GUIDELINES FOR INCORPORATING INDIAN KNOWLEDGE IN HIGHER EDUCATION CURRICULA. UGC Guidelines for Indian Knowledge System in Higher Education Curricula [IKS]
![UGC Guidelines for Indian Knowledge System in Higher Education Curricula [IKS]](https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEho1rJJHq7q7IFCm6HgiNdQMD8i7I0PKNl8Kx-U36ly0huHaBh__A3bZNhalA1ffoTrloup-0fsAO8xg8dzglEb2b8rwWLcddEB4zhvCi0xuT48a1y1oTBfn7E-D52wevVAuXWl3iJsCiI6P2Ggure3FjauxfXNLi6dqWPw9xESJxzroUdVzOzhLC8N/s16000/UGC%20Guidelines%20for%20Indian%20Knowledge%20System%20in%20Higher%20Education%20Curricula%20%5BIKS%5D.jpg "UGC Guidelines for Indian Knowledge System in Higher Education Curricula [IKS]")
“The heritage of ancient and eternal IKS and thought has been a guiding light for this Policy. The pursuit of Knowledge (Jñāna), wisdom (Prajñā), and truth (Satya) was always considered in Indian thought and philosophy as the highest human goal. …
The undergraduate curriculums are diverse and have varied subjects to be covered to meet the needs of the programs. It is not possible to have a single prescription for all the various UG and PG programs in the country. The primary purpose of the guidelines is to help the institutions come up with courses that will introduce the students to all aspects of IKS which are related to their fields of study and to promote interest in knowing and exploring more. A 10-year horizon is envisioned for the application of these guidelines, along with a revision and modification after five years to meet the evolving needs.
2. At least 50% of the credits apportioned to the IKS should be related to the major discipline and should be accounted for the credits assigned to the major discipline.
3. Special care should be taken to ensure that the course materials for these IKS courses are based on authentic sources—such as source texts, historical accounts, inscriptions and other records, material and other evidence, and also rigorous sociological records of current practices of different communities.
4. The continuity of the Indian Knowledge Traditions from ancient times up to the relatively recent period of the eighteenth or nineteenth century must be emphasized in the design of the course content.
5. Efforts must be made to highlight the characteristic features such as the objectives, methodology and core concepts of the Indian Knowledge Traditions, which distinguish them from other Knowledge Traditions of the world.
6. Wherever possible, contemporary applications of the Indian Knowledge Traditions may be indicated.
7. The medium of instruction for the IKS courses could be any of the Indian languages which have been approved as a medium of instruction in higher education, apart from English and Sanskrit.
8. All the technical terms and citations from the Sanskrit sources should be given in the Devanagari script as well as in English transliteration for any course materials prepared in English.
2. All students who are enrolled in UG programmes in the Sanskrit or Indian Language Universities should take the following credit courses in IKS:
2. It is the view of this Committee that these courses need to be redesigned so as to ensure that they are anchored in the tradition of IKS. As of now, the PG courses in Indian Music, Indian Philosophy, or even Ayurveda or the studies of Śāstras in Sanskrit Universities are not particularly related to the perspective of IKS and tend to teach Western epistemologies and methodologies for studying and conducting research in these streams. While some of the latter may be required, the perspective and the main emphasis of these courses have to be rooted in the perspective of IKS.
3. After such PG programmes in disciplines that are part of IKS are approved and begin to be taught, the same curricula may be adopted for conducting NET examinations in these disciplines that are part of IKS. For instance, students who study a master’s programme in Nyaya or Ganita will write a NET examination in Nyaya or Ganita, respectively.
ii. Indian Language Sciences:
Language Sciences and the preservation of the Vedic corpus.
Varnamala of Indian languages based on classification of sounds on the basis of their origin and effort involved. The special feature of the scripts of most Indian languages, that each symbol is associated with a unique sound.
Word formation in Sanskrit and Indian languages. Basic purpose of the Science of Vyakarana as established by Panini.
Important texts of Indian Language Sciences —Siksha or phonetics, Nirukta or etymology, Vyakarana or Grammar, Chandas or Prosody.
How the Indian Language Sciences continued to flourish in the 18//19 the centuries. Navya-nyaya and Navya-vyakarana in Navadvipa, Varanasi and West and South India.
iii. Indian Mathematics:
Numbers, fractions and geometry in the Vedas. Decimal nomenclature of numbers in the Vedas. Zero and Infinity. Simple constructions from Sulba-sutras.
The development of the decimal place value system which resulted in a simplification of all arithmetical operations. Linguistic representation of numbers.
Important texts of Indian mathematics. Brief introduction to the development of algebra, trigonometry and calculus.
How Indian mathematics continued to flourish in the 18/19/20th centuries. Kerala School. Ramanujan.
6. Indian Astronomy:
Ancient records of the observation of the motion of celestial bodies in the Vedic corpus. Sun, Moon, Nakshatra & Graha.
Astronomy as the science of determination of time, place and direction by observing the motion of the celestial bodies. The motion of the Sun and Moon. Motion of equinoxes and solstices. Elements of Indian calendar systems as followed in different regions of India.
