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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. -
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. -
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. -
UPSC Civil Services Prelims: Past 10 Years' Questions and Answers (2010 to 2019) Ancient Indian History, Medieval Indian History and Indian Art & Culture
UPSC Civil Services Prelims: Past 10 Years' Questions and Answers (2010 to 2019) Ancient Indian History, Medieval Indian History and Indian Art & Culture Subject No. of Ancient Indian History 14 Medieval Indian History 22 Art & Culture 46 TOTAL 82 Ancient Indian History Medieval Indian History Art & Culture SNo. Year Subject Topic Question Answer 1 2010 Culture Religious Why did Buddhism start declining in India in the early medieval A Philosophy times ? 1. Buddha was by that time considered as one of the incarnations of Vishnu and thus became a part of Vaishnavism. 2. The invading tribes from Central Asia till the time of last Gupta king adopted Hinduism and persecuted Buddhists. 3. The Kings of Gupta dynasty were strongly opposed to Buddhism. Which of the statements given above is/are correct ? (a) 1 only (b) 1 and 3 only (c) 2 and 3 only (d) 1, 2 and 3 2 2010 Culture Cave There are only two known examples of cave paintings of the Gupta A Architecture period in ancient India. One of these is paintings of Ajanta caves. Where is the other surviving example of Gupta paintings ? (a) Bagh Caves (b) Ellora Caves (c) Lomas Rishi Cave (d) Nasik Caves 3 2010 Medieval Bhakti Sufi Among the following, who was not a proponent of bhakti cult ? A Movements (a) Nagarjuna (b) Tukaram (c) Tyagaraja (d) Vallabhacharya 4 2011 Culture Religious The Jain philosophy holds that the world is created and maintained A Philosphy by: (a) Universal Law (b) Universal Truth (c) Universal Faith (d) Universal Soul 5 2011 Ancient India maintained its early cultural contacts and trade links with C Southeast Asia across the Bay of Bengal. -
10.1: Literature: Sanskrit, Pali, Prakrit and Tamil 10.2: Scientific and Technical Treatises Author: Dr
Subject: History Lesson: Cultural development Course Developers : 10.1: Literature: Sanskrit, Pali, Prakrit and Tamil 10.2: Scientific and technical treatises Author: Dr. Shonaleeka Kaul Assistant Professor, Department of History, University of Delhi 10.3: Understanding Indian art: changing perspectives Author: Dr. Parul Pandya Dhar Associate Professor, Department of History, University of Delhi 10.4: Art and architecture: patronage 10.5: The Mauryan phase: monumental architecture, stone sculpture and terracottas Author: Dr. Snigdha Singh Associate Professor, Miranda House, University of Delhi 10.6: The early stupa: Sanchi,Bharhut, Amaravati and Nagarjunakonda 10.7: The rock-cut cave: Western Ghats, Udayagiri and Khandagiri 10.8: Sculpture: regional styles (up to c. 300 CE): Gandhara, Mathura and Amaravati Author: Dr. Devika Rangachari Post-Doctoral Fellow, Department of History, University of Delhi, and writer 10.9: Rock cut caves: architecture, sculpture, painting 10.10: Temple architecture, c. 300 - 750 CE 10.11: Ancient Indian sculpture, c. 300 - 700 CE Author: Sanjukta Datta Ph.D Scholar, Department of History, University of Delhi Language Editor: Veena Sachdev Production Editor: Ashutosh Kumar Assistant Professor, Lady Shri Ram College, University of Delhi NOTE: The dates in modern historical writings are generally given according to the Christian calendar. In recent years, the use of AD (Anno Domini) and BC (Before Christ) has to some extent been replaced by BCE (Before Common Era) and CE (Common Era). Both usages are acceptable, -
GS Prelims 10 Years' Papers: Insights & Strategy Art & Culture, Ancient and Medieval History
GS Prelims 10 Years’ Papers: Insights & Strategy Art & Culture, Ancient and Medieval History Copyright © 2016 by Vision IAS. [www.visionias.in] Subject, Topic & Expert Art & Culture Religious Philosophy Copyright © 2016 by Vision IAS. [www.visionias.in] Subject, Topic & Expert Buddhism/Jainism • 11 questions so far • Fundamental Copyright © 2016 by Vision IAS. [www.visionias.in] Subject, Topic & Expert Buddhism Q1. With reference to the religious history of India, consider the following statements: (2017) 1. Sautrantika and Sammitiya were the sects of Jainism. 2. Sarvastivadin held that the constituents of phenomena were not wholly momentary, but existed forever in a latent form. Which of the statements given above is/are correct? (a) 1 only (b) 2 only (c) Both 1 and 2 (d) Neither 1 nor 2 Copyright © 2016 by Vision IAS. [www.visionias.in] Subject, Topic & Expert Q2. The painting of Bodhisattva Padmapani is one of the most famous and oft-illustrated paintings at (2017) (a) Ajanta (b) Badami (c) Bagh (d) Ellora Copyright © 2016 by Vision IAS. [www.visionias.in] Subject, Topic & Expert Copyright © 2016 by Vision IAS. [www.visionias.in] Subject, Topic & Expert Q3. With reference to the religious history of India, consider the following statements : (2016) 1. The concept of Bodhisattva is central to Hinayana sect of Buddhism. 2. Bodhisattva is a compassionate one on his way to enlightenment. 3. Bodhisattva delays achieving his own salvation to help all sentient beings on their path to it. Which of the statements given above is/are correct? (a) 1 only (b) 2 and 3 only (c) 2 only (d) 1, 2 and 3 Copyright © 2016 by Vision IAS. -
