Programme Structure for M.A. in Comparative Religion (Effective from the Academic Session 2016-2017)
Department of Religious Studies School of Social Sciences Central University of Kashmir
1 | P a g e
Curriculum Transactional Strategy (CTS) This will be a two year Masters Programme consisting of two semesters in each academic year, which makes the whole programme over all of four semesters. Each Semester comprises Core (C), Elective (E), Skill Enhancement (SE), Ability Enhancement (AE) and Open Generic Elective (OGE) courses of different credits.
SEMESTER - I
S. No. Course Title of the Course Type of Credits Max. Marks Max. Marks Code Course CIA External 01. MCR-C 101 Nature and Scope of Religion C 4 40 60 02. MCR-C 102 Hinduism C 4 40 60 03. MCR-C 103 Islam-I C 4 40 60 04. SEC Skill Enhancement Course E 4 40 60
Elective Course (Any one of the following)
05. MCR-E 104 Arabic-I E 4 40 60
06. MCR-E 105 Gurmukhi-I E 4 40 60
SEMESTER – II
S. No. Course Title of the Course Type of Credits Max. Marks Max. Marks Code Course CIA External
07. MCR-C 201 Zoroastrianism C 4 40 60
08. MCR-C 202 Buddhism C 4 40 60
09. MCR-C 203 Islam-II C 4 40 60
10. AEC Ability Enhancement Course E 4 40 60
Elective Course (Any one of the following)
11. MCR-E 204 Arabic-II E 4 40 60
12. MCR-E 205 Gurmukhi-II E 4 40 60
2 | P a g e
SEMESTER – III
S. No. Course Title of the Course Type of Credits Max. Marks Max. Marks Code Course CIA External
13. MCR-C 301 Jainism C 4 40 60
14. MCR-C 302 Islam-III C 4 40 60
15. MCR-C 303 Methods and Theories in the Study of Religion C 4 40 60
16. OGE Open Generic Elective E 4 40 60
Elective Course (Any one of the following)
17. MCR-E 304 Arabic-III E 4 40 60
18. MCR-E 305 Gurmukhi-III E 4 40 60
SEMESTER – IV
S. No. Course Title of the Course Type of Credits Max. Marks Max. Marks Code Course CIA External
19. MCR-C 401 Judaism C 4 40 60
20. MCR-C 402 Christianity C 4 40 60
21. MCR-C 403 Sikhism C 4 40 60
22. MCR-C 404 Religious Education: Prospects & Challenges C 4 40 60
Elective Course (Any one of the following)
23. MCR-E 405 Dissertation E 4 40 60
24. MCR-E 406 Religion and Gender E 4 40 60
3 | P a g e
Semester-I Department of Religious Studies Central University of Kashmir Curriculum Transactional Strategy (CTS) Course 1 - Nature and Scope of Religion (MCR-C 101) S. No. Course Title of the Course Type of Credits Max. Marks Max. Marks Code Course CIA ESE 01. MCR–C Nature and Scope of C 4 40 60 101 Religion
Unit Topic Methodology No. of Lectures
Concept and Definition of Religion Lecture & 4 Unit–I Discussion Understanding Evolution of Religion ---do--- 4 the Phenomenon Types of Religion and Categorization Lecture, Discussion 6 of Religion & PPT Religion as an Academic Discipline Lecture & 3 Discussion Learning Outcomes After going through this unit, the student will be able to: understand the concept of religion, state the scope of Religious Studies, explain the process of evolution of religion, know the basic concepts of Religious Studies, have a comparative outlook of world religions. Activities continuous internal assessment (CIA), preparation of assignments, preparation for presentation in the class, quiz competition, class discussion. Points for Discussion need, importance and scope of Religious Studies in contemporary times, how Religious Studies emerged as an academic discipline, how world religions evolved over a period of time. Unit Topic Methodology No. of Lectures Scripture and its importance Lecture & 6 Unit–II Discussion Foundational Textual and Non-Textual Religions ---do--- 5 Aspects of Doctrinal and Practical aspects of Religion ---do--- 6 Religion Religious Manifestation: Development of ---do--- 6 Culture and Civilization Learning Outcomes After going through this unit, the student will be able to describe: scripture and its importance within religious traditions, canonical and non-canonical texts, a comparative outlook of world scriptures,
4 | P a g e
existence of religions without scripture, growth of cultures and civilizations around a religious worldview. Activities continuous internal assessment (CIA), preparation of assignments, preparation for presentation in the class, quiz competition, class discussion. Points for Discussion what scripture is and what makes a book scripture, how scripture works as a source of relationship between man, cosmos and the Divine, religious practices governed by scriptures, different civilizations and cultures having roots in religions.
Unit Topic Methodology No. of Lectures Sources of Knowledge: Revelation, Intuition, Lecture & 8 Unit–III Religious Experience, Reason Discussion
Religious versus Mundane, Sacred versus ---do--- 5 Epistemology Profane of Religion Theophany and Theonomy ---do--- 3 Justice, Ethical and Aesthetic Dimensions of ---do--- 6 Religion Learning Outcomes After going through this unit, the student will be able to make sense of: different sources of knowledge, apart from reason and sense perception, what religious experience is and how it is different from ordinary experience, difference between religious and non-religious activities. Activities continuous internal assessment (CIA), preparation of assignments, preparation for presentation in the class, quiz competition, class discussion. Points for Discussion why different sources of knowledge and what their importance is, world governed by the Sacred and the profane, relation between theophany and theonomy, notion of ethics and justice in various religions, depiction of the Sacred in various art forms.
Unit Topic Methodology No. of Lectures Distinctions and commonalities in the major Lecture & 5 Unit–IV religious world views Discussion Conflict and Religious conflicts, Holy wars, crusades and ---do--- 6 Concord conversion between Religious conflicts and religious dialogue ---do--- 6 Religions Interplay of religion and politics ---do--- 5 Learning Outcomes After going through this unit, the student will be able to make sense of: the common teachings of world religions, the causes of religious conflicts and initiatives for dialogue among religions, the use of religion for purposes other than ethical and spiritual.
5 | P a g e
Activities continuous internal assessment (CIA), preparation of assignments, preparation for presentation in the class, quiz competition, class discussion. Points for Discussion causes behind various holy wars and religious conflicts, missionary zeal for conversion, steps towards valuing “humanity first” by world religions, initiatives for inter and intra-religious dialogue among various religions and organisations. Suggested Readings
1. Brian Cox, Faith Based Reconciliation: A Moral Vision That Transforms People and Societies, Xlibris Corporation: US, 2007. 2. Irving Hexham, Understanding World Religions: An Interdisciplinary Approach, Zondervan: Michigan, 2011. 3. Hamid Naseem Rafiabadi, (ed.), Challenges to Religions and Islam, Sarup & Sons: Delhi, 2007. 4. Huston Smith, World Religions, HarperCollins: New York, 1991. 5. Jacques Waardenburg, Classical Approaches to the Study of Religion: Aims, Methods and Theories, Walter de Gruyter: Germany, 1999. 6. Lloyd Ridgeon (ed.), Major World Religions: From Their Origins to the Present, Routledge: Curzon, 2003. 7. Peter Connoly, (ed.), Approaches To The Study of Religion, Continuum: London & New York, 2006. 8. Seth D. Kunin (ed.), Theories of Religion: A Reader, Rutgers University Press: New Brunswick, NJ, 2006.
6 | P a g e
Department of Religious Studies Central University of Kashmir Curriculum Transactional Strategy (CTS) Course 2 - Hinduism (MCR-C 102) S. No. Course Title of the Course Type of the Credits Max. Marks Max. Marks Code Course CIA ESE 02. MCR–C Hinduism C 4 40 60 102
Unit Topic Methodology No. of Classes Needed Lecture 3 “Hinduism” Definition Unit–I Discussion/PPT Pre-Vedic Religion, Vedic Religion and Lecture 5 Introduction Rituals Discussion/PPT & Fundamental Vedic Texts and later Vedic Scriptures Lecture & 3 Hindu Thought Discussion Upanishad and its Fundamental Concepts: Lecture 4 Brahman-atman, Karma, Mokhsa Discussion/PPT
Learning Outcomes After going through this unit, the student will be able to: Define “Hinduism” and “Orientalism”, Explain problems related to defining Hinduism, Discuss the relationship between Aryan invasion and Brahmanism, Describe the religion of the Indus Valley people and its importance for later Hinduism, Know the Vedic texts of Shruti & Smirti; complex Vedic Yajna (Sacrifice), Describe the emergence and development of the Upanishads. Activities Preparation of Assignment, continuous internal assessment (CIA), Preparation of PPT for the presentation in the class. Points for Discussion Is Hinduism a geographical term? What are the problematic areas related to the definition of Hinduism? What type of rituals Indus valley people used to practice? Origin and antiquity of the Vedas; the Aryan invasion debate, Discussion on Shruti & Smriti and later Vedic Scriptures, Philosophy of Atman-Brahman. Unit Topic Methodology No. of Classes Needed Epic Literature: Mahabharata and Ramayana Lecture 6 Unit–II Discussion/PPT The Early and Late Puranas ---do--- 5 Classical Hindu Classical Hindu Society: The Dharma Shastras, Lecture 4 Society purusharthas and samaskaras Discussion & An Introduction to Hindu Philosophy Lecture 5 Philosophy Discussion/PPT
7 | P a g e
Learning Outcomes After going through this unit, the student will be able to: Understand dharma as a core teaching in Mahabharata and Ramayana, Know Puranas as most important bodies of sacred literature in Hinduism and the interdependence of the Puranas and the Vedas, Discuss in detail the ancient Indian body of jurisprudence that is the basis of the family law of Hindus, Explain the four goals of an individual according to ones birth and social status, State the major school of traditional Hindu thought. Activities Preparation of PPT for the presentation in the class, continuous internal assessment (CIA). Points for Discussion What Lord Krisna teaches Arjuna in the battlefield of Kurukshetra, Ramayana of Valmiki as a social text, Five distinguishing marks of Purana and puranic concept of Time and Space, The system of Varnasramadharma and issue of untouchablity, Depiction of women and Sudra in Manu-Smritis, Astika and Nastika schools of Indian philosophy.
Unit Topic Methodology No. of Classes Needed Medieval Sectarianism Lecture 6 Unit–III Discussion/PPT Bakhti Movement and Emergence of Lecture 5 Medieval Devotional Sects Discussion/PPT Sectarianism Reformist Movements in the 19th Century Lecture 4 & (Brahmo Samaj, Arya Samaj, Rama Discussion Reform Krishna Mission, Neo-Vedanta) Movements Neo-Hindu Movements in the West Lecture 2 Discussion/PPT Learning Outcomes After going through this unit, the student will be able to Know the most important sects of Hinduism; Saivism, Vaishnavism, Shaktism and Tantrism, Describe the Nirguna and Saguna form of Bhakti traditions, Discuss the emergence of devotional sects; Sikh, Nath and Kabir Panth, Explain reformers like Raja Ram Mohan Roy, Swami Vivekanand, Daynand Saraswati and Swami Ram Krishna Paramamsa, State the Neo-Hindu Movements in the West; Hare Krishna Hare Rama Mission. Activities Preparation of Continuous Internal Assessment (CIA), Preparation of PPT for the presentation in the class. Points for Discussion
Describe the Sampradayas; as systematic formulation of devotion, Discuss inclusive nature of Bhakti movement against Brahmanism, Explain Background and Causes of the Reform Movement, Human dignity and social equality principle behind Raja Ram Mohan Roy’s Brahmo Samaj, Discuss the International Society for Krishna Consciousness (ISKCON) in USA.
8 | P a g e
Unit Topic Methodology No. of Classes Needed Religio-Political Movements: Hindu Lecture 4 Unit–IV Mahasabha, Rashtriya Swayamsevak Sangh Discussion/PPT (RSS), Vishwa Hindu Parishad. Religio-Political Shiv Sena, The rise of BJP and Sangh Pariwar. Lecture 4 Movements Discussion/PPT & Contemporary concerns of Hinduism: Ecology, Lecture 4 Challenges to and Gender Justice. Discussion Hinduism. Challenges of Modernity to Hinduism. Lecture 3 Discussion/PPT Learning Outcomes After going through this unit, the student will be able to: Know the right wing political parties with the aim of establishing a Hindu Rashtra, Discuss the multicultural and multi-religious legacy of India, Describe the formation of Jan Sangh and radical Hindu political movements at national level, Explain the divinization of nature as body of God in Hinduism, Discuss the growth of Communism in India as the greatest challenge to Multiculturalism. Activities Continuous Internal Assessment (CIA). Preparation of PPT for the presentation in the class. Points for Discussion
Restoration of Hindu dharma on socio-political level. Hindu Mahasabha’s cardinal creed of reestablishment of Akhand Bharat and Hinduism’s principle of Sarvodharma. Personification of holy river Ganga as Ganga Devi and pollution of Ganga. Ecological degradation and reverence of nature in Hinduism. Positioning of women in Hindu tradition with reference to Ramayana and Mahabharta. Westernization of India as grave challenge to Hindu culture and tradition. Suggested Readings
Mittal, Sushil & Gene R. Thursby (eds.), 2005. The Hindu World, New York & London: Routledge Flood,Gavin.2004, An Introduction to Hinduism, New Delhi: Cambridge University Press Cush, Denise, Catherine Robinson and Michael York (eds.) 2008, Encyclopaedia of Hinduism, New York & London: Routledge. S.W. Jamison & M.Witzel, 1992. Vedic Hinduism Lahor: Arun Sarkar. Klostermair, Klaus K. 1 998, A Concise Encyclopaedia of Hinduism U.K: Oxford Oneword Publication. Jacob, Stephen. 2010, Hinduism Today, New York: Continuum. Olivell, Patrick. 1992, Samnyasa Upanishad: Hindu Scripture on Asceticism and Renunciation, New York: Oxford University Press. Radhakrishnan, S. (ed.), 1953, The Principal Upanishads London: George Allen & Unwin Ltd. Lorenzen, David N. 1999 (Oct.), Who Invented Hinduism? Comparative Studies in Society and History, Vol.41, No.4 Cambridge University Press. Sharma, A.K 1928, (July) The Relation Between Buddhism and Upanishad, The Monist, Vol.38 No.3 Oxford University Press. Farquhar, J.N. 2013, Modern Religious Movements in India, Theclassics: US.
