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The Epic Imagination in Contemporary Indian Literature
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School May 2017 Modern Mythologies: The picE Imagination in Contemporary Indian Literature Sucheta Kanjilal University of South Florida, [email protected] Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the South and Southeast Asian Languages and Societies Commons Scholar Commons Citation Kanjilal, Sucheta, "Modern Mythologies: The pE ic Imagination in Contemporary Indian Literature" (2017). Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/6875 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Modern Mythologies: The Epic Imagination in Contemporary Indian Literature by Sucheta Kanjilal A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy with a concentration in Literature Department of English College of Arts and Sciences University of South Florida Major Professor: Gurleen Grewal, Ph.D. Gil Ben-Herut, Ph.D. Hunt Hawkins, Ph.D. Quynh Nhu Le, Ph.D. Date of Approval: May 4, 2017 Keywords: South Asian Literature, Epic, Gender, Hinduism Copyright © 2017, Sucheta Kanjilal DEDICATION To my mother: for pencils, erasers, and courage. ACKNOWLEDGEMENTS When I was growing up in New Delhi, India in the late 1980s and the early 1990s, my father was writing an English language rock-opera based on the Mahabharata called Jaya, which would be staged in 1997. An upper-middle-class Bengali Brahmin with an English-language based education, my father was as influenced by the mythological tales narrated to him by his grandmother as he was by the musicals of Broadway impressario Andrew Lloyd Webber. -
Sr. No. College Name University Name Taluka District JD Region
Non-Aided College List Sr. College Name University Name Taluka District JD Region Correspondence College No. Address Type 1 Shri. KGM Newaskar Sarvajanik Savitribai Phule Ahmednag Ahmednag Pune Pandit neheru Hindi Non-Aided Trust's K.G. College of Arts & Pune University, ar ar vidalaya campus,Near Commerece, Ahmednagar Pune LIC office,Kings Road Ahmednagrcampus,Near LIC office,Kings 2 Masumiya College of Education Savitribai Phule Ahmednag Ahmednag Pune wable Non-Aided Pune University, ar ar colony,Mukundnagar,Ah Pune mednagar.414001 3 Janata Arts & Science Collge Savitribai Phule Ahmednag Ahmednag Pune A/P:- Ruichhattishi ,Tal:- Non-Aided Pune University, ar ar Nagar, Dist;- Pune Ahmednagarpin;-414002 4 Gramin Vikas Shikshan Sanstha,Sant Savitribai Phule Ahmednag Ahmednag Pune At Post Akolner Tal Non-Aided Dasganu Arts, Commerce and Science Pune University, ar ar Nagar Dist Ahmednagar College,Akolenagar, Ahmednagar Pune 414005 5 Dr.N.J.Paulbudhe Arts, Commerce & Savitribai Phule Ahmednag Ahmednag Pune shaneshwar nagarvasant Non-Aided Science Women`s College, Pune University, ar ar tekadi savedi Ahmednagar Pune 6 Xavier Institute of Natural Resource Savitribai Phule Ahmednag Ahmednag Pune Behind Market Yard, Non-Aided Management, Ahmednagar Pune University, ar ar Social Centre, Pune Ahmednagar. 7 Shivajirao Kardile Arts, Commerce & Savitribai Phule Ahmednag Ahmednag Pune Jambjamb Non-Aided Science College, Jamb Kaudagav, Pune University, ar ar Ahmednagar-414002 Pune 8 A.J.M.V.P.S., Institute Of Hotel Savitribai Phule Ahmednag Ahmednag -
A Study of the Early Vedic Age in Ancient India
Journal of Arts and Culture ISSN: 0976-9862 & E-ISSN: 0976-9870, Volume 3, Issue 3, 2012, pp.-129-132. Available online at http://www.bioinfo.in/contents.php?id=53. A STUDY OF THE EARLY VEDIC AGE IN ANCIENT INDIA FASALE M.K.* Department of Histroy, Abasaheb Kakade Arts College, Bodhegaon, Shevgaon- 414 502, MS, India *Corresponding Author: Email- [email protected] Received: December 04, 2012; Accepted: December 20, 2012 Abstract- The Vedic period (or Vedic age) was a period in history during which the Vedas, the oldest scriptures of Hinduism, were composed. The time span of the period is uncertain. Philological and linguistic evidence indicates that the Rigveda, the oldest of the Vedas, was com- posed roughly between 1700 and 1100 BCE, also referred to as the early Vedic period. The end of the period is commonly estimated to have occurred about 500 BCE, and 150 BCE has been suggested as a terminus ante quem for all Vedic Sanskrit literature. Transmission of texts in the Vedic period was by oral tradition alone, and a literary tradition set in only in post-Vedic times. Despite the difficulties in dating the period, the Vedas can safely be assumed to be several thousands of years old. The associated culture, sometimes referred to as Vedic civilization, was probably centred early on in the northern and northwestern parts of the Indian subcontinent, but has now spread and constitutes the basis of contemporary Indian culture. After the end of the Vedic period, the Mahajanapadas period in turn gave way to the Maurya Empire (from ca. -
