DOCSLIB.ORG

Infit 2013 V7

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Infit 2013 V7 Role of Information Technology in Teaching and Learning of Classical Literature Saravanan Raja CAS in Linguistics, Annamalai University, Tamil Nadu, India . Abstract Tamil language is one of the longest surviving classical languages in the world. Tamil language and literature has existed for over 2000 years. Cilappatikaram is one of the five great epics, the others being Manimekalai, Civakacintamani, Valaiyapati and Kundalakesi. The poet prince Ilango Adikal, popularly believed to have been a Jain monk has created this epic. He is reputed to be the brother of Senguttuvan from Chera dynasty. As a literary work, it is held in high regard by the Tamils. The nature of the epic is narrative and has a moralistic undertone. It contains three chapters and 5270 lines of poetry. The epic revolves among Kannagi, who having lost her husband to a miscarriage of justice at the court of the Pandiya king, wreaks her revenge on his kingdom. The present paper mainly focuses on teaching and learning of classical literature in general and in particular, to teaching and learning of Cilappatikaram through computers. In the recent past, information technology has found a major place in all spears of education. Information technology helps in promoting opportunities of knowledge sharing throughout the world. These can help the teachers and learners having up - to - date information and knowledge. Information technologies are assumed to play a constructive role in education to make the teaching and learning process more productive through collaboration in an information rich society. In this current scenario, development of innovative teaching methods for teaching of Tamil classical literature like Cilappatikaram is the need of the day. The use of internet for downloading the original text in Tamil along with the translated version in English will be much helpful for the learners when compared to the conventional classroom teaching. Besides, a combination of computer audio and video discs related to Cilappatikaram will enhance the learning process. Well designed computer mediated instruction is more likely to impart effective teaching and learning of Tamil classical literature which is discussed in detail in this paper. Introduction At present, knowledge may be regarded as power and it comes from having information. Information encompasses and relies upon the use of different communication channels or technologies called information technologies, for its effectiveness and equal access. Information technologies may extend knowledge beyond the geographical boundaries of a state or country providing relevant information to the relevant people round the clock. Information Technology “is any computer-based tool that people use to work with information and support the information and information processing needs of an organization” (Haag. 1998; pp.17. 518). It includes computers and its related technologies; WWW, Internet and Videoconferencing etc. Information technology can be used to promote the opportunities of knowledge dissemination. Accurate and right information is necessary for effective teaching and learning; and information technology (Haag, 1998; p.10) is a “set of tools that can help provide the right people with the right information at the right time.” Information technologies help in promoting opportunities of knowledge sharing throughout the world. These can help the teachers and students having up-to- date information and knowledge. Students are able to work in collaborative and interactive learning environments effectively communicating, sharing information and exchanging ideas and learning experiences with all in the environment. Information rich societies are developed and dominating and they are controlling the information throughout the world. Information encompasses and relies on the use of different channels of communication, presently called information and communication technologies (Hussain, 2005) and would be incorporating better pedagogical methods to cope with such emerging situations. These have changed the scenario of education particularly, pedagogy and instruction making teaching learning process more productive, creating collaborative, learner centered and interactive global learning environments. Therefore, information technologies are assumed to play a constructive role in education to make the teaching and learning process more productive through collaboration in an information rich society. Information technologies can promote the opportunities of restructuring the teaching learning process. These can transform teaching and learning by offering alternatives to the teacher provided information, access to virtually unlimited resources and opportunities for real world communication, collaboration and competition. Traditional lectures and demonstrations can