Important indology/methodology things that our PH.D students need to study

[Veeranarayanacharya Pandurangi]

I am compiling a book on research methodology where besides traditional methodology of research, I want to introduce them some of most happening things in indology research. 

our KSU (and elsewhere) samskrit phd students, though have good shastric background, lack awareness about western research patterns and our answers to them. most of them do not have english knowledge. 

Hence I request you to help me to compile/add such  

Most important things that our PH.D students need to understand, before they write their thesis.

sometimes back there was a posting here on

https://www.indictoday.com/long-reads/silence-lambs-part-i-drowning-out-native-voice-indology-sanskrit/

I invite you to help me by providing such first hand experience etc. in samskrit so these students will be able to do such things.

[Nagaraj Paturi]

Prof. Pandurangi,

The link you mentioned lists the negative side of a certain strand of Indology, particularly western Indology .

Since yours is a text book for students, it is good to introduce them neutrally to the approach of the Indolgists and then enlighten them about different strands of Indology including the shenanigans, anti-Indic, Hindophobic etc. 

For example, they should be introduced to different approaches to / methods of literary criticism including Historical Criticism. Western Indologists claim that theirs is textual study belonging to the category of Historical Criticism. 

It may be beneficial for the students to understand Historical Criticism and also to know all other approaches to Literary Criticism , for them to be able to evaluate the relative merits and demerits of Historical Criticism vis-a-vis other approaches. 

If they are not yet introduced, it may be useful for them to know Historical Linguistics and then specifically Indo-European Historical Linguistics so that they understand the AIT / OIT debates and can contribute to those discussions from their side. 

While teaching them Historical Criticism, it should be useful to introduce them to the sources and  methods of History itself and to various knowledge areas such as Philosophy of History, origins of History as a discipline, schools of Historiography such as Colonial, Nationalist , Marxist, Subaltern etc. , biases in History writing such as Eurocentrism, Orientalism , Neo-orientalism etc., Anthropological ap[proaches such as evolutionism, concept of race etc., and their influence on History writing,  Literary Criticism etc. , outdatedness of evolutionism, race etc. in Anthropology itself , later and the latest theories in Anthropology that countered evolutionism , race etc., Critiques of History itself as a discipline etc., etc., 

   

 

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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.

Member, Advisory Council, Veda Vijnana Shodha Samsthanam, Bengaluru

BoS Rashtram School of Public Leadership

Editor-in-Chief, International Journal of Studies in Public Leadership

Former Senior Professor of Cultural Studies, 

FLAME School of Communication and FLAME School of  Liberal Education, 

Hyderabad, Telangana, INDIA.

 

 

 

[Nagaraj Paturi]

We are soon going to launch a course 

 Orientation in contemporary studies for Sanskrit students and scholars

through our (Indic Academy's) online teaching platform. 

I am going to teach it. 

That may be of interest/ use to the kind of students that you mention. 

[BVK Sastry]

Namaste Pandurangi ji

 

I had shared a presentation  on this  theme,  a few years ago at Chimanaya International Program .

The focus was to bring out the key differences in ‘desire, drive, deliverables through defined methodology’ adapted  for research in Vedic tradition aiming for  pursuing worldly and other worldly [ aihika- paaramaarthika] goals.  

 

The traditional model of संशोधनम्-  as   ’तपस्’  for  पुरुषार्थ- परमार्थ  समन्वय-सिद्धि-समुच्चयार्थं , परीक्ष्य,  समुचित - स्वभाव-गुण-वृत्त्यनुगुण - कर्म - योग -साधन -  जिज्ञासा- मीमांसा-अनुशासनम् has changed.

 

The modern global model, embraced by the ‘ Research Grants providers’  is seeking an answer to the question:   ‘ What is the outcome and benefit ( artha-phala-prayojana).  The nice cover word for this is ‘ Social outreach benefit of traditional research’. The core idea is ‘ What is the economic value of Vedic tradiiton’? How can it be controlled in a corporate economy investment portfolio model?  Here ‘Veda-Vedic Langauges, Practices and everything connected with it’ becomes a ‘stock in trade, with  a money value’.   Samskruth term is संशोधनम् conveniently  becomes ‘ diluted and distorted to  सं -शो -धनम्  :: popular scripting mapping to <anglo-phone script>   would be  <Sum -  Show – Dhanam> =  Summarily  Show  Money.  

