Interesting talk by shrI nAgaraja paTuri on shAstra education, vAkyArtha sabha-s, Indic academy and such

[विश्वासो वासुकिजः (Vishvas Vasuki)]

https://www.youtube.com/watch?v=FMJOwIB8fxw&feature=youtu.be

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Vishvas /विश्वासः

[Nagaraj Paturi]

This is part of the playlist shared in an older post by Sri Dattaraj-ji.

Thanks anyway. 

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Nagaraj Paturi

 

Hyderabad, Telangana, INDIA.

Director,  Inter-Gurukula-University Centre , Indic Academy

BoS, MIT School of Vedic Sciences, Pune, Maharashtra

BoS, Chinmaya Vishwavidyapeeth, Veliyanad, Kerala

BoS Veda Vijnana Gurukula, Bengaluru.

Former Senior Professor of Cultural Studies, 

FLAME School of Communication and FLAME School of  Liberal Education, 

(Pune, Maharashtra, INDIA )

 

 

 

[Irene Galstian]

I still would like to understand who decides to remove key subjects from university curricula and why.
Thanks in advance to whoever can explain this.

Irene

[Praveen R. Bhat]

Namaste Prof. Nagaraj ji,

I'd left a comment on this video in the earlier uploads at Gurukul Prakalp. Here it is just, FYI:

Sir, unfortunately, some traditional Gurukulas have tied up with the Universities and while implementing the latters' syllabus to bring "modern value" to their teachings, they have dropped some Nyaya, etc, as well! I'm sure you all at Indic Academy know that the reason as to why (under what kind of influence) the University syllabi have dropped shAstras needs to be fixed as well, for this Gurukula-University effort to be more successful. Congratulations and thanks for all your effort.  

Kind rgds,
--Praveen R. Bhat
/* येनेदं सर्वं विजानाति, तं केन विजानीयात्। Through what should one know That owing to which all this is known! [Br.Up. 4.5.15] */

[Nagaraj Paturi]

Each university has its procedures. 

Some universities give greater autonomy to the respective faculty members teaching the course. In most universities , even where the respective faculty members prepare /design their own course, the departmental committees, Boards of Studies, Academic Councils etc. play a role. 

But all this is purely procedural. 

The actual starting point is usually a pressure from the students themselves. 

Gradually the grammars of classical version of languages like Telugu and Kannada have been felt to be 'tough' by some students and the departments had to yield to the pressure and make those courses optional in some places and completely removed in some other places. 

When Prof. Sheldon Pollock, during his visit to India was interviewed by news papers about his response to the classical status accorded to Kannada, Telugu etc., commented that the number of scholars capable of teaching classical texts in these languages itself is coming down. Though his opinion is exaggerated because there still are many classical Kannada and classical Telugu scholars (more of them in high schools, junior colleges and undergrad colleges than in the post-graduate colleges or universities or sometimes even outside the formal educational institutes), but the state of affairs is gradually moving towards making such exaggerations true. This is another reason for removing / reducing classical literature content from the post-graduate syllabuses.  Same is the case with the teaching of Alankara Shastra at the regional literature departments. 

In the early days of founding of these regional literature departments, the teachers had sound background in Sanskrit, shaastras including alankaara shaastra. They were able to teach classical literature in regional languages, grammars of classical language which had strong foundation in Sanskrit vaiyaakaraNa tradition, alankaara shaastra etc. easily and very well. But gradually teachers in the regional literature departments coming from such backgrounds decreased. This resulted in a pressure from both teacher and student side in removing /reducing these courses. 

There were what were called oriental colleges where courses like UbhayabhaashaapraveeNa with strong foundation in Sanskrit and the regional language were taught. Students with these degrees used enter PG departments and universities as students of PG cvourses. They were capable and were prepared to receive courses on classical literature in regional languages, grammars of classical language ,  alankaara shaastra etc. Gradually these colleges are getting closed and the number of such students is coming down. 

There are many such reasons for the present state of affairs. 

We have to wake up before the exaggerations become true.  

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[Irene Galstian]

Thank you for the explanation, Prof Paturi.
You are right, of course, this situation can’t be left as is, and rebuilding should be worked on without delay. I hope others follow the practical example set by you and other like-minded people.

Irene

[Nagaraj Paturi]

  There was, in some places still is a tradition of teaching Sanskrit as part of a PG course in regional Indian literature. Gradually students who are looking for ways of easily receiving the degrees for career advantages are finding inclusion of such courses an unnecessary burden imposed on them.  But we need to make them realize that for a teacher and student of classical literature in regional Indian languages, background in Sanskrit and shaastras is at least as important as the background in classics and classical works in Greek and Latin for the students of classicist or neo-classical works if not all works in the modern European languages.

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[Irene Galstian]

It's genuinely surprising that the naked ear can't hear the great possibilities of cross-enrichment when classical literature in regional languages is studied in parallel with Sanskrit. Greek and Latin, while valuable (inasmuch as any developed civilisation is valuable), seem far more remote from Indian regional languages than Sanskrit. This is why, when I heard in your speech that Sanskrit and traditional disciplines are being dropped, I thought that it could be some political shenanigans directed at undermining university education. Otherwise why aim for the far removed weird and wonderful, having left unattended the most intimate connections. But now it's clearer what's going on. 