Important texts of Indian Astronomy. Basic ideas of the planetary model of Aryabhata and its revision by Nilakantha.
Large corpus of inscriptions recording observation of eclipses. Astronomical instruments.
How Indian astronomy continued to flourish in the 18/19th centuries. Astronomical endeavours of
Jaisingh, Sankaravarman, Chandrasekhara Samanta.
7. Indian Health Sciences:
Vedic foundations of Ayurveda. Ayurveda is concerned both with maintenance of good health and treatment of diseases.
Basic concepts of Ayurveda. The three Gunas and Three Doshas, Pancha-mahabhuta and Sapta-dhatu. The importance of Agni (digestion). Six Rasas and their relation to Doshas. Ayurvedic view of the cause of diseases.
Dinacharya or daily regimen for the maintenance of good health. Ritucharya or seasonal regimen.
Important Texts of Ayurveda. Selected extracts from Astāngahrdaya (selections from Sūtrasthāna) and Suśruta-Samhitā (sections on plastic surgery, cataract surgery and anal fistula). The large pharmacopeia of Ayurveda.
Charaka and Sushruta on the qualities of a Vaidya. The whole world is a teacher of the good Vaidya. Charaka’s description of a hospital. Hospitals in ancient and medieval India.
How Ayurveda continued to flourish till 18/19th centuries. Surgical practices, inoculation. Current revival of Ayurveda and Yoga.
8. Classical Literature in Sanskrit and Other Indian Languages:
The nature and purpose of Kavya. Drisya and Sravya Kavyas.
The ideas of Indian aestheticians on what constitutes the soul of Kavya. Important examples of classical literature in Sanskrit and other Indian languages.
9. Indian Education:
Preservation of culture, tradition and Dharma through education. Svadhyaya, Pravachana. Also continuity of the family and the vamsha, who are the carriers of knowledge, tradition and Dharma.
The extent, inclusiveness and the sophistication of indigenous education in early19th century India.
10. The Purpose of Knowledge in India:
Para Vidya and Apara Vidya. The corpus connected with Para Vidya. Learning and formalization of concepts associated with Para Vidya also form part of Apara.
Apara Vidya. Nature and purpose of sciences, technologies, and all human knowledge concerning the world and the society.
The concept of Rita, Dharma. The cycle of mutual dependence of humans and all aspect of creation. Yajna and the inviolable discipline of sharing and caring.
11. Methodology of Indian Knowledge System:
Systematization of knowledge fields as Sastra. Each Sastra has a clearly defined purpose in Vyavahara.
The means of valid knowledge (Pramanas). Perception (Pratyaksha), Inference (Anumana) and Textual Tradition (Agama), as discussed in the canonical texts of all the disciplines.
The importance of Pratyaksha and Agama in relation to Anumana.
12. Indian Architecture and Town Planning:
The importance of Sthapatya-veda. The ancient cities of the Indus Saraswati region. Town planning and drainage systems.
Examples of the significance of architecture and materials in Ramayana and Mahabharata.
Public opulence and private austerity in Indian architecture. Why there are many more of Temples than Palaces.
Important texts of Architecture and Sculpture. The prevalence of high Indian architecture in almost all parts of India except the Ganga plains. Examples of high Indian architecture from ancient and medieval periods from different parts of India.
The building of Jaipur in the 18th century. How temple art and architecture continues to flourish in modern India.
13. Indian Fine Arts:
The importance of Gandharva-veda. Natyasastra on the nature and purpose of fine arts.
Basic concepts of Indian music and dance. Important texts of Indian music, dance and painting. Indian musical instruments.
Different schools of music, dance and painting in different regions of India. Important examples of
Indian painting in various part of India.
Musicology as a science. Harmonising Lakshya and Lakshana (practise and theory).
Major developments in the science and practice of music the 17/18/19th centuries. The current revival of music and dance in India.
14. Indian Agriculture:
The significance of agriculture and irrigation as emphasised in the Ramayana, Mahabharata and other texts.
Mention of Indian agriculture by the Greek historians and later travellers. Significance of agriculture and irrigation for the kings of Indian tradition.
Major water-bodies of the ancient times. The Ery system of south India.
Excellence of Indian agricultural technologies as observed by more recent European observers.
Productivity of Indian agriculture in medieval Thanjavur and eighteenth century Allahabad, Chengalpattu, etc.
Indian attitude towards agriculture, based on Walker and later reports.
15. Indian Textiles:
India as the ancient home of cotton and silk fabrics. Weaving formed the most significant part of Indian economy after agriculture.
Varieties of textiles and dyes developed in different regions of India.
India as a leading exporter of textiles in the world in the 17/18/19th centuries.
16. Indian Metallurgy:
Vedic references to metals and metal working. Mining and manufacture in India of Zinc, Iron, Copper, Gold, etc., from ancient times.
Indian texts which refer to metallurgy. Important specimens of metal workmanship preserved/found in different parts of India.
The significance and wide prevalence of ironsmith and other metal workers in the pre-modern era.