 

This is not telling modern research is inferior or  undesirable. Each research model serves a different human need, in a context, like left and right hands serving different needs in human life.  विद्यार्थी  for  सा विद्या या विमुक्तये is different from  the one who understands (विद्या=धनं)  विद्या धनं सर्व-धन-प्रधानम्

 

If needed, I can share my thoughts for the compilation.

 

Regards

BVK Sastry

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[R. N. iyengar]

Prof.Pandurangi's desire and efforts to improve the standards of Ph.D at KSU is laudable. Whenever we have met  we have discussed this topic. I have expressed my views personally and it may not be out of place if I write them again.  There seems to be two parts to the points raised by Prof. VNP;  General and  Particular. I like to write my lingering thoughts on the former only.

General:

First we have to keep in the background the current University Ph.D concepts as per official UGC guidelines.  There are good and bad aspects of this. This becomes more pronounced in the case of Sanskritic Ph.D which by definition has to be research oriented; that is should produce some new results or bring out hither to less known or unknown knowledge, expressible in writing. This rules out in the case of KSU and similar institutions, development of novel experimental set up and gadgets in general. The visible novelty is a colourfully bound thesis and all Ph.D students (all over the world) look forward to that. The intrinsic  value of the research (R) thesis is evaluated on the quality of the matter inside; not so much on the size. KSU has to (IMHO) align and compare its R quality in the current Indian scenario, with high ranking institutions like IISc, IITs, JNU, BHU, RSVP... Here the subject does not matter, it is the innovative questions, ideas, thoughts, joy in understanding abstruse points, zeal for exploring uncharted lands, that matter. These are common traits found in young aspirants intellectually inclined towards dissent and doubting. (Svetaketu is the archetype). Channeling the dynamic intelligence to become value added knowledge and eventually wisdom is perhaps the goal of all research training. If the standard of R in Sanskritic studies in our Sanskrit Univs (SU) has to improve, the inherent limitation contained in the word (not concept) Sanskrit as a language has to be abandoned. This in my opinion remains an albatross around the neck of our SUs. To change the all pervasive mental ruudhyartha to tangible yaugikaartha is the foremost internal challenge for the faculty of the SUs. If we compare for example a student in physics/ aerospace engg etc, the primary sources for R are contemporary and modern. In History by the very definition the primary sources are more often than not, are past/medieval/ancient. IMHO present day SU research is caught in a dilemma since the primary sources of study for the students are by and large saturated before the 19th century.  Hence perforce whatever Shastraic R is undertaken, to bring in novelty and innovation the Ph.D thesis has to have a historical perspective. It should be able to delineate the development of ideas by internalizing the growth of the book/treatise/subject/topic in the past geographical and historical ambience prevalent in our country, that is the Greater India.  From the article of Kushaagra (Cornell Univ) and others it is seen that the Indological studies in Western Univs are more or less along the above lines. The difference is they approach the Indic-Field as 'outsiders' with whatever intellectual systems they are trained in. Our Univ Sanskrit Depts including SUs take a narrow approach of a sub-sub-topic for research, just for the sake of a thesis, not for nurturing the growth of a new idea or a School. While there is no quickfix, a strong desire to change and improve will be the motive force to go to the next level. Policy makers have to ponder over how a holistic experience of belonging to a unitary (or integral) Indic tradition  intellectually (not just emotionally)  can be nurtured among the students. 

If there is an academic discussion I may add a few more points later.  

Regards

RN Iyengar

 

On Sun, Mar 21, 2021 at 11:58 AM R. N. iyengar <narayana...@gmail.com> wrote:

[Ajit Gargeshwari]

State Run Universities need to first equip their libraries with books in these subject area.  They need to give to students, faculty and researchers with access to latest journals and research.  I am sorry to add having torn tattered bound old books which cannot be be even opened without expert guidance is one thing and to say library has these many books, but access to latest books printed both in India and abroad needs to available in the library. One may have personal or professional liking or disliking for views expressed in books but books of authors with diverse views should be made available either as physical or electronic copies. To have a good Indological library might be vey expensive.

