation)T. H. Griffith, Varanasi 1927.
10. यजु्ेद - (ऄनु्ादक) दौलतरामगौड़, चौखम्बाि्द्याभ्न, ्ाराणसी, 1965.
11. Yajurveda - With Sayana Bhashya, Vol. I-V, (ed.) Laxmi Venkateswara,
Bombay, 1940-41.
12. शुक्लयजु्ेदीय रस्ाितशाख्य ऄथ्ा ्ाजसनेिय रस्ाितशाख्य - (ऄनु्ादक) ्ीरे वरकु मार ्माष,
चौखम्बासंस्कृ तरस्ितष्ठान, कदल्ली, 1987.
Additional Resources:
1. ऄििहोत्री, रस्भुदयाल - ्ैकदकदे्तादशषन -(ऄथ्षसंिहता में ्र्नणत दे्ताओं का तुलनात्मकि््ेचन,
िद्वतीय भाग).
2. पंभग्द्दत्त- ्ैकदक ्ाङ्मय का आितहास - खण्ड 1-3, पषर्धषक तथा सम्पादक – सत्यश्र्ा एम. ए.,
ि्जयकु मार गोि्वदराम हासानवद, कदल्ली, 2008.
3. लसह, ईमेशरस्साद - शुक्लयजु्ेदरस्ाितशाख्यःएकपषरशीलन, कलारस्काशन, ्ाराणसी.
4. Kane, P.V. - Keith, A.B. - Religion and Philosophy of the Vedas and the Upanisads
(Also Hindi Translation, वैदिक धर्म एवं िर्मन by Suryakanta), Delhi.
5. Macdonell, A.B. - Vedic Mythology (Also Hindi Translation वैदिक िे वर्ास्त्र by
Suryakanta), M.L.B.D., Delhi, 1962.
6. Oldenberg, H. - Religion of the Veda, M.L.B.D., 1988.
7. Renou, Louis - Destiny of the Veda in India, M.L.B.D., Delhi, 1965..
8. Winternitz, M. - History of Indian Literature, Vol. I, Part I, M.L.B.D., Delhi, 1988.

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit course learning Teaching and Assessment tasks

Page 64 of 218
 outcomes learning activity

1. The Learners Literary Internal assessment

should be able to Explanation, MCQ type questions / Internal
explain, elucidate poetical and value Assessment/ Project/
and critically based analytical Discussion/ Assignment/ paper
analyze the 1st description of the presentation/ Periodic tests etc.
and the 32nd prescribed mantras,
chapters of discussions, -End Semester Examination
Yajurveda with the reading and 1. Explanatory Questions
help of some recitation of Vedic 2. Short notes
available verses, lectures, 3.Critical questions
commentaries of tutorials, PPT
ancient and Presentation.
modern scholars.
.

2. The Learners Literary Internal assessment

should be able to Explanation,
explain, elucidate poetical and value MCQ type questions / Internal
and critically based analytical Assessment/ Project/
analyze the description of the Discussion/ Assignment/ paper
prescribed hymns prescribed mantras, presentation/ Periodic tests etc.
of Atharvaveda discussions,
with the help of reading and -End Semester Examination
some available recitation of Vedic 1. Explanatory Questions
commentaries of verses, lectures, 2. Short notes
ancient and tutorials PPT 3.Critical questions
modern scholars. Presentation.

3. The Learners -internal assessment :

should be able to Explanation, MCQ type questions / Internal
explain and analytical Assessment/ Project/
critically analyze description of the Discussion/ Assignment/ paper
the Varṇotpatti, text, and presentation/ Periodic tests etc.
Vedādhyayana- discussions,
Paddhati, lectures, tutorials, -End Semester Examination
Phonological and PPT Presentation.
Morphological 1. Explanatory Questions
rules depicted in 2. Short notes
Vajasaneyi 3.Critical questions
Prātiśākhya in the
light of
Uvaṭabhāṣya.
4. The Learners Explanation, -internal assessment:
should be able analytical MCQ type questions / Internal
to explain and description of the Assessment/ Project/
critically text, and Discussion/ Assignment/paper
analyze the discussions, presentation/ Periodic tests etc.
Vedic Svara lectures, tutorials,

Page 65 of 218
 and Sandhi PPT Presentation. -End Semester Examination
depicted in 1. Explanatory Questions
Vajasaneyi 2. Short notes
Prātiśākhya in 3.Critical questions
the light of
Uvaṭabhāṣya.

[F] Basic Structure of Question Paper & Division of Marks

(i) Explanations of four Mantras, one in Sanskrit
( 2 from Unit-I and 2 from Unit-II ) 09+09+09+07= 34
(ii) Two critical Questions
(One from Unit-I and one from Unit-II) 07x02=14
(iii) Explanations of six Sūtras
(from Unit-III and Unit-IV 02x06=12
(iv) Short notes on five technical terms
(from Unit-III and Unit-IV 02x05 = 10
Total: 70

*****

Page 66 of 218
 Semester: IV, MA (Sanskrit)
Elective Group: A

EC-A 402: Vedic Exegesis, History & Thought

वैददक-व्याख्या, आदतहास एवं दचन्तन
Maximum Marks: 100 (70+30) Duration: 64 hrs (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

The course is intended to be an exposition of the Indian and Western traditions of the
Vedic interpretation. It introduces thoughts and literary works of some of the well-
known ancient and modern Vedic commentators. This course also elaborates the
history of Vedic Literature describing its various texts and related issues. Another
objective of this course is to provide knowledge of the Vedic intellectual and cultural
thoughts to the learners.

[B] Course Learning Outcome

After completion of this course, the students:
 will have a clarity about the Vedic wisdom and Vedic concepts.
 will know about certain aspects involved in the interpretation of Vedic verses.
 will be able to explain various theories of interpretations according to some important
ancient, and modern Indian commentators.
 will be able to understand the role of few selected western scholars in the field of Vedic
literature and interpretation.
 will have a comprehensive vision about the basic nature of wide-ranging Vedic texts and
history of Vedic literature.

[C] Unit wise Division

Unit-I ्ैकदक व्याख्या : रस्ाच्यपद्धित -(i) ्ेदव्याख्यान परम्परा, (ii) रस्ाचीन तथा अधुिनक
व्याख्याकारः सायण, दयानवद, ऄरि्वद, सात्लेकर, मधुसूदनओझा,
अनवदकु मारस््ामी, कपालीशास्त्री, अर. एन.दाण्डेकर आत्याकद।
Unit-II ्ैकदक व्याख्या : रस्तीच्यपद्धित – पाश्चात्य ि्द्वानए का योगदान, ि्शेर्तः - रॉथ,
्गेन,लुडि्ग, गेल्डनर, मैक्समूलर, िहलेब्रावट, िग्रकिथ, ि्ल्सन आत्याकद।
Unit-III ्ैकदक सािहत्य का आितहास - ऊ््ेदसंिहता, यजु्ेदसंिहता, साम्ेदसंिहता ए्ं
ऄथ्ष्ेदसंिहता; ्ेदए की शाखाएाँ, पषरचय ए्ं ्ेदए का कालिनधाषरण, ब्राह्ममणसािहत्य,
अरण्यक रर ईपिनर्द्: पषरचय, ्ेदाङ्गग सािहत्य: पषरचय ।
Unit-IV ्ैकदक िचवतन - ्ैकदकदे्ता, ्ैकदकसमाज, ्ेदए की ऄपौरुर्ेयता ए्ं िनत्यता, ऊत की
ऄ्धारणा, ्ैकदकदशषन |

Page 67 of 218
[D] Suggested Readings
Essential Readings:
1. ऊ््ेदभाकायभूिमका - सायण, (सम्पादक) ्ीरे वरकु मार्माष, चौखम्बा ओषरयण्टािलया, ्ाराणसी,
1980
2. ऊ््ेदभाकायभूिमका - सायण, (सम्पादक) श्रीकण्ठपाण्डे, भारतीय ि्द्या रस्काशन, ्ाराणसी,
1985.
3. ्ेदभाकायभूिमकासंग्रह – बलदे् ईपाध्याय, बनारस, 1934.
Additional Resources:
1. श्रीऄरि्वद - ्ेदरहस्य, ऄनु्ादक – अचायष ऄभयदे् ि्द्यालंकार ए्ं जगन्नाथ
्ेदालंकार,श्रीऄरल्द अश्रम, पुदच्च
ु ेरी, 2009.
2. ईपाध्याय, बलदे् – ्ैकदक सािहत्य र रसंस्कृ ित, शारदा संस्थान, ्ाराणसी।
3. ईपाध्याय, बलदे् – संस्कृ त ्ाङ्मय का बृहद् आितहास - रस्थमभाग (्ेद) – ईत्तररस्देश संस्कृ त
संस्थान, लखनउ।
4. ईपाध्याय, बलदे् – संस्कृ त ्ाङ्मय का बृहद् आितहास - िद्वतीय भाग (्ेदांग) – ईत्तररस्देश संस्कृ त
संस्थान, लखनउ।
5. चतु्ेदी, िगषरधरशमाष – ्ैकदक ि्ज्ञान रर भारतीय संस्कृ ित, िबहार राष्ट्रभार्ा पषरर्द्, पटना,
1972.
6. ित्रपाठी, गयाचरण – ्ैकदक दे्ता ईद्भ् रर ि्कास, राििय संस्कृ त संस्थान्, नइ कदल्ली।
7. िद्व्ेदी, किपलदे्- ्ैकदक सािहत्य ए्ं संस्कृ ित, ि्श्वि्द्यालय रस्काशन, ्ाराणसी, पंचमसंस्करण
2010.
8. पं.भग्द्दत्त- ्ैकदक ्ाङ्मय का आितहास - खण्ड 1-3, पषर्धषक तथा सम्पादक – सत्यश्र्ा एम.
ए., ि्जयकु मार गोि्वदराम हासानवद,कदल्ली, 2008.
9. पाण्डेय, गोि्वदचवर - ्ैकदकसंस्कृ ित, लोकभारती रस्काशन, आलाहाबाद
10. डॉ.ितेहलसह - ्ैकदकदशषन, संस्कृ त सदन, कोटा, 1999.
11. ्णी, रामरस्काश – अचायषसायण रर स््ामीदयानवद सरस््ती की्ेदभाकाय भूिमकाएाँ,
पषरमलपिब्लके शवस, कदल्ली, 2005.
12. शमाष, मुंशीराम - ्ेदाथषचिवरका, चौखम्बाि्द्याभ्न, 1967.
13. शिश ित्ारी, ्ेदव्याख्यापद्धतयः, रस्ितभा रस्काशन, कदल्ली, 2014.
14. Dandekar, R.N. - Vedic Religion & Mythology: A Survey of the Works of Some
Western Scholars, Univ. of Poona, Poona, 1965.
15. Macdonell, A.A. - Brhaddevata, M.L.B.D., 1965.
[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.
Facilitating the achievement of course learning outcomes are as under-

Page 68 of 218
Unit course learning Teaching and Assessment tasks
outcomes. learning activity

1. The Learners should Literary Internal assessment

be able to explain, explanation and MCQ type questions / Internal
elucidate and discussion on Assessment/Project/
critically analyze the Vedic Discussion/ Assignment/ paper
ancient and modern commentators, presentation/ Periodic tests etc.
methods of and Vedic
interpretation of literature; and -End Semester Examination
Vedas along with analytical 1. Explanatory Questions
authentic introduction lectures, tutorials, 2. Short notes
of Indian Vedic PPT Presentation, 3.Critical questions
commentators, Vedic
Saṃhitās, and their
period etc.

2. The Learners should Literary Internal assessment

be able to explain, explanation and
elucidate and discussion on MCQ type questions / Internal
critically analyze the Vedic Assessment/Project/
methods of western commentators, Discussion/ Assignment/ paper
modern scholars for and Vedic presentation/ Periodic tests etc.
interpretation of literature; and
Vedas along with analytical -End Semester Examination
authentic introduction lectures, tutorials, 1. Explanatory Questions
of Western Vedic PPT Presentation. 2. Short notes
commentators, and 3.Critical questions
Vedic texts -
Brāhmaṇas,
Āraṇyakas, and
Upaniṣads. etc

3. The Learners should Literary -internal assessment :

be able to explain, explanation and MCQ type questions / Internal
elucidate and discussion on Assessment/Project/
critically analyze the Vedic literature; Discussion/ Assignment/ paper
nature of six Vedān and analytical presentation/ Periodic tests etc.
ga and main texts lectures, tutorials,
related to it. PPT Presentation. -End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
4. The Learners should Literary -internal assessment:
be able to explain, Explanation and MCQ type questions / Internal
elucidate and discussion on Assessment/(Project/
critically analyze Vedic thoughts; Discussion/Assignment/paper

Page 69 of 218
 certain aspects of and analytical presentation/ Periodic tests etc.
Vedic mythology, lectures, tutorials,
Vedic society and PPT Presentation -End Semester Examination
Vedic Philosophy. 1. Explanatory Questions
2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Four long-answer questions (one from each Unit) 12x4 = 48

(ii) Four short notes. One should be must in Sanskrit (one from each Unit)
5+5+5+7= 22
Total : 70 Marks

***********

Page 70 of 218
 Semester: III, MA (Sanskrit)
Elective Group: B

EC-B303: Yogasūtra & Gauḍapādakārikā

योगसूत्र एवं गौडर्ादकाररका
Maximum Marks: 100 (70+30) Duration: 64 hrs.(16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

The Objectives of the Course is to provide the students with an in-depth knowledge of
Yoga and Non-dualistic Vedanta, the two very important schools of Indian Philosophy
through reading of the texts Yogasutra-vyasabhasya and Gaudapadakarika-
sankarabhasya.
[B] Course Learning Outcome
After the completion of this course the students:
 Will form some understanding of the dualistic and Non-dualistic trends of Indian
thought tradition.
 Will have acquired an in-depth knowledge of the fundamental theories and concepts
of Yoga and Adavaita Vedanta systems.
 Will form an idea of the well-developed science of conciseness in ancient India.
 Will appreciate the contributions of Gaudapada a pre-shalicare acharya in the
development of a dualistic tradition in thought.
 Will gain an insight into the metaphysical and epistemological positions of accepted
Sankhya-Yoga and Adaivata Vedanta.

[C] Unit wise Division

Unit I योगसूत्र : समािधपाद - िचत्तभूिमयााँ, िचत्त्ृित्तयााँ, रस्माण-मीमांसा, ्ृित्तिनरोध

के ईपाय, इश्वर का स््रूप, सम्रस्ज्ञात समािध ए्ं ऄसम्रस्ज्ञात समािध, समापित्त ए्ं
शेर्भाग का
ऄध्ययन।
Unit II योगसूत्र : कै ्ल्यपाद – पञ्चि्ध िसिद्धयााँ, जात्यवतर पषरणाम, िनमाषण िचत्त, चतुर्न्ध
कमष, जी्वमुिक्त, धमषमेघ समािध, कै ्ल्य स््रूप ए्ं शेर्भाग का ऄध्ययन।
Unit III गौडपादकाषरकाअगमरस्करण (माण्डू क्योपिनर्द्के मूलमवत्रए के साथ) तथा ्ैतथ्य रस्करण।
Unit IV ऄद्वैतरस्करण ए्ं ऄलात शािवत रस्करण

[D]Suggested Readings
Essential Readings:
1. पातञ्जलयोगदशषनम् - पतञ्जिल, (व्याख्याकार) सुरेशचवर श्री्ास्त्, चौखम्बा सुरभारती रस्काशन,
्ाराणसी, 1993

Page 71 of 218
 2. पातञ्जलयोगदशषनम् - पतञ्जिल, (व्याख्याता) स््ामी हषरहरानवद ‘अरण्यक’, मोतीलाल
बनारसीदास, कदल्ली, 1974
3. माण्डू क्योपिनर्द् (गौडपादकाषरका) - गौडपाद, (व्याख्याकार) हनुमान रस्सादपोद्दार, गीता रस्ेस,
गोरखपुर, 2004
4. योगसूत्रम् - पतञ्जिल, (ऄनु्ादक) महारस्भुलाल गोस््ामी, चौखम्बा संस्कृ त संस्थान, ्ाराणसी,
1983
5. योगसूत्रम् - पतञ्जिल, (ऄनु्ादक) रमाशंकर ित्रपाठी, कृ काणदास ऄकादमी, ्ाराणसी, 1985
6. Gauḍapādakārikā- Gauḍapāda, (ed. & Translation) R.D. Karmarkar, Bhandarkar
Oriental Reserach Institute Poona, 1953
7. Yogasūtram- Patanjali, (ed.) J.R. Ballantyne, Pious Book Corp., Delhi, 1985

Additional Resources:
1. ईपाध्याय, बलदे् - भारतीयदशषन, शारदामंकदर, ्ाराणसी, 2001
2. शमाष, चवरधर - भारतीयदशषन: अलोचन रर ऄनुशीलन, मोतीलाल बनारसीदास, कदल्ली, 2004
3. शमाष, राममूर्नत - ऄद्वैत्ेदावत: आितहास तथा िसद्धावत, इस्टनष बुक ललकसष, कदल्ली
4. Dasgupta, S.N. - History of Indian Philosophy, Vols. I-V, M.L.B.D., Delhi, 1975
5. Devaraja, N.K. - Introduction to Sańkara’s Theory of Knowledge, M.L.B.D., Delhi,
1972
6. Hiriyanna, M. - Outlines of Indian Philosophy, London, 1956
7. Mahadevan, T.M.P. - Philosophy of Advaita, Bharatiya Kala Prakashan, Delhi, 2006
8. Pandey, R.C. - Panorama of Indian Philosophy (English & Hindi versions), M.L.B.D.,
Delhi, 1966
9. Radhakrishnan, S. - Indian Philosophy, Vol. I-II, London, 1967

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and
corresponding number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit course learning Teaching and Assessment tasks

outcomes. learning activity

1. Should be able to Text based Internal assessment

elucidate and Lectures and MCQ type questions / Internal
critically analyze the discussions. Assessment/Project/
Samadhi-Pada of Discussion/ Assignment/ paper
Yogasutra. presentation/ Periodic tests etc.

-End Semester Examination

Page 72 of 218
 1. Explanatory Questions
2. Short notes
3.Critical questions

2. Should be able to Text based Internal assessment

elucidate and Lectures and
critically analyze the discussions. MCQ type questions / Internal
Kavailya-Pada of Assessment/Project/
Yogasutra. Discussion/ Assignment/ paper
presentation/ Periodic tests etc.

-End Semester Examination

1. Explanatory Questions
2. Short notes
3.Critical questions
3. Should be able to Text based -internal assessment :
elucidate and Lectures and MCQ type questions / Internal
critically analyze the discussions. Assessment/Project/
Agama and Vaitathya Discussion/ Assignment/ paper
prakarana of presentation/ Periodic tests etc.
Gaudapadakarika
with mantras of -End Semester Examination
Mandukyopanisad.
1. Explanatory Questions
2. Short notes
3.Critical questions
4. Should be able to Text based -internal assessment:
elucidate and Lectures and MCQ type questions / Internal
critically analyze discussions Assessment/(Project/
the Adavaita and Discussion/Assignment/paper
Alatashanti presentation/ Periodic tests etc.
prakarana of
Gaudapadakarika. -End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Four Explanations (one from each of the Units) 04x 7= 28

(ii) Four short notes ((one from each of the Units with
options, one in Sanskrit) 5+5+5+07=22
(iii) Two critical Questions (One from each units with options) 02x10=20
Total : 70

***************

Page 73 of 218
 Semester: III, MA (Sanskrit)
Elective Group: B

EC-B304: Nyāyasiddhāntamuktāvalī
न्यायदसद्धान्तमुक्तावली
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

The Objective of the Course is to give the students an extended knowledge of the
metaphysical and epistemological theories developed by the profounder of Nyaya-
Vaisheshika philosophy through the reading of the text of Nyāyasiddhāntamuktāvalī
of Vishvanatha Nyayapanchanana.
[B] Course Learning Outcome
After the completion of this course the students:
 Will form an idea of Realism in Indian context.
 Will have an extensive knowledge of Nyaya-Vaisheshika categories.
 Will also gain some fundamental ideas of other philosophical positions with regard to
the categories accepted by the Nyaya-Vaisheshikas.
 Will be able to appreciate and differential the various divergent philosophical within
the Nyaya-Vaisheshika tradition.
[C] Unit wise Division
Unit I काषरका1-26 ए्ं गद्यांश भाग ि्शेर्तः मंगल्ाद, इश्वरिसिद्ध, सप्तपदाथष-िनरूपण,
सामावय-िनरूपण, ि्शेर्िनरूपण, सम्ायिनरूपण, ऄभा्चतुिय
Unit II काषरका27-46 ए्ं गद्यांश भाग ि्शेर्तः कारण-त्रैि्ध्य, ऄवयथािसद्ध्णषन, पृिथ्ी,
जल, तेजस्, ्ायु, अकाश, काल ए्ं कदक् का िनरूपण ।
Unit III काषरका 47-50 ए्ं गद्यांश भाग ि्शेर्तः अत्मतत्त्् िसिद्ध
Unit IV काषरका 51-65 ए्ं गद्यांश भाग ि्शेर्तः चतुर्न्ध बुिद्ध-िनरूपण, र्िड््धरस्त्यक्ष,
ऄलौकककसिन्नकर्ष, योगजसिन्नकर्ष-िनरूपण ए्ं भेद्णषन तथा शेर् भाग का ऄध्ययन।

[D]Suggested Readings
Essential Readings:
1. काषरका्ली – ि्श्वनाथपञ्चानन भट्टाचायष (रस्भा-मञ्जूर्ा-कदनकरी-रामरुरीआत्याकदटीकासिहत),
चौखम्बा संस्कृ त िसरीज, ्ाराणसी
2. वयायिसद्धावतमुक्ता्ली – ि्श्वनाथ पञ्चानन भट्टाचायष, (व्याख्याकार) कृ काण्ल्लभाचायष, चौखम्बा
संस्कृ त संस्थान, ्ाराणसी, 1990
3. वयायिसद्धावतमुक्ता्ली – ि्श्वनाथ पञ्चानन भट्टाचायष, (व्याख्याकार) गजानन शास्त्री
मुसलगााँ्कर, चौखम्बा सुरभारती रस्काशन, ्ाराणसी, 1991

Page 74 of 218
 4. वयायिसद्धावतमुक्ता्ली - ि्श्वनाथपञ्चाननभट्टाचायष, (व्याख्याकार) धमेवरनाथ शास्त्री, मोतीलाल
बनारसीदास, कदल्ली, 2000.
Additional Resources:
1. शास्त्री, धमेवरनाथ – वयाय ्ैशेिर्क, मोतीलाल बनारसीदास, कदल्ली, 1968
2. Dasgupta, S.N. - A History of Indian Philosophy, M.L.B.D., Delhi, 1975 (Also Hindi
Translation by Kalanath & Sudhir Kumar, Rajasthan Hindi Grantha Academy, 1978
3. Hiriyanna, M. - Outlines of Indian Philosophy, London, George Allen & Unwin Ltd.,
1967
4. Mishra, Umesh - History of Indian Philosophy, Vol. 2, Nyāya-Vaiśeṣika, Tribhukti
Prakashan, Allahabad, 1966
5. Pandey, Ram Chandra - Panorama of Indian Philosophy (English & Hindi versions),
M.L.B.D., Delhi, 1966
6. Radhakrishnan, S. - Indian Philosophy, Vol. 1-2, London, 1962 (Also Hindi
Translation by Nanda Kishor Gomil, Delhi, 1986
7. Shastri, D.N. - Critique of Indian Realism, Bhartiya Vidya Prakashan, Delhi, 1976

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and
corresponding number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit course learning Teaching and Assessment tasks

outcomes. learning activity

1. Should be able to Text based Internal assessment

elucidate and Lectures and MCQ type questions / Internal
critically analyze discussions. Assessment/(Project/
the prescribed Discussion/ Assignment/ paper
syllabus of Unit – presentation/ Periodic tests etc.
I.
-End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions

2. Should be able to Text based Internal assessment

elucidate and Lectures and
critically analyze discussions. MCQ type questions / Internal
the prescribed Assessment/(Project/
syllabus of Unit – Discussion/ Assignment/ paper
II. presentation/ Periodic tests etc.

-End Semester Examination

Page 75 of 218
 1. Explanatory Questions
2. Short notes
3.Critical questions
3. Should be able to Text based -internal assessment :
elucidate and Lectures and MCQ type questions / Internal
critically analyze discussions. Assessment/(Project/
the prescribed Discussion/ Assignment/ paper
syllabus of Unit – presentation/ Periodic tests etc.
III.
-End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
4. Should be able Text based -internal assessment:
to elucidate Lectures and MCQ type questions / Internal
and critically discussions Assessment/(Project/
analyze the Discussion/ Assignment/paper
prescribed presentation/ Periodic tests etc.
syllabus of
Unit – IV. -End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Four Explanations (one from each of the Units) 04x 7= 28

(ii) Four short notes ((one from each of the Units with
options, one in Sanskrit) 5+5+5+07=22
(iii) Two critical Questions (One from each units with options) 02x10=20
Total : 70

*******************

Page 76 of 218
 Semester: IV, MA (Sanskrit)
Elective Group: B

EC-B401: Brahmasūtra
ब्रह्मसत्रू
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

The general Objective of this Course is to give the students an advance knowledge of
the system of Adavaita Vedānta through the reading of Shankar and Ramanuja’s
commentaries on the Brahamsutra.
[B] Course Learning Outcome
After the completion of this course the students:
 Will be able to make sense of idealism as a philosophical position.
 Will be able to evaluate Shankar and Ramanujan’s interpretations of the Brahamsutra.
 Will have extensive and in-depth knowledge of Adaivatic metaphysical, ethical and
analytical appreciation.
 Will develop Shankar and Ramanuja’s employment of Shruti, Smriti and Anubhava in
deriving his Advaitic theories.

[C] Unit wise Division

Unit I ब्रह्ममसूत्रशांकरभाकाय रस्थम ऄध्याय के रस्थम पाद के रस्थम 4 सूत्र (1.1.1-4) ि्शेर्तः
ईपोद्घात भाकाय = ऄध्यासभाकाय, िजज्ञासािधकरण, जवमािधकरण, शास्त्रयोिनत््ािधकरण,
समव्यािधकरण।

Unit II ब्रह्ममसूत्रश्रीभाकाय, रस्थम ऄध्याय, रस्थमपाद, रस्थमसूत्र ।

Unit III ब्रह्ममसूत्रशांकरभाकाय: 2.1.1-20 ि्शेर्तःस्मृत्यिधकरण, योगरस्त्युक्त्यिधकरण,
िशिापषरग्रहािधकरण, अरम्भणािधकरण।
ब्रह्ममसूत्रशांकरभाकाय: 2.1.21-37, ि्शेर्तःआतरव्यपदेशािधकरण, कृ त्नरस्सक्त्यिधकरण,
रस्योजन्त्त््ािधकरण, ्ैर्म्यनैघृषण्यािधकरण।
Unit IV ब्रह्ममसूत्रशांकरभाकाय: 2.2.1-27, ि्शेर्तःरचनानुपपत्त्यिधकरण, महद्दीघाषिधकरण,
परमाणुजगदकारणत््ािधकरण, समुदायािधकरण।
ब्रह्ममसूत्रशांकरभाकाय: 2.2.28-45, ि्शेर्तःऄभा्ािधकरण, पत्यिधकरण,
ईत्पत्त्यसंभ्ािधकरण।
ब्रह्ममसूत्रश्रीभाकाय: 2.2.42-45 (ईत्पत्त्यसंभ्ािधकरण)

Page 77 of 218
[D]Suggested Readings
Essential Readings:
1. ब्रह्ममसूत्रशांकरभाकाय (चतुःसूत्री) - (व्याख्याकार) अचायष ि्श्वेश्वर िसद्धावत िशरोमिण, चौखम्बा
ि्द्याभ्न, ्ाराणसी, 1966
2. ब्रह्ममसूत्रशांकरभाकाय (चतुःसूत्री) - (व्याख्याकार) रमाकावत ित्रपाठी, िहवदी ग्रवथ ऄकादमी,
लखनउ, 1979
3. ब्रह्ममसूत्रशांकरभाकाय - (व्याख्याकार) कामेश्वरिमश्र, चौखम्बा संस्कृ त िसरीज ऑकिस, ्ाराणसी,
1976
4. ब्रह्ममसूत्रशांकरभाकाय – भामती टीका ऄनु्ाद सिहत (सम्पादक), स््ामी योगीवरानवद,
र्ड्दशषनरस्काशन, ्ाराणसी, 1982
5. ब्रह्ममसूत्रशांकरभाकाय - (व्याख्याकार) स््ामी सत्यानवदसरस््ती, सत्यानवदीदीिपकासिहत,
गोि्वदमठ, ्ाराणसी, 1978
6. ब्रह्ममसूत्रशांकरभाकाय - (व्याख्याकार) स््ामी हनुमान् जी र्ड्शास्त्री, चौखम्बाि्द्याभ्न,
्ाराणसी, 1964
7. ब्रह्ममसूत्रभाकायम् श्रुतरस्कािशकायुतम् – भारतीय ि्द्या रस्काशन, कदल्ली
Additional Resources:
1. शमाष, चवरधर - भारतीयदशषन: अलोचन ् ऄनुशीलन, मोतीलाल बनारसीदास, कदल्ली, 2001
2. Chari, S.M.S. - Fundamental of Viṣistādvaita Vedānta, MLBD, Delhi.
3. Chari, S.M.S. - The Philosophy of Viṣistād vaita Vedānta, MLBD, Delhi.
4. Devaraja, N.K.- Introduction to Śaṅkara’s Theory of Knowledge, M.L.B.D., Delhi,
1972
5. Hiriyanna, M. - Outline of Indian Philosophy, London, George Allen & Unwin Ltd.,
1967
6. Mahadevan, T.M.P. - Philosophy of Advaita, Bharatiya Kala Prakashan, Delhi, 2006
7. Pandey, Ram Chandra - Panorama of Indian Philosophy (English & Hindi versions),
M.L.B.D., Delhi, 1966
8. Radhakrishnan, S. - Indian Philosophy, Vol. 1-2, London, 1967 (Also Hindi
Translation by Nanda Kishor Gomil, Delhi, 1986)
9. Sharma, Rammurti - Advaita Vedānta, Eastern Book Linkers, Delhi, 1998

[E]Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and
corresponding number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit course learning Teaching and Assessment tasks

outcomes. learning activity

Page 78 of 218
1. Should be able to Text based Internal assessment
elucidate and Lectures and MCQ type questions / Internal
critically analyze discussions. Assessment/Project/
the first four sutras Discussion/ Assignment/ paper
of first Pada of first presentation/ Periodic tests etc.
chapter of
Brahamasutra with -End Semester Examination
Shankarabhasya. 1. Explanatory Questions
2. Short notes
3.Critical questions

2. Should be able to Text based Internal assessment

elucidate and Lectures and
critically analyze discussions. MCQ type questions / Internal
the first sutra of Assessment/Project/
first Pada of first Discussion/ Assignment/ paper
chapter of presentation/ Periodic tests etc.
Brahamasutra with
Shribhasya. -End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
3. Should be able to Text based -internal assessment :
elucidate and Lectures and MCQ type questions / Internal
critically analyze discussions. Assessment/Project/
the first to thirty Discussion/ Assignment/ paper
seven sutras of first presentation/ Periodic tests etc.
Pada of second
chapter of -End Semester Examination
Brahamasutra with
Shankarabhasya. 1. Explanatory Questions
2. Short notes
3.Critical questions
4. Should be able Text based -internal assessment:
to elucidate and Lectures and MCQ type questions / Internal
critically discussions Assessment/Project/
analyze the first Discussion/ Assignment/paper
to forty five presentation/ Periodic tests etc.
sutras of second
Pada of second -End Semester Examination
chapter of 1. Explanatory Questions
Brahamasutra 2. Short notes
with 3.Critical questions
Shankarabhasya
and forty two to
forty five sutras
of second Pada
of second
chapter of

Page 79 of 218
 Brahamasutra
with
Shribhasya.

[F] Basic Structure of Question Paper & Division of Marks

(i) Four Explanations (one from each of the Units) 04x 7= 28

(ii) Four short notes ((one from each of the Units with
options, one in Sanskrit) 5+5+5+07=22
(iii) Two critical Questions (One from each units with options) 02x10=20
Total : 70
***********

Page 80 of 218
 Semester: IV, MA (Sanskrit)
Elective Group: B

EC-B402: Survey of Indian Philosophy

भारतीय दशपन का सवेक्षण
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

The general Objective of this Course is to help the students acquire an extensive in-
depth and emphathisive understanding of the various theories of some important
schools of Indian Philosophy.

[B] Course Learning Outcome

After the completion of this course the students:
 Will acquire some through knowledge of its various philosophical theories proposed
by different systems of philosophies.
 Will be able to compare and contrast the ideas advanced in positions taken by the
systems have acquired an in-depth knowledge of the fundamental theories and
concepts of Yoga and Adavaita Vedanta systems.
 Will form an idea of the origin and development of different philosophical systems.
 Will have a critical and further knowledge of contributions of individual Acharyas to
their respective systems.
 Will be introduced to minor differences within the system.

