Noida Institute of Engineering and Technology,

Greater Noida

Indian Religion, Philosophy,

and Practices
UNIT:III

Unit: III
Subject Name:
Indian Traditions ,culture & Society SHIVAM KUMAR
SINHA
B tech 1 year Assistant professor
Department-MBA

1
 Index/ Content

S. No. Index

1.
Name of Subject with code, Course and Subject Teacher

2.
Brief Introduction of Faculty member with Photograph

3. Evaluation Scheme
4. Syllabus
5. Branch wise Application
6. Course Objective(s)
7. Course Outcome(s)
8. Program Outcomes (POs)
2
9. Cos and POs Mapping
 Index/Content

S. No. Index

9. Video Links
10. Daily Quiz
11. MCQs
12. Assignment
13. Old Question Papers/Expected Questions
14. Summary
15. References
3
 Index/Content
S. No. Index
10. Program Specific Outcomes (PSOs)
11. Cos and PSOs Mapping
12. Program Educational Objectives (PEOs)
13. Result Analysis
14. End Semester Question paper Templates
15. Prequisite/Recap
16. Brief Indtroduction about the Subject with Videos
17. Unit Contents
18. Unit Objectives
19. Topic Objectives/Topic Outcome

4
 Index/Content
S. No. Index
20. Lecture related to topic
21. Daily Quiz
22. Weekly Assignment
23. Topic Links
24. MCQs
25. Glossary Questions
26. Old question papers
27. Expected Questions
28. Recap of unit

5
 Faculty Introduction

• Area of Research – marketing Environment& consumer satisfaction

• Done MBA, BBA Specialization- Marketing & HR

• 04+ years of Experience in teaching

6
Noida Institute of Engineering and Technology,
Greater Noida

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 Syllabus

UNIT I: Society State and Polity in India (6 Hours)

• State in Ancient India: Evolutionary Theory, Force Theory, Mystical Theory Contract Theory,
Stages of State Formation in Ancient India, Kingship , Council of Ministers Administration
Political Ideals in Ancient India Conditions’ of the Welfare of Societies, The Seven Limbs of
the State, Society in Ancient India, Purusārtha, Varnāshrama System, Āshrama or the Stages
of Life, Marriage, Understanding Gender as a social category, The representation of Women
in Historical traditions, Challenges faced by Women. Four-class Classification, Slavery.

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 Syllabus

UNIT II: Society State and Polity in India (10 Hours)

• State in Ancient India: Evolutionary Theory, Force Theory, Mystical Theory Contract Theory,
Stages of State Formation in Ancient India, Kingship ,

• Council of Ministers Administration Political Ideals in Ancient India Conditions’ of the

Welfare of Societies,

• The Seven Limbs of the State, Society in Ancient India, Purusārtha, Varnāshrama System,
• Āshrama or the Stages of Life, Marriage, Understanding Gender as a social category,

• The representation of Women in Historical traditions, Challenges faced by Women. Four-class

Classification, Slavery.
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 Syllabus

UNIT III: Indian Religion, Philosophy, and Practices (8 Hour)

• Pre-Vedic and Vedic Religion, Buddhism, Jainism, Six System Indian Philosophy,
Shankaracharya, Various Philosophical Doctrines, Other Heterodox Sects, Bhakti Movement,
Sufi movement, Socio religious reform movement of 19th century, Modern religious
practices.

UNIT IV: Science, Management and Indian Knowledge System (8 Hour)

• Astronomy in India, Chemistry in India, Mathematics in India, Physics in India, Agriculture in
India, Medicine in India,Metallurgy in India, Geography, Biology, Harappan Technologies,
Water Management in India, Textile Technology in India,Writing Technology in India
Pyrotechnics in India Trade in Ancient India/India’s Dominance up to Pre-colonial Times.

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UNIT V: Cultural Heritage and Performing Arts (4 Hours)
• Indian Architect, Engineering and Architecture in Ancient India, Sculptures,
Seals, coins, Pottery, Puppetry, Dance, Music, Theatre, drama, Painting, Martial
Arts Traditions, Fairs and Festivals, Current developments in Arts and Cultural,
Indian’s Cultural Contribution to the World. Indian Cinema

11
 Branch wise Applications

• This course will help-

• To know about the Indian culture and related education and apply in society.

• To understand the importance of Indian heritage, languages etc. and spread the knowledge in
the society.

• To understand the different religions, dialects, living standards of the people and make aware
the society about the same

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 Course Objectives

Students will be able to understand the basic knowledge about the Society State and Polity in
India.

Students will be able to understand the basic knowledge about the Indian Literature, Culture,
Tradition, and Practices .

Help the students in acquiring the knowledge of Indian Religion, Philosophy, and Practices .

Aware the students about the Science, Management and Indian Knowledge System .

Aware the students about the Cultural Heritage and Performing Arts .

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 Course Outcomes
S.N CO After completion of this course students will be able to B.T
o

1 CO1 Understand the basics of past Indian politics and state polity. K2

2 CO2 Understand the Vedas, Upanishads, languages & literature of K2

Indian society.

3 CO3 Know the different religions and religious movements in India. K4

4 CO4 Identify and explore the basic knowledge about the ancient history K4
of Indian agriculture, science & technology, and ayurveda.

5 CO5 Identify Indian dances, fairs & festivals, and cinema. K1

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 Program Outcomes

1. Engineering knowledge: Apply the knowledge of mathematics, science, engineering fundamentals, and an
engineering specialization to the solution of complex engineering problems.

2. Problem analysis: Identify, formulate, review research literature, and analyze complex engineering problems
reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences.

3. Design/development of solutions: Design solutions for complex engineering problems and design system
components or processes that meet the specified needs with appropriate consideration for the public health and
safety, and the cultural, societal, and environmental considerations.

4. Conduct investigations of complex problems: Use research-based knowledge and research methods including
design of experiments, analysis and interpretation of data, and synthesis of the information to provide valid
conclusions.
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 Program Outcomes

5. Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern engineering and IT
tools including prediction and modeling to complex engineering activities with an understanding of the limitations.

