Prakrit in the Language Order of India
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Linguistics Development Team
Development Team Principal Investigator: Prof. Pramod Pandey Centre for Linguistics / SLL&CS Jawaharlal Nehru University, New Delhi Email: [email protected] Paper Coordinator: Prof. K. S. Nagaraja Department of Linguistics, Deccan College Post-Graduate Research Institute, Pune- 411006, [email protected] Content Writer: Prof. K. S. Nagaraja Prof H. S. Ananthanarayana Content Reviewer: Retd Prof, Department of Linguistics Osmania University, Hyderabad 500007 Paper : Historical and Comparative Linguistics Linguistics Module : Indo-Aryan Language Family Description of Module Subject Name Linguistics Paper Name Historical and Comparative Linguistics Module Title Indo-Aryan Language Family Module ID Lings_P7_M1 Quadrant 1 E-Text Paper : Historical and Comparative Linguistics Linguistics Module : Indo-Aryan Language Family INDO-ARYAN LANGUAGE FAMILY The Indo-Aryan migration theory proposes that the Indo-Aryans migrated from the Central Asian steppes into South Asia during the early part of the 2nd millennium BCE, bringing with them the Indo-Aryan languages. Migration by an Indo-European people was first hypothesized in the late 18th century, following the discovery of the Indo-European language family, when similarities between Western and Indian languages had been noted. Given these similarities, a single source or origin was proposed, which was diffused by migrations from some original homeland. This linguistic argument is supported by archaeological and anthropological research. Genetic research reveals that those migrations form part of a complex genetical puzzle on the origin and spread of the various components of the Indian population. Literary research reveals similarities between various, geographically distinct, Indo-Aryan historical cultures. The Indo-Aryan migrations started in approximately 1800 BCE, after the invention of the war chariot, and also brought Indo-Aryan languages into the Levant and possibly Inner Asia. -
Proposal for Generation Panel for Sinhala Script Label
Proposal for the Generation Panel for the Sinhala Script Label Generation Ruleset for the Root Zone 1 General information Sinhala belongs to the Indo-European language family with its roots deeply associated with Indo-Aryan sub family to which the languages such as Persian and Hindi belong. Although it is not very clear whether people in Sri Lanka spoke a dialect of Prakrit at the time of arrival of Buddhism in the island, there is enough evidence that Sinhala evolved from mixing of Sanskrit, Magadi (the language which was spoken in Magada Province of India where Lord Buddha was born) and local language which was spoken by people of Sri Lanka prior to the arrival of Vijaya, the founder of Sinhala Kingdom. It is also surmised that Sinhala had evolved from an ancient variant of Apabramsa (middle Indic) which is known as ‘Elu’. When tracing history of Elu, it was preceded by Hela or Pali Sihala. Sinhala though has close relationships with Indo Aryan languages which are spoken primarily in the north, north eastern and central India, was very much influenced by Tamil which belongs to the Dravidian family of languages. Though Sinhala is related closely to Indic languages, it also has its own unique characteristics: Sinhala has symbols for two vowels which are not found in any other Indic languages in India: ‘æ’ (ඇ) and ‘æ:’ (ඈ). Sinhala script had evolved from Southern Brahmi script from which almost all the Southern Indic Scripts such as Telugu and Oriya had evolved. Later Sinhala was influenced by Pallava Grantha writing of Southern India. -
Andrew Ollett, Language of the Snakes. Prakrit, Sanskrit, and the Language Order of Premodern India