LANGUAGE the Years
© Lonely Planet Publications 1190 Language Most of India’s languages have their own script, but written English can also be quite CONTENTS common; in some states, such as Gujarat, you’ll hardly see a word of it, whereas in Hindi 1190 Himachal Pradesh virtually everything is in Pronunciation 1190 English. An Rs 5 or larger banknote shows Accommodation 1191 the scripts of 14 of India’s languages. As well Emergencies 1192 as Hindi and English there’s a list of 12 other Conversation & Essentials 1192 languages: from the top, they are Assamese, Directions 1192 Bengali, Gujarati, Kannada, Kashmiri, Ma- Health 1192 layalam, Marathi, Oriya, Punjabi, Sanskrit, Language Difficulties 1193 Tamil, Telugu and Urdu. (See the boxed text, Numbers 1193 opposite, for more information.) Shopping & Services 1193 Major efforts have been made to pro- Time & Dates 1193 mote Hindi as the national language of Transport 1194 India and to gradually phase out English. A Tamil 1194 stumbling block to this plan is that Hindi is Script & Transliteration 1194 the predominant language in the north, but Pronunciation 1194 it bears little relation to the Dravidian lan- Accommodation 1194 guages of the south. Subsequently, very few Emergencies 1195 people in the south speak Hindi. It is from Conversation & Essentials 1195 here, particularly in the state of Tamil Directions 1195 Nadu, that the most vocal opposition to the Numbers 1195 countrywide adoption of Hindi comes, Shopping & Services 1195 along with the strongest support for the Time & Dates 1195 retention of English. Transport 1196 For many educated Indians, English is virtually their first language, and for the large number of Indians who speak more There is no one ‘Indian’ language as such. -
4.166 M.A. Buddhisht Studies Sem I & II
SEM – I Buddhist Ethics The Dhammapada says “Not to do any evil, to cultivate the good and to purify one’s mind—this is the teaching of the Buddhas” (183).This paper will introduce the student to the principles of Buddhist ethics, examining them in the context of later devel opments in Buddhist doctrine as well. Ethical principles in Buddhism ar e not based on a code of obedience and punishment/reward. The Buddha explains the consequences of action and the teachings are directed to training the mind, so that it does not fall into unskillful states in which actions cause harm to oneself and to others. Students will also be familiarized with the Buddhist view on some modern issues such as euthanasia and abortion, as well as economics and the environment. Three case studies will be included, of Tibet, Thailand and Burma, where the monastic community has been actively engaged in a struggle for justice and humane governance. UNIT I 1) Overview of Buddhist Ethics arising from the Buddhist world view; the key concepts of karma and rebirth. 2) Ethics in Theravada Buddhism: Vinaya, the Arahat ideal. 3) Ethics in Theravada Buddhism: concepts and approach for laity.SigalovadaSutta, VyagghapajjaPutta. UNIT II 4) Mahayana Ethics: implications of the Bodhisattva ideal. 5) The Vajrayana Path and transcending ethics 6) Buddhist view on violence: war and vegetarianism. UNIT III 7) Buddhist view on the right to life: abortion, suicide, euthanasia. 8) Buddhist perspective on gender and sexuality. 9) Buddhist perspective on economics, environment and modern living. UNIT IV 10) Buddhist perspective on human rights and political activism. -
Ancient & Medieval History
GS – HISTORY ANCIENT & MEDIEVAL HISTORY PART-1 Introduction to Prehistory The past of humankind has been divided into three broad categories viz. Prehistoric, protohistoric and historic. Prehistoric period belongs to the time before the emergence of writing and the historic period to the time following it. It has been so fare believed that Modern Humans originated in Africa and have lived on our planet for around 150,000 years. Prehistoric- the term is often used to describe the period before written history, cavemen are described as prehistoric people. Protohistoric-Protohistory refers to a period between prehistory and history, during which a culture or civilization has not yet developed writing, but other cultures have already noted its istence in their own writings. Historic- History is served well and to nicety by written records. There exist written records of some of the greatest empires in the world history. These great empires include the Mauryan, Gupta and Mughal Empires in Indian and several other empires all over the world. Most of these empires have come to be known to the posterity thanks to the recorded historical texts written during those periods. The span of recorded history is roughly 5,000 years, with Sumerian Cuneiform script, the oldest discovered form of coherent writing, from the protoliterate period around the 30th century BC. The Vedas, the great religious and literary works of The Upanishads, The Puranas, The Mahabharata, and The Ramayana all come from this period. Hence it is true that history depends on written source. It is a recorded set of events that might have happened during a particular period of time. -
