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Secondary Indian Culture and Heritage
Culture: An Introduction MODULE - I Understanding Culture Notes 1 CULTURE: AN INTRODUCTION he English word ‘Culture’ is derived from the Latin term ‘cult or cultus’ meaning tilling, or cultivating or refining and worship. In sum it means cultivating and refining Ta thing to such an extent that its end product evokes our admiration and respect. This is practically the same as ‘Sanskriti’ of the Sanskrit language. The term ‘Sanskriti’ has been derived from the root ‘Kri (to do) of Sanskrit language. Three words came from this root ‘Kri; prakriti’ (basic matter or condition), ‘Sanskriti’ (refined matter or condition) and ‘vikriti’ (modified or decayed matter or condition) when ‘prakriti’ or a raw material is refined it becomes ‘Sanskriti’ and when broken or damaged it becomes ‘vikriti’. OBJECTIVES After studying this lesson you will be able to: understand the concept and meaning of culture; establish the relationship between culture and civilization; Establish the link between culture and heritage; discuss the role and impact of culture in human life. 1.1 CONCEPT OF CULTURE Culture is a way of life. The food you eat, the clothes you wear, the language you speak in and the God you worship all are aspects of culture. In very simple terms, we can say that culture is the embodiment of the way in which we think and do things. It is also the things Indian Culture and Heritage Secondary Course 1 MODULE - I Culture: An Introduction Understanding Culture that we have inherited as members of society. All the achievements of human beings as members of social groups can be called culture. -
9. Ravana Falls
9. Ravana Falls Man toils and moils for feeding his belly. He sweats and struggles for education but fails to be happy. Why should humans be steeped in sorrow like this? Would not the Lord help if only you pray sincerely? Embodiments of Love! Truth, righteousness, peace, and love constitute the foundation of the scriptures, the essence of all re- ligions, the destination of all paths, and the essence of all essences. Man indulges in finding fault with others, oblivious to his own flaws. The cause for this can be traced to his materialistic tendencies. Man is made of Atma (Self) and anatma (non-self), shariram (body) and shariri (embodied one), kshetra (field) and kshetra- jna (knower of the field), and sthira (permanent) and asthira (ephemeral). You cannot find anything else in this Universe except these dualities. The entire world is a play of the pravritti and the nivritti, the outward and inward. Body (kshetra) and matter belong to the realm of pravritti whereas Atma, consciousness, the embodied one, belongs to the realm of nivritti. Even the Avatars are subject to pravritti, since they have to assume a human body. Rama was no exception to it. Though He was the Om- nipotent and the Omniscient One, since He had as- 102 Summer Showers in Brindavan 1996 sumed the human body, He had to behave as if He too was under the spell of illusion. Ravana beheaded Rama prepared himself to battle with Ravana. Ravana had lost everybody, including his son Indrajit, his brother Kumbhakarna, and a host of others. Now, Ravana alone was left as a relic of Lanka. -
Ramakatha Rasavahini I Chapter 3
Chapter 3. Curse of No Progeny for Dasaratha The envy of Ravana ithin a short time, Dasaratha’s fame illumined all quarters, like the rays of the rising sun. He had the intre- Wpidity and skill of ten charioteers rolled into one, so the name Dasa-ratha (the ten-chariot hero) was found appropriate. No one could stand up against the onrush of his mighty chariot! Every contemporary ruler, mortally afraid of his prowess, paid homage to his throne. The world extolled him as a hero without equal, a paragon of virtue, a statesman of highest stature. Ravana, the demon (rakshasa) King of Lanka, heard of Dasaratha and his fame. He was so envious that he determined on a sure plan to destroy him, by means fair or foul. Ravana sought for an excuse to provoke Dasaratha into a fight; one day, he sent word through a messenger that unless tribute was paid to him, he would have to meet Ravana on the battlefield and demonstrate his superior might in war. This call was against international morality, but what morality did a demon respect? When Dasaratha heard the messenger, he laughed outright, in derision. Even while the messenger was look- ing on, he shot sharp deadly arrows, which reached Lanka itself and fastened the gates of that city! Addressing the envoys, Dasaratha said, “Well, Sirs! I have now made fast the doors of your fortress city. Prema Vahini Your master cannot open them, however hard he may try. That is the ‘tribute’ I pay to your impertinent lord.” When the envoys returned and informed Ravana of this, he was shocked to find all the doors closed fast. -
