Comparative Indic Studies and Tribal Science · 2018. 4. 7. · M.A in Comparative Indic Studies...

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M.A in Comparative Indic Studies and Tribal Science 1 Department/Course Comparative Indic Studies and Tribal Science Course Details KALINGA INSTITUTE OF SOCIAL SCIENCES Deemed to be University under section 3 of UGC act 1956

Transcript of Comparative Indic Studies and Tribal Science · 2018. 4. 7. · M.A in Comparative Indic Studies...

  • M.A in Comparative Indic Studies and Tribal Science

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    Department/Course

    Comparative Indic

    Studies and Tribal

    Science

    Course Details

    KALINGA INSTITUTE OF SOCIAL SCIENCES

    Deemed to be University under section 3 of UGC act 1956

  • M.A in Comparative Indic Studies and Tribal Science

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    SYLLABUS

    Department of Comparative Indic Studies and

    Tribal Science (CISTS)

    Introduction:

    India is an ancient civilization with widespread social, political, linguistic,

    cultural, philosophical, artistic, religious, spiritual, and natural diversity Tribal

    people, should be disseminated understanding of issues relating to Indian arts,

    agricultural practices, tribal agro-techniques, industrialization and climate changes,

    philosophy, culture, societal values, and customs. This needs to establish innovative

    Department of Comparative Indic Studies and Tribal Science (CISTS) to explore

    the traditional knowledge of tribal people.

    Objectives:

    The Course Comparative Indic Studies and Tribal Science (CISTS) focuses

    on Indian ancient knowledge systems including cosmology, gemology , town

    planning concepts, vedic mathematics, their music and instruments along with the

    traditional healing system by using natural resources. However, it also provides

    agro techniques for sustainable development in the modern globalization process.

    The broader objectives of the discipline will be:

    Introducing the students to the concept of ancient Indian concept of

    cosmology in relation to present day science.

    To carry research on natural resources particularly medicinal plants for

    benefit of society.

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    It provides training to Protect and restore the tribal culture, music and

    importance of their instruments.

    To explore different farming systems to enhance the productivity to meet the

    need of growing population.

    Outcomes:

    To achieve the sustainable goals by implementing the traditional knowledge

    along with the modern technology.

    Eligibility & Seats

    The candidates seeking admission into M.A. in Comparative Indic Studies

    and Tribal Sceince (CISTS) course must have a Bachelor’s degree from any

    University.

    Number of seats for admission into M.A. in Comparative Indic Studies and

    Tribal Sceince (CISTS) is 16.

    Attendance:

    In view of the special nature of the course it is desirable that the Candidates

    shall be permitted to appear for the University examination at the end of the each

    semester only if he/she puts in at least 75 per cent attendance to achieve the benefits

    of the course.

    SYSTEM OF EVALUATION AND AWARD OF DEGREE

    1. A seven point grading system on a base of 10 shall be followed for grading of

    the students of Masters of Arts in Tribal Development and Sustainability

    course operated and governed under semester system. Categorization of these

    grades and their correlation shall be as below :

    Qualification Grade Score on 100 Point

    Outstanding “O” 90 to 100 10

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    Excellent “E” 80 to 89 9

    Very Good “A” 70 to 79 8

    Good “B” 60 to 69 7

    Fair “C” 50 to 59 6

    Below average “D” 40 to 49 5

    Fail “F” Below 40 2

    2. Credit Point = CREDIT X POINT for each course item.

    3. CREDIT INDEX (CI) = ∑ CREDIT POINT of all course items in a semester.

    4. Semester Grade Point Average

    SGPA = CI / ∑ CREDITS (for a semester)

    5. Cumulative Grade Point Average

    CGPA = [ ∑ CI of all previous semesters up to current semester ] / [ ∑ Credits of

    all previous semesters up to current semester ]

    *****

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    COURSE STRUCTURE OF THE POST GRADUATE PROGRAMME

    First Semester

    Paper Name of the Paper L T P

    CIS- 601 Ancient Indian Concept of Cosmology 3 1 0

    CIS -603 Vedic Mathematics 3 1 0

    CIS - 605 Musicology 3 1 0

    CIS - 607 Medicinal Botany and Indigenous Medicinal

    System

    3 1 0

    CIS -609 Tribal Agro-Techniques and Methods 3 1 0

    IT-611 Information Technology

    Second Semester

    Paper Name of the Paper L T P

    CIS - 602 Indian Geography and Climate Change 3 1 0

    CIS - 604 Vrkshayurveda and Tribal Sciences 3 1 0

    CIS - 606 Tribals Science of Gemology 3 1 0

    CIS - 608 Elements of tourism in Tribal Tradition 3 1 0

    CIS - 610 Science of Cosmology: Mythological view 0 0 4

    OB-612 Organizational Behaviour

    Third Semester

    Paper Name of the Paper L T P

    CIS - 701 Art and Artefacts of Tribals 3 1 0

    CIS - 703 Managerial Sciences 3 1 0

    CIS - 705 Tribal Products and Industries 3 1 0

    TLS-608 Tribal Welfare and Development 3 1 0

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    TLS-705 Human Rights and Duties in India: Law,

