Sanskrit portrayed as "enemy of Kannada"

[K S Kannan]

Newspapers in Karnataka are showing accusations against Sanskrit institutions

like Samskrita Bharati and Vyoma Linguistic Labs

- the gist of which is that they are treacherous -

claiming that, Karnataka has given them land and support,

and these organisations are all out blocking Kannada.

Gokak Committee Report drama is being reenacted as it were.

I had drawn attention  here, earlier, as to how with the post-haste and unthinking implementation of NEP 2020,

scores of Sanskrit teachers are shortly to lose their jobs in Karnataka.

Infact, Baraguru Ramachandrappa, a professed leftist, had thanked the BJP CM Yeddurappa

for this implementation ; you can figure out what such praise would mean.

And now this.

Will Samskrita Bharati and Vyoma etc. give full clarification both to BVP and the general public esp. in Karnataka

reg. the situation  - much before the opposite camp (which includes many officials appointed by BJP)

quickly whips up large-scale anti-Sanskrit sentiments with a good deal of emotional blackmail,

freely interspersed with half-truths, untruths, and innuendos?

Caveat: What happens in Karnataka may repeat shortly in other states also.

Question : Have there been some lapse in this regard in the framing of the NEP 2020 itself?

Or has it been misinterpreted/misapplied? Can changes be made even now wrt the Policy

if it is indeed in need of it?

--

Dr. K.S.Kannan  D.Litt.

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

Nominated Member, Academic Committee, Kavi Kula Guru Kalidasa University, Ramtek.
Member, Academic Council, Veda Vijnana Shodha Samsthana.
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.

https://sites.google.com/view/kskannan

[K S Kannan]

See this report, for example:

https://epaper.vishwavani.news/bng/e/bng/14-01-2022/5/add

[Ramesh Rao]

This is an issue that pivots around caste, and the caste equation in Karnataka as we all know determines electoral strategies.

God save us... from our own!

Ramesh Rao

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[Nagaraj Paturi]

Dear Prof. Kannan, 

Can you please share more details with regard to 

the reasoning /argument of those who are saying that Samskrita Bharati and / or Vyoma Labs are blocking Kannada ?

the specific post NEP 2020 policy of CM Yedyurappa that the leftist is thanking him for ? 

It is agreed by even those called Sanskrit toxic and proclaimed Death of Sanskrit that Sanskrit gives unity to India , Bhaarat. 

So those who want to break this unity have always been opposing Sanskrit and have been showing Sanskrit as the enemy of regional languages of Bhaarat for more than a century. This is more in south India than in the other parts of Bhaarat. 

This has more impact in Tamil Nadu than in other south Indian states .

On Fri, Jan 14, 2022 at 5:42 AM K S Kannan <ks.kann...@gmail.com> wrote:

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--

Nagaraj Paturi

 

Hyderabad, Telangana, INDIA.

Director, Indic Academy

BoS, MIT School of Vedic Sciences, Pune, Maharashtra

BoS Kavikulaguru Kalidasa Sanskrit University, Ramtek, Maharashtra

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]

Crux of the whole article is this paragraph. The writer of this article is responding to the decision of the Karnataka government to establish a Sanskrit University in Magadi Taluk https://en.wikipedia.org/wiki/Magadi. of Karnataka.

He mentions allocation of 350 crores for the purpose of founding the university. He is saying that the only university of 6.5 crore Kanndigas (which ?) is not getting 2 crores per annum grant. 

The comparison between a founding grant and an annual maintenance grant itself is mischievous. 

Attempt here is clearly to stall the founding of a new Sanskrit University. 

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[K S Kannan]

Dear Prof. Paturi,

I have sent the link to today's Viswavani newspaper.

Actually, there is some stuff in the opening page also.

Some material appeared in yesterday's issue too of the same paper.

The Kannada newspaper is available online free.

It should be easy to check for anybody.

(I guess Dr. Janardana Hegde may be able to procure

the quick appreciative response sent by Prof. Baraguru Ramachandrappa to the CM.

One can only admire the alacrity with which the Leftist camp responds).

(In one of his enlightening lectures, BR asserted that India got a sense of unity

only subsequent to the introduction of the railways and the postal dept.

by the British.)

Accusations against SB and VL made news in the front page, and continued in an inner page

yesterday also - for their having gone to Court. Unfortunately, Sanskritists are yet to get to know the full facts.

Are we to always hear distorted news from the scaremongering enemy camp first?

I am not sure whether SB and VL have indeed given their response,

not published by the Press as yet, or what it is. But once a negative image

gathers momentum, it may be difficult to gain public sympathy

- which is also needed in addition to succour from Courts of Law.

It is a national policy issue, and the ailment may easily spread to other states too.

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[Nagaraj Paturi]

Members of this list may not be able to understand moving the court etc., unless they read news such as 

https://www.newindianexpress.com/states/karnataka/2021/oct/08/plea-questions-kannada-in-ug-courses-2369016.html

"Four city-based organisations have moved the Karnataka High Court against the two orders issued by the State Government, mandating the learning of Kannada at the graduation level. "

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[K S Kannan]

While the NIE clipping kindly sent by Prof. Paturi is quite helpful,

it is not clear what is in stake for the Sanskrit organisations?

More importantly,  why are Sanskrit organisations alone fighting?

How about other languages?

Is NEP itself myopic, or is the interpretation/implementation myopic?

What would be the best way out now, now that the order has been passed?