6. The engineer and society: Apply reasoning informed by the contextual knowledge to assess societal, health,
safety, legal and cultural issues and the consequent responsibilities relevant to the professional engineering practice.

7. Environment and sustainability: Understand the impact of the professional engineering solutions in societal
and environmental contexts, and demonstrate the knowledge of, and need for sustainable development.

8. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the
engineering practice.
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 Program Outcomes

9. Individual and team work: Function effectively as an individual, and as a member or leader in diverse teams, and in
multidisciplinary settings.

10. Communication: Communicate effectively on complex engineering activities with the engineering community and
with society at large, such as, being able to comprehend and write effective reports and design documentation, make
effective presentations, and give and receive clear instructions.

11. Project management and finance: Demonstrate knowledge and understanding of the engineering and management
principles and apply these to one’s own work, as a member and leader in a team, to manage projects and in
multidisciplinary environments.

12. Life-long learning: Recognize the need for, and have the preparation and ability to engage in independent and life-
long learning in the broadest context of technological change.

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 CO-PO Mapping
PO PO PO P PO PO PO PO PO PO PO PO PO
1 2 O 4 5
CO 6 7 8 9 10 11 12
3
CO 1 M M M

CO 2 H M H

CO 3 M H M

CO 4 M H

CO 5 M

Avg. 2 2 2 2.5 2.5 2 2.5

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 PSOs

• PSOs are yet to be finalized for Emerging branches.

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 COs-PSOs Mapping

• CO-PSO mapping are yet to be finalized for

Emerging branches.

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 COs-PSOs Mapping

• CO-PSO mapping are yet to be finalized for Emerging

branches.

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 PEOs

PEOs are yet to be finalized for Emerging

branches.

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Result Analysis

Waiting……….

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End Semester Question Paper
Template

Will be display soon …….

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End Semester Question Paper
Template

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End Semester Question Paper
Template

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 Prerequisite and Recap

• Introduction to Pre-Vedic and Vedic

Religion:
• Pre-Vedic and Vedic Religion
• Buddhism and Jainism
• Six System Indian Philosophy
• Shankaracharya
• Various Philosophical Doctrines
• Other Heterodox Sects
• Bhakti Movement, Sufi movement, Socio
religious reform movement of 19th century and
• Modern religious practices.

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 Introduction of subject with video links

Introduction: EITK is the study of Indian culture, society, as well as different

languages and the living standards of the Indian people, and it helps to
understand the history of culture and society in different regions of the country.

• Video Links:
• https://youtu.be/X2SXJiSv3R4
• https://youtu.be/7PuuAgeSRpU
• https://youtu.be/RVT60SA3KgM
• https://youtu.be/dK53fX97jlc

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 Topic Mapping with course outcomes

Mapping
Topic Course Level
Unit So. Outcomes
No.

Introduction to Indian Tradition CO1 High

II 1 and Culture CO2 High
Introduction to Indian
Religion, Philosophy, and CO3 High
Practices
Buddhist And Jain Literature in CO1 High
2 Pali CO3 High
Persian And Urdu ,Hindi CO1 High
3 Literature CO3 Medium

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 Content

• Introduction to Pre-Vedic and Vedic

Religion:
• Pre-Vedic and Vedic Religion
• Buddhism and Jainism
• Six System Indian Philosophy
• Shankaracharya
• Various Philosophical Doctrines
• Other Heterodox Sects
• Bhakti Movement, Sufi movement, Socio religious
reform movement of 19th century and
• Modern religious practices.

30
 Unit Objective(s)

• To enable the students to understand

• Pre-Vedic and Vedic Religion

• To sensitize students towards Bhakti Movement

• To aware the students about modern religious practices.

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 Course Outcome

• CO3. Ability to understand, Pre-Vedic and

Vedic Religion.

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 CO-PO and PSO Mapping

Mapping
Unit- So. C Level PO Leve PSO Lev
III No. O l el

2 High 1 High 1 Hig

III 1 h
3 High
2

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 Topic Mapping with course outcomes

Mapping
Topic Course Level
Unit So. Outcomes
-III No.

Pre-Vedic and Vedic CO1 Medium

III 1 Religion CO3 High
Bhakti Movement CO1 Low
2 CO3 High
Modern religious practices. CO1 Low
3 CO3 High

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 Topic objectives

• Students will be able to know the following concepts:

• Introduction to Pre-Vedic and Vedic Religion

• Introduction to Buddhism

• Introduction to Jainism

• Shankaracharya 35
 Pre-Vedic and Vedic Religion

• The Vedic age itself is divided into the Early Vedic Period (c.1500 – 1200 BCE)
and

• Later Vedic Period (c.1100 – 500 BCE). The reason being that society underwent
drastic changes from the time the first Vedas were written to the appearance of
later Vedic scriptures.

•S.No. Pre-Vedic
differences between Period
the Early Vedic
Vedic Period and Later VedicPeriod
Period

1. The caste system was flexible The caste system became more rigid
and based on profession rather in this period with birth being the
than birth main criteria

36
 Pre-Vedic and Vedic Religion

2. There was no concept of Shudra or untouchables Shudras became a mainstay in the Later Vedic
period. Their sole function was to serve those of
the upper-castes

3. Women were allowed a greater degree of freedom in this Women were restricted from their participation in
period. They were allowed to participate in the political society by being relegated to subordinate and
process of the time to a certain extent docile roles

4. Kingship was fluid as the kings were elected for a fixed As society became more urbanized in this period,
period by the local assembly known as Samiti the need for stable leadership was realized. Thus
the absolute rule of the Kings became more and
more prominent

5. Early Vedic society was pastoralist and semi-nomadic in Society became more settled in nature. It became
nature centred around agriculture in general

37
 Pre-Vedic and Vedic Religion

6. In the Early Vedic Period, the barter Although the barter system was
system was more prevalent with little to still in practice, it was largely
no monetary value transaction being replaced by the exchange of gold
part of the exchange and silver coins known as Krishnala

7. Rigveda. This text is cited as the earliest Yajurveda. Samaveda

text from this period Atharvaveda

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 Vedic Religion

• Vedic religion, also called Vedism, the religion of the ancient Indo-European-
speaking peoples who entered India about 1500 BCE from the region of present-
day Iran. It takes its name from the collections of sacred texts known as
the Vedas.