9 | P a g e
K. Klostermair, Kalus. 2007, A Survey of Hinduism, Albany: State University of New York Press. Altekar, A.S.1962, The Position of Women in Hindu Civilization, Motilal Banarsidass: Delhi. Dwivedi, O. P. and B. N. Tiwari, 1987, Environmental Crisis and Hindu Religion, Delhi: Gitanjali Publishing House.
Web Links http://www.bbc.co.uk/religion/religions/hinduism/ http://www.encyclopedia.com/philosophy-and-religion/eastern- religions/hinduism/hinduism https://www.britannica.com/topic/Hinduism
Department of Religious Studies Central University of Kashmir Curriculum Transactional Strategy (CTS) Course 3 - Islam-I: Origin and Sources of Islamic Thought and Civilisation (MCR-C 103) S. No. Course Title of the Course Type of Credits Max. Marks Max. Marks Code Course CIA ESE 03. MCR–C Origin and Sources of C 4 40 60 103 Islamic Thought and Civilisation
Unit Topic Methodology No. of Classes Needed Islamic system of ‘aqā’id (beliefs), Lecture & 6 Discussion ‘ibādāt (worships) and akhlāq (values) as derived from the Qur’ān and the Sunnah.
Unit–I Al-Qur’an; its structure, content and ---do--- 5 major themes Fundamentals of Islam Nature of wahy (revelation), tadwīn ---do--- 4 (compilation) and tahaffuz (preservation) of the Qur’ān.
Tafsīr and its types ---do--- 5
Learning Outcomes After going through this unit, the student will be able to: understand some of the basic concepts in Islam, know the fundamental concepts regarding the Qur’an, know the nature of the commentary of the Qur’an. Activities continuous internal assessment (CIA), preparation of assignment, preparation for presentation in the class, class discussion. Points for Discussion fundamental beliefs in Islam,
10 | P a g e
meaning and concept of worship in Islam, nature of revelation and how the Qur’an was compiled and preserved in history. Unit Topic Methodology No. of Classes Needed Al-Qur’an: its inimitability and uniqueness Lecture & 4 Unit–II Discussion Major translations of the meanings of the Holy ---do--- 6 Text and Qur’ān. Context in Islam Prophet, Prophethood (nubuwwah) and Seal of ---do--- 8 Prophethood (Khatm al-Nubuwwah) Some Major events in the Sīrah (biography) of ---do--- 4 the Prophet (SAAS). Learning Outcomes After going through this unit, the student will be able to understand: the miraculous nature of the Qur’an in terms of its inimitability, difference between Prophet and Seal of Prophets, an overview of the Sirah. Activities continuous internal assessment (CIA), preparation of assignments, preparation for presentation in the class, class discussion. Points for Discussion miraculous nature of the Qur’an, how the Qur’an has been a challenge for its opponents down the ages, What are the most important events of the life of the Prophet of Islam? Unit Topic Methodology No. of Classes Needed Hadīth and Sunnah: Meaning and its Lecture & 4 definition Discussion Unit–III Transmission (riwāyah) and preservation of ---do--- 6 Hadīth and major principles of its Hadīth Literature: methodology. Origin & Major Hadīth compilations: al-Kutub al- ---do--- 6 Development Sittah, Muwatta and al-Musnad of Ahmad Hadīth as an authority (hujjah) and some ---do--- 6 famous hadīth rejectionists of modern times. Learning Outcomes After going through this unit, the student will be able to understand: Hadīth and Sunnah and their authority in the Sharī‘ah (Law), transmission of Hadīth and methodology involved in checking the fabrications during its transmission, an overview of the hadīth rejectionism in post-colonial period. Activities continuous internal assessment (CIA), preparation of assignments, preparation for presentation in the class,
11 | P a g e
class discussion. Points for Discussion Hadīth as a twin source of Islam, impact of orientalism on Hadīth studies, compilations of Hadīth literature in early times. Unit Topic Methodology No. of Classes Needed Usūl al-Fiqh its origin and development Lecture & 4 Unit–IV Discussion Hukm and its types ---do--- 6 Fiqh and Usūl al- Sources of Islamic Law and Ijtihād ---do--- 6 Fiqh: Origin and Development Major schools of Islamic Law and their ---do--- 6 distinguishing features Learning Outcomes After going through this unit, the student will be able to understand: difference between Fiqh and usūl al-Fiqh, role of Ijtihād in building the civilization of Islam, major juristic schools within Muslims. Activities continuous internal assessment (CIA), preparation of assignments, preparation for presentation in the class, class discussion. Points for Discussion sources of Muslim law, importance of intra-religious dialogue, impact of orientalism on Islamic law. Suggested Readings 1. Islam in Focus by Dr. Hammudah 'Abd Al-'Ati 2. What Islam is? By Mawlana Manzoor Nomani 3. Towards Understanding Islam by Mawlana A. A. Mawdīdī 4. ‘Ulum al-Quran by Ahman Vonn Denffer 5. ‘Ulum al-Quran by Justice Taqi Uthmani 6. ‘Ulum al-Hadith by Sabhi Salih 7. Taysīr Mustalah al-Hadīth by Dr Mahmūd al-Tahhān 8. Tarīkh Tafsīr wa al-Mufassirīn by G.A. Harīrī 9. Hadīth Literature by Zubayr Siddique 10. Tarīkh Nuzūl al-Qur’ān by Prof. Hamīd Nasīm Rafiabadī 11. Early Development of Islamic Jurisprudence by Ahmad Hasan 12. Fiqh Islāmī kā Tārīkhī Pasi Manzar by M. Taqī Amīnī 13. The Schools of Jurisprudence by Hamidullah Khan 14. Principles of Islamic Jurisprudence by M. Hashim Kamali 15. History of Islamic Law by N.J.A. Coulson 16. Origins of Muhammadan Jurisprudence by Joseph Schact 17. On Schact by Dr Muhammad Mustafa ‘Azami 18. Methodology in Hadith Literature by Dr. Muhammad Mustafa Azami 19. Sunnat kī Ā’īnī Haysiyat by Mawlana A.A. Mawdūdī
12 | P a g e
20. Al-Sunnah wa Makanatuhā fī Tashrī‘ al-Islāmī by Mustafa al-Sibā‘ī 21. Social Laws of the Qur’ān by Sabih Salih Audio-Visual Links: https://www.youtube.com/watch?v=XBO-g2iV7oE https://www.youtube.com/watch?v=Rj8vHwtYQvk https://www.youtube.com/watch?v=OM7CxlczysA https://www.youtube.com/watch?v=czhceTsDWF8
Department of Religious Studies Central University of Kashmir Curriculum Transactional Strategy (CTS) Course 4 - Skill Enhancement Course (SEC “offered through CBCS”) S. No. Course Title of the Course Type of Credits Max. Max. Marks Code Course Marks CIA ESE 04. SEC Skill Enhancement E 4 40 60 Course
Department of Religious Studies Central University of Kashmir Curriculum Transactional Strategy (CTS) Course 5 - Arabic-I (MCR-E 104) S. No. Course Title of the Course Type of Credits Max. Marks Max. Marks Code Course CIA ESE 05. MCR-E Arabic-I E 4 40 60 104 Unit I Lesson 1 to 4
القواعد: حروف الهجاء ، المبتدأ والخبر ، أسماء اإلشارة )لمذكر( ، اإلسم النكرة والمعرفة ، جار ومجرور ، ندا ومنادى ، مضاف ومضاف إليه
Unit II Lesson 6 to 10
القواعد: أسماء اإلشارة )لمؤنث(، أسماء الظروف، الفعل الماضي، مركب توصيفي، األسماء الموصولة، أدوات اإلستفهام، العلم المذكر ال يُن َّون، العلم المؤنث ال ينون،
Unit III Lesson 11 to 15
القواعد: الضمائرالمنفصلة و المتصلة، الضمائر بالفعل، واحد مثنى وجمع، الفعل و الفاعل، إستعمال "أ ي " Unit IV Lesson 16 to 23
القواعد: اإلشارة إلى جمع غير العاقل، إستعمال "كم"، عدد ومعدود)1 إلى 11(، الممنوع من الصرف
13 | P a g e
Unit Topic Methodology No. of Classes Needed Text Lessons, Arabic Alphabet Lecture, Discussion, 5 Lunar and Solar letters, Harakat and I‘rab Reading, writing, speaking Structure of a sentence and listening practice Text Lessons, Subject and Predicate ---do--- 5 I Demonstrative pronouns(Masculine) Common and Proper nouns Text lessons, Common and Proper nouns, ---do--- 5 Prepositional compound Text lessons, Nida Wa Munada, ---do--- 5 Possessive compound, Pronouns (Masculine) Learning Outcomes After going through this unit, you will be able to: Describe Arabic alphabet, Learn pronunciation, Learn reading and writing Arabic, Learn core vocabulary, Know the structure of nominal sentences, Know the grammatical rules for basic compounds, Translate simple sentences from Arabic to English/Urdu and vice versa. Activities Listening, speaking, reading and writing practice, Conversation practice, Preparation of Assignment, Preparation of PPT for representation in the class/CIA. Points for Discussion Salient features of Arabic language, Lunar and solar letters in Arabic, Al- Mubtada Wa al-Khabar, Use of the article, Prepositional and Possessive compounds. Unit Topic Methodology No. of Classes Needed Text lessons, Demonstrative Lecture, Discussion 5 Pronouns (Feminine) Reading, writing, speaking and listening practice II Text lessons, Asma Zaruf , Verb (past tense) ---do--- 5 Text lessons, Adjectival compound, ---do--- 5 Asma’ Mausulah Text lessons, Interrogative words ---do--- 5 Ghayr Munawwan, Nouns (Masculine and Feminine) Learning Outcomes After going through this unit, you will be able to: Know Demonstrative pronouns, Use Asma Zaruf, Conjugate Verb (Past tense),
14 | P a g e
Learn grammatical rules for Adjectival compound and relative pronouns, Make negative and Interrogative sentences, Learn core vocabulary, Translate simple sentences from Arabic to English/Urdu and vice versa. Activities Text reading, Listening, speaking, reading and writing practice, Conversation practice, Preparation of Assignment/CIA, Preparation of PPT for representation in the class. Points for Discussion Demonstrative pronouns for male and female, How to conjugate a verb (past tense/Masculine), Rules for Adjectival compound, Munawwan and Ghayr Munawwan nouns. Unit Topic Methodology No. of Classes Needed Text lessons Lecture, Discussion Reading, 5 Detached pronouns writing, speaking and listening Attached pronouns practice Text lessons ---do--- 5 Use of pronouns with verbs Number: Singular and Dual III Text lessons ---do--- 5 Kinds of Plural Verb and subject Text lessons ---do--- 5 Use of Aiyu in a sentence Use of Ma‘a and ‘inda Learning Outcomes After going through this unit, you will be able to: Know the pronouns (Attached and detached), Use verbs with pronouns, Know how to make dual and plural, Make sentences with subject and object, Learn core vocabulary, Translate simple sentences from Arabic to English/Urdu and vice versa. Activities Text reading, Listening, speaking, reading and writing practice, Conversation practice, Translation practice, Preparation of Assignment/CIA, Preparation of PPT for representation in the class. Points for Discussion Attached and Detached pronouns, How to conjugate a verb (past tense/Feminine), Plurals in Arabic, Verb and subject.
15 | P a g e
Unit Topic Methodology No. of Classes Needed Text lessons, Inna and its sisters Lecture, Discussion 5 Use of Dhu, Use of Adad (100 and Reading, Writing, speaking 1000) and listening practice Text lessons, Use of Laisa ---do--- 5 Ism al- Tafdil Lakina, and Ka’ana Text lessons ---do--- 5 IV Adad and Ma‘dud Interrogative negative sentence Use of Aiyuhuma Text lessons ---do--- 5 Use of pronouns with verbs Use of Ma (Negation) and Lianna Learning Outcomes After going through this unit, you will be able to Know Inna and sisters Use Adad Ma‘dud Conjugation of Verb (Past tense) Make negative and Interrogative sentences Learn core vocabulary Translate simple sentences from Arabic to English/Urdu and vice versa Activities Text reading Listening, speaking, reading and writing practice Conversation practice Preparation of Assignment/CIA Preparation of PPT for representation in the class Points for Discussion Inna and its sisters Laisa, Ism al- Tafdil, Lakina, and Ka’ana Adad and Ma‘dud Discuss the use of pronouns with verbs دروس اللغة العربية )الجزء األول( لدكتور ف. عبدالرحيم:Prescribed reading Suggested readings:
Arabic for Beginners by Dr. Syed ‘Ali, Chenai. Ten Lesson of Arabic by ‘Abd al-Salam Kidwai Nadvi, Revised & Edited by ‘Aamir Bashir, New York. Arabi Zuban Ke Dus Sabaq by ‘Abd al-Salam Kidwai Nadvi, U.P. Asaan Sarf by Maulana Sa‘id Ahmad Palanpuri. Asaan Nahaw by Maulana Sa‘id Ahmad Palanpuri. Tafhim al-Ajurrumiyyah by Dr. Muied al-Zafar. معجم تصريف األفعال ألنطوان الدحداح مصباح اللغات ألبي الفضل عبد الحفيظ بلياوي شذا العرف ألحمد الحمالني
16 | P a g e
A Glossery of Words Used in Durus al Lughat al Arabiyyah Li Ghayr al-Natiqina Biha by Dr. V ‘Abd al-Rahim, IFT, 2006, Chennai. Arabic Grammar of the Written Language by W.H. Thacher. Dictionary of Modern Written Arabic by J. Milton Cowan.