[C] Unit wise Division

Unit I स्षदशषनसंग्रह (माध्ाचायष) : चा्ाषकमत ए्ं जैनमत
Unit II स्षदशषनसंग्रह (माध्ाचायष) : बौद्धमत ए्ं शै्मत
Unit III भारतीयदशषन का अलोचनात्मक स्ेक्षण - भारतीय दशषन के रस्मुख ि्चारणीय पक्षए का
अलोचनात्मक ऄध्ययन- अत्मा ए्ं परमात्मा (इश्वर), कायषकारणिसद्धावत, मोक्ष, कमष
ए्ं पुनजषवम, रस्माण, रस्ामाण्य्ाद तथा ख्याित्ाद अकद।
Unit IV भारतीयदशषन का अलोचनात्मक स्ेक्षण - रस्मुख भारतीय दाशषिनक मतए (सांख्य, योग,
वयाय, ्ैशेिर्क, मीमांसा, ्ेदावत) का ऐितहािसक स्ेक्षण। भारतीय दशषन के रस्मुख
अचायष (जैिमिन, बादरायण, किपल, पतञ्जिल, गौतम, कणाद, शंकर रर ्ाचस्पित िमश्र)
तथा ईनके ऄ्दानए का पषरचय।

Page 81 of 218
[D]Suggested Readings
Essential Readings:
1. स्षदशषनसंग्रह - माध्ाचायष, (व्याख्याकार) ईमाशंकर शमाष ऊिर्, चौखम्बा ि्द्याभ्न,
्ाराणसी, 1964
2. Sarvadarśanasaṅgraha - Mādhavācārya, (ed.) Madan Mohan Agrawal, Chaukhamba
Surabhārati Prakashan, Delhi
3. Sarvadarśanasaṅgraha - (tr.) E.B. Cowell and A.E. Gough, MLBD, Delhi
Additional Resources:
1. ईपाध्याय, बलदे् – भारतीय दशषन, शारदा मंकदर, ्ाराणसी, 2001
2. िद्व्ेदी, पारसनाथ – भारतीय दशषन, अगरा, 1974
3. पाण्डे, कािवतचवर - शै्दशषनिबवदु, सम्पूणाषनवद संस्कृ त ि्श्वि्द्यालय, ्ाराणसी, 1964
4. शमाष, चवरधर – भारतीय दशषन: अलोचन रर ऄनुशीलन, मोतीलाल बनारसीदास, कदल्ली,
2004
5. शमाष, राममूर्नत - ऄद्वैत्ेदावत: आितहास तथा िसद्धावत, इस्टनष बुक ललकसष, कदल्ली
6. Dasgupta, S.N. - History of Indian Philosophy, Vol. I-V, M.L.B.D., Delhi, 1975
7. Deshpande, G.T. - Abhinavagupta (also, Hindi trans. by मर्थिलेर्चतव ु ेिी), Sahitya
Akademi, New Delhi
8. Devaraja, N.K. - Introduction to Śaṅkara’s Theory of Knowledge, M.L.B.D., Delhi,
1972
9. Hiriyanna, M. - Outline of Indian Philosophy, London, 1956
10. Mahadevan, T.M.P. - Philosophy of Advaita, Bhartiya Kala Prakashan, Delhi, 2006
11. Pandey, Kanti Chandra - Outline of History of Shaiva Philosophy, MLBD, Delhi,
1986
12. Pandey, R.C. - Panorama of Indian Philosophy (English & Hindi Version), M.L.B.D.,
Delhi, 1966
13. Radhakrishan, S. - Indian Philosophy, Vols. I-II, London, 1967

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of
units and corresponding number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit course learning Teaching and Assessment tasks

outcomes. learning activity

1. Should be able to Text based Internal assessment

elucidate and Lectures and MCQ type questions / Internal
critically analyze discussions. Assessment/Project/
the Charvaka and Discussion/ Assignment/ paper
Jain philosophy presentation/ Periodic tests etc.
according to
Sarvadarshansamgra -End Semester Examination

Page 82 of 218
 of Madhavacharya. 1. Explanatory Questions
2. Short notes
3.Critical questions

2. Should be able to Text based Internal assessment

elucidate and Lectures and
critically analyze discussions. MCQ type questions / Internal
the Baudha and Assessment/Project/
Shaiva philosophy Discussion/ Assignment/ paper
according to presentation/ Periodic tests etc.
Sarvadarshansamgra
of Madhavacharya. -End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
3. Should be able to Text based -internal assessment :
elucidate and Lectures and MCQ type questions / Internal
critically analyze discussions. Assessment/Project/
the prescribed Discussion/ Assignment/ paper
subject matter of presentation/ Periodic tests etc.
Unit III.
-End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
4. Should be able Text based -internal assessment:
to elucidate and Lectures and MCQ type questions / Internal
critically analyze discussions Assessment/Project/
the prescribed Discussion/ Assignment/paper
subject matter of presentation/ Periodic tests etc.
Unit III.
-End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Four long-answer questions (one from each Unit) 12x4 = 48

(ii) Four short notes. One should be must in Sanskrit (one from each Unit)
5+5+5+7= 22
Total : 70 Marks
************

Page 83 of 218
 Semester: III, MA (Sanskrit)
Elective Group: C
EC- C303: Nāṭyaśāstra & Dhvanyāloka
नाट्यशास्त्र एवं ध्वन्यालोक
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)
[A] Course Objectives:
The purpose of this course is to introduce the multi–facetedness of Indian dramaturgy
through the reading of the texts of Nāṭyaśāstra. The course also intends to familiarize the
learners with the theory of Rasa or aesthetic relish. Dhvanyāloka is the locus classicus of
Sanskrit poetics. It talks about the idea of Dhvani or suggestion to be the most important gist
in the expression of poetry.

[B] Course Learning Outcomes:

After completion of this course the students:
 will form a basic understanding of some fundamental terminologies of the Natya and
Kavya as presented by Baharat and Anandavardhana.
 will have acquired an in-depth knowledge of the theories of Rasa and Dhvani.
 will be able to understand and explain the prescribed text and the terms therein.
 will be successful in applying this knowledge for critical analysis in the light of
suggestive meanings in drama and poetry.
 will be able to appreciate and enjoy the expressions of poetry.

[C] Unit wise Division:

Unit I नायशास्त्र (ऄिभन्भारती-सम्मतव्याख्यान) र्ष्ठ ऄध्याय: रसि्र्यकरस्श्न, स्थाियभा्,

सञ्चाषरभा्, साित्त््कभा्, नायािश्रत ऄिभनय, धमी, ्ृित्त, रस््ृित्त, नायाङ्गग-िसिद्ध,
स््र, गान, अतोद्य।
Unit II नायशास्त्र (ऄिभन्भारती-सम्मतव्याख्यान) र्ष्ठ ऄध्याय: रस-सूत्र, रस-सूत्र पर ि्िभन्न
अचायों के मत तथा ऄिभन्गुप्त द्वारा ईनका खण्डन, मूल रूप से चार रस्कार के रस का
ईद्भ्, रसए की संख्या।
Unit III ध््वयालोक (लोचन-सम्मतव्याख्यान) रस्थम ईद्योत: ध््िन: स््रूप ए्ं अनवद्धषन की
स्थापना, ध््िन-िसद्धावत की भूिमका, सहृदय का स््रूप, ध््िन-ि्रोधी मत ए्ं ईनका
खण्डन, ्ाच्य ए्ं रस्तीयमान ऄथष, ित्रि्ध ध््िन - ्स्तु, ऄलङ्गकार ए्ं रस, ध््िन का
काव्यात्मत््।
Unit IV ध््वयालोक (लोचन-सम्मतव्याख्यान) रस्थम ईद्योत: ध््िन काव्य का लक्षण, ऄलङ्गकाराकद
रस्कारए में ध््िन के ऄवतभाष् का िनर्ेध, लक्षणा-व्यापार ए्ं व्यञ्जना-व्यापार का
िभन्नि्र्यकत््।

Page 84 of 218
[D]Suggested Readings:
Essential Readings:
1. ध््वयालोक (लोचन टीकासिहत) - व्याख्या - जगन्नाथपाठक, चौखम्बारस्काशन, ्ाराणसी
2. ध््वयालोक - व्याख्या – अचायष ि्श्वेश्वर, ज्ञानमण्डलिलिमटेड, ्ाराणसी
3. ध््वयालोक - व्याख्या – रामसागर ित्रपाठी, मोतीलाल बनारसीदास, कदल्ली,
4. नायशास्त्र - सम्पादक, बाबूलालशुक्ल, चौखम्बासंस्कृ तसंस्थान, ्ाराणसी
5. नायशास्त्र - सम्पादक, बटु कनाथ शमाष ए्ं पं. बलदे् ईपाध्याय, काशीसंस्कृ तसीरीज, ्ाराणसी
6. नायशास्त्र, व्याख्या - ब्रजमोहन चतु्ेदी, ि्द्यािनिधरस् काशन, कदल्ली
7. Dhvanyāloka-locana Ed. & Trans. by K. Krishnamoorthy, Meharchand
Lachhamandas, Delhi, 1988
Additional Resources:

1. Deshpande, Ganesh Tryambak, Abhinavagupta (also Hindi Trans. by Mithilesh

Chaturvedi), Sahitya Akademi, New Delhi
2. Gnoli, Raniero Aesthetic Experience, according to Abhinavagupta, Chowkhamba
Sanskrit Series Office, Varanasi, 1968
3. Gupta, C.B. Indian Theatre, Munshiram Manoharlal, Delhi
4. Kulkarni, V.M. More Studies in Sanskrit Sāhitya Śāstra, Saraswati Pustak Bhandar,
Ahmedabad, 1993
5. Kulkarni, V.M. Studies in Sanskrit Sahityashastra, B.L. Institute of Indology, Patna
6. Patwardhan, M.V. and J.L. Masson Aesthetic Rapture: Rasādhāyāya of the
Nāṭyaśāstra (Vol. II), Deccan College, Poona, 1970
7. Patwardhan, M.V. and J.L.Masson, Nāṭyaśāstra and Abhinavagupta’s Philosophy of
Aesthetics, BORI, Poona, 1969
8. Wilson, H.H. Theatre of Hindus,

[E] Teaching Plan:

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit course learning Teaching and Assessment tasks

outcomes. learning activity

1. Explanation and A variety of Internal assessment

Page 85 of 218
 critical analysis approaches to MCQ type questions / Internal
in light of the teaching-learning Assessment/Project/
Abhinavabharati process should be Discussion/ Assignment/ paper
commentary used, i.e. presentation/ Periodic tests etc.
Exposition of the
texts through -End Semester Examination
Analysis, Lectures, 1. Explanatory Questions
discussion, 2. Short notes
tutorials, 3.Critical questions
workshops,
PPT Presentation
etc.
2. Explanation and Exposition of the Internal assessment
critical analysis texts, through
in light of the lectures, MCQ type questions / Internal
Abhinavabharati discussion, Assessment/Project/
commentary tutorials, Discussion/ Assignment/ paper
workshops, presentation/ Periodic tests etc.
PPT Presentation
etc. -End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
3. Explanation and Exposition of the -internal assessment:
critical analysis in texts by lectures, MCQ type questions / Internal
light of Lochana tutorials, Assessment/(Project/
commentary workshops, Discussion/ Assignment/ paper
PPT Presentation presentation/ Periodic tests etc.
etc.
-End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
4. Explanation Exposition of the -internal assessment:
and critical texts, lectures, MCQ type questions / Internal
analysis in discussion, Assessment/Project/
light of tutorials, Discussion/ Assignment/paper
Lochana workshops, presentation/ Periodic tests etc.
commentary PPT Presentation,
etc. -End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions

Page 86 of 218
[F] Basic Structure of Question Paper & Division of Marks:

(i) Four Explanations (one from each of the Units) 04x 7= 28

(ii) Four short notes ((one from each of the Units with
options, one in Sanskrit) 5+5+5+07=22
(iii) Two critical Questions (One from each units with options) 02x10=20
Total : 70

***********

Page 87 of 218
 Semester: III, MA (Sanskrit)
Elective Group-C
EC-C304: Kāvyaprakāśa
काव्यप्रकाश
Maximum Marks: 100 (70+30) Duration: 64 hrs (16 weeks).
(4 Theories = 4 credits)
[A] Course Objectives:
Kāvyaprakāśa of Mamata is a fundamental text in Sanskrit poetics which has a
balanced approach on the conceptual discussion of Kāvya-laksana, Rasa, Dhvani, Dosa Guna,
Riti, and Alankaras. It integrates different poetic-schools for a better understanding of
various factors essential for the charming nature of a Kavya.
The purpose of this course is to introduce the learners with the different dimensions of
poetry i.e. effects (Prayojana), cause (Hetu), definition (Lakshana) and division (Kavya-
bheda) through the reading of the texts of Kāvyaprakāśa. It also presents the deep theory of
suggestive meanings of poetry. The course also intends to equip the learners with the
knowledge of very important theories like the power of words in general and with the
suggestive power in particular. The division of poetry based on the suggestive meaning will
also be focused in this course.

[B] Course Learning Outcomes:

Upon Successful completion of this course students:
 will form a deep understanding of the fundamental terminologies of kavya as
presented by Mammata.
 will acquire an in-depth knowledge of the theories of meaning, the importance of
suggestive meanings and rasa in poetry.
 will be successful in applying this knowledge for critical analysis in the light of
suggestive meanings.
 will gain the ability to explaining and critically analyzing the prescribed texts.
 will be able to appreciate and enjoy the expressions of poetry.

[C] Unit wise Division:

काव्यरस्काश: रस्थम ईल्लास से र्ष्ठ ईल्लास तक
Unit I काव्य-रस्योजन, काव्यहेत,ु काव्यलक्षण (पू्ाषचायों के मतए की समीक्षा के साथ), काव्यभेद,
शब्दाथषस््रूप ए्ं भेद, तात्पयाषथष – ऄिभिहताव्य्ाद ए्ं ऄिव्तािभधान्ाद, ऄिभधा-
व्यापार, संकेतग्रह-िसद्धावत ए्ं ि्ि्ध शास्त्रीयमत।
Unit II लक्षणाःस््रूप ए्ं भेद, मुकुलभट्ट का लक्षणा-ि्र्यक मत ए्ं ताटस्थ्यिसद्धावत, वयाय का
ऄनुव्य्सायिसद्धावत, मीमांसा का ज्ञाततािसद्धावत, लक्षणामूलाव्यञ्जना,
ऄिभधामूलाव्यञ्जना, अथीव्यञ्जना ए्ं ईसके भेद, लक्षणामूलध््िन ए्ं ईसके भेद,
ऄिभधामूलाध््िन ए्ं ईसके भेद।
Unit III ऄसंलक्ष्यक्रमरसाकदध््िन, रसस््रूप, भरत का रससूत्र ए्ं ईसकी रस्मुख व्याख्याएाँ
–ईत्पित्त्ाद, ऄनुिमित्ाद, भुिक्त्ाद ए्ं ऄिभव्यिक्त्ाद (दाशषिनक पृष्ठभूिम के साथ),
रस की ऄलौकककता, शृंगाराकद न्रसए का स््रूप, स्थाियभा्, रसाभास ए्ं भा्ाभास,

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 ध््िन के ऄवयभेद, मम्मटीय ध््िन-भेदए की गणना में रस्ाप्त त्रुषट ए्ं ध््िन-भेदए की सही
संख्या।
Unit IV गुणीभूतव्यङ्ग्य के भेद, व्यञ्जना की ऄपषरहायषता, ि्िभन्न ध््िनभेदए में व्यञ्जना की
ऄिन्ायषता, मीमांसकमतए का िनराकरण ए्ं व्यञ्जना-साधन में ऄवय ि्मितयए का
िनराकरण, ्ेदावती, ्ैयाकरण ए्ं नैयाियक (मिहमभट्ट) के मत का खण्डन, िचत्रकाव्य-
िनरूपण।

[D]Suggested Readings:
Essential Readings:
1. काव्यरस्काश - मम्मट, (व्या.) अचायषि्श्वेश्वर, ज्ञानमण्डलिलिमटेड, ्ाराणसी
2. काव्यरस्काश - मम्मट, बालबोिधनीटीका (झलकीकर), पूनासंस्करण
3. काव्यरस्काश - मम्मट, (व्या.) पारसनाथ िद्व्ेदी, ि्नोद पुस्तक मिवदर, अगरा, 1986.
4. काव्यरस्काश - मम्मट, (व्या.) श्रीिन्ास शास्त्री, सािहत्य भण्डार, मेरठ
Additional Resources:
1. चतु्ेदी, बी.एम. - मिहमभट्ट, नेशनलपिब्लिशगहाईस
2. चौधुरी, एन.एन. - काव्यतत्त््समीक्षा (संस्कृ तमें), कदल्ली
3. राय, ि्क्रमाकदत्य, काव्यसमीक्षा, भारतीयि्द्यारस्काशन, ्ाराणसी
4. De, Sushil Kumar, History of Sanskrit Poetics (also Hindi translation), Oriental
Book Centre, Delhi, 2006
5. Kane, P.V.,History of Sanskrit Poetics (also Hindi translation), M.L.B.D., Delhi,
2002
6. Pandey, Kanti Chandra,Comparative Aesthetics, Vol. 1, (also Hindi translation
Chaukhamba Sanskrit Series Office, Varanasi, 1972

[E] Teaching Plan:

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit course learning Teaching and Assessment tasks

outcomes. learning activity

1. Explanation and A variety of Internal assessment

critical analysis of approaches to MCQ type questions / Internal
prescribed text. teaching-learning Assessment/Project/
process should be Discussion/ Assignment/ paper
used, i.e. presentation/ Periodic tests etc.
explaining the texts
and the conceptual -End Semester Examination

Page 89 of 218
 terms through 1. Explanatory Questions
extensive 2. Short notes
lectures tutorials, 3.Critical questions
workshops,
PPT Presentation
2. Explanation and Explaining the Internal assessment:
critical analysis of texts and the
prescribed text. conceptual terms MCQ type questions / Internal
through extensive Assessment/Project/
lectures, tutorials, Discussion/ Assignment/ paper
workshops, presentation/ Periodic tests etc.
PPT Presentation
-End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
3. Explanation and Explaining the -internal assessment:
critical analysis of texts and the MCQ type questions / Internal
prescribed text. conceptual terms Assessment/Project/
through extensive Discussion/ Assignment/ paper
lectures, tutorials, presentation/ Periodic tests etc.
workshops,
PPT Presentation -End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
4. Explanation and Explaining the -internal assessment:
critical analysis of texts and the MCQ type questions / Internal
prescribed text. conceptual terms Assessment/Project/
through extensive Discussion/ Assignment/paper
lectures tutorials, presentation/ Periodic tests etc.
workshops, PPT
Presentation -End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks:

(i) Four Explanations (one from each of the Units) 04x 7= 28
(ii) Four short notes ((one from each of the Units with
options, one in Sanskrit) 5+5+5+07=22
(iii) Two critical Questions (One from each units with options) 02x10=20
Total : 70
***********

Page 90 of 218
 Semester: IV, MA (Sanskrit
Elective Group: C
EC-C401: Kāvyaprakāśa
काव्यप्रकाश
Maximum Marks: 100 (70+30) Duration: 64 hrs (04weeks).
(4 Theories = 4 credits)

[A] Course Objectives:

Kāvyaprakāśa of mammata represents the height of the tradition of ancient literary
criticism. It has a balanced approach towards the conceptual discussion on Rasa, Dhvani,
Dosha, Alamkaras, etc. The purpose of this course is to introduce the various dimensions of
Indian critical analysis through the texts of Kāvyaprakāśa. It also intends to equip the
students with various forms of poetic- blemishes (Kavya-dosha), poetics -Excellences
(Kavya-guna) and Figures of speech (Kavya-alankaras).

[B] Course Learning Outcomes:

Upon Successful completion of this course students:
i. will form a deep knowledge of poetic blemishes, poetics -Excellences, and
Figures of speech as propounded by Mammaṭa.
ii. will be success in applying this knowledge for critical analysis in the light of
the above elements of poetry.
iii. will gain the ability to explaining and critically analysing of the prescribed
texts.
iv. Will be able to know that even though Mammata was a pioneer in the known
followers of the Dhvani school, he never subsided other factors of poetry in the
wider concept of Dhvani.
v. will be able to appreciate and enjoy the expressions of poetry.

[C] Unit wise Division:

काव्यरस्काश – सप्तम ईल्लास से दशम ईल्लास तक।
Unit I काव्यदोर् का सामावय लक्षण, रसदोर्, ईसके ऄप्ाद ए्ं पषरहार।
Unit II गुण-स््रूप, ऄलङ्गकार-स््रूप, गुणालङ्गकार-भेद-िनणषय, ्ामन, अनवद्धषन, मम्मट ए्ं
भट्टोद्भट के गुणालङ्गकार-भेद-ि्र्यकमतए की समीक्षा, गुणभेद (माधुयष, ओजए्ंरस्साद),
्ामन के दस गुणए का गुणत्रय में ऄवतभाष्, गुणए के व्यञ्जकतत्त््।
Unit III ्क्रोिक्त ए्ं ईसके भेद, ऄनुरस्ास ् ईसके भेद, ्ृत्त्यनुरस्ास में गुण, ्ृित्त, रीित अकद का
समव्य, यमक, श्लेर् ए्ं ईसके भेद, शब्दश्लेर् ए्ं ऄथषश्लेर् में िभन्नता, िचत्रालङ्गकार
(िचत्रकाव्य के रस्मुख ईदाहरण), पुनरुक्त्दाभास।
Unit IV रस्मुख ऄथाषलङ्गकारए के लक्षण ए्ं ईदाहरण - ईपमा, ऄनव्य, ईपमेयोपमा, ईत्रस्ेक्षा,
ससवदेह, रूपक, ऄपह्नुित, समासोिक्त, िनदशषना, ऄरस्स्तुतरस्शंसा, ऄितशयोिक्त,
रस्ित्स्तूपमा, दृिावत, दीपक, तुल्ययोिगता, व्यितरे क, ि्भा्ना, ि्शेर्ोिक्त,

Page 91 of 218
 ऄथाषवतरवयास, काव्यिलङ्गग, पयाषयोक्त, पषरसंख्या, एका्ली, भ्रािवतमान्, संसृिि ए्ं
संकर।
[D]Suggested Readings:
Essential Readings:
1. काव्यरस्काश – मम्मट. (व्या.) अचायषि्श्वेश्वर, ज्ञानमण्डलिलिमटेड, ्ाराणसी
2. काव्यरस्काश – मम्मट. बालबोिधनी टीका (झलकीकर), पूना संस्करण
3. काव्यरस्काश – मम्मट. (व्या.) पारसनाथ िद्व्ेदी, ि्नोद पुस्तक मिवदर, अगरा, 1986.
4. काव्यरस्काश – मम्मट. (व्या.) श्रीिन्ास शास्त्री, सािहत्य भण्डार, मेरठ
Additional Resources:
1. चतु्ेदी, बी.एम. - मिहमभट्ट, नेशनलपिब्लिशग हाईस
2. चौधुरी, एन.एन. - काव्यतत्त््समीक्षा (संस्कृ त में), कदल्ली
3. राय, ि्क्रमाकदत्य, काव्यसमीक्षा, भारतीयि्द्यारस्काशन, ्ाराणसी
4. De, Sushil Kumar, History of Sanskrit Poetics (also Hindi translation), Oriental Book
Centre, Delhi, 2006
5. Kane, P.V.,History of Sanskrit Poetics (also Hindi translation), M.L.B.D., Delhi, 2002
6. Pandey, Kanti Chandra,Comparative Aesthetics, Vol. 1, (also Hindi translation
Chaukhamba Sanskrit Series Office, Varanasi, 1972

[E] Teaching Plan:

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

:
Unit course learning Teaching and Assessment tasks
outcomes. learning activity

1. Explanation and A variety of Internal assessment

critical analysis of approaches to MCQ type questions / Internal
prescribed text. teaching-learning Assessment/Project/
process should be Discussion/ Assignment/ paper
used,i.e. presentation/ Periodic tests etc.
Exposition of the
texts followed by -End Semester Examination
lectures, 1. Explanatory Questions
discussion, 2. Short notes
tutorials, 3.Critical questions
workshops,
PPT Presentation,
etc.
2. Explanation and Exposition of the Internal assessment
critical analysis of text followed by
prescribed text. lectures, MCQ type questions / Internal

Page 92 of 218
 discussion, Assessment/Project/
tutorials, Discussion/ Assignment/ paper
workshops, presentation/ Periodic tests etc.
PPT Presentation,
etc. -End Semester Examination
1. Explanatory Questions
2.Shortnotes/difference between
two alankaras
3.Critical questions
3. Explanation and Exposition of the -internal assessment:
critical analysis of texts followed by MCQ type questions / Internal
prescribed text. lectures, Assessment/Project/
discussion, Discussion/ Assignment/ paper
tutorials, presentation/ Periodic tests etc.
workshops,
PPT Presentation, -End Semester Examination
etc.
1. Explanatory Questions
2. Short notes
3.Critical questions
4. Explanation and Exposition of the -internal assessment:
critical analysis of texts followed by MCQ type questions / Internal
prescribed text. lectures, Assessment/Project/
discussion, Discussion/ Assignment/paper
tutorials, presentation/ Periodic tests etc.
workshops,
PPT Presentation, -End Semester Examination
etc. 1. Explanatory Questions
2.Short notes/difference
between two alankaras
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks:

(i) Four Explanations (one from each of the Units) 04x 7= 28

(ii) Four short notes ((one from each of the Units with
options, one in Sanskrit) 5+5+5+07=22
(iii) Two critical Questions (One from each units with options) 02x10=20
Total : 70

***********

Page 93 of 218
 Semester: IV, MA (Sanskrit)
Elective Group: C
EC-C402: Daśarūpaka & Survey of Sanskrit Poetics
दशरूर्क एवं सस्ं कृत-काव्यशास्त्र का सवेक्षण
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objectives:

The purpose of this course is to introduce the learners various components like plot,
actor and Rasa of dramaturgical criticism. The second part of this course namely
Survey of Sanskrit poetics intends to familiarize the students with the important
theoretical contributions of the famous rhetoricians of Alaṁkāraśāstra.
[B] Course Learning Outcomes:
Upon Successful completion of this course students:
 will gain the ability to explaining and critically analysing of the prescribed texts
in the light of commentator Dhanika.
 will be able to know the depth knowledge about of various terminology i.e. plot,
actor and rasa, etc. for criticism a dramatic composition.
 will have a broad perspective of the field of famous rhetoricians of
Alaṁkāraśāstra and their theories.
 will be successful in applying this knowledge for critical analysis.

[C] Unit wise Division:

दशरूपक (ऄ्लोकसिहत)
Unit I दशरूपक - ग्रवथ का रस्योजन, रूपक के भेद, रूपकए के भेदकतत्त््, ्स्तु का स््रूप ए्ं
भेद, ऄथष-रस्कृ ितयााँ, कायाष्स्थाएाँ, संिधयााँ, ऄथोपक्षेपक, नायक के गुण, नायक के रस्कार,
नाियकाभेद, नायक के सहायक ए्ं नाियका की सहाियकाएाँ, नाय्ृित्तयााँ, ्ृित्तयए के
ि्र्य में ईद्भटाकद के मत का िनराकरण ए्ं ऄ्िशि भाग का ऄध्ययन।
Unit II रसयोजना, रसयोजना के ऄंग, व्यिभचारी भा्, स्थायी भा् (भा्ए के ि्रोधाि्रोध
पर ि्चार), नाय में शावतरस का िनर्ेध, स्थायी भा् तथा रस का काव्य से सम्बवध –
ध््िन्ादी पू्षपक्ष, दशरूपककार का िसद्धावत, रस का अश्रय, भाव्य-भा्किसद्धावत, रस
की रस्कक्रया तथा स््रूप ए्ं ऄ्िशि भाग का ऄध्ययन।
Unit III ऄलङ्गकार-िसद्धावत, गुण-रीित-िसद्धावत, ध््िन-िसद्धावत, रस-िसद्धावत, ्क्रोित्त-िसद्धावत
ए्ं रिचत्य-िसद्धावत।
Unit IV भरतमुिन, ऄििपुराण, ि्काणुधमोत्तर-पुराण, भामह, दण्डी, ईद्भट, रुरट, मुकुलभट्ट,
राजशेखर, मिहमभट्ट, भोजराज, रुय्यक, सागरनवदी, हेमचवर, रामचवर-गुणचवर, जयदे्,
शारदातनय, िसहभूपाल, भानुदत्तिमश्र, रूपगोस््ामी, ऄ्पयदीिक्षत, पिण्डतराज
जगन्नाथ।

Page 94 of 218
[D]Suggested Readings:
Essential Readings:
1. दशरूपक - (सम्पादक) डॉ.श्रीिन्ासशास्त्री, सािहत्यभण्डार, मेरठ।
2. दशरूपक - (सम्पादक) लोकमिणदाहाल, चौखम्बा ऄमरभारती, ्ाराणसी।
Additional Resources:
1. ईपाध्याय, बलदे्. भारतीयसािहत्यशास्त्र, चौखम्बारस्काशन, ्ाराणसी
2. कृ काणकु मार. ऄलंकारशास्त्र का आितहास, सािहत्य भण्डार, मेरठ
3. De, S.K. History of Sanskrit Poetics, K.L. Mukhopadhyay, Calcutta
4. Kane, P.V. History of Sanskrit Poetics, MLBD, Delhi
5. Raghavan, V. Studies on Some Concepts of Alaṁkāraśāstra, Adyar Library, Madras

[E] Teaching Plan:

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.
Facilitating the achievement of course learning outcomes are as below.

Unit course learning Teaching and Assessment tasks

outcomes. learning activity

1. Explanation in A variety of Internal assessment

light of the approaches to MCQ type questions / Internal
Avaloka teaching-learning Assessment/Project/ Discussion/
commentary process should Assignment/ paper presentation/
Exposition of the Periodic tests etc.
texts through
lectures, -End Semester Examination
discussion, 1. Explanatory Questions
tutorials, 2. Short notes
workshops, 3.Critical questions
PPT Presentation,
etc.

2. Explanation in Exposition of the Internal assessment

light of The texts through MCQ type questions / Internal
Avlaoka lectures, Assessment/Project/ Discussion/
commentary discussion, Assignment/ paper presentation/
tutorials, Periodic tests etc.
workshops, -End Semester Examination
PPT Presentation, 1. Explanatory Questions
etc. 2. Short notes
3.Critical questions
3. Introduction and lectures, tutorials , -internal assessment:

Page 95 of 218
 survey of discussion,PPT MCQ type questions / Internal
prescribed presentation etc. Assessment/Project/ Discussion/
theories and Assignment/ paper presentation/
rhetorician of Periodic tests etc.
Alaṁkāraśāstra
-End Semester Examination
Introductory short Notes and
long Questions.

4. Introduction and lectures, tutorials, internal assessment:

survey of discussion, MCQ type questions / Internal
prescribed PPT presentation Assessment/Project/ Discussion/
theories and etc. Assignment/ paper presentation/
rhetorician of Periodic tests etc.
Alaṁkāraśāstra
-End Semester Examination
Introductory short Notes and
long Questions.

[F] Basic Structure of Question Paper & Division of Marks:

(i) Four Explanations (one from each of the Units) 04x07= 28

(ii) Four short notes ((one from each of the Units with
options, one in Sanskrit) 5+5+5+07=22
(iii) Two critical Questions (One from each units with options) 02x10=20
Total : 70

***********

Page 96 of 218
 Semester: III, MA (Sanskrit)
Elective Group: D

EC-D303: Siddhāntakaumudī (tiṅanta)

दसद्धान्तकौमुदी (दतङन्त)
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

The Objective of this course is to make the students acquire an advance knowledge of
the derivational process of the Sanskrit Verbal root through the readings of the text of
Siddhantkaumudi.

[B] Course Learning Outcome

After the completion of this course the students will:
 be able to interpret the Sūtras of the relevant portions of the text,
 be able to understand important application of interpretive rules and concepts such as -the
concept of Vipratiṣedheparaṁ kārya, general & exception rules (utsargāpavāda
vyavasthā),
Metarules (Paribhāṣā) in the derivational process.
 be able to identify and use the advance forms of the words ending within suffixes in actual
language situations.
 be able to explain the derivational process of the Sanskrit verbal paradigms.

[C] Unit wise Division

Unit I भ््ाकदगण: भूसत्तायाम्, एध्ृद्धौ, ऄतसातत्यगमने, िर्धू शास्त्रे माङ्गगल्ये च, णदऄव्यक्ते ,
िक्षक्षये, गुपूरक्षणे, क्रमुपादि्क्षेपे, िजजये, द्युतदीप्तौ, ्ृतु्तषन,े र्ह्ममर्षणे, श्रुश्र्णे,
गम्लृगतौ, दृिशरस्ेक्षणे, यजदे्पूजासंगितकरणदानेर्ु, ्दव्यक्तायां्ािच ।
ऄदाकदगण: ऄदभक्षणे, हनलहसागत्योः, दुह्रस्पूरणे, ब्रुञ्व्यक्तायां ्ािच, ि्दज्ञाने, ऄस्भुि्।

Unit II जुहोत्याकदगण: हुदानादनयोः, िञभीभये, डु भृञ् धारणपोर्णयोः, डु दाञ् दाने ।

कद्ाकदगण: कद्ुक्रीडाि्िजगीर्ा..., नृतीगात्रि्क्षेपे, जनी रस्ादुभाष्े ।
स््ाकदगण: र्ुञ्ऄिभर््े, स्तॄञ्अच्छादने, िचञ् चयने ।
तुदाकदगण: तुदव्यथने, भ्रस््पाके , मुच्लृमोक्षणे ।
रुधाकदगण: रुिधअष्रणे ।
तनाकदगण: तनुि्स्तारे , डु कृञ्करणे ।
क्रयाकदगण:डु क्रीञ्रव्यि्िनमये, शॄलहसायाम्, ज्ञाऄ्बोधने, ग्रह ईपादाने ।
चुराकदगण: चुरस्तेय,े कृ तसंशब्दने, कथ्ाक्यरस्बवधे ।

Unit III रस्कक्रया: ण्यवत, सन्नवत, यङवत, यङ्गलुगवत ।

Page 97 of 218
Unit IV रस्कक्रया: नामधातु से लकाराथष तक ।

[D]Suggested Readings
Essential Readings:
1. ्ैयाकरणिसद्धावतकौमुदी (बालमनोरमा-तत्त््बोिधनी-टीका) - (सं.)
िगषरधरशमाषचतु्ेदए्ंपरमेश्वरानवदशमाष, तृतीयभाग, कदल्ली।
Additional Resources:
1. गोि्वदाचायष, ्ैयाकरणिसद्धावतकौमुदी (चतुथषभागः -रस्थमखण्ड, िद्वतीयखण्ड), चौखम्बा सुरभारती
रस्काशन, ्ाराणसी, 2010
2. िजज्ञासु, पं. ब्रह्ममदत्त - ऄिाध्यायी (भाकाय) रस्थमा्ृित, रामलालकपूरट्रस्ट, बहालगढ़,
सोनीपत,हषरयाणा
3. शास्त्री िश्नारायण,- ्ैयाकरण-िसद्धावतकौमुदी, भ््ाकदगण (भ्तोिर्णी िहवदीटीका सिहत),
कदल्ली 1989
4. Sharma, Ramanath - The Astadhyayi of Panini, Vol.1 to Vol. 6, Munshiram Monoharlal
Publishers Pvt. Ltd. Delhi. 1987-2003
5. Vasu, S.C. - The Astadhyayi of Panini (2 Vols.), Motilal Banarasidass, Delhi-1997
6. E-Learning Tools developed by Department of Sanskrit University of Delhi.

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit Course learning Teaching and Assessment tasks

outcomes. learning activity

1. Explanation of the A variety of Internal assessment

Sūtras of the 1st approaches to MCQ type questions / Internal
Unit and their teaching-learning Assessment/Project/
application in the process should be Discussion/ Assignment/ paper
derivational used, i.e. Reading presentation/ Periodic tests etc.
process and explanation of
Sūtras followed by -End Semester Examination
the classroom 1.Explanatory Questions related
discussion, to Sūtras and derivations.
Lectures, tutorials, 2.Detailed derivational process
PPT Presentation of the Sanskrit Verbal
Morphology
3.Critical questions

Page 98 of 218
2. Explanation of the A variety of Internal assessment
Sūtras of the 2nd approaches to MCQ type questions / Internal
Unit and their teaching-learning Assessment/Project/
application in the process should be Discussion/ Assignment/ paper
derivational used, i.e. Reading presentation/ Periodic tests etc.
process and explanation of
Sūtras followed by -End Semester Examination
the classroom 1.Explanatory Questions related
discussion, to Sūtras and derivations.
Lectures, tutorials, 2.Detailed derivational process
PPT Presentation of the Sanskrit Verbal
Morphology
3.Critical questions
3. Explanation of the A variety of Internal assessment
Sūtras of the 3rd approaches to MCQ type questions / Internal
Unit and their teaching-learning Assessment/Project/
application in the process should be Discussion/ Assignment/ paper
derivational used, i.e. Reading presentation/ Periodic tests etc.
process and explanation of
Sutras followed by -End Semester Examination
the classroom
discussion, 1.Explanatory Questions related
Lectures, tutorials, to Sūtras and derivations.
PPT Presentation 2.Detailed derivational process
of the Sanskrit Verbal
Morphology
3.Critical questions
4. Explanation of the A variety of Internal assessment
Sūtras of the 4th approaches to MCQ type questions / Internal
Unit and their teaching-learning Assessment/(Project/
application in the process should be Discussion/ Assignment/ paper
derivational used, i.e. Reading presentation/ Periodic tests etc.
process and explanation of
Sūtras followed by -End Semester Examination
the classroom
1.Explanatory Questions related
discussion, to Sūtras and derivations.
lectures, tutorials,
2.Detailed derivational process
PPT Presentation of the Sanskrit Verbal
Morphology
3.Critical questions
5. Explanation of the A variety of Internal assessment
Sūtras of the 5th approaches to
MCQ type questions / Internal
Unit and their teaching-learning
Assessment/Project/
application in the process should be
Discussion/ Assignment/ paper
derivational used, i.e. Reading
presentation/ Periodic tests etc.
process and explanation of
Sūtras followed by
the classroom -End Semester Examination

Page 99 of 218
 discussion, 1.Explanatory Questions related
lectures, tutorials, to Sutras and derivations.
PPT Presentation 2.Detailed derivational process
of the Sanskrit Verbal
Morphology
3.Critical questions and short
notes.