While/before NEP was announced,

could none perceive the sinister possibilities it may lead to?

Time perhaps that SB should think of having a legal wing too (if not already there)

in order to study legal implications, or to stall unwelcome moves.

"A stitch in time" is required.

To rescind orders, or to somehow wriggle out of embarrassing situations

may be difficult for the govt. too.

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[Venkatesh Murthy]

Namaste

Caste based politics is the reality in Karnataka. The idea of all Hindus to have unity is completely missing. Some years ago Lingayat leaders asked followers to not call themselves Hindus. For them Caste is important and not religion. Elections are won or lost because of caste. Anti brahmin sentiments are strong. Ill informed leaders keep associating Sanskrit with Brahmins only. Unfortunate situation. 

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--

Regards

 

-Venkatesh

[Nagaraj Paturi]

Sharing the copy of the government order shared earlier in this list by Dr Udayana Hegde

The relevant passages are 

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[Nagaraj Paturi]

Yes, as Prof. Kannan rightly asked, what is the aspect, in this order, that is worrying the petitioners, the Sanskrit organizations ? 

My observation in the Telugu states is that there is a tussle among language teachers at +2 and undergraduate levels to attract more students to their own teaching language. 

All this started with a ridiculously, obnoxiously and Sanskrit-harmingly liberal evaluation of Sanskrit students in the examinations by the Sanskrit teachers. This made a balance-tiltingly huge exodus of students to Sanskrit and reducing the takers for the local language of the state Telugu itself to an abysmal level. 

The Telugu teachers associations passed resolutions to be more liberal in their evaluation. 

French is one such option chosen for liberal evaluation. 

But it is not to the extent of threatening Telugu. 

If Telugu is made compulsory, all the Sanskrit teachers at the +2 and UG levels may feel threatened. 

Sanskrit teachers at +2 and UG levels, understandable. 

But why Sanskrit organizations ?

, 

[Aravinda Rao]

This is the standard 'toolkit' (if I may use a cliche) of our LW scholars to demonize Sanskrit as the instrument of oppression of masses.

This has been going on in the Telugu states for a long time. The textbook committees are somehow infiltrated by the LW persons who 

orchestrate this propaganda. The textbooks cannot have any passages from the Ramayana, Mahabharata etc., as they are supposed to promote one religion. The language too becomes an enemy. The Sanskrit scholars become defensive.

Aravinda Rao   

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[K S Kannan]

I guess we are still missing the central issue.

If NEP allows study of but two languages,

one of the two compulsorily being the regional language,

all students are bound to take English as the other language,

and certainly not Sanskrit.

In a way, the fight is pushed to be between English and Sanskrit,

and the son/daughter of even the most orthodox Brahmin, or (perhaps) top BJP functionary,

would not choose Sanskrit in lieu of English.

Even in the past, the stipulation was

"any two languages, one of them being Indian",

with English shown as an Indian language in the schedule.

Members here may not be aware, that

thousands, perhaps lakhs, perhaps crores of parents,

have given a declaration - that their mother-tongue is English,

or else, they cannot admit their ward to an English-medium school!

Today, Sanskrit can put up no fight with English.

So the best way to kill it is to pit the two against each other.

For survival, people need English.

For survival, Sanskrit needs accommodation.

Rather than allow Sanskrit to coexist with the regional language,

a devious way has been devised to allow it to die a quick and "natural" death.

At the present rate, can Sanskrit ever dream of usurping the place of English?

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[K S Kannan]

Caste issue, high-marks-given-in-Sanskrit-issue etc. are all there,

and are no wrong diagnoses.

Yet the problem presently is a bit different; it is that of

the choice of "only two languages" in Degree classes,

with the regional language made compulsory.

Either they make it three languages with the compulsory regional language,

or two languages of the student's choice.

100 for English, 50 for Sanskrit, 50 for Kannada could serve, perhaps.

There could be different/better solutions also.

Have SB and VL sought the cooperation of

organisations of other languages such as Hindi?

On Fri, Jan 14, 2022 at 11:46 AM K S Kannan <ks.kann...@gmail.com> wrote:

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--

Dr. K.S.Kannan  D.Litt.

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

Nominated Member, Academic Committee, Kavi Kula Guru Kalidasa University, Ramtek.
Member, Academic Council, Veda Vijnana Shodha Samsthana.
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.

https://sites.google.com/view/kskannan

[Nagaraj Paturi]

Perfect !

Yes, English being compulsory, choice being among Indian languages including Sanskrit and in some places languages like Persian and French is the crux of the issue. 

Does NEP 2020 make /retain English as compulsory ?

I didn't find any such stipulation or recommendation. 

Yes, continuing three languages at Higher Education level or within the two language system at Higher Education level, not perceiving English as compulsory is a solution. Then Sanskrit, Kannada /Telugu can be the two languages if the student /parent so chooses. 

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[Nagaraj Paturi]

There was an older discussion on NEP and the language courses at Higher Education 

https://groups.google.com/g/bvparishat/c/nFxMK5YUtPw/m/GEUog5bNAAAJ

copy of NEP was shared there. 

Sharing again here. 

