Showing posts with label Articles for Why Sanskrit ?. Show all posts
Showing posts with label Articles for Why Sanskrit ?. Show all posts

Friday, 13 March 2015

Browse or search, in Sanskrit!


Personality
 
Suganthy KrishnamachariDr. P. Ramanujan. Photo: G.P. Sampath Kumar

Dr. P. Ramanujan. Photo: G.P. Sampath Kumar

Thanks to Ramanujan’s effort, one can now access Sastras through the computer.

(This is the first of a two-part article on Dr. P. Ramanujan’s work on Sanskrit and computers)
In the late 1920s, Ghanapathi Parankusachar Swami won a prize in Sanskrit. When asked whether he wanted the prize of Rs 3,000 in cash or kind, he asked for books! Thus he acquired a wonderful library. This enabled his son Ramanujan to pore over the books every day.
Ramanujan spent seven years putting the contents of the Sastras into a database. He culled 30,000 sutras from all the Sastras, classified the different aspects of the Sastras, and gave his compendium the name, Sakala Sastra Sutra Kosa.
When a retired professor of Physics from IIT Madras, who became a sanyasi after being initiated by Sringeri Pontiff, Paramananda Bharati, organised a conference in Delhi on Sanskrit and Computers, Ramanujan told him about the kosa and was asked to present a paper at the conference.
The paper was on using computers for Sanskrit. Many IIT professors were present and what caught their attention was that Ramanujan had come up with a flow chart in Sanskrit, and a programme for the generation of nouns. The then President of India, Dr. Shankar Dayal Sharma, was so impressed that he suggested that Dr. Bhatkar- founder director of Centre for Development of Advanced Computing (C-DAC) - make use of Ramanujan’s services. In 1990, Ramanujan joined C-DAC, Pune. While in Pune, Ramanujan developed DESIKA, a comprehensive package for generating and analysing Sanskrit words.
What does DESIKA do? “Given a Sanskrit word, it gives you the hidden meanings, the meanings with which it is packed. Key in a word and DESIKA gives you the noun attributes like paradigm, ending type, noun base, number and case, and similarly for verbs.”
When Ramanujan joined C-DAC, their ISCII standard was in the testing stage. Ramanujan wrote the Vedic part of the standard.
Around this time, a question was raised in Parliament about what Indian scientists were doing in the field of Computers and Sanskrit. Ramanujan was asked to make a presentation in Parliament. He presented DESIKA, and later gave a demo in the Parliament annexe. The then Prime Minister P.V. Narasimha Rao, who held the Science and Technology portfolio, attended the demo and was amazed at the simplicity of DESIKA.
Ramanujan made a second presentation in Parliament in 1993. The question now was about how to handle differences between Vedic and classical Sanskrit. Ramanujan replied that this would pose no problems, and showed a 73 by 26 matrix, which he had prepared (73 individual characters in the Vedic part and 26 parameters). For every Vedic syllable, there are three components- consonant, vowel and accent, and each syllable has 26 parameters, which define it fully.
In 1994, C-DAC began work on Vedic fonts and today, all the Vedas have been rendered machine readable. Searchable, analysable Sastraic contents, Itihasas, Puranas, Divya Prabandham are all now available too, with value added features such as retrieval as word, stem, compounds, including Boolean search. You can use the same keyboard layout for any script.
Ramanujan entrusted to students of Veda Pathasalas, the task of typing out old texts. “One lakh pages have been typed, and 600 texts covered. But the task of annotation still remains, because there are not enough knowledgeable people to do the job.”
Aren’t people who study for many years in pathasalas competent to do this? “Not necessarily. Most of the pathasalas concentrate on rote learning. I feel we can dilute the memorising part and concentrate on analysis. We need to make this kind of study monetarily attractive as well.”
Ramanujan was the Principal Investigator for the TARKSHYA (Technology for Analysis of Rare Knowledge Systems for Harmonious Youth Advancement) project, which envisages providing Sanskrit institutions across the country with high speed connectivity, for promoting heritage computing activities. Content has also been developed for online study. Three courses have been designed: Vedic processing, Sastras and manuscript processing. “We have video lectures by 40 scholars. Students can access the lectures through their mobiles. If a student wants to search something later, he can do so, for a verbatim transcript is available.”
For manuscript processing, a computer application program, called Pandu-lipi Samshodaka has been developed by C-DAC, which has browse, search, index, analyse and hyperlinking features.
Ramanujan takes me round his library, which has many rare manuscripts, some of them more than 400 years old. They have all been digitised. He feels students must seek out old manuscripts, for who knows what treasures lie hidden in them?
How can we tweak education for students of traditional learning? “A student of Indian logic should study Western logic too. A student of vyakarana must study modern theories of linguistics. Study should be interdisciplinary- mathematics in ancient Sanskrit texts and in modern texts; transdisciplinary- that is different areas within Sanskrit such as vyakarana, mimamsa, nyaya; multi disciplinary- a student of ayurveda could perhaps study the therapeutical aspects of music.”
Helpful for scholars
Ramanujan has a website parankusa.org, in which he gives the Arsheya system for the Krishna Yajur Veda. This is a topical arrangement of contents. What is actually followed today is the Saarasvatha system, which does not have such an ordering. Giving the Arsheya system alongside the Saarasvatha ordering, has been of great help to many Sanskrit scholars.
Keywords: SastrasSanskritDr. P. RamanujanVedas,


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Sunday, 8 March 2015

Sanskrit language has the potential to unite the country: film director




Film director K.S.L. Swamy, here on Tuesday, opined that Sanskrit language has the potential to unite the country, keeping aside all differences. He was speaking after inaugurating Hassan district Sanskrit Sammelan.
Sanskrit is the mother of many languages. Many languages in the world, including English, have borrowed words from Sanskrit. “People of every region in the country can easily relate with Sanskrit and that is the best tool to unite the country. There are many great works in Sanskrit. As the future generations have to study them, learning Sanskrit is necessary”, he said.
Srinivasan M. of Samskrita Bharati, organiser of the sammelan, in his preliminary marks said the event was held to spread awareness about the uses of learning Sanskrit. “There are thousands of scripts in Sanskrit, not translated to any other language. The scripts have valuable knowledge that can help in facing new challenges of the ever-changing world”, he said
Stating that more than 10 lakh people in the country can speak Sanskrit, he said the number has been increasing rapidly. Samskrita Bharati has been conducting classes to teach the language, he added.
Earlier in the day, organisers took out a procession in the city to spread awareness on Sanskrit language.
‘There are many great works in Sanskrit. As future generations have to study them, learning Sanskrit is necessary’see details