[F] Basic Structure of Question Paper & Division of Marks

(i) Explanation of four Sūtras (One from each unit) 4 x 6 = 24

(ii) Derivetional process of eight words (Two from each unit) 8 x 4 = 32
(iii) Two short critical questions/notes
(One to be answered in Sanskrit) 07 x 02 = 14
Total Marks=70

***********

Page 100 of 218

 Semester: III, MA (Sanskrit)
Elective Group: D

D304: Aṣṭādhyāyī (Kāśikāvṛtti) & Siddhāntakaumudī (samāsa)

ऄिाध्यायी (कादशकावदृ त्त) एवं दसद्धान्तकौमुदी (समास)
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

This course intends to introduce the students to some very important portions of the
Aṣṭādhyāyī (Kāśikāvṛtti), and the structure thereof. This course also aims at giving the
students an advance knowledge of compounding rules and the derivational process
therein, through the reading of the text of the Siddhāntakaumudī.

[B] Course Learning Outcome

After the completion of this course the students will:
 be able to understand some very important metarule and structural aspects of
Aṣṭādhyāyī.
 be able to identify the structures of Sanskrit Language in general and the usages of the
Case-endings in particular.
 be able to interpret the Sūtras of the relevant portion of the text.
 be able to understand the derivational process of the compounded words of Sanskrit.
 be able to understand Paninian Nomenclatures (saṁjñā) and their application in the
interpretation of the Sūtras and in the derivational process of the Sanskrit compounds.

[C] Unit wise Division

Unit I ऄिाध्यायी - कािशका्ृित्त - ऄध्याय 1, पाद 1
ऄिाध्यायी - कािशका्ृित्त - 1-4-23 से 1-4-55 तक
Unit II ऄिाध्यायी – कािशका्ृित्त - 1-4-83 से 1-4-98 तक
ऄिाध्यायी-कािशका्ृित्त - ऄध्याय 2, पाद 3
Unit III िसद्धावतकौमुदी: समास-रस्करण, ऄव्ययीभा्, तत्पुरुर्
Unit IV िसद्धावतकौमुदी: समास-रस्करण, बहुव्रीिह से ऄलुक्समासपयषवत

[D]Suggested Readings
Essential Readings:
1. कािशका्ृित्त, रस्थमभाग तथा िद्वतीयभाग, सम्पादक - श्रीनारायणिमश्र, रत्नापिब्लके शंस,
्ाराणसी, 1985
2. कािशका, रस्थमभाग, िद्वतीयभाग, तृतीयभाग, सम्पादक – जयशंकरलाल ित्रपाठी तथा सुधाकर
माल्ीय, तारा िरस्लवटग ्क्सष, ्ाराणसी, 1986-87

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 3. कािशका्ृित्त, वयास-पदमंजरी-सिहता, सम्पादक – स््ामी द्वाषरकादास शास्त्री ए्ं पं.
कािलकारस्साशुक्ल, भाग 1, 2, ्ाराणसी।
4. ्ैयाकरणिसद्धावतकौमुदी (बालमनोरमा-तत्त््बोिधनीटीका), िद्वतीयभाग, (संú) िगषरधरशमषचतु्द
े
ए्ं परमेश्वरानवद शमाष, कदल्ली
Additional Resources:
1. िजज्ञासु, ब्रह्ममदत्त - ऄिाध्यायी (भाकाय) रस्थमा्ृित्त (रस्थमभाग), रामलालकपूरट्रस्ट, बहालगढ़
(सोनीपत, हषरयाणा)।
2. पाण्डेय, गोपालदत्त - ्ैयाकरणिसद्धावतकौमुदी, रस्थमभाग, चौखम्बासुरभारतीरस्काशन, ्ाराणसी,
1994
3. शास्त्री, जगदीशलालए्ंमधुबालाशमाष - ्ैयाकरणिसद्धावतकौमुदी (समास-रस्करण),
मोतीलालबनारसीदास, कदल्ली
4. Joshi, S.D. and J.A.F. Fooflesgen : The Astadhyayai of Panini, Vol. 1,4,5,6,7 Sahitya
Acadami,New Delhi.
5. Sharma, Ramanath. The Astadhyayai of Panini, Vol. 1, Vol. 2, Vol. 3, Munshiram
Manoharlal, Delhi, 1987 (Part I), 1990 (Part II), 1995 (Part III).
6. Vasu, S.C. The Astadhyayai of Panini, Vol. I, Motilal Banarsidass, Delhi, 1997

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit Course learning Teaching and Assessment tasks

outcomes. learning activity

1. Explanation of the A variety of

Internal assessment
Sūtras f the 1st approaches to
MCQ type questions / Internal
Unit and their teaching-learning Assessment/Project/
application in the process should be Discussion/ Assignment/ paper
derivational used, i.e. Reading presentation/ Periodic tests etc.
process and explanation of -End Semester Examination
Sūtras followed by 1.Explanatory Questions related
the classroom
to Sūtras and derivations.
discussion, 2.Detailed derivational process
lectures, tutorials,
of examples of the concerned
PPT Presentation Sūtras .
3.Critical questions
2. Explanation of the A variety of Internal assessment
Sūtras of the 2nd approaches to MCQ type questions / Internal
Unit and teaching-learning Assessment/Project/
application of the process should be Discussion/ Assignment/ paper

Page 102 of 218

 Case-endings in used, i.e. Reading presentation/ Periodic tests etc.
the language. and explanation of
Sūtras followed by -End Semester Examination
the classroom 1.Explanatory Questions related
discussion, to Sūtras .
Lectures, tutorials, 2. Use of the Case-endings in
PPT Presentation the sentences.
3.Critical questions
3. Explanation of the A variety of Internal assessment
Sūtras of the 3rd approaches to MCQ type questions / Internal
Unit and Unit and teaching-learning Assessment/Project/
application of the process should be Discussion/ Assignment/ paper
Case-endings in used, i.e. Reading presentation/ Periodic tests etc.
the language. and explanation of
Sūtras followed by -End Semester Examination
the classroom
discussion, 1.Explanatory Questions related
lectures , tutorials, to Sūtras .
PPT Presentation 2. Use of the Case-endings in
the sentences.
3.Critical questions
4. Explanation of the A variety of Internal assessment
Sūtras of the 4th approaches to MCQ type questions / Internal
Unit and teaching-learning Assessment/Project/
application of the process should be Discussion/ Assignment/ paper
Sūtras in the used, i.e. Reading presentation/ Periodic tests etc.
Examples of and explanation of
avyayībhāva, Sūtras followed by -End Semester Examination
tatpuruṣa the classroom 1.Explanatory Questions related
discussion, to Sūtras .
lectures, tutorials, 2.. Detailed derivational process
PPT Presentation of the Sanskrit compound words
of the Avyayībhāva, tatpuruṣa
category.
3.Critical questions
5. Explanation of the A variety of Internal assessment
Sūtras of the 5th approaches to
MCQ type questions / Internal
Unit and teaching-learning
Assessment/Project/
application of the process should be
Discussion/ Assignment/ paper
Sūtras in the used, i.e. Reading
presentation/ Periodic tests etc.
Examples of and explanation of
bahuvrīhi to Sūtras followed by
-End Semester Examination
aluksamāsa the classroom
discussion, 1.Explanatory Questions related
lectures, tutorials, to Sūtras.
PPT Presentation 2.. Detailed derivational process
of the Sanskrit compound words
of the bahuvrīhi to aluksamāsa
3.Critical questions

Page 103 of 218

 .
[F] Basic Structure of Question Paper & Division of Marks

(i) Explanation of four Sūtras (One from each unit) 4 x 6 = 24

(ii) Use of the Case-endings (from units 2) 2x4.5 = 9
(iii) derivational process of four words
(from 3&4 units) and name of compound 4x4 = 16
(iii) Three short notes (One to be answered in Sanskrit) 3 x 7 = 21
Total Marks= 70

***********

Page 104 of 218

 Semester: IV, MA (Sanskrit)
Elective Group: D

EC-D401: Mahābhāṣya and Vākyapadīya

महाभाष्य एवं वाक्यर्दीय
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)
[A] Course Objective
This course intends to introduce the students to some very important concepts of
philosophy of language at propounded by the Grammarian philosophers through the
reading of the texts of Mahābhāṣya and Vākyapadīya.

[B] Course Learning Outcome

After the completion of this course the students will :

 be able to observe and appreciate the contributions of the ancient Indian Thinkers of the
philosophy of language and linguistic.
 be able to understand the important, relevant and the purposes of the study of the
Grammar.
 be able to understand the issues of philosophy of Grammar in general.
 be able to understand the nature of the word, meaning and their relation.
 be able to understand the Sphoṭa theory of the Grammarians.
 be able to understand the different levels of language.

[C] Unit wise Division

Unit I महाभाकाय, पस्पशािह्नक - व्याकरण-रस्योजन की समािप्त पयषवत
Unit II महाभाकाय, पस्पशािह्नक समािप्त पयषवत
्ाक्यपदीय, ब्रह्ममकाण्ड (काषरकाओं की संख्या ऄभ्यङ्गकर-िलमये संस्करण के ऄनुसार)
Unit III ्ाक्यपदीय, ब्रह्ममकाण्ड, काषरका 1- 78
Unit IV ्ाक्यपदीय, ब्रह्ममकाण्ड, काषरका 79-156

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit Course learning Teaching and Assessment tasks

outcomes. learning activity

1. Explanation of the A variety of Internal assessment

Page 105 of 218

 Māhābhāsya text approaches to MCQ type questions / Internal
and discussion on teaching-learning Assessment/Project/
the Vārtikas and process should be Discussion/ Assignment/ paper
Vyakarana- used, i.e. Reading presentation/ Periodic tests etc.
Prayojanas and explanation of -End Semester Examination
text followed by 1.Explanations of the Vārtikas
the classroom and text of Māhābhāsya
discussion, 2. Critical analysis of the
lectures, tutorials, Philosophical concepts
PPT Presentation 3.Critical questions based on
etc. the text
2. Explanation of the A variety of Internal assessment
Māhābhāsya text approaches to MCQ type questions / Internal
and discussion on teaching-learning Assessment/(Project/
the Vārtikas and process should be Discussion/ Assignment/ paper
other statements used, i.e. Reading presentation/ Periodic tests etc.
related to and explanation of -End Semester Examination
philosophy of text followed by 1.Explanations of the Vārtikas
language. the classroom from the relevant portion of the
discussion, Māhābhāsya
lectures, tutorials, 2. Critical analysis of the
PPT Presentation Philosophical concepts
etc. 3.Critical questions based on
the text
3. Explanation of the A variety of Internal assessment
Kārikas of approaches to MCQ type questions / Internal
Vākyapadīya and teaching-learning Assessment/Project/
discussion on the process should be Discussion/ Assignment/ paper
doctrines of the used, i.e. Reading presentation/ Periodic tests etc.
philosophy of and explanation of -End Semester Examination
language. text followed by
the classroom 1.Explanations of the Kārikas
discussion, from the relevant portion of the
lectures, tutorials, Vākyapadīya
PPT Presentation 2. Critical analysis of the
Philosophical concepts
3.Critical questions based on
the text
4. Explanation of the A variety of Internal assessment
Kārikas of approaches to MCQ type questions / Internal
Vākyapadīya text teaching-learning Assessment/(Project/
and discussion on process should be Discussion/ Assignment/ paper
the doctrines of used, i.e. Reading presentation/ Periodic tests etc.
the philosophy of and explanation of -End Semester Examination
language. text followed by 1.Explanations of the Kārikas
the classroom from the relevant portion of the
discussion, Vākyapadīya
Lectures, tutorials, 2. Critical analysis of the
PPT Presentation Philosophical concepts
3.Critical questions based on

Page 106 of 218

 the text

5. Explanation of the A variety of Internal assessment

Vākyapadīya text approaches to
MCQ type questions / Internal
and discussion on teaching-learning
Assessment/Project/
the doctrines of process should be
Discussion/ Assignment/ paper
the philosophy of used, i.e. Reading
presentation/ Periodic tests etc.
language. and explanation of
-End Semester Examination
text followed by
the classroom 1.Explanations of the Kārikas
discussion, from the relevant portion of the
lectures, tutorials, Vākyapadīya
PPT Presentation 2. Critically analysis of the
Philosophical concepts
3.Critical questions based on
the text

Whole course will be covered in a semester as per University Academic Calendar.

[F] Basic Structure of Question Paper & Division of Marks

(i) Four Explanations (one from each of the Units) 04x07= 28

(ii) Four short notes ((one from each of the Units with
options, one in Sanskrit) 5+5+5+07=22
(iii) Two critical Questions (One from each units with options) 02x10=20
Total : 70

************

Page 107 of 218

 Semester: IV, MA (Sanskrit)
Elective Group: D

EC-D402: Siddhāntakaumudī (kṛdanta) and History of Sanskrit

Grammar
दसद्धान्तकौमुदी (कृदन्त) एवं सस्ं कृत व्याकरणशास्त्र का आदतहास
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

The objective of this course is two-fold; (i) Enhancing and advancing the
knowledge of primary suffixes and the derivational processes of the words ending with
those suffixes through the reading of the text of Siddhāntakaumudī of Bhattoji Dixit
and (ii) Familiarizing the learners with the origin and development of various systems
of Sanskrit Grammar.

[B] Course Learning Outcome

After the completion of this course the students will:
 learn the structural patterns and semantic aspects of primary Sanskrit suffixes.
 learn the derivational processes of Sanskrit words ending with primary
suffixes.
 learn to identify the general and exceptional patterns of primary suffixes and
their interchangeability.
 have the knowledge of the history and the structures of different schools of
Sanskrit grammar.
 have a thorough idea of the Astadhyayi tradition and Kaumidi tradition of the
teaching of Paninian grammar.
 have the knowledge of the contributions of individual Acharyas in the making
of Paninian grammar.
 be familiar with the history of the philosophy of language with paninian
grammar as focal point.

[C] Unit wise Division

Unit I िसद्धावतकौमुदी: पू्षकृदवत: (क्त–रस्त्ययरस्करण के र्मूर्नतस्पशषयोः यकयः से
ि्कु शिमपषरभ्यःस्थलम् सूत्रए को छोड़कर)
Unit II िसद्धावतकौमुदी: कृ दवत-रस्करण, ईत्तरकृ दवत (ईणाकदरिहत) ।
Unit III संस्कृ त व्याकरणशास्त्र का आितहास - पािणिनपू्ष ्ैयाकरण अचायों का योगदान, मुिनत्रय
(पािणिन, कात्यायन, पतञ्जिल) का काल ए्ं योगदान, पािणवयुत्तरव्याकरण-सम्रस्दायए का
स्ेक्षण: चावर, कातवत्र, जैनवे र, हैम, भोज, सुपद्म, हषरनामामृत अकद।

Page 108 of 218

Unit IV संस्कृ त व्याकरणशास्त्र का आितहास - ऄिाध्यायी की ्ृित्त-परम्परा, पािणिन-व्याकरण में
रस्कक्रयाग्रवथए का योगदान, पािणिन-परम्परा के दाशषिनक अचायष: भतृषहषर, भट्टोिजदीिक्षत,
कौण्डभट्ट, नागेश अकद।

[D]Suggested Readings
Essential Readings:
1. ्ैयाकरणिसद्धावतकौमुदी (बालमनोरमा-तत्त््बोिधनीटीका), (सं.) िगषरधरशमाष चतु्ेद ए्ं
परमेश्वरानवदशमाष, चतुथषभाग, कदल्ली
2. मीमांसक, युिधिष्ठर –संस्कृ तव्याकरणशास्त्र का आितहास, 3 भाग, सोनीपत, 1974
3. ्माष, सत्यकाम –संस्कृ तव्याकरण का ईद्भ् रर ि्कास, कदल्ली
4. Vasu, S.C. Siddhantakaumudi (2 Vols.), Text and English Translation, Delhi
Additional Resources:
1 ऄििहोत्री, रस्भुदयाल–पतञ्जिलकालीन भारत्र्ष, पटना, 1963
2 ऄग्र्ाल, ्ासुद्
े शरण –पािणिनकालीन भारत्र्ष, पटना, 1969
3 Belvalkar, S.K. Systems of Sanskrit Grammar, Delhi.
4 Cardona, George. Panini: A Survey of Research, Delhi, 1980
5 Ray, Bidyut Lata. Panini to Patanjali: A Grammatical March, Delhi, 2004
Schafe, H. Grammatical Literature (A History of Indian Literature

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit Course learning Teaching and Assessment tasks

outcomes. learning activity

1. Knowledge of the While teaching this Internal assessment

structure of the portion the whole MCQ type questions / Internal
Aṣṭādhyāyī along Aṣṭādhyāyī should Assessment/ (Project/
with operational be taken into the Discussion/ Assignment/ paper
techniques of consideration as presentation/ Periodic tests etc/
Pāņini. Study of one unit. learning the Sutras by heart.
these Meta rules Construction of the
will alleviate same along with -End Semester Examination
derivational explaining the 1. Explanation of Sutras.
problems and relationship and 2. Short notes on Paribhashas.
syntactic gaps a hierarchy among 3. Derivation of verbal and
grammar student the Sutras with nominal forms.
encounters. their operational 4. Long critical question.
function should be
well explained.

Page 109 of 218

 2. Derivation of the Explaining Sutras Internal assessment
nominal forms showing the MCQ type questions / Internal
under Pāņini’s recurrence , Step Assessment/Project/
system to get a by step derivation Discussion/ Assignment/ paper
thorough idea of mentioning the presentation/ Periodic tests etc/
Sanskrit application of the learning the Sutras by heart.
declensions. Sutras, tutorials,
workshops, -End Semester Examination
PPT Presentation. 1. Explanation of Sutras.
2. Short notes on Paribhashas.
3. Derivation of verbal and
nominal forms.
4. Long critical question.
3. Being well versed Explaining Sutras Internal assessment
in identifying showing the MCQ type questions / Internal
various roots recurrence, Step by Assessment/Project/
belonging to step derivation Discussion/ Assignment/ paper
different classes mentioning the presentation/ Periodic tests etc.
and deriving them application of the learning the Sutras by heart.
with due operation Sutras, tutorials,
deft. workshops, -End Semester Examination
PPT Presentation.
1. Explanation of Sutras.
2. Short notes on Paribhashas.
3.Derivation of verbal and
nominal forms.
4. Long critical question.
4. Efficiency to Explaining Sutras Internal assessment
conjugate showing the MCQ type questions / Internal
prefixed roots recurrence, Step by Assessment/Project/
denoting step derivation Discussion/ Assignment/ paper
various senses, mentioning the presentation/ Periodic tests etc/
e.g.- application of the learning the Sutras by heart.
desiderative, Sutras, tutorials,
causative, and workshops, -End Semester Examination
intensive etc. PPT Presentation. 1. Explanation of Sutras.
with 2. Short notes on Paribhashas.
operational 3. Derivation of verbal and
finishing. nominal forms.
4. Long critical question.

[E] Basic Structure of Question Paper & Division of Marks

(i) Eight Explanations of Sutras (two from each Unit) 8 x 3.5 = 28
(ii) Eight Explanations of the derivational process (two from each Unit) 8 x 3.5 = 28
(iii) One critical question 1x7 =7
(iv) One short notes in Sanskrit 1x7 =7
Total: 70

Page 110 of 218

Page 111 of 218
 Semester: IV, MA (Sanskrit)
ELECTIVE COURSE -D (SDC)

EC SDC- D401: Descriptive Grammar and Structure of Sanskrit

वणपनात्मक व्याकरण एवं संस्कृतभाषा की संरचना
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)
[A] Course Objective:
The objective of this course is to evaluate the structure of Sanskrit language with
special reference to its changing phases and to identify its Indo-European background.
Special focus is given to equant the students with structural semantic and syntactical
pattern of declension, conjugation secondary suffixes cases and accent.

[B] Course Learning Outcomes:

After the completion of this course the students will:
 be able to analyse Sanskrit phonology with reference to its historical
development.
 be able to critically observe the structural pattern of Sanskrit declension and
conjugation, with special reference to the Epic and Buddhist Hybrid Sanskrit.
 be able to examine primary and secondary Sanskrit suffixes in their
developmental phases
 be able to analyse to the Sanskrit cases and their import historically
syntactically.
 be able to identify the different aspects, types and linguistic importance of accent
throughout the ages.

[C] Unit wise Division

Unit-I Sanskrit Phonology with special reference to its changing phase
from Vedic Sanskrit up-to-date including Sandhi.
Indo-European background of Sanskrit Sounds.
Unit-II Declension with special reference to Epic and Buddhist Hybrid
Sanskrit.
Conjugation with special reference to intermixture of grounds
of Sanskrit roots (gaṇas): Ātmanepada and Parasmaipada, development
of Sanskrit roots.
Unit-III Kṛt and Taddhita: Development of important
suffixes.
Syntax: Change of cases throughout: Mixture of cases:
Meaning and import of cases and their syntactical relativity.
Unit-IV Accent: Vedic, Types of Sanskrit throughout the
ages

[D]Suggested Readings
Essential Readings:

Page 112 of 218

 Burrow, T. Sanskrit Language, New Jersey, 1974 ( With Hindi translation by Bholashankar
Vyasa, Varanasi, 1965)
 Ghosal, B.K. Linguistic Introduction to Sanskrit, Calcutta, 1937
 Murti, M. Srimannarayana ² An Introduction to Sanskrit Linguistics, Delhi, 1984
Additional Resources:
 Speijer, J.S. Sanskrit Syntax, New York, 1974
 Stall, J.F. ² Word order in Sanskrit and Universal Grammar, Holland, 1967
 Taraporevala, J.S. Sanskrit Syntax, Delhi, 1967

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes. Facilitating the achievement of course learning outcomes are as under-
Unit course learning Teaching and Assessment tasks
outcomes. learning activity

1. Understanding the Explaining through Internal assessment

Sanskrit extensive lecture MCQ type questions / Internal
phonology with regarding India’s Assessment/Project/
reference to its scholarly tradition, Discussion/ Assignment/ paper
historical tutorials, presentation/ Periodic tests etc/
development. workshops, PPT
Presentation etc. -End Semester Examination
1. Long questions
2. S Extensive short
answered question/
notes
2. Critically Explaining through Internal assessment
observation of the extensive lecture MCQ type questions / Internal
structural pattern on language Assessment/(Project/
of Sanskrit philosophy of Discussion/ Assignment/ paper
declension and grammarians, Text presentation/ Periodic tests etc/
conjugation. reading though is
not required, -End Semester Examination
tutorials, 1. Long questions
workshops, PPT 2. Extensive short
Presentation etc. answered question/
notes
3. Analysis of the Explaining through Internal assessment
Sanskrit cases etc. extensive lecture MCQ type questions / Internal
on language Assessment/Project/
philosophy of Discussion/ Assignment/ paper
grammarians, text presentation/ Periodic tests etc
reading though is
not required, -End Semester Examination
tutorials,
workshops, PPT 1. Long questions
Presentation. 2. Extensive short answered
question/ notes
4. Identification of Explaining through Internal assessment

Page 113 of 218

 the different extensive lecture MCQ type questions / Internal
aspects, types and on language Assessment/(Project/
linguistic philosophy of Discussion/ Assignment/ paper
importance of grammarians, Text presentation/ Periodic tests etc/
accent throughout reading though is
the ages. not required, -End Semester Examination
tutorials, 1. Long questions.
workshops, 2. Extensive short
PPT Presentation. answered question/
notes

[F] Basic Structure of Question Paper & Division of Marks

(i) Four analytical Questions (One from each Unit) 10+10+09+09= 38
(ii) Four short Answered questions /notes 4x6 =24
(iii) One note in Sanskrit 08
Total Marks = 70
************

Page 114 of 218

 Semester: IV, MA (Sanskrit)
ELECTIVE GROUP D (SDC)
EC - SDC D 402: Linguistic Speculations in Sanskrit
सस्ं कृत में भाषादवषयक दचन्तन
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective:

The objective of this course is to equant the student with the contributions of the
ancient Indians in the field of the philosophy of language. Besides an overview of the
prominent figures in the field and of their linguistic contributions it is also the
students envisaged that get to understand some important notions and views of ancient
Indian language philosophers.

[B] Course Learning Outcome:

After the completion of this course the students will:
 acquire a historical overview of the prominent Acharyas of the philosophy of
language belonging to the different schools of thought.
 acquainted with the some very important theories developed in Ancient India,
regarding word, meaning, sentence and syntactic relationship etc.
 be able to critically evaluate the thought process of different philosophical
schools casting effect on language philosophy.
 simultaneously get acquainted with heterodox and orthodox systems of Indian
philosophy and their main a priori opinions.

[C] Unit wise Division

Unit I General Study of the following:
Prātiśākhya, Śikṣā, Ṥākalya, Śākaṭāyana, Vyā
i, Yāska, Pāṇini, Kātyayana,
Patañjali, Bhartṛhari, Kaiyaṭa, Nāgeśa, Kumārila, Prabhākara, Jagadisha
Tarkalankara.
Unit II Vākyapadīya, Kāna 2, Kārikās 1-2 & 117-152,
Unit III Nyāyasiddhāntamuktāvalī-śabdakhaṇḍa
Unit IV (i) Meaning of Verbal Roots and Conjugational Suffixes (Based on
Paramalaghumañjūṣā)
(ii) Meaning of nouns and inflectional suffixes (Based on
Paramalaghumañjūṣā)
(iii) Apoha Theory of Meaning
(iv) Abhihitānvayavāda and Anvitābhidhānavāda
(v) Theory of Sphoṭa and śabdabrahman

[D]Suggested Readings
Essential Readings:
1. वयायिसद्धावतमुक्ता्ली (सं.) - ि्श्वनाथ पंचानन, कलकत्ता।
2. ्ाक्यपदीय, काण्ड (सं.) के -ए- सुब्रह्ममण्य ऄय्यर, कदल्ली, 1983

Page 115 of 218

Additional Resources:
1. ऄय्यर, के -ए-एस- - भतृषहषर का ्ाक्यपदीय, ऄनु्ादक - रामचवर िद्व्ेदी, राजस्थान िहवदी
ऄकादमी, जयपुर
2. किपलदे् शास्त्री – ्ैयाकरणिसद्धावतपरमलघुमञ्जूर्ा कु रुक्षेत्र, 1975
3. ित्रपाठी, रामसुरेश - संस्कृ त व्याकरण-दशषन, कदल्ली, 1972
4. शमाष, दीिप्त– व्याकरिणक कोषटयए का ि्श्लेर्णात्मक ऄध्ययन, िबहार िहवदी ग्रवथ ऄकादमी,
पटना–1975
5. िद्व्ेदी, किपल दे् – ऄथषि्ज्ञान रर व्याकरणदशषन, िहवदुस्तान ऄकादमी, आलाहाबाद, 1951
6. िबजल््ान, चक्रधर - भारतीय वयायशास्त्र, ईत्तररस्देश िहवदी संस्थान, लखनउ
7. िमश्र, शोभाकावत - शब्दाथषतत्त््, िबहार िहवदी ग्रवथ ऄकादमी, पटना, 1989
8. मीमांसक, युिधिष्ठर - संस्कृ त व्याकरणशास्त्र का आितहास, रामलाल कपूर ट्रस्ट, सोनीपत,
1984
9. शब्दाथषमीमांसा, (िहवदी-ऄनु्ादक:िमिथलेश चतु्ेदी), सम्पूणाषनवद संस्कृ त ि्श्वि्द्यालय,
्ाराणसी, 1992
10. शुक्ल, बलराम. भारतीय ए्ं पाश्चात्त्य ्ाक्याथष िसद्धावत. रस्ितभा रस्काशन, कदल्ली. 2013
11. सोम्ीर. भारतीय दशषन में भार्ा तत्त््. पषरमल रस्काशन, कदल्ली 2013
12. Chakravarti, P.C. Linguistic Speculations of the Hindus, Calcutta, 1963
13. Iyer, K.A.S. The VAkyapadÏya of Bhartrhari, Ch. II, Eng. Tr., Delhi, 1977
14. Kunjunni Raja, K. Indian Theories of Meaning, Adyar Library, Madras, 1964
15. Pandey, R.C. Problem of Meaning in Indian Philosophy, MLBD, Delhi, 1963
16. Sastri, Gaurinath Philosophy of Word and Meaning, Sanskrit College, Calcutta
17. Matilal, Bimal Krishna The Word and the World: India's Contribution to the Study
of Language, Oxford University Press, London. 1990
18. Vattanky, JohnNyaya Philosophy of Language, Sri Sadguru Publications,Delhi,
1995.
19. Tiwari, D.N., Central Problem of Bhartrihari’s Philosophy, Indian Council for
Philosophical Research,2008

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes. Facilitating the achievement of course learning outcomes are as under-
Unit course learning outcomes. Teaching and Assessment tasks
learning activity

1. Understanding historical Explaining Internal assessment

development of language through MCQ type questions /
philosophy in India along extensive lecture Internal
with the thorough regarding India’s Assessment/Project/
acquaintance with scholarly Discussion/ Assignment/
prominent figures of tradition, paper presentation/
Indian language tutorials, Periodic tests etc/

Page 116 of 218

 philosophy of different workshops,
schools of thoughts PPT
Presentation etc

-End Semester
Examination
1.Long questions
2.Extencive Notes

2. Explanation and Explaining Internal assessment

appreciation of India’s through MCQ type questions /
most original language extensive lecture Internal
philosopher- Bhartihari’s on language Assessment/(Project/
views on word and philosophy of Discussion/ Assignment/
sentence along with a deep grammarians, paper presentation/
backgrounding of other Text reading Periodic tests etc/
views. though is not
required, -End Semester
tutorials, Examination
workshops, 1. Long questions
PPT 2.Explanations
Presentation etc. 3.Extensive notes
3. Explanation and Explaining Internal assessment
appreciation of India’s through MCQ type questions /
most original language extensive lecture Internal
philosophy- on language Assessment/(Project/
Nyāyasiddhāntamuktāvalī philosophy of Discussion/ Assignment/
-śhabdakhaṇḍa’s views on grammarians, paper presentation/
word and sentence along text reading Periodic tests etc
with a deep backgrounding though is not
of other views. required, -End Semester
tutorials, Examination
workshops, 1. Long questions
PPT 2.Explanations
Presentat 3.Extensive notes
ion.
4. Understanding Explaining Internal assessment
miscellaneous views through MCQ type questions /
regarding language extensive lecture Internal
philosophy not covered on language Assessment/(Project/
in previous sections. philosophy of Discussion/ Assignment/
Especially that of grammarians, paper presentation/
Buddhist, Mimansakas, Text reading Periodic tests etc/
and grammarians. though is not
required, -End Semester
tutorials, Examination

Page 117 of 218

 workshops, 3. Long questions
PPT Extensive short
Presentation. notes

[F] Basic Structure of Question Paper & Division of Marks

(i) Four analytical Questions (One from each Unit) 10+10+09+09= 38
nd rd
(ii) Four explanations (Two From II unit and two form III unit) 4x6 =24
(iii) One note in Sanskrit 08
Total Marks = 70
************

Page 118 of 218

 Semester: III, MA (Sanskrit)
Elective Group: E
EC-E303: Pāraskaragṛhyasūtra & Arthaśāstra
र्ारस्करगृह्यसत्रू एवं ऄथपशास्त्र
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objectives

The course has two-fold objectives of exposing the students to the knowledge of ancient
Indian science of rituals and the political institutions.

[B] Course Learning Outcomes

By the end of this course the students:
 will be able to learn about the Kalpa Vedanga in detail, through different
samskaras depicted in Paraskaragrhyasutras and other grhyasutras.
 will be able to appreciate many aspects of administrative system and taxation
policy depicted in the Arthashastra.
 Will also be able to compare ancient Indian social, cultural, administrative with
the present system
 Will also be able to compare ancient Indian administrative with the present
system

[C] Unit wise Division

Unit I पारस्करगृह्यसूत्र का रस्थमकाण्ड
Unit II पारस्करगृह्यसूत्र का िद्वतीयकाण्ड
Unit III कौषटल्य-ऄथषशास्त्र के तृतीय ऄिधकरण के रस्थम दस ऄध्याय
Unit IV कौषटल्य-ऄथषशास्त्र के तृतीय ऄिधकरण के ्यारह्ें ऄध्याय से बीस्ें ऄध्याय पयषवत

[D]Suggested Readings
Essential Readings:
1. कौषटल्य ऄथषशास्त्र – िहवदी व्याख्यासिहत, ्ाचस्पित गैरोला, ्ाराणसी।
2. कौषटल्य ऄथषशास्त्र – संस्कृ त टीका सिहत, संपादक–टी. गणपितशास्त्री, ित्र्ेवरम्।
3. पारस्कर गृह्यसूत्रम् - हषरहर ‘गदाधर’भाकायद्वयोपेतम् िहवदी व्याख्योपेतम्, व्याख्याकार -
जगदीशचवरिमश्र, चौखम्बा सुरभारतीरस्काशन।
4. पारस्करगृह्यसूत्रम् – ओमरस्काश पाण्डेय, चौखम्बा ऄमरभारती रस्काशन, ्ाराणसी।
Additional Resources:
1. कृ काणलाल - गृह्यसूत्र रर ईनका ि्िनयोग, कदल्ली।
2. Apte, V.M. - Social Life in the Gṛhya Sūtras
3. Chaudhary, R.K. - Kauṭilya’s Political Ideas and Institutions, Chaukhamba S. Series,
Varanasi, 1971

Page 119 of 218

 4. Mehta, U. and Thakkar, U. - Kauṭilya and His Arthaṥāstra, S. Chand Publication,
Delhi, 1980
5. Pandey, Raj Bali - Hindu Samskaras (English and Hindi Versions), Chaukhambha,
Delhi
6. Pushpendra Kumar - Kauṭilya’s Arthaṥāstra : An Appraisal, Nag Publication, Delhi,
1981

[E] Teaching Plan

The teaching will be done as per the abovementioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit Course learning Teaching and Assessment tasks

outcomes. learning activity

1. Explanation and Topic wise Internal assessment

critical analysis of lectures, MCQ type questions / Critical
Paraskargrihyasutra interpreting study/ (Project/ Discussion/
relevant sections Assignment/ paper
from the text along presentation/ Periodic tests etc.
with traditional
commentaries -End Semester Examination
Tutorials and 1. Explanatory Questions
workshops 2. Short notes
PPT Presentation 3.Critical questions

2. Explanation and Topic wise Internal assessment

critical analysis lectures,
of interpreting MCQ type questions / Internal
Paraskargrihyasutra relevant sections Assessment/Project/
and other from the text along Discussion/ Assignment/ paper
secondary with traditional presentation/ Periodic tests etc.
resources commentaries
Tutorials and -End Semester Examination
workshops 1. Explanatory Questions
PPT Presentation 2. Short notes
3.Critical questions
3. Explanation and Topic wise -internal assessment:
critical analysis of lectures, MCQ type questions / Internal
10th chapter of 3rd interpreting Assessment/Project/
Adhikarana 0f relevant sections Discussion/ Assignment/ paper
(Kautilya from the text along presentation/ Periodic tests etc.
Arthashastra and with traditional
its commentary commentaries -End Semester Examination

Page 120 of 218

 Tutorials and 1. Explanatory Questions
workshops 2. Short notes
PPT Presentation 3.Critical questions
4. Explanation and Topic wise -internal assessment:
critical analysis lectures, Reading MCQ type questions / Internal
in light of and interpreting Assessment/Project/
Chapters 11th to relevant sections Discussion/ Assignment/paper
20th of 3rd from the text along presentation/ Periodic tests etc.
Adhikarana with traditional
(Kautilya commentaries -End SemesterExamination
Arthashastra Tutorials and 1. Explanatory Questions
and its workshops 2. Short notes
commentary PPT Presentation 3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Four Explanations (one from each of the Units) 04x 7= 28
(ii) Four short notes ((one from each of the Units with options, one in Sanskrit)
5+5+5+07=22
(iii) Two critical Questions (One from each of the units with options) 02x10=20
Total: 70

***********

Page 121 of 218

 Semester: III, MA (Sanskrit)
Elective Group: E

EC-E304: Manusmṛti
मनुस्मृदत
Maximum Marks: 100 (70+30) Duration: 64 hrs (16 weeks).
(4 Theories = 4 credits)

[A] Course Objectives

The course gives an understanding of the ancient Indian legal, political and religious,
constitutional institutions through the study of the text of Manusmṛti.

