Indian Culture I
A.Y. 2024/2025
Learning objectives
The course aims to:
- equip students with a robust knowledge and understanding of the peculiarities of Indian society, as well as of the range of traditions, customs and religions on Indian soil;
- raise awareness on the heterogeneity of Indian culture and society and how they were shaped throughout history, providing students with an understanding of their pillars;
- train the students' ability to successfully and exhaustively expand their knowledge of familiar topics on their own, as well as to explore subjects unknown to them, by instructing them on how to compile a list of reliable bibliographic sources;
- provide knowledge and tools to navigate the huge variety of texts focusing on India, operating a distinction between academic literature and the widespread stereotypical and stereotyped descriptions of Indian culture.
- equip students with a robust knowledge and understanding of the peculiarities of Indian society, as well as of the range of traditions, customs and religions on Indian soil;
- raise awareness on the heterogeneity of Indian culture and society and how they were shaped throughout history, providing students with an understanding of their pillars;
- train the students' ability to successfully and exhaustively expand their knowledge of familiar topics on their own, as well as to explore subjects unknown to them, by instructing them on how to compile a list of reliable bibliographic sources;
- provide knowledge and tools to navigate the huge variety of texts focusing on India, operating a distinction between academic literature and the widespread stereotypical and stereotyped descriptions of Indian culture.
Expected learning outcomes
In addition to the theoretical contents covered by the course and by the texts included in the course syllabus, by the end of the course students should be able to communicate proficiently both orally and in writing, with clarity and using the appropriate terminology. This means that they should have a full command of the subject-specific vocabularies, in Italian and Indian, pertaining to the different topics covered by the course (society, politics, history, religion and spirituality, art etc.). Moreover, students should be able to further their knowledge of theoretical concepts and topics on their own, by relying on academic literature and opting for credible sources of information, while disregarding unreliable contents.
Lesson period: Second semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Responsible
Lesson period
Second semester
Course syllabus
The teaching program will offer an introduction to the four religions that originated, at different times, in India, emphasizing, first, how their birth and development over the centuries responded to precise needs of both a spiritual and socio-cultural nature. Hinduism, Buddhism, Jainism, and Sikhism will be presented in their fundamental doctrinal, philosophical, devotional, and theological specificities and will be historically framed both concerning their origin and their most significant phases of development, analyzed in the light of the unfolding of Indian history. The examination of the four spiritual orientations will be the instrument to explore and deepen both the knowledge of Indian society and its main precipitates, including, first and foremost, the caste and family institute, and the logic and prerequisites of the rituals that mark the existence of individuals and attest to their belonging to the social consortium (birth, imposition of a name, first haircut, marriage, funeral rites, etc.). Furthermore, the introduction to the doctrines that shape the relationship between the individual, the material universe within which his or her existence is situated, and the impalpable metaphysical reality identified or not, depending on the spiritual orientations, with a divine principle, will make it possible to reflect on the reasons for and paths of the transnational movements of ideas and people that have moved from India both eastwards and westwards. It will therefore reflect on the composite nature of the Indian diaspora, which, far from indifferently involving all the country's communities, has been embraced with varying degrees of conviction and enthusiasm by members of India's different religious communities. In addition to the displacements of people, we will dwell on those concepts and doctrines that, deeply rooted in the Indian religious-philosophical universe, have been adopted by the most diverse cultures. We will observe how the appropriation of practices and ideas founding the different Indian religious-philosophical orientations has gone through phenomena of alteration, adaptation, and even theoretical disruption. The spread and extent of such movements of transnational exportation of ideas founding the Indian philosophical-spiritual framework are, moreover, largely witnessed by the migration of Indian philosophical vocabulary and its casual adoption by European languages.
We will observe, however, the existence of an appreciable gap between the original meaning of terms in the Indian religious-philosophical lexicon, such as 'karman', 'cakra', 'nirvāṇa', 'yoga', 'maṇḍala' etc., and the one implicitly attributed to them in Italian usage. Finally, the course program will be completed with an analysis of the legal protections and guarantees that the Indian Union reserves for this multi-religious social system. Through precise reference to the constitutional dictate, the prerogatives of Indian secularism and its practical implications will be illustrated.
The first module will introduce the complex religious-philosophical phenomenon known as Hinduism, whose status as a religion and the appropriateness of the term Hinduism itself, whose origin will be made explicit, as there is no equivalent in Indian languages. After explaining the definition of orthopraxis, its intimately plural character and stages of historical development will be described. Among the founding concepts, the concepts of karman, saṃsāra, mokṣa, Brahman, and dharma will be emphasized, and the relevant sacred literature will be introduced. Particular attention will be paid to examining the caste institution, analyzed from a diachronic and synchronic perspective. As a conclusion and completion of the first module, an overview of Jainism will be offered, whose historical origin, aims and means to achieve them, characteristics, ethos, and application of the fundamental virtues by the lay component, the structure of the ascetic community and the full adherence to the precepts of Jainism by its members, albeit with the differences deriving from belonging to one or other of the monastic orders, will be outlined.