    Policy, Society and Enforcement

    3 1 0

    Fourth Semester

    Paper Name of the Paper L T P

    CIS - 702 Food Habits of Tribal People 3 1 0

    CIS - 704 Housing Concepts of Tribals 3 1 0

    TCPE-601 Understanding of India and Tribal Culture 3 1 0

    TCPE-703 Caste, Race & Tribe

    3 1 0

    CIS - 792 Fieldwork/Assignment and Dissertation 0 0 4

    Department of Comparative Indic Studies and Tribal Science (CISTS)

    (Master of Arts in Comparative Indic Studies and Tribal Science)

    SEMESTER – I

    Ancient Indian Concept of Cosmology

    CIS– 601

    Unit-I

    Historical Background of Indian Knowledge System: Introduction: The Vedic system

    of education: The jnana ‘or knowledge and Wisdom, The karma‘or actions or code of

    conduct, the upasana‘or dedication and devotion to God: Purpose Of Studying

    Vedas: The 4 Vedas (Rgveda, Yajurveda, Saamveda, Atharvaveda), the 6 Vedangas

    (Shiksha, Vyakaran, Nirukta, Chhanda, Kalpa & Jyotisha/ phonetics, ritualistic

    knowledge, grammar, exegetics, metrics and astronomy) the Upanishads, the 6

    Upangas or Darshan Shastras (Mimansa, Vaisheshika,Nyaya, Yoga, Sankhya and

    Vedanta), puranas (history), tarka shastra (logic).

    Unit-II

    Salient Features of Ancient Indian Knowledge System: The 4 Upavedas (Ayurveda,

    Dhanurveda, Gandharvaveda & Shilpaveda); Characteristics of vedic education:

    http://www.hinduwisdom.info/Education_in_Ancient_India.htm#Introduction

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    Knowledge, Aims of Education, Medium and Methods of Instruction and

    Knowledge, The ‘Upnayana’ Ritual, Celibacy or Brahamacharya, Traditions and

    Practices of astronomy in India, chemistry in India, Indian literature, philosophy,

    Indian Metallurgy, Lifesciences and Ayurveda, traditional practices in environment

    conservation, Indian dance and drama; Rigvedic education: The Rig Veda as the

    source of Hindu Civilization, Ancient Indian Education: Women as Rishis, Women

    in Education,, Education in the Epics, Period of Panini,

    Unit-III

    Concept of cosmology as depicted in Ancient Indian Text: Universe and its

    components, formation of universe by supernatural forces. Vedic Cosmology,

    Upanishadic Cosmology, Epic Cosmology, Puranic Cosmology and Non-Sanskritic

    Cosmologies; Hindu cosmology: The Hindu timeline and four epochs or Yuga,

    Division of Brahma's day , Mahayuga and shorter yugas or ages, Chaturyuga is

    composed of four eras or Yugas: Satya, Treta, Dwapara and Kali, Rig Veda and the

    origin of universe, The Puranas and the origin of universe, fourteen lokas, Religious

    or mythological cosmology,

    Unit-IV

    Cosmology: a scientific view: Science and Cosmology: Creation and the big bang,

    doctrine of creation ex nihilo, Steady-state theories, Quantum and string

    cosmologies; Other non-standard cosmologies: Cyclic cosmologies, The multiverse;

    Infinity and the universe.