• Vedism is the oldest stratum of religious activity in India for which there exist
written materials. It was one of the major traditions that shaped Hinduism.

39
 Vedic Religion

• The authors of the Vedic hymns were the Aryans. But who were the Aryans? In
the 19th century, Aryans were considered a race. Now it is thought of as a
linguistic group of people who spoke Indo-European language from which later
emerged Sanskrit, Latin, and Greek etc.

• This is reflected from the words in these languages which are similar in sound
and meaning. Thus the Sanskrit words matri and pitri are similar to the Latin
mater and pater

40
 Vedic Religion

The early Aryans worshipped phenomena of nature in the form of nature gods. These forces of nature were worshipped as male or female
gods.

Indra was the Aryan superman, the god of strength, foremost in battle, always ready to smite dragons and demons and to destroy cities. He
was the God of thunder, the rainmaker, and the victor over the forces which the Aryans could not vanquish.

Agni the God of fire, received many beautiful tributes; he dominated the domestic fireplace, and marriages were solemnized in the presence of
fire, as they are to this day in Hindu rites. Fire was the purest of the five elements and was held in high esteem.

Surya (Sun), Savitri (a solar deity to whom the famous Gayatri mantra is dedicated).
Varuna was the god of water. He was the sustainer of plant and animal life. It was his responsibility to uphold the natural order.

Soma (god of intoxicating juice soma).

Yama, the god of death, had a prominent place.

Vayu (the god of winds).
Prithvi was the goddess of Earth. and Usha, the goddess of Dawn.

A characteristic feature of the Vedic religion is that male deities like Varuna, Surya and Agni were given prominence and goddesses like Prithvi
and Usha occupied a subordinate position.

41
 Vedic Religion

• The main factor in the expansion of the Aryan culture during the later Vedic
period was the beginning of the use of iron around 1000 BC.

• The Rigvedic people knew of a metal called ayas which was either copper or
bronze. In the later Vedic literature ayas was qualified with shyama or krishna
meaning black to denote iron.

42
 Buddhism

• It is famous as it is the place where Gautama Buddha is said to have attained

Enlightenment (Pali: bodhi) under what became known as the Bodhi Tree.
Since antiquity, Bodh Gaya has remained the object of pilgrimage and
veneration both for Hindus and Buddhists.

• Buddhism, religion and philosophy that developed from the teachings of

the Buddha, a teacher who lived in northern India between the mid-6th and
mid-4th centuries BCE (before the Common Era). Spreading from India to
Central and Southeast Asia, China, Korea, and Japan, Buddhism has played a
central role in the spiritual, cultural, and social life of Asia, and, beginning in
the 20th century, it spread to the West.

43
 Buddhism

• Types of Buddhism
• Today, many forms of Buddhism exist around the world. The three main types that represent
specific geographical areas include:

• Theravada Buddhism: Prevalent in Thailand, Sri Lanka, Cambodia, Laos and Burma

• Mahayana Buddhism: Prevalent in China, Japan, Taiwan, Korea, Singapore and Vietnam

• Tibetan Buddhism: Prevalent in Tibet, Nepal, Mongolia, Bhutan, and parts of Russia and
northern India

44
 Buddhism

• Dharma
• Buddha’s teachings are known as “dharma.” He taught that wisdom, kindness,
patience, generosity and compassion were important virtues.

• Specifically, all Buddhists live by five moral precepts, which prohibit:

• Killing living things
• Taking what is not given
• Sexual misconduct
• Lying
• Using drugs or alcohol

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 Buddhism

• Buddhist Holy Book

• Buddhists revere many sacred texts and scriptures. Some of the most important are:

• Tipitaka: These texts, known as the “three baskets,” are thought to be the earliest collection
of Buddhist writings.

• Sutras: There are more than 2,000 sutras, which are sacred teachings embraced mainly by
Mahayana Buddhists.

• The Book of the Dead: This Tibetan text describes the stages of death in detail.

46
 Buddhism

Around 530 BC a young prince named Siddhartha Gautama

challenged the ideas of the Brahmin priests and created a new
world religion .

Born in 563 BC into the warrior

caste
He lived in luxury in his family’s palaces and never
experienced pain, suffering, or death
He married a beautiful woman
and they had a son.

47
 Buddhism

One day while riding in his chariot outside the palace walls, Gautama saw a sick man, an old man, and
a dead man.
He realized that life was an endless cycle of pain and that the only way to escape that cycle was to seek wisdom
He left his family when he was about 29 and became a homeless wanderer with five other men who were also
seeking wisdom.

48
 Buddhism

Gautama tried to find wisdom through physical suffering and

harsh discipline but instead he gained only pain.
At last, after days of meditating deeply in the shade of a tree, Gautama felt that the truth
had come to him
At this point, he became to known as “The Enlightened One,” or
Buddha.

49
 Four Noble Truths of Buddhism

First Noble Truth: Everything in life is suffering and sorrow.

Second Noble Truth: The cause of all this pain is people’s self-
centered cravings and desires --- people seek pleasure that cannot last and
that leads only to rebirth and more suffering.

Third Noble Truth: The way to end all pain is to end all desires.

Fourth Noble Truth: People can overcome their desires and attain
enlightenment by following the Eightfold Path .

50
 He gave an Eightfold path. According to him the
Buddhism
eightfold path is a way to end suffering.

Noble Eightfold Path

1. Right view
2. Right intention
3. Right speech
4. Right action
5. Right livelihood
6. Right effort
7. Right mindfulness
8.Right meditation or concentration

By following the Eightfold Path, anyone

could attain nirvana-- which was the
release from all pain and suffering.
51
 Buddhism

Buddha taught his followers to treat all living

things (humans, animals, and even insects)
with kindness and love.