BIBLIOGRAPHY
- G. Filoramo (a cura di), Hinduismo, Laterza, Roma-Bari, 2002 (II edizione).
- W. Halbfass, Karma e rinascita nel pensiero indiano, Einaudi, Torino, 2021. (I capitolo, III capitolo, VII capitolo, VIII capitolo, IX capitolo)
- M. Joseph, Il gioco di Ayyan, Edizioni Dedalo, 2011 (ROMANZO).
- W. Dalrymple, Nove vite, Adelphi, 2020 (ROMANZO).
- R. Pace, Educazione indiana, Giunti, 2023 (ROMANZO).
UNIT II: In the second module, Buddhism's historical and social origin will be analyzed; the life of the historical Buddha will be traced in detail and the core of his teachings will be explored. It will then trace the successive stages of development of Indian Buddhism until its abrupt disappearance from India. In outlining the doctrinal developments of Buddhism, one will also observe the changes that took place in the iconographic framework and the fundamental shift to the anthropomorphic representation of the Buddha. Finally, the historical phases and trajectories along which Buddhism spread from India to the neighbouring eastern regions and then westwards will be covered. Meditation, re-proposed as mindfulness by the biologist Jon Kabat-Zin, who has used it in clinical pathways, has received great interest. Spread outside the medical sphere, its techniques are used today for enhancing mental control and improving psychophysical well-being. Students will be offered a short meditation experience to increase awareness in everyday life. The module will conclude with an introduction to the most recent of the religions born in India: the Sikh panth or Sikhism. In addition to the historical origins, the doctrinal framework, and the orders of which the Sikh panth is composed, some aspects of the Sikh diaspora in Italy will be explored, which will also be taken up in the third module.
BIBLIOGRAPHY:
- G. Filoramo (a cura di), Hinduismo, Laterza, Roma-Bari, 2002 (II edizione).
- G.R. Franci, Il buddhismo, il Mulino, Bologna, 2004.
- S. Sahuta, L'anno dei fuggiaschi, Chiarelettere, 2018 (ROMANZO).
- P. Mishra, La fine della sofferenza. Il Buddha nel mondo, Guanda, 2006 (ROMANZO).
UNIT III: In the third unit, the legal tradition of ancient India and its evolution will be touched upon. In particular, the method of dispute resolution followed by the courts established during colonial rule, which referred to dharma treaties and Islamic law, will be discussed. The imposition of the Common Law and the related cultural milieu will be illustrated. Following a historical excursus, the legal system of post-independence India will be analyzed. The genesis of the Indian Constitution and the federal system of the Union will be discussed. Fundamental rights will be outlined, with particular attention to freedom in matters of religion and the right not to be discriminated against on account of professed beliefs. The focus will be on personal statutes concerning family law and inheritance law, institutions for which different regulations are envisaged based on religion or rather on the community the person belongs to; the application of these regulations within the Italian legal system will also be mentioned. Other aspects of contemporary Indian law, such as commercial law, intellectual property protection and labour law, will be briefly illustrated, also concerning issues related to possible discrimination based on religion and with some hint of comparison with the Italian system. Practical cases will also be dealt with through in-class simulations.
BIBLIOGRAPHY:
- Lorenza Acquarone, Tra Dharma Common Law e WTO. Un'introduzione al sistema giuridico dell'India, Unicopli, 2016.
- Lorenza Acquarone, Voci audaci. La stand-up comedy in India sfida tabù e censura, Le Lucerne, 2023.
We will observe, however, the existence of an appreciable gap between the original meaning of terms in the Indian religious-philosophical lexicon, such as 'karman', 'cakra', 'nirvāṇa', 'yoga', 'maṇḍala' etc., and the one implicitly attributed to them in Italian usage. Finally, the course program will be completed with an analysis of the legal protections and guarantees that the Indian Union reserves for this multi-religious social system. Through precise reference to the constitutional dictate, the prerogatives of Indian secularism and its practical implications will be illustrated.
