Samskaras

Samskaras

During the post Vedic age or pre-Buddhist Age or the later part of Later Vedic period, the life was fully ritualized. It was the part of the process of development of Vedic Life of Aryans wherein each aspect of individual life and the society was taken care of.


Samskaras are set of rituals which were performed during the life time of an Aryan. These are explained in Sutra literature. The various Samskaras and the method of performing those Samkaras are given in Grihya Sutra. Such ceremonies usually starts when the conception of a child took place. They continue throughout his life and even after death. Such an elaborate set of ceremonies guided the four stages of the life of an individual which is also known as Chatur Ashram Vayvasta or simply Ashram Vayvasta.


Some of the major Samskaras are Garbhadharna (performed when a child is conceived.), Pumsavana (for procuring a male child.), simantonnyanna (to ensure safe delivery of child.), jartakarma, (at the birth of child.) annaparsana (when solid food is given to the child for the first time.), cudakarma (when hairs are removed for the first time.), uppanyana (considered as second birth when he is declared divijya and starts his Brhamcharya asharama), marriage, saradhas, and so on. There are nearly forty such samskaras which are performed through different stages of every Aryan. There are some minor sanskara which an Aryan is expected to perform every day.


With such an elaborate rituals, the life of an Aryan is expected to get organized. However, when gradually the dominance of Brhamans increased over such sacrifices during the later stage of Later Vedic Age, there emerged rigidity and ceremonial performance of such rituals. Such a way of life later became the major features of identification of a life of Hindus.

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Sources:
The History and Culture of Indian People, volume one, Chapter 25 and 26, edited by R. C. Majumdar; Wonder That Was India, Chapter V, by A. L. Basham and Life and Culture in Ancient India by B. N. Luniya.

Bharatvarsha

Bharatvarsha

According to the Vishnu Purana,
"The country that lies north of the ocean and the south of the snowy munatains is called Bharat for there dwell the descendants of the Bharat."


In Sanskrit, as per Vishnu Purana,
Uttaram yastsamundrasya,
Himadres Haiva dakshinain
Vaisham tad Bharatam nama
Bharatiyatia santatih.


In other words, it is stated that the subcontinent of India stretches from the Himalayas to the sea. It is known as Bharatvarsha, or the land of Bharat where the descendants of Bharata live. Bharata was a king highly praised in Puranas. As per the continents of various Puranas, Bharatvarsh was a land which formed the part of a larger unit called Jambu-dvipa. Bharatvarsha on Jambu-divipa (island or the continent) was considered to be the innermost of the seven concentric islands or the continents into which the earth, as conceived in the Puranas, was supposed to have been divided.


In epics and some of the Purana, the whole Jambu-divpa is called the Bharatvarsha.

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Later addition:

Bharatvarsha is divided into nine Khandas or parts: Indra-dvipa, Kaserumat, Taamra varna Gabhastimat, Naga-dwipa, Saumya, Gandharva and Varuna. (Source: A Classical Dictionary of Hindu Mythology and Religion by John Dowson, Rupa and Co. New Delhi)

Comment on Indhistory Web site

On the link Asoka, the Indhistory web site titled IH has given some details on Asoka.


According to the content of the site, Asoka ascended the throne in 273 B. C. It is a wrong statement. There is no definite proof about the date of his accession. However, on the basis of a clue on the thirteenth rock edict, it is learned that he undertook the accession in the ninth year. On the basis of the references in Divyavadana, a Buddhist text, we can ascertain that the war took place in 261 B. C. It is again referred there that he acquired the throne with the help of Radhagupta. Radhagupta was the chief minister of Bindusara who had appointed his eldest son Susima as the next emperor on the throne of Mauryan Empire.


The second statement which is against the established sources, it is claimed that he was the most trusted son of Bindusara. It is also not true. The fact was that as an administrator under his father kingship, he proved more successful in Ujjain and Taxila. Both these province capitals were first held by Susima.


Similarly, it is on record on the 13th Pillar inscription that he had made 150000 people as slave. But it is written there that they were injured.


Similarly, it has been claimed that he became total vegetarian. However, it is not conclusion derived at by most of the established historians.