    Unit-V

    Cosmology: a Tribal perspective: Tribal Perspective on Modern Physics and

    Cosmology: Classical reality and philosophy, Classical physics, Understanding

    Indigenous science, Indigenous knowledge: Cataloging Indigenous knowledge,

    Knowledge,Modern physics and tribal metaphysics, Cosmology and the Indigenous

    world, Allowing tribal concepts to enrich science.

    http://www.hinduwisdom.info/Education_in_Ancient_India.htm#Rigvedic Educationhttp://www.amazon.com/exec/obidos/ASIN/8120804236/qid=1023067508/ref=sr_11_0_1/103-3015381-0943069http://www.hinduwisdom.info/Education_in_Ancient_India.htm#Education in the Epicshttp://www.hinduwisdom.info/Education_in_Ancient_India.htm#Period of Panini http://abyss.uoregon.edu/~js/images/the_data_so_far.pnghttps://en.wikipedia.org/wiki/Hindu_cosmology

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    Reference:

    1) The Rgveda, A Historical Analysis, Author – Shrikant G. Talageri, Publisher –

    Biblia Impex, India

    2) Rigveda Sanihita, A collection of Ancient Hindu Itymns, Author – H.H.

    Wilson, Publisher – N. Trubner & Co-London

    3) Rigveda Bhashyam – Dayananda Saraswati

    4) New Vedic Selection (Part – I) (Ed) Telang and Chaubey, Bharatiya Vidya

    Prakashan, New Delhi

    5) The Hymns of Rigveda, J.L, Shastri, Publisher – W. Kohlhammer, Stuttgari,

    1973

    Vedic Mathematics

    CIS– 603

    Unit – I: Introduction to Mathematics in Vedas

    Unit – II: Basic Concepts of Ancient Arithmetic, development and their uses

    Unit – III: Knowledge on Arithmetic progression in Ancient India

    Unit – IV: Mathematical numbers in Indian Tradition

    Unit – V: Mathematical Concept in Tribal Tradition: Ethnomathematics:

    development and meaning of "ethnomathematics", Numerals and naming systems,

    Mathematics in folk art, Informal mathematics.

    Reference:

    1) Vedic Mathematics space book by S,.JK. Cosmic Kapoor- 2005

    2) Vedic Artithmatic and Development of basic concepts Dr. K.P. Chamola –

    2006 Arithmatic

    Musicology

    CIS – 605

    Unit – I: Importance of Music in Tribal Tradition, Chaiti, Tappa,

    Unit – II:Origin of Music, an Indian Perspective

    Unit – III: Styles of Music in Tribal Tradition

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    Unit – IV:Basic Principles of Music

    Unit – V: Tribal Music and Instruments

    Reference:

    1) The Samaveda Samhita, Author – Griffith, Ralph T.H. 1893

    2) Vedic Hinduism, S.W. Jamison and M. Witzed, Harvard University, 1992

    3) The role of Sanskrit in the development of Indian music (Journal of the music

    Academy) Vol,56, Page 66,67, 97, S.S. Janaki, 1985

    4) The Rigveda, Wendy Doninger o Feoherty, Published – by Penguin

    Medicinal Botany and Indigenous Medicinal System

    CIS– 607

    Unit-I: Medicinal Botany as prescribed in Atharvaveda: Medicinal plants in

    Atharva Veda, their classifications, mechanism of actions in healing; religious

    healing in Veda.

    Unit-II:Traditional Treatment System: History of use of traditional herbal

    medicines;Treatment of different diseases, collection and preparation of medicines;

    Unit-III: Herbal medicines: History and Scope, Herbal preparations: safety, modern

    herbal medicine, benefits of herbal medicine; preparations,formulations and herbal

    utilization,; compounding of drugs, storage of medicinal plants for crude drugs;

    Unit-IV:Importance of Medicinal Plants: Definition and Scope; the legacy of Caraka;

    Use of medicinal plants-Ancient and Modern approaches, anti-dosa

    plants;Classification of medicinal plants(part used, habit, habitat, therapeutic value).

    Unit-V: Miracle Herbs in Tribal Tradition: Indigenous Medicinal Sciences, remedy

    from medicinal herbs, some of the important herbs used by the indigenous tribe

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    Reference

    1) Medicinal Plants: Ethnobotanical Approach, Trivedi P C, 2006. Agrobios,

    India.

    2) The Yoga of Herbs: An Ayurvedic Guide to Herbal Medicine, Vasant Lad,

    David Frawley

    3) Medicine and athava veda: Dr. C. K. Ramachandran,Mathrubhumi books

    4) Hand Book of Ayurvedic medicinal plants Herbal (Kapoor)

    5) Medicinal plants – joy

    6) Ethnobotanical studies on Medicine plants (Shrama)

    Tribal Agro-Techniques and Methods

    CIS –609

    Unit – I: Agriculture as source of livelihood

    Unit – II: Origin of Agricultural Science in India

    Unit – III: Primitive System of Agriculture

    Unit – IV: Agricultural Tools and Instruments

    Unit – V: Varieties of farming

    Reference:

    1) Evolution of educational thoust in India by – Bhanwar lal Dwivedi

    2) Vedic Maths.org – S.K. Kapoor

    Paper VI

    Information Technology

    Objective

    The objective of this course is to provide an understanding of computers,computer

    operating system,and application of relevant software in managerial decision making.