[Nagaraj Paturi]

The relevant portion of NEP is being pasted here :

22. Promotion of Indian Languages, Arts, and Culture

22.1. India is a treasure trove of culture, developed over thousands of years and manifested in the form of arts, works of literature, customs, traditions, linguistic expressions, artefacts, heritage sites, and more. Crores of people from around the world partake in, enjoy, and benefit from this cultural wealth daily, in the form of visiting India for tourism, experiencing Indian hospitality, purchasing India’s handicrafts and handmade textiles, reading the classical literature of India, practicing yoga and meditation, being inspired by Indian philosophy, participating in India’s unique festivals, appreciating India’s diverse music and art, and watching Indian films, amongst many other aspects. It is this cultural and natural wealth that truly makes India, “Incredible !ndia”, as per India’s tourism slogan. The preservation and promotion of India ’s cultural wealth must be considered a high priority for the country, as it is truly important for the nation ’s identity as well as for its economy.

22.2. The promotion of Indian arts and culture is important not only for the nation but also for the individual. Cultural awareness and expression are among the major competencies considered important to develop in children, in order to provide them with a sense of identity, belonging, as well as an appreciation of other cultures and identities. It is through the development of a strong sense and knowledge of their own cultural history, arts, languages, and traditions that children can build a positive cultural identity and self-esteem. Thus, cultural awareness and expression are important contributors both to individual as well as societal well-being.

22.3. The arts form a major medium for imparting culture. The arts - besides strengthening cultural identity, awareness, and uplifting societies - are well known to enhance cognitive and creative abilities in individuals and increase individual happiness. The happiness/well-being, cognitive development, and cultural identity of individuals are important reasons that Indian arts of all kinds must be offered to students at all levels of education, starting with early childhood care and education.

22.4. Language, of course, is inextricably linked to art and culture. Different languages ‘see ’ the world differently, and the structure of a language, therefore, determines a native speaker ’s perception of experience. In particular, languages influence the way people of a given culture speak with others, including with family members, authority figures, peers, and strangers, and influence the tone of conversation. The tone, perception of experience, and familiarity/‘apnapan’ inherent in conversations among speakers of a common language are a reflection and record of a culture. Culture is, thus, encased in our languages. Art, in the form of literature, plays, music, film, etc. cannot be fully appreciated without language. In order to preserve and promote culture, one must preserve and promote a culture’s languages.

22.5. Unfortunately, Indian languages have not received their due attention and care, with the country losing over 220 languages in the last 50 years alone. UNESCO has declared 197 Indian languages as ‘endangered ’. Various unscripted languages are particularly in danger of becoming extinct. When senior member(s) of a tribe or community that speak such languages pass away, these languages often perish with them; too often, no concerted actions or measures are taken to preserve or record these rich languages/expressions of culture.

22.6. Moreover, even those languages of India that are not officially on such endangered lists, such as the 22 languages of Eighth Schedule of the Constitution of India, are facing serious difficulties on many fronts. Teaching and learning of Indian languages need to be integrated with school and higher education at every level. For languages to remain relevant and vibrant, there must be a steady stream of high-quality learning and print materials in these languages including textbooks, workbooks, videos, plays, poems, novels, magazines, etc. Languages must also have consistent official updates to their vocabularies and dictionaries, widely disseminated, so that the most current issues and concepts can be effectively discussed in these languages. Enabling such learning materials, print materials, and

53

translations of important materials from world languages, and constantly updating vocabularies, are carried out by countries around the world for languages such as English, French, German, Hebrew, Korean, and Japanese. However, India has remained quite slow in producing such learning and print materials and dictionaries to help keep its languages optimally vibrant and current with integrity.

22.7. Additionally, there has been a severe scarcity of skilled language teachers in India, despite various measures being taken. Language-teaching too must be improved to be more experiential and to focus on the ability to converse and interact in the language and not just on the literature, vocabulary, and grammar of the language. Languages must be used more extensively for conversation and for teaching-learning.

22.8. A number of initiatives to foster languages, arts, and culture in school children have been discussed in Chapter 4, which include a greater emphasis on music, arts, and crafts throughout all levels of school; early implementation of the three-language formula to promote multilingualism; teaching in the home/local language wherever possible; conducting more experiential language learning; the hiring of outstanding local artists, writers, craftspersons, and other experts as master instructors in various subjects of local expertise; accurate inclusion of traditional Indian knowledge including tribal and other local knowledge throughout into the curriculum, across humanities, sciences, arts, crafts, and sports, whenever relevant; and a much greater flexibility in the curriculum, especially in secondary schools and in higher education, so that students can choose the ideal balance among courses for themselves to develop their own creative, artistic, cultural, and academic paths.

22.9. To enable the key latter initiatives, a number of further actions will be taken in tandem at the higher education level and beyond. First, to develop and teach many of the courses of the type mentioned above, an excellent team of teachers and faculty will have to be developed. Strong departments and programmes in Indian languages, comparative literature, creative writing, arts, music, philosophy, etc. will be launched and developed across the country, and degrees including 4- year B.Ed. dual degrees will be developed in these subjects. These departments and programmes will, in particular help to develop a large cadre of high-quality language teachers - as well as teachers of art, music, philosophy and writing - who will be needed around the country to carry out this Policy. The NRF will fund quality research in all these areas. Outstanding local artists and craftspersons will be hired as guest faculty to promote local music, art, languages, and handicraft, and to ensure that students are aware of the culture and local knowledge where they study. Every higher education institution and even every school or school complex will aim to have Artist(s)-in-Residence to expose students to art, creativity, and the rich treasures of the region/country.