In the same manner, it is claimed that he adopted Buddhism just after the Kalinga war. He had taken nearly two and half year to decide to adopt Buddhism. Such a fact is available in his own inscription on Bhabru Cave inscription. Most of historians have concluded that it was a child monk Nigrodha who motivated him to Buddhism. However, it was Moggasli Putta Tissa, under whom, he worked for promoting Buddhist religion. According to Buddhism sources it was Upagupta who initiated him into Buddhism. However, Asoka had inscribed about his faith on Bhabru Cave inscription but he had no where mentioned his preceptor.


The use of word Dharma as promoted by Asoka is also not in the right spirit. He had got inscribed many Pillar inscriptions (Eight in main), in which he had not mentioned anything about Buddhism.

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The above criticism is done in good faith only. I have personal nothing against the site owner. It is only that being a history student and teacher, I am stating which I have learned and continue to learn from my regular study which my dharma.
______________________
UGC student may derive useful information on the accession and adoption of Buddhism of Asoka.

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Category: Review of a Web site on Indian History.

Civil Services Prelims: Sanskrit Literature: Books and Authors Bank

The details of Sanskrit literature is given in an essay in Banglapadiea. By clicking on Sanskrit literature term, you can reach there. The contents of essay will itself show you its utility for your preparation.

SUMIR SHARMA: Hindi Granth Karyalay: Munshi Premchand : A brief life sketch

A brief life sketch of Munshi Prem Chand with the names of the titles of his literary work.

December 2005

Attention,

The application for the Decemeber 2005 UGC is out.

It is also available on the UGC web site.

Feudalism for NET/UGC

Refer to following portion of the UGC History Syllabus:
5.1 World History: Concepts, ideas and terms
5.1.1. Script
5.1.2. Life after death
5.1.3. Mother Goddess
5.1.4. Law codes
5.1.5. Athenian Democracy
5.1.6. Roman republic
5.1.7. Slavery in Ancient World.
5.1.8. Aristocracy
5.1.9. Confucianism
5.2
5.2.1. Feudalism
5.2.2. Humanism
5.2.3. Enlightened Despotism
5.2.4. Divine Right
5.2.5. Supremacy of Church
5.2.6. Holy Roman Empire
5.2.7. Social Contract and General Will
5.2.8. Nation States
5.2.9. Renaissance
5.2.10. Reformation

Kindly find the following relevant articles on sumir-history.blogspot.com.

A highly elaborate study of Feudalism as desired in history is undertaken at Successors of Rome: The Periphery of Francia, 445 to Present. It contains detailed study of the kings substantiated by maps, family trees and other supporting material. It is brief study of the history of different European countries.On the definition of Feudalism just read the following lines:"This term is derived from the Old Aryan pe'ku, hence Sanskrit pacu, "cattle"; so also Lat. pecus (cf. pecunia); Old High German fehu, fihu, "cattle", "property", "money"; Old Frisian fia; Old Saxon fehu; Old English feoh, fioh, feo, fee. It is an indefinable word for it represents the progressive development of European organization during seven centuries.

I never knew that the word has Indian connection. The detailed article is at Feudalism. It is based on the work of different historians. It is written by BEDE JARRETT and Thomas Crossett on the net as a part of The Catholic Encyclopedia, Volume VI.

The Link to the posting is Feudalism: A Study in Detail.

Sufism and Bhaktism in India

At the following posting titled Sufism in India, there is a good article on Sufism in India. All the basic features and tenets are rightly described. The major four orders (silsilas) are rightly mentioned.

It further describes the relation with Bhaktism.

It has right described the Advitya Advaitvada of Ramanuja which forms the core and the basic tenet of Bhaktism in India. Ramanuja and seventeen major saints of Bhakti based their basic theory on Advitya Advaitvada or qualified dualism. The soul of man has a separate existence and also it is part of the Paramatma or the Supreme soul. Ramanuja had stressed upon the path of total Bhakti as the right part to the seek salvation for joining back with the Supreme Soul. However, the final decision of joining with the Supreme Soul rests with the Supreme Soul. This was the main message of Bhaktism which fulfilled the social needs of the time. Ramanuja had not denied the path knowledge as suggested by Shankaracharya. Shankaracharya had identified the soul with the Supreme soul. But Ramanuja had identified the separate existence of the soul of man apart from being the part of the Supreme Soul. This was the basic difference. The second major difference was that Shankaracharya supported the path of Knowledge and intuition with the grace of Supreme soul as path for final salvation. However, Ramanuja had full faith in Bhakti Marga and the grace of Supreme soul as the surety of salvation. Such a doctrine was right answer to unsettled political condition of the time, the upheaval of social setup and disruptive economic situation which prevailed between 1000 A. D. to 1500 A. D.