Buddha eliminated the caste system, the

rituals associated with Hinduism, and the
ancient language (Sanskrit) of the Vedas
and Upanishads.
Concerned with all human beings---women
as well as men, and lowborn as well as
highborn .
52
 Refuge in the Three Jewels

Three things that Buddhists give

themselves to, and in return look
toward for guidance, in the process
known as taking refuge.
Buddha – example of
Buddha Or more loosely, the
wisdom that
understands Dharma, and in thism
regard the Buddha represents the
perfect wisdo that sees reality in
its true form.
Dharma – teachings/laws as
expounded by Buddha
Sangha – community of
those who
will help others attain bodhi 53
 Buddhism

The most important symbol in Buddhism is the

Wheel of Life which depicts the cycle of birth
and life.

The eight spokes symbolize the Eightfold

Path.

Buddhist teachings & beliefs were recorded in

a collection called the Tripitaka.

54
 Buddhism

Pali Canon (Tipitaka):

Vinaya Pitaka: dealing with rules for monks and nuns
Sutta Pitaka: discourses, mostly ascribed to the Buddha,
but some to disciples

Abhidhamma Pitaka:
variously described as philosophy, psychology,
metaphysics.

Pali Canon is the scripture collection

of the Theraveda Buddhist
tradition.

In Pali language-
Pitaka means basket
tipitaka means three basket. 55
 Jainism

• The word Jain is derived from Jina, which means the one victorious over the self and the
external world. The Jinas are regarded more respect than the Gods.

• They include the 24 Tirthankaras or ford-finders (holy men), the last Tirthankara Mahavira
(599-527 BC) is the founder of Jainism.

56
 Beliefs in Jainism

• In Jain thinking, a jiva is a soul, which is attached to a body.

• The soul is of flexible size i.e. the same soul can fit inside a cat’s body as a human’s. The Jain
scriptures state that there are 8.4 million species of jivas. The soul is also uncreated, eternal
and has infinite power and knowledge and therefore has the inherent potential of divinity.

• There are five levels of human development:

• Sadhus (monks) and sadhvis (nuns)
• Upadhyayas (teachers of the scriptures and philosophy)
• Acharyas (leaders of the monastic community)

57
 Beliefs in Jainism

• salvation; both Ordinary and Tirthankar and have achieved divinity. They can Arihantas
(liberated souls that have attained help others until death when they become siddhas)

• Siddhas (liberated souls who reside in the highest level of heaven. They have no form and are
detached from the earth)

58
 Jainism

 Jainism is a way of life and one of the oldest religions

of the world

 It believes in a cyclical nature of universe. It discourages superstition and blind faith and
encourages free and rational thinking.

 Jainism lays heavy emphasis on non-violence (ahimsa)

and discipline.

 According to Jain philosophy, all Tirthankaras were born as human beings but they have
attained a state of perfection or enlightenment through meditation and
self realization. They are the “Gods” of Jains.

 Jains have always practiced non-violence, vegetarianism, meditation, yoga, and

environmentalism.
59
 Principles of Jainism

• Not to cause harm to any living beings by

Non- thoughts, speech or body
violence • Non-violence towards all living creatures, in
(Ahimsa) both thought
and action
Multiplicity
of Views • Strengthens autonomy of thoughts &
(Anekäntvä
d) speech, and non-possessiveness
• A complete detachment from
Non-
Possessiveness people, places, and material
/ Non- things
Attachment
Truthfulne • To speak the harmless truth
(Aparigraha)
ss
(Satya) only
Non-Stealing • Not to take anything that is not
(Asteya / properly given
Achaurya) 60
 Basic philosophies of Jainism

 Jainism believes in Godhood but does not believe God to be the First Cause.God is not a
Creator, Preserver or Destroyer of the universe.

 “God” does not Punish or Reward

 Each person is responsible for improving life by one’s self-endeavor

 Each person is capable of achieving Godhood

 All Living Beings have Souls & are Equal
 All life is sacred
 Therefore, living in peace & harmony is essential
 Elimination of our Karmas is the Path to Liberation & Achievement of Godhood
 It requires multiple re-births
 Ultimate Goal of Life
 To be free from all karma

61
 Karma theory of Jainism

 The principles governing the successions of life cycles (birth, life, and
death) is Karma.

 The Theory of Karma is founded on the simple law of cause and

effect. What we experience now is the result of our own past action
and our future is a function of our own choice and making.
 Explains the role that karmas play in our lives, how we
accumulate karmas, and how we get rid of them.
 Actions of mind, speech, and body bind us with karma and our
intentions and the passions determine the duration, strength and
the results of the bondage.
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 Lord Mahavira

 Lord Mahavir - 24th (and final) Tirthankara

 Born on March 30, 599 B.C. (about 2600 years ago) as a prince in Bihar, India. He
attained nirvana in the year 527 B.C. at the age of 72.

 The ultimate objective of his teaching is how one can attain the total freedom from
the cycle of birth, life, and death, and achieve the permanent blissful state (known
as liberation, nirvana, absolute freedom, or Moksha.)

 He shaped the present form of Jainism.Lord Mahavir envisioned men and women to
be on equal footing in the matters of spiritual advancement.
63
 Symbols in Jainism

Digit of moon – (region of liberated souls)

Palm – signifies assurance; to have faith and Three dots – (Right Perception/Faith, Right
change the path of righteousness. Knowledge, and Right Conduct)
Wheel of Dharma – 24 spokes represent Overall meaning – After removing all of their
the 24 Tirthankaras. The word inside the karmas, living beings will reside in the world of
liberated souls.
wheel is ahimsa.

64
 Major Jain Religious events

 Mahavir Jayanti – celebration of the birth of Lord Mahavir

 Paryushan Parva –"abiding and coming together"

 Samvatsari Pratikraman – asking for forgiveness

 Mahavir Nirvan – celebration at Diwali/New Year’s per the lunar

calendar

65
 Jain Beliefs

All souls are

equal
Non-Violence

Multiplicity of

views Non-

possessiveness

Karma
66
 Six System Indian Philosophy

• Hindu philosophy encompasses the philosophies, world views and

teachings of Hinduism that emerged in Ancient India. These include six systems
(shad-darśana) – Sankhya, Yoga, Nyaya, Vaisheshika, Mimamsa and Vedanta.