Ramayan Ki Kathayen, Pandemic and the Hindu Way of Life and the Contribution of Hindu Women, Amongst Others
Hindu Sevika Samiti (UK) Mahila Shibir 2020 East and South Midlands Vibhag FOREWORD INSPIRING AND UNPRECEDENTED INITIATIVE In an era of mass consumerism - not only of material goods - but of information, where society continues to be led by dominant and parochial ideas, the struggle to make our stories heard, has been limited. But the tides are slowly turning and is being led by the collaborative strength of empowered Hindu women from within our community. The Covid-19 pandemic has at once forced us to cancel our core programs - which for decades had brought us together to pursue our mission to develop value-based leaders - but also allowed us the opportunity to collaborate in other, more innovative ways. It gives me immense pride that Hindu Sevika Samiti (UK) have set a new precedent for the trajectory of our work. As a follow up to the successful Mahila Shibirs in seven vibhags attended by over 500 participants, 342 Mahila sevikas came together to write 411 articles on seven different topics which will be presented in the form of seven e-books. I am very delighted to launch this collection which explores topics such as: The uniqueness of Bharat, Ramayan ki Kathayen, Pandemic and the Hindu way of life and The contribution of Hindu women, amongst others. From writing to editing, content checking to proofreading, the entire project was conducted by our Sevikas. This project has revealed hidden talents of many mahilas in writing essays and articles. We hope that these skills are further encouraged and nurtured to become good writers which our community badly lacks. -
"MAGIC BOOK" GK PDF in English
www.gradeup.co www.gradeup.co Content 1. Bihar Specific General Knowledge: • History of Bihar • Geography of Bihar • Tourism in Bihar • Mineral & Energy Resources in Bihar • Industries in Bihar • Vegetation in Bihar • National Park & Wildlife Sanctuaries in Bihar • First in Bihar • Important Tribal Revolt in Bihar • Bihar Budget 2020-21 2. Indian History: • Ancient India • Medieval India • Modern India 3. Geography: 4. Environment: 5. Indian Polity & Constitution: 6. Indian Economy: 7. Physics: 8. Chemistry: 9. Biology: www.gradeup.co HISTORY OF BIHAR • The capital of Vajji was located at Vaishali. • It was considered the world’s first republic. Ancient History of Bihar Licchavi Clan STONE AGE SITES • It was the most powerful clan among the • Palaeolithic sites have been discovered in Vajji confederacy. Munger and Nalanda. • It was situated on the Northern Banks of • Mesolithic sites have been discovered from Ganga and Nepal Hazaribagh, Ranchi, Singhbhum and Santhal • Its capital was located at Vaishali. Pargana (all in Jharkhand) • Lord Mahavira was born at Kundagram in • Neolithic(2500 - 1500 B.C.) artefacts have Vaishali. His mother was a Licchavi princess been discovered from Chirand(Saran) and (sister of King Chetaka). Chechar(Vaishali) • They were later absorbed into the Magadh • Chalcolithic Age items have been discovered Empire by Ajatshatru of Haryanka dynasty. from Chirand(Saran), Chechar(Vaishali), • Later Gupta emperor Chandragupta married Champa(Bhagalpur) and Taradih(Gaya) Licchavi princess Kumaradevi. MAHAJANAPADAS Jnatrika Clan • In the Later Vedic Age, a number of small • Lord Mahavira belonged to this clan. His kingdoms emerged. 16 monarchies and father was the head of this clan. republics known as Mahajanapadas stretched Videha Clan across Indo-Gangetic plains. -
Mahajanapadas & Rise of Magadha Empire