become web-based multimedia learning experiences for learners. Use of information technologies in classroom situation particularly interactive technologies however; ensure attention and active involvement of students. Well-designed computer- mediated instruction is more likely to engage individuals for effective learning than simple lectures and book reading in a classroom. Information technologies are the result of knowledge explosion. These include hardware and software technologies and facilitate teaching learning process. Using information technologies learners are now able to participate in learning communities throughout the world. They are independent and free in choice of their programmes of study and access 515 to the resources. They may learn collaboratively, share information, exchange their learning experiences and work through cooperative activities in virtual learning communities. Information technologies facilitate teaching learning process in more productive fashion. Visualization is any technique for creating images, diagrams or animations to communicate a message. Visualization through visual imagery has been an effective way to communicate both abstract and concrete ideas since the dawn of man. Typical of a visualization application is the field of computer graphics. The invention of computer graphics may be the most important development in visualization and the development of animation has also helped advance visualization. It is a process of transforming information into a visual form that enables user to observe the information. On the other side, it uses techniques of computer graphics and imaging. Successful visualization can reduce the time to get information, make sense, and enhance creative thinking. Visualization uses various aspects such as texts, graphics, images, video, audio and animation. Teaching of Cilappatikaram to students by using these techniques has been discussed in this paper. Cilappatikaram is one of the five great epics, the others being Manimekalai, Civakacintamani, Valaiyapati and Kundalakesi. The poet prince Ilango Adikal, popularly believed to have been a Jain monk has created this epic. He is reputed to be the brother of Senguttuvan from Chera dynasty. As a literary work, it is held in high regard by the Tamils. The nature of the epic is narrative and has a moralistic undertone. It contains three chapters and 5270 lines of poetry. The epic revolves among Kannagi, who having lost her husband to a miscarriage of justice at the court of the Pandiya king, wreaks her revenge on his kingdom. The present paper mainly focuses on teaching and learning of classical literature in general and in particular, to teaching and learning of Cilappatikaram through computers. Cilappatikaram contains three chapters and the Canto five of the first chapter Pukarkantam has been taken for this study. In Canto five, the festival of Indra (Indra vizha) has been explained in detail. To the delight of the earth and the admiration of heaven, the festival of Indra was celebrated by the people of Puhar. One thousand and eight kings bore on their heads gold pots filled with cool and holy water, rendered fragrant by floating pollen of flowers of the Cauvery taken from where it merges the sea, and performed the bathing ceremony of the Lord of Gods, Indra. The festival of Indra comprises of several events which will be explained in detail with the help of various visual objects like graphics, images, video, audio clips and animation along with the relevant texts. The festival of Indra has been depicted in the form of images as given below in one of the websites. Poompuhar – Pattinapaakkam Poompuhar –Nalangadi Indra Festival in Poompuhar Apart from these images, the events related with this festival can be further explained in detail with the other forms of visualization like audio clips, animated clippings, etc. Conclusion Information technologies are the result of knowledge explosion. These include hardware and software technologies and facilitate teaching learning process in a more productive fashion. Information technologies are restructuring teaching learning process to meet the International standards. In this current scenario, development of innovative teaching methods for teaching of Tamil classical literature like Cilappatikaram, one of the five great epics assumes great importance. 516 References Aggarwal, A. 2000. Web-Based Learning and Teaching Technologies: Opportunities and Challenges. London; Idea Group Publishing. Haag, Cummings and Dawkins (1998). Management Information Systems for the Information age, McGraw Hill USA. Menges, R. J. 1994. Teaching in the age of Electronic Information. In Wilbert J. Mckeachie (eds.), Teaching Tips: 9th Ed. U.S.A.; D.C Heath and Company. Pillai, R.S. 1989. Cilappatikaram, Thanjavur: Tamil University. Venkataswamy Nattar. 2011. Cilappatikaram: muulamum uraiyum, Chennai: Ramaiya Publication. 517 .