• In Indian tradition, the word used for philosophy is Darshana. This word comes
from the Sanskrit root drish (to see, to experience)

67
 Six System Indian Philosophy

• Nyaya
• The founder of Nyaya is Akshapada Gautama and it dated back to 2nd Century
BCE. It is a school that deals with logic and epistemology.

• Its main objective is to help to eliminate ignorance of knowledge. It enlists four

valid (Pramana) and four invalid means of gaining knowledge. It is very closely
linked with Vaisheshika School.

68
 Six System Indian Philosophy

• Vaisheshika
• The Vaisheshika System of Indian Philosophy was founded by Kanada or uluka. Popularly
understood as the atomistic school of Indian Philosophy.

• It elaborates on seven elements of matter with the nomenclature of Saptapadartha- Dravya

(substance and also includes the Panchamahabhutas), Guna (Qualities), Karma (activities),
Samanya (generalist traits), Vishesha (specialty), Samavaya (inter-relatedness) and the last
addition which is Abhaava i.e absence

69
 Six System Indian Philosophy

• Samkhya
• Sage Kapila founded the Samkhya System of Philosophy. Samkhya is an extremely complex school of
philosophy that goes deep into the understanding of the creator and the creation. There are terms like Mahat,
Purusha, Prakriti, Tri-Gunas, that are explored in this school. The school is credited to Sage Kapila.

• The Mahat is the universal cosmic spirit. Purusha is the passive element whereas Prakriti is the active element
which creates Manas(Mind) and the three Gunas- Sattva(Calm and composed), Rajas (momentum, dynamism
and egoistic) and Tamas (imbalanced, chaotic and destructive).

70
 Six System Indian Philosophy

• Yoga
• The Yoga Syatem of Philosophy was founded by Patanjali. While Samkhya
highlights the three Gunas of Sattva, Rajas, and Tamas, the eight-limbs of Yoga
Sutras of Patanjali highlight how to connect with the greater cosmic essence
and enhance spirituality.

• These eight-limbs include- Yama (moral conduct), Niyama (Disciple), Asana

(right posture), Pranayama (effective breathing), Pratyahara (withdrawing the
senses), Dharana (to concentrate on one object), Dhyana (meditation), Samadhi
(supreme bliss/ salvation).

71
 Six System Indian Philosophy

• Purva Mimamsa
• Sage Jaimini is associated with Purva Mimamsa who is considered to be the
disciple of Sage Vyasa.

• This text provides details on why is it important to conduct Vedic rituals for a
person to attain the last ultimate goal of life which is Moksha (usually
understood as Salvation).

• This deals with Karma Khanda i.e action based compendium of knowledge in
the Vedas.

72
 Six System Indian Philosophy

• Uttara Mimamsa
• Vedanta, as the name suggests, is the last of the four forms of Vedas, the other three being
Brahmanas, Samhitas, and Aranyakas. Aranyakas and Vedanta form the Jnana Khada viz. a
more metaphysical element for a person to explore. The beginning of Vedanta is credited to
Sage Bhadrayana.

• Vedanta was analyzed and interpreted by many thinkers that deserve a definite mention --
Advaita Vedanta by Shankaracharya, Vivishta Advaita by Ramanujacharya, Dvaita Vedanta
by Madhavacharya, Dvaitadvaita Vedanta by Nimbaraka and Shuddha Advaita Vedanta by
Vallabhacharya.

73
 Shankaracharya

• Shankaracharya (शङ्कराचार्य) (IAST: Śaṅkarācārya,

Shankara acharya) is a commonly used title of heads of monasteries
called mathas in the Advaita Vedanta tradition of Hindu Dharma.

• The title derives from Adi Shankara, teachers from the successive line of
teachers dating back to him are known as Shankaracharyas.

• Adi Shankara set up four monasteries known as Mathas or Peethams, in the

North, South, East and West of India, to be held by realised men who would be
known as Shankaracharyas. They would take on the role of teacher and could
be consulted by anyone with sincere queries of a spiritual nature

74
 Shankaracharya

Adi Shankaracharya with his four disciples - Padmapadacharya, Sureshwaracharya,

Hastamalakacharya & Totakacharya

75
 Shankaracharya

• 4 Major Mathas in 4 Regions of India

• Matha is a Sanskrit word and also refers to a monastery in Buddhism and Jainism. The matha
tradition of Hinduism involved in education,support studies,culture and also the place where
many new texts were composed. Adi Shankara has established four major mathas in different
regions of India and list is as follows.

• Govardhana Matha, Odisha – Rig Veda

• Govardhana matha is located in the coastal city of Puri in Odisha and associated with the
Lord Jagannath temple. The Eastern part of the Indian subcontinent from Bihar to till
Rajamundry and Orissa to Arunachal Pradesh,comes under this Math.

76
 Shankaracharya

• Sharada Peetham, Karnataka – Yajur Veda:

• Sringeri Sharada Peetha was established by Adi Shankara on the banks of the Tunga River in
Chikkamagalur district in Karnataka. Town of Sringeri is the site of the first Matha in India
and one of the famous matha in Karnataka state along with Ramachandrapura Math.

• Dwaraka Pitha, Gujarat – Sama Veda

• Dwaraka Matha is also called as Saradha Matha is situated in the ancient coastal city of
Dwaraka in Gujarat. It is one of the four cardinal mathas established by Adi Shankara and
associated with Dwarakadheesh Temple.

77
 Shankaracharya

• Jyotir Math, Uttarakhand – Atharva Veda

• Jyotir Math or Jyotir Pitha is located in a city with same name Jyotirmath in Chamoli district of
Uttarakhand. Jyotirmath is gateway to Himalayan mountains,trekking and pilgrim centres like
Badrinath and Auli Ropeway, one of the longest ropeway in India.