European observers on the high quality and quantity of Indian iron and steel in the 18/19th centuries.
17. Indian Polity and Economy:
Indian conception of well-organised Polity and flourishing Economy as expounded in the foundational texts. The notion of Bharartavarsha as a Chakravarti-Kshetra and important attributes of Chakravartin.
King as the protector of Dharma. King as the strength and support of the weak. King as the protector of Varta. King as the protector of the times.
Meaning of Varta: Krishi, Gopalana and Vanijya forming the basis of Varta and the core of economic activity in society. The importance of sharing.
Grama as the centre of the polity.
18. The Outreach of Indian Knowledge System:
The outreach of Indian Knowledge System beyond Indian boundaries form the ancient times. Outreach to East, Southeast, Central and Southeast Asia of Indian phonetic script, decimal value place system based arithmetic, algebra, astronomy and calendar, medical pharmacopeia, architecture, methods of making iron and steel, cotton textiles, etc.
The transmission of Indian linguistics, knowledge of plants, iron and steel metallurgy, textiles and dyeing, shipbuilding etc., to Europe in 17/18/19th centuries.
Current global outreach of Ayurveda, Yoga and Indian Fine Arts.
India's Knowledge Systems have the potential to provide pertinent reflections to aspiring students to develop their leadership and problem-solving skills, charting a future course of action with its integration within existing educational frameworks. In this regard, the UGC has prepared Guidelines for Incorporating Indian Knowledge System (IKS) in Higher Education Curricula. Integrating IKS within the existing educational framework will aid in preserving and disseminating Indian Knowledge System for further research and societal applications. The Universities / Institutions may prepare courses and programmes as per guidelines accordingly. This will help to preserve India's ancient heritage by including it in academic courses and curricula.
The draft "Guidelines for Incorporating Indian Knowledge System in Higher Education Curricula" are available on the UGC website www.ugc.ac.in. Feedback/suggestions are invited from the stakeholders and the same may be sent on the e-mail: ugc.iks@gmail.com1atest by 30.04.2023.
Download the Draft Guidelines Click Here
UGC constituted an expert committee to formulate guidelines for incorporating Indian Knowledge System into the higher education curricula of our country. The purpose of these guidelines for incorporating Indian Knowledge System into higher curricula is to provide a roadmap for systematic study and research of various disciplines of IKS and provide guidelines for incorporating IKS into undergraduate and postgraduate curricula.
![UGC Guidelines for Indian Knowledge System in Higher Education Curricula [IKS]](https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEho1rJJHq7q7IFCm6HgiNdQMD8i7I0PKNl8Kx-U36ly0huHaBh__A3bZNhalA1ffoTrloup-0fsAO8xg8dzglEb2b8rwWLcddEB4zhvCi0xuT48a1y1oTBfn7E-D52wevVAuXWl3iJsCiI6P2Ggure3FjauxfXNLi6dqWPw9xESJxzroUdVzOzhLC8N/s710/UGC%20Guidelines%20for%20Indian%20Knowledge%20System%20in%20Higher%20Education%20Curricula%20%5BIKS%5D.jpg "UGC Guidelines for Indian Knowledge System in Higher Education Curricula [IKS]")
The National Educational Policy 2020 (NEP 2020) recommends the incorporation of Indian Knowledge System (IKS) into the curriculum at all levels of education:
UGC Guidelines for Indian Knowledge System in Higher Education Curricula [IKS]
The Indian education system produced great scholars such as Charaka, Susruta, Aryabhata, Varahamihira, Bhaskaracharya, Brahmagupta, Chanakya, Chakrapani Datta, Madhava, Panini, Patanjali, Nagarjuna, Gautama, Pingala, Sankardev, Maitreyi, Gargi and Thiruvalluvar, among numerous others, who made seminal contributions to world knowledge in diverse fields such as mathematics, astronomy, metallurgy, medical science and surgery, civil engineering, architecture, shipbuilding and navigation, yoga, fine arts, chess, and more. Indian culture and philosophy have had a strong influence on the world. These rich legacies to world heritage must be nurtured and preserved for posterity and researched, enhanced, and put to new uses through our education system.” (NEP 2020, p.4. Emphasis added.)
To implement this vision of IKS, UGC constituted an expert committee to formulate guidelines for incorporating Indian Knowledge System into the higher education curricula of our country. The purpose of these guidelines for incorporating Indian Knowledge System into higher curricula is to provide a roadmap for systematic study and research of various disciplines of IKS and provide guidelines for incorporating IKS into undergraduate and postgraduate curricula.