Department of Religious Studies Central University of Kashmir Curriculum Transactional Strategy (CTS) Course 6 - Gurmukhi-I (MCR-E 105) S. No. Course Code Title of the Course Type of Credits Max. Marks Max. Marks Course CIA ESE 06. MCR-E Gurmukhi-I E 4 40 60 105
17 | P a g e
Semester-II Department of Religious Studies Central University of Kashmir Curriculum Transactional Strategy (CTS) Course 7 - Zoroastrianism (MCR-C 201)
S. No. Course Code Title of the Course Type of Credits Max. Marks Max. Marks the Course CIA External 07. MCR-C 201 Zoroastrianism C 4 40 60
Unit Topic Methodology No. of Lectures Zoroastrianism: The Background Lecture & Discussion/PPT 5 Unit-I Zoroaster: Biographical Sketch and Lecture & Discussion 5 Origin and the Mission Zoroastrian Religion: Monotheistic, Lecture & Discussion Nature of 5 Zoroastrianism Dualistic or Polytheistic Ahura Mazda & Angra Mainyu: Lecture & Discussion 5 Opposition and Adversary Learning Outcomes After completion of this unit, students shall be able to: Understand the religious worldview of Iranian people before the rise of Zoroastrianism, Describe the life and teaching of Prophet Zoroaster, Explain the monotheistic conception of Zoroastrianism, Describe the place of gods in Zoroastrian tradition, Understand the depiction of Ahura Mazda and Angra Mainyu in Zoroastrianism. Activities Continuous internal assessment (CIA), Preparation of assignment, Group discussion and preparation for presentation in the class. Points for Discussion Similarities between Iranian gods and Vedic gods, Main Features of Iranian Civilisation, Relevance of Zoroastrian teachings in modern times, Metaphysical principals of Zoroastrianism, Conception of God and nature of two spirits in Zoroastrianism.
18 | P a g e
Unit Topic Methodology No. of Lectures Lecture & Discussion Scriptural sources: Avestan Texts 5 Unit-II Worship of Ahura Mazda & Lecture & Discussion 5 Zoroastrianism: associated practices Scripture and Lecture, Discussion / PPT The Cult of Fire 5 Belief System The two states, three times, death Lecture & Discussion 5 & life hereafter
Learning Outcomes After completion of this unit, students shall be able to: Understand the nature and structure of Avesta and Pehalvi texts, Describe the different ways of Zoroastrian worship of Ahura Mazda, Explain role and importance of fire in Zoroastrianism, Describe the doctrine of three times-creation, mixture and separation, Understand the concept of heaven and hell according to Zoroastrianism. Activities Continuous Internal Assessment, Preparation of Assignment, Group discussion and preparation for presentation in the class. Points for Discussion Compilation, translation and preservation of scriptural texts, Status of Ahura Mazda as One God, Eternal and Creator in Zoroastrian Thought, Ahura Mazda and seven spirits, Symbol and Form of Fire in Zoroastrianism and Vedic tradition, Eschatological Aspects of Zoroastrianism. Unit Topic Methodology No. of Lectures Zoroastrianism during the earliest Lecture & Discussion 3 Unit-III phase: The unrecorded centuries Lecture & Discussion Historical Zoroastrianism under the Achaemenians 5 Development of Lecture & Discussion Zoroastrianism Zoroastrianism under the Seleucids 3 Lecture & Discussion Zoroastrianism under the Sasanians 5
Learning Outcomes After completion of this unit, students shall be able to: Explain the inner evidence about the Zoroaster revealed in scripture and early days of his teachings. Describe the contribution of Achamenian Kings to Zoroastrianism. Make sense of Alexander’s victory over the Iran and Zoroastrianism re-established under the Seleucids Kings. Describe the Zoroastrianism under the rule of Sasanians. Understand the rise of Zurvanism.
19 | P a g e
Activities Continuous Internal Assessment. Preparation of Assignment. Group discussion and preparation for presentation in the class. Points for Discussion • Zoroastrianism under different kingdoms. • Zurvanism: rise of a heretical philosophy. • The rise of Manichaeanism: An old belief system • Nature and role of Mazdakite movement in Iran. Unit Topic Methodology No. of Lectures Zoroastrianism’s influence on the Lecture & Discussion 5 Unit-IV religions of the Middle East
Historical Advent and spread of the Parsi Lecture & Discussion 5 Development of community in India Zoroastrianism: Encounter, Parsis & the Christian Missionaries: Lecture & Discussion 5 Influence and challenges and response Reform Parsi religious and social reforms in the Lecture & Discussion/PPT 5 19th and 20th centuries
Learning Outcomes After completion of this unit, students shall be able to: Discuss the Zoroastrianism’s influence on religions of the Middle East, Describe the political conditions of Iran under the Mughals and migration of Zoroastrians to India, Explain the settlement of Parsis in Gujarat (India), Discuss the interaction between Christian missionaries and the Parsis, Explain the reform movements in Zoroastrianism in 19th and 20th century. Activities Continuous Internal Assessment, Preparation of Assignment, Group discussion and preparation for presentation in the class. Points for Discussion Interaction between Zoroastrians and the Semitic religions, Reasons for migration to India, Status and contribution of Parsis to Indian Society, Challenges to Zoroastrianism in modern times and initiatives for reform by the Parsis, Parsis in India and Inter-religious dialogue.
Suggested Readings Boyce, Mary (1979), Zoroastrians: Their Religious Beliefs and Practices, London: Routledge. Boyce, Mary (1984), Textual sources for the study of Zoroastrianism, Manchester: Manchester OUP.
20 | P a g e
Boyce, Mary (1987), Zoroastrianism: A Shadowy but Powerful Presence in the Judaeo-Christian World, London: William's Trust. Boyce, Mary (1975), The History of Zoroastrianism, 1, Leiden: Brill, (repr. 1996). Boyce, Mary (1982), The History of Zoroastrianism, 2, Leiden: Brill, (repr. 1997). Clark, Peter (1998), Zoroastrianism. An Introduction to an Ancient Faith, Brighton: Sussex Academic Press. Dhalla, Maneckji Nusservanji (1938), History of Zoroastrianism, New York: OUP. Duchesne-Guillemin, Jacques (1988), "Zoroastrianism", Encyclopedia Americana, 29, Danbury: Grolier pages 813–815. Duchesne-Guillemin, Jacques (2006), "Zoroastrianism: Relation to other religions", Encyclopædia Britannica (Online ed.). Ervad Phiroze Shapurji Masani (1917), Zoroastrianism: Ancient and Modern, Bombay, Parsi Vegetarian & Temperance Society, Zoroastrian Radih Society (repr. 2000). F. Max Muller (Edit.), (1910), The Sacred Books of The East (Vol. 4), Oxford University Press. Foltz, Richard (2013), Religions of Iran: From Prehistory to the Present, London: Oneworld publications. Kellens, Jean, "Avesta", Encyclopaedia Iranica, 3, New York: Routledge and Kegan Paul pages 35–44. Malandra, William W. (2005), "Zoroastrianism: Historical Review", Encyclopaedia Iranica, New York: iranicaonline.org. Moulton, James Hope (1917), The Treasure of the Magi: A Study of Modern Zoroastrianism, London: OUP, (repr. 1997). Prods Oktor Skjærvø (2008), An Introduction to Zoroastrianism, Cambridge University Press. Russell, James R. (1987), Zoroastrianism in Armenia (Harvard Iranian Series), Oxford: Harvard University Press. Zaehner, Robert Charles (1961), The Dawn and Twilight of Zoroastrianism, London: Phoenix Pres. Havewala, Porus Homi. Saga of the Aryans, Historical novel on ancient Iranian migrations, India (2005, 2010). Web Sources http://www.avesta.org/ https://www.theosophical.org/publications/1231 http://zoroastrianismforbeginners.weebly.com/sources.html http://www.sacred-texts.com/zor/ https://www.britannica.com/topic/Zoroastrianism Iran - People of the Flames Zoroastrians (https://www.youtube.com/watch?v=iPLXnteRDO4) The Voice Of Zarathushtra - Documentary | The Philosophy To Live, Laugh And Love (https://www.youtube.com/watch?v=Ms5Tt7QZ-NQ)
21 | P a g e
Department of Religious Studies Central University of Kashmir Curriculum Transactional Strategy (CTS) Course 8 - Buddhism (MCR-C 202) S. No. Course Title of the Course Type of the Credits Max. Max. Code Course Marks CIA Marks ESE 08. MCR-C BUDDHISM C 4 40 60 202
Unit Topic Methodology No. of class Needed Genesis of early Buddhism: socio- Lecture 6 Unit-I historical roots and material milieu of the Discussion/PPT rise of early Buddhism Introduction The early biographies of the Buddha, Lecture 5 & Fundamental modern scholarship on the legend of the Discussion/PPT Buddhist Buddha Thought Fundamental Buddhist Thought: The Lecture 2 Four Noble Truths Discussion The Eight Fold Path, Dependent Lecture 3 Origination, Philosophy of Non-Self Discussion/PPT Learning Outcomes After going through this unit, the student will be able to:
Trace the socio-historical roots of the rise of early Buddhism. Explain Buddhism as a protest movement against Brahmanism. State mythical/legendary account of Gautama Buddha. Discuss the renunciation and quest for awakening of the Buddha. Know the basic concepts: The Four Noble Truths, The Eight Fold Path, Dependent Origination and Philosophy of Non-Self. Describe the nature and style of the Buddha’s teaching. Activities
Preparation of Assignment Preparation of PPT for the presentation in the class
Points for Discussion
What factors distinguish Buddhism from Hinduism? Is Buddhism hostile to Brahmanism? Does Buddhism teach a nihilistic notion about life? The material milieu of the rise of early Buddhism How philosophy of Non-Self (Anatta/Anatman) is influenced with the philosophy of Atman-Brahman in Hinduism?
22 | P a g e
Unit Topic Methodology No. of class Needed Nirvana and Karma: Concept and Lecture 6 Unit –II imagery of Nirvana; karma and rebirth Discussion/PPT Buddhist moral Ethics (ceila); Lecture 5 Buddhist Ethics transgression and retribution. Discussion/PPT & Formation of the Buddhist order Lecture 4 Monastic Codes (sangha): Stages in the development of Discussion the sangha. Formation of monastic codes; Monastic Lecture 4 Initiation; Features of Buddhist Discussion/PPT monasticism. Learning Outcomes After going through this unit, the student will be able to: Understand the concept and imagery of nirvana; karma and rebirth, Describe the nature of early Buddhist Ethics and retribution if one transgresses those ethics, Discuss in detail the development of Buddhist monastic Community of monks and nuns, Explain the features of Buddhist monasticism, State the need for the formation of monastic codes and initiation. Activities Preparation of Continuous Internal Assessment (CIA), Preparation of PPT for the presentation in the class. Points for Discussion The imagery of Nirvana; karma and rebirth in Buddhism, Concept of Bodhisatva, Jatakas parables teaching the ceila (Buddhist Precepts), History of the four Buddhist councils and their outcomes, Why was Buddha reluctant to include women into the Sangha? Is it discrimination based on Gender? Relations between the ordained and laity. Unit Topic Methodology No. of class Needed Mahayana—nature, origin and growth, Lecture 6 Influences of Mahayana in early India; Discussion/PPT Unit –III Emergence of Stupa Cult and Mahayana. Tantric Buddhism: appearance and setting, Lecture 5 Sectarian Significant features of Tantric Buddhism Discussion/PPT Developments in India; Transgressive elements. Vajrayana– Tibetan Buddhism: origin and Lecture 4 influence; features and its various forms Discussion and practices. Buddhist Scriptures Lecture 2 Discussion/PPT Learning Outcomes After going through this unit, the student will be able to: Describe the growth of Buddhist sect Mahayana and emergence of Stupa cult,
23 | P a g e
Know the Tantric Buddhism, its features and practices, Discuss the origin of Tibetan Buddhism and its various forms and practices, Explain the seven classification of the writing; the relationship between Angas and Tripitaka. Activities Preparation of Continuous Internal Assessment (CIA), Preparation of PPT for the presentation in the class. Points for Discussion The Bodhisattva; stages path and perfection, Origin of Mahayana and Mahayana sutras, Ritual evocation of Tantric Buddhism through Mantara (Mantra-Naya), Vajrayana- Where it originated? What are the various forms and practices? Formation of Pali Canon; Structure and contents.