Mahajanapadas & Rise of Magadha Empire The Buddhist literature Angutara Nikaya listed 16 great kingdoms or Mahajanapadas. The main reason for Janapadas ' formation was the use of Iron tools for agricultural and military purposes. Here is a map showing the 16 Mahajanpadas that existed at that time: The Mahajanpadas: 1. Magadha (Patna, Gaya and Nalanda districts) – The first capital was Rajagriha and the later capital was Pataliputra. 2. Anga and Vanga (Munger and Bhagalpur) – The capital was Champa. It was a prosperous business center. 3. Malla (Deoria, Basti, Gorakhpur region) – The capital was Kushinagar. It was the seat of many other smaller kingdoms. Their main religion was Buddhism. 4. Vatsa (Allahabad and Mirzapur) – The capital was Kaushambi. The most important ruler of this kingdom was King Udayan. 5. Kashi (Benaras) – The capital was Varanasi. Though many battles were fought against the Kosala kingdom, eventually Kashi was merged with the Kosala kingdom. 6. Kosala (Ayodhya) – Though its capital was Shravasti which is identical with Sahet-Mahet but Ayodhya was an important town in Kosala. Kosala also included the tribal Republican territory of Sakyas of Kapilvastu. 7. Vajji (Muzaffarpur and Vaishali) – Vajji was the seat of a united republic of eight smaller kingdoms of which Lichchavis, Janatriks, and Videhas were also members. 8. Kuru (Thaneswar, Meerut and present-day Delhi) – The capital city was Indraprastha. 9. Panchala (Western Uttar Pradesh) – Its capital was at Kampila. Earlier a monarch state, it later became an independent republic. Kannauj was an important town in this kingdom. 10. Matsya kingdom (Alwar, Bharatpur and Jaipur) – Its capital was Viratanagar. -
19 Indian Social Structure
Indian Social Structure MODULE - VIII Social Structure Notes 19 INDIAN SOCIAL STRUCTURE e have been discussing about the diversity in Indian culture, the various kinds of people inhabiting this country and their diverse customs and traditions. Perhaps Wmore than in any other part of the world, India is a country where people have come to acquire multiple identities based on region (e.g. North India,North East India, Deccan and South India), language (e.g. Hindi, Tamil, and Telugu), religion (e.g. Hindu, Muslim, Christian, Buddhist, Jain, and Sikh), etc. Each set of these and other identities corresponding to a distinct set of social relations, i.e., a distinct social structure. However, there are threads which bind many of them together. Therefore understanding Indian social structure is necessary because it explains our relations with each other in society. It tells us what kind of social institutions exist in society and how they got modified over a period of time. In this lesson you will read about the evolution of Indian society through the ages and the shape it took when we read about it today. OBJECTIVES After reading this lesson you will be able to: examine the structure of Indian society; describe the practice of untouchability which became prevalent in the Indian social system; give an account of the institution of slavery as it existed in India; understand Purushartha, Ashrama and Samskara; describe the ‘jajmani’ system; assess the role of family and marriage in Indian Social System; Indian Culture and Heritage Secondary Course 273 MODULE - VIII Indian Social Structure Social Structure assess the position of women in the Indian social structure; and examine the condition of tribals in India. -
200 Bc – 500 Ad)
Study of the Golden Period (200 BC – 500 AD) Art and Culture Krishnakali Dasgupta GOLDEN AGE : 200BC- 500 AD - ART AND CULTURE Terracotta plaque, female deity, 2nd-1st century BC, Chandraketugarh Principal Thoughts : Urbanisation- Sophistication- Codification Cave painting, Ajanta Art and Culture 200BC – 400AD 30AD – 300AD 200BC - 80BC 100BC – 200AD 200AD – 600AD Art and Culture URBANISATION Proofs Information Type Art and Culture URBANISATION 200BC-300CE – marked by urban prosperity - Apsidal temples Excavations sites: - Elaborate brick tank Pushkalavati- Bala Hisar, complexes Charsadda - Shaikhan mound - Fortifications + defense excavation : walls (brick) - barns, granary - City with rectangular plan, - Pillared halls - parallel streets, - Stupas, shrines - blocks of houses - Large circular structure ( Stupa) - Drains, refuse