78
 Shankaracharya

Shishya
Direction Maṭha Mahāvākya Veda Sampradaya
(lineage)

Prajñānam brahma
Puri Govardhanmaṭha
Padmapāda East (Consciousness is supreme Rig Veda Bhogavala
Pīṭhaṃ
being)

Aham brahmāsmi (I am the

Sureśvara South Sringeri Śārada Pīṭhaṃ Yajur Veda Bhūrivala
supreme being)

Hastāmalakācārya West Dvāraka Kalika Pīṭhaṃ Tattvamasi (That thou art) Sama Veda Kitavala

Ayamātmānam brahma
Toṭakācārya North Badari Jyotirmaṭha Pīṭhaṃ (This Atman is supreme Atharva Veda Nandavala
being)
79
 Summary

• We have covered the following topics in this lecture:

• Introduction to Pre-Vedic and Vedic Religion
• Introduction to Buddhism
• Introduction to Jainism
• Shankaracharya

80
 Prerequisite and Recap

• Introduction to Pre-Vedic and Vedic Religion

• Introduction to Buddhism

• Introduction to Jainism

• Shankaracharya

81
 Topic Mapping with course outcomes

Mapping
So. Topic Course Level
Unit- No. Outcom
III es

1 Various Philosophical CO1 High

III Doctrines High
2 Other Heterodox Sects CO1 High
CO3 Low
3 Bhakti Movement CO3 High

82
 Objectives of topic/Session

• Students will be able to know the following concepts:

• Various Philosophical Doctrine

• Bhakti Movement

83
 Various Philosophical Doctrines

• Indian philosophy refers to philosophical traditions of the Indian

subcontinent. A traditional classification divides āstika(orthodox)
and nāstika (heterodox) schools of philosophy, depending on one of three
alternate criteria: whether it believes the Vedas as a valid source of
knowledge; whether the school believes in the premises
of Brahman and Atman; and whether the school believes in afterlife
and Devas.

• There are six major schools of orthodox (vedic) Indian philosophy—

Nyaya, Vaisheshika, Samkhya, Yoga, Mīmāṃsā and Vedanta, and five major
heterodox (sramanic) schools—Jain, Buddhist, Ajivika, Ajñana,
and Charvaka.
84
 Various Philosophical Doctrines

• Some schools like Jainism, Buddhism, Yoga, Śaiva and Vedanta survived, but others,
like Ajñana, Charvaka and Ājīvika did not.

• Ancient and medieval era texts of Indian philosophies include extensive discussions
on ontology (metaphysics, Brahman-Atman, Sunyata-Anatta), reliable means of knowledge
(epistemology, Pramanas), value system (axiology) and other topics.

• Many Hindu intellectual traditions were classified during the medieval period of Brahmanic-
Sanskritic scholasticism into a standard list of six orthodox (Astika) schools (darshanas), the
"Six Philosophies" (ṣaḍ-darśana), all of which accept the testimony of the Vedas.

85
 Heterodox Sects

• In Post Vedic age, there was emergence of 62 heterodox sects, which raised voice against
prevalent Bramhinical order and had brought about intellectual revolution. This is also called
as Shramana movement.

• These movement denied the efficacy of sacrifices, rejected Vedas as eternal, rejected caste
system, denied existence of God. It held the view that samsara is full of suffering. However
there were many heterodox sects and the beliefs varied from one sect to another.

86
 Heterodox Sects(Śramaṇic schools)

• Several Śramaṇic movements have existed before the 6th century BCE, and these
influenced both the āstika and nāstika traditions of Indian philosophy.

• The Śramaṇa movement gave rise to diverse range of heterodox beliefs, ranging
from accepting or denying the concept of soul, atomism, antinomian ethics,

• materialism, atheism, agnosticism, fatalism to free will, idealization of extreme

asceticism to that of family life, strict ahimsa (non-violence) and vegetarianism to
permissibility of violence and meat-eating.

• Notable philosophies that arose from Śramaṇic movement were Jainism, early
Buddhism, Charvaka, Ajñana and Ājīvika
87
 Heterodox Sects(Śramaṇic schools)

• Various Heterodox Sects:

Ajivikas
Founded by Makkali Ghoshala in 5th century BC. It Revolves around niyati doctrine. No use of
karma, everything is predicted. The philosophy did not believed in God. According to them, the
world is composed of atoms. It also Rejected Vedas. Mauryan king Ashoka’s
father Bindusara was follower of this tradition. They Led ascetic life without clothes and
material possession. It was a Śramaṇa movement and a major rival of early
Buddhism and Jainism. Ājīvikas were organised renunciates who formed discrete monastic
communities prone to an ascetic and simple lifestyle

Charvaka
Eat, Drink, Make merry. There is no ‘other’ world. There is no God or Bramha. Man is at the
center of universe, he should eat, consume and enjoy sensual pleasures.
It was Propounded by Brihaspati.
It is also called Lokayata school of philosophy. i.e. derived from common people. 88
 Heterodox Sects(Śramaṇic schools)

3. Ajñana philosophy
• Ajñana was one of the nāstika or "heterodox" schools of ancient Indian philosophy,
and the ancient school of radical Indian skepticism. It was a Śramaṇa movement and a
major rival of early Buddhism and Jainism. They have been recorded in Buddhist and
Jain texts. They held that it was impossible to obtain knowledge of metaphysical nature
or ascertain the truth value of philosophical propositions; and even if knowledge was
possible, it was useless and disadvantageous for final salvation. They were sophists
who specialized in refutation without propagating any positive doctrine of their own.

4. Jain Philosophy

5. Buddhist Philosophy
89
 Bhakti Movement

• The Bhakti movement refers to the trend that was brought forward by a number of
Hindu saints in medieval Hinduism that sought to bring religious reforms by adopting the
method of devotion to achieve salvation. It originated in eighth-century south India (now Tamil
Nadu and Kerala states), and spread northwards.

90
 Bhakti Movement

• An important landmark in the cultural history of medieval India was the silent revolution in
society brought about by a galaxy of socio-religious reformers, a revolution known as the
Bhakti Movement.

• This movement was responsible for many rites and rituals associated with the worship of
God by Hindus, Muslims and Sikhs of Indian subcontinent. For example, Kirtan at a Hindu
Temple, Qawaali at a Dargah (by Muslims), and singing of Gurbani at a Gurdwara are all
derived from the Bhakti movement of medieval India (800-1700).