| GUIDELINES FOR INCORPORATING INDIAN KNOWLEDGE IN HIGHER EDUCATION CURRICULA | 5 | ||
| 1. | Preamble: | 5 | |
| 2. | Background: | 5 | |
| 3. | Scope: | 6 | |
| 2.1 | General Guidelines: | 6 | |
| 2.2 | Guidelines for IKS Courses in UG Programmes: | 6 | |
| 2.3 | Guidelines for IKS Courses at the PG Level | 7 | |
| 2.4 | Guidelines for IKS Courses in Sanskrit and Indian Language Universities |
8 | |
| 2.5 | Guidelines for PG Programmes in Disciplines that are Part of IKS | 8 | |
| 2.6 | Suggestions for effective implementation | 9 | |
| APPENDIX | 10 | ||
| MODEL CURRICULA OF COURSES IN INDIAN KNOWLEDGE SYSTEM | 10 | ||
| A. | FOUNDATIONAL COURSES IN IKS | 10 | |
| I. | INTRODUCTION TO IKS | 10 | |
| 1. | Bharatavarsha—A Land of Rare Natural Endowments: | 10 | |
| 2. | Foundational Literature of Indian Civilisation: | 10 | |
| 6. | Indian Astronomy: | 11 | |
| 7. | Indian Health Sciences: | 11 | |
| 8. | Classical Literature in Sanskrit and Other Indian Languages: | 12 | |
| 9. | Indian Education: | 12 | |
| 10. | The Purpose of Knowledge in India: | 12 | |
| 11. | Methodology of Indian Knowledge System: | 12 | |
| 12. | Indian Architecture and Town Planning: | 12 | |
| 13. | Indian Fine Arts: | 13 | |
| 14. | Indian Agriculture: | 13 | |
| 15. | Indian Textiles: | 13 | |
| 16. | Indian Metallurgy: | 14 | |
| 17. | Indian Polity and Economy: | 14 | |
| 18. | The Outreach of Indian Knowledge System: | 14 | |
| Suggested References | 14 | ||
| I. | MATHEMATICS IN INDIA: FROM VEDIC PERIOD TO MODERN TIMES |
16 |
| 1. | Introductory Overview | 16 |
| 2. | Mathematics in the Vedas and Śulva Sūtras | 16 |
| 3. | Pāṇini’s Aṣṭādhyāyī | 16 |
| 4. | Piṅgala’s Chandaḥśāstra | 16 |
| 5. | Mathematics in the Jaina Texts | 16 |
| 6. | Development of Place Value System | 17 |
| 7. | Āryabhaṭīya of Āryabhaṭa | 17 |
| 8. | Brāhmasphuṭasiddhānta of Brahmagupta | 17 |
| 9. | Bakṣālī Manuscript | 17 |
| 10. | Gaṇitasārasaṅgraha of Mahāvīra | 17 |
| 11. | Development of Combinatorics | 18 |
| 12. | Līlāvatī of Bhāskarācārya | 18 |
| 13. | Bījagaṇita of Bhāskarācārya | 18 |
| 14. | Gaṇitakaumudī of Nārāyaṇa Paṇḍita | 19 |
| 15. | Magic Squares | 19 |
| 16. | Kerala School of Astronomy and Development of Calculus | 19 |
| 17. | Trigonometry and Spherical Trigonometry | 20 |
| 18. | Proofs in Indian Mathematics | 20 |
| 19. | Mathematics in Modern India | 20 |
| Suggested References | 21 | |
| 1. | BASICS OF INDIAN ASTRONOMY | 22 |
| 1. | Introduction | 22 |
| 2. | The different units of time discussed in the texts | 22 |
| 3. | Systems employed for representing numbers | 22 |
| 4. | Spherical trigonometry | 22 |
| 5. | Celestial Sphere | 22 |
| 6. | What is Pañcāṅga? | 23 |
| 7. | Key concepts pertaining to planetary computations | 23 |
| 8. | Computation of the true longitudes of planets | 23 |
| 9. | Precession of equinoxes – sāyana and nirayaṇa longitude | 23 |
| 10. | Finding the cardinal directions and the latitude of a place | 23 |
| 11. | Determination of the variation of the duration of the day at a given location |
24 |
| 12. | Lagna and its computation | 24 |
| 13. | Eclipses and their computation | 24 |
| Suggested References: | 24 | |
| I. | INTRODUCTION TO INDIAN ASTRONOMY | 25 |
| 1. | Preliminaries | 25 |
| 2. | Developments from the Vedic period up to the Siddhāntic period | 25 |
| 3. | Indian Calendar | 25 |
| 4. | Solar and Lunar Eclipses | 25 |
| 5. | Tripraśna Topics (Diurnal problems) | 25 |
| 6. | Planetary longitudes and latitudes and Nīlakaṇṭha Somayājī’s revised planetary model |
26 |
| 7. | Rates of motion of planets | 26 |
| 8. | Tripraśna topics | 26 |
| 9. | Rising times of Rāśis and finding Lagna | 26 |
| 10. | Eclipse calculations | 26 |
| 11. | The Vākya system | 26 |
| 12. | Astronomical Instruments | 26 |
| 13. | Indian Astronomy in the 18th and 19th centiries | 27 |
| Suggested References | 27 |
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To implement this vision of IKS, UGC constituted an expert committee to formulate guidelines for incorporating Indian Knowledge System into the higher education curricula of our country. The purpose of these guidelines for incorporating Indian Knowledge System into higher curricula is to provide a roadmap for systematic study and research of various disciplines of IKS and provide guidelines for incorporating IKS into undergraduate and postgraduate curricula.