3. HINDUISM Chapter Overview According to the Time Line at The
3. HINDUISM Chapter Overview According to the time line at the back of this book, Hinduism is the oldest global religion. Pre- cursors of this Vedic faith may include some aspects of the Dravidians, advanced cultures of the Indus Valley, and the Harappans. A hotly contested scholarly reconstruction concludes that those called Aryans who were nomadic invaders from outside India eventually overran these highly organized cultures. Others though maintain that this religion is not foreign-born. Indian religion and philosophy have influenced many other religions and cultures. The country could be considered the birthplace of Eastern thought and practice. By pointing out to students that Hinduism provides ample opportunity to begin comparing and contrasting Eastern and Western forms of religious ways, they may better appreciate why it is the first global religion presented in the book. Indian religion combines the material and the spiritual in creative ways. There is something for everyone -- from the advocate of a strictly trained body to the quite philosophical thinker. India has room for all. The tolerance found in this culture of competing gods is refreshing, especially in today s world of tension and conflict when lives are lost over religious differences. This chapter seeks to achieve the following goals: 1. To outline the standard Western historical view of Hinduism s development and the Indian tradition of their history 2. To acquaint the reader with the major defining characteristics of this religion 3. To acquaint the reader with the spiritual practices of Hinduism, especially yoga and its different styles and purposes Draw the following on the board for a simple clarification of Hinduism: The Supreme God (Brahma) (Paramatma=The Supreme Soul) (Three primary roles) Brahama Vishnu/Krishna Shiva/Mahesh (Creator) (Protector) (Destroyer) Key concepts to explain: • Hinduism teaches the cycle of life: Birth---Life---Death---Rebirth. -
225 Poems from the Rig-Veda (Translated from Sanskrit And
Arts and Economics 225 Poems from the Rig-veda (Translated from Sanskrit and annotated by Paul Thieme) ["Gedichte aus dem Rig-Veda"] (Aus dem Sanskrit iibertragen und erHi.utert von Paul Thieme) 1964; 79 p. Nala and Damayanti. An Episode from the Mahabharata (Translated from Sanskrit and annotated by Albrecht Wezler) ["Nala und Damayanti. Eine Episode aus dem Mahabharata"] (Aus dem Sanskrit iibertragen und erHi.utert von Albrecht Wezler) 1965; 87 p. (UNESCO Sammlung reprasentativer Werke; Asiatische Reihe) Stuttgart: Verlag Philipp Reclam jun. These two small volumes are the first translations from Sanskrit in the "Unesco Collection of Representative Works; Asiatic Series", which the Reclam Verlag has to publish. The selection from the Rig-veda, made by one of the best European ~xperts, presents the abundantly annotated German translation of 'D~ Songs after a profound introduction on the origin and nature of the .Q.lg-veda. Wezler's Nala translation presents the famous episode in simple German prose, and is likewise provided with numerous explanatory notes. Professor Dr. Hermann Berger RIEM:SCHNEIDER, MARCARETE 'l'he World of the mttites (W.ith a Foreword by Helmuth Th. Bossert. Great Cultures of Anti ~~l~y, Vol. 1) [ ~le Welt der Hethiter"] ~M~t einem Vorwort von Helmuth Th. Bossert. GroBe Kulturen der ruhzeit, Band 1) ~~u8ttgart: J. G. Cotta'sche Buchhandlung, 7th Edition 1965; 260 p., plates ~:e bOok un~er review has achieved seven editions in little more than th ~ears, a SIgn that it supplied a wide circle of readers not only with in: Information they need, but it has also been able to awaken lIit~~;st. -
4006 05.Patil Mahesh