Students need to have exposure to Sanskrit Language which they have in addition one foreign Language such as French, German, Chinese etc and and a good exposure two at least two Indian vernaculars in addition to the ability to write in good English. Not writing Sanskrit as one writes in English or write l English in colloquial using phrases but proper written English. Thesis or Paper Can be in Sanskrit but a good knowledge of languages might be needed.

Regards

Ajit Gargeshwari

[K S Kannan]

Gargeshwari's suggestions are very practical and implementable.

It only requires some men of vision at the top,

and of course substantial investment.

The other, higher, things can come only as a subsequent

if not directly as a consequent.

I have made this plea often that there is a crying need

of good Indological libraries in India. I guess it was Cardinal Newman who said

My idea of a good university is a good library.

Most Indians have an abundant lack of motivation;

coupled with abundant lack of exposure to good books and journals,

which can stimulate and challenge them, their productivity levels

of quality work easily reaches a deep low.

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Dr. K.S.Kannan  D.Litt.

​Sant Rajinder Singh Ji Maharaj Chair Professor, IIT-Madras.

Senior Fellow, ICSSR, New Delhi.

Academic Director, Swadeshi Indology.

Member, Academic Council, Veda Vijnana Shodha Samsthana.

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.

[Nagaraj Paturi]

That there is a need to improve the quality of research in general , in Humanities in particular and in Sanskrit Universities that is on hand in the present thread , need not be disputed. 

It is also true that the university academics of Sanskrit started on a wrong note because of those academics starting as part of 'Departments of Sanskrit' started in Indian Universities. That was the source and the beginning of viewing studies in Sanskrit as studies of a language and its literature. 

But gradually, these departments themselves introduced elective courses such as Nyaya, Vedanta, Vyakarana which are knowledge system studies not studies of language or its literature. 

With the introduction of Sanskrit universities, this diversification into knowledge systems from the limitation of language and its literature got intensified multifold and separate departments for the knowledge systems including Meemaamsaa that did not receive due attention in the Sanskrit departments of general universities, started. 

Coming to the issue of 'research' , including MPhil, PhD , post-doctoral, major and minor research project schemes of UGC etc., one serious problem that is posed by the university system to the scholars coming from the background of traditional learning in the Sanskrit Knowledge Systems is the intimidation and the consequent low self esteem created by the university system itself through its cultural alienness of western and modern roots and previliging of those roots in the system. 

'Research' in particular is seen / shown as some new unintelligible 'bramhapadaatrtha' to these scholars coming from the background of traditional learning in Sanskrit knowledge systems. 

They need to be first made aware of the fact that the entire newer and newer ideas in their own knowledge systems that emerged in the course of the evolution of or developments in those knowledge systems were, in fact, all (results of) 'research' only. All founding of new shaastras, introduction of newer , newer concepts of and approaches and theories /prasthaanas in those shaastras were all  (results of) 'research' only. 

All that they need to shed is their vinaya to a  pratibhaanirodhaka degree that makes them think that all Bharatas, Srisankukas, Bhattalollatas and Bhattanayakas, Anandavardhanas, Kuntakas, Kshemendras, Abhinavaguptas, Jaiminis, Shabaras, Kumarila Bhattas, Prabhakaras etc., were all born once for all and no new such innovator can be born now and all that they can do now is to just learn and teach those innovations. 

They have to be given the courage that they can found/start new knowledge systems or introduce newer  and newer concepts of and approaches and theories /prasthaanas in their own shaastras and that is what is called as 'research'. No new acculturation of any western / modern methods / methodologies is needed. 

Indology or Indological studies or studying texts connecting them to the social history of the time of their composition need not be shown as the only model for research in Sanskrit universities.  

It should be left to the choice of the individual researcher of Sanskrit universities if they would like to pursue research of the nature of  Indology or Indological studies or studying texts connecting them to the social history of the time of their composition. 

They should be enlightened about and exposed to the critiques such as those of Profs Adluri and Bagchee, of the method/methodology of Indology or Indological studies or studying texts connecting them to the social history of the time of their composition. They should be exposed to the critiques of History itself as a discipline/field/approach. 

If they decide to pursue research of the nature of  Indology or Indological studies or studying texts connecting them to the social history of the time of their composition, then only they need to be taught those methods rigorously. 