Cracow Indological Studies Vol. XIX, No. 2 (2017) https://doi.org/10.12797/CIS.19.2017.02.06 Andrew Ollett, Language of the Snakes. Prakrit, Sanskrit, and the Language Order of Premodern India . pp. 290. Oakland: University of California Press. October 2017.—Reviewed by Lidia Wojtczak (SOAS, University of London). $QGUHZ2OOHWW¶VERRNSXEOLVKHGLQ2FWREHUFRQVWLWXWHVDUHYLVHG YHUVLRQ RI KLV 'RFWRUDO 7KHVLV RI 7KH ³ELRJUDSK\ RI 3UDNULW IURPWKHSHUVSHFWLYHRIFXOWXUDOKLVWRU\´ S LVDEROGVWDWHPHQWRI WKHDXWKRU¶VGHGLFDWLRQWRDFORVHDQGVHQVLWLYHUHDGLQJRIWKHOLWHUDWXUH RI SUHPRGHUQ 6RXWK$VLD7KH ERRN LV GLYLGHG LQWR VHYHQ FKDSWHUV HDFK D IDUUHDFKLQJ DQG LQGHSWK DQDO\VLV RI 3UDNULW¶V LPSDFW RQ and interactions with, the literary culture of early India. The volume LV VXSSOHPHQWHG E\ WKUHH YDOXDEOH DQG LOOXPLQDWLQJ DSSHQGLFHV DQG E\ FRSLRXV QRWHV ZKLFK EULQJ RXW WKH DXWKRU¶V HUXGLWH DSSURDFK WRWKHVXEMHFWPDWWHU 2OOHWW SRVLWV WKDW 3UDNULW LV WKH ³NH\ WR XQGHUVWDQGLQJ KRZ literary languages worked in premodern India as a whole and it pro- YLGHV DQ DOWHUQDWLYH ZD\ RI WKLQNLQJ DERXW ODQJXDJH´ S $V KHH[SODLQV3UDNULW¶VSODFHLQWKHLQWHUDFWLYHOLQJXLVWLFIUDPHZRUNRI ,QGLDDWWKHEHJLQQLQJRIWKH&RPPRQ(UD2OOHWWGLVWDQFHVKLPVHOI IURP PRGHUQ GLVFXVVLRQV RQ ZKDW VWDQGV EHKLQG WKH WHUP µ3UDNULW¶ DV RSSRVHG WR µ0LGGOH ,QGLF¶ DQG LQVWHDG ORRNV IRU KLV GH¿QLWLRQ LQSUHPRGHUQVRXUFHV3UDNULWKHWHOOVXV³LVZKDW3UDNULWWH[WVWHOOXV they are written in”, and most generally, it is “the language of literary WH[WVFRPSRVHGLQWKH¿UVWKDOIRIWKH¿UVWPLOOHQQLXP&(´ S 118 Cracow Indological Studies ,W ZDV D ³FODVVLFDO´ ODQJXDJH LQ PDQ\ VHQVHV RI WKH ZRUG²3UDNULW WH[WVZHUHMXGJHGFODVVLFDOE\WKHSHRSOHUHDGLQJWKHPIURPWKHEHJLQ - ning of the Common Era and the language was cultivated as a mark- HU RI ³LQWHOOHFWXDO FXOWXUH´ QRW RQO\ LQ ,QGLD EXW DFURVV 6RXWK DQG South-East Asia (p. 9). Literature was foundational to the formation of the “Sanskrit Cosmopolis”—the supra-regional, socio-political, and cultural order WKDW 6KHOGRQ 3ROORFN KDV LGHQWL¿HG DV H[LVWLQJ LQ WKH ¿UVW PLOOHQ nium CE. -
Classical and Modern Standard Arabic Marijn Van Putten University of Leiden
Chapter 3 Classical and Modern Standard Arabic Marijn van Putten University of Leiden The highly archaic Classical Arabic language and its modern iteration Modern Standard Arabic must to a large extent be seen as highly artificial archaizing reg- isters that are the High variety of a diglossic situation. The contact phenomena found in Classical Arabic and Modern Standard Arabic are therefore often the re- sult of imposition. Cases of borrowing are significantly rarer, and mainly found in the lexical sphere of the language. 1 Current state and historical development Classical Arabic (CA) is the highly archaic variety of Arabic that, after its cod- ification by the Arab Grammarians around the beginning of the ninth century, becomes the most dominant written register of Arabic. While forms of Middle Arabic, a style somewhat intermediate between CA and spoken dialects, gain some traction in the Middle Ages, CA remains the most important written regis- ter for official, religious and scientific purposes. From the moment of CA’s rise to dominance as a written language, the whole of the Arabic-speaking world can be thought of as having transitioned into a state of diglossia (Ferguson 1959; 1996), where CA takes up the High register and the spoken dialects the Low register.1 Representation in writing of these spoken dia- lects is (almost) completely absent in the written record for much of the Middle Ages. Eventually, CA came to be largely replaced for administrative purposes by Ottoman Turkish, and at the beginning of the nineteenth century, it was function- ally limited to religious domains (Glaß 2011: 836). -
On Corresponding Sanskrit Words for the Prakrit Term Posaha: with Special Reference to Śrāvakācāra Texts
International Journal of Jaina Studies (Online) Vol. 13, No. 2 (2017) 1-17 ON CORRESPONDING SANSKRIT WORDS FOR THE PRAKRIT TERM POSAHA: WITH SPECIAL REFERENCE TO ŚRĀVAKĀCĀRA TEXTS Kazuyoshi Hotta 1. Introduction In Brahmanism, the upavasathá purification rite has been practiced on the day prior to the performance of a Vedic ritual. We can find descriptions of this purification rite in Brahmanical texts, such as ŚBr 1.1.1.7, which states as follows. For assuredly, (he argued,) the gods see through the mind of man; they know that, when he enters on this vow, he means to sacrifice to them the next morning. Therefore all the gods betake themselves to his house, and abide by (him or the fires, upa-vas) in his house; whence this (day) is called upa-vasatha (Tr. Eggeling 1882: 4f.).1 This rite was then incorporated into Jainism and Buddhism in different ways, where it is known under names such as posaha or uposatha in Prakrit and Pāli. Buddhism adopted and developed the rite mainly as a ritual for mendicants. Many descriptions of this rite can be found in Buddhist vinaya texts. Furthermore, this rite is practiced until today throughout Buddhist Asia. On the other hand, Jainism has employed the rite mainly as a practice for the laity. Therefore, descriptions of Jain posaha are found in the group of texts called Śrāvakācāra, which contain the code of conduct for the laity. There are many forms of Śrāvakācāra texts. Some are independent texts, while others form part of larger works. Many of them consist mainly of the twelve vrata (restraints) and eleven pratimā (stages of renunciation) that should be observed by * This paper is an expanded version of Hotta 2014 and the contents of a paper delivered at the 19th Jaina Studies Workshop, “Jainism and Buddhism” (18 March 2017, SOAS). -