Guru Nanak and Vallabharcharya added next dimension to the Bhakti Marg by giving the doctrine of Guruship and grace of Guru as the surety of salvation.

The write up, suggested above in the link, has well described the main features of Sufism and its relation with Bhaktism. There is slight shortcoming in form of lack of historic explanation. It is mere elaboration. However, on whole, the write up can help in preparing part B, of Paper I History for Mains. This question has been asked in short answers compulsory question. If anyone has prepared his note on Bhaktism in India, he will definitely find it refreshing and source of substantiating his notes.
The students of UGC NET History should include it in most important notes for the subjective paper.


The other good sources on writing short notes on Bhaktism and Sufism is Guru Nanak and His Times by J. S. Garewal. There is complete note on it which may not require any improvement. The second good source is Rizvi’s Wonder That War India. However, the major authority is definitely Habibullah.


Do read the suggestive link and give comments.

Assisting Tools

Getting the right information in the less possible time is highly desired and wished by all of us.


Writing and revision can be useful if you know that there is assistance at hand which can help you to improve the contents and counter check the facts as being presented by you.


The above mentioned needs and which is my aim of developing my blogs for my own study as well as for my students in my college where I teach, I feel like sharing the following two resources. I have been using one of the resource for correcting my answer to GS papers of 2005 and used it to give more details on the questions which I will soon post on this blog.


The Fist Resource:
It is a new search engine which I have found different from other search engines. No doubt, my preferred search engine is still Google and second in preference is Yahoo which seems to have improved in last six to seven months.

The search Engine is Brain Boost.


The Second Resource:
The second important is a web site which can be used as a source. My source is actually CIA world Fact books. There are many questions on foreign countries in recent GS paper. I was in the process of collecting material when Siddharta Tripathi identified my mistakes. Hence, it required immediate attention and counter confirmation. I depended on this every source which I have mentioned. However, the web site which I am now suggesting claims to use three different sources. I have placed an article on my other blog about it. However, I give links to both these things below.


A. The Web Site: the open link is as follows:
www.theodora.com/wfb

B. My article:
Resource on Facts No.1


An Apology:
I am not able to post regularly because of disruptive and erratic electric supply. One really wonders that what will happen if our country does not improve the infrastructure. One should not rue the brain drain if such a scenario continue. One should not blame those who leave the country. I feel amused when I find sensex crossing 7000 on BSE and 2150 on NSE and claims of having 6.7 GDP this time.


Secondly I was not able post the required number of details due to many reasons. The examination is going be held on June 26, 2005. I am going to regularize my postings here only after that. I will start with Philosophy of History and Research Methodology first. I will also post short notes. I will post them only in English. But the major portion of the notes will covered in my M. A. Blog. There are numerous posting in Civil Service Blog which are meaningful for this blog also. I will be posting a substantial part of Indian History in that Blog because I am implimenting a particular idea on that blog. That way of writing has been received well. I will continue it there.


New addition:
Sumir Hindi Main
However, it has nothing to with competitive examinations. It is on trial basis. The aim is to use Hindi language as a means of communication in this media.

ICT in GS of NET - UGC/CSIR examination.

There is a topic in GS on ICT in UGC NET General Studies Paper. It is meant for candidates from all the subjects.

I understand (I may be wrong.) that there are many applicants who would learn about this ICT for the first time. It has been mentioned on UGC web site and good explanation can be derived from there by learning about the ways through which UGC intend to introduce ICT in India.

The ICT stands for Information and Communication Technology. What I understand from the information provided on the UGC site, this concept has been placed on the list of aims of UGC just two or three years back. It is a very important and pertinent goal. Through Edusat, GyanDarshan Vyas etc and related activities in cooperation with IGNOU, UGC intends to spread it to whole of the Higher Education system of India. In the field of science and technology it is already well placed and in operation. But, in field of social sciences, I do not find any indication of it being observed and recognized by the respective fields of intellectuals.