Load more

Recommended publications
  • Internet Based Learning for Ancient Tamil
    Vol.1 No.1 July 2013 ISSN : 2321 – 788X Internet Based Learning For Ancient Tamil R. Nithya M.Phil. Scholar, Govt. Arts College, Ooty, Dr.E. Senavarayan Govt. Arts College, Ooty. Abstract The land of Tamil speech and people was in ancient times ruled by three famous lines of king, the Chera, Chola, and Pandiya. The land ruled by them was called Chera Nadu (Chera country), Chola Nadu (Chola country), and Pandiya Nadu (Pandiaya country) respectively. The landmass covered by the present-day Kerala State in the South India formed a major part of Chera Nadu, the Central and Northern parts of present Tamil Nadu were the then Chola Nadu and the Southern part of Tamil Nadu was the Pandiya Nadu. Tamils are of Dravidian origin. Many historians claim that the Dravidians, before the dawn of the history of the Tamils, were spread all over India. For various reason they split into small groups. Consequently, the original language also split into different languages. Tamil is found to have retained about 80 per cent of the features of the original Dravidian language.There are three major sub-groups in the Dravidian family of language, namely, South Dravidian, Central Dravidian, and North Dravidian. Internet based Tamil resources to Tamil communities living in different part of globe as well as others interested learn in Tamil. To develop and deliver internet based learning Tamil material in Tamil Keywords: language, literature and culture to global. Tamil people and others interested. The languagesChera of Naduthe South, Chola Dravidian Nadu, Pandiya sub-group Nadu, Valayapathi, Kundalakesi, Panchkavyams The1.
    [Show full text]
  • University of Oklahoma Graduate College Is
    UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE IS GANGAIKONDA CHOLAPURAM BUILT BASED ON VAASTU SASTRA? A THESIS SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of MASTER OF SCIENCE IN ARCHITECTURE By Ramya Palani Norman, Oklahoma 2019 IS GANGAIKONDA CHOLAPURAM BUILT BASED ON VAASTU SASTRA? A THESIS APPROVED FOR THE CHRISTOPHER C. GIBBS COLLEGE OF ARCHITECTURE BY THE COMMITTEE CONSISTING OF Callahan, Marjorie P., Chair Warnken, Charles G. Fithian, Lee A. ©Copyright by RAMYA PALANI 2019 All Rights Reserved. iv Abstract The Cholas (848 CE – 1279 CE) established an imperial line and united a large portion of what is now South India under their rule. The Cholas, known worldwide for their bronze sculptures, world heritage temples and land reforms, were also able builders. They followed a traditional systematic approach called Vaastu Sastra in building their cities, towns, and villages. In an attempt to discover and reconstruct Gangaikonda Cholapuram, an administrative capital (metropolis) of the Chola Dynasty, evidence is collected from the fragments of living inscriptions, epigraphs, archaeological excavation, secondary sources, and other sources pertinent to Vaastu Sastra. The research combines archival research methodology, archaeological documentation and informal architectural survey. The consolidation, analysis, and manipulation of data helps to uncover the urban infrastructure of Gangaikonda Cholapuram city. Keywords: Chola, Cola, South India, Vaastu Shastra, Gangaikonda Cholapuram, Medieval period,
    [Show full text]
  • I Year Dkh11 : History of Tamilnadu Upto 1967 A.D
    M.A. HISTORY - I YEAR DKH11 : HISTORY OF TAMILNADU UPTO 1967 A.D. SYLLABUS Unit - I Introduction : Influence of Geography and Topography on the History of Tamil Nadu - Sources of Tamil Nadu History - Races and Tribes - Pre-history of Tamil Nadu. SangamPeriod : Chronology of the Sangam - Early Pandyas – Administration, Economy, Trade and Commerce - Society - Religion - Art and Architecture. Unit - II The Kalabhras - The Early Pallavas, Origin - First Pandyan Empire - Later PallavasMahendravarma and Narasimhavarman, Pallava’s Administration, Society, Religion, Literature, Art and Architecture. The CholaEmpire : The Imperial Cholas and the Chalukya Cholas, Administration, Society, Education and Literature. Second PandyanEmpire : Political History, Administration, Social Life, Art and Architecture. Unit - III Madurai Sultanate - Tamil Nadu under Vijayanagar Ruler : Administration and Society, Economy, Trade and Commerce, Religion, Art and Architecture - Battle of Talikota 1565 - Kumarakampana’s expedition to Tamil Nadu. Nayakas of Madurai - ViswanathaNayak, MuthuVirappaNayak, TirumalaNayak, Mangammal, Meenakshi. Nayakas of Tanjore :SevappaNayak, RaghunathaNayak, VijayaRaghavaNayak. Nayak of Jingi : VaiyappaTubakiKrishnappa, Krishnappa I, Krishnappa II, Nayak Administration, Life of the people - Culture, Art and Architecture. The Setupatis of Ramanathapuram - Marathas of Tanjore - Ekoji, Serfoji, Tukoji, Serfoji II, Sivaji III - The Europeans in Tamil Nadu. Unit - IV Tamil Nadu under the Nawabs of Arcot - The Carnatic Wars, Administration under the Nawabs - The Mysoreans in Tamil Nadu - The Poligari System - The South Indian Rebellion - The Vellore Mutini- The Land Revenue Administration and Famine Policy - Education under the Company - Growth of Language and Literature in 19th and 20th centuries - Organization of Judiciary - Self Respect Movement. Unit - V Tamil Nadu in Freedom Struggle - Tamil Nadu under Rajaji and Kamaraj - Growth of Education - Anti Hindi & Agitation.