Hindu prayer opens Idaho state senate session amid protest



Rajan Zed, president of Universal Society of Hinduism, delivers a prayer from Sanskrit scriptures before the Idaho Senate on Tuesday in Boise.
AP
Rajan Zed, president of Universal Society of Hinduism, delivers a prayer from Sanskrit scriptures before the Idaho Senate on Tuesday in Boise.
For the first time the opening prayer for the Idaho state senate was said on Tuesday by a Hindu cleric amid protests by some senators who claimed the United States was a Christian nation and denounced Hinduism, local media reported.
Universal Society of Hinduism president Rajan Zed, who said the prayer in Sanskrit and English, made a call for the legislators to “act selflessly without any thought of personal profit” because “selfish action imprisons the world.”
He was invited by Senate President Pro-Tem Brent Hill to be a guest chaplain and deliver the invocation which is usually made by a Christian chaplain at the start of the day’s legislative session in Boise. According to The Idaho Statesman, when protests were made before the session, Mr. Hill said: “I reviewed the prayer. It did not seem offensive in any way.” He added: “It refers to ‘deity supreme’.”
Senator Steve Vick, who walked out of the Senate chamber before Mr. Zed’s invocation said that Hindu prayers should not be allowed because the U.S. was “built on the Judeo-Christian, not only religion, but work ethic, and I don’t want to see that undermined”, the Statesman reported. Hindus “have a caste system,” he added. “They worship cows.”
He was one of the three Republican senators to boycott the prayer. Senator Sheryl Nuxoll said she boycotted Mr. Zed’s prayer because she believed the United States is a Christian nation and “Hindu is a false faith with false gods,” according to the newspaper.
But Mr. Hill, who is also a Republican, told the Statesman, “In my mind, you either believe in religious freedom or you don’t... We have had Jewish prayers, many denominations of Christian prayers.”
The Statesman quoted Mr. Zed as saying of the protests: “We don’t mind. Hinduism is more embracing.”
KTVB-TV said that Mr. Zed noted “that most of the legislators welcomed him warmly” and said, “We all have different viewpoints, and that is wonderful, that is what makes our country great.” He added: “We are all looking for the truth. If we can join our resources together, we can reach there faster.”
Senators from both the Republican Party, which controls the Senate, and the Democratic Party shook the saffron-clad Mr. Zed’s hand and thanked him for coming, the Statesman said.
The U.S. does not have an official religion and the secular constitution prescribes strict separation of religion and state. However, federal and state legislatures open their sessions with prayers, even though prayers are prohibited in government schools because of the constitutional injunction.
In 2000, Venkatachalapathi Samuldrala of Shiva Hindu Temple in Parma, Ohio, made the opening invocation in the House of Representatives in Washington. Mr. Zed said the opening prayers at the federal Senate in 2007 when it was disrupted by protesters from the public gallery.
Idaho borders Washington State, where two Hindu temples were vandalised last month. The second attack occurred the same week that an influential Christian fundamentalist preacher, Pat Robertson, said on his TV show that Hindu prayer “sounds like gibberish.”
A former candidate for the Republican Party’s presidential nomination, he had earlier called Hinduism “demonic.”

Call to set up Sanskrit academy, college

Call to set up Sanskrit academy, college

PONDA: Praising Brahmeshanandacharya Swami Maharaj of Tapobhoomi Kundaim, Ponda, for promoting the Sanskrit language, Sanskrit scholar Pt Vasantrao Gadgil, in an address, hoped that Tapobhoomi Sampradaya will set up a Sanskrit academy and a Sanskrit college on priority.

Pt Gadgil was addressing a gathering at the three-day international Sanskrit Mahasamelan held as part of the Janmashthami Mahotsav of his Holiness Dharmabhushan P P Brahmeshanandacharya Swami Maharaj at Tapobhooomi, Kundaim recently.

Organised by Padmanabh Shishya Sampradaya Trust, Shree Khsetra Tapobhoomi Kundaim Gurupeeth, Shree Brahmanand Sanskrit Prabodhini and Swami Brahmanand Ved Mahavidyalaya in association with the directorate of official language, government of Goa, the programme was attended by top dignitaries from India and abroad.

These include Rajesh Parmar, founder of International Siddhashram Shakti center London; Shivanand Saraswati Swamiji (Italy); Goa governor Mridula Sinha; Brahmideviji, president of Sadguru foundation; Rajeshjee Malhotra, researcher and author, USA; Prakash Vazrikar, director, directorate of official languages; Vishwamitra Tulsi (UK); Prof Ramachandraji Naik, president Padmanabh Shishya Sampradaya- Tapobhoomi and Yoganand Shastri (Poland).

Other dignitaries present were Mahesh Bakal, president Swami Brahmanand Ved Mahavidyalaya and Upadhyaya Satish Gaude, president Brahmand Sanskrit Prabodhini.

Prakash Vazrikar and Rajiv Malhotra were also felicitated at the hands of Swami. They praised the Sampadaya for promoting Sanskrit and yoga in a big way.
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On the Wonder that is India