Researchers of Sanskrit knowledge systems can be encouraged to get connected to the western / contemporary counterparts of their knowledge systems or explore possibilities of applications of their knowledge systems to modern life tools, technologies , professions etc. 

But such approach should not be projected as the only acceptable research in Sanskrit knowledge systems. 

They should be assured that if they participate in the centuries old lineage of innovations in their own knowledge systems too without any acculturation into Indology/ Indological studies, western / contemporary counterparts of their knowledge systems or  applications of their knowledge systems to modern life tools, technologies , professions etc., that is very much acceptable , not just acceptable ,  greatly admired and rewarded as research.  

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[K S Kannan]

Two sūtra-s that could be of some help:

Absorb the essence of [our] past, make it easily available to the present, and then critique the present too.

Absorb the essence of the East before, and in order to, critiquing the West.

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[Ajit Gargeshwari]

I have seen several reviews and refutations which do not have academic rigour, forget academics, they just don't know what a review of a book means.  I have seen several reviews which shows a complete lack of reading of the source materials in the complete overall context. The souce materials are many times what are classified as secondary reading. A good review requires vast reading and ability of the reviewer to show he has read or at least familiar with the book, the methodology used in the book, the evolution of a particular methodology .  I have seen reviewers use colloquial expressions such as 'its insane'  'the author is a fool 'etc. A 4 page review on a 600 page books which  catches on minor details. but misses review of a substantial point the author wishes to convey. I doubt the reviewer would be even familiar with the bibliography that accompanies many books. They will not be familiar as they do not have access to them.

Hence before one poses as reviewers one needs training and reading. One cannot be familiar with Indian Philosophical writings in Sanskrit in six months and one cannot become familiar with indological writings just by reading  3 books and  dismissing all writings based on 3 plus book reading.

Regards
Ajit Gargeshwari

Web site Visit https://archive.org/details/@sri_gargeshwari_digital_foundation

https://archive.org/details/karnatakasamskritauniversity

न जायते म्रियते वा कदाचिन्नायं भूत्वा भविता वा न भूयः।
अजो नित्यः शाश्वतोऽयं पुराणो न हन्यते हन्यमाने शरीरे।।2.20।।

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[K S Kannan]

Yes, as the saying goes:

"Eh, your review looks like that of a person

who has actually read the book!"

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[Madhav Deshpande]

Dear Professor Kannan, Professor Iyengar and Shri Ajit,

     I have been reading this very useful discussion.  I completely agree that good research requires access to a well stocked library and a willingness and a recognition of the need to read all points of view and then react to them.  Having gotten used to the excellent library of the University of Michigan for 45 years, my own migration to California now leaves me without easy access to such a library, and I have to primarily depend upon internet sources.  Resources like the Vedic bibliography of Professor Dandekar need to be used routinely to find out what has been published on a given topic prior to making new statements.  It is OK to criticise others, but before one criticizes others, one needs to understand what they have to say.  The current discussion on the BVP is a good beginning to formulate the needs for a program of modernizing scholarship in India. I welcome it wholeheartedly.  With best regards,

Madhav M. Deshpande

Professor Emeritus, Sanskrit and Linguistics

University of Michigan, Ann Arbor, Michigan, USA

Senior Fellow, Oxford Center for Hindu Studies

Adjunct Professor, National Institute of Advanced Studies, Bangalore, India

[Residence: Campbell, California, USA]

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[K S Kannan]

Very true, Prof. Deshpande.

It is I, perhaps much more than others, who has made a plea for

the regular notice/review of newer publications -

both as journal articles and books from academia/privately

(presented along with an attempted/confirmed DDC number, say);

and, too,  periodical production of annotated bibliographies as sorts of "Current Contents".

Given the proliferation of multidisciplinary publications coupled with

the enormity of literature produced, there can very well be at least five-yearly annotated lists.

And with the growing internet access, it can get even yearly.

We see in the West how linguistic corpora, and consequently corpus-based lexicography,

and even encyclpediae, keep getting constantly and continuously updated.

These should indeed become routine institutional enterprises and exercises,

private or governmental, as primary/minimal resource material/tools

in the augmentation and enhancement of research.

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