General Guidelines on implementation of IKS:
1. In view of the importance accorded in the NEP 2020 to rooting our curricula and pedagogy in the Indian context and in the corpus of Indian Knowledge System, every student enrolled in a UG or PG programme should be encouraged to take credit courses in IKS amounting in all to at least five per cent of the total mandated credits. It is envisioned that the interested students studying in UG and PG courses may be allowed to take a larger fraction of the total mandated credits in the fields of IKS.2. At least 50% of the credits apportioned to the IKS should be related to the major discipline and should be accounted for the credits assigned to the major discipline.
3. Special care should be taken to ensure that the course materials for these IKS courses are based on authentic sources—such as source texts, historical accounts, inscriptions and other records, material and other evidence, and also rigorous sociological records of current practices of different communities.
4. The continuity of the Indian Knowledge Traditions from ancient times up to the relatively recent period of the eighteenth or nineteenth century must be emphasized in the design of the course content.
5. Efforts must be made to highlight the characteristic features such as the objectives, methodology and core concepts of the Indian Knowledge Traditions, which distinguish them from other Knowledge Traditions of the world.
6. Wherever possible, contemporary applications of the Indian Knowledge Traditions may be indicated.
7. The medium of instruction for the IKS courses could be any of the Indian languages which have been approved as a medium of instruction in higher education, apart from English and Sanskrit.
8. All the technical terms and citations from the Sanskrit sources should be given in the Devanagari script as well as in English transliteration for any course materials prepared in English.
Guidelines for IKS Courses in UG Programmes:
1. All the students who are enrolled in the four-year UG programmes should be encouraged to take an adequate number of courses in IKS so that the total credits of the courses taken in IKS amount to at least five per cent of the total mandated credits. The students may be encouraged to take these courses, preferably during the first four semesters of the UG programme.At least half of these mandated credits should be in courses in disciplines which are part of IKS and are related to the major field of specialization that the student is pursuing in the UG programme. They will be included as a part of the total mandated credits that the student is expected to take in the major field of specialization. The rest of the mandated credits in IKS can be included as a part of the mandated Multidisciplinary courses that are to be taken by every student.
2. All the students should take a Foundational Course in Indian Knowledge System, which is designed to present an overall introduction to all the streams of IKS relevant to the UG programme. The foundational IKS course should be broad-based and cover introductory material on all aspects. It would enable students to explore the most fundamental ideas that have shaped Indian Knowledge Traditions over the centuries. Brief outlines of a few Model Curricula that may be followed in the Foundational Courses in IKS are presented in Appendix.
3. All UG-teaching Institutions should offer a large number of Elective Courses in IKS, from which the students may choose appropriately so as to complete a requisite number of courses and credits in IKS. These credits may be apportioned to the core disciplinary courses and the multidisciplinary courses. These courses could be in any of the disciplines/topics that are part of IKS, which are related to the field of specialization that the student is pursuing in the UG programme.
4. The students may be allowed to opt for internship/apprenticeship in any of the disciplines/topics that are part of IKS.
5. Wherever possible, the students may be encouraged to choose a suitable topic related to IKS for their project work in the 7/8th semesters of the UG programme.
6. Students who are enrolled in UG programmes in medicine may take a Credit Course in the first year on Indian Systems of Medicine, which will provide them with a “basic understanding of Ayurveda, Yoga and Naturopathy, Unani, Siddha, and Homeopathy” (NEP 20.2), which are continuing traditions of medicine that still attend to the health needs of large sections of the Indian population. During the second year, the students may take a two-semester credit course on the Theory and Practice of any one of the Indian Systems of Medicine, such as Ayurveda, Siddha, Yoga, etc.
7 These provisions may be incorporated into the curricular framework for the respective programmes with the approval of the competent authority/body of the Higher Educational Institutions/the concerned professional councils wherever applicable.
1. All the students studying for PG programmes in Arts, Commerce and Sciences should take an adequate number of advanced credit courses in any of the disciplines/topics that are part of IKS and related to their subject of specialization so that the total credits of the courses taken by the student in IKS amount to at least five percent of the total mandated credits.
2. The students may be allowed to opt for taking additional courses in disciplines/ topics that are part of IKS if such an option is available and is consistent with the requirements of the PG programme.
2. All the students should take a Foundational Course in Indian Knowledge System, which is designed to present an overall introduction to all the streams of IKS relevant to the UG programme. The foundational IKS course should be broad-based and cover introductory material on all aspects. It would enable students to explore the most fundamental ideas that have shaped Indian Knowledge Traditions over the centuries. Brief outlines of a few Model Curricula that may be followed in the Foundational Courses in IKS are presented in Appendix.
3. All UG-teaching Institutions should offer a large number of Elective Courses in IKS, from which the students may choose appropriately so as to complete a requisite number of courses and credits in IKS. These credits may be apportioned to the core disciplinary courses and the multidisciplinary courses. These courses could be in any of the disciplines/topics that are part of IKS, which are related to the field of specialization that the student is pursuing in the UG programme.