• The leader of this Hindu revivalist movement was Shankaracharya, a great thinker and a
distinguished philosopher. And this movement was propounded by Chaitanya Mahaprabhu,
Namadeva, Tukaram, Jayadeva. The movement's major achievement was its abolition of idol
worship.
91
 Bhakti Movement

• The leader of the bhakti movement focusing on the Lord as Rama was Ramananda. Very little
is known about him, but he is believed to have lived in the first half of the 15 th century. He
taught that Lord Rama is the supreme Lord, and that salvation could be attained only through
love for and devotion to him, and through the repetition of his sacred name.

• Chaitanya Mahaprabhu was an ascetic Hindu monk and social reformer in 16 th century Bengal.
A great proponent of loving devotion for God, bhakti yoga, Chaitanya worshiped the Lord in
the form of Krishna.

92
 Bhakti Movement

• Guru Nanak, the first Sikh Guru and founder of the Sikhism, too was a Bhakti
Saint and social reformer.

• He was opposed to all distinctions of caste as well as the religious rivalries and
rituals. He preached the unity of God and condemned formalism and ritualism
of both Islam and Hinduism. Guru Nanak's gospel was for all men. He
proclaimed their equality in all respects.

93
 Summary

We have covered the following topics in this lecture:

• Various Philosophical Doctrine
• Bhakti Movement

94
 Prerequisite and Recap

• Various Philosophical Doctrine

• Bhakti Movement
• Sufi Movement

95
 Topic Mapping with course outcomes

Mapping
Unit- So.
III No. Topic Course Level
Outcomes

1 Sufi movement CO2 High

III High

2 Socio religious reform movement CO2 High

of 19th century CO4 Low

3 Modern religious practices CO2 Medium

CO3 High

96
 Objectives of topic/Session

• Students will be able to know the following concepts:

• Sufi movement
• Socio religious reform movement of 19th century
• Modern religious practices

97
 Sufi movement

• The terms Sufi, Wali, Darvesh and Faqir are used for Muslim saints who attempted to
achieve development of their intuitive faculties through ascetic exercises, contemplation,
renunciation and self-denial. By the 12th century A.D., Sufism had become a universal aspect
of Islamic social life as its influence extended over almost the entire Muslim community.

• Sufism represents the inward or esoteric side of Islam or the mystical dimension of Muslim
religion. However, the Sufi saints transcending all religious and communal distinctions,
worked for promoting the interest of humanity at large.

98
 Sufi movement

• The Sufis were a class of philosophers remarkable for their religious catholicity. Sufis
regarded God as the supreme beauty and believed that one must admire it, take delight in His
thought and concentrate his attention on Him only. They believed that God is 'Mashuq' and
Sufis are the 'Ashiqs'.

• Sufism crystallized itself into various 'Silsilahs' or orders. The 4 most popular among these
were Chistis, Suhrawardis, Qadiriyahs and Naqshbandis.

99
 Sufi movement

• Sufism took roots in both rural and urban areas and exercised a deep social, political and
cultural influence on the masses. It rebelled against all forms of religious formalism,
orthodoxy, falsehood and hypocrisy and to create a new world order in which spiritual bliss
was the only and the ultimate goal.

• At a time when struggle for political power was the prevailing madness, the Sufi saints
reminded men of their moral obligations.

100
 Sufi movement

• To a world torn by strife and conflict they tried to bring peace and harmony.

• The most important contribution of Sufism is that it helped to blunt the edge of Hindu-Muslim
prejudices by forging the feelings of solidarity and brotherhood between these two religious
communities.

101
 19th Century Social and Religious
Reform Movements

• Basically, there were two kinds of reform movements in the 19th century in India:

• Reformist
• These movements responded with the time and scientific temper of the modern era.

• Revivalist
• These movements started reviving ancient Indian traditions and thoughts and believed that
the western thinking ruined Indian culture and ethos.

102
 19th Century Social and Religious
Reform Movements

• Brahmo Samaj (Reformist):

• Founded in 1828 in Calcutta by pioneer social reformer Raja Ram Mohan Roy (1772 – 1833),
the movement fought against idol worship, polytheism, caste oppression, unnecessary rituals and
other social evils like Sati, polygamy, purdah system, child marriage, etc. The society also strove
for women’s rights like widow remarriage and education of women. It also fought attacked
prevailing superstitions among Hindus.

• Arya Samaj (Revivalist): Founded in 1875 in Bombay by Swami Dayanand Saraswati, this
society strove against idolatry, polytheism, rituals, priesthood, animal sacrifice, child marriage
and the caste system. It also encourages the dissemination of western scientific knowledge.

103
 19th Century Social and Religious Reform
Movements

• Theosophical Society
• Though Annie Besant’s name is most associated with this society, it was actually founded
by Madame Blavatsky and Colonel Olcott in New York (later shifted to Madras) in 1875. It
promoted the study of ancient Hindu, Buddhist and Zoroastrian philosophies. It promoted
the concept of universal brotherhood as expounded in the Upanishads and Vedas.

• Ramakrishna Mission
• This mission was founded by Swami Vivekananda in 1892 in Belur near Calcutta to
promote the teachings of Vivekananda’s Guru Ramakrishna Paramahansa. It opposed the
caste system and untouchability. It focused on the universality of all religions and
propagated Vedanta.

104
 19th Century Social and Religious Reform
Movements

• Satyashodhak Samaj
• This society was founded by Jyotirao Govindrao Phule on 24 September 1873 in present-day
Maharashtra. It campaigned against idolatry and the caste system. It advocated rational
thinking and rejected priesthood. Jyotirao Phule is said to have used the term ‘Dalit’ for the
oppressed castes.

• Young Bengal Movement

• This movement was started by Henry Louis Vivian Derozio in Calcutta in the 1820s. Derozio
was an Anglo-Indian college teacher in Calcutta and he encouraged radical thinking among
his students. He criticised the prevailing religious practices of orthodox Hinduism. He also
inspired free-thinking and propagated the spirit of liberty, equality and freedom.