    UNIT I

    Computer Hardware & Software :Computer system as information processing

    system,Computer system,Different types CPU,input device,Out device,storage

    devices,communication devices,configuration of hardware devices and their

    application.Memory,Software,Different types software,Programme Language.

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    UNIT II

    Modern Information Technology:Basic idea of Local Area Network(LAN)and Wide Area

    Networks(WAN),E-mail,Internet technologies,access devices,concept of a World Wide Web

    and Internet browsing,Multimedia.

    UNIT III

    Introduction to Opereating system: What is Operating System?Functions of Operating

    System,Window,Word Processing:Introduction and working with MS-WORD in Ms-

    Office,Word basic commands,Formatting-text and documents,Sorting and Tables,Working

    with graphics,Introduction to mail-mergfeatart e.

    UNIT IV

    Spread sheet: Working with EXCEL-formating,Function,Chart features,working with

    graphics in Excel,Using worksheets as database in accounting,Marketing,Finance and

    personal areas.

    Presentation with Power point:Power-point basics,Creating presentations the easy

    way,Working with graphics in Power Point,Show time,Sound effects and animation effects.

    UNIT V

    Introduction to Accounting Package: Company Creation,Group of Ledger Creation,Voucher

    Entry,Maintenmance of accounting books and final accounts,Financial report

    generation.Practical Knowledge on Tally.

    Reference:

    1.Diennes,Sheila S:Microsoft Office,Professional for Windows 95,

    Instance reference,BPB Publication,Delhi

    2.Mansfield,Ron:The Compact guide to Microsoft Office,BPB Publication,Delhi.

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    SEMESTER – II

    Indian Geography and Climate Changes

    CIS – 602

    Unit – I: Ancient Indian Geography: Concept,

    Unit – II: Ancient Indian texts related to Geography: Introduction to various texts

    for geographical maps, construction of maps, implementation to educational

    institute.

    Unit – III: Climate Change: Impact of deforestation on climate change;

    industrialization, vehicular pollution.

    Unit – IV:Preservation of forests: Role of tribals in preservation of forests,

    Unit – V: Climate change in Tribal Areas: Mining and industrialization and its

    impact on climate change in tribal areas,

    Reference:

    1) The puranas, Rocher Ludo, Otto Harnas Witz verlay

    2) Ancient Indian Hisorical Tradition Pargiter, F.E, Oxford University press,

    London 1962

    3) Matsya Mahapurana, K.L. Joshi, Parimala Publication pvt. Ltd

    4) Know the puranas, Ramanuj Prasad, Pustak mahal, New Delhi.

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    Vrkshayurveda and Tribal Sciences

    CIS – 604

    Unit-I: History of Treatment and cure in Tribal Society

    Unit-II:Vriksha Ayurveda or the science of plant life in ancient literature and tribal

    culture

    Unit-III : Social-religious significance of medicinal plants and trees

    Unit-IV:Cultivation practices: Rules for sowing seeds, Process of planting- Watering

    the plants- time according to the time and season, production of seedless fruit,

    Increase in size and yield, Increase in fragrance, production of dwarf variety, control

    of weed, prevention of flower and fruit drop and treatment for the diseases.

    Unit-V: Harvesting Techniques and Methods of Tribals

    Reference

    1) Vrikshayurveda by Dr. Srikrishna Jugunu, Chaoukambha Sanskrit Series,

    Varanasi.

    2) Upavana vinoda , Published by The Indian Research Institute, Kolkata.

    3) Surapala Vrikshayurveda, English translation by Dr.Nalini Sadhale.

    Tribals and Science of Gemology

    CIS- 606

    Unit – I: Introduction to Gemology (Ratna Vijnana)

    Unit – II: Fundamentals of Gemology

    Unit – III: The healing power of Gemstones: a Tribal View

    Unit – IV: Gems and Human race

    Unit – V: Mines and minerals in Tribal areas and Science of Gemology

    Reference:

    1) Colour encyclopedia of Gemstones by Joel. E. Arem

    2) The Gemsstones Handbook by Arthur Thomas

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    Elements of Tourism in Tribal Tradition

    CIS –608

    Unit – I: Basic concept of Hospitality and Tourism, Meaning and concept of tribal

    tourism,

    Hospitality management

    Unit – II: Traditional concepts and emerging Trends in Hospitality services,

    Planning and prospective of Tourism, Tribal cultural attractions in Tourism

    Unit – III: Experimental elements of Tourism, The concept of Incrediable India’ in

    Tribal Tourism, Geographical roadmaps in Tribal Tourism, Adventure Tourism in

    India.