4. The students may be allowed to opt for internship/apprenticeship in any of the disciplines/topics that are part of IKS.
5. Wherever possible, the students may be encouraged to choose a suitable topic related to IKS for their project work in the 7/8th semesters of the UG programme.
6. Students who are enrolled in UG programmes in medicine may take a Credit Course in the first year on Indian Systems of Medicine, which will provide them with a “basic understanding of Ayurveda, Yoga and Naturopathy, Unani, Siddha, and Homeopathy” (NEP 20.2), which are continuing traditions of medicine that still attend to the health needs of large sections of the Indian population. During the second year, the students may take a two-semester credit course on the Theory and Practice of any one of the Indian Systems of Medicine, such as Ayurveda, Siddha, Yoga, etc.
7 These provisions may be incorporated into the curricular framework for the respective programmes with the approval of the competent authority/body of the Higher Educational Institutions/the concerned professional councils wherever applicable.
Guidelines for IKS Courses at the PG Level
1. All the students studying for PG programmes in Arts, Commerce and Sciences should take an adequate number of advanced credit courses in any of the disciplines/topics that are part of IKS and related to their subject of specialization so that the total credits of the courses taken by the student in IKS amount to at least five percent of the total mandated credits.
2. The students may be allowed to opt for taking additional courses in disciplines/ topics that are part of IKS if such an option is available and is consistent with the requirements of the PG programme.
2.2 Guidelines for IKS Courses in Sanskrit and Indian Language Universities
1. There are a number of Universities in the country which are designated as Sanskrit or Indian Language Universities. These Universities should strive to broaden their scope and develop into Universities of Indian Knowledge System without giving up their focus on Sanskrit or the Indian Language of their region.2. All students who are enrolled in UG programmes in the Sanskrit or Indian Language Universities should take the following credit courses in IKS:
- • A two-semester Foundational Course in IKS is designed to present an overall introduction to all the streams of IKS.
- • A two-semester Multidisciplinary Course on “IKS and Contemporary Knowledge in a Selected Discipline”. The Universities should make due efforts to offer such courses in several disciplines that are part of IKS so that the students can choose their courses appropriately. For instance, the students studying Nyāya-Śāstra could opt to take a two-semester course on “Nyāya and the Greco-European Tradition of Logic.”
- • A Course on “Manuscriptology and Critical Editing of Texts”.
2.3 Guidelines for PG Programmes in Disciplines that are Part of IKS
1. Currently, there are some PG courses in disciplines that are part of IKS, such as Master of Arts in Indian Music, Master of Arts in Indian Philosophy, PG courses in different streams of Indian Systems of Medicine, etc. Many of the Sanskrit Universities also have an Acharya or Masters Degree programme in various Śāstras.2. It is the view of this Committee that these courses need to be redesigned so as to ensure that they are anchored in the tradition of IKS. As of now, the PG courses in Indian Music, Indian Philosophy, or even Ayurveda or the studies of Śāstras in Sanskrit Universities are not particularly related to the perspective of IKS and tend to teach Western epistemologies and methodologies for studying and conducting research in these streams. While some of the latter may be required, the perspective and the main emphasis of these courses have to be rooted in the perspective of IKS.
3. After such PG programmes in disciplines that are part of IKS are approved and begin to be taught, the same curricula may be adopted for conducting NET examinations in these disciplines that are part of IKS. For instance, students who study a master’s programme in Nyaya or Ganita will write a NET examination in Nyaya or Ganita, respectively.
MODEL CURRICULA OF COURSES IN INDIAN KNOWLEDGE SYSTEM
Below are a few model curricula of courses in Indian Knowledge System (IKS) that may be useful for designing appropriate courses, including Foundation Courses in IKS and some possible Elective Courses on disciplines that are part of IKS, such as Indian Mathematics and Indian Astronomy. Apart from Elective Courses in these and other disciplines which are part of IKS such as Indian Logic, Indian Linguistics, Indian Metallurgy, Indian Architecture, etc., there can also be Elective Courses on Special Topics that are part of IKS, such as Indian Algebra, Indian Astronomical Instruments, Indian Iconography, Indian Musical Instruments, Water Management in Pre-British India, etc.A. FOUNDATIONAL COURSES IN IKS
I. INTRODUCTION TO IKS1. Bharatavarsha—A Land of Rare Natural Endowments:
Largest cultivable area in the world. Protected and nurtured by Himalayas. The Sindhu-Ganga plain and the great coastal plains. The great rivers of India.
Abundant rains, sunshine and warmth, vegetation, animals and mineral wealth. Most populous country in the world. India’s prosperity held the world in thrall.
Splendid geographical isolation of India and the uniqueness of Indian culture.
2. Foundational Literature of Indian Civilisation:
The Vedic Corpus. The Itihasas— Ramayana and Mahabharata, and their important regional versions. The Puranas.
The role of Itihasas and Puranas in understanding the Vedas.