22.10. More HEIs, and more programmes in higher education, will use the mother tongue/local language as a medium of instruction, and/or offer programmes bilingually, in order to increase access and GER and also to promote the strength, usage, and vibrancy of all Indian languages. Private HEIs too will be encouraged and incentivized to use Indian languages as medium of instruction and/or offer bilingual programmes. Four-year B.Ed. dual degree programmes offered bilingually will also help, e.g. in training cadres of science and mathematics teachers to teach science bilingually at schools across the country.

22.11. High-quality programmes and degrees in Translation and Interpretation, Art and Museum Administration, Archaeology, Artefact Conservation, Graphic Design, and Web Design within the higher education system will also be created. In order to preserve and promote its art and culture, develop high-quality materials in various Indian languages, conserve artefacts, develop highly qualified individuals to curate and run museums and heritage or tourist sites, thereby also vastly strengthening the tourism industry.

22.12. The Policy recognizes that the knowledge of the rich diversity of India should be imbibed first hand by learners. This would mean including simple activities, like touring by students to different parts of the country, which will not only give a boost to tourism but will also lead to an understanding and appreciation of diversity, culture, traditions and knowledge of different parts of India. Towards this direction under ‘Ek Bharat Shrestha Bharat’, 100 tourist destinations in the country will be identified where educational institutions will send students to study these destinations and their

54

history, scientific contributions, traditions, indigenous literature and knowledge, etc., as a part of augmenting their knowledge about these areas.

22.13. Creating such programmes and degrees in higher education, across the arts, languages, and humanities, will also come with expanded high-quality opportunities for employment that can make effective use of these qualifications. There are already hundreds of Academies, museums, art galleries, and heritage sites in dire need of qualified individuals for their effective functioning. As positions are filled with suitably qualified candidates, and further artefacts are procured and conserved, additional museums, including virtual museums/e-museums, galleries, and heritage sites may contribute to the conservation of our heritage as well as to India’s tourism industry.

22.14. India will also urgently expand its translation and interpretation efforts in order to make high quality learning materials and other important written and spoken material available to the public in various Indian and foreign languages. For this, an Indian Institute of Translation and Interpretation (IITI) will be established. Such an institute would provide a truly important service for the country, as well as employ numerous multilingual language and subject experts, and experts in translation and interpretation, which will help to promote all Indian languages. The IITI shall also make extensive use of technology to aid in its translation and interpretation efforts. The IITI could naturally grow with time, and be housed in multiple locations including in HEIs to facilitate collaborations with other research departments as demand and the number of qualified candidates grows.

22.15. Due to its vast and significant contributions and literature across genres and subjects, its cultural significance, and its scientific nature, rather than being restricted to single-stream Sanskrit Pathshalas and Universities, Sanskrit will be mainstreamed with strong offerings in school - including as one of the language options in the three-language formula - as well as in higher education. It will be taught not in isolation, but in interesting and innovative ways, and connected to other contemporary and relevant subjects such as mathematics, astronomy, philosophy, linguistics, dramatics, yoga, etc. Thus, in consonance with the rest of this policy, Sanskrit Universities too will move towards becoming large multidisciplinary institutions of higher learning. Departments of Sanskrit that conduct teaching and outstanding interdisciplinary research on Sanskrit and Sanskrit Knowledge Systems will be established/strengthened across the new multidisciplinary higher education system. Sanskrit will become a natural part of a holistic multidisciplinary higher education if a student so chooses. Sanskrit teachers in large numbers will be professionalized across the country in mission mode through the offering of 4-year integrated multidisciplinary B.Ed. dual degrees in education and Sanskrit.

22.16. India will similarly expand its institutes and universities studying all classical languages and literature, with strong efforts to collect, preserve, translate, and study the tens of thousands of manuscripts that have not yet received their due attention. Sanskrit and all Indian language institutes and departments across the country will be significantly strengthened, with adequate training given to large new batches of students to study, in particular, the large numbers of manuscripts and their interrelations with other subjects. Classical language institutes will aim to be merged with universities, while maintaining their autonomy, so that faculty may work, and students too may be trained as part of robust and rigorous multidisciplinary programmes. Universities dedicated to languages will become multidisciplinary, towards the same end; where relevant, they may then also offer B.Ed. dual degrees in education and a language, to develop outstanding language teachers in that language. Further, it is also proposed that a new institution for Languages will be established. National Institute (or Institutes) for Pali, Persian and Prakrit will also be set up within a university campus. Similar initiatives will be carried out for institutes and universities studying Indian arts, art history, and Indology. Research for outstanding work in all these areas will be supported by the NRF.

22.17. Efforts to preserve and promote all Indian languages including classical, tribal and endangered languages will be taken on with new vigour. Technology and crowdsourcing, with extensive participation of the people, will play a crucial role in these efforts.

22.18. For each of the languages mentioned in the Eighth Schedule of the Constitution of India, Academies will be established consisting of some of the greatest scholars and native speakers to

55

determine simple yet accurate vocabulary for the latest concepts, and to release the latest dictionaries on a regular basis (analogous to the successful efforts for many other languages around the world). The Academies would also consult with each other, and in some cases take the best suggestions from the public, in order to construct these dictionaries attempting to adopt common words whenever possible. These dictionaries would be widely disseminated, for use in education, journalism, writing, speechmaking, and beyond, and would be available on the web as well as in book form. These Academies for Eighth Schedule languages will be established by the Central Government in consultation or collaboration with State Governments. Academies for other highly spoken Indian languages may also be similarly established by the Centre and/or States.