Unit Topic Methodology No. of class Needed Spread of Buddhism in its various forms: Lecture 4 Unit –IV South and Southeast Asia. Discussion/PPT Decline of Buddhism in India: external Lecture 3 factors, internal weaknesses and Discussion/PPT Spread and contradictions. Decline of Revival and Transformation of Buddhism: Lecture 4 Buddhism The case of Sinhalese Theravada Discussion Buddhism; Emergence of Navayana in India. Neo- Buddhist movement in the West. Lecture 2 Discussion/PPT Learning Outcomes After going through this unit, the student will be able to: Know how Buddhism spread in South and Southeast Asia. Discuss the contribution of King Ashoka’s expansion of Buddhism. Describe the gradual decline of Buddhism in different regions of India Explain the transformation of Buddhism in Sri Lanka and Emergence of Navayana in India. Discuss the nature of Neo-Buddhist movement in the West. Activities Preparation of Continuous Internal Assessment (CIA) Preparation of PPT for the presentation in the class Points for Discussion How Buddhism expanded outside Indian Territory under the patronage of rulers. How King Ashoka converted to Buddhism? His significant contribution to Buddhism. Reasons behind the decline of Buddhism in India in General and Kashmir in particular. How Sinhalese Theravada is different from Theravada of the other countries. Navayana Buddhism of Ambedkar.
24 | P a g e
Suggested Readings
Gombrich, Richard F.1988, Theravada Buddhism: A Social History from Ancient Benaras to Modern Colombo Routledge & Kegan Paul: London & New York. Wijayaratna, Mohan 1990, Buddhist Monastic Life: According to the Texts of the Theravada Tradition Cambridge University Press. Bechert, Heinz & Richard F.Gombrich 1991, The World of Buddhism: Buddhist Monks and Nuns in Society and Culture Thames & Hudson: London. Hirakawa,A. 1990, A History of Indian Buddhism from Sakyamuni to Early Mahayana University of Hawaii Press. Harvey, Peter. 2013, An Introduction to Buddhism: Teaching, History and Practices Cambridge University Press. William, Paul. 2009, Mahayana Buddhism: The Doctrinal Foundation Routledge: London& New York. Mizuno, Kogen. 1997, Essentials of Buddhism: Basic Terminology and Concepts of Buddhist Philosophy Kosei Publishing Company. Lamotte, Etienne. 1998, History of Indian Buddhism: from the Origin to Saka Era Peeters Press, Louvain. Jaini, Padma S. 2001, Collected Papers on Buddhist Studies Motilal Banarsidas, New Delhi. Gombrich, Richard F. 2006, How Buddhism Began: The Conditioned genesis of early Teachings, Routledge Taylor & Francis Group: London. Bapat, P.V, (ed.) 1956, 2500 Years of Buddhism, Ministry of Information and Broadcasting Govt. of India.
WEB RESOURCES http://www.buddhanet.net/l_maha.htm http://www.buddhanet.net/e-learning/guide.htm http://www.importantindia.com/1059/the-origin-of-buddhism/ http://www.bbc.co.uk/religion/religions/buddhism/subdivisions/tibetan_1.shtml
25 | P a g e
Department of Religious Studies Central University of Kashmir Curriculum Transactional Strategy (CTS) Course 9 - Islam-II: Origin and Sources of Islamic Thought and Civilization (MCR-C 203) S. No. Course Title of the Course Type of Credits Max. Max. Marks Code Course Marks CIA ESE 09. MCR – C Origin & Sources of C 4 40 60 203 Islamic Thought and Civilisation
Unit Topic Methodology No. of Classes Needed Muslim Philosophy: Beginning of Lecture & Discussion 4 Unit – I intellectual discussion in Islam
Interaction with Greek philosophy and ---do--- 8 Muslim establishment of Bayt al-Hikmah Philosophy: An Introduction Early Muslim Philosophers: al-Kindī, ---do--- 6 al-Farābī, Ibn Sīnā, Ibn ‘Arabī and Ikhwān al-Safā Muslim Response to Philosophy: al- ---do--- 8 Ghazālī, Ibn Rushd, Ibn Taymiyyah Learning Outcomes After going through this unit, the student will be able to: distinguish between Philosophy and Muslim philosophy, understand the contribution of Muslims in the field of philosophy, know many great philosophers and their doctrines. Activities Continuous Internal Assessment (CIA), Preparation of Assignment, Preparation for presentation in the class. Class discussion. Points for Discussion Concordance and conflict between philosophy and religion, Various litigious doctrines of Muslim philosophers, Muslim response to philosophy. Unit Topic Methodology No. of Classes Needed The Qur’ānic Account of ‘Aql, Lecture & Discussion 4 Hikmah, Tadabbur, Tafakkur and ‘Ilm ‘Ilm al-Kalām: Origin, development ---do--- 3 Unit – II and its significance
‘Ilm al-Kalām: Rise of Ahl al-Sunnah wa al-Jamā‘ah ---do--- 6 Origin and Development Schools of ‘Ilm al-Kalām: Jabariyah, ---do--- 8 Qadariyah, Mu‘tazilah, & Ash‘ariyah
26 | P a g e
Learning Outcomes After going through this unit, the student will be able to: understand the scope of ‘Ilm al-Kalām in Islam, understand the contribution of different schools of kalām to the Muslim civilization, emergence of ahl al-sunnah and its impact on Muslim Weltanchuaang. Activities Continuous Internal Assessment (CIA), Preparation of Assignment, Preparation for presentation in the class, Class discussion. Points for Discussion Concordance and conflict between philosophy and the Qur’ān, Development of ‘Ilm al-Kalām and its impact on Muslim theology, ‘Ilm al-Kalām and its impact on ahl al-Sunnah wa al-Jamā‘āh.
Unit Topic Methodology No. of Classes Needed Tasawwuf: Meaning, Origin and Lecture & Discussion 4 Development Unit – III Early Sufis and their main Doctrines: ---do--- 8
Hasan Basrī (R.A.), Rabi‘ah Basrī Tasawwuf: (R.A.), Junayd al-Baghdādī (R.A.) Origin and Development Sufis of Medieval Period and their ---do--- 6 main thrust. Emergence of Sufi salāsil and their ---do--- 8 chief characteristics. Learning Outcomes After going through this unit, the student will be able to: Know the meaning and historical development of Tasawwuf in Islam, The main doctrines of Tasawwuf and various Sufi Orders, Know many great Sufis and their doctrines Activities Continuous internal assessment (CIA), Preparation of assignment, Preparation for presentation in the class, Class discussion. Points for Discussion Tasawwuf and its position in light of the Shari‘ah, Various Sufis and their doctrines, Various Sufi Orders and their influence.
27 | P a g e
Unit Topic Methodology No. of Classes Needed Important Sufi writings and their main Lecture & 4 emphasis: Ghuniyah al-Talibīn, ‘Awārif al- Discussion Ma‘ārif, Kashf al-Mahjūb, Kīmyā-e Sa‘ādat Unit – IV Hulūl, Wahdah al-Wujūd and Wahdah al- ---do--- 6 Tasawwuf: Shuhūd Literature and Doctrines Sufi approach to other Religions. ---do--- 4
Muslim critics of Tasawwuf: Ibn ---do--- 8 Taymiyyah (R.A.), Shaykh Ahmad Sirhandī (R.A.) and Iqbal (R.A.)
Learning Outcomes After going through this unit, the student will be able to: understand many important Sufi writings and their authors, understand the nature of the criticism made on Tasawwuf and Philosophy by many Muslim scholars, understand approach of Tasawwuf towards other religions, understand to some extent the difficult doctrines of Wahdah al-Wujūd and Wahdah al-Shuhūd. Activities Continuous internal assessment (CIA), Preparation of assignments, Preparation for presentation in the class, Class discussion. Points for Discussion Important books on Tasawwuf, Criticism of Tasawwuf, Wahdah al-Wujūd and Wahdah al-Shuhūd. Suggested Readings 1. Kitāb al-Lumma‘ by Abu Nasr Sarrāj 2. Kashf al-Mahjub by Shaykh ‘Alī Hajwayri 3. ‘Awarif al-Ma‘ārif by Shihāb al-Dīn Suhrawardī 4. Al-Takashshuf ‘an Muhimmat al-Tasawwuf by Ashraf ‘Ali Thanwi 5. A History of Muslim Philosophy by M.M. Sharif 6. Maktūbāt by Shaykh Ahmad Sirhandī 7. Mutāla‘ah-e Tasawwuf by Dr Ghulam Qadir Lone 8. Sufism and Sharī‘ah by Prof. ‘Abd al-Haqq Ansārī 9. Studies in Islamic Mysticism by R.A. Nicholson 10. Tazkiyah wa Ihsān yā Tasawwuf wa Sulūk by S. Abū al-Hasan Nadwī 11. Mystical Dimensions of Islam by Annemarie Schimmel 12. Sufi Orders in Islam by J.S. Trimingham
28 | P a g e
Department of Religious Studies Central University of Kashmir Curriculum Transactional Strategy (CTS) Course 10 - Ability Enhancement Course (AEC “offered through CBCS”) S. No. Course Title of the Course Type of Credits Max. Max. Marks Code Course Marks CIA ESE 10. AEC Ability Enhancement E 4 40 60 Course
Department of Religious Studies Central University of Kashmir Curriculum Transactional Strategy (CTS) Course 11 - Arabic-II (MCR-E 204) S. No. Course Code Title of the Type of Credits Max. Marks Max. Marks Course Course CIA External 11. MCR-E 204 Arabic-II E 4 40 60 Unit I Lesson 1 to 4 القواعد: إ َّن وأخواتها ، اإلستفهام بالهمزة ، إستعمال "ذو" ، إستعمال العددان "مائة" و ""ألف" ، إستعمال "ليس" ، تقديم خبر إ َّن على إسمها ، إسم التفضيل ، إستعمال "لك َّن و"كأ َّن " ، األعداد المركبة وألفاظ العقود ، اإلستفهام المنفي ، إستعال أيهما ، إسناد الفعل إلى الضمائر ، ما النافية ، إستعمال" أأل َّن " .
Unit II Lesson 5 to 8
القواعد: فعل وفاعل ومفعول ، تانيث الفاعل ، ضمائر الغائب ، إستعمال "لم"، أنواع االعراب ، إستمال "هات" ، تانيث الفاعل ، كان و أخواتها ، الفاعل المفرد والجمع ، إسناد الفعل الماضي إلى الضمائر .
Unit III Lesson 9 to 12
فعل التعجب ، المنادي المفرد والمضاف ، ضمائر النصب المتصلة ، ما اإلستفهامية ، األسمء الموصولة ، الفعل الماضى والفعل المضارع ، األعداد المعطوفة وألفاظ العقود .
Unit IV Lesson 13 to 16
إسناد الفعل المضارع إلى الضمائر ، فعل األمر ، إسناد فعل األمر إلى الضمائر ، ال الناهية ، إسناد المجزوم بال الناهية إلى الضمائر ، ال وما النافيتان ، إستعمال "كاد" ، العلم المعدول .
القرآن : سورة المؤمنون )آية 1 إلى 11(
29 | P a g e
Unit Topic Methodology No. of Classes Needed Text lessons Lecture, Discussion 5 Inna and its sisters Reading, writing, Use of Dhu, speaking and listening Use of ‘Adad (100 and 1000) practice Text lessons ---do--- 5 I Use of Laisa Ism al- Tafdil Lakinna, and Ka’anna Text lessons ---do--- 5 Adad and Ma‘dud Interrogative negative sentence Use of Ayuhuma Text lessons ---do--- 5 Use of pronouns with verbs Use of Ma (Negation) and Li’anna Learning Outcomes After going through this unit, you will be able to: Know Inna and sisters, Use Adad Ma‘dud, Complete conjugation of Verb (Past tense), Make negative and Interrogative sentences, Learn core vocabulary, Translate simple sentences from Arabic to English/Urdu and vice versa. Activities Text reading, Listening, speaking, reading and writing practice, Conversation practice, Preparation of Assignment/CIA, Preparation of PPT for representation in the class. Points for Discussion Inna and its sisters, Laisa, Ism al- Tafdil, Lakinna, and Ka’anna, Adad and Ma‘dud, Discuss the use of pronouns with verbs. Unit Topic Methodology No. of Classes Needed Text lessons Lecture, Discussion, 5 Subject, Object and verb reading, speaking Pronouns(3rd person) and writing practice Text lessons ---do--- 5 Use of Lima II Kinds of I‘rab Text lessons ---do--- 5 Use of Hati Kana and its sisters Text lessons, ---do--- 5 Subject (singular and plural), pronouns with verbs(past tense)
30 | P a g e
Learning Outcomes After going through this unit, you will be able to: Know subject, object and verb, Use Lima and Hati, Know Kana and its sisters, Learn core vocabulary, Translate simple sentences from Arabic to English/Urdu and vice versa. Activities Text reading, Listening, speaking, reading and writing practice, Conversation practice, Preparation of Assignment/CIA, Preparation of PPT for representation in the class. Points for Discussion Discuss Subject, object and verb in a sentence, Discuss kinds of I‘rab, Discuss Kana and its sisters, Discuss the use of pronouns with verbs. Unit Topic Methodology No. of Classes Needed Text lessons Lecture, Discussion Reading, 5 Verb(exclamatory) writing, speaking and Nad and Munadi listening practice Text lessons ---do--- 5 Attached pronouns (Accusative case) III Use of Ma as interrogative word Text lessons, ---do--- 5 Relative Pronouns Verbs(past and present) Text lessons ---do--- 5 Adad Wa Ma‘dud (21 to 99) Al-‘Adad al- Ma‘tufah Learning Outcomes After going through this unit, you will be able to: Use exclamatory sentences, Know conjugation of verb(present tense), Know Relative pronouns, Know the rules for ‘Adad Wa Ma‘dud, Learn core vocabulary, Translate simple sentences from Arabic to English/Urdu and vice versa. Activities Text reading, Listening, speaking, reading and writing practice, Conversation practice, Preparation of Assignment/CIA, Preparation of PPT for representation in the class. Points for Discussion Dicuss Conjugation of verb(present tense), Dicuss ‘Adad Wa Ma‘dud, Discuss attached pronouns(Accusative case), Discuss the use of Ma‘tufah and ‘Aqud.