Foundational Texts of Indian Philosophies, including the Jaina and Bauddha. Foundational Texts of
Indian Religious Sampradayas, from the Vedic period to the Bhakti traditions of different regions.
Largest cultivable area in the world. Protected and nurtured by Himalayas. The Sindhu-Ganga plain and the great coastal plains. The great rivers of India.
Abundant rains, sunshine and warmth, vegetation, animals and mineral wealth. Most populous country in the world. India’s prosperity held the world in thrall.
Splendid geographical isolation of India and the uniqueness of Indian culture.
2. Foundational Literature of Indian Civilisation:
The Vedic Corpus. The Itihasas— Ramayana and Mahabharata, and their important regional versions. The Puranas.
The role of Itihasas and Puranas in understanding the Vedas.
Foundational Texts of Indian Philosophies, including the Jaina and Bauddha. Foundational Texts of
Indian Religious Sampradayas, from the Vedic period to the Bhakti traditions of different regions.
i. The Vedangas and Other Streams of Indian Knowledge System:
- The six Vedangas — Siksha, Vyakarana, Chandas, Nirukta, Jyotisha and Kalpa. Other streams of Indian Knowledge System such as Ayurveda, Sthapatya, Natyasastra, Dharmasastra, Arthasastra, etc.
- Continuity of the Corpus.The Indian way of continuing the evolution of knowledge through commentaries, interpretations and revisions of the foundational texts.
- The large corpus of literature on IKS in Sanskrit and other Indian languages. Others sources for the study of Indian Knowledge System.
ii. Indian Language Sciences:
Language Sciences and the preservation of the Vedic corpus.
Varnamala of Indian languages based on classification of sounds on the basis of their origin and effort involved. The special feature of the scripts of most Indian languages, that each symbol is associated with a unique sound.
Word formation in Sanskrit and Indian languages. Basic purpose of the Science of Vyakarana as established by Panini.
Important texts of Indian Language Sciences —Siksha or phonetics, Nirukta or etymology, Vyakarana or Grammar, Chandas or Prosody.
How the Indian Language Sciences continued to flourish in the 18//19 the centuries. Navya-nyaya and Navya-vyakarana in Navadvipa, Varanasi and West and South India.
iii. Indian Mathematics:
Numbers, fractions and geometry in the Vedas. Decimal nomenclature of numbers in the Vedas. Zero and Infinity. Simple constructions from Sulba-sutras.
The development of the decimal place value system which resulted in a simplification of all arithmetical operations. Linguistic representation of numbers.
Important texts of Indian mathematics. Brief introduction to the development of algebra, trigonometry and calculus.
How Indian mathematics continued to flourish in the 18/19/20th centuries. Kerala School. Ramanujan.
6. Indian Astronomy:
Ancient records of the observation of the motion of celestial bodies in the Vedic corpus. Sun, Moon, Nakshatra & Graha.
Astronomy as the science of determination of time, place and direction by observing the motion of the celestial bodies. The motion of the Sun and Moon. Motion of equinoxes and solstices. Elements of Indian calendar systems as followed in different regions of India.
Important texts of Indian Astronomy. Basic ideas of the planetary model of Aryabhata and its revision by Nilakantha.
Large corpus of inscriptions recording observation of eclipses. Astronomical instruments.
How Indian astronomy continued to flourish in the 18/19th centuries. Astronomical endeavours of
Jaisingh, Sankaravarman, Chandrasekhara Samanta.
7. Indian Health Sciences:
Vedic foundations of Ayurveda. Ayurveda is concerned both with maintenance of good health and treatment of diseases.
Basic concepts of Ayurveda. The three Gunas and Three Doshas, Pancha-mahabhuta and Sapta-dhatu. The importance of Agni (digestion). Six Rasas and their relation to Doshas. Ayurvedic view of the cause of diseases.
Dinacharya or daily regimen for the maintenance of good health. Ritucharya or seasonal regimen.
Important Texts of Ayurveda. Selected extracts from Astāngahrdaya (selections from Sūtrasthāna) and Suśruta-Samhitā (sections on plastic surgery, cataract surgery and anal fistula). The large pharmacopeia of Ayurveda.
Charaka and Sushruta on the qualities of a Vaidya. The whole world is a teacher of the good Vaidya. Charaka’s description of a hospital. Hospitals in ancient and medieval India.
How Ayurveda continued to flourish till 18/19th centuries. Surgical practices, inoculation. Current revival of Ayurveda and Yoga.
8. Classical Literature in Sanskrit and Other Indian Languages:
The nature and purpose of Kavya. Drisya and Sravya Kavyas.
The ideas of Indian aestheticians on what constitutes the soul of Kavya. Important examples of classical literature in Sanskrit and other Indian languages.
9. Indian Education:
Preservation of culture, tradition and Dharma through education. Svadhyaya, Pravachana. Also continuity of the family and the vamsha, who are the carriers of knowledge, tradition and Dharma.
The extent, inclusiveness and the sophistication of indigenous education in early19th century India.