105
 19th Century Social and Religious
Reform Movements

• Aligarh Movement (Reformist)

• This movement was started by Sir Sayyed Ahmed Khan in the 1860’s in Aligarh, Uttar
Pradesh. It focused on spreading western scientific education among the Muslim masses in
India.

• Widow Remarriage Association

• This was founded by Vishnu Shastri Pandit and Mahadev Govind Ranade in Bombay in 1861.
It promoted widow remarriage and campaigned against child marriages, the heavy cost of
marriages and custom-like the shaving of widow’s head, etc.

106
 19th Century Social and Religious
Reform Movements

• Deoband Movement
• This was started in 1867 in Deoband in UP by theologians, Muhammad Qasim Nanawatawi
and Rashid Ahmad Gangohi. It was an anti-British movement that aimed at the uplifting the
Muslims through educational efforts.

107
 Modern religious practices

• Religion is a vast subject. Actually, that’s an understatement. Religion touches on everything

about the world around us, from the explanations we seek for the creation of the universe and
our purpose within to the higher power behind these things to the way we behave, treat one
another, and interact with society to the values, laws, and beliefs that govern us.

• Whether you are a person of faith, a skeptic, or something in between, the concepts of
spirituality, organized religion, and morality effect us all. They produce cultural constructs,
power dynamics, and historical narratives. They can also produce philosophical innovation,
ethical reform, and the advancement of social justice.

108
 Modern religious practices

• Name of Religion
• Atheism/Agnosticism
• Bahá’í
• Buddhism
• Christianity
• Confucianism
• Druze
• Gnosticism
• Hinduism
• Islam
• Jainism
• Judaism
109
 Modern religious practices

• Name of Religion
• Rastafarianism
• Shinto
• Sikhism
• Zoroastrianism
• Traditional African Religions
• African Diaspora Religions
• Indigenous American Religions

110
 Faculty Video Links, You tube & NPTEL Video
Links and Online Courses Details

• Youtube/other Video Links:

• https://youtu.be/X2SXJiSv3R4
• https://youtu.be/7PuuAgeSRpU
• https://youtu.be/RVT60SA3KgM

111
 Daily Quiz

1. Which of the following technique used for making bronze statues during Harappa
Civilisation?
• A. Lost Wax Casting
• B. Stone carving
• C. Wood carving
• D. Ivory carving
2. The bust of bearded man figure was found in which of the following archaeological site?
• A. Mohenjo-Daro
• B. Lothal
• C. Harappa
• D. Dholavira

112
 Daily Quiz

3. Which of the following are the fact of the Harappa Civilization was mainly used for
commercial purposes?
• A. Bronze/metal sculpture
• B. Stone sculpture
• C. Seal
• D. Terracotta sculpture

4. Who had composed the original Ramayana?

A. Rishi Valmiki
B. Tulsi Das
C. Sant Ek Nath
D. Anhinanda

113
 Daily Quiz

5. Lakshmana is considered to be the incarnation of whom?

A. Lord Vishnu
B. Lord Shiva
C. Lord Brahma
D. Sheshnag
6. What was the name of the forest where Lord Rama, Lakshmana and Goddess
Sita stayed during exile?
A. Aranya
B. Aranyak
C. Dandakaranya
D. Karanya

114
 MCQ s

7. Who among the following said “Liberty is the opposite of over government”?
A. Seeley
B. Prof. Ramsay Muir
C. Laski
D. J.S Mill
8. What is meant by Social Justice.
A. All should have same Political Rights.
B. All should have same Economic rights.
C. All kinds of discrimination and privileges based on caste, colour, creed and sex
should be eliminated.
D. All should have the right to freedom of religion.
115
 MCQ s

9. Traditional approach give stress on:

A. Values.
B. Facts.
C. Objectivity.
D. Precision.
10. Hobbes Theory of Social Contract is explained in his book. A. Republic. B. Prince. C.
Social Contract. D. Leviathan.
11. Which one of the following is not relevant to Traditional Approach.
A. Philosophical B. Historical. C. Institutional D. Behavioural.
12. Integration of Political Science with other Social Sciences Is a basic principle of
A. Traditionalism. B. Behaviouralism. C. Liberalism. D. Post – Behaviouralism.

116
 MCQ s

13. Integration of Political Science with other Social Sciences Is a basic principle of
A. Traditionalism. B. Behaviouralism. C. Liberalism. D. Post – Behaviouralism.
14. The success of democracy depends upon
A. Periodic Elections. B. Voting. C. Campaigning in The Elections. D. All of the above
15. Who wrote the book ‘A Grammar of politics’
A. Laski
B. Hegal
C. J.S Mill
D T.H Green

117
 MCQ s

16. The concept of Greek, ‘Justice’ was

A. Legal
B. Moral
C. Social
D. Political
17. The origin of democracy can be traced back to
A. Ancient Greek City States
B. Medieval Period
C. Modern Era
D. Feudalism

118
 Weekly Assignment

Q.1Throw the light on Bodh religion.

Q.2 Discuss the Jain religion

Q.3 Throw the light on Bhakti movement.

Q.4 Discuss the holy book “Sufi movement”.

119
 Expected Questions for University Exam

Q.1Throw the light on Bodh religion.

Q.2 Discuss the Jain religion
Q.3 Throw the light on Bhakti movement.
Q.4 Discuss the holy book “Sufi movement”.
Q.4Throw the light on pre Vedic religion.

120
 Summary

• We have covered the following topics in this lecture:

• Sufi movement

• Socio religious reform movement of 19th century

• Modern religious practices

121
 References

References :
1. V. Sivaramakrishna (Ed.), Cultural Heritage of India-Course Material, Bharatiya Vidya
Bhavan, Mumbai, 5th Edition, 2014
2. S. Baliyan, Indian Art and Culture, Oxford University Press, India
3. Swami Jitatmanand, Modern Physics and Vedant, Bharatiya Vidya Bhavan
4. Romila Thapar, Readings In Early Indian History Oxford University Press , India

122
 References

Thank You

123