Irene

On Saturday, September 7, 2019 at 12:15:03 PM UTC+1, Nagaraj Paturi wrote:

  There was, in some places still is a tradition of teaching Sanskrit as part of a PG course in regional Indian literature. Gradually students who are looking for ways of easily receiving the degrees for career advantages are finding inclusion of such courses an unnecessary burden imposed on them.  But we need to make them realize that for a teacher and student of classical literature in regional Indian languages, background in Sanskrit and shaastras is at least as important as the background in classics and classical works in Greek and Latin for the students of classicist or neo-classical works if not all works in the modern European languages.

On Sat, Sep 7, 2019 at 4:25 PM Praveen R. Bhat <bhatp...@gmail.com> wrote:

Namaste Prof. Nagaraj ji,

I'd left a comment on this video in the earlier uploads at Gurukul Prakalp. Here it is just, FYI:

Sir, unfortunately, some traditional Gurukulas have tied up with the Universities and while implementing the latters' syllabus to bring "modern value" to their teachings, they have dropped some Nyaya, etc, as well! I'm sure you all at Indic Academy know that the reason as to why (under what kind of influence) the University syllabi have dropped shAstras needs to be fixed as well, for this Gurukula-University effort to be more successful. Congratulations and thanks for all your effort.  

Kind rgds,
--Praveen R. Bhat
/* येनेदं सर्वं विजानाति, तं केन विजानीयात्। Through what should one know That owing to which all this is known! [Br.Up. 4.5.15] */

On Sat, Sep 7, 2019 at 3:36 PM Nagaraj Paturi <nagara...@gmail.com> wrote:

This is part of the playlist shared in an older post by Sri Dattaraj-ji.

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[Nagaraj Paturi]

https://www.poetryfoundation.org/articles/69400/tradition-and-the-individual-talent 

Yet if the only form of tradition, of handing down, consisted in following the ways of the immediate generation before us in a blind or timid adherence to its successes, “tradition” should positively be discouraged. We have seen many such simple currents soon lost in the sand; and novelty is better than repetition. Tradition is a matter of much wider significance. It cannot be inherited, and if you want it you must obtain it by great labour. It involves, in the first place, the historical sense, which we may call nearly indispensable to any one who would continue to be a poet beyond his twenty-fifth year; and the historical sense involves a perception, not only of the pastness of the past, but of its presence; the historical sense compels a man to write not merely with his own generation in his bones, but with a feeling that the whole of the literature of Europe from Homer and within it the whole of the literature of his own country has a simultaneous existence and composes a simultaneous order. This historical sense, which is a sense of the timeless as well as of the temporal and of the timeless and of the temporal together, is what makes a writer traditional. And it is at the same time what makes a writer most acutely conscious of his place in time, of his own contemporaneity.

No poet, no artist of any art, has his complete meaning alone.

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In 

  and the historical sense involves a perception, not only of the pastness of the past, but of its presence; the historical sense compels a man to write not merely with his own generation in his bones, but with a feeling that the whole of the literature of Europe from Homer and within it the whole of the literature of his own country has a simultaneous existence and composes a simultaneous order.   

we can replace Europe with India , Homer with Valmiki , Vyasa etc.,  and his own country with his own regional language and say,

  and the historical sense involves a perception, not only of the pastness of the past, but of its presence; the historical sense compels a man to write not merely with his own generation in his bones, but with a feeling that the whole of the literature of India from Valmiki, Vyasa etc.  and within it the whole of the literature of his own regional Indian language has a simultaneous existence and composes a simultaneous order.   

    

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[Siddharth Wakankar]

Prof.Paturi,

Congratulations for an excellent exposition from all the points of view of the present situation in academics.

Your writings are always to the point and from actual knowledge and pertinent experience.

Best of luck and warm regards.

Prof. Siddharth Y Wakankar.

Vadodara.9427339942.

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[Nagaraj Paturi]

Thanks for your kind words and blessings, Prof. Wakankar. 

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[K S Kannan]

I gave some lectures in an Ayurveda college in Bangalore.

It is not merely the students, even the teachers are

averse to including Sanskrit in their syllabus !

They ask :

Why insist on Sanskrit when everything is available in translation? !

prAyeNa san'ks"epa-rucIn

      alpa-vidyA-parigrahAn  |

samprApya vaiyAkaraNAn ....

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Dr. K.S.Kannan  D.Litt.

​Chair Professor, IIT-Madras.

Senior Fellow, ICSSR, New Delhi.

Academic Director, Swadeshi Indology.

Nominated Member, IIAS, Shimla.

Former Professor, CAHC, Jain University, Bangalore.

Former Director, Karnataka Samskrit University, Bangalore.

Former Head, Dept. of Sanskrit, The National Colleges, Bangalore.