Pre-Proto-Iranians of Afghanistan As Initiators of Sakta Tantrism: on the Scythian/Saka Affiliation of the Dasas, Nuristanis and Magadhans
Iranica Antiqua, vol. XXXVII, 2002 PRE-PROTO-IRANIANS OF AFGHANISTAN AS INITIATORS OF SAKTA TANTRISM: ON THE SCYTHIAN/SAKA AFFILIATION OF THE DASAS, NURISTANIS AND MAGADHANS BY Asko PARPOLA (Helsinki) 1. Introduction 1.1 Preliminary notice Professor C. C. Lamberg-Karlovsky is a scholar striving at integrated understanding of wide-ranging historical processes, extending from Mesopotamia and Elam to Central Asia and the Indus Valley (cf. Lamberg- Karlovsky 1985; 1996) and even further, to the Altai. The present study has similar ambitions and deals with much the same area, although the approach is from the opposite direction, north to south. I am grateful to Dan Potts for the opportunity to present the paper in Karl's Festschrift. It extends and complements another recent essay of mine, ‘From the dialects of Old Indo-Aryan to Proto-Indo-Aryan and Proto-Iranian', to appear in a volume in the memory of Sir Harold Bailey (Parpola in press a). To com- pensate for that wider framework which otherwise would be missing here, the main conclusions are summarized (with some further elaboration) below in section 1.2. Some fundamental ideas elaborated here were presented for the first time in 1988 in a paper entitled ‘The coming of the Aryans to Iran and India and the cultural and ethnic identity of the Dasas’ (Parpola 1988). Briefly stated, I suggested that the fortresses of the inimical Dasas raided by ¤gvedic Aryans in the Indo-Iranian borderlands have an archaeological counterpart in the Bronze Age ‘temple-fort’ of Dashly-3 in northern Afghanistan, and that those fortresses were the venue of the autumnal festival of the protoform of Durga, the feline-escorted Hindu goddess of war and victory, who appears to be of ancient Near Eastern origin. -
Persian, Farsi, Dari, Tajiki: Language Names and Language Policies
University of Pennsylvania ScholarlyCommons Department of Anthropology Papers Department of Anthropology 2012 Persian, Farsi, Dari, Tajiki: Language Names and Language Policies Brian Spooner University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/anthro_papers Part of the Anthropological Linguistics and Sociolinguistics Commons, and the Anthropology Commons Recommended Citation (OVERRIDE) Spooner, B. (2012). Persian, Farsi, Dari, Tajiki: Language Names and Language Policies. In H. Schiffman (Ed.), Language Policy and Language Conflict in Afghanistan and Its Neighbors: The Changing Politics of Language Choice (pp. 89-117). Leiden, Boston: Brill. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/anthro_papers/91 For more information, please contact [email protected]. Persian, Farsi, Dari, Tajiki: Language Names and Language Policies Abstract Persian is an important language today in a number of countries of west, south and central Asia. But its status in each is different. In Iran its unique status as the only official or national language continueso t be jealously guarded, even though half—probably more—of the population use a different language (mainly Azari/Azeri Turkish) at home, and on the streets, though not in formal public situations, and not in writing. Attempts to broach this exclusive status of Persian in Iran have increased in recent decades, but are still relatively minor. Persian (called tajiki) is also the official language ofajikistan, T but here it shares that status informally with Russian, while in the west of the country Uzbek is also widely used and in the more isolated eastern part of the country other local Iranian languages are now dominant. -
Vidyapati Thakur - Poems