31 | P a g e
Unit Topic Methodology No. of Classes needed Text lessons Lecture, Discussion 5 Verb(present tense) with pronouns Reading, writing, speaking Imperatives and listening practice Text lessons Lecture, Discussion 5 Imperatives with pronouns Reading, writing, speaking IV Use of Lā (Negation) and listening practice Text lessons, Lecture, Discussion 5 Use of Lā and Mā Reading, writing, speaking Use of Kāda and listening practice Text lessons Lecture, Discussion 5 Al-‘Alam al-Ma‘dul Reading, writing, speaking Al-Qur’an (Surah al-Muminûn: and listening practice Verse No. 1 to 11) Learning Outcomes After going through this unit, you will be able to: Know how to use pronouns with verb(present tense), Know conjugation of F‘il al-Amr (Imperatives), Use of Lā and Mā in a sentence, Learn core vocabulary, Translate simple sentences from Arabic to English/Urdu and vice versa. Activities Text reading, Listening, speaking, reading and writing practice, Conversation practice, Preparation of Assignment/CIA, Preparation of PPT for representation in the class. Points For Discussion Dicuss F‘il al -Amr, Dicuss Pronouns with Imperatives, Discuss al-‘Alam al-Ma‘dud, Discuss grammatical rules in Surah Muminun (Verses 1 to 11). Prescribed reading: دروس اللغة العربية لغير الناطقين بها )الجزءالثاني( لدكتور ف. عبدالرحيم
Suggested readings: Arabic for Beginners by Dr. Syed ‘Ali, Chenai. Ten Lesson of Arabic by ‘Abd al-Salam Kidwai Nadvi, Revised & Edited by ‘Aamir Bashir, New York. Arabi Zuban Ke Dus Sabaq by ‘Abd al-Salam Kidwai Nadvi, U.P. Asaan Sarf by Maulana Sa‘id Ahmad Palanpuri. Asaan Nahaw by Maulana Sa‘id Ahmad Palanpuri. Tafhim al-Ajurrumiyyah by Dr. Muied al-Zafar. معجم تصريف األفعال ألنطوان الدحداح مصباح اللغات ألبي الفضل عبد الحفيظ بلياوي شذا العرف ألحمد الحمالني A Glossery of Words used in Durus al Lughat al Arabiyyah Li Ghair al-Natiqina Biha by Dr. V. ‘Abd al-Rahim, IFT, 2006, Chennai.
32 | P a g e
Arabic Grammar of the Written Language by W.H. Thacher. Al-Mawrid English-Arabic and Arabic-English Dictionary by Dr. Rohi Baalbaki, Beirut. Dictionary of Modern Written Arabic by J. Milton Cowan.
Department of Religious Studies Central University of Kashmir Curriculum Transactional Strategy (CTS) Course 12 - Gurmukhi-II (MCR-E 205) S. No. Course Code Title of the Course Type of Credits Max. Marks Max. Marks Course CIA ESE 12. MCR-E Gurmukhi-II E 4 40 60 205
33 | P a g e
Semester - III Department of Religious Studies Central University of Kashmir Curriculum Transactional Strategy (CTS) Course - 13 Jainism (MCR-C 301) S. No. Course Title of the Course Type of Credits Max. Marks Max. Marks Code Course CIA ESE 13. MCR-C Jainism C 4 40 60 301
Unit Topic Methodology No. of Lectures The Tradition of Tirthankaras: Rishabhdeva Lecture/Discussion 5 Unit-I to Parshavnath
Mahavira: His Life and Teachings Lecture/Discussion 5 Origin and Growth of Jainism after Mahavira: In North and South Lecture/Discussion 5 Jainism India
Major Sects: Digambara and Shvetambara Lecture/Discussion 5
Learning Outcomes After completion of this unit, students shall be able to: Understand the religious worldview of Indian people before the rise of Jainism, Familiarise themselves with the tradition of Tirthankaras, Describe the life and teachings of Lord Mahavira, Explain the royal patronage of kings and expansion of Jainism in north India to south India, Understand the main difference between Digambara and Shvetambara sects of Jainsim and their contribution to Jainism. Activities continuous internal assessment, preparation of assignment, group discussion and preparation for presentation in the class. Points for Discussion Main features of Jain tradition, Relevance of Jain teachings in modern times, Similarities between Jainism and Buddhism, Concept of soul in Jainism. Unit Topic Methodology No. of Lectures Jain Scriptures: Purvas and Agamas Lecture/Discussion 5 Unit-II Jain Sangha ---do--- 5 Jain Monastic Discipline ---do--- 5 Fundamentals Jain Religious Practices: Devotion, Vratas, ---do--- of The Jainism Restrain, Worship, Pilgrimage and Other 5 rituals
34 | P a g e
Learning Outcomes After completion of this unit, students shall be able to: Describe the history of Jain councils and compilation of Jain Scriptures. Make sense of the four kinds of Jain Sangha. Explain the role and importance of Jain code of conduct for the ascetics or monastics. Describe the religious practices and belief system of the Jains. Activities continuous internal assessment. preparation of assignment. group discussion and preparation for presentation in the class Points for Discussion Compilation, translation and preservation of scriptural texts. Status of the ascetics in the thought of Jainism. Difference between Jain sangha and Buddhist sangha. Importance of symbols in the Jain tradition. Diversity of worship between Digambara and Shvetambara sects. Unit Topic Methodology No. of Lectures Jain: Nature of Reality Lecture/Discussion Unit-III Anekantvada, Syadvada and Nyavada 3 Jain Conception of Time: avasarpini Lecture/Discussion 5 Jain Philosophy and utsarpini and Ethics The theory of Karma and Bondage Lecture/Discussion 3 Problems of Humans and their Lecture/Discussion 5 solution Learning Outcomes After completion of this unit, students shall be able to: Understand the nature of ultimate reality depicted in Jaina philosophy, Describe the main concepts of Jain philosophy: anekantvada, syadvada and nyadvada, Explain the main features of theory of time in Jainism, Describe the status of human being and the idea of karma and bondage in Jainism, Understand the human problems and their solutions according to Jainism. Activities continuous internal assessment, preparation of assignment, group discussion and preparation for presentation in the class. Points for Discussion • Relevance of Jain philosophy in contemporary times, • Concept of karma in Jainism and other Indian religions, • Importance of Jain ethics. Unit Topic Methodology No. of Lectures Recent movements: Taran Svami Panth, Lecture/Discussion 3 Unit-IV Kavi Panth, Kanji Svami Panth The Jain Diaspora and the modern world ---do--- 3 Jainism in Caste among the Jains ---do--- Contemporary 4 World Contributions of Jainism to Indian Society ---do--- 3 Modern Challenges to Jainism ---do--- 3
35 | P a g e
Learning Outcomes After completion of this unit, students shall be able to: Discuss the Jain society in modern times, Describe the emergence of new movements in 19th and 20th century like as Taran Svami Panth, Kavi Panth, Kanji Svami Panth, Explain the Jain Diaspora in Pennsylvania and other countries, Discuss the cast system in Jain society, Explain the contribution of Jainism to Indian society, Describe the modern challenges to Jainism. Activities continuous internal assessment, preparation of assignment, group discussion and preparation for presentation in the class. Points for Discussion Nature and role of Jain movements for the preservation of Jainism in modern times, Jain identity in foreign countries, Salient features of Jaina contribution to Indian Society, Challenges to Jainism in modern times and initiatives for reform by the Jains. Suggested Readings
Bloomfield, M. (1919), The Life and Stories of the Jaina Saviour Parshavanatha, Baltimore. Caillat, C. and Kumar, R. (1981), The Jain Cosmology, Basel/Paris/New Delhi. Cort, J. E. (2001), Jains in the World: Ideology and Religious Values in India, New York Dixit, K. K. (1978), Early Jainism, Ahmedabad. Dundas, Paul (1992), The Jains, Routledge, New York. Fohr, Sherry, (2015), Jainism: A Guides for the Perplexed, Bloomsbury, UK. Jain, G. R (1991), Cosmology: old and new, Bharatiya Jnanpith Publication, New Delhi. Jaina, Jyotiprasada (1975), Religion and culture of the Jains, Bharatiya Jnanpith Publication, New Delhi. Jaini, Jagmanderlal (1916), The Outlines of lainism, Cambridge University Press, London. Jaini, P.S. (2014), The Jaina Path of Purification, Motilal Banarsidass, Delhi. Jones, Lindsay (2005), Encyclopedia of Religion (Vol. 7), Second Edition, Gale, USA. Long, Jeffery D. (2009), Jainism: An Introduction, I. B. Touris, New York. Singh, Pradyumna Shah (2015), Jainism: Views and Issues, Gracious Books, Patiala. Stevenson, Sinclair, Mrs. (1915), The Heart of Jainism, Oxford University Press, London. Talib, Gurbachan Singh (2009), (Edit.), Jainism, Punjabi University, Patiala. Winternitz, Maurice (Sec. Edit.1972), A history of Indian Literature Vol. II Buddhist literature and Jaina literature, Oriental Books, New Delhi, Reprinted 1977.
36 | P a g e
Department of Religious Studies Central University of Kashmir Curriculum Transactional Strategy (CTS) Course - 14 Islam-III: Islamic Thought, Revivalist & Reformist Movements (MCR-C 302) S. No. Course Title of the Course Type of Credits Max. Max. Marks Code Course Marks CIA ESE 14. MCR–C Islam-III: Islamic C 4 40 60 302 Thought, Revivalist & Reformist Movements
Unit Topic Methodology No. of Classes Needed Muhammad ibn ‘Abd al-Wahhāb: Lecture & Discussion 5 Unit–I Thought and his movement Shāh Walī Allāh Dehlawī: ---do--- 4 Muslim Reconciliatory Approach Movements of Sayyid Ahmad Beralwi & Shāh ---do--- 5 18th & 19th Ismā‘īl Shahīd and their Movement Century Muhammad ‘Alī Sanūsī: Life and his ---do--- 4 Movement Learning Outcomes After going through this unit, the student will be able to: have a thorough knowledge about some prominent revolutionary Muslim personalities of modern times, understand the impact of great Muslim personalities on the socio-political fibre of modern Muslim societies. Activities continuous internal assessment (CIA), preparation of assignment, preparation for presentation in the class, class discussion. Points for Discussion Impact of Muhammad ibn ‘Abd al-Wahhāb on Arabia and Indian Subcontinent, Sayyid Ahmad Beralwi & Shāh Ismā‘īl Shahīd’s impact on Indian subcontinent. Unit Topic Methodology No. of Classes Needed Sayyid Jamāl al-Dīn al-Afghānī: Lecture & Discussion 5 Unit–II Thought and impact Shaykh Muhammad ‘Abduh: Life and ---do--- 4 Islamic Thought: reformation Some Prominent Muhammad Rashīd Ridā and his ---do--- 4 Personalities of thought th 20 Century Shaykh Hasan al-Bannā: Thought and ---do--- 5 impact Learning Outcomes After going through this unit, the student will be able to:
37 | P a g e
have a thorough knowledge about some prominent revolutionary Muslim personalities of modern times, understand the impact of great Muslim personalities on the socio-political fibre of modern Muslim societies. Activities continuous internal assessment (CIA), preparation of assignment, preparation for presentation in the class, class discussion. Points for Discussion Impact of Jamāl al-Dīn al-Afghānī on Arabia and Indian Subcontinent, Shaykh Hasan al-Bannā as a Muslim ideologue in modern times. Unit Topic Methodology No. of Classes Needed Sir Syed Ahmad Khan: Educational Lecture & 5 Unit–III Contribution and Rational Trends in Discussion Religious Thought Prominent ---do--- 4 Muslim Shibli Na‘mani: Introduction of Scholastic Thinkers of the trend Indian Sir Muhmmad Iqbal: His concept of ---do--- 6 Subcontinent Movement and Ijtihād Abul Kalam Azad: Concept of Wahdat-e ---do--- 5 Din and Pluralism Learning Outcomes After going through this unit, the student will be able to: Have a thorough knowledge about some prominent Muslim personalities of the twentieth century India with special reference to their thoughts and contribution towards the empowerment of the Muslims. Activities continuous internal assessment (CIA), preparation of assignment, preparation for presentation in the class, class discussion. Points for Discussion thoughts of and contribution made by the prominent personalities like Allama Iqbal, Abul Kalam Azad, Sir Syed and Shibli. Unit Topic Methodology No. of Classes Needed Salafī Movement and its impact on Muslim Lecture & 5 Unit–IV World Discussion Major Deoband Movement: Background and ---do--- 5 Movements and Contribution Trends of the Tablīghī Movement: Impact and Achievements ---do--- 6 Muslim World Jamā‘at-i-Islāmī: Thought & Impact ---do--- 5
38 | P a g e
Learning Outcomes After going through this unit, the student will be able to know: the emergence, teachings, role and influence of some prominent Muslim revivalist movement and institutions. Activities continuous internal assessment (CIA), preparation of assignments, preparation for presentation in the class, class discussion. Points for Discussion Salafi Movement and its contribution, Deoband movement and its contribution, Tabligi Jama‘at and its contribution, Jamā‘ati Islami and its contribution.