    [Show full text]
  • Brief History of Jainism in Madurai Salient Features of the Caves
    Brief History of Jainism in Madurai By the close of 4th century BC., the Mauryan King Chandragupta and a group of Jain ascetics led by Sruthakevalin Bhadrabahu, migrated to Sravanabelagola in Karnataka, anticipating a severe famine in their country. Here, they started spreading the gospel of the Tirthankaras. Subsequently, after the death of Chandragupta and Bhadrabahu, their disciples moved south to the Chola and Pandya countries possibly in the beginning of the 3rd century BC. The early Brahmi inscriptions found in Madurai, Pasumpon and Tirunelveli Districts prove beyond doubt the antiquity of Jainism in Tamilnadu much earlier than the 2nd century BC. There are many natural caverns spread in all of Tamilnadu which once served as the abodes of Jaina monks. These caves are found amidst picturesque surroundings where the monks lived in splendid isolation engaging themselves in contemplation and religious pursuits. Some of the main Jain caves found in and around Madurai are Mangulam, Anaimalai, Arittapatti, Alagarmalai, Keelavalavu, Thiruvathavur, Varichiyur, Karungalakkudi, Thirupparankundram, Muthupatti, Kongarpuliangulam, Mettupatti, and Vikramangalam. All these places are about 8kms. to 30kms.These caves represent the earliest lithic monuments in this region containing the earliest epigraphic records in Brahmi characters that are from 2nd century BC to 3rd or 4th century AD. They also provide authentic evidence of the early spread of Jainism in Tamilnadu. Jainism gained momentum, both at the royal and rural levels. During the early 7th century AD, Gnanasambandar, the great Sivaite and Devaram hymnist, caused set back to Jainism and it supposedly resulted in thousands of Jaina followers being persecuted in Madurai.
    [Show full text]
  • BYJU's IAS Comprehensive News Analysis
    Sangam Literature Sangam literature is the name given to the earliest available Tamil literature. The Sangam age roughly extends between 300 BC and 300 AD*, although most of the work is believed to have been composed between 100 CE and 250 CE. The word ‘Sangam’ literally means association. Here, it implies an association of Tamil poets that flourished in ancient southern India. The Ancient Tamil Siddhar Agastyar is traditionally believed to have chaired the first Tamil Sangam in Madurai. This period is known as the Sangam Period. The three chief Tamil kingdoms of this period were the Cheras, the Cholas and the Pandyas. Sangam Literature Classification There were mainly three Sangams called Muchchangam. The chief sources of information for this age are archaeological sources, literary sources and foreign accounts. Sangam Literature Classification Based on Period of Composition Details of Sangam Literature Patinenmelkanakku 1. Works composed between 200 BCE to 100 BCE 2. Oldest surviving Tamil poetry Patinenkilkanakku 1. Works composed between 100 CE and 500 CE 2. Collection of 18 poetry compositions 3. Mostly composed before the age of the Pallavas 4. Chief works include Thirukkural, Palamoli, Naladiyar, etc. Based on the Context and Details of Sangam Literature Interpretation Aham (Inner) Abstract discussion on human aspects such as love, sexual relations, etc. Puram (outer) Human experiences such as heroism, customs, social life, ethics, philanthropy, etc. Sangam Literature – Three Sangams As mentioned before, Tamil legends talk about three Sangams: 1. Madurai 2. Kapadapuram 3. Thenmadurai Note: All the works of the first two Sangams except Tolkappiyam (2nd Sangam work) are lost.