    Unit – IV: Tourism management, problems and prospects in Tribal Areas,

    Programme and planning of Travel agencies, Special Tourist programmes ; Cultural

    activities

    Unit – V: Tourism as source of economic development of the tribals, Development of

    Tribal handicrafts and tribal commodities, Government approaches and privileges in

    the economic development of the tribals.

    Reference

    1. Tourism management problems B.K. Punia (1994)

    2. Indian Cultural Heritiage prospective for Tourism, LK. Sing (2008)

    3. Skanda purana – Gia press, Gorakhpur

    4. The world of the skanda purana Hons. Bakker, Brill Academic

    5. The skanda purana, G.V. Tagore, Motilala Banarasdass

    Science of Cosmology: a mythological view

    CIS-610

    Unit – I

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    Introduction of Mythology, Contemporay approaches to classical and india

    mythology, Significance of river and religion, Mythology of prominent river of india.

    Unit – II

    Sri Tatwa in Bhagabati Purana,Cosmology, Geneology,Geographical mythology,

    Legend, Music dance, Yoga and Culture.

    Unit – III

    Introduction to Vishnupurana, Sarga, Prati Sarga, Vamsa, Vamsanucharita,

    Manvantara

    Unit – IV

    Sristi Tatwa in Vishnupruana, Vishnu Mahima, Kalpa Smriti

    Unit – V

    Theory of evolution as depicted in Ancient Indian Literature: Avataravada in Epic

    Literature, Ten Incarnation and Theory of Evolution.

    Reference :

    1) The cosmology of Bhagabat purana mustenies of sacred universe motilal

    Banarasidass

    2) Vishnupruana, K.L. Joshi, 2003

    3) A study of Hindu, Mythology & Tradition Horace Hayman Wilson, Forgotten

    Books, 2008

    4) Ali S.M., 1966. On the Geography of the Purans, New Delhi: Pepole’s

    Publishing House

    Organisational Behavior

    CIS-612

    Objective: The objective of the course is to help students understand the conceptual frame

    work of interpersonal and organisational behaviour.

    Course Inputs

    Unit-I

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    Organisational behaviour: Concept and significance, Relationship between management and

    organisational behaviour, Attitudes, Perception, Learning, Personality.

    Unit-II

    Motivation: Process of Motivation, Theories of Motivation, Need hierarchy Theory, Theory X

    and Theory Y, Two Factor Theory, Alderfer’s ERG Theory, McClelland’s learned Need

    Theory.

    Leadership: Concept, Leadership styles.

    Unit-III

    Interpersonal and Organisational Communication: Concept of two way communication, its

    process, Barriers to effective communication, Types of Organisational Communication,

    Impruving communications, Transactional analysis in communication, Stress Management.

    References:

    1. Understanding Organisational Behavior, Parek, Oxford

    2. Organisational Behavior, Singh. K, Pearson

    3. Organisational Behavior, K. Awathappa,HPH.

    4. Organisational Behavior, VSP Rao, Excel

    5. Organisational Behavior, Lathans, McGraw Hill

    6. Management of Organisational Behavior, Herchey et al, PHI

    7. Organisational Behavior, Khanka, S. Chand

    8. Organisational Behavior, LM Prasad

    SEMESTER – III

    Art and Artefacts of Tribals

    CIS-701

    Unit – I

    Introducation to Tribal Art: Types of paintings of different parts of India

    Unit – II

    Tribal Artifacts: American Indian Artifacts, Different types of tools.

    Unit – III

    Various forms of Tribal Folk dance: Santali dance, Dhimsa dance, Mankali

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    Unit – IV

    Indian Tribal Rock Art, Site of Indian Rock Art; Bhimbetka, Raigarh, Vikramkhol,

    Usakothi

    Unit – V

    Tribal Art and Artefacts: Harappan Art, Buddhist arts, Indian miniature painting,

    Terracotta and Wood carvings, Indian Tribal coins.

    Reference:

    1) Art and Visual culture in India (1857-2007) by Gayatri Sinha

    2) Art of Ancient India, Buddhist, Hindu, Jain by Susan L. Huntington/ John C.