On the Wonder that is India

Published: 07th March 2015 06:00 AM
Last Updated: 07th March 2015 03:29 AM
Once, there was a little girl in St Petersburg who wanted to escape to India in a suitcase. Not that she could have spotted the place on a map if she were asked to!
‘’I was just ten years old then, and USSR was behind the Iron Curtain. Life was very difficult. I wanted to escape to India – in a suitcase,’’ Victoria Dmitrieva - author, Indologist, traveller and entrepreneur – recalled with an impish smile. Her parents were blissfully unaware of their daughter’s grand travel plan, but they had little time for Indology, anyway.
Indian music and films on television and the presence of Indians on the wide streets of St Petersburg continued to fuel young Victoria’s imagination. But not even in her wildest dreams could the little Russian girl have known that one day she would travel to that distant country of her dreams, live there, savour its extraordinary fare and go on to write a book on it in her mother tongue.
PIC: Manu R Mavelil
‘India: Brodyachee Blazhenstva’ (India: Wandering Bliss), published last year, is 462 pages long, and is an account of Victoria’s life in India and of her spiritual quest. ‘’I wanted movement in my title. So, ‘Wandering Bliss.’ That’s how they describe the sadhus. I thought it would be a great title for my book,’’ said Victoria, who first came to India 19 years ago and now runs the travel agency ‘Anavrita’ in Thiruvananthapuram; the name being a tribute to her personal discoveries of India and her other love – Sanskrit.Back home, Victoria had taken her Masters in EnglishLanguage and Literature at the Leningrad University. What she’d really wanted to do was study Sanskrit at the university’s Faculty of Oriental Studies, but that department had been under the hawk-eyes of the KGB. ‘’Even entering there was a problem,’’ she recalled. Then everything changed. Forever. In the early 1990s, watched by a stunned world, the USSR disintegrated. Victoria emigrated to Canada, where she studied Sanskrit and Indian Philosophy at the McGill University.Her childhood dream at last came true in 1996, when she visited Delhi, though not in a suitcase! ‘’That was my first acquaintance with the country. I began coming every year, staying longer and longer each time.’’ Later, she came to Pune on the strength of a scholarship. The tortuous twists and turns of Sanskrit grammar proved surprisingly easy for the Russian owing to similarities with her mother tongue. ‘’There are so many similar words in Russian and Sanskrit. The case endings in both languages are also similar in many ways. And it’s not just Russian, the Lithuanian language is very close to Sanskrit,’’ she said.
Victoria’s first trip to Kerala, and Thiruvananthapuram, was in 2007, when she was bent on tracing an Ayurveda physician. In 2009, she settled in the state capital and opened ‘Anavrita.’ Egged on by friends who were wonder-struck by her traveller’s tales, she began writing ‘Wandering Bliss’ in 2010. “I did not travel for the sake of the book. The book came about as a part of the travels,’’ says Victoria. The wavy-haired, slender-built Russian hastens to correct A L Basham. ‘’He wrote ‘The Wonder That Was India’. I would say ‘The Wonder That Is India.’ Everything that’s in the world is here. India is like a sponge. Greece and Rome are like museums. Here it is alive. India never ceases to be a mystery. You never know what this country is going to offer next,’’ she said.
‘Wandering Bliss’ is also Victoria’s first ‘’proper book.’’ Before it, she had some translations and one book of poems in Russian to her name, but that was about it. The book is in five sections, detailing her travels from Kanyakumari to Kashmir, her conversations with Indian men and women and, of course, a liberal helping of history.
Victoria is reluctant to call ‘Wandering Bliss’ a travelogue, but ‘’It can be called a guide book, a personal story of my acquaintance with India or a story about how India came into my life, influenced my life and continues to influence it,’’ she said, adding that she plans to get the book translated into English. Victoria signed off with an interesting observation about India; ‘’I think the Mahabharatha is still unfolding in its never-ending story of love, war, death, life, freedom and immortality.’’