Aayushi International Interdisciplinary Research Journal (AIIRJ) PEER REVIEW IMPACT FACTOR ISSN VOL- VI ISSUE-IX SEPTEMBER 2019 e-JOURNAL 5.707 2349-638x A Siddhantic Interpretation On ‘Bhutebhyo Hi Param Tasmaat Naasti Chinta Chikitsite’ Patil Mahesh Annasaheb Professor , Sant Gajanan Ayurveda Medical college , Mahagaon Abstract – Ayurvedic scholars are well aware that sarvadravyam panchbhoutikam asminarhte1ie..All the matters are derived from panchmahabhoot and similarly all the bodies are also made up of panchmahabhoot ( panchmahabhoot shari`r is amvaayiiti sharir ) In Ayurveda different definitions for the sharir had been told as Ekdhatwatmak , dwidhatwatmak , ashtadhatwatmak , chaturvimshatitatwatmaketc but the physiological definition is ‘dosh dhatu mala mulam hi shariram2ⁱ‘ and these Dosh , Dhatu ,Malas are the derivatives of panchmahabhoot(sloka ..) thus clearing that panchmahabhoot forms the foundation for formation of body.But whenever the issue of health and disease occurs the classics had defined it on the state of dosh dahtu level as Samdoshsamagnisamdhatu …and Rogastu doshvaishyamyam3. If we see keenly the origin of panchmahabhoot they have been derived from panchtanmatrasie subtle mahabhootas which in turn are are derivatives of preceding elements as Rajas and Tamas and so on till Avyakt. Whenever we speak about health and diseases relative to Dosh , Dhatu ,Malassamyavastha and vishamavastha indirectly it is concerned to the panchmahabhootas status only. Further if we probe into panchmahabhootas we can reach to rajas tamas -
UNIT 1 UNITY and DIVERSITY Unity and Diversity
UNIT 1 UNITY AND DIVERSITY Unity and Diversity Structure 1.0 Objectives 1.1 Introduction 1.2 Concepts of Unity and Diversity 1.2.1 Meaning of Diversity 1.2.2 Meaning of Unity 1.3 Forms of Diversity in India 1.3.1 Racial Diversity 1.3.2 Linguistic Diversity 1.3.3 Religious Diversity 1.3.4 Caste Diversity 1.4 Bonds of Unity in India 1.4.1 Geo-political Unity 1.4.2 The Institution of Pilgrimage 1.4.3 Tradition of Accommodation 1.4.4 Tradition of Interdependence 1.5 Let Us Sum Up 1.6 Keywords 1.7 Further Reading 1.8 Specimen Answers to Check Your Progress 1.0 OBJECTIVES After studying this unit you should be able to z explain the concept of unity and diversity z describe the forms and bases of diversity in India z examine the bonds and mechanisms of unity in India z provide an explanation to our option for a composite culture model rather than a uniformity model of unity. 1.1 INTRODUCTION This unit deals with unity and diversity in India. You may have heard a lot about unity and diversity in India. But do you know what exactly it means? Here we will explain to you the meaning and content of this phrase. For this purpose the unit has been divided into three sections. In the first section, we will specify the meaning of the two terms, diversity and unity. 9 Social Structure Rural In the second section, we will illustrate the forms of diversity in Indian society. -
Journal of Bengali Studies
ISSN 2277-9426 Journal of Bengali Studies Vol. 6 No. 1 The Age of Bhadralok: Bengal's Long Twentieth Century Dolpurnima 16 Phalgun 1424 1 March 2018 1 | Journal of Bengali Studies (ISSN 2277-9426) Vol. 6 No. 1 Journal of Bengali Studies (ISSN 2277-9426), Vol. 6 No. 1 Published on the Occasion of Dolpurnima, 16 Phalgun 1424 The Theme of this issue is The Age of Bhadralok: Bengal's Long Twentieth Century 2 | Journal of Bengali Studies (ISSN 2277-9426) Vol. 6 No. 1 ISSN 2277-9426 Journal of Bengali Studies Volume 6 Number 1 Dolpurnima 16 Phalgun 1424 1 March 2018 Spring Issue The Age of Bhadralok: Bengal's Long Twentieth Century Editorial Board: Tamal Dasgupta (Editor-in-Chief) Amit Shankar Saha (Editor) Mousumi Biswas Dasgupta (Editor) Sayantan Thakur (Editor) 3 | Journal of Bengali Studies (ISSN 2277-9426) Vol. 6 No. 1 Copyrights © Individual Contributors, while the Journal of Bengali Studies holds the publishing right for re-publishing the contents of the journal in future in any format, as per our terms and conditions and submission guidelines. Editorial©Tamal Dasgupta. Cover design©Tamal Dasgupta. Further, Journal of Bengali Studies is an open access, free for all e-journal and we promise to go by an Open Access Policy for readers, students, researchers and organizations as long as it remains for non-commercial purpose. However, any act of reproduction or redistribution (in any format) of this journal, or any part thereof, for commercial purpose and/or paid subscription must accompany prior written permission from the Editor, Journal of Bengali Studies. -
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. -
Why I Became a Hindu