In short, ICT aims at using computer based technology for the promotion of education and research. It involves the use of multimedia (interactive programmes on computers and Internet for the benefit of students right from school level to higher education level) and Internet (email, discussion forums, etc all included) for education purpose. In Europe, this had started long back. In my humble study, I have found that they had started it somewhere in latter 80s of twentieth century. If I talk about Hot Potatoes, Webquest, ICT4U projects, I am sure that many stalwarts in the field of education would show total ignorance about it. There, they are already deep into it.

It is not that ICT is something new in India or new to India. It is rather opposite to it. India has been one of the forefront countries which took to ICT. However, it was first appreciated and exploited by business field and big companies. It had started in early nineties in the twentieth century. The companies like Infosys, Wipro, TCS, HCL, CMC were Indian companies which came up with required software to make ICT useful for the users. No doubt, many of the popular Banking and accounting software are of Indian origin and they aim at making ICT useful for the organization for overall benefit of all the concerned entities. The Banking industry took to it in big way and after payment or e-commerce had established the right models in its places, the benefits of ICT were fully appreciated and realized. One of the leading FMCG company (HLL) had absorbed it in day to day working to such a level that its sales team and production decision are synchronized in real time through ICT. There are now numerous companies, which uses Intranet and Internet as part of their normal activity. The Honourable President of India A P J Abdul Kalam is popular for using ICT in remaining in touch with his research scholars with whom he was associated before entering Rashtrapati Bhawan. Hence, ICT is something which is already with India and in India. However, it is not fully used and absorbed at school, college and university level. They are not using it for dispersing of knowledge, remaining in communication which only ICT can afford to do for them and exploiting it for increasing knowledge and understanding in their field. It has not been used in the field of Literature and social sciences.

For the benefit of inquisitive mind to learn about ICT on their own and to develop independent understanding of the main motive and vision of such a project I would suggest this site here. They should read different articles on E-Help, E-Project, and related sites in such folders of this site.

After developing some impression by studying the above site, they may explore the UGC site in order to learn that how it is being envisaged in India. They should then explore An Inter University Centre of the UGC.

However, if they are not able to make much out of above suggestion, they should not fear much and get worried about it. They need to learn only basic things about the use of computers, useful software required for making use of computer for their field of activity and subject and basic use of Internet (especially various use of various search engines etc, important institutions where there is communication on the latest research being carried out along with email postings in order to bring the intellectual world nearer to each other. Best example can be H-NET). They may get only four to five MCQ on it on the whole. Some basic knowledge of computers and internet will be enough to answer those question. However, there will be nothing bad, if they are able to develop some deeper understanding of it.

My Blog making and the contents therein are basically an attempt at using ICT for education. Do You Find It Like That!!!

Books for UGC preparation

First of all a general talk:

Year 1996: A person claimed to have used following set of books for clearing the NET.
In those days, you could easily skip preparing the World History section and concentrate wholly on Indian History.

For Indian History he used B. A. course books by A. C. Arora written in Hindi and Kundra Bawa of Neelam Publication (now they are being reprinted in new form and do not appear with the contents as they appeared till 1990.)

For General Studies, He based his preparation wholly on Swaran B.Ed entrance guide. (I am personally strongly against the books published by this Publication of Patiala because the contents are really "outrageous".)

For research methods, he only depended on Research Methodology notes which he had studied for his B.Ed before joining post graduation of history. He did not studied any thing about the Philosophy of History.

He further claimed that he first stressed upon developing complete understanding of political history and then stressed upon the social and economic history aspect.

Could it have been possible? Yes, I assure you that it could have been possible. However, in the new paper structure, you can not be that selective. You have to attempt one question in Paper III and four questions in Paper II from all the sections. Therefore, it is not easy to skip any portion.

(A personal note: When I cleared UGC, I did not attempt any question on the World History. At that time, I was equally comfortable with eighteenth and nineteenth century European history. However, I attempted questions only from Indian history.)
Regardless of the above talk My selection of books are as follows:

Ancient Indian History:Wonder That Was India by A. L. Basham.
Ancient Indian History and Civilization by Dr. S. Sen.
Cultural History of India by B. N. Luniya (Regardless of the diction and numerous spelling and other types of mistakes.)
Medieval History:
My basic book during my graduation was two volumes on Medieval History by A. L. Srivastva. It has been republished without any change.
However, I will strongly recommend Advanced Study in the History of Medieval India by J. L. Mehta (three volumes; The third volume is just the repetition of what has been said in the first two volumes, even then, it is good to read it in its compiled form. It saves time.)
Kundra and Bawa of pre 1990. Yes, I mean it. In the new pattern of Paper III, there is going to be a write up on which there will be questions. You can not read all the authorities. Kundra Bawa, when alive had written books giving extensive quotations at appropriate place. Those quotation will help to identify any small essay that could be asked from some authoritative book. It is with the same idea that J. L. Mehta is recommended.