The first module will introduce the complex religious-philosophical phenomenon known as Hinduism, whose status as a religion and the appropriateness of the term Hinduism itself, whose origin will be made explicit, as there is no equivalent in Indian languages. After explaining the definition of orthopraxis, its intimately plural character and stages of historical development will be described. Among the founding concepts, the concepts of karman, saṃsāra, mokṣa, Brahman, and dharma will be emphasized, and the relevant sacred literature will be introduced. Particular attention will be paid to examining the caste institution, analyzed from a diachronic and synchronic perspective. As a conclusion and completion of the first module, an overview of Jainism will be offered, whose historical origin, aims and means to achieve them, characteristics, ethos, and application of the fundamental virtues by the lay component, the structure of the ascetic community and the full adherence to the precepts of Jainism by its members, albeit with the differences deriving from belonging to one or other of the monastic orders, will be outlined.
BIBLIOGRAPHY
- G. Filoramo (a cura di), Hinduismo, Laterza, Roma-Bari, 2002 (II edizione).
- W. Halbfass, Karma e rinascita nel pensiero indiano, Einaudi, Torino, 2021. (I capitolo, III capitolo, VII capitolo, VIII capitolo, IX capitolo)
- M. Joseph, Il gioco di Ayyan, Edizioni Dedalo, 2011 (ROMANZO).
- W. Dalrymple, Nove vite, Adelphi, 2020 (ROMANZO).
- R. Pace, Educazione indiana, Giunti, 2023 (ROMANZO).
UNIT II: In the second module, Buddhism's historical and social origin will be analyzed; the life of the historical Buddha will be traced in detail and the core of his teachings will be explored. It will then trace the successive stages of development of Indian Buddhism until its abrupt disappearance from India. In outlining the doctrinal developments of Buddhism, one will also observe the changes that took place in the iconographic framework and the fundamental shift to the anthropomorphic representation of the Buddha. Finally, the historical phases and trajectories along which Buddhism spread from India to the neighbouring eastern regions and then westwards will be covered. Meditation, re-proposed as mindfulness by the biologist Jon Kabat-Zin, who has used it in clinical pathways, has received great interest. Spread outside the medical sphere, its techniques are used today for enhancing mental control and improving psychophysical well-being. Students will be offered a short meditation experience to increase awareness in everyday life. The module will conclude with an introduction to the most recent of the religions born in India: the Sikh panth or Sikhism. In addition to the historical origins, the doctrinal framework, and the orders of which the Sikh panth is composed, some aspects of the Sikh diaspora in Italy will be explored, which will also be taken up in the third module.
BIBLIOGRAPHY:
- G. Filoramo (a cura di), Hinduismo, Laterza, Roma-Bari, 2002 (II edizione).
- G.R. Franci, Il buddhismo, il Mulino, Bologna, 2004.
- S. Sahuta, L'anno dei fuggiaschi, Chiarelettere, 2018 (ROMANZO).
- P. Mishra, La fine della sofferenza. Il Buddha nel mondo, Guanda, 2006 (ROMANZO).
UNIT III: In the third unit, the legal tradition of ancient India and its evolution will be touched upon. In particular, the method of dispute resolution followed by the courts established during colonial rule, which referred to dharma treaties and Islamic law, will be discussed. The imposition of the Common Law and the related cultural milieu will be illustrated. Following a historical excursus, the legal system of post-independence India will be analyzed. The genesis of the Indian Constitution and the federal system of the Union will be discussed. Fundamental rights will be outlined, with particular attention to freedom in matters of religion and the right not to be discriminated against on account of professed beliefs. The focus will be on personal statutes concerning family law and inheritance law, institutions for which different regulations are envisaged based on religion or rather on the community the person belongs to; the application of these regulations within the Italian legal system will also be mentioned. Other aspects of contemporary Indian law, such as commercial law, intellectual property protection and labour law, will be briefly illustrated, also concerning issues related to possible discrimination based on religion and with some hint of comparison with the Italian system. Practical cases will also be dealt with through in-class simulations.
BIBLIOGRAPHY:
- Lorenza Acquarone, Tra Dharma Common Law e WTO. Un'introduzione al sistema giuridico dell'India, Unicopli, 2016.
- Lorenza Acquarone, Voci audaci. La stand-up comedy in India sfida tabù e censura, Le Lucerne, 2023.
Prerequisites for admission
No prerequisites are required as well as no previous knowledge of Indian history and culture.
Teaching methods
Lectures complemented by power point presentations will be made available to students weekly on the Ariel page of the course. Given the nature of the topics addressed, audio-visual material will also be used, in order to promote a better and more precise understanding of the ritual component, the places of worship and the representation conveyed by the Indian mass media of the four spiritual orientations taken into consideration. The active participation of the students will be encouraged both by involving them in debates on the topics addressed and by means of simulations that refer to activities characteristic of the profession of linguistic and cultural mediator.
Teaching Resources
All of the following texts form an integral part of the examination programme for all students, both attending and non-attending:
- G. Filoramo (a cura di), Hinduismo, Laterza, Roma-Bari, 2002 (II edizione).