Classic Poetry Series Vidyapati Thakur - poems - Publication Date: 2012 Publisher: Poemhunter.com - The World's Poetry Archive Vidyapati Thakur(1352 - 1448) Vidyapati Thakur, also known by the sobriquet Maithil Kavi Kokil (the poet cuckoo of Maithili) was a Maithili poet and a Sanskrit writer. He was born in the village of Bishphi in Madhubani district of Bihar state, India. He was son of Ganapati. The name Vidyapati is derived from two Sanskrit words, Vidya (knowledge) and Pati (master), connoting thereby, a man of knowledge. <b> Life </b> Little is known of Vidyapati's life. Two other great Vaishnava poets, Chandi Das and Umapati, were his contempories. His patron Raja Shivasimha Rupanarayana, when heir-apparent, gave the village of Bisapi as a rent-free gift to the poet in the year 1400 A.D. (the original deed is extant). This shows that in 1400 the poet was already a man of distinction. His patron appears to have died in 1449, before which date the songs here translated must have been written. Further, there still exists a manuscript of the Bhagavata Purana in the poet's handwriting, dated 1456. It is thus evident that he lived to a good age, for it is hardly likely that he was under twenty in the year 1400. The following is the legend of his death: Feeling his end approaching, he set out to die on the banks of Ganga. But remembering that she was the child of the faithful, he summoned her to himself: and the great river divided herself in three streams, spreading her waters as far as the very place where Vidyapati sat. -
Modern and Classical Language Studies (MCLS) 1 2 Kent State University Catalog 2020-2021
Kent State University Catalog 2021-2022 1 MCLS 20091 VARIABLE CONTENT SEMINAR IN GLOBAL LITERACY: MODERN AND CLASSICAL CASE STUDIES 3 Credit Hours (Repeatable for credit) In-depth study of the interaction between two or LANGUAGE STUDIES (MCLS) more cultures of the world, focusing on the impact of linguistic and other cultural differences. Topics will vary. MCLS 10001 INTRODUCTION TO STRUCTURAL CONCEPTS FOR Prerequisite: None. LANGUAGE STUDENTS 3 Credit Hours Schedule Type: Seminar Prepares students for successful study of a foreign language; includes Contact Hours: 3 lecture introduction to basic grammatical concepts such as use of verb tenses, Grade Mode: Standard Letter personal pronouns, etc., as well as strategies for learning a foreign MCLS 21417 MULTICULTURALISM IN TODAY'S GERMANY (DIVG) 3 language efficiently. Credit Hours Prerequisite: None. This course examines how issues of diversity have shaped German Schedule Type: Lecture culture and traces the country's transformation into a postnational, Contact Hours: 3 lecture multicultural society. Taught in English; knowledge of German not Grade Mode: Standard Letter necessary. MCLS 10095 SPECIAL TOPICS IN ELEMENTARY FOREIGN LANGUAGE Prerequisite: None. STUDY 1-3 Credit Hours Schedule Type: Lecture (Repeatable for credit) Study of a foreign language at the elementary Contact Hours: 3 lecture level (Elementary I or II) or intermediate level (Intermediate I or II) as Grade Mode: Standard Letter determined appropriate by the department. No proficiency needed for Attributes: Diversity Global work at the Elementary I level; proficiency equivalent of Elementary I for MCLS 21420 WOMEN OF ARAB SOCIETIES 3 Credit Hours work at the Elementary II level, at Elementary II for the Intermediate I This course will consider questions and lead to fruitful discussions about level, and at Intermediate I for the Intermediate II level. -
The Lyricism of Kalidasa and the Classical Sanskrit Drama
The Lyricism of Kalidasa and the Classical Sanskrit Drama The World’s Classics lecture series The topics about which I shall speak today… • What is Classical Sanskrit literature? • Who is Kalidasa? Why should we be interested in him? • The lyric drama of Kalidasa, Recognition of Shakuntala • What we can gain from studying Kalidasa’s works. India and the Classics Modern Indian Languages: 1652; 129 languages spoken by more than a million people Official Indian Classical Languages: Sanskrit, Tamil, Telugu, Kannada What makes a language classical? a. “High antiquity of its early texts/recorded history over a period of 1500-2000 years; b. A body of ancient literature/texts, which is considered a valuable heritage by generations of speakers; c. The literary tradition it original and not borrowed from another speech community” Two Distinct but Interrelated Classical Traditions • 1. Dravidian South : Tamil, Kannada, Telugu Indo-European North • Sanskrit and its ancient sisters • These will become Hindi, Gujarati, Bengali etc. Why do we read the classical literature of India? • It has shaped the culture of a major civilization of the world. • It helps us to understand the mind-set of a major portion of the world’s population. • It is full of excellent works that speak to all of us. Classical India: AD 400-1000 • In itself an historical concept = India of the Gupta Emperors • The area covered is huge. • Many different cultures and languages. • Sankrit provides a lingua franca among the educated. The Physical Reality of India of the 1st Millennium of our Era Classical India • The literary legacy of Sanskrit Literature • The Classical Language as standardized by Panini • The literature produced in Classical Sanskrit includes works by Dravidian, Nepali and Sinhalese as well as Indian authors. -
Campbell INSTRUCTOR's MANUAL 10 27 12
INSTRUCTOR'S MANUAL for Historical Linguistics: an Introduction (Third Edition) Lyle Campbell University of Hawai‘i Mānoa © Massachusetts Institute of Technology 2013 All rights reserved. No part of this manual may be reproduced in any form by any electronic or mechanical means (including photocopying, recording, or information storage and retrieval) without permission in writing from the publisher. Not for sale – This manual is available only to instructors who have adopted the accompanying textbook for course use. The manual is not available to students, or to those studying the book by themselves. Instructors may not sell or transfer the manual to others or make any of the solutions publicly accessible, on the Web or otherwise. INSTRUCTOR'S MANUAL Historical Linguistics: an Introduction Table of Contents PREFACE Chapter 1 Introduction, Exercise and solutions 1 Chapter 2 Sound change, Exercise and solutions 10 Chapter 3 Borrowing, Exercise and solutions 26 Chapter 4 Analogical change, Exercise and solutions 55 Chapter 5 Comparative method, Exercise and solutions 58 Chapter 6 Language Classification, Exercise and solutions 90 Chapter 7 Models of Linguistic Change (No exercises) Chapter 8 Internal reconstruction, Exercise and solutions 94 Chapter 9 Semantic and lexical change, Exercise and solutions 119 Chapter 10 Morphological Change (No exercises) Chapter 11 Syntactic change, Exercise and solutions 123 Chapter 12 Language Contact (No exercises) Chapter 13 Explanation (No exercises) Chapter 14 Distant Genetic Relationship, Exercise and solutions 129 Chapter 15 Philology and writing, Exercise and solutions (No exercises) Chapter 16 Linguistics prehistory, Exercise and solutions 141 Chapter 17 Quantitative Approaches to Historical Linguistics (No exercises) PREFACE The primary mission of this manual is to provide sample answers or possible solutions to the exercises in the Historical Linguistics: an Introduction, 3rd edition. -
ACL Standards for Classical Language Learning
TABLE OF CONTENTS ACKNOWLEDGEMENTS ........................................................................................................................ 2 GENERAL INTRODUCTION ................................................................................................................... 2 NAVIGATING THE STANDARDS .......................................................................................................... 3 COMMUNICATION GOAL ...................................................................................................................... 6 INTERPRETIVE MODE ........................................................................................................................ 8 Interpretive Reading .......................................................................................................................... 10 Interpretive Listening ........................................................................................................................ 12 INTERPERSONAL MODE .................................................................................................................. 15 PRESENTATIONAL MODE ............................................................................................................... 20 Presentational Writing ....................................................................................................................... 22 Presentational Speaking ...................................................................................................................