For Modern India:

Bipin Chandra and four authors, Freedom Struggle of India.
Modern India by Sumit Sarkar.
The earlier N.C.E.R.T. book. (Not the present one by S. C. Mittal. I have full regards for him but his work is not up to the requirement. Rather refer to a link which I have suggested for period 1885 to 1947. The contents itself will speak for themselves.)

For Philosophy of History.

Well there will be no need to fully prepare it now but I will strongly recommend B. Sheik Ali Philosophy of History and Methodology.

Apart from these books, One must prepare political history from the beginning to end. A candidate should be able to give the major history topics and events from 3000 B. C. to 1947 without interruption. The above set of books will help you to write and prepare for the finer questions except a small portion of the syllabus suggested by the commission. But, you can only develop confidence and make good preparation if you are able to recollect whole of Indian history without interruption. For example.

You should will be able to tell that After there Ghori, their was Aibak 1205, Ittumish, 1235, Razia 1237, Badrudin, Nizamudin, Balaban, Jalaludin, Alauddin, Giasudin etc upto to Lodhi dynasty. Then from Babar to at least upto to Mohammad Shah till 1747.

Similarly, all the major happeinings of Gandhi period should be recollected without any flaw from 1915 to 1948.
For this, I strongly recommend the Agnihotri’s book for Prelims in its new form. You just keep it by your side.
In addition to that all the three volumes of V. D. Mahajan now being republished by S. Chand and Co. He had the knack for giving long quotations. This would help you a lot. Secondly, it is still a very good reference book. You find something on every topic in his books. In case of Sangam literature, I think instead of reading Nilkant Shastri, remain confine to his chapter in the latest edition. That is enough.

In case of other options which are quite famous, I feel that the IGNOU notes are the best options. They are amazing.

The next write up will be General studies. From March 17 onwards, the detailed notes will be posted.

Syllabus of UGC Net from the website of UGC

Here is the link from where you can directly download the syllabus of any subject (total 93 in numbers including langauges). Kindly note that all syllabus are in Acrobat PDF format require Acrobat reader to open.

Click Here

Syllabus UGC NET History

Important Note: This following syllabus is of 2002 June. The contents of the syllabus is same but there is change in the allocation of topics and sections of examination. The candidate has to prepare on the topics for subjective as well as objective i.e. Paper II and Paper III, which remain same.

The details, elboration and questions have been formed on the basis of the contents of this syllabus. They are valid for the present/Latest syllabus also.


The syllabus 2002 follows:

INDIAN HISTORY

1.1 Concepts, Ideas and Terms

Bharatavarsha
Pre-history
Samskaras
Dandaniti
Agraharas
Purusharthas
Saptanga
Shadbhaga
Digvijaya
Varnashrama
Stupa
Alvars/Nayanars
Sreni
Mudra
Sangam Age.
Sallekhana
Viragal (Hero-stone)
Sabha Samiti
Dhammavijaya
Vishti

1.2
Khutba
Khilafat
Sulh-I-kul
Din-I-Illahi
Ghatika
Tasawwuf
Maharashtra dharma
Langar
Nishan
Turkan-I-Chahlghani
Watan
Baluta
Iqta
Jizyah
Madad-I-maash
Amaram
Raya-Rekho
Jangama
Chauth
Bhai-bant

1.3
Mercantilism
Economic Nationalism
Indian Renaissance
Economic Drain
Colonialism
Paramountcy
Dyarchy
Federalism
Utilitarianism
Filtration Theory
Forward Policy
Doctrine of Lapse
Satyagraha
Leftism
Swadeshi
Casteism
Industrialisation
Modernisation
Revivalism
Communalism