22.19. All languages in India, and their associated arts and culture will be documented through a web-based platform/portal/wiki, in order to preserve endangered and all Indian languages and their associated rich local arts and culture. The platform will contain videos, dictionaries, recordings, and more, of people (especially elders) speaking the language, telling stories, reciting poetry, and performing plays, folk songs and dances, and more. People from across the country will be invited to contribute to these efforts by adding relevant material onto these platforms/portals/wikis. Universities and their research teams will work with each other and with communities across the country towards enriching such platforms. These preservation efforts, and the associated research projects, e.g., in history, archaeology, linguistics, etc., will be funded by the NRF.

22.20. Scholarships for people of all ages to study Indian Languages, Arts, and Culture with local masters and/or within the higher education system will be established. The promotion of Indian languages is possible only if they are used regularly and if they are used for teaching and learning. Incentives, such as prizes for outstanding poetry and prose in Indian languages across categories, will be established to ensure vibrant poetry, novels, nonfiction books, textbooks, journalism, and other works in all Indian languages. Proficiency in Indian languages will be included as part of qualification parameters for employment opportunities.  

[K S Kannan]

Please correct me if I am wrong.

The NEP does not make English compulsory.

And that is the beauty of this sabotage of Sanskrit,

which cannot even be suspected or seen through.

People are bound to opt for English, completely voluntarily.

And the framers of NEP knew this very well.

It does not require a genius to figure it out.

After all, today's job market sets a high premium on good articulation in English.

If there is no provision for three languages in some fashion or the other,

Sanskrit can in no wise survive - being unable to compete with

either the regional language, or, much less, English.

The easy way to kill Sanskrit is to pit it against the regional language;

the easier way to kill it is to pit it against English. NEP chose the second one.

Earlier, those who came from other States, would take up Sanskrit or Hindi,

if they could not handle the regional language with ease.

Now, NEP is in effect strengthening raw regionalism with an official stamp,

the stamp of the Central Government - the very Government that ought to

ensure that national integration is never lost sight of, and is, on the other hand,

continually strengthened, though ensuring all the same that

the growth of regional languages is in no manner hurt.

It requires no great brilliance to know that Sanskrit is one of the

strongest cementing bonds for national integration.

There could be no greater tool for Breaking India forces than destroying Sanskrit -

as has been done now - ie. covertly, not overtly.

Without insisting on the removal of Sanskrit formally,

it is as though the NEP has accomplished it, serving thereby

a veritable death warrant for Sanskrit, by slow poisoning apparently.

Why "apparently" ? : The Karnataka Govt. is in a supreme hurry

to implement NEP; to be the first among all States to make a show of

"We are the FIRST (whatever be the consequences)"! - to put an end to Sanskrit.

Elections are not too far off in Karnataka; and should a different government come

(God forbid!), it will seal the fate of Sanskrit with even severer blows!

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[K S Kannan]

This sentence, selected from the pasted portion of NEP text, seems to be the saving grace of NEP,

which must have been missed while the State Govt. passed the Order:

Sanskrit will be mainstreamed with strong offerings in school

- including as one of the language options in the three-language formula -

as well as in higher education.

It is surely better if legal luminaries, rather than commoners (like me),

look into it and decide the Policy's provisions and limits,

and possible, useful, interpretations.

[K S Kannan]

Today's Viswavani continues the Sanskrit v/s Kannada series.

BTW, the matter is set to come up before the Court on this 17th:

the petition is, apparently, for an interim relief.

[Soumya Kumar]

Today's Prajavani carries a news article which says that Kannada "activists" will start a Twitter abhiyana from today against giving grants to Samskrita University in Karnataka. 

https://www.prajavani.net/karnataka-news/say-no-to-sanskrit-protest-against-sanskrit-university-in-twitter-902378.html

In their haste to implement NEP 2020 in Karnataka, Kannada was made compulsory for all UG degree students - whether they prefer it or not and not considering its effect on non-Karnataka students. Samskrita is being targeted because few Samskrita teachers and lovers of Samskrita went to the court of law questioning this decision. Furthermore, Samskrita is conflated with oppression by some weird logic and provides an easy and soft target.

Threat to Kannada is not from Samskrita is something people do not want to accept. Kannada TV channels - both news and entertainment, movies and conversation is liberally peppered with English words even when popular Kannada words are available. Kanglish is more a norm than an exception even among rural people. One of my colleagues from the Kannada department was remarking that an ordinary village woman uses at least 25-30 English words within the span of two and half hours in the morning. However, as Prof Kannan observed in an earlier post, English is considered as a food-providing language and this makes things complicated.

As a teacher in college, I do wish to note few positive points that can be easily followed by Samskrita teachers which can help the cause of Samskrita:

1. As per NEP 2020, students can study at least 4 different languages in the first four semesters of their UG course (I am assuming that Kannada has to be studied mandatorily for all the four semesters). There is no bar on changing one's language paper from one semester to another. This fact needs wide dissemination among both students and teachers.

2. Samskrita language papers should focus on language rather than literature. The NEP subject committee on Samskrita assumes that students have prior knowledge of Samskrita when they enter a first year degree course like BA, BCom etc. Unfortunately it is not so and most of the students have to be coaxed to take Samskrita by their teachers.  This is not a comment on Samskrita teachers but on the sad state of affairs wrt all languages. How can a totally new student to Samskrita cope with a paper like Classical poetry in their first semester? Language as a medium of communication should get equal importance if not more than language as an appreciation of aesthetics.