[B] Course Learning Outcomes

By the end of this course the students:
 will be able to learn the ancient legal system,
 will be able to acquire the knowledge of political and religious institutions.
 will be able to compare ancient Indian legal, political, religious and
constitutional systems with modern Indian systems.

[C] Unit wise Division

Unit I मनुस्मृित (कु ल्लूकभट्ट सम्मत व्याखान), ऄध्याय – 2
Unit II मनुस्मृित (कु ल्लूकभट्ट सम्मत व्याखान) ऄध्याय – 6
Unit III मनुस्मृित ( कु ल्लूकभट्ट सम्मत व्याखान) ऄध्याय – 7 ए्ं 9 (श्लोक 1-102)
Unit IV मनुस्मृित (कु ल्लूकभट्ट सम्मत व्याखान), ऄध्याय-12

[D]Suggested Readings
Essential Readings:
1. मनुस्मृित, कु ल्लूकभट्ट टीकासिहत, (सं.) िश्राज अचायष, ि्द्याभ्न, ्ाराणसी।
2. मनुस्मृित, कु ल्लूकभट्ट टीकासिहत, (सं.) हरगोि्वद शास्त्री, चौखम्बा संस्कृ त रस्ितष्ठान, कदल्ली।
Additional Resources:
1. Bhattacharya, S.C. - Some aspects of Indian Society
2. Buhler, G. - Laws of Manu, (Reprint), MLBD, Delhi, 1964
3. Dumont, Louis - Homo Hierarchicus
4. Kane, P.V. - History of Dharma„Èstra, Vol. I, BORI, Poona
5. Prabhu, P.H. - Hindu Social Organisation
6. Sen, P.K. - Hindu Jurisprudence
7. Sharma, R.S. and Jha D.N. - India Society: Historical Problems
8. Sharma, R.S.-Shudras in Ancient India, MLBD, Delhi.
9. Varadacharian, S. - Hindu Judicial System.

Page 122 of 218

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit Course learning Teaching and Assessment tasks

outcomes. learning activity

1. Explanation and Topic wise Internal assessment

critical analysis of lectures, Reading MCQ type questions / Internal
prescribed text, and interpreting Assessment/Project/
along with relevant sections Discussion/ Assignment/ paper
Kullukbhatta`s from the text along presentation/ Periodic tests etc.
Commentary with traditional
commentaries -End Semester Examination
Tutorials and 1. Explanatory Questions
workshops 2. Short notes
PPT Presentation 3.Critical questions

2. Explanation and Topic wise Internal assessment

critical analysis of lectures,
prescribed text, interpreting MCQ type questions / Internal
along with relevant sections Assessment/Project/
Kullukbhatta`s from the text along Discussion/ Assignment/ paper
Commentary with traditional presentation/ Periodic tests etc.
commentaries
Tutorials and -End Semester Examination
workshops 1. Explanatory Questions
PPT Presentation 2. Short notes
3.Critical questions
3. Explanation and Topic wise -internal assessment:
critical analysis of lectures, MCQ type questions / Internal
prescribed text, interpreting Assessment/Project/
along with relevant sections Discussion/ Assignment/ paper
Kullukabhatta`s from the text along presentation/ Periodic tests etc.
Commentary with traditional
commentaries -End Semester Examination:
1. Explanatory Questions
2. Short notes
3.Critical questions
4. Explanation Topic wise -internal assessment:
and critical lectures, Reading MCQ type questions / Internal
analysis of and interpreting Assessment/Project/
prescribed text, relevant sections Discussion/ Assignment/paper
along with from the text along presentation/ Periodic tests etc.

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 Kullukbhatta`s with traditional
Commentary commentaries -End Semester Examination:
Tutorials and 1. Explanatory Questions
workshops 2. Short notes
PPT Presentation 3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Four Explanations (one from each of the Units) 04x 7= 28
(ii) Four short notes ((one from each of the Units with options, one in Sanskrit)
5+5+5+07=22
(iii) Two critical Questions (One from each of the units with options) 02x10=20
Total: 70

***********

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 Semester: IV, MA (Sanskrit)
Elective Group: E
EC-E401: Yājñavalkyasmṛiti
याज्ञवल्क्यस्मृदत
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)
[A] Course Objective
The course provides in deep study of the ancient Indian law on inheritance as depicted in the
Yājñavalkyasmṛiti along with Vijnaneshwara’s commentary.

[B] Course Learning Outcome

By the end of this course the students:
 will be able to learn about various provisions of the law on inheritance.
 will be able to understand how Hindu law has responded to changing ground
situations.
 Will also be able to compare ancient Indian laws of inheritance present system

[C] Unit wise Division

Unit I याज्ञ्ल्क्यस्मृित (िमताक्षरा सिहत) – II.114-122
Unit II याज्ञ्ल्क्यस्मृित (िमताक्षरा सिहत) – II.123-131
Unit III याज्ञ्ल्क्यस्मृित (िमताक्षरा सिहत) – II. 132-140
Unit IV याज्ञ्ल्क्यस्मृित (िमताक्षरा सिहत) – II.141-149

[D]Suggested Readings:
Essentiel Readings:
1. याज्ञवल्क्यस्मृहत, हमताक्षराख्य टीका सहहत, सम्पादक डॉ. गगं ासागर राय, चौखम्बा संस्कृ त प्रहतष्ठान, हदल्ली।
Additional resources :
1. Kane, P.V. - History of Dharma„Èstra, Vol. I, BORI, Poona
2. Sen, P.V.- Hindu Jurisprudence
3. Varadachariar, S. - Hindu Judicial System

[E] Teaching Plan

The teaching will be done as per the abovementioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit Course learning Teaching and Assessment tasks

outcomes. learning activity

1. Explanation and Exposition and Internal assessment

Page 125 of 218

 critical analysis of interpretation of MCQ type questions / Internal
prescribed text in relevant readings Assessment/(Project/
light of the with their Discussion/ Assignment/ paper
commentary of traditional presentation/ Periodic tests etc.
Mitākṣarā commentary
lectures, tutorials, -End Semester Examination
discussions, 1. Explanatory Questions
workshops, and 2. Short notes
PPT Presentation 3.Critical questions

2. Explanation and Exposition and Internal assessment

critical analysis of interpretation of
prescribed text in relevant readings MCQ type questions / Internal
light of the with their Assessment/(Project/
commentary of traditional Discussion/ Assignment/ paper
Mitākṣarā commentary presentation/ Periodic tests etc.
lectures, tutorials,
discussions, -End Semester Examination
workshops, and 1. Explanatory Questions
PPT Presentation 2. Short notes
3.Critical questions
3. Explanation and Exposition and -internal assessment:
critical analysis of interpretation of MCQ type questions / Internal
prescribed text in relevant readings Assessment/(Project/
light of the with their Discussion/ Assignment/ paper
commentary traditional presentation/ Periodic tests etc.
Mitākṣarā commentary
lectures, tutorials, -End Semester Examination
discussions,
workshops, and 1. Explanatory Questions
PPT Presentation 2. Short notes
3.Critical questions
4. Explanation Exposition and -internal assessment:
and critical interpretation of MCQ type questions / Internal
analysis of relevant readings Assessment/(Project/
prescribed text with their Discussion/ Assignment/paper
in light of the traditional presentation/ Periodic tests etc.
commentary commentary
Mitākṣarā lectures, tutorials, -End SemesterExamination
discussions, 1. Explanatory Questions
workshops, and 2. Short notes
PPT Presentation 3.Critical questions

Page 126 of 218

[F] Basic Structure of Question Paper & Division of Marks:

(i) Four Explanations (one from each of the Units) 04x07= 28

(ii) Four short notes ((one from each of the Units with options, one in Sanskrit)
5+5+5+07=22
(iii) Two critical Questions (One from each of the units with options) 02x10=20
Total: 70

***********

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 Semester: IV, MA (Sanskrit)
Elective Group: E

EC-E402: Āpastambadharmasūtra & History of Dharmaśāstra

अर्स्तम्बधमपसूत्र एवं धमपशास्त्र का आदतहास
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objectives:

The course intends to provide exposer the students to the Dramashastric injunctions and
views regarding the disciplines, duties, conducts, and other aspects of the role of four
Asramas through the reading of the text of Apastambha dharmasutra. The other very
important focus of the course is to expose the learners to the vast history of
Dharmashastra.

[B] Course Learning Outcome:

By the end of this course the students:
 will be able to form a thorough idea of the Apastambian viewpoints regarding the
ways and aims of the life of four Ashramas.
 Will gain a thorough understanding of the position of women, the legal system,
various types of Shraut rituals and other issues as reflected in
different Dramashastric texts.
 Will be familiarized with the individual contribution of Acharyas in the making of the
rich Dharmashastra tradition

[C] Unit wise Division

Unit I अपस्तम्बधमषसूत्र - रस्थम रस्श्न
Unit II अपस्तम्बधमषसूत्र - िद्वतीय रस्श्न
Unit III धमषशास्त्र का आितहास - धमषशास्त्र के अचायष - मेधाितिथ, ि्ज्ञानेश्वर, लक्ष्मीधर,
जीमूत्ाहन, दे्ण्णभट्ट, चण्डेश्वर, माध्ाचायष, ्ाचस्पितिमश्र, कमलाकरभट्ट, िमत्रिमश्र,
रघुनवदन।
Unit IV धमषशास्त्र का आितहास - धमषशास्त्र के रस्मुखिसद्धावत - ्णष, अश्रम, संस्कार, िस्त्रयए की
िस्थित, श्रौतयाग, राजधमष, दण्डव्य्स्था, धमषशास्त्र ि्र्यक अधुिनक ऄध्ययन
(स््ातव्योत्तरकाल)।

[D]Suggested Readings
Essential reading
1. अपस्तम्बधमससत्रू , ईमेश चदर पाण्डेय, चौखम्भा सस्ं कृ त प्रहतष्ठान, वाराणसी।
Additional Resources:
1. धमसशास्त्र का आहतहास, ऄनवादक – ऄजसन चौबे काश्यप, ईत्तर प्रदेश हहददी सस्ं थान (हहददी सहमहत प्रभाग),
लखनउ, ईत्तर प्रदेश।
2. Kane, P.V. - History of Dharmashastra, Vol. I, BORI, Poona

Page 128 of 218

[E] Teaching Plan

The teaching will be done as per the abovementioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit course learning Teaching and learning Assessment tasks

outcomes. activity

1. Explanation and Exposition of Internal assessment

critical analysis Prescribed Texts, MCQ type questions / Internal
Of Apastamba- lectures, and Assessment/Project/
dharmasutra interpreting relevant Discussion/ Assignment/ paper
sections from the text presentation/ Periodic tests etc.
along with traditional
commentaries, -End Semester Examination
Discussions, Tutorials, 1. Explanatory Questions
workshops and PPT 2. Short notes
Presentation 3.Critical questions

2. Explanation and Topic wise lectures, Internal assessment

critical analysis interpreting relevant
of sections from the text MCQ type questions / Internal
Apastamba- along with traditional Assessment/Project/
dharmasutra commentaries, Discussion/ Assignment/ paper
Tutorials, workshops presentation/ Periodic tests etc.
and PPT Presentation
-End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
3. Introductions to Lectures, discussions, -internal assessment:
leading texts Tutorials, PPT MCQ type questions / Internal
and thinkers on Presentation on Assessment/Project/
Dharma shastra principal works and Discussion/ Assignment/ paper
as prescribed in special contribution presentation/ Periodic tests etc.
the course
-End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
4. Analytical Lectures, Discussion, -internal assessment:
survey of Tutorials, PPT MCQ type questions / Internal
prescribed social Presentation of original Assessment/Project/

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 institutions of texts and secondary Discussion/ Assignment/paper
Dharmashastra. sources. presentation/ Periodic tests etc.

-End Semester Examination

1. Explanatory Questions
2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Four Explanations (one from each of the Units) 04x 7= 28

(ii) Four short notes ((one from each of the Units with options, one in Sanskrit)
5+5+5+07=22
(iii) Two critical Questions (One from each of the units with options) 02x10=20
Total: 70

*********

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 Semester: III, MA (Sanskrit)
Elective Group: F- Epigraphy

EC-F303: Edicts of Ashoka Period

ऄशोककालीन ऄदभलेख

Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).

(4 Theories = 4 credits)

[A] Course Objective

The objective of this course is to introduce the students to historical, cultural religious, social
and literary significance of the edicts of Asokan period. A special attention is to be given to
the mastering of the Brahmi script of the Asokan period.

[B] Course Learning Outcome

After the completion of this course the students will :
 be aware of the social, religious, administrative and political conditions of the time of
the reign of Asoka.
 be thoroughly able to decipher, understand and interpret all the facts available
regarding Asok and his empire.
 be well grounded for perusing the advance learning in the field of archaeology.
 acquire the knowledge of the features of the Asokan Brahmi script.
 be thoroughly skilled for explanation and transliteration of the edicts.

[C] Unit wise Division

Unit I ऄशोक के चौदह िगरनार िशलालेख
Unit II ऄशोक के कदल्ली िस्थत सात टोपरा स्तम्भलेख
Unit III ऄशोककालीन धार्नमक ए्ं सामािजक व्य्स्था का ऄध्ययन।
Unit IV ऄशोककालीन रस्शासिनक ए्ं राजनीितक व्य्स्था का ऄध्ययन।

[D]Suggested Readings
1. ओझा, गौरीशंकर – ऄशोककालीन धार्नमक ऄिभलेख, भारतीय कला रस्काशन, कदल्ली - 2002
2. पाण्डेय, राजबली – ऄशोक के ऄिभलेख, मुंशीराम मनोहरलाल, कदल्ली, 1992
3. रोिमलाथापर – ऄशोक रर मौयषसाम्रा्य का पतन, डी.अर.चौधरी, (ऄनु्ादक) ग्रवथिशल्पी,
कदल्ली, 1997
4. Barua, B.M. Ashoka and His Inscriptions (two parts), Calcutta, 1968
5. Basak, R.G. Ashokan Inscriptions, Progressive Publication, Calcutta, 1959
6. Bhandarkar, D.R. Ashoka (Also in Hindi), Calcutta, 1925
7. Hultzsch, E. Corpus Inscriptionum Indicarum, Vol. I (Inscriptions of A„oka), Oxford,
1925
8. Indological Book House (Rep.), Delhi, 1969

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 9. Jaiswal, K.P. Notes on Ashoka’s Inscriptions, J.B.O.R.S., 4, 144-47, Patna, 1918
10. Mookerji, R.K. Ashoka, Moti Lal Banarasi Dass, Delhi, 1989
11. Sircar, D.C. Inscriptions ofAshoka, Publication Division, Govt. of India,New
Delhi,1975
12. Smith, V.A. Ashoka (The Buddhist Emperor of India), (reprint) Arihant Publication,
Jaipur, 1988
13. Thapar, Romila Ashoka and the Decline of the Mauryas, London, 1961 & Oxford
University Press, Delhi, 1997

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit course learning Teaching and Assessment tasks

outcomes learning activity

1. The Learners Explanation and Internal assessment

should be able to analytical approach MCQ type questions / Internal
explain, elucidate to clarify the text Assessment/Project/
and critically followed by Discussion/ Assignment/ paper
analyze the discussions, presentation/ Periodic tests etc.
prescribed edicts lectures, tutorials,
in the light of PPT Presentation. -End Semester Examination
Indian history, poetical and value 1. Explanatory Questions
society, religion, based analytical 2. Short notes
administration and appreciation will 3.Critical questions
politics during the discussed and the 4. Transliteration
reign of Asoka Asokan Brahmi
script will also be
introduced.
2. The Learners Explanation and Internal assessment
should be able to analytical approach
explain, elucidate to clarify the text MCQ type questions / Internal
and critically followed by Assessment/Project/
analyze the discussions, Discussion/ Assignment/ paper
prescribed edicts lectures, tutorials, presentation/ Periodic tests etc.
in the light of PPT Presentation.
Indian history, Poetical and value -End Semester Examination
society, religion, based analytical 11. Explanatory Questions
administration and appreciation will 2. Short notes
politics during the discussed and the 3.Critical questions
reign of Asoka Asokan Brahmi 4. Transliteration
script will also be
introduced.
3. The Learners Explanation and -internal assessment :
should be able to analytical approach MCQ type questions / Internal
explain, elucidate to clarify the text Assessment/Project/

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 and critically followed by Discussion/ Assignment/ paper
analyze the discussions, presentation/ Periodic tests etc.
prescribed edicts lectures, tutorials,
in the light of PPT Presentation. -End Semester Examination
Indian history, Poetical and value
society, religion, based analytical 1. Explanatory Questions
administration and appreciation will 2. Short notes
politics etc. during discussed and the 3.Critical questions
the reign of Asoka Asokan Brahmi 4. Transliteration
script will also be
introduced.
.

[F] Basic Structure of Question Paper & Division of Marks

(i) Four explanations of verses or passages (covering with all units) 4 x 6= 24
ii) Gist of two verses or passages in Sanskrit (covering with all units) 02 x3.5=07
(iii) Two critical Questions (based on contents and history) 8 x 2 = 16
(iv) Two short notes 4 x 2 = 08
(v) Transliteration of Brhami in to Devanagari (From I or II unit) 01x15=15
Total Marks : 70

***********

Page 133 of 218

 Semester: III, MA (Sanskrit)
Elective Group: F- Epigraphy

EC-F304: Inscriptions of Gupta Period

गुप्तकालीन ऄदभलेख

Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).

(4 Theories = 4 credits)
[A] Course Objective
The objective of this course is to introduce the students to historical, cultural, religious, social
and literary significance of the inscriptions of the Gupta period. A special attention is to be
given to the mastering of the Brahmi script of the Gupta period.

[B] Course Learning Outcome

After the completion of this course the students will :

 be aware of the social, religious, administrative and political conditions of the time of
the reign of Guptas.
 be thoroughly able to decipher, understand and interpret all the facts available
regarding Guptas and their empire.
 be well grounded for perusing the advance learning in the field of archaeology.
 acquire the knowledge of the features of the Gupta-Brahmi script.
 be thoroughly skilled for explanation and transliteration of the inscriptions.

[C] Unit wise Division

Unit I 1. समुरगुप्त का आलाहाबादस्तम्भलेख
2. समुरगुप्तकालीन एरण ऄिभलेख
3. चवरगुप्त िद्वतीय का मथुरा ऄिभलेख
4. चवरगुप्त िद्वतीय का सांची ऄिभलेख गुप्तसं्त् 93
5. चवरगुप्त िद्वतीय का ईदयिगषर गुहालेख
6. महरौली िस्थत चवर का लौहस्तम्भलेख
7. गुप्त्ंश का ि्स्तृत पषरचय(ि्शेर् रूप से समुरगुप्त ए्ं चवरगुप्त िद्वतीय)

Unit II 1. कु मारगुप्त रस्थमकालीन िबलसड स्तम्भलेख, ्र्ष 96

2. कु मारगुप्त रस्थमकालीन ईदयिगषर गुहालेख, ्र्ष 106
3. कु मारगुप्त रस्थम का दामोदरपुर ताम्रपत्र लेख, ्र्ष 128
4. स्कवदगुप्तकालीन िभटारी स्तम्भलेख
5. स्कवदगुप्त कालीन जूनागढ़ ऄिभलेख, ्र्ष 136,137,138
6.स्कवदगुप्तकालीन कहाउाँ स्तम्भलेख, ्र्ष 141
7.स्कवदगुप्तकालीन आवदौर ताम्रपत्र ऄिभलेख, ्र्ष 146

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 ईपयुषक्त ऄिभलेखए में अगत गुप्तकालीनसम्राटए (कु मारगुप्त, स्कवदगुप्त) का ऐितहािसक
ऄध्ययन

Unit III 1.माल्सं्त् 524 का मंदसौर ऄिभलेख

2.पट्ट्ाय श्रेणी का मंदसौर ऄिभलेख, माल् सं्त् 529
3.बुद्धगुप्त का सारनाथ बौद्ध-रस्ितमा लेख, ्र्ष 157
4.बुद्धगुप्त का एरण स्तम्भ ऄिभलेख, ्र्ष 165
ईपयुषक्त ऄिभलेखए में अगत गुप्तकालीनसम्राट बुद्धगुप्त का ऐितहािसक ऄध्ययन

Unit IV 1.महाराजहिस्तन् का खोह ताम्रपत्रलेख, ्र्ष 169

2.महाराज संक्षोभ का खोह ताम्रपत्रलेख, ्र्ष 209
3.रस्काशधमषवकाषरस्थल ऄिभलेख, सं्त् 572
4.यशोधमषन् का मंदसौरस्तम्भ लेख
5.मंदसौरिस्थत यशोधमषन्-ि्काणु्धषन का रस्स्तरखण्ड लेख, माल्सं्त् 589
6.तोरमाणकालीन एरण्राह ऄिभलेख, ्र्ष 1
7.िमिहरकु ल का ््ािलयर ऄिभलेख, ्र्ष 15
8.रस्भा्तीगुप्ता का पूना ताम्रपत्र-लेख, ्र्ष 13
9.महाराजरस््रसेन िद्वतीय का चम्मकताम्रपत्र-लेख, ्र्ष 18
ईपयुषक्त ऄिभलेखए में अगत गुप्तकालीन सम्राटए ए्ं समकालीन शासकए का आितहास

[D]Suggested Readings
1. ईपाध्याय, ्ासुद्
े – गुप्तसाम्रा्य का आितहास (खण्ड 1-2), आिण्डयनरस्ेस, आलाहाबाद, 1957
2. ईपाध्याय, ्ासुद्
े – गुप्त ऄिभलेख, िबहार िहवदी ग्रवथ ऄकादमी, पटना, 2000
3. फ्रलीट, जे-एि- - भारतीय ऄिभलेखसंग्रह (रस्ारिम्भक गुप्त शासकए के ऄिभलेख), खण्ड-3
(ऄनु्ादक - िगषरजाशंकररस्सादिमश्र), राजस्थान िहवदी ग्रवथ ऄकादमी जयपुर, 1974
4. मजूमदार, अर-सी- ए्ं ऄल्तेकर, ए-एस- - गुप्त-्ाकाटकयुग, मोतीलाल बनारसीदास, कदल्ली,
1968
5. राणा, एस-एस- - भारतीयऄिभलेख, भारतीय ि्द्यारस्काशन, कदल्ली-्ाराणसी, 1978
6. सैनी, रणजीतलसह–ऄिभलेखमञ्जूर्ा, वयू भारतीय बुक कापोरे शन, कदल्ली, 2000.
7. Banerji, M. A Study of Important Gupta Inscriptions, Calcutta, 1974
8. Basak, R.G. History of North-Eastern India, Sambodhi Publication, Calcutta, 1967
9. Dandekar, R.N. The Age of the Guptas and Other Essays, Ajanta Publication, Delhi,
1982
10. Goyal, S.R. A History of the Imperial Guptas, Kusumanjali, Book World, Jodhapur,
2005
11. Mookarji, R.K. The Gupta Empire, Moti Lal Banarsi Dass, Delhi, 1973
12. Majumdar, R.C. & Pusalkar, A.D. The History and Culture of the Indian People, Vol.
III (The Classical Age), Bhartiya Vidya Bhavan, Bombay, 1984

Page 135 of 218

 13. Sircar, D.C. Select Inscriptions, University of Calcutta, Calcutta, 1965
14. Thakur, Upendra . The Hunas in India, Chaukhamba Sanskrit Series, Varanasi, 1967

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.
Facilitating the achievement of course learning outcomes are as under-

Unit course learning Teaching and Assessment tasks

outcomes learning activity

1. The Learners Explanation and Internal assessment

should be able to analytical approach MCQ type questions / Internal
explain, elucidate to clarify the text Assessment/Project/
and critically followed by Discussion/ Assignment/ paper
analyze the discussions, presentation/ Periodic tests etc.
prescribed lectures, tutorials,
inscriptions in the PPT Presentation. -End Semester Examination
light of Indian Poetical and value 1. Explanatory Questions
history, society, based analytical 2. Short notes
religion, appreciation will 3.Critical questions
administration and discussed and the 4. Transliteration
politics during the Gupta-Brahmi
reign of Gupta script will also be
emperors. introduced.
2. The Learners Explanation and Internal assessment
should be able to analytical approach
explain, elucidate to clarify the text MCQ type questions / Internal
and critically followed by Assessment/Project/
analyze the discussions, Discussion/ Assignment/ paper
prescribed lectures, tutorials, presentation/ Periodic tests etc.
inscriptions in the PPT Presentation.
light of Indian Poetical and value -End Semester Examination
history, society, based analytical 1. Explanatory Questions
religion, appreciation will 2. Short notes
administration and discussed and the 3.Critical questions
politics during the Gupta-Brahmi 4. Transliteration
reign of Gupta script will also be
emperors. introduced.
3. The Learners Explanation and -internal assessment :
should be able to analytical approach MCQ type questions / Internal
explain, elucidate to clarify the text Assessment/Project/
and critically followed by Discussion/ Assignment/ paper
analyze the discussions, presentation/ Periodic tests etc.
prescribed lectures, tutorials,
inscriptions in the PPT Presentation. -End Semester Examination

Page 136 of 218

 light of Indian Poetical and value 1. Explanatory Questions
history, society, based analytical 2. Short notes
religion, appreciation will 3.Critical questions
administration and discussed and the 4. Transliteration
politics during the Gupta Brahmi
reign of script will also be
inscriptions introduced.

[F] Basic Structure of Question Paper & Division of Marks

(i) Four explanations of verses or passages (covering with all units) 4 x 6= 24
ii) Gist of two verses or passages in Sanskrit (covering with all units) 2 x3.5=07
(iii)Two critical Questions (based on contents and history) 2 x 8 = 16
(iv) Two short notes 2 x 4 = 08
(v) Transliteration of Brhami in to Devanagari
(Excluding the following; 2, 3, 5 of I unit; 1, 3, 4, 5 of II units; 3 of III unit and 8 of IV unit)
01x15=15
Total Marks : 70

***********

Page 137 of 218

 Semester: IV, MA (Sanskrit)
Elective Group: F- Epigraphy

EC-F401: Inscriptions of Post-Gupta Period

गप्तु ोत्तरकालीन ऄदभलेख

Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).

(4 Theories = 4 credits)
[A] Course Objective

The objective of this course is to introduce the students to historical, cultural, religious,
social and literary significance of the inscriptions of the Post Gupta period. A special
attention is to be given to the mastering of the Brahmi script of the Post Gupta period.

[B] Course Learning Outcome

After the completion of this course the students will :

 be aware of the social, religious, administrative and political conditions of the time of
the reign of Post Guptas.
 be thoroughly able to decipher, understand and interpret all the facts available
regarding Post Guptas and their empire.
 be well grounded for perusing the advance learning in the field of archaeology.
 acquire the knowledge of the features of the Post Gupta-Brahmi script.
 be thoroughly skilled for explanation and transliteration of the inscriptions.

[C] Unit wise Division

Unit I 1. रोणिसह का भमोर महोता ताम्रपत्रलेख, ्लभीसं्त् 183
2.महाराजधरसेन िद्वतीय का मािलया ताम्रपत्रलेख, ्र्ष 252
3.शीलाकदत्य सप्तम का अलीनाताम्रपट्ट ऄिभलेख, गुप्त-्लभीसं्त् 447
4.अकदत्यसेन का ऄिसदऄिभलेख
5.अकदत्यसेनकालीन शाहपुर रस्ितमा ऄिभलेख, हर्षसं्त् 66

Unit II 1 ि्काणुगुप्तकालीन मन ग्रााँ् ऄिभलेख

2.जीि्तगुप्तकालीन दे्बरणाकष ऄिभलेख
3. ऄनवत्मषन का बराबर गुहालेख
4. ऄनवत्मषन् का नागाजुन
ष ी गुहालेख
5. इश्वर्मषन् का जौनपुर ऄिभलेख

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Unit III 1. इशान्मषन् का हड़ाहा ऄिभलेख
2. महेवरपाल का पेह्ा ऄिभलेख
3.हर्ष्धषन का बााँसखेड़ा ताम्रपट्ट ऄिभलेख
4.हर्ष्धषन का मधुबन ताम्रपट्ट ऄिभलेख

Unit IV 1.पुलके िशन् िद्वतीय का ऐहोल ऄिभलेख

2.यशो्मषद्
े - कालीन नालवदा ऄिभलेख
3.महानामन् का बोधगया ऄिभलेख, ्र्ष 269
4.ब्राह्ममी से दे्नागरी में िल्यवतर (ऄिव्ित रस्थम के 1,3,4,5 ए्ं 7, ऄिव्ित िद्वतीय के
3 तथा ऄिव्ित तृतीय के 3, आन लेखसंख्याओं को छोड़कर)

[D]Suggested Readings
1. Basak, R.G. History of North Eastern India, Sambodhi Publication, Calcutta, 1967
2. Goyal, S.R Har–a, A Multidisciplinary Political Study, Kusumanjali Book World,
Jodhpur, 2006
3. Majumdar, R.C. & Pusalkar, A.D. The History and Culture of the People, Vol. III
(The Classical Age), Bhartiya Vidya Bhavan, Bombay, 1954
4. Mookarji, R.K. Harsha, Oxford, London, 1926
5. Pires, Edward, A. The Maukharis, Ramanand Vidya Bhavan, Delhi, 1982
6. Sircar, D.C. Select Inscriptions, Vol. II (6th to 18th century A.D.), Moti Lal Banarsi
Dass, Delhi, 1983
7. Srivastava, B.N. Har–a and His Times, Chaukhamba Sanskrit Series, Varanasi, 1976
8. Tripathi, R.S. History of Kannauj, Moti Lal Banarsi Dass, Delhi, 1964

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit course learning Teaching and Assessment tasks

outcomes learning activity

1. The Learners Explanation and Internal assessment

should be able to analytical approach MCQ type questions / Internal
explain, elucidate to clarify the text Assessment/Project/
and critically followed by Discussion/ Assignment/ paper
analyze the discussions, presentation/ Periodic tests etc.
prescribed lectures, tutorials,
inscriptions in the PPT Presentation. -End Semester Examination

Page 139 of 218

 light of Indian Poetical and value 1. Explanatory Questions
history, society, based analytical 2. Short notes
religion, appreciation will 3.Critical questions
administration and discussed and the 4. Transliteration
politics during the Post Gupta-Brahmi
reign of Post script will also be
Gupta emperors. introduced.
2. The Learners Explanation and Internal assessment
should be able to analytical approach
explain, elucidate to clarify the text MCQ type questions / Internal
and critically followed by Assessment/Project/
analyze the discussions, Discussion/ Assignment/ paper
prescribed lectures, tutorials, presentation/ Periodic tests etc.
inscriptions in the PPT Presentation.
light of Indian Poetical and value -End Semester Examination
history, society, based analytical 1. Explanatory Questions
religion, appreciation will 2. Short notes
administration and discussed and the 3.Critical questions
politics during the Post Gupta-Brahmi 4. Transliteration
reign of Post script will also be
Gupta emperors. introduced.
3. The Learners Explanation and -internal assessment :
should be able to analytical approach MCQ type questions / Internal
explain, elucidate to clarify the text Assessment/Project/
and critically followed by Discussion/ Assignment/ paper
analyze the discussions, presentation/ Periodic tests etc.
prescribed lectures, tutorials,
inscriptions in the PPT Presentation. -End Semester Examination
light of Indian Poetical and value
history, society, based analytical 1. Explanatory Questions
religion, appreciation will 2. Short notes
administration and discussed and the 3.Critical questions
politics during the Post Gupta 4. Transliteration
reign of Post Brahmi script will
Gupta emperors. also be
introduced.

[F] Basic Structure of Question Paper & Division of Marks

(i) Four explanations of verses or passages (covering with all units) 4 x 6= 24
ii) Gist of two verses or passages in Sanskrit (covering with all units) 2 x3.5=07
(iii) Two critical Questions (based on contents and history) 2 x 8 = 16
(iv) Two short notes 2 x 4 = 08
(v) Transliteration of Brahmi into Devanagari
(Excluding the following inscriptions: 1,3,4 of I unit, 2 and 5 of II unit; 1of IV unit)
01x15=15
Total Marks : 70

Page 140 of 218

 Semester: IV, MA (Sanskrit)
Elective Group: F- Epigraphy

EC-F402: Indian Paleography

भारतीयर्ुरादलदर्-शास्त्र
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)
[A] Course Objective

The objective of this course is to enable the students to pursue a deep theoretical study of
Indian Paleography, specially the writing skill use the sources & writing materials. This paper
is helpful to know about the early Indian history and culture. They will gain the wider
knowledge of the origin, development and inter-relation among the various scripts i.e.,
Brahmi, Kharoshthi and Indus–valley scripts..

[B] Course Learning Outcome

After the completion of this course the students will:

 be well aware of the ancient vivid writing traditions.
 be able to know the different styles of script and their inter- relations.
 learn about the Indian dating systems and four eras, i.e. the Vikrama, Saka, Gupta
and Harsha.
 understand the significance of inscriptions throwing light on the social, economic,
political, religious, administrative conditions of the time.