    [Show full text]
  • Eva Maria Wilden Manuscript, Print and Memory Studies in Manuscript Cultures
    Eva Maria Wilden Manuscript, Print and Memory Studies in Manuscript Cultures Edited by Michael Friedrich Harunaga Isaacson Jörg B. Quenzer Volume 3 Eva Maria Wilden Manuscript, Print and Memory Relics of the Caṅkam in Tamilnadu ISBN 978-3-11-034089-1 e-ISBN 978-3-11-035276-4 e-ISBN (EPUB) 978-3-11-038779-7 Library of Congress Cataloging-in-Publication Data A CIP catalog record for this book has been applied for at the Library of Congress. Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliographie; detailed bibliographic data are available on the Internet at http://dnb.dnb.de. © 2014 Walter de Gruyter GmbH, Berlin/München/Boston Typesetting: Dörlemann Satz, Lemförde Printing and binding: CPI books GmbH, Leck ♾ Printed on acid-free paper Printed in Germany www.degruyter.com To the memory of T. V. Gopal Iyer and T. S. Gangadharan, men of deep learning and dedication, two in the long line of Tamil Brahmin scholars and teachers Preface After more than ten years of searching, digitising and editing manuscripts the series of critical editions published by the Caṅkam project of the École Fran- çaise d’Extrême Orient in Pondicherry is now complemented by an introductory volume of historical studies into the transmission of the texts and their witnesses. A three-years stay, from July 2008 to June 2011, in the Hamburg Research Group entitled “Textual Variance in Dependence on the Medium”, graciously funded by the German Research Association, enabled me to win the necessary distance from my ongoing labour in the jungle of actual textual variation to try to give an outline of the larger picture for one instance of a phenomenon known in cultural history, namely the formation, deformation and reformation of a literary canon over a period of almost two thousand years.
    [Show full text]
  • Imagery of Monks -Bodhidharma and Aṟavaṇa-Aṭikaḷ in Visual Art
    Journal of Fine Arts Volume 2, Issue 4, 2019, PP 4-17 ISSN 2637-5885 Saṅgama of Buddhism in the Asiatic Diaspora: Imagery of Monks -Bodhidharma and Aṟavaṇa-Aṭikaḷ in Visual Art R.K.K. Rajarajan* Gandhigram Rural University, Gandhigram, Tamil Nadu, India *Corresponding Author: R.K.K. Rajarajan, Gandhigram Rural University, Gandhigram, Tamil Nadu, India, Email: [email protected] ABSTRACT Buddhism is a creative religion in Asiatic civilization, creative in the sense the proliferation of a rich literature and visual art leading to Universal Harmony. The present article is an attempt to examine the imagery of Buddhist monks in visual arts with special reference to Bodhidharma/ Aṟavaṇa-aṭikaḷ, propagator of the Buddhist creed. Bodhidharma hailing from Kāñcīpuram lived in China to propagate the Buddhist dharma in the land of Confucianism and Taoism. The imagery of Bodhidharma is popular in Chinese and Japanese annals and visual art through the ages. Visual culture is an authoritative source to demonstrate how a personality was viewed some 1000 or 2000 years ago, e.g. the murals and fresco in the Ajaṇṭā caves that illustrate the Buddhist annals. The Buddha‟s nativity was Nepāḷa, which means his physiognomy should have been of the Mongoloid milieu. The article examines the facial anatomy of the Buddha with reference to monks that propagated Buddhism. Bodhidharma was of the Tamil stock, which means what anthropologists normally designate Drāviḍian. Āryan and Mongolian are of different genres and pigments, viz. Āryan-white, Mongolian-yellow (or golden) and Drāviḍian-black. By the way, the personality of the Mongol reflected in Vassili Yan‟s novelJenghiz Khan is corroborated while dealing with facial anatomy that is known as mukhalakṣaṇa in Indian iconographic jargon.