Link for Samskrita syllabus under NEP is given: https://kshec.karnataka.gov.in/storage/pdf-files/Subjects/Samskrit.pdf

When students are not able to communicate properly in Kannada, their mother tongue, how can we expect them to have proficiency in other languages? Fact is, a very high percentage of students fail the English language paper too, which is just brushed under the carpet. 

As a teacher at both UG and PG level, I have seen many English major and English MA students writing their Open Elective papers in Kannada! 

So this argument on Samskrita as enemy of Kannada is nothing but a bogey. Languages are facing a crisis and by extension other subjects also as we fail to communicate properly in both oral and written forms. This crisis is all the more severe for social sciences and humanities. Added to that only few people communicate in local languages and this adds to prejudice, but this is a matter which merits different thread.

with regards

Soumya

*******************

Dr Soumya Kumar

PG Department of Studies in Sociology

Maharani's Arts College for Women

Mysuru - 570 005

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[K S Kannan]

https://epapervijayavani.in/ArticlePage/APpage.php?edn=Bengaluru&articleid=VVAANINEW_BEN_20220116_7_10&artwidth=239px

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[Ramesh Rao]

Here is something that I received backchannel, and I am posting it verbatim. None of the links below and the concerns expressed are mine, but I thought I will forward this for the sake of ensuring full discussion about the matter.

Regards,

Ramesh Rao

https://www.livelaw.in/news-updates/karnataka-hc-kannada-as-compulsory-subject-in-degree-courses-nep-interim-relief-183356

I see Hindi and Urdu in this link but not any regional languages. Why?  Very few states may have Urdu as majority speaking language. Do all regional states follow this NCERT curriculum ? 

https://ncert.nic.in/textbook.php?aeen1=0-10

Sanskrit is taught here via Hindi but not via regional languages. Will states teach Sanskrit via regional languages?

https://ncert.nic.in/textbook.php?hhsk1=1-15

Devanaagari Lipi Parishad prefers a single Devanaagari script  for all Indian languages to slowly eliminate vernacular scripts the way they did with Maharashtra's MODI script. Will non-Devanaagari scripted languages adopt Devanaagari script? Most Westerners get Sanskrit knowledge in English via translation and transliteration but Indians are not allowed to learn Sanskrit the same way in vernacular languages.Why not make the same efforts in teaching mother language as you do for Sanskrit? How modern Sanskrit is going to be better than Vedic Sanskrit in providing knowledge? Does the government spend an equal amount of money on the promotion of all state languages.

https://www.hindustantimes.com/india-news/rs-643-84-cr-spent-on-promotion-of-sanskrit-in-3-years-govt-data/story-8LLLjyebUs8RbaL2J1LS9H.html

Also, why can't we have a pronunciation key for Indian English based on Indic scripts /Romanaagari instead of IPA?

http://sanskrit-ai.com/threads/mappings-for-devan%C4%81gar%C4%AB-indic-roman%C4%81gar%C4%AB.333/

Will Hindi propagators allow this? 

https://indianmuni.in/sanskrit-to-be-declared-as-national-language-petition-moved-in-sc-argues-india-should-learn-from-israel/

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[K S Kannan]

https://www.opindia.com/2022/01/congress-leader-opposes-construction-of-sanskrit-university-in-karnataka/

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[K S Kannan]

twitters:

https://twitter.com/hashtag/SayNoToSanskrit?src=hashtag_click

[Nagaraj Paturi]

Twitter is a free for all platform. 

Unscholarly, irrational claims, emotional stances not founded on a right academic understanding can be seen on both sides. 

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[K S Kannan]

Quite true.

Sometimes it indicates the trends of some vociferous groups.

Some of what newspapers carry, and what twitters prattle,

can sometimes tinge the opinions of a not-so-careful judiciary.

The matter is anyway to come up before the Court tomorrow, I guess.

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[K S Kannan]

https://www.thehindu.com/news/national/karnataka/karnatakas-grant-of-320-crore-to-sanskrit-varsity-triggers-a-row/article38281132.ece

[Nagaraj Paturi]

The Hindu news mentions a decision in 2011. 

https://www.deccanherald.com/content/164118/sanskrit-university-come-up-magadi.html

Bangalore, MAY 26 2011, 00:25 ISTUPDATED: MAY 26 2011, 00:25 IST 

  Sanskrit University to come up in Magadi

The State Cabinet, which is meeting on Thursday, is likely to approve 100-acres of land in Thippasandra village in Magadi taluk for setting up the university. There are 14 Sanskrit colleges in the State, which are affiliated to the university.  At present, the university is functioning on the campus of the Sri Chamarajendra Sanskrit College in Bangalore.

Ramanagara district will have two universities with the government having taken a decision to shift the Rajiv Gandhi University of Health Sciences (RGUHS) from Bangalore to Ramanagara. 

An official said there was no significance in Magadi being chosen to house the Sanskrit university campus. 

The revenue department had agreed to provide land for the campus, he added.