[C] Unit wise Division

Unit I 1.भारत में लेखन कला की रस्ाचीनता
2.रस्ाचीन भारत में रस्युक्त होने ्ाली िलिपयए का ्णषन
3.भारतीय िलिपयए की ईत्पित्त
4.ऄशोक के काल से लेकर 8 ्ीं शती तक ब्राह्ममी िलिप ए्ं खरोष्ठी िलिप का ि्कास

Unit II 1.लेखनकला की सामग्री, पुस्तकालय ए्ं संग्रहालय का रस्योग

2.लेखन ए्ं ईत्कीणषन का व्य्साय
3.ऄिभलेखए के ्गीकरण
4.ऄिभलेखए के संकलन के रस्कार
5.ऄिभलेखए में अगतसं्त्
क) ि्क्रमसं्त्, ख) शकसं्त्, ग) गुप्तसं्त्, घ) हर्षसं्त्
Unit III भारत में ऄिभलेख के ऄध्ययन का आितहास
Unit IV ऄिभलेखए के ऄध्ययन का महत्त््

Page 141 of 218

[D]Suggested Readings
1. ओझा, गौरीशंकर हीराचंद - भारतीय रस्ाचीन िलिपमाला, ऄजमेर, 1918. मुंशीराम मनोहरलाल,
कदल्ली, 1971
2. पाण्डेय, राजबली - भारतीयपुरािलिप, ्ॉल्यूम1, आलाहाबाद, 1978
3. ब्यूलर, जाजष - भारतीय पुरािलिपशास्त्र (ऄनु्ादक) मघलनाथिसह, मोतीलाल बनारसीदास,
कदल्ली, 1966
4. राय, एस.एन. - भारतीय पुरािलिप ए्ं ऄिभलेख, शारदापुस्तक भ्न, आलाहाबाद, 1994
5. ्ाजपेयी, कृ काणदत्त (ऄनु-) - भारतीयपुरािलिपि्द्या, ि्द्यािनिध, कदल्ली,1996
6. Buhler, George. On the Origin of the Brahmi Alphabet, Chaukhamba Sanskrit Series,
Varanasi, 1963
7. Dani, A.N. Indian Paleography, Oxford, 1963, Munshiram Manoharlal,, 1986
8. Mukharjee, B.N. Origin of Brahmi and Kharoshthi Script, Progressive Publication,
Calcutta, 2005
9. Ramesh, K.V. Indian Epigraphy, Delhi, 1984
10. Salomon, Richard. Indian Epigraphy, A Guide to The Study of Inscriptions-
Sanskrit, Prakrit & Other Indian Languages, Munshi Ram Manohar Lal Publishers
Pvt. Ltd., Delhi, 1998.
11. Sircar, D.C. Indian Epigraphy, Moti Lal Banarasi Dass, Delhi, 1996
12. Upasak, C.S. . The History and Paleography of the Mauryan Brahmi Script, Nava
13. Nalanda Mahavihar, Nalanda, 1960
14. Vasishtha, R.K. Brahmi Script, Nag Publication, Delhi, 2001
15. Verma T.P. The Paleography of Brahmi Script in North India, Varansi, 1971.

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit course learning Teaching and Assessment tasks

outcomes learning activity

1. To know about Discussions, Internal assessment

vivid ancient lectures, tutorials, MCQ type questions / Internal
writing traditions. PPT Presentation Assessment/Project/
different styles of *Visit to libraries Discussion/ Assignment/ paper
script and their where hand written presentation/ Periodic tests etc.
inter- relations and material is kept and
other contents of preserved -End Semester Examination
first unit. *Visit the 1. Short notes
museums 2.Critical questions
* making the
charts of the script
and try to write in

Page 142 of 218

 the Brahmi script

2. Learning about the Discussions, Internal assessment

Indian dating lectures, tutorials,
systems and four PPT Presentation MCQ type questions / Internal
eras, i.e. the Visit to libraries Assessment/Project/
Vikrama, Saka, where hand written Discussion/ Assignment/ paper
Gupta and Harsha, material is kept and presentation/ Periodic tests etc.
and other contents preserved
of II unit. *Visit the -End Semester Examination
museums 1. Short notes
* making the 2.Critical questions
charts of the script
and try to write in
the Brahmi script

3. significance of Analytical, -internal assessment :

inscriptions for discussions, MCQ type questions / Internal
knowing the lectures, tutorials, Assessment/Project/
social, economic, PPT Presentation Discussion/ Assignment/ paper
political, religious, etc. presentation/ Periodic tests etc.
administrative
conditions of the -End Semester Examination
time and other
contents of III 1. Short notes
unit. 2.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Two questions (From first unit) 8 x 2 = 16
(ii) Introduction to the two characters
(for development of Brahmi Script) 7 x 1 = 07
(iii) Three questions (From II unit) 8 x 3 = 24
(iv) One short notes (About Samvat, from II unit) 7 x 1 = 07
(v) One Question (From III unit) 9 x 1 = 09
(vi) Two Short notes in Sanskrit (From IV unit) 3.5 x 2 = 07
Total Marks= 70
**********

Page 143 of 218

 Semester: III, MA (Sanskrit)
Elective Group: G

EC-G 303: Modern Sanskrit Poetics

अधुदनक संस्कृत काव्यशास्त्र
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objectives:

The course seeks to introduce contemporary theories on Sanskrit poetics, dealing with
traditional and modern questions. It seeks to show how Sanskrit poetics is a living tradition.

[B] Course Learning Outcomes:

After completion of this course the students:

 Will have an understanding of the new approach in the realm of Sanskrit Poetics;
 Will acquire knowledge of the different dimensions of poetry i.e. effects (Prayojana),
cause (Hetu), definition (Lakshana) and forms (Kavya-bheda), blemishes (Kavya-
dosha), poetics -Excellences (Kavya-guna) etc. through the reading of the texts of
Kavyalankarakarika of Revaprasada Dwivedi
 Will become aware of new concept of Alamkara as soul of Poetry.
 will be able to compare modern and ancient thoughts of poetics.
 will gain the ability to explaining and critically analyzing the prescribed texts.

[C] Unit wise Divison

काव्यालङ्गकारकाषरका - अचायष रे ्ारस्साद िद्व्ेदी
Unit I ऄलङ्गकार की ऄ्धारणा, काव्यलक्षण, काव्यहेत,ु काव्यरस्योजन, अचायष िद्व्ेदी के
ि्चारए का अधार-ि््ेचन ।

Unit II काव्य का अत्मतत्त््, काव्य का स््रूप, शब्द, ऄथष ए्ं भार्ा-तत्त््-सम्बवधी ि्चार,
सहृदय की दृिि से काव्य-सम्बवधी ि्चार ।

Unit III ‘सािहत्य’ शब्द का ि््ेचन, काव्योत्पित्त ए्ं काव्यधमष की ईत्पित्त पर ि्चार, काव्यधमों
के ि्ि्धरूपए का ि््ेचन ।

Unit IV रस की काव्यात्मता की समीक्षा, अचायष िद्व्ेदी के ऄनुसार काव्य-लक्षण ए्ं काव्य-दशषन

से सम्बिवधत ि्िशि ऄ्धारणाओं की समीक्षा, ऄलङ्गकार का ऄथष स्पि करते हुए काव्य में
ईसकी िस्थित का मूल्यांकन ।

Page 144 of 218

[D] Suggested Readings:
Essential Readings:
काव्यालङ्गकारकाषरका, रे ्ारस्साद िद्व्ेदी (िहवदी-ऄंग्रेजी ऄनु्ाद), कािलदास संस्थानम्, नूतन संस्करण,
्ाराणसी, 2001
Additional Resources:
1. ऄ्तरे , शंकरदे्, ऄिभन्काव्यशास्त्रम्, सािहत्य सहकार, कदल्ली, 2001
2. ित्रपाठी, राधा्ल्लभ, ऄिभन्काव्यालङ्गकारसूत्रम्, सम्पूणाषनवद संस्कृ त ि्श्वि्द्यालय, ्ाराणसी,
2005
3. िद्व्ेदी, रे ्ा रस्साद, भारतीय काव्यसमीक्षा में ऄलङ्गकार िसद्धावत, मेकिमलन एण्ड कम्पनी,
कदल्ली,1980
4. िद्व्ेदी, रे ्ा रस्साद, संस्कृ त काव्यशास्त्र का अलोचनात्मक आितहास, कािलदास संस्थान, ्ाराणसी,
2007
5. िद्व्ेदी, रहसिबहारी, सािहत्यि्मशषः, सम्पूणाषनवद संस्कृ त ि्श्वि्द्यालय, ्ाराणसी, 2002
6. नावदी, टी.एस., सहृदयालोकलोचन, एल. डी. आं स्टीयूट ऑि आं डोलॉजी, ऄहमदाबाद, 2005
7. पाण्डेय, रमाकावत, अधुिनक संस्कृ त काव्यशास्त्रसमीक्षणम्, जगदीश संस्कृ त पुस्तकालय, जयपुर,
2009
8. राजेवर कु मार, अधुिनक संस्कृ त काव्यशास्त्रीय ग्रवथए में मौिलकता, भारतीय ि्द्या रस्काशन,
कदल्ली, 2007
9. शास्त्री, छज्जूराम, सािहत्यिबवदु, मेहरचवद लछमनदास, कदल्ली, 1961
10. याद् राजमङ्गगल, संस्कृ त काव्यशास्त्र की ऄ्ाषचीन परम्परा, रस्ितभा रस्काशन, कदल्ली, 2011

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes -

Unit Course learning Teaching and Assessment tasks

outcomes. learning activity

1. Explanation of A variety of Internal assessment

the texts regarding approaches to MCQ type questions / Internal
teaching-learning Assessment/Project/
the concept of process should be Discussion/ Assignment/ paper
Alankara ,effects used, i.e. presentation/ Periodic tests etc.
Prayojana), cause Exposition of texts
Lectures, End Semester Examination

Page 145 of 218

 (Hetu), and discussions, 1. Explanatory Questions
difination of tutorials, 2. Short notes
workshops, 3.Critical questions
poetry etc. PPT Presentation
according to Prof.
Dwivedi from a
modern
perspective
2. Explanation of Exposition of texts, Internal assessment
soul of Poetry, Lectures,
form of the Poetry, discussions, MCQ type questions / Internal
Thoughts related tutorials, Assessment/Project/
to Poetry from the workshops, Discussion/ Assignment/ paper
view of PPT Presentation presentation/ Periodic tests etc.
“Sahridaya”.
End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
3. Explanation of Exposition of texts, Internal assessment:
“Sahitya”, origin Lectures, MCQ type questions / Internal
of Poetry and its discussions, Assessment/Project/
different genres. tutorials, Discussion/ Assignment/ paper
workshops, presentation/ Periodic tests etc.
PPT Presentation
End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
4. Critically Exposition of texts, Internal assessment:
analysis of Lectures, MCQ type questions / Internal
Rasa as the discussions, Assessment/Project/
soul of poetry, tutorials, Discussion/ Assignment/paper
Kavya-darshan workshops, presentation/ Periodic tests etc.
etc. according PPT Presentation
to Prof. End Semester Examination
Dwivedi. 1. Explanatory Questions
2. Short notes
3.Critical questions
[F] Basic Structure of Question Paper & Division of Marks

(i) Four Explanations (one from each of the Units) 04x 7= 28

(ii) Four short notes (one from each of the Units with options, one in Sanskrit)
5+5+5+07=22
(iii) Two critical Questions (One from each of the units with options) 02x10=20
Total: 70

Page 146 of 218

 Semester: III, MA (Sanskrit)
Elective Group: G

EC-G304: Modern Sanskrit Prose & Poetry

अधुदनक संस्कृत गद्य एवं र्द्य
Maximum Marks: 100 (70+30) Duration: 64 hrs (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

The course aims at showcasing the continuity of Sanskrit poetry in its traditional
genres of prose and poetry. It also highlights historical, nationalistic and religious
trends of modern Sanskrit poetry after independence.

[B] Course Learning Outcome

After completion of this course the students:
 Will acquire the knowledge of leading samples of modern Sanskrit prose and poetry.
 Will become aware of Indian value-system and cultural heritage which is useful to
social harmony;
 Will become aware of the ideas of Indian personalities like Swami Vivekananda,
Rani Padmini and Meera bai to develop a sense of nationalism.
 will gain the ability to explaining and critically analyzing the prescribed texts.

[C] Unit wise Division

Unit I पिद्मनी - रस्थम रस्काश (1-4 ि्कास)
Unit II श्रीस््ािमि््ेकावदचषरत (ऄिम सगष)
Unit III श्रीस््ािमि््ेकावदचषरत (दशम सगष)
Unit IV मीरालहरी (पू्ष भाग)

[D] Suggested Readings:

Essential Reading:
1. पहिनी – प.ं मोहन लाल शमास पाण्डेय, पाण्डेय प्रकाशन, खजाने वालों का रास्ता, जयपर, 1999
2. श्रीस्वाहमहववेकानददचररतमहाकाव्य –पं. त्र्यम्बकशमास भण्डारकर, चौखम्बा संस्कृ त सीरीज़ ऑहिस, वाराणसी,
1973
3. मीरालहरी - पहण्डता क्षमाराव, 27 दयू मैरीनलेन, मम्बापरी (मंबइ) से प्रकाहशत, मंबइ, 1944
Additional Readings:
1. हत्रपाठी, राधावल्लभ - संस्कृ त साहहत्य: बीसवीं शतालदी, राष्िीय संस्कृ त संस्थान, हदल्ली 1999.
2. मसलगांवकर, के शव राव- अधहनक सस्ं कृ त काव्य परम्परा, चौखम्बा हवद्याभवन, वाराणसी, 2004
3 हमश्र, राजेदर – हवंशहत शतालदी संस्कृ त काव्यामृतम,् हदल्ली संस्कृ त ऄकादमी, हदल्ली
4 Jha, V.N - Sanskrit Writings in Independent India, Poona
5 Joshi, K.R.& S. M. Ayachit - Post Independence Sanskrit Literature, Nagpur, 1991.

Page 147 of 218

 6 Prajapati, Manibhai K., Post Independence Sanskrit Literature : A critical survey,
Poona, 2005.

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes -

Unit Course learning Teaching and Assessment tasks

outcomes. learning activity

1. i.e. exposition of
Explanation and critical Internal assessment
Texts, analytical
of the first prakash of MCQ type questions /
appreciation of Internal Assessment/Project/
“Padmini” in the lightthe texts on the Discussion/ Assignment/
of contemporary basis of poetical paper presentation/ Periodic
history. and historical, tests etc.
social and other
values; tutorials, End Semester Examination
Lectures 1. Explanatory Questions
discussions, 2. Short notes
workshops, 3.Critical questions
PPT Presentation
etc.
2. Explanation and exposition of Internal assessment
analytical Texts, analytical
comprehension of the appreciation of MCQ type questions /
eighth sarga of the texts on the Internal Assessment/(Project/
prescribed text. basis of poetical Discussion/ Assignment/
and historical, paper presentation/ Periodic
religious and tests etc.
other values;
tutorials, End Semester Examination
Lectures, 1. Explanatory Questions
discussions, 2. Short notes
workshops. 3.Critical questions
3. Explanation and exposition of Internal assessment :
analytical Texts, analytical MCQ type questions /
comprehension of tenth appreciation of Internal Assessment/(Project/
sarga of the the texts on the Discussion/ Assignment/
“Shreeswamiviveka- basis of poetical paper presentation/ Periodic
nandacharita” in the and historical, tests etc.
light of “Vishva- social and other
dharmasammelan” at values; tutorials, End Semester Examination

Page 148 of 218

 Chicago in 1893. Lectures 1. Explanatory Questions
discussions, 2. Short notes
workshops, 3.Critical questions
PPT Presentation
etc.

4. Explanation and exposition of Internal assessment:

critical analysis of Texts, analytical MCQ type questions /
first part of the appreciation of Internal Assessment/(Project/
Meeralahari” with the texts on the Discussion/
special reference to basis of poetical Assignment/paper
her childhood, and historical, presentation/ Periodic tests
dedication and social and other etc.
devotion towards values; tutorials,
Lord Krishna, her Lectures End Semester Examination
marriage and discussions, 1. Explanatory Questions
“Vrindavan yatra”. workshops, 2. Short notes
PPT Presentation 3.Critical questions
etc.

[F] Basic Structure of Question Paper & Division of Marks

(i) Four Explanations (one from each of the Units) 04x 7= 28

(ii) Four short notes ((one from each of the Units with options, one in Sanskrit)
5+5+5+07=22
(iii) Two critical Questions (One from each of the units with options) 02x10=20
Total: 70

Page 149 of 218

 Semester: IV, MA (Sanskrit)
Elective Group: G
EC-G401: Modern Sanskrit Drama
अधुदनक संस्कृत रूर्क
Maximum Marks: 100 (70+30) Duration: 64 hrs (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

The course aims at new trends and new forms of Dramas as well as awareness of
changing social scenario of modern Sanskrit authors which is displayed in their
writings.

[B] Course Learning Outcome

After the Completion of this course students:
 Will be able to know new trends and new forms of Dramas.
 Will become aware of changing social scenario of modern Sanskrit authors
which is displayed in their writings.
 Will be able to grasp the concept and historical development of Indian
nationalism.
 will gain the ability to explaining and critically analyzing the prescribed texts.

[C] Unit wise Division

Unit I ऄनाकष ली : 1-5 ऄंक
Unit II ऄनाकष ली : 6-10 ऄंक
Unit III तण्डु लरस्स्थीयम् : 1-5 ऄंक
Unit IV तण्डु लरस्स्थीयम् : 6-10 ऄंक

[D]Suggested Readings

Essential Reading:
1. ऄनाकष ली –डॉ. ्ी. राघ्न्, संस्कृ त रं ग, मरास, 1972
2. तण्डु लरस्स्थीयम् – रस्ो. राधा्ल्लभ ित्रपाठी, (िहवदी भार्ानु्ाद सिहत), रस्ितभा रस्काशन, कदल्ली,
1999

Additional Readings:
1. ईपाध्याय, रामजी - अधुिनक संस्कृ त नाटकः नये तथ्य नया आितहास (खण्ड 1-2) चौखम्बा संस्कृ त
रस्ितष्ठान, कदल्ली, 1996
2. चतु्ेदी, सीताराम - भारतीय तथा पाश्चात्य रं गमंच, िहवदी सिमित, सूचना ि्भाग, लखनउ,
1964
3. िद्व्ेदी, मीरा - अधुिनक संस्कृ त मिहला नाटककार, पषरमल पिब्लके शवस कदल्ली, 1996

Page 150 of 218

 4. शमाष, ्ीरबाला - संस्कृ त में एकांकी रूपक, मध्यरस्देश िहवदी ग्रवथ ऄकादमी, भोपाल, 1972

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes -

Unit Course learning Teaching and Assessment tasks

outcomes. learning
activity

1. Explanation and critical A variety of Internal assessment

analysis of the first part of approaches to MCQ type questions /
teaching- Internal
“Anarakali” in the light of learning process Assessment/Project/
contemporary history. should be used, Discussion/ Assignment/
i.e. Exposition paper presentation/
of Prescribed Periodic tests etc.
text by lectures,
tutorials, End Semester
workshops, Examination
PPT 1. Explanatory Questions
Presentation etc. 2. Short notes
3.Critical questions

2. Explanation and critical Exposition of Internal assessment

analysis of the second part Prescribed text
of “Anarakali” in the light by lectures , MCQ type questions /
of contemporary history. tutorials, Internal
workshops, Assessment/Project/
PPT Discussion/ Assignment/
Presentation etc. paper presentation/
Periodic tests etc.

End Semester
Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
3. Explanation and critical Exposition of Internal assessment:
analysis of the first part of Prescribed text MCQ type questions /
“Tandulaprasthiyam” in the by lectures , Internal
light of water crisis, tutorials, Assessment/Project/
essential need of the workshops, Discussion/ Assignment/
human being. PPT paper presentation/

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 Presentat Periodic tests etc.
ion etc.
End Semester
Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
4. Explanation and critical Exposition of Internal assessment:
analysis of the second Prescribed text MCQ type questions /
part of by lectures, Internal
“Tandulaprasthiyam” in tutorials, Assessment/Project/
the light of water crisis, workshops, Discussion/
essential need of the PPT Assignment/paper
human being. Presentation etc. presentation/ Periodic tests
etc.

End Semester
Examination
1. Explanatory Questions
2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Four Explanations (one from each of the Units) 04x 7= 28

(ii) Four short notes ((one from each of the Units with options,one in Sanskrit)
5+5+5+07=22
(iii) Two critical Questions (One from each of the units with options) 02x10=20
Total: 70

***********

Page 152 of 218

 Semester: IV, MA (Sanskrit)
Elective Group: G

EC-G402: Sanskrit Novel and Survey of Modern Sanskrit

Literature
संस्कृत ईर्न्यास तथा अधुदनक संस्कृत सादहत्य का सवेक्षण
Maximum Marks: 100 (70+30) Duration: 64 hrs (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

This course gives an introduction to the panorama of modern creative prose writings
in Sanskrit. It also focuses on the Social and Cultural heritage of India.

[B] Course Learning Outcome

After the completion of the course students will:
 become aware of the expanse and the depth of modern Sanskrit literature;
 become aware of how the idea of unity in diversity can promote social
harmony;
 gain the ability to explaining and critically analysing the prescribed texts.

[C] Unit wise Division

Unit I सीमा (ईपवयास) 1-2 पषरच्छेद
Unit II सीमा (ईपवयास) 3-4 पषरच्छेद
Unit III रस्मुख अधुिनक संस्कृ त महाकाव्य, रूपक ए्ं गद्यकाव्य, अधुिनक संस्कृ त सािहत्य की
रस्मुख न्ीन ि्धाएाँ ए्ं रस््ृित्तयााँ
Unit IV अधुिनक संस्कृ त के रस्ितिनिध सािहत्यकार – ऄिम्बकादत्त व्यास, मथुरारस्साद दीिक्षत,
हषरदास िसद्धावत्ागीश, ऄ्पारािश् रे डकर, हृर्ीके श भट्टाचायष, श्रीधर भास्कर ्णेकर,
मूलशंकर मािणकलाल यािज्ञक, ्ीरे वर कु मार भट्टाचायष, यतीवर ि्मल चौधुरी, रमा
चौधुरी, लीलारा् दयाल, श्रीपाद हसूरकर, ्सवत ्यम्बक शे्ड़े, ओगेषट शमाष परीिक्षत,
भट्टमथुरानाथ शास्त्री, जानकी्ल्लभ शास्त्री, सत्यव्रत शास्त्री, रिसकिबहारी जोशी,
ऄिभराज राजेवर िमश्र, के श्चवर दास, हर्षद्
े माध्, कािलका रस्साद शुक्ल, परमानवद
शास्त्री।

[D]Suggested Readings
Essential Reading:
1. सीमा (ईपदयास) – डॉ. रामकरणशमास, नाग पहललशसस, हदल्ली, 1987
2. ईपाध्याय, बलदेव (प्र.स.), पाठक, जगदनाथ (सं.)- संस्कृ त वाङ्मय का बृहद् आहतहास (सप्तम खण्ड), ईत्तरप्रदेश
संस्कृ त संस्थान, लखनउ, 2000

Additional Readings:

Page 153 of 218

 1. हत्रपाठी, राधावल्लभ – संस्कृ त साहहत्य का ऄहभनव आहतहास, हवश्वहवद्यालय प्रकाशन, वाराणसी,2007
2. हमश्र, राजेदर – हवंशहत शतालदी संस्कृ त काव्यामृतम,् हदल्ली संस्कृ त ऄकादमी, हदल्ली
3. शास्त्री, कलानाथ - अधहनक-संस्कृ त-साहहत्यस्येहतहासः, जयपर
4. यादव, राजमगं ल – ऄवासचीन सस्ं कृ त साहहत्य, जे. पी. पहललहसगं हाईस, हदल्ली, 2015

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes -

Unit Course learning Teaching and Assessment tasks

outcomes. learning activity

1. Explanation and Exposition of Texts Internal assessment

critical analysis of Lectures, tutorials, MCQ type questions / Internal
workshops, Assessment/Project/
the first part of PPT Presentation Discussion/ Assignment/ paper
“Seema” Sanskrit etc. presentation/ Periodic tests etc.
novel in the light of
society, culture, End Semester Examination
religious unity and 1. Explanatory Questions
2. Short notes
unity of languages
3.Critical questions
for nation building.
2. Explanation and Exposition of Texts Internal assessment
critical analysis of Lectures, tutorials,
the second part of workshops, MCQ type questions / Internal
“Seema” Sanskrit PPT Presentation Assessment/Project/
novel in the light of etc. Discussion/ Assignment/ paper
society, culture, presentation/ Periodic tests etc.
religious unity and
unity of languages End Semester Examination
for nation building. 1. Explanatory Questions
2. Short notes
3.Critical questions
3. Introduction to Lectures, tutorials, Internal assessment:
the important workshops, PPT MCQ type questions / Internal
modern Sanskrit Presentations for Assessment/Project/
epics, rupaka, prose, covering the survey Discussion/ Assignment/ paper
poetry and the new of modern Sanskrit presentation/ Periodic tests etc.
methods and trends Literature.
in modern Sanskrit End Semester Examination

Page 154 of 218

 literature. 1. Explanatory Questions
2. Short notes
3.Critical questions
4. Awareness and Lectures, tutorials, Internal assessment:
analysis of workshops, PPT MCQ type questions / Internal
leading modern Presentations for Assessment/Project/
Sanskrit creative covering primary Discussion/ Assignment/paper
writers. authors, their presentation/ Periodic tests etc.
biography, major
works, major End Semester Examination
themes, issues, style 1. Explanatory Questions
and contribution 2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Four Explanations (one from each of the Units) 04x 7= 28

(ii) Four short notes ((one from each of the Units with options, one in Sanskrit)
5+5+5+07=22
(iii) Two critical Questions (One from each of the units with options) 02x10=20
Total: 70

***********

Page 155 of 218

 Semester: III, MA (Sanskrit)
Elective Group: H- Itihāsa & Pūrāṇa

EC-H303: Rāmāyaṇa & Mahābhārata

रामायण एवं महाभारत
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

The objective of this course is to present a thorough picture of valuable cultural
heritage of India as preserved in the epics of Rāmāyaṇa and Mahābhārata. The
individual characters of the epics, social, economic, geographical, political,
philosophical and educational systems as reflected in the epics will be the major
highlighting points.

[B] Course Learning Outcome

After the completion of this the course students will:
 be able to learn about the behavioral values, ethics and belief patterns through
the individual characters of the epics.
 be able to explain the aesthetic and poetic beauty and style of presentation of
the texts of Rāmāyaṇa and Mahābhārata.
 get the knowledge of the historic value of Rāmāyaṇa and Mahābhārata
 learn about the social, economic, geographical, political, philosophical and
educational aspects of Rāmāyaṇa and Mahābhārata.

[C] Unit wise Division

Unit I रामायण – ऄयोध्याकाण्ड (18, 19, 100, 112, 118 ऄध्याय)

रामायण – ऄरण्यकाण्ड (42,43,44, 50, 51, 52 ऄध्याय)
Unit II रामायण – ककिकाकवधाकाण्ड (ऄध्याय 3)
रामायण – सुवदरकाण्ड (36, 51, 52, 53, 54 ऄध्याय)
रामायण – युद्धकाण्ड (67,73, 74, 90,107,108 ऄध्याय)
Unit III महाभारत - ि्राट प्ष (ऄध्याय 34-36)
Unit IV महाभारत - शािवतप्ष (ऄध्याय 248, 250), ऄनुशासनप्ष (ऄध्याय 1)

[D]Suggested Readings
Essential Readings:
1. सािहत्यरत्नकोश, भाग -2, सािहत्य ऄकादमी, नइ कदल्ली
2. पुराणेितहाससंग्रहः, सािहत्य ऄकादमी, नइ कदल्ली, 1959
3. Mahabharata, Critical Edition, BORI, Poona
4. Mahabharata Text, pub. Gita Press, Gorakhpur

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 5. Ramayana with Hindi trans., Gita Press, Gorakhpur
Additional Resources:
1. Hopkins, E.W., The Great Epic of India, Reprinted by Punthi Pushtaka, Calcutta, 1969
2. Ramayana with four commentaries by Govindaraja & others, Lakshmi Venkateswara
Press, Bombay, 1935
3. Ramayana ed. by Chinnaswami Sastrigal and V.H. Subrahmanyam Shastri, Pub. by N.
Ramaratham, Madras, 1958
4. Mahabharata with Neelakantha’s Commentary, Chirtasala Press, Poona, 1929-33

[E] Teaching Plan:

The teaching will be done as per the above-mentioned sequence of units and
corresponding number of classes to achieve of Course Learning Outcomes:
Facilitating the achievement of course learning outcomes are as under-

Unit Course Learning Teaching and Assessment Task

Outcome Learning Activity
I The Learners should A variety of Internal Assessment:
be able to elucidate approaches to MCQ type test as Internal
and critically analyse teaching-learning assessment/Project/Assignme
the prescribed texts. activities such as: nt/ Presentation and periodic
they will also be able explaining the texts test.
to explain the poetic followed by lecture-
beauty, style of based classroom End Semester Examination
presentation, teaching, discussion on 1. Explanatory Questions
behavioral values etc. the prescribed text, 2. Short notes
in this unit. tutorials, workshops, 3.Critical questions
PPT Presentation and
e-resources etc.
II The learners should be Exposition of texts Internal Assessment:
able to elucidate and through lecture-based
critically analyse the classroom teaching, MCQ type test as Internal
prescribed texts. they discussion on the assessment/Project/Assignme
will also be able to prescribed text, nt/Presentation and periodic
explain the poetic tutorials, workshops, test.
beauty, style of PPT Presentation and
presentation, e-resources etc. End Semester Examination
behavioral values etc. 1. Explanatory Questions
in this unit 2. Short notes
3.Critical questions.

III The learners should be Exposition of texts Internal Assessment:

able to elucidate and through lecture-based
critically analyse the classroom teaching, MCQ type test as Internal
prescribed texts. they discussion on the assessment/Project/Assignme
will also be able to prescribed text, nt/Presentation and periodic
explain the poetic tutorials, workshops, test.

Page 157 of 218

 beauty, style of PPT Presentation and
presentation, e-resources etc.. End Semester Examination
behavioral values etc. 1. Explanatory Questions
in this unit 2. Short notes
3.Critical questions

IV The learners should be Explanation the texts Internal Assessment:

able to elucidate and by lecture-based
critically analyse the classroom teaching, MCQ type test as Internal
prescribed texts. they discussion on the assessment/Project/Assignme
will also be able to prescribed text, nt/Presentation and periodic
explain the poetic tutorials, workshops, test.
beauty, style of PPT Presentation and
presentation, e-resources etc. End Semester Examination
behavioral values etc. 1. Explanatory Questions
in this unit 2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(I) Four Explanations (one from each of the Units) 04x 7= 28
(ii) Four short notes ((one from each of the Units with options,
one in Sanskrit) 5+5+5+07=22
(iii) Two critical Questions (One from each of the units with options) 02x10=20
Total: 70

***********

Page 158 of 218

 Semester: III, MA (Sanskrit)

Elective Group: H- Itihāsa & Pūrāṇa

EC-H304: Purana: Bhāgavata, Viṣṇu & Viṣṇudharmottara

र्ुराण: भागवत, दवष्णु एवं दवष्णुधमोत्तर
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objectives

The objective of this course is to introduce the students to the devotional and spiritual
aspects having secular values. The five chapters of tenth book (Skandha), of The
Bhāgavatamahāpurāṇa, famous as Rāsapañcādhāyī, are nectar of this scripture, which
dealing with selfless divine devotion and ecstasy for God. The Viṣṇudharmottara
Purāṇa talks about the art of dance and drama as means of bhakti to the Lord. The
theory of creation of the world in the light of Viṣṇumahāpurāṇa is also a focal point of
this course.
[B] Course Learning Outcomes
After the completion of this course the students will:
 able to appreciate rhetoric beauty of the Rāsapañcādhāyī of
Bhāgavatamahāpurāṇa.
 able to understand and explain the devotional and spiritual values of
Bhāgavatamahāpurāṇa .
 able to know about the Puranic cosmology and Indian theory of world’s
creation in the light of Viṣṇumahāpurāṇa and compare with the modern
theories.
 be able to explain the idea and emotion (Bhāva) and sentiment(rasa) in the
light of dramaturgy and dance forms.

[C] Unit wise Division

Unit I भाग्तपुराण : 10/29-30
Unit II भाग्तपुराण : 10/31-33
Unit III ि्काणुपुराण : 1/1-5
Unit IV ि्काणुधमोत्तरपुराण : 3/30-34

[D]Suggested Readings
Essential Readings:
1. भाग्तपुराण, नागरस्काशन

2. ि्काणुपुराण, नागरस्काशन

Page 159 of 218

 3. ि्काणुपुराण, सम्पा, टी.सी. ईरस्ैती, पषरमल पिब्लके शवस,कदल्ली,2005

4. ि्काणुधमोत्तरपुराण, ऄनु. िश्रस्साद िद्व्ेदी, चौखम्बा सुरभारतीरस्काशन,कदल्ली, 2016

5. Shah, Priyabala.Vishnudharmottara Purana-III, Parimal Publications, 2009
6. The Bhagavata Puruna - Mytho-Social Study, Dange, S.S. pub. by Ajanta
Publications, Jawaharanagar, Delhi, 1984.
7. Shah, Priyabala.Vishnudharmottara Purana-III, parimal publications, 2009
8. Vishnudharmottara Purana, English Translation, H.H. Wilson, London.
Additional Resources:
1. Biswas, Ashutosh, Bhagavata Purana, A Linguistic Study, Dibrugarh, 1963.
1. A critical Study of the Śrimad-Bhāgavata, Banaras Hindu University, Varanasi, 1969.
2. Bhāgavata Purāṇa: A Literary Study, S.S. Prasad, by Capital Publishing House, Delhi,
1984.
3. The Philosophy of Shrimad-Bhagavata, Vol. I-II Siddheshwar Bhattacharya,
Shantiniketan, 1960. Revised ed. Varanasi, 1983.
4. Vishnudharmottara- Citra-sutram with Hindi Translation, Asoka Chatterjee Shastri,
Varanasi, 1971.

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and
corresponding number of classes to achieve of Course Learning Outcomes:
Facilitating the achievement of course learning outcomes are as under-

Un Course Learning Teaching and Assessment Task

it Outcome Learning Activity
I The learners should be A variety of Internal Assessment:
able to elucidate and approaches to MCQ type test as Internal
critically analyse the teaching-learning assessment/Project/Assignme
portion of activities such as: nt/Presentation and periodic
Rāsapañcādhāyī of daśam Lecture-based test.
skandha of Bhāgavata- classroom teaching,
mahāpurāṇa. discussion on the End Semester Examination
prescribed text, 1. Explanatory Questions
tutorials, workshops, 2. Short notes
PPT Presentation and 3.Critical questions
e-resources etc.
II The learners should be Lecture-based Internal Assessment:
able to elucidate and classroom teaching,
critically analyse the text discussion on the MCQ type test as Internal
of vishnumahapuran. prescribed text, assessment/Project/Assignme
tutorials, workshops, nt/Presentation and periodic
PPT Presentation and test.
e-resources etc.

Page 160 of 218

 End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
III The learners should be Lecture-based Internal Assessment:
able to explain and classroom teaching,
critically the prescribed discussion on the MCQ type test as Internal
portion of prescribed text, assessment/Project/Assignme
Viṣṇudharmottara Purāṇa. tutorials, workshops, nt/Presentation and periodic
PPT Presentation and test.
e-resources etc.
End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Four Explanations (one from each of the Units) 04x 7= 28
(ii) Four short notes ((one from each of the Units with options, one in Sanskrit)
5+5+5+07=22
(iii) Two critical Questions (One from each of the units with options) 02x10=20
Total: 70

***********

Page 161 of 218

 Semester: IV, MA (Sanskrit)
Elective Group: H- Itihāsa & Pūrāṇa

EC-H401: Agnipūrāṇa
ऄदग्नर्ुराण
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objectives

The objective of this course is to present the encyclopedic value of Agnipurāṇa. The
course especially highlights the knowledge domains such as Geography, Social science,
judiciary, medical science and Vedic phonetics of this scripture.