Friday, 6 March 2015

The Sanskrit non-controversy: Why it is indeed a superior language




by Rajeev Srinivasan  Nov 20, 2014 16:01 IST
 
There is an unfortunate hoo-haa about German and Sanskrit in Kendriya Vidyalayas (KV), which is putting a negative spin on generally-positive Indo-German relations. It has even prompted German Chancellor Angela Merkel to question whether their language is being disrespected in India. Which of course is far from the truth, and is a storm in a teacup raised by the usual malign suspects in the media. Best to consider the forest (the desirability of Indo-German ties) over the trees (an ill-advised, illegal move by the UPA in 2011 to mess with the three-language formula, and its inevitable reversal now).
For several reasons, I find the fuss baffling. First, this is merely the reversal of an ill-considered and harmful – therefore typical UPA – step, dissing Indian tradition and replacing it with something European. Second, there is considerable value to Sanskrit that most of us are unaware of, especially if you look at the technical aspects of formal language theory.
People have thundered that the Sanskrit decision is preventing Indian students from aspiring to go to German universities, which is not true – most university education in Germany is conducted in the medium of English. Besides, if you want to learn German, you can still opt for it: it is not banished from the KVs.
Union HRD Minister Smriti Irani. Image courtesy PIB
Union HRD Minister Smriti Irani. Image courtesy PIB
Others have suggested that German is a global language, and therefore – they implied – Sanskrit is inferior to German. Which is not quite true: only a fraction of the people even in Europe speak German, and almost all large German companies conduct business in English. I used to work for Siemens in California, and not knowing German was not a big handicap in communicating with my colleagues, even when I traveled to Germany.
Others complained that this is a burden on students who have already opted for German, which is true. But then it is only since 2011 that German has been made available in all Kendriya Vidyalayas, replacing Sanskrit.
That is the crux of the matter: German replaced Sanskrit in the entire KV system recently. And why was that? Where was the uproar when, apparently on a whim, the previous UPA government decided to replace Sanskrit in mid-stream with German? And why German? Why not Japanese, or Chinese, or Arabic or Spanish, all of which have more commercial and job opportunities for young people? What was the rationale in choosing German?
The KV system, let us remember, has to be uniform all over the country: you cannot have a different curriculum in different states. Thus, if you switch languages, it apparently has to be a toggle effect, and teachers who teach X have to switch to teaching Y.
This is precisely what happened under UPA to Sanskrit. Why is nobody asking why the Kabil Sibal-led UPA ministry surreptitiously swapped Sanskrit out and swapped German in to the curriculum in 2011? Did that not do much damage to the students desirous of studying Sanskrit? Did it not force Sanskrit teachers to suddenly become German teachers?
Furthermore, did the Sibal coup, of the KVs signing an MoU with the Goethe Institute of the Max Mueller Bhavan in 2011, violate the hitherto sacrosanct Three Language Formula, which many of us have been forced into? Growing up in Kerala, according to this formula, my first language (yes, first!) language was mandated to be Hindi, my second language was English, and my third was Malayalam.
In fact, I could have avoided learning Malayalam altogether, because we had a choice of French, Tamil, Sanskrit and so on as optional third languages. So why is it not acceptable if the KVs now offer German as an optional, not a compulsory language? If there is enough demand, the schools will find enough German teachers: that is called the free market, supply /demand, Economics 101.
The Three Language Formula suggested Hindi, English and (preferably) a South Indian language for Hindi speaking students, and Hindi, English, and the regional language for non-Hindi speaking students. The whole idea was to force ‘national integration’, Congress-style. Whether that did so is questionable, but certainly introducing German (or French or Chinese or Japanese) would be unlikely to do any ‘national integration’. So ipso facto the idea of bringing in German is against the law, because German is not a regional language in India.
Now, I am quite a fan of the Germans, because of their diligence and methodical nature, but that doesn’t necessarily translate into a fondness for German, which is a bit difficult. I had to study technical German at IIT Madras, and all I remember now is ‘The chemische industrie produziert synthetische stoffe’. German and Sanskrit for Indians are like apples and oranges.
I contended elsewhere in 2000 that a language has five possible reasons for it to be valuable to a populace:
• A transactional language
• A literary language
• A liturgical language
• A cultural language
• A conquering language
German would be a transactional language or lingua franca with only a limited set of people: Germans, some Swiss, some Dutch, I believe. It is a good literary language, but it does not jell greatly with the Indian ethos. It is clearly not a liturgical language.
A cultural language is one that resonates with the culture of the people: for instance, if you read Guenter Grass’s magnificent works such as The Tin Drum and The Flounder, you can see it is replete with details of the history, the cuisine, and even the crops and fish of Kashubia (a land I have never read about elsewhere) and specifically of Danzig, now Gdansk.
English is the typical conquering language, which is imposed on (and eventually, as is evident, internalized by) the conquered – as in India, Ireland, Scotland, and elsewhere. Germans didn’t conquer India, so it is not a conquering language either.
If you look at Sanskrit carefully, you can see that it is many of the above: a lingua franca for most of India’s history, undoubtedly the greatest literary language of India and almost certainly of the entire classical world, the liturgical language of Hindus, and the cultural language that links the conceptual entity of Bharat.
Was Sanskrit also a conquering language? Some, still harboring notions about the Aryan Invasion Fantasy, would say so, but it is increasingly evident that it was the language of the natives, not imported by some "Aryans thundering down the Khyber Pass in their horse-drawn chariots" in the bizarre imaginations of certain "eminent historians" who are past their shelf-lives. One of the (intentional) mistakes people make is in imagining that Sanskrit was only a Hindu liturgical language. Far from it. As this tweet suggests, the body of non-religious literature in Sanskrit, including everything from texts for metallurgy to off-color jokes about bodily functions, is immense. For instance there was the beautiful erotic poetry written by one Dharmakirti; it turned out the same Dharmakirti was a severe Buddhist logician!
1. संस्कृतसंवर्धनम् retweeted
Hashmi Shams Tabreed ‏@hstabreed
Critics of Sanskrit hate it for its religious association not realizing its richness. Music, Science, Arts Sanskrit Literature has it all
Sanskrit’s other claim to fame is that it is the most scientific human language of all time. I will have to delve into my computer science background and formal language theory to explain this. I have heard people say, "XYZ says Sanskrit is the best language to do Artificial Intelligence with" or words to that effect. This is not strictly speaking true: for AI, you need logic-based languages such as LISP or Prolog.
Paninian or Classical Sanskrit (as contrasted with Vedic Sanskrit) is the most refined and precise human language ever invented. It has an astonishing property known as a "context-free grammar", and so far as I know, it is the only human language that has ever had this. Context-free means that the language is utterly unambiguous, and every sentence in it can be derived precisely from a set of rules. In Paninian Sanskrit, as embodied in the Ashtadhyayi, there are 3959 rules.
Its context-free nature comes from an audacious attempt by Panini to encapsulate the infinite variety of expression in language in a finite number of rules. Even now, it is difficult to imagine that somebody, 2,500 years ago, had the chutzpah to attempt to condense infinity into a finite set of rules. This idea could have only arisen in ancient India, with its familiarity with the mathematical notion of infinity.
This idea, that Panini codified, was independently re-discovered in the 1950s by IBM engineers, as they tried to figure out a way to communicate with computers. What they needed was to find a way to instruct computers in totally unambiguous fashion. So Backus and Naur came up with context-free grammars (there was some work by Noam Chomsky at MIT in this area), and lo and behold, they were astonished to find out Panini had anticipated them by two and a half millennia!
The human-programmable computer languages that exist today, say C++ or Java or Ruby, can be described precisely in a few hundred rules. This precision allows these languages (and Paninian Sanskrit) to be lexically analyzed by a parser, which can then create a semantic tree structure that encodes the underlying 'meaning' of the statement (or program). That semantic tree than then be translated precisely into machine code (binary, ie 0 and 1, or hexadecimal, ie 16 characters, 0123456789ABCDEF) which will then run on the machine.The above is what compilers do – the programs that translate human-readable languages into the incomprehensible machine code (or slightly less obscure Assembly Language) that machines can understand. I worked on compiler construction for several years, and they are among the most sophisticated software in regular use.
So what exactly does "context-free" mean? It means that the meaning doesn’t depend on contextual knowledge or common sense. Obviously human languages are context-sensitive: you just have to know certain things as a user of the language or else you will be confused. Here is an example of two sentences in English:
1. Fruit flies like an apple
2. Time flies like an arrow
The two sentences are lexically identical, but to the human reader, based on contextual knowledge, they are vastly different. But to a computer, which has no context, they are identical. If the computer is fed the first and told that fruit flies are a kind of fly and that apples are fruits, it will create certain semantic model. Then, when given the second sentence, it will conclude that 'time flies' are a kind of fly and that arrows are fruits!
It is essentially impossible to write such ambiguous sentences in Paninian Sanskrit. That is one of the reasons why word order doesn't matter in Paninian Sanskrit, as it does in English (imagine "Rama killed Ravana" and "Ravana killed Rama" as examples).
That someone millennia ago was able to conceptualize, and even more astonishingly, create a Grand Unified Theory of Language is simply stunning. Let us note that even a widely acknowledged genius like Albert Einsten failed to come up with a Grand Unified Theory of Physics, even though he tried hard. Arguably, Panini’s successful effort then was the greatest accomplishment of a single mind in all of recorded history: creating something so advanced that it took 2500 years to figure out how to use it!
There is another reason for the perfection of Sanskrit, and that is the logical nature of Devanagari. There is no other alphabet that so scientifically orders different sound families horizontally, and the associated types (dental, retroflex etc.) horizontally. Just consider the Roman script – it has a randomly assembled set of sounds, in no particular order, in stark contrast to the rigorous order of Devanagari.
Many of us have studied another rigorously ordered scientific table that has horizontal families and vertical variants or types: that is the Periodic Table of Elements of Mendeleev, which was also so advanced that he was able to group the elements and suggest that there were gaps where new elements, yet to be discovered, belonged. The resemblance is no coincidence: Mendeelev was strongly influenced by Devanagari, and he acknowledged as much in his terminology.
Where there were gaps, he would call the missing, to-be-discovered elements eka-boron, or dvi-silicon or tria-carbon, consciously using the Sanskrit words for one, two, three etc. Later, these anticipated elements were indeed discovered and given new names. So here’s an example of what Rajiv Malhotra might call "digestion" of Indic ideas into western memes, although, to be fair, there is indirect credit.
From several points of view, thus, Sanskrit is not only the one candidate that deserves to be the national language – much as Israelis resurrected the once-moribund Hebrew – but it is by many measures the most perfect language ever invented: truly samskrt or civilized. There should be no reason to fuss even if it is imposed; much less when it is merely being put back into the syllabus where it used to be.