Read more at: https://www.deccanherald.com/content/164118/sanskrit-university-come-up-magadi.html

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[Nagaraj Paturi]

The Hindu news report says :

Kannada University, Hampi has no college affiliations, doesn’t run courses and is purely research oriented and hence has no revenue sources of its own, but has been under pressure from the State Government to become “self-reliant”, sources in the university said.

http://www.kannadauniversity.org/kannada/

http://www.kannadauniversity.org/kannada/%e0%b2%b6%e0%b2%bf%e0%b2%95%e0%b3%8d%e0%b2%b7%e0%b2%a3/

1. ಅಧ್ಯಯನಾಂಗದ ಮೂಲಕ ನಡೆಯುತ್ತಿರುವ ವಿವಿಧ ಕಾರ್ಯಕ್ರಮಗಳ ವಿವರ :

ಸ್ನಾತಕ, ಸ್ನಾತಕೋತ್ತರ, ಸ್ನಾತಕೋತ್ತರ ಡಿಪ್ಲೊಮಾ,  ಡಿಪ್ಲೊಮಾ, ಸರ್ಟಿಫಿಕೇಟ್‌ ಹಾಗೂ  ಸಂಶೋಧನಾ  ಕಾರ್ಯಕ್ರಗಳ ವಿವರ

2. ಕನ್ನಡ ವಿಶ್ವವಿದ್ಯಾಲಯದ ದೂರಶಿಕ್ಷಣ ನಿರ್ದೇಶನಾಲಯವು ಈ ಕೆಳಗಿನ ಶೈಕ್ಷಣಿಕ ಕಾರ್ಯಕ್ರಮಗಳ ಅಡಿಯಲ್ಲಿ ನಡೆಯುತ್ತಿರುವ ವಿವಿಧ ಕೋರ್ಸ್ ಗಳ ವಿವರ.

ಅ. ಸ್ನಾತಕೋತ್ತರ ಪದವಿಗಳ ಮಾಹಿತಿ: ಸ್ನಾತಕೋತ್ತರ ಕಾರ್ಯಕ್ರಮ ಅಡಿಯಲ್ಲಿಯ ಶಿಕ್ಷಣಕ್ರಮಗಳು.

ಬ. ಸ್ನಾತಕೋತ್ತರ ಡಿಪ್ಲೊಮ/ಡಿಪ್ಲೊಮಗಳ ಕಾರ್ಯಕ್ರಮಗಳ ಅಡಿಯಲ್ಲಿಯ ಶಿಕ್ಷಣಕ್ರಮಗಳು (ಪ್ರವೇಶಾರ್ಹತೆ : ಯಾವುದೇ ಪದವಿ/ SSLC).

[Nagaraj Paturi]

https://www.lokmatnews.in/india/karnataka-sanskrit-university-will-get-a-permanent-campus-in-magadi-ramanagara-b628/

[K S Kannan]

Tweet-storm : 50000

https://www.deccanherald.com/state/kannada-activists-hold-tweet-storm-against-plan-for-sanskrit-varsity-1071769.html

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[L Srinivas]

The livelaw link requires a subscription. Many other links on this thread can not be followed by some of us who can not read Kannada.

Re NCERT, it started producing curriculum books in a big way starting 1975 under the then minister of education S Nurul Hasan whose wikipedia bio describes him as a 'secularist with an abiding faith in leftism'. I myself had NCERT books for my Sanskrit curriculum (via Hindi) prior to 1970, the textbook committee having been headed by the late Prof V Raghavan, then HOD Sanskrit, U of Madras. Most lessons were extracts from classical prose and poetry. But there were several lessons we had bearing on contemporary matters which V Raghavan himself wrote for our books, e.g., Nehru's will (जवाहरलालस्येच्छापत्रम्). These mostly reflected the dominant worldview prevailing then among the Indian professional classes ('intelligentsia').

Since  education is a state subject, there may not have been an attempt by NCERT to produce books in regional languages. That was something the curriculum committees in the states took care of.

I'm not sure there is general recognition in India that there are parallels between Israel and India in the matter of national or official language, no matter how many times Sanskrit enthusiasts would make that argument.

It is hard to understand the issue 'Kannada vs Sanskrit', as is being played out today,  for non Kannadigas. That said, as a student in a science institution, I was an eyewitness to the Gokak agitation during the Gundu Rao Chief Ministership which too had a Kannada vs Sanskrit flavor. At that time, it was a decision made by Gundu Rao (Congress I) reversing one made by a prior Congress I Chief Minister, Devaraj Urs. Given the peculiar history of Karnataka state ( 3 distinct regions plus S Kanara dt came together to form the State), prior conflicts on the language issue with Marathi, the predisposition of middle and upper classes and their stated anxiety about the status of English alone during the Gokak agitation, what has actually changed now?

I understand there is a non trivial amount of approved budget that's at stake here. That makes sense from the point of view of this group. But what are the larger issues at play here?

Regards,

Srini

[L Srinivas]

Re the prior Gokak agitation, the following link may give some background. It is a magazine article dated 1982

https://www.indiatoday.in/magazine/indiascope/story/19820515-language-issue-in-karnataka-explodes-into-a-violent-agitation-771772-2013-10-16

Hope this helps,

Srini

[K S Kannan]

https://telanganatoday.com/dont-impose-kannada-language-on-degree-students-until-further-orders-karnataka-hc

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[K S Kannan]

This settles the issue

for the immediate present.

[Vijaender]

Sanskrit most likely did not have a script originally.  It took on whatever script it was penned down from time to time.

However the fact of the matter is, nearly all Indian languages are based on the Brahmi script today, a fact that often surprises both Hindi and Tamil scholars alike when pointed out.  It is easy to see however, when you lay out the letters side by side.

Kannada, Telegu, Oriya, Burmese, Thai, Cambodian, and Sinhalese look similar and a little different from other Indic but are also based on Brahmi.