[B] Course Learning Outcomes

After the completion of this the course the students will:
 be able to acquire the knowledge of geography as reflected in the texts.
 be able to gain the knowledge ancient judicial system and be able to compare
and contrast it with the smriti texts and modern judiciary.
 be able to gain the knowledge of puranic medical science for human being and
plants.
 know about the Vedic phonetics.
 be able to understand and explain the prescribed texts.
 be able to apply their knowledge in day to day practical life.

[C] Unit wise Division

Unit I ऄििपुराण:118-120 ऄध्याय तक
Unit II ऄििपुराण:254-258 ऄध्याय तक
Unit III ऄििपुराण:279-282ऄध्याय तक
Unit IV ऄििपुराण:336 ऄध्याय

[D]Suggested Readings
Essential Readings:
1. Agnipurana, Ed. Acarya Baladeva Upadhyaya, Varansi, 1967
2. Agnipurana, Anandasram Edition, Poona1900
Additional Resources:
3. Agnipurana, More Edition, Calcutta
4. Agnipurana, Hindi Tika Sahita, 1-2 Bhaga, Varanasi
5. Agnipurana, English Translation by N. Gangadharan, Vol. I-IV, Madras.
6. Agnipurana m, English Translation by M.N. Dutta, 1-2 Vols.
7. Agnipurana -Reprinted by Nag Prakashan, Delhi.

Page 162 of 218

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and
corresponding number of classes to achieve of Course Learning Outcomes:
Facilitating the achievement of course learning outcomes are as under-

Unit Course Learning Teaching and Assessment Task

Outcome Learning Activity
I The Learners should A variety of Internal Assessment:
be able to elucidate approaches to MCQ type test as Internal
and critically analyse teaching-learning assessment/Project/Assignme
the portion of activities such as: nt/Presentation and periodic
Agnipūrāṇa. Lecture-based test.
classroom teaching,
discussion on the End Semester Examination
prescribed text, 1. Explanatory Questions
tutorials, workshops, 2. Short notes
PPT Presentation and 3.Critical questions
e-resources etc.
II The Learners should Lecture-based Internal Assessment:
be able to elucidate classroom teaching,
and critically analyse discussion on the MCQ type test as Internal
the portion of prescribed text, assessment/Project/Assignme
Agnipūrāṇa. tutorials, workshops, nt/Presentation and periodic
PPT Presentation and test.
e-resources etc.
End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
III The Learners should Lecture-based Internal Assessment:
be able to elucidate classroom teaching,
and critically analyse discussion on the MCQ type test as Internal
the portion of prescribed text, assessment/Project/Assignme
Agnipūrāṇa tutorials, workshops, nt/Presentation and periodic
PPT Presentation and test.
e-resources etc.
End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
IV The Learners should Lecture-based Internal Assessment:
be able to elucidate classroom teaching,
and critically analyse discussion on the MCQ type test as Internal
the portion of prescribed text, assessment/Project/Assignme
Agnipūrāṇa. tutorials, workshops, nt/Presentation and periodic
PPT Presentation and test.
e-resources etc.

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 End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

i) Four Explanations (one from each of the Units) 04x 7= 28
(ii) Four short notes ((one from each of the Units with options,
one in Sanskrit) 5+5+5+07=22
(iii) Two critical Questions (One from each of the units with options) 02x10=20
Total: 70

***********

Page 164 of 218

 Semester: IV, MA (Sanskrit)
Elective Group: H- Itihāsa & Pūrāṇa

EC-H402: Survey of Puranic Literature

र्ौरादणक सादहत्य का सवेक्षण
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

The objective of this course to present the valuable cultural heritage of India as
preserved in Puranic literature. The course shows how the puranas play a pivotal role
in shaping the life and cultural of Indian people, highlighting the social, economic,
geographical, political, philosophical and educational systems thereof.
[B] Course Learning Outcome
After the completion of this course the students will:
 Be informed of the basic structure, contents and importance of Puranas.
 know the differences between the Puranas and Upapuranas.
 have thorough understanding contents & historical importance of the puranic
literature.
 gain the knowledge of Geographical and Cultural aspects of Puranas and
Upapuranas.
 be familiarized with the forms of Puranas as a source of various arts, religion,
literature, culture, sciences etc.
[C] Unit wise Division
Unit I पुराणए की पषरभार्ा, पुराणए का ि्भाजन, पुराणए ए्ं ईपपुराणए की भार्ा रर शैली
Unit II पुराणए ए्ं ईपपुराणए की ि्र्य्स्तु, पुराणए का ऐितहािसक महत्त््
Unit III पुराणए ए्ं ईपपुराणए में भौगोिलक सामग्री, पुराणए का सांस्कृ ितक महत्त््
Unit IV पौरािणक धमों की रस्कृ ित, रचनात्मक सािहत्य के स्रोतग्रवथ के रूप में पुराण

[D]Suggested Readings
Essential Readings:
1. पण्डा, गंगाधर संस्कृ त ्ाड्मय का बृहद् आितहास (पुराण खण्ड-13), ईत्तर रस्देश संस्कृ त
संस्थान,लखनउ
2. चतु्ेदी, िगषरधरशमाष , िश्दत्त शमाष पुराण ि्द्या, राजस्थान संस्कृ त ऄकादमी,जयपुर
3. Aiyar, Narayanaswami K., The Puranas in the Light of Modern Sciences, Adyar 1914,
1916.
4. Hazra, R.C., The Puranas: The Upapuranas in the Cultural Heritage of India, Vol. II,
pub. by R.K. Mission Institute of Calcutta, 1962.
5. Loha, Bhaskaranan, Pauranika Sahitya aur Sanskriti, Rama Prakashan, Lucknow,
1964.
6. Pusalker, A.D., Studies in the Epic and Puranas, Bharatiya Vidya Bhavan, Bombay,
1963.

Page 165 of 218

Additional Resources:
1. ईपध्याय, बलदे्. पुराणि्मशष, चौखम्बा ि्द्याभ्न, ्ाराणसी, 1978

2. चतु्ेदी, िगषरधरशमाष. पुराणपषरशीलन , िबहार राष्ट्र भार्ा पषरर्द्, 1970.

1. Bhattacharji, Sukumari. The Indian Theogony - A Comparative Study of Indian
Mythology from the Vedas to the Puranas, Cambridge University Press, 1970.
2. Hazra, R.C., Studies in the Puranic Records on Hindu Rites and Questions, Motilal
Banarasidass, Delhi, 1975 (Reprint).
3. Mankad, D.R., Puranic Chronology, Gangajala Prakashan, Anand, Gujrat, 1951.
4. Pargator, F.E., Ancient Indian Historical Tradition, Oxford University Press,
M.L.B.D., Delhi.
5. Rochero, Ludo, The Puranas (A History of Indian Literature), Vol. IV, Otto
Harrassowitz, Wiesbaden, 1986.
6.
[E] Teaching Plan:

The teaching will be done as per the above-mentioned sequence of units and
corresponding number of classes to achieve of Course Learning Outcomes:
Facilitating the achievement of course learning outcomes are as under-

Unit Course Learning Teaching and Assessment Task

Outcome Learning Activity
I To Learn the basic A variety of Internal Assessment:
structure, contents and approaches to MCQ type test as Internal
importance of Puranas. teaching-learning assessment/Project/Assignme
activities such as: nt/Presentation and periodic
Lecture-based test.
classroom teaching,
discussion on the End Semester Examination
prescribed text, 1. Explanatory Questions
tutorials, workshops, 2. Short notes
PPT Presentation and 3.Critical questions
e-resources etc.
II To understand the Lecture-based Internal Assessment:
differences between classroom teaching,
puranas and discussion on the MCQ type test as Internal
Upapuranas and their prescribed text, assessment/Project/Assignme
contents & historical tutorials, workshops, nt/Presentation and periodic
importance. PPT Presentation and test.
e-resources etc.
End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
III To know about The Lecture-based Internal Assessment:
Geographical and classroom teaching,

Page 166 of 218

 Cultural importance of discussion on the MCQ type test as Internal
puranas and prescribed text, assessment/Project/Assignme
Upapuranas. tutorials, workshops, nt/Presentation and periodic
PPT Presentation and test.
e-resources etc.
End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
IV To get knowledge about Lecture-based Internal Assessment:
the basic introduction of classroom teaching,
the Puranas as a source of discussion on the
various arts, religion,
MCQ type test as Internal
literature, cultural and
prescribed text, assessment/Project/Assignme
sciences. tutorials, workshops, nt/Presentation and periodic
PPT Presentation and test.
e-resources etc.
End Semester Examination.
1. Explanatory Questions
2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Four long-answer questions (one from each Unit) 14+14+14+14 = 56
(ii) Two short notes (One to be answered in Sanskrit) 7+7= 14
Total Marks= 70
***********

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 Semester: III, MA (Sanskrit)
Elective Group: I

EC- I 303: Suryasiddhanta & Vedanga-Jyotisa

सयू पदसद्धान्त एवं वेदांग ज्योदतष
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objectives:

The objective of this paper is to teach the students ancient astronomy, calculation of
time and Vedic calendar system.

[B] Course Learning Outcomes:

After studying this course students:
 will be able to know the ancient Indian astronomical calculation.
 will be able to know development of calendar system.
 will be able to know the ancient Indian time units.
 Will be able to get the knowledge of Srishti-Prakriya.

[C] Unit wise Division:

सूयिष सद्धावत
Unit I मय के रस्ित सूयोपदेश, कालभेद, नाड़ी, ि्नाड़ी, नाक्षत्रऄहोरात्र, चावरमास, सौरमास,
सुरासुर ऄहोरात्र, महायुग, ससिवध मव्वतर, कल्प, ब्रह्ममा का ऄहोरात्र, सृििकालरस्माण।
Unit II ग्रहए का गितकारण, भगणकाल, भगण पषरभार्ा, ग्रहए के शीघ्रोच्च मवदोच्च अकद संख्या,
सा्नकदन, ऄिधमास, गत्र्ाषनयन, ऄहगषणसाधन, मासेश, ्र्ेश, मध्यमग्रहसाधन
Unit III बृहस्पित ्र्ाषनयन, ग्रहानयन, भूपषरिधमान, स्पिभूपषरिधमान, देशावतर, रे खावतर,
्ाररस््ृित्त, आिकािलकग्रहसाधन, पाति्क्षेप।
्ेदांग्योितर्
Unit IV लगध्योितर् (याजुका्योितर्), ्ेदांग्योितर् का ्ैिशकाय, ्योितर्शास्त्र की रस्शंसा।
अकदयुगारम्भ, ऄयनज्ञान, ऄयनारम्भ की ितिथयााँ, नक्षत्रि्चार, ऊतुमासरस्ारम्भ,
प्ाषवतिनणषय, प्षरािश, कला।

[D]Suggested Readings:
Essential Readings:
1. लगध्योितर् (याजुर् ् अचषसंस्करण) –लगधाचायष सुधाकरभाकाय, लघुि््रणसंस्कृ तटीका,
ि्स्तृत भूिमका साव्यानु्ाद ् सुयशा टीका सिहत-डॉ- पुनीताशमाष, नागपिब्लशसष, कदल्ली-
2008
2. ्ेदांग्योितर् –टीकाकार िश्राज अयष, (सं.) िश्राज कोिण्डवयान, चौखम्बाि्द्याभ्न,
्ाराणसी

Page 168 of 218

 3. ्ेदांग्योितर् - (व्या.) सुरेशचवर िमश्र, रं जन पिब्लके शवस, नइ कदल्ली
4. सूयषिसद्धावत - (व्या.) कृ काणचवर िद्व्ेदी, संपूणाषनवद संस्कृ त ि्श्वि्द्यालय, ्ाराणसी
5. सूयषिसद्धावत - (व्या.) गणपितलाल शमाष, हंस रस्काशन, जयपुर, राजस्थान
6. सूयषिसद्धावति्ज्ञानभाकाय - (व्या.) महा्ीर श्री्ास्त्, लखनउ
7. सूयषिसद्धावत - (व्या.) रामचवर पाण्डेय, चौखम्बा सुरभारती रस्काशन, ्ाराणसी
8. सूयषिसद्धावत(मध्यमािधकारमात्र) - (व्या.) डॉ.राजी् रं जन , ि्द्यािनिध रस्काशन, कदल्ली
9. Surya-Siddhanta- Sudhikant Bhardwaj, Delhi.
10. Surya Siddhanta-(Editor) Phanindralal Gangooly,University of Calcutta,1935

Additional Recourses:
1. Vedic Chronology and Vedang Jyotisha-Lokamanya Bal Gangadhar Tilak,Messrs
Tilak Bros.,Gaikwar Wada,Puna City.

[E] Teaching Plan:

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit course learning Teaching and Assessment tasks

outcomes. learning activity

1. Knowledge of various A variety of Internal assessment

time units mentioned in approaches to MCQ type questions /
Madhymadhikara of teaching-learning Internal
Suryasiddhant. process should Assessment/Project/
be used, i.e. Discussion/ Assignment/
Exposition of paper presentation/ Periodic
text, Through tests etc.
lectures,
tutorials, -End Semester
workshops, Examination
PPT presentation 1. Explanatory Questions
etc. 2. Short notes
3.Critical questions

2. Knowledge of solar Exposition of Internal assessment:

system, text, and
planetary planetary system MCQ type questions /
movements,orbits, etc., Internal
types of Aho-ratras based by Lectures, Assessment/Project/
on ancient Indian tutorials, Discussion/ Assignment/
astronomy. workshops and paper presentation/ Periodic
PPT Presentation tests etc.

Page 169 of 218

 etc.
-End Semester
Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
3. Concept of longitude, Exposition of -internal assessment:
Latitude, equator, various MCQ type questions /
movements of celestial terminologies Internal
bodies, through Assessment/Project/
circumference lectures, Discussion/ Assignment/
of earth and vaarpravritti tutorials, paper presentation/ Periodic
theory. workshops, tests etc.
PPT Presentation
etc. -End Semester
Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
4. Knowledge of ancient Exposition of -internal assessment:
astronomy,calculation text and various MCQ type questions /
of time,various time terminologies Internal
units and vedic and calculation Assessment/Project/
calender system in of jyotisha Discussion/
the light of jyotish through lectures, Assignment/paper
vedang of Rigveda tutorials, presentation/ Periodic tests
and Yajurveda i.e. discussions, etc.
Rikjyotish and workshops,
Yajushjyotish. PPT Presentation -End Semester
etc. Examination
1. Explanatory Questions
2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks:

(i) Four Explanations (From I, II , III & IV Units) 04x 7= 28
(ii) Four short notes/definitions (Three from I, II, III & one from IV Units
with options, one in Sanskrit) 5+5+5+07=22
(iii) Two critical Questions (One from each of the units with options) 02x10=20
Total: 70

*********

Page 170 of 218

 Semester: III, MA (Sanskrit)
EC- I 304: Laghupāraśarī & Jātakālaṅkāra
लघुर्ाराशरी एवं जातकालक
ं ार
Maximum Marks: 100 (70+30) Duration: 60 hrs. (15 weeks).
(4 Theories = 4 credits)

[A] Course Objectives:

The objective of this paper is to give the knowledge of prediction part of Indian
astrology or Jataka-Skandha and especially in the context of Shukasutra and Parashar
theory.

[B] Course Learning Outcomes:

After studying this course students:
 will be able to know the basic concept of Jataka-Skandha and prediction
according to Parashar theory.
 Will be able to understand and critically explain the prescribed text and terms.
 will be able to know the basic concept of Jataka-Skandha and prediction
according to Jatakalankar which is based on Shukasutra.

[C] Unit wise Division

लघर्ु ाराशरी
Unit I सज्ञं ाध्याय, िलहनणसयाध्याय [15Hrs.]
Unit II योगिलाध्याय, मारकाध्याय, दशािलाध्याय [15Hrs.]

जातकालंकार
Unit III सज्ञं ाध्याय, भावाध्याय, योगाध्याय [15Hrs.]
Unit IV अयदासयाध्याय, हवषकदयायोगाध्याय एवं व्यत्ययिलाध्याय [15Hrs.]

[D]Suggested Readings
Essential Readings:
1. जातकालंकार- (व्या.) गणेशदत्त पाठक, चौखम्बा पहललके शदस, वाराणसी
2. जातकालंकार- (व्या.) सरे शचरं हमश्र, रंजन पहललके शन, हदल्ली
3. लघपाराशरी- (व्या.) एस-जी- खात, मोतीलाल बनारसीदास, हदल्ली
4. लघपाराशरी- (व्या.) दीवान राम चंरकपरू , मोतीलाल बनारसीदास, हदल्ली
5. लघपाराशरी- (व्या.) शकदेव चतवेदी, लालबहादरशास्त्री राहष्िय सस्ं कृ त हवद्यापीठ, नइहदल्ली
6. लघपाराशरी- (व्या.) सरे शचंर हमश्र, रंजन पहललके शन, हदल्ली
7. Laghuparasari-(Translation) O.P.Verma, Ranjan Publications,New Delhi
8. Laghuparashari –(Translation) P.K. Vasudev,Sagar Publications,Delhi

Page 171 of 218

[E] Teaching Plan
The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit course learning Teaching and Assessment tasks

outcomes. learning activity

1. Knowledge of A variety of Internal assessment

basic principles of approaches to MCQ type questions / Internal
Parashar theory teaching-learning Assessment/Project/
and develop the process should be Discussion/ Assignment/ paper
ability to predict a used, i.e. presentation/ Periodic tests etc.
horoscope in the Exposition of
light of Parashar reading and -End Semester Examination
theory. various 1. Explanatory Questions
terminologies by 2. Short notes
lectures, tutorials, 3.Critical questions
workshops,
PPT Presentation
2. Knowledge of Exposition of Internal assessment
basic principles of readings through
Parashar theory lectures, tutorials, MCQ type questions / Internal
i.e. Yogaphal workshops, Assessment/Project/
,Maraknirnya, Discussion and Discussion/ Assignment/ paper
Dashaphal and PPT Presentation presentation/ Periodic tests etc.
develop the ability -End Semester Examination
to predict a 1. Explanatory Questions
horoscope. 2. Short notes
3.Critical questions
3. Knowledge of Exposition of -internal assessment:
basic principles of readings through MCQ type questions / Internal
Shuksutra and lectures, tutorials, Assessment/Project/
develop the ability workshops, Discussion/ Assignment/ paper
to predict a Discussion and presentation/ Periodic tests etc.
horoscope in the PPT presentation
light of -End Semester Examination
Jatakalankar.
1. Explanatory Questions
2. Short notes
3.Critical questions
4. Develop the Exposition of -internal assessment:
ability to predict a readings through MCQ type questions / Internal
horoscope in lectures, tutorials, Assessment/Project/
special context of workshops, Discussion/ Assignment/paper
Yogas i.e. Discussion and presentation/ Periodic tests etc.

Page 172 of 218

 Vishakanyayoga,
Aayurdaya, -End Semester Examination
Vyatyayaphal. 1. Explanatory Questions
2. Short notes
3.Critical questions

[G] Basic Structure of Question Paper & Division of Marks

(i) Four Explanations (one from each of the Units) 04x 7= 28

(ii) Four short notes ((one from each of the Units with options,
one in Sanskrit) 5+5+5+07=22

(iii) Two critical Questions (One from each of the units with options) 02x10=20
Total: 70

Page 173 of 218

 Semester: IV, MA (Sanskrit)
Elective Group: I

EC- I 401: Bhartiya Kundalī Vijñyāna

भारतीयकुण्डलीदवज्ञान
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)
[A] Course Objectives
The objective of this paper is to teach the students about mathematical calculation for
making horoscope, various units of time and annual horoscope.

[B] Course Learning Outcomes

After studying this course students:
 Will be able to know the concept behind Panchanga.
 Will be able to get Knowledge about how to make a horoscope.
 Will be able to know the concept of dasha-sadhana.
 Will be able to know basic concept of Varshphal/Tajikshastra.

[C] Unit wise Division:

Unit I पञ्चांगि्चार, पञ्चांगमाहात्म्य, भरा, रािश, सं्त्सर, ऄयन, गोल, ऊतु, मास, पक्ष,
घातचक्र, जवम-नाम ि्चार, स्पिग्रह, चालन, आिकालसाधन, आिकािलक ग्रहसाधन,
भयात-भभोग, चवरस्पिीकरण
Unit II ऄयनांश, चरखण्डानयन, लंकोदय ए्ं स््ोदयमान, लिानयन, नतसाधन, दशमलिसाधन,
संसिधद्वादशभा्, ल्शोपकबल, दश्गष, ग्रह ईच्च-नीच ि्भाग, सप्तक्गषबल-ि्चार,
रे खािक, अयु-साधन ।
Unit III नैसर्नगक, तात्कािलक, पंचधामैत्री, ल्शोत्तरी महादशा, ऄिोत्तरी दशा, योिगनी दशा,
्र्षरस््ेशगिणत-ितिथसाधन, ्र्षरस््ेशकािलक स्पिग्रह, मुंथा-ि्चार, ग्रहए का बलि्चार
(हर्षबल, पंच्गीबल)
Unit IV हद्दाचक्र, ित्ररािशपित, पंचेशि्चार, दीप्तांशि्चार, आत्थशाल, मूसषरियोग, नक्त,
सहमि्चार, मुद्दादशा, पात्याियनीदशा, मासरस््ेश, कदनरस््ेश।

[D]Suggested Readings:
Essential Readings:
1. भारतीय कु ण्डली ि्ज्ञान -ओझा, मीठालाल िहम्मतराम , दे्र्नर् रस्काशन, ्ाराणसी।
2. भारतीय कु ण्डली ि्ज्ञान –झा ,सुरकांत,चौखंभा संस्कृ त सीरीज ऑकिस ,्ाराणसी
Additional Resources:
1. भारतीय ्योितर् - शास्त्री, नेिमचवर, भारतीय ज्ञानपीठ रस्काशन, नइकदल्ली- 1987
2. Tucker, W.M. - Astrology for Everyman, Sagar Publication, New Delhi.

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[E] Teaching Plan:

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit course learning Teaching and Assessment tasks

outcomes. learning activity

1. Basic knowledge A variety of Internal assessment:

and concept of approaches to MCQ type questions / Internal
Panchang, various teaching-learning Assessment/Project/
time units and process should be Discussion/ Assignment/ paper
initial steps of used, i.e. presentation/ Periodic tests etc.
making Interpretation of
horoscope. terminologies of -End Semester Examination:
panchanga, time 1. Explanatory Questions
unites and basics 2. Short notes
concepts for 3.Critical questions
through lectures,
tutorials,
workshops,
PPT Presentation
etc.
2. Knowledge of Detailed study of Internal assessment:
making horoscope making horoscope
and some by, MCQ type questions / Internal
technical term Lectures, tutorials, Assessment/(Project/
used in workshops, Discussion/ Assignment/ paper
horashastra. PPT Presentation presentation/ Periodic tests etc.
etc.
-End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
3. Knowledge of Various -internal assessment:
Grahbal-sadhana, terminologies of MCQ type questions / Internal
various Dasha- Dasha-sadhana by Assessment/Project/
sadhana in Indian lectures, tutorials, Discussion/ Assignment/ paper
Astrology. workshops, presentation/ Periodic tests etc.
PPT Presentation
etc. -End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
4. Knowledge of Course related -internal assessment:

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 Tajikshastra books reading, MCQ type questions / Internal
and technical Lectures, tutorials, Assessment/Project/
term used in workshops, Discussion/ Assignment/paper
Varshphal. PPT Presentation presentation/ Periodic tests etc.
etc.
-End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks:

(i) Four calculative question regarding Horoscope (from I & II) 4x 7= 28
(ii) Four short notes (Two from each of the III & IV Units with options, one in Sanskrit)
5+5+5+07=22
(iii) Two Mathematical process-based questions
(from I, II & III units with options) 02x10=20
Total: 70

*********

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 Semester: IV, MA (Sanskrit)
Elective Group: I

EC- I 402 Survey of Indian Astrology

भारतीय ज्योदतषशास्त्र का सवेक्षण
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

The objective of this course is to give knowledge about history, development of
Indian astrology, its various branches and brief introduction of ancient acharyas.

[B] Course Learning Outcome

After studying this course students:
 will be able to know the development of various branches of Indian astrology
and its importance in day to day life.
 Will be able to know the contribution of Indian astrology to the modern
science.
 Will be able to contribute the society, nation and humanity through Indian
astrology.
 Will be familiarize with the individual contribution of Acharyas in the making
of the rich tradition of Jyotish-shastra

[C] Unit wise Division

भारतीय ्योितर्शास्त्र का स्ेक्षण
Unit I ्योितर्शास्त्र की पषरभार्ा, ्योितर्शास्त्र का ईद्भ्, क्रिमकि्कास, पञ्चस्कवधात्मक
्योितर्, ्योितर्शास्त्र का महत्त््, ईपयोिगता ् कालि्भाजन (्गीकरण)
Unit II पञ्चांग, रस्श्नशास्त्र, रमलशास्त्र, शकु नशास्त्र, ्ास्तुशास्त्र, सामुकरकशास्त्र, मुहूत्तषि्चार।
Unit III रस्ाचीन अचायों के ग्रवथ ए्ं ईनका पषरचय (अयषभट्ट-रस्थम, अयषभट्ट-िद्वतीय,
कालकाचायष, ्राहिमिहर, कल्याण्माष, ब्रह्ममगुप्त, मुंजाल, भट्टोत्पल, भास्कराचायष,
बल्लालसेन, के श्िद्वतीय, गणेशदै्ज्ञ, ढु िण्ढराज)।
Unit IV मास, ऊतु, ऄयन, ्र्ष, युग, ग्रहकक्षा, नक्षत्र, ग्रहरािश, ग्रहण, भा्ि्चार, योगि्चार,
ि्र्ु्कदनि्चार, सौरमास, करण, सा्नकदन, ईत्तरगोल, ऄमा्स्या, पूर्नणमा।

[D]Suggested Readings
Essential Reading:
1. भारतीय ्योितर्शास्त्र का आितहास-गोरखरस्साद, िहवदी संस्थान, लखनउ।
2. भारतीय ्योितर्शास्त्र का आितहास-नेिमचंरशास्त्री, भारतीयज्ञानपीठ, नइ कदल्ली।

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 3. भारतीय ्योितर्शास्त्र का आितहास- शंकर बालकृ काण दीिक्षत (ऄनु.), िश्नाथ झारखण्डी, िहवदी
संस्थान, लखनउ।
4. History of Indian Astronomy – Sankar Balkrishna Dikshit, Government of India
Book Dept.,Calcutta.

[E] Teaching Plan

The teaching will be done as per the above mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Units course learning Teaching and Assessment tasks

outcomes. learning activity

1. Introduction to A variety of Internal assessment

important theories approaches to MCQ type questions / Internal
and chronological teaching-learning Assessment/Project/
development of process should be Discussion/ Assignment/ paper
Indian astrology. used, i.e. presentation/ Periodic tests etc.
Interpretation of
theories of Indian -End Semester Examination
astrology through 1. Explanatory Questions
lectures , tutorials, 2. Short notes
workshops, 3.Critical questions
PPT Presentation
2. Introduction to Lectures, tutorials, Internal assessment
various branches workshops,
of Indian PPT Presentation MCQ type questions / Internal
astrology i.e. on various Assessment/Project/
vastushastra, branches of Indian Discussion/ Assignment/ paper
shakunshastra, astrology presentation/ Periodic tests etc.
prashnshastra
,muhurattshastra -End Semester Examination
etc. 1. Explanatory Questions
2. Short notes
3.Critical questions
3. Introduction to Lectures, tutorials, -internal assessment
ancient acharyas workshops, MCQ type questions / Internal
and their PPT Presentation Assessment/Project/
contribution for the knowledge Discussion/ Assignment/ paper
towards Indian of ancient presentation/ Periodic tests etc.
astrology. acharyas of Indian
astrology. -End Semester Examination

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 1. Explanatory Questions
2. Short notes
3.Critical questions

4. Knowledge of Lectures, tutorials, -internal assessment:

some technical workshops, MCQ type questions / Internal
terms PPT Presentation Assessment/Project/
commonly etc. for elaborate Discussion/ Assignment/paper
used in Indian the technical terms presentation/ Periodic tests etc.
astrology texts commonly used in
Indian astrology -End Semester Examination
texts 1. Explanatory Questions
2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Four Explanations of definitions ( from I ,II & III Units) 04x 7= 28
(ii) Four short notes (from IVth Unit with options, one in Sanskrit)
5+5+5+07=22
(iii) Two critical Questions (From I, II &III units with options) 02x10=20
Total: 70

*****************

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 SEMESTER: III
OPEN ELECTIVE COURSE

OEC-305: Linguistic Speculations in Sanskrit

संस्कृत में भाषादवषयक दचन्तन
(Only for Sanskrit Students)
Maximum Marks: 100 (70+30) Duration: 64 hrs. (04 weeks).
(4 Theories = 4 credits)
[A] Course Objectives:
The objective of this course is to present a bird’s eye view of contributions of ancient
Indians in the field of the philosophy language before the students from non-Sanskrit
background. Besides an overview of the prominent figures in the field and of their
linguistic contributions it is also the students envisaged that get to understand some
important notions and views of ancient Indian language philosophers.
[B] Course Learning Outcomes:
After the completion of this course the students will:
 Acquire a historical overview of the prominent Acharyas of the philosophy of
language belonging to the different schools of thoughts.
 cquainted with the some very important theories developed in Ancient India,
regarding word, meaning, sentence and syntactic relationship etc.
 be able to critically evaluate the thought process of different philosophical
schools casting effect on language philosophy.
 simultaneously get acquainted with heterodox and orthodox systems of Indian
philosophy and their main a priori opinions.

[C] Unit wise Division

Unit I General Study of the following:
Prātiśākhya, Śikṣā, Ṥākalya, Śākaṭāyana, Vyā
i, Yāska, Pāṇini, Kātyayana,
Patañjali, Bhartṛhari, Kaiyaṭa, Nāgeśa, Kumārila, Prabhākara,
Jagadisha Tarkalankara.

Unit II Vākyapadīya, Kāna 2, Kārikās 1-2 & 117-152, 8 definitions regarding the
sentence, 12 definitions regarding word- meaning, Pratibha theory of meaning.

Unit III Nyāyasiddhāntamuktāvalī-śhabdakhaṇḍa- Process of Sentence meaning,

Functions of word- Abhidhā (Primary function of the word), Means to
śaktigraha, PadaPadartha, Instrumentals of Sentence meaning

Unit IV Apoha Theory of Meaning, Abhihitānvayavāda and Anvitābhidhānavāda,

Theory of Sphoṭa and śabdabrahman

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[F]Suggested Readings
Essential Readings:
1. वयायिसद्धावतमुक्ता्ली (सं.) - ि्श्वनाथ पंचानन, कलकत्ता।
2. ्ाक्यपदीय, काण्ड (सं.) के -ए- सुब्रह्ममण्य ऄय्यर, कदल्ली, 1983
Additional Resources:
1. ऄय्यर, के -ए-एस- - भतृषहषर का ्ाक्यपदीय, ऄनु्ादक - रामचवर िद्व्ेदी, राजस्थान िहवदी
ऄकादमी, जयपुर
2. किपलदे् शास्त्री – ्ैयाकरणिसद्धावतपरमलघुमञ्जूर्ा कु रुक्षेत्र, 1975
3. ित्रपाठी, रामसुरेश - संस्कृ त व्याकरण-दशषन, कदल्ली, 1972
4. शमाष, दीिप्त– व्याकरिणक कोषटयए का ि्श्लेर्णात्मक ऄध्ययन, िबहार िहवदी ग्रवथ ऄकादमी,
पटना–1975
5. िद्व्ेदी, किपल दे् – ऄथषि्ज्ञान रर व्याकरणदशषन, िहवदुस्तान ऄकादमी, आलाहाबाद, 1951
6. िबजल््ान, चक्रधर - भारतीय वयायशास्त्र, ईत्तररस्देश िहवदी संस्थान, लखनउ
7. िमश्र, शोभाकावत - शब्दाथषतत्त््, िबहार िहवदी ग्रवथ ऄकादमी, पटना, 1989
8. मीमांसक, युिधिष्ठर - संस्कृ त व्याकरणशास्त्र का आितहास, रामलाल कपूर ट्रस्ट, सोनीपत,
1984
9. शब्दाथषमीमांसा, (िहवदी-ऄनु्ादक:िमिथलेश चतु्ेदी), सम्पूणाषनवद संस्कृ त ि्श्वि्द्यालय,
्ाराणसी, 1992
10. शुक्ल, बलराम. भारतीय ए्ं पाश्चात्त्य ्ाक्याथष िसद्धावत. रस्ितभा रस्काशन, कदल्ली. 2013
11. सोम्ीर. भारतीय दशषन में भार्ा तत्त््. पषरमल रस्काशन, कदल्ली 2013
12. Chakravarti, P.C. Linguistic Speculations of the Hindus, Calcutta, 1963
13. Iyer, K.A.S. The VAkyapadÏya of Bhartrhari, Ch. II, Eng. Tr., Delhi, 1977
14. Kunjunni Raja, K. Indian Theories of Meaning, Adyar Library, Madras, 1964
15. Pandey, R.C. Problem of Meaning in Indian Philosophy, MLBD, Delhi, 1963
16. Sastri, Gaurinath Philosophy of Word and Meaning, Sanskrit College, Calcutta
17. Matilal, Bimal Krishna The Word and the World: India's Contribution to the Study
of Language, Oxford University Press, London. 1990
18. Vattanky, JohnNyaya Philosophy of Language, Sri Sadguru Publications,Delhi,
1995.
19. Tiwari, D.N., Central Problem of Bhartrihari’s Philosophy, Indian Council for
Philosophical Research,2008

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.
Facilitating the achievement of course learning outcomes are as under-
Unit course learning Teaching and Assessment tasks
outcomes. learning activity
1. Understanding Explaining through Internal assessment

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 historical extensive lecture MCQ type questions / Internal
development of regarding India’s Assessment/Project/
language scholarly tradition, Discussion/ Assignment/ paper
philosophy in tutorials, presentation/ Periodic tests etc/
India along with workshops,
the thorough PPT Presentation -End Semester Examination
acquaintance with etc Short notes on prominent
prominent figures language philosophers and
of Indian language treatises.
philosophy of
different schools
of thoughts
2. Appreciating Explaining through Internal assessment
India’s most extensive lecture MCQ type questions / Internal
original language on language Assessment/(Project/
philosopher- philosophy of Discussion/ Assignment/ paper
Bhartihari’s views grammarians, Text presentation/ Periodic tests etc/
on word and reading though is
sentence along not required, -End Semester Examination
with a deep tutorials, 3. Long questions based on
backgrounding of workshops, Bhartrihari’s
other views. PPT Presentation Vakyapadiyam,
etc. 4. Extensive notes on
important views.
3. Being well versed Explaining through Internal assessment
in identifying and extensive lecture MCQ type questions / Internal
appreciating on language Assessment/(Project/
Logician’s views philosophy of Discussion/ Assignment/ paper
regarding grammarians, text presentation/ Periodic tests etc
language, e.g. reading though is
momentariness of not required, -End Semester Examination
the word and tutorials,
atomism regarding workshops, 3. Long questions
sentence structure. PPT Presentation. based on
Siddhantamuktavali,
Shabdakhanda.
4. Extensive notes
on important views of
logicians.
4. Understanding Explaining through Internal assessment
miscellaneous extensive lecture MCQ type questions / Internal
views on language Assessment/(Project/
regarding philosophy of Discussion/ Assignment/ paper
language grammarians, Text presentation/ Periodic tests etc/
philosophy not reading though is
covered in not required, -End Semester Examination

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 previous tutorials, 4. Long questions based on
sections. workshops, miscellaneous views.
Especially that PPT Presentation. 5. Extensive and short
of Buddhist, notes on prominent
Mimansakas, views.
and
grammarians.
[F] Basic Structure of Question Paper & Division of Marks
(i) 3 short notes from first unit 5+5+5 = 15
(ii) 3 Explanatory questions from second and third units 13+13+13 = 39
(iii) 2 Exhaustive notes from fourth unit 8+8= 16
Total Marks = 70
************

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 SEMESTER: III
OPEN ELECTIVE COURSE
OEC-306: Outline of Culture & Civilization in Sanskrit
Literature
सस्ं कृतवाङ्मय में प्रदतर्ाददत सभ्यता एवं सस्ं कृदत की रूर्रे खा
Maximum Marks: 100 (70+30) Duration: 64 hrs.(04 weeks).
(4 Theories = 4 credits)
[A] Course Objective
The objective of this course is to acquaint the students with the knowledge of Indian
culture and civilization at preserved in Sanskrit Literature. Special focus will be given
on exploration of the social, political, religious and economic conditions of the Vedic,
Ramayana, Mahabharata and Puranic period. The social institutions of ancient India like
Varna, Ashrama, Purushartha, Samskaras system, Status of Women and Ancient Indian
education System will also be specially highlighted. Origin, development and doctrines
of the four major dharmas i.e. Shaivism, Vaishnavism, Buddhism and Jainism will also
be focal point of the course.
[B] Course Learning Outcome
After the completion of this course the students will:
 know the various aspects of Indian culture and civilization of the Vedic period.
 able to acquire the knowledge of the culture and civilization as reflected in the
Ramayana, Mahabharata and Puranic literature.
 gain the knowledge of the social institutions specially Varna, Ashrama, Purushartha and
Samskara system Status of Women and Ancient Indian education system. In ancient
India..
 earn about the origin, development and doctrines of the four major dharmas: Shaiva,
Vaishnava, Jainism and Buddhism.