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Friday, 27 February 2015



Sanskrit is alive and well, but I prefer treating it as dead

sanskrit top.jpg

The cast of the Sanskrit play, "The Cleverness of the Thief." Patricia Sauthoff is in the center, wearing white. 
Credit: Patricia Sauthoff
Sanskrit has been lingering at the edges of Western culture for a while now. It’s an obscure language that not many people know, but a lot of people know about.

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I started studying Sanskrit as a written language a few years ago. Back then, when I told people about it, they assumed I was a big "White Album"-era Beatles fan or into Transcendental Meditation. Now they just assume I spend a lot of time doing yoga.
Sanskrit textbooks, songbooks and a comic book.
Credit: Patricia Sauthoff
I'm actually a Ph.D. candidate at The School of Oriental and African Studies in London. I study Sanskrit so I can do research and read ancient texts, not order lunch or hail a cab. But last year my studies took a turn for the practical when I decided to take a conversational Sanskrit course over the summer.
Sanskrit is an ancient language, but it’s actually pretty easy to hear it out in the world — if you know where to look. India's 2001 census counted 14,000 Indians who claimed it as their mother tongue. There are Sanskrit language newscasts; I’ve seen Shakespeare and other plays performed in Sanskrit here in London; and there is a community of language learners and teachers from around the world who gather on Twitter to share their knowledge, ask for help, and meet others interested in communicating in Sanskrit. Some are in India, some are part of the Indian diaspora, and some — like me — are Westerners interested in learning something more about the language and culture of South Asia.
And it does look like interest in Sanskrit is growing. The study of Sanskrit is certainly surging in popularity, both in India and in the West. Students at Princeton Univerisity recently launched a petition to get Sanskrit back into the curriculum. And at my own school, the second-year Sanskrit course grew to 20 this year, up from just two the year before.
It turns out spending a month speaking Sanskrit day-in and day-out is pretty surreal. Instead of reading philsophy books, I learned how to say things like telephone — दूरभाष  dūrabhāṣā — and bicycle — द्विचक्रिका dvicakrikā. It reminds me that Sanskrit isn’t just a language of dusty books. And as anyone who has ever namaste-d knows, it’s a language that’s really fun to say out loud — or even to sing.
There were 20 of us in the class, learning, speaking and singing six days a week for four weeks. Several of my classmates were Indians living in Europe. Some were graduate students like myself, and others were professionals taking a break from work. There was even a Buddhist monk who out-chanted us all.
Much like any other intensive language course, we were expected to communicate only in Sanskrit. But where other immersion classes are for beginners, most of my classmates had years of experience reading the language. Of course, slowly translating a written work and rapid-fire conversation are completely different. Those who spoke Hindi, Bengali or Gujarati found the spoken Sanskrit a little more familiar than those of us who just read.
A connect-the-dots with Sanskrit numbers spelled out.
Credit: Patricia Sauthoff
We learned to speak through traditional methods like singing and chanting, but also by discussing everyday things. We learned lines of ancient poetry and had a Skype chat in Sanskrit with a professor in Australia. The students in my class were aware that the revival of Sanskrit is contentious. It's sometimes tied with the rise of Hindu nationalism. Events like the newly introduced Sanskrit Week are seen as privileging one language and culture over others. India’s second largest religion, Islam, does not have historical ties to Sanskrit. Even among Hindus, the country’s largest religious group, Sanskrit learning has historically been something for only the privileged castes. In the southern part of the country, languages such as Tamil developed simultaneously but separately from Sanskrit.
But in the classroom, we didn't discuss the current debates or the history of the language. Instead, we practiced for an upcoming performance of songs and a play for friends, family and the Indian ambassador to Germany.
Most of us study Sanskrit in order to read it, and learning to speak it was a challenge. My vocabulary includes a lot of technical philosophical terms that aren’t easy to translate into English, but it now also includes some useful everyday ones, too. I’m used to being able to slowly read complex books, but when it comes to quickly answering a basic question like कुशलम् अस्ति वा  kuśalam asti vā  — “How are you?” — I freeze.
After a month of class, I realized Sanskrit isn’t about self-expression for me. It’s about reading the ideas of the past. I’m glad I’ve gotten to experience it as a living language, but I’m more comfortable treating it as a dead one.
The World in Words podcast is on Facebook and iTunes. That's where you can also find a conversation with translator Terence Coe about Sanskrit's near-perfect alphabet.
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Friday, 26 December 2014

Planes discovered in Vedic age, it could fly between planets, says speaker at



Indian Science Congress
by FP Staff  Dec 26, 2014 14:35 IST

Certain Indians have already claimed to have discovered plastic surgery, IVF and motor cars. Now, adding to that, a prominent professor in Mumbai has said that Hindu epics are all we need to understand the ancient world. He says we shouldn't rely on modern evidence or research.
Ever since PM Narendra Modi's accession there has been a surge in nationalist sentiments of a strange kind - as if a section of India has been on a trip to rewrite history.
And now, the Indian Science Congress organisers has decided to slip Vedic mythology about aviation into their programme schedule that will be held in 4 January in Mumbai. According to Mumbai Mirror, in a five-day symposium that will have Nobel laureates as speakers, there will  be a segment examining the role of "ancient sciences through Sanskrit".
One of the speakers, Captain Anand J Bodas  told  Mumbai Mirror aeroplane was a vehicle discovered in the Vedic age which could not just move from one country to another, but also from one planet to another.  "In those days aeroplanes were huge in size, and could move left, right, as well as backwards, unlike modern planes which only fly forward," he said.
Umm yeah, you read that right aeroplanes could fly backwards.
Citing an ancient Indian treatise on aviation, the Vaimanika Prakaranam as his source text and in an even more bizarre twist for the unbelieving- he said most of its principles have been forgotten because of the passage of time, foreign rulers and things being stolen from the country.
Arjun. ISCON/Flikr
Image used for representative purpose only. ISCON/Flickr
History lessons in schools have also not been spared.  Y Sudershan Rao was recently appointed as the head of the Indian Council of Historical Research by the Modi government fuelling concerns of a push to teach the superiority of Hindu values and mythology at the cost of academic rigour; critics also say this goes against the grain of secularism.
Rao  is of the opinion that the art of fiction writing hadn't been invented until the last century and because the Mahabharata has been proved to be written at least two millennia ago- they must obviously be accurate and true, reported Reuters.
Two states run by the ruling BJP - Madhya Pradesh and Gujarat - have recruited controversial Hindu nationalist Dinanath Batra to advise on writing textbooks.
In June, thousands of schools in Gujarat were given textbooks by Batra that claimed cars were invented in ancient India and told children to draw an enlarged nation to include countries including Pakistan, Bangladesh and Afghanistan.
Joining in on the bandwagon, the PM told an audience of doctors in Mumbai last month,  that the Hindu god Ganesh's head was evidence of ancient plastic surgery. Adding that the Kauravas from the Mahabharata born outside his mother's womb were all test-tube baby.
And in case you're wondering, here's a handy list of everything that RSS says India discovered first before the world did.