Therefore, it is easy to make a case for learning and writing Sanskrit in localized scripts.  In fact, on a recent trip to Orrisa, I found both Bhagavat Gita and Bhagavatam being read out in the Odia script. 

[Nagaraj Paturi]

This 1982 article has important observations useful for understanding the Sanskrit-Kannada competition, the same aspects that I mentioned in the Sanskrit-Telugu competition , liberal evaluation, easy marks in Sanskrit :

Old Dispute: The present agitation for Kannada has its roots in a controversy that began seven years ago during the chief ministership of Devraj Urs. Urs had issued an order demoting Sanskrit from its first language status and making Kannada compulsory for all students. Many students had preferred to offer Sanskrit as a first language in high school exams because Sanskrit was taught only in high schools. Hence its syllabus was elementary and it was possible to score higher marks in Sanskrit than in other languages.

While this is the actual reason and Sri Gundu rao thought that it was populist to revive Sanskrit as a first language that gives easy marks, his being Brahmin was used by his political opponents :

When Rao assumed office he restored Sanskrit as a first language which gave his opponents the chance to accuse him of "Brahmanical bias". The charge drew blood as Rao is the state's first Brahmin chief minister.

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[Venkatesh Murthy]

Namaste

It's funny to read Gundu Rao being treated as a Brahmin CM. He followed none of the Brahminical restrictions in diet or everyday life. 

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--

Regards

 

-Venkatesh

[Vijaender]

Apparently, Karnataka is the only state outside of UP and Bihar where Brahmins are a political constituency with 5% of the population.  Even Gavaskar, Tendulkar, Kumble, Bhimsen Joshi, Guru Dutt, and like are from the state even if nominally based elsewhere.  Goa too would have belonged in the state minus the Portuguese influence, in a manner of Pondicherry that would have belonged in Tamil Nadu without thr French effect. 

But Nehru too called himself a Brahmin, complete with the prefix Pandit. Does not Rahul Gandhi claim to be one too? 

As someone pointed out, there are four different demographics and geographies in Karnataka - one of the states in India with the least population density. 

[Soumya Kumar]

Namaskaras.

I was a student in high school at the time of the controversy and wish to share a funny fact. Content of first language Sanskrit at the high school level was "elementary" because, technically we studied Samskrita but we answered the majority of questions in either Kannada or English! Due to this we were able to score quite high. 

Furthermore, at that time, securing a rank at the state level exams of 10th standard or SSLC as it is known in Karnataka state board exams was considered as a highmark in students' life. Invariably, the first few ranks were secured by students who opted for Samskrita as the first language and this also caused a lot of heartburn.

Mr Gundu Rao's caste was the usual red herring. Today Karnataka has moved far away from making Kannada mandatory for all students at the school level. The Government of Karnataka itself runs English medium schools and those schools are quite successful in attracting students. Covid-19 helped those schools along with many other schools as far as enrollment of students is concerned. 

In this background, making Kannada compulsory at UG degree level makes no sense. Government is also playing along with activists so that NEP 2020 can continue. 

with regards

soumya

*******************

Dr Soumya Kumar

PG Department of Studies in Sociology

Maharani's Arts College for Women

Mysuru - 570 005

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[Subrahmanyam Korada]

नमो विद्वद्भ्यः

There had been a long drawn war between  Junior Lecturers of  Sanskrit and Telugu . Many students were respecting Sanskrit because they can answer in English and can score 90% . So without even knowing Ramasabda  one can get a high score which will be promising at a higher level . Students of French, Arabic , Urdu etc have to answer in the respective language .As a result Telugu 

was relegated to the back seat . Telugu lovers considered Sanskrit as an enemy of Telugu . Initially it was at the political level .

I was asked to chair the Intermediate Sanskrit Syllabus Committee by the Board and  look into the matter . I could not prevent some Sanskrit Lecturers from going to the High Court . In the counter

I submitted that the  Court cannot tackle the academic issue of  prescribing syllabus ( whether lines like रम्भोरु कच्चिन् मनसो रुचिस्ते -- रघु - 6  can be there or not  - it is just for litigation ) and the committee is sieged of the matter . The case was dismissed..

Answering Sanskrit paper in English is  अन्याय्य - no one can / should defend .  I / we will be above राग and द्वेष - why should anybody  preach to us ?  I addressed groups of JLs also and convinced them.

Finally it was recommended that  60% of the paper has to be answered in Sanskrit medium and the rest would consist of matching , translation both sides etc . .

Junior Lecturers also have to improve their standards . They should learn Samskrtam  rather than Sanskrit . This applies at higher levels also . How many  students of MA can draft their Theses 

in Samskrtam ?

We should strive to protect such a great  language and train our next generation .

पुरुषा बहवो राजन् सततं प्रियवादिनः ।

अप्रियस्य च  पथ्यस्य  वक्ता श्रोता च दुर्लभः ॥ महाभारतम्

धन्यो’स्मि.

Dr.Korada Subrahmanyam
Professor of Sanskrit (Retd)

299 Doyen , Serilingampally, Hyderabad 500 019
Ph:09866110741

Skype Id: Subrahmanyam Korada

Blog: Koradeeyam.blogspot.in 

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[K S Kannan]

Today's Viswavani has 3 items on Sanskrit:

1. Dr. Janardana Hegde's excellent clarification

2. Clear Editorial

See: https://epaper.vishwavani.news/bng/e/bng/19-01-2022/6/add

and

3. Front page : right hand bottom

https://epaper.vishwavani.news/bng/e/bng/19-01-2022/1

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