    Huntington

    3) Early Indian Miniature Paintings (1000-1550AD) by Rashmikala Agrawal

    Managerial Sciences

    CIS-703

    Unit – I: An Introduction of Kautaliya’s Arthasastra

    Unit – II: Date & Time of Arthasastra

    Unit – III: Seven principles of management described in Arthasastra

    Unit – IV: Special feature of management in seven principles

    Unit – V: Managerial skills of Tribal Community

    Reference:

    1) Kautilya Arthashastra (Ed. & Trans R.P. Kanle, 3 vols, motilal Banarsidas,

    New Delhi

    2) The Arthashastra (Ed. Trans), L.N. Rangarajan, Penguin classies, India, 1992

    3) The Arthashstra (Ed) N.P. Unni, Bharatiya, vidya Prakashan, New Delhi

    4) Manu’s code of law : A critical edition and translation of the manara

    Dharmasastra (Ed.) Vachaspati Gairala, Chukhamba, Publication, Varanasi,

    5) Kautilya Arthastra, (Ed.) Vachaspati Gairala, Chaukhamba publication

    Tribal Products and Industry

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    CIS-705

    Unit – I: Types of tribal products, Forest products, Hand made products

    Unit – II: Raw materials for tribal products, Agricultural production of Turmeric,

    Jute, Government patronage towards indigenous agriculture

    Unit – III: Concept of cottage Industry, Tribal Textile Industry, Indigenous products

    Unit – IV: Marketing of Tribal Products, Government patronization of tribal

    products, Role of different organizations of the Government for the marketing of

    indigenous products.

    Unit – V: Scientific Base of Tribal Products, Importance of Ayurvedic in tribal

    products, Medicinal power of indigenous herbs.

    References:

    1. Lankly J.P.(1992), Tropical Forest Resources, FAO Forestry Paper 30, Rome

    2. Hunter, M.L.(1990), Wild life, forests and forestry, New Jersey

    3. Leuschner, W.A.(1982), Introduction to Forest resource Management, New

    York.

    Tribal Welfare and Development

    TLS-608

    100 (Theory: 60 + Assessment/Evaluation: 40)

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    Objectives: The paper will offer a conceptual understanding of welfare and

    development as well as detailed outline of five years plans, various programmes,

    policies and acts for tribal tribal development.

    Unit I: Conceptualizing Welfare and Development:

    Conceptualizing welfare and development: Meaning, evolution and history of

    the concept; Features of development.

    Unit II: Five Year Plans and Major Policies for Tribal Development

    British policy of isolation; Nehru’s Panchasheela policy; National policy on

    Assimilation and Integration; Tribes and Reservation Policy; Orissa

    Rehabilitation and Resettlement Policy 2006; Draft National Policy on Tribals

    (2014)

    Five Year Plans (first FYP to twelfth FYP) and Tribal development

    Unit III: Important Acts and Tribal Development

    The Excluded and Partially Excluded Areas Act, 1935; The Scheduled Tribes

    and Other Traditional Forest Dwellers (Recognition of Forest Rights) Act,

    2006; The Right of Children to Free and Compulsory Education Act, 2009;

    The Right to Fair Compensation and Transparency in Land Acquisition,

    Rehabilitation and Resettlement Act, 2013; The National Food Security Act,

    2013

    Unit IV: Programs and Schemes for Tribal Development

    Programs and Schemes on Community development, Poverty alleviation,

    Food security (e.g. PDS, MDM, ICDS, MGNREGS), Health, Education,

    Infrastructure development, Micro- and small-scale industries development

    and other sectoral programs (e.g. agriculture, horticulture, pisci-culture,

    animal husbandry, sericulture etc.)

    Unit V: Debating over Tribal Development Policies and Practices

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    Is integration the best policy?; Current development practices and tribal

    dependency; Who has the right to design and implement tribal development

    policies and programs?; Current development practices and the question of

    “whose development?”

    References:

    Hasnain, Nadeem (1994). Tribal India. Delhi: Palaka Prakashan

    Mahapatra, L.K., 1994. Tribal Development in India: Myth and Reality. Delhi: S.Chand &

    Company Ltd.

    Ramachandran, Srinivasan. 2012. Tribal Development Programmes in India. Delhi:

    Abhijeet Publications.

    Singh Sisodia, Yatindra and Tapas Kumar Dalapati, 2015. Development and Discontent

    in Tribal India. Jaipur: Rawat Publications.

    Human Rights and Duties in India

    100 (Theory: 60 + Assessment/Evaluation: 40)

    TLS-705

    Objectives: The paper will provide through understanding of implication of human

    rights laws in Indian context. It will also highlight practice and violation of human

    rights for disadvantages groups in India as well as the role of institutional

    mechanisms and advocacy groups in implementing human rights and duties.