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Monday, 15 December 2014

Fears over Sanskrit are emotional – with clear caste and overtones: Ganesh Devy




December 15, 2014, 12:01 am IST 
Why do you say the current debate over reviving Sanskrit is more emotional than practical?
Today, very few people claim Sanskrit as their first language – it’s not possible to buy a train ticket or even get Ayurveda medicine using Sanskrit. It is not a language of use any more. It’s not been a language of use in India since the 17th century – and we’re now in the 21st century. So, to whip up emotions about losing Sanskrit, then
reviving it, is a purely emotive effort.
It is true that modern Indian languages are based on Sanskrit. But it is also true that modern Indian languages have been in existence for nearly 1,000 years now and can be studied seriously on their own. For great scholarship in English, you no longer have to study Latin and Greek.
It’s an emotional issue – and it has very clear overtones of caste and religious identities.
You’ve fought to ensure certain languages don’t die – why shouldn’t Sanskrit be amongst those languages?
I fight for languages spoken by people in communities. They need to live on, so that the communities can continue their existence with dignity.
Some languages are seen as less important. Tribal languages are seen as inferior and backward. That is not desirable. But with Sanskrit, no one will ever look at its use as a sign of backwardness. On the contrary, if there’s an individual who can speak or write Sanskrit, that’s seen as a sign of scholarship.
The fear is, we might forget the legacy of Sanskrit, rather than the life of Sanskrit. We have to make that distinction. There are ways of managing that fear by preserving manuscripts, building good libraries, digitising Sanskrit literature. Look at how the French take care of their language.
All Indian languages together constitute less than 1% of the international web space, which is not good.
If we strive to protect all our Indian languages, that would lead to a much better situation.
Many see English as a threat to Sanskrit – your view?
It definitely isn’t. The use of the two languages is different. In India, we’ve managed successfully to allow languages to have different roles in our lives.
Our banking is done in English but our birth, death and marriage rituals are in Sanskrit. Certain domains of our lives are dominated by Persian even today – our entire entertainment domain is managed by languages that spring out of Persian. On the other hand, cricket comes from an English ethos.
To disturb the good harmony between different languages is not a good thing for India.
Which Indian languages deserve as much emphasis as Sanskrit?
Tamil, Telugu and Bengali – these are spoken by very large numbers and will survive this phase of language decline. From a business point of view also, these will be important in the future.