Ancient Indian History

2.1 Sources
2.1.1 Archaeological sources: exploration, excavation, Epigraphy, numismatics, monuments
2.1.2 Literary sources:
Indigenous: Brahmanical, Buddhist and Jain literature, Kavya literature, Historical Kavyas, Scientific literature, Literature in regional languages.
Foreign Accounts: Greek, Chinese and Arab writers.
2.2 Pre-history and Proto-history
2.2.1 Stone age cultures of India: Paleolithic, Neolithic, Chalcolithic and Iron Age cultures.
2.2.2. Indus Valley Civilization: Origin, date, extent, Characteristics , contents, decline and survivals.
2.3 Vedic Period
Migrations and settlements, date of the Rigveda, literary and archaeological evidences, evolution of social and political institutions, religious and philosophical ideas and practices, literature.
2.4 Period of Mahajanapadas
Sixteen Mahajanapadas, Republican States, rise of urban centers, trade routes and economic growth, introduction of currency, origin and spread of Jainism and Buddhism, rise of Magadha, Iranian and Mecedonean Invasions.
2.5 Mauryan Empire
Foundation of the Mauryan Empire, Kautilya and the Arthashastra, Ashoka, concept of Dhamma, Edicts, Brahmi and Kharosthi scripts, administration, economy, art, disintegration of the empire, Sungas and Kanvas.
2.6 Post-Mauryan and Kushana Period
Indo-Greeks, Sakas, Kushanas, Western Kahatrapas, contact with outside world, growth of urban centres, economy, coinage, development of religions, Mahayana sect, social conditions, art and architecture, literature and science.
2.7 Early States in Eastern India, Deccan and South India
Kharavela, The Satavahanas, Tamil States of the Sangam Age; economy, land grants and coinage, trade guilds, urbanization, Buddhist centres, Sangam literature, administration, art and architecture.
2.8. The Regional States
2.8.1. The Guptas and Vakatakas, Harsha: administration, Sanskrit literature, scientific literature, economic conditions, coinage of the Guptas, Varnashrama dharma, castes and sub-castes, position of women, education and educational institutions, contact with neighbouring countries, central Asia, South-east Asia and China, art and architecture.
2.8.2. The Kadambas, Gangas, Pallavas and the Chalukyas of Badami; administration, role of feudatory families, trade guilds, literature, growth of regional languages and scripts, growth of Vaishnava and Saiva religions. Tamil Bhakti Movement, Institutions of temple and temple architecture.
2.9 The Rashtrakutas Prathiharas, Palas and Senas, Kalachuri-Chedis, Paramaras, Chahamanas, Chalukyas of Gujarat: Arab contacts, advent of the Turks, regional schools of architecture, religious sects and social conditions.
2.10 The Chalukyas of Kalyana, Hoysalas, Cholas, Pandyas, Administration and local Government, growth of art and architecture, religious sects, Institutions of temples, and Mathas, Agraharas and Brahmadeyas, education and literature; economy and society; contact with Sri Lanka and South-east Asia.