    [Show full text]
  • Sept 2018 10052018.Indd
    VAASAL - thry; Edition 06 September 2018 Vanakkam. Vaasal symbolises many things in Tamil culture. When we enter through the vaasal of any house, the first gesture we come across is Vanakkam. While one utters the word Vanakkam, they join both palms together to greet. The general reason behind this tradition is that greeting by joining the palms means respect. However, scientifically speaking joining both hands ensures joining the tips of all the fingers together; which are denoted to the pressure points of eyes, ears, and mind. Pressing them together is said to activate the pressure points which help us remember that person for a long time. And no germs since we don’t make any physical contact, as with a handshake! In this edition of vaasal, we visit the architectural marvel the Big Temple in Thanjavur and learn about its unique pathbreaking design. Later, we become part of Manimekalai and witness the making of a female spiritual leader. With the emotions riding high, we delve into a young mind that fought her disabilities and used it as her strength to become a poet. Kavithai Sathiya’s poem on Rising High comes from personal experiences. Celebrating women power, we share the story of another strong woman behind Auroville Temple. As we travel along, we happen to hear onomatopoeic sounds of Tamil language. Intrigued to tickle our “funny bone”, we look into some Tamil onomatopoeic phrases. While there were flamboyant celebrations of Ganesh Chaturthi, we tried to decipher the legend and the science behind it. We look forward to knowing more about another festival,Navaratri in our upcoming edition.
    [Show full text]
  • Download Article
    An Open Access Journal from The Law Brigade (Publishing) Group 452 A COMPARATIVE STUDY OF KING JANAMEJAYA, KANNAGI AND FORMER PRIME MINISTER INDIRA GANDHI IN COURT OF LAW Written by N Karapaha D Nagarathinam* & D Nagarathinam P Duraipandian** * Assistant Professor of English, Holy Cross College, Tiruchirappalli 620 000 ** Principal, Theni Kammavar Sangam College of Technology, Theni 625 534 Abstract: King Parikshit was the king of the Kurus, ruled the kingdom of Hastinapur after the Pandavas and ruled for a long time truthfully. King was popular among his subjects and was a terror to his enemies. King Janamejaya was the son of King Parikshit. Kannagi, was the heroine of the epic Silappathikaram. This epic was written by Ilango Adigal between 200 and 300 AD, is considered on par with the Ramayana and Mahabharata as the most important epic in the South India. Kannagi was the daughter of a wealthy ‘Maanaigan’ merchant of pearls and diamonds in ‘Poombukar’ a harbour city in Tamilnadu. Kovalan, the son of a wealthy merchant in Kaveripattinam, married Kannagi, a young woman of legendary beauty. Pandit Jawaharlal Nehru was the first Prime Minister (PM) of independent India.. He was the chief framer of domestic and international policies during his term as PM between 1947 and 1964. Smt. Indira Gandhi was the only child of Jawaharlal Nehru. This paper attempts to draw the similarities between Mahabharata King Janamejaya episode, Silapathikaram Kannagai arguments with Pandian King and Constitutional scenario of Indira Gandhi. With long arguments in the Kings’ court and the Supreme Court became instrumental to change their perception.