- W. Halbfass, Karma e rinascita nel pensiero indiano, Einaudi, Torino, 2021. (I capitolo, III capitolo, VII capitolo, VIII capitolo, IX capitolo)
- M. Joseph, Il gioco di Ayyan, Edizioni Dedalo, 2011 (NOVEL).
- W. Dalrymple, Nove vite, Adelphi, 2020 (NOVEL).
- R. Pace, Educazione indiana, Giunti, 2023 (NOVEL).
- G.R. Franci, Il buddhismo, il Mulino, Bologna, 2004.
- S. Sahuta, L'anno dei fuggiaschi, Chiarelettere, 2018 (NOVEL).
- P. Mishra, La fine della sofferenza. Il Buddha nel mondo, Guanda, 2006 (NOVEL).
- Lorenza Acquarone, Tra Dharma Common Law e WTO. Un'introduzione al sistema giuridico dell'India, Unicopli, 2016.
- Lorenza Acquarone, Voci audaci. La stand-up comedy in India sfida tabù e censura, Le Lucerne, 2023.
- G. Filoramo (a cura di), Hinduismo, Laterza, Roma-Bari, 2002 (II edizione).
- W. Halbfass, Karma e rinascita nel pensiero indiano, Einaudi, Torino, 2021. (I capitolo, III capitolo, VII capitolo, VIII capitolo, IX capitolo)
- M. Joseph, Il gioco di Ayyan, Edizioni Dedalo, 2011 (NOVEL).
- W. Dalrymple, Nove vite, Adelphi, 2020 (NOVEL).
- R. Pace, Educazione indiana, Giunti, 2023 (NOVEL).
- G.R. Franci, Il buddhismo, il Mulino, Bologna, 2004.
- S. Sahuta, L'anno dei fuggiaschi, Chiarelettere, 2018 (NOVEL).
- P. Mishra, La fine della sofferenza. Il Buddha nel mondo, Guanda, 2006 (NOVEL).
- Lorenza Acquarone, Tra Dharma Common Law e WTO. Un'introduzione al sistema giuridico dell'India, Unicopli, 2016.
- Lorenza Acquarone, Voci audaci. La stand-up comedy in India sfida tabù e censura, Le Lucerne, 2023.
Assessment methods and Criteria
The examination consists of an oral test that may alternatively consist of a question on the contents of the examination program or the presentation, accompanied or not by the projection of a powerpoint, of an in-depth study on one of the topics of the examination program or a topic previously agreed with one of the course professors. If the presentation is chosen, a written version must be sent to professor Maria Angelillo one week before the day of the exam. The text of the presentation will not be taken into consideration for evaluation purposes if it does not have the following formal characteristics: 1) quotations, direct or indirect, always accompanied by the bibliographical reference of the source; 2) a brief final bibliography drawn up by choosing and uniformly applying one of the bibliography models accepted in scientific publications, 3) length not less than 10,000 characters. The examination is intended to verify both the full assimilation of the topics covered and the mastery of the terminology adopted by the various disciplines (philosophical, historical, artistic, architectural, choreographic, anthropological, etc.) involved in the examination offered by the teaching programme, and the ability to rework the content learnt and submit it to personal and critical reflection.
The assessment therefore takes into account the soundness of the theoretical preparation, the expository ability and the maturation of critical thinking that is able to make comparisons between the different theoretical positions taken in the reading of socio-cultural phenomena. For those who opt to write a paper and present its contents, the ability to compile an adequate bibliography, identifying accredited and reliable sources, and to write a formally correct and well-argued text is also assessed.
There are no in-progress tests during the year, but active participation in lectures and cultural initiatives promoted within and outside the University (conferences, seminars, book presentations, exhibitions, etc.) by the lecturers of the degree course is duly taken into account and positively assessed.
The final assessment is expressed in thirtieths.
The assessment therefore takes into account the soundness of the theoretical preparation, the expository ability and the maturation of critical thinking that is able to make comparisons between the different theoretical positions taken in the reading of socio-cultural phenomena. For those who opt to write a paper and present its contents, the ability to compile an adequate bibliography, identifying accredited and reliable sources, and to write a formally correct and well-argued text is also assessed.
There are no in-progress tests during the year, but active participation in lectures and cultural initiatives promoted within and outside the University (conferences, seminars, book presentations, exhibitions, etc.) by the lecturers of the degree course is duly taken into account and positively assessed.
The final assessment is expressed in thirtieths.
L-OR/19 - MODERN LANGUAGES AND LITERATURES OF THE INDIAN SUBCONTINENT - University credits: 9
Lessons: 60 hours
Professor:
Angelillo Maria Del Carmelo
Professor(s)