Suggested Readings 1. Islam Versus the West by Maryam Jameela 2. Islam in Theory and Practice by Maryam Jameela 3. Islam and the West by Khurshid Ahmad 4. Principles of State and Government in Islam by Muhammad Asad 5. Jamāl al-Dīn Afghani by M. Anwar Mauzam 6. Arabic Thought in Liberal Age by Albert Hourani 7. Saviours of Islamic Spirit by Abū al-Hasan ‘Ali Nadwī 8. Muhammad ibn ‘Abd al-Wahhab: Aik Mazlūm aur Badnām Muslih by Mas‘ūd ‘Alam Nadwi 9. Tajdīd wa Ahya’e Dīn by Mawlānā A.A. Mawdudi 10. Challenges to Religions and Islam by Hamid Nasim Rafiabadi
39 | P a g e
Department of Religious Studies Central University of Kashmir Curriculum Transactional Strategy (CTS) Course 15 - Methods and Theories in the Study of Religion (MCR-C 303) S. No. Course Title of the Course Type of Credits Max. Marks Max. Marks Code Course CIA ESE 15. MCR-C 303 Methods and Theories in C 4 40 60 the Study of Religion
Unit Topic Methodology No. of Lectures Evolutionist Approaches to Religion Lecture & 5 Unit–I Discussion Sociological Approaches to Religion ---do--- 9 Approaches to Psychoanalytical Approaches Lecture, Discussion 8 Religion-I & PPT Phenomenological Approaches Lecture & 4 Discussion Learning Outcomes After going through this unit, the student will be able to make sense of: the evolutionary approach to religion, the sociological approaches to religion, the psychological approaches to religion, the phenomenological approaches to religion. Activities continuous internal assessment (CIA), preparation of assignments, preparation for presentation in the class, quiz competition, class discussions. Points for Discussion how Frazer’s approach to religion is different from that of Tylor. how Emile Durkheim, Karl Marx and Max Weber have analysed religion within the sociological framework. Sigmund Freud and William James’ analysis of religion and religious experience. Rudolph Otto and Mircea Eliade’s understanding of religion through phenomenological approach.
Unit Topic Methodology No. of Lectures Indian Approach to Religion Lecture & Discussion 4 Unit–II Atheistic Approach to Religion ---do--- 7
Approaches to Feministic Approach to Religion ---do--- 6 Religion-II Reconciliatory Approaches to ---do--- 5 Religion Learning Outcomes After going through this unit, the student will be able to understand: the Indian approach to religion, the atheistic approach to religion, the feministic approaches to religion, the reconciliatory approaches to religion.
40 | P a g e
Activities continuous internal assessments (CIA’s), preparation of assignments, preparation for presentation in the class, quiz competition, class discussions. Points for Discussion Gandian understanding of religion-All Religions are True, how atheists—like, Richard Dawkins and Christopher Hitchens—evaluate religion, multiple forms of feminism and feministic interpretation of religion, Isma’il Raji al-Faruqi’s and Seyyed Hossein Nasr’s reconciliatory approach to religion.
Unit Topic Methodology No. of Lectures Research in Religious Studies Lecture & Discussion 4 Unit–III Empirical Research Lecture & PPT 4 Methods & Qualitative Research ---do--- 6 Techniques of Quantitative Research ---do--- 5 Research-I
Learning Outcomes After going through this unit, the student will be able to: understand the meaning and functions of research, learn the nature and scope of research in Religious Studies, learn about empirical study in different areas of Religious Studies, demonstrate an understanding of: quantitative research methods and research designs (e.g. surveys, structured interviews) and qualitative research methods and research designs (e.g. different ethnographic methods, unstructured and semi-structured interviews, observation), and mixed-methods research designs (e.g. combining quantitative and qualitative methods). Activities continuous internal assessments (CIA’s), preparation of assignments, preparation for presentations in the class, quiz competition, class discussions. Points for Discussion advantages and disadvantages of different research designs and methods, the implications and generalisations that different research designs and methods permit, identify and understand the possibilities, limits, and limitations of different qualitative and quantitative methods both in the data-gathering and data-analysis stages.
Unit Topic Methodology No. of Lectures Tools and Techniques for Data Lecture, Discussion & 4 Unit–IV Collection PPT Methods & Analysis of Data ---do--- 4 Techniques of Research-II Assignment and Dissertation Writing ---do--- 6 Plagiarism ---do--- 3 Learning Outcomes After going through this unit, the student will be able to: learn the use of different tools and techniques for data collection (Questionnaire: Open and Closed forms; Interview: Structured and Unstructured; Observation: Participant and Non participant) demonstrate the ability to use established data-analysis programs for both quantitative and qualitative data,
41 | P a g e
demonstrate the ability to perform quantitative data analysis and qualitative data analysis at an initial level, demonstrate the application of ethical guidelines in planning the design of an empirical study, learn how to write an assignment and Dissertation, understand what plagiarism is, be familiar with types of plagiarism and plagiarism detection software & tools (e.g. Turnitin tour). The training module will help students of Religious Studies to adapt the knowledge, skills, and tools into the specific discipline area of research interest. Activities continuous internal assessments (CIA’s), preparation of assignments, preparation for presentation in the class, quiz competition, class discussions. Points for Discussion the international, national and disciplinary-specific levels of ethical guidelines and considerations in empirical research, discussion on different data-collection methods, and data-analysis programs. Through this process the student will be able to have an initial degree of hands-on experience with the data-gathering methods and data-analysis program tools used by researchers, critical reflection on data analysis, whereby the student can develop his/her own ideas about research and the development of a specific research project, difference between writing an assignment, a research paper and a dissertation, plagiarism as an academic dishonesty and the legal provision for plagiarism. Course Objective This course will introduce students to the prominent methods and theories through which religions and religious phenomena can be understood. Suggested Readings
Arvind Kumar, Research Methodology in Social Sciences, Sarup & Sons: New Delhi, 2002. Irving Hexham, Understanding World Religions: An Interdisciplinary Approach, Zondervan: Michigan, 2011. Ivan Strenski, Understanding Theories of Religion: An Introduction, Wiley-Blackwell: New Jersey (United States), 2015. Jacques Waardenburg, Classical Approaches to the Study of Religion: Aims, Methods and Theories, Walter de Gruyter: Germany, 1999. Michael Stausberg, (ed.), Contemporary Theories of Religion: A Critical Companion, Routledge: London & New York, 2009. Peter Connoly, (ed.), Approaches to the Study of Religion, Continuum: London & New York, 2006. Seth D. Kunin, (ed.), Theories of Religion: A Reader, Rutgers University Press: New Brunswick, NJ, 2006.
42 | P a g e
Department of Religious Studies Central University of Kashmir Curriculum Transactional Strategy (CTS) Course 16 - Open Generic Elective (OGE “offered through CBCS”) S. No. Course Title of the Course Type of Credits Max. Max. Marks Code Course Marks CIA ESE 16. OGE Open Generic E 4 40 60 Elective
Department of Religious Studies Central University of Kashmir Curriculum Transactional Strategy (CTS) Course 17 - Arabic-III (MCR-E 304) S. No. Course Title of the Course Type of Credits Max. Max. Marks Code Course Marks CIA ESE 17. MCR-E Arabic-III E 4 40 60 304
Unit I Lesson 11 to 01
نواصب الفعل ، إسناد الفعل المضارع المنصوب إلى الضمائر ، يمكن ، واليمكن ، منذ ، رأى ، حذف النون من األفعال الخمسة للنصب وبناء الفعل المضارع المسند إلى نون النسوة ، كاف التشبىة ، نصب الفعل المضارع بـ ) لن ( ، نفي الماضي والحال والمستقبل ، المثنى ، أحدهما واآلخر ، ذو و ذات
Unit II Lesson 01 to 02
جزم المضارع بـ )لم ، ول ما ( ، أقسام الكلمة ، الجملتان اإلسمية والفعلية ، االتي والالئى ، حاالت المضارع الثالث ، إعراب جمع المذكر السالم و ألفاظ العقود ، نفي الفعل الماضي بـ ) ال( النافية ، العدد – أحكام المعدود
Unit III Lesson 02 to 02
إستعمال كان ومازال ، األب واألخ ، الفعل المعتل الفاء ، إسم التصغير والتفضيل ، إستعمال ها، هو ، ذا ، يجب ، مصدر الفعل ذهب ، الفعل معتل العين ، الفعل معتل الالم
Unit IV Lesson 02 to 11
الفعل المصعف ، َقط وأبداً ، طاب واآلن ، إسناد الفعل الماضي والمضارع واألمر إالى ضمير المثنى ، النعت
القرآن: سورة البقرة )آية الكرسي 022 (
سورة الفرقان )آية 31 إلى 11 (
سورة الحشر )آية 12 إلى 02 (
43 | P a g e
Unit Topic Methodology No. of Classes Needed Text lessons Lecture, Discussion 5 Nawasib al-F‘il Reading, writing, speaking Use of Yumkin and listening practice Use of La Yumkin Text lessons ---do--- 5 I Use of Munzu Af ‘al al-Khamsah Text lessons ---do--- 5 Kaf al-Tashbih Nawasib al-Fi‘l al-Mudara Text lessons ---do--- 5 Negation (past/present/future tense) Use of al-Muthana Learning Outcomes After going through this unit, you will be able to: Know how the conjugation of verb(past/ present/ future tense), Know how to use Yumkin, LaYumkin and Munzu in a sentences, Learn Nawasib al-Fi‘l, Learn core vocabulary, Translate simple sentences from Arabic to English/Urdu and vice versa. Activities Text reading, Listening, speaking, reading and writing practice, Conversation practice, Preparation of Assignment/CIA, Preparation of PPT for representation in the class. Points for Discussion Dicuss Yumkin, Layumkin and Munzu, Dicuss Af ‘al al-Khamsah, Discuss Negation of past, present and future tenses, Dual forms of subject and object. Unit Topic Methodology No. of Classes Needed Text lessons Lecture 5 Jazam al-Mudar‘a Discussion Use of Kam Reading, writing, speaking and Use of Lima listening practice Text lessons ---do--- 5 II Kinds of word Sentence in Arabic Nominal sentence Text lessons ---do--- 5 Verbal sentence Forms of Future tense Text lessons ---do--- 5 Sound plural Use of “La al-Nafiyah” Learning Outcomes After going through this unit, you will be able to: Know future tense and its forms, Know structure of a sentence,
44 | P a g e
Learn Nominal and Verbal sentences, Learn core vocabulary, Translate simple sentences from Arabic to English/Urdu and vice versa. ACTIVITIES Text reading, Listening, speaking, reading and writing practice, Conversation practice, Preparation of Assignment/CIA, Preparation of PPT for representation in the class. POINTS FOR DISCUSSION Discuss kinds of a word, Discuss Nominal and verbal sentences in Arabic, Discuss future tense and its forms. Unit Topic Methodology No. of Classes Needed Text lessons Lecture, Discussion 5 Use of Ma zala Reading, writing, speaking and AL-Fi ‘l al Mu‘tal listening practice Text lessons ---do--- 5 III Al-Tasghir Use of ‘ Ha Huwa Dha Text lessons ---do--- 5 Use of Yuhibu Masdar al-Fi‘l Text lessons ---do--- 5 Al-Fi‘l al- Mu‘tal al-‘Ain Al-Fi‘l al-Lam Learning Outcomes After going through this unit, you will be able to: Know how to use Ma zala and AL-Fi ‘l al Mu‘tal, Know Al-Tasghir, Know Masdar al- Fi‘l, Learn core vocabulary, Translate simple sentences from Arabic to English/Urdu and vice versa. Activities Text reading, Listening, speaking, reading and writing practice, Conversation practice, Preparation of Assignment/CIA, Preparation of PPT for representation in the class. POINTS FOR DISCUSSION Discuss use of Ma zala, Discuss al-Tasghir, Discuss Al-Fi‘l al- Mu‘tal al-‘Ain and Al-Fi‘l al-Lam.
45 | P a g e
Unit Topic Methodology No. of Classes Needed Text lessons Lecture, Discussion 5 Al- Fi‘l al Muda‘af Reading, writing, speaking and Use of Qatu and Abada listening practice Use of Taba and Lana Text lessons ---do--- 5 IV Use of Taba and Lana Isnad al-F i‘l al-Madi Text lessons ---do--- 5 Isnad al-F i‘l al-Mudara‘ Isnad al-F i‘l al-Amr Text lessons ---do--- 5 Damir al-Muthana Al- Na‘t Wa al- Man‘ut Learning Outcomes After going through this unit, you will be able to: Know Al- Fi‘l al Muda‘af, Know Isnad al-F i‘l al-Madi, Isnad al-F i‘l al-Mudara‘ and Isnad al-F i‘l al-Amr, Know Damir al-Muthana, Learn core vocabulary, Translate simple sentences from Arabic to English/Urdu and vice versa. Activities Text reading, Listening, speaking, reading and writing practice, Conversation practice, Preparation of Assignment/CIA, Preparation of PPT for representation in the class. Points for Discussion Discuss Al- Fi‘l al Muda‘af, Discuss al-F i‘l al-Madi , al-F i‘l al-Mudara and Amr, Discuss Damir al-Muthana and Al- Na‘t Wa al- Man‘ut.