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Beyond the language tussle

The HINDU

Tejaswini Niranjana
The ongoing Sanskrit vs. German controversy is being seen by some as the sign of a sinister conspiracy to change educational options, and by others as a much-needed corrective to bring back “Indian culture” into the schools. It might be more productive to see it instead as a welcome opportunity to discuss the real and persistent problems of our education system, not all of which have to do with which languages children get to learn. The attempt to implement the teaching of Sanskrit in schools seems to be supported by a remarkably uninformed view about what sort of language policy we require today. And this is not to say that previous governments had any greater insight into how to handle either the medium of instruction problem or the issue of how many languages to teach and at what level.
Education budget cut
Far more disturbing than the Sanskrit-German debate was the news last week that the new Central government has decided to cut Rs.11,000 crore from the Education budget ( The Hindu , “Social sector funds slashed,” Nov. 27). The favouring of physical infrastructure over “the social sector” (health, education, social security, nutrition, etc.) disregards the intangible factors that go into strengthening knowledge bases and the setting up of infrastructure in the first place. One of the implicit casualties of the massive cut in the Education budget is a proposed 12th Plan programme to revitalise Indian language resources in higher education. The rationale for this programme was that generation of knowledge in Indian languages would not only create new intellectual resources but transform the teaching-learning process in positive ways. The access-equity-quality triangle emphasised by policymakers could effectively be strengthened through a focus on Indian languages. Since the default medium of instruction at the tertiary level was actually a local language rather than the “mandatory” English, the deliberate blindness of successive governments to this fact was depriving students across disciplines of good quality resources. This linguistic divide affects the majority of tertiary students in the country. Thus, investing in Indian language materials at the basic and advanced levels is a sustainable (not to mention cost-effective) way by which Indian higher education could be strengthened.
We should note here that the emphasis is not on how many languages the student learns but on whether s/he is developing cognitive capabilities. This too has been a serious blind spot in modern Indian education over the decades, right up to the recent May 2014 Supreme Court judgment on the non-enforceability of mother-tongue instruction. The Court invoked the right to freedom of speech and expression in this instance to say that children and parents could choose the language in which the child wanted to be educated. With all respect to the learned judges, one wonders if they sought expert opinion in the matter or merely relied on their common sense. If they had done the former, they might have found out that worldwide research has proved that the most effective teaching and learning happens through the use of the mother tongue. If exposing a child to English at a very young age is dictated by opportunism and a skewed sense of what makes social mobility possible, this choice flies in the face of language and education research as well as the most enlightened pedagogic practices available. If mother tongue or Indian language education is not practical today, it’s because of the enormous lack of good educational resources in those languages, another need that state initiatives have failed to address adequately.
Parallel with China
Since, these days, China is the favourite country of comparison for us, we should pay attention to the fact that students in China start learning English in the fourth standard and for the most part study all their subjects in Mandarin. In my experience, the English fluency of the average Chinese undergraduate ranges from functional knowledge of English to complete proficiency, with an emphasis on reading and writing rather than speaking. Even those with functional knowledge are far more capable of dealing with the world of higher education today than most students I encounter in India. The single most important variable here would have to be that of mother tongue instruction combined with later exposure to a language that gives students access to resources not so readily available in Chinese. It’s a different matter that Internet use is so heavily policed in China. However, every person I know inside and outside the university has figured out how exactly to access the resources they want, which is much more than can be said of Indian students who don’t experience government-imposed firewalls. So, again, is the ability to navigate the digital domain related to language skills or critical skills?
Lack of clarity
The inability to create a systematic curricular exposure to language and critical skills is perhaps what prompts periodic outbursts like the Central Board of Secondary Education (CBSE) directive to replace German in Kendriya Vidyalaya schools with Sanskrit. Combined with this lack of application is what can only be seen as the extraordinarily resilient prejudices about what constitutes “Indian culture.” We routinely tend to forget that this is a modern concept, mobilised by colonialist as well as nationalist perspectives on our society. Lack of clarity about what education is for leads to muddled thinking about what should be done in the space of education. We should not confusedly believe that the primary task of education is to pass on ways of living — we do that in almost every domain of social engagement. The task of education is to foster and strengthen cognitive capacities that can equip students to produce original knowledge on their own terms, for which we are likely to need bilingual and trilingual education. Debating whether we should learn Sanskrit instead of German is a distraction from the real tasks that lie ahead. We need to reorient the language debate to focus not on learning the language (any language) but learning how to think.
Language use analysis
The CBSE circular of June 30, 2014, instructing its affiliated schools to observe ‘Sanskrit Week’, introduced the topic by stating that “Sanskrit and Indian culture are intertwined as most of the indigenous knowledge is available in this language.” It’s shocking to see that people in the business of education are unaware about the fundamental histories of language use in our country, and that mere assertion can pass for accurate information. Apart from the facile collapsing of “culture” onto “knowledge,” the circular’s statement about Sanskrit as the language of indigenous knowledge appears as a sweeping generalisation when you look at it from the point of view of medical, artisanal or performing arts knowledge forms. Even if we stay with just one example, that of indigenous medicine, and even if we stay with the venerable Council of Scientific and Industrial Research (CSIR) and its Traditional Knowledge Digital Library (TKDL), a quick overview of the books listed would show that the languages of indigenous knowledge include Persian, Arabic, Urdu and Tamil in addition to Sanskrit. The library currently lists 137 Tamil books on Siddha, for example, with 157 Sanskrit books on Ayurveda. Some of this knowledge is also available in Malayalam, like the important works on vishavaidyam .
Coming to contemporary language use in India, it would be important to note that just as modern Kannada, Marathi or Telugu for example have drawn on Sanskrit to build their vocabulary, they have equally strongly drawn on other languages. Here are some sample Kannada words that reveal the original language coiled inside the present day usage: adalat , vakila , javabu , ambari , gulabi , sipayi , taakathhu , firyadu , bunadi , najooku (Persian/Urdu). This kind of sampling could be replicated for any contemporary Indian language, and an exhaustive mapping exercise might reveal fascinating borrowings and transformations that gesture well beyond language use.
Most of our languages cannot sustain teaching and research in the context of the modern university and its disciplines. We need to create critical vocabularies across several conceptual domains. Students need to learn the ability to distinguish between levels of meaning, to contextualise/translate, and to create new concepts that capture the life of our societies and our institutions. And in doing this, they have to learn to draw on multiple linguistic resources.
Ensuring the entry of Indian language resources into the mainstream of our higher education system is a long-delayed project. By bringing these resources into a national educational structure, we will be (a) expanding the analytical abilities of these languages, and (b) making the curriculum more relevant to the society we live in. The long-term objective should be to make the student bilingually proficient, so that he is able to bridge effectively the conceptual worlds of the local and the global.
(Tejaswini Niranjana is with the Centre for Indian Languages in Higher Education at the Tata Institute of Social Sciences, Mumbai.)
The long-term objective should be to make the student bilingually proficient, so that he is able to bridge effectively the conceptual worlds of the local and the global.
It might be more productive to see the ongoing Sanskrit versus German controversy as a welcome opportunity to discuss the real and persistent problems of our education system, not all of which have to do with which languages children get
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Sanskrit, taught well, can be as rewarding as economics


Sanskrit, taught well, can be as rewarding as economics
December 14, 2014, 6:20 am IST in Men & Ideas | India | TOI
 
 
Now I feel that each blade has its unique spot on the earth from where it draws its life and strength. So is a man rooted to a land from where he derives his life and his faith. Discovering one’s past helps to nourish those roots, instilling a quiet self-confidence as one travels through life. Losing that memory risks losing a sense of the self.
With this conviction I decided to read Sanskrit a few years ago. I knew a little from college but now I wanted to read the Mahabharata. Mine was not a religious or political project but a literary one. But I did not want to escape to ‘the wonder that was India’. I wanted to approach the text with full consciousness of the present, making it relevant to my life. I searched for a pundit or a shastri but none shared my desire to ‘interrogate’ the text so that it would speak to me. Thus, I ended up at the University of Chicago.
I had to go abroad to study Sanskrit because it is too often a soul-killing experience in India. Although we have dozens of Sanskrit university departments, our better students do not become Sanskrit teachers. Partly it is middle-class insecurities over jobs, but Sanskrit is not taught with an open, enquiring, analytical mind. According to the renowned Sanskritist, Sheldon Pollock, India had at Independence a wealth of world-class scholars such as Hiriyanna, Kane, Radhakrishnan, Sukthankar, and more. Today we have none.
The current controversy about teaching Sanskrit in our schools is not the debate we should be having. The primary purpose of education is not to teach a language or pump facts into us but to foster our ability to think — to question, interpret and develop our cognitive capabilities. A second reason is to inspire and instill passion. Only a passionate person achieves anything in life and realizes the full human potential. And this needs passionate teachers, which is at the heart of the problem.
Too many believe that education is only about ‘making a living’ when, in fact, it is also about ‘making a life.’ Yes, later education should prepare one for a career, but early education should instill the self-confidence to think for ourselves, to imagine and dream about something we absolutely must do in life. A proper teaching of Sanskrit can help in fostering a sense of self-assuredness and humanity, much in the way that reading Latin and Greek did for generations of Europeans when they searched for their roots in classical Rome and Greece.
This is the answer to the bright young person who asks, ‘Why should I invest in learning a difficult language like Sanskrit when I could enhance my life chances by studying economics or commerce?’ Sanskrit can, in fact, boost one’s life chances. A rigorous training in Panini’s grammar rules can reward us with the ability to formulate and express ideas that are uncommon in our languages of everyday life. Its literature opens up ‘another human consciousness and another way to be human’, according to Pollock.
Teaching Sanskrit under the ‘three-language formula’ has failed because of poor teachers and curriculum. Mythological comic books such as Amar Chitra Katha and TV cartoons in Sanskrit with captions might at least catch the imagination of children. But the debate is also about choice. Those who would make teaching Sanskrit compulsory in school are wrong. We should foster excellence in Sanskrit teaching rather than shove it down children’s throats.
The lack of civility in the present debate is only matched by ignorance and zealotry on both sides. The Hindu right makes grandiose claims about airplanes and stem cell research in ancient India and this undermines the real achievements of Sanskrit. The anti-brahmin, Marxist, post-colonial attack reduces the genuine achievements of Orientalist scholars to ‘false consciousness’. Those who defend Sanskrit lack the open-mindedness that led, ironically, to the great burst of creative works by their ancestors. In the end, the present controversy might be a good thing if it helps to foster excellence in teaching Sanskrit in India.