[C] Unit wise Division:

Unit I सभ्यता ए्ं संस्कृ ित की पषरभार्ा ए्ं स््रूप, रस्ाचीन भारतीय सभ्यता ए्ं संस्कृ ित की
ि्शेर्ताएाँ, ्ैकदक ए्ं ईत्तर ्ैकदककालीन सभ्यता ए्ं संस्कृ ित (सामािजक, राजनैितक,
अर्नथक ए्ं धार्नमक िस्थितयए के सवदभष में)
Unit II महाकाव्य (रामायण ए्ं महाभारत) ए्ं पुराणए में रस्ितपाकदत सभ्यता ए्ं संस्कृ ित
(सामािजक, राजनैितक, अर्नथक ए्ं धार्नमक िस्थितयए के सवदभष में)
Unit III ्णषव्य्स्था, अश्रमव्य्स्था, पुरुर्ाथष-चतुिय, संस्कार, रस्ाचीन भारत में नारी की िस्थित,
रस्ाचीन भारतीय िशक्षारस्णाली ए्ं िशक्षण-संस्थान
Unit IV शै्, ्ैकाण्, बौद्ध ए्ं जैन धमों का ईद्भ्, ि्कास ए्ं मुख्य िसद्धावत

[D] Suggested Readings

Essential Readings :
1. ईपाध्याय, रामजी. भारतस्य सांस्कृ ितक-िनिधः, चौखम्बा संस्कृ त रस्ितष्ठान, कदल्ली।
2. ऄल्तेकर, ए.एस. रस्ाचीनभारत में िशक्षा, कदल्ली।

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 3. ईपाध्याय, बलदे्. ्ैकदकसािहत्य रर संस्कृ ित, शारदामंकदर, ्ाराणसी।
4. कोसम्बी, डी. डी. रस्ाचीन भारत की संस्कृ ित रर सभ्यता, राजकमलरस्काशन, नइ
कदल्ली।
5. गोयल, रस्ीितरस्भा. भारतीय संस्कृ ित, राजस्थानी ग्रवथागार, जयपुर।
6. टण्डन, ककरण. भारतीय संस्कृ ित, इस्टनष बुक ललकसष, कदल्ली।
7. राधाकृ काणन्, स्षपल्ली. भारतीयसंस्कृ ित: कु छ ि्चार, राजपाल रस्काशन, कदल्ली।
8. भण्डारकर, अर.जी. ्ैकाण्, शै् रर ऄवय धार्नमक मत, ऄनु्ाद - माहेश्वरीरस्साद,
भारतीयि्द्यारस्काशन, कदल्ली।
9. Altekar, AS, Education in Ancient India, Delhi.
10. Bhandarkar, RG,Vaishanavism, Shaivism and minor ReligiousSystems, Delhi.
11. Dandekar, RN, Vedic Religion & Mythology: A Survey of the Works of
SomeWestern
Scholars, University of Poona, Poona, 1965.
12. Mookerjee, RK, Ancient Indian Education, MLBD, Delhi.

Additional Resources:
1. ईपाध्याय, रामजी. भारतीयसंस्कृ ित का ईत्थान, चौखम्बाि्द्याभ्न, ्ाराणसी।
2. काणे, पी्ी. धमषशास्त्र का आितहास, ईत्तररस्देश, िहवदीसंस्थान, लखनउ।
3. जायस्ाल, सु्ीरा. (2004). ्णषजाितव्य्स्था: ईद्भ्, रस्कायष रर रूपावतरण, ग्रवथिशल्पी,
कदल्ली ।
4. ज्ञानी, िश्दत्त. भारतीय संस्कृ ित, राजकमल रस्काशन, कदल्ली।
5. कदनकर, रामधारी िसह. संस्कृ ित के चार ऄध्याय, लोकभारती रस्काशन, आलाहाबाद।
6. पाण्डेय, राजबली. िहवदू संस्कार, चौखम्भा, कदल्ली।
7. बाशम, ए.एल. ऄद्भुतभारत, िश्लाल ऄग्र्ाल एण्ड कम्पनी, अगरा।
8. श्रीमाली, कृ काणमोहन. धमष, समाज रर संस्कृ ित, ग्रवथ िशल्पी रस्ाआ्ेट िलिमटेड, कदल्ली।
9. श्री्ास्त्, के .सी. रस्ाचीन भारत का आितहास तथा संस्कृ ित, यूनाइटेड बुक िडपो, आलाहाबाद,
ईत्तर रस्देश।
10. िसह, राजककशोर. भारतीय संस्कृ ित, ि्नोद पुस्तक मिवदर, अगरा।
11. हुसैन, एस.अिबद. भारत की राष्ट्रीय संस्कृ ित, नेशनल बुक ट्रस्ट, नइकदल्ली।
12. चौबे, ऄजुषन कायकयप (ऄनु्ा.) (1992), काणे, पी.्ी. धमषशास्त्र का आितहास (रस्थम भाग), ई.रस्.
िहवदी संस्थान, ई.रस्. ।
13. Acharya, PK, Glories of India
14. Altekar, AS, Position of Women in Hindu Civilization, MLBD, Delhi.
15. Basham, AL, The Wonder that was India, London.
16. De Bary, Theodore, Sources of Indian Tradition, MLBD, Delhi & others 2nd
ed.,1963.
17. Kane, PV, History of Dharmashastra, Vol. II, BORI, Poona.
18. Majumdar, RC, Ancient India, Delhi.

Page 185 of 218

 19. Nehru, Jawaharlal, The Discovery of India, Penguin Books, New Delhi.
20. Sacchidanandamurty, Life, Thought and Culture in India (AD 300-1000) PHISPC,
Vol. II, Pt. 1 (MLBD, Delhi).
21. Vaidya, CV, Epic India, Delhi

[E] Teaching Plan:

The teaching will be done as per the above-mentioned sequence of units and
corresponding number of classes to achieve of Course Learning Outcomes:
Facilitating the achievement of course learning outcomes are as under-
Unit Course Learning Teaching and Assessment Task
Outcome Learning Activity
I The students should A variety of Internal Assessment:
be able to learn the approaches to MCQ type test as Internal
ancient Indian culture teaching-learning assessment/Project/Assignme
and civilization activities such as: nt/Presentation and periodic
depicted in Sanskrit Lecture based test.
Literature and the classroom teaching,
basic concept of personal discussion on End Semester Examination
culture and the prescribed topic, with long answer and short
civilization. The first tutorials, workshops, notes type’s questions.
Unit of the course will IT enable classes using
also cover the Vedic PPT Presentation and
period of culture and e-resources.
civilization.
II Students will able to A variety of Internal Assessment:
gain the knowledge of approaches to
culture and civilization teaching-learning MCQ type test as Internal
depicted in the activities such as: assessment/Project/Assignme
Ramayana, Lecture based nt/Presentation and periodic
Mahabharata and classroom teaching, test.
Purana period through personal discussion on
Unit 2. the prescribed topic, End Semester Examination
tutorials, workshops, with long answer and short
IT enable classes using notes type’s questions.
PPT Presentation and
e-resources.
III Students will able to A variety of Internal Assessment:
acquire the knowledge approaches to
of the social teaching-learning MCQ type test as Internal
institution of Ancient activities such as: assessment/Project/Assignme
India especially Lecture based nt/Presentation and periodic
Varna, Ashrama, classroom teaching, test.
Purushartha and personal discussion on
Samskara system the prescribed topic, End Semester Examination
followed by the Status tutorials, workshops, with long answer and short
of Women and IT enable classes using notes type’s questions.
Ancient Indian PPT Presentation and
education System in e-resources.
Unit 3.

Page 186 of 218

[F] Basic Structure of Question Paper & Division of Marks
(i) Four long-answer questions (one from each Unit) 12x4 = 48
(ii) Four short notes (one from each Unit) 5.5x4= 22
Total Marks= 70
SEMESTER: IV
OPEN ELECTIVE COURSE
Semester: IV, MA (Sanskrit)
OEC-405: Linguistic Speculations in Sanskrit
संस्कृत में भाषादवषयक दचन्तन
(Concept based module for the students of other than Sanskrit)
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)
[A] Course Objectives:
The objective of this course is to present a bird’s eye view of contributions of ancient
Indians in the field of the philosophy language before the students from non-Sanskrit
background. Besides an overview of the prominent figures in the field and of their
linguistic contributions it is also the students envisaged that get to understand some
important notions and views of ancient Indian language philosophers.
[B] Course Learning Outcomes:
After the completion of this course the students will:
 acquire a historical overview of the prominent Acharyas of the philosophy of
language belonging to the different schools of thoughts.
 acquainted with the some very important theories developed in Ancient India,
regarding word, meaning, sentence and syntactic relationship etc.
 be able to critically evaluate the thought process of different philosophical
schools casting effect on language philosophy.
 simultaneously get acquainted with heterodox and orthodox systems of Indian
philosophy and their main a priori opinions.

[C] Unit wise Division
Unit I General Study of the following:
Prātiśākhya, Śikṣā, Ṥākalya, Śākaṭāyana, Vyā
i, Yāska, Pāṇini, Kātyayana,
Patañjali, Bhartṛhari, Kaiyaṭa, Nāgeśa, Kumārila, Prabhākara,
Jagadisha Tarkalankara.

Unit II Vākyapadīya, Kāna 2, Kārikās 1-2 & 117-152, 8 definitions regarding the
sentence, 12 definitions regarding word- meaning, Pratibha theory of meaning.

Unit III Nyāyasiddhāntamuktāvalī-śhabdakhaṇḍa- Process of Sentence meaning,

Functions of word- Abhidhā (Primary function of the word), Means to
śaktigraha, PadaPadartha, Instrumentals of Sentence meaning

Unit IV Apoha Theory of Meaning, Abhihitānvayavāda and Anvitābhidhānavāda,

Page 187 of 218

 Theory of Sphoṭa and śabdabrahman

[F]Suggested Readings
Essential Readings:
1. वयायिसद्धावतमुक्ता्ली (सं.) - ि्श्वनाथ पंचानन, कलकत्ता।
2. ्ाक्यपदीय, काण्ड (सं.) के -ए- सुब्रह्ममण्य ऄय्यर, कदल्ली, 1983
Additional Resources:
1. ऄय्यर, के -ए-एस- - भतृषहषर का ्ाक्यपदीय, ऄनु्ादक - रामचवर िद्व्ेदी, राजस्थान िहवदी
ऄकादमी, जयपुर
2. किपलदे् शास्त्री – ्ैयाकरणिसद्धावतपरमलघुमञ्जूर्ा कु रुक्षेत्र, 1975
3. ित्रपाठी, रामसुरेश - संस्कृ त व्याकरण-दशषन, कदल्ली, 1972
4. शमाष, दीिप्त– व्याकरिणक कोषटयए का ि्श्लेर्णात्मक ऄध्ययन, िबहार िहवदी ग्रवथ ऄकादमी,
पटना–1975
5. िद्व्ेदी, किपल दे् – ऄथषि्ज्ञान रर व्याकरणदशषन, िहवदुस्तान ऄकादमी, आलाहाबाद, 1951
6. िबजल््ान, चक्रधर - भारतीय वयायशास्त्र, ईत्तररस्देश िहवदी संस्थान, लखनउ
7. िमश्र, शोभाकावत - शब्दाथषतत्त््, िबहार िहवदी ग्रवथ ऄकादमी, पटना, 1989
8. मीमांसक, युिधिष्ठर - संस्कृ त व्याकरणशास्त्र का आितहास, रामलाल कपूर ट्रस्ट, सोनीपत,
1984
9. शब्दाथषमीमांसा, (िहवदी-ऄनु्ादक:िमिथलेश चतु्ेदी), सम्पूणाषनवद संस्कृ त ि्श्वि्द्यालय,
्ाराणसी, 1992
10. शुक्ल, बलराम. भारतीय ए्ं पाश्चात्त्य ्ाक्याथष िसद्धावत. रस्ितभा रस्काशन, कदल्ली. 2013
11. सोम्ीर. भारतीय दशषन में भार्ा तत्त््. पषरमल रस्काशन, कदल्ली 2013
12. Chakravarti, P.C. Linguistic Speculations of the Hindus, Calcutta, 1963
13. Iyer, K.A.S. The VAkyapadÏya of Bhartrhari, Ch. II, Eng. Tr., Delhi, 1977
14. Kunjunni Raja, K. Indian Theories of Meaning, Adyar Library, Madras,
1964
15. Pandey, R.C. Problem of Meaning in Indian Philosophy, MLBD, Delhi,
1963
16. Sastri, Gaurinath Philosophy of Word and Meaning, Sanskrit College,
Calcutta
17. Matilal, Bimal Krishna The Word and the World: India's Contribution to the
Study of Language, Oxford University Press, London. 1990
18. Vattanky, JohnNyaya Philosophy of Language, Sri Sadguru
Publications,Delhi, 1995.

Page 188 of 218

 19. Tiwari, D.N., Central Problem of Bhartrihari’s Philosophy, Indian Council
for Philosophical Research,2008

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.
Facilitating the achievement of course learning outcomes are as under-
Unit course learning Teaching and Assessment tasks
outcomes. learning activity
1. Understanding Explaining through Internal assessment
historical extensive lecture MCQ type questions / Internal
development of regarding India’s Assessment/Project/
language scholarly tradition, Discussion/ Assignment/ paper
philosophy in tutorials, presentation/ Periodic tests etc/
India along with workshops,
the thorough PPT Presentation -End Semester Examination
acquaintance with etc Short notes on prominent
prominent figures language philosophers and
of Indian language treatises.
philosophy of
different schools
of thoughts
2. Appreciating Explaining through Internal assessment
India’s most extensive lecture MCQ type questions / Internal
original language on language Assessment/(Project/
philosopher- philosophy of Discussion/ Assignment/ paper
Bhartihari’s views grammarians, Text presentation/ Periodic tests etc/
on word and reading though is
sentence along not required, -End Semester Examination
with a deep tutorials, 5. Long questions based on
backgrounding of workshops, Bhartrihari’s
other views. PPT Presentation Vakyapadiyam,
etc. 6. Extensive notes on
important views.
3. Being well versed Explaining through Internal assessment
in identifying and extensive lecture MCQ type questions / Internal
appreciating on language Assessment/(Project/
Logician’s views philosophy of Discussion/ Assignment/ paper
regarding grammarians, text presentation/ Periodic tests etc
language, e.g. reading though is
momentariness of not required, -End Semester Examination
the word and tutorials,
atomism regarding workshops, 5. Long questions
sentence structure. PPT Presentation. based on
Siddhantamuktavali,
Shabdakhanda.
6. Extensive notes
on important views of
logicians.

Page 189 of 218

 4. Understanding Explaining through Internal assessment
miscellaneous extensive lecture MCQ type questions / Internal
views on language Assessment/(Project/
regarding philosophy of Discussion/ Assignment/ paper
language grammarians, Text presentation/ Periodic tests etc/
philosophy not reading though is
covered in not required, -End Semester Examination
previous tutorials, 6. Long questions based on
sections. workshops, miscellaneous views.
Especially that PPT Presentation. 7. Extensive and short
of Buddhist, notes on prominent
Mimansakas, views.
and
grammarians.
[F] Basic Structure of Question Paper & Division of Marks
(i) 3 short notes from first unit 5+5+5 = 15
(ii) 3 Explanatory questions from second and third units 13+13+13 = 39
(iii) 2 Exhaustive notes from fourth unit 8+8= 16
Total Marks = 70
************

Page 190 of 218

 Semester: IV, MA (Sanskrit)

OEC- 406: Vedic Exegesis, History & Thought

वैददक-व्याख्या, आदतहास एवं दचन्तन
Maximum Marks: 100 (70+30) Duration: 64 hrs (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

The course is intended to be an exposition of the Indian and Western traditions of the
Vedic interpretation. It introduces thoughts and literary works of some of the well-
known ancient and modern Vedic commentators. This course also elaborates the
history of Vedic Literature describing its various texts and related issues. Another
objective of this course is to provide knowledge of the Vedic intellectual and cultural
thoughts to the learners.

[B] Course Learning Outcome

After completion of this course, the students:
 will have a clarity about the Vedic wisdom and Vedic concepts.
 will know about certain aspects involved in the interpretation of Vedic verses.
 will be able to explain various theories of interpretations according to some
important ancient, and modern Indian commentators.
 will be able to understand the role of few selected western scholars in the field
of Vedic literature and interpretation.
 will have a comprehensive vision about the basic nature of wide-ranging Vedic
texts and history of Vedic literature.

[C] Unit wise Division

Unit-I ्ैकदक व्याख्या : रस्ाच्यपद्धित -(i) ्ेदव्याख्यान परम्परा, (ii) रस्ाचीन तथा अधुिनक
व्याख्याकारः सायण, दयानवद, ऄरि्वद, सात्लेकर, मधुसूदनओझा,
अनवदकु मारस््ामी, कपालीशास्त्री, अर. एन.दाण्डेकर आत्याकद।
Unit-II ्ैकदक व्याख्या : रस्तीच्यपद्धित – पाश्चात्य ि्द्वानए का योगदान, ि्शेर्तः - रॉथ,
्गेन,लुडि्ग, गेल्डनर, मैक्समूलर, िहलेब्रावट, िग्रकिथ, ि्ल्सन आत्याकद।
Unit-III ्ैकदक सािहत्य का आितहास - ऊ््ेदसंिहता, यजु्ेदसंिहता, साम्ेदसंिहता ए्ं
ऄथ्ष्ेदसंिहता; ्ेदए की शाखाएाँ, पषरचय ए्ं ्ेदए का कालिनधाषरण, ब्राह्ममणसािहत्य,
अरण्यक रर ईपिनर्द्: पषरचय, ्ेदाङ्गग सािहत्य: पषरचय ।
Unit-IV ्ैकदक िचवतन - ्ैकदकदे्ता, ्ैकदकसमाज, ्ेदए की ऄपौरुर्ेयता ए्ं िनत्यता, ऊत की
ऄ्धारणा, ्ैकदकदशषन |

Page 191 of 218

[D] Suggested Readings
Essential Readings:
1. ऊ््ेदभाकायभूिमका - सायण, (सम्पादक) ्ीरे वरकु मार्माष, चौखम्बा ओषरयण्टािलया, ्ाराणसी,
1980
2. ऊ््ेदभाकायभूिमका - सायण, (सम्पादक) श्रीकण्ठपाण्डे, भारतीय ि्द्या रस्काशन, ्ाराणसी,
1985.
3. ्ेदभाकायभूिमकासंग्रह – बलदे् ईपाध्याय, बनारस, 1934.
Additional Resources:
1. श्रीऄरि्वद - ्ेदरहस्य, ऄनु्ादक – अचायष ऄभयदे् ि्द्यालंकार ए्ं जगन्नाथ
्ेदालंकार,श्रीऄरल्द अश्रम, पुदच्च
ु ेरी, 2009.
2. ईपाध्याय, बलदे् – ्ैकदक सािहत्य र रसंस्कृ ित, शारदा संस्थान, ्ाराणसी।
3. ईपाध्याय, बलदे् – संस्कृ त ्ाङ्मय का बृहद् आितहास - रस्थमभाग (्ेद) – ईत्तररस्देश संस्कृ त
संस्थान, लखनउ।
4. ईपाध्याय, बलदे् – संस्कृ त ्ाङ्मय का बृहद् आितहास - िद्वतीय भाग (्ेदांग) – ईत्तररस्देश संस्कृ त
संस्थान, लखनउ।
5. चतु्ेदी, िगषरधरशमाष – ्ैकदक ि्ज्ञान रर भारतीय संस्कृ ित, िबहार राष्ट्रभार्ा पषरर्द्, पटना,
1972.
6. ित्रपाठी, गयाचरण – ्ैकदक दे्ता ईद्भ् रर ि्कास, राििय संस्कृ त संस्थान्, नइ कदल्ली।
7. िद्व्ेदी, किपलदे्- ्ैकदक सािहत्य ए्ं संस्कृ ित, ि्श्वि्द्यालय रस्काशन, ्ाराणसी, पंचमसंस्करण
2010.
8. पं.भग्द्दत्त- ्ैकदक ्ाङ्मय का आितहास - खण्ड 1-3, पषर्धषक तथा सम्पादक – सत्यश्र्ा एम.
ए., ि्जयकु मार गोि्वदराम हासानवद,कदल्ली, 2008.
9. पाण्डेय, गोि्वदचवर - ्ैकदकसंस्कृ ित, लोकभारती रस्काशन, आलाहाबाद
10. डॉ.ितेहलसह - ्ैकदकदशषन, संस्कृ त सदन, कोटा, 1999.
11. ्णी, रामरस्काश – अचायषसायण रर स््ामीदयानवद सरस््ती की्ेदभाकाय भूिमकाएाँ,
पषरमलपिब्लके शवस, कदल्ली, 2005.
12. शमाष, मुंशीराम - ्ेदाथषचिवरका, चौखम्बाि्द्याभ्न, 1967.
13. शिश ित्ारी, ्ेदव्याख्यापद्धतयः, रस्ितभा रस्काशन, कदल्ली, 2014.
14. Dandekar, R.N. - Vedic Religion & Mythology: A Survey of the Works of Some
Western Scholars, Univ. of Poona, Poona, 1965.
15. Macdonell, A.A. - Brhaddevata, M.L.B.D., 1965.
[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Page 192 of 218

Facilitating the achievement of course learning outcomes are as under-

Unit course learning Teaching and Assessment tasks

outcomes learning activity
1. The Learners should be Literary Internal assessment
able to explain, explanation and MCQ type questions /
elucidate and critically discussion on Internal Assessment/Project/
analyze the ancient and Vedic Discussion/ Assignment/
modern methods of commentators, paper presentation/ Periodic
interpretation of Vedas and Vedic tests etc.
along with authentic literature; and
introduction of Indian analytical -End Semester
Vedic commentators, lectures, tutorials, Examination
Vedic Saṃhitās, and PPT Presentation, 1. Explanatory Questions
their period etc. 2. Short notes
3.Critical questions

2. The Learners should be Literary Internal assessment

able to explain, explanation and
elucidate and critically discussion on MCQ type questions /
analyze the methods of Vedic Internal Assessment/Project/
western modern commentators, Discussion/ Assignment/
scholars for and Vedic paper presentation/ Periodic
interpretation of Vedas literature; and tests etc.
along with authentic analytical
introduction of Western lectures, tutorials, -End Semester
Vedic commentators, PPT Presentation. Examination
and Vedic texts - 1. Explanatory Questions
Brāhmaṇas, Āraṇyakas, 2. Short notes
and Upaniṣads. etc 3.Critical questions
3. The Learners should be Literary -internal assessment :
able to explain, explanation and MCQ type questions /
elucidate and critically discussion on Internal Assessment/Project/
analyze the nature of Vedic literature; Discussion/ Assignment/
six Vedāṅga and main and analytical paper presentation/ Periodic
texts related to it. lectures, tutorials, tests etc.
PPT Presentation.
-End Semester
Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
4. The Learners should be Literary -internal assessment:
able to explain, Explanation and MCQ type questions /
elucidate and critically discussion on Internal Assessment/Project/
analyze certain aspects Vedic thoughts; Discussion/
of Vedic mythology, and analytical Assignment/paper

Page 193 of 218

 Vedic society and Vedic lectures, tutorials, presentation/ Periodic tests
Philosophy. PPT Presentation etc.

-End Semester
Examination
1. Explanatory Questions
2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(iii) Four long-answer questions (one from each Unit) 12x4 = 48

(iv) Four short notes. One should be must in Sanskrit (one from each Unit)
5+5+5+7= 22
Total : 70 Marks

.
**Note : (This OEC is opted by the students of Sanskrit other than “A” Group)

***********

Page 194 of 218

 Semester: IV, MA (Sanskrit)

OEC-407: Survey of Indian Philosophy

भारतीय दशपन का सवेक्षण
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

The general Objective of this Course is to help the students acquire an extensive in-
depth and emphathisive understanding of the various theories of some important
schools of Indian Philosophy.

[B] Course Learning Outcome

After the completion of this course the students:
 Will acquire some through knowledge of its various philosophical theories proposed
by different systems of philosophies.
 Will be able to compare and contrast the ideas advanced in positions taken by the
systems have acquired an in-depth knowledge of the fundamental theories and
concepts of Yoga and Adavaita Vedanta systems.
 Will form an idea of the origin and development of different philosophical systems.
 Will have a critical and further knowledge of contributions of individual Acharyas to
their respective systems.
 Will be introduced to minor differences within the system.

[C] Unit wise Division

Unit I स्षदशषनसंग्रह (माध्ाचायष) : चा्ाषकमत ए्ं जैनमत
Unit II स्षदशषनसंग्रह (माध्ाचायष) : बौद्धमत ए्ं शै्मत
Unit III भारतीयदशषन का अलोचनात्मक स्ेक्षण - भारतीय दशषन के रस्मुख ि्चारणीय पक्षए का
अलोचनात्मक ऄध्ययन- अत्मा ए्ं परमात्मा (इश्वर), कायषकारणिसद्धावत, मोक्ष, कमष
ए्ं पुनजषवम, रस्माण, रस्ामाण्य्ाद तथा ख्याित्ाद अकद।
Unit IV भारतीयदशषन का अलोचनात्मक स्ेक्षण - रस्मुख भारतीय दाशषिनक मतए (सांख्य, योग,
वयाय, ्ैशेिर्क, मीमांसा, ्ेदावत) का ऐितहािसक स्ेक्षण। भारतीय दशषन के रस्मुख
अचायष (जैिमिन, बादरायण, किपल, पतञ्जिल, गौतम, कणाद, शंकर रर ्ाचस्पित िमश्र)
तथा ईनके ऄ्दानए का पषरचय।

[D]Suggested Readings
Essential Readings:
1. स्षदशषनसंग्रह - माध्ाचायष, (व्याख्याकार) ईमाशंकर शमाष ऊिर्, चौखम्बा ि्द्याभ्न,
्ाराणसी, 1964

Page 195 of 218

 2. Sarvadarśanasaṅgraha - Mādhavācārya, (ed.) Madan Mohan Agrawal, Chaukhamba
Surabhārati Prakashan, Delhi
3. Sarvadarśanasaṅgraha - (tr.) E.B. Cowell and A.E. Gough, MLBD, Delhi
Additional Resources:
1. ईपाध्याय, बलदे् – भारतीय दशषन, शारदा मंकदर, ्ाराणसी, 2001
2. िद्व्ेदी, पारसनाथ – भारतीय दशषन, अगरा, 1974
3. पाण्डे, कािवतचवर - शै्दशषनिबवदु, सम्पूणाषनवद संस्कृ त ि्श्वि्द्यालय, ्ाराणसी, 1964
4. शमाष, चवरधर – भारतीय दशषन: अलोचन रर ऄनुशीलन, मोतीलाल बनारसीदास, कदल्ली,
2004
5. शमाष, राममूर्नत - ऄद्वैत्ेदावत: आितहास तथा िसद्धावत, इस्टनष बुक ललकसष, कदल्ली
6. Dasgupta, S.N. - History of Indian Philosophy, Vol. I-V, M.L.B.D., Delhi, 1975
7. Deshpande, G.T. - Abhinavagupta (also, Hindi trans. by मर्थिलेर्चतुवेिी), Sahitya
Akademi, New Delhi
8. Devaraja, N.K. - Introduction to Śaṅkara’s Theory of Knowledge, M.L.B.D., Delhi,
1972
9. Hiriyanna, M. - Outline of Indian Philosophy, London, 1956
10. Mahadevan, T.M.P. - Philosophy of Advaita, Bhartiya Kala Prakashan, Delhi, 2006
11. Pandey, Kanti Chandra - Outline of History of Shaiva Philosophy, MLBD, Delhi,
1986
12. Pandey, R.C. - Panorama of Indian Philosophy (English & Hindi Version), M.L.B.D.,
Delhi, 1966
13. Radhakrishan, S. - Indian Philosophy, Vols. I-II, London, 1967

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.
Facilitating the achievement of course learning outcomes are as under-

Unit course learning Teaching and Assessment tasks

outcomes. learning activity

1. Should be able to Text based Internal assessment

elucidate and Lectures and MCQ type questions / Internal
critically analyze discussions. Assessment/Project/
the Charvaka and Discussion/ Assignment/ paper
Jain philosophy presentation/ Periodic tests etc.
according to
Sarvadarshansamgra -End Semester Examination
of Madhavacharya. 1. Explanatory Questions
2. Short notes
3.Critical questions

2. Should be able to Text based Internal assessment

elucidate and Lectures and
critically analyze discussions. MCQ type questions / Internal

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 the Baudha and Assessment/Project/
Shaiva philosophy Discussion/ Assignment/ paper
according to presentation/ Periodic tests etc.
Sarvadarshansamgra
of Madhavacharya. -End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
3. Should be able to Text based -internal assessment :
elucidate and Lectures and MCQ type questions / Internal
critically analyze discussions. Assessment/Project/
the prescribed Discussion/ Assignment/ paper
subject matter of presentation/ Periodic tests etc.
Unit III.
-End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
4. Should be able Text based -internal assessment:
to elucidate and Lectures and MCQ type questions / Internal
critically analyze discussions Assessment/Project/
the prescribed Discussion/ Assignment/paper
subject matter of presentation/ Periodic tests etc.
Unit III.
-End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Four long-answer questions (one from each Unit) 12x4 = 48

(ii) Four short notes. One should be must in Sanskrit (one from each Unit)
5+5+5+7= 22
Total : 70 Marks
**Note : (This OEC is opted by the students of Sanskrit other than “B” Group)

Page 197 of 218

 Semester: IV, MA (Sanskrit)

OEC-408: Daśarūpaka & Survey of Sanskrit Poetics

दशरूर्क एवं सस्ं कृत-काव्यशास्त्र का सवेक्षण
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objectives:

The purpose of this course is to introduce the learners various components like plot,
actor and Rasa of dramaturgical criticism. The second part of this course namely
Survey of Sanskrit poetics intends to familiarize the students with the important
theoretical contributions of the famous rhetoricians of Alaṁkāraśāstra.
[B] Course Learning Outcomes:
Upon Successful completion of this course students:
 will gain the ability to explaining and critically analysing of the prescribed texts
in the light of commentator Dhanika.
 will be able to know the depth knowledge about of various terminology i.e. plot,
actor and rasa, etc. for criticism a dramatic composition.
 will have a broad perspective of the field of famous rhetoricians of
Alaṁkāraśāstra and their theories.
 will be successful in applying this knowledge for critical analysis.

[C] Unit wise Division:

दशरूपक (ऄ्लोकसिहत)
Unit I दशरूपक - ग्रवथ का रस्योजन, रूपक के भेद, रूपकए के भेदकतत्त््, ्स्तु का स््रूप ए्ं
भेद, ऄथष-रस्कृ ितयााँ, कायाष्स्थाएाँ, संिधयााँ, ऄथोपक्षेपक, नायक के गुण, नायक के रस्कार,
नाियकाभेद, नायक के सहायक ए्ं नाियका की सहाियकाएाँ, नाय्ृित्तयााँ, ्ृित्तयए के
ि्र्य में ईद्भटाकद के मत का िनराकरण ए्ं ऄ्िशि भाग का ऄध्ययन।
Unit II रसयोजना, रसयोजना के ऄंग, व्यिभचारी भा्, स्थायी भा् (भा्ए के ि्रोधाि्रोध
पर ि्चार), नाय में शावतरस का िनर्ेध, स्थायी भा् तथा रस का काव्य से सम्बवध –
ध््िन्ादी पू्षपक्ष, दशरूपककार का िसद्धावत, रस का अश्रय, भाव्य-भा्किसद्धावत, रस
की रस्कक्रया तथा स््रूप ए्ं ऄ्िशि भाग का ऄध्ययन।
Unit III ऄलङ्गकार-िसद्धावत, गुण-रीित-िसद्धावत, ध््िन-िसद्धावत, रस-िसद्धावत, ्क्रोित्त-िसद्धावत
ए्ं रिचत्य-िसद्धावत।
Unit IV भरतमुिन, ऄििपुराण, ि्काणुधमोत्तर-पुराण, भामह, दण्डी, ईद्भट, रुरट, मुकुलभट्ट,
राजशेखर, मिहमभट्ट, भोजराज, रुय्यक, सागरनवदी, हेमचवर, रामचवर-गुणचवर, जयदे्,
शारदातनय, िसहभूपाल, भानुदत्तिमश्र, रूपगोस््ामी, ऄ्पयदीिक्षत, पिण्डतराज
जगन्नाथ।
[D]Suggested Readings:
Essential Readings:

Page 198 of 218

 1. दशरूपक - (सम्पादक) डॉ.श्रीिन्ासशास्त्री, सािहत्यभण्डार, मेरठ।
2. दशरूपक - (सम्पादक) लोकमिणदाहाल, चौखम्बा ऄमरभारती, ्ाराणसी।
Additional Resources:
1. ईपाध्याय, बलदे्. भारतीयसािहत्यशास्त्र, चौखम्बारस्काशन, ्ाराणसी
2. कृ काणकु मार. ऄलंकारशास्त्र का आितहास, सािहत्य भण्डार, मेरठ
3. De, S.K. History of Sanskrit Poetics, K.L. Mukhopadhyay, Calcutta
4. Kane, P.V. History of Sanskrit Poetics, MLBD, Delhi
5. Raghavan, V. Studies on Some Concepts of Alaṁkāraśāstra, Adyar Library, Madras

[E] Teaching Plan:

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.
Facilitating the achievement of course learning outcomes are as below.