    Unit I: Human Rights in Indian Context

    a) Indian Bill of Rights And Sarvodaya

    b) Preamble- Fundamental Rights- Directive Principles-Fundamental Duties

    Unit II: Human Rights- Enforcement Mechanism

    a) Human Rights Act, 1993

    b) Judicial Organs- Supreme Court (Art 32) And High Courts(Art 226)

    http://www.amazon.in/s/ref=dp_byline_sr_book_1?ie=UTF8&field-author=Srinivasan+Ramachandran&search-alias=stripbookshttp://www.amazon.in/s/ref=dp_byline_sr_book_1?ie=UTF8&field-author=Yatindra+Singh+Sisodia&search-alias=stripbookshttp://www.amazon.in/s/ref=dp_byline_sr_book_2?ie=UTF8&field-author=Tapas+Kumar+Dalapati&search-alias=stripbooks

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    c) Human Rights Commission- National and State of Maharashtra

    d) Commission of Women, children , Minority, SC/ST

    e) Survey of International Mechanism

    Unit III: III. Human Rights Violations and Indian Polity

    a) Inequalities in society-population-illiteracy-poverty-caster-inaccessibility of

    legal redress

    b) Abuse of Executive Power-Corruption-Nepotism and favoritism

    c) Human Rights and Good Governance

    Unit IV: Role of Advocacy Groups

    a) Professional Bodies: Press, Media, Role of Lawyers-Legal Aid

    b) Educational Institutions

    c) Role of Corporate Sector

    d) NGO’s

    Unit V: Rights of the Disadvantaged Groups

    i- Human rights of Scheduled Castes, Scheduled Tribes, Other

    Backward Castes and Minorities

    ii- Mechanisms for the protection of the rights of disadvantaged

    groups

    References:

    Anu, Saksena, 2004. Gender and Human Rights: Status of Women Workers in India,

    Delhi: Shipra Publications.

    Bhargava, G.S. 2001. Human Rights of Dalits: Social Violation, New Delhi: Gyan.

    Chaudhary, S.N. 2005. Human Rights and Poverty in India: Theoretical Issues, Delhi:

    Concepts.

    Devasia, V.V. 2009. Women, Social Justice and Human Rights, New Delhi: APH.

    Ganga, R., 2007. Children's Rights as basic Human Rights, New Delhi: Reference Press.

    Gurusamy, S., 2009. Human Rights and Gender Justice, New Delhi: APH.

  • M.A in Comparative Indic Studies and Tribal Science

    22

    Jha, A.K. 2006.Child Abuse and Human Rights, N.D.: Anmol.

    Jha, A.K., 2006. Child Abuse and Human Rights, N.D.: Anmol.

    Nanjunda, D.C., 2008. Child Labour and Human Rights: A Prospective, Delhi: Kalpaz

    Pub.

    Rao, D.V. 2004. Child Rights: A Perspective on International and National Law, New

    Delhi: Manak.

    Sharma, B.R. 2002. Encyclopaedia of Human Rights and Women's Development, New

    Delhi: Sarup & sons,

    Shinde, Prem K., 2005. Dalits and Human Rights, Delhi: Isha Books.

    Sri Krishna, S., 2007. Dalit and Human Rights, New Delhi: Serial Pub.

    Thiagaraj, 2007. Human Rights from the Dalit Perspective, New Delhi: Gyan Publishing.

    Thomas, Jhon K. 2005. Human Rights of Tribals, Delhi: ISha Books.

    SEMESTER – IV

    Food Habits of Tribals

    CIS-702

    Unit – I: Food, The Tribal way.

    Unit – II: Tribal cuisine of India, North- East India: Food Habits.

    Unit – III: Food Habits and Food Taboos: Introduction to Nutritional Status

    Unit – IV: Change in Food Habit and its Impacts on Health of Tribal People

    Unit – V: Food Habit of the Tribal people during the scarcity season

    Reference:

    1. Tribal food habits by P.Rajlaxmi

    2. Sustainable food habits of the Hill-dwelling Kandha Tribe in Kalahandi

    district of Odisha by Tribhuban Panda and Rabindra Nath Padhy

    Housing Concept of Tribals

  • M.A in Comparative Indic Studies and Tribal Science

    23

    CIS-704

    Unit-I

    Ancient Indian Housing concepts in Pre-historic period: House patterns of

    Palaeolithic age, Mesolithic age, Neolithic age, Copper age.