MEDIEVAL INDIAN HISTORY

3.1 Sources
3.1.1. Archaeological, epigraphic and numismatic materials and monuments.
3.1.2. Chronicles
3.1.3. Literary Sources: Persian, Sanskrit and regional languages.
3.1.4. Archival materials.
3.1.5. Foreign travellers accounts
3.2 Political Developments
3.2.1. The Sultanate : the Ghorids, the Turks, the Khaljis (Q&A 1), the Tughlaqas, the Sayyids and the Lodhis.
3.2.2. Foundation of the Mughal Empire: Babur, Humanyun and the Suris: expansion from Akbar to Aruangzeb
3.2.3. Decline of the Mughal empire: Political, administrative and economic causes.
3.2.4. Later Mughals and disintegration of the Mughal Empire.
3.2.5. The Vijayanagara and the Bahmanis: rise, expansion and disintegration.
3.2.6. The Maratha Movement: the foundation of Swaraj by Shivaji; its expansion under the Peshwas; Maratha Confederacy; causes of decline.
3.3 Administration
3.3.1. Administration under the Sultanate: civil, judicial, revenue, fiscal and military.
3.3.2. Sher Shah’s administrative reforms: Mughal administration: Land revenue and other sources of income; mansabdari and jagirdari
3.3.3. Administration system in the Deccan: the Vijayanagara, the Bahamanis and the Marathas; Malik Ambar’s revenue system.
3.4. Economic Aspects
3.4.1. Agricultural production: village economy: peasantry
3.4.2. Urbanisation: Urban centres and population
3.4.3. Industries: cotton textiles, handicrafts, agro-based industries; organisation, Karkhanas, technology.
3.4.4. Trade and Commerce: state policies, internal and external trade; European trade, trade centres and ports, transport and communication.
3.4.5. Financing trade, commerce and industries; Hundi and Insurance.
3.4.6. Currency
3.5. Socio-Religious Movements:
3.5.1. The Sufis: their orders, beliefs and practices, the leading Sufi Saints.
3.5.2. Bhakti cult: Shaivism and its branches: Vaishnavism and its branches.
3.5.3. The Saints of the medieval period: north and south; their impact on socio-political and religious life.
3.5.4. The Sikh movement: Guru Nanak Dev and his teachings and practices; Adi Granth; the Khalsa.
3.6. Society
3.6.1. Classification: ruling class, major religious groups, the mercantile and professional classes.
3.6.2. Rural society: petty chieftains, village officials, cultivators and non-cultivating classes, artisans
3.6.3. Position of women
3.7 Cultural life
3.7.1. Educational system and its motivations.
3.7.2. Literature: Persian, Sanskrit and Regional Languages.
3.7.3. Fine arts: major schools of painting; music.
3.7.4. Architectural development of the North and South India: Indo-Islamic architecture.

MODERN INDIAN HISTORY

4.1 Sources
4.1.1. Archival materials, biographies and memoirs, newspapers and oral histories.
4.1.2. European traders in India in the 17th and 18th centuries: Portuguese, Dutch, French and the British.
4.1.3. The establishment, expansion and consolidation of British rule in India.
4.1.4. British relations with principal Indian powers: Bengal, Oudh, Nizam, Mysore, Marathas and Sikhs
4.2. Foreign Relations and Frontier Policy
4.2.1. Relations with Afghanistan and Persia
4.2.2. Relations with Burma
4.2.3. Relations with Nepal and Tibet
4.3. Administration under the East India Company and the Crown
4.3.1. Central and provincial administration under the East India Company and the Crown
4.3.2. Development of local self-government
4.3.3. Constitutional development since 1773
4.4. Economic Development and Policy
4.4.1. Trade and Commerce
4.4.2. Agricultural development and policy, land revenue administration, land tenures (Permanent Settlement, Roytwari, Mahalwari, Taluqdari and Malguzari Settlements) – Rural indebtedness.
4.4.3. Decline of indigenous industries.
4.4.4. Famines and famine policy
4.4.5. Industrial development and policy, labour and trade union movements.
4.4.6. Monetary policy – banking and currency
4.4.7. Growth of towns and cities.
4.5. Social Policy and Social Changes
4.5.1. Impact of British rule on Indian society, emergence of the middle class, caste movements.
4.5.2. Educational development and policy
4.5.3. Socio-religious reforms, emancipation of women
4.5.4. Press and public opinion
4.5.5. Western impact on Indian culture, literature, art, music and performing arts.
4.6. National Movement
4.6.1. Rise of Indian nationalism, social economic bases of nationalism
4.6.2. Revolt of 1857, civil rebellions, tribal movements.
4.6.3. Indian National Congress, ideologies, programmes
4.6.4. Moderates, extremists, revolutionaries in India and abroad.
4.6.5. Peasant movements
4.6.6. The Gandhian era, 1920-47
4.6.7. Genesis of Pakistan
4.6.8. Integration of Indian states
4.6.9. Constitution of India, 1950.

5.1 World History: Concepts, ideas and terms
5.1.1. Script
5.1.2. Life after death
5.1.3. Mother Goddess
5.1.4. Law codes
5.1.5. Athenian Democracy
5.1.6. Roman republic
5.1.7. Slavery in Ancient World.
5.1.8. Aristocracy
5.1.9. Confucianism
5.2
5.2.1. Feudalism
5.2.2. Humanism
5.2.3. Enlightened Despotism
5.2.4. Divine Right
5.2.5. Supremacy of Church
5.2.6. Holy Roman Empire
5.2.7. Social Contract and General Will
5.2.8. Nation States
5.2.9. Renaissance
5.2.10. Reformation
5.3.
5.3.1. Non-alignment
5.3.2. Parliamentary Democracy
5.3.3. Totalitarianism
5.3.4. Commonwealth
5.3.5. White Man’s Burden
5.3.6. Socialism
5.3.7. Sphere of Influence
5.3.8. Racism
5.3.9. Rights of Man
5.3.10. International Peace
5.3.11. Nationalism