10. The Purpose of Knowledge in India:
Para Vidya and Apara Vidya. The corpus connected with Para Vidya. Learning and formalization of concepts associated with Para Vidya also form part of Apara.
Apara Vidya. Nature and purpose of sciences, technologies, and all human knowledge concerning the world and the society.
The concept of Rita, Dharma. The cycle of mutual dependence of humans and all aspect of creation. Yajna and the inviolable discipline of sharing and caring.
11. Methodology of Indian Knowledge System:
Systematization of knowledge fields as Sastra. Each Sastra has a clearly defined purpose in Vyavahara.
The means of valid knowledge (Pramanas). Perception (Pratyaksha), Inference (Anumana) and Textual Tradition (Agama), as discussed in the canonical texts of all the disciplines.
The importance of Pratyaksha and Agama in relation to Anumana.
12. Indian Architecture and Town Planning:
The importance of Sthapatya-veda. The ancient cities of the Indus Saraswati region. Town planning and drainage systems.
Examples of the significance of architecture and materials in Ramayana and Mahabharata.
Public opulence and private austerity in Indian architecture. Why there are many more of Temples than Palaces.
Important texts of Architecture and Sculpture. The prevalence of high Indian architecture in almost all parts of India except the Ganga plains. Examples of high Indian architecture from ancient and medieval periods from different parts of India.
The building of Jaipur in the 18th century. How temple art and architecture continues to flourish in modern India.
13. Indian Fine Arts:
The importance of Gandharva-veda. Natyasastra on the nature and purpose of fine arts.
Basic concepts of Indian music and dance. Important texts of Indian music, dance and painting. Indian musical instruments.
Different schools of music, dance and painting in different regions of India. Important examples of
Indian painting in various part of India.
Musicology as a science. Harmonising Lakshya and Lakshana (practise and theory).
Major developments in the science and practice of music the 17/18/19th centuries. The current revival of music and dance in India.
14. Indian Agriculture:
The significance of agriculture and irrigation as emphasised in the Ramayana, Mahabharata and other texts.
Mention of Indian agriculture by the Greek historians and later travellers. Significance of agriculture and irrigation for the kings of Indian tradition.
Major water-bodies of the ancient times. The Ery system of south India.
Excellence of Indian agricultural technologies as observed by more recent European observers.
Productivity of Indian agriculture in medieval Thanjavur and eighteenth century Allahabad, Chengalpattu, etc.
Indian attitude towards agriculture, based on Walker and later reports.
15. Indian Textiles:
India as the ancient home of cotton and silk fabrics. Weaving formed the most significant part of Indian economy after agriculture.
Varieties of textiles and dyes developed in different regions of India.
India as a leading exporter of textiles in the world in the 17/18/19th centuries.
16. Indian Metallurgy:
Vedic references to metals and metal working. Mining and manufacture in India of Zinc, Iron, Copper, Gold, etc., from ancient times.
Indian texts which refer to metallurgy. Important specimens of metal workmanship preserved/found in different parts of India.
The significance and wide prevalence of ironsmith and other metal workers in the pre-modern era.
European observers on the high quality and quantity of Indian iron and steel in the 18/19th centuries.
17. Indian Polity and Economy:
Indian conception of well-organised Polity and flourishing Economy as expounded in the foundational texts. The notion of Bharartavarsha as a Chakravarti-Kshetra and important attributes of Chakravartin.
King as the protector of Dharma. King as the strength and support of the weak. King as the protector of Varta. King as the protector of the times.
Meaning of Varta: Krishi, Gopalana and Vanijya forming the basis of Varta and the core of economic activity in society. The importance of sharing.
Grama as the centre of the polity.
18. The Outreach of Indian Knowledge System:
The outreach of Indian Knowledge System beyond Indian boundaries form the ancient times. Outreach to East, Southeast, Central and Southeast Asia of Indian phonetic script, decimal value place system based arithmetic, algebra, astronomy and calendar, medical pharmacopeia, architecture, methods of making iron and steel, cotton textiles, etc.
The transmission of Indian linguistics, knowledge of plants, iron and steel metallurgy, textiles and dyeing, shipbuilding etc., to Europe in 17/18/19th centuries.
Current global outreach of Ayurveda, Yoga and Indian Fine Arts.
India's Knowledge Systems have the potential to provide pertinent reflections to aspiring students to develop their leadership and problem-solving skills, charting a future course of action with its integration within existing educational frameworks. In this regard, the UGC has prepared Guidelines for Incorporating Indian Knowledge System (IKS) in Higher Education Curricula. Integrating IKS within the existing educational framework will aid in preserving and disseminating Indian Knowledge System for further research and societal applications. The Universities / Institutions may prepare courses and programmes as per guidelines accordingly. This will help to preserve India's ancient heritage by including it in academic courses and curricula.
The draft "Guidelines for Incorporating Indian Knowledge System in Higher Education Curricula" are available on the UGC website www.ugc.ac.in. Feedback/suggestions are invited from the stakeholders and the same may be sent on the e-mail: ugc.iks@gmail.com1atest by 30.04.2023.
Download the Draft Guidelines Click Here