Department of Religious Studies Central University of Kashmir Curriculum Transactional Strategy (CTS) Course 18 - Gurmukhi-I (MCR-E 305) S. No. Course Title of the Course Type of Credits Max. Max. Marks Code Course Marks CIA ESE 18. MCR-E Gurmukhi-III E 4 40 60 305
46 | P a g e
Semester - IV Department of Religious Studies Central University of Kashmir Curriculum Transactional Strategy (CTS) Course 19 - Judaism (MCR-C 401) S. No. Course Title of the Course Type of Credits Max. Max. Marks Code Course Marks CIA ESE 19. MCR-C Judaism C 4 40 60 401
Unit Topic Methodology No. of class Needed Unit –I History of Foundation and Patriarchs: Lecture 4 Abraham, Isaac and Jacob Discussion/PPT Introduction Prophets: Joseph, David, Solomon, ---do--- 3 & Moses, etc. History of Jewish Salient Features of Hebrew Bible as a Lecture 3 Foundation and Scripture-Monotheism Discussion Patriarchs Mosaic Covenant Lecture 2 Discussion/PPT Learning Outcomes After going through this unit, the student will be able to: know the structure and contents of Hebrew Bible and ancient Mesopotamian Civilization explain biblical narrative, of Abraham as the father of Abrahamic faiths starting from Judaism. discuss the book of Genesis that records the sacrifice of Isaac and various perspectives on it. give the religious interpretation of history; the Promised Land. know the significant contributions of Prophets: David, Solomon and Moses. describe centrality of Messiah and Covenant in Judaism. Activities Preparation of Assignment Preparation of PPT for the presentation in the class Points for Discussion Origin and history of Hebrew Law and its comparison with code of Hammurabi. In What ways God was involved with His chosen people in Patriarchal narrative? What are the causes of the division of the monarchy? Explain why Jerusalem is important in three Abrahamic faiths. Critically discuss view of the Jews that they have divine right to land of Israel. Who built the ancient Temple and what was the nature of worship in it. Importance of covenant in Judaism with special focus on Mosaic Covenant.
47 | P a g e
Unit Topic Methodology No. of class Needed Development of Jewish Theology: Lecture 5 Unit –II Rabbinic Tradition and Talmudic Discussion/PPT Writings Development of Early Medieval Thought ---do--- 4 Jewish Thought and Rabbinic Mysticism Lecture 3 Mysticism Discussion Emergence of Kabbalah ---do--- 3
Learning Outcomes After going through this unit, the student will be able to: understand the rise of the Babylonian scholastic class. know Exilarch and establishment of Jewish institutions. differentiate the Oral Torah from Written Torah. explain hermeneutical literature known as Midrash and its components. state Hellenistic influence in interpretation of Jewish Scripture in early medieval period. describe scriptural sources which served as basis for mystical teaching about the nature of God. Explain emergence of Jewish mysticism known as Kabbalah in twelfth century. Activities Preparation of Continuous Internal Assessment (CIA) Preparation of PPT for the presentation in the class Points for Discussion What is the concept of authority in relation to Rabbanic theology? Discuss the dispersion of Jews and development of Jewish scholarship in Babylonia. What are major differences between the scholars of Babylonian and Palestinian Talmud? Discuss Maimonide notion of negative and positives attributes of God. How Jewish mysticism is unique. Outline the depiction of sefirot according to medieval Kabbalists. Unit Topic Methodology No. of class Needed Unit –III Jews in Diaspora Lecture 5 Discussion/PPT Jewish Diaspora The Jews in India ---do--- 2 & Judaism’s Interaction with Islam Lecture 4 Religious Reforms Discussion in Judaism Lecture 3 Religious Reforms in Judaism Discussion/PPT Learning Outcomes After going through this unit, the student will be able to: know cause of Dispersion of Jews and its different nomenclature. describe the advent of Jews in India their settlement on the Malabar Coast. know the Prophet Muhammad’s attitude toward the Jewish community. discuss the growth of Jewish scholarship under Ummayad Caliphate.
48 | P a g e
describe the major Jewish figures who initiated Reform movements in Judaism. state the Israel Jacobson‘s programmes of reform and building of Reform Temple. Activities Preparation of Continuous Internal Assessment (CIA) Preparation of PPT for the presentation in the class Points for Discussion Describe the Babylonian conquest and deportation of Judeansn to Babylonia. Discuss The Cochin Jews and their division in Black and White Jews. How were Jews treated in the Muslim lands during the first centuries of Islamic rule. What are the central differences between Jewish life in Christian Europe and Muslim lands? What was the main criticism levelled by the Orthodox against the Reformers? Discuss the Reform Temples major changes which have been brought in the Jewish tradition. Unit Topic Methodology No. of class needed Unit –IV Judaism in the Modern Period: Anti- Lecture 4 Semitism, Holocaust Discussion/PPT Religio-Political Zionism and Creation of Israel ---do--- 4 Movement Dead Sea Scrolls Lecture 3 & Discussion Contemporary Tradition and Modernity in the Lecture 3 Israelite Society Contemporary Israelite Society Discussion/PPT Learning Outcomes After going through this unit, the student will be able to: define the anti-Semitism and factors behind coining the term. discuss the multifaceted form of Anti-Semitism. discuss the racist ideology of the Nazi state and its effects on Jews. describe the chauvinism and anti-Jewish legislation. explain the religio-political movement---zionism for creation of Israel state. discuss the WW II and its impact on the Zionist movement. debate the Balfour Declaration and creation of State of Israel mention the importance of Dead Sea Scrolls for Jewish tradition. discuss the Arab Israel conflicts and the rise of Al-Fateh. sketch the impact of Zionism on culture and contemporary Israelite society. Activities Preparation of Continuous Internal Assessment (CIA) Preparation of PPT for the presentation in the class. Points for Discussion Discuss the anti-Jewish attitude with reference to Dreyfus Affairs in France. How did modern anti-Semitism differ from anti-Semitism of previous centuries? What was the nature of Jewish life in Germany once Hitler became the chancellor? Discuss the life in ghettos and concentration camps under Nazi rule.
49 | P a g e
Why did Zionists believe that creation of Jewish state will be solution to the problem of anti-Semitism? Analyse the role of Britain and UNO in the creation of Israel. Arab Israel conflict and reconciliatory steps. In what way the findings of Dead Sea Scrolls are important for modern Jews. Discuss the Israeli Culture from 1948 onwards.
Suggested Readings Cohn-Sherbok, Dan. 2003, Judaism: History, Belief and Practice New York & London: Routledge. Kunin, Seth D. 2000, Themes and Issues in Judaism Cassell: London & New York. Cohn-Sherbok, Dan. 2007, Kabbalah & Jewish Mysticism Oneworld Oxford. Taitz,Emily. 2006, Introduction to the World’s Major Religions Judaism Vl.1 Greenwood Press: London. Neusner, Jacob. 2006, Judaism: the basics Routledge: USA & Canada. Cohn-Sherbok, Dan. 2012, Introduction to Zionism and Israel: From Ideology to History Continuum International Publishing Group: New York. Leaman ,Oliver. 2006, Jewish Thought: An Introduction Routledge: London & New York. Cohn-Sherbok, Dan.,2002, Anti-Semitism, Sutton. Meyer, Michael A., 1990, Responses to Modernity: A History of the Reform Movement in Judaism, Oxford University Press. Matt, Daniel, 1996, The Essential Kabbalah, Harper Collins. Cohn-Sherbok, Dan. 1995 Jewish Mysticism: An Anthology, Oneworld. Cohn-Sherbok, Dan.1996, Medieval Jewish Philosophy: An introduction, Curzon. Baer, Yitzkak, Schoffman, Louis, 1993, A History of the Jews in Christian Spain: From the Fourteenth Century to the Explusion, Jewish Publication Society. Edwards, John, 1991, The Jews in Christian Europe, 1400-1700, Routledge. Cohen, Mark R., 1995, Under Crescent and Cross: The Jews in the Middle Ages, Princeton University Press. Lewis, Bernard, 1987, The Jews of Islam, Princeton University Press.
50 | P a g e
Department of Religious Studies Central University of Kashmir Curriculum Transactional Strategy (CTS) Course 20 - Christianity (MCR-C 402) S. No. Course Title of the Course Type of Credits Max. Max. Marks Code Course Marks CIA ESE 20. MCR-C Christianity C 4 40 60 402
Unit Topic Methodology No. of Classes Needed Origin and Development of Lecture & Discussion 4 Christianity Unit – I Jesus of Nazareth: Life, Death, ---do--- 6 Resurrection and basic Teachings Christianity: Scriptures: Old and New Testament, ---do--- 6 Origin and Apocrypha and the Gospel of Development Barnabas Trinity, Original Sin and Salvation ---do--- 4 Learning Outcomes After going through this unit, the student will be able to: Have an understanding of the Christian faith and the basic sources of Christian religion Know life and basic teachings of Jesus Activities continuous internal assessment (CIA). preparation of assignment. preparation for presentation in the class. class discussion. Points for Discussion Christianity, its belief system and its historical development, Life of Jesus and sacred scriptures of Christianity. Unit Topic Methodology No. of Classes Needed Apostles and early Followers of Jesus Lecture & 4 Unit – II Discussion Role of Paul of Tarsus and Introduction of ---do--- 5 Later Greek Philosophy in Christianity Developments in Church: Its Origin and Growth ---do--- 4 Christianity Rise of Canon, Doctrines and Practices ---do--- 4
Learning Outcomes After going through this unit, the student will be able to know: Historical development in the doctrines of Christianity Rise of Canon and its position in Christian theology Saint Paul and his role in the development of Christianity
51 | P a g e
Activities Continuous internal assessment (CIA). Preparation of assignments. Preparation for presentation in the class. Class discussion. Points for Discussion Role of Paul in early Christianity later developments in Christianity
Unit Topic Methodology No. of Classes Needed Constantine and the Legalization of Lecture & 4 Christianity Discussion Unit – III Development of Creeds: Nicene, ---do--- 5 Athanasian, Baptismal and Apostles’ Thinkers and Creeds Sects in Augustine: The Defender of Christian faith ---do--- 4 Christianity Main sects: Catholics, Orthodox and ---do--- 4
Protestants Learning Outcomes After going through this unit, the student will be able to know: role of Constantine in Christianity Main sects and their doctrinal differences Development of Christian Creeds during the last two millenniums. Activities Continuous Internal Assessment (CIA). Preparation of assignments. Preparation for presentation in the class. Class discussion. Points for Discussion Main Christian sects Later developments in Christianity
Unit Topic Methodology No. of Classes Needed Church-State relations and its various Lecture & 4 Unit – IV types Discussion The East-West Schism ---do--- 5 Major Crusades and Religious Reforms ---do--- 4 Developments in Christian History Advent of Christians in Indian ---do--- 4 Subcontinent Learning Outcomes After going through this unit, the student will be able to know: Church-State relations Impact of Crusades on modern world Influence of Christians in India
52 | P a g e
Activities Continuous Internal Assessment (CIA). Preparation of assignments. Preparation for presentation in the class. Class discussion. Points for Discussion Causes of divisions in Christian world, Crusades as turning point in East-West relations.