ENCYCLOPEDIA of India 73269 FM Vol4 I-Xvi GGS 10/12/05 9:40 AM Page 2
73269_FM_Vol4_i-xvi_GGS 10/12/05 9:40 AM Page 1 ENCYCLOPEDIA OF India 73269_FM_Vol4_i-xvi_GGS 10/12/05 9:40 AM Page 2 editorial board Editor in Chief the curator of Southeast Asian Art at the Los Angeles County Museum of Art. Stanley Wolpert Stanley Wolpert is a distinguished professor emeritus of Deena Khathkate History at the University of California, Los Angeles. Deena Khathkate is the former assistant director of the His publications include Tilak and Gokhale: Revolution Monetary and Financial Systems Department at the and Reform in the Making of Modern India (1962); Morley International Monetary Fund, Washington, D.C. He is and India, 1906–1910 (1967); Roots of Confrontation in also the former managing editor of World Development, a South Asia (1982); Jinnah of Pakistan (1984); Zulfi Bhutto monthly journal of development studies published by of Pakistan (1993); Nehru: A Tryst with Destiny (1996); Elsevier. He has authored several articles on economics Gandhi’s Passion: The Life and Legacy of Mahatma Gandhi in academic journals, including Quarterly Journal of Eco- (2002); A New History of India (7th edition, 2003); and nomics, Review of Economics and Statistics, and Oxford Eco- India (3d edition, 2005) as well as his forthcoming nomic Papers. Shameful Flight: The Last Years of the British Empire in India. Raju G. C. Thomas Raju G. C. Thomas is the Allis Chalmers Distinguished Board Members Professor of International Affairs, Marquette University. Among his dozen books, edited and co-edited, are Robert Brown Indian Security Policy (1986); Perspectives on Kashmir Robert Brown is a professor in the Department of Art (1994); Democracy, Security and Development in India History at the University of California, Los Angeles and (1996); and India’s Nuclear Security (2001). -
Essence of Jainism Contents
ESSENCE OF JAINISM By Manubhai Doshi Published By: Indira Mansukhlal Doshi Memorial Trust 1992 Preface For last few years I had been thinking to write about Jainism. The matter took concrete shape when I started writing as editor of Jain Darshan, a monthly publication issued on behalf of Jain Society of Metropolitan Chicago. When the publication completed the first year, some of the well wishers suggested that if issues of Jain Darshan can be made available in bound volume, that could be helpful to those who would like to get a glimpse of the Jain ideology. When I went through all the issues, I however no ticed that it would serve a better purpose, if the material is recast in a book form. I therefore reedited all those articles, made additions wherever necessary and prepared the material for this small publication. Even while writing for Jain Darshan, I had been particular to present the theory from the point of view of pure Jainism steering clear of different sectarian approaches. That approach has been kept intact in this booklet. I have noticed that many readers of Jain Darshan appreciate this approach. This book would be of use to the people who wish to get unbiased view of Jainism. It is possible that some errors might have crept in or some particular aspect might be needing better treatment. If readers can point out any scope for correction or improvement, all possible efforts will be made to incorporate them in the subsequent edit ion. Before concluding I would like to thank sub-editors of Jain Darshan for encouraging me to write this book. -
Craftsmen and Artisans in Goa (A.D
Craftsmen and Artisans in Goa (A.D. 1000 to 1700) A Thesis submitted to the Goa University for the award of the degree of Doctor of Philosophy in History by Christopher H. de Souza Department of History Goa University Under the guidance of Dr. Nagendra Rao Professor and Head of the Department of History Goa University Goa University, Taleigão Plateau, Goa - 403206. September 2020 Declaration I hereby declare that this Ph.D. thesis entitled, “Craftsmen and Artisans in Goa (A.D. 1000 to 1700)”, submitted to Goa University forms an independent work carried out by me in the Department of History, Goa University under the supervision of Dr. Nagendra Rao, Professor and Head of the Department of History, Goa University and this thesis has not previously formed the basis of award of any Degree, Diploma, Associateship, Fellowship or other similar titles. Christopher H. de Souza Place: Goa University, Taleigão Plateau, Goa - 403206. Date: September 2020 Countersigned by Dr. Nagendra Rao Research Guide Professor and Head of the Department of History Goa University ii Certificate I certify that this Ph.D. thesis entitled “Craftsmen and Artisans in Goa (A.D. 1000 to 1700)”, submitted by Christopher H. de Souza for the award of the degree of Doctor of Philosophy in History, Goa University, is a record of research work done by him during the period from September 2015 to September 2020 when he worked under my guidance. This has not previously formed the basis for the award of any Degree, Diploma, Associateship or Fellowship to Christopher H. de Souza. Dr. Nagendra Rao Research Guide Professor and Head of the Department of History Goa University Place: Goa University, Taleigão Plateau, Goa - 403206.