Unit course learning Teaching and Assessment tasks

outcomes. learning activity

1. Explanation in A variety of Internal assessment

light of the approaches to MCQ type questions / Internal
Avaloka teaching-learning Assessment/Project/ Discussion/
commentary process should Assignment/ paper presentation/
Exposition of the Periodic tests etc.
texts through
lectures, -End Semester Examination
discussion, 1. Explanatory Questions
tutorials, 2. Short notes
workshops, 3.Critical questions
PPT Presentation,
etc.

2. Explanation in Exposition of the Internal assessment

light of The texts through MCQ type questions / Internal
Avlaoka lectures, Assessment/Project/ Discussion/
commentary discussion, Assignment/ paper presentation/
tutorials, Periodic tests etc.
workshops, -End Semester Examination
PPT Presentation, 1. Explanatory Questions
etc. 2. Short notes
3.Critical questions
3. Introduction and lectures, tutorials , -internal assessment:
survey of discussion,PPT MCQ type questions / Internal
prescribed presentation etc. Assessment/Project/ Discussion/
theories and Assignment/ paper presentation/
rhetorician of Periodic tests etc.

Page 199 of 218

 Alaṁkāraśāstra

-End Semester Examination

Introductory short Notes and
long Questions.

4. Introduction and lectures, tutorials, internal assessment:

survey of discussion, MCQ type questions / Internal
prescribed PPT presentation Assessment/Project/ Discussion/
theories and etc. Assignment/ paper presentation/
rhetorician of Periodic tests etc.
Alaṁkāraśāstra
-End Semester Examination
Introductory short Notes and
long Questions.

[F] Basic Structure of Question Paper & Division of Marks:

(i) Four Explanations (one from each of the Units) 04x07= 28

(ii) Four short notes ((one from each of the Units with
options, one in Sanskrit) 5+5+5+07=22
(iii) Two critical Questions (One from each units with options) 02x10=20
Total : 70

**Note : (This OEC is opted by the students of Sanskrit other than “C” Group)

***********

Page 200 of 218

 Semester IV: M.A. Sanskrit
OEC-409: Siddhāntakaumudī (kṛdanta) and History of Sanskrit
Grammar
दसद्धान्तकौमुदी (कृदन्त) एवं सस्ं कृत व्याकरणशास्त्र का आदतहास
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

The objective of this course is two-fold; (i) Enhancing and advancing the
knowledge of primary suffixes and the derivational processes of the words ending with
those suffixes through the reading of the text of Siddhāntakaumudī of Bhattoji Dixit
and (ii) Familiarizing the learners with the origin and development of various systems
of Sanskrit Grammar.

[B] Course Learning Outcome

After the completion of this course the students will:
 learn the structural patterns and semantic aspects of primary Sanskrit suffixes.
 learn the derivational processes of Sanskrit words ending with primary
suffixes.
 learn to identify the general and exceptional patterns of primary suffixes and
their interchangeability.
 have the knowledge of the history and the structures of different schools of
Sanskrit grammar.
 have a thorough idea of the Astadhyayi tradition and Kaumidi tradition of the
teaching of Paninian grammar.
 have the knowledge of the contributions of individual Acharyas in the making
of Paninian grammar.
 be familiar with the history of the philosophy of language with paninian
grammar as focal point.

[C] Unit wise Division

Unit I िसद्धावतकौमुदी: पू्षकृदवत: (क्त–रस्त्ययरस्करण के र्मूर्नतस्पशषयोः यकयः से
ि्कु शिमपषरभ्यःस्थलम् सूत्रए को छोड़कर)
Unit II िसद्धावतकौमुदी: कृ दवत-रस्करण, ईत्तरकृ दवत (ईणाकदरिहत) ।
Unit III संस्कृ त व्याकरणशास्त्र का आितहास - पािणिनपू्ष ्ैयाकरण अचायों का योगदान, मुिनत्रय
(पािणिन, कात्यायन, पतञ्जिल) का काल ए्ं योगदान, पािणवयुत्तरव्याकरण-सम्रस्दायए का
स्ेक्षण: चावर, कातवत्र, जैनवे र, हैम, भोज, सुपद्म, हषरनामामृत अकद।
Unit IV संस्कृ त व्याकरणशास्त्र का आितहास - ऄिाध्यायी की ्ृित्त-परम्परा, पािणिन-व्याकरण में
रस्कक्रयाग्रवथए का योगदान, पािणिन-परम्परा के दाशषिनक अचायष: भतृषहषर, भट्टोिजदीिक्षत,
कौण्डभट्ट, नागेश अकद।

Page 201 of 218

[D]Suggested Readings
Essential Readings:
1. ्ैयाकरणिसद्धावतकौमुदी (बालमनोरमा-तत्त््बोिधनीटीका), (सं.) िगषरधरशमाष चतु्ेद ए्ं
परमेश्वरानवदशमाष, चतुथषभाग, कदल्ली
2. मीमांसक, युिधिष्ठर –संस्कृ तव्याकरणशास्त्र का आितहास, 3 भाग, सोनीपत, 1974
3. ्माष, सत्यकाम –संस्कृ तव्याकरण का ईद्भ् रर ि्कास, कदल्ली
4. Vasu, S.C. Siddhantakaumudi (2 Vols.), Text and English Translation, Delhi
Additional Resources:
1 ऄििहोत्री, रस्भुदयाल–पतञ्जिलकालीन भारत्र्ष, पटना, 1963
2 ऄग्र्ाल, ्ासुद्
े शरण –पािणिनकालीन भारत्र्ष, पटना, 1969
3 Belvalkar, S.K. Systems of Sanskrit Grammar, Delhi.
4 Cardona, George. Panini: A Survey of Research, Delhi, 1980
5 Ray, Bidyut Lata. Panini to Patanjali: A Grammatical March, Delhi, 2004
Schafe, H. Grammatical Literature (A History of Indian Literature

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.
Facilitating the achievement of course learning outcomes are as under-

Unit Course learning Teaching and Assessment tasks

outcomes. learning activity

1. Knowledge of the While teaching this Internal assessment

structure of the portion the whole MCQ type questions / Internal
Aṣṭādhyāyī along Aṣṭādhyāyī should Assessment/ (Project/
with operational be taken into the Discussion/ Assignment/ paper
techniques of consideration as presentation/ Periodic tests etc/
Pāņini. Study of one unit. learning the Sutras by heart.
these Meta rules Construction of the
will alleviate same along with -End Semester Examination
derivational explaining the 1. Explanation of Sutras.
problems and relationship and 2. Short notes on Paribhashas.
syntactic gaps a hierarchy among 3. Derivation of verbal and
grammar student the Sutras with nominal forms.
encounters. their operational 4. Long critical question.
function should be
well explained.
2. Derivation of the Explaining Sutras Internal assessment
nominal forms showing the MCQ type questions / Internal
under Pāņini’s recurrence , Step Assessment/Project/
system to get a by step derivation Discussion/ Assignment/ paper
thorough idea of mentioning the presentation/ Periodic tests etc/
Sanskrit application of the learning the Sutras by heart.

Page 202 of 218

 declensions. Sutras, tutorials,
workshops, -End Semester Examination
PPT Presentation. 1. Explanation of Sutras.
2. Short notes on Paribhashas.
3. Derivation of verbal and
nominal forms.
4. Long critical question.
3. Being well versed Explaining Sutras Internal assessment
in identifying showing the MCQ type questions / Internal
various roots recurrence, Step by Assessment/Project/
belonging to step derivation Discussion/ Assignment/ paper
different classes mentioning the presentation/ Periodic tests etc.
and deriving them application of the learning the Sutras by heart.
with due operation Sutras, tutorials,
deft. workshops, -End Semester Examination
PPT Presentation.
1. Explanation of Sutras.
2. Short notes on Paribhashas.
3.Derivation of verbal and
nominal forms.
4. Long critical question.
4. Efficiency to Explaining Sutras Internal assessment
conjugate showing the MCQ type questions / Internal
prefixed roots recurrence, Step by Assessment/Project/
denoting step derivation Discussion/ Assignment/ paper
various senses, mentioning the presentation/ Periodic tests etc/
e.g.- application of the learning the Sutras by heart.
desiderative, Sutras, tutorials,
causative, and workshops, -End Semester Examination
intensive etc. PPT Presentation. 1. Explanation of Sutras.
with 2. Short notes on Paribhashas.
operational 3. Derivation of verbal and
finishing. nominal forms.
4. Long critical question.

[E] Basic Structure of Question Paper & Division of Marks

(i) Eight Explanations of Sutras (two from each Unit) 8 x 3.5 = 28
(ii) Eight Explanations of the derivational process (two from each Unit) 8 x 3.5 = 28
(iii) One critical question 1x7 =7
(iv) One short notes in Sanskrit 1x7 =7
Total: 70

**Note : (This OEC is opted by the students of Sanskrit other than “D” Group)

Page 203 of 218

 Semester: IV, MA (Sanskrit)

OEC-410: Āpastambadharmasūtra & History of Dharmaśāstra

अर्स्तम्बधमपसूत्र एवं धमपशास्त्र का आदतहास
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objectives:

The course intends to provide exposer the students to the Dramashastric injunctions and
views regarding the disciplines, duties, conducts, and other aspects of the role of four
Asramas through the reading of the text of Apastambha dharmasutra. The other very
important focus of the course is to expose the learners to the vast history of
Dharmashastra.

[B] Course Learning Outcome:

By the end of this course the students:
 will be able to form a thorough idea of the Apastambian viewpoints regarding the
ways and aims of the life of four Ashramas.
 Will gain a thorough understanding of the position of women, the legal system,
various types of Shraut rituals and other issues as reflected in
different Dramashastric texts.
 Will be familiarized with the individual contribution of Acharyas in the making of the
rich Dharmashastra tradition

[C] Unit wise Division

Unit I अपस्तम्बधमषसूत्र - रस्थम रस्श्न
Unit II अपस्तम्बधमषसूत्र - िद्वतीय रस्श्न
Unit III धमषशास्त्र का आितहास - धमषशास्त्र के अचायष - मेधाितिथ, ि्ज्ञानेश्वर, लक्ष्मीधर,
जीमूत्ाहन, दे्ण्णभट्ट, चण्डेश्वर, माध्ाचायष, ्ाचस्पितिमश्र, कमलाकरभट्ट, िमत्रिमश्र,
रघुनवदन।
Unit IV धमषशास्त्र का आितहास - धमषशास्त्र के रस्मुखिसद्धावत - ्णष, अश्रम, संस्कार, िस्त्रयए की
िस्थित, श्रौतयाग, राजधमष, दण्डव्य्स्था, धमषशास्त्र ि्र्यक अधुिनक ऄध्ययन
(स््ातव्योत्तरकाल)।

[D]Suggested Readings
Essential reading
1. अपस्तम्बधमससत्रू , ईमेश चदर पाण्डेय, चौखम्भा सस्ं कृ त प्रहतष्ठान, वाराणसी।
Additional Resources:
2. धमसशास्त्र का आहतहास, ऄनवादक – ऄजसन चौबे काश्यप, ईत्तर प्रदेश हहददी सस्ं थान (हहददी सहमहत प्रभाग),
लखनउ, ईत्तर प्रदेश।

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 3. Kane, P.V. - History of Dharmashastra, Vol. I, BORI, Poona

[E] Teaching Plan

The teaching will be done as per the above mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit course learning Teaching and learning Assessment tasks

outcomes. activity

1. Explanation and Exposition of Internal assessment

critical analysis Prescribed Texts, MCQ type questions / Internal
Of Apastamba- lectures, and Assessment/Project/
dharmasutra interpreting relevant Discussion/ Assignment/ paper
sections from the text presentation/ Periodic tests etc.
along with traditional
commentaries, -End Semester Examination
Discussions, Tutorials, 1. Explanatory Questions
workshops and PPT 2. Short notes
Presentation 3.Critical questions

2. Explanation and Topic wise lectures, Internal assessment

critical analysis interpreting relevant
of sections from the text MCQ type questions / Internal
Apastamba- along with traditional Assessment/Project/
dharmasutra commentaries, Discussion/ Assignment/ paper
Tutorials, workshops presentation/ Periodic tests etc.
and PPT Presentation
-End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
3. Introductions to Lectures, discussions, -internal assessment:
leading texts Tutorials, PPT MCQ type questions / Internal
and thinkers on Presentation on Assessment/Project/
Dharma shastra principal works and Discussion/ Assignment/ paper
as prescribed in special contribution presentation/ Periodic tests etc.
the course
-End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
4. Analytical Lectures, Discussion, -internal assessment:

Page 205 of 218

 survey of Tutorials, PPT MCQ type questions / Internal
prescribed social Presentation of original Assessment/Project/
institutions of texts and secondary Discussion/ Assignment/paper
Dharmashastra. sources. presentation/ Periodic tests etc.

-End Semester Examination

1. Explanatory Questions
2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Four Explanations (one from each of the Units) 04x 7= 28

(ii) Four short notes ((one from each of the Units with options, one in Sanskrit)
5+5+5+07=22
(iii) Two critical Questions (One from each of the units with options) 02x10=20
Total: 70

**Note : (This OEC is opted by the students of Sanskrit other than “E” Group)

*********

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 Semester: IV, MA (Sanskrit)
OEC-411: Indian Paleography
भारतीयर्रु ादलदर्-शास्त्र
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)
[A] Course Objective

The objective of this course is to enable the students to pursue a deep theoretical study of
Indian Paleography, specially the writing skill use the sources & writing materials. This paper
is helpful to know about the early Indian history and culture. They will gain the wider
knowledge of the origin, development and inter-relation among the various scripts i.e.,
Brahmi, Kharoshthi and Indus–valley scripts..

[B] Course Learning Outcome

After the completion of this course the students will:

 be well aware of the ancient vivid writing traditions.
 be able to know the different styles of script and their inter- relations.
 learn about the Indian dating systems and four eras, i.e. the Vikrama, Saka, Gupta
and Harsha.
 understand the significance of inscriptions throwing light on the social, economic,
political, religious, administrative conditions of the time.

[C] Unit wise Division

Unit I 1.भारत में लेखन कला की रस्ाचीनता
2.रस्ाचीन भारत में रस्युक्त होने ्ाली िलिपयए का ्णषन
3.भारतीय िलिपयए की ईत्पित्त
4.ऄशोक के काल से लेकर 8 ्ीं शती तक ब्राह्ममी िलिप ए्ं खरोष्ठी िलिप का ि्कास

Unit II 1.लेखनकला की सामग्री, पुस्तकालय ए्ं संग्रहालय का रस्योग

2.लेखन ए्ं ईत्कीणषन का व्य्साय
3.ऄिभलेखए के ्गीकरण
4.ऄिभलेखए के संकलन के रस्कार
5.ऄिभलेखए में अगतसं्त्
क) ि्क्रमसं्त्, ख) शकसं्त्, ग) गुप्तसं्त्, घ) हर्षसं्त्

Unit III भारत में ऄिभलेख के ऄध्ययन का आितहास

Unit IV ऄिभलेखए के ऄध्ययन का महत्त््

Page 207 of 218

[D]Suggested Readings
1. ओझा, गौरीशंकर हीराचंद - भारतीय रस्ाचीन िलिपमाला, ऄजमेर, 1918. मुंशीराम मनोहरलाल,
कदल्ली, 1971
2. पाण्डेय, राजबली - भारतीयपुरािलिप, ्ॉल्यूम1, आलाहाबाद, 1978
3. ब्यूलर, जाजष - भारतीय पुरािलिपशास्त्र (ऄनु्ादक) मघलनाथिसह, मोतीलाल बनारसीदास,
कदल्ली, 1966
4. राय, एस.एन. - भारतीय पुरािलिप ए्ं ऄिभलेख, शारदापुस्तक भ्न, आलाहाबाद, 1994
5. ्ाजपेयी, कृ काणदत्त (ऄनु-) - भारतीयपुरािलिपि्द्या, ि्द्यािनिध, कदल्ली,1996
6. Buhler, George. On the Origin of the Brahmi Alphabet, Chaukhamba Sanskrit Series,
Varanasi, 1963
7. Dani, A.N. Indian Paleography, Oxford, 1963, Munshiram Manoharlal,, 1986
8. Mukharjee, B.N. Origin of Brahmi and Kharoshthi Script, Progressive Publication,
Calcutta, 2005
9. Ramesh, K.V. Indian Epigraphy, Delhi, 1984
10. Salomon, Richard. Indian Epigraphy, A Guide to The Study of Inscriptions-
Sanskrit, Prakrit & Other Indian Languages, Munshi Ram Manohar Lal Publishers
Pvt. Ltd., Delhi, 1998.
11. Sircar, D.C. Indian Epigraphy, Moti Lal Banarasi Dass, Delhi, 1996
12. Upasak, C.S. . The History and Paleography of the Mauryan Brahmi Script, Nava
13. Nalanda Mahavihar, Nalanda, 1960
14. Vasishtha, R.K. Brahmi Script, Nag Publication, Delhi, 2001
15. Verma T.P. The Paleography of Brahmi Script in North India, Varansi, 1971.

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes are as under-

Unit course learning Teaching and Assessment tasks

outcomes learning activity

1. To know about Discussions, Internal assessment

vivid ancient lectures, tutorials, MCQ type questions / Internal
writing traditions. PPT Presentation Assessment/Project/
different styles of *Visit to libraries Discussion/ Assignment/ paper
script and their where hand written presentation/ Periodic tests etc.
inter- relations and material is kept and
other contents of preserved -End Semester Examination
first unit. *Visit the 1. Short notes
museums 2.Critical questions
* making the
charts of the script
and try to write in
the Brahmi script

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 2. Learning about the Discussions, Internal assessment
Indian dating lectures, tutorials,
systems and four PPT Presentation MCQ type questions / Internal
eras, i.e. the Visit to libraries Assessment/Project/
Vikrama, Saka, where hand written Discussion/ Assignment/ paper
Gupta and Harsha, material is kept and presentation/ Periodic tests etc.
and other contents preserved
of II unit. *Visit the -End Semester Examination
museums 1. Short notes
* making the 2.Critical questions
charts of the script
and try to write in
the Brahmi script

3. significance of Analytical, -internal assessment :

inscriptions for discussions, MCQ type questions / Internal
knowing the lectures, tutorials, Assessment/Project/
social, economic, PPT Presentation Discussion/ Assignment/ paper
political, religious, etc. presentation/ Periodic tests etc.
administrative
conditions of the -End Semester Examination
time and other
contents of III 1. Short notes
unit. 2.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Two questions (From first unit) 8 x 2 = 16
(ii) Introduction to the two characters
(for development of Brahmi Script) 7 x 1 = 07
(iii) Three questions (From II unit) 8 x 3 = 24
(iv) One short notes (About Samvat, from II unit) 7 x 1 = 07
(v) One Question (From III unit) 9 x 1 = 09
(vi) Two Short notes in Sanskrit (From IV unit) 3.5 x 2 = 07
Total Marks= 70
**Note : (This OEC is opted by the students of Sanskrit other than “F” Group)

**********

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 Semester: IV, MA (Sanskrit)

OEC-412: Sanskrit Novel and Survey of Modern Sanskrit

Literature
संस्कृत ईर्न्यास तथा अधुदनक संस्कृत सादहत्य का सवेक्षण
Maximum Marks: 100 (70+30) Duration: 64 hrs (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

This course gives an introduction to the panorama of modern creative prose writings
in Sanskrit. It also focuses on the Social and Cultural heritage of India.

[B] Course Learning Outcome

After the completion of the course students will:
 become aware of the expanse and the depth of modern Sanskrit literature;
 become aware of how the idea of unity in diversity can promote social
harmony;
 gain the ability to explaining and critically analysing the prescribed texts.

[C] Unit wise Division

Unit I सीमा (ईपवयास) 1-2 पषरच्छेद
Unit II सीमा (ईपवयास) 3-4 पषरच्छेद
Unit III रस्मुख अधुिनक संस्कृ त महाकाव्य, रूपक ए्ं गद्यकाव्य, अधुिनक संस्कृ त सािहत्य की
रस्मुख न्ीन ि्धाएाँ ए्ं रस््ृित्तयााँ
Unit IV अधुिनक संस्कृ त के रस्ितिनिध सािहत्यकार – ऄिम्बकादत्त व्यास, मथुरारस्साद दीिक्षत,
हषरदास िसद्धावत्ागीश, ऄ्पारािश् रे डकर, हृर्ीके श भट्टाचायष, श्रीधर भास्कर ्णेकर,
मूलशंकर मािणकलाल यािज्ञक, ्ीरे वर कु मार भट्टाचायष, यतीवर ि्मल चौधुरी, रमा
चौधुरी, लीलारा् दयाल, श्रीपाद हसूरकर, ्सवत ्यम्बक शे्ड़े, ओगेषट शमाष परीिक्षत,
भट्टमथुरानाथ शास्त्री, जानकी्ल्लभ शास्त्री, सत्यव्रत शास्त्री, रिसकिबहारी जोशी,
ऄिभराज राजेवर िमश्र, के श्चवर दास, हर्षद्
े माध्, कािलका रस्साद शुक्ल, परमानवद
शास्त्री।

[D]Suggested Readings
Essential Reading:
1. सीमा (ईपदयास) – डॉ. रामकरणशमास, नाग पहललशसस, हदल्ली, 1987
2. ईपाध्याय, बलदेव (प्र.स.), पाठक, जगदनाथ (सं.)- संस्कृ त वाङ्मय का बृहद् आहतहास (सप्तम खण्ड), ईत्तरप्रदेश
संस्कृ त संस्थान, लखनउ, 2000

Additional Readings:
1. हत्रपाठी, राधावल्लभ – संस्कृ त साहहत्य का ऄहभनव आहतहास, हवश्वहवद्यालय प्रकाशन, वाराणसी,2007

Page 210 of 218

 2. हमश्र, राजेदर – हवंशहत शतालदी संस्कृ त काव्यामृतम,् हदल्ली संस्कृ त ऄकादमी, हदल्ली
3. शास्त्री, कलानाथ - अधहनक-संस्कृ त-साहहत्यस्येहतहासः, जयपर
4. यादव, राजमंगल – ऄवासचीन संस्कृ त साहहत्य, जे. पी. पहललहसंग हाईस, हदल्ली, 2015

[E] Teaching Plan

The teaching will be done as per the above-mentioned sequence of units and corresponding
number of classes.

Facilitating the achievement of course learning outcomes -

Unit Course learning Teaching and Assessment tasks

outcomes. learning activity

1. Explanation and Exposition of Texts Internal assessment

critical analysis of Lectures, tutorials, MCQ type questions / Internal
workshops, Assessment/Project/
the first part of PPT Presentation Discussion/ Assignment/ paper
“Seema” Sanskrit etc. presentation/ Periodic tests etc.
novel in the light of
society, culture, End Semester Examination
religious unity and 1. Explanatory Questions
2. Short notes
unity of languages
3.Critical questions
for nation building.
2. Explanation and Exposition of Texts Internal assessment
critical analysis of Lectures, tutorials,
the second part of workshops, MCQ type questions / Internal
“Seema” Sanskrit PPT Presentation Assessment/Project/
novel in the light of etc. Discussion/ Assignment/ paper
society, culture, presentation/ Periodic tests etc.
religious unity and
unity of languages End Semester Examination
for nation building. 1. Explanatory Questions
2. Short notes
3.Critical questions
3. Introduction to Lectures, tutorials, Internal assessment:
the important workshops, PPT MCQ type questions / Internal
modern Sanskrit Presentations for Assessment/Project/
epics, rupaka, prose, covering the survey Discussion/ Assignment/ paper
poetry and the new of modern Sanskrit presentation/ Periodic tests etc.
methods and trends Literature.
in modern Sanskrit End Semester Examination

Page 211 of 218

 literature. 1. Explanatory Questions
2. Short notes
3.Critical questions
4. Awareness and Lectures, tutorials, Internal assessment:
analysis of workshops, PPT MCQ type questions / Internal
leading modern Presentations for Assessment/Project/
Sanskrit creative covering primary Discussion/ Assignment/paper
writers. authors, their presentation/ Periodic tests etc.
biography, major
works, major End Semester Examination
themes, issues, style 1. Explanatory Questions
and contribution 2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Four Explanations (one from each of the Units) 04x 7= 28

(ii) Four short notes ((one from each of the Units with options, one in Sanskrit)
5+5+5+07=22
(iii) Two critical Questions (One from each of the units with options) 02x10=20
Total: 70

**Note : (This OEC is opted by the students of Sanskrit other than “G” Group)

***********

Page 212 of 218

 Semester: IV, MA (Sanskrit)

OEC-413: Survey of Puranic Literature

र्ौरादणक सादहत्य का सवेक्षण
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

The objective of this course to present the valuable cultural heritage of India as
preserved in Puranic literature. The course shows how the puranas play a pivotal role
in shaping the life and cultural of Indian people, highlighting the social, economic,
geographical, political, philosophical and educational systems thereof.
[B] Course Learning Outcome
After the completion of this course the students will:
 Be informed of the basic structure, contents and importance of Puranas.
 know the differences between the Puranas and Upapuranas.
 have thorough understanding contents & historical importance of the puranic
literature.
 gain the knowledge of Geographical and Cultural aspects of Puranas and
Upapuranas.
 be familiarized with the forms of Puranas as a source of various arts, religion,
literature, culture, sciences etc.
[C] Unit wise Division
Unit I पुराणए की पषरभार्ा, पुराणए का ि्भाजन, पुराणए ए्ं ईपपुराणए की भार्ा रर शैली
Unit II पुराणए ए्ं ईपपुराणए की ि्र्य्स्तु, पुराणए का ऐितहािसक महत्त््
Unit III पुराणए ए्ं ईपपुराणए में भौगोिलक सामग्री, पुराणए का सांस्कृ ितक महत्त््
Unit IV पौरािणक धमों की रस्कृ ित, रचनात्मक सािहत्य के स्रोतग्रवथ के रूप में पुराण

[D]Suggested Readings
Essential Readings:
1. पण्डा, गंगाधर संस्कृ त ्ाड्मय का ्ृहद् आितहास (पुराण खण्ड-13), ईत्तर रस्देश संस्कृ त
संस्थान,लखनउ
2. चतु्ेदी, िगषरधरशमाष , िश्दत्त शमाष पुराण ि्द्या, राजस्थान संस्कृ त ऄकादमी,जयपुर
3. Aiyar, Narayanaswami K., The Puranas in the Light of Modern Sciences, Adyar 1914,
1916.
4. Hazra, R.C., The Puranas: The Upapuranas in the Cultural Heritage of India, Vol. II,
pub. by R.K. Mission Institute of Calcutta, 1962.
5. Loha, Bhaskaranan, Pauranika Sahitya aur Sanskriti, Rama Prakashan, Lucknow,
1964.
6. Pusalker, A.D., Studies in the Epic and Puranas, Bharatiya Vidya Bhavan, Bombay,
1963.
Additional Resources:

Page 213 of 218

 1. ईपध्याय, बलदे्. पुराणि्मशष,चौखम्बा ि्द्याभ्न, ्ाराणसी, 1978
2. चतु्ेदी, िगषरधरशमाष. पुराणपषरशीलन , िबहार राष्ट्र भार्ा पषरर्द्, 1970.
3. Bhattacharji, Sukumari. The Indian Theogony - A Comparative Study of Indian
Mythology from the Vedas to the Puranas, Cambridge University Press, 1970.
4. Hazra, R.C., Studies in the Puranic Records on Hindu Rites and Questions, Motilal
Banarasidass, Delhi, 1975 (Reprint).
5. Mankad, D.R., Puranic Chronology, Gangajala Prakashan, Anand, Gujrat, 1951.
6. Pargator, F.E., Ancient Indian Historical Tradition, Oxford University Press,
M.L.B.D., Delhi.
7. Rochero, Ludo, The Puranas (A History of Indian Literature), Vol. IV, Otto
Harrassowitz, Wiesbaden, 1986.

[E] Teaching Plan:

The teaching will be done as per the above-mentioned sequence of units and
corresponding number of classes to achieve of Course Learning Outcomes:
Facilitating the achievement of course learning outcomes are as under-

Unit Course Learning Teaching and Assessment Task

Outcome Learning Activity
I To Learn the basic A variety of Internal Assessment:
structure, contents and approaches to MCQ type test as Internal
importance of Puranas. teaching-learning assessment/Project/Assignme
activities such as: nt/Presentation and periodic
Lecture-based test.
classroom teaching,
discussion on the End Semester Examination
prescribed text, 1. Explanatory Questions
tutorials, workshops, 2. Short notes
PPT Presentation and 3.Critical questions
e-resources etc.
II To understand the Lecture-based Internal Assessment:
differences between classroom teaching,
puranas and discussion on the MCQ type test as Internal
Upapuranas and their prescribed text, assessment/Project/Assignme
contents & historical tutorials, workshops, nt/Presentation and periodic
importance. PPT Presentation and test.
e-resources etc.
End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
III To know about The Lecture-based Internal Assessment:
Geographical and classroom teaching,
Cultural importance of discussion on the MCQ type test as Internal
puranas and prescribed text, assessment/Project/Assignme
Upapuranas. tutorials, workshops, nt/Presentation and periodic

Page 214 of 218

 PPT Presentation and test.
e-resources etc.
End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions
IV To get knowledge about Lecture-based Internal Assessment:
the basic introduction of classroom teaching,
the Puranas as a source of discussion on the MCQ type test as Internal
various arts, religion,
literature, cultural and
prescribed text, assessment/Project/Assignme
sciences. tutorials, workshops, nt/Presentation and periodic
PPT Presentation and test.
e-resources etc.
End Semester Examination.
1. Explanatory Questions
2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Four long-answer questions (one from each Unit) 14+14+14+14 = 56
(ii) Two short notes (One to be answered in Sanskrit) 7+7= 14
Total Marks= 70

**Note : (This OEC is opted by the students of Sanskrit other than “H” Group)

***********

Page 215 of 218

 Semester: IV, MA (Sanskrit)
OEC- 414 Survey of Indian Astrology
भारतीय ज्योदतषशास्त्र का सवेक्षण
Maximum Marks: 100 (70+30) Duration: 64 hrs. (16 weeks).
(4 Theories = 4 credits)

[A] Course Objective

The objective of this course is to give knowledge about history, development of
Indian astrology, its various branches and brief introduction of ancient acharyas.

[B] Course Learning Outcome

After studying this course students:
 will be able to know the development of various branches of Indian astrology
and its importance in day to day life.
 Will be able to know the contribution of Indian astrology to the modern
science.
 Will be able to contribute the society, nation and humanity through Indian
astrology.
 Will be familiarize with the individual contribution of Acharyas in the making
of the rich tradition of Jyotish-shastra

[C] Unit wise Division

भारतीय ्योितर्शास्त्र का स्ेक्षण
Unit I ्योितर्शास्त्र की पषरभार्ा, ्योितर्शास्त्र का ईद्भ्, क्रिमकि्कास, पञ्चस्कवधात्मक
्योितर्, ्योितर्शास्त्र का महत्त््, ईपयोिगता ् कालि्भाजन (्गीकरण)
Unit II पञ्चांग, रस्श्नशास्त्र, रमलशास्त्र, शकु नशास्त्र, ्ास्तुशास्त्र, सामुकरकशास्त्र, मुहूत्तषि्चार।
Unit III रस्ाचीन अचायों के ग्रवथ ए्ं ईनका पषरचय (अयषभट्ट-रस्थम, अयषभट्ट-िद्वतीय,
कालकाचायष, ्राहिमिहर, कल्याण्माष, ब्रह्ममगुप्त, मुंजाल, भट्टोत्पल, भास्कराचायष,
बल्लालसेन, के श्िद्वतीय, गणेशदै्ज्ञ, ढु िण्ढराज)।
Unit IV मास, ऊतु, ऄयन, ्र्ष, युग, ग्रहकक्षा, नक्षत्र, ग्रहरािश, ग्रहण, भा्ि्चार, योगि्चार,
ि्र्ु्कदनि्चार, सौरमास, करण, सा्नकदन, ईत्तरगोल, ऄमा्स्या, पूर्नणमा।

[D]Suggested Readings
Essential Reading:
1. भारतीय ्योितर्शास्त्र का आितहास-गोरखरस्साद, िहवदी संस्थान, लखनउ।

2. भारतीय ्योितर्शास्त्र का आितहास-नेिमचंरशास्त्री, भारतीयज्ञानपीठ, नइ कदल्ली।

3. भारतीय ्योितर्शास्त्र का आितहास- शंकर बालकृ काण दीिक्षत (ऄनु.), िश्नाथ

झारखण्डी, िहवदी संस्थान, लखनउ।

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 4. History of Indian Astronomy – Sankar Balkrishna Dikshit, Government of India
Book Dept.,Calcutta.

[E] Teaching Plan

The teaching will be done as per the above mentioned sequence of units and corresponding
number of classes.
Facilitating the achievement of course learning outcomes are as under-

Units course learning Teaching and Assessment tasks

outcomes. learning activity

1. Introduction to A variety of Internal assessment

important theories approaches to MCQ type questions / Internal
and chronological teaching-learning Assessment/Project/
development of process should be Discussion/ Assignment/ paper
Indian astrology. used, i.e. presentation/ Periodic tests etc.
Interpretation of
theories of Indian -End Semester Examination
astrology through 1. Explanatory Questions
lectures , tutorials, 2. Short notes
workshops, 3.Critical questions
PPT Presentation
2. Introduction to Lectures, tutorials, Internal assessment
various branches workshops,
of Indian PPT Presentation MCQ type questions / Internal
astrology i.e. on various Assessment/Project/
vastushastra, branches of Indian Discussion/ Assignment/ paper
shakunshastra, astrology presentation/ Periodic tests etc.
prashnshastra
,muhurattshastra -End Semester Examination
etc. 1. Explanatory Questions
2. Short notes
3.Critical questions
3. Introduction to Lectures, tutorials, -internal assessment
ancient acharyas workshops, MCQ type questions / Internal
and their PPT Presentation Assessment/Project/
contribution for the knowledge Discussion/ Assignment/ paper
towards Indian of ancient presentation/ Periodic tests etc.
astrology. acharyas of Indian
astrology. -End Semester Examination
1. Explanatory Questions
2. Short notes
3.Critical questions

4. Knowledge of Lectures, tutorials, -internal assessment:

some technical workshops, MCQ type questions / Internal
terms PPT Presentation Assessment/Project/

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 commonly etc. for elaborate Discussion/ Assignment/paper
used in Indian the technical terms presentation/ Periodic tests etc.
astrology texts commonly used in
Indian astrology -End Semester Examination
texts 1. Explanatory Questions
2. Short notes
3.Critical questions

[F] Basic Structure of Question Paper & Division of Marks

(i) Four Explanations of definitions ( from I ,II & III Units) 04x 7= 28
(ii) Four short notes (from IVth Unit with options, one in Sanskrit)
5+5+5+07=22
(iii) Two critical Questions (From I, II &III units with options) 02x10=20
Total: 70
. **Note : (This OEC is opted by the students of Sanskrit other than “I” Group)
*****************

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