pits, - House with courtyard+ rooms on 3 sides - Room with fireplace in the middle Sagala, Patala Amluk Dara Stupa – Swat Art and Culture valley MAJOR FINDS AT THE CITY SITES : URBAN WEALTH AND WAY OF LIVING Houses – small and large Pottery Household items, decorative items - Earlier stone rubble- mud – mainly red ware (incised, - Terracotta ( beads, votive tanks, mortar painted, stamped) + grey ware skin rubbers figurines, crucibles, bangle fragments, - Later mud brick –burnt black - Also black –slipped ware ball, wheel - Flooring-brick - Glass ( beads, bangles) - Bone hairpin, engraver, ivory dice - Semiprecious stones jewelry Art and Culture GUILDS – MERCHANTS + ARTISANS Role of guilds : Commissioned - Temples - Sanchi gate - Ajanta caves The guilds : associations of merchants and craftsmen (same profession /same commodity) Elected their head + framed their own rules- prices and quality etc. - regulate their business on the basis of mutual goodwill. They also served as bankers and received deposits from the public on a prescribed fixed rate of interest. -
The Ramayana: India's Odyssey
DOCUMENT RESUME ED 355 518 CS 213 715 AUTHOR Fuchs, Gaynell M.; Lynn, Thomas J. TITLE The Ramayana: India's Odyssey. PUB DATE Nov 92 NOTE 80p.; Paper presented at the Annual Meeting of the National Council of Teachers of English (82nd, Louisville, KY, November 18-23, 1992). Excerpts from the "Ramayana" are taking from the University of California Press Edition, edited by William Buck. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) Speeches/Conference Papers (150) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Asian Studies; Class Activities; Elementary Secondary Education; English Curriculum; *English Instruction; Foreign Countries; *Indians; Literary Criticism; *Literature Appreciation; *Multicultural Education; Teaching Methods IDENTIFIERS *India; Odyssey; *Ramayana ABSTRACT This curriculum guide demonstrates how the "Ramayana," one of India's epic literary treasures, can be used ina literature unit in English classes for ninth-grade students. The unit incorporates a useful comparison to the Greek epic, the "Odyssey." Included in this curriculum guide are the following sections: the text (an English version of the Ramayana); a map; notes to accompany the text; notes to the teacher; teaching the "Odyessey" and the "Ramayana"; "Cultural values embodied by characters in the "Ramayana" and the "Odyssey": a comparative analysis): (by Thomas J. Lynn); guide questions for the "Ramayana"; vocabulary (English words requiring definition); assignments for the unit (including writing topics, telling the story to others, and composition topics); similes, metaphors, and personifications in the "Ramayana "; a test for the "Ramayana" unit; and some cut-outs which can be used to create Ramayana dolls. (HB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. -
Paper 7 INDIAN HISTORIOGRAPHY
DDCE/SLM/M.A. Hist-Paper-VII Paper-VII INDIAN HISTORIOGRAPHY By Dr. Binod Bihari Satpathy 0 CONTENT INDIAN HISTORIOGRAPHY Unit.No. Chapter Name Page No Unit-I. Ancient Indian Historiography 1. Historical Sense in Ancient India, Idea of Bharatvarsha in Indian Tradition 2. Itihasa-Purana Tradition in Ancient India; Traditional History from the Vedas, Epics and Puranas 3. Jain Historiography and Buddhist Historiography Unit-II Medieval Indian Historiography 1. Historical Biography of Banabhatta and the Kashmir Chronicle of Kalhana 2. Arrival of Islam and its influence on Historical Tradition of India; Historiography of the Sultanate period – Alberuni’s –Kitab-ul-Hind and Amir Khusrau 3. Historiography of the Mughal Period – Baburnama, Abul Fazl and Badauni Unit-III. Orientalist, Imperial and colonial ideology and historian 1. William Jones and Orientalist writings on India 2. Colonial/ Imperialist Approach to Indian History and Historiography: James Mill, Elphinstone, and Vincent Smith 3. Nationalist Approach and writings to Indian History: R.G.Bhandarkar, H.C Raychoudhiri, and J.N.Sarkar Unit-IV. Marxist and Subaltern Approach to Indian History 1. Marxist approach to Indian History: D.D.Kosambi, R.S.Sharma, Romilla Thaper and Irfan Habib 2. Marxist writings on Modern India: Major assumptions 3. Subaltern Approach to Indian History- Ranjit Guha 1 ACKNOWLEDGEMENT It is pleasure to be able to complete this compilation work. containing various aspects of Indian historical writing tradition through ages. This material is prepared with an objective to familiarize the students of M.A History, DDCE Utkal University on the various aspcets of Indian historiography. This work would not have been possible without the support of the Directorate of Distance and Continuing Education, Utkal University. -