Suggested Readings 1. Twenty Centuries of Christianity by Paul Hutchinson and Winfred E. Garrison 2. Islam Versus Ahl al-Kitab by Maryam Jameela 3. Encyclopaedia of Religion and Ethics ed. by James Hastings 4. The life of the Catholic Church by Philim Huges 5. The life of the Jesus Christ by Lord Landford 6. Yahudiyat aur Nasrāniyat by Mawlana S.A.A. Mawdūdī 7. World Religions by Nelson and Neelson 8. Kyā Insān Paidā’ishī Gunahgār Hain by Dr. Nazir Ahmad Zargar 9. ‘Īsā‘iyat aur Tathlīth by Dr. Mu‘īd al-Zafar 10. A History of Christianity by Paul Johnson 11. History of the Christian Church by Philip Schaff
53 | P a g e
Department of Religious Studies Central University of Kashmir Curriculum Transactional Strategy (CTS) Course 21 - Sikhism (MCR-C 403) S. No. Course Title of the Course Type of Credits Max. Max. Marks Code Course Marks CIA ESE 21. MCR-C Sikhism C 4 40 60 403
Unit Topic Methodology No. of lectures
Unit – I Political, religious and cultural Lecture/Discussion 5 background of Sikhism. ORIGIN AND Life and Teachings of Guru Nanak Lecture/Discussion 5 GROWTH OF SIKH Sahib. RELIGION Sikh Panth and Culture from Guru Lecture/Discussion 5 Angad to Guru Tegh Bahadur. Contribution of Guru Gobind Lecture/Discussion 5 Singh to Sikh religion and culture. Learning Outcomes After completion of this unit, students shall be able to: Understand the foundational aspects of Sikhism Comprehend and describe the religious and cultural diversity of Indian subcontinent during medieval period. Describe the political scenario during emergence of Sikhism. Become familiar with the Guru-Tradition in Sikhism. Describe the cultural transformation in Punjab during Guru-Period. Explain the basic teachings and works of ten Gurus Understand the historical development of Sikh Panth Explain the importance, role and formation of Khalsa Activities Continuous internal assessment Preparation of Assignment Group discussion
POINTS FOR DISCUSSION Significant features of Bhakti-Movement Travels (Udasis) of Guru Nanak Solutions to contemporary issues from Guru Nanak’s teachings – Women empowerment, religious tolerance, universal brotherhood, global peace, etc. Establishment of cities by Sikh Gurus: forming roots of civil society Reformation of Society by Sikh Gurus: Removal of Parda- system, widow-remarriage, introduction of Gurmukhi language and script, social equality. Creation of Khalsa and archetypal form of Guru Gobind Singh
54 | P a g e
Unit Topic Methodology No. of lectures
Unit – II Guru Granth Sahib: its compilation, Lecture/Discussion basic doctrines and status in Sikh 6 BASIC religion. FUNDAMENTALS Conceptual Study of Jap Ji Sahib Lecture/Discussion 5 OF THE SIKH The distinguishing features of Sikh Lecture/Discussion RELIGION religio-cultural tradition – Sangat, 3 Pangat and Gurudwara Miri-Piri, Akal Takhat and Gurmatta Lecture/Discussion 5 – Institutions of Religious Authority. Learning Outcomes
After completion of this unit, students shall be able to explain:
Understand the nature, structure and methodology of compilation of Guru Granth Sahib Explain the major doctrines in Guru Granth Sahib Explain the status of Guru Granth Sahib as ‘living Guru’ in Sikhism Describe the structural and conceptual framework of Japu ji Sahib. Explain the Gurdwara as a centre for spiritual and socio-cultural equality. Clarify the mutual complementary nature of Sangat and Pangat. The emergence of Miri-Piri as temporal-spiritual authority in Sikhism Discuss the role and importance of Akal Takht and Gurmata in Sikh Society.
Activities
Continuous internal assessment Preparation of Assignment Group discussion
POINTS FOR DISCUSSION
Varieties of religious experience in world traditions Revelation and Scripture in world traditions Relevance of teaching of Guru Granth Sahib in modern times Five Khands in Japji Sahib Tawheed and concept of one God in Japu ji Sahib Caste system and concept of Pangat and Sangat Miri-Piri system: unison of temporal and spiritual authority
Unit Topics Methodology No. of Lectures
Basic Concepts in Sikh Lecture/Discussion religious philosophy: God, 5 Unit – III Man and the World.
SIKH PHILOSOPHY Concept of Sabad, Guru , Lecture/Discussion AND ETHICS Naam 5
Lecture/Discussion The World and Humans: the 5 human problems and their
55 | P a g e
Solution (Sikh Ethics)
Introduction to Dasam Granth Lecture/Discussion 5 Learning Outcomes
After completion of this unit, students shall be able to explain:
The basic philosophical dimensions of Sikh Religious thought The conception of God, Man and World and their inter-relation in the Sikh world view Status of Sabad (as Guru) in Sikh revelation Naam – the process, approaches, traditions and place in Sikhism Problem of evil in Sikhism - evil as ignorance, five basic evils as origin of human problems Classification of humans: Gurmukh and Manmukh Solutions to human problems – Sikh ethical way of life Basic structure and nature of Dasam Granth
Activities
Continuous internal assessment Preparation of Assignment Group discussion
POINTS FOR DISCUSSION
Concept of God in world religions Place of man in cosmos – Sikh perspective Nature of truth : humanistic, mystic and revealed ; exploration of Sat-naam Significance of ethics in social life: ethical dimensions in Sikhism Problem of Sin and Grace in Sikhism Human freedom, free will and destiny: the process of self-actualization
Unit Topics Methodology No. of lectures
Challenges of Modernity to Lecture/Discussion 5 Unit – IV Sikh Community. Sikh response to some Lecture/Discussion 5 Sikh Society: modern concerns Challenges and Political and Cultural Responses Changes in Sikh Society Lecture/Discussion 5 during the Last Half of Twentieth Century Sikh Diaspora Lecture/Discussion 5 Learning Outcomes
After completion of this unit, students shall be able to explain:
The emergence of modern world view; Clash of Science and religion The challenges faced by Sikh society due to modernity Dialogue of Sikh scholarship with ‘Global Consciousness’ Necessity and emergence of Akali Dal; Major Resolutions and ‘Panthic Morchas’
56 | P a g e
Formation of ‘Punjabi-Suba’, Operation Blue Star and Sikh Massacre Sikh Diaspora, issues of identity crisis and efforts for social recognition
Activities Continuous internal assessment Preparation of Assignment Group discussion
POINTS FOR DISCUSSION
Basic patterns of Colonial thought and polity – effects on Sikh Society Nature of response by Sikh society to problems of modernity Role and contribution of Sikhs to Pre and post Independent India Sikh Diaspora: literature and key issues
SUGGESTED READINGS
Ahluwalia, Jasbir Singh (2006), The Sovereignty of Sikh Doctrine, Amritsar, Singh Brothers Avtar Singh (1970), Sikh Ethics, Patiala, Punjabi University. Daljit Singh (2004), Sikhism: A Comparative Study of its Theology and Mysticism, Amritsar, Singh Brothers. Darshan Singh (Edi.), Guru Granth SahibAmong the Scriptures of the World, Patiala, Punjabi University Grewal, J. S. (2009), A Study of Guru Granth Sahib, Amritsar, Singh Brothers. Harbans Singh, Dr. (2011), Encyclopedia of Sikhism (Vol. 1- 4), Patiala, Punjabi University. Kapur Singh, Sirdar (2001), Guru Nanak Life and Thought, Amritsar, Guru Nanak Dev University Khark Singh (2007), Guru Nanak: A Prophet with Difference, Amritsar, Guru Nanak Dev University Macauliffe, Max Arthur (1909), The Sikh Religion, Its Gurus, Sacred Writings and Authors (Vol. 1-6), Oxford, At The Clarendon Press Mandair, Arvind-Pal Singh (2013), Sikhism: A Guide for the Perplexed, New Delhi, Bloomsbury. N. Muthumohan (2003), Essential Postulates of Sikhism, Patiala, Punjabi University Pashaura Singh, Louis E. Fenech (2014), The Oxford Handbook of Sikh Studies, New York, Oxford University Press. Sher Singh, Dr.(2009), Philosophy of Sikhism, Amritsar, S.G.P.C Talib, G. S. (2011), An Introduction To Sri Guru Granth Sahib, Patiala, Punjabi University. Tatla, Darshan Singh (1999), The Sikh diaspora, London, UCL Press Limited Teja Singh, Ganda Singh (2006), A Short History of the Sikhs (Vol.-1), Patiala, Punjabi University http://www.sikhpoint.com http://sikhchic.com http://www.allaboutsikhs.com http://www.sikhs.org http://www.discoversikhism.com /sikhs.html
57 | P a g e
Department of Religious Studies Central University of Kashmir Curriculum Transactional Strategy (CTS) Course 22 - Religious Education: Prospects & Challenges (MCR-C 404) S. No. Course Title of the Course Type of Credits Max. Max. Marks Code Course Marks CIA ESE 22. MCR-C Religious Education: C 4 40 60 404 Prospects & Challenges
Unit Topic Methodology No. of Classes needed Gurukul , Patshala and Sangha Lecture and Discussion 5 Unit I Christian Seminaries Lecture and Discussion 5 Gurdwara (Teksal, Dera, Lecture and Discussion 5 Religious Education Nirmala, Udasi?) A Historical Survey Informal Education; the role of Lecture and Discussion 5 Khanqas Activities Continuous Internal Assessment (CIA). Preparation of assignments. Preparation for presentation in the class. Class discussion. Unit Topic Methodolog No. of Classes y needed Evolution of Madrasas over the Ages: Lecture and 5 Religious Education during Prophet’s time, Discussion Curricula of education at Madina (Dar-i- Unit II Arqam and Sufah ), Mundane sciences in Early Islam, Religious education during Institutionalization Umayyad and Abbasid period, Religious of Religious education during Mughal and Sultanate Education: A period, Prominent features of Dars-i- Nizami, Historical Survey Religious and Madrasa Education in contemporary world
Dars-i-Nizami: Theology, Uloom–i-Aqaliya, Lecture and 5 Uloom-i-Naqaliya Discussion
Classisification of Sciences: Profane and Lecture and 5 sacred Sciences Discussion ( Farz-i-‘Ain and Farz-i-Kifayah) , Physical education
Renunciation and Meditative Practices: Lecture and 5 Sunday classes, Temple instructions, Eight- Discussion Fold path, Mool Mantra, Yoga, Lord’s prayer
58 | P a g e
Activities Continuous Internal Assessment (CIA). Preparation of assignments. Preparation for presentation in the class. Class discussion. Unit Topic Methodology No. of Classes needed Stereotypes and Misconceptions Lecture and 5 Discussion Unit III Reformation of Religious Education Lecture and 5 in Modern India Discussion Religious Education in New techniques of education and Lecture and 5 Indian Religious Institutions Discussion Subcontinent The educational Paradigm of Lecture and 5 scriptures Vs Seminary education Discussion
Activities Continuous Internal Assessment (CIA). Preparation of assignments. Preparation for presentation in the class. Class discussion. Unit Topic Methodology No. of Classes needed Science, Foreign languages and Lecture and 5 importance of Mathematics in Discussion Unit IV Religious Curriculum Revision of the Curriculum and Lecture and 5 Challenges From Lack of Skilled Knowledge Discussion Secular Sectarianism and blind following, Lecture and 5 Education Jurisprudence based education Discussion Versus scripture based education
Author Versus Book mode of Lecture and 5 education and Delinking education Discussion from social and economic life Activities Continuous Internal Assessment (CIA). Preparation of assignments. Preparation for presentation in the class. Class discussion.
59 | P a g e
Department of Religious Studies Central University of Kashmir Curriculum Transactional Strategy (CTS) Course 23 - Dissertation (MCR-E 405) S. No. Course Title of the Course Type of Credits Max. Max. Marks Code Course Marks CIA ESE 23. MCR-E Dissertation E 4 40 60 405
Department of Religious Studies Central University of Kashmir Curriculum Transactional Strategy (CTS) Course 24 - Religion and Gender (MCR-E 406) S. No. Course Title of the Course Type of Credits Max. Max. Marks Code Course Marks CIA ESE 24. MCR-E Religion and Gender E 4 40 60 406
Unit Topic Methodology No. of class needed Definition and meaning of Gender Lecture 3 Unit –I Discussion/PPT Different perspectives on Gender Lecture 5 Definition Studies Discussion & Gender studies, methodology and Lecture 3 Different foundational concepts Discussion Perspectives Androcentrism, Subordination and Lecture 4 Domination Discussion/PPT Activities
Preparation of Assignment Preparation of PPT for the presentation in the class
Unit Topic Methodology No. of class needed Unit –II Hinduism Lecture 6 Discussion/PPT Women in Buddhism Lecture 5 Indian Discussion/PPT Jainism Lecture Religions 4 Discussion Sikhism Lecture 5 Discussion/PPT Activities
60 | P a g e
Continuous Internal Assessment (CIA) Preparation of PPT for presentation in the class
Unit Topic Methodology No. of class needed Judaism Lecture 6 Unit –III Discussion/PPT
Women in Christianity Lecture 5 Discussion/PPT Semitic Islam Lecture 4 Religions Discussion Feministic interpretation of Lecture 2 scriptures Discussion/PPT Activities
Continuous Internal Assessment (CIA) Preparation of PPT for presentation in the class
Unit Topic Methodology No. of class needed Eco-Feminism: Various Dimensions Lecture 4 Unit –IV Discussion/PPT Westernization and Media: The Lecture 4 Challenges and Question of Veil infanticide, feticide, Discussion/PPT New trends abortion, honour killing Domestic Violence and Widow- Lecture 4 remarriage Discussion Labour and Gender Discrimination Lecture 3 Discussion/PPT Activities
Continuous Internal Assessment (CIA) Preparation of PPT for presentation in the class. Recommended Readings: 1. Kaufman, Michael (1993): Woman in Jewish Law and Tradition. Jason Aronson, Northvale NJ. # 1976. [JUDAISM] 2. Kaur, Inderjeet (1983): Status of Hindu Women in India. Ghugh Publications, Allahabad, India. # 510. [HINDUISM; INDIA] 3. Kidwai, Mushir Hosain (1976): Woman Under Different Social and Religious Laws. Seema Publications, New Delhi, India. # 696. [ISLAM; SOCIAL & POLITICAL ISSUES]
61 | P a g e
4. Kim, Ai Ra (1995): Women Struggling for a New Life: The Role of Religion in the Cultural Passage from Korea to America. State Univeristy of New York Press, Albany NY. # 1964. [KOREA] 5. King, Ursula (Ed.) (1987): Women in the World's Religions: Past and Present. (God: The Contemporary Discussion Series.) Paragon House, New York NY. # 525. [WORLD RELIGIONS] 6. King, Ursula (1989): Women and Spirituality: Voices of Protest and Promise. Macmillan Education, Basingstoke, Hampshire. # 706. [SPIRITUALITY] 7. King, Ursula (1994): Religion and Gender. Blackwell Publishers, Cambridge MA. # 1678. [GENDER & SEXUALITY]
62 | P a g e