6.1 Research in History
6.1.1. Scope and purpose of History
6.1.2. Objectivity and bias in History
6.1.3. History and its ancillary sciences
6.2
6.2.1. Areas of research-proposed
6.2.2. Sources – Primary/secondary in the proposed area of research
6.2.3. Modern Historical Writing in his/her area research.

The Forthcoming Material:

In the next article which will be appear on March 14, 2005, I will discuss the source material which can be used to prepare the above syllabus.

From then onwards, a detailed note on selective topics will appear regularly. Kindly remain in touch. Wish you Good Luck.

1885 to 1947 material in a NEW FORM

Find on the following link here a material on the period 1885 to 1947 on Indian Independence history.

There is a huge bank of different type of questions (multiple choice question, reasoning questions, fill in the blanks, two lines questions).

They are highly useful for the paper II wherein multiple choice questions are there.

In case of Paper III also in new form, Fifty words questions can be easily developed from them.

Middle Ages in Modern World History

Find a good material on Middle Ages and related debate which has been based on the recent trends in the study of the European History and Modern World History on the following link.

Was Middle Ages in Europe A Dark Age!, European History/Renaissance

The bifurcation of the syllabus is such that you can not leave any portion uncovered now. Therefore, start looking to the World History. A general student of Postgraduate History in India is trained mostly in regional or national histories. World history or Modern History is new trend. Therefore, if you go for selective portion even then you should try to develop understanding of Modern World History. The Middle Ages is the good starting point. You will also find comprehensive material at one place on the following link.

It has special importance for the students who have opted for the Modern World and World History. In India, most the available books refers to Middle Ages as Dark ages. However, in examinations there are many questions which refers to intellectual achievements before the Renaissance period. It confuses some candidates and on the other hand also force you to misunderstand the questions which are being asked.

Web Site of UGC

The web of UGC is worth visiting from time to time.

There is latest notification on the paper III available on the website.

Fundamental of Ancient History of India

If you are preparing the Anceint History section, before starting with the syllabus, You must try to make your fundamentals on the Ancient History of India very clear.

If interested, then try the question bank on Religion of Vedas at the following link:
http://civilservices-prelims.blogspot.com/

Wait for the syllabus based notes. It will be soon here.

Haideri Flag

Haideri flag is symbol of respect to Ali. It is symbol of Ali as a perfect warrior.

Ali was also known as Haider. Haider means a Lion. Whenever the Muslims go on war against the infidels, they invoke his name and in veneration to warrior traits of Ali, they adopt the symbol of Haideri Flag.

Haider or Haydar is an Arabic word. It is an epithets of Ali ibn Abi Talib, the cousin and son-in-law of Prophet Mohammad. In Muslim Traditon (hadith), Sunnite as well as Shiite, the Prophet is said to have said; "There is no young hero as Ali, and no sword than 'Dhu'l iqar'". 'Dhu'l Fiqar' is the sword of Ali.

Ali and his sword is symbolized as two swords on the green flag by the warriors on who go on war. Such a flag is called Haideri flag.

Both Sunnis and Shittee revere Ali and his sword.

Such an invocation had been raised by Muslims. It was even raised by Haider Ali of Mysore and also his son Tipu Sultan.

The Subedar of Lahore had raised this flag against Banda Singh Bhadur during the Rahon Battle.

Sources: Dr. Christoph W. Marcinkowski, Associate Research Scholar, Encyclopaedia Iranica, Center for Iranian Studies, Columbia University, New York. Kate Brittlebank, Tipu Sultan's Search for Legitimacy_ (OUP, Delhi, 1997), pp. 43-44. As told on H-Asia of H-Net.

Aim of UGC/NET Preparation History

The aim of this blog is to discuss the preparation of the NET for lecturership.

Myself is JRF/UGC NET of 1992 when there was negative marking.

It is intended that syllabus of UGC NET (2003) is explained and elborated here.