Why I became a Hindu Parama Karuna Devi published by Jagannatha Vallabha Vedic Research Center Copyright © 2018 Parama Karuna Devi All rights reserved Title ID: 8916295 ISBN-13: 978-1724611147 ISBN-10: 1724611143 published by: Jagannatha Vallabha Vedic Research Center Website: www.jagannathavallabha.com Anyone wishing to submit questions, observations, objections or further information, useful in improving the contents of this book, is welcome to contact the author: E-mail: [email protected] phone: +91 (India) 94373 00906 Please note: direct contact data such as email and phone numbers may change due to events of force majeure, so please keep an eye on the updated information on the website. Table of contents Preface 7 My work 9 My experience 12 Why Hinduism is better 18 Fundamental teachings of Hinduism 21 A definition of Hinduism 29 The problem of castes 31 The importance of Bhakti 34 The need for a Guru 39 Can someone become a Hindu? 43 Historical examples 45 Hinduism in the world 52 Conversions in modern times 56 Individuals who embraced Hindu beliefs 61 Hindu revival 68 Dayananda Saraswati and Arya Samaj 73 Shraddhananda Swami 75 Sarla Bedi 75 Pandurang Shastri Athavale 75 Chattampi Swamikal 76 Narayana Guru 77 Navajyothi Sree Karunakara Guru 78 Swami Bhoomananda Tirtha 79 Ramakrishna Paramahamsa 79 Sarada Devi 80 Golap Ma 81 Rama Tirtha Swami 81 Niranjanananda Swami 81 Vireshwarananda Swami 82 Rudrananda Swami 82 Swahananda Swami 82 Narayanananda Swami 83 Vivekananda Swami and Ramakrishna Math 83 Sister Nivedita -
Reinventing Sati and Sita: a Study of Amish Tripathi's Central Women Characters from a Feminist Perspective Abstract
ADALYA JOURNAL ISSN NO: 1301-2746 Reinventing Sati and Sita: A Study of Amish Tripathi’s Central Women Characters from a Feminist Perspective T.V. Sri Vaishnavi Devi [email protected] 9043526179 Assistant Professor and Research Scholar Department of English (UG Aided) Nallamuthu Gounder Mahalingam College Pollachi. Dr. A.Srividhya 9894086190 [email protected] Assistant Professor and Research Supervisor Department of English (UG Aided) Nallamuthu Gounder Mahalingam College Pollachi. Abstract In the age old mythical narratives, women were seen from the androcentric perspective and were portrayed as creatures that are inferior to men by all means. The customs and traditions created by the patriarchal world suppressed women to an extent where she become a dumb doll, unable to express her talents and capabilities. Revisioning myth interprets the myth from a new angle. Revisioning mythmaking is one of the emerging trends in literature at present. The critical discourse of revisionist mythmaking attempts to revision, reinterpret and reconstruct the age-old myth from a feminist perspective. It gives voice to the voiceless beings and challenges the patriarchal notions of feminine identity. Amish Tripathi, India’s first literary pop star and a contemporary Indian myth maker, rereads and rewrites the ancient Indian epics by utilizing the strategy of revisionist myth-making. This paper examines the way Amish Tripathi has subverted the androcentric mythical narratives by creating a new identity for the mythical woman characters, Sati and Sita. It traces the challenges faced by these central women characters and highlights bravery and efficacy as leaders which help them to undermine the power structures of male-dominated society. -
Bhakti Movement Part-3
B.A (HONS) PART-3 PAPER-5 DR.MD .NEYAZ HUSSAIN ASSOCIATE PROFESSOR & HOD PG DEPARTMENT OF HISTORY MAHARAJA COLLEGE, VKSU, ARA (BIHAR) Ramanuja He was one of the earliest reformers. Born in the South, he made a pilgrimage to some of the holy places in Northern India. Considered God as an Ocean of Love and beauty. Teachings were based on the Upanishads and Bhagwad Gita. He had taught in the language of the common man. Soon a large number of people became his followers. Ramanand was his disciple He took his message to Northern parts of India. Ramananda He was the first reformer to preach in Hindi, the main language spoken by the people of the North. Educated at Benaras, lived in the 12 th Century A.D. Preached that there is nothing high or low. All men are equal in the eyes of God . He was an ardent worshipper of Rama Welcomed people of all castes and status to follow his teachings He had twelve chief disciples. One of them was a barber, another was a weaver, the third one was a cobbler and the other was the famous saint Kabir and the fifth one was a woman named Padmavathi. Considered God as a loving father. Kabir Disciple of Ramananda. It is said that he was the son of a Brahmin widow who had left him near a tank at Varanasi. A Muslim couple Niru and his wife who were weavers brought up the child . Later he became a weaver but he was attracted by the teachings of Swami Ramananda.