 

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Sanskrit deserves more than slogans

Vaishna Roy
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Illustration: Satwik Gade

Making Sanskrit compulsory does not give us even a glimpse into the immensity of the language’s grammar or its soaring poetry and philosophy

Philologist William Jones famously described it as “more perfect than Greek, more copious than Latin, and more exquisitely refined than either.” Layered and complex, Sanskrit is one of our richest legacies. With its perfect grammar, its capacity for poetry, its synonyms and metaphors, it’s a linguist’s and philologist’s delight. Wanting to return to Sanskrit some of its status is not just commendable but crucial, but as always we are not interested in the big picture. We don’t want solutions that need hard work or academic rigour, just trite and superficial truisms. The idea to make Sanskrit mandatory in schools or to declare the Bhagavad Gita the “national scripture” is along the same lines. It’s important to at least get the premise right before we declare that Sanskrit is “the language of our country. Everything was written in Sanskrit thousands of years ago ...” as Vishwa Hindu Parishad leader Ashok Singhal declared at last month’s World Hindu Congress, when he said ominously that many things would soon be made compulsory in India.
First of all, consider that Sanskrit was never the language of our masses. It’s always been the medium of instruction, the classical and liturgical language in which grammar, science, religion and philosophy were written. The word Sanskrit comes from sanskrita or refined. The everyday language of people was Prakrit from prakriti for natural or common. In fact, several scholars consider that Sanskrit originated not so much as a disparate language but as a superior and polished version of speech (samskrita vak or polished speech). It coexisted with local dialects and these vocabularies intermingled extensively — Hindi, Bengali, Bhojpuri, Telugu, Malayalam all sharing etymological roots.
Language of liturgy

Also, Sanskrit was actually divisive and sowed some of the first seeds of segregation in Indian society. Because it was complex and highly evolved, its knowledge began to mark speakers as belonging to the wealthy and educated classes. From there it was a short step to Sanskrit being taught only to upper castes and then only to Brahmins and priests. If Sanskrit got marginalised, it was not so much because foreign languages wiped it out, but because it chose to confine itself to a narrower and narrower space until it was soon exclusively the language of liturgy alone, learnt only by priests, who grew into an esoteric cabal.
Real renewal of the language happens not in shrill sloganeering but in funding top-notch libraries and in sponsoring research chairs and encouraging the study of Indology
The Bhakti movement was born as a reaction to the priestly class’s appropriation of language and religion. Poet-saints such as Kabir and Tulsidas dumped not just the ritualism and caste system of extant Hinduism, but also Sanskrit, its language. An extraordinary body of prose and poetry in the vernacular mushroomed in this era — Kabir wrote his dohe in Braj Bhasha, Tulsidas in Braj and Awadhi, Tukaram and Namdev in Marathi, Nanak in Gurmukhi. In fact, even the much earlier Mauryan era edicts of Ashoka are in Prakrit.
Sanskrit in school

Studying in a Central Board of Secondary Education (CBSE) school, we had Sanskrit till Class 8. A bit of an ear for linguistics and you recognised half the words because Sanskrit shares cognates with almost every Indo-European language. Then you learnt by rote the declensions of various common shabdas. You spouted these, did some basic translation and verb matching, and were pretty much guaranteed at least 90 per cent in exams. If Sanskrit is made mandatory, that’s what students will largely experience. Nothing traumatic or difficult but nothing very meaningful either. The point I am making is this: what we were taught did not give us even a glimpse into the immensity of the language’s grammar or its soaring poetry and philosophy.
We Indians love symbolic gestures, and that’s what “making Sanskrit mandatory” is about. It’s another bronze statue, another slogan — the ‘Don’t Horn’ on the back of a truck — that won’t achieve anything real. Students will mug up shabdas for exams and still learn German in private. But, in that narrow sense, Sanskrit is already available from institutes such as Samskrita Bharati, which conduct classes and award diplomas for anyone who cares to look.
We don’t need that sort of shallow familiarity because without social currency, a language cannot survive anyway. It’s more important to preserve Sanskrit academically rather than colloquially.
The same groups that are so quick to ban texts at universities would do well to do something proactive instead, such as demand the inclusion of translated Sanskrit poetry and drama into syllabi. I have friends with fancy degrees in Comparative Literature or Philosophy who would be hard-pressed to identify Bhavabhuti but can spout “Odysseus.” We have Indian publishers who produce handcrafted, collector’s editions of Sophocles’ works — why not something similar for “Mricchakatika”?
In fact, if knowledge and learning were not as Eurocentric as it is today, any self-respecting university would intuitively include Sanskrit texts, as they do Greek, in the canon of world literature. Not only is Panini’s “Patanjali” the world’s earliest work in linguistics and phonetics (and the foundation for most modern linguistics), there is no grammar as detailed or logical. We need Indologists pushing for these quiet, back-end but ultimately significant changes.
A practical approach
Real renewal happens not in shrill sloganeering but here — in funding top-notch translations, textbooks and libraries; in sponsoring research chairs that produce more Sanskritists in India than abroad; in high-paid professorships that encourage the study of Indology rather than English Literature. How about pushing for short courses at prestigious universities worldwide where students can earn extra credits?
Most important, it means divorcing the religious from the linguistic, so that Sanskrit is deconstructed and studied for its intrinsic value rather than as ritual.
We must stop pretending that a perfect Indian culture, preserved in amber, is waiting to be resuscitated intact, with dhoti-clad denizens chattering away in Sanskrit and milking cows. That’s as much a chimera as Gandhiji’s vision of charkha-spinning villagers breeding silkworms. If we want Sanskrit appreciated, let’s get practical for a change.
vaishna.r@thehindu.co.in
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