    Unit-II

    Housing pattern in the Indus Valley Civilization, Impact of Harappan House pattern

    on Tribal Houses, Tribal Houses in Vedic period.

    Unit-III

    Housing pattern in the Historical period, Tribal concepts on House making.

    Shilpa Sastras : Shilpa Satra education in ancient India, Sastras in paintings,

    Architecture in Ancient India, Stupas, Rock Cut Caves, Vihars, Chaityas and

    temples.

    Unit-IV

    Technological Innovations : Attempts city rebuilding in India, Carvings, polishing and

    making of arts and crafts.

    Unit-V

    Architecture of Manasara : Manasara architecture, Major Indian Silpa texts, the qualification

    & of architects,selection of the site, examination of soil, measurement of doors, doorways,

    walls, parking place, indigenous ideas of Indian Tribal, House patterns of the tribal people

    of India during the Medieval and Modern Periods.

    References:

    1. Dr. N.C.Panda, Architecture of Manasara, Bharatiya Kala Prakasan.

    2. H.D. Sankalia, Pre-History and Proto-History of India and Pakistan, Bombay, 1962.

    3. Atul Thakur, (25th November, 2008) The Times of India.

  • M.A in Comparative Indic Studies and Tribal Science

    24

    Understanding of India and Tribal Culture

    TCPE-601

    Objective:

    Students will be required to have an understanding of Indian culture and their own

    tribal culture. They will also know the difference between culture and civilization.

    Unit – I: Idea of India: perspective, Historical perspective, Political perspective and

    Philosophical perspective

    Unit – II: Meaning of Culture

    Unit – III: India as Composite culture: Impact of Hinduism, Jainism, Buddhism,

    Sikhism, Islamic and Christianity

    Unit – IV: Difference between culture and civilization

    Unit – V: Meaning of Tribal culture

    References:

    1. M.M. Verma, Tribal Development in India.

    2. S.L. Sharma, Emerging tribal identity: A study of minas of Rajasthan

    3. K.S. Singh, Tribal Situation in India

    Caste, Race & Tribe

    TCPE-703

    Objective:

    This paper will offer a detailed analysis regarding caste. Students will be exposed to

    the views of Swami Vivekananda, Gandhi and Ambedkar on caste.

    Unit - I

    Caste System

    Meaning and Definition of Caste

  • M.A in Comparative Indic Studies and Tribal Science

    25

    Characteristics of Caste

    Caste as a form of Social stratification

    Merits and Demerits of Caste

    Recent changes in Caste

    Unit - II

    Origin of Caste

    Traditional Theory, Religious Theory, Occupational Theory, Racial Theory

    Unit - III

    Views on Caste

    Views of Samkaracharya,

    Vivekananda, Gandhi and B.R. Ambedkar

    Unit - IV

    Race:

    Meaning and Definition

    Criteria for Racial Classification

    Major Classification of Race( Caucasoid, Mongoloid, Negroid)

    Classification given by Risley, Haddon, B.S. Guha

    Concept of Racism

    Causes of Racism

    Unit - V

    Tribal Society

    Tribe and Caste

    Tribal Problems ( land alienation, indebtedness, health , education, communication,

    water)

    Tribal Leadership

    References:

    1. K.S. Mathur Tribe, Cast and Peasants.

    2. S.L.Sharma, Emerging Tribal identity: A study of minas of Rajasthan.

    3. Bailey, F.G (1960/1971) - “Tribe caste continuum in Tribe caste and Nation”.

    4. B.K.Lal, Contemporary Indian philosophy

  • M.A in Comparative Indic Studies and Tribal Science

    26

    Assignment / Dissertation / project work

    CIS-710

    Field work: each student shall have to undergo training for learning and use of

    different techniques of scientific data collection during 15 days of field work under

    the supervision of a teacher, as nominated by the head of the department in atribal /

    rural area. The exact date of commencement of field work shall be announced by the

    department. Students failing to complete the field work in a particular year can only

    clear the paper by completing field work next year.

    Dissertation: Dissertation is to be prepared by the students under the supervision of

    the concerned teacher. The student is require to submit the dissertation to the

    supervising teacher to the Head of the Department for its evaluation atleast 15 days

    in advance of the date notified for examination. The dissertation shall be evaluated

    by an external examiner in consultation with the internal examiner( supervising

    teacher). The candiadate shall be awarded grade both by the internal and external

    examiners on the basis of his/her dissertation, seminar presentation and viva-voce.

    Dissertation-50 marks

    Presentation-20 marks

    Viva-voce-30 marks