Later Vedic Period in India Study Materials
Later Vedic Period in India Study Materials each economic activity and craft was having its LATER VEDIC PERIOD (1000-600 BC) specific traditions and trade secrets, Shrenis were formed to protect the same and the fathers used to From the original settlements of Aryans in the pass on the same to their sons, and so it continued Punjab region, they gradually began to penetrate from one generation to the next generation. eastwards, clearing dense forests, and establishing tribal settlements along the Ganga and Yamuna (the Characteristics whole of eastern Uttar Pradesh) plains between 1500 and 800 BC. By approximately 500 BC, most of northern POLITICAL India was inhabited and had been brought under cultivation, facilitated by the increasing knowledge of This period was more developed than the early the use of iron implements, including ox-drawn Vedic period: the tiny, early tribal settlements were ploughs, and spurred by the growing population that replaced by strong kingdoms. Tbe rudimentary provided voluntary and forced labour. As riverine and administrative system headed by tribal chieftains was inland trade nourished, many towns along the Ganga transformed by a number of regional republics or became centres of trade, culture and luxurious living. hereditary monarchies that devised ways to appropriate Increasing population and surplus production provided revenue and to conscript labour for expanding the the bases for the emergence of independent states with areas of settlement and agriculture farther east and fluid territorial boundaries over which disputes south, beyond the Narmada River. These emergent frequently arose. states collected revenue through officials and built new cities and highways. -
Contribution of Ancient Indian Literature to International Law - a Case Study of the Ramayana and the Mahabharata
Contribution Of Ancient Indian Literature To International Law - A Case Study Of The Ramayana And The Mahabharata Dissertation Submitted to Stella Maris College (Autonomous), Chennai In partial fulfillment of the Degree of Masters of Arts In International Studies By V.Sanjanaa 16/PISA/519 Department of International Studies Stella Maris College (Autonomous), Chennai Chennai 600086 March 2018 Contribution Of Ancient Indian Literature To International Law - A Case Study Of The Ramayana And The Mahabharata Dissertation Submitted to Stella Maris College (Autonomous), Chennai In partial fulfillment of the Degree of Masters of Arts In International Studies By V.Sanjanaa 16/PISA/519 Department of International Studies Stella Maris College (Autonomous), Chennai Chennai 600086 March 2018 !i DECLARATION I, V.Sanjanaa, declare that the dissertation “Contribution Of Ancient Indian Literature To International Law- A Case Study Of The Ramayana And The Mahabharata” is completed by me in partial fulfillment for the Degree of Master of International Studies. It is a record of the dissertation done by me during the year 2017-2018 and this dissertation has not formed the basis for any Degree, Diploma, Associateship, Fellowship or similar other titles. Date: Place: Chennai (V.Sanjanaa) Name of the Candidate & Signature Counter Signed Ms. Aarti S. MA(His), MA(Intl.Relns.), B.L.,P.G.D.I.B.L.), NET Head Dept of International Studies, Stella Maris College (Autonomous), Chennai- 600086 !ii CERTIFICATE OF THE SUPERVISOR Ms. Aarti S. MA(His), MA(Intl.Relns.), B.L.,P.G.D.I.B.L.), NET Head Dept of International Studies, Stella Maris College (Autonomous), Chennai- 600086 This is to certify that the dissertation “Contribution Of Ancient Indian Literature To International Law- A Case Study Of The Ramayana And The Mahabharata” is a record of the dissertation work done by V.Sanjanaa, a full time M.A.