    [Show full text]
  • More on Tamil Music
    More on Tamil Music PADINEN KEEZH KANAKKU Music had attained a very high status during this period. One of the works, Nanmanikkadigai talks of the importance of the proper setting of Pann for the musical composition. There is a particular reference in Tirikadugam that a person who does not know about Pann cannot appreciate Yazh. In fact, the reference quotes that there is no point in listening to yazh when one does not know anything about Pann. A reference in Sirupanchamulam says that Pannisai must sound good and people should acknowledge it. Pann sounds beautiful to the ear and that too when sung by ladies, it sounds better. Thus there is a reference where ladies have been likened to Panns in the work, Eladi. There are many references to different Panns in the work, Tinaimalai. The sound emanating from the bees when they sit on flowers is equated to Sadari Pann. The sound of bee approaching a Jasmine flower makes a sound of joy and this sound is likened to Pann, Gandharam. There are also references to Panns like Sevvazhi, Vilari and Palai in this work. There are very few references to the instruments in this work. There are references to yazh and comparison of yazh with an infant‟s voice. There are references to Sevvazhiyazh, Makkolyazh, Vilariyazh, and Palaiyazh and so on in Tinaimalai. It is also mentioned that the yazh was played in the morning and evening and that the Panns played were different. There are references to flute (Tinkuzhal) in Aintinai. It is also mentioned that yazh, Kuzhal and Muzhavu were played together.
    [Show full text]
  • Pattupattu; Ten Tamil Idylls | South India Saiva Siddhanta Works Pub
    1962 | Pattupattu; Ten Tamil Idylls | South India Saiva Siddhanta Works Pub. Society, 1962 Pattupattu; Ten Tamil Idylls A History of Tamil Literature with Texts and Translations from the Earliest Times to 600 A.D. The Tamils Eighteen Hundred Years Ago Tamil literature refers to literature in the Tamil language. Tamil literature has a rich and long literary tradition spanning more than two thousand years. The oldest extant works show signs of maturity indicating an even longer period of evolution. Contributors to the Tamil literature mainly were Tamil people from Tamil Nadu, however, there have been notable contributions from European authors. The history of Tamil literature follows the history of Tamil Nadu, closely following the social and political trends of various periods. These are: The Major Eighteen Anthology Series comprising the Ettuthokai (Eight Anthologies) and the Pattupattu (Ten Idylls) and the Five Great Epics. Tolkaappiyam, a commentary on grammar, phonetics, rhetoric, and poetics, is dated from this period. A ninth anthology, Pattupattu, consists of 10 idylls that present a picture of early Tamil life. Sangam writings are possibly unique in early Indian literature, which is almost entirely religious. The poems are concerned with two main topics: those of the first five collections are on love (akam), and those of the next two are on heroism (puram), including the praise of kings and their deeds. The poems belonging to Sangam literature were composed by Tamil poets, both men and women, from various professions and classes of society. These poems were later collected into various anthologies, edited, and with colophons added by anthologists and annotators around 1000 AD.
    [Show full text]
  • Arunachala Single from 7
    RAMANA’S A RUNACHALA OCEAN OF GRACE DIVINE BY SRI BHAGAVAN’S DEVOTEES Sri Ramanasramam Tiruvannamalai 2004 © Sri Ramanasramam Tiruvannamalai Fourth Edition: 2004 (Revised & enlarged) 2000 Copies CC No: 1041 ISBN: 81-8288-030-0 Price: Rs. Published by V.S. Ramanan President, Board of Trustees Sri Ramanasramam Tiruvannamalai 606 603 Phones: 91-4175-237292/237200 email: [email protected] web: www.ramana-maharshi.org Designed and typeset at Sri Ramanasramam Printed by Kartik Offset Printers Chennai 600 015 FOREWORD TO THE FIRST EDITION A work of this kind is not a record of facts and details. What this book records are the experiences of devotees, sages and saints who have felt Arunachala in the hill, Arunachala in the temple and Arunachala in Ramana. They live and breathe Arunachala. They speak of Arunachala as a mother would of her child or a lover of his beloved, not in measured terms, but in awed tones and with overwhelmed sensitivity. The reader is invited to join as a spectator of this love affair. The joy and delight the writers feel, the choking emotions they try to express here are sure to capture the heart of the reader making him long for these experiences. The divine is beyond thought. Yet He allows Himself to be reflected in a sigh, a tear, a gasp, a look of wonder. This is what this book is. Long after the words are forgotten, the details erased from memory, one can feel inwardly the sigh, the tear, the gasp, the look of wonder and say, “This is Arunachala, this is Ramana.” V.S.
    [Show full text]