NEP VAC SEM 1, Odd Sem 2024

VAC 1: ETHICS AND VALUES IN ANCIENT INDIAN TRADITIONS
Credit distribution, Eligibility and Pre-requisites of the Course
Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice
Ethics and 02 1 0 1 Pass in NIL
th
Values in Class 12
Ancient
Indian
Traditions
Learning Objectives
The Learning Objectives of this course are as follows:

• To understand the rich cultural traditions relating to discourses on life and its purpose,
instilling of values relating to ethical and moral propriety.
• To make students more engaged with the past traditions of the country.
• To introduce students to early epics: Puranic, Buddhist and other traditions.
Learning outcomes
The Learning Outcomes of this course are as follows:

• Students will develop an overview of indigenous philosophies.
• Understanding the richness of Indian heritage leading to greater sensitivity.
• Inspiration from history to deal with contemporary issues.
• Appreciate the traditions of diversity, discussions, debates and knowledge
transmission .
SYLLABUS OF ETHICS AND VALUES IN ANCIENT INDIAN TRADITIONS
UNIT- I The idea of India and Bharat (5 Weeks)

• 'Jambudvipa'; 'Aryavrata'; 'Bharat'; India
• Early discourse on moral order- rta in Vedic traditions
• Debates in the Upanishads and the Shramanic traditions
23
UNIT- II State, Society and Dharma (5 Weeks)
• Kingship and Society: Dharma, Neeti and Dan<;ia
• Rashtra, Sanskar and making of socio-cultural milieu
UNIT- Ill The 'Purpose of Life' in Texts (5 Weeks)

• Right Conduct': Buddhist, Jaina and Shramanic Traditions
• Puru~artha Chatushtaya: Dharma, Artha, Kama and Mok~a
• Assimilation and Assertion: Ethical issues in Epics and Puranic traditions
Practical component (if any) - (15 Weeks)
• Discuss in your locality, in 10-15 households with regard to Ethics and Values in
Indian traditions :
i. Vedic traditions
ii. Puru~artha Chatushtaya
iii. Buddhist, Jaina and Shramanic Traditions
iv. Jambudvipa; Aryavrata; Bharat; India
• Students are required to explore e-resources available with University of Delhi and
academic institutions.
• Students are required to watch documentaries and films on the subject-related
topics.
• If required, students can share their experiences in the form of a Project Report.
• Students may share their experiences in the form of audio-visual presentations of
15-30 minutes .
• Any other Practical/Practice as decided from time to time
Essential/recommended readings
• Buietenen, J.A.B. Van, The Bhagwadgita in the Mahabharata: Text and
Translation, Chicago: Chicago University Press, 1981. Bhagwadgita by Geeta Press
Gorakhpur.
• Bhasham, A.L, Wonder that was India: A Survey of the Culture of the Indian
Subcontinent Before the Coming of the Muslims. London, Sidgwick and Jackson,
1954'
• Dasgupta, S. N. History of Indian Philosophy. Cambridge University Press, 1923,
Vol. 1-11.
• Hiltebeital, Alf. Rethinking the Mahabharata: A Reader's Guide to the Education
of the Dharma King. Chicago: Chicago University Press, 2001.
• Kane, P.V. History of Dharmashastra (Ancient and Medieval Religious and Civil
Law), vol. II, parts 1-2; vol. Ill 3rd ed. Pune: Bhandarkar Oriental Research
Institute,[ 1941, 1946].
✓
24
• Olivelle, Patric. King, Governance, and Law in Ancient India: Kautilya's
Arthashastra, Oxford: Oxford University Press, 2013.
• Sharma, Arvind. 'On Hindu, Hindustan, Hinduism and Hindutva'. Numen, 49(1),
2002, p. 1-36.
Suggested readings
• Olivelle, Patric. (text and trans.) Manu's Code of Law: A Critical Edition and
Translation of the Manava-Dharmashastra. New Delhi: Oxford University Press,
2006.
• Rocher, Ludo. 'The Concept of Boundaries in Classical India', in Peter Gaefkke and
David Utz (eds.), The Countries of South Asia: Boundries, Extensions, and
Interrelations.
• Philadelphia: University of Pennsylvania, Department of South Asia Regional
Studies (Proceedings of The South Asia Seminar, Ill, 1982-1983), 1988, p. 3-10
• Sukthankar, V.S., S.K. Belvalkar, and P.L. Vaidya(ed .). The Mahabharata. Poona:
Bhandarkar Oriental Research Institute, 1933-66.
• Tripathi, Radhavallabh, ed. India's Intellectual Traditions: A Revealed Through
Sanskrit Sources. New Delhi: Sahitya Akademi, 2016.
Examination scheme and mode: Subject to directions from the Examination

Branch/University of Delhi from time to time
25
[ VAC 1: GANDHI AND EDUCATION )
Credit distribution, Eligibility and Pre-requisites of the Course
Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice
Gandhi 02 1 0 1 Pass in NIL
th
and Class 12
Education
Learning Objectives:
The Learning Objectives of the course are:
• Seek inspiration from Gandhi's thoughts on education.

• Analyse Gandhian education philosophy for moral and character
development.
• Understand Gandhi's Idea on Self-reliant education (Swavalambi Shiksha}
• Relate Gandhi's educational thoughts to NEP 2020
Learning Outcomes
The Learning Outcomes of the course are:
• Value Gandhian perspective on education

• Apprec iate the significance of education in Indian languages
• Evaluate the application of Gandh ian thoughts in NEP 2020
• Realise the principles of NEP 2020 in vocational and skill oriented education.
SYLLABUS OF GANDHI AND EDUCATION
UNIT- I : Gandhi's Philosophy and education (Weeks: 5)
• Gandhi's Philosophy on education

• Education for character building and moral development
• Education relating to health, hygiene, heritage, and handicraft
✓ 32
UNIT- II Gandhi's Experiment in Education (Weeks: 5)
• Gandhi's educational ideas on use of Indian Language as a medium of

Instruction, TextBook and Teacher.
• Gandhi's educational thought on Elementary and Adult Education.
• Gandhi's vision on Higher Education
UNIT- Ill : Gandhi's Educational Thought on Skill and (Weeks: 5)

Vocational Education
• Rural development through Skill and Local Need Based eaucation

• Skill education in NEP 2020 and Gandhi
• Gandhi's Idea on Self-reliance (Swavalambi Shiksha) and its reflection in
contemporary educational policy.
Practical component (if any) - (15 Weeks)
• Regular visits to Gandhi Museum and library to gain insight on Gandhi

• Excursion to Gandhi Ashrams located in different places like Sewagram,
Wardha, Sabarmati, Ahmedabad etc.
• Workshops/projects in collaboration with Gandhi Bhawan, Gandhi Smriti and
Darshan, Gandhi Peace Center. Ashrams based on innovation in village &
cottage industry, Khadi, handicrafts, organic farming etc.
• Adoption of one place for Swachhta Mission or Skill Education
• If required, students can share their experiences in the form of a Project
Report.
• Any other Practical/Practice as decided from time to time
Essential/recommended readings
• J-li:,kJ--11 "Jlitfr. (2014). cslfa:1~1ei ~aTT. c:IFUDlftl: ~OO~l19il"~la,.

.:)
• "Jlitfr, J:TT. cfi. (2010). ~ ~ c f l f :ITT«,. 3-ii:,J-l~lcsll~: crlc:lv1~c:lcrl l19il"~Ta,~t.

crlc:lv1~c:lcrl l19il"~ra=r~t. (1960). ~RR"-~. 3-li:,J-l~lcsll~: J:TT. cfi. "Jlitfr. pp-196-231
• g~, 3ITT". cfl. cf "Uc:I", <f-: 3ITT". (1994). J-li:,kJ--11 aiitfrc),fct"'t:f"R. ~m: ;;:r~Tcrlc>r~?;R.
• Anand T. Hingorani, ed .] Gandhi, M.K. Our Language Problem (Bombay:
• Bharatiya Vidya Bhavan, ), pp. 53-55
• TOWARDS NEW EDUCATION written by M . K. Gandhi Edited by Bharatan
Kumarappa
33
Suggestive readings
• "J"TTtfr, m.cfl. (2012). ~ct-~ 3-T~ ~ m (~, cfi"T~TlaTT~,3-lai.:, cll~ch)

Ji e, J-1 ~ I ~ I~: ai cl ,l1 cl ai ~~Ta, J=ift t .
• "J"TTtfr, m.cfl. (2012). ~ fcl{l"1 (aiOllclc--t\ JIJ-1ac>11c>1 o,chh~m, 3-laicll~ch).
~ .:,
3i e, J-1 ~I~ I~ .ai cl ,l1 cl ai gcf,"f~]a=f ~

• Coomaraswamy, Anand K. (1910}. Art and Swadeshi. Munshi Ram Manoharalal.
Delhi
Examination scheme and mode : Subject to direct ions from the Examination
Branch/University of Delhi from time to time
34

NEP VAC SEM 1, Odd Sem 2024

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VAC 1: ETHICS AND VALUES IN ANCIENT INDIAN TRADITIONS

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the course Eligibility Pre-requisite

The Learning Objectives of this course are as follows:

The Learning Outcomes of this course are as follows:

SYLLABUS OF ETHICS AND VALUES IN ANCIENT INDIAN TRADITIONS

UNIT- I The idea of India and Bharat (5 Weeks)

UNIT- Ill The 'Purpose of Life' in Texts (5 Weeks)

Practical component (if any) - (15 Weeks)

Examination scheme and mode: Subject to directions from the Examination

Course Credits Credit distribution of the course Eligibility Pre-requisite

• Seek inspiration from Gandhi's thoughts on education.

• Value Gandhian perspective on education

SYLLABUS OF GANDHI AND EDUCATION

UNIT- I : Gandhi's Philosophy and education (Weeks: 5)

• Gandhi's Philosophy on education

• Gandhi's educational ideas on use of Indian Language as a medium of

UNIT- Ill : Gandhi's Educational Thought on Skill and (Weeks: 5)

• Rural development through Skill and Local Need Based eaucation

Practical component (if any) - (15 Weeks)

• Regular visits to Gandhi Museum and library to gain insight on Gandhi

• J-li:,kJ--11 "Jlitfr. (2014). cslfa:1~1ei ~aTT. c:IFUDlftl: ~OO~l19il"~la,.

• "Jlitfr, J:TT. cfi. (2010). ~ ~ c f l f :ITT«,. 3-ii:,J-l~lcsll~: crlc:lv1~c:lcrl l19il"~Ta,~t.

• "J"TTtfr, m.cfl. (2012). ~ct-~ 3-T~ ~ m (~, cfi"T~TlaTT~,3-lai.:, cll~ch)

3i e, J-1 ~I~ I~ .ai cl ,l1 cl ai